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7/31/2019 16 Level System Presentation
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A Comprehensive Behavior Interventionfor Kokomo Center Schools
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In December 2007 students and staff reported that:
1400 discipline referrals matriculated through themain office from August - December
When responding to the following statement: Thebehavior of other students interferes with learningat Maple Crest.
59% of students agreed
57% of parents agreed 69% of faculty agreed
Many students display low or no motivation tolearn - school was NOT a priority
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Through the Indiana Student AchievementInstitute (INSAI) School ImprovementProcess, all stakeholder groups identified
the need to improve the learning
environment.
Consequences for negative behaviorswere not effective
Minor infractions
Office Referrals Tardies
Missing Work (NTIs)
Punitive focus
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Key Questions
What about the kids who are always doing theright thing?
How can we use positive reinforcement to motivatestudents?
How can we identify students who are at riskbehaviorally?
What kinds of issues are students having? How can we communicate this with everyone?
What interventions do we put into place?
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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 moreinclined to meet expectations at school if theybenefited from it
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How do we create our own system similar to thisAND manage it?
Faculty and stakeholders knew that a system wasneeded 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.
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Identify targeted negative behaviors
Ranked severity of student behavior based on thevalues of the school
Tardy (0.5 points) Minor Infractions (0.55 points)
Missing Work (NTIs) (0.6 points)
Teacher Detention (0.75 point)
Discipline Referrals Office Detentions (1.2 points)
OSS/ABC/Removal from bus (1.75 points)
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Students assigned a specific level of privilege and/orconsequence based on the total point value ofbehavior incidents they accumulate over a shortperiod 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
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Utilize the resources we have we knew theywere there we just didnt know how to use them
Get knowledgeable on how to use basictechnologies MS Excel & MS Access; seekadvice from professionals
Software databases could be harnessed toaccumulate and calculate student data to reporta students behavior picture
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Smith, Johnny
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Use student planners to identify
behavior level Enrichment/Advisor teachers
conference w/students on theirlevel and provide stickers
Procedures preventing studenttampering
Short-term, reachable time frame
2 weeks
Fresh start at the top currentlevel is the result of previous 2weeks of behavior
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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
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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
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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
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Level 1 Restricted Activities: Level 1 students may not participate in any
extracurricular school activities/athletics (exceptfor 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
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System identifies students in need of additional andsustained behavior support
The following interventions allow staff to monitorand create strategies for students who demonstrateon-going negative behaviors: Two times on Level 1 and/or Level 2
Parent/Teacher Team conference with student Behavior strategies put in place
Four times on Level 1 and/or Level 2 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
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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)
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In the first year of implementation (2008-2009), Maple Crest Middle School showed adecrease in the overall number of disciplinereferrals that matriculated through the mainoffice
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 officereferrals with the data available during the 2ndyear of implementation at Maple Crest and 1styear of implementation of Lafayette Park
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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
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The Level System is the best thing that happened at
Maple Crest Middle School because its
consequential to those who need it and rewardingto those who earn it. Yeah, it may be hard at first,
but thats 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,butits going to be easy, and its going to be fun,
because once you become a level 4, you are going tobe the happiest person alive!
Marnisha
7th grader
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Kristen Bilkey,
Coordinator of Assessment, Data Collection, and Progress MonitoringKokomo Center Schools
(765)454-7000
Lindsey Brown, Assistant Principal
Lafayette Park Middle School
(765)454-7065
Jonathan Schuck, Principal
Maple Crest Middle School
(765)455-8085
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]