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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.

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  • Provide an Overview of Behavior
  • Know the ABC’s for Behavior
  • Expectancy X Value Equation
what the effective schools research shows effective teachers
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: 3-Tiered Prevention Model

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

80% of Students

why does behavior occur
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 (


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 (

  • Participants will know what STOIC means
  • Participants will know what CHAMPS means
  • Participants will understand the components of the CHAMPS curriculum
champs overview
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
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
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
Group S#^%% - No Book
  • What are the components of classroom management that add STRUCTURE to your classroom?
  • Many STAY but 2 must STRAY.
chapter 2 page 63
  • Task 3
  • Task 4
  • Possible Task 6
attention signal task 3 pg 76 78
Attention SignalTask 3 Pg 76-78
  • Signal can generalize to any location
  • Visual and auditory cue
  • Has ripple effect
attention signal task 3 pg 76 7822
Attention SignalTask 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
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
Beginning & Ending RoutinesTask 4 page 78 - 89
  • Review pages
  • Identify 7 critical times and issues
  • Identify goal statements for each
ending routines
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
Group S#^%%
  • Coaching Application: Table Time
  • Teacher request help with her ending routines.
  • What questions would you ask in the pre conference?
group s31
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?
chapter 3 pg 107
  • Task 2
  • Task 3
  • Task 4
  • Task 5
teacher structures the development of the classroom rules
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
Classroom RulesCh 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 s39
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
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 rules41
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
Correcting Rule Violations Ch 3Task 3 Page 119 – 126VSTask 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

Results in suppression of undesirable behaviors, not elimination

Results in alternative, positive behavior to replace maladaptive behavior.


What If? Chart

Behavior and Educational Strategies for Teachers, Utah State Office of Education. Reavis Rhode Jenson (1992)





hierarchy of negative consequences
Hierarchyof Negative Consequences

Close the gap

Proximity Praise


Precision Request

  • Mild and inconveniencing
  • Consequence + minor incident report


  • Increase the consequence slightly
  • Increase or add another level of consequence
  • Emergency or Severe Clause for major rule infractions


secondary example
Secondary Example


  • 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


  • 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 s50
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


What does it look like?

How to Implement?

group s continued
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
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
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
Examples of CHAMPS Worksheets
  • Instructional Activities
  • Review pages 157 - 164
quiz on champs
Quiz on CHAMPS
  • Instructional Activities
  • During Individual written tests, how do students get help?
  • Put your finger on the answer
instructional activities
Instructional Activities
  • Make a list of your different instructional activities.
  • Compare with your neighbor
  • Compare with page 151
instructional activities59
Instructional Activities
  • Pick one activity
  • Complete a CHAMPS worksheet
  • Use examples as a model
examples of champs worksheets60
Examples of CHAMPS Worksheets
  • Transitions
  • Review pages 168 – 177
quiz on champs61
Quiz on CHAMPS
  • Transitions
  • What is the expectation for Activity during “Clean up at end of day”?
  • Put your finger on the answer
  • Adapting CHAMPS for young children pg 180
    • MAC
  • Adapting CHAMPS for Older Students – pg 181
teach students how to behave responsibly in the classroom
Teach students how to behave responsibly in the classroom


before the activity or transition begins


By circulating and visually scanning


During the activity and at the conclusion of the activity

Begin the cycle again for the next activity

Three-Step Process for Communicating Expectations

group s64
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
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
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.
observing coaching teach
Observing/Coaching Teach
  • How does the teacher know if students understand the expectations?
  • As a Coach – How can you help in this process?
group s74
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
Group S#^%%cont.


  • 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 cont76
Group S#^%%cont.


  • 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
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
Interact Positively –pg 278
  • What is Non-Contingent Attention? Pg 278
  • What is Contingent Attention?
task 2 provide positive feedback pg 283
Task 2:Provide Positive Feedbackpg 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
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
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
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
Ratio of Interactions Monitoring Form
  • Positive Interactions
  • 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
next steps
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!