Welcome to CHAMPs A Proactive and Positive Approach to Classroom Management

1
Welcome to CHAMPsA Proactive and Positive
Approach to Classroom Management

• Soraya Coccimiglio, Katy Holverstott, and Janice
  DiGiovanni
• Van Buren Intermediate School District
• Have a seat and make yourself comfortable!

2
CHAMPs

• A Proactive and Positive Approach to Classroom
  Management
• Introduction

3
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

4
Introduction to CHAMPs
Sorayas 1st year Substitute Teaching

5
CHAMPs What IS It?

• A set of decisions the teacher must make in
• order to structure for TODAYS STUDENTS
• A Template
• A Process
• A Common Language Among Staff

6
CHAMPs What It Is Not?

• A Canned Program
• Another Bandwagon
• Just a Product
• All teachers ARE NOT expected to have the same
  CHAMPs expectations!

7
Introduction to CHAMPs

• Why Champs?
• The goal of classroom management is to develop a
  classroom of students who are
• Responsible
• Motivated
• Highly engaged in meaningful tasks

8
Introduction to CHAMPs

• 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.

9
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)

10
There are no simple solutions. Punitive
consequences are not enough. Role-bound power is
not enough.

Youll find Classroom Discipline in Three Easy
Lessons in fiction
11
Introduction to CHAMPs

• CHAMPs provides research-based
• techniques and strategies that can
• improve student behavior, attitude, and
• motivation.

12
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.

13
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.

14
Introduction to CHAMPs

FBA/BIP
BEP Other Strategies
CHAMPs RtI
School-wide PBS CHAMPs Classroom Management
15
Introduction to CHAMPs

• 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.

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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?

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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

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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

19
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.

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CHAMPs Modules

• Module 1 Vision
• Module 2 Organization
• Module 3 Expectations
• Module 4 The First Month
• Module 5 Motivation
• Module 6 Monitor Revise
• Module 7 Correction Procedures
• Module 8 Class-wide Motivation Systems

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CHAMPs

• A Proactive and Positive Approach to Classroom
  Management
• MODULE 1 Vision

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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

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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

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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.

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Vision Task 4 Family Contacts

• The probability of effectively educating
• students increases tremendously when
• schools and families work together.
• The greater the needs of the students, the
• greater the need to establish and maintain
• contact with their families.

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Vision Task 4 Family Contacts

• Ideally contact should be made before school
  starts.
• Contacts within the first 2 weeks of school will
  increase parental involvement throughout the
  school year.
• Its never too late to initiate a relationship
  with your students families.

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Vision Task 4 Family Contacts

• 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

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Vision Task 6Behavior Management Principles
Pleasant consequences result in the behavior
increasing in the future. (reinforcing
consequence)
Conditions that set the stage (antecedents)
Student behavior
Must teach replacement behavior
Unpleasant consequences result in the behavior
decreasing in the future. (punishing consequence)
Effective teaching involves the management of
both antecedents and consequences
29
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.

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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!

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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

32
CHAMPs

• A Proactive and Positive Approach to Classroom
  Management
• MODULE 2 Organization

33
Organization

• When you have well organized routines and
  procedures for your classroom, you model and
  prompt organized behavior from your students.

34
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.

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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

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Organization Classroom Rules

• Identify and post 3-5 classroom rules that will
  be used as a basis for providing positive and
  corrective feedback.

37
Organization Classroom Rules

• Keep the number of rules to a
• Keep the wording of rules
• Have rules logically represent your

minimum
simple
basic expectation
38
Organization Classroom Rules

• Keep the wording
• Make your rules
• Make your rules describe behavior that is

positive
specific
observable
39
Organization Classroom Rules

• Publicly post rules in a
• Tie following the rules to
• Always include a

prominent place
consequences
compliance rule
40
Organization Classroom Rules

• 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.

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Organization Classroom Rules

• 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.

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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.

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Organization Classroom Management Plan

• 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)

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Organization Classroom Management Plan

• 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.

45
CHAMPs

• A Proactive and Positive Approach to Classroom
  Management
• MODULE 3 Expectations

46
Expectations

• When your expectations are clear, students never
  have to guess how you expect them to behave.

47
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.

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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?

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Randy Sprick on Expectations

• Video

50
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
51
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

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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.)

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Expectations for Classroom Activities

• 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 instruction
• Small group instruction Independent work
• Sustained silent reading Class meetings
• Taking tests/quizzes Centers/lab stations
• Peer tutoring sessions Cooperative Groups
• Cushion activities

54
Expectations for Classroom 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.

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CHAMPs

• A Proactive and Positive Approach to Classroom
  Management
• MODULE 4 The First Month

56
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.

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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 dont.

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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.)

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CHAMPs

• A Proactive and Positive Approach to Classroom
  Management
• MODULE 5 Motivation

60
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.

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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

62
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)

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E x V Theory of Motivation

• Often educators attribute a lack of motivation
  only to the value component of the formula.
• He doesnt care about good grades.
• He doesnt 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.

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Motivation

• The simplest way to ensure that students expect
  success is to make sure that they achieve it
  consistently.
• Brophy, 1987

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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 (dont praise junk)
• Age appropriate and cool.
• Given in a manner that fits your style.
• I Feed AV (Jenson)

66
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?

67
Motivation Task 6 Ratio of Interaction
Important Point 1

• 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?

68
They cant get your goat if they dont know
where its tied Bill Jenson
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Motivation Task 6 Ratio of Interaction
Important Point 2

• Not only is what you attend to important, the
  frequency and distribution of your attention is
  also important.
• Research says Teachers should use a 51 ratio.
  For every 1 corrective or negative interaction,
  the teacher needs to provide 5 positives for
  appropriate behavior.

70
CHAMPs

• A Proactive and Positive Approach to Classroom
  Management
• MODULE 6 Monitor Revise

71
Monitor Revise

• When you monitor what is actually going on in
  your classroom, you are able to make adjustments
  to your Classroom Management Plan

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Monitor Revise

• 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

73
CHAMPs

• A Proactive and Positive Approach to Classroom
  Management
• MODULE 7 Correction Procedures

74
Correction Procedures

• Duck Tape the Answer to Misbehavior?

75
Correction Procedures

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

76
Correction Procedures

• 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.

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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.

78
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)

79
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.

80
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.

81
Escape/Avoidance Misbehavior

• 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.

82
Escape/Avoidance Misbehavior

• 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).

83
Escape/Avoidance Misbehavior

• 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.

84
Escape/Avoidance Misbehavior

• 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.

85
Escape/Avoidance Misbehavior

• Suggested Rewards for Replacement Behaviors
• Extra free time
• Free homework coupon
• Skip an assignment coupon
• Contingent breaks
• Work-break schedule

86
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?

87
Escape/Avoidance Misbehavior

• 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.

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Escape/Avoidance Misbehavior

• 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

89
Escape/Avoidance Misbehavior

• Non-Examples
• Linda, you skipped 2 days, so were going to
  suspend you for two more.
• Joey, you lost your math book because youre
  obviously not ready to learn today.
• If youre just going to sit there, you can sit
  in the office.
• You earned detention for not completing your
  work 3 days in a row.

90
Escape/Avoidance Misbehavior

• 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.)

91
Escape/Avoidance Misbehavior

• With your neighbor, discuss a student you know
  who demonstrates escape/avoidance behavior.
• Share some strategies that you might consider
  using.

92
CHAMPs

• A Proactive and Positive Approach to Classroom
  Management
• MODULE 8 Classwide Motivation Systems

93
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 (gt3) 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.

94
Classwide Motivation Systems

• First step
• Decide on a reward-based system or a non-reward
  based system.

95
Classwide Motivation Systems

• 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.

96
Classwide Motivation Systems

• Common concerns about rewards
• Q Shouldnt students work without needing
  rewards?
• Q Isnt rewarding behavior the same as bribery?

A Yes, but some wont.
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.
97
Classwide Motivation Systems

• Common concerns about rewards (continued)
• Q Wont students get hooked on rewards?
• Q Isnt 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 its better. Basic rule if you cant
motivate students intrinsically, then use
extrinsic rewards.
98
Classwide Motivation Systems

• Common concerns about rewards (continued)
• Q Wont 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.
99
Classwide Motivation Systems

• 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.

100
Classwide Motivation Systems

• 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.

101
Classwide Motivation Systems

• 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.

102
Classwide Motivation Systems

• 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.

103
Classwide Motivation Systems

• 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)

104
Classwide Motivation Systems

• 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)

105
Classwide Motivation Systems

• 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)

106
Mystery Motivator
An Effective and Time Efficient Intervention
(Moore, Waguespack, Wickstrom, Witt, Gaydon,
1994 Rhode, Jenson, Reavis, 1992)
107
Feed the Hungry Bee
Positive Peer Reports Changing Negative
Behaviors By Rewarding Student compliments (Ervin
Friman, 1996 Wright, 2002)
108
Classwide Motivation Systems

• A note about group-contingencies
• Do not use rewards that are contingent upon the
  whole groups 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
  cant 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).

109
Classwide Motivation Systems

• Another note
• When using structured motivation systems it is
  imperative that the goals and skills targeted are
  within the students 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.

110
Teaching CHAMPs

• Tips to Increase Workshop Effectiveness and
  Implementation Sustainability

111
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

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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!

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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.

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Teaching CHAMPs Formats

• 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.

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Teaching CHAMPs Formats

• 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.

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Teaching CHAMPs Formats

• 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.

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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)

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CHAMPs

• A Proactive and Positive Approach to Classroom
  Management
• Recommended Intervention Resources

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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.

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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.

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Intervention Resources to Fill Your Toolbox

• Good Books (continued)
• The Teachers 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.

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Intervention Resources to Fill Your Toolbox

• Publishers Known for Quality Resources
• Boys Town Press [phone]
• Brookes Publishing Co. [phone]
• Childswork Childsplay [phone]
• Different Roads to Learning [phone]
• Guilford Press [phone]
• Mindware Creative Enrichment for School Age Kids
  [phone]
• Pro-ed Psychological Products [phone]
• Research Press [phone]
• Sopris West [phone]

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Intervention Resources to Fill Your Toolbox

• Kits Systems
• Tough Class Discipline Kit (McNeil)
• Classroom Management The California Resource
  Guide (its free! just email Ybarra_Bill_at_lacoe.edu
  )
• Web-based Resources
• www.interventioncentral.org
• www.behavioradvisor.com

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