CHAMPS
Victoria ISD
August 7, 2014
Safe & Civil Schools
Foundations
Rules, Expectations &
Procedures for all
Common Areas
CHAMPS
Rules, Expectations &
Procedures for the
Classroom
2
When you implement
school-wide systems
appropriate to the collective needs
of your students,
you can enhance student motivation
to behave responsibly
and strive for success.
3
Adapted from Sprick's CHAMPS TOT by Laura Hamilton
STOIC is an adjective
meaning “tending to remain
unemotional, especially
showing admirable patience
and endurance in the face of
adversity.”
4
STOIC
STRUCTURE / Organize all settings for student success
TEACH students how to behave responsibly in every setting
OBSERVE student behavior in all school settings (SUPERVISE!)
INTERACT
positively with students – build relationships.
CORRECT irresponsible behavior fluently
– calmly, consistently, immediately, briefly, respectfully
5
Adapted from Sprick's CHAMPS TOT by Laura Hamilton
What is Structure?
•Structure
ISN’T
Punitive.
•Structure
IS
Orchestrated
Care!
—Randy Sprick
Adapted from Sprick's CHAMPS TOT by Laura Hamilton
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CHAMPS
approach to classroom management is
• Proactive
Focused on preventing problems
• Positive
Based on building collaborative relationships with students
• Instructional
Designed to directly teach expectations and to treat
misbehaviors as an opportunity to teach replacement
behavior
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Adapted from Sprick's CHAMPS TOT by Laura Hamilton
CHAMPS helps you manipulate the variables to
get the behaviors you want.
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Adapted from Sprick's CHAMPS TOT by Laura Hamilton
An effective management plan includes:
Procedures
Rules
Expectations
Guidelines for Success
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Adapted from Sprick's CHAMPS TOT by Laura Hamilton
• Attitudes, Characteristics or Traits that will help the
student be successful, not only in your classroom, but in
life.
• Should reflect broad and noble ideals – especially critical
if you have a large number of high needs students.
• Values you inspire your students to strive towards.
• Used as the foundation for your class rules.
Guidelines for Success
•Polite Respectful; Showing consideration for others
•Proud Satisfaction over an act, quality or relationship
•Prepared Ready for an event or purpose; Organized
•Positive Sure; Moving forward; Making progress
Guidelines for Success
An effective management plan includes:
Procedures
Rules
Expectations
Guidelines for Success
12
Adapted from Sprick's CHAMPS TOT by Laura Hamilton
What is the difference
between
guidelines for success
and a rule?
Rules & Expectations
An effective management plan includes:
Procedures
Rules
Expectations
Guidelines for Success
14
Adapted from Sprick's CHAMPS TOT by Laura Hamilton
• Guidelines for Success
– Attitudes, Characteristics or Traits that will help the student be
successful, not only in your classroom, but in life.
– Should reflect broad and noble ideals – especially critical if you have
a large number of high needs students.
– Values you inspire your students to strive towards.
– Used as the foundation for your class rules.
Rules
– 3 to 6 rules that will be used as a basis for providing positive
and corrective feedback
– Observable
– Consequences for not following
– Can be tied to the Guidelines for Success
•Come to class everyday you are not seriously ill
•Arrive on time with supplies
Rules & Expectations
For each activity, I have developed in detail my behavioral expectations:
Examples of major classroom activities
Opening / Attendance
Direct Instruction / Lecture
Tests / Quizzes
Cooperative Groups
Independent Work
Expectations
Class meetings
Labs / Stations
Peer Tutoring
Discussions
Ending / Clean-up
For each activity, I have developed in detail my behavioral expectations:
Examples of Extracurricular activities
Dressing out
Watching films
Weight room
Running drills
Warm-ups
Study hall/tutorials
Examples of Office activities
Office jobs
Expectations
Errand running
The CHAMPS Acronym
There are 5
areas where I
never want
you to
“guess” what
I expect!
C—Conversation
H—Help
A—Activity
M—Movement
P—Participation
S—Success!
Expectations
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• Don’t forget to train for behaviors
during transitions as well
• Moving to lab or groups
• Handing in work or going to pencil sharpener
• Getting or returning supplies
Expectations
An effective management plan includes:
Procedures
Rules
Expectations
Guidelines for Success
20
Adapted from Sprick's CHAMPS TOT by Laura Hamilton
• – Attention Signal
• – Organizational Strategies
• Schedule of activities
• Room set-up
• Assigning Class work and
Homework
• Collecting & Returning Papers
Procedures/Organization
• Balance between teacher-directed and studentcentered (group, partner, individual) activities
• Do NOT spend too much time in any 1 type of
activity
• Sequence the activities to increase probability
of success (group or independent practice
following direct teach)
Organization
– Schedule of Activities
• Address times of the day when misbehaviors
are most likely to occur
• First & last 5 minutes of class
• Immediately after lunch
• Last hour of the day
Organization
– Schedule of Activities
• Arrange the desks so:
• You can easily circulate about the room
• It is optimal for the most common types
of instructional activities you use
• Few disruptions occur in high traffic
areas (e.g. pencil sharpener)
Organization
– Room Design
• Has both an auditory
and a visual component
• Teach students how to
respond and how
“Class, your attention please.”
quickly
Procedures
– Attention Signal
• Students feel welcomed
• Students are instructionally engaged during
attendance
• Tardy students do not disrupt activities
• Students can get needed materials without
disrupting activities
Procedures
– Beginning Class
• The room is organized and clean-up tasks
have been completed
• I have given positive and corrective feedback
• I (not the bell) dismiss the students
Procedures
– Ending class
•
•
•
•
•
•
Assigning classwork and homework
Managing independent work periods
Collecting completed work
Returning graded work
Communicating about late or missing work
Arranging for make-up work (from
absences)
Procedures
– Papers, Papers, Papers
•Pulling it All Together
for the First Day
Preparation & Launch
I understand that effective implementation of my plan for the
first day of school will make my students feel welcome and
help them learn to behave responsibly from the beginning. The
following strategies will help me do that:
• Make a sign which helps student find
my room; include my name, subject and
room number
• Greet students individually as they enter
the room
Implement your Plan
• Have something for them to do as they
wait for the bell to ring
• Keeps students who do not know others from
feeling awkward
• Keeps students who know many people from
delaying the start of class with visiting
• Allows you time to greet each student
• Communicates that students in your class will
be actively engaged – not free to do as they
please
Implement your Plan
• Modify your daily schedule to allow you
time to teach your rules, procedures and
expectations. Include:
•
•
•
•
Beginning of Class Procedures
Attention Getting Signal
Expectations for any Activity you do that day
End of Class Procedures
Implement your Plan
Three-Step Process for Communicating Expectations
Teach
Monitor Feedback
Implement your Plan
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• Determine how you’ll teach your expectations
• Power Point
• CHAMPS Posters
• Flip charts
• T-charts
Implement your Plan
• Orient the students to where you post:
• The daily objective
• The daily schedule
• Their homework assignments, future tests, etc.
• Your tutoring hours
• Any other important information or
announcements
Implement your Plan
You will dramatically increase
the probability of having
cooperative and motivated
students if they perceive that you
both like and respect them.
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Adapted from Sprick's CHAMPS TOT by Laura Hamilton
You do not have to be their friend.
• They do not need you to use their slang or
follow their trends.
• They just need you to be their teacher
• Who communicates clear expectations
• Who is fair and consistent
• Who cares about their success
37
Adapted from Sprick's CHAMPS TOT by Laura Hamilton
Destination
Success!!
Have a GREAT Year