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Join us to learn about SBIT project history, pre-referral interventions, roles, structured meetings, and starting a team in your school. Discover how SBIT teams support struggling learners effectively.
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Workshop Goals… • In this workshop, you will learn: • About the history of the SBIT project • How pre-referral intervention teams can help schools to support ‘struggling learners’in general-education classrooms • What specific roles are assigned to SBIT members • How to run an SBIT meeting that follows a structured problem-solving process • How to create a plan to start a pre-referral intervention team in your own school
SBIT Meeting Process Student Assessment Research-Based Interventions
The School-Based Intervention Team (SBIT) Project: Definition • 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.
Small-Group Activity: Select a Student to Refer • Go around the group and have each member briefly discuss a child with whom they worked this past year who was struggling academically and/or behaviorally. • Select one of these students to serve as your group’s ‘practice case’ as the group tries out the School-Based Intervention Team model.
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.
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
Team Roles • Coordinator • Facilitator • Recorder • Time Keeper • Case Liaison
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
Team Roles • 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 • 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 • 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 • 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 • 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
School-Based Intervention Teams: Express Meeting & Related Resources
SBIT Introductory Script (Cont.) You can expect this meeting to last about ____ minutes. By the time you leave, we should have a complete student intervention plan put together to help address your concerns. Our team and you have a lot to do today and only limited time in which to do it. To help us to work efficiently and not waste your time, we will follow a structured problem-solving model that goes through several stages.
SBIT Introductory Script (Cont.) Together, our team and you will: • Assess your major concerns about the student • Help you to pick the one or two most important student concerns for us to work on today • Set specific student goals for improvement • Design an intervention plan with strategies to help that student improve, and • Decide how to share information about this plan with the student’s parent(s)
SBIT Introductory Script (Cont.) As the student’s teacher, you are the most important participant in this meeting. Please let us know at any time if you disagree with, or have questions about, our suggestions. Our meeting will not be a success unless you feel that the intervention ideas that we offer will address the student’s difficulties and are feasible for you to do.
SBIT Introductory Script (Cont.) Our meeting notes will document the student’s referral concerns and the intervention plan that we come up with. These notes may be shared with others who are not here today, including child’s parent(s) and the building administrator. However, we ask that everyone here keep the conversations that take place at this meeting confidential. Do you have any questions?
SBIT Consultative Process Step 1: Assess Teacher Concerns Step 2: Inventory Student Strengths and Talents Step 3: Select Target Teacher Concerns Step 4: Set Goals Step 5: Design an Intervention Plan Step 6: Plan How to Share Information with the Student’s Parent(s) Step 7: Review the Intervention and Monitoring Plans
5-10 Minutes Step 1: Assess Teacher Concerns
SBIT Initial Meeting QuickGuide… Step 1: Assess Teacher Concerns: GOALS • Allow the teacher to discuss major referral concerns • Review relevant background information, including: • Curriculum-based assessment (for academic concerns) • Direct observation data (for academic /behavioral concerns) • Teacher Behavior Report Cards (for academic/ behavioral concerns) • Archival information from student cumulative folder, etc. (for academic /behavioral concerns)
SBIT Initial Meeting QuickGuide… Step 1: Assess Teacher Concerns: SAMPLE QUESTIONS • Given the information in the referral form, what are specific difficulties that you would like to address today? • How is this student problem interfering with the student’s school performance? • What concern(s) led you to refer the student to this Team? • What information have we already collected that can shed some light on the identified concern?
SBIT Initial Meeting QuickGuide… Step 1: Assess Teacher Concerns The SBIT Team is ready to move on when… • Team members have a good understanding of teacher concerns, and have reviewed relevant background and baseline information on the student.
5 Minutes Step 2: Inventory Student Strengths & Talents
SBIT Initial Meeting QuickGuide… Step 2: Inventory Student Strengths & Talents: GOALS • Discuss and record the student’s strengths and talents, as well as those incentives that motivate the student. This information can be valuable during intervention planning to identify strategies that the student will be motivated to participate in.
SBIT Initial Meeting QuickGuide… Step 2: Inventory Student Strengths & Talents: SAMPLE QUESTIONS • What rewards or incentives have you noted in school that this child seems to look forward to? • What are some things that this student does well or enjoys doing around the classroom? • Please tell us a few of the student’s strengths, talents, or positive qualities that might be useful in designing interventions for him or her. • What are hobbies or topics of interest for this student?
SBIT Initial Meeting QuickGuide… Step 2: Inventory Student Strengths & Talents The SBIT Team is ready to move on when… • The team has identified personal strengths, talents, and/or rewards that are likely to motivate the student if integrated into an intervention.
5-10 Minutes Step 3: Select Target TeacherConcerns
SBIT Initial Meeting QuickGuide… Step 3: Select Target Teacher Concerns: GOALS • Define the top 1-2 teacher concerns in easily observable, measurable terms. • For behavioral concerns, understand the dimensions of the problem (e.g., frequency, duration, and/or intensity) • For academic concerns, identify the presence of underlying academic skill deficits, mismatch between student skills and classroom instruction, etc. • For each teacher concern, decide on what functions may help to explain why the student displays the target concerns.
Reason/Function for Student’s Presenting Problem(s) in BEHAVIOR… • Lacks necessary skills • Has limited motivation • Seeks attention from adults • Seeks attention from peers • Reacting to teasing/bullying • Tries to escape from work demands of setting • Seeks access to privileges, rewards
Reason/Function for Student’s Presenting Problem(s) in ACADEMICS… • Lacks necessary skills • Has limited motivation • Struggling academically in current instructional placement • Needs drill & practice
SBIT Initial Meeting QuickGuide… Step 3: Select Target Teacher Concerns: SAMPLE QUESTIONS • What are the top one or two problems that you would like us to concentrate on today? • (Academic) What can you tell us about the student’s current skill levels, homework and classwork completion, attention to task, general motivation? • (Behavioral) How long does each behavioral outburst last? About how frequently do episodes occur? How severe are the behaviors that you are seeing? • (Behavioral) What kinds of things happen in the room just before the student has an outburst? What do you and other students in the room do during each outburst?
SBIT Initial Meeting QuickGuide… Step 3: Select Target Teacher Concerns The SBIT Team is ready to move on when… • One or two primary teacher concerns have been established and stated in measurable terms (as behavioral and/or academic difficulties). • The referring teacher agrees with the selection and definition of the top 1-2 problems. • The team and teacher agree on possible functions that explain why the academic/behavioral concern is taking place.
5-10 Minutes Step 4: Set Observable, Measurable Goals
SBIT Initial Meeting QuickGuide… Step 4: Set Observable Goals: GOALS • The team should estimate goals for improvement based on the time that will elapse between the initial and follow-up meeting • For each of the academic or behavioral referral concerns: • Select at least two ways to monitor student progress. • set ambitious but realistic goals for improvement.
SBIT Meeting: Step 4: Set Observable, Measurable, Realistic Goals for Change
SBIT Initial Meeting QuickGuide… Step 4: Set Observable Goals: SAMPLE QUESTIONS • Does the monitoring information really measure the teacher’s referral concern? • Who will collect the monitoring information? • How frequently should data be collected? • How reliable/trustworthy is the information to be collected? • Who on the SBIT Team or in the building is available to monitor this student with: • curriculum-based assessment? • direct observation?
SBIT Initial Meeting QuickGuide… Step 4: Set Observable Goals The SBIT Team is ready to move on when… • Ambitious but realistic student goals for improvement have been set. • At least two measures have been identified to track each referral concern. • The referring teacher agrees that both the goals for change and the measures selected are appropriate for this student case.
15-20 Minutes Step 5: Design an InterventionPlan
SBIT Initial Meeting QuickGuide… Step 5: Design an Intervention Plan: GOALS • Select at least one intervention that addresses each selected referral concern. • Spell out the particulars of the intervention as a series of specific teacher-friendly steps • Note any important additional information about the intervention (e.g., when, where, what specialized materials are needed, etc.) • Review the intervention(s) with the teacher to ensure that the plan is acceptable.
