www.interventioncentral.org jim wright response to intervention & school- based intervention...
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Jim Wright
Response to Intervention & School-Based Intervention Teams:
Following a Structured Problem-Solving Model
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Jim Wright
School-Based Intervention Teams: An Introduction
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Jim Wright
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SBIT Meeting Process
Student Assessment
Research-Based Interventions
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• 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
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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.
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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
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Team Roles
•Coordinator•Facilitator•Recorder•Time Keeper•Case Liaison
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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
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•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
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• 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
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• 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
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• 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
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•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
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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 15-20 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