Special Education K-5 ELA and Supplemental Guide

Behavioral Instructional Priorities: TIER 3 Implementation Guide

Function: Attention, Escape

INDIVIDUAL LEVEL SYSTEM (MUST COMBINE WITH: Positive Behavior Interventions and Supports (PBIS) such as token economy, group contingency, high rates of positive reinforcement, positive adult relationships ) Level Systems should provide the student with ascending levels of access to privileges contingent on acquisition of skills and demonstration of appropriate behavior. Caution: Level Systems must not be punitive in nature, must be paired with explicit behavior skills instruction, and the student should have a behavior plan if you are utilizing this intervention (BIPs ensure function-based decision making and function-matched interventions)

Implementation Examples: Below you’ll find some examples of how an individual level system could look. The 2nd Level System page includes a fidelity checklist for how you could make sure a level system includes all the necessary components.

Implementation Steps:

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3-5 Measurable Rules

Clear classroom procedures Clear Classroom expectations Daily Schedule

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Goals describe replacement behavior, points earned are tracked for achievable blocks, and frequent check-ins are built-in to the student’s daily schedule.

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Establish privileges for each level based on behavioral skills being taught Teach, model, and reinforce the level system as often as needed (heavy at first, less as the year goes, reviewing at the end of long breaks) BE CONSISTENT …with behavior instruction (shaping, correction, etc) …follow through with reinforcement …celebrate positive level moves! As we shape behavior with the level system, the highest payoff for the student must exist in the higher levels. It should be ineffective for students to be low on the system.

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Levels are clearly defined and detail privileges that correlate to behavior skills acquisition; red level indicates lack of desired skill being demonstrated and green/super green levels indicate acquisition and demonstration of learned behavior skills.

Source: https://files.eric.ed.gov/fulltext/EJ801236.pdf