Slide 1 - CEN Home

Document Sample
Slide 1 - CEN  Home Powered By Docstoc
					Welcome to CHAMPs
A Proactive and Positive Approach to
Classroom Management

Soraya Coccimiglio, Katy Holverstott,
       and Janice DiGiovanni
    Van Buren Intermediate School District


  Have a seat and make yourself comfortable!
CHAMPs
A Proactive and Positive Approach
   to Classroom Management
           Introduction
    Our Goals


   Provide an overview of CHAMPs
   Highlight specific CHAMPs tasks in each module
   Share options for CHAMPs training at your
    school
   Share additional resources to supplement and
    support CHAMPs
Introduction to CHAMPs
Soraya’s 1st year: Substitute Teaching
  CHAMPs: What IS It?
A set of decisions the teacher must make in
order to structure for TODAY’S STUDENTS

A “Template”

A Process

A Common Language Among Staff
CHAMPs: What It Is Not?
   A Canned Program

   Another Bandwagon

   Just a Product

   All teachers ARE NOT expected to have the
    same CHAMPs expectations!
Introduction to CHAMPs
Why Champs?

The goal of classroom management is to
 develop a classroom of students who
 are:
     Responsible
     Motivated
     Highly engaged in meaningful tasks
    Introduction to CHAMPs
Understatement: Not all students come to us
        motivated and/or responsible.

   Some are responsible and highly motivated.

   Some are responsible, but only moderately
    motivated.

   Some are like Huck Finn, severely at risk.
A Note about Huck Finn
Graduation Rates in the U.S.
     1900:   6%
     1946:   48%
     1998:   71%
     2002:   71%
      In Michigan 78% overall
            48% Hispanic
            56% African American
            78 % White
                                    (Source: Greene & Winters, 2005)
  There are no “simple” solutions.
Punitive consequences are not enough.
   Role-bound power is not enough.




   You’ll find “Classroom Discipline in
   Three Easy Lessons” in fiction
Introduction to CHAMPs

CHAMPs provides research-based
techniques and strategies that can
improve student behavior, attitude, and
motivation.
The CHAMPs Basic Beliefs
   Teachers can structure and organize
    their classrooms to prompt responsible
    student behavior.

   Teachers should overtly and
    consciously teach students how to
    behave responsibly in every
    classroom/school situation.
The CHAMPs Basic Beliefs
   Teachers should focus more time,
    attention, and energy on acknowledging
    responsible behavior than responding to
    misbehavior.

   Teachers should preplan their responses
    to misbehavior to ensure that they will
    respond in a brief, calm, and consistent
    manner.
  Introduction to CHAMPs
                    FBA/BIP

               BEP & Other Strategies



CHAMPs & RtI

                 School-wide PBS

                     CHAMPs
               Classroom Management
Introduction to CHAMPs
     The acronym CHAMPs reflects the
      “categories” or types of expectations that
      you, as a teacher need to clarify for
      students about every major activity or
      transition that occurs in your classroom.
The CHAMPs Acronym
Conversation: Can students talk to each other during
  this activity/transition?
Help: How can students ask questions during this
  activity/transition? How do they get your attention?
Activity: What is the task/objective of this
  activity/transition? What is the expected end
  product?
Movement: Can students move about during this
  activity/transition? Can they sharpen their pencil?
Participation: What does appropriate student work
  behavior for this activity/transition look/sound like?
CHAMPs Expectations for Us!
CONVERSATION
     Honest, out loud, and on topic
     Humor is good
     Cell phones off or on vibe
HELP
     Questions are great!
     Ask at any time
     Any question or concern can be
      addressed/discussed by the group
CHAMPs Expectations for Us!
ACTIVITY
     Lecture
     Activities
     Individual tasks
MOVEMENT
     Stand, stretch, use the restroom
     Get coffee, a bite to eat
PARTICIPATION
     Be on time after breaks
     Share--we can benefit from others experiences
CHAMPs Modules
   CHAMPs is organized into 8 modules.

   Each module focuses on one important aspect of
    effective classroom management.

   Within each module, specific tasks are presented to
    help you achieve such tasks.

   Each module includes a self assessment tool that
    you can use to identify which of the tasks you have
    completed, and those you still need to address.
 CHAMPs Modules
Module   1:   Vision
Module   2:   Organization
Module   3:   Expectations
Module   4:   The First Month
Module   5:   Motivation
Module   6:   Monitor & Revise
Module   7:   Correction Procedures
Module   8:   Class-wide Motivation Systems
CHAMPs
A Proactive and Positive Approach
   to Classroom Management
        MODULE 1 Vision
Module 1: Vision
 You must know for which harbor you
 are headed if you are able to catch
 the right wind to take you there.
                         Seneca
    Module 1: Vision
   Task 1: Long-Range Classroom Goals
   Task 2: Guidelines for Success (PBS
            Behavior Expectations)
   Task 3: Positive Expectations
   Task 4: Family Contacts
   Task 5: Professionalism
   Task 6: Behavior Management Principles
   Task 7: Level of Classroom Structure
Vision: Task 4 Family Contacts
Build positive relationships with your
  students’ families by making initial
 contact with them at the beginning
 of the year and maintaining contact
         throughout the year.
Vision: Task 4 Family Contacts
The probability of effectively educating
students increases tremendously when
schools and families work together.

The greater the needs of the students, the
greater the need to establish and maintain
contact with their families.
     Vision: Task 4 Family Contacts
   Ideally contact should be made before
    school starts.
   Contacts within the first 2 weeks of school
    will increase parental involvement
    throughout the school year.
   It’s never too late to initiate a relationship
    with your students’ families.
Vision: Task 4 Family Contacts
Provide the following information:
     A welcome greeting that indicates that you are
      interested in getting to know your students’
      families
     Some information about your background
     A list of the major goals for the rest of the year
      (academic and social-emotional)
     The best time for parents to contact you
     A copy of classroom guidelines for success and
      rules
     Invitation for questions or comments
    Vision: Task 6
    Behavior Management Principles
                                    Pleasant consequences
                                     result in the behavior
                                   increasing in the future.
                                  (reinforcing consequence)
Conditions that set
                      Student               Must teach
    the stage
                      behavior         replacement behavior
  (antecedents)
                                   Unpleasant consequences
                                     result in the behavior
                                   decreasing in the future.
                                   (punishing consequence)

     Effective teaching involves the management of
          both antecedents and consequences
    Vision: Task 6
    Behavior Management Principles
               Small Group Activity
   Divide into groups of 3-4
   Assign each person one section to read:
       Promoting Responsible Behavior (p. 30-31)
       Misbehavior Occurs for a Reason (p. 31-32)
       Case Study (p. 32-34)
   Teach your assigned section to the other
    members of your group.
Vision: Level of Structure
   Determine whether your students need a
    classroom management plan that involves
    high, medium, or low structure.
       When a class has high risk factors and there is low
        structure, academic and behavior problems will
        occur.
       Disengagement causes chaos!
Vision: Level of Structure
   To determine the level of structure
    needed for your management plan,
    take 5 minutes to complete the
    “Management and Discipline Planning
    Questionnaire”
CHAMPs
A Proactive and Positive Approach
   to Classroom Management
     MODULE 2 Organization
Organization
 When you have well organized
 routines and procedures for your
 classroom, you model and prompt
 organized behavior from your
 students.
Organization
   Classroom organization influences the
    behavior and motivation of students.
   This module presents 7 tasks to help organize
    a classroom.
   These tasks can be completed before school
    starts so that a solid organizational structure
    is in place beginning on day one.
Organization
   Task   1:   Daily Schedule
   Task   2:   Physical Space
   Task   3:   Attention Signal
   Task   4:   Beginning and Ending Routines
   Task   5:   Classroom Rules
   Task   6:   Student Work
   Task   7:   Classroom Management Plan
Organization: Classroom Rules
 Identify and post 3-5 classroom rules
 that will be used as a basis for
 providing positive and corrective
 feedback.
Organization: Classroom Rules
   Keep the number of rules to a
      minimum
   Keep the wording of rules
       simple
   Have rules logically represent your

        basic expectation
Organization: Classroom Rules
   Keep the wording
     positive
   Make your rules
     specific
   Make your rules describe behavior that
    is
       observable
Organization: Classroom Rules
   Publicly post rules in a
      prominent place
   Tie following the rules to
       consequences
   Always include a
       compliance rule
Organization: Classroom Rules
   Students should be as familiar with the
    consequences as they are with the
    rules. (Consider a “What If Chart.”)
   Deliberately teach the consequences for
    rule infractions and rule compliance.
   Consider different rules for different
    centers.
Organization: Classroom Rules
   Example rules:

       Arrive on time with all of your materials.
       Keep hands, feet, and objects to yourself.
       Work during all work times.
       Follow directions immediately.
Organization: Classroom
Management Plan
 Prepare a “Classroom Management
 Plan” with which you can summarize
 the important information, policies, and
 procedures that you will use to motivate
 students and address student
 misbehavior.
Organization: Classroom
Management Plan
   Major categories of the Classroom
    Management plan:
       Level of classroom structure (Module 1)
       Guidelines for success (Module 1)
       Rules (Module 2)
       Teaching expectations (Modules 3 & 4)
       Monitoring (Module 6)
       Acknowledgement procedures (Module 5)
       Correction procedures (Module 7)
       Managing student work (Module 2)
Organization: Classroom
Management Plan
   See example of a Classroom
    Management Plan
   CHAMPs training/classes provide
    teachers a framework and guidance for
    developing a complete Classroom
    Management Plan that is compatible
    with school-wide PBS.
CHAMPs
A Proactive and Positive Approach
   to Classroom Management
     MODULE 3 Expectations
Expectations
 When your expectations are clear,
 students never have to guess how you
 expect them to behave.
Expectations
   Avoid misbehaviors by clearly defining and
    then explicitly teaching students how you
    expect them to behave in class and during
    transitions.
   Expectations will vary from teacher to
    teacher. What are your expectations?
   The purpose of the CHAMPs acronym is to
    provide a template for which you define your
    expectations for your students’ behavior in
    any given setting or activity.
Expectations: CHAMPs
   Conversation: Can students talk to each other during
    this activity/transition?
   Help: How can students ask questions during this
    activity/transition? How do they get your attention?
   Activity: What is the task/objective of this
    activity/transition? What is the expected end
    product?
   Movement: Can students move about during this
    activity/transition? Can they sharpen their pencil?
   Participation: What does appropriate student work
    behavior for this activity/transition look/sound like?
Randy Sprick on Expectations
   Video
     Expectations
        It is noted that clearly defined behavior
         expectations are not enough.
        Expectations must also be communicated and
         taught in a 3-step process:

   1 Teach your            2 Monitor student          3 Provide feedback
expectations before            behavior by             during and at the
   the activity or           circulating and           conclusion of the
 transition begins.        visually scanning.               activity.

                      Begin the cycle again for the
                              next activity
Expectations
   This module focuses on the application of the
    3-step process to teach expectations for the
    following activities:
       Classroom activities
       Transitions
       Preparation of lessons on expectations
       Use of common areas (hallways, cafeteria, etc.)
       Social skills
Expectations for Classroom
Activities
 Define clear and consistent behavioral
 expectations for all regularly scheduled
 classroom activities (e.g., small group
 instruction, independent work periods,
 etc.)
Expectations for Classroom
Activities
   The first step is to make a list of the major
    types of activities that students will engage in
    on a daily basis.
   This list may include:
Attendance routines        Teacher-directed instruction
Small group instruction    Independent work
Sustained silent reading   Class meetings
Taking tests/quizzes       Centers/lab stations
Peer tutoring sessions     Cooperative Groups
“Cushion” activities
        Expectations for Classroom
        Activities
    Use the CHAMPs acronym to define detailed
    behavior expectations for that activity.
       Details are important, the more specific you are, the
        easier it will be to communicate your expectation to
        your students.
       Pay close attention to the level of structure your
        students need. The greater the structure, the tighter
        you will need to design your expectations.
CHAMPs
A Proactive and Positive Approach
   to Classroom Management
   MODULE 4 The First Month
The First Month

    When you teach students how to
    behave responsibly during the first
    month of school, you dramatically
    increase their chances of having a
    productive year.
The First Month
   It is MUCH easier to teach responsible
    behaviors from the very first day than to deal
    with negative behaviors throughout the year.

   The tasks of the first month ensure that you
    build positive relationships with students and
    communicate your expectations clearly.

   Research shows: Teachers who take the time
    to teach expectations explicitly, get further in
    the curriculum than teachers who don’t.
The First Month
   Task 1: Final Preparations
   Task 2: Day 1
   Task 3: The First Four Weeks
   Task 4: Special Circumstances
    (substitute teachers, assemblies, field
    trips, etc.)
CHAMPs
A Proactive and Positive Approach
   to Classroom Management
      MODULE 5 Motivation
 Motivation
When you implement effective
instruction and positive feedback, you
motivate students to demonstrate their
best behavior.

Module 5 provides six tasks for
implementing effective
motivational procedures.
Motivation
   Task   1:   Enthusiasm
   Task   2:   Effective Instruction
   Task   3:   “Noncontingent” Attention
   Task   4:   Positive Feedback
   Task   5:   Intermittent Celebrations
   Task   6:   Ratio of Interactions
E x V Theory of Motivation
   Expectancy x Value = Motivation
     Expectancy = degree to which an
      individual expects to be successful at
      that task.
     Value = degree to which an individual

      values the reward(s) that accompany
      that success.
                      Feather (1982)
E x V Theory of Motivation
   Often educators attribute a lack of
    motivation only to the value component
    of the formula.
       “He doesn’t care about good grades.”
       “He doesn’t care about free time or stickers.”
 These explanations do not take
  expectancy into account.
If either one of these factors is 0, then
  motivation is 0.
Motivation



 The simplest way to ensure that
 students expect success is to make
 sure that they achieve it
 consistently.
               Brophy, 1987
Motivation: Task 4 Positive
Feedback
   Effective positive feedback is:
      Accurate and related to behaviors that
       occur.
      Specific and descriptive.

      Immediate as possible.

      Contingent on behavior that has some level
       of importance (“don’t praise junk”)
      Age appropriate and cool.

      Given in a manner that fits your style.

      I Feed AV (Jenson)
Motivation: Task 6 Ratio of
Interaction
   Our students are very demanding of
    attention and will go to many lengths to
    get it.
        An emotionally intense reprimand may be
        more rewarding than a brief “good job.”
       Which is longer, more rich and intense?
        Your feedback for positive behavior or your
        corrections for negative behavior?
Motivation: Task 6 Ratio of
Interaction
   The behavior you attend to the most will be
    the one that you will see more of in the
    future.

   What behavior do you attend to? Positive
    student behavior or negative student
    behavior?
“They can’t get your goat if they don’t
know where it’s tied”     Bill Jenson
Motivation: Task 6 Ratio of
Interaction
   Not only is what you attend to important, the
    frequency and distribution of your attention is
    also important.

   Research says: Teachers should use a 5:1
    ratio. For every 1 corrective or negative
    interaction, the teacher needs to provide 5
    positives for appropriate behavior.
CHAMPs
A Proactive and Positive Approach
    to Classroom Management
   MODULE 6 Monitor & Revise
Monitor & Revise
 When you monitor what is actually
 going on in your classroom, you are
 able to make adjustments to your
 Classroom Management Plan
    Monitor & Revise
   The teacher reviews his/her implementation
    of essential concepts of previous modules.
        Tool   1 : CHAMPs vs. Daily Reality Scale
        Tool   2: Ratio of Interactions Monitoring Form
        Tool   3: Misbehavior Recording Sheet
        Tool   4: Gradebook Analysis Worksheet
        Tool   5: On-Task Behavior Observation Sheet
        Tool   6: Family/Student Satisfaction Survey
CHAMPs
A Proactive and Positive Approach
   to Classroom Management
MODULE 7 Correction Procedures
Correction Procedures
 Duck Tape: the Answer to Misbehavior?
Correction Procedures
 When you treat student misbehavior as
 an instructional opportunity, you give
 students the chance to learn from their
 mistakes.
Correction Procedures
   3 important concepts:
       Being prepared for misbehavior reduces
        annoyance and frustration.
       Correction procedures are only effective if
        they reduce the future occurrence
        misbehavior. This means data!
       Most chronic misbehavior serves a
        purpose.
Analyze Misbehavior
 Be prepared to categorize misbehaviors
 as awareness type, ability type,
 attention-seeking, or escape/avoidance
 type– and be prepared to use a basic
 correction strategy for each category.
Analyze Misbehavior
   Types of misbehavior:
       A. Awareness type: student is unaware of the
        misbehavior. The intervention should focus on
        making expectations clear, and helping the
        student become more aware of her behavior and
        its affect on others.
       B. Ability type: student misbehaves because she
        does not know how to exhibit the appropriate
        behavior. The intervention should focus on
        teaching the student how and when to perform
        the appropriate behavior. (continued)
Analyze Misbehavior
   Types of misbehavior (continued):
       C. Attention seeking type: student engages in
        misbehavior to gain attention from peers and/or
        adults. Interventions should involve ignoring the
        misbehavior, and teaching and reinforcing the
        appropriate behavior (a.k.a. DRA).
       D. Escape/avoidance type: includes behavior that
        functions to release the student from an aversive
        situation or person(s). Interventions will vary
        based on the specific function of the behavior but
        will likely include corrective consequences.
Escape/Avoidance Misbehavior
      For ongoing misbehavior that
      functions to release the student
      from an aversive situation or
      person(s), be prepared to
      develop and implement an
      intervention plan that will likely
      include corrective
      consequences.
Escape/Avoidance Misbehavior
   Much chronic misbehavior occurs to help a
    student escape or avoid something.
       Avoid difficult work or aversive work
       Avoid aversive social situation (adult, peer)
       Avoid school in general
   The use of corrective consequences alone,
    however, is not sufficient. Your intervention
    must also include a component in which
    appropriate or responsible behavior will be
    rewarded.
Escape/Avoidance Misbehavior

   Step 1: Remove any positive consequences
    that are maintaining the misbehavior by:
       Ensuring that the student will no longer get what
        he/she has been getting from the misbehavior
        (attention, etc.).
       Ensuring that the student will no longer get out of
        what he/she has been avoiding with the
        misbehavior (work, social interaction).
Escape/Avoidance Misbehavior

   Step 2: Demonstrate that positive
    behavior (a replacement behavior) leads
    to positive results for the student.
       Example: if the student misbehaves to get out
        of work, give breaks contingent upon work.
Escape/Avoidance Misbehavior
   The replacement behavior must:
       Yield as immediate positive results for the student
        as the misbehavior (long-term reward plans are
        unlikely to work with these students.)
       Be a behavior that the student can easily do (not
        a new or difficult behavior for the student).
   A good replacement behavior makes the
    problem behavior irrelevant, inefficient,
    and ineffective for the student.
Escape/Avoidance Misbehavior
   Suggested Rewards for Replacement
    Behaviors:
       Extra free time
       Free homework coupon
       Skip an assignment coupon
       Contingent breaks
       Work-break schedule
Escape/Avoidance Misbehavior
   Step 3: When possible, make the situation
    the student is avoiding less aversive. E.g.:
       Would it help to change the way the task is
        presented? Is the pace too slow? Too boring?
       Is the work too hard? Does the student need extra
        help? Does the student know how to ask for help?
       Does the student know what to do to get out of
        uncomfortable social situations? Would counseling
        or social skills training make the situation easier?
       Is there a different place for the student to sit or
        work?
Escape/Avoidance Misbehavior
   Step 4: Implement corrective consequences
    appropriate to the misbehavior.
       Plan to be consistent.
       Make sure the corrective consequence fits the
        severity and frequency of the misbehavior.
       Plan to implement the consequence
        unemotionally.
       If it is necessary to interact with the student at
        the time of the misbehavior, be brief and never
        argue.
Escape/Avoidance Misbehavior
   Suggested Corrective Consequences:
       Time owed
       Extra work
       Work during recess
       After school work session
       Restitution
       Positive practice (do it the right way 3 times)
       Overcorrection (fix it to better than it was before)
       Response cost/loss of privileges
       Demerits
Escape/Avoidance Misbehavior
   Non-Examples:
       “Linda, you skipped 2 days, so we’re going to
        suspend you for two more.”
       “Joey, you lost your math book because you’re
        obviously not ready to learn today.”
       “If you’re just going to sit there, you can sit in the
        office.”
       “You earned detention for not completing your
        work 3 days in a row.”
Escape/Avoidance Misbehavior

   Also, corrective consequences will be more
    effective if you remember to:
       Involve the student in developing the incentive
        part of the plan.
       Providing extra help in teaching the replacement
        skill. (E.g., social skills training, extra help with
        academic tasks, etc.)
Escape/Avoidance Misbehavior
   With your neighbor, discuss a student
    you know who demonstrates
    escape/avoidance behavior.
   Share some strategies that you might
    consider using.
CHAMPs
 A Proactive and Positive Approach to
       Classroom Management
MODULE 8 Classwide Motivation Systems
Classwide Motivation Systems
   There are many circumstances in which a
    classwide, rather than an individual
    motivation system is needed.
   For example:
       Many of the students (>3) in your class
        misbehave (e.g., noncompliance, work
        completion, lack of respect, etc.).
       Your students are mostly responsible, but quite a
        few students have a problem with one specific
        behavior.
       Your students are responsible, but are apathetic,
        bored, or complaining.
Classwide Motivation Systems


   First step:
       Decide on a reward-based system or a
        non-reward based system.
Classwide Motivation Systems
   Consider a non-reward system for students
    who are highly motivated, but could use
    some structure to keep striving towards their
    goals.
   Examples of non-reward based systems:
       Goal setting
       Self-monitoring/Self Evaluation
        See p. 341 for a list of systems that are
        appropriate for classrooms that need high,
        medium or low structure.
Classwide Motivation Systems
   Common concerns about rewards

Q: Shouldn’t students work without needing rewards?

    A: Yes, but some won’t.

Q: Isn’t rewarding behavior the same as bribery?
    A: Absolutely not! Bribery is an offer of payment
    to do something illegal, unethical, or immoral.
    Using rewards is analogous to getting a
    paycheck for doing a job.
Classwide Motivation Systems
   Common concerns about rewards (continued)

Q: Won’t students get hooked on rewards?
    A: Possibly, but not likely if the rewards are natural
    and a plan is in place to fade out the rewards.


Q: Isn’t intrinsic motivation better?
    A: Maybe, but there is no research to suggest
    that it’s better. Basic rule: if you can’t motivate
    students intrinsically, then use extrinsic rewards.
Classwide Motivation Systems
   Common concerns about rewards (continued)

Q: Won’t giving students rewards reduce their intrinsic
  motivation?
    No. There has been speculation in the past, but
    there is no research to suggest that rewards will
    reduce intrinsic motivation. However, if a
    student is intrinsically motivated, it makes more
    sense to use non-reward based systems such
    as goal-setting and self-monitoring.
Classwide Motivation Systems
   Tips for effectively choosing, designing
    and implementing a reward-based
    system:
       Make sure the rewards are highly
        motivating by using a reinforcer menu or
        survey.
       Set the system up to make student success
        likely.
       Make sure your expectations are clear.
       Teach the students how the system works.
    Classwide Motivation Systems
   Tips for effectively maintaining a reward-based
    system:
       Keep your energy and enthusiasm high and keep
        your focus on the students’ behavior rather than the
        rewards.
       Continue using other motivational strategies at a
        high level.
       When a system has been successful for a period of
        time, start making it more challenging and/or modify
        it to be based on intermittent rewards.
Classwide Motivation Systems
   Strategies to effectively fade a reward-based
    system:
       Move from a continuous schedule to an
        intermittent schedule of reward.
       Delay rewards (consider increasing the reward
        value to help prevent a lack of enthusiasm)
            E.g., move from a sticker at the end of the day to a
             popcorn party at the end of the week.
       Reduce reward value and increase use of more
        natural rewards and motivation strategies.
Classwide Motivation Systems
   Strategies to effectively fade a reward-based
    system (continued):
       Switch from a class-wide system to an individual
        system.
       Switch to a non-reward system such as goal
        setting and self-monitoring.

        Note: Be sure to inform the students about the
        goal to fade the reward-based system.
Classwide Motivation Systems
   Examples of reward-based systems in
    CHAMPs text:
       100 Squares (medium structure, K-12)
       Behavioral Grading (high structure, MS/HS)
       Economic Simulation (high structure, 2-8)
       Goal Setting/Goal Contract (low structure, but can
        be adapted for medium or high structure)
       Group Response Cost (medium structure)
       Lottery Tickets (medium structure)
Classwide Motivation Systems
   Examples of reward-based systems in
    CHAMPs text (continued):
       Mystery Behavior of the Day (medium structure)
       Classwide Public Posting (medium structure)
       Individual Public Posting (medium structure)
       Reinforcement Based on Reducing Misbehavior
        (high structure)
       Self-Evaluation of On/Off-Task Behavior (medium
        structure)
Classwide Motivation Systems
   Examples of reward-based systems in
    CHAMPs text (continued):
       Target and Reward a Specific Behavior (medium
        structure)
       Mystery Motivator (medium structure)
       Team Competition with Response Cost Lottery
        (medium structure)
       Whole Class Points (high structure)
     Mystery Motivator
An Effective and
Time Efficient
Intervention
(Moore, Waguespack,
Wickstrom, Witt, &
Gaydon, 1994; Rhode,
Jenson, & Reavis,
1992)
Feed the Hungry Bee

Positive Peer Reports:
Changing Negative
Behaviors By Rewarding
Student compliments
(Ervin & Friman, 1996; Wright,
2002)
    Classwide Motivation Systems
   A note about group-contingencies:
       Do not use rewards that are contingent upon the
        whole group’s performance if you have a student or
        a small group of students who will sabotage OR
        if you have a student that will ruin it for the rest of
        the group due to a skill deficit (a “can’t do”
        situation).
        Consider instead rewards based on individual
        performance or on team performance (Huck Finn is
        his own team until he can demonstrate teamwork
        skills).
    Classwide Motivation Systems
   Another note:
       When using structured motivation systems it is
        imperative that the goals and skills targeted are
        within the student’s ability UNLESS specialized and
        organized instruction to address those skill deficits is
        built in.
        Reward achievement (or lack thereof) reflects the
        effectiveness of the instruction, not just student
        performance.
Teaching CHAMPs

     Tips to Increase Workshop
 Effectiveness and Implementation
            Sustainability
Teaching CHAMPs
   Tips to increase training effectiveness:
       Invite teacher and para-pro teams to
        attend together
       Invite multiple teachers from the same
        district to attend together
       Invite consultant(s) to attend with teaching
        teams
       Provide time for participants to develop the
        tools
Teaching CHAMPs
   Tips to increase training effectiveness:
       Provide the training during the summer or
        at the very beginning of the school year
        (avoid middle of the year, or late in the
        school year training times)
       Provide at least two sessions of training
        (avoid single day)
       Engage participants with many activities
       Bring chocolate!
Teaching CHAMPs: Formats
   Recommended training formats:
       Two-day workshop during the summer
           Two days allows time for hands-on activities
            and information sharing among participants.
           Previous participants have expressed
            preference for a two-day or multiple session
            format (versus one-day).
           This format allows time for teachers to prepare
            materials needed for implementation prior to
            the beginning of school.
Teaching CHAMPs: Formats
    One-day workshop in the summer with a
     one-day follow-up session in late fall
         This format allows participants to implement
          the strategies and bring questions and
          concerns back to the group for feedback and
          support.
         Two sessions breaks up implementation into
          two parts: (1) prevention, and (2) correction,
          which is more manageable in terms of
          implementation.
Teaching CHAMPs: Formats
    CHAMPs “class” (half-day sessions organized
     per module)
         CHAMPs was originally designed for a college
          course in which training was presented one
          module at a time.
         This format allows participants to implement
          strategies systematically and slowly and receive
          feedback and support from the group.
Teaching CHAMPs: Formats
    Book study (reading assignments with
     multiple, 1 hour group discussion sessions)
         Meeting time is focused on discussions regarding
          how each participant plans to implement the
          strategies presented.
         This format may be more manageable in terms
          of time away from the classroom.
         The CHAMPs text is easy to read and lends itself
          to group discussion.
         Reading assignment during “off hours” cuts
          down on meeting time.
Teaching CHAMPs
   Tips to increase sustainability:
       Provide ongoing opportunities to discuss
        and troubleshoot CHAMPs implementation
            Teacher to teacher
            Teacher to coach/consultant
            Teacher to parapro
       Systematically use the data collection tools
        to provide implementation feedback (see
        Module 6: Monitor & Revise)
CHAMPs
 A Proactive and Positive Approach to
       Classroom Management
Recommended Intervention Resources
Intervention Resources to Fill
Your Toolbox
   Good Books:
       Behavior Intervention Planning: Using the
        Functional Behavioral Assessment Data (Scott,
        Liaupsin, & Nelson) Available from Sopris West.
       Best Practices: Behavioral and Educational
        Strategies for Teachers (Reavis, et al.) Available
        from Sopris West.
       Communication-Based Intervention for Problem
        Behavior (Carr, Levin, McConnachie, Carlson,
        Kemp, & Smith) Available from Brookes Publishing
        Company.
       How to Manage Behavior Series (Hall & Hall)
        Available from Pro-ed.
Intervention Resources to Fill
Your Toolbox
   Good Books (continued):
       Interventions: Collaborative Planning for Students
        at Risk (Sprick, Sprick & Garrison) Available from
        Sopris West.
       Skillstreaming in Early Childhood (McGinnis &
        Goldstein) Available from Research Press.
       Skillstreaming the Elementary School Child
        (McGinnis & Goldstein) Available from Research
        Press.
       Skillstreaming the Adolescent (Goldstein &
        McGinnis) Available from Research Press.
       Strategies & Tactics for Effective Instruction
        (Algozzine, Ysseldyke, & Elliott) Available from
        Sopris West.
    Intervention Resources to Fill
    Your Toolbox
   Good Books (continued):
       The Teacher’s Encyclopedia of Behavior Management
        (Sprick & Howard) Available from Sopris West.
       Teaching Effective Classroom Routines (Witt, LaFleur,
        Naquin & Gilbertson) Available from Sopris West.
       Time Savers for Educators (Elliot, Algozzine, &
        Ysseldyke) Available from Sopris West.
       The Tough Kid Book: Practical Classroom
        Management Strategies (Rhode, Jenson & Reavis)
        Available from Sopris West.
       The Tough Kid Social Skills Book (Sheridan) Available
        from Sopris West.
       The Tough Kid Tool Box (Jenson, Rhode & Reavis)
        Available from Sopris West.
Intervention Resources to Fill
Your Toolbox
   Publishers Known for Quality Resources
      Boys Town Press (800) 282-6657

      Brookes Publishing Co. (800) 638-3775

      Childswork Childsplay (800) 962-1141

      Different Roads to Learning (800) 317-9146

      Guilford Press (800) 365-7006

      Mindware: Creative Enrichment for School Age
       Kids (800) 999-0398
      Pro-ed Psychological Products (800) 397-7633

      Research Press (800) 519-2707

      Sopris West (888) 819-7767
Intervention Resources to Fill
Your Toolbox
   Kits & Systems:
      Tough Class Discipline Kit (McNeil)

      Classroom Management: The California Resource

       Guide (it’s free! just email Ybarra_Bill@lacoe.edu)

   Web-based Resources:
     www.interventioncentral.org

     www.behavioradvisor.com