Transcript Behavior Level System - American Student Achievement Institute

A Comprehensive Behavior Intervention
for Kokomo Center Schools
In December 2007 students and staff reported that:
 1400 discipline referrals matriculated through the
main office from August - December
 When responding to the following statement: “The
behavior of other students interferes with learning
at Maple Crest.”
 59% of students agreed
 57% of parents agreed
 69% of faculty agreed
 Many students display low or no motivation to
learn - school was NOT a priority
 Through
the Indiana Student Achievement
Institute (INSAI) School Improvement
Process, all stakeholder groups identified
the need to improve the learning
environment.
 Consequences for negative behaviors
were not effective
 Minor infractions
 Office Referrals
 Tardies
 Missing Work (NTI’s)
 Punitive focus
Key Questions
 What
about the kids who are always doing the
right thing?
 How can we use positive reinforcement to motivate
students?
 How can we identify students who are at risk
behaviorally?
 What kinds of issues are students having?
 How can we communicate this with everyone?
 What interventions do we put into place?
Adlai Stevenson High
School modeled a “think
positive, not punitive
approach”
 Created system of
privileges for high
performers and rule
followers
 Operated on the belief that students would be more
inclined to meet expectations at school if they
benefited from it

How do we create our own system similar to this
AND manage it?
 Faculty and stakeholders knew that a system was
needed to:
 Honor positive student behavior
 Hold students accountable for negative behaviors
 Communicate a total picture of student behavior
 The challenge was determining how to handle so
much data.

Identify targeted negative behaviors
 Ranked severity of student behavior based on the
values of the school
 Tardy (0.5 points)
 Minor Infractions (0.55 points)
 Missing Work (NTI’s) (0.6 points)
 Teacher Detention (0.75 point)
 Discipline Referrals
 Office Detentions (1.2 points)
 OSS/ABC/Removal from bus (1.75 points)

Students assigned a specific level of privilege and/or
consequence based on the total point value of
behavior incidents they accumulate over a short
period of time
 Identified cutoff values for four behavior levels

Level 4 Students – Less than or equal to 1 point
 Level 3 Students – Greater than 1 point up to 2.5 points
 Level 2 Students – Greater than 2.5 point up to 5.4 points
 Level 1 Students – Greater than 5.4 points

 Utilize the resources we
have – we knew they
were there we just didn’t know how to use them
 Get knowledgeable on how to use basic
technologies – MS Excel & MS Access; seek
advice from professionals
 Software databases could be harnessed to
accumulate and calculate student data to report
a student’s behavior “picture”
Smith, Johnny
Use student planners to identify
behavior level
 Enrichment/Advisor teachers
conference w/students on their
level and provide stickers
 Procedures – preventing student
tampering
 Short-term, reachable time frame
 2 weeks
 Fresh start at the top – current
level is the result of previous 2
weeks of behavior

Level 4 Activities:
 Level 4 students may participate in all
extracurricular school activities/athletics.

Level 4 Rewards:
 Use approved electronic devices at lunch
 Choose seat at lunch
 Treats
 Prize drawings
 Special assemblies
 Other special privileges

Level 3 Activities:
 Level 3 students may participate in all
extracurricular school activities/athletics
 Lunch free time
Level 3 Restrictions:
 Assigned table at lunch
*office referrals may result in further consequences
Level 2 Restricted Activities:
 Level 2 students may participate in limited
extracurricular school activities/athletics.
 Athletic practices, no games
 MAY NOT attend dances/club meetings; MAY attend
tutoring sessions
 Eats lunch in a separate area with a restricted
setting
Level 2 students will attend:
 1 Friday Night School Session
*office referrals may result in further consequences
Level 1 Restricted Activities:
 Level 1 students may not participate in any
extracurricular school activities/athletics (except
for tutoring)
 No athletic practices or games
 No school dances or club meetings
 Eats lunch in a separate area with a restricted
setting
 May not purchase a la carte items at lunch
Level 1 students will attend:
 2 Friday Night School Sessions
*office referrals may result in further consequences
System identifies students in need of additional and
sustained behavior support
 The following interventions allow staff to monitor
and create strategies for students who demonstrate
on-going negative behaviors:


Two times on Level 1 and/or Level 2



Four times on Level 1 and/or Level 2



Parent/Teacher Team conference with student
Behavior strategies put in place
Administrative conference with parent and student
Review prior strategies/implement new strategies
Six times on Level 1 and/or Level 2

School modification put in place (shortened/extended day;
enroll in alternative school; virtual school)
*Based on a semester time frame
2009 – 2010 Convocations and Level 4 Rewards

September 18, 8:30 a.m.
Mr. Taps (free)

September 24, 8:30 a.m.
Rope Warrior (free)

September 24, 1:15 p.m.
Ray McElroy (free)

October 8, Lunchtime
Treat

October 22, Enrichment
Open Gym/Games

November
Quite A Catch($220)

November 19, Enrichment
Open Gym/Games

November 25, Periods 7 & 8
Movie

December 11, Lunchtime
Treat

January
Skip Cain Magic Guy($220)

February 11, Enrichment
Open Gym/Games

February 25, Lunchtime
Treat

March 11, 1:15 p.m.
JimBasketballJones ($520)

March 26, Enrichment
Open Gym/Games

April 1, Periods 7 & 8
Movie

May
Rusty Ammerman ($220)
 In
the first year of implementation (20082009), Maple Crest Middle School showed a
decrease in the overall number of discipline
referrals that matriculated through the main
office


58% decrease in referrals vs. 2006-2007
61% decrease in referrals vs. 2007-2008
 Continue to
show signs of sustainability as
evidenced by continued reductions in office
referrals with the data available during the 2nd
year of implementation at Maple Crest and 1st
year of implementation of Lafayette Park
Training teachers to use the technology
 Level 1 and Level 2 “frequent flyers”
 Fidelity of implementation
 Special Education modifications
 Parents
 Athletics
 Communication
 Workload for teachers and administrators
 Rewards
 Limited budget
 Creativity

“The Level System is the best thing that happened at
Maple Crest Middle School because it’s
consequential to those who need it and rewarding
to those who earn it. Yeah, it may be hard at first,
but that’s only because you are already a level 3, 2,
or 1 and you are just now starting to try your best.
You might have to be a suck up once in a while,
but…it’s going to be easy, and it’s going to be fun,
because once you become a level 4, you are going to
be the happiest person alive!”
Marnisha
7th grader
Kristen Bilkey,
Coordinator of Assessment, Data Collection, and Progress Monitoring
Kokomo Center Schools
[email protected]
(765)454-7000
Lindsey Brown, Assistant Principal
Lafayette Park Middle School
[email protected]
(765)454-7065
Jonathan Schuck, Principal
Maple Crest Middle School
[email protected]
(765)455-8085