APPENDIX A

Level System Expectations and Privileges






Level 1 (All new students enter on this level)

Points to maintain level 1. 36-50

Level 1 expectations:
                remain with an adult at all times
                earn 51 or above points for two days in a row to move to level 2

Privileges:
                go to bed at 8:30 p.m.
                go to playground for recess (15 minutes)
                go to playground after school with group - no bicycles
                go to rec and participate for last 15 minutes of scheduled session
                staff chooses snack

Level 2

Points to maintain level 2: 51-75

Level 2 expectations:
                stay within visual distance of staff
                earn 76 or above points for 3 days in a row to move to level 3

Privileges:
                go to bed at 8.45 p.m.
                go to playground for recess (30 minutes)
                go to playground after school with group
                ride bicycles with supervision (last 30 minutes)
                go to rec and participate for all of scheduled session
                invite a friend to visit in cottage for 30 minutes, 1 time per week
                go off campus for weekly group goal trip or other staff supervised activity
                may choose own snack

Level 3

Point to maintain level 3: 76-96

Level 3 expectations:
                stay within visual distance of staff
                earn 97 or above points for 4 days to move to level 4

Privileges:
                go to bed at 9:00 p.m.
                go to playground for recess (30 minutes)
                go to playground after school with group
                ride bicycles with supervision
                go to rec and participate for all of schedules session
                participate in after school midget sports if old enough
                go off campus for weekly group goal trip or other staff supervised activity
                invite a friend to visit in cottage for 30 minutes with supervision 2 times a week
                invite a friend for dinner 1 time a week
                eat lunch at another table
                walk to school/cottage with a pass (staff calls as student leaves)
                walk to infirmary with a pass (staff calls as student leaves)
                walk to rec in front of group with a pass (must be in visual sight of staff)may choose own snack

Level 4

Points to maintain level 4: 97-120

Level 4 expectations:
                stay with visual distance of staff unless given a pass to school, cottage, and infirmary
                be a positive role model for the other students

Privileges:
                all privileges of level 3
                may earn supervised participation in home-based class (beginning with 1 hour)
                may earn an activity or field trip with home cottage (beginning with 1 hour) increase length of time with home based
                class or cottage to be added gradually

Restriction Level

A student may be immediately placed on restriction level for exhibiting the following behaviors:
                physical aggression
                willful destruction of property
                running away (leaving the immediate area of the classroom, building, or cottage without permission)
                touching fire alarm

Points to continue on restriction level: 0-35

Restriction level expectations:
                stay in room or perform supervised community service during free time or reward activities
                if not in bedroom, must be with an adult at all times
                student must be on restriction level for 24 hours in a row (including sleep time) and must have 36 or more points to
                move to level 1. Students on restriction must progress through the level system beginning with level 1.

Privileges:
                go to bed at 8:15 p.m.
                may earn meals at kitchen bar area
                may earn books, art materials, or puzzle in room
                may earn bedtime story
                cannot participate in recess
                cannot go to playground after school
                cannot go to rec

Moving Between Levels
Students who lose their privilege level by either committing a restriction level offense or by failing to meet the number of points required for their current level will be required to move through the level system beginning with the level to which they have regressed. Example A: a level 2 student commits a Restriction offense. He/she must first complete restriction requirements and then move to level i, then level 2, etc. Example B: a level 4 student only earns 51 points that day. The next morning, he/she must move to level 2. After meeting level 2 requirements, he/she moves to level 3, then level 4, etc.
 
 

Appendix B

Informed Consent


Purpose of the Study
The purpose of my study is to learn how children function in an alternative program at a residential school for the deaf. To accomplish this, I want to observe your foster child as he interacts with his teachers in his alternative classroom. I will observe your child in his class on four consecutive days. The observations will be for thirty minutes.

I will also interview your child's teacher. The purpose of the interview is for me to understand how the teacher develops objectives and activities to work with your child.

Finally, with your and the school's permission, I will examine your child's I.E.P. and school progress records. These records will help me understand how the classroom activities relate to your child's individual school progress.
 
 

Confidentiality
All the information I collect from my observations, interviews and review of your child's records will be kept confidential. When I report that information in the research paper, I will give your foster child a pseudonym (false name) to protect his identity. The information will be kept in a locked cabinet at the University of Tennessee. Only myself, a research group of five of my interns directed by my faculty advisor and my faculty advisor, Dr. Olga M. Welch will have access to the information.
 
 

Potential Risks and Benefits
There are no potential risks involved in this study for your foster child. Although the members of my research group are interns who work in the school, they are bound by a pledge of confidentiality not to discuss the data we review in the seminar.

Your foster son's participation is voluntary and will not affect the services he receives at the Tennessee School for the Deaf. He also may discontinue participation at any time without losing services.

After the study is completed, I will be sending you a copy of my paper as my way of letting you know what I have learned.

If you have additional questions about the project, I invite you to contact me at (594-6022 ex. 405) or my major advisor, Dr. Welch at (974-4139).

I have read the above description of the proposed research project involving my foster child. I understand that he will be observed four consecutive days for thirty minutes in his alternative classroom.

I understand that my foster child's teachers will also be interviewed.

I understand that my foster child's I.E.P. and progress records will also be reviewed.

I understand that measures to insure confidentiality and the potential risks and benefits of the study.

With the above understandings, I agree to allow my foster child to participate in the proposed research project.
 
 

Parent Name (Printed)________________________________________________
 
 

Parent Signature __________________________________ date _____________
 
 

Appendix C

Interview Questions

  1. What is your daily routine with Sam?
  2. How do you formulate objectives and activities to work with Sam?
  3. What are your daily expectations for Sam?
  4. What type of positive reinforcements do you give Sam throughout the day?
  5. How do you address the behavior within different environments?
  6. Tell me about what happened during class (while I was observing). How do you feel about how the class went?


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Prepared by:  Kimberly Williams
April 2000