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Early Intervention Program

Early Intervention Program. Phyllis Holt. All About Me Mrs. Holt. My background I attended the University of Tennessee where I obtained my Bachelors Degree in Education with a minor in Early Childhood Education.

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Early Intervention Program

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  1. Early Intervention Program Phyllis Holt

  2. All About MeMrs. Holt • My background • I attended the University of Tennessee where I obtained my Bachelors Degree in Education with a minor in Early Childhood Education. • I have had the opportunity to be part of a Reading First School so have over 100 hours of Reading First training. • I have been married for 36 years. I have a son and daughter-in-law who both graduated from Georgia Tech. They have an adorable daughter so I am enjoying being a grandmother. My daughter graduated from University of Georgia and works as a Pharmacy trainer. She will be married in the Spring of 2007. • My experience • I’ve been teaching for 23 years. • I spent 10 years home with my children and obtained valuable experience as a Cub Scout leader, Brownie leader, Room mother etc.

  3. What is the Early Intervention Program? • The Early Intervention Program is a program designed to serve students in grades kindergarten through fifth who are at risk of not reaching or maintaining academic standards.

  4. My Goals • To assist students in developing the reading and mathematics skills necessary to be successful at their grade levels. • To help students obtain the necessary academic skills to reach grade-level performance in the shortest possible time.

  5. How will your child be served? We use the Pull-Out model to serve students at Chattahoochee Elementary. • Pull-Out – EIP students are removed from the classroom for instruction by an additional certified teacher. Your child will not be pulled out during reading or math.

  6. How can I help my child at home? • 1. Encourage children to use literacy in meaningful and purposeful ways, such as helping make shopping lists, drawing and writing thank-you notes, clipping coupons for family use, and reading road maps to plan a trip together. • 2. Visit libraries and bookstores frequently and encourage children to check out materials, such as toys, tapes, CD’s, and books, from libraries. Participate in activities held by libraries and bookstores, such as story times, writing contests, and summer reading programs. • 3. Set aside time for reading alone or together as a family every day. Read a wide variety of materials, such as books, magazines, signs, and labels, with and to children. • 4. Keep reading and writing materials, such as books, magazines, newspaper, paper, markers, crayons, scissors, glues, and stickers, accessible to children so that they can make use of these tools in a variety of language activities. (High quality reading and writing materials are not necessarily expensive. You can find them at school and library book fairs, yard and garage sales, online bookstores or auctions, book-stores' on-sale sections, used or second-hand bookstores, and charity sales [i.e., Salvation Army and Goodwill]).

  7. 5. Read books with rhymes and play language games, such as tongue twisters and puzzles, with your children. • 6. Practice the alphabet by pointing out letters wherever you see them and by reading alphabet books. • 7. Point out the letter-sound relationships your child is learning on labels, boxes, magazines and signs. • 8. Keep a notebook, in which you, as the parent, write down stories which your children tell, so that the children see the connection between oral language and text. • 9. Be a reader and writer, yourself. Children observe and learn from people around them. • 10. Be patient and listen as your child reads books from school. Let your child know you are proud of his or her reading. (National Reading Panel, 2002)

  8. Math at Home • Follow the progress your child is making in math. Check with your child daily about his homework. • If you don't understand your child's math assignments, engage in frequent communication with his or her teacher. • If your child is experiencing problems in math, contact the teacher to learn whether he or she is working at grade level and what can be done at home to help improve academic progress.

  9. Use household chores as opportunities for reinforcing math learning such as cooking and repair activities. • Try to be aware of how your child is being taught math, and don't teach strategies and shortcuts that conflict with the approach the teacher is using. Check in with the teacher and ask what you can do to help. • Ask the teacher about online resources that you can use with your child at home. • At the beginning of the year, ask your child's teacher for a list of suggestions that will enable you to help your child with math homework. • Work with your child on their basic math facts. (addition, subtraction, multiplication and division) • Use flashcards and games to help reinforce basic facts.

  10. Let’s Have a Great Year!

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