School Based Intervention Teams
- MTSS & SBIT
- Intro to MTSS Model
- Professional Development & Support
- SBIT Processes & Concept
- School Counselors and MTSS
MTSS & SBIT
Multi-Tiered System of Service Delivery (MTSS) and
School-Based Intervention Teams (SBIT)
Multi-Tiered Systems of Support (MTSS) is a proactive framework that schools use to ensure every student receives the academic, behavioral, and social-emotional support necessary for success. Rather than waiting for a student to experience failure, MTSS relies on continuous data monitoring to step in early. The framework relies on three distinct levels of intervention. Tier 1 encompasses core instruction and universal behavioral expectations delivered to every student in the general classroom. Tier 2 provides targeted, small-group interventions for students who need supplemental instruction alongside Tier 1. Tier 3 offers highly intensive, individualized strategies for the small percentage of students who face significant academic, behavioral, or emotional challenges.
The Role of School-Based Intervention Teams (SBIT)
A School-Based Intervention Team (SBIT) serves as the primary engine for implementing MTSS within a school building. Composed of classroom teachers, school counselors, administrators, and learning specialists, these multidisciplinary teams meet regularly to evaluate student progress and data. SBIT provides a structured path for educators and families to raise concerns about non-academic or academic barriers interfering with a student's educational success. Rather than moving straight to special education referrals, the team collaborates to design, implement, and monitor targeted strategies directly within the general education environment, making adjustments as data shows what is working.
MTSS and SBIT in Albemarle County Public Schools
In Albemarle County Public Schools, each School-Based Intervention Team functions as a vital component of the division’s overarching MTSS framework. ACPS emphasizes a holistic approach by fully integrating both academic and mental health strands into the process. Academic supports, such as specialized reading or math interventions, are designed and monitored by classroom teachers and learning specialists. Behavioral and social-emotional interventions are provided by School Counselors and Mental Health Support Specialists. By anchoring SBIT within the broader MTSS model, ACPS ensures that every intervention is collaborative, data-driven, and designed to support the whole child. Additional details regarding the SBIT process and resources are available on the official ACPS Instruction website.
Intro to MTSS Model
Introduction to the MTSS Model
Whatever Happened to RTI?
Response to Intervention (commonly referred to as RTI) never went anywhere. Truth is, Albemarle County Public Schools, like many States in this country, realized RTI was a great effort to close the achievement gap and address the over identification of children for special education services. However, we all realized it wans't enough. RTI was very deficit oriented and squarely focused on the student and the child's response to intervention. There needed to be a more systems-oriented change to addressing student need
Multi-Tiered Systems of Support (MTSS)
In response to the somewhat positive news about RTI, a more comprehensive framework was proposed. It built on RTI, but emphasized all students, as well as the community, family, professional development, the school culture and leadership. All of these variable, which still includes RTI, are the focus of efforts for deep, sustained and positive change for teachers, students, families and schools across the division
Below is a model, developed in Kansas, that captures the focus of MTSS, still recognizing how RTI fits within it. Efforts to improve outcomes requires all teachers, leaders families and student to work together across our division in order for us all to be successful!
Professional Development & Support
Professional Development and Support
Staff Links / Resources for Branching Minds
- Branching Minds Sandbox - Credentials are on the Support page
- Branching Minds Live Link is in Classlink
- Branching Minds Support Page (internal staff page)
Questions, Support, Comments or Requests?
For support regarding EdInsight, contact Angela Stokes (Extension 13524) or Kevin Kirst (Extension 13210). You can also use this link to a form to send both of them a direct message.
SBIT Processes & Concept
School Based Intervention Teams
The School Based Intervention Team 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.
Like Albemarle County Public Schools, 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.
School Based Intervention Teams are just that - a group of professionals based at each Albemarle County School dedicated to addressing issues related to student achievement that require more attention than the informal networking at each school can provide. School Based Intervention Teams provide a vehicle for teachers to identify problems in the regular classroom that appear to be interfering with a student's educational success by targeting teacher concerns and providing interventions to the teacher be implemented in the regular classroom.
The overall process is supported by the Albemarle County Office of Intervention and Prevention Services and implemented at each Albemarle County Public School. School Based Intervention Teams are one example of the professional learning community that exists in Albemarle County Schools.
More information on the School Based Intervention Team project can be found here.
School Counselors and MTSS
School counselors create comprehensive programs that support students’ academic, career, and social-emotional growth. These programs are delivered through a multi-tiered system of support (MTSS) framework, which includes:
Tier 1: Universal Support (All Students)
This is the foundation of the pyramid. Counselors spend the majority of their time here to prevent problems before they start. Goal: To ensure every student has the basic tools to succeed academically and socially.
Tier 2: Targeted Support (Some Students)
For students who need a bit more than the general curriculum, counselors provide "short-term" targeted help. Goal: To provide extra support to students who are struggling in specific areas so they can get back to thriving in Tier 1.
Tier 3: Intensive Support (Few Students)
This is the top of the pyramid, reserved for students facing significant challenges or crises. Goal: To provide immediate safety and high-level support for complex needs.
