CHAMPS
A Proactive & Positive Approach to Classroom Management
November 4 & 5, 2010
Objectives
 Provide an Overview of Behavior
 Know the ABC’s for Behavior
 Expectancy X Value Equation
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
PBIS/RtI: 3Tiered Prevention
Model
5%
15%
80% of Students
Tertiary Prevention:
specialized &
individualized
strategies for students
with continued failure
Secondary Prevention:
supplementary strategies
for students who
do not respond to
primary
Primary Prevention:
school-wide or class-wide
systems for all
students and staff
4 Components of PBIS
PBIS
Positive Behavior Intervention and Support
Tiered Behavioral Instruction and Intervention
Proactive, Preventative, Efficient
Establish
Explicity Teach
Reinforce
Correct
Expectations
Expectations
Expectations
Behavioral Errors
All Areas
All Areas
All Areas
All Areas
All Staff and Students All Staff and Students All Staff and Students All Staff and Students
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
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 (http://serc.gws.uky.edu/pbis/)
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 (http://serc.gws.uky.edu/pbis/)
4
Expectancy X Value = Motivation
Page 28
Expectancy Rate
X Value Rate
= Motivation
10
X 10
= 100
10
X0
=0
0
X 10
=0
Objectives
 Participants will know what STOIC means
 Participants will know what CHAMPS means
 Participants will understand the components of the
CHAMPS curriculum
CHAMPS Overview
 Page 3 & 4
 Page XV
 Chapter 1 Page 15
 Chapter 2 Page 63
 Chapter 1 Page 61
 Find the SELF ASSESSMENT for Chapter 2 – what Page?
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_____ __________
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.
Group S#^%% - No Book
 What are the components
of classroom management
that add STRUCTURE to
your classroom?
 Many STAY but 2 must
STRAY.
Compare Yours with Others
Page 195 – 200
CHAPTER 2 PAGE 63
 Task 3
 Task 4
 Possible Task 6
Attention Signal
Task 3 Pg 76-78
 Signal can generalize to any location
 Visual and auditory cue
 Has ripple effect
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
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
Beginning & Ending Routines
Task 4 page 78 - 89
 Review pages
 Identify 7 critical times and issues
 Identify goal statements for each
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
Group S#^%%
 Coaching Application: Table
Time
 Teacher request help with her
ending routines.
 What questions would you ask in the
pre conference?
Dismissal Routine
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?
Example
Teacher Prepared students for
change (ie. In 30 seconds…)
YE
S
NO Notes
Attention Signal delivered
YES
NO Notes
Gave expectation for routine
YES
NO Notes
Pre-corrected problem behavior and
reviewed expectations (clean, seat, wait
quietly)
YES
NO Notes
Teacher provided feedback to class before YES
dismissing
NO Notes
Teacher dismissed class
NO Notes
YES
Develop Ending Routine
CHAPTER 3 PG 107
 Task 2
 Task 3
 Task 4
 Task 5
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.
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.
Group S#^%%
 Evaluate the following set of Rules
 What changes would you make
 What additions?
 What deletions?
 Be prepared to share with whole
group.
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
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
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
Positive environments, Dianna Browning Wright Diagnostic Center, Southern California
COMPARISON OF PUNITIVE METHODS
AND POSITIVE APPROACHES
PUNITIVE PROCEDURES
POSITIVE APPROACHES
1.
Rapidly stops behavior
1.
Slowly stops behavior
2.
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
2.
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
3.
4.
5.
6.
7.
8.
Results in suppression of undesirable
behaviors, not elimination
3.
4.
5.
6.
7.
8.
Results in alternative, positive behavior to
replace maladaptive behavior.
Behavior and
Educational
Strategies for
Teachers, Utah
State Office of
Education.
Reavis Rhode
Jenson (1992)
What If? Chart
WHAT IF YOU DO?
WHAT IF YOU DON’T?
SEVERE BEHAVIOR CLAUSE
?
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
Secondary Example
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









WHAT IT LOOKS LIKE
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
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?
Group S#^%%
Continued
 Jig Saw Sharing
 At your table Count off from 1-6.
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
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
Next Objectives:
TEACH – Chapter 4 pg 147
 Define CHAMPS expectations for instructional activities
 Define CHAMPS expectations for transitions
 Develop lesson plans for teaching expectations.
Examples of CHAMPS Worksheets
 Instructional Activities
 Review pages 157 - 164
Quiz on CHAMPS
 Instructional Activities
 During Individual written tests, how do students get help?
 Put your finger on the answer
Instructional Activities
 Make a list of your different instructional activities.
 Compare with your neighbor
 Compare with page 151
Instructional Activities
 Pick one activity
 Complete a CHAMPS worksheet
 Use examples as a model
Examples of CHAMPS Worksheets
 Transitions
 Review pages 168 – 177
Quiz on CHAMPS
 Transitions
 What is the expectation for Activity during “Clean up at end
of day”?
 Put your finger on the answer
Adaptations
 Adapting CHAMPS for young children pg 180
 MAC
 Adapting CHAMPS for Older Students – pg 181
 ACHIEVE
Teach students how to behave responsibly in
the classroom
Three-Step Process for Communicating Expectations
Group S#^%%
 Jig Saw 3 Step Process
 Groups of 3
 1 takes STEP 1 pg 209
 2 takes STEP 2 pg 210
 3 takes STEP 3 pg 211
At signal 1 will share
Rotate at next signal
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?
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.
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
40 %
Rule # 3 & Review All 5
Day 4
40 %
Rule # 4 & Review All 5
Day 5
40 %
Rule # 5 & Review All 5
Day 6
40 %
Review 1 - 2
Day 7
25 %
Review 3 - 5
Day 8
25 %
Review all 5
Day 9
10 %
Review all 5
Day 10
10 %
Random Review
Day 11+
7-10%
Observing/Coaching Teach
 How does the teacher know if students understand the
expectations?
 As a Coach – How can you help in this process?
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.
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?
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?
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?
Interact Positively –pg 278
 What is Non-Contingent Attention? Pg 278
 What is Contingent Attention?
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
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.
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 297. Add to list
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.
Ratio of Interactions Monitoring Form
 Positive Interactions
 Negative Interactions
 IIIII
 II
 Activity: Pick your most
 Activity: Pick your most
 Use the problem solving
 Use the problem solving
difficult class period and
make tally marks for
positive interactions
model to change your ratio
difficult class period and
make tally marks for
negative interactions
model to change your ratio
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!