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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.


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
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