Early Intervention Program

Early Intervention Program

http://www.gadoe.org/Curriculum - Instruction - and - Assessment/Curriculum - and - Instruction/Pages/Early - Intervention - Program.aspx

PARENTAL INVOLVEMENT:

The school shall provide a ten calendar-day notice for an opportunity to conference with the student’s parents or guardians and the student to discuss the student’s performance and the role of the Early Intervention Program.

STUDENT ASSESSMENT:

 

Students must be moved into EIP, provided assistance, and moved out of EIP upon reaching grade level performance. Students placed in the EIP must be administered a formative assessment that will reflect achievement gains throughout the academic year.


Step-by-Step Directions to EIP Information

 

•      Go to the Georgia Department of Education ( GaDOE) w ebsite at http://www.gadoe.org

•      Select Standards and Curriculum located at the bottom of page in the gold section under “Learning & Curriculum”.

•      Scroll down to the Early Intervention Program link located under “Other Programs”.

•      Select 2012-13 Guidance and go to page 22 for the Georgia law for the Early Intervention Program known as the Official Code of Georgia Annotated (O.C.G.A.) 20-2-153 Early intervention program for students at risk of not maintaining academic grade level.

•      See below for the link to the EIP State Board of Education Rule 160-4-2-.17

http://www.gadoe.org/External - Affairs - and - Policy/State - Board - of - Education/SBOE%20Rules/160 - 4 - 2 .17_dup.pdf

Curriculum and Instruction (404) 463-0934

 

Dr. John D. Barge

State School Superintendent

2066 Twin Towers East 205 Jesse Hill Jr. Drive SE Atlanta, GA 30334

Georgia’s K-5 EARLY

INTERVENTION PROGRAM (EIP)

EA RLY INTERVENTION PROGRAM

 

Children start school at a designated chronological age, but differ greatly in their intellectual development and experience base. The Early Intervention Program (EIP) is designed to serve students in Kindergarten through grade five who are at risk of not reaching or maintaining academic grade level.

The purpose of the Early Intervention Program is to provide additional instructional resources to help students who are performing below grade level obtain the necessary academic skills to reach grade level performance in the shortest possible time.

EIP Staff Requirements:

EIP must be staffed by certified teachers. Full time paraprofessionals may assist kindergarten EIP teachers for the purposes of reducing the student-teacher ratio to meet class size reduction rules.

EIP Eligibility for Placement Criteria:

Students are placed into the EIP program based on a variety of indicators, which includes results from local and/or State assessments in English language arts/reading and mathematics, EIP Rubrics, and/or portfolios, and/or local school checklists.

EIP Exit Criteria:

 

Students exit the EIP program based on a variety of indicators, which includes results from local and/or State assessments in English language arts/reading and mathematics, EIP Rubrics, and/or portfolios, and/or local school checklists.

FIVE DELIVERY MODELS

1. Augmented: The augmented model incorporates EIP services into the regular group class size by providing an additional early childhood certified teacher to reduce the teacher/pupil ratio while providing EIP services.

2. Self-Contained:      This model is used to reduce the class size in order to provide more emphasis on instruction and increased academic achievement.

3. Pull-Out: EIP students are removed from the classroom for instruction by an additional certified teacher.

4. Reduced Class Model:    This model allows for the combination of EIP students with regular education students in smaller classes. The reduced class model uses a sliding scale in which the class size reduces as the number of EIP students increase.

5. Reading Recovery Program: Students are removed from the classroom for one segment of reading. One segment of Reading Recovery is defined as a minimum of 30 minutes. Students must be served a minimum of 45 days. Students served by Reading Recovery may be counted for one segment of EIP instruction for the entire

Other School Designs – Schools may submit a school design model to the Georgia Department of Education (GaDOE) for consideration.