CHAMPS
TRAINING
Facilitated by K. Garrett, Special Education Teacher and
E. Reynolds, Asst. Principal
OUTCOMES
Gain Insight of the CHAMPS
Program
Implementation of Behavior Plan
for Common Areas
Determine the Level of Structure
for Classes.
CHAMPS TRAINING
AGENDA
• Historical Perspective
• Why Teach Behaviors?
• Behavior Principles
• Common Area Behaviors
• Excuses vs. Instructional Benefits
• Group Activity
• Student Needs
• Group Activity
• CHAMPS Examples
• Closing Activity
CHAMPS:
A PROACTIVE & POSITIVE
APPROACH TO CLASSROOM
MANAGEMENT
Who Are Our Students
Today?
Intensive
Targeted
Universal
5
Historical Perspective
BEHAVIOR MANAGEMENT HAS
TYPICALLY CONSISTED OF TRYING
TO “MAKE” STUDENTS BEHAVE.
“You Can’t Make Me!”
Adapted from Sprick's CHAMPs TTT by Laura Hamilton 6
Historical Perspective
This attitude leads to an over-dependence
on REACTIVE PROCEDURES
REACTIVE PROCEDURES are not
wrong, they are simply ineffective in
changing behavior
They make us “hold onto” SIMPLE
SOLUTIONS!
Adapted from Sprick's CHAMPs TTT by Laura Hamilton 7
SIMPLE SOLUTION #1:
An Increase in Emotional Intensity
“Tough Students” will ALWAYS raise
you one on the emotional scale!
The trick is to NOT “join in” the
escalation cycle with the student
Instead….DISENGAGE!
“First you deal with the moment…
Then you deal with the behavior!”
Adapted from Sprick's CHAMPs TTT by Laura Hamilton 8
SIMPLE SOLUTION # 2
An Over-Reliance of “Role-Bound”
Authority
“Role-Bound” power is not enough.”
We tend to think that the person with the most “power”
can MAKE THE KID STOP.
“It worked with me…”
“It works with most of my students.”
Many of our toughest students just don’t get (or have
never been taught) this “SYMBOLIC POWER” of
authority
We are the ones that end up most frustrated, because
traditional discipline strategies leave us feeling
powerless and ineffective!
Adapted from Sprick's CHAMPs TTT by Laura Hamilton 9
SIMPLE SOLUTION #3:
An Over-Reliance On PUNISHMENT
WHY DO WE OVER-RELY ON
PUNISHMENT?
It’s Quick!
It’s Easy to administer!
It’s CHEAP!
It Works!!!
with students without challenging
behaviors Maag, J.W. (2001). Rewarded by punishment:
Reflections on the disuse of
positive reinforcement in schools. Exceptional
Adapted from Sprick's CHAMPs TTT by Laura Hamilton Children, 67, 173-186. 10
SIMPLE SOLUTION #3:
An Over-Reliance On PUNISHMENT
When it doesn’t work,
We fall into punishing…
More harshly
More quickly
Over longer periods of
time
With more emotional
intensity
TO MAKE THESE STUDENTS BEHAVE!
Adapted from Sprick's CHAMPs TTT by Laura Hamilton 11
Why Doesn’t Emotional Intensity and
Punishment work for ALL students?
Reinforcement and Punishment:
Function Over Form
Reinforcement and Punishment are not “things”
they are “effects.”
Effects are to either “increase” or
“decrease”behavior
Maag, J.W. (2001). Rewarded by punishment: Reflections on the disuse of
Adapted from Sprick's CHAMPs TTT by Laura Hamilton 12
positive reinforcement in schools. Exceptional Children, 67, 173-186.
SIMPLE SOLUTION # 4:
Wishing and Hoping is Not Enough!
“I heard they are moving to the west
side”
“The year ends soon and he will move
on to the next grade!”
“You know, I heard he’s out of zone!”
“Oh, please let her be absent just one
day!”
Adapted from Sprick's CHAMPs TTT by Laura Hamilton 13
So… What DOES work?
The problem today is that
we have a SURPLUS of
SIMPLE ANSWERS
and a
SHORTAGE
of SIMPLE PROBLEMS!
Syracuse Herald
Adapted from Sprick's CHAMPs TTT by Laura Hamilton 14
Behavior Principle #1
STRUCTURE BEHAVIOR YOU
TEACH ARE GETTING
OBSERVE IN YOUR
CLASSROOM
INTERACTION OR COMMON
CORRECTIONS AREAS
16
STOIC
Structure and organize all setting to prompt
responsible student behavior.
Teach your expectations regarding how to behave
responsibly within the structure you have created.
Observe whether students are meeting expectations
(SUPERVISE!)
Interact positively with students.
Correct irresponsible behavior fluently – calmly,
consistently, immediately, briefly, respectfully, and
(as much as possible) privately.
Communication
Communication STOPPERS
Communication STARTERS
COMMUNICATION
STOPPERS
Giving Advice
Denying Feelings
Feeling Sorry
Defending the Other Person
Asking Negatively Implied Questions
COMMUNICATION
STARTERS
Listen ATTENTIVELY and
acknowledge feelings with a simple
word or phrase
Summarize the student’s feelings –
Name it for the student.
Play “Fairy Godmother/Godfather”
ROLE PLAY TIME
Stopper or Starter?
What Variable Can I
Manipulate to
Get the Desired Behavior?
Manipulating a Variable to Get
Desired Behavior
A MIDDLE SCHOOL in Birmingham was faced with a unique
problem. A lot of the girls were using lipstick and would put it on in
the bathroom. That was fine, but after they put on their lipstick they
would press their lips to the mirror, leaving dozens of little lip prints.
Finally, the principal decided that something had to be done. She
called all the girls to the bathroom and met them there with the
custodian. She explained that all these lip prints were causing a major
problem for the custodian who had to clean the mirrors every night.
To demonstrate how difficult it was to clean the mirrors, she asked the
custodian to show them how he cleaned them.
He took out a long-handled squeegee, dipped it in the toilet, and then
cleaned the mirror with it. Since then there have been no lip prints on
the mirror.
Adapted from Sprick's CHAMPs TTT by Laura Hamilton 23
COMMON EXCUSES FOR
NOT TEACHING BEHAVIOR!
“Why Do I Have To Teach Behavior?
I Don’t Have Time!
I’ve got ACT scores to worry about!”
I’ve got the “Big 6” to worry about!
Adapted from Sprick's CHAMPs TTT by Laura Hamilton 24
Excessive Discipline Problems STEAL
Valuable Instructional Time!
They take away Instructional Time from
Administrators…
20 minutes per referral
If a school reduces 500 Office
Referrals
The administrator gets back 10,000
minutes
Which is 166 hours
Which is 20+ days
Adapted from Sprick's CHAMPs TTT by Laura Hamilton 25
Excessive Discipline Problems STEAL
Valuable Instructional Time!
They take away Instructional Time from
Teachers…
5 minutes per referral
If a school reduces 500 Office Referrals
Teachers get back 2500 minutes
Which is 41 hours
Which is 5+ days
Adapted from Sprick's CHAMPs TTT by Laura Hamilton 26
Excessive Discipline Problems STEAL
Valuable Instructional Time!
They take away Instructional Time from
Students…
15 minutes per referral
If a school reduces 500 Office Referrals
Students get back 7,500 minutes
Which is 125 hours
Which is 15+ days
Adapted from Sprick's CHAMPs TTT by Laura Hamilton 27
Recall a “TOUGH” Student
Write Down The Name Of A “Tough
Kid”
Write Down in a Few Words His/Her
Story.
RECALL A “TOUGH”
STUDENT”
These could be some of the issues he/she faced every
day:
Abuse No Electric
Homeless Abandoned
Poverty Parents gone
Foster Care Drugs
Aggressive History of Failure
Angry Depressed
Adapted from Sprick's CHAMPs TTT by Laura Hamilton 29
WHY!
Some Students Present Us
With
Challenging Behaviors
When They Walk Through
The School House Door.
Comprehensive Behavior Management Laura Hamilton 07/23/2023 30
Group Activity
“Cultural Competence”
Handout pgs. 2 – 5
Group 5-6 people
Designate a
facilitator
Assign Reading
Passage (5 mins.)
Be prepared to
share out
What Are Our Students Basic
Needs?
Recognition
Acknowledgement
Attention
Belonging
Competence
Nurturing
Purpose
Stimulation/Change
“CHORAL READING”
Handout Pages 9 -14
Selected Text
Read
Debrief
Determining My Class
Structure
Use the “Management and Discipline
Planning on page 17 -18.
CHAMPS
C – Conversation
H – Help
A – Activity
M – Movement
P – Participation
S - Success
Structure Levels
Low
Medium
High
EXIT SLIP
3 Things You are More
Insightful About
2 Things You Could
Implement ASAP
1 Thing You Need Clarified
