Welcome to the Interventions Department

Interventions Department supports campuses in developing Response to Intervention (RTI) systems to address students who are struggling in reading, math, and/or behavior. If your student is struggling in one or more of these areas, then the campus has developed a system to address those deficit skills during the school day to help your student close the gap.  

If your student is struggling with reading, campuses and home support should focus on the foundational reading skills of phonological awareness, phonic knowledge, or reading fluency.  These early reading skills are necessary to address deficit skills, so your child can become a reader and be successful at his/her grade level. 

When considering the implementation of reading interventions, it is imperative to ascertain the specific area where a student exhibits the most deficits. These deficits are rooted in the fundamental components of reading. This hierarchical progression commences with the foundational element of phonemic awareness and then advances through phonics, fluency, vocabulary, and ultimately, comprehension.

The initial step in initiating interventions for a student consistently entails identifying the precise domain in which their deficits are most pronounced. While it may seem apparent that a student's primary struggle lies in comprehension, it is often the case that their deficiencies are rooted in the foundational levels, thereby hindering their overall comprehension abilities.

If you have questions or concerns related to interventions in Houston Independent School District, contact a member of the Interventions Office by clicking here or email HISDInterventionsOffice@houstonisd.org.