Capitol Elementary’s level systems are behavioral management approaches that have been commonly recommended by educators and utilized in programs for students that exhibit challenging behavior. Capitol Elementary’s level systems are designed to be an organizational framework for managing student behavior where “student’s access greater independences and more privileges as they demonstrate increased behavioral control” (Heward, p. 306, 2003), in accordance with the State Department of Education specifically, the Hughes Bill.

Capitol Elementary students learn appropriate behavior through clearly defined behavioral expectations, regular feedback, self-monitoring, positive role models, social skills training, and 1:1 counseling consequences linked to expectations. There are specific criteria for advancement to the next level where the student(s) enjoy more desirable contingencies. It is intended that as students proceed through the Capitol Elementary level systems, they are more able to self-manage, capable of handling more responsibility and therefore enjoy greater independence.

There are four main goals of the Capitol Elementary level systems:

  1. Increasing appropriate behavior
  2. Promoting Academic Achievement
  3. Foster a student’s improvement through self-management
  4. Developing personal responsibility for social emotional and academic performance

(Farrell, Smith & Brownell, 1998)

Capitol Elementary has designed a level system to accommodate the specific goals of each student in accordance with the Individuals with Disabilities Education Act.

Characteristics of our Behavior Management System:

  • Pro-active in its design and implementation
  • Highly Structured and consistent school-wide approach
  • Focuses on identifying the individualized educational and behavioral needs of our students
  • Supported by a multi-disciplinary team consisting of administrators, therapists, behaviorists, teachers, and educational assistants
  • Require positive and professional interpersonal relationships between staff and students
  • Consistent observation, intervention and documentation of student behaviors by staff
  • Utilizes the least restrictive behavioral interventions and optimizes teachable moments in order to promote skill building and increased self-management
  • Assist students with establishing an internal locus of control versus external
  • Utilizes a wide variety of privileges and rewards in order to reinforce the learning experience
  • Appropriate modeling of pro-social behaviors by staff

All Capitol Elementary staff is responsible for the implementation of the school-wide behavior management system.