An Introduction to CHAMPs

Marcie DuleyHaltom High School teacher

July 29, 2015

Safe & Civil SchoolsDr. Randy Sprick

1) Foundations & PBS

2) START (Safe Transitions & Reduced Tardies)

3) CHAMPs – Proactive Classroom Management

4) Interventions

1) Positive Behavior Support

selected group of volunteers (5-10%) committed to changing the climate, culture and civil

atmosphere of HHS. Members come from all areas of the faculty, including

administration. Meet on the second and fourth Wednesday of each month from

3:00-4:00 p.m. evaluate progress, data and staff feedback and formulate

action plans to facilitate positive changes for Haltom High students and staff

Who is on PBS?

positive attitude adapt to change seek a greater potential for our campus commitment is voluntary, but again,

you have been selected carefully and we would greatly appreciate your input and desire to help

What does PBS do?

› FORMULATE POLICIES & PROCEDURES for areas needing improvement such as START on Time CHAMPs Universal hall pass expectations and monitoring 10 minute rule for beginning and end of class Dress code enforcement Walk & talk hallway enforcement Electronic device enforcement

HHS Electronic Policy

Common area expectations

Analyze data

› Analyze discipline data per six weeks

(watch this…this is the good part!)

20

10

159

8

41

1157

44

8

20

11

74

1

12

1034

5

2

Classroom disruptions

Fights

Skipping

Tardy

Truancy

Threat to assault

Haltom High School – 1st 6 weeks

20

14

23

2

12

26

7

2

Ratio of Interactions

› Building positive relationships with students to increase compliance

› Door greeters to welcome students to a positive environment

› Positive incentives for compliance for BOTH students and staff CORE responsibility cards, then empathy… Faculty drawings for attendance, meeting

attendance, BUG cards

2) START on TimeSafe Transitions and Reduced Tardies

Tardy Sweeps Escort students to tardy stations during

conference period WAIT for them to receive tardy pass Escort students BACK to class 3 minutes max Building positive relationships

Analyze data

Analyze tardy data per six weeks

3) CHAMPs: What IS it?1. A set of decisions the teacher

must make in order to structure for OUR STUDENTS TODAY.

2. A template3. A process4. An acronym5. A common language among

staff members

The research says that you can avoid most of these problems…

…by clearly defining for yourself and then communicating to your students how you expect them to

behave.

The Target for Schools: SAFE, CIVIL AND PRODUCTIVE

Staff/StudentRelationships

Positive Interactions

Structure for Success

3 Categories of Students

Universal—60-75%

Targeted—20%

Intensive—7-8%

Implications If you provide the appropriate amount

of structure you can prevent a large portion of potential misbehavior in your classroom

We should spend more time promoting responsible behavior than dealing with irresponsible behavior (building positive relationships!!!)

STOIC: An Intervention Planning Model

Structure for Success Teach Expectations Observe and Monitor Interact Positively Correct Fluently

STOIC CORRECT MISBEHAVIOR FLUENTLY

If consequences are too harsh, it makes you inconsistent.

“An eye for an eye will make the whole world go blind.”

Eliminate the (+) effect that kids get from the (-) behavior

Implications

If you are going to be able to enforce your rules and expect students to follow rules, you have to know what they are and you have to be able to quickly tell when a rule has been broken.

Students can hitany target

they can see…and that willsit still for them!

- Dr. Richard Stiggins

Which one are you at 2:40 p.m.?

When your expectations are clear, students

never have to guess how you expect them to

behave.

STOIC

TEACH YOUR EXPECTATIONS What are your expectations?

BE NAUSEATINGLY CLEAR!!! Only teach immediately before

engaging students in THAT activity What does “on-task” look like? Are expectations visible all year?

One Strategy TO TEACH EXPECTATIONS: The CHAMPs Acronym

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? What do you want to Accomplish?

M – Movement: Can students move about during this activity/transition?

P – Participation: What does appropriate student behavior for this activity look/sound like? How do students show that they are participating?

How many CHAMPs do I need?

› Teacher-directed instruction› Independent seat work› Class discussions› Cooperative group work› Small group discussion› Taking tests/quizzes› Centers/lab stations, video/media

presentation

Examples of RULES from HHS…

We want you to post your expectations for students.

31

TEACH EXPECTATIONS

BEFORE the ACTIVITY

or TRANSITION

MONITOR BEHAVIOR

by CIRCULATING

and SCANNING

PROVIDE FEEDBACK

DURING and

AFTER the activity

Begin the cycle again for the next activity

Making “IT” Happen in the Classroom!

Feedback – Peer observation

Teacher observation form

Admin STAAR walk through

Teacher input

CHAMPs is a set of decisions that YOU make for your classroom to make YOU and your students happy!

What does this mean for BISD?

Action teams – Planning for Learning Train a group from each campus Consider sending a team to Safe & Civil

Schools conference in Oregon in July 2016 Common language among feeder schools Common language among the district Train new hires at orientation