FORT SAM HOUSTON INDEPENDENT SCHOOL DISTRICT
To ensure student success by accelerating progress for students with skill and knowledge gaps.
In FSHISD, each campus has a Response to Intervention (RtI) Campus Coordinator and Administrator dedicated to implementing a program that supports each learner in his or her reading, math and behavioral capacity until that student meets expected progress, performs at grade level, and no longer requires support. The RtI Coordinator leads the faculty and staff through continuous collaboration, which identifies students in need, implements research-based instruction and measures student progress. The following are the campus-level contacts for this program.
- Elementary Administrator - Toni Johnson
- Elementary Coordinator - Noemi Garcia
- Secondary Student Services Administrator - Cristina DeHoyos
- Secondary Middle School Coordinator - Jessica Garza
- Secondary High School Coordinator - Sheila Dement
Response to Intervention (RtI) Campus Coordinator and Administrators continuously attend training and review current research to ensure the program is compliant and implements the most effective research-based intervention instruction. Teachers providing instructional supports attend trainings off campus and collaborate in Professional Learning Communities to discuss performance, approaches, data and progress on a continuous basis.
Communication with parents is continuous and specific regarding any supports provided through the intervention program. Parents will be contacted when teachers identify areas of need, when goals and plans for intervention supports are developed, at progress-monitoring checkpoints, when plans are revised, and when students are exited from intervention support systems.
Intervention Program Policy
To ensure all mandates are met, FSHISD has adopted policies in compliance with state and federal requirements. Their contents can be found in EKC (LEGAL), EHBC (LOCAL) and (LEGAL), and EHB (LEGAL).
The district administers a state-required reading instruments to kindergarten, first- and second-grade students each year as a universal screener. The campus-adopted assessment is iStation. Results of this assessment are used to assess students’ level of risk for dyslexia or other reading difficulties.
Also, students that do not meet the passing standard, defined as Approaches Grade Level on the STAAR assessments, on the reading assessment for sixth-grade shall take a diagnostic reading assessment at the beginning of seventh-grade. The commissioner’s selected assessment, the Texas Middle School Fluency Assessment, along with the campus-adopted Pearson SuccessMaker Reading Initial Placement assessment are utilized
These diagnostic tools are used to gather evidence on students’ areas of strength and need to inform goal setting, interventions, progress monitoring for support accelerated instruction.
Student Success Initiative, Accelerated Instruction and State Assessments
Students who do not meet the passing standard, defined as Approaches Grade Level on the STAAR assessments, on fifth-grade or eighth-grade Reading or Math STAAR assessments, or an End-of-Course STAAR assessment required for graduation shall receive targeted accelerated instruction to alleviate gaps prior to the next assessment. This instruction may take place during the school day, before or after the school day or during the summer.
Intervention Program Instructional Supports
Both campuses offer intensive instruction to students who demonstrate need based on state assessments or local achievement assessments. As a teachers identifies a need, targeted instruction and data collection begins. If students still need support, they are met with additional intensive supports.
At Fort Sam Houston Elementary School, intervention supports are provided by the classroom classroom teacher. Students with specific needs may be served by an Accelerated Learning Specialist in a pull-out structure to offer in a small group or individual environment.
At Robert G. Cole Middle/High School, initial intervention supports are provided by the classroom classroom teacher. If initial supports are unsuccessful, the student may be offered out-of-class supports by the classroom teacher or may be assigned to a class period with an interventionist.