Touchstone Standard:
CHAMPS | | |
Notes: | Highly Effective | The teacher consistently implements CHAMPS expectations across all classroom activities. Expectations are explicitly taught, reinforced, and seamlessly integrated into daily routines. Students understand and follow expectations independently, and the teacher proactively uses positive reinforcement to maintain engagement and behavior. |
Effective | The teacher establishes clear CHAMPS expectations for most activities. Students generally follow expectations, and the teacher reinforces them as needed. Some minor redirections occur, but overall, the classroom remains structured, and students know how to meet behavioral expectations. | |
Developing | The teacher introduces CHAMPS expectations but may not consistently enforce or reinforce them. Some students follow expectations, while others require frequent reminders. The teacher provides some positive reinforcement but may not fully utilize the model’s structure. | |
Minimally Effective | The teacher inconsistently applies CHAMPS, leading to unclear expectations. Students are unsure of behavioral expectations for certain activities, resulting in frequent off-task behavior. Redirection is reactive rather than proactive, and positive reinforcement is minimal. | |
Ineffective | The teacher does not establish or reinforce CHAMPS expectations regularly. Classroom expectations are unclear, leading to frequent disruptions, disengagement, or behavioral issues. The teacher struggles to manage student behavior effectively. | |
Welcome!
CHAMPS/
The First Days of School
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Sources
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Review
What are CHAMPS?
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Review
What does the acronym mean?
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Think→ Discuss
What makes CHAMPS effective?
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CONSISTENCY
Barriers to CHAMPS Efficacy
Too Much Info on Day 1
Posting CHAMPS and Not Using
Using CHAMPS as a Checklist
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✔ Introduce CHAMPS as you introduce RELEVANT classroom procedures
✔ Use posters as reminders while teaching expectations
✔ Remind/ Demonstrate changing expectations before new activity begins
Harry Wong’s Idea
“What you do on the first days of school will determine your success or failure as a teacher for the rest of the school year.”
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Ineffective Teachers:
spent the first days teaching content or doing fun activities
Effective
Teachers:
spent the first days explaining how the class was structured so the students knew exactly how to succeed
CHAMPS X The First Days
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Introduce as
you EXPLICITLY teach RELEVANT classroom
procedures during
CHAMPS X The First Days
Entering Classroom
Exiting Classroom
Direct Instruction
Possible Relevant
Day 1 Activities:
bellinger
slideshow
disclosure
restroom/water
clean-up
Transitions
Pair/Group Work
Possible Relevant
Day 2 Activities:
switching between activities/materials
joining Google Classroom
small group work
Class Discussions
Independent Work
Possible Relevant
Day 3 Activities:
class discussion
exit ticket
turning in work/ missing work
Correcting Common Disruptions
Model how you will reinforce CHAMPS positively and consistently in your classroom
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Day 1
Day 2
Day 3
Day 4
Day 5
CHAMPS X The First Days
Entering Classroom
Exiting Classroom
Direct Instruction
Possible Relevant
Day 1 Activities:
bellinger
slideshow
disclosure
restroom/water
clean-up
Transitions
Pair/Group Work
Possible Relevant
Day 2 Activities:
switching between activities/materials
joining Google Classroom
small group work
Class Discussions
Independent Work
Possible Relevant
Day 3 Activities:
class discussion
exit ticket
turning in work/ missing work
Correcting Common Disruptions
Model how you will reinforce CHAMPS consistently in your classroom
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Day 1
Day 2
Day 3
Day 4
Day 5
Wrap-Up
What will you implement?
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