School-Based Intervention Team Resources Page [Updated September 2005] The School-Based Intervention Team (SBIT) Project trains teams of educators at a school to work together as effective problem-solvers. Using the SBIT model, teams learn how to uncover the underlying reasons that a student might be experiencing academic or behavioral difficulties and to assemble practical, classroom-friendly interventions to address those student problems. SBIT Teams are made up of volunteers drawn from general- and special-education teachers and support staff. The SBIT project was first developed in 1994 by the Syracuse (NY) City School District. The New York State Education Department has recognized the SBIT project as an exemplary program for training schools to run effective pre-referral intervention teams. A number of other school districts in New York State and around the nation have adopted the SBIT problem-solving model for their own students. SBIT forms and related resources are posted on the Intervention Central web site with the permission of the Syracuse City School District. Schools are welcome to download these materials as a guide to setting up their own pre-referral intervention teams. For more information about SBIT, contact: Stephanie Burt Pelcher School-Based Intervention Team Coordinator Syracuse City School District 725 Harrison Street Syracuse, NY 13210 Ph: 315.435.4110 Email: spelcher@verizon.net SBIT Resources FAQs About the SBIT Project. This brief, easy-to-read introduction to the School-Based Intervention Team Project can be shared with administrators, teachers, parents, and other audiences who want to learn more about the SBIT pre-referral intervention team model. The School Pre-Referral Intervention Team: A Checklist for Getting Started. Newly formed pre-referral intervention team can take steps early in the school year to greatly increase its chances of success. This checklist offers a concise framework for quickly establishing your team as an effective teacher support. Motivating the 'Reluctant' Teacher: Six Strategies for Pre-Referral Intervention Teams. Change is difficult-especially in schools! Pre-referral intervention teams sometimes find that teachers in their buildings are reluctant to refer students to them or may be unwilling to carry out the intervention plans agreed to at an intervention-team meeting. Presented in this handout are six key 'social influence' strategies for motivating teachers to use your pre-referral intervention team and follow through with interventions. School-Based Intervention Teams Forms & Related Resources: Complete Set. This comprehensive booklet includes all of the forms commonly used by School-Based Intervention Teams. The download contains all seven of the sections described below, bundled into a single convenient packet.[Revised: September 05] Section I: SBIT Express Information Sheet. The referring teacher completes the SBIT Express Information Sheet prior to the initial SBIT meeting. The SBIT case liaison may want to assist the teacher in completing the form or meet briefly with the teacher before the initial meeting to collect additional information about the instructor's concerns. [Revised: September 05] Section II: SBIT Introductory Teacher Letter & Case Liaison Checklist. SBIT Teams can use this Introductory Teacher Letter as a model to write their own invitation to teachers who are referring to SBIT for the first time. The Case Liaison Checklist provides a simple reminder about the essential responsibilities of the SBIT Case Liaison role. [Revised: September 05] Section III: SBIT Express QuickGuide. The SBIT QuickGuide provides summary tips and ideas for running effective initial SBIT meetings. New team members often keep a copy of the QuickGuide open in front of them during the meeting to refer to whenever they have questions. The QuickGuide is also a useful resource to use when training teachers to serve on SBIT Teams. [Revised: September 05] Section IV: SBIT Express Initial Meeting Minutes Form. At the initial SBIT meeting, the recorder writes down the essential information on the SBIT Express Initial Meeting Minutes Form. The completed form is considered a key part of the student's SBIT documentation and should be made available to parents or to other educators who may work with the student. [Revised: September 05] Section V: SBIT Express Follow-Up Meeting Minutes Form. These minutes forms are to be used at the Follow-Up SBIT meeting. They contain sections to evaluate the effectiveness of the interventions used and to document the next steps that the Team will take in response to this outcome data. [Revised: September 05] Section VI: SBIT Introductory Staff Survey and Referring Teacher Acceptability Questionnaire. SBIT Introductory Staff Survey: When a school is considering adopting the SBIT Team model, we recommend that presenters provide staff with an overview of the problem-solving process. Then the presenters should hand out the SBIT Introductory Staff Survey and request that staff complete the anonymous questionnaire. The collated results will give buildings a very good idea of the level of staff support for the process and also help to identify staff members who-because they were nominated by a number of their colleagues-would be good candidates to serve as SBIT Team members. SBIT Teacher Acceptability Questionnaire: After a referring teacher has participated in an SBIT meeting and had sufficient time to try out the intervention, he or she receives a copy of this questionnaire to complete anonymously. The survey provides building SBIT Teams with invaluable information about how inviting teachers find SBIT meetings to be, how helpful they believed the Team to be, and how well referring teachers felt that they could actually carry out the intervention plans. [Revised: September 05] Tools for Intervention Team 'Tune-Ups'. Even those pre-referral intervention teams that have been working together for a long time will find it beneficial to reflect occasionally on their overall effectiveness. This section contains forms that problem-solving teams may find useful to identify areas in their functioning that need improvement and to generate possible solutions for these gaps. Among these forms are a 'School-Based Intervention Team Effectiveness Rating Scale'. This rating scale looks at 'critical items' in team functioning and provides the SBIT Team with invaluable information about those areas in which the team is doing well and those in which the team may be struggling.