1. CHAMPS Victoria ISD August 7, 2014

2. Safe & Civil Schools 2 Foundations Rules, Expectations & Procedures for all Common Areas CHAMPS Rules, Expectations & Procedures for the Classroom

3. When you implement school-wide systems appropriate to the collective needs of your students, you can enhance student motivation to behave responsibly and strive for success. Adapted from Sprick's CHAMPS TOT by Laura Hamilton 3

4. STOIC is an adjective meaning “tending to remain unemotional, especially showing admirable patience and endurance in the face of adversity.” 4

5. STOIC STRUCTURE / Organize all settings for student success TEACH students how to behave responsibly in every setting OBSERVE student behavior in all school settings (SUPERVISE!) INTERACT positively with students – build relationships. CORRECT irresponsible behavior fluently – calmly, consistently, immediately, briefly, respectfully Adapted from Sprick's CHAMPS TOT by Laura Hamilton 5

6. What is Structure? Structure ISN’T Punitive. Structure IS Orchestrated Care! Adapted from Sprick's CHAMPS TOT by Laura Hamilton 6 —Randy Sprick

7. CHAMPS approach to classroom management is Proactive Positive Instructional Adapted from Sprick's CHAMPS TOT by Laura Hamilton 7 Focused on preventing problems Based on building collaborative relationships with students Designed to directly teach expectations and to treat misbehaviors as an opportunity to teach replacement behavior

8. CHAMPS helps you manipulate the variables to get the behaviors you want. Adapted from Sprick's CHAMPS TOT by Laura Hamilton 8

9. 9 Procedures Rules Expectations Guidelines for Success An effective management plan includes:

10. Guidelines for Success Attitudes, Characteristics or Traits that will help the student be successful, not only in your classroom, but in life. Should reflect broad and noble ideals – especially critical if you have a large number of high needs students. Values you inspire your students to strive towards. Used as the foundation for your class rules.

11. Guidelines for Success Polite Respectful; Showing consideration for others Proud Satisfaction over an act, quality or relationship Prepared Ready for an event or purpose; Organized Positive Sure; Moving forward; Making progress

12. Adapted from Sprick's CHAMPS TOT by Laura Hamilton 12 Procedures Rules Expectations Guidelines for Success An effective management plan includes:

13. Rules & Expectations What is the difference between guidelines for success and a rule?

14. Adapted from Sprick's CHAMPS TOT by Laura Hamilton 14 Procedures Rules Expectations Guidelines for Success An effective management plan includes:

15. Rules & Expectations Guidelines for Success – Attitudes, Characteristics or Traits that will help the student be successful, not only in your classroom, but in life. – Should reflect broad and noble ideals – especially critical if you have a large number of high needs students. – Values you inspire your students to strive towards. – Used as the foundation for your class rules. Rules – 3 to 6 rules that will be used as a basis for providing positive and corrective feedback – Observable – Consequences for not following – Can be tied to the Guidelines for Success Come to class everyday you are not seriously ill Arrive on time with supplies

16. Expectations Examples of major classroom activities Opening / AttendanceClass meetings Direct Instruction / LectureLabs / Stations Tests / QuizzesPeer Tutoring Cooperative GroupsDiscussions Independent WorkEnding / Clean-up For each activity, I have developed in detail my behavioral expectations:

17. Expectations Examples of Extracurricular activities Dressing outRunning drills Watching filmsWarm-ups Weight roomStudy hall/tutorials For each activity, I have developed in detail my behavioral expectations: Examples of Office activities Office jobsErrand running

18. 18 The CHAMPS Acronym C —Conversation H —Help A —Activity M —Movement P —Participation S—Success! There are 5 areas where I never want you to “guess” what I expect! Expectations

19. Don’t forget to train for behaviors during transitions as well Moving to lab or groups Handing in work or going to pencil sharpener Getting or returning supplies

20. Adapted from Sprick's CHAMPS TOT by Laura Hamilton 20 Procedures Rules Expectations Guidelines for Success An effective management plan includes:

21. Procedures/Organization – Attention Signal – Organizational Strategies Schedule of activities Room set-up Assigning Class work and Homework Collecting & Returning Papers

22. Organization – Schedule of Activities Balance between teacher-directed and student- centered (group, partner, individual) activities Do NOT spend too much time in any 1 type of activity Sequence the activities to increase probability of success (group or independent practice following direct teach)

23. Organization – Schedule of Activities Address times of the day when misbehaviors are most likely to occur First & last 5 minutes of class Immediately after lunch Last hour of the day

24. Organization – Room Design Arrange the desks so: You can easily circulate about the room It is optimal for the most common types of instructional activities you use Few disruptions occur in high traffic areas (e.g. pencil sharpener)

25. Procedures – Attention Signal Has both an auditory and a visual component Teach students how to respond and how quickly “ Class, your attention please.”

26. Procedures – Beginning Class Students feel welcomed Students are instructionally engaged during attendance Tardy students do not disrupt activities Students can get needed materials without disrupting activities

27. Procedures – Ending class The room is organized and clean-up tasks have been completed I have given positive and corrective feedback I (not the bell) dismiss the students

28. Procedures – Papers, Papers, Papers Assigning classwork and homework Managing independent work periods Collecting completed work Returning graded work Communicating about late or missing work Arranging for make-up work (from absences)

29. Preparation & Launch Pulling it All Together for the First Day

30. Implement your Plan I understand that effective implementation of my plan for the first day of school will make my students feel welcome and help them learn to behave responsibly from the beginning. The following strategies will help me do that: Make a sign which helps student find my room; include my name, subject and room number Greet students individually as they enter the room

31. Implement your Plan Have something for them to do as they wait for the bell to ring Keeps students who do not know others from feeling awkward Keeps students who know many people from delaying the start of class with visiting Allows you time to greet each student Communicates that students in your class will be actively engaged – not free to do as they please

32. Implement your Plan Modify your daily schedule to allow you time to teach your rules, procedures and expectations. Include: Beginning of Class Procedures Attention Getting Signal Expectations for any Activity you do that day End of Class Procedures

33. 33 Three-Step Process for Communicating Expectations T each M onitor F eedback Implement your Plan

34. Determine how you’ll teach your expectations Power Point CHAMPS Posters Flip charts T-charts

35. Implement your Plan Orient the students to where you post: The daily objective The daily schedule Their homework assignments, future tests, etc. Your tutoring hours Any other important information or announcements

36. Adapted from Sprick's CHAMPS TOT by Laura Hamilton 36 You will dramatically increase the probability of having cooperative and motivated students if they perceive that you both like and respect them.

37. You do not have to be their friend. They do not need you to use their slang or follow their trends. They just need you to be their teacher Who communicates clear expectations Who is fair and consistent Who cares about their success Adapted from Sprick's CHAMPS TOT by Laura Hamilton 37

38. Have a GREAT Year Destination Success!!