Interventions 

Interventions are strategies identified to help a child experience greater success. They may include utilizing different instructional approaches, providing opportunities to meet with school counselors, development of a behavioral support plan, or adjusting a child's schedule. These interventions are decided upon using data provided by the teachers, and agreed upon as a team.

IAT Meetings 

Parents, teachers, and counselors are invited to attend the IAT meeting. Parents will receive verbal notification regarding the referral from the referring teacher or counselor and an official written invitation once the meeting date is set. The team will work together to find a meeting date the works best for all.

What to expect 

During the IAT meeting, information regarding the child's progress will be discussed along with strategies which have been implemented to address the area of concern up to this time. The meeting serves as a problem-solving session in which the team, including guardians, can discuss the concerns, attempt to identify potential causes, develop potential ways to address the concerns and the analyze the possible interventions. It is through this information exchange process that effective strategies and interventions can be suggested, tested, and monitored.

The selected interventions will be implemented, monitored, and documented for a period of time.

A follow-up meeting will be scheduled to review the success of the interventions devleoped. At this meeting, the team may determine:

• The interventions were successful and futher intervention assistance is not needed;

• The interventions were somewhat effective. Further or modified interventions are needed to gather more information. A follow up meeting will be scheduled;

• A disability is suspected. The team will determine what information is needed for the evaluation process based upon student need. At this point, parents/guardians are provided with information regarding their procedural safeguards related to special education services. Not all special education assessments result in special education identification. A child may be found to not have a disability after the assessment process is completed, and interventions will continue.