Connect. Learn. Delight.
THE BIST MODEL - PROVIDING WHAT STUDENTS NEED
1
Early Intervention (When)
Utilizing the expectations that it's never okay to be disruptive to learning (it’s always ok to be a good learner) or hurtful (it’s always ok to be kind) 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, firm and close manner if a student cannot meet this expectation.
2
Caring Confrontation (How)
Caring Confrontation is a language of partnership when intervening with a student’s disruptive or hurtful behavior. With the intent of creating awareness of the situation and one's actions, Caring Confrontation provides the student with an opportunity to meet the set standard and partner with the adult.
∘ “I see …" (disruptive behavior)
∘ “Can you …" (desired behavior)
∘ “Even though …" (student’s feelings)
3
Protective Plan (What)
Protective Plans provide an opportunity for the adult and student to identify a missing skill and partner together to develop the skill. Teaching replacement skills and practicing the Goals For Life helps students manage their behaviors and move toward making life changes. Protections to restrict the student from what they can’t manage is often significant to start the process of life change.
4
Outlasting the Acting Out
Maintaining a relationship and restrictions while guiding the student to identify their level in the Continuum of Change (Noncompliance, Compliance, Partnership, Independence) until the student is able to partner with and be coached by adults.
Connect. Learn. Delight
THE BIST MODEL - PROVIDING WHAT STUDENTS NEED
1
Early Intervention (When)
Utilizing the expectations that it's never okay to be disruptive to learning (it’s always ok to be a good learner) or hurtful (it’s always ok to be kind) 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, firm and close manner if a student cannot meet this expectation.
2
Caring Confrontation (How)
Caring Confrontation is a language of partnership when intervening with a student’s disruptive or hurtful behavior. With the intent of creating awareness of the situation and one's actions, Caring Confrontation provides the student with an opportunity to meet the set standard and partner with the adult.
∘ “I see …" (disruptive behavior)
∘ “Can you …" (desired behavior)
∘ “Even though …" (student’s feelings)
3
Protective Plan (What)
Protective Plans provide an opportunity for the adult and student to identify a missing skill and partner together to develop the skill. Teaching replacement skills and practicing the Goals For Life helps students manage their behaviors and move toward making life changes. Protections to restrict the student from what they can’t manage is often significant to start the process of life change.
4
Outlasting the Acting Out
Maintaining a relationship and restrictions while guiding the student to identify their level in the Continuum of Change (Noncompliance, Compliance, Partnership, Independence) until the student is able to partner with and be coached by adults.
BIST Concepts
Replacement Skills
Desired student behaviors that are practiced during Triage so the student can be successful at school.
Skill-based Coaching
Daily adult “check in” to practice replacement skills, assess emotions, focus on what it means to have a successful day and formulate solutions to problems.
Buddy Room
A seat in another teacher’s classroom to help a student regroup, complete a Think Sheet and process with an adult so they may return to the classroom Safe Seat.
Class Meeting
Weekly meetings facilitated by the adult to help students problem solve, plan events and maintain a positive classroom community.
Target Behavior Sheet
A daily visual of goals the student is working on to help them problem-solve.
Goals for Life
- Goals we help students obtain so they may have the life they want and deserve. Goals for Life are based on the beliefs that:
1. I can make good choices, even if I am mad.
2. I can be okay, even if others are not okay.
3. I can do something, even if I don’t want to (or even if it’s hard).
Processing
Questions the adult asks the student so they may take ownership, practice skills and create a plan to make better choices.
Safe Seat
- At School: A seat in the classroom away from other students to help a student regroup, process with an adult, then rejoin the class.
- At Home: a place for the child to be until they are ready to problem-solve
Recovery/Focus Room
A place where students can go to practice replacement skills, calm down, prepare an apology or create a plan to make better choices.
Think Sheet
A tool a student completes to help them take ownership of the problem, partner with adults and create a plan to be successful.
Replacement Skills
Desired student behaviors that are practiced during Triage so the student can be successful at school.
Skill-based Coaching
Daily adult “check in” to practice replacement skills, assess emotions, focus on what it means to have a successful day, and formulate solutions to problems.
Buddy Room
A seat in another teacher’s classroom to help a student regroup, complete a Think Sheet, and process with an adult so they may return to the classroom Safe Seat.
Class Meeting
Weekly meetings facilitated by the adult to help students problem solve, plan events, and maintain a positive classroom community.
Target Behavior Sheet
A daily visual of goals the student is working on to help them problem-solve.
Goals for Life
- Goals we help students obtain so they may have the life they want and deserve. Goals for Life are based on the beliefs that:
- 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).
Processing
Questions the adult asks the student so they may take ownership, practice skills, and create a plan to make better choices.
Safe Seat
- At School: A seat in the classroom away from other students to help a student regroup, process with an adult, then rejoin the class.
- At Home: a place for the child to be until they are ready to problem-solve.
Recovery/Focus Room
A place where students can go to practice replacement skills, calm down, prepare an apology or create a plan to make better choices.
Think Sheet
A tool a student completes to help them take ownership of the problem, partner with adults, and create a plan to be successful.
Buddy Room
A seat in another teacher’s classroom to help a student regroup, complete a Think Sheet, and process with an adult so they may return to the classroom Safe Seat.
Processing
Questions the adult asks the student so they may take ownership, practice skills, and create a plan to make better choices.
Replacement Skills
Desired student behaviors that are practiced during Triage so the student can be successful at school.
Think Sheet
A tool a student completes to help them take ownership of the problem, partner with adults, and create a plan to be successful.
Class Meeting
Weekly meetings facilitated by the adult to help students problem solve, plan events, and maintain a positive classroom community.
Safe Seat:
- At School: A seat in the classroom away from other students to help a student regroup, process with an adult, then rejoin the class.
- At Home: a place for the child to be until they are ready to problem-solve.
Goals for Life
- Goals we help students obtain so they may have the life they want and deserve. Goals for Life are based on the beliefs that:
- 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).
Recovery/Focus Room
A place where students can go to practice replacement skills, calm down, prepare an apology or create a plan to make better choices.
Target Behavior Sheet
A daily visual of goals the student is working on to help them problem-solve.
Skill-based coaching
Daily adult “check in” to practice replacement skills, assess emotions, focus on what it means to have a successful day, and formulate solutions to problems.