Early Intervention Program May 6, 2016 Providing Intervention services for ALL eligible EIP students in grades K-5

Greetings ! Celebrations ! Norms

T ier 4 – Specially Designed Learning IN ADDITION TO TIERS 1-3, targeted students receive specialized programs, methodologies, or instruction Greater frequency of PM of student response to intervention Tier 3 – SST-Driven Learning IN ADDITION TO TIERS 1 & 2, targeted students receive: intense, problem- solving to identify individual student needs Targeted research-based interventions tailored to individual needs Frequent Progress Monitoring/ analysis of student response to intervention Tier 2 – Needs-Based Learning IN ADDITION TO TIER 1, targeted students receive instruction that is different including : Standard Intervention Protocol Process to identify and provide research-based on need and resources On-going Progress monitoring to measure student response to intervention guide decision-making Tier 1 – Standards-Based Classroom Learning Universal Screening Implementation of Georgia Performance Standards through Standards-Based Classroom Structure Differentiated Instruction including flexible grouping, multiple means of learning, and demonstration of learning Progress Monitoring Positive Behavior Interventions and Supports (PBIS) Bibb County School District RtI Process 80-90% 10-20% 5-10% 1-5% (Does not include Gifted, ESOL, or Speech)

RtI:EIP Engaging In A Relentless Pursuit Of Success for Every Student! Failure CANNOT Be An OPTION!

EIP IS AN RtI INTERVENTION!

AIMSweb IS NOW AIMSwebPLUS!

Universal Screening: AIMSweb Plus

INTERVENTION/ENRICHMENT 45 Minutes Intervention/Enrichment Daily

EIP Intervention Models Pull-out model Augmented (collaborative) model Reduced class model Self-contained model

Pull-out EIP Model Class size students Intervention time is 45 minutes for grades K-3 and 50 minutes for grades 4-5, five days a week. Students may be pulled out in small groups (ex. 6 of 18 students at a time, ensuring all EIP students are provided with intervention support every day.) Classes can be multi-grade level EIP intervention instruction should be in addition to regular classroom instruction (Tier II instructional strategies). Only EIP allotted teachers can provide instruction as an EIP pull-out teacher.

Augmented EIP Model Small group instruction should be occurring during this time, not whole group. – Whole group instruction should have already occurred, prior to the EIP teacher entering the classroom. Intervention time is 45 minutes for grades K-3 and 50 minutes for grades 4-5. EIP intervention instruction should be in addition to regular classroom instruction. – (Tier II instructional strategies). A collaborative model with EIP teacher and classroom teacher should be in place, reducing the teacher/student ratio.

Reduced Class EIP Model Class sizes are based on the reduced class sliding scale model located in the EIP State guidelines. – The Approved Innovative Model allows schools to add 1 to 5 students to the class size. – EIP students in a reduced class model receive intervention support from their classroom teacher. Reduced class models may be in place for all six instructional segments or one instructional segment of the day. EIP students should receive intervention instruction in addition to regular classroom instruction from their classroom teacher. – (Tier II instructional strategies).

Kindergarten This Reduced Class Model chart reflects the additional 7 EIP students that can be added to the reduced class sliding scale in the EIP State Guidelines. Classroom may have up to this number of EIP students with a paraprofessional in the room. Total Number of students in reduced class The State approved adding 5 additional students to an EIP reduced class model. In addition, per the EIP State Guidelines, 2 additional EIP or non-EIP students can be added to the class size if there is a paraprofessional in the classroom. This allows the flexibility of adding 7 additional EIP or non-EIP students to the Kindergarten reduced class sliding scale.

Grades 1-3 This Reduced Class Model chart reflects the additional 5 EIP students that can be added to the reduced class sliding scale in the EIP State Guidelines. Classroom may have up to this number of EIP students. Total Number of students in reduced class

Grades 4-5 This Reduced Class Model chart reflects the additional 5 EIP students that can be added to the reduced class sliding scale in the EIP State Guidelines. Class may have up to this number of EIP students. Total Number of students in reduced class

Self-contained EIP model All students in the classroom should be eligible for EIP services in reading and/or math. Class size requirements are students. EIP students should receive intervention instruction by their classroom teacher, in addition to the regular classroom instruction. – (Tier II instructional strategies). Self Contained EIP model is for all 6 segments of the day.

Reduced Class and Self-Contained EIP Model Class sizes should be monitored closely to ensure the class size does not increase to a point where the class no longer qualifies as a reduced class or self contained EIP model.

D OE Approved EIP Innovative Model Schools may add 1 to 5 students to the reduced and self-contained EIP class models. The reduced class sliding scale would be adjusted with the maximum class size increasing by 1 to 5 students along with the EIP students served in the class increasing by 1 to 5 students. An EIP reduced class model may be in place for only one segment of the day or all 6 segments. An augmented or pull-out EIP class model may have less than 11 EIP students being served in the class room during EIP instructional time, although the EIP pull-out will not be fully funded.

DOE Approved EIP Innovative Model In an EIP pull-out model students may be pulled in small groups (ex. 5 of 15 EIP students at a time). The EIP instructional time will be distributed amongst the small groups of students, ensuring intervention support is provided to all EIP students five days a week. EIP services can be provided before and after school hours. However, if a student is not able to receive EIP services before or after school, they must be offered EIP services at some point during the school day.

Timeline May 20 th – Class Rolls Due May 27 th – EIP Student Achievement Summaries May 27 th – Identify EIP Eligible Students for May 27 th – Projected School-Wide EIP Eligibility Report for

K-2 Students READING K: All AIMSweb TELs Assessments 1 st : RCBM/PSF/NWF 2 nd : RCBM/MAZE

K-2 Students MATHEMATICS K: All AIMSweb TENs Assessments 1 st : M-COMP/QDM/MNM 2 nd : M-COMP/M-CAP

K-2 Students READING or MATHEMATICS K: GA PreK Sampling System/EIP Rubric/Retained K-Students 1 st : Majority GKIDS Elements Not Demonstrated or Emerging/EIP Rubric/ Retained Students 2 nd : EIP Rubrics/Retained Students

3 rd -5 th Students READING 3 rd : RCBM/MAZE & Milestones 4 th : RCBM/MAZE & Milestones 5 th : RCBM/MAZE & Milestones

3 rd -5 th Students MATHEMATICS 3 rd : M-COMP/M-CAP & Milestones 4 th : M-COMP/M-CAP & Milestones 5 th : M-COMP/M-CAP & Milestones

3 rd -5 th Students READING or MATHEMATICS 3 rd : Beginning or Developing Learner w/Below Grade Level Status/EIP Rubric 4 th : Beginning or Developing Learner w/Below Grade Level Status/EIP Rubric 5 th : Beginning or Developing Learner w/Below Grade Level Status/EIP Rubric

EIP RUBRICS READING Total Score <15 MATHEMATICS (Total Score Varies By Grade Level) K < 14 1 st < 15 2 nd < 17 3 rd <14 4 th < 17 5 th < 23

RtI:EIP Engaging In A Relentless Pursuit Of Success for Every Student! Failure CANNOT Be An OPTION!

Thanks for all you do to ensure that all BCSD students demonstrate strength of character and are college or career ready!!! !!!Happy Summer!!!