BIST Model & Concepts
As educators, we believe that schools need the right intervention strategies when dealing with the challenges of today’s students. Our Behavior Intervention Support Team (BIST) allows caring adults to confront disruptive behavior with grace and accountability. Our common goal is to provide every student with a safe and productive learning environment.
THE BIST MODEL
Providing what students need:
- Early Intervention (When)
- It’s never okay to be disruptive.
- It’s never okay to be hurtful.
- Utilizing this expectation allows adults to intervene consistently with all students. A student will be asked one time per activity to stop a behavior that is disruptive or hurtful. Adults will intervene in a quick, kind, calm and firm manner if a student cannot meet this expectation.
- Caring Confrontation (How)
- “I see… (disruptive behavior).”
- “Can you… (desired behavior).”
- “Even though… (student’s feeling).”
- Caring Confrontation is a language of partnership when intervening with a student’s disruptive or hurtful behavior. The intent of Caring Confrontation is to create awareness for the student, provide an opportunity to meet the standard, and partner with the adult.
- Protective Plan (What)
- A protective plan provides an opportunity for the adult and student to identify the missing skill, develop a partnership towards change. Teaching replacement skills and practicing the Goals For Life helps students manage their behavior toward life change.
- Outlasting the Acting Out
- This includes maintaining a relationship, guiding the student to identify their level in the Continuum of Change (Noncompliance, Compliance, Partnership, Independence), and maintaining restrictions until the student is able to partner with and be coached by the adults.
Safe Seat: A seat in the classroom away from other students to help the student regroup, process with the adult, and join the class.
Buddy Room: A seat in another teacher’s classroom to help a student regroup, complete a think sheet, and process with the adult so they may return to the classroom safe seat.
Recovery/Focus Room: A place in the school where students can go to practice replacement skills, stop acting out, calm down, prepare an apology, and create a plan to make better choices for themselves.
Think Sheet: A tool that the student completes to help him/her take ownership of the problem, partner with adults, and create a plan to be successful.
Processing: Questions the adult asks the student so he/she may take ownership, practice skills, and create a plan to make better choices.
Target Behavior Sheet: A daily visual of goals the student is working on to help him/her problem solve.
Triage: Daily “check in” with an adult to practice replacement skills, assess emotions, establish focus about what it means to have a successful day, and formulate solutions if problems occur.
Class Meeting: Weekly meetings facilitated by the adult to help students solve problems, plan events and maintain a positive classroom community.
Goals for Life: Goals that we help students obtain so that they may have the life they want and deserve. Goals for Life are based on the following beliefs:
- I can make good choices even if I am mad.
- I can be okay even if others are not okay.
- I can do something even if I don’t want to (or even if it’s hard).
Replacement Skills: Desired student behaviors that are practiced during triage so the student can be successful at school.