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CHAMPS: Implementation

Discover the CHAMPS framework for classroom management and behavior, including strategies, tools, and positive reinforcement techniques to create a structured and successful learning environment. Learn how to implement CHAMPS effectively and promote positive student behavior throughout different tiers of support.

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CHAMPS: Implementation

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  1. CHAMPS: Implementation

  2. RTII Framework Tier 3: 1-5% Tier 2: 5-10% Tier 1: 80-85% Universal Prevention Early Stage Problem Solving Champs Behavior Matrix/Rules 3-5 SW Expectations Classroom Management Olweus

  3. Remember that the multiple tiers of support refer to our SUPPORT not Students. Computation Anger Management Attendance Reading Comprehension

  4. 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

  5. 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!

  6. 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

  7. CHAMPS • I am GREAT Classroom Rules • Great • Respectful Hands and feet to self • Encouraging Use kind words • Act Responsibly Have materials ready • Think before actingStop, wait, think, act……

  8. 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. . . .

  9. Teach Expectations • T Chart Guidelines for Success Rules in Unique Settings Classrooms Bathrooms Hallways

  10. 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

  11. 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

  12. Interact Positively • Provide Positive Feedback • Accurate • Specific and descriptive • Contingent • Age-appropriate • Immediate • Given in a manner that fits your style • Provide Intermittent Celebrations

  13. 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

  14. 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?

  15. Examples of Classwide Motivation Systems

  16. Whole Class Points Time Interval or Intermittent 3 points—No disruptions/everyone worked hard 2 points—No disruptions 1 point—Only a few disruptions 0 points—Too many disruptions Can use a Chart Moves to track points to keep student interest!

  17. Economic Simulation Create a mini-economy in your classroom Simple 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!

  18. 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.

  19. 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

  20. Classroom (Group) Contingencies The Good Behavior Game • 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!

  21. 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!

  22. 100 Squares • Create a grid with 100 squares • Obtain two containers to keep numbers in • Place 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.

  23. 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

  24. “What If” Chart? • What if you do? • Verbal Praise • Positive phone call home • Lottery Drawing • Chart Move • Mystery Motivator • What if you don’t? • Redirection • Get a warning • Move your seat • Written apology • Call home • Parent – Teacher conference • Office Referral • Serious Clause: • __________________ • __________________

  25. 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.

  26. 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?

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

  28. Respond to Misbehavioravoid reacting . . .

  29. Carrie Frohnapfel carrie.frohnapfel@aiu3.net (412)394-4593 Contact Information

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