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EIP is making a difference
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The Early Intervention Program (EIP) is designed to serve students who are at risk of not reaching or maintaining academic grade level. The EIP program provides additional instructional resources to help students obtain the necessary academic skills to reach grade level performance in the shortest time possible.

In Bryan County, the building administrator has the freedom to choose the EIP model that will be the most effective in that school. The three primary models are: self-contained, augmented, and pull-out. The most important variable to any model is the EIP teacher. The teacher determines the success and outcome of the program. The self-contained classroom model is very similar to the regular education classroom, but the number of students is much smaller. The teacher to student ratio is 1:14. This model is used to reduce the class size in order to provide more emphasis on instruction and increased academic achievement. The augmented model is much different. The EIP teacher visits six EIP students who are placed in a regular education classroom. The EIP teacher is free to work in small groups with EIP students or team teach with the regular education teacher. Under the augmented model, all instruction takes place in the classroom. The third primary model is the pull-out model. With the pull-out model, students are pulled out of their classroom and can be served in reading and math, depending on their strengths and weaknesses. The student to teacher ratio is 1:14. In the resource model, students receive instruction in the regular classroom and reinforcement with the EIP teacher. Students receive double instruction in reading and/ or math. There are pros and cons to all three EIP models.

At Richmond Hill Primary School, the EIP model was changed from the self-contained model to the pull-out model. This change is one of many interventions that resulted in a dramatic increase in test scores. In 2004-2005 CRCT reading scores rose from 91% to 98%, a significant and impressive achievement which tells us the program is working. The increase has earned RHPS numerous awards of excellence. Richmond Hill Elementary chose to follow RHPS’s model and implemented the pull-out model in second grade for the 2007-2008 school year. After reviewing the 3rd grade curriculum and test scores, the self-contained EIP class was left in place. The numerous interventions that have been implemented and the modifications to the Early Intervention Program are producing positive outcomes. Because of the preparations that have been put in place, staff members are optimistic that RHES will see an increase in student achievement this year.

By RHPS Principal Walt Barnes

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