November 4 & 5, 2010

CHAMPS A Proactive & Positive Approach to Classroom

Management

Objectives

Provide an Overview of BehaviorKnow the ABC’s for BehaviorExpectancy X Value Equation

What the Effective Schools Research Shows: Effective Teachers

Establish smooth efficient classroom routinesDirectly teach students how to be successfulInteract with students in positive, caring waysProvide incentives, recognition, and rewards to

promote excellenceSet clear standards for classroom behavior and

apply them fairly and consistently

Tertiary Prevention:specialized & individualizedstrategies for students with continued failure

Tertiary Prevention:specialized & individualizedstrategies for students with continued failure

Secondary Prevention:supplementary strategiesfor students who do not respond to primary

Primary Prevention:school-wide or class-wide systems for all students and staff

80% of Students80% of Students

15% 15%

5% 5%

PBIS/RtI: 3-PBIS/RtI: 3-Tiered Tiered Prevention Prevention ModelModel

4 Components of PBIS

Why does behavior occur?To get or obtain something or Escape or

Avoid something. This is also known as….

Positive reinforcement – To get somethingNegative 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 activityB. Obtain peer attentionC. 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 activityB. Avoid Peer(s)

C. Obtain adult attention

Modified from Scott, Liaupin and Nelson (http://serc.gws.uky.edu/pbis/)

4

Expectancy X Value = MotivationPage 28

Expectancy Rate X Value Rate = Motivation

10 X 10 = 100

10 X 0 = 0

0 X 10 = 0

ObjectivesParticipants will know what STOIC meansParticipants will know what CHAMPS meansParticipants will understand the

components of the CHAMPS curriculum

CHAMPS OverviewPage 3 & 4Page XVChapter 1 Page 15Chapter 2 Page 63Chapter 1 Page 61Find the SELF ASSESSMENT for Chapter 2 –

what Page?

Closed Book ReviewWhat 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 1-3Know 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 BookWhat 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 63Task 3

Task 4

Possible Task 6

Attention SignalTask 3 Pg 76-78Signal can generalize to any location

Visual and auditory cue

Has ripple effect

Attention SignalTask 3 pg. 76-78

Identify what you will use as a signalDefine expectation for student responding

Stop talkingLook at teacherPut hand in air

Observing/Coaching AttentionUse 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 RoutinesTask 4 page 78 - 89Review pages

Identify 7 critical times and issues

Identify goal statements for each

Ending RoutinesPartner 1 & 21 Reads Procedures for end of day (pg 88)2 reads Dismissal (pg 89)Partner 1 sharePartner 2 share

Group S#^%% Coaching Application:

Table TimeTeacher request help with

her ending routines.What questions would you

ask in the pre conference?

Dismissal Routine

Group S#^%% Coaching Application:

Table TimeAfter observing the

ending routine – What suggestions do you have?

How would you share your suggestions?

What would be your next step?

ExampleTeacher Prepared students for change (ie. In 30 seconds…)

YES

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 dismissing

YES

NO Notes

Teacher dismissed class YES

NO Notes

Develop Ending Routine

CHAPTER 3 PG 107Task 2

Task 3

Task 4

Task 5

Teacher structures the development of the classroom rules.Students tend to be…

Too punitiveThey generate too manyThey are not specificTough kids do not like to follow other kids

rules.Teachers tend to be…

More specificMore consistent with all studentsMore realistic expectations for classroom

behaviorBased on general education expectations.

Classroom RulesCh 3 Task 2 pg 116Rules should be stated positivelyRules should be specific and refer to

observable behaviorsTeach your rules using positive and

negative examplesApplicable throughout the entire class

periodPosted in a prominent, visible location.

Group S#^%% Evaluate the following set

of RulesWhat changes would you

makeWhat additions?What deletions?Be prepared to share with

whole group.

Example Set of RulesSit in your seat unless you have permission

to leave it.Do what your teacher asks immediatelyPay attentionBe ready to learnDon’t hit others

Example Set of RulesFollow Directions the First TimeKeep Eyes on Task or SpeakerBe in Your Seat with Materials When Bell

RingsKeep Hands, Feet and Objects to Self

Correcting Rule Violations Ch 3Task 3 Page 119 – 126VSTask 4 Page 126-139

Anticipate Problem BehaviorPre-correct Problem Behavior (Pg.120)Develop a PlanFollow the Plan

PUNITIVE PROCEDURES

POSITIVE APPROACHES

1. Rapidly stops behavior

2. Provides immediate relief to teachers

3. Teaches the student and peers what not to do

4. Decreases positive self concept

5. Decreases positive attitudes towards school and school work

6. Causes withdrawal (non-task, tardy, truancy drop out)

7. Causes aggression (against property and others

8. Teaches students to respond in a punitive manner

1. Slowly stops behavior

2. Provides no immediate relief to teacher

3. Teaches the student and peers how to behave

4. Increases positive self concept

5. Increases positive attitudes towards school and school work

6. Promotes enhanced participation

7. Decreases likelihood of aggression

8. Teaches students to recognize the positive

COMPARISON OF PUNITIVE METHODS AND POSITIVE APPROACHES

Results in suppression of undesirable behaviors, not elimination

Results in alternative, positive behavior to replace maladaptive behavior.

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What If? ChartWHAT IF YOU

DO?WHAT IF YOU DON’T?

SEVERE BEHAVIOR CLAUSE

?

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

Hierarchy of Negative Consequences

•Emergency or Severe Clause for major rule infractions

•Increase or add another level of consequence

•Increase the consequence slightly

•Mild and inconveniencing Consequence + minor incident report

Precision Request

Proximity Praise

Close the gap

MILD BEHAVIOR

MODERATE BEHAVIOR

SEVERE BEHAVIOR

Secondary ExampleHOW TO

IMPLEMENTIf you talk – time

starts overIf you walk out

without paying time = time doubles

If you reach 6 min of time owed =Office referralParent conferencelunch detention

WHAT IT LOOKS LIKEProximity PraisePlease – Warning 1Need – Warning 2Skill BuilderChange Seat

assignment + minor incident report/name in consequence book

:30 seconds1:121:282:07

Group S#^%% GroupsUse Poster PaperDivvy the following:1 Time Out (another class) pg

1322 Response Cost pg 1333 Behavior Improvement pg

1344 Demerits pg 135ANSWER THE FOLLOWING:What does it look like?How to Implement?

Group S#^%% Continued

Jig Saw SharingAt 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 12’s go to poster 2 etc… If its your poster, you

share with group. Rotate to next poster at

signal

Quick Review of STRUCTUREName 1 component of the classroom

management planName 1 behavior that should be addressed

in the classroomName 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 147Define CHAMPS expectations for

instructional activities

Define CHAMPS expectations for transitions

Develop lesson plans for teaching expectations.

Examples of CHAMPS WorksheetsInstructional Activities

Review pages 157 - 164

Quiz on CHAMPSInstructional Activities

During Individual written tests, how do students get help?

Put your finger on the answer

Instructional ActivitiesMake a list of your different instructional

activities.

Compare with your neighbor

Compare with page 151

Instructional ActivitiesPick one activity

Complete a CHAMPS worksheet

Use examples as a model

Examples of CHAMPS WorksheetsTransitions

Review pages 168 – 177

Quiz on CHAMPSTransitions

What is the expectation for Activity during “Clean up at end of day”?

Put your finger on the answer

AdaptationsAdapting CHAMPS for young children pg

180MAC

Adapting CHAMPS for Older Students – pg 181ACHIEVE

Teach students how to behave responsibly in the classroom

Three-Step Process for Communicating Expectations

Group S#^%% Jig Saw 3 Step ProcessGroups of 31 takes STEP 1 pg 2092 takes STEP 2 pg 2103 takes STEP 3 pg 211

At signal 1 will shareRotate at next signal

Teaching ExpectationsUse 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 185Show Classroom ExpectationsTell Students what you expectProvide rationale for expectationModel examples of expectationHave some students demonstrateModel Non-examplesModel the correct way one more timeMix up examples and non examples and have

students verify they understandReview all positive examples with studentsStudents write/Draw the rule with example

and non exampleMove on to next.

Tips for Teaching ExpectationsRules 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 TeachHow 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 8Review the case study for

Mr. Jepson

Discuss possible recommendations – See page 99

Keep track of additional questions you may have.

Group S#^%%cont.

CASE STUDYWithin 8 - Split group in half.Group 1 = InstructionalGroup 2 = FacilitativeUse pages 32 & 33 –Review Develop a plan

How will you start the conversationHow specific will you be when

sharing dataHow and when will you gather

additional dataHow will you share your

suggestions?

Group S#^%%cont.

CASE STUDYWithin 8 - Split group in half.Group 1 = InstructionalGroup 2 = FacilitativeUse pages 32 & 33 –Review Develop a plan

How will you start the conversationHow specific will you be when

sharing dataHow and when will you gather

additional dataHow will you share your

suggestions?

Quick Review of TEACHC Stands for?H Stands for?A Stands for?M Stands for?P Stands forWhat is one question you could ask a

student to check for their understanding?

Interact Positively –pg 278What is Non-Contingent Attention? Pg 278

What is Contingent Attention?

Task 2: Provide Positive Feedbackpg 283 I – ImmediateF – FrequentE – Eye contactE – EnthusiasticD – Descriptive

A – Build anticipationV – Vary your feedback

When Students Respond Negatively to Positive Feedback pg 298Treat the misbehavior as a momentary

interruption of student successAt 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 FormPositive InteractionsIIIII

Activity: Pick your most difficult class period and make tally marks for positive interactions

Use the problem solving model to change your ratio

Negative InteractionsII

Activity: Pick your most difficult class period and make tally marks for negative interactions

Use the problem solving model to change your ratio

Next StepsAssignment for CHAMPSTonight’s AssignmentDown 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!