The paper is intended as a guide to the levels curriculum for teachers of emotionally handicapped secondary students. The levels curriculum is introduced as a motivational system for behavioral improvement based on a series of steps with increasing student priveleges and responsibilities. Students develop individual goals and learn communication, social, and problem solving skills in affective groups. The curriculum is organized on three basic levels plus an orientation and a disciplinary level. The levels are explained in terms of eligibility, purpose, teacher responsibilities, student responsibilities, student privileges, and criteria for advancement. A section on behavior management addresses such topics as assertive discipline, behavior modification, contingency management, and the differences between discipline and punishment. A discussion of affective education includes guidelines for providing feedback, role playing, life space interviewing, and reality therapy, along with a list of inappropriate responses for communicating with students. Eight relaxation lessons are also included. A section on recordkeeping covers such aspects as anecdotal records, daily levels graphs, mainstream progress reports, and behavior agreements. Bibliographies on behavior management and affective education conclude the document. (CL)