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Positive Behavioral Interventions and Support (PBIS) Class-wide Strategies Expectations Generate Clear Expectations
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2. Determine Level of Structure
Consider all factors, especially the needs of the students, to determine whether the classroom management plan needs to involve high, medium, or low structure
First complete 1- 5 teacher’s needs
Next complete the questionnaire -1 through 11
Interpret your using the scale for both questionnaires
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3. Clarify Expectations for Instructional Activities
Three-Step Process for Communicating Expectations
Make a list of the major instructional activities and/or categories of activities that will take place during a typical day.
Use handout.
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CHAMPS
Conversation: How much and what type of conversation among students is allowed?
Help: How are students to request help? What should they do while they are waiting for help?
Activity: What is the activity, task, or assignment students will be engaged in? What is its purpose? What is the expected end product?
Movement: How much and under what circumstances can students move about?
Participation: What student behaviors will show active and responsible participation in the activity and what student behaviors will show lack of appropriate participation in the activity?
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6. Clarify Expectations for Instructional Activities (Continued)
For one activity or category listed, define specifically and in detail, your behavioral expectations for students. For the activity or category, consider the level of classroom structure the students need as you address the CHAMPs acronym.
See handout sheet 4.2
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8. Clarify Expectations for Transitions
Make a list of the common transitions and/or categories of transitions within and between activities that will take place during a typical day.
Use handout.
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10. Clarify Expectations for Transitions (Continued)
For one transition or category listed, define specifically and in detail, your behavioral expectations for students. For the transition or category, consider the level of classroom structure the students need as you address the CHAMPs acronym.
Use handout sheet 4.4
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12. Prepare Lessons to Communicate Your Expectations
Based on the needs of the students, develop a plan to teach your “CHAMPS” expectations for activities and transitions. In developing the plan, consider whether and how to use the following:
The CHAMPS acronym
Visual displays
Modeling and/or role-play demonstrations
Practice by the class
Verification of students’ understanding of expectations
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13. Prepare Lessons to Communicate Your Expectations (Continued)
Based on your plan, prepare lessons (CHAMPs) to use at the beginning of the school year to communicate behavioral expectations to students.
See 4.5b, 4.5c, other 4.5 samples, 4.8, 4.9, 4.10, 4.11
See additional Bus CHAMPs handout
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16. Discussion, Introduction
Identify the six issues represented by the acronym CHAMPS.
Identify the three steps in the process for communicating expectations.
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Discussion: Prepare Lessons to Communicate Your Expectations (Continued)
C. Identify how you will adapt the teaching of expectations to fit the level of structure your class needs. Make a note of additional times throughout the school year when you will re-teach your expectations—after long weekends, holidays, and vacations, and during the last six weeks of school, for example.
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18. Provided by the AISD Safe & Secure Schools Department
Discussion: Prepare Lessons to Communicate Your Expectations (Continued)
D. Discuss how many days you anticipate teaching these lessons at the beginning of the school year. Identify strategies to reduce the probability that students will get bored with whatever repetition is likely to be required.
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19. Generate Clear Expectations
Review and complete the self-assessment checklist for “Expectations”.
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