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
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:
School-Based Intervention Team Coordinator
725 Harrison Street
Syracuse, NY 13210
About the SBIT Project.
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.
School Pre-Referral Intervention Team: A Checklist for Getting
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.
the 'Reluctant' Teacher: Six Strategies for Pre-Referral Intervention
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.
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
I: SBIT Express Information Sheet.
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:
II: SBIT Introductory Teacher Letter & Case Liaison Checklist.
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]
III: SBIT Express QuickGuide.
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]
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]
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]
VI: SBIT Introductory Staff Survey and Referring Teacher
- SBIT Introductory
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.
Tools for Intervention
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.