2. DO Now Read over last years ideas on how to implement the components of C.H.A.M.P.S.. Read over last years ideas on how to implement the components of C.H.A.M.P.S.. Write your name and grade level on a post it. Write your name and grade level on a post it. Flag three ideas in each component of C.H.A.M.P.S. you implemented in your classroom. Flag three ideas in each component of C.H.A.M.P.S. you implemented in your classroom.

3. Building Leadership Team Presents C.H.A.M.P.STHESEQUEL

4. C.H.A.M.P.S Champion Mindset Hope Attention Memory Processing Sequencing Eric Jensen Teaching with the Brain in Mind

5. Activity : Carousel Brainstorming 1. At your table write down as many activities you can think of that address each strategy that you use in your classroom that we have discussed. You will have 1 minute. 2. When 1 minute is up you will rotate to the next table going clock wise and write down as many things as you can for the next strategy. (Bring your marker with you!) 3. We will continue this until each table has addressed each strategy. 4. Finally the posters will be hung up in the lounge for you to see what other staff members have written.

6. DO Now Read over last years ideas on how to implement the components of C.H.A.M.P.S.. Read over last years ideas on how to implement the components of C.H.A.M.P.S.. Write your name and grade level on a post it. Write your name and grade level on a post it. Flag three ideas in each component of C.H.A.M.P.S. you implemented in your classroom. Flag three ideas in each component of C.H.A.M.P.S. you implemented in your classroom.

7. Talk at your tables for 2 mins about what you did.

8. C.H.A.M.P.S. Take 2

9. Champion Mind-Set Champion Mind-Set – Students with a champion’s mind-set demonstrate an attitude of success and are confident that they can change and learn new behaviors. You can build this skill through modeling and by discussing biographies of relatable successful people and instilling optimism. Champion Mind-Set – Students with a champion’s mind-set demonstrate an attitude of success and are confident that they can change and learn new behaviors. You can build this skill through modeling and by discussing biographies of relatable successful people and instilling optimism. Teaching with Poverty in Mind by Eric Jenson

10. Hope Hope – Students who demonstrate hopeful effort have the emotional long- term drive to achieve and the ability to delay gratification. You can build this skill by listening to and encouraging student’s hopes and dreams and by teaching goal- setting and study skills. Hope – Students who demonstrate hopeful effort have the emotional long- term drive to achieve and the ability to delay gratification. You can build this skill by listening to and encouraging student’s hopes and dreams and by teaching goal- setting and study skills. Teaching with Poverty in Mind by Eric Jensen

11. Attention Students with strong attentional skills possess the ability to stay focused for detailed learning, to shift when needed, and to resist making impulsive decisions. You can build this skill through project based learning, inquiry, music training, and drama and theater arts. Students with strong attentional skills possess the ability to stay focused for detailed learning, to shift when needed, and to resist making impulsive decisions. You can build this skill through project based learning, inquiry, music training, and drama and theater arts. Teaching with Poverty in Mind by Eric Jensen

12. Memory Students with good short-term and working memory have high visual and verbal capacity. You can build this skill through in-depth projects, music, and drama. Students with good short-term and working memory have high visual and verbal capacity. You can build this skill through in-depth projects, music, and drama. Teaching with Poverty in Mind by Eric Jensen

13. Processing Students with strong processing skills are able to manipulate and manage visual, auditory, and tactile sensory input. You can build this skill through such varied activities as music, cooking, writing, visual arts, critical thinking, and sports. Students with strong processing skills are able to manipulate and manage visual, auditory, and tactile sensory input. You can build this skill through such varied activities as music, cooking, writing, visual arts, critical thinking, and sports. Teaching with Poverty in Mind by Eric Jensen

14. Sequencing Students with strong sequencing skills are organized and able to apply strategies and prioritize tasks and items. You can build this skill through such activities as music, cooking, projects, sports and math. Students with strong sequencing skills are organized and able to apply strategies and prioritize tasks and items. You can build this skill through such activities as music, cooking, projects, sports and math. Teaching with Poverty in Mind by Eric Jensen

15. Now without talking to your neighbor think about what you can do in your classroom consistently to support each component. 1 min.

16. The Edited Version As a team choose one activity for each C.H.A.M.P.S component that you agree to implement. Write the activity out in detail on the form provided. These forms will be turned into the Administration Team to monitor.

17. What do I do with the rain drop? Write the name of your activity on the rain drop and attach it to the yellow umbrella. Write the name of your activity on the rain drop and attach it to the yellow umbrella. This will be our visual reminder of the commitment we made. This will be our visual reminder of the commitment we made.

18. Help! I Need A Life Line! At each of your tables their will be a Leadership Team Member to assist you! At each of your tables their will be a Leadership Team Member to assist you! Catherine Tauskey, Stephanie Infiesta, Rachel Scott, Kiana Brown, Kendall Mobley, and Asha Forrest Catherine Tauskey, Stephanie Infiesta, Rachel Scott, Kiana Brown, Kendall Mobley, and Asha Forrest

19. Time to Share! Time to Share!