CHAMPS TRAINING Facilitated by K. Garrett, Special Education

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 Adapted from Sprick's CHAMPs TTT by Laura Hamilton positive reinforcement in schools. Exceptional 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 Adapted from Sprick's CHAMPs TTT by Laura Hamilton Maag, J.W. (2001). Rewarded by punishment: Reflections on the disuse o 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 TEACH OBSERVE INTERACTION CORRECTIONS BEHAVIOR YOU ARE GETTING IN YOUR CLASSROOM OR COMMON 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 07/27/2023 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