1. Rolling Out CHAMPs: A Positive Approach to Classroom Management
PBS Schools
Robert Renick Educational Center
October 21, 2010

2. Objectives Discuss the Importance of Tier 1 Classroom
Review Components of CHAMPS
Review Procedures, Expectations, and Rules
Components of a CHAMPs Professional Development
Review What has Been Completed Since Last Year’s Training
Design a CHAMPs Professional Development Calendar

3. Classroom PBS Classroom-Level RtI: Behavior provides tools to:
Support classroom teachers in embedding RtI: Behavior into their classroom practices
Assist classrooms in need of behavioral support in addition to existing school-wide practices

4. Building a Foundation for RtI
Response to Intervention
Classroom Level PBS is a critical step in RtI models
Prevention
Tools for remediation
Room for accommodation
Classroom strategies should be included EARLY in hierarchy of supports
Individual Students
Small groups of students
Rough day in the classroom
Classroom
Tier 1/Universal

5. Behavior Data Sources for the Classroom
Student At Risk Profile Report
(T-0515P71-01)
Suspensions Reports
Attendance Reports
Truancy Reports
School Climate Survey
Course Failures
Conduct Grades
SCM Reports

6. The CHAMPs Acronym C-- Conversation H-- Help A-- Activity M-- Movement
P-- Participation
Safe & Civil Schools

7. CHAMPs
C- Conversation: can students talk to each other during this activity/transition
H- Help: How can students get questions answered during this activity/transition? How do they get your attention?
A- Activity: What is the task/objective of this activity/transition? What is the expected end product?
M- Movement: Can students move about during this activity/transition? Are they allowed to get up to sharpen a pencil?
P – Participation: What does appropriate student behavior for this activity/transition look/sound like? How do students show that they are fully participating?
Safe & Civil Schools

8. The Difference between Discipline and Rules Procedures and Routines
Discipline concern how students behave
Discipline plans have rules, consequences and rewards
The purpose of rules is to set boundaries or limits
Procedures concern how things are done and are statements of student expectations
Routines are what the students do automatically
Procedures and routines teach what students are to do or work at.
Classroom management plans have procedures
The First Days of School Harry K. Wong, 2009

9. Why Are Procedures Important?
Classroom procedures are statements of student expectations
Classroom procedures allow different activities to take place efficiently
Classroom procedures tell students how the classroom is organized
Classroom procedures increase on task time and greatly reduce classroom disruptions
Classroom procedures tell student how the classroom is organized thus reducing discipline problems
Offer security, greatly reduces classroom disruptions and discipline problems pg. 170
The First Days of School Harry K. Wong, 2009

10. Two Kinds of Consequence
Positive consequences or REWARDS result when people abide by the rules
Negative consequences or PENALTIES result when people break the rules
The First Days of School Harry K. Wong, 2009

11. The First Days of School Harry K. Wong, 2009
Two Kinds of Rules
Specific Rules: Typically focus on particular behaviors.
In class when the bell rings
No offensive language
Hands, feet and objects to yourself
General Rules: encompass wide range of behaviors
Respect others
Be polite and helpful
Keep the room clean
The First Days of School Harry K. Wong, 2009

12. The First Days of School Harry K. Wong, 2009
Consequences
Consequences are NOT PUNISHMENTS
It is simply what happens when a person does something, a result of a person’s chosen action
It is advisable to spend more time discussing consequences than discussing rules.
Help students understand that their actions or choices result in consequences and consequences can be negative or positive.
The First Days of School Harry K. Wong, 2009

13. The First Days of School Harry K. Wong, 2009
Classroom Rules
Limit rules to a number that you and the students can readily remember- never more than 5.
If you need more than five rules, do not post more than five at any one time
Rules need not cover all aspects of behavior
It is the teachers prerogative to replace one rule with another at any time
As a new rule becomes necessary, replace an older one with it. The rule you replace can be retained as an “unwritten rule”. The students are still responsible for the one you have replaced.
Rules must have consequences. DO NOT STOP instruction when carrying out consequences.
The First Days of School Harry K. Wong, 2009

14. Classroom Expectations and Rules for Success
Follow directions first time given
Change tasks quickly and quietly
Raise hand and wait for permission to speak
Keep your voice to an inside working level
Report directly to the assigned area
Be responsible
Be respectful
Be prepared
Your expectations of your students will greatly influence their achievement in your class and in their lives.

15. Common Transitions Changing classes Beginning and ending routines
Moving as a class to a different location (i.e., library, lunchroom)
Cleaning up after a group project
Moving to and from cooperative groups

16. Top 6 Tier 1 Classroom Practices
1.Teach school-wide expectations
2.Establish/teach procedures & routines
3.Establish/teach effective classroom rules
4.Acknowledge appropriate behavior
5.Actively engage learners
6.Respond effectively to problem behavior

17. So now that we remember, what’s next? Roll-out!!!

18. Revise Classroom Section of PBS Action Plan

19. Planning Schedule Topics for Professional Development
Training Materials
Schedule Dates and Times
Schedule Training through Center for Professional Learning (CPL)
Trainers Select Topics to Present
Administrative Monitoring of the Techniques

20. Topics for Professional Development: Champs Modules
Module One: Vision
Task 1: Long Range Behavioral Goals (p. 9-11)
Write Four Goals
Administrative Review
Share with Parents and Students
Task 2: Guidelines for Success (p.12-14)
School-wide Expectations
Review with Students
Post in Classrooms
Share with Parents

21. Topics for Professional Development: Champs Modules
Module One: Vision
Task 3: Positive Expectations (p.15-18)
Task 4: Family Contacts (p.19-24)
Task 5: Professionalism (p.25-28)
Task 6: Principals of Behavior
Use PBS Powerpoint
Module Two: Organization
Task 1: Daily Schedule (p.49-53)
Task 2: Physical Space (p.54-60)
Task 3: Attention Signal (p.61-62)
Task:4: Beginning and Ending Routines (p.63-74)
Task 5: Classroom Rules (p.75-77)
Post Rules
Task 6: Student Work (p.78-92)
Task 7: Classroom Management Plan (p.93-98)

22. http://flpbs.fmhi.usf.edu for resources
Training Materials
Develop Powerpoints
Develop Additional Handouts
Activities
Utilize Materials in books and on the CD
for resources

23. Schedule Dates and Times
Discuss with Administrators
Look at:
Faculty Meetings
District Professional Development Days
Early Release Days
Saturdays, If Funds Exist

24. Schedule Training through Center for Professional Learning (CPL)
Teachers will work for
Master Plan Points!!

25. Trainers Select Topics to Present
Divide the presentation and the responsibilities. No one works alone!!!

26. Administrative Monitoring of the Techniques

27. LUNCH

28. Let’s Plan and Report

29. What’s Next: Due Dates Draft Professional Development Schedule:
Today, October 21, 2010
Revised Classroom Section of Your PBS Action Plan
Finalized Professional Development Schedule:
October 28, 2010
Completion of First Professional Development:
November 30, 2010
Attendance Sheet and Handouts
Completion of Second Professional Development:
January 14, 2011
Classroom Visits by PBS Coaches:
April 29, 2011
Look for Completion of Specific Tasks

30. Thank You For Your Time! Contact Information
Ms. Robin J. Morrison, Instructional Supervisor
Clinical Behavioral Services
Ms. Sylvia Arango, Curriculum Support Specialist
Ms. Patricia Moore, Curriculum Support Specialist