CHAMPS module 1 Introduction

Contains introductory information about CHAMPS.

1. CHAMPS: PBIS in the Classroom Introduction to CHAMPS

2. Defining CHAMPS: What it is Positive Behavior Intervention & Supports in the Classroom A guide to decision-making A framework for continuous improvement of the classroom environment An acronym A common language among staff members Part of a Multi-Tier System of Supports

3. Defining CHAMPS: What it is A guide to the decisions teachers make as they design and implement a pro-active approach to classroom management. CHAMPS is: an approach to organizing and structuring your classroom around a positive and proactive behavior system . A set of decision-making tools

4. Defining CHAMPS: What it is CHAMPS is a framework and set of tools to design and implement a Positive Behavior Interventions and Supports (PBIS)approach to classroom management. It works best when built upon and aligned with a fully implemented Schoolwide PBIS.

5. Defining CHAMPS: What it is CHAMPS provides the additional tools to make PBIS explicit in the classroom. The evidence base is aligned for both schoolwide and classroom systems.

6. Defining CHAMPS What it is not… A canned program Another “Bandwagon” A rigid set of procedures

7. There is one absolute rule within the CHAMPS approach— students must be treated with dignity and respect Belittling, ridicule, and sarcasm have no place in the effective teacher’s repertoire of behavior support practices

8. One “Rule” of CHAMPS This rule is extremely important and is not unique to CHAMPS. This is the only rule in CHAMPS. Often teachers “tease” students and use sarcasm in an attempt at being friendly or humorous. Sarcasm and teasing are both always put-downs , and are not appropriate to use with students.

9. Four Basic Beliefs 1. Classroom organization has a huge impact on student behavior; therefore, educators should carefully structure their classroom environments in ways that prompt responsible student behavior. 2. Educators should overtly teach students how to behave responsibly (i.e., be successful) in every classroom situation.

10. Four Basic Beliefs 3. Educators should focus more time, attention, and energy on acknowledging responsible behavior than on responding to misbehavior. 4. Educators should preplan their responses to misbehavior to ensure that they will respond in a brief, calm, immediate, and consistent manner.

11. Evidence-Based Practices of PBIS in the Classroom Maximize structure in your classroom. Post, teach, review, monitor, and reinforce a small number of positively stated expectations. Actively engage students in observable ways. Establish a continuum of strategies to interact by acknowledging appropriate behavior. Establish a continuum of strategies to respond to inappropriate behavior. ( Simonsen , Fairbanks, Briesch , & Myers Sugai ,)

12. Evidence-Based Practices of PBIS in the Classroom These practices: A re a result of research on behavior management A pply both to your schoolwide positive behavior intervention and supports (SW-PBIS) system as well as guides teachers in designing systems that will support student learning in the classroom. CHAMPS is a set of tools and strategies to guide the design and implementation of positive, pro-active supports in the classroom.