This study examined the practices of school-based intervention teams. Six hundred and eighty professionals, representing 121 intervention teams from Michigan, Illinois, and Wisconsin, participated in the study. Team members and problem identifiers (who brought at least one case to the team) completed a survey investigating (a) the nature of referrals addressed by the team, (b) perceptions of team effectiveness, (c) identification of professionals who best facilitate team problem-solving via their knowledge and communication skills, and (d) use of quality indices in intervention development and implementation. Findings revealed several positive practices by teams from all states. However, teams from Illinois displayed consistent superiority across several measures. Discussion focuses on implications for practice and educational and legal reform.
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