The Principal’s 100 Club & CHAMPS- Together for Success

Michael ScalettaUniversity of Illinois at Chicago

Today’s Agenda

Overview of Principal’s 100 Club Program Overview of CHAMPS program

Real world applicationFinal thoughts

Questions

Rationale for School-wide systems Implementation

Positive Behavioral Interventions and Supports (PBIS) can be implemented in a school-wide approach to foster a sense of community and togetherness in order to explicitly teach and model appropriate behavior and provide more intensive supports (Simosen, Jeffrey-Pearsall, Sugai, & McCurdy, 2011).

PBIS features have been utilized in schools and classrooms in over 30 states for the purpose of reducing challenging behavior and enhancing the learning environments (Regan, 2009). The use of positive behavioral supports has been the topic of much discussion as school violence and behavior continue to be demonstrated through public media.

Additionally, schools and general education classrooms have experienced an increase in the number of students who have behavior issues (Couvillon, Peterson, Ryan, Scheuermann, & Stegall, 2010).

The Principal’s 100 Club Program

The Principal’s 100 program is an adaptation of The Principal’s 200 Club (Jenson, Rhode, Evans, & Morgan, 2006). The program is designed as a tier 1 (universal tier) positive behavior intervention and support aimed to promote student maintenance of expected school behavior.

Specifically the Principal’s 100 Club utilizes: 1) verbal praise, 2) public posting, 3) the Mystery Motivator, 4) a variable reinforcement schedule and 5) a group contingency.

There are several components that makeup the Principal’s 200 club:

• The card• The board• The celebrity book • Parent contact

Principal’s 100 Club- The Card

Staff are provided with P-100 Club cards which are handed out to students for demonstrating appropriate school behavior in both structured and unstructured learning environments.

Several ways to do this including:

• Providing staff a stack of cards• Providing key people with stacks of cards to distribute to staff members• Providing individual staff members with a card on a rotation

Principal’s 100 Club- The Celebrity Book

When a student receives a card they are sent to the school office.

In the office the student celebrates their accomplishment by signing the Celebrity Book.

The student also discusses their great work with office staff who will facilitate communication with the student’s parents.

Principal’s 100 Club- Parent Contact

Parent contact happens daily and is done in a manner that is best for the school, families, and the school community.

Communication can be: • Phone call home• Postcard mailed home• Letter in backpack

Principal’s 100 Club- The Board & Celebration

Students who receive a P-100 Club card then choose a number out of a jar (1-100) and place their name on the corresponding number on a 10X10 board with 100 squares. When a row, column, or diagonal is completed (10 student names in a row) the students are invited to participate in a special celebration or earn a special prize. The board is then cleared and the program starts over.

CHAMPs Positive Approach to Classroom Mgmt.

The overall goal of the CHAMPs classroom management system is to develop an instructional structure in which students are responsible, motivated, and highly engaged in the specific task at hand.

CHAMPs Basic Beliefs

Teachers can structure and organize their classrooms to prompt responsible student behavior.

Teachers should overtly and consciously teach students how to behave responsibly in every classroom/school situation.

Teachers should focus more time, attention, and energy on acknowledging responsible behavior than responding to misbehavior.

Teachers should pre-plan their responses to misbehavior to ensure that they will respond in a brief, calm, and consistent manner.

CHAMPs- What Does it Stand For?

Conversation: Can students talk to each other during this activity/transition?Help: How can students ask questions during this activity/transition? How do they get your attention?Activity: What is the task/objective of this activity/transition? What is the expected end product?Movement: Can students move about during this activity/transition? Can they sharpen their pencil?Participation: What does appropriate student work behavior for this activity/transition look/sound like? Success: Student success

Practical Example/ Real World Implementation

The implementation being discussed varied across school years and several lessons were learned as the program evolved and developed. During this multi-year implementation staff were provided with cards to pass out on a rotating basis, although cards were readily available for a teacher who wanted to award one to a student at any time. The board was hung in the school office as this was a central location within the school. A letter was sent home or a phone call was made every time a student was awarded a P-100 club card. Winning students were asked to bring a peer along to all celebrations. In order to promote teacher buy-in, teachers who gave out cards were entered into drawings to win a prize for themselves,their PLC, or grade level team.

School Setting

Example School District is a one school elementary school district serving students in grades pre-k through 8th grade in a diverse Chicago Suburb. The school has 44 full time teachers as well as ancillary staff, teaching assistants, school administrators, and office staff who interact with students on a daily basis.

The school serves approximately 520 students of which:

· 29% are considered to be low income

· 15% are students with disabilities

· 22% are English Learners

· 1% are considered homeless

· 52% of students met or exceeded expectations on the 2016 PARCC assessment

The First Year of the Implementation

2012/13- This first year of the program included 2 short staff trainings during staff meetings and teachers delivering cards. There were more cards delivered at the primary and intermediate grades, as buy-in with middle school teachers was a work in progress.

Example

The Second Year of the Implementation

2013/14- This second year of the program included a training at the beginning of the year and a booster staff training during a staff meeting around the middle of the year. Staff were encouraged to award cards frequently and to teach expectations within the classroom. There was more buy-in from middle school teachers.

The Third Year of the Implementation

2014/15- This third year of the program involved the adoption of new school-wide expectations for student behavior which included explicit teaching of expectations in various settings for students in grades k-2. During this transition to a new school-wide set of student behavioral expectations, it was found that teachers were not administering cards at as frequent of a rate as they were in previous years.

The Fourth Year of the Implementation

2015/16- This fourth year of the program involved discussion with staff on the previous school year’s behavioral data as well as explicit teaching of expectations across grades k-5 in various settings. Additionally, teacher reinforcement for implementing the P-100 club system was enhanced to provide greater feedback for teacher buy-in.

Results

School Year

Cards Given

# Of Detentions

# Of In School

Suspensions

# Of Out Of School

Suspensions

2012/13 322 33 5.5 0

2013/14 399 38 4.5 0

2014/15 157 20 6 1

2015/16 349 6 0 0

Final Thoughts

After implementation, we noticed three major areas of improvement. First, the school climate improved. Second, staff perception of student behavior shifted over time. Lastly, parental involvement in the school increased.

Our school climate improved greatly over the lifespan of the P-100 club. Even though not shown directly by the data, the school has seen an increase in student participation in the classroom, an increase in multi-grade level group activity participation, and when paired with explicit teaching of expectations and staff buy-in, it yielded the greatest results.

Secondly, staff perception of student behavior shifted over time. Teachers began to take notice of and praise the many positive behaviors in the classroom instead of focusing their attention on the negative ones. This resulted in more staff buy-in over time and carry over of consistent practices into individual classrooms.

Lastly, parent involvement increased in school over time. As part of the fourth year of the program, the winners and their guardian received a celebratory donut breakfast in the morning in combination with the effort of the PTA. This ultimately lead to having those parents stay for activities in the classroom and more parent involvement in the children’s school day.

Questions

Michael Scalettamscale4@uic.edu