The document outlines expectations for student behavior in various school settings based on the CHAMPS framework. It provides guidance on appropriate conversation levels, who to ask for help, expected activities, movement, participation, and what defines success for phone collection, lunch detention, key card transitions, the internet cafe, blazer time, arrival, dismissal, passing periods, lunch, restrooms, the nurse's office, transitions, the library, tutoring, lunch detention, and being tardy. The expectations emphasize following procedures, asking appropriate individuals for assistance, participating productively, and transitioning safely and efficiently between locations and activities.
How can you assess your classroom and decide upon a plan that works for ALL students? Without managing student’s behavior in the classroom, learning cannot take place. Several classwide systems will be discussed and examples provided. You will leave the workshop knowing how to make your current behavior management system better or how to implement a new system in your class.
How can you assess your classroom and decide upon a plan that works for ALL students? Without managing student’s behavior in the classroom, learning cannot take place. Several classwide systems will be discussed and examples provided. You will leave the workshop knowing how to make your current behavior management system better or how to implement a new system in your class.
A training of research based and clinically proven partner techniques to teach functional augmentative and alternative communication to non-verbal or low-verbal individuals.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Sectors of the Indian Economy - Class 10 Study Notes pdf
Student champs 2017 18
1. CHAMPS Expectations for Success
Phone Collection in Class
Conversation:
Level 0
No challenging.
Help:
Ask the teacher.
Activity:
Parking and collecting phone in accordance to stated procedures.
Movement:
As directed by the teacher.
Participation:
Following the procedures for parking and collecting phones.
Success:
Free from phone distractions in class.
2. CHAMPS Expectations for Success
Lunch Detention Round-Up
Conversation:
Level 0-hallway
No challenging.
Help:
Ask round-up personnel.
Activity:
Cooperation with being escorted to detention.
Movement:
Walk directly to detention with round-up personnel.
Participation:
Walking directly to Mrs. Pavey’s office when you are called.
Success:
Obey all rules and walk to detention.
3. CHAMPS Expectations for Success
Key Card Transitions
Conversation:
Level 0-hallway.
Level 1- Key card representative.
Help:
Ask teacher for an admit.
Ask key card representative for a key card to desired building.
Activity:
Transitioning from and entering different buildings.
Movement:
Walk directly to key card representative and building.
Participation:
Receiving key cards, entering building, dropping key card off at correct place.
Success:
Correctly and safely entering a building with a key card
4. CHAMPS Expectations for Success
Internet Café
Conversation:
0 - 1 (1 when seeking assistance from adult or peer)
Help:
Ask shoulder partner first, adult second by raising hand
Activity:
Work on independent tasks unless otherwise instructed
Movement:
Limited to restroom breaks (one student at a time after securing a pass from Mrs.
Whalen) and/or participation in small group activities (with permission from teacher)
Participation:
Maximize time on task
Success:
Academic success is achieved
5. CHAMPS Expectations for Success
Blazer Time
CHAMPS for "normal" Blazer Time days
Conversation:
0 - 1 (1 when seeking assistance from adult or peer).
Help:
Ask teacher by raising hand.
Activity:
Work on assigned tasks.
Movement:
As described by teacher.
Participation:
Maximize time on task as assigned.
Success:
Academic success is achieved
6. CHAMPS Expectations for Success
Arrival
Conversation:
Use inside voice even when outside.
Help:
Ask nearest adult on duty.
Activity:
Arriving to school by bus, car or walking.
Movement:
Report to courtyard or cafeteria.
Participation:
Finish breakfast and prepare for school day.
Success:
Begin with success in mind.
7. CHAMPS Expectations for Success
Dismissal
Conversation:
Use inside voice.
Help:
Ask nearest adult on duty.
Activity:
Exit campus by bus, car, walking
Movement:
Walk safely with purpose.
Participation:
Move directly to destination (bus, car, etc).
Success:
End the day with success.
8. CHAMPS Expectations for Success
Hallway Passing Period
Conversation:
Speak with an inside voice.
Help:
Find nearest teacher or next class period teacher.
Activity:
Walk to your next scheduled class. Check phones and use restroom, if
needed. You have 4 minutes.
Movement:
Space (6 inch rule). Follow your schedule.
Participation:
Directly moving toward your next destination with hands to yourself.
Success:
Safe and productive student.
9. CHAMPS Expectations for Success
Lunch
Conversation:
Level 0- in hallways
Level 1 and 2- outside and in cafeteria
Help:
Ask nearest adult on duty.
Activity:
Eating lunch inside or outside or participating in lunch activity.
Movement:
Move to and from lunch safely, promptly, and with purpose and respect.
Participation:
Finish lunch, pick up your area and throw away trash. Football, soccer ball, etc. are available
on request. Use restrooms in Building B and check phones, if needed.
Success:
Enjoy lunch.
10. CHAMPS Expectations for Success
Restroom
Conversation:
No verbal or nonverbal communication.
Help:
Secure teacher permission.
Activity:
Going to restroom during class time.
Movement:
Walking directly to assigned restroom and back.
Phones stay parked.
Participation:
Take pass with you, not disturbing classes.
Success:
Maximize student learning and efficiency
11. CHAMPS Expectations for Success
Visiting the Nurse
Conversation:
Level 0-hallway
Level 1- with nurse
Help:
Ask teacher for permission and secure health referral
Activity:
Visiting the nurse.
Movement:
Walk directly to and from the clinic.
Participation:
Sign in and discuss issue with nurse. If nurse is not
present, report to attendance office.
Success:
To get health issue taken care of successfully.
12. CHAMPS Expectations for Success
Transitioning While Class is in Session
Conversation:
No verbal or nonverbal communication.
Help:
Ask for help once you reach your destination.
Activity:
Travelling in hallway during class time.
Movement:
Walking quietly to destination.
Participation:
Directly to destination.
Success:
Not disturbing learners.
13. CHAMPS Expectations for Success
Library
Conversation:
Enter quietly, work quietly.
Help:
Ask librarian.
Activity:
Clock in, give pass/admit to librarian, achieve task, clock out.
Movement:
Follow librarian / teacher directives.
Participation:
Complete library task assigned. Do not bother other students working.
Success:
Read to succeed.
14. CHAMPS Expectations for Success
Tutoring
Conversation:
Level 1- hallway
Help:
Ask nearest adult on duty
Activity:
Tutoring
Movement:
Go directly to assigned room.
Participation:
Participate in assigned activity and must remain with
teacher until pre-determined dismissal time.
Success:
Safe and productive student.
15. CHAMPS Expectations for Success
Lunch Detention-School
Conversation:
Zero (none, unless spoken to by a staff member)
Help:
Raise your hand.
Activity:
ANY assignments given to you by the staff.
Movement:
Only with permission.
Participation:
You must follow teacher’s directives
Success:
Safe and productive student.
16. CHAMPS Expectations for Success
Tardy
Conversation:
Use inside voice even when outside.
Help:
Ask nearest adult on duty.
Activity:
Report directly to tardy monitor (Mr. Clark in C) (Mrs. Whalen in B)
and (Mrs. Cain in A).
Movement:
Walk directly to tardy monitor.
Participation:
Give the tardy monitor your ID for scanning. Collect receipt pass
and return to class.
Success:
Getting to class on time.
