Welcome to CHAMPs
A Proactive and Positive Approach to
Classroom Management
Soraya Coccimiglio, Katy Holverstott,
and Janice DiGiovanni
Van Buren Intermediate School District
Have a seat and make yourself comfortable!
CHAMPs
A Proactive and Positive Approach
to Classroom Management
Introduction
Our Goals




Provide an overview of CHAMPs
Highlight specific CHAMPs tasks in each module
Share options for CHAMPs training at your
school
Share additional resources to supplement and
support CHAMPs
Introduction to CHAMPs
Soraya’s 1st year: Substitute Teaching
CHAMPs: What IS It?
A set of decisions the teacher must make in
order to structure for TODAY’S STUDENTS
A “Template”
A Process
A Common Language Among Staff
CHAMPs: What It Is Not?

A Canned Program

Another Bandwagon

Just a Product

All teachers ARE NOT expected to have the
same CHAMPs expectations!
Introduction to CHAMPs
Why Champs?
The goal of classroom management is to
develop a classroom of students who
are:



Responsible
Motivated
Highly engaged in meaningful tasks
Introduction to CHAMPs
Understatement: Not all students come to us
motivated and/or responsible.



Some are responsible and highly motivated.
Some are responsible, but only moderately
motivated.
Some are like Huck Finn, severely at risk.
A Note about Huck Finn
Graduation Rates in the U.S.




1900:
1946:
1998:
2002:
6%
48%
71%
71%
In Michigan 78% overall



48% Hispanic
56% African American
78 % White
(Source: Greene & Winters, 2005)
There are no “simple” solutions.
Punitive consequences are not enough.
Role-bound power is not enough.
You’ll find “Classroom Discipline in
Three Easy Lessons” in fiction
Introduction to CHAMPs
CHAMPs provides research-based
techniques and strategies that can
improve student behavior, attitude, and
motivation.
The CHAMPs Basic Beliefs
 Teachers can structure and organize
their classrooms to prompt responsible
student behavior.
 Teachers should overtly and
consciously teach students how to
behave responsibly in every
classroom/school situation.
The CHAMPs Basic Beliefs
 Teachers should focus more time,
attention, and energy on acknowledging
responsible behavior than responding to
misbehavior.
 Teachers should preplan their responses
to misbehavior to ensure that they will
respond in a brief, calm, and consistent
manner.
Introduction to CHAMPs
FBA/BIP
BEP & Other Strategies
CHAMPs & RtI
School-wide PBS
CHAMPs
Classroom Management
Introduction to CHAMPs

The acronym CHAMPs reflects the
“categories” or types of expectations that
you, as a teacher need to clarify for
students about every major activity or
transition that occurs in your classroom.
The CHAMPs Acronym
Conversation: Can students talk to each other during
this activity/transition?
Help: How can students ask questions during this
activity/transition? How do they get your attention?
Activity: What is the task/objective of this
activity/transition? What is the expected end
product?
Movement: Can students move about during this
activity/transition? Can they sharpen their pencil?
Participation: What does appropriate student work
behavior for this activity/transition look/sound like?
CHAMPs Expectations for Us!
CONVERSATION



Honest, out loud, and on topic
Humor is good
Cell phones off or on vibe
HELP



Questions are great!
Ask at any time
Any question or concern can be
addressed/discussed by the group
CHAMPs Expectations for Us!
ACTIVITY



Lecture
Activities
Individual tasks
MOVEMENT


Stand, stretch, use the restroom
Get coffee, a bite to eat
PARTICIPATION


Be on time after breaks
Share--we can benefit from others experiences
CHAMPs Modules




CHAMPs is organized into 8 modules.
Each module focuses on one important aspect of
effective classroom management.
Within each module, specific tasks are presented to
help you achieve such tasks.
Each module includes a self assessment tool that
you can use to identify which of the tasks you have
completed, and those you still need to address.
CHAMPs Modules
Module
Module
Module
Module
Module
Module
Module
Module
1:
2:
3:
4:
5:
6:
7:
8:
Vision
Organization
Expectations
The First Month
Motivation
Monitor & Revise
Correction Procedures
Class-wide Motivation Systems
CHAMPs
A Proactive and Positive Approach
to Classroom Management
MODULE 1 Vision
Module 1: Vision
You must know for which harbor you
are headed if you are able to catch
the right wind to take you there.
Seneca
Module 1: Vision







Task 1: Long-Range Classroom Goals
Task 2: Guidelines for Success (PBS
Behavior Expectations)
Task 3: Positive Expectations
Task 4: Family Contacts
Task 5: Professionalism
Task 6: Behavior Management Principles
Task 7: Level of Classroom Structure
Vision: Task 4 Family Contacts
Build positive relationships with your
students’ families by making initial
contact with them at the beginning
of the year and maintaining contact
throughout the year.
Vision: Task 4 Family Contacts
The probability of effectively educating
students increases tremendously when
schools and families work together.
The greater the needs of the students, the
greater the need to establish and maintain
contact with their families.
Vision: Task 4 Family Contacts



Ideally contact should be made before
school starts.
Contacts within the first 2 weeks of school
will increase parental involvement
throughout the school year.
It’s never too late to initiate a relationship
with your students’ families.
Vision: Task 4 Family Contacts
Provide the following information:






A welcome greeting that indicates that you are
interested in getting to know your students’
families
Some information about your background
A list of the major goals for the rest of the year
(academic and social-emotional)
The best time for parents to contact you
A copy of classroom guidelines for success and
rules
Invitation for questions or comments
Vision: Task 6
Behavior Management Principles
Conditions that set
the stage
(antecedents)
Pleasant consequences
result in the behavior
increasing in the future.
(reinforcing consequence)
Student
behavior
Must teach
replacement behavior
Unpleasant consequences
result in the behavior
decreasing in the future.
(punishing consequence)
Effective teaching involves the management of
both antecedents and consequences
Vision: Task 6
Behavior Management Principles


Small Group Activity
Divide into groups of 3-4
Assign each person one section to read:




Promoting Responsible Behavior (p. 30-31)
Misbehavior Occurs for a Reason (p. 31-32)
Case Study (p. 32-34)
Teach your assigned section to the other
members of your group.
Vision: Level of Structure

Determine whether your students need a
classroom management plan that involves
high, medium, or low structure.


When a class has high risk factors and there is low
structure, academic and behavior problems will
occur.
Disengagement causes chaos!
Vision: Level of Structure

To determine the level of structure
needed for your management plan, take
5 minutes to complete the
“Management and Discipline Planning
Questionnaire”
CHAMPs
A Proactive and Positive Approach
to Classroom Management
MODULE 2 Organization
Organization
When you have well organized
routines and procedures for your
classroom, you model and prompt
organized behavior from your
students.
Organization



Classroom organization influences the
behavior and motivation of students.
This module presents 7 tasks to help organize
a classroom.
These tasks can be completed before school
starts so that a solid organizational structure
is in place beginning on day one.
Organization







Task
Task
Task
Task
Task
Task
Task
1:
2:
3:
4:
5:
6:
7:
Daily Schedule
Physical Space
Attention Signal
Beginning and Ending Routines
Classroom Rules
Student Work
Classroom Management Plan
Organization: Classroom Rules
Identify and post 3-5 classroom rules
that will be used as a basis for
providing positive and corrective
feedback.
Organization: Classroom Rules

Keep the number of rules to a
minimum
Keep the wording of rules

simple
Have rules logically represent your

basic expectation
Organization: Classroom Rules



Keep the wording
positive
Make your rules
specific
Make your rules describe behavior that
is
observable
Organization: Classroom Rules



Publicly post rules in a
prominent place
Tie following the rules to
consequences
Always include a
compliance rule
Organization: Classroom Rules



Students should be as familiar with the
consequences as they are with the
rules. (Consider a “What If Chart.”)
Deliberately teach the consequences for
rule infractions and rule compliance.
Consider different rules for different
centers.
Organization: Classroom Rules

Example rules:




Arrive on time with all of your materials.
Keep hands, feet, and objects to yourself.
Work during all work times.
Follow directions immediately.
Organization: Classroom
Management Plan
Prepare a “Classroom Management
Plan” with which you can summarize
the important information, policies, and
procedures that you will use to motivate
students and address student
misbehavior.
Organization: Classroom
Management Plan

Major categories of the Classroom
Management plan:








Level of classroom structure (Module 1)
Guidelines for success (Module 1)
Rules (Module 2)
Teaching expectations (Modules 3 & 4)
Monitoring (Module 6)
Acknowledgement procedures (Module 5)
Correction procedures (Module 7)
Managing student work (Module 2)
Organization: Classroom
Management Plan


See example of a Classroom
Management Plan
CHAMPs training/classes provide
teachers a framework and guidance for
developing a complete Classroom
Management Plan that is compatible
with school-wide PBS.
CHAMPs
A Proactive and Positive Approach
to Classroom Management
MODULE 3 Expectations
Expectations
When your expectations are clear,
students never have to guess how you
expect them to behave.
Expectations



Avoid misbehaviors by clearly defining and
then explicitly teaching students how you
expect them to behave in class and during
transitions.
Expectations will vary from teacher to
teacher. What are your expectations?
The purpose of the CHAMPs acronym is to
provide a template for which you define your
expectations for your students’ behavior in
any given setting or activity.
Expectations: CHAMPs





Conversation: Can students talk to each other during
this activity/transition?
Help: How can students ask questions during this
activity/transition? How do they get your attention?
Activity: What is the task/objective of this
activity/transition? What is the expected end
product?
Movement: Can students move about during this
activity/transition? Can they sharpen their pencil?
Participation: What does appropriate student work
behavior for this activity/transition look/sound like?
Randy Sprick on Expectations

Video
Expectations


It is noted that clearly defined behavior
expectations are not enough.
Expectations must also be communicated and
taught in a 3-step process:
1 Teach your
expectations before
the activity or
transition begins.
2 Monitor student
behavior by
circulating and
visually scanning.
Begin the cycle again for the
next activity
3 Provide feedback
during and at the
conclusion of the
activity.
Expectations

This module focuses on the application of the
3-step process to teach expectations for the
following activities:





Classroom activities
Transitions
Preparation of lessons on expectations
Use of common areas (hallways, cafeteria, etc.)
Social skills
Expectations for Classroom
Activities
Define clear and consistent behavioral
expectations for all regularly scheduled
classroom activities (e.g., small group
instruction, independent work periods,
etc.)
Expectations for Classroom
Activities


The first step is to make a list of the major
types of activities that students will engage in
on a daily basis.
This list may include:
Attendance routines
Small group instruction
Sustained silent reading
Taking tests/quizzes
Peer tutoring sessions
“Cushion” activities
Teacher-directed instruction
Independent work
Class meetings
Centers/lab stations
Cooperative Groups
Expectations for Classroom
Activities

Use the CHAMPs acronym to define detailed
behavior expectations for that activity.


Details are important, the more specific you are, the
easier it will be to communicate your expectation to
your students.
Pay close attention to the level of structure your
students need. The greater the structure, the tighter
you will need to design your expectations.
CHAMPs
A Proactive and Positive Approach
to Classroom Management
MODULE 4 The First Month
The First Month
When you teach students how to
behave responsibly during the first
month of school, you dramatically
increase their chances of having a
productive year.
The First Month



It is MUCH easier to teach responsible
behaviors from the very first day than to deal
with negative behaviors throughout the year.
The tasks of the first month ensure that you
build positive relationships with students and
communicate your expectations clearly.
Research shows: Teachers who take the time
to teach expectations explicitly, get further in
the curriculum than teachers who don’t.
The First Month




Task 1: Final Preparations
Task 2: Day 1
Task 3: The First Four Weeks
Task 4: Special Circumstances
(substitute teachers, assemblies, field
trips, etc.)
CHAMPs
A Proactive and Positive Approach
to Classroom Management
MODULE 5 Motivation
Motivation
When you implement effective
instruction and positive feedback, you
motivate students to demonstrate their
best behavior.
Module 5 provides six tasks for
implementing effective
motivational procedures.
Motivation






Task
Task
Task
Task
Task
Task
1:
2:
3:
4:
5:
6:
Enthusiasm
Effective Instruction
“Noncontingent” Attention
Positive Feedback
Intermittent Celebrations
Ratio of Interactions
E x V Theory of Motivation

Expectancy x Value = Motivation
Expectancy = degree to which an
individual expects to be successful at
that task.
 Value = degree to which an individual
values the reward(s) that accompany
that success.
Feather (1982)

E x V Theory of Motivation

Often educators attribute a lack of
motivation only to the value component
of the formula.


“He doesn’t care about good grades.”
“He doesn’t care about free time or stickers.”
These explanations do not take
expectancy into account.
If either one of these factors is 0, then
motivation is 0.

Motivation
The simplest way to ensure that
students expect success is to make
sure that they achieve it
consistently.
Brophy, 1987
Motivation: Task 4 Positive
Feedback

Effective positive feedback is:
 Accurate and related to behaviors that
occur.
 Specific and descriptive.
 Immediate as possible.
 Contingent on behavior that has some level
of importance (“don’t praise junk”)
 Age appropriate and cool.
 Given in a manner that fits your style.
 I Feed AV (Jenson)
Motivation: Task 6 Ratio of
Interaction

Our students are very demanding of
attention and will go to many lengths to
get it.


An emotionally intense reprimand may be
more rewarding than a brief “good job.”
Which is longer, more rich and intense?
Your feedback for positive behavior or your
corrections for negative behavior?
Motivation: Task 6 Ratio of
Interaction


The behavior you attend to the most will be
the one that you will see more of in the
future.
What behavior do you attend to? Positive
student behavior or negative student
behavior?
“They can’t get your goat if they don’t
know where it’s tied”
Bill Jenson
Motivation: Task 6 Ratio of
Interaction


Not only is what you attend to important, the
frequency and distribution of your attention is
also important.
Research says: Teachers should use a 5:1
ratio. For every 1 corrective or negative
interaction, the teacher needs to provide 5
positives for appropriate behavior.
CHAMPs
A Proactive and Positive Approach
to Classroom Management
MODULE 6 Monitor & Revise
Monitor & Revise
When you monitor what is actually
going on in your classroom, you are
able to make adjustments to your
Classroom Management Plan
Monitor & Revise

The teacher reviews his/her implementation
of essential concepts of previous modules.






Tool
Tool
Tool
Tool
Tool
Tool
1 : CHAMPs vs. Daily Reality Scale
2: Ratio of Interactions Monitoring Form
3: Misbehavior Recording Sheet
4: Gradebook Analysis Worksheet
5: On-Task Behavior Observation Sheet
6: Family/Student Satisfaction Survey
CHAMPs
A Proactive and Positive Approach
to Classroom Management
MODULE 7 Correction Procedures
Correction Procedures
Duck Tape: the Answer to Misbehavior?
Correction Procedures
When you treat student misbehavior as
an instructional opportunity, you give
students the chance to learn from their
mistakes.
Correction Procedures

3 important concepts:



Being prepared for misbehavior reduces
annoyance and frustration.
Correction procedures are only effective if
they reduce the future occurrence
misbehavior. This means data!
Most chronic misbehavior serves a
purpose.
Analyze Misbehavior
Be prepared to categorize misbehaviors
as awareness type, ability type,
attention-seeking, or escape/avoidance
type– and be prepared to use a basic
correction strategy for each category.
Analyze Misbehavior

Types of misbehavior:


A. Awareness type: student is unaware of the
misbehavior. The intervention should focus on
making expectations clear, and helping the student
become more aware of her behavior and its affect
on others.
B. Ability type: student misbehaves because she
does not know how to exhibit the appropriate
behavior. The intervention should focus on
teaching the student how and when to perform
the appropriate behavior. (continued)
Analyze Misbehavior

Types of misbehavior (continued):


C. Attention seeking type: student engages in
misbehavior to gain attention from peers and/or
adults. Interventions should involve ignoring the
misbehavior, and teaching and reinforcing the
appropriate behavior (a.k.a. DRA).
D. Escape/avoidance type: includes behavior that
functions to release the student from an aversive
situation or person(s). Interventions will vary
based on the specific function of the behavior but
will likely include corrective consequences.
Escape/Avoidance Misbehavior
For ongoing misbehavior that
functions to release the student
from an aversive situation or
person(s), be prepared to
develop and implement an
intervention plan that will likely
include corrective
consequences.
Escape/Avoidance Misbehavior

Much chronic misbehavior occurs to help a
student escape or avoid something.




Avoid difficult work or aversive work
Avoid aversive social situation (adult, peer)
Avoid school in general
The use of corrective consequences alone,
however, is not sufficient. Your intervention
must also include a component in which
appropriate or responsible behavior will be
rewarded.
Escape/Avoidance Misbehavior

Step 1: Remove any positive consequences
that are maintaining the misbehavior by:


Ensuring that the student will no longer get what
he/she has been getting from the misbehavior
(attention, etc.).
Ensuring that the student will no longer get out of
what he/she has been avoiding with the
misbehavior (work, social interaction).
Escape/Avoidance Misbehavior

Step 2: Demonstrate that positive
behavior (a replacement behavior) leads
to positive results for the student.

Example: if the student misbehaves to get out
of work, give breaks contingent upon work.
Escape/Avoidance Misbehavior

The replacement behavior must:



Yield as immediate positive results for the student
as the misbehavior (long-term reward plans are
unlikely to work with these students.)
Be a behavior that the student can easily do (not
a new or difficult behavior for the student).
A good replacement behavior makes the
problem behavior irrelevant, inefficient,
and ineffective for the student.
Escape/Avoidance Misbehavior

Suggested Rewards for Replacement
Behaviors:





Extra free time
Free homework coupon
Skip an assignment coupon
Contingent breaks
Work-break schedule
Escape/Avoidance Misbehavior

Step 3: When possible, make the situation
the student is avoiding less aversive. E.g.:




Would it help to change the way the task is
presented? Is the pace too slow? Too boring?
Is the work too hard? Does the student need extra
help? Does the student know how to ask for help?
Does the student know what to do to get out of
uncomfortable social situations? Would counseling
or social skills training make the situation easier?
Is there a different place for the student to sit or
work?
Escape/Avoidance Misbehavior

Step 4: Implement corrective consequences
appropriate to the misbehavior.




Plan to be consistent.
Make sure the corrective consequence fits the
severity and frequency of the misbehavior.
Plan to implement the consequence unemotionally.
If it is necessary to interact with the student at
the time of the misbehavior, be brief and never
argue.
Escape/Avoidance Misbehavior

Suggested Corrective Consequences:









Time owed
Extra work
Work during recess
After school work session
Restitution
Positive practice (do it the right way 3 times)
Overcorrection (fix it to better than it was before)
Response cost/loss of privileges
Demerits
Escape/Avoidance Misbehavior

Non-Examples:




“Linda, you skipped 2 days, so we’re going to
suspend you for two more.”
“Joey, you lost your math book because you’re
obviously not ready to learn today.”
“If you’re just going to sit there, you can sit in the
office.”
“You earned detention for not completing your
work 3 days in a row.”
Escape/Avoidance Misbehavior

Also, corrective consequences will be more
effective if you remember to:


Involve the student in developing the incentive
part of the plan.
Providing extra help in teaching the replacement
skill. (E.g., social skills training, extra help with
academic tasks, etc.)
Escape/Avoidance Misbehavior


With your neighbor, discuss a student
you know who demonstrates
escape/avoidance behavior.
Share some strategies that you might
consider using.
CHAMPs
A Proactive and Positive Approach to
Classroom Management
MODULE 8 Classwide Motivation Systems
Classwide Motivation Systems


There are many circumstances in which a
classwide, rather than an individual
motivation system is needed.
For example:



Many of the students (>3) in your class
misbehave (e.g., noncompliance, work completion,
lack of respect, etc.).
Your students are mostly responsible, but quite a
few students have a problem with one specific
behavior.
Your students are responsible, but are apathetic,
bored, or complaining.
Classwide Motivation Systems

First step:

Decide on a reward-based system or a
non-reward based system.
Classwide Motivation Systems


Consider a non-reward system for students
who are highly motivated, but could use
some structure to keep striving towards their
goals.
Examples of non-reward based systems:


Goal setting
Self-monitoring/Self Evaluation
See p. 341 for a list of systems that are
appropriate for classrooms that need high,
medium or low structure.
Classwide Motivation Systems

Common concerns about rewards
Q: Shouldn’t students work without needing rewards?
A: Yes, but some won’t.
Q: Isn’t rewarding behavior the same as bribery?
A: Absolutely not! Bribery is an offer of payment
to do something illegal, unethical, or immoral.
Using rewards is analogous to getting a
paycheck for doing a job.
Classwide Motivation Systems

Common concerns about rewards (continued)
Q: Won’t students get hooked on rewards?
A: Possibly, but not likely if the rewards are natural
and a plan is in place to fade out the rewards.
Q: Isn’t intrinsic motivation better?
A: Maybe, but there is no research to suggest
that it’s better. Basic rule: if you can’t motivate
students intrinsically, then use extrinsic rewards.
Classwide Motivation Systems

Common concerns about rewards (continued)
Q: Won’t giving students rewards reduce their intrinsic
motivation?
No. There has been speculation in the past, but
there is no research to suggest that rewards will
reduce intrinsic motivation. However, if a
student is intrinsically motivated, it makes more
sense to use non-reward based systems such
as goal-setting and self-monitoring.
Classwide Motivation Systems

Tips for effectively choosing, designing
and implementing a reward-based
system:




Make sure the rewards are highly
motivating by using a reinforcer menu or
survey.
Set the system up to make student success
likely.
Make sure your expectations are clear.
Teach the students how the system works.
Classwide Motivation Systems

Tips for effectively maintaining a reward-based
system:



Keep your energy and enthusiasm high and keep
your focus on the students’ behavior rather than the
rewards.
Continue using other motivational strategies at a
high level.
When a system has been successful for a period of
time, start making it more challenging and/or modify
it to be based on intermittent rewards.
Classwide Motivation Systems

Strategies to effectively fade a reward-based
system:


Move from a continuous schedule to an
intermittent schedule of reward.
Delay rewards (consider increasing the reward
value to help prevent a lack of enthusiasm)


E.g., move from a sticker at the end of the day to a
popcorn party at the end of the week.
Reduce reward value and increase use of more
natural rewards and motivation strategies.
Classwide Motivation Systems

Strategies to effectively fade a reward-based
system (continued):


Switch from a class-wide system to an individual
system.
Switch to a non-reward system such as goal
setting and self-monitoring.
Note: Be sure to inform the students about the
goal to fade the reward-based system.
Classwide Motivation Systems

Examples of reward-based systems in
CHAMPs text:






100 Squares (medium structure, K-12)
Behavioral Grading (high structure, MS/HS)
Economic Simulation (high structure, 2-8)
Goal Setting/Goal Contract (low structure, but can
be adapted for medium or high structure)
Group Response Cost (medium structure)
Lottery Tickets (medium structure)
Classwide Motivation Systems

Examples of reward-based systems in
CHAMPs text (continued):





Mystery Behavior of the Day (medium structure)
Classwide Public Posting (medium structure)
Individual Public Posting (medium structure)
Reinforcement Based on Reducing Misbehavior
(high structure)
Self-Evaluation of On/Off-Task Behavior (medium
structure)
Classwide Motivation Systems

Examples of reward-based systems in
CHAMPs text (continued):




Target and Reward a Specific Behavior (medium
structure)
Mystery Motivator (medium structure)
Team Competition with Response Cost Lottery
(medium structure)
Whole Class Points (high structure)
Mystery Motivator
An Effective and
Time Efficient
Intervention
(Moore, Waguespack,
Wickstrom, Witt, &
Gaydon, 1994; Rhode,
Jenson, & Reavis,
1992)
Feed the Hungry Bee
Positive Peer Reports:
Changing Negative
Behaviors By Rewarding
Student compliments
(Ervin & Friman, 1996; Wright,
2002)
Classwide Motivation Systems

A note about group-contingencies:

Do not use rewards that are contingent upon the
whole group’s performance if you have a student or
a small group of students who will sabotage OR
if you have a student that will ruin it for the rest of
the group due to a skill deficit (a “can’t do”
situation).
Consider instead rewards based on individual
performance or on team performance (Huck Finn is
his own team until he can demonstrate teamwork
skills).
Classwide Motivation Systems

Another note:

When using structured motivation systems it is
imperative that the goals and skills targeted are
within the student’s ability UNLESS specialized and
organized instruction to address those skill deficits is
built in.
Reward achievement (or lack thereof) reflects the
effectiveness of the instruction, not just student
performance.
Teaching CHAMPs
Tips to Increase Workshop
Effectiveness and Implementation
Sustainability
Teaching CHAMPs

Tips to increase training effectiveness:




Invite teacher and para-pro teams to
attend together
Invite multiple teachers from the same
district to attend together
Invite consultant(s) to attend with teaching
teams
Provide time for participants to develop the
tools
Teaching CHAMPs

Tips to increase training effectiveness:




Provide the training during the summer or
at the very beginning of the school year
(avoid middle of the year, or late in the
school year training times)
Provide at least two sessions of training
(avoid single day)
Engage participants with many activities
Bring chocolate!
Teaching CHAMPs: Formats

Recommended training formats:

Two-day workshop during the summer



Two days allows time for hands-on activities
and information sharing among participants.
Previous participants have expressed
preference for a two-day or multiple session
format (versus one-day).
This format allows time for teachers to prepare
materials needed for implementation prior to
the beginning of school.
Teaching CHAMPs: Formats

One-day workshop in the summer with a
one-day follow-up session in late fall


This format allows participants to implement
the strategies and bring questions and
concerns back to the group for feedback and
support.
Two sessions breaks up implementation into
two parts: (1) prevention, and (2) correction,
which is more manageable in terms of
implementation.
Teaching CHAMPs: Formats

CHAMPs “class” (half-day sessions organized
per module)


CHAMPs was originally designed for a college
course in which training was presented one
module at a time.
This format allows participants to implement
strategies systematically and slowly and receive
feedback and support from the group.
Teaching CHAMPs: Formats

Book study (reading assignments with
multiple, 1 hour group discussion sessions)




Meeting time is focused on discussions regarding
how each participant plans to implement the
strategies presented.
This format may be more manageable in terms
of time away from the classroom.
The CHAMPs text is easy to read and lends itself
to group discussion.
Reading assignment during “off hours” cuts
down on meeting time.
Teaching CHAMPs

Tips to increase sustainability:

Provide ongoing opportunities to discuss
and troubleshoot CHAMPs implementation




Teacher to teacher
Teacher to coach/consultant
Teacher to parapro
Systematically use the data collection tools
to provide implementation feedback (see
Module 6: Monitor & Revise)
CHAMPs
A Proactive and Positive Approach to
Classroom Management
Recommended Intervention Resources
Intervention Resources to Fill
Your Toolbox

Good Books:

Behavior Intervention Planning: Using the
Functional Behavioral Assessment Data (Scott,
Liaupsin, & Nelson) Available from Sopris West.

Best Practices: Behavioral and Educational
Strategies for Teachers (Reavis, et al.) Available
from Sopris West.


Communication-Based Intervention for Problem
Behavior (Carr, Levin, McConnachie, Carlson,
Kemp, & Smith) Available from Brookes Publishing
Company.
How to Manage Behavior Series (Hall & Hall)
Available from Pro-ed.
Intervention Resources to Fill
Your Toolbox

Good Books (continued):

Interventions: Collaborative Planning for Students
at Risk (Sprick, Sprick & Garrison) Available from
Sopris West.

Skillstreaming in Early Childhood (McGinnis &

Skillstreaming the Elementary School Child


Goldstein) Available from Research Press.
(McGinnis & Goldstein) Available from Research
Press.
Skillstreaming the Adolescent (Goldstein &
McGinnis) Available from Research Press.
Strategies & Tactics for Effective Instruction
(Algozzine, Ysseldyke, & Elliott) Available from
Sopris West.
Intervention Resources to Fill
Your Toolbox

Good Books (continued):




The Teacher’s Encyclopedia of Behavior Management
(Sprick & Howard) Available from Sopris West.
Teaching Effective Classroom Routines (Witt, LaFleur,
Naquin & Gilbertson) Available from Sopris West.
Time Savers for Educators (Elliot, Algozzine, &
Ysseldyke) Available from Sopris West.
The Tough Kid Book: Practical Classroom Management
Strategies (Rhode, Jenson & Reavis) Available from
Sopris West.

The Tough Kid Social Skills Book (Sheridan) Available

The Tough Kid Tool Box (Jenson, Rhode & Reavis)
from Sopris West.
Available from Sopris West.
Intervention Resources to Fill
Your Toolbox

Publishers Known for Quality Resources
 Boys Town Press (800) 282-6657
 Brookes Publishing Co. (800) 638-3775
 Childswork Childsplay (800) 962-1141
 Different Roads to Learning (800) 317-9146
 Guilford Press (800) 365-7006
 Mindware: Creative Enrichment for School Age
Kids (800) 999-0398
 Pro-ed Psychological Products (800) 397-7633
 Research Press (800) 519-2707
 Sopris West (888) 819-7767
Intervention Resources to Fill
Your Toolbox


Kits & Systems:
 Tough Class Discipline Kit (McNeil)
 Classroom Management: The California Resource
Guide (it’s free! just email Ybarra_Bill@lacoe.edu)
Web-based Resources:
 www.interventioncentral.org
 www.behavioradvisor.com