SBIT - School Based Intervention Team


  1. the act of interfering with the outcome or course especially of a condition or process (as to prevent harm or improve functioning) - 2020
  2. an evidence-based practice targeting a specific skill deficit that is intended to change the trajectory of current functioning of the student through implementation and progress monitoring. - Albemarle County Public Schools 2019


At WAHS, the faculty, administration, and staff care deeply about giving all students equitable opportunities to learn. Sometimes, though, students struggle with coursework because of an underlying difficulty that prevents them from accessing the curriculum and/or performing in a manner consistent with their aptitude.  At Western Albemarle High School, there are many paths to seek support.  If you are not sure which path to follow see the flowchart below or contact your school counselor.

When a student begins to struggle, people who care about that student take notice. A family member, teacher, administrator, or school counselor is often the first to try to help. Sometimes the difficulty can be overcome with very little intervention - perhaps a chat with a teacher or a couple of CARE periods, maybe a few sessions with a peer tutor or a visit or two to The Learning Center. When the difficulties seem to need more intensive intervention, a referral to the School-Based Intervention Team (SBIT) may be in order.  For more information about the School Intervention Team, contact Beth White.

What is the SBIT Team?

The SBIT team is a group of school professionals charged with assessing a student’s needs and working to remove or reduce obstacles to equitable student achievement. The coordinator of SBIT is a member of the faculty. The rest of the team consists of the administrator for the student’s grade level, the student’s school counselor, and one of the student’s current classroom teachers. Other personnel may be included as appropriate (school nurse, 504 coordinator, special education chair, gifted resource teacher, etc.). It is the mission of the team to work together to equip students with the tools they need to reach their potential.

 How do I get help from the SBIT team?

If you are a family member, your first step is to contact the student’s school counselor to talk about whether a referral is appropriate. The counselor can provide the referral form for you to complete.

What happens after I make a referral?

Once you have made a referral, the student’s school counselor will contact you to schedule an initial SBIT meeting, either at school or by phone or video conference. At this meeting, the family (and the student, if appropriate) will meet with the SBIT team to discuss the concerns expressed in the referral. The counselor will also present concerns that may have been expressed by teachers not present for the meeting. The team will decide on a few things: 1) Is intervention warranted? 2) If so, what should that intervention plan look like and how will we monitor it? and 3) When will we meet again to discuss outcomes?

How can I ensure that the student will be included in this process?

The student may join any meetings pertaining to their situation if the family believes that this is appropriate. Whether or not the student attends, their voice matters, and either the school counselor or the SBIT coordinator will check in with the student periodically. The SBIT coordinator will meet with the student at the start of the intervention period, provide a hard copy of the intervention plan, and coach the student through any parts of the plan that require the student’s active participation. The family is of course invited to present the student’s opinions and views at the meetings as well.

What are some possible outcomes of an intervention plan?

Once the intervention period ends, data has been collected and analyzed, and the SBIT team has met with the family to discuss the results, there are several paths for the team to consider.

  1. If the results are inconclusive, meaning we aren’t sure yet what the right interventions are, we may authorize a second intervention period with the same or different interventions.
  2. If the results show that the student has responded well to the interventions and the team feels the interventions are no longer needed, the student will be placed on the SBIT watch list, which means we will check in with the student every quarter over the next year to see how things are going.
  3. If the results show that the student has responded well to the interventions and the team feels the interventions should continue, the team will write a Personalized Learning Plan for the rest of the current school year. The SBIT coordinator will serve as the case manager for this student until the PLP expires. The team may elect to renew the PLP for another year after a year-end assessment of need.

What if interventions aren’t sufficient, and I suspect or know that my child has a disability?

There are two paths that the family and the SBIT team can consider:

  • Section 504 - If the student has a medical or psychological diagnosis, or if the family or school personnel suspect that a disability may exist, the SBIT team will consult with the 504 coordinator to consider eligibility for Section 504 protection from discrimination and the potential for a 504 Plan of Accommodations.
  • Specialized Instruction - If the family or school personnel suspect that the student may require specialized instruction because of a known or suspected medical, emotional, or learning disability, the SBIT team will consult with the chair of the special education department and the school psychologist to consider a special education evaluation.