Early Intervention

Program
OVERVIEW
2015-2016

Early Intervention Program (EIP)

Purpose

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.
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The EIP Program is

a part of the
Response to
Intervention (RTI)
framework for
providing support
to students. The
EIP Program
provides a
structure for
additional
instruction to
ensure students
meet grade level
expectations at the

Fulton County Board

Policy IHE

The Fulton County School Board supports our mission statement that
each child should be given the opportunity to reach their full
potential. To that end, the Fulton County School System has long
embraced a framework for advancement called Continuous
Achievement.
Fulton County Schools supports a framework for advancement that
allows each child to progress in language arts and math at their
optimum pace and depth, expanding and compacting the curriculum
as appropriate. While no child will be placed below their current
grade level, there will be no artificial barrier to moving ahead. Each
level will have clearly defined scope and sequence, which will be
available for parent review.
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Maximizing Services for

Students

1. Identify eligible EIP students.

2. Select a state-approved delivery model
that maximizes funding.
3. Report EIP segments to the data clerk.
4. Compare the list of EIP students with the
list pulled by the Data Clerk in
eSchoolPlus.

Early Intervention
Program

Staff
EIP Student Eligibility
EIP Student Exit Criteria
Delivery Models
Class Size
Instructional Segments of Service
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EIP Teacher
Requirements
EIP must be staffed by
certified teachers.

EIP Student Eligibility

Reading and Mathematics
Fulton Countys EIP Student Identification
and Placement Matrix is provided as a tool
to assist schools in identifying students and
EIP scheduling models for students.

EIP ELIGIBILITY FOR

PLACEMENT CRITERIA
Placement Procedures for the Early Intervention
Program (EIP) Grades K-3
Eligibility for the Early Intervention Program (EIP) is
determined by an assessment process at the local school
system level. The eligibility determination is made by
identifying the students functioning below the normal
expectation for the respective grade using criteria provided by
the Georgia Office of Student Achievement (GOSA). There are
different methods that may be used to establish eligibility for
placement depending on grade level and includes criteria on
the following pages.
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EIP ELIGIBILITY FOR PLACEMENT

CRITERIA (Continued)

For students entering or in Kindergarten

This includes students whose documented performance indicates needing
extra instructional assistance using one or more of the following:

Local assessments
Standardized norm-referenced tests (below the 35th percentile)
Portfolios
Georgia Pre-K Work Sampling System documentation
Student Support Team (SST) Checklist
EIP Rubric
Other checklist
Retained kindergarten students whose documented Performance
Levels indicate Not Yet Demonstrated or Emerging on the majority
of elements on the English Language Arts and/or Mathematics Georgia
Kindergarten Inventory of Developing Skills (GKIDS).
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EIP ELIGIBILITY FOR PLACEMENT

CRITERIA (Continued)

For students entering or in Grade 1-3

This includes students whose documented Performance Levels

indicate Not Yet Demonstrated or Emerging on the
majority of elements included on the English Language Arts
and/or Mathematics Georgia Kindergarten Inventory of
Developing Skills (GKIDS); or other indicators such as:
Local assessments
Standardized norm-referenced tests (below the 35th
percentile)
Portfolios
Student Support Team (SST) Checklist
EIP Rubric
Other checklists
11

EIP ELIGIBILITY FOR PLACEMENT

CRITERIA (Continued)
For students entering or in Grades 4-5
Use Method 1 to identify students entering or in Grades 4-5.
Method 1 This includes students who do not meet standards on the CRCT
and who score at Performance Level 1 (does not meet) on the CRCT in
reading or mathematics.
Use Method 2 to identify students who do not qualify using Method
1.
Method 2 This includes students who meet standards on the CRCT in
reading or mathematics but whose documented performance shows that
they are performing at Performance Level 1 (does not meet) on the CRCT
in reading or mathematics. This population of students who meet CRCT
standards but need additional instructional assistance shall not exceed 3%
of the population at the system, school, or grade level.
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EIP ELIGIBILITY FOR PLACEMENT

CRITERIA (Continued)
EIP RUBRICS
Students may qualify for EIP specifically in reading or math. The eligibility rubrics
are based on the Georgia Performance Standards (GPS) for reading and math.
When using the EIP Rubrics, refer to the table below to determine student
eligibility:
READING
MATH
K 18 or less points 8 or less points
1st 30 or less points 14 or less points
2nd 24 or less points 14 or less points
3rd 22 or less points 14 or less points
4th 20 or less points 14 or less points
5th 20 or less points 14 or less points
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EIP ELIGIBILITY FOR PLACEMENT

CRITERIA (Continued)
3% RULE
EIP placement is for those elementary
students who are meeting standards on
the CRCT for reading and/or math but who
continue to perform below grade level. In an
effort to provide flexibility in the EIP
Placement criteria, systems may identify
up to 3% of elementary students at the
system, school, or grade level.
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EIP ELIGIBILITY FOR PLACEMENT

CRITERIA (Continued)
For students in Grades 1-5 without CRCT scores
This includes students who do not have CRCT scores but
whose documented performance shows that they are
performing at Performance Level 1 (does not meet) on the
CRCT in reading or mathematics. Documented performance
must include one or more of the following: local assessments,
standardized norm-referenced tests (below the 35th
percentile), portfolios, Student Support Team (SST) Checklist,
EIP Rubric, other checklists, or performance as described by
Performance Descriptors for Performance Level 1 of the CRCT.
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EIP Delivery Models

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. Classroom teacher or EIP teacher may work with targeted
students and any other students.
Pull Out An additional certified teacher removes EIP students from
regular classrooms for daily instruction.
Reduced Class Classroom teacher is the EIP teacher. Model uses a
sliding scale in which class size decreases as number of EIP students
increases.
Self-Contained Class size is reduced to a maximum of 16 EIP students
all day long.
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EIP Class Size

Augmented Class Model Kindergarten
Area Supt. approval

2011-2012 Required

Maximum Individual Class Size

without a paraprofessional
Maximum Individual Class Size
with a paraprofessional
Maximum EIP Students in Class

20
22

23
25
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Classroom teacher or EIP teacher may work with

targeted students and any other students.
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EIP Class Size

Augmented Class Model Grades 1 - 3
Area Supt. approval

2011-2012

Maximum Individual Class Size

with or without a paraprofessional

Maximum EIP Students in Class

Required

23

26

14

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Classroom teacher or EIP teacher may work
with targeted students and any other students.

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EIP Class Size

Augmented Class Model Grades 4 - 5
Area Supt. approval

2011-2012

Maximum Individual Class Size

33
Maximum EIP Students in Class

Required

30

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33
Classroom teacher or EIP teacher may work with
targeted students and any other students.
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EIP Class Size

Pull-out Model Grades K 5
Area Supt. approval

2011-2012

Maximum Class Size

16

Required

19

20

EIP Class Size

Reduced Class Size Model - Kindergarten

EIP Students

FCBOE
Approved Class Size
Non-EIP Students

Ga. DOE
Maximum Total in Class

Area Supt. Approval Required

17

15

18

16

15

18

14

14

17

13

14

17

12

14

17

10

13

16

13

16

13

16

12

15

10

12

15

11

12

15

Class Size Exemption

The classroom teacher is the EIP teacher. A full-time instructional paraprofessional may be used in kindergarten
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models to increase class size by two students. The two additional students may be either EIP or regular ed. students
.

EIP Class Size

Reduced Class Size Model Grades 1 - 3

EIP Students

FCBOE
Approved Class Size
Non-EIP Students

Ga. DOE
Maximum Total in Class

Area Supt. Approval Required

Class Size Exemption

19

17

20

17

16

19

16

16

19

15

16

19

13

15

18

11

14

17

10

14

17

13

16

13

16

10

12

15

The classroom teacher is the EIP teacher. Instructional paraprofessionals may not
be used to reduce teacher/student ratio in grades 1-5.

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EIP Class Size

Reduced Class Size Model Grades 4 - 5

EIP
Students

Current Non-EIP
Students

Current Maximum
Total in Class

FCBOE
Recommended
Maximum Non EIP

Ga. DOE
Recommended
Maximum Total
in Class

Area Supt.
Approval
Required - Class
Size
Exemption

22

23

27

25

28

20

22

25

24

27

18

21

23

23

26

16

20

21

22

25

14

19

19

21

24

12

18

17

20

23

10

17

15

19

22

16

13

18

21

15

11

17

20

10

14

16

19

11

13

15

18

12

13

15

18

The classroom teacher is the EIP teacher. Instructional Paraprofessionals may not be used to reduce
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teacher/student ratio in grades 1-5.

EIP Instructional Segments

of Service
GradesK3:minimumof45minutesdaily
Grades45:minimumof50minutesdaily

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EIP Student Exit Criteria

Exit Procedures for the Early Intervention Program (EIP) Grades K-5
Early Intervention Program exit criteria, developed by the Georgia Office of Student Achievement
(GOSA), include the following:
For students in Kindergarten-3: This includes kindergarten students whose Performance Levels indicate
meets or exceeds on the majority of elements included on the English Language Arts and/or Mathematics Georgia
Kindergarten Inventory of Developing Skills (GKIDS); or whose documented performance indicates on or above
grade level as documented by one or more of the following: local assessments, portfolios, Student Support Team
(SST) Checklist, EIP Rubric, or other checklists.
For students in Grades 4-5: This includes students who score at either Performance Level 2 or 3 (Meets or
Exceeds the Standard) on the Criterion-Referenced Competency Tests (CRCT) in reading or mathematics or whose
performance indicates on or above grade level as documented by one or more of the following: local
assessments, portfolios, Student Support Team (SST) Checklist, EIP Rubric, other checklists, or student work as
described by CRCT Performance Descriptors for Performance Levels 2 or 3 of the CRCT.
For students in Grades K-5 without Georgia mandated test results: This includes students whose
performance indicates on or above grade level as documented by one or more of the following: local
assessments, portfolios, Student Support Team (SST) Checklist, EIP Rubric, other checklists, or student work as
described by CRCT Performance Descriptors for Performance Levels 2 or 3 (Meets or Exceeds the Standard) of the
CRCT.

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Additional Information?
Contact the Early Childhood and Remedial
Programs Department at (404) 763-4574
or Montreal Gore Bell
bellmg@fultonschools.org or Celia Allen
allenc4@fultonschools.org.
Portal link
http://portal.fultonschools.org/department
s/Instruction/Curriculum/Special_Programs/
Pages/Profile.aspx
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