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CHAMPS

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Jennifer O'Brien

on 27 August 2014

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Transcript of CHAMPS

CHAMPS PD Jan. 22, 2014

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!
Wrap Up
Questions, comments, concerns...
Introduction to CHAMPS: PBIS in the Classroom
CHAMPS: PBIS in the Classroom
Clarify CHAMPS Expectations for Instructional Activities
STOIC
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?
Agenda
Introduction to PBIS/CHAMPS
Articulating your expectations:
Classroom Activities
Transitions
Teaching your expectations explicitly
Defining CHAMPS:
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
dignity
and
respect

Belittling, ridicule, and sarcasm have no place in the effective teacher's repertoire of behavior support practices
Instructional Activity
CHAMPS
C
onversation = 2
H
elp = Ask a trusted neighbor or a CHAMPS early implimenter
A
ctivity = Complete CHAMPS worksheet for a specific activity
M
ovement = Get up to address personal needs as needed
P
articipation = Worksheet will be filled out and conversations will be about CHAMPS-related issues
Success!
Pro
Having a higher number of clear expectations is always helpful
Useful for major transitions
Con
The transition process may become too lengthy.
Bringing CHAMPS to Life
Teach Expectations
Tell students about upcoming activity
Tell students what to expect and show expectations
Have some students demonstrate
Model non-examples
Model correct way
Provide visual displays (T-Chart, Mimio, etc.)
Role play
Discussion
Stoic Big Picture
STOIC Big Picture- Part 2
STOIC in a Nutshell
STOIC is what we have been doing all year with our initiatives:
BIG REDs
BEEP
PBIS
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:
Teacher-directed instruction
Independent work
Cooperative group activities
Computer/Science Lab Activities
Bell Ringer
CHAMPS
Clarify for each major activity:

Conversation
Help
Activity
Movement
Participation
Success!
Teach
Expectations before the activity
Monitor
(Circulate and Scan)
Provide Feedback
During and After

Expectations for CHAMPS Session
C
onversation
= 1 (whisper)
H
elp
= Raise your hand
A
ctivity
= Listen to presentation/take notes
M
ovement
= Take care of any personal needs as you see fit
P
articipation
= Actively listening (taking notes, raising hand, etc.)
Success!
CHAMPS is the tool you use for the
"T"
in STOIC (Teaching Expectations).
Activity
Full transcript