1. Select a coordinator who will set Intervention team meeting times and procedures, while attempting to minimize interruptions of the instructional program.
2. Establish a process by which teachers, other staff members or parents/guardians may initiate a special education or related service referral.
3. Design provisions for:
   1. Contacting parents/guardians.
   2. Observing the student in the problem setting.
   3. Collecting background information.
   4. Helping the student and parent/guardian prepare for the meeting.
   5. Bringing in other school or District resource personnel.

Members of individual Intervention teams may include:

1. The principal.
2. Resource teachers or specialists: psychologists, nurses, school counselors, ELL staff, categorically funded staff, department chairpersons, speech and language specialists.
3. One or more of the student's teachers or previous teachers.
4. The student's parents or guardians, and the student if appropriate.
5. Representatives of community or law enforcement agencies, if appropriate.

Intervention/Assistance Team Meetings

Because a positive solution to a student's difficulties often grows out of the student's strengths and potential, the initial Intervention/Assistance team meeting shall always begin by discussing the student's strengths. His/her needs shall be described as precisely as possible, and a plan for resolving these needs shall be developed.

A follow-up meeting shall be scheduled to evaluate the effectiveness of the plan and the extent to which the recommended strategies have been implemented. The plan shall be modified as needed. Subsequent review meetings may be held to monitor the student's progress and reinforce the fact that real change for students takes sustained effort over time.