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Learn how to implement School-Based Intervention Teams (SBIT) to support struggling learners in general education classrooms. This workshop covers the SBIT meeting process, student assessment, research-based interventions, and creating a plan for your own SBIT team.
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“Everybody is entitled to their own opinion but they’re not entitled to their own facts. The data is the data.” Dr. Maria Spiropulu, Physicist New York Times, 30 September 2003 (D. Overbye) Other dimensions? She’s in pursuit. F1, F4
1. Identify & Verify the Scope of the Problem 2. Select Interventions That Address ‘Root Cause’ 3. Set Goals for Improvement 4. Monitor Student Progress & Evaluate Outcome
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.
Teachers may be reluctant to refer students to your SBIT Team because they… • believe referring to SBIT is a sign of failure • do not think that your team has any ideas that they haven’t already tried • believe that an SBIT referral will mean a lot more work for them (vs. referring directly to Spec Ed) • don’t want to ‘waste time’ on kids with poor motivation or behavior problems when ‘more deserving’ learners go unnoticed and unrewarded • don’t want to put effort into learning a new initiative that may just fade away in a couple of years
Teachers may be motivated to refer students to your SBIT Team because they… • can engage in collegial conversations about better ways to help struggling learners • learn instructional and behavior-management strategies that they can use with similar students in the future • increase their teaching time • are able to access more intervention resources and supports in the building than if they work alone • feel less isolated when dealing with challenging kids • have help in documenting their intervention efforts
Difficult-To-Teach Students • Experience greater difficulty with learning and retention of information • May also have behavioral problems • Fall along a continuum, with some students showing more severe needs than others
Difficult-To-Teach Students:The Numbers • One in ten children in schools is classified as Special Education • 3-5% of students may qualify for ADHD • In 1998, about 40% of 4th grade youngsters fell below grade-level on a national reading test
Difficult-To-Teach Students • “An increasing body of evidence supports the need for students with disabilities to be directly taught the processes and concepts that nondisabled children tend to learn naturally through experiences.” • --Office of Special Education Programs • 21st Annual Report to Congress (1999)
Difficult-To-Teach Students:What Works (OSEP, 1999) • Provide the student with: • Adequate range of examples to exemplify a concept or problem-solving strategy • Models of proficient performance—e.g., step-by-step strategies • Experiences where students explain how and why they make decisions
Difficult-To-Teach Students:What Works (Cont.) • Provide the student with: • Frequent feedback on quality of performance and support so the student persists in activities • Adequate practice and activities that are interesting and engaging
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’ over the next two days 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 Welcome to this initial School-Based Intervention Team meeting. We are meeting with you today to discuss concerns that you have about a student, _________________. The purpose of this meeting is for us all to work together to come up with practical ideas to help this student to be more successful in school. I am the facilitator for today’s meeting. The person taking notes during the meeting will be _________________ . The case liaison for this student is ___________. The time keeper for the meeting is __________________.
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: Review Baseline Data Step 4: Select Target Teacher Concerns Step 5: Set Goals Step 6: Design an Intervention Plan Step 7: Method of Monitoring Student Progress Step 8: Plan How to Share Information with the Student’s Parent(s) Step 9: 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 Minutes Step 3: Review Baseline Data
SBIT Initial Meeting QuickGuide… Step 3: Review Baseline Data: GOALS • Review any baseline data or background information that might be important in understanding the student’s academic or behavioral concerns
SBIT Initial Meeting QuickGuide… Step 3: Review Baseline Data : SAMPLE QUESTIONS • What curriculum-based data have we collected on this student’s academic skills? • What Daily Behavior Report Card data do we have on this student? • What is the student’s attendance record? • What disciplinary office referrals does this student have?
