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Guardians should never be surprised when a child has landed in a buddy room or recovery. If we work to contact them the first time sent to a safe seat. Include just the details and bit about the conversation.  Offer the guardian an opportunity to offer suggestions for the future and partnership.

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understanding other peoples level of understanding regarding BIST.

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Continuing to address the the areas of weakness or cause for behavior.

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Be consistent every day. Set expectations that 1st day and not let them taper. Do not take it personal. 

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Be consistent every day. Set expectations that 1st day and not let them taper. Do not take it personal. 

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- Addressing behaviors early before letting it go too far
- Language, both when addressing behaviors in the moment and (mostly) when processing with a student afterward.
- Documentation

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Logging the SAFESEAT movement. I never miss the buddy room or recover room movements...but i often times let those SAFESEAT ones go. This will help myself and my team track the behaviors and history of when and why these might be occurring so we can possible build plans, triage and grow in the future. 

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Logging the SAFESEAT movement. I never miss the buddy room or recover room movements...but i often times let those SAFESEAT ones go. This will help myself and my team track the behaviors and history of when and why these might be occurring so we can possible build plans, triage and grow in the future. 

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I can do better at seeing it and doing something about the behavior before I feel it and QTIP - Quit Taking It Personally

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I need to grow in the area of not second guessing myself, when I see a behavior that could lead to a worse one. Address things early.

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I need to grow in the area of not second guessing myself, when I see a behavior that could lead to a worse one. Address things early.

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I need to get better at giving less reminders and using the BIST movement continuum more consistently.

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Being consistent and to not it take it personal when these problems do arise.

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Documenting BIST continuum movements

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Being more consistent about addressing the same issues across grade levels and students. I need to address problems sooner for all students, not just the ones I expect.

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Keeping my interactions between myself and the student and not in front of the entire class

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Staying in the relationship / in touch with the students more as they move on.

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Establish early expectations and holding myself and students accountable.

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Establish early expectations and holding myself and students accountable.

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Early Intervention!

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Consistency

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Caring confrontation and building relationships before I feel their behaviors driving me nuts :)

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Using the safe seat sooner and more often

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Using the safe seat sooner and more often

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Documentation and consistency

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To quit taking it personal. Oh and documentation!

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Being to permissive

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Mine would be consistency with different students.

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Early intervention

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Gateway behaviors

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Address it before I feel it

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Continuously consistent

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Giving kids a fresh start the next day and not holding a grudge.

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Addressing gateway behaviors and setting expectations early

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Addressing the behaviors early. Don't wait until I feel it

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Addressing the behaviors early. Don't wait until I feel it

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addressing the gateway behaviors

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Making sure I redirect/use the continuum when I see behaviors - before I feel it.

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First off, this image should say "its" rather than "it's." :(
Since my temper tends to run hot, I have to keep myself taking action rather than letting myself feel the frustration.

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We have a dedicated recovery room which is separate from ISS.

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We have a dedicated recovery room which is separate from ISS.

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This allows the recovery room to focus on helping students who are currently stuck so much that it is affecting their learning and the learning of others
.

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Meeting Kids where they are.
Relationships
Providing safe areas in classrooms.
Being listeners and assisting on unpacking the root for the behavior.

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Teachers/Teams having conversations with students in order to set them up for success. Being proactive, than reactive.

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We are intentional about the relationship component and realize when a student is involved in BIST it isn't personal, they in fact may not even know what they have done or that it was wrong. We are there to teach them and BUILD on their strengths. 

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We are intentional about the relationship component and realize when a student is involved in BIST it isn't personal, they in fact may not even know what they have done or that it was wrong. We are there to teach them and BUILD on their strengths. 

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Supporting our team, staying consistent in our grade level, building positive student relationships

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Teams work together to create opportunities for success for students.

Students know that the adults in this building care about them.

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- Staying in the relationship with the students.
- Being consistent within the team and grade level so the kids hear the same thing wherever they are.

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Building relationships with students.  I see students wanting to visit their teachers from the year before.  I also think our teams work well together for the benefit of our students.

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Teachers listen to others and offer ways to support when working with students 

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Teachers listen to others and offer ways to support when working with students 

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communication and support

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Teachers communicate with one another and build great relationships with students.

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grade level team support and staying in the relationship

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We do a good job at creating safe areas for the students, and staff at supporting one another (buddy rooms)

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We do a good job at creating safe areas for the students, and staff at supporting one another (buddy rooms)

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All adults are suppoted and we all believe in the power of BIST

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Recognizing the people who excel naturally at BIST and asking questions.

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I see the building supporting each other. I feel there is a "team" attitude.

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I see the building supporting each other. I feel there is a "team" attitude.

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Our building does a fantastic job supporting one another with student interventions.

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Grace with students who are moved constantly on the BIST continuum

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Build students up

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Holding kids accountable across all of their classes

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Our plan times are really centered around helping kids.

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im new but i can see that the systems are put in place and everyone is on common ground with utilizing it.

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Supportive staff and the willingness to teach others.

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Staying in a relationship with students. 

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Staying in a relationship with students. 

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Adults support each other and Admin is willing to listen.

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Support for each other!

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Document and communicate with grade-level teams

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Document and communicate with grade-level teams

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Consistent

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Support students through the grade level teams

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Support students through the grade level teams

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Sharing info across our team about students and how to best relate or support them.

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Building Relationships

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Teachers are supportive of one another.

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Support, Consistency, High Level Expectations

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Support, Consistency, High Level Expectations

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Students need support, consistency, and a high level of expectations. BIST provides teachers and opportunity to offer these without feeling the frustrations that often associate with dealing with child behaviors.
In addition, the language and the partnership keeps both in a relationship. (hello, tramau informed).

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To create a learning environment that founded on relationships, accountability, and a system of support for all behaviors.

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To better support students and teachers. So that staff and students can have a common language and unified expectations.

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To better support students and teachers. So that staff and students can have a common language and unified expectations.

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provide grace, safe places, and skills for students who need guidance on how to respond

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To have consistency throughout the building.  Help provide a toolbox for staying in the relationship with students.  Provide teachers with a healthy way to deal with behaviors when they see them and not waiting until they feel them.  

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To have consistency throughout the building.  Help provide a toolbox for staying in the relationship with students.  Provide teachers with a healthy way to deal with behaviors when they see them and not waiting until they feel them.  

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To teach kids the missing skills they need to be successful in school, and eventually function as an adult in the real world, while building and maintaining a relationship of trust and respect.

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to allow and hold students accountable for their own actions but helping them along the way.

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to allow and hold students accountable for their own actions but helping them along the way.

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BIST creates consistent, predictable expectations and supports for students to enhance the goal of a safe and supportive  learning environment for all.

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Help our students be ok and have supports in place when they are not ok.

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It builds positive relationships with students who otherwise might struggle with success.

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So students learn about self-regulation and are able to reflect on their actions and behavior in order to make good choices in the future.

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So students learn about self-regulation and are able to reflect on their actions and behavior in order to make good choices in the future.

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To keep students engaged and create positive relationships.  

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To keep students engaged and create positive relationships.  

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We provide BIST to create positive relationships with students. And create a good environment in our building.

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Bist is used to help kids be successful while holding them accountable.

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Bist is used to help kids be successful while holding them accountable.

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Help students with the skills their missing

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Help students with the skills their missing

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To create a safe environment where students feel respected and cared for while supporting learning.

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Relationships with students while holding them accountable  but showing grace.

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Relationships with students while holding them accountable  but showing grace.

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To hold students accountable for their actions.

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To teach our students who really struggle the missing skills to be successful.

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To stay in the relationship with a kid, while holding them accountable at the same time. To provide a common structure for our kids to feel safe. 

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To stay in the relationship with a kid, while holding them accountable at the same time. To provide a common structure for our kids to feel safe. 

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Is to hold allow students to grow and learn in a safe environment.

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Is to hold allow students to grow and learn in a safe environment.

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As a school everyone has the same accountability for behavior.  

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As a school everyone has the same accountability for behavior.  

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Consistency is the key. Where there is differences, kids will swoop in to manipulate. Like parents, you MUST be on the same page.

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Consistency is the key. Where there is differences, kids will swoop in to manipulate. Like parents, you MUST be on the same page.

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We want students to know that we are here to support them and want to build positive relationships with them. 

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We want students to know that we are here to support them and want to build positive relationships with them. 