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Response to Intervention

Response to Intervention (RtI) is a district and school wide tiered approach to ensure all students receives the academic assistance necessary for success in school. 

 

All the resources within the school setting are united to provide early intervention for struggling students. 

 

RtI meets the goals of No Child Left Behind and the Individuals with Disabilities Educational Act (IDEA) by providing high quality research based instruction. 

 

Universal screenings are used to determine the students who are in need of intervention. 

 

Data is used to make instructional decisions concerning the specific intervention(s) the identified student may need to ensure success. 

 

Universal Screenings are given to every student in the core areas of reading and math. Possible universal screenings: 

  • Kindergarten : Observation Survey and DRA-2
  • First and Second : DRA 2
  • First and Second Bilingual : EDL 2
  • Third Grade-Fifth Grade: STAR
  • Curriculum Based Assessment
  • Success Maker Beginning Assessment 

 

After universal screening is conducted, the class should be evaluated according to performance. According to the research, the students who are in the bottom 20% of the class could possibly need additional instructional time in addition to quality core instruction.

Dyslexia

Mission Statement

The purpose of the Office for Intervention is to ensure the academic success of all students regardless of the disability and to assist teachers and parents in understanding and options for students who struggle in school.

What is Dyslexia?

The current definition from the International Dyslexia Association states:

"Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impeded growth of vocabulary and background knowledge."

Contact Information

  • Name
    Email
    Position
    Phone
    Karen Coffey
    Director of Intervention
    281.707.3325
    Isabel Horn
    Secretary of Director of Intervention
    281.707.3711
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  • Elementary
    Campus
    Specialist
    Phone Number
    Email
    Alamo Elementary
    Lolly Schlager
    281-420-4595
    Ashbel Smith Elementary
    Natasha Frost
    281-420-4615
    Austin Elementary
    Sherri Thomas
    281-420-4620
    Banuelos Elementary
    Shianna Nichols
    281-420-1230
    Bowie Elementary
    Laurie Curry
    281-420-4605
    Carver Elementary
    Cindy Bigham
    281-420-4600
    Clark Elementary
    Kelly Lorenz
    281-420-7450
    Crockett Elementary
    Rosemary Olsen
    281-420-4645
    De Zavala Elementary
    Linda Leatherwood
    281-420-4920
    Harlem Elementary
    Pam Schmitt
    281-420-4910
    Highlands Elem. Elementary
    Robin Edwards
    281-420-4900
    Hopper Primary
    Denise Papillion
    281-420-4685
    Lamar Elementary
    Stacy Romeo
    281-420-4625
    San Jacinto Elementary
    Adriana Arce
    281-420-4670
    Travis Elementary
    Rose Bennett
    281-420-4660
    Victoria Walker Elementary
    Ann Boring
    281-421-1800
    Junior School
    Campus
    Specialist
    Phone Number
    Email
    Baytown Junior
    Verlene Masters
    281-420-4560
    Cedar Bayou Junior
    Arin Vara
    281-420-4570
    Gentry Junior
    Kim Baker
    281-420-4590
    Highlands Junior
    Beverly Joseph
    281-420-4695
    Horace Mann Junior
    Anne Marcus
    281-420-4585
    High School
    Campus
    Specialist
    Phone Number
    Email
    Goose Creek Memorial HS
    Shari May
    281-421-4400
    Robert E. Lee HS
    Rudy Rocha
    281-420-4535
    Ross S. Sterling HS
    Amber Guadet Marlin
    281-420-4500
    Page 1 of 1
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