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: 

• Pre-K: CLI
• Kindergarten: TX_KEA
• First and Second: TPRI-Tango Central/Istation- Math
• Third Grade-Eighth Grade: Istation-Reading and Math

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.

What is Section 504?

Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive financial assistance from the U.S. Department of Education. Section 504 provides: "No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance . . ."

The Office of Civil Rights enforces Section 504 in programs and activities that receive federal financial assistance. Recipients of this Federal financial assistance includes public school districts, institutions of higher education, and other state and local education agencies. 

The Section 504 regulations require a school district to provide a "free appropriate public education" (FAPE) to each qualified student with a disability who is in the school district's jurisdiction, regardless of the nature or severity of the disability. Under Section 504, FAPE consists of the provision of regular or special education and related aids and services designed to meet the student's individual educational needs as adequately as the needs of nondisabled students are met.

504 Resources

Office of Civil Rights Frequently Asked Questions

A parent’s guide to Section 504

TEA Section 504

Articulo 504

Center for Parent and Information Resources

Parent/Educator Guide to Section 504

STAAR Assessments

Region 4 Section 504 FAQ

Region 13 Section 504 FAQ

College Choice-College Resources

Resources for Students with Disabilities

Children and Adults with ADD

Attention Deficit Disorder Association

Section 504 places the responsibility for identifying and locating students with disabilities on the school. A school/district must annually undertake efforts to "identify and locate" every qualified individual with a disability residing in the school's jurisdiction who is not receiving a public education.
Goose Creek Consolidated Independent School District utilizes the Child Find regulations as the process to locate, identify, and evaluate all children with disabilities.

If you suspect a child has a disability that requires intervention under Section 504 of the Rehabilitation Act, please do not hesitate to contact the child's school.

Rachel Brady

Goose Creek CISD District 504 Coordinator

Goose Creek CISD Office of Intervention

281-707-3327

Email

Dyslexia Handbook

Dyslexia Handbook Spanish

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."

International Dyslexia Association

Academic Language Therapy Association

LD on Line

Texas Center for Learning Disabilities

The Florida Center for Reading Research