Transcript Rolling Out CHAMPs

Rolling Out CHAMPs:
A Positive Approach to
Classroom Management
PBS Schools
Robert Renick Educational Center
October 21, 2010
Objectives
•
•
•
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Discuss the Importance of Tier 1 Classroom
Review Components of CHAMPS
Review Procedures, Expectations, and Rules
Components of a CHAMPs Professional
Development
• Review What has Been Completed Since Last
Year’s Training
• Design a CHAMPs Professional Development
Calendar
Classroom PBS
• Classroom-Level RtI: Behavior provides
tools to:
– Support classroom teachers in embedding
RtI: Behavior into their classroom
practices
– Assist classrooms in need of behavioral
support in addition to existing school-wide
practices
Building a Foundation for
RtI
• Response to
Intervention
– Classroom Level PBS
is a critical step in
RtI models
• Prevention
• Tools for remediation
• Room for
accommodation
– Classroom strategies
should be included
EARLY in hierarchy
of supports
Individual Students
Small groups of students
Rough day
in the
Classroom
classroom
Tier 1/Universal
Behavior Data Sources for the
Classroom
• Student At Risk Profile
Report
(T-0515P71-01)
• Suspensions Reports
• Attendance Reports
• Truancy Reports
• School Climate Survey
• Course Failures
• Conduct Grades
• SCM Reports
The CHAMPs Acronym
C-H-A-M-P--
Conversation
Help
Activity
Movement
Participation
Safe & Civil Schools
6
CHAMPs
• C- Conversation: can students talk to each other
during this activity/transition
• H- Help: How can students get questions
answered during this activity/transition? How do
they get your attention?
• A- Activity: What is the task/objective of this
activity/transition? What is the expected end
product?
• M- Movement: Can students move about during
this activity/transition? Are they allowed to get up
to sharpen a pencil?
• P – Participation: What does appropriate student
behavior for this activity/transition look/sound
like? How do students show that they are fully
participating?
Safe & Civil Schools
7
The Difference between
Discipline and Rules
Procedures and Routines
• Discipline concern
how students behave
• Discipline plans have
rules, consequences
and rewards
• The purpose of rules
is to set boundaries
or limits
• Procedures concern how
things are done and are
statements of student
expectations
• Routines are what the
students do
automatically
• Procedures and routines
teach what students are
to do or work at.
• Classroom management
plans have procedures
The First Days of School
Harry K. Wong, 2009
8
Why Are Procedures
Important?
• Classroom procedures are statements of student
expectations
• Classroom procedures allow different activities to take
place efficiently
• Classroom procedures tell students how the classroom
is organized
• Classroom procedures increase on task time and greatly
reduce classroom disruptions
• Classroom procedures tell student how the classroom is
organized thus reducing discipline problems
The First Days of School
Harry K. Wong, 2009
9
Two Kinds of Consequence
• Positive
consequences or
REWARDS
result when
people abide by
the rules
• Negative
consequences or
PENALTIES
result when
people break the
rules
The First Days of School
Harry K. Wong, 2009
10
Two Kinds of Rules
• General Rules:
encompass wide
range of
behaviors
– Respect others
– Be polite and
helpful
– Keep the room
clean
• Specific Rules:
Typically focus on
particular
behaviors.
– In class when
the bell rings
– No offensive
language
– Hands, feet
and objects to
yourself
The First Days of School
Harry K. Wong, 2009
11
Consequences
• Consequences are NOT PUNISHMENTS
• It is simply what happens when a person
does something, a result of a person’s
chosen action
• It is advisable to spend more time
discussing consequences than discussing
rules.
• Help students understand that their
actions or choices result in consequences
and consequences can be negative or
positive.
The First Days of School
Harry K. Wong, 2009
12
Classroom
Rules
• Limit rules to a number that you and the students
can readily remember- never more than 5.
• If you need more than five rules, do not post
more than five at any one time
• Rules need not cover all aspects of behavior
• It is the teachers prerogative to replace one
rule with another at any time
• As a new rule becomes necessary, replace an older
one with it. The rule you replace can be retained
as an “unwritten rule”. The students are still
responsible for the one you have replaced.
The First Days of School
Harry K. Wong, 2009
13
Classroom Expectations and
Rules for Success
1. Be
responsible
2. Be respectful
3. Be prepared
1. Follow directions first
time given
2. Change tasks quickly
and quietly
3. Raise hand and wait
for permission to
speak
4. Keep your voice to an
inside working level
5. Report directly to the
assigned area
Common Transitions
Changing classes
Beginning and ending routines
Moving as a class to a different location
(i.e., library, lunchroom)
Cleaning up after a group project
Moving to and from cooperative groups
Top 6 Tier 1 Classroom Practices
1.Teach school-wide expectations
2.Establish/teach procedures & routines
3.Establish/teach effective classroom rules
4.Acknowledge appropriate behavior
5.Actively engage learners
6.Respond effectively to problem behavior
So now that we
remember, what’s next?
Roll-out!!!
Revise Classroom Section of
PBS Action Plan
Planning Schedule
•
•
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Topics for Professional Development
Training Materials
Schedule Dates and Times
Schedule Training through Center
for Professional Learning (CPL)
• Trainers Select Topics to Present
• Administrative Monitoring of the
Techniques
Topics for Professional
Development: Champs Modules
• Module One: Vision
– Task 1: Long Range Behavioral Goals (p. 9-11)
• Write Four Goals
– Administrative Review
– Share with Parents and Students
– Task 2: Guidelines for Success (p.12-14)
• School-wide Expectations
– Review with Students
– Post in Classrooms
– Share with Parents
Topics for Professional
Development: Champs Modules
• Module One: Vision
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Task 3: Positive Expectations (p.15-18)
Task 4: Family Contacts (p.19-24)
Task 5: Professionalism (p.25-28)
Task 6: Principals of Behavior
• Use PBS Powerpoint
• Module Two: Organization
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Task 1: Daily Schedule (p.49-53)
Task 2: Physical Space (p.54-60)
Task 3: Attention Signal (p.61-62)
Task:4: Beginning and Ending Routines (p.63-74)
Task 5: Classroom Rules (p.75-77)
• Post Rules
– Task 6: Student Work (p.78-92)
– Task 7: Classroom Management Plan (p.93-98)
Training Materials
• Develop Powerpoints
• Develop Additional Handouts
– Activities
• Utilize Materials in books and on the CD
http://flpbs.fmhi.usf.edu for
resources
Schedule Dates and Times
• Discuss with Administrators
• Look at:
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Faculty Meetings
District Professional Development Days
Early Release Days
Saturdays, If Funds Exist
Schedule Training through Center
for Professional Learning (CPL)
Teachers will work for
Master Plan Points!!
Trainers Select Topics to
Present
Divide the presentation
and the responsibilities.
No one works alone!!!
Administrative Monitoring
of the Techniques
Let’s Plan and Report
What’s Next: Due Dates
• Draft Professional Development Schedule:
– Today, October 21, 2010
• Revised Classroom Section of Your PBS Action Plan
• Finalized Professional Development Schedule:
– October 28, 2010
• Completion of First Professional Development:
– November 30, 2010
• Attendance Sheet and Handouts
• Completion of Second Professional Development:
– January 14, 2011
• Attendance Sheet and Handouts
• Classroom Visits by PBS Coaches:
– April 29, 2011
• Look for Completion of Specific Tasks
Thank You For Your Time!
Contact Information
Ms. Robin J. Morrison, Instructional Supervisor
Clinical Behavioral Services
[email protected]
Ms. Sylvia Arango, Curriculum Support Specialist
Clinical Behavioral Services
[email protected]
Ms. Patricia Moore, Curriculum Support Specialist
Clinical Behavioral Services
[email protected]