Resource Programs

Children start school at a designated chronological age, but differ greatly in their intellectual development and experience base. 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. (GADOE.ORG)

Mrs. Brady pulls students from grades 3 through 5 and provides intervention in the area of Reading. The EIP program at ECES utilizes UFLI--a research based program that helps struggling readers to improves literacy outcomes in the areas of phonics. 

Elbert County School District’s English for Speakers of Other Languages (ESOL) Program is designed to provide equal educational opportunities to students who have a home language other than English. The goal of the program is to provide an English-rich learning environment so English Language Learners (ELLs) will become proficient in the English language. The ESOL program provides each ELL student the opportunity to develop listening, speaking, reading, and writing proficiency in order to be successfully mainstreamed into all classes.

The Gifted Resource Class at ECES serves those students in grades 3-5  that have been identified as Gifted Learners. Students attend Challenge class with their grade level one full day each week. In class, students engage in learning experiences and activities that will:

• Develop advanced research skills and methods
• Promote and develop higher order thinking skills, critical thinking, and logical problem-solving skills 
• Encourage the use of creative thinking and creative problem-solving skills
• Encourage and develop advanced communication skills. 

The curriculum is aligned with the Georgia Goals for Gifted Education, and incorporates the Georgia Standards of Excellence that apply to each individual grade level.

Check out our Facebook Page for periodic updates from our classroom! 

My name is Blair Burdette and I am the Reading Support Teacher here at ECES. I get the privilege to work with students who need additional support with decoding and reading fluency. I use an awesome program called UFLI (University of Florida Literacy Institute). It is a phonics program that explicitly teaches students the foundational skills necessary to read. I LOVE my job and the best part is seeing my students reach their reading goals and overcome their struggles with literacy  

My name is Amber Trotter. This is my 9th year teaching. I am married and have 2 wonderful children, Parker Jane and Hudson. We just recently built a home and have enjoyed doing projects to complete it. I enjoy playing outside with my kids, spending time with my family, and trying new foods. This is my 1st year at ECES and I am loving it! I have always taught math but have found a love for teaching reading this school year. My favorite time with my students is when I get to see them have an "ah-ha moment" after they've struggled with a concept. 

I currently teach resource math and resource reading at ECES. A "resource class" in education refers to a designated classroom where students receive focused, small-group instruction from a specialized teacher. This allows them to access additional support for specific learning needs while still participating in the general education classroom for most of the day. I provide targeted instruction to bridge gaps in students' understanding and skills development. 

Speech language pathologists assist students with becoming improved communicators despite
challenges such as articulation weaknesses, stuttering, expressive and receptive language
disorders, social language disorders, voice disorders, and swallowing disorders. As a speech
therapist at ECES, I get the absolute joy of working with these students, their teachers, parents,
and other therapists in order to develop and implement plans that prevent, diagnose, treat, and
advocate. This comes through providing direct therapy, designing interventions to assist
classroom interactions, collaborating with school staff, and holding IEP/eligibility meetings with
parents. I am so very blessed to be able to help build confidence and functional communication
skills across environments within our school.