CHAMPS: Implementation

Tier 1: 80-85%Universal Prevention

Early Stage Problem Solving

Tier 2: 5-10%

Tier 3: 1-5%RTII Framework

Champs

OlweusClassroom Management

3-5 SW ExpectationsBehavior Matrix/Rules

Remember that the multiple tiers of support refer to our

SUPPORT not Students.

Reading Comprehension

Anger Managemen

t

Computation

Attendance

When Structuring the Classroom

Think about:– How you like to work – Level of structure your students need

ASK YOURSELF. . . .WHAT KIND OF STRUCTURE SHOULD MY CLASSROOM HAVE?

– HIGH– MEDIUM– LOW

CHAMPS• Designed to help you:

– Fine tune or – Develop a Classroom Management Plan

• Components of the Plan – Guidelines for Success ( I am GREAT)– Routines/Procedures (CHAMPS)– Transitions (CHAMPS)– Correction procedures

FOCUSES ON POSITIVE, PROACTIVE and INSTRUCTIONAL!

How do we implement CHAMPS?

• S tructure your classroom for success.

• Teach students how to be successful in you classroom/school.

• O bserve student behavior.• I nteract positively.• C orrect fluently.

Be STOIC

CHAMPS• I am GREAT Classroom Rules

– Great – Respectful Hands and feet to

self – Encouraging Use kind words– Act Responsibly Have

materials ready – Think before acting Stop, wait, think,

act……

CHAMPS• Conversation – Can students talk to each other?• Help – How do students get their questions

answered? How do they get your attention?• Activity – What is the task or objective? What is

the end product?• Movement – Can students move about?• Participation – What does the expected student

behavior look like and sound like? How do students show that they are fully participating?

• Success – If students follow the CHAMPS expectations, they will be successful.

FOR ROUTINES AND TRANSITIONS. . . .

Teach Expectations

• T ChartGuidelines for

SuccessRules in Unique

SettingsClassrooms

BathroomsHallways

Looks Like

Sounds Like

Observe CHAMPS in action. . .

• SCAN and MOVE

• Use data to monitor and evaluate your current classroom management plan– 7 tools in CHAMPS book

• Daily Reality Rating Scale• Ratio of Interactions Monitoring Form

Interact Positively

• Provide a High Ratio of Positive Interactions

– 4 to 1 for everyone

• Increase non-contingent attention– Focus on students who received

negative attention recently– Cannot interrupt instruction

Make a lot of deposits

• Provide Positive Feedback– Accurate– Specific and descriptive– Contingent– Age-appropriate– Immediate– Given in a manner that fits your style

• Provide Intermittent Celebrations

Interact Positively

Motivation

• Behavior that is motivated = Behavior that is repeated

• A person’s motivation toward a behavior or task is probably a mix of intrinsic and extrinsic motivation

• Motivation= Expectancy x Value

Rewards--FAQs

• Shouldn’t students work without needing rewards?

• Isn’t rewarding behavior the same as bribery?

• Won’t students get hooked on the rewards?

• Isn’t intrinsic motivation better?• Will giving students rewards reduce

their intrinsic motivation?

Examples of Classwide Motivation Systems

Whole Class Points

Time Interval or Intermittent

3 points—No disruptions/everyone worked hard

2 points—No disruptions1 point—Only a few disruptions0 points—Too many disruptions

Can use a Chart Moves to track points to keep student interest!

Economic Simulation

Create a mini-economy in your classroomSimple system used as response cost—

start with a total amount of dollars. . .deduct for misbehavior.

Simple system to earn dollars for appropriate behaviors. . . .monitor on a behavior card.

Need to establish a store to purchase items/special privileges. Figuring out the economy may take some extra effort!

Reinforcement Based on Reducing Misbehavior

Collect baseline data for 5 days. . .find the average number of behavior infractions

Create a chart to monitor misbehavior.Establish a group reward to work toward

and a daily goal.Award group points or moves when the

group beats their goal. Good for group where many different

students in the class exhibit a wide variety of misbehaviors.

Classroom (Group) Contingencies

The Good Behavior Game

Method: •Randomly divide into two or more teams. The team that demonstrates the fewest number of the target behavior will be reinforced.•Divide class into equal strength halves•Record a point for each time the unwanted behavior (or the desired behavior) is observed

Classroom (Group) Contingencies

Method: •Set a criteria for number of points.•Any team with less than (more than) __ points wins •Encourages competition among teams; can be made into non-competitive game

An opportunity to teach teamwork!

The Good Behavior Game

Lottery Tickets

Identify the ticket / token.Distribute to individual students as

appropriate classroom behaviors are demonstrated.

Draw tickets at a predetermined time for a variety of rewards.

Can count the tickets at the end of the week and award the group the bonus points . . . . When they earn 2,000 bonus points the group earns a class reward!

100 Squares1 2 3 X 5

X 7 8 X 10

11 12 13 X X

16 X 18 X 20

21 22 23 X 25Create a grid with 100 squaresObtain two containers to keep numbers inPlace the numbers 1-100 in one container (on slips of paper or popsicle sticks)Catch the group being good!Have a student draw a number and place an x on that number.Shoot for catching the group doing well at least 10 times each day.Expand your grid after the group is rewarded 6-8 times.

Group Contingency. . .YES – NO Bag

Works on premise of: “Catching them being Good”

Each time teacher observes a student engaging in appropriate behavior puts a “yes” in bag

Total is calculated at end of designated time

If meet the # requirement all get rewarded

Bill Jenson

What if you don’t?

•Redirection

•Get a warning

•Move your seat

•Written apology

•Call home

•Parent – Teacher conference

•Office Referral

Serious Clause:

__________________

__________________

What if you do?

•Verbal Praise

•Positive phone call home

•Lottery Drawing

•Chart Move

•Mystery Motivator

“What If” Chart?

Classroom (Group) Contingencies

Beat Your Own Best Score

Purpose: To increase fluency for academics or behavior

Examples: •Math worksheet: number of problems correct in one minute: Grade immediately, record score, very reinforcing

•Middle School posted the number of times there was a disruption in the hall and tried to “beat” this score.

Think-Pair-Share

• Describe a classwide motivation system that you are using or have used in the past

• What worked well?• What hurdles did you encounter?

Effective Incentive Formula

• I = Immediately • F = Frequently • E = Eye Contact • E = Enthusiasm • D = Describe the behavior • A = Anticipation • V(2) = Variety and Variability

Respond to Misbehavioravoid reacting . . .

Contact Information

Carrie Frohnapfelcarrie.frohnapfel@aiu3.net (412)394-4593