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 4. The Behaviour Levels System 5. How the system operates in our class 6. Its evolution 7. Teacher satisfaction 8. Why you should use this system 9. Case studies 10. Moving forward
OUR CONTEXT Cowandilla Primary School • Category 3 School • IELP Centre • 75% CALD background • Our class in 2017 • 2 teachers, one space, team teaching • 43 students • 2/3 boys • 6 NEPs - 4 of whom were ASD • Many other challenging behaviours that took up a lot of our time •
OUR CONTEXT
1. INSPIRATION 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 of the classroom. Level 1 students are told where to sit, whom they sit next to; in other words they are teacher directed. 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 levels. Any more than 10 kids in Level 4 means that you have probably not set the bar high enough. We build regular celebrations into the Level 4 kids - cooking with Leadership, board games in my office, parent / carer Level 4 sausage sizzles etc. JP kids have only 3 levels and they all start on Level 2 at the beginning of the week. 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.
2. WHY WE MADE THE CHANGE Not satisfied with current system • Ready for a change • Focus on behaviour (not punishments/rewards) • Relationships with students are central • Our community and impact of behaviour •
WE ASKED OURSELVES “WHAT DO WE VALUE?”
SETTING UP STUDENTS TO BE SUCCESSFUL. FOR LEARNING AND FOR LIFE.
3. HOW WE DEVELOPED THE BEHAVIOUR LEVELS SYSTEM Greg’s email • Student discussion and ideas •
Students’ ideas
3. HOW WE DEVELOPED THE BEHAVIOUR LEVELS SYSTEM Rubrics • Goal setting • Ownership •
4. THE BEHAVIOUR LEVELS SYSTEM In your pack there is: • A student journal with BLS slide 5 photo here pages marked • Blank copies of the BLS paper reflection/application • Student examples of the BLS reflection/application • Examples of current, previous and a 2017 highly modified rubric
What is the behaviour level system? Students reading their explanations
Year 6/7 Behaviour Level Expectations Louise Walker & Michael Cannavan 2018 Level 4 Level 3 Level 2 Level 1 Shows respectful ... always. Even when it's ... consistently ... mostly ... half of the time or less behaviour to students difficult to do so and staff... Shows kindness and ... many times each day ... about one time each day ... a few times each week ... sometimes or not at all offers to help others... Organised for learning... ... always and also helps ... with some things but not ... consistently ... low organisation eg with: class resources, others to be organised with others bathroom, drinks, on time ... always. Even when it's Is on task... ... consistently ... half of the time ... sometimes difficult to do so Overall effort in learning ... high. Even when it's ... good for some, but ... consistently good ... low tasks is... difficult to do so not others Learning tasks are ... ahead of time ... on time ... close to time ... regularly not finished finished... ... keeps their interest high. ... keeps their interest at a ... keeps their interest at a Is interested in their Seeks help and support if good level most of the time good level at times but not ... sometimes learning... needed. during others Works well with peers ... always. Even when it's ... sometimes yes ... rarely. Needs to work by ... consistently and friends... difficult to do so sometimes no themselves for best work Listens respectfully when ... always. Also helps others ... good at times and ok at ... consistently ... sometimes teachers are giving to do so. other times instructions ... always. Also leads their Supports their ... sometimes yes ... mostly makes it hard for group and helps others get ... consistently group / team sometimes no group/team members back on task ... always. Also seeks Changes behaviour ... sometimes yes ... only with teacher support feedback to continue to ... consistently after feedback sometimes no or not at all improve. Chooses positive ...consistently. Can act as ...mostly ...sometimes ... rarely responses to solve a a mediator. problem... Made with iDoceo 4 Thursday, 8 February 2018
4. THE BEHAVIOUR LEVELS SYSTEM • Behaviour Levels: Change of Levels Reflection forms Behaviour Levels Name: Nam Mic ichael/ l/Louis ise Year 6/ Ye 6/7 Cla lass Change of Level Reflection Date: Da 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 rules I did The school rule I did / did not (< / did not (<- choose one) follow are choose one) follow are:
4. THE BEHAVIOUR LEVELS SYSTEM • Behaviour Levels: Change of Levels Reflection forms ○ Level up
4. THE BEHAVIOUR LEVELS SYSTEM • Behaviour Levels: Change of Levels Reflection forms ○ Level down
4. THE BEHAVIOUR LEVELS SYSTEM • Levels Change Application forms 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
4. THE BEHAVIOUR LEVELS SYSTEM • Levels Change Application forms ○ Approved / Not Approved / Pending Approval
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