Areas of Focus
Irving ISD’s RtI process has three pillars which allow the campus personnel to implement focused intervention in the area deemed critical for the individual student. The descriptors below provide examples of indicators for that target area. This is not an exclusive list, and the RtI committee makes the final determination for selecting appropriate tiered intervention.
RtI Areas of Focus
- Determine which pillar to target when addressing the specific needs of a student being referred to the RTI team.
- The descriptors provide examples of indicators for that target area. This is not an exclusive list.
- The RtI committee makes the final determination for selecting appropriate tiered interventions.
English Language Acquisition
Reading/Math performance or progress significantly below grade level based on a variety of data
4 or more years in US schools AND fails to make 1 year of growth on TELPAS composite rating
Extenuating circumstances that cause significant impact on behavior, attendance, and/or academics
Failing grades due to lack of mastery of below-grade-level content
Remains at Beginning or Intermediate Level on TELPAS rating after 3 or more years in US schools
Persistent misbehavior in a variety of settings
**Students returning from SRC must have an intervention/support plan for behavior.
Speech and Language issues impeding access to content (articulation, receptive and/or expressive language skills)
*Lack of academic progress in English & native language might indicate a needed focus in Academics for possible cognitive difficulties.
Inconsistent school attendance impacting opportunity for learning
Did not meet passing standard on STAAR assessment grades 3-8 and needs accelerated instruction
Social/Emotional needs of the student require additional support beyond the regular classroom