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:
 Are a result of research on behavior management
 Apply 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.