Www.interventioncentral.org Jim Wright Response to Intervention & School- Based Intervention Teams: Following a Structured Problem- Solving Model

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Jim Wright

Response to Intervention & School-Based Intervention Teams:

Following a Structured Problem-Solving Model


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School-Based Intervention Teams: An Introduction


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Jim Wright

SBIT Meeting Process

Student Assessment

Research-Based Interventions


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• Teams of educators at a school are trained to work together as effective problem-solvers.

• SBIT Teams are made up of volunteers drawn from general- and special-education teachers and support staff.

• These teams use a structured meeting process to identify the underlying reasons that a student might be experiencing academic or behavioral difficulties

• The team helps the referring teacher to put together practical, classroom-friendly interventions to address those student problems.

The School-Based Intervention Team (SBIT) Project: Definition


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Core Elements• SBIT has diverse representation

including classroom teachers• SBIT members have a relationship with

the referring teacher based on equity and a collegial relationship

• The SBIT process is collaborative and confidential

• Parents are involved in the SBIT process. At a minimum, they are informed about the referral and meeting outcome.


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Core Elements (Cont.)

• The SBIT process is defined and conducted in a structured problem-solving format

• The focus of SBIT is on the student within the classroom/school environment

• The referring teacher’s concerns are explored, defined, and prioritized

• The SBIT recommends interventions that have been documented to be effective in school settings


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Team Roles

•Coordinator•Facilitator•Recorder•Time Keeper•Case Liaison


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Team Roles•Coordinator

– The only non-rotating role– Makes sure referrals are

complete and that a case liaison is assigned

– Notifies SBIT members of days, times, and locations of meetings

– Coordinates the assignment of substitutes for teachers attending the SBIT meeting


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•Facilitator

– Establishes and maintains a supportive atmosphere

– Keeps the meeting agenda goal oriented

– Pay special attention to process issues

– Attempts to elicit an appropriate level of agreement throughout the process

– Helps resolve conflicts in the group

Team Roles


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• Recorder

– Keeps an accurate, concise record of the meeting using the meeting minutes form

– Asks for clarification about key information

– Assures all relevant information is obtained and recorded

Team Roles


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• Time Keeper

– Monitors how far a team has progressed given the guidelines in the meeting minutes forms

– Prompts the team to keep focused on the issue at hand

– Helps the team come to closure when time is running out

Team Roles


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• Case Liaison

– Supports the referring teacher throughout the process

– Helps referring teacher complete the referral form

– Consults with referring teacher about types of assessment techniques that might be useful

Team Roles


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•Case Liaison (con’t)

– Assists the teacher in collecting information prior to the meeting

– Consults with the teacher concerning interventions and assessment strategies planned during the SBIT meeting

– Assesses the degree to which the interventions and assessment procedures were implemented as designed

Team Roles


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Step 1: Assess Teacher Concerns 5-10 Mins

Step 2: Inventory Student Strengths/Talents 5 Mins

Step 3: Review Baseline Data 5 Mins

Step 4: Select Target Teacher Concerns 5-10 Mins

Step 5: Set Observable, Measurable Goals 5-10 Mins

Step 6: Design an Intervention Plan 15-20 Mins

Step 7: Select Method of Progress-Monitoring 5 Mins

Step 8: Plan How to Share Meeting Information with the Student’s Parent(s) 5 Mins

Step 9: Review Intervention & Monitoring Plans 5 Mins

SBIT Consultative Process

Documents

Www.interventioncentral.org Jim Wright Response to Intervention & School- Based Intervention Teams: Following a Structured Problem- Solving Model