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.
Students are identified by local schools based on their skill mastery in the areas of math and/or reading and are eligible to participate in EIP using two criteria:
- Qualifying score on the EIP rubric – This document identifies specific standards students have not mastered in math and/or reading from the previous grade.
- Scores on state and local assessments (i.e., GKIDS, GMAS, MAP, etc.) that show student performance is far below grade level.
Students may exit EIP when they no longer meet BOTH criteria outlined above. This is a strong indicator that they have developed the necessary skills to receive grade level instruction without additional support.
Any combination of the following models may be used within a system or school depending on the unique needs and characteristics of the students and school.
- Self-Contained – This model is used to reduce the class size to provide more emphasis on instruction and increased academic achievement.
- Pull-out – EIP students are removed from the classroom for instruction by an additional certified teacher. This model may serve a maximum of 14 students at a time.
- 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.
- Dr. LaTonya Brown
EIP Math Coordinator
- Dr. Charnita West
EIP Reading Coordinator