Prior to implementing Tier I interventions, a grade or content grade level may convene at any time to assist a teacher with Tier I interventions.
At Tier I, grade level (elementary) and content area teachers (secondary) are assigned to develop a plan. At Tier II and III levels, the Intervention Team meetings include (core RtI team) an administrator/designee, a school counselor, a skilled teacher (eg.Title I teacher, math or behavior specialist), classroom teacher requesting the review and school psychologist and school social worker. The Intervention Team coordinator/ chairperson invites other members as needed based on the referral. These members may include speech pathologists, occupational therapists or other school professionals etc.
Special Education
The Intervention Team may address academic or behavioral referrals on identified special education students. For example: A student with an identified specific learning disability in reading may require math assistance at various tiers of intervention before consideration of adding math as a goal in the IEP. If math progress occurs within the tiers, interventions within general education address math deficiencies. However, if math progress does not occur after assistance from a tier 3 level intervention, an IEP meeting will be convened and consideration given to having math as an IEP goal. The same process will be followed regarding the need for interventions to address behavior with a student who has an IEP with academic goals and no evidence of the behavior rooted in the identified disability. Review of the evaluative components, eligibility decision and IEP Present Level of Performance should guide the decision.
Special education teachers cannot provide interventions in the resource room for general education students, but can collaboratively provide interventions with general education teachers to general education students within the general classroom.
Academic Assistance Teams (AAT)
AAT review achievement based data, and make decisions about interventions needed for groups of students requiring remedial assistance. The Intervention Teams should collaborate with AATs in their schools to increase the relevant data to review in order to make the best decisions about strategic interventions needed for individual students.
