BEHAVIOUR LEVELS SYSTEM Michael Cannavan and Louise Walker Year 6/7 - - PowerPoint PPT Presentation
BEHAVIOUR LEVELS SYSTEM Michael Cannavan and Louise Walker Year 6/7 Classroom Teachers Cowandilla Primary School BEHAVIOUR LEVELS SYSTEM STRUCTURE 1. Inspiration (and our context) 2. Why we made the change 3. How we developed the system
Original Email: Greg Platt. Principal Berri Primary 9/9/2017 via SAPPA
My intention is to post something that I believe has made a big difference at Berri Primary and perhaps colleagues will then be keen to share their successes . Something that I was very keen to introduce at BPS when I started this year was to change the way that we handled classroom behaviour to ensure that teachers could get on with teaching and not worry about crowd control. I wanted to do away with the old first warning, second warning, class sit out, buddy class sit out etc system and to introduce an approach, that as we now say at BPS "Catches them being good" This was done through implementing behaviour levels. Every child at school is on a behaviour level from 1 - 4 ( only 3 levels in JP) and they move between levels dependent on their behaviour, work ethic, maturity, independence, leadership etc Each level has a set of protocols. Level 4 students get to choose where they sit, whom they sit with, sometimes choose the work they do and when appropriate get to work outside
Levels 2 and 3 gradually introduce more independence. Some key points- To move from Level 1 -2 is very easy and can happen in just one lesson. We want kids off Level 1 quickly because once they drop below Level 1 it's a trip to my office! Moving from 2 -3 requires about a week of doing what is expected all the time and getting to Level 4 is very tough and should take at least a month. Each class take their Levels folder to Specialist lessons so that the teacher knows each students level of independence and so that they can also adjust
celebrations into the Level 4 kids - cooking with Leadership, board games in my office, parent / carer Level 4 sausage sizzles
Kids love being Level 4 and the fact that they are being noticed instead of the habitual the attention seekers. The rigour of the teachers in applying the levels is vital as they must build structures into the way that they operate that make it worthwhile to be on a high level. Only our Level 3 and 4 kids are allowed to represent the school in such things as SAPSASA, choir etc. Level 1 students cannot participate in events outside of the school. This system has had a significant impact on BPS . The kids who always do the right thing love being recognised, lower level kids strive to improve and it's a real buzz for me doing yard duty to have kids tell me what level they are on. Happy to give further details if you want.
In your pack there is:
pages marked
reflection/application
reflection/application
and a 2017 highly modified rubric
Students reading their explanations
Level 4 Level 3 Level 2 Level 1 Shows respectful behaviour to students and staff... Shows kindness and
Organised for learning... eg with: class resources, bathroom, drinks, on time Is on task... Overall effort in learning tasks is... Learning tasks are finished... Is interested in their learning... Works well with peers and friends... Listens respectfully when teachers are giving instructions Supports their group / team Changes behaviour after feedback Chooses positive responses to solve a problem... ... always. Even when it's difficult to do so ... consistently ... mostly ... half of the time or less ... many times each day ... about one time each day ... a few times each week ... sometimes or not at all ... always and also helps
... consistently ... with some things but not with others ... low organisation ... always. Even when it's difficult to do so ... consistently ... half of the time ... sometimes ... high. Even when it's difficult to do so ... consistently good ... good for some, but not others ... low ... ahead of time ... on time ... close to time ... regularly not finished ... keeps their interest high. Seeks help and support if needed. ... keeps their interest at a good level most of the time ... keeps their interest at a good level at times but not during others ... sometimes ... always. Even when it's difficult to do so ... consistently ... sometimes yes sometimes no ... rarely. Needs to work by themselves for best work ... always. Also helps others to do so. ... consistently ... good at times and ok at
... sometimes ... always. Also leads their group and helps others get back on task ... consistently ... sometimes yes sometimes no ... mostly makes it hard for group/team members ... always. Also seeks feedback to continue to improve. ... consistently ... sometimes yes sometimes no ... only with teacher support
...consistently. Can act as a mediator. ...mostly ...sometimes ... rarely
Year 6/7 Behaviour Level Expectations
Made with iDoceo 4 Thursday, 8 February 2018
Louise Walker & Michael Cannavan 2018
Behaviour Levels
Change of Level Reflection
I have changed from Level ____ to Level ____. I have changed from Level ____ to Level ____. This means I have changed my behaviour in a (choose one) This means I have changed my behaviour in a (choose one) positive / negative way. positive / negative way. The types of behaviour I have been choosing are… The types of behaviour I have been choosing are… __________________________________________________________ __________________________________________________________ __________________________________________________________ because (connect to feelings/thoughts)… __________________________________________________________ __________________________________________________________ __________________________________________________________
Is there anything else you think your teacher and parents/carers needs to know?
__________________________________________________________ __________________________________________________________ The school rule The school rules I did I did / did not (< / did not (<- choose one) follow are choose one) follow are:
Nam Name: Da Date:
Mic ichael/ l/Louis ise Ye Year 6/ 6/7 Cla lass
Level Change Application Form Name :
Date:
Dear Michael and Louise, I am writing to you to apply to move from Level___ to Level ___. I believe I should move to this level as I have made improvements in the following criteria (circle which ones)
!
The evidence of this is, including how I have improved is
Behaviour Levels
Change of Level Reflection
I have changed I have changed from Level 4 to Level 3 because last week from Level 4 to Level 3 because last week I I chose chose a challenging goal a challenging goal, as I was achieving everything at Level 4. This as I was achieving everything at Level 4. This was to extend myself was to extend myself, as Level 4 students need to do that. as Level 4 students need to do that. The goal I chose was: The goal I chose was: __________________________________________________________ __________________________________________________________ __________________________________________________________ I was not able I was not able to achieve it because: to achieve it because:
It was unrealistic / too hard /not achievable I didn’t make the effort to achieve it, I needed to really push myself and I didn’t
From this, I have learned that I need to: From this, I have learned that I need to: __________________________________________________________ __________________________________________________________ __________________________________________________________
Nam Name: Da Date:
Mic ichael/ l/Louis ise Ye Year 6/ 6/7 Cla lass
○ Original idea from SSO ○ Negative change -> any
change
○ Neutral language ○ Behaviour Level
Application form - pending approval with indicator card
Behaviour Levels Reflection:
Name: ___________________
1. What level were you on last week? ____________________ 2. Did you achieve your goal? How/why? _______________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ 3. What level do you think you should be on this week? ___________________________________________ 4. What is your new goal? _____________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ 5. How will you achieve it? ____________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________
26 Lalise
extra detail about this week’s goal required
27 Lebron
more detail requested about how last week’s goal was achieved, needs to add detail to new goal of staying on task, requested to speak with me
28 Lochlan
incomplete reflection, needs to choose specific goals, requested to speak with me
29 Luke
same goal as last week, asked for evidence of achieving goal, requested a new goal be selected, requested to speak with me
30 Mahida
achieved working with different genders, new goal to work with people from different cultures
31 Marcelle 32 Max
no specific goal, suggested to work on completing h/w and transitioning between lessons and break times, requested to speak with me
33 Mohadeseh
perfect reflection and identification of new goal and how to achieve it, wants to work equally well with friends as other peers
34 Noah
needs further detail about how to achieve goal of completing h/w, requested to speak with me
35 Paige
incomplete entry, requested to speak with me
36 Ramadan
appropriate reflection and identification of new goal and how to achieve it
37 Saira
goal was to attempt work before seeking feedback, advised to continue this practice, new goal to finish work in order to get extension tasks, requested to speak with me
38 Samantha
didn't achieve last week’s goal to work with other people besides friends, suggested to focus
39 Senan
needs a specific learning goal, requested to speak with me
40 Shyanne
goal is to stay on task by not sitting with people she’d talk to
41 Sterling
appropriate to continue goal of completing all tasks and seeking extension
42 Tyler
achieved goal of working with different students, new goal is to do something related to climate change each week, requested a new learning goal too
43 Yaman
new goal to communicate with students he doesn’t normally speak to, requested more specific info about how and with whom, requested to speak with me
2
#
Name
Week 6
1 Abdul Hiye
said goal to complete h/w was achieved but I have a note from him saying he hasn't handed in h/w! Needs a specific goal for this week, requested to speak with me
2 Agriya
needs specific detail about how last week’s goal was achieved, focus for this week to be checking-in with teachers during work time (not once work is ‘completed’), requested to speak with me
3 Ahmed
didn’t achieve goal to complete h/w, new focus is to ask for help EVERY lesson, requested to speak with me
4 Aisha
perfect reflection and identification of new goal and how to achieve it
5 Amejad
no goal identified, requested to speak with me
6 Andrelle
goal is to gain trust with teachers by being helpful, more specific detail requested, requested to speak with me
7 Caleb
achieved being organised last week, new goal to stay on task and complete more examples
8 Chelsea
goal to stay on task and complete tasks to best of ability, suggested to choose carefully who to sit with and where
9 Christopher
requested for reflection to be done again as it is inappropriately completed, requested to speak with me
10 Diego
suggested to continue goal from last week to initiate conversations with peers, requested to speak with me
11 Dillon
wrote that he achieved last week’s goal to complete h/w - this wasn’t the case as Dillon had to complete h/w during break time, advised to keep goal from last week, requested to speak with me
12 Dylan
stated that last week’s goal to stay on task and be respectful was achieved, asked for more detail on how new goal will be achieved, requested to speak with me
13 Elizabeth
chose too many goals, requested to speak with me, suggested goal should be to get h/w completed appropriately
14 Ezra
achieved last week’s goal to be more engaged, focussing on working/playing with students
15 Fariha
perfect reflection and identification of new goal and how to achieve it
16 Gioia
suggested to continue with last week’s goal to work with different people, requested to speak with me
17 Hassan
achieved being more organised for learning, new goal to work with different people
18 Idris
suggested to work on goal of completing h/w (spelling and memo book), requested to speak with me
19 Jayk
not specific enough with goal reflection, suggested focus on same goal to pay attention during instruction time, requested to speak with me
20 Jess
goal continues from last week, to complete h/w
21 Jessica
new goal to seek teacher feedback and have high level of interest in learning
22 Kai
no specific info about how last week’s goal was achieved, no specific goal for this week, suggested to focus on working efficiently in class time to complete more examples of work, requested to speak with me
23 Kai
complete h/w using timer as reminder, suggested further info about reminders to achieve goal, requested to speak with me
24 Khairullah
goal is to complete all work ahead of time, suggested the choosing of an appropriate seat/ peers to work with could also assist this goal
25 Khandy
1
Name Behaviour Levels Reflection Week 7 Term 4 2017
1 Abdul Hiye New goal to sit away from friends to avoid distraction. 2 Agriya New goal to check in with teacher every lesson before finishing his work. 3 Ahmed Said he achieved homework goal when he didn’t hand in spelling. Memo?? Messy 4 Aisha Challenge goal of speaking up more in her group, agreed with Louise if that it was a longer goal but if not achieved by end Week 8 she will drop to Level 3. 5 Amejad Said he completed goal of not sitting with friends, specifically in meeting space. New goal to finish tasks on time. Incomplete. 6 Andrelle Goal is to finish work ahead of time. Challenging myself with time management. 7 Caleb Challenge goal of using initiative but no real strategies. 8 Chelsea Challenge goal of being on task and working with peers. 9 Christopher Journal? 10 Diego Said he achieved goal of talking to new people. Asked for who and when. New goal of showing initiative but no specific strateges. Asked him to see Louise. 11 Dillon Said he achieved goal of sitting with L4 students. New goal to do his learning without talking to others. 12 Dylan Journal? 13 Elizabeth Absent Monday 14 Ezra Didn't achieve challenge goal of being with others outside friendship group - 4->3? 15 Fariha Challenge goal not achieved. More appropriate challenge goal of 1 extension task completed and 1 lesson not sitting with friends. 16 Gioia Didn’t achieve goal of being around different people as she is “adjusting at a rate that suits me” Same goal this week, no change seen Monday/ Tuesday morning. 17 Hassan Said he achieved goal of sitting with new people. ?? New goal to interact more in whole class discussions. 18 Idris Journal? 19 Jayk Didn't achieve last weeks goal. Same goal again to get more work completed good strategies: playing attention to teachers, sit next to people who won’t distract. 20 Jess Goal to complete more homework but no strategies described. 21 Jessica Too hard on herself. Thinks her challenge goals are too easy. Thinks she should drop a
22 Kai Goal to play with different people. Who? When? 23 Kai incomplete 24 Khairullah Goal is to finish work ahead of time. Same goal as last week which wasn’t achieved. 25 Khandy Journal? 25 Khandy Journal? 26 Lalise Really wordy and confusing goals. Challenge goal of being up to extension tasks not
27 Lebron New goal to be ready for learning, but he is…? Another goal of listening respectfully 28 Lochlan Journal? 29 Luke Believes he completed his challenge goal of completing extra work. New goal to help
30 Mahida Good new goal of not being distracted. Good strategy although didn’t do it Tuesday 31 Marcelle Journal? 32 Max Absent Monday 33 Mohadeseh New goal to show more initiative by doing things without being asked. 34 Noah Last week goal of completing homework. Bought a whiteboard with a timetable with his own money. New goal of not being distracted, will move away from others to do this. 35 Paige Needs to explain how she knows last week’s goal was achieved. New goal of being more confident. Incomplete 36 Ramadan Asking questions and giving answers - wants to try harder and do better this week. 37 Saira Thinks she should drop a level to 3 for not achieving challenge goal. Same goal of starting extension tasks. 38 Samantha Journal? 39 Senan Thinks he should move up to Level 4 but can’t explain why. 2 new goals, no strategy given. 40 Shyanne Same goal as last week, to complete homework. Incomplete. 41 Sterling Specific goal of checking in with teachers to improve work. 42 Tyler Last week goal to do climate change duties achieved. This week’s goal to do his job, as
43 Yaman Same goal as last week but new strategies, it’s a challenge goal. Seeing Louise about “try to…” as a goal
#
Name
Week 8
Abdul Hiye
didn't achieve goal of always being on task, needs to choose more appropriate people to work with, requested to write specific names and of who to work with/not work with and show me once done
Agriya Ahmed
needs to add specific detail about how to complete homework and show me, wrote that he’ll come into the classroom every morning to show work and get help, advised he needs to talk to me to confirm he understands what to do
Aisha
continuing to focus on confidence to speak and share in class, appropriate goal
Amejad
to complete homework and be more organised, reminded to keep coming in to class in the morning to work with me
Andrelle
said needs to complete work, suggested considering previous week’s behaviour to focus on working with appropriate people and not always talking with friendship group, requested to show me once done, says new goal
Caleb
goal to complete tasks in learning time, to move away from distractions if necessary
Chelsea
to not get distracted by peers, and to move away if it’s occurring
Christopher
said achieved goal of not being distracted - this still needs work, new goal to complete homework, requested to add specific detail and then show me, says will tape a note to remind him somewhere he will see it, advised he needs to show me the note and tell me where he’ll out it
10 Diego
start a conversation at break time
11 Dillon
to choose appropriate people to work with and complete class tasks and homework
12 Dylan 13 Elizabeth
needs to complete homework, has suggested she move down a level
14 Ezra
needs to provide specific examples of how he will show initiative and help
specifically focus on helping others put their stationary/things away
15 Fariha
to use teacher feedback to complete work to a higher standard, suggested she plan out work, then seek feedback before beginning to allow her to improve the quality/complexity of work while completing it
16 Gioia
said achieved goal to involve others in discussion/groups, advised this goal wasn't obvious and that more engagement in class should be a goal
17 Hassan
still making goals about others (to include or help them), advised focus of goal needs to be on self and suggested more engagement in lessons/with teachers
18 Idris
goal to complete all homework on time, this was last week’s goal but is appropriate for him to continue with this goal
19 Jayk
wants to complete work more neatly, also needs to add detail about how to remember to complete homework, requested to show me once detail added, has written that he’s doing extra work each night in order to complete
20 Jess
needs to keep working on concentrating in class and doing homework
21 Jessica
achieved goal of making work aesthetically pleasing and new goal is to help
22 Kai
new goal to be kind to students in other classes, ‘by going around the school being like a student leader’
23 Kai
to hand up diary with homework
24 Khairullah
has achieved goal of improving behaviour and focus in class, will work on showing intiative and helping others
25 Khandy
wrote goal ‘is to Level4’. advised that’s not an appropriate goal and suggested writing details about how to complete homework on time and then show me
26 Lalise
still focussing on extension tasks, suggested to start work then seek teacher assistance to aid higher quality work
27 Lebron
advised to write more detail about a goal of being more engaged in class and show me once done
28 Lochlan 29 Luke
continuing with goal to help others, requested to add more detail and then show me, then showed me that he’ll specifically focus on helping others (Max) put their stationary/things away
30 Mahida
goal is to make sure all work is completed ahead of time
31 Marcelle
wants to keep working on finishing learning tasks on time
32 Max 33 Mohadeseh said she should move to L3 so she can work to achieve her goal, to show more
initiative in class, doing things without being asked by adults
34 Noah
absent this week (Mon-Wed)
35 Paige
achieved goal of building confidence through speaking at graduation practices, needs to record detail of how will make sure h/w is done, requested to show me once edited
36 Ramadan
said achieved goal of asking/answering more questions, still needs work. New goal to work with different people
37 Saira
says needs to move to L3 to work on ’some stuff’! advised to be specific and show me once edited, then showed her focus is about being on-task, doing extension tasks and working with different people
38 Samantha
absent this week
39 Senan
goal to complete all school and home work on time
40 Shyanne
absent so far this week (Mon-Thu)
41 Sterling
said achieved goal of engaging more with teachers and now focused on showing initiative by being organised before others to enable the opportunity to help others
42 Tyler 43 Yaman
wants to continue to work on talking with a wider range of people and seek feedback from teachers more regularly
NOT APPROVED
Level 4
4
Level 3
3
Level 2
2
Level 1
1
Shows respectful behaviour to students and staff...
6.3%
Is on task...
6.3%
Overall effort in learning tasks is...
6.3%
Learning tasks are finished...6.3% Is interested in their learning...
6.3%
Works well with peers and friends...
6.3%
Shows initiative
6.3%
Listens respectfully when teachers are giving instructions
6.3%
Supports their group / team
6.3%
Changes behaviour after feedback
6.3%
Organised for learning...
time, uses break times to; use bathroom, eat, get a drink
6.3%
Shows kindness and offers to help others...
6.3%
Level of trust with teachers is...
6.3%
Can choose where and who they sit next to
5%
Can be trusted to represent Cowandilla well on excursions...
6.3%
Homework is...
6.3%
... always. Even when it's difficult to do so ... consistently ... mostly ... half of the time or less ... always. Even when it's difficult to do so ... consistently ... half of the time ... sometimes ... high. Even when it's difficult to do so ... consistently good ... good for some, but not others ... low ... ahead of time ... on time ... close to time ... regularly not finished ... keeps their interest high. Seeks help and support to maintain interest when needed. ... keeps their interest at a good level most of the time ... keeps their interest at a good level at times but not during
... sometimes ... always. Even when it's difficult to do so ... consistently ... sometimes yes sometimes no ... rarely. Needs to work by themselves to work at their best ... many times each day ... about one time each day ... a few times each week ... sometimes or not at all ... always. Also helps others to do so. ... consistently ... good at times and ok at other times ... sometimes ... always. Also leads their group and helps others get back on task ... consistently ... sometimes yes sometimes no ... mostly makes it hard for group/ team members ... always. Also seeks feedback to continue to improve. ... consistently ... sometimes yes sometimes no ... only with teacher support or not at all ... always and also helps others to be organised ... consistently ... with some things but not with
... low organisation ... many times each day ... about one time each day ... a few times each week ... sometimes or not at all ... high (and is trusted at all times) ... high with most tasks and good with others ... good with some learning tasks but not with others ...low ... free choice ... choice of location and partner depending on learning task ... choice of location depending
... no choice ... yes and often the public will praise the student for their behaviour ...yes ... mostly. Will attend learning based excursions ... no. Will not attend excursions ... consistently handed in on time and completed to a good level ... mostly handed in and completed to a good level ... completed, at times ... not handed in
Year 7 Behaviour Level Expectations Term 4 2017 Louise Walker & Michael Cannavan 2017
Level 4
4 Level 3 3 Level 2 2 Level 1 1
Shows respectful behaviour to students and staff...
6.3%
Is on task with teacher support...
6.3%
Overall effort in learning tasks with teacher support is...
6.3%
Learning tasks are finished with teacher help...
6.3%
Is interested in their learning...
6.3%
Works well with peers with teacher support...
6.3%
Shows initiative
6.3%
Listens respectfully when teachers are giving instructions (from set area)
6.3%
Supports their group / team
6.3%
Organised for learning...
appropriately with provided resources, only leaves class twice to drink/ bathroom
6.3%
Shows kindness and offers to help others...
6.3%
Homework is...
6.3%
... always. Even when it's difficult to do so ... consistently ... mostly ... half of the time or less ... mostly ... more than half ... half of the time or less ... sometimes ... mostly good ... good for some but not
... sometimes good ... low ... most on time ... most close to time ... some close to time
... regularly not finished ... keeps their interest at a good level most of the time. ... keeps their interest at a good level at times ... keeps their interest at a good level occasionally, not often ... no interest overall ... most of the time ... sometimes yes, sometimes no ... some alone work needed ... not at all, even after working alone ... many times each day ... about one time each day ... a few times each week ... sometimes or not at all ... consistently remembers to sit in set area and not interrupt ... mostly remembers to sit in set area and not interrupt ... sometimes sits in set area or interrupts ... doesn't sit in set area ... consistently ... most of the time ... sometimes yes sometimes no ... mostly makes it hard for group/team members ... sits in set area, looks after resources and leaves 2x or less ... mostly sits in set area, mostly looks after resources, leaves 2x or less ... inconsistently sits in set area, looks after some resources but not others, leaves 3x or more ... does not sit in set area and does not have required resources for task due to behaviour. Leaves 3x or more ... many times each day ... about one time each day ... a few times each week ... sometimes or not at all ... mostly emailed (spelling and memo) ... most of one or both emailed ... some emailed ... nothing emailed
Year 7 Behaviour Level Expectations Term 4 2017 highly modified
Made with iDoceo 4 Thursday, 16 November 2017
Louise Walker & Michael Cannavan 2017
https://snoworld.one/management-truth-treat-people-fairly-but-not-equally/
Ways%to%solve%a%problem%in%the%Year%6/7%Class%
Po Positive%response% Neg Negative%r e%res espon
Trying%to%solve%the%problem% Continuing%or%escalating%the%problem% Taking%responsibility%for%your%part%% Not%taking%responsibility,%blaming%
Staying%calm:%calm%words,%calm%actions% and%low%volume% Losing%your%cool,%overreacting%and% being%aggressive:%invading%personal% space,%swearing,%yelling,%violence% Showing%respect% Showing%disrespect:%sarcasm,%sass,% attitude,%talking%back% Showing%concern%for%others’%wellbeing% Not%caring%for%others’%wellbeing:% making%it%personal,%insults,%put%downs,% ganging%up% Getting%help%from%an%adult%if%you%have% tried%to%solve%the%problem%and%it%hasn’t% worked% Allowing%the%problem%to%escalate%(get% bigger)% Accept%genuine%apologies% Holding%a%grudge% %
%
Louise Walker & Michael Cannavan 2018
“The Behaviour Levels I think were a success in that the students designed them themselves meaning that I would think that there would be less "that's not fair" as it was self-made. He hated being on the lowest level where he was at one point for swearing (fair enough) and he had a clear guide as to how to move back up again. It was an excellent initiative.”
31/10/17