Abstract
Intervention assistance teams (IATs) can help teachers design and implement interventions to improve the performance of English language learners (ELLs) who are experiencing academic or behavioral difficulties, providing the supports needed to resolve many such difficulties within the context of general education. If interventions are unsuccessful and ELLs are subsequently referred for special education, eligibility decisions are informed by documentation that students did not make adequate progress despite general education problem solving and that students' problems cannot be explained by such factors as limited English proficiency or cultural differences. To be successful, however, IATs must accurately interpret data about ELLs and design culturally and linguistically responsive interventions. This article presents considerations in implementing IATs for ELLs, including team membership, the knowledge base needed by team members, intervention design, and recordkeeping.
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