Tiers of Response to Intervention

Tier 1

Tier 2

Tier 3


Pyramid of Learning

Are you interested in hearing about early screening for dyslexia and learning about the characteristics that students may exhibit that have dyslexia or dysgraphia?


This session is for you!


Holli Pharis, Director of Intervention, will share information about dyslexia awareness, screening of Kindergarten and First Grade, and early identification. This session will be offered on May 13, from 5:30 PM - 6:30 PM.


Please register for the link to the Webex.


We hope you can join us.


Register Here

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

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: 

  • Pre-K: CLI
  • Kindergarten: TX_KEA
  • First and Second: TPRI-ELA, Renaissance Learning-Math
  • Third Grade-Fifth Grade: Renaissance Learning-ELA/Math
  • ENG I & ENG II - SCTHS & IMPACT - Renaissance Learning


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
    Holli R. Pharis
    Director of Intervention
    Isabel Horn
    Secretary of Director of Intervention
    Page 1 of 1
  • Elementary
    Phone Number
    Alamo Elementary
    Lolly Schlager
    Ashbel Smith Elementary
    Natasha Frost
    Austin Elementary
    Sherri Thomas
    Banuelos Elementary
    Shianna Nichols
    Bowie Elementary
    Laurie Curry
    Carver Elementary
    Cindy Bigham
    Clark Elementary
    Kelly Lorenz
    Crockett Elementary
    Rosemary Olsen
    De Zavala Elementary
    Linda Leatherwood
    Harlem Elementary
    Pam Schmitt
    Highlands Elem. Elementary
    Robin Edwards
    Hopper Primary
    Denise Papillion
    Lamar Elementary
    Stacy Romeo
    San Jacinto Elementary
    Adriana Arce
    Travis Elementary
    Rose Bennett
    Victoria Walker Elementary
    Ann Boring
    Junior School
    Phone Number
    Baytown Junior
    Verlene Masters
    Cedar Bayou Junior
    Arin Vara
    Gentry Junior
    Kim Baker
    Highlands Junior
    Beverly Joseph
    Horace Mann Junior
    Anne Marcus
    High School
    Phone Number
    Goose Creek Memorial HS
    Shari May
    Robert E. Lee HS
    Rudy Rocha
    Ross S. Sterling HS
    Amber Guadet Marlin
    Page 1 of 1

Child Find 

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.


Holli Pharis

Goose Creek CISD District 504 Coordinator

Goose Creek CISD Office of Intervention