Here is my new positive behavior chart.
Because of the new initiative I had to do away with my old checks in the folder system...eeek! That was tough to let go of. So the students start at Ready to Learn (an S, because the school feels that the students should earn an E in behavior...go above and beyond). Therefore, great job is also an S...awesome is an E. The hard part is "catching" those great students, who are always doing good things...being awesome! Now warning is an S, teacher choice is an N, and parent contact is a U. Each student has a magnet with their number on it to move up or down.
Where I ran into problems (and still trying to iron out the confusion) is that a student could technically do something to move up to great job (S) but as the day progresses they could have a few behavior situations that cause them to move down...let's say two...well then they will still end up with an S because of their move up earlier in the day. Do you see what I am saying here...my intern mentioned that a student could be an angel in the morning, then trade that halo in and be a terror in the afternoon, but still go home with an S. So I am trying to work around this little problem.
Now my other problem was that this is all behavior...whereas my folder system also contained work habits, which I believe is a huge component of grades and very reflective of their grades. However I couldn't get how they could combine (as they have on their passports...a whole 'nother thing in and of itself) both of the items and have a simple E, S, N, or U for the day.
I ran into this problem very quickly in my classroom this year. I have oh let's say about 10 students who are my transition students (didn't pass a portion or all of the state test last year in 4th grade). Well the students (majority of them) are NOT behavior problems, they don't stand out...basically they don't want to draw attention to themselves...for a reason. They don't get it (academically)! So they are just fine with getting that S for the day..."if I just sit here, not participate, act as though I am paying attention, pretend to work, I can get an S and move on". Well not in my class! The kids also don't complete their homework, aren't really on task, and usually don't finish classwork. Again, not in my class. I want to say..."This is why you failed!", but I don't.
So for a few days I struggled with how to make this system work for me. I decided to make a second chart...a work habits chart!
It is pretty straight forward, and the kids seemed to get it too. If you come with your homework done, work in class, stay on task...you get an S. If you are always participating, on task when others may not be, and just stand out...you move to E. However if you forget homework, don't participate, are not on task...you move down. The smallest move down means you get a quick note to your parents that must be signed and an N or U for the day. This is also pretty good documentation for me when I have to have kid talks and/or parent talks.
So that is one of the many many many things that has been "hurting" my brain these first few days. I guess we will see how it goes!