The BST should meet before any data are collected. The first step of the BST is to focus on the student’s strengths and needs. We prefer the strengths are posted on a large poster, white board or smart board and they are left up throughout the process. Here is a guide: Skylar’s Strengths: Social Strengths Academic Strengths Friendly Begins work right away absent Nice handwriting Nice smile Brings back homework Supportive family Asks questions when unclear We like to have blank forms lying on the table when everyone walks in the room. It is also important to let everyone know the first thing you will be talking about are the student’s strengths. Be sure to call the parents and have them bring a list of things they know their child is good at performing. One person should be the recorder for the BST and they should write everyone’s ideas on the Smartboard, whiteboard, or poster. Make sure all of these are positive before they are written down. Needs The next step is to discuss needs. What does the student need? These can still be framed positively if you focus on what the staff need to provide, not what the student needs to do. Social Needs Academic Needs Help in keeping friendships Help in comprehension for reading skills Help in keeping negative opinions to Help in calculations for multiplication himself skills at the two digit by two digit level Help in taking constructive feedback Help in writing a paragraph that stays on topic Help in inviting friends over to his house Help in transitioning quietly from one to play subject to the next These strengths will help guide the team for antecedent modifications once the data are collected. Behaviors to Target The next step is to focus on target behavior. While there may be more than one behavior, it is a good idea to limit the target to the one the team thinks is the most disruptive to learning. This behavior should be defined in measurable and observable terms and written down for everyone. When we say this is what we mean: “blurting”, teacher asks for a response and tells the students to raise their hand and Skylar “The blurts out the answer before anyone gets a chance to be called on; or, Skylar blurts out negative comments when other students answer the question for the teacher.”
The BST should meet before any data are collected. The first step of the BST is to focus on the student’s strengths and needs. We prefer the strengths are posted on a large poster, white board or smart board and they are left up throughout the process. Here is a guide: Skylar’s Strengths: Social Strengths Academic Strengths Friendly Begins work right away absent Nice handwriting Nice smile Brings back homework Supportive family Asks questions when unclear We like to have blank forms lying on the table when everyone walks in the room. It is also important to let everyone know the first thing you will be talking about are the student’s strengths. Be sure to call the parents and have them bring a list of things they know their child is good at performing. One person should be the recorder for the BST and they should write everyone’s ideas on the Smartboard, whiteboard, or poster. Make sure all of these are positive before they are written down. Needs The next step is to discuss needs. What does the student need? These can still be framed positively if you focus on what the staff need to provide, not what the student needs to do. Social Needs Academic Needs Help in keeping friendships Help in comprehension for reading skills Help in keeping negative opinions to himself Help in calculations for multiplication skills at the two digit by two digit level Help in taking constructive feedback Help in writing a paragraph that stays on topic Help in inviting friends over to his house to play Help in transitioning quietly from one subject to the next These strengths will help guide the team for antecedent modifications once the data are collected. Behaviors to Target The next step is to focus on target behavior. While there may be more than one behavior, it is a good idea to limit the target to the one the team thinks is the most disruptive to learning. This behavior should be defined in measurable and observable terms and written down for everyone. When we say “blurting”, this is what we mean: “The teacher asks for a response and tells the students to raise their hand and Skylar blurts out the answer before anyone gets a chance to be called on; or, Skylar blurts out negative comments when other students answer the question for the teacher.”
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