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Collaborative Team Structures at Tier 3
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n this chapter, we address the organizational structure of the leadership and intervention teams as well as share important considerations regarding the relationship of Tier 3 to these two critical teams and special education services. We also address the use of split funding for materials and personnel as food for thought for both the leadership and intervention team as they plan to ensure the maximization of Tier 3 interventions. We have included foundational, basic practices that ensure team effectiveness as well as helpful tools. We have devoted an entire chapter to these two teams because of the essential role they play in the RTI at Work process at Tier 3.
The Leadership Team and the Intervention Team “Can you help us? We have been to a lot of training, and we think we know what needs to be done to implement RTI, but we are teachers. We can’t change master schedules, ask people to attend meetings, or address schoolwide behavior. Our principal supports us, but she is too busy to come to our meetings, and we don’t know what to do next.” We hear this common plea often as we work in schools across the United States. It represents what happens when principals and teachers don’t fully understand the roles and responsibilities of a schoolwide leadership team. This guiding coalition of leaders from across a campus is responsible for leading the implementation of all the systems and processes for implementing RTI at all three tiers.
The Role of the Leadership Team at Tier 3 The school principal should lead the leadership team, and members should represent a wide variety of expertise. Many of this team’s duties require principal approval and instilling a culture of collective responsibility for all learners. The team may have other facilitators, but the principal is a key member of this coalition. 49
