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

Jim Wright School-Based Intervention Teams: An Introduction

Jim Wright

Jim Wright SBIT Meeting Process Student Assessment Research-Based Interventions

Jim Wright 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

Jim Wright 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.

Jim Wright 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

Jim Wright Team Roles Coordinator Facilitator Recorder Time Keeper Case Liaison

Jim Wright 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

Jim Wright 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

Jim Wright 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

Jim Wright 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

Jim Wright 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

Jim Wright 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

Jim Wright 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 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