CHAMPS and The Classroom
What is it? Why is it important?
Presented by: Mary Ramos
Group Split Activity: Pusheen: Understanding your cat's emotions
"The Blob Game"-
An explanation of how groups in educational systems can be the change agent for students with varied needs.
Message: "We all have to do our part because it takes all of us to ensure that the kids achieve success."
*Compare to student and staff core beliefs.
Group Task: Scribe on an index card some of the behavior issues that were frustrating last year. What would be an area of support that you would like to see happen to improve instruction and behavior this year? Place in center of table.
What is CHAMPS?
Are behavior issues a new thing?
Please turn and talk and share what you observed about these students. What did you notice? What are some areas of concern? Have children changed that much?
Phrases to consider:
How do I address and anticipate student behaviors?
What are some protocols when things don’t go the way that I want?
Who is generally responsible for the various tasks when things don’t go the way that I want?
Tier 1 intervention/instruction
Programs: CHAMPS; IEP; RTI Tier 1
Responsibility: Teacher Action
Approximately 80-85 percent of students will be able to meet classroom behavior expectations when given high-quality, universal instruction/intervention on behavior.
Explicitly teach students classroom expectations and routines/Habits of Mindsets
Teachers should not assume that students know the appropriate and expected classroom behaviors. Instead, teachers should make it a priority to help their students understand what appropriate classroom behaviors are and make this information explicit.
Spend extra time teaching expectations at the beginning of the school year; this plan will help students get into the practice of following rules right from the start.
Reteach your goals throughout the year, and make sure your students are familiar with these goals. It could be helpful to display them in your classroom.
Make your classroom goals easy to understand and measurable (e.g., if your goal is to "be respectful" make sure your students know what that means. Provide them examples of respectful behaviors that you expect from them).
Generally, do not exceed five expectations at a time; too many expectations will cause students to forget directions.
Adapt behavior expectations based on context such as group size or setting.
Reward positive behaviors
Student praise is one of the most effective ways of increasing positive behavior. Giving behavior-specific praise that identifies what the student has done correctly is a powerful strategy for increasing good behavior.
Assess what rewards are reinforcing for your students: do they appreciate teacher attention or prefer small prizes? Rewards only work if the student finds them reinforcing, so rewards may need to be tailored for individual students.
Develop a curriculum that facilitates student engagement
Ensure that the difficulty level of the instructional materials is appropriate for the students. Instructional materials that are too easy or too difficult can result in off-task behavior.
Create opportunities for student choice in materials studied. Student choice allows for greater ownership of academic experience. (see module on autonomous learners)
Incorporate student interest into the curriculum, causing the students to become more invested in what they are learning (Kern & Clemens, 2007).
What if a student isn't responding to instruction or intervention? (See Grade Level Counselor)
If a student isn't responding to universal instruction/intervention with classroom appropriate behavior, they may need a stronger or customized intervention. Implementing intensive socio-emotional interventions for students with behavior difficulties is an effective means of enhancing classroom management because socio-emotional interventions can equip students with the competencies, skills and motivation they need to behave appropriately in school.
Tier 2-intervention/small group instruction
Programs: RTI Tier 1 and Tier 2
Responsibility: Teacher Action, Counselor Action
Typically an additional 10-15 percent of students need more behavior support than is provided at the Universal level. Tier 2 support typically involves small group instruction.
Institute socio-emotional groups/Habits of Mindsets Groups
Small group instruction can be established for students who need to focus on specific skills to improve and manage their classroom behavior. Topics for these groups may include:
b. Anger management
c. Conflict resolution
d. Specialized social skill instruction
e. Mentoring programs
Institute daily check-in and check-out procedures:
Check-in and checkout procedures allow for monitoring of students' behavior as well as provide feedback for improvement. Criteria for monitoring are based on school behavior expectations.
Develop brief functional behavior assessments to determine the motivation behind student behaviors.
Consult with colleagues trained in functional behavior assessment to collect data on students' behavior and offer analyses of potential interventions that are most appropriate and effective for specific needs.
Involve families in supporting children in group interventions
Inform families of problem-solving plans at school and engage in consistent communication to ensure effectiveness of plans.
Tier 3 Individual intervention-
Programs: Turning Point, RTI-Tier 3 intervention, IEP
Responsibility-Turn Point Instructor, Assistant Principals, IEP team
An additional 5-7 percent of students may need continued support beyond Tier 2 interventions. These students typically benefit from individualized, intensive interventions.
A problem-solving team in the school can offer support to the teacher
Problem-solving teams composed of teachers; school psychologists, principals and special educators should meet regularly to collaborate on appropriate interventions for students needing increased support.
Develop and implement function-based interventions for individual students
Functional behavior assessments are effective means of determining the purpose of student misbehavior and creating appropriate interventions (Scott et al., 2005).