Skip to main content
School Based Intervention Team (SBIT)

School Based Intervention Team

SBIT: What, Why, Who, and How?

SBIT Committee Members:

Administrator: Reed Gillespie
Chairperson:
Reed Gillespie & Hannah Bailey
Interventionist: Hannah Bailey
School Psychologist:
Stephanie Worczak
504 Coordinator:
Leta Johnson
Special Education Chairperson:
 Ashae Bush & John Kinney​

For more detail on SBIT and other useful links, please visit the School Division's SBIT page.

Monticello SBIT Referral Form »

Why SBIT?

SBIT’s purpose is to find students who may be falling through the cracks. We intend to identify and find strategies for students who, because of academic or behavior issues, are having difficulty accessing the standard school curriculum even after specific interventions have been attempted. The ultimate goal of SBIT is to close the achievement gap, reduce the amount of “false” special education referrals, and identify students who may need major interventions or accommodations to succeed in school.

Students may be referred to the SBIT through a variety of sources (teachers, parents, counselors, diagnostic testing, etc.) but the charge to the team and the process to be followed is a consistent one, regardless of the referral source. Simply stated, when a student is referred to the SBIT, the team has the responsibility to review any problems (academic/developmental, behavioral, social/emotional, environmental or cultural) interfering with the student's performance in school, to brainstorm solutions, to make recommendations to meet the student's needs, and to monitor/review the results of the recommendations. The services provided through School Based Intervention Teams are neither Section 504 nor Special Education services. The team usually consists of the members of the SBIT committee, the student’s parents, and the student’s teachers.

Who is SBIT Material?

A student can be referred to SBIT for academic, behavioral, or social reasons or any combination thereof if it appears that the student is not making adequate progress at appropriate grade-level curriculum. Usually, the initial SBIT meeting will determine what factor or factors are of most serious concern. If the committee decides that further intervention is needed, a plan will be made to help the student and regularly measure the success of the interventions.

Who is not SBIT Material?

SBIT is not intended as an easy access to testing accommodations and special education services. Though some of the students who go through the SBIT process may end up requiring these things, we are mainly focused on helping students who are not making adequate grade-level progress. For instance, if a student is getting Cs and Ds in Advanced and Honors courses and they appear to have sufficient skills in reading, writing and math, SBIT may not be the appropriate vehicle for them. These students and parents should work with teachers and counselors to find methods for improvement and/or more appropriate class choices.

What are the Steps to SBIT?

These steps should be followed before a referral to SBIT is made:

  • Discussion of student difficulties and strategies for improvement in teacher PLC meetings. Contact with parent and counselor and/or administrator.
  • Review data already gathered (i.e. common assessments, reading and writing screenings, health screenings).
  • Conduct a parent/teacher/counselor meeting and create a plan for improvement (plan should include goals that can be monitored). Set a time to confer with counselor to monitor progress.
  • If no substantial improvement has been made, refer to SBIT.

Interventions:

This is the trickiest part of the process, as it demands time and resources, both of which are difficult to find. However, if the interventions are well planned, they do not have to be overly time-intensive. There are three key factors in creating an effective intervention: 1) It must address the specific issue/difficulty of the student (for example, if we believe that the student has a problem with writing fluency, the intervention must relate to writing fluency). 2) It must be done on a regular basis (i.e. once or twice a week) and be implemented the same way each time (i.e. same amount of time, same instructions, etc.). 3) We must be able to measure the impact of the intervention. This is done through progress monitoring, which usually involves having the student complete a very brief monitoring tool that is administered by the teacher, interventionist, or other qualified SBIT member.

Outcomes

If, after an initial SBIT meeting, it is determined that the student is not appropriate for follow-up with the SBIT team, the student and parents will work with the counselor and teachers to find appropriate support. In this case, SBIT can act as a brainstorming team to consider different resources for the student.

If it is decided that the student is appropriate for SBIT, a number of outcomes are possible depending on the information available. If there is enough data to support an evaluation for Special Education, that can be recommended immediately. In most cases, the SBIT team will develop a Specific Learning Plan for the student, which would include a specific intervention or interventions and progress monitoring. In these cases, the SBIT team would reconvene at a designated time to look at the student progress and decide if the interventions are meeting the students’ needs or if further testing is necessary.

​​​​​​

Get Acrobat PDF Reader You may need the free Acrobat Reader to access information presented in PDF format.