Chickasaw+Elementary

= Chickasaw Elementary =

Day 1 Team Reflection​
CHAMPS establishes a consistency of expectations for students' behavior. Not a Program, but a Process Each grade level and resource team at our school has a vision for that age group of children. Our school would benefit from a schoolwide vision. progressive/ nonprogressive consequences Guidelines for success vs. Rules** guidelines are not rules the overall principals for attitudes and behavior rules pertain specific and observable behavior consequences
 * Vision**- understanding how to shape behavior.
 * Organization**- classroom space, desk arrangement, managing independent work, attention signal
 * Management Plan**- rules and consequences
 * Motivation-** expectancy X value (different for each child)
 * Long Range Goals


 * When all the components are implemented- you ensure a positive, productive school day.

Day 2 Team Reflection** Activity: Reframing for positive/high expectations encourages teachers to have positive thoughts about their students.

The implementation schedule is very useful and explicit. The three step process for communicating expectations: teach, observe, provide feedback.
 * Chapter 4:** CHAMPS acronyms with visuals (icons) teacher-made charts are very useful. Easily incorporated into any classroom. The magnetic strips were very adaptable to all ages.
 * Chapter 5:** The Classroom Management and Discipline Plan should be homework for all teachers before pre-planning.
 * Chapter 6:** Tools: some of the tools were timely. Others were too time-consuming. The ones we preferred were the gradebook analysis and on-task behavior observation sheet. These tools can be used to help identify students who need tier 2 interventions.

At Chickasaw, we need to always be aware of the cultural differences and pay attention to cultural competence outlined in CHAMPS (p.6-9) when we set up the school behavioral plan.