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The Level System is a tool we use in the CLASS Program to help us monitor and manage student behavior.  Students are monitored throughout the school day using a Job Contract (to see our "Job Contract" - click here).  The students earn points throughout the school day and the point totals determine what level they are on the following day.  The amount of privileges and rewards available to students increase as they move up to the higher levels.  We selected an upside down pyramid to represent the Level System because when the program is used effectively, the greatest number of students in the class should be at the upper levels (Levels 3 and 4).  Only a small number of students should ever be placed at the lower levels (Levels 1 and 2).  Ideally, students would consistently be at Levels 3 or 4.    

Another distinction that makes this system unique is that the amount of time needed to move to the upper levels gradually increases as students get promoted.  If a student is to move from Level 1 to Level 2, that student needs to "hold it together" and meet program expectations for only 24 hours.  In this way, students feel success quickly.  To move from Level 2 to Level 3, a student needs to meet program expectations for 3 consecutive days.  If students are to move from Level 3 to Level 4, those students would need to meet program expectations for 15 consecutive school days.

In our program, bonus points are given frequently when students are meeting or exceeding expectations.  It should also be noted that this is a system for monitoring behavior and communicating behaviors with students.  Based on the Restitution Model or Choice Theory philosophy, a healthy program should go a step further and communicate (clearly, consistently, respectfully) the beliefs staff and students have for those rules.  The following scenario shows how a teacher might address (monitor) a behavior that occurs in his or her class, but then how that teacher might (manage) that behavior with the student. 


Scenario #1:

                Level of Support - MONITORING

A student arrives late to class.  The teacher asks to see the student's job contract - this might be done with the student after class.  The teacher then explains that the student is not meeting the program's expectations for being on-time, therefore, the student was not earning points for that period for "BEING ON-TIME TO CLASS".  

                Level of Support - MANAGING (Needed to change the behavior)

The teacher then addresses this behavior (after class or privately) with the student.  "What do we believe about being on-time for class? How does this affect our classroom community and your learning?" 

(Outcome) The teacher helps the student understand that it’s important to be in class on time because when you're late to class you miss essential components of the lesson and might fall behind. This is why we believe it’s so important to be in class on time.

Below, the image of the Mobius Loop shows how teachers need to sometimes weave between monitoring and managing behavior as described in this scenario.


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