Level System

While level systems are mostly associated with residential programs they have the characteristic of allowing students to earn more freedom as they prove their dependability. Teachers have used this idea for years. Walking with their students to PE or other classes to show them where to go and how they expect them to move from class to class. As the students learn the teacher may choose to watch the students as they walk down the hall and eventually empower them to go on their own. The teacher may return to watching the students, if a problem arises, and then after awhile return to allowing them to walk unsupervised.

Level system suggestions

• Determine the entry level behaviors of the student population. Consider different areas academic, emotional, social, and behavioral.
• Students do not always have to be placed at the first level of a system.
• Determine the terminal behavior expectations for the students.
• List at least two and usually no more than four sets of intermediate behavioral expectations.
• Write the set of behaviors in graduated levels.
• Consider consequences for students at level one (ground level). Since level one is first ,special consideration needs to be given.
• Consequences for other levels can be to drop back a level.
• Determine privileges appropriate for students beginning the program.
• Determine privileges for students exiting the program.
• Determine privileges for students at each level.
• Privileges should be evenly distributed with each level giving students more power to control their destiny. Independence or freedom is a likely source of power.
• Determine if a minimum length of time needs to be established for each level.
• How frequently will a student’s status be reviewed? Who will review the student’s status? Involve students in the decision.
• What monitoring will be needed for each level?
• How will self-monitoring be built into the system?

A successful levels system requires frequent communication among all stake holders. Communication is facilitated by group meetings, individual conferences, written notes, or the use of forms.

Source

Walker, J. E., & Shea T. M. (1988). Behavior Management: A Practical Approach For Educators. Fourth Ed. Columbus, OH: Merrill Publishing Company.