CHAMPS:PBIS in the Classroom

Prepare Lessons to Communicate

Your Expectations

Teaching: Expectations

If you expect it----

You must teach it!!

CHAMPS

CHAMPS, Ch. 4, Task 3, Pg. 177

DSC, Ch. 5, Task 3, Pg. 179

Bringing CHAMPS To Life

Teach Expectations before the

activity

Monitor

(Circulate and Scan)

ProvideFeedback During and After

Teaching is necessary, but teaching alone is not enoughWe also need to provide:

frequent opportunities to practice the behavior

frequent reinforcement and acknowledgment for the desired behavior

frequent review and practice of the skill precorrection and reminders to cue the

expected behavior & develop the habit effective error correction procedures

Teach Expectations

High Structure Lessons

Tell students about the upcoming activity

Tell students what to expect and show expectations

Model behaviors you expect Have some students demonstrate Model non-examples Model correct way once again

Teach ExpectationsHigh Structure Lessons (cont.)

Verify and check for understanding (model behavior and have students identify whether you are “doing it the right way” or “doing it the wrong way”

Review all positive expectations and remodel the right way

Have students get started

HOW TO TEACH

Demonstrate – “Right Way Wrong Way Right Way” Model Role-Play Skits Quizzes

Teach – Communicate Expectations

(through lesson plans)

HOW TO TEACHPractice – In the natural context (location wherespecified activity or transition will occur)Build in Practice

Time!Any new skill takes

– Clear instruction,– Guidance,– Practice,– Practice,– Practice….

Choose a few students to demonstrate

Teaching Expectations

Examples

Voice LevelsOne strategy that makes the CHAMPS process more efficient is to develop voice levels. Below is a sample way to define voice levels:

0= No sound/ No talking

1= Whisper (no vocal cords)

2= Quite conversational voice (only people near you can hear you)

3= Presentational Voice (the whole class can hear you)

4= Outside Voice (people across the playing field can hear you)

Voice Level Charts

Seat Work

Stay in seat

Seat Work

Voice Level0

HOW TO TEACHDisplay – “Looks Like/Sounds Like” T-Charts Flip-Charts Overheads Bulletin Boards

ACHIEVE Example DSC: pg. 123

ACHIEVE Example DSC: pg. 183

CHAMPS ICONS

The CD in the back of your book contains icons that can be used in

creating your displays.

See pages 467-478 in CHAMPS and pages 393-400 in DSC

HOW TO TEACHRe-teach/Review/Remind – Teaching once or teaching only during the first

few weeks of school is not enough Expectations need to be retaught throughout

the school year and whenever necessary After vacations/breaks When rates of misbehavior increase When major changes to the classroom system

occur (i.e., several new students moving into district/classroom, change in dynamics of classroom)

HOW TO TEACHExamples of how to organize lessons and use visual displays Use CHAMPS worksheets

(Example on p. 184) Use Mr. Mac (younger students—

Example on p. 180) Use icons (p. 179) Use T-Charts (p.187) Use flip charts (p.182) DSC: 182-187