Planning for Systemic Implementation of IE Standard

Successful results of cognitive enrichment programs have been obtained through systemic (for example, a school district), school-wide (multiple grade levels), group (class), or individual implementation of IE curriculum.

SCEL offers a comprehensive plan for systemic implementation of cognitive enrichment. Through proven marketing and public relations practice, we can help raise the awareness of the public and policy makers for the need of Cognitive Enrichment in the schools. Following proper public education to garner public and school system support for the program, SCEL then trains necessary personnel to implement the program in the school(s), evaluates the success of the program via quantifiable results, which ultimately justifies the continual financial investment in cognitive enrichment and the IE curriculum.

For systemic or school-wide implementation of cognitive enrichment through IE and LPAD tools, the following five-phase model is suggested:

A Model for Systemic Implementation within a School or District

Phase One Awareness/Orientation
First, we provide an introduction of the program to school personnel and the public. Then, we utilize continual communication - in the form of short, newsletters and scheduled news releases - to generate interest and public support of the program, while keeping everyone informed. Finally, we disseminate the program results - including in-progress, summative and long-term results, both qualitative and quantitative. Ultimately, we share the growing number of positive cases where cognitive enrichment programs have enhanced academic performance - yes, including test scores!

Note: Phase I (Awareness) typically continues throughout the program.

Phase Two - Training
Teacher training for Instrumental Enrichment (IE) will be over a two to three-year period. Follow-up monitoring and classroom observation will be a part of the program. In addition, at least two counselors at each site will be trained to administer the Learning Propensity Assessment Device (LPAD).

Phase Three - Implementation
Following teacher training, Feuerstein's Instrumental Enrichment (IE) will be introduced into the school curriculum in two to three consecutive years. Weekly sharing and planning sessions among teachers, coordinated by the trainer, are recommended as a part of the implementation.

Phase Four - Evaluation
In-progress evaluation, summative evaluation, and follow-up evaluation will be a part of the program. Both qualitative and quantitative evaluation measures will be taken for student participants and teachers.

Phase Five - Continuation
Continuation of the program will require training at least two teachers at each site to become Certified IE Trainers for new teachers. In addition, provisions for the continued purchase of student materials must be made.

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Our Theoretical Base

Professor Reuven Feuerstein's programs are based on two very important theoretical principles – Structural Cognitive Modifiability and Mediated Learning Experience. For an elaboration of these theories, go to the ICELP web site at

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