I always think of targetting as the start of a school-wide support and report programme for some of our most challenging children. In fact, I always refer to documentation as 'Support and Report' cards. These are necessary so that there is a consistent approach from all adults and some accountability that the child is getting the right support in order that they can achieve a better outcome. It is not a 'Catch them being bad' programme as is often used in schools, nor is it a 'Here are your targets' and 'There will be problems if you don't reach them' approach
There are three main types of targetting:
informal in class or subject area targets for a student or group of students
more formal target after some continued difficulties in a subject or class
after a fixed period of exclusion
Make sure all targets are SMART ie -
Small Measurable Achievable Realistic Time limited
and that the targets are going to give the student the best chance of success, rather than tripping them up. It's also important not to target all the issues, perhaps one or two is sufficient
These can often be the most successful as they are used without any negotiation or discussion. There is also no formal review. These are simply a way to catch the attention of students who may have a pattern of behaviour you would like to address.
The technique is to decide what it is you would like to see as a change of behaviour and then measure it regularly during a lesson. Students are very quick to pick up that you are monitoring them and recording, so be very casual about the process. Challenge them to work out what it is you are doing. At the end of the session let them know their score or result and if they hit their target. Add in a reward and they will be hooked.
More formal target
This may take place after discussion with subject leader and would normally be in response to a more formal discussion - perhaps after continued behaviours that have affected the classroom and teaching environment. Target cards may be given to identified pupils highlighting up to two behaviour targets for focused attention for a period of up to one week. Targets should generally be decided upon by staff with input from the pupil and while requiring effort from the pupil, they should be realistically achievable. There should also be clear guidance to the child as to the support pathways open during this time. It has to be two-way
Targets as part of a re-entry programme after exclusion
Generally, these will be prepared in meetings with parents following a period of exclusion and become part of the student's Individual Behaviour Programme. It is key to ensure, again, that the student has a good chance of achieving this and has the support in place to help manage when things go wrong, as they will do from time to time.
These targets may also be part of a part-time programme where there is some negotiation of attendance in certain classes on the timetable. Here, a student may set a target for a short period of time in attending a difficult class or subject, with the intention of increasing the time spent in class and personal management of arising situations over perhaps a term