What is this and should I sign anything agreeing that my child receive the service of an additional certified teacher in the classroom?
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Parent Answers to "Early Intervention Program? "
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In Cobb County (if that's where you are) I, as a parent, understand EIP to be an academically "on track" class that can help children who are showing a bit of developmental delay academically or other special need (like ESL), but it's too early to tell if they will need the full services of Sp. Ed. or pull-out ESOL as of yet. The extra teacher is in the room to lower the pupil/teacher ratio so those kids can get some extra attention and hopefully "catch up." The classes are only to have a few children needing help in with an otherwise "normal" class. I'm not sure what the offical ratio is, but I know it's less than 50% identified as needing help. My child was not identified as needing extra help, but was one of the "regular" kids in an EIP class her Kindergarten year. She had an excellent experience. There were two children in her class of 21 that needed ESL help, and some others who needed help in other ways (who they were and what they needed was confidential). I feel as though she benefitted in her situation with the extra certified teacher in the room. What it really meant in their class was that there was a teacher/parapro at every academic center during center time, and that there was an extra teacher available for "pull out" work with individuals who needed it during whole-group activities.
Like every doting parent, I consider my daughter to be quite bright, and she was challenged academically in the class. It is possible for there to be academic rigor in an EIP situation. Your daughter's problem may have more to do with something else than with EIP...
I didn't sign anything.
I agree with an earlier poster's advice that you should speak with the teacher or a counselor/assistant principal about the class, it's purpose, and the instruction in it. The teacher would probably be your best first resource. I'd put it to him/her this way: "I'm concerned that (your child's name) isn't finding enough challenge on a regular basis. What can we do?"
Like every doting parent, I consider my daughter to be quite bright, and she was challenged academically in the class. It is possible for there to be academic rigor in an EIP situation. Your daughter's problem may have more to do with something else than with EIP...
I didn't sign anything.
I agree with an earlier poster's advice that you should speak with the teacher or a counselor/assistant principal about the class, it's purpose, and the instruction in it. The teacher would probably be your best first resource. I'd put it to him/her this way: "I'm concerned that (your child's name) isn't finding enough challenge on a regular basis. What can we do?"
My advice is that you ask the teacher or person who recommended that your daughter be in this class for a written document explaining what it is...terminology varies from district to district, and clearly your school is using the EIP term to mean something different than ours are.
My daughter is 7 years old. She was a very good student in 1st grade last year and has not been identified as a child with a learning disability. Quite the contrary, actually. The school says that this program is not a special education program but a special assistance program that reduces the student teacher ratio for a segment of the day. I do know that probably a third of the class takes RSl (reading as a second language). Also, my daughter has mentioned several times that the class is boring. My concern is that this class may not be very challenging for her or hold her interest. On the other hand, maybe the smaller class size is what I should be most concerned with in her learning this year.
My state considers EIP programs in much the same way that Michellea's, for children age 0-3. How old is your child, and how were they identified as needing services in the first place? Would this additional teacher be some sort of aide just for your child, or ? It sounds as if they want to provide your child with an environment that has a smaller student:teacher ratio, and that's probably a good thing. The earlier intervention is begun with children, the greater the likelyhood that their LDs can be remediated.
When the term Early Invention is used in my state (MA), it refers to a program for kids birth to age 3 with disabilities or delays that would benefit by OT, PT, Speech or Social intervention.
Once a child turns 3, if services are still needed, the school district is obliged to provide them under IDEA, federal special education law.
To comment on whether the EI program is right for your child, we'd need to know the definition of Early Intervention, the learning profile of your child and any concerns, evaluative data etc.
Once a child turns 3, if services are still needed, the school district is obliged to provide them under IDEA, federal special education law.
To comment on whether the EI program is right for your child, we'd need to know the definition of Early Intervention, the learning profile of your child and any concerns, evaluative data etc.
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