Registering Training Dates Team Paperwork 5 Binders per Team 5
Champs Books 1 Coaching Champs BASC2-Classroom Intervention Guide
Fast meeting with Coaches Survey Links Available
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http://positivebehaviorsupportr20.pbworks.com/
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PBIS TEAM FACULTY COMMITMENT EFFECTIVE PROCEDURES FOR DEALING
WITH DISCIPLINE DATA ENTRY AND ANALYSIS PLAN ESTABLISHED GUIDELINES
FOR SUCCESS AND EXPECTATION REWARD/RECONGITION PROGRAM ESTABLISHED
LESSON PLANS FOR TEACHING GFS & EXPECTATIONS IMPLEMENTATION
PLAN CRISIS PLAN EVALUATION
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1. DEFINE the behavior you want what does it look and sound
like? Define Teach Encourage SuperviseCorrect 2. TEACH the behavior
you want... to STAFF AND STUDENTS! 3.ENCOURAGE the 4.SUPERVISE
student behavior. Protect, expect, connect! 5. CORRECT student
behavior. Calm, brief, respectful! from STAFF AND STUDENTS!
behavior you want
1. Structure (organize) your classroom to prevent
misbehavior.
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CHAMPS Page 15 STRUCTURE
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Lets cover the ground rules of behavior management principles.
What do we know about behavior? Well
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When a behavior is engaged in repeatedly, it demonstrates a
level of motivation to engage in that behavior. If a behavior does
not occur, it demonstrates a lack of motivation to engage in that
behavior Understand Motivation
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Expectancy-The degree to which an individual expects to be
successful at any given task. Value-The degree to which an
individual values the rewards that accompany success of the task.
Expectancy Rate 10 X Value Rate 10 =100% Motivation Expectancy Rate
__ X Value Rate __ = ___ Motivation Expectancy Rate __ X Value Rate
__ = __ Motivation Pg 29
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Understand the importance of having high expectation for all
your students. Identified specific ways you can convey theses
expectations. Note times during the year when you will objectively
examine your expectations. Page 42 - 43
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Teachers presentational style Actively involve students in
lessons. Have clear and measurable objectives Ensure high rates of
student success on tasks. Give students immediate performance
feedback. 17
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Present information to students that will generate enthusiasm
and intrinsic motivation on their part. Explain why or how the
task/behavior will be useful to them Giving them a vision of what
they will be able to do Relating the new task to previously learned
skills Rally student enthusiasm and energy for the task/behavior
18
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Commit to establishing positive relationships with your
students families. Have a specific plan for how you will make
initial contact with your students families at the beginning of the
year. Have a specific plan for how you will maintain ongoing
contact with your students families throughout the year. 19
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CHAMPS Vision STRUCTURE Page 63 Daily Schedule Physical Space
Attention Signal Beg. and End Routines Student Assignments
Independent Work
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Can you get to any part of the room quickly and easily? Can you
access every student? Can students access everything they need
quickly and easily?
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The daily schedule reflects a reasonable balance of
teacher-directed, cooperative group, and independent work
activities. No one type of activity goes on for too long a period
of time. Independent and cooperative group activities immediately
follow teacher-directed tasks. Steps are taken to proactively
manage times of the class/day when students are more likely to
misbehave.
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Desk are arranged to optimize the most common types of
instructional activities students will engage in and reflect the
level of structure students require. Easy access to all parts of
the room Disruptions caused by activity in high traffic areas will
be kept to a minimum. There is space to display student work.
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An attention signal has been identified that has both auditory
and visual components to teach students. A specific plan for how I
will provide both positive and corrective feedback to students
regarding how they respond to the signal.
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Class should begin in a way that makes students feel welcome
and has them going immediately to their seats to work on productive
tasks. Opening activities will be conducted to meet the following
goals: Students will be instructionally engaged while attendance is
taken. Procedures for dealing with tardiness will insure that tardy
students will not disrupt class or take your attention.
Announcements and housekeeping tasks will not take up too much
time.
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Entering Class Opening Activities Be Prepared with Materials
Dealing with Students after an Absence Wrap up/ Clean up at the End
of Day/ Class Period. Dismissal.
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1.Complete your group work first. 2.Ask permission to do a
center. 3.Pick a center. 4.Work quietly. 5.Clean up when
finished.
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Manage Student WorkManage Independent Work Design efficient and
effective procedures for assigning, monitoring and collecting
student work. When students are expected work without direct
supervision, off-task behavior can easily result. 28 Page 90 &
100
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CHAMPS Vision Organization Page 107 STRUCTURE
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Arrive on time with all your materials Keep hands, feet, and
objects to yourself Work during all work times Follow directions
immediately
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1.Be Safe Keep hands, feet and objects to self Remain in
classroom unless given permission to leave 2.Be Respectful Use
appropriate language, tone and voice level 3.Be Responsible Bring
all needed supplies to class Be in your seat when the bell rings
Complete work on time Take care of materials
Time Owed Time Out from object Time out from group Time out at
desk Restitution Positive Practice Response Cost Detention
Improvement Plan Progressive
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Menu for Effectively Responding to Classroom Misbehavior Mild
MisbehaviorsModerate MisbehaviorsSevere Misbehaviors Talking out
Off Task No Materials No Homework Delay in following directions
Dress Code Violation Non-compliance Disrespect Defiance Verbal
Aggression Mild Physical Aggression Class Disruption Repeat
Offenses Strong and Repetitive Defiance Physical Aggression Severe
Verbal Aggression Severe/Repetitive Class Disruption (i.e. Temper
Tantrum) Proximity Change Seating/Location Verbal Reprimand
Signal/Gesture/Look Record Misbehavior Model/Practice Expectation
TEACHING AND PRACTICE OF EXPECTED BEHAVIOR Discussion with Student
Planned Feedback Reference Behavior Monitor/Feedback Sheet Social
Skill Correction Procedure Pre-correction Humor Planned Ignoring
Parental Contact Previous responses plus: Positive Practice
Conference with Teacher (paired with Behavior Improvement Form)
Timeout Time Owed Loss of Privileges, points, etc. (Response Cost)
Restitution TEACHING AND PRACTICE OF EXPECTED BEHAVIOR Emotional
Reaction (only 2x a year) Previous responses, plus: Reference Level
System Individualized Behavior Intervention Plan TEACHING AND
PRACTICE OF EXPECTED BEHAVIORS Parental Involvement De-Escalation
Interagency Support Detention Suspension Office Referral
BEHAVIORBEHAVIOR RESPONSERESPONSE DSC
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The FAIR POLICY Fair does not mean doing the same thing for all
students it means striving to meet the individual needs of each
student. There is nothing more unequal than equal treatment of
unequals.
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Its not the SEVERITY of your consequences that will make them
effectiveit is the CERTAINTY
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38 Pg 195-200 Take some time to review and then begin your
plan.
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TEACH
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A list of the major classroom activities and/or categories of
activities has been developed. For each activity, specific and
detailed behavioral expectations for students has been defined.
Activities may include: 1.Teacher-directed instructions 2.Guided
practice 3.Cooperative group 4.Independent work 5.Final
measurement
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Teach CHAMPs behavioral expectations Teach routines and
policies Take the time to teach/role model the appropriate behavior
State the rule Provide examples and nonexamples Role-play
Pre-correction
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42 Page 157 - 164
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How much and what type of conversation among students is
allowed? + Levels of Conversation + Level 0Silence + Level 1Whisper
+ Level 2Soft conversation + Level 3Presentational + Level
4Outside
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T Talk Talk quietly about... E Effort Think about reading and
writing. Do your best handwriting and spelling A Ask Put your
question card up, but keep working M Move Stand or sit at your
desk, in your personal space Page 180
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ACTIVITY CONVERSATION HELP INTERGRITY EFFORT VALUE EFFICIENCY
ACHIEVE Page 181
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Based on the needs of the students, a plan to teach CHAMPs
expectations for activities and transitions is ready to be used by
the first day of school Page 177
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47 Page 150
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48 Eyes on speaker, overhead or you own notes Everyone looks as
if they are listening to the speaker Hands raised before speaking.
Everyone is seat, except speaker. If someone disagrees, s/he raises
hand to become the speaker. There are no non-verbal expressions of
disagreement. Expectations for Teacher Directed Instruction &
Discussion Only one voice at a time can be head. Presentation voice
is used when you are the speaker. Questions and comments from the
speaker relate the lesson. No noise other than writing or turning a
page of your notes if you are not the current speaker. All verbal
participation sounds respectful even when you are disagreeing.
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Use unpredictable pattern Give positive feed back Answer
questions Make gentle reprimands
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When you monitor what is actually going on in your classroom,
you are able to make adjustments to your Classroom Management Plan
that will increase student success. 52
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INTERACT POSITIVELY
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Give each student noncontingent attention Greeting students
Showing interest in students work Invite students to ask for
assistance Have conversation with students outside of class Make a
special effort to talk to students with whom you interacted
regarding misbehavior. 54 Task 1: Build Positive Relationships
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The feedback must be accurate The feedback must be specific and
descriptive The feedback must be contingent The feedback must be
age appropriate The feedback must be given in a manner that fits
your personal style 55
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at least Plan to interact at least three times more often with
each student when they are behaving appropriately, rather than
misbehaving. Watch for the tendency to fall into the Criticism
Trap. 57
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Correct: Consistently everyone gets the same treatment Calmly
we are the adults! Immediately delay tactics are not effective
Briefly say it and walk away! Respectfully no power struggles
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Create a consequence hierarchy Dont take away all of anything
Consequences should be tied to the infraction Consequences should
be natural, something that would happen to any of us
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Chronic behavior serves a function Once you discover the
function you can design a comprehensive intervention
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63 Pg 374
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1.Make sure the student knows what behavior you expect him to
exhibit (the target or goal behavior). 2.Respond to instances of
the misbehavior in a manner that lets the student know he is not
meeting the goal. 64
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3.Monitor the student's behavior so that you, the student, and
the student's family have an objective basis for discussing
progress. 4.Provide positive feedback when the student is
successful or makes improvements. If positive feedback doesn't seem
sufficient to motivate the student to stop exhibiting the behavior,
consider using some kind of incentive (reward). 65
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66 Pg 389
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1.At a neutral time, have a discussion and/or provide lessons
on the goal behavior(s). 2.Correct errors in a manner that provides
instruction. 3.Make accommodations to increase the student's chance
of success. 4.Provide positive feedback when the student is
successful or makes improvements. Set up reward-type incentives if
simple positive feedback seems insufficient to motivate the
student. 67
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1.Is ignoring is an appropriate response. 2.Discuss plan with
the student. 3.When the misbehavior occurs, continue what you are
doing and provide positive feedback to other students. 4.When the
attention-seeking misbehavior ceases, give the student attention.
5.Maintain frequent interactions with the student when he is not
misbehaving. 6.Monitor the students behavior to determine whether
progress is being made. 68
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1.Remove any positive or satisfying aspects of demonstrating
the misbehavior. 2.Demonstrate to the student that positive
behavior leads to positive results. 3.Respond to the misbehavior by
assigning appropriate corrective consequences. 69
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70 Pg 383
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Option #1: Six 3-hour sessions Can be offered campus- or
district-wide for staff development credit hours One module is
presented at each session Participants complete self-assessments
and peer discussion tasks at the end of each module in the session.
Each session ends with an implementation activity to be done in the
classroom in time for the next session.
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Option #2: Monthly Faculty Study Similar to Option #2 but
spread throughout the school year Study 1 module per month Could be
conducted on early release days Increases whole faculty
participation Gives enough time to study each module in depth over
9- 10 meetings Participants complete self-assessments and peer
discussion tasks at the end of each module in the session.
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Option #3: Voluntary Study Group Not a formal training session
Does not require an official presenter Just needs a motivated group
of people At each session, one person can be responsible for
guiding the discussion Can meet weekly, biweekly, or monthly
depending on the groups needs Participants complete
self-assessments and peer discussion tasks at the end of each
module in the session.
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Option #4: Summer training with follow-up 1-2 training days in
summer (CHAMPs Modules 1-4: Essential Elements) With a half-day
follow-up in the fall (CHAMPs Modules 5 and 8: Motivation) And a
half-day follow-up in the spring (CHAMPs Module 7: Correcting
Behavior) Participants complete self-assessments and peer
discussion tasks at the end of each module in the session.
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Apply the triangle to staff Goal: At least 80% of staff know
and can effectively implement CHAMPs concepts in classroom setting.
Universal level for staff = training with coaching support!
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Review data: discipline referrals, survey results, and Common
Area Observations and School-wide Evaluation Tool results. What are
areas that all staff need training on? Supervisiongreeting
students, purposeful Encouraging student behavior using the SW
rules Correcting student behavior calmly, briefly using SW rules
Specific issues such as enforcing dress code, recognizing and
intervening in bullying situations
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What you need to do What we hope to see = evidence of
implementation See page 53 in the Coaching Classroom Management
book
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Use the self-assessments in the modules for on-going awareness
and improvement. Orientation and training for new teachers Ex: In
one school, each of the CHAMPs chapters has been assigned to an
expert, a staff person who understands the content and is excited
about teaching it to others. These people teach and field questions
on that content area.
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Look at strengthswhat and who? Support people who are already
doing a great job! Make sure they are encouraged and stay at your
school! Focus on how to make more of those classrooms/people! Let
them teach others! Through staff development, they can share
lessons and strategies in instruction and behavior management
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How can we support teachers in instruction and behavior
management? Lead teachers or district staff form a team to provide
support to staff. Who can access the system? How do staff get help?
Staff can request help, and some will get help based on data
student achievement and behavior.
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Apply the 5 PBS Principles to this issue, too. Definewhat would
an ideal classroom at our school look like? According to research,
what are best practices in instruction and classroom management?
See CHAMPs!!! Its all research-based! Teach- Look at data and see
who needs staff development and coaching. Whole faculty? Selected
teachers? In what areas of instruction and behavior
management?
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Encouragesupport all staffstrong leaders, new teachers, those
in need. Supervise- Dont expect it if you dont check it! Not
necessarily evaluativejust knowing someone is watching, so we do
our best! Correct- Not necessarily evaluative unless progress isnt
being made over time or coach and teacher have a conflict. Then
need administrator support.
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Walk-Through Dual Role .
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Coaches support teachers in instruction and classroom
management. They can be anyone--- content area specialists,
counselors, psychologists, teachers, etc. Who does and could serve
as a coach at your campus and district?
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A teacher who asks for help can get it quickly while the need
is greatest and before unnecessary damage is done. Teachers can
choose to work with a coach with whom they are comfortable.
Coaching done by people who are respected helps support teachers
who are often practicing in isolation in their classroom without
much support or collaborative problem-solving.
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Administrators role = climate of collaborative, continuous
improvement (See Section 1 CCM) Coachs role = support teachers
through walk- throughs, specific and objective feedback (3:1
ratio), listening ear, problem-solving springboard (See Section 2
CCM) Teachers role = ask for help, choose a coach, listen to the
coach, take in the feedback, choose and genuinely, whole-heartedly
implement a solution! (see page 88 CCM)
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Define who is on team and how team will operate Get staff
adoption on this and put in handbook as an official procedure.
Teach procedures to staff and advertise team members.
Are at least 90% of students actively engaged in the lesson?
Are at least 95% of students behaving respectfully toward each
other and the teacher? Are at least 95% of students complying with
the teachers posted expectations?
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How many student opportunities to respond does the teacher
provide? How many student responses are correct? What are other
instructional strategies that have been taught in staff development
that should be implemented in the classroom?
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Is the teacher actively observing (circulating and scanning)?
Is the teacher using praise effectivelyare the ratio of
interactions with students at least 3:1 positive to negative? Is
the teacher correcting misbehavior fluently calmly, consistently,
briefly, and immediately?
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The Basic 5 Behavior Benchmarks, p. 95 Basic 5 Observation
Form, p.96 Basic 5 Feedback Form, p.98 Sample Menu of
Interventions, p.99 Academic Engagement Monitoring Form, p.100
Opportunities to Respond Monitoring Form, p.102 Ratio of
Interactions Monitoring Form, p.104-105 Misbehavior Monitoring
Form, p.107-108 CHAMPs Status Check, p.111-112
The Classroom Check-Up (CCU), p.141 Teacher Interview,
p.142-143 CCU Ecology Checklist, p.144-145 CCU Behavior Benchmarks,
p.147 CCU Observation Form, p.148-149 CCU Feedback Form, p.152
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Who can be coaches? Are they evaluative or non-evaluative? What
type of coachinginstructional, CHAMPs- based, classroom, individual
Time available to be in the classroom? What are the procedures for
accessing the system, getting help? What are roles of coach,
teacher, and administrator? How will we publish the list to all
faculty and teach them how to use the coaching system
appropriately? See page 42 for an example.
