The mission statement of the Valley View Special Education Department is to Use a team approach to identify the unique strengths and needs of students and build on those strengths, provide a fair and appropriate educational environment that empowers individuals to become productive members of society within a least restrictive environment, and build awareness of various disabilities with students and staff.
THE DUBUQUE BEHAVIOR MANAGEMENT SYSTEM
The Dubuque Management System (DMS) will be used to manage, motivate and change behavior. DMS is a level system that includes the use of a token economy. There are three levels in the DMS.
The Level System
1. The first level in the DMS is points level. All students start on points level. They earn points that are recorded on a sheet in 50 and 100 point increments for using appropriate social skills.
2. The second level in DMS is progress level. Students choose to move to progress level by purchasing 100 bonds that cost 600 points each. On progress level students earn positive marks or negative marks based on their behavior. They then negotiate for points based on the ratio of positive marks to negative marks with a maximum of 4000 points per day.
3. The third level in the DMS is merit. Students choose to move from progress to merit level by purchasing 100 bonds at 600 points each. On merit level the students are responsible for monitoring their own behavior. They carry a card for 10 school days that is self-monitored. After 10 successful days the student no longer carries a card.
Specific Effective Encouragement
When a student uses a social skill appropriately, a staff member may use the Specific Effective Encouragement (SEE) to positively reward the student. The student is told specifically why they earned points or positive marks.
Teaching Interaction
When a student does not use appropriate social skills, a staff member will complete a Teaching Interaction (TI) with the student. This procedure includes a personal opening, a positive statement, a description of the inappropriate behavior, a description of the appropriate behavior, a rational, positive practice, consequence, and transition back.
Consequences on points level start at a loss of 100 points. If the behavior continues or reoccurs, it increases to 500, 700 and 1000 points. On progress level the student will receive a minor negative, moderate negative and major negative.
Social Skill Intervention
Students who lose 1000 points or a major negative in the same skill area, break a major school rule or threaten others are out of instructional control. When a student is out of instructional control, they are no longer benefiting from the large group instruction. They need one on one instruction. The student then completes a Social Skill Intervention (SSI). The SSI is comprised of four steps: De-escalation, Intensive Teaching, Teaching Interaction, Re-entry. During this process, the student will receive one on one instruction about the specific reason they were sent to the SSI for. They will complete a mediation activity that is related to the reason they are there.
Adapted from The Dubuque Management System for Behavior Development Manual
Dubuque Community School District/Keystone AEA 1990
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