1. CHAMPS A Proactive & Positive Approach to Classroom Management
October

2. Objectives Provide an Overview of Behavior Know the ABC’s for Behavior
Expectancy X Value Equation

3. What the Effective Schools Research Shows: Effective Teachers
Establish smooth efficient classroom routines
Directly teach students how to be successful
Interact with students in positive, caring ways
Provide incentives, recognition, and rewards to promote excellence
Set clear standards for classroom behavior and apply them fairly and consistently

4. PBIS/RtI: 3-Tiered Prevention Model
Tertiary Prevention:
specialized & individualized
strategies for students with continued failure 5%
Secondary Prevention:
supplementary strategies
for students who do not respond to primary
15%
Primary Prevention:
school-wide or class-wide systems for all students and staff
80% of Students

5. 4 Components of PBIS

6. Why does behavior occur?
To get or obtain something or Escape or Avoid something. This is also known as….
Positive reinforcement – To get something
Negative reinforcement – To avoid something

7. A. Avoid task or activity B. Obtain peer attention C. Avoid Adult
Sally sits next to Simon. Simon sticks his pencils up his nose and makes animal noises only when Sally sits beside him. Sally giggles.
What is the motivation for Simon’s bizarre behavior?
A. Avoid task or activity
B. Obtain peer attention
C. Avoid Adult
Modified from Scott, Liaupin and Nelson (

8. A. Avoid task or activity B. Avoid Peer(s) C. Obtain adult attention
Mr. Feeble asks Ralph to take out his math book. Ralph responds, “Your mother wears combat boots.” Mr. Feeble then sends Ralph to sit in the hall instead of doing math
What is the motivation for Ralph’s rude comment to Mr. Feeble?
A. Avoid task or activity
B. Avoid Peer(s)
C. Obtain adult attention
Modified from Scott, Liaupin and Nelson (

9. 4

12. Expectancy X Value = Motivation Page 28
Expectancy Rate
X Value Rate
= Motivation 10
X 10
= 100
X 0
= 0

13. Objectives Participants will know what STOIC means
Participants will know what CHAMPS means
Participants will understand the components of the CHAMPS curriculum

14. CHAMPS Overview Page 3 & 4 Page XV Chapter 1 Page 15 Chapter 2 Page 63
Find the SELF ASSESSMENT for Chapter 2 – what Page?

15. Closed Book Review What does STOIC stand for?
What does CHAMPS stand for?
Each chapter starts with a list of T_________
Each chapter ends with a S_____ __________

16. Next Objectives STRUCTURE Chapters 1-3
Know the various components of classroom management & a classroom management plan.
Know steps and procedures for implementing various components with fidelity
Evaluate and distinguish between effective and ineffective classroom expectations.
Strategies for addressing problem behavior in the classroom vs. when to refer the student to the office.

17. Group S#^%% - No Book
What are the components of classroom management that add STRUCTURE to your classroom?
Many STAY but 2 must STRAY.

18. Compare Yours with Others
On a piece of paper – make two columns – or Hot dog style if you wish. On one side write common components. On the other side write uncommon components. Go through the checklists/inventories and put the components under the respective column.

19. Page 195 – 200

20. CHAPTER 2 PAGE 63
Task 3
Task 4
Possible Task 6

21. Attention Signal Task 3 Pg 76-78
Signal can generalize to any location
Visual and auditory cue
Has ripple effect

22. Attention Signal Task 3 pg. 76-78
Identify what you will use as a signal
Define expectation for student responding
Stop talking
Look at teacher
Put hand in air

23. Observing/Coaching Attention
Use coaching model (pre, observation, post)
Consider the Teachers task (Attention Signal)
Analyze the Teachers task (break it down into logical & sequential steps)
Observe Structure & Provide feedback

25. I model for the whole class
Teach signal
Teach student response –
Stop talking
Look at me
Put your hand in the air
Practice by
Give signal
Wait quietly
Reinforce attending students
Provide feedback as to how well it went.

26. Beginning & Ending Routines Task 4 page 78 - 89
Review pages
Identify 7 critical times and issues
Identify goal statements for each

27. Ending Routines Partner 1 & 2
1 Reads Procedures for end of day (pg 88)
2 reads Dismissal (pg 89)
Partner 1 share
Partner 2 share

29. Group S#^%% Coaching Application: Table Time
Teacher request help with her ending routines.
What questions would you ask in the pre conference?

30. Dismissal Routine

31. Group S#^%% Coaching Application: Table Time
After observing the ending routine – What suggestions do you have?
How would you share your suggestions?
What would be your next step?

32. Example Teacher Prepared students for change (ie. In 30 seconds…) YESNO
Notes
Attention Signal delivered
Gave expectation for routine
Pre-corrected problem behavior and reviewed expectations (clean, seat, wait quietly)
Teacher provided feedback to class before dismissing
Teacher dismissed class

33. Develop Ending Routine
Think of your most challenging time of the day
Develop, modify & share an ending routine with your partner.

34. Develop Ending Routine

35. CHAPTER 3 PG 107
Task 2
Task 3
Task 4
Task 5

37. Teacher structures the development of the classroom rules.
Students tend to be…
Too punitive
They generate too many
They are not specific
Tough kids do not like to follow other kids rules.
Teachers tend to be…
More specific
More consistent with all students
More realistic expectations for classroom behavior
Based on general education expectations.
16. Teachers need to develop their own classroom rules, The main reason being that we are identifing the behavioral expectations for the class. These expectations are often developed for the expectations set in the regular education classroom.

38. Classroom Rules Ch 3 Task 2 pg 116
Rules should be stated positively
Rules should be specific and refer to observable behaviors
Teach your rules using positive and negative examples
Applicable throughout the entire class period
Posted in a prominent, visible location.

39. Group S#^%% Goals vs Rules vsProcedures Read bottom of page 34
At your table – identify…
1 Guideline for Success
1 Rule
1 Routine or Procedure for your classroom
Be prepared to share with whole group.

41. Group S#^%% Evaluate the following set of Rules
What changes would you make
What additions?
What deletions?
Be prepared to share with whole group.

42. Example Set of Rules
Sit in your seat unless you have permission to leave it.
Do what your teacher asks immediately
Pay attention
Be ready to learn
Don’t hit others
Cont-

43. Example Set of Rules Follow Directions the First Time
Keep Eyes on Task or Speaker
Be in Your Seat with Materials When Bell Rings
Keep Hands, Feet and Objects to Self

46. Correcting Rule Violations Ch 3 Task 3 Page 119 – 126 VS Task 4 Page 126-139
Anticipate Problem Behavior
Pre-correct Problem Behavior (Pg.120)
Develop a Plan
Follow the Plan

47. PUNITIVE PROCEDURES POSITIVE APPROACHES
COMPARISON OF PUNITIVE METHODS
AND POSITIVE APPROACHES
Positive environments, Dianna Browning Wright Diagnostic Center, Southern California
PUNITIVE PROCEDURES
POSITIVE APPROACHES
Rapidly stops behavior
Provides immediate relief to teachers
Teaches the student and peers what not to do
Decreases positive self concept
Decreases positive attitudes towards school and school work
Causes withdrawal (non-task, tardy, truancy drop out)
Causes aggression (against property and others
Teaches students to respond in a punitive manner
Slowly stops behavior
Provides no immediate relief to teacher
Teaches the student and peers how to behave
Increases positive self concept
Increases positive attitudes towards school and school work
Promotes enhanced participation
Decreases likelihood of aggression
Teaches students to recognize the positive
22.- This chart demonstrates the importance of both positive and negative consequences. However, it is extremely important that there is an emphasis on teaching these expectations using positive approaches.
Review both sides of the chart.
Results in suppression of undesirable behaviors, not elimination
Results in alternative, positive behavior to replace maladaptive behavior.

48. What If? Chart
Behavior and Educational Strategies for Teachers, Utah State Office of Education. Reavis Rhode Jenson (1992)
WHAT IF YOU DO?
WHAT IF YOU DON’T?
We will be listing our hierarchy of reductive techniques on the “what if you don’t” side of the what if chart
SEVERE BEHAVIOR CLAUSE ?

51. Hierarchy of Negative Consequences
Close the gap
Proximity Praise
MILD BEHAVIOR
Precision Request
Mild and inconveniencing
Consequence + minor incident report
MODERATE BEHAVIOR
Increase the consequence slightly
Increase or add another level of consequence
Emergency or Severe Clause for major rule infractions
SEVERE BEHAVIOR

52. Secondary Example WHAT IT LOOKS LIKE HOW TO IMPLEMENT Proximity Praise
Please – Warning 1
Need – Warning 2
Skill Builder
Change Seat assignment + minor incident report/name in consequence book
:30 seconds
1:12
1:28
2:07
HOW TO IMPLEMENT
If you talk – time starts over
If you walk out without paying time = time doubles
If you reach 6 min of time owed =
Office referral
Parent conference
lunch detention

53. Group S#^%% Groups Use Poster Paper Divvy the following:
1 Time Out (another class) pg 132
2 Response Cost pg 133
3 Behavior Improvement pg 134
4 Demerits pg 135
ANSWER THE FOLLOWING:
What does it look like?
How to Implement?

54. Group S#^%% Continued Jig Saw Sharing
At your table Count off from after 6 start over at 1 until everyone has a number from 1-6
1’s go to poster 1
2’s go to poster 2 etc…
If its your poster, you share with group.
Rotate to next poster at signal

56. Quick Review of STRUCTURE
Name 1 component of the classroom management plan
Name 1 behavior that should be addressed in the classroom
Name 1 strategy for addressing mild problem behavior in the classroom.
Name 1 strategy for addressing moderate problem behavior in the classroom

57. Quick Review of Structure
What Goal Statement is associated with the routine for Entering Class?
Get ready to provide an example of pre-correction.
What components of classroom management did we skip?

58. Coaching & Classroom Management
Piece of Paper
Make a list
Tools & Coaching Applications

62. Next Objectives: TEACH – Chapter 4 pg 147
Define CHAMPS expectations for instructional activities
Define CHAMPS expectations for transitions
Develop lesson plans for teaching expectations.

64. Examples of CHAMPS Worksheets
Instructional Activities
Review pages

65. Quiz on CHAMPS Instructional Activities
During Individual written tests, how do students get help?
Put your finger on the answer

66. Instructional Activities
Make a list of your different instructional activities.
Compare with your neighbor
Compare with page 151

67. Instructional Activities
Pick one activity
Complete a CHAMPS worksheet
Use examples as a model

68. Transitions Make a list of transitions that occur throughout the day.
Compare with your neighbor
Compare with page 151

69. Examples of CHAMPS Worksheets
Transitions
Review pages 168 – 177

70. Quiz on CHAMPS Transitions
What is the expectation for Activity during “Clean up at end of day”?
Put your finger on the answer

71. CHAMPS Transitions
Make a list of the different transitions throughout the day.
Compare with your neighbor
Compare with page 166

72. Champs Transitions Pick one transition Complete a CHAMPS worksheet
Use examples as a model

73. Adaptations Adapting CHAMPS for young children pg 180
MAC
Adapting CHAMPS for Older Students – pg 181
ACHIEVE

74. Implementing Your Plan Ch 5 Task 3 & 4 Page 206
Post your schedule
Greet students individually
Get students attention as soon as bell rings
Explain Guidelines & Rules
Teach your attention signal
Review schedule
Begin using Three Step Process for Communicating Expectations

75. Teach students how to behave responsibly in the classroom
TEACH YOUR EXPECTATIONS
before the activity or transition begins
MONITOR STUDENT BEHAVIOR
By circulating and visually scanning
PROVIDE FEEDBACK
During the activity and at the conclusion of the activity
Begin the cycle again for the next activity
Three-Step Process for Communicating Expectations

76. Group S#^%% Jig Saw 3 Step Process Groups of 3 1 takes STEP 1 pg 209
At signal 1 will share
Rotate at next signal

77. 2 Types of Feedback Positive Feedback pg 212
Corrective Feedback pg 213

78. Teaching Expectations
Use the following documents from last year
Explicit Instruction Lesson Plan Template pg 23 packet
Basic 5 & Instructional Routines & Data Summary pg 25 & 26 of packet
What is involved in the act of Teaching?
Does CHAMPS have an Instructional Routine built into the program?

79. High Structure Lessons pg 185
Show Classroom Expectations
Tell Students what you expect
Provide rationale for expectation
Model examples of expectation
Have some students demonstrate
Model Non-examples
Model the correct way one more time
Mix up examples and non examples and have students verify they understand
Review all positive examples with students
Students write/Draw the rule with example and non example
Move on to next.

80. Tips for Teaching Expectations
Rules to Teach
When to Teach
% of Class period
All Rules
Day 1
100 %
Rule # 1 & Review All 5
Day 2
40 %
Rule # 2 & Review All 5
Day 3
Rule # 3 & Review All 5
Day 4
Rule # 4 & Review All 5
Day 5
Rule # 5 & Review All 5
Day 6
Review 1 - 2
Day 7
25 %
Review 3 - 5
Day 8
Review all 5
Day 9
10 %
Day 10
Random Review
Day 11+
7-10%

81. Group S#^%% At Your Table Number 1 – 4
Think: Ideas and Suggestions for Teaching an expectation.
Share with Group 1, 2, 3 & 4

82. Observing/Coaching Teach
How does the teacher know if students understand the expectations?
As a Coach – How can you help in this process?

84. What are the 3 questions from this morning?
By interviewing the students – what do you accomplish?
How do you set this up with your teacher?
What happens in the pre conference?
What happens during the observation
What happens in the post conference?

88. Group S#^%% CASE STUDY – Group of 8
Review the case study for Mr. Jepson
Discuss possible recommendations – See page 99
Keep track of additional questions you may have.

89. Group S#^%% cont. CASE STUDY Within 8 - Split group in half.
Group 1 = Instructional
Group 2 = Facilitative
Use pages 32 & 33 –Review
Develop a plan
How will you start the conversation
How specific will you be when sharing data
How and when will you gather additional data
How will you share your suggestions?

90. Group S#^%% cont. CASE STUDY Within 8 - Split group in half.
Group 1 = Instructional
Group 2 = Facilitative
Use pages 32 & 33 –Review
Develop a plan
How will you start the conversation
How specific will you be when sharing data
How and when will you gather additional data
How will you share your suggestions?

91. Quick Review of TEACH C Stands for? H Stands for? A Stands for?
M Stands for?
P Stands for
What is one question you could ask a student to check for their understanding?

92. Interact Positively –pg 278
What is Non-Contingent Attention? Pg 278
What is Contingent Attention?

93. Task 2: Provide Positive Feedback pg 283
I – Immediate
F – Frequent
E – Eye contact
E – Enthusiastic
D – Descriptive
A – Build anticipation
V – Vary your feedback

94. When Students Respond Negatively to Positive Feedback pg 298
Treat the misbehavior as a momentary interruption of student success
At a neutral time, talk to student about the students tendency to misbehave after getting positive feedback
Find a way to give positive feedback more privately
Switch from giving specific descriptive feedback to simply interacting with the student when behaving responsibly.

95. Task 3: Provide Intermittent Celebrations
Periodically reward both individual and whole class with a celebration that acknowledges their progress and success in meeting behavioral and academic goals.
Review list on page Add to list

96. Task 4: Strive to Provide a High Ratio of Positive Interactions
3:1…..
Plan to interact at least 3X more often with each student when they are behaving appropriately than when he or she is misbehaving.

97. Ratio of Interactions Monitoring Form
Positive Interactions
IIIII
Activity: Pick your most difficult class period and make tally marks for positive interactions
Use the problem solving model to change your ratio
Negative Interactions II
Activity: Pick your most difficult class period and make tally marks for negative interactions
Use the problem solving model to change your ratio

99. Next Steps Assignment for CHAMPS Tonight’s Assignment Down the road
How to get everyone on the same page?
How to speak a common language?
What additional steps need to happen or can happen?
Go Green!