Intervention services
Recently, the state of Georgia has introduced new early literacy legislation aimed at improving reading skills among our young learners. We want to make sure you are fully informed about what this means for your child.
What is Georgia’s Early Literacy Legislation?
The new legislation is designed to ensure that all students in Georgia develop strong reading skills from an early age. Research shows that children who become proficient readers early in their education are more successful in school and beyond. This law focuses on ensuring all school districts in the state of Georgia have a district-wide process that identifies students needing targeted supports in reading or students demonstrating characteristics of dyslexia. The law also aims to ensure schools use high-quality materials and evidence-based instruction to support these students and their teachers.
What does this Legislation mean for students?
The primary goal of this legislation is to ensure that all children in Georgia become strong readers by the end of third grade. Reading is a foundational skill that impacts nearly every aspect of learning. By focusing on early literacy, the state aims to address reading challenges before they become more difficult to overcome, setting our students up for future academic success.
What is the process for identifying and helping students in Colquitt County Schools?
Reading Instruction: Our school will use instructional materials aligned to the science of reading that instruct students in foundational literacy skills and grade-appropriate English Language Arts and reading standards, as approved by the State Board of Education.
Professional Learning: Our teachers will continue to receive training on effective reading instruction aligned to the science of reading to ensure they can provide the best instruction and support to your child.
Screening: Colquitt County Schools will continue to conduct regular reading screeners for students in kindergarten through third grade. This helps us identify students who may need extra support.
Intervention Support: If a student shows a need for additional support in reading, we will provide targeted support through interventions to help them improve their reading skills.
Parent Involvement: We will keep you informed about your child’s progress and any additional support they are receiving. We believe that working together will give your child the best chance to succeed. Please contact your school if you prefer your child does not participate in this process.
We are committed to making sure every child receives the support they need to be successful. If you have questions about how this process may impact your student, please contact your student’s school.
RESOURCES: DYSLEXIA VIDEO SERIES
Georgia GADOE Parent Resources Reading Development & Dyslexia
GADOE Reading and Dyslexia Screening Process
Dyslexia Resource Guide for Georgia Families (English) Structured Literacy & Dyslexia
The Remedial Education Program (REP) is designed for students in grades 6-12 who have identified deficiencies in reading, writing, and math. The program provides basic skills instruction in the areas of reading, mathematics, and writing. Students qualify for the program based on a minimum of two standardized and normed scores or a failing course the previous semester.
REP students in grades 9-12 are able to earn course credit in English or Mathematics if the instructional content follows the 9-12 state-adopted standards/curriculum. There are three models of REP:
Reduced Class Size: Students receive instruction from a certified teacher designated as an REP teacher in a class with general education students. Maximum class size under this model is 18-23 students, based on allotment guidelines.
Augmented Class Model: A state-certified REP teacher pushes into the classroom with a regular education teacher to provide instruction to no more than 15 REP students.
Parallel Block Scheduling: Students are provided daily instruction in two-hour blocks. Students receive direct instruction from a state-certified teacher for a minimum of 50-60 minutes, and at least one hour is dedicated to small group instruction up to 15 or fewer students.
The Early Intervention Program (EIP) is designed to serve students in grades K – 5 who are at risk of not reaching or maintaining academic grade level proficiency, as defined in the state Early Intervention Program Guidelines. The purpose of EIP is to help students reach grade level performance in the shortest possible time.
Students may qualify for EIP in reading and/or in mathematics. Colquitt County Schools, in conjunction with the guidance provided by the Georgia Department of Education, has a rigorous, data-based identification process for determining if students will benefit from interventions through EIP. Students may qualify for the program based on a minimum of two standardized and normed scores that fall below the specified threshold of EIP candidacy. As the purpose of EIP is to address particular academic skills deficit, the importance of determining academic risk is a key component of EIP.
Program Structure
The program design is developed in coordination with regular instruction and other educational programs. Instruction provided through the Early Intervention Program must go above and beyond the general education instruction. To address a specific academic skill, interventions and progress monitoring are used to target the specific skill deficit and data collection methods are used to monitor the impact of the intervention over time. Development and evaluation of the program involves teachers, administrators, and parents at the school level. The Early Intervention Program includes four components:
Staff
The Early Intervention Program is staffed by certified teachers with experience and expertise in teaching students with diverse needs and abilities. Early intervention funds provide additional staff beyond that provided through regular funds. In K-5 schools, there are dedicated EIP teachers to provide EIP services.
Delivery Models
Any combination of state-approved models may be used within a school, depending on the unique needs and characteristics of the students and the school. The state-approved models are augmented, where an EIP teacher pushes into the general education classroom to provide interventions to the previously identified students, and pull-out, where an EIP teacher pulls a group of previously identified students out of the general education classroom to provide interventions.
Class Size
A class for EIP must follow Class Size Rules in the state guidelines.
Instructional Segments of Service
A segment for grades K-3 is defined as a minimum of 45 minutes daily. A segment for grades 4-5 is defined as a minimum of 50 minutes of daily instruction.
Georgia educators are aligning to create a preventive framework to improve performance outcomes of all learners. Georgia's Tiered System of Supports for Students is continued implementation of Georgia's Systems of Continuous Improvement, the statewide plan to provide a tiered system of supports for the districts, schools, and students. The tiered system includes evidence-based interventions and screenings that will provide the different levels of support needed to maximize student achievement and reduce behavior problems.
How do the components of Georgia's Tiered System of Supports for Students advance the work of Georgia's Systems of Continuous Improvement?
The essential components of Georgia’s framework are aligned with the nationally vetted Multi-Tiered System of Supports (MTSS) including: Screening, Progress Monitoring, Multi-Level Prevention System, and Data-Based Decision Making. Georgia added Infrastructure as a fifth component to ensure schools can develop a systemic and preventive educational system that can easily be personalized for every child. The following are critical elements of Infrastructure: Leadership, Effective Teaming, Professional Learning, and Familiy and Community Engagement.
The Student Support Team (SST) is a problem-solving process in every Georgia school. Its purpose is to find ways around roadblocks to success for any student referred to it. A number of recent events and decisions both national and state have placed markedly increased importance on the SST process:
The realization that conditions beyond mere academics play a pivotal role for students at risk of failure. The success of the broad approach used by Student Assistance Programs (SAP, from the federal Drug-Free Schools initiative) has shown the value of collaboration, especially across agencies.
School-based management and problem solving have become one of the recognized successes in the national education reform movement.
The SST process is a way for schools to demonstrate progress toward the national Goals 2000 areas of better teacher support and more parent involvement.
Student Support Teams use the problem-solving model to create intervention plans and monitor progress towards goals.
- Problem Identification
- Problem Analysis
- Plan Implementation
- Plan Evaluation
SST Meetings
Every school has a Student Support Team (SST) Chair that organizes and facilitates SST meetings. These individuals understand the structures, processes, and people needed to create plans for student success.
The Georgia Department of Education gives guidance on SST requirements.
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