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Transcript of CHAMPS
Big Bang Theory
CHAMPS and Transitions
CHAMPS works for transitions, too. If you feel that transitions are a problem area in your class, look on the next page for the CHAMPS transition worksheet.
Teaching CHAMPS Expectations
If you expect it, you must teach it!
Questions, comments, concerns...
Introduction to CHAMPS: PBIS in the Classroom
CHAMPS: PBIS in the Classroom
Clarify CHAMPS Expectations for Instructional Activities
To teach one acronym... we need to use another (insert eye roll here)
CHAMPS and PBIS
PBIS rewards behavior we think is positive
We must state those behaviors explicitly so students know what is expected
BIG REDS - school-wide
CHAMPS - classroom specific
Turn and Talk
How is this clip similar to what we have attempted to do in our school?
How are you using this in your classroom?
Introduction to PBIS/CHAMPS
Articulating your expectations:
Teaching your expectations explicitly
What it is
Positive Behavior Intervention and Supports in the classroom
A guide to decision-making
A framework for continuous improvement of the classroom environment
A common language among staff members
Part of a Multi-Tier System of Supports
Yet another acronym
Defining CHAMPS: What it is NOT...
A canned program
Another "bandwagon" program
A rigid set of procedures
There is one absolute rule within the CHAMPS approach - students must be treated with
Belittling, ridicule, and sarcasm have no place in the effective teacher's repertoire of behavior support practices
onversation = 2
elp = Ask a trusted neighbor or a CHAMPS early implimenter
ctivity = Complete CHAMPS worksheet for a specific activity
ovement = Get up to address personal needs as needed
articipation = Worksheet will be filled out and conversations will be about CHAMPS-related issues
Having a higher number of clear expectations is always helpful
Useful for major transitions
The transition process may become too lengthy.
Bringing CHAMPS to Life
Tell students about upcoming activity
Tell students what to expect and show expectations
Have some students demonstrate
Model correct way
Provide visual displays (T-Chart, Mimio, etc.)
Stoic Big Picture
STOIC Big Picture- Part 2
STOIC in a Nutshell
STOIC is what we have been doing all year with our initiatives:
Based on Jim Harvey's speech structures
Four Basic Beliefs
1. Classroom organization has a huge impact on student behavior
Structure their classroom environments to prompt responsible student behavior
2. Overtly teach students how to behave responsibly (i.e. be successful) in every classroom situation
3. Focus more attention on acknowledging responsible behavior rather than misbehavior
4. Pre-plan responses to misbehavior to ensure brief, calm, immediate, consistent responses
Using your CHAMPS worksheet, come up with a set of clear expectations for one of these activities:
Cooperative group activities
Computer/Science Lab Activities
Clarify for each major activity:
Expectations before the activity
(Circulate and Scan)
During and After
Expectations for CHAMPS Session
= 1 (whisper)
= Raise your hand
= Listen to presentation/take notes
= Take care of any personal needs as you see fit
= Actively listening (taking notes, raising hand, etc.)
CHAMPS is the tool you use for the
in STOIC (Teaching Expectations).