Download
1 / 15
160 likes | 353 Views
THE EARLY INTERVENTION PROGRAM (EIP). Reflecting on the effectiveness of our intervention. What is the Purpose of EIP.
E N D
THE EARLY INTERVENTION PROGRAM (EIP) Reflecting on the effectiveness of our intervention.
What is the Purpose of EIP The Early Intervention Program (EIP) is designed to serve students 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 Delivery Models AUGMENTED PULL-OUT • Commonly referred to as “Co-teaching” • The EIP teacher goes into the regular classroom for 45-50 minutes to co-teach with the general education teacher to reduce the teacher to student ratio and better meet individual students’ needs • EIP students leave their general classrooms for 45-50 minutes of additional instruction in a separate, small group setting of no more than 16 students.
Who Qualifies? One of the two qualifications must be met in order to be served in EIP. • Students who scored in the Level One on the previous year’s CRCT • Students referred by classroom teacher based on EIP rubric checklist score
EIP Accountability EIP teachers will be held accountable largely based upon students’ CRCT scores and improved achievement.
What is the “make whole” concept? We need to document 74 EIP segments served. Students are counted for each segment they are served in (reading/math). For example, if a student is served in reading and math—that equals 2 segments. All of this has to fit in with 6 classes in one day
Stuck between a rock and hard place. What do we do with one EIP teacher and six grade levels (K-5), all with needs?
Here are our choices: Do it ALL Prioritize • Serve all grade levels, combining segments into multi-grade level classes • Look at areas of greatest need and prioritize. • Formulate homogenous groups based on six greatest needs.
Which is MOST effective? “Do what you can, with what you have, where you are.” -Theodore Roosevelt
Where do our priorities lie? High-stakes years (3rd grade reading and 5th grade reading and math) Level One on CRCT 1st, 2nd, and 3rd grade reading 4th grade math will better prepare our 5th grade students for the fast-paced curriculum and upcoming high-stakes year
What happens in the EIP classroom? For our 1st, 2nd, 3rd, and 4th grade segments, the students will come to my room for 45 minutes of small group, differentiated instruction in reading (1st, 2nd, 3rd) and in math (4th) that is highly individualized to meet each student’s needs. All instruction is standards-based as set by the Georgia Performance Standards and aligned with the Fulton County Curriculum.
5th grade reading and math This year, 5th grade EIP students will remain in their classrooms. I will come in and team-teach with Ms. Morris for math and Ms. Novelli for reading. Each segment will receive 50 minutes of my services. I will teach alongside these homeroom teachers, offering small group instruction and one-on-one support to any student that needs help.
Will work be graded in EIP? Work is NOT graded in EIP! Students are offered the opportunity to receive additional support and practice of the skills necessary to help them achieve grade level expectations. I will assess students to guide my instruction as well as to inform the parents and the teachers of the child’s progress.
How does a child exit EIP? Students may exit EIP based on a CRCT score the previous spring that indicates a “Meets” or “Exceeds” in Reading and/or Math. Students may also exit the program based on consistent classroom performance, an increase in grades, and teacher recommendation. The parents also have the right to remove their child from EIP.
Do you still have questions? Feel free to contact me anytime! brinsons@fultonschools.org
