Examples of three behaviorally disordered students are used to describe the level system (in which the student moves from level 1, with much external control, to level 6, which is self management) at the Greene County Learning Center (Xenia, OH). The six guidelines for the center are outlined and the components of the level system are listed as follows: contingency contracting, data collection, academic performance, peer ratings, reinforcement of behavior change, and development of responsible behavior. It is explained that for one student an individual reinforcer list was used, in which the child chose his own reward (from a selection listed in a file box) for correct response to his list of behaviors. The author states that movement from one level to a higher one is determined by ratings of peers, actual social behaviors during the day, and the student's academic performance. Freedoms are contingent on behavior, which is agreed on in a contract between the teacher and student the author explains. Included are the forms used for each of the levels, the daily subject contract, the peer rating sheet, the daily behavior summary sheet, charts, graphs, continuous recording reliability forms, and the merit/demerit recording forms. (PHR)