The B.A.S.E. Program at Chapel Hill Academy is an individualized goal-oriented point system designed to address students’ individual Behavioral, Academic, Social and/or Emotional needs.
Chapel Hill Academy’s counseling staff, along with teaching staff, develops 3 goals for each student based on IEP information, teacher observations, student interviews and parent information. Students earn points in each class for each of these goals. The progress toward each goal is rated and charted on a daily/weekly basis.
A student’s (grades k-8) personal objectives as well as their class wide objectives will be evaluated individually as either 1,2, or 3 points earned. All students have the opportunity to earn points each period utilizing the following scale: (1) Meeting the objective some of the time (2) Meeting the objective most of the time (3) Meeting the objective all of the time.
School expectations are evaluated individually as either 0 or 1 point earned. These expectations address behaviors that interfere with the health and safety of the student, others in the class and/or the program as a whole. An absence of interfering behavior would earn a one (1) and demonstration of interfering behavior would earn a zero (0).
As students accomplish a goal, a new goal will be developed and put in place. If a student is having difficulty successfully accomplishing or maintaining a goal, smaller, more achievable objectives will be set to help the student achieve success. A point and level system is used to reward the student’s positive progress.
Points are NEVER LOST or DEDUCTED!! Points are earned for positive behaviors! “Progress, not perfection,” is our mantra.
Plan A
On a daily basis, the student is responsible for:
- Carrying his/her card to each class and giving it to the teacher
- Reviewing points earned with teacher at end of class
- Collecting the signed card at the end of the class
- Giving completed card to homeroom teacher at days end
Plan B
On a daily basis, for as long as the student will benefit from this plan:
- Student will be exempt from carrying card to and from class
- Teachers will record points in book, but not with student
- At days end, the student will receive non-numerical feedback concerning his/her day
Level I (Floor 1)
Students have the opportunity to earn 10-15 points for each 50-minute class. The student and teacher review points together at the end of each class. Students on Level I earn an average of eighty points a day to make their points for the week.
Prizes, including cheer charts and Chapel Hill/CHA Dollars, may be earned for daily points or demonstrating positive behaviors at the Elementary School Level. At the end of each week, they can choose from Reward Activities that have been set up for that week. Activities such as Frisbee, scooter hockey, kitchen chemistry, arts and crafts, computers and school-wide movies are just a few of the activities that are offered.
Those students who have not earned their points for the week, meet with Counselors to devise a plan which will help them to earn their points the following week. Ninety percent of students earn their points on a regular basis.
Student Responsibilities:
At level I, on the first floor Personal and Class wide Objectives are considered earned if a student achieves 23 points in each area per day.
At level I, on the second floor Personal and Class wide Objectives are considered earned if a student achieves 24 points in each area per day.
At level I, on the third floor Personal and Class wide Objectives are considered earned if a student achieves 25 points in each area per day.
At level I, in the high school Personal and Class wide Objectives are considered earned if a student achieves 26 points in each area per day.
At level I School Expectations are considered earned if a student achieves 10 of 13 possible points per day in this area.
To earn for the day a student will earn all Personal Objectives, as well as their Class wide
Expectations at 23, 24 ,25, 26 (on each floor respectively) in addition to earning their School
Expectations at 10 of 13 possible points.
Student Privileges:
- Earn age appropriate daily reward
- Participate in weekly reward programs
- Participate in sports team
Level II
When a student earns his or her points for four consecutive weeks, passes all their classes, and attends school consistently, they are eligible for Level II. A student must average 85 points on a daily basis to maintain Level II status. Additional rewards and privileges are available for Level II students including a raise in pay scale on the Career Exploration and Practical Application Program. (C.E.P.A)
Once a student earns Level II points for a minimum of eight weeks they are eligible for Level III.
Students who successfully earn Level II points for four full consecutive weeks will earn Level II status.
Level II (Floor 1)
Student Responsibilities:
At level II, on the first floor Personal and Class wide Objectives are considered earned if a student achieves 26 points in each area per day.
At level II, on the second floor Personal and Class wide Objectives are considered earned if a student achieves 27 points in each area per day.
At level II, on the third floor Personal and Class wide Objectives are considered earned if a student achieves 28 points in each area per day.
At level II, in the high school Personal and Class wide Objectives are considered earned if a student achieves 29 points in each area per day.
To earn for the day a student will earn all Personal Objectives, as well as their Class wide
Expectations at 26, 27, 28, 29 (on each floor respectively) in addition to earning their School
Expectations at 11 of 13 possible points.
Student Privileges:
- Earn age appropriate daily reward
- Participate in weekly reward program
- Participate in sports teams
- Eligible for monthly Level II reward, i.e. field trip special breakfast, Pizza Plus(s), etc.
Level III
Level III is a prestigious level. Students need to earn an average of 90 points daily, pass all subjects and have good attendance, and complete a Community Service Project and submit a letter to the staff explaining why Level III is deserved. Once a student achieves Level III they will earn a raise in pay in C.E.P.A., and more school privileges, including access to all field trips. Students who are in good standing on Level III for a minimum of eight weeks will be eligible to apply for Level IV.
As Level III status carries a great deal of student privilege, it also carries high expectations. Students must be successful in all level two responsibilities and additionally must earn level III points for 4 consecutive weeks. They are required to complete a community service project, in which their time and/or talent is donated to benefit our community. All projects must be planned with, and approved by, the student’s counselor and homeroom teacher. The student must continue to earn level appropriate points, maintain passing grades in all classes, attend school regularly, and remain a positive contributor in school, at home, and within the community. If all criteria has been met, the student is required to submit to the staff a letter, explaining his or her accomplishments and requesting review for movement to Level III.
Level III (Floor 1) Student Responsibilities:
At level III, on the first floor Personal and Class wide Objectives are considered earned if a student achieves 29 points in each area per day.
At level III, on the second floor Personal and Class wide Objectives are considered earned if a student achieves 30 points in each area per day.
At level III, on the third floor Personal and Class wide Objectives are considered earned if a student achieves 31 points in each area per day.
At level III, in the high school Personal and Class wide Objectives are considered earned if a student achieves 32 points in each area per day.
To earn for the day a student will earn all Personal Objectives, as well as their Class wide
Expectations at 29, 30, 31, 32 (on each floor respectively) in addition to earning their School
Expectations at 12 of 13 possible points.
Student Privileges:
- Earn age appropriate daily reward
- Participate in weekly reward program
- Participate in sports teams
- Eligible for monthly Level III reward, consideration for all field trips, special breakfast, etc.
The Ultimate Goal – Level IV!
Level IV is achieved only though the continued demonstration, over a significant period of time, of a consistently positive attitude, leadership and role model behavior, and an overall willingness to take an active role in one’s own academic, social, behavioral, and emotional growth and success. The student must continue to earn 95 points daily, maintain passing grades in all classes, attend school regularly and remain a positive contributor in school, at home and in the community. A student demonstrating these behaviors may be nominated for Level IV status by a staff member. Upon nomination, staff will vote; a uninimous vote will result in the student being awarded Level IV status.
The student will earn a raise in C.E.P.A and the opportunity to schedule a meeting with their parents and Child Study Team to discuss returning to district if appropriate.
Daily point totals for students on all levels are sent home in the Students’ Communication Log. Communication helps parents to celebrate our students’ successes!!!
Level IV is achieved only through the continued demonstration, over a significant period of time, a consistently positive attitude, leadership and role model behavior, and an overall willingness to take an active role in one’s own academic, social, behavioral, and emotional growth and success. The student must continue to earn level appropriate points, maintain passing grades in all classes, attend school regularly, and remain a positive contributor in school, at home, and within the community. Upon completion of all requirements, the student will be nominated by a staff member. The request will then be reviewed by the entire staff, and Level IV requires a unanimous decision by the staff to be awarded Level IV status.
Level IV Student Responsibilities:
Students on Level IV will be expected to minimally maintain all level III responsibilities, Personal and Class wide objectives are considered earned if a student maintains level III expectations of 32 possible points in each area per day.
At level IV School Expectations are considered earned if a student achieves 12 of 13 possible points per day in this area.
Student Privileges:
- Earn age appropriate daily reward
- Participate in weekly reward program
- Participate in sports teams, eligible for monthly Level III and IV reward, i.e. field trip at no cost to student, special breakfast, etc.
- Is eligible to be invited on trips with other homerooms, at no cost to student
- Student will be documented in the Level IV Hall of Fame
When Points Don’t Work
The B.A.S.E Program has proved successful with the majority of Chapel Hill Academy students. It helps foster self-esteem, positive interactions and self-satisfaction for making good choices.
However, there are some students who put too much pressure on themselves to make perfect points. In these cases the counselor and student may decide on Plan B.
In Plan B, students do not discuss their points at the end of each class, the teacher will give them feedback in the form of thumbs up, smiley faces, checks, etc. At the end of each day the students will receive a simple “YES” or “WE WILL TRY AGAIN TOMORROW.” This system relieves the student of the pressure of knowing their points each period. Rewards and incentives are still available.
Downward Level Movement
The staff will recommend a downward level movement, only when it is in the best interest of the student, a downward level movement is an adjustment for success and is not considered a failure. A downward Level movement occurs only when the counselor and teacher have deemed it in the best interest of the student. In the case of a downward level movement, the student may attempt to regain his or her level status, after consultation with the counselor and teacher and when deemed beneficial to the student and when level criteria of the previously earned level are met.
B.A.S.E Rewards
The power of positive reinforcement has been proven to be far more effective than punishment alone, time and time again. It is with this philosophy in mind that Chapel Hill Academy has designed a wide spectrum of positive reinforcement rewards to suit the needs of every type of student. This list is by no means exhaustive and as what engages a student changes, so do the rewards. Listed here are a sample of rewards offered:
- Student of the Week: A student from each homeroom is chosen by the homeroom teacher as ‘Student of the Week’, when he or she has demonstrated notable effort for the duration of that school week. This student receives an award, recognition at the Friday morning meeting, has their picture added to the ‘Student of the Week’ wall, and receives $5 in Chapel Hill money. A letter will be sent to the student’s parent/guardian and Child Study Team.
- STAR Award (Success Through Achievement and Resilience): This is awarded to a student who has either earned the highest point of the entire student body for the week, or has demonstrated significant personal success. This student receives an award, recognition at the Friday morning meeting, and $10 Chapel Hill dollars. A letter will be sent to the student’s parent/guardian and Child Study Team.
Weekly Rewards
The last period of each school week is designated as a reward period in which students can choose from a variety of educational, sports, or social game time periods. Students must earn the minimum points for their level for the week to earn the weekly reward.
Daily Rewards
Some students, particularly those in the primary grades, benefit from shorter, more frequent reward periods. Teachers and counselors may find it, in these cases, more beneficial to have a short reward period at the end of every day, instead of a long period at the end of the week, in an effort to reduce wait time between experiences of positive reinforcement. This is determined on an individual bases by the student’s counselor and homeroom teacher.
Contingency Rewards
These are rewards agreed upon by a class as the culmination of them reaching a goal as a group, over a decided amount of time. Contingency rewards can be free periods, movies, or out of the building rewards.
Community Based Experiences
Trips are excellent rewards that are very motivating to students. Trip rewards can come as the culmination of a unit of study, i.e., visiting a dinosaur exhibit after studying fossils, or touring the local Fire Department after completing a unit on community workers. Trips such as hikes, or roller skating, can promote social skills and often come as a reward for a cooperative effort in increasing prosocial behaviors in the classroom.
Personal Rewards
Time with a favorite staff member, a trip to the local store, or a special toy can be extraordinarily motivating for a particular student. Counselors may arrange for a student to work towards a specific token or outing as a reward for continued effort or success.
B.A.S.E. Interventions and Management Rewards
Students involved in behaviors which do not jeopardize the safety of themselves, or others around them, but create a disruption to the educational process may:
- Be provided an alternative activity in or out of the classroom
- Be given a ‘break’ within the classroom
- Meet with their counselor for a problem solving session
- Be escorted to a minimally distracting environment to complete work
- Complete work in I.C.E. (individual classroom environment)
- Have parent/guardian contacted by counselor/administrator
- Have case manager contacted by counselor/administrator
- Become ineligible for rewards, Community Based Experiences , or sports games
Students involved in behaviors which jeopardize the safety of themselves or others:
- Will be escorted from the classroom
- Will meet with counselor for problem solving session
- May be given a written assignment
- May be assigned community service
- May be required to give verbal or written apology to staff or student
- May be assigned a cooperative project with another student
Students involved in behaviors that are a threat to the safety of themselves or others:
- May be assigned In-School Suspension
- May be suspended from school
- May have to meet with Parent/Guardian, CST, and administration prior to returning to school
Students involved in physical behaviors that pose a serious threat to the safety of themselves, or others may require crisis management techniques. (Restraint and Seclusion policy)
