Table of Contents
Program Statement and Goals
The Level System
Calculating Levels
Behavioral Goals and Expectations
Specific Intervention Procedures
Social and Coping Skills
Quiet Area
Movement of Levels
Physical Restraint
Mainstreaming
Transition Process
Classroom Store
Agreement Form
Student Information Form
Forms
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Program Statement and Goals
Kids in Transition -- 4 Program (South Kitsap High School) is a part of the Special Education
continuum of services in the South Kitsap School District. KIT-4’s mission is to meet the individual
cognitive, social, and emotional needs of emotionally and behaviorally disordered students,
enabling them to develop the necessary skills for succeeding in their neighborhood schools, at
home, and in the community.
In order to assist the student in developing those important skills for controlling his or her own
behavior, the KIT program uses a combination of behavioral and psycho-educational approaches.
The key components of the KIT behavior modification program are:
1. Academic program as set forth in the student’s Individualized Education Plan (IEP)
and Behavior Intervention Plan (BIP)
2. A level system
3. Goal-setting
4. Social and life-skills training.
This is done by creating an environment that is supportive and conducive to
learning. Structure helps to create three conditions needed by adolescents:
order, consistency, and predictability. When these conditions are present, the
classroom is perceived as a calm, safe place where learning new skills and ways
to think, feel, and act are valued. Healthy, trusting relationships are built.
A vital key to success in the KIT-4 program is parent involvement. Parents are
strongly encouraged to maintain regular contact between home and school, while
also attending regularly scheduled conferences. Communication between home
and school is supported through the use of a Daily Behavior Passport, which is
reviewed and signed by the parent, and is returned by the student the next school
day. KIT-4 maintains an “open-door” policy and welcomes parents to schedule an
observation or conference.
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The Level System
The Level System is a rating system designed to reward increased rates of desired
behavior and is used to track changes in those behaviors. The following are general
guidelines for the level system, as used in KIT-4:
Level 1: Follows goals and expectations less than 70% of the time...70% or higher at the end of
10 days to move to Level 2.
Level 2: Follows goals and expectations between 70 –79% of the time…80% or higher at the end of
15 days to move to Level 3.
Level 3: Follows goals and expectations between 80 – 89% of the time…90% or higher at the end of
20 days to move to Level 4.
Level 4: Follows goals and expectations 90 -- 95% of the time…95% or higher at the end of 30 days
to move to Level 5.
Level 5: Transition process begins, 90% or higher to continue full-time mainstream classes…duration
on Level 5 is based on IEP team decision.
Upon entering the KIT 4 Program a student will be placed on Level 1 for 10 days, unless
otherwise determined by IEP team and based on substantial data. He or she must satisfy the
requirements of each level before progressing to the next. Students who are transitioning from KIT-3
(Junior High Program) to KIT-4 will begin on the level earned at the end of the 9 th grade.
Privileges are contingent upon a student’s level and ability to self-manage behavior and are
developed by the students and KIT-SH staff. The following are examples of corresponding level
privileges:
Level 5: Transition Level, all classes outside of KIT-4, progress monitored by KIT-4 teacher
Level 4: Level 2 and 3 privileges
Increased mainstream time
Run errands unsupervised as needed
Monthly special lunch
Level 3: Level 2 privileges
Mainstream time
Computer use, supervised
Monthly special lunch
Peer tutor
Level 2: Supervised lunch at KIT-SH table in the cafeteria
Classroom store
Breaks away from desk (earned by work completion)
Special Friday activity
Escort outside of room
Level 1: Lunch at desk
Escort outside of room
Breaks (earned by work completion) at desk
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Calculating Levels
Student behaviors are monitored and recorded on the Daily Behavior Passport at regular intervals.
Points are assigned based upon student progress toward specific behavioral goals and expectations.
These points are used to calculate the Daily Percent and Running Average Percent.
Daily Percent indicates a student’s level of achievement towards specific behavioral goals and
expectations on a given day. That achievement is reflected on the Daily Behavior Passport, which is
sent home each night for parent/guardian signature.
Running Average Percent (RAP) is a cumulative indicator of a student’s most recent
achievements toward specific behavioral goals and expectations over a specified number of days at a
current level.
These calculations are used in determining a student’s current Level and his/her movement on the
Level System.
This system serves as a visual reminder to the student that his/her behavior is either “on target” or
a behavioral adjustment is needed. The student receives clear and immediate feedback which
provides an opportunity for self-checking and utilizes the “teachable moment” to assist in learning
productive strategies for personal behavior change.
Behavioral Goals and Expectations
The following are expectations for acceptable school and classroom behaviors. Behavioral goals
and expectations are rated on a scale of 0-3 based on observable criteria. Behavior descriptors and
ratings are as follows:
Communicates Appropriately
 Speaks at appropriate times
 Appropriate and polite use of voice tone and volume
 Respectful facial expressions and body language
 Acceptable language and topics
 Waits turn to speak
 Uses problem solving skills to express disagreement
Follows Directions
 Listens and carries out directions in a cooperative and timely manner
 Follows class schedules promptly
 Is compliant with established school and classroom policies
Remains in Assigned Area
 Sits appropriately in seat
 Remains in area assigned by staff
 Gains permission before entering or leaving assigned area
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Works Consistently
 Has necessary materials
 Begins work on time and transitions between activities in an orderly manner
 Completes assignment / activity according to teacher criteria
 Corrects assignments as necessary
 Remains on task
 Contributes to group activities
Respects Self, Others, Property
 Respects others’ personal safety, space, feelings, and opinions
 Respects property
 Does not display verbal or physical aggression
 Ignores and avoids supporting others’ negative behaviors
 Demonstrates self-control
 Uses problem solving strategies
 Admits responsibility and accepts consequences for behavior choices
Scoring Guide
3
Expectations met, student self-corrects.
2
Minor problems, staff intervention required; student responds appropriately after staff
prompting.
1
Unacceptable behavior, requiring significant staff intervention and support for student
cooperation and compliance.
0
“Shutting down”, refusal to participate or major disruption which is unresponsive to deescalation / intervention strategies.
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Specific Behavioral Interventions
The KIT program routinely uses the following interventions. Other interventions may be
implemented at the discretion of the KIT team according to individual student needs.
Social and Coping Skills
Students are directly taught age-appropriate social skills, anger management techniques, and
coping strategies, which are reinforced and practiced throughout the day.
Life Space Crisis Intervention (LSCI) is a communication process between a specially trained
staff person and a student when a crisis situation occurs. Skilled verbal intervention strategies are an
essential component in directly influencing both the immediate solution to a crisis and long-term
change.
Movement of Levels
Students may move sequentially through the Level System by satisfying the RAP requirements of
one level before progressing to the next.
Level drops occur when a student’s RAP, at the end of the required period of time for a particular
level, falls below expectations for his or her current level. The student will then be dropped to the
level that corresponds to his or her RAP. RAP will begin again on day one of the new level.
Students may earn an immediate level drop as a result of verbal language intended to be
threatening or intimidating, physical aggression, or property damage. The KIT program staff will
determine level drops.
Attendance is an important expectation in the KIT program. Although individual circumstances are
considered by the KIT Team, unexcused absences or truancy may affect a daily score by being
considered as a 0% day, thus having a significant impact on the RAP.
Quiet Area
Should a student experience difficulty regrouping or regaining control of his/her behavior, use of
the Quiet Area is encouraged as a means of regaining composure and self-control. A student may
voluntarily request use of the Quiet Area, or be directed by staff as a de-escalation technique.
Physical Restraint
In the event that a student’s behavior becomes a danger to himself or others, it may be necessary
to use crisis intervention methods. KIT team members have been trained to use therapeutic physical
intervention procedures which protect the safety of all concerned. Physical restraint procedures are
only implemented after other interventions have failed to bring the situation under control.
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Partial Mainstreaming
When a student has qualified for partial mainstreaming by his/her progress on the Level System, a
determination regarding the best placement for the student will be made with the student, staff, and/
or parents involved. The IEP team may address any significant changes in mainstream time.
Behavior during mainstreaming will be recorded on a Mainstream Passport and considered in the
awarding of points on the Daily Behavior Passport. The student will be responsible for submitting his
or her Mainstream Passport to the mainstream teacher at the beginning of each mainstream period,
collecting the Passport at the end of each period, and returning it to KIT-SH staff. Failure to return a
completed Mainstream Passport will result in loss of points. Weekly Mainstream Passports may be
used at the discretion of staff involved.
Transition Process
When a student achieves a level 5 and no longer exhibits any major behavior problems, the IEP
team will meet to determine the best full-time class schedule for the student on the South Kitsap High
School campus. Placement will be monitored on a regular basis by KIT-SH staff. After a predetermined period of successful participation in those courses, the IEP team will meet again to
discuss exiting the student from the KIT-SH program
Classroom Store
The classroom store is a motivational tool for rewarding student progress toward behavioral and
academic goals. Points from the Daily Behavior Passport and Weekly Work Plan are compiled and
converted to “monetary” values. As a Life Skills instructional method, high school students will be
taught and expected to maintain a checkbook system in order to purchase items from the classroom
store. Only levels 2 and above may purchase from the store. Level 1 students will be expected to
maintain the checkbook system, and “monetary” balances will be accrued for use when he/she has
attained the appropriate level.
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Agreement Form
I have read and understand the KIT (Kids in Transition) behavior modification
program as described in the “KIT Handbook”.
Student Signature
Date
Guardian Signature
Date
Guardian Signature
Date
Please sign and return.
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Student Information Form
Student Name
Last
First
Middle
Birthdate
Guardian Info
Name
Address
Phone Numbers
Home
Work
Cell
Home
Work
Cell
Emergency Contact Info
Name
Relationship
Address
Phone Numbers
Can these people transport your child?
Yes
or
No
Initial
Medical Info
Allergies
Medication & Dosage
(Please list even those medications taken at home.)
Other
Guardian Signature
Date
Please sign and return.
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Forms
KIT Behavior Descriptors Chart
KIT Level System Chart
Daily Behavior Passport
Mainstream Passport
Weekly Work Plan
Percentage Chart
Weekly Progress Note
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