The BIST Model

Providing what students need:

Early Intervention (When)
It's never okay to be disruptive.
It's never okay to be hurtful.

A commitment by adults to this standard.  A student will be asked one time per activity to stop a behavior that is disruptive or hurtful. Adults will intervene quickly if a student cannot make this standard.

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.

Protective Plan (What)
Teaching and practicing the Goals For Life through written strategies that provide support and accountability for the students to help him/her manage their behavior and be successful.

Outlasting the Acting Out

Providing relationship, support and accountability when a student is struggling to maintain the standard and meet his/her Goal For Life.

Goals For My Life

I can be productive and follow directions even if I am mad. (overwhelmed by my feelings)

I can be productive and follow directions even if others are not okay.

I can be productive and follow directions even if I don't want to. (even if it's difficult)

The purpose of the BIST Model is to partner with students when they are struggling and help them be accountable for their actions to make changes in their life.  BIST is designed to teach and protect students, via GRACE and ACCOUNTABILITY so that students can demonstrate the Goals For Life and make good choices.

We accept:

Your problems
Your pain
Your needs

Guiding students to look at what problems the behaviors create in the student's life.  There are five levels of Accountability:

I did it
I'm sorry
It's part of a problem in my life
I accept consequences
I accept and need help

BIST Concepts

Safe Seat - A seat in the classroom away from other students.

Buddy Room - A seat in another teacher's classroom to help a student regroup so they may return to the safe seat.

Recovery/Focus Room - A place where students can go to stop acting out, calm down, prepare an apology and create a plan to be successful.

Think Sheet - A tool that the student completes to help him/her take ownership of the problem and create a plan to be successful

Processing - Questions that the adult asks the student so he/she may take ownership, practice skills and make a plan to be successful.

Target Behavior Sheet - A daily visual of goals the student is working on to make life changes.

Triage - Daily "check-in" with an adult to assess emotions, establish focus about what it means to have a good 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.
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