CHAMPS: Implementation
RTII Framework
Tier 3: 1-5%
Tier 2: 5-10%
Tier 1: 80-85%
Universal Prevention
Early Stage Problem Solving
Champs
Behavior
Matrix/Rules
Classroom
Management
3-5 SW Expectations
Olweus
Remember that the multiple tiers
of support refer to our SUPPORT
not Students.
Computation
Anger
Managemen
t
Attendance
Reading
Comprehension
When Structuring the
Classroom
Think about:
– How you like to work
– Level of structure your students need
ASK YOURSELF. . . .WHAT KIND OF STRUCTURE
SHOULD MY CLASSROOM HAVE?
– HIGH
– MEDIUM
– LOW
CHAMPS
• Designed to help you:
– Fine tune or
– Develop a Classroom Management Plan
• Components of the Plan
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Guidelines for Success ( I am GREAT)
Routines/Procedures (CHAMPS)
Transitions (CHAMPS)
Correction procedures
FOCUSES ON POSITIVE, PROACTIVE and INSTRUCTIONAL!
How do we implement
CHAMPS?
Be STOIC
• S tructure your classroom for success.
• Teach students how to be successful in you
classroom/school.
• O bserve student behavior.
• I nteract positively.
• C orrect fluently.
CHAMPS
• I am GREAT
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Great
Respectful
Encouraging
Act Responsibly
Think before acting
Classroom Rules
Hands and feet to self
Use kind words
Have materials ready
Stop, wait, think, act……
CHAMPS
• Conversation – Can students talk to each other?
• Help – How do students get their questions answered? How do
they get your attention?
• Activity – What is the task or objective? What is the end
product?
• Movement – Can students move about?
• Participation – What does the expected student behavior look
like and sound like? How do students show that they are fully
participating?
• Success – If students follow the CHAMPS expectations, they
will be successful.
FOR ROUTINES AND TRANSITIONS. . . .
Teach Expectations
• T Chart
Guidelines for Success
Rules in Unique Settings
Classrooms
Bathrooms
Hallways
Looks Like
Sounds Like
Observe CHAMPS in action. . .
• SCAN and MOVE
• Use data to monitor and evaluate your
current classroom management plan
– 7 tools in CHAMPS book
• Daily Reality Rating Scale
• Ratio of Interactions Monitoring Form
Interact Positively
• Provide a High Ratio of
Positive Interactions
Make a lot of deposits
– 4 to 1 for everyone
• Increase non-contingent attention
– Focus on students who received negative
attention recently
– Cannot interrupt instruction
Interact Positively
• Provide Positive Feedback
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Accurate
Specific and descriptive
Contingent
Age-appropriate
Immediate
Given in a manner that fits your style
• Provide Intermittent Celebrations
Motivation
• Behavior that is motivated = Behavior that is
repeated
• A person’s motivation toward a behavior or
task is probably a mix of intrinsic and
extrinsic motivation
• Motivation= Expectancy x Value
Rewards--FAQs
• Shouldn’t students work without needing
rewards?
• Isn’t rewarding behavior the same as bribery?
• Won’t students get hooked on the rewards?
• Isn’t intrinsic motivation better?
• Will giving students rewards reduce their
intrinsic motivation?
Examples of
Classwide Motivation Systems
Whole Class Points
Time Interval or Intermittent
3 points—No disruptions/everyone worked hard
2 points—No disruptions
1 point—Only a few disruptions
0 points—Too many disruptions
Can use a Chart Moves to track points to
keep student interest!
Economic Simulation
Create a mini-economy in your classroom
Simple system used as response cost—start
with a total amount of dollars. . .deduct for
misbehavior.
Simple system to earn dollars for appropriate
behaviors. . . .monitor on a behavior card.
Need to establish a store to purchase items/special
privileges. Figuring out the economy may take some
extra effort!
Reinforcement Based on
Reducing Misbehavior
Collect baseline data for 5 days. . .find the
average number of behavior infractions
Create a chart to monitor misbehavior.
Establish a group reward to work toward and a
daily goal.
Award group points or moves when the group
beats their goal.
Good for group where many different students in the
class exhibit a wide variety of misbehaviors.
Classroom (Group) Contingencies
The Good Behavior Game
Method:
•Randomly divide into two or more teams. The team
that demonstrates the fewest number of the target
behavior will be reinforced.
•Divide class into equal strength halves
•Record a point for each time the unwanted behavior
(or the desired behavior) is observed
Classroom (Group) Contingencies
The Good Behavior Game
Method:
•Set a criteria for number of points.
•Any team with less than (more than) __ points wins
•Encourages competition among teams; can be made
into non-competitive game
An opportunity to teach teamwork!
Lottery Tickets
Identify the ticket / token.
Distribute to individual students as appropriate
classroom behaviors are demonstrated.
Draw tickets at a predetermined time for a
variety of rewards.
Can count the tickets at the end of the week and award
the group the bonus points . . . . When they earn
2,000 bonus points the group earns a class reward!
100 Squares
1
2
3
X
5
X
7
8
X
10
11
12
13
X
X
16
X
18
X
20
21
22
23
X
25
Create a grid with 100 squares
Obtain two containers to keep numbers in
Place the numbers 1-100 in one container
(on slips of paper or popsicle sticks)
Catch the group being good!
Have a student draw a number and place an x on that
number.
Shoot for catching the group doing well at least 10
times each day.
Expand your grid after the group is rewarded 6-8 times.
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Group Contingency. . .
YES – NO Bag
Works on premise of:
“Catching them being Good”
Each time teacher observes a student
engaging in appropriate behavior puts a “yes”
in bag
Total is calculated at end of designated time
If meet the # requirement all get rewarded
Bill Jenson
“What If” Chart?
What if you do?
What if you don’t?
•Verbal Praise
•Redirection
•Positive phone call home
•Get a warning
•Lottery Drawing
•Move your seat
•Chart Move
•Written apology
•Mystery Motivator
•Call home
•Parent – Teacher conference
•Office Referral
Serious Clause:
__________________
__________________
Classroom (Group) Contingencies
Beat Your Own Best Score
Purpose: To increase fluency for academics or
behavior
Examples:
•Math worksheet: number of problems
correct in one minute: Grade immediately,
record score, very reinforcing
•Middle School posted the number of times
there was a disruption in the hall and tried
to “beat” this score.
Think-Pair-Share
• Describe a classwide motivation system that
you are using or have used in the past
• What worked well?
• What hurdles did you encounter?
Effective Incentive Formula
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I=
F=
E=
E=
D=
A=
V(2) =
Immediately
Frequently
Eye Contact
Enthusiasm
Describe the behavior
Anticipation
Variety and Variability
Respond to Misbehavior
avoid reacting . . .
Contact Information
Carrie Frohnapfel
[email protected]
(412)394-4593