Welcome to CHAMPs A Proactive and Positive Approach to Classroom Management Soraya Coccimiglio, Katy...

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Welcome to CHAMPsA Proactive and Positive Approach to Classroom Management

Soraya Coccimiglio, Katy Holverstott, and Janice

DiGiovanniVan Buren Intermediate School District

Have a seat and make yourself comfortable!

CHAMPsA Proactive and Positive Approach to Classroom

ManagementIntroduction

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!

Why Champs?

The goal of classroom management is to develop a classroom of students who are: Responsible Motivated Highly engaged in meaningful tasks

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: 6% 1946: 48% 1998: 71% 2002: 71%

In Michigan 78% overall 48% Hispanic 56% African American 78 % White

(Source: Greene & Winters, 2005)

You’ll find “Classroom Discipline in Three Easy Lessons” in fiction

There are no “simple” solutions.Punitive consequences are not

enough.Role-bound power is not enough.

CHAMPs provides research-basedtechniques and strategies that canimprove student behavior,

attitude, andmotivation.

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.

School-wide PBS

CHAMPs Classroom Management

BEP & Other Strategies

FBA/BIP

CHAMPs & RtI

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 1: VisionModule 2: OrganizationModule 3: ExpectationsModule 4: The First MonthModule 5: MotivationModule 6: Monitor & ReviseModule 7: Correction ProceduresModule 8: Class-wide Motivation

Systems

ManagementMODULE 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.

The probability of effectively educatingstudents increases tremendously whenschools and families work together.

The greater the needs of the students, the

greater the need to establish and maintain

contact with their families.

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.

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 6Behavior Management Principles

Student

behavior

Conditions that set the stage (antecedents)

Pleasant consequences result in the behavior

increasing in the future. (reinforcing

consequence)

Unpleasant consequences result in

the behavior decreasing in the future.

(punishing consequence)Effective teaching involves the

management of both antecedents and consequences

Must teach replacement behavior

Vision: Task 6Behavior 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”

ManagementMODULE 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 1: Daily Schedule Task 2: Physical Space Task 3: Attention Signal Task 4: Beginning and Ending

Routines Task 5: Classroom Rules Task 6: Student Work Task 7: 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.

Keep the number of rules to a

Keep the wording of rules

Have rules logically represent your

minimum

simple

basic expectation

Keep the wording

Make your rules

Make your rules describe behavior that is

positive

specific

observable

Publicly post rules in a

Tie following the rules to

Always include a

prominent place

consequences

compliance rule

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.

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.

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)

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.

ManagementMODULE 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

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.

3 Provide feedback during

and at the conclusion of the

activity.

Begin the cycle again for the next 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.)

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 Teacher-directed

instructionSmall group instruction Independent workSustained silent reading Class meetingsTaking tests/quizzes Centers/lab stationsPeer tutoring sessions Cooperative Groups“Cushion” 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.

ManagementMODULE 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.)

ManagementMODULE 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 1: Enthusiasm Task 2: Effective Instruction Task 3: “Noncontingent” Attention Task 4: Positive Feedback Task 5: Intermittent Celebrations Task 6: 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?

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?

Important Point #1

“They can’t get your goat if they don’t know where it’s tied” Bill Jenson

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.

Important Point #2

ManagementMODULE 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

The teacher reviews his/her implementation of essential concepts of previous modules. Tool 1 : CHAMPs vs. Daily Reality Scale Tool 2: Ratio of Interactions Monitoring Form Tool 3: Misbehavior Recording Sheet Tool 4: Gradebook Analysis Worksheet Tool 5: On-Task Behavior Observation Sheet Tool 6: Family/Student Satisfaction Survey

Monitor & Revise

ManagementMODULE 7 Correction

Procedures

Correction Procedures

Duck Tape: the Answer to Misbehavior?

When you treat student misbehavior as an instructional opportunity, you give students the chance to learn from their mistakes.

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.

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.

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).

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.

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.

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?

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.

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

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.”

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.)

With your neighbor, discuss a student you know who demonstrates escape/avoidance behavior.

Share some strategies that you might consider using.

CHAMPsA Proactive and Positive Approach to

Classroom ManagementMODULE 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.

First step: Decide on a reward-based system or

a non-reward based system.

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.

Common concerns about rewards

Q: Shouldn’t students work without needing rewards?

Q: Isn’t rewarding behavior the same as bribery?

A: Yes, but some won’t.

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.

Common concerns about rewards (continued)

Q: Won’t students get hooked on rewards?

Q: Isn’t intrinsic motivation better?

A: Possibly, but not likely if the rewards are natural and a plan is in place to fade out the rewards.

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.

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.

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.

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.

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.

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.

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)

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)

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)

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).

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.

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.

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.

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)

CHAMPsA Proactive and Positive Approach to

Classroom ManagementRecommended 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 & Goldstein) Available from Research Press.

Skillstreaming the Elementary School Child (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 from Sopris West.

The Tough Kid Tool Box (Jenson, Rhode & Reavis) 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

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