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CHAMPS Icons and Reproducible Forms

This download contains all the reproducible icons and forms referenced in the third edition of CHAMPS: A Proactive and Positive Approach to Classroom Management. It includes six different sets of CHAMPS Expectations Icon posters in PDF and PNG formats that can help display and teach classroom expectations. The download also provides permission to administrators and educators who purchase the book to reproduce any material in the download solely for their own use in creating and implementing a classroom management plan and teaching CHAMPS expectations.

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Luna Amar

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Download as PDF, TXT or read online on Scribd

0% found this document useful (0 votes)

625 views51 pages

CHAMPS Icons and Reproducible Forms

Uploaded by

Luna Amar

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 51

CHAMPS Icons and Reproducible Forms

This download is part of the Reproducible Materials that accompany the third edition of CHAMPS:
A Proactive and Positive Approach to Classroom Management, by Jessica Sprick, Randy Sprick, Jacob
Edwards, and Cristy Coughlin. It contains all reproducible icons and forms referenced in CHAMPS.

Permission is given to administrators and educators who purchase the book to reproduce any material in
the download solely for their own use in creating and implementing a classroom management plan and
teaching CHAMPS expectations. As the owner of this book, you have the right to reproduce as many
copies as you need each year for your own classroom. Further reproduction of the icons and forms is
strictly prohibited.

Icon Sets
Six different sets of CHAMPS Expectations Icon posters (66 posters per set) are provided as PDF and PNG
files. Each expectation falls within one of the CHAMPS categories of behavior—Conversation, Help, Move-
ment, Activity, Movement, Participation, Success. (See the next page for a list of the expectations.) These files
can help you display and teach your classroom expectations. The sets are:
Version 1: Primary (B/W), K–2. Line drawing that young students can color.
Version 2: Primary (Color), K–2. Full-color illustrations for young students.
Version 3: Intermediate (B/W), 3–8. Line drawing aimed at older students.
Version 4: Pictograph. Black-and-white stick-figure type graphics.
Version 5: Sentence Strip. Text-only expectations.
Version 6: Road Sign (Color). Text-based street signs in different shapes and colors.

Version 1 Version 2 Version 3 Version 4 Version 5 Version 6

C onversation
C onversation
C onversation
C onversation
© 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS

© 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS

1
Expectation
Expectation

Expectation

3
2
1

E X P E C TAT I O N E X P E C TAT I O N E X P E C TAT I O N E X P E C TAT I O N

Talk quietly with one other student.

1 Talk quietly with one other student.
1 Talk quietly with one other student.
1 Talk quietly with one other student.
1
Raise your hand and wait to be called on.
Talk quietly with anyone in your group.

n
tio
Talk quietly with one other student.

sa
er
nv
Co

TALK QUIETLY
WITH ONE OTHER
STUDENT
C onversation

C onversation

© 2021 Ancora Publishing CHAMPS ICONS, VERSION 1: PRIMARY, K–2 (B/W) © 2021 Ancora Publishing CHAMPS ICONS, VERSION 2: PRIMARY, K–2 (COLOR) © 2021 Ancora Publishing CHAMPS ICONS, VERSION 3: INTERMEDIATE, 3–8 (B/W) © 2021 Ancora Publishing CHAMPS ICONS, VERSION 4: PICTOGRAPH (B/W) © 2021 Ancora Publishing CHAMPS ICONS, VERSION 6: ROAD SIGNS

Thumbnails of all posters are shown on pages 3–49. Chapter 4, Task 2 provides detailed information about how
to use the CHAMPS icons in conjunction with the CHAMPS acronym to prepare visuals for teaching expecta-
tions. Visuals are a great way of helping students remember how you expect them to behave.

See “Using the CHAMPS Files” for information about how to use Adobe Reader (free download available at
https://get.adobe.com/reader/) to work with PDF files.

CHAMPS Icons and Reproducible Forms1

CHAMPS List of Common Expectations

C
Conversation
1.
2.
3.
Talk quietly with one other student.
Talk quietly with anyone in your group.
Raise your hand and wait to be called on.
34.
35.
36.
37.
PE/Gym
Library/Media
Computer Lab/Computer Station
Music
38. Fire Drill
4. Talking quietly is OK when lining up or out of seat.
39. Lock-Down Drill

M
5. No talking to another student! (Version 1)
40. Pair Practice
6. No talking to another student! (Version 2)
7. No talking to another student! (Version 3) Movement
8. Voice Level 0 — No Talking
41. Hand in completed assignments.
9. Voice Level 1 — Whisper
42. Do not get up to hand in completed assignments.
10. Voice Level 2 — Quiet Voice
43. Sharpen pencil.
11. Voice Level 3 — Presentation Voice

H
44. Do not get up to sharpen pencil.
12. Voice Level 4 — Outside Voice
45. Get supplies.
46. Do not get up to get supplies.
Help 47. Get a drink of water.
13. Raise hand 48. Do not get up to get a drink of water.
14. Do not raise hand (no help available except 49. Use the bathroom.
emergency). 50. Do not get up to use the bathroom.
15. Put up “Please Help” flag. 51. While out of seat, talk quietly with another
16. Do not put up “Please Help” flag (no help student.
available except emergency). 52. While out of seat, do not talk quietly with
17. Do not talk to any other student. another student.

P
18. Ask one person next to you. 53. Line up.
19. Ask any student in your group or cluster.
20. If your group has a question, at least two Participation

A
people raise their hand. 54. Read.
55. Write.
Activity 56. Write (eyes only on your own work).
21. Small-Group Instruction 57. Listen.
22. Whole-Class Instruction (students at desks) 58. Listen and take notes.
23. Whole-Class Discussion Circle 59. Listen, answer, ask questions, and/or share.
24. Whole Class at Carpet 60. Talk quietly and respectfully with one other
25. Independent Seatwork (teacher available to help) student. Listen when that person talks.
61. Talk quietly and respectfully with other students

S
26. Independent Seatwork (teacher not available
to help) in your group. Listen when another person talks.
27. Test
28. Cooperative Groups Success
29. Silent Reading 62. Great job!
30. Clean Up 63. Great job, class!
31. Choice Time/Free Play 64. Excellent work!
32. Centers/Stations 65. Well done!
33. Snack 66. Thumbs up!

CHAMPS Icons and Reproducible Forms2

CHAMPS Icon Posters (Version 1)

C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N

Talk quietly with one other student.

1 Talk quietly with anyone in your group.
2 Raise your hand and wait to be called on.
3

© 2021 Ancora Publishing CHAMPS ICONS, VERSION 1: PRIMARY, K–2 (B/W) © 2021 Ancora Publishing CHAMPS ICONS, VERSION 1: PRIMARY, K–2 (B/W) © 2021 Ancora Publishing CHAMPS ICONS, VERSION 1: PRIMARY, K–2 (B/W)

C onversation
Talking quietly is OK when E X P E C TAT I O N
C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N

lining up or out of seat. 4 No talking to another student! (Version 1)

5 No talking to another student! (Version 2)
6

C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N

No talking to another student! (Version 3)

7 Voice Level 0 — No Talking
8 Voice Level 1 — Whisper
9

CHAMPS Icons and Reproducible Forms3

CHAMPS Icon Posters (Version 1)

C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N

Voice Level 2 — Quiet Voice

10 Voice Level 3 — Presentation Voice
11 Voice Level 4 — Outside Voice
12

H elp
E X P E C TAT I O N
H elp
Do not raise hand (no help E X P E C TAT I O N
H elp
E X P E C TAT I O N

Raise hand.
13 available except emergency). 14 Put up "Please Help" flag.
15

H elp
Do not put up "Please Help" flag E X P E C TAT I O N
H elp
E X P E C TAT I O N
H elp
E X P E C TAT I O N

(no help available except emergency). 16 Do not talk to any other student.
17 Ask one person next to you.
18

CHAMPS Icons and Reproducible Forms4

CHAMPS Icon Posters (Version 1)

H elp
E X P E C TAT I O N
H elp
If your group has a question, at least E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

Ask any student in your group or cluster.

19 two people raise their hand. 20 Small-Group Instruction
21

A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

Whole-Class Instruction (students at desks)

22 Whole-Class Discussion Circle
23 Whole Class at Carpet
24

A ctivity
Independent Seatwork (teacher E X P E C TAT I O N
A ctivity
Independent Seatwork (teacher E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

available to help) 25 not available to help) 26 Test

CHAMPS Icons and Reproducible Forms5

CHAMPS Icon Posters (Version 1)

A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

Cooperative Groups
28 Silent Reading
29 Clean Up
30

A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

Choice Time/Free Play

31 Centers/Stations
32 Snack
33

A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

PE/Gym
34 Library/Media
35 Computer Lab/Computer Station
36

CHAMPS Icons and Reproducible Forms6

CHAMPS Icon Posters (Version 1)

A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

Music
37 Fire Drill
38 Lock-Down Drill
39

A ctivity
E X P E C TAT I O N
M ovement
E X P E C TAT I O N
M ovement
Do not get up to hand in E X P E C TAT I O N

Pair Practice
40 Hand in completed assignments.
41 completed assignments. 42

M ovement
E X P E C TAT I O N
M ovement
E X P E C TAT I O N
M ovement
E X P E C TAT I O N

Sharpen pencil.
43 Do not get up to sharpen pencil.
44 Get supplies.
45

CHAMPS Icons and Reproducible Forms7

CHAMPS Icon Posters (Version 1)

M ovement
E X P E C TAT I O N
M ovement
E X P E C TAT I O N
M ovement
E X P E C TAT I O N

Do not get up to get supplies.

46 Get a drink of water.
47 Do not get up to get a drink of water.
48

M ovement
E X P E C TAT I O N
M ovement
E X P E C TAT I O N
M ovement
While out of seat, talk quietly E X P E C TAT I O N

Use the bathroom.

49 Do not get up to use the bathroom.
50 with another student. 51

M ovement
While out of seat, do not talk E X P E C TAT I O N
M ovement
E X P E C TAT I O N
P articipation
E X P E C TAT I O N

quietly with another student. 52 Line up.

53 Read.
54

CHAMPS Icons and Reproducible Forms8

CHAMPS Icon Posters (Version 1)

P articipation
E X P E C TAT I O N
P articipation
E X P E C TAT I O N
P articipation
E X P E C TAT I O N

Write.
55 Write (eyes only on your own work).
56 Listen.
57

P articipation
E X P E C TAT I O N
P articipation
Listen, answer, ask questions, E X P E C TAT I O N
P articipation
Talk quietly and respectfully with one other E X P E C TAT I O N

Listen and take notes.

58 and/or share. 59 student. Listen when that person talks. 60

P articipation
Talk quietly and respectfully with E X P E C TAT I O N
S uccess
E X P E C TAT I O N
S uccess
E X P E C TAT I O N

other students in your group. Listen

when another person talks.
61 Great job!
62 Great job, class!
63

CHAMPS Icons and Reproducible Forms9

CHAMPS Icon Posters (Version 1)

S uccess
E X P E C TAT I O N
S uccess
E X P E C TAT I O N
S uccess
E X P E C TAT I O N

Excellent work!
64 Well done!
65 Thumbs up!
66

CHAMPS Icon Posters (Version 2)

C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N

Talk quietly with one other student.

1 Talk quietly with anyone in your group.
2 Raise your hand and wait to be called on.
3

© 2021 Ancora Publishing CHAMPS ICONS, VERSION 2: PRIMARY, K–2 (COLOR) © 2021 Ancora Publishing CHAMPS ICONS, VERSION 2: PRIMARY, K–2 (COLOR) © 2021 Ancora Publishing CHAMPS ICONS, VERSION 2: PRIMARY, K–2 (COLOR)

C onversation
Talking quietly is OK when E X P E C TAT I O N
C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N

lining up or out of seat. 4 No talking to another student! (Version 1)

5 No talking to another student! (Version 2)
6

CHAMPS Icons and Reproducible Forms10

CHAMPS Icon Posters (Version 2)

C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N

No talking to another student! (Version 3)

7 Voice Level 0 — No Talking
8 Voice Level 1 — Whisper
9

C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N

Voice Level 2 — Quiet Voice

10 Voice Level 3 — Presentation Voice
11 Voice Level 4 — Outside Voice
12

H elp
E X P E C TAT I O N
H elp
Do not raise hand (no help available E X P E C TAT I O N
H elp
E X P E C TAT I O N

Raise hand.
13 except emergency). 14 Put up “Please Help” flag.
15

CHAMPS Icons and Reproducible Forms11

CHAMPS Icon Posters (Version 2)

H elp
Do not put up “Please Help” flag E X P E C TAT I O N
H elp
E X P E C TAT I O N
H elp
E X P E C TAT I O N

(no help available except emergency). 16 Do not talk to any other student.
17 Ask one person next to you.
18

H elp
E X P E C TAT I O N
H elp
If your group has a question, at least E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

Ask any student in your group or cluster.

19 two people raise their hand. 20 Small-Group Instruction
21

A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

Whole-Class Instruction (students at desks)

22 Whole-Class Discussion Circle
23 Whole Class at Carpet
24

CHAMPS Icons and Reproducible Forms 1 2

CHAMPS Icon Posters (Version 2)

A ctivity
Independent Seatwork E X P E C TAT I O N
A ctivity
Independent Seatwork (teacher E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

(teacher available to help) 25 not available to help) 26 Test

A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

Cooperative Groups
28 Silent Reading
29 Clean Up
30

A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

Choice Time/Free Play

31 Centers/Stations
32 Snack
33

CHAMPS Icons and Reproducible Forms13

CHAMPS Icon Posters (Version 2)

A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

PE/Gym
34 Library/Media
35 Computer Lab/Computer Station
36

A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

Music
37 Fire Drill
38 Lock-Down Drill
39

A ctivity
E X P E C TAT I O N
M ovement
E X P E C TAT I O N
M ovement
Do not get up to hand in E X P E C TAT I O N

Pair Practice
40 Hand in completed assignments.
41 completed assignments. 42

CHAMPS Icons and Reproducible Forms14

CHAMPS Icon Posters (Version 2)

M ovement
E X P E C TAT I O N
M ovement
E X P E C TAT I O N
M ovement
E X P E C TAT I O N

Sharpen pencil.
43 Do not get up to sharpen pencil.
44 Get supplies.
45

M ovement
E X P E C TAT I O N
M ovement
E X P E C TAT I O N
M ovement
E X P E C TAT I O N

Do not get up to get supplies.

46 Get a drink of water.
47 Do not get up to get a drink of water.
48

M ovement
E X P E C TAT I O N
M ovement
E X P E C TAT I O N
M ovement
While out of seat, talk quietly E X P E C TAT I O N

Use the bathroom.

49 Do not get up to use the bathroom.
50 with another student. 51

CHAMPS Icons and Reproducible Forms15

CHAMPS Icon Posters (Version 2)

M ovement
While out of seat, do not talk quietly E X P E C TAT I O N
M ovement
E X P E C TAT I O N
P articipation
E X P E C TAT I O N

with another student. 52 Line up.

53 Read.
54

P articipation
E X P E C TAT I O N
P articipation
E X P E C TAT I O N
P articipation
E X P E C TAT I O N

Write.
55 Write (eyes only on your own work).
56 Listen.
57

P articipation
E X P E C TAT I O N
P articipation
Listen, answer, ask questions, E X P E C TAT I O N
P articipation
Talk quietly and respectfully with one other E X P E C TAT I O N

Listen and take notes.

58 and/or share. 59 student. Listen when that person talks. 60

CHAMPS Icons and Reproducible Forms16

CHAMPS Icon Posters (Version 2)

P articipation
Talk quietly and respectfully with E X P E C TAT I O N
S uccess
E X P E C TAT I O N
S uccess
E X P E C TAT I O N

other students in your group. Listen

when another person talks. 61 Great job!
62 Great job, class!
63

S uccess
E X P E C TAT I O N
S uccess
E X P E C TAT I O N
S uccess
E X P E C TAT I O N

Excellent work!
64 Well done!
65 Thumbs up!
66

CHAMPS Icon Posters (Version 3)

C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N

Talk quietly with one other student.

1 Talk quietly with anyone in your group.
2 Raise your hand and wait to be called on.
3

© 2021 Ancora Publishing CHAMPS ICONS, VERSION 3: INTERMEDIATE, 3–8 (B/W) © 2021 Ancora Publishing CHAMPS ICONS, VERSION 3: INTERMEDIATE, 3–8 (B/W) © 2021 Ancora Publishing CHAMPS ICONS, VERSION 3: INTERMEDIATE, 3–8 (B/W)

CHAMPS Icons and Reproducible Forms17

CHAMPS Icon Posters (Version 3)

C onversation
Talking quietly is OK when E X P E C TAT I O N
C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N

lining up or out of seat. 4 No talking to another student! (Version 1)

5 No talking to another student! (Version 2)
6

C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N

No talking to another student! (Version 3)

7 Voice Level 0 — No Talking
8 Voice Level 1 — Whisper
9

C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N

Voice Level 2 — Quiet Voice

10 Voice Level 3 — Presentation Voice
11 Voice Level 4 — Outside Voice
12

CHAMPS Icons and Reproducible Forms18

CHAMPS Icon Posters (Version 3)

H elp
E X P E C TAT I O N
H elp
Do not raise hand (no help available E X P E C TAT I O N
H elp
E X P E C TAT I O N

Raise hand.
13 except emergency). 14 Put up “Please Help” flag.
15

H elp
Do not put up “Please Help” flag E X P E C TAT I O N
H elp
E X P E C TAT I O N
H elp
E X P E C TAT I O N

(no help available except emergency). 16 Do not talk to any other student.
17 Ask one person next to you.
18

H elp
E X P E C TAT I O N
H elp
If your group has a question, at least E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

Ask any student in your group or cluster.

19 two people raise their hand. 20 Small-Group Instruction
21

CHAMPS Icons and Reproducible Forms19

CHAMPS Icon Posters (Version 3)

A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

Whole-Class Instruction (students at desks)

22 Whole-Class Discussion Circle
23 Whole Class at Carpet
24

A ctivity
Independent Seatwork E X P E C TAT I O N
A ctivity
Independent Seatwork E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

(teacher available to help) 25 (teacher not available to help) 26 Test

A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

Cooperative Groups
28 Silent Reading
29 Clean Up
30

CHAMPS Icons and Reproducible Forms20

CHAMPS Icon Posters (Version 3)

A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

Choice Time/Free Play

31 Centers/Stations
32 Snack
33

A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

PE/Gym
34 Library/Media
35 Computer Lab/Computer Station
36

A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

Music
37 Fire Drill
38 Lock-Down Drill
39

CHAMPS Icons and Reproducible Forms21

CHAMPS Icon Posters (Version 3)

A ctivity
E X P E C TAT I O N
M ovement
E X P E C TAT I O N
M ovement
Do not get up to hand in E X P E C TAT I O N

Pair Practice
40 Hand in completed assignments.
41 completed assignments. 42

M ovement
E X P E C TAT I O N
M ovement
E X P E C TAT I O N
M ovement
E X P E C TAT I O N

Sharpen pencil.
43 Do not get up to sharpen pencil.
44 Get supplies.
45

M ovement
E X P E C TAT I O N
M ovement
E X P E C TAT I O N
M ovement
E X P E C TAT I O N

Do not get up to get supplies.

46 Get a drink of water.
47 Do not get up to get a drink of water.
48

CHAMPS Icons and Reproducible Forms22

CHAMPS Icon Posters (Version 3)

M ovement
E X P E C TAT I O N
M ovement
E X P E C TAT I O N
M ovement
While out of seat, talk quietly E X P E C TAT I O N

Use the bathroom.

49 Do not get up to use the bathroom.
50 with another student. 51

M ovement
While out of seat, do not talk quietly E X P E C TAT I O N
M ovement
E X P E C TAT I O N
P articipation
E X P E C TAT I O N

with another student. 52 Line up.

53 Read.
54

P articipation
E X P E C TAT I O N
P articipation
E X P E C TAT I O N
P articipation
E X P E C TAT I O N

Write.
55 Write (eyes only on your own work).
56 Listen.
57

CHAMPS Icons and Reproducible Forms23

CHAMPS Icon Posters (Version 3)

P articipation
E X P E C TAT I O N
P articipation
Listen, answer, ask questions, E X P E C TAT I O N
P articipation
Talk quietly and respectfully with one other E X P E C TAT I O N

Listen and take notes.

58 and/or share. 59 student. Listen when that person talks. 60

P articipation
Talk quietly with other students in your E X P E C TAT I O N
S uccess
E X P E C TAT I O N
S uccess
E X P E C TAT I O N

group. Listen when another person talks. 61 Great job!

62 Great job, class!
63

S uccess
E X P E C TAT I O N
S uccess
E X P E C TAT I O N
S uccess
E X P E C TAT I O N

Excellent work!
64 Well done!
65 Thumbs up!
66

CHAMPS Icons and Reproducible Forms24

CHAMPS Icon Posters (Version 4)

C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N

Talk quietly with one other student.

1 Talk quietly with anyone in your group.
2 Raise your hand and wait to be called on.
3

C onversation
Talking quietly is OK when E X P E C TAT I O N
C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N

lining up or out of seat. 4 No talking to another student! (Version 1)

5 No talking to another student! (Version 2)
6

C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N

No talking to another student! (Version 3)

7 Voice Level 0 — No Talking
8 Voice Level 1 — Whisper
9

CHAMPS Icons and Reproducible Forms25

CHAMPS Icon Posters (Version 4)

C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N
C onversation
E X P E C TAT I O N

Voice Level 2 — Quiet Voice

10 Voice Level 3 — Presentation Voice
11 Voice Level 4 — Outside Voice
12

H elp
E X P E C TAT I O N
H elp
Do not raise hand (no help available E X P E C TAT I O N
H elp
E X P E C TAT I O N

Raise hand.
13 except emergency). 14 Put up “Please Help” flag.
15

H elp
Do not put up “Please Help” flag E X P E C TAT I O N
H elp
E X P E C TAT I O N
H elp
E X P E C TAT I O N

(no help available except emergency). 16 Do not talk to any other student.
17 Ask one person next to you.
18

CHAMPS Icons and Reproducible Forms26

CHAMPS Icon Posters (Version 4)

H elp
E X P E C TAT I O N
H elp
If your group has a question, at least E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

Ask any student in your group or cluster.

19 two people raise their hand. 20 Small-Group Instruction
21

A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

Whole-Class Instruction (students at desks)

22 Whole-Class Discussion Circle
23 Whole Class at Carpet
24

A ctivity
Independent Seatwork E X P E C TAT I O N
A ctivity
Independent Seatwork E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

(teacher available to help) 25 (teacher not available to help) 26 Test

CHAMPS Icons and Reproducible Forms27

CHAMPS Icon Posters (Version 4)

A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

Cooperative Groups
28 Silent Reading
29 Clean Up
30

A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

Choice Time/Free Play

31 Centers/Stations
32 Snack
33

A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

PE/Gym
34 Library/Media
35 Computer Lab/Computer Station
36

CHAMPS Icons and Reproducible Forms28

CHAMPS Icon Posters (Version 4)

A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N
A ctivity
E X P E C TAT I O N

Music
37 Fire Drill
38 Lock-Down Drill
39

FIRE

ALARM

A ctivity
E X P E C TAT I O N
M ovement
E X P E C TAT I O N
M ovement
Do not get up to hand in E X P E C TAT I O N

Pair Practice
40 Hand in completed assignments.
41 completed assignments. 42

M ovement
E X P E C TAT I O N
M ovement
E X P E C TAT I O N
M ovement
E X P E C TAT I O N

Sharpen pencil.
43 Do not get up to sharpen pencil.
44 Get supplies.
45

CHAMPS Icons and Reproducible Forms29

CHAMPS Icon Posters (Version 4)

M ovement
E X P E C TAT I O N
M ovement
E X P E C TAT I O N
M ovement
E X P E C TAT I O N

Do not get up to get supplies.

46 Get a drink of water.
47 Do not get up to get a drink of water.
48

M ovement
E X P E C TAT I O N
M ovement
E X P E C TAT I O N
M ovement
While out of seat, talk quietly E X P E C TAT I O N

Use the bathroom.

49 Do not get up to use the bathroom.
50 with another student. 51

M ovement
While out of seat, do not talk quietly E X P E C TAT I O N
M ovement
E X P E C TAT I O N
P articipation
E X P E C TAT I O N

with another student. 52 Line up.

53 Read.
54

CHAMPS Icons and Reproducible Forms 3 0

CHAMPS Icon Posters (Version 4)

P articipation
E X P E C TAT I O N
P articipation
E X P E C TAT I O N
P articipation
E X P E C TAT I O N

Write.
55 Write (eyes only on your own work).
56 Listen.
57

P articipation
E X P E C TAT I O N
P articipation
E X P E C TAT I O N
P articipation
Talk quietly and respectfully with one other E X P E C TAT I O N

Listen and take notes.

58 Listen, answer, ask questions, and/or share.
59 student. Listen when that person talks. 60

P articipation
Talk quietly and respectfully with E X P E C TAT I O N
S uccess
E X P E C TAT I O N
S uccess
E X P E C TAT I O N

other students in your group. Listen

when another person talks. 61 Great job!
62 Great job, class!
63

CHAMPS Icons and Reproducible Forms31

CHAMPS Icon Posters (Version 4)

S uccess
E X P E C TAT I O N
S uccess
E X P E C TAT I O N
S uccess
E X P E C TAT I O N

Excellent work!
64 Well done!
65 Thumbs up!
66

CHAMPS Icon Posters (Version 5)

C onversation C onversation
Expectation Expectation

1 4

Talking quietly is OK when

Talk quietly with one other student.
lining up or out of seat.
© 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS © 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS

C onversation C onversation
Expectation Expectation

2 5-7

Talk quietly with anyone in your group. No talking to another student!

C onversation C onversation
Expectation Expectation

3 8

Raise your hand and wait to be called on. Voice Level 0—No Talking
© 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS © 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS

C onversation C onversation
Expectation Expectation

9 12

Voice Level 1—Whisper Voice Level 4—Outside Voice

C onversation H elp
Expectation Expectation

10 13

Voice Level 2—Quiet Voice Raise hand.

C onversation H elp
Expectation Expectation

11 14

Voice Level 3—Presentation Voice Do not raise hand.

CHAMPS Icons and Reproducible Forms32

CHAMPS Icon Posters (Version 5)

H elp H elp
Expectation Expectation

15 18

Put up “Please Help” flag. Ask one person next to you.

H elp H elp
Expectation Expectation

16 19

Do not put up “Please Help” flag. Ask any student in your group or cluster.
© 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS © 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS

H elp H elp
Expectation Expectation

17 20
If your group has a question, at least
Do not talk with any other student. two people raise their hand.
© 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS © 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS

Activity Activity
Expectation Expectation

21 24

Small-Group Instruction Whole Class at Carpet

Activity Activity
Expectation Expectation

22 25

Whole-Class Instruction Independent Seatwork

(students at desks) (teacher available to help)
© 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS © 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS

Activity Activity
Expectation Expectation

23 26
Independent Seatwork
Whole-Class Discussion Circle
(teacher not available to help)
© 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS © 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS

Activity Activity
Expectation Expectation

27 30

Test Clean Up
© 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS © 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS

Activity Activity
Expectation Expectation

28 31

Cooperative Groups Choice Time/Free Play

Activity Activity
Expectation Expectation

29 32

Silent Reading Centers/Stations

CHAMPS Icons and Reproducible Forms 3 3

CHAMPS Icon Posters (Version 5)

Activity Activity
Expectation Expectation

33 36

Snack Computer Lab/Computer Station

Activity Activity
Expectation Expectation

34 37

PE/Gym Music
© 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS © 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS

Activity Activity
Expectation Expectation

35 38

Library/Media Fire Drill

Activity M ovement
Expectation Expectation

39 42

Do not get up to hand in

Lock-Down Drill
completed assignments.
© 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS © 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS

Activity M ovement
Expectation Expectation

40 43

Pair Practice Sharpen pencil.

M ovement M ovement
Expectation Expectation

41 44

Hand in completed assignments. Do not get up to sharpen pencil.

M ovement M ovement
Expectation Expectation

45 48

Get supplies. Do not get up to get a drink of water.

M ovement M ovement
Expectation Expectation

46 49

Do not get up to get supplies. Use the bathroom.

M ovement M ovement
Expectation Expectation

47 50

Get a drink of water. Do not get up to use the bathroom.

CHAMPS Icons and Reproducible Forms 3 4

CHAMPS Icon Posters (Version 5)

M ovement P articipation
Expectation Expectation

51 54

While out of seat, talk quietly

Read.
with another student.
© 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS © 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS

M ovement P articipation
Expectation Expectation

52 55

While out of seat, do not talk

Write.
quietly with another student.
© 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS © 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS

M ovement P articipation
Expectation Expectation

53 56

Line up. Write (eyes only on your own work).

P articipation P articipation
Expectation Expectation

57 60

Listen. Talk quietly and respectfully with one other

student. Listen when that person talks.
© 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS © 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS

P articipation P articipation
Expectation Expectation

58 61

Listen and take notes. Talk quietly and respectfully with other students
in your group. Listen when another person talks.
© 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS © 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS

P articipation S uccess
Expectation Expectation

59 62

Listen, answer, ask questions, and/or share. Great job!

S uccess S uccess
Expectation Expectation

63 66

Great job, class! Thumbs up!

S uccess
Expectation Expectation

Excellent work!
© 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS © 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS

S uccess
Expectation Expectation

Well done!
© 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS © 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS

CHAMPS Icons and Reproducible Forms 3 5

CHAMPS Icon Posters (Version 6)

1 2 3
Expectation Expectation Expectation

n n n
tio tio tio
rsa rsa rsa
n ve n ve n ve
Co Co Co

TALK QUIETLY TALK QUIETLY RAISE YOUR

WITH ONE OTHER WITH ANYONE IN HAND AND WAIT TO
STUDENT YOUR GROUP BE CALLED ON

4 5 6
Expectation Expectation Expectation

n n n
tio tio tio
sa sa sa
er er er
nv nv nv
Co Co Co

TALKING QUIETLY NO TALKING TO NO TALKING TO

IS OK WHEN LINING ANOTHER STUDENT ANOTHER STUDENT
UP OR OUT VERSION 1 VERSION 2

OF SEAT

7 8 9
Expectation Expectation Expectation

n n n
tio tio tio
sa sa sa
er er er
nv nv nv
Co Co Co

NO TALKING TO VOICE LEVEL 0 VOICE LEVEL 1

ANOTHER STUDENT NO TALKING WHISPER
VERSION 3

CHAMPS Icons and Reproducible Forms36

CHAMPS Icon Posters (Version 6)

10 11 12
Expectation Expectation Expectation

n n n
tio tio tio
rsa rsa rsa
nve nve nve
Co Co Co

VOICE LEVEL 2 VOICE LEVEL 3 VOICE LEVEL 4

QUIET VOICE PRESENTATION OUTSIDE VOICE
VOICE

13 14 15
Expectation Expectation Expectation

Help Help Help

DO NOT
RAISE HAND PUT UP
RAISE HAND NO HELP “PLEASE HELP”
AVAILABLE EXCEPT FLAG
EMERGENCY

16 17 18
Expectation Expectation Expectation

Help Help Help

DO NOT PUT
UP “PLEASE DO NOT ASK ONE
HELP” FLAG TALK TO ANY PERSON NEXT
NO HELP AVAILABLE OTHER STUDENT TO YOU
EXCEPT EMERGENCY

CHAMPS Icons and Reproducible Forms37

CHAMPS Icon Posters (Version 6)

19 20 21
Expectation Expectation Expectation

Help Help

IF YOUR GROUP
ASK ANY HAS A QUESTION, SMALL
STUDENT IN AT LEAST TWO GROUP
YOUR GROUP PEOPLE RAISE INSTRUCTION
OR CLUSTER THEIR HAND
Activity

22 23 24
Expectation Expectation Expectation

WHOLE-CLASS WHOLE-CLASS WHOLE CLASS

INSTRUCTION DISCUSSION AT CARPET
(STUDENTS AT DESKS) CIRCLE

Activity Activity Activity

25 26 27
Expectation Expectation Expectation

INDEPENDENT INDEPENDENT
SEATWORK SEATWORK TEST
(TEACHER AVAILABLE (TEACHER NOT
TO HELP) AVAILABLE TO HELP)

Activity Activity Activity

CHAMPS Icons and Reproducible Forms 3 8

CHAMPS Icon Posters (Version 6)

28 29 30
Expectation Expectation Expectation

COOPERATIVE SILENT CLEAN

GROUPS READING UP

Activity Activity Activity

31 32 33
Expectation Expectation Expectation

CHOICE TIME/ CENTER / SNACK

FREE PLAY STATIONS

Activity Activity Activity

34 35 36
Expectation Expectation Expectation

LIBRARY/ COMPUTER LAB/

PE / GYM COMPUTER
MEDIA
STATIONS

Activity Activity Activity

CHAMPS Icons and Reproducible Forms39

CHAMPS Icon Posters (Version 6)

37 38 39
Expectation Expectation Expectation

MUSIC FIRE LOCK-DOWN

DRILL DRILL

Activity Activity FIRE Activity

ALARM

40 41 42
Expectation Expectation Expectation

t t
en en
em em DO NOT
PAIR M
ov
HAND IN M
ov
GET UP TO HAND
PRACTICE COMPLETED IN COMPLETED
ASSIGNMENTS ASSIGNMENTS
Activity

43 44 45
Expectation Expectation Expectation

t t t
en en en

M
ov
em
M
ov
em DO NOT M
ov
em

SHARPEN GET UP TO GET

PENCIL SHARPEN SUPPLIES
PENCIL

CHAMPS Icons and Reproducible Forms 4 0

CHAMPS Icon Posters (Version 6)

46 47 48
Expectation Expectation Expectation

t t t
en en en
em em em
ov ov ov
M DO NOT M M
DO NOT GET UP
GET UP TO GET A DRINK
OF WATER TO GET A DRINK
GET SUPPLIES OF WATER

49 50 51
Expectation Expectation Expectation

t t t
en en en
ov
em
ov
em DO NOT ov
em WHILE OUT
M
USE THE
M
GET UP TO
M
OF SEAT, TALK
BATHROOM USE THE QUIETLY WITH
BATHROOM ANOTHER
STUDENT

52 53 54
Expectation Expectation Expectation

t t
em WHILE OUT
en
em
en
ov ov
M OF SEAT, DO NOT M
READ
TALK QUIETLY WITH LINE UP
ANOTHER
Par

STUDENT
ti
cipa
tion

CHAMPS Icons and Reproducible Forms41

CHAMPS Icon Posters (Version 6)

55 56 57
Expectation Expectation Expectation

WRITE
EYES ONLY ON LISTEN
WRITE YOUR OWN
WORK
Par

Par

Par
ti c

ti c

ti c
ipa

ipa

ipa
tion

tion

tion
© 2021 Ancora Publishing CHAMPS ICONS, VERSION 6: ROAD SIGNS © 2021 Ancora Publishing CHAMPS ICONS, VERSION 6: ROAD SIGNS © 2021 Ancora Publishing CHAMPS ICONS, VERSION 6: ROAD SIGNS

58 59 60
Expectation Expectation Expectation

LISTEN, ANSWER, TALK QUIETLY AND

LISTEN AND ASK QUESTIONS, RESPECTFULLY WITH
ONE OTHER STUDENT.
TAKE AND/OR LISTEN WHEN
NOTES SHARE THAT PERSON
TALKS.
Par

Par

Par
ti

ti
cipa

cipa

cipa
tion

tion

61 62 63
Expectation Expectation Expectation

TALK QUIETLY AND GREAT GREAT JOB, CLASS!

RESPECTFULLY WITH
OTHER STUDENTS IN
YOUR GROUP.
LISTEN WHEN
ANOTHER
PERSON
Par

TALKS.
ti
cipa

cess cess
Suc Suc
tion

CHAMPS Icons and Reproducible Forms42

CHAMPS Icon Posters (Version 6)

64 65 66
Expectation Expectation Expectation

EXCELLENT WELL DONE! THUMBS UP!

cess cess cess

Suc Suc Suc

CHAMPS Icons and Reproducible Forms 4 3

List of Reproducible Forms
Following is a list of all reproducible forms provided with CHAMPS. All
MICROSOFT WORD FILES
forms are provided as PDFs. Many forms are digitally fillable. See “Using
the CHAMPS Files” for details on how to fill out forms electronically. If Some reproducibles are provided
as Word forms as well as PDFs
a form is not shown in the book, we have provided a thumbnail preview (see asterisks). Word forms adjust to
version here. Some forms (e.g., awards, certificates, badges/stickers) are the length of the response you type
provided in color so you have the option of printing in color or B/W. in, so they are recommended for
tasks like creating your Classroom
Management Plan and recording
Chapter 1 your CHAMPS expectations.

Repro. 1.1 Classroom Management Plan (6 pages) *

Repro. 1.2 Bulleted Classroom Management Plan (6 pages)
Repro. 1.3 Classroom Support Needs Assessment (3 pages)

Chapter 2
Repro. 2.1 Record of Tardies CHAMPS Transition List CHAMPS Student Work Status Display CHAMPS

Repro. 2.2 CHAMPS Transition List TEACHER SCHOOL YEAR

Fold along lines, then tape flap to create triangular desktop sign.

Repro. 2.3 CHAMPS Transition Worksheet *

List each common transition and category of transition that occurs during a typical day in your classroom. Create
a separate item for every transition (or category) for which you have diﬀerent behavioral expectations. For example,
you may list “getting out the textbook and turning to a specific page (during math, reading, and language arts)” as one
item, or you may have three separate items: “getting out a book during math,” “getting out a book during reading,” and

I’m fine.
“getting out a book during language arts.” The format depends on whether your behavioral expectations for getting out
a textbook are the same regardless of lesson content or diﬀerent for the diﬀerent content areas.

Chapter 3
Repro. 3.1 CHAMPS Classroom Activities List
Repro. 3.2 CHAMPS Classroom Activity Please help!
Worksheet *
Repro. 3.3 Student Work Status Display Make note of your question
Repro. 3.4 Completed Assignments Checklist and keep working.

Repro. 3.6 No Assignment Form

REPRODUCIBLE 2.2 REPRODUCIBLE 3.3
Repro. 3.7 Reflection on Grading Practices *
Repro. 3.8 Behavior Record (Weekly by
Student Name)
Repro. 3.9 Student Grading Record
Repro. 3.9S Student Grading Record (Excel spreadsheet)
Repro. 3.10 Assignment and Grade Tracking Log

Chapter 4
Repro. 4.1 CHAMPS Expectations CHAMPS Expectations CHAMPS Mr. Mac Expectations Worksheet CHAMPS

Repro. 4.2A Mr. Mac Expectations Worksheet * “Here’s what we do during …

TYPE IN THE NAME OF THE ACTIVITY OR TRANSITION:

Mr. Mac
says…
CONVERSATION
Repro. 4.2B Mr. Mac Expectations Poster Where do we sit?

How do we sit?

HELP M When can we move?

Movement
Where can we move?

ACTIVITY What are we doing right now?

A How do we get help if we need it?

MOVEMENT Activity

Voice Level:
Can I talk to my neighbor?

PARTICIPATION
C Can I talk to all my friends?

Conversation
Can I talk to the teacher?

REPRODUCIBLE 4.1 REPRODUCIBLE 4.2A

CHAMPS Icons and Reproducible Forms 4 4

ACHIEVE Expectations Worksheet CHAMPS ACHIEVE Expectations CHAMPS

Achieve—to succeed in something!

Repro. 4.3A ACHIEVE Expectations Worksheet *

TYPE IN THE NAME OF THE ACTIVITY OR TRANSITION:
ACTIVITY (e.g., lecture, labs, independent work, tests, cooperative groups):
CONVERSATION
Activity
Repro. 4.3B ACHIEVE Expectations
Can students talk to each other? If so, about what?
What voice level? To whom?
How many can be involved? How long should conversations last?

Repro. 4.4 Sample SEL Lessons (4 pages) HELP

How should students get questions answered during this activity?
Conversation
How should students get your attention?

Help
INTEGRITY

Chapter 6
What are your expectations for students working together, quoting sources, and so forth? In other words, define what
you consider to be, for example, cheating or not cheating, plagiarizing or not plagiarizing.

Integrity
EFFORT
Repro. 6.1A Awards and Certificates (Version 1) What behaviors would demonstrate active participation?

Effort

Repro. 6.1B Awards and Certificates (Version 2)

What behaviors would demonstrate lack of participation?

Value
Repro. 6.1C Awards and Certificates (Version 3)
VALUE
How would active participation be of benefit for students?

Repro. 6.1D Awards and Certificates (Version 4) EFFICIENCY

Can you provide tips to increase student productivity?
Efficiency

Repro. 6.1F Awards and Certificates (Version 6)

REPRODUCIBLE 4.3A REPRODUCIBLE 4.3B
Repro. 6.1G Awards and Certificates (Version 7)
Repro. 6.1H Awards and Certificates (Version 8) CHAMPS CHAMPS

Repro. 6.1I Awards and Certificates (Version 9)

Awards and Certificates (Version 2) Awards and Certificates (Version 3)

Repro. 6.1J Awards and Certificates (Version 10) CERTIFICATE OF ACHIEVEMENT Neatness
Repro. 6.1K Awards and Certificates (Version 11) Award ABC
Dear Parents,

Repro. 6.1L Awards and Certificates (Version 12)

Congratulations! ___________________________ has learned ________________________ This award is given to for outstanding neatness.
_____________________________________________________________________
is doing very well and you should be proud.

Repro. 6.1M Awards and Certificates (Version 13) Teacher

Repro. 6.1N Awards and Certificates (Version 14)

Repro. 6.2A Daily Report Card (Version 1) CERTIFICATE OF ACHIEVEMENT Neatness
Repro. 6.2B Daily Report Card (Version 2)
Award ABC
Dear Parents,
This award is given to for outstanding neatness.

Repro. 6.3 Badges/Stickers NOTE: Print on

Congratulations! ___________________________ has learned ________________________
_____________________________________________________________________
is doing very well and you should be proud.

Avery label #5294 to use as stickers. Teacher

REPRODUCIBLE 6.1B REPRODUCIBLE 6.1C

CHAMPS CHAMPS CHAMPS CHAMPS

Awards and Certificates (Version 4) Awards and Certificates (Version 6) Awards and Certificates (Version 8) Awards and Certificates (Version 9)

REWARD NOTE CERTIFICATE

OF IMPROVEMENT I’m Not Lion
has gotten much better at did a roaringly good
has earned minutes of free time.
__________________________ job of
worked like a dog today Congratulations! . Keep up the good work! .
to ﬁnish the work.

Teacher
__________________________
Teacher
Teacher

DATE TEACHER

REWARD NOTE CERTIFICATE

OF IMPROVEMENT I’m Not Lion
has gotten much better at
did a roaringly good
has earned minutes of free time.
__________________________ job of
worked like a dog today Congratulations! . Keep up the good work!
.
to ﬁnish the work.

Teacher
__________________________
Teacher Teacher

DATE TEACHER

REPRODUCIBLE 6.1D REPRODUCIBLE 6.1F REPRODUCIBLE 6.1H REPRODUCIBLE 6.1I

Student Reinforcement Stickers. Use Avery Label #5294 to print stickers.

CHAMPS CHAMPS CHAMPS 



 ]]
]]]]]]
] Teamwork ]]
 ]
creates success!


I am a
]

Awards and Certificates (Version 10) Awards and Certificates (Version 11) Awards and Certificates (Version 13)


]




]]]]]]

]]

quiet worker


]]]]]


]]

Hard Work Award Cooperation Award



Good job being a

Thank You Note

]
]


team player!
 ]
  ] ]
 ]] ]
]]]]]

llll
ll l
l l
l
You did a terrific job today of
THANK «
l

l
l

has worked very has been very cooperative and

YOU
lllll

helpful in the classroom. Thanks

hard today. This award is given because of and it’s appreciated! «
llll

for lending
hard work and effort. a hand!
ll

has been as
« Great Job
l

Teacher busy as a bee

Teacher
l

l
l

l Staying on Task!
Teacher
l ll
lllll
Date

Ooh, Ooh! T SHOT You’ve been

HO 're on fire! working like
Way to join
in today!
You a dog!
Great
Hard Work Award Thank You Note Cooperation Award Job!

You did a terrific job today of

has worked very
THANK has been very cooperative and
YOU helpful in the classroom. •
coo
l • fab
ulo
u Keep
hard today. This award is given because of and it’s appreciated!
e

s
m

hard work and effort.

tic • weso

You

gre

have 
at • pos
a

Teacher
Teacher
a great


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attitude!
as

Date
iti
nt

RULES trying!
fa •
stu •
pendous

REPRODUCIBLE 6.1J REPRODUCIBLE 6.1K REPRODUCIBLE 6.1M REPRODUCIBLE 6.3

CHAMPS Icons and Reproducible Forms 4 5

Chapter 7
Repro. 7.1 Goal-Setting Form
Repro. 7.2 Goal Contract
Repro. 7.3 Develop and/or Revise Your Classroom Motivation System (2 pages) *
Repro. 7.4A Whole-Class Point Chart (5 Points)
Repro. 7.4B Whole-Class Point Chart (10 Points) CHAMPS CHAMPS

Repro. 7.4C Whole-Class Point Chart (15 Points) Whole-Class Point Chart (5 Points)
Each time a student works hard or engages in a specific positive behavior, fill in or color (or have the student fill in or color) a bite out of
the book.
Whole-Class Point Chart (10 Points)
Each time a student works hard or engages in a specific positive behavior, fill in or color (or have the student fill in or color) a white star.

Repro. 7.4D Whole-Class Point Chart (20 Points) Devour a Good Book— Reach New Heights!
Repro. 7.4E Whole-Class Point Chart (25 Points) Be a Bookworm!

Repro. 7.4F Whole-Class Point Chart (50 Points)

Repro. 7.4G Whole-Class Point Chart (100 Points)
Repro. 7.4H Whole-Class Point Chart (5 Points)
Repro. 7.4I Whole-Class Point Chart (10 Points)
Repro. 7.4J Whole-Class Point Chart (15 Points)
Repro. 7.4K Whole-Class Point Chart (20 Points)
Repro. 7.4L Whole-Class Point Chart (25 Points)
Repro. 7.4M Whole-Class Point Chart (30 Points) © 2021 Ancora Publishing REPRODUCIBLE 7.4A © 2021 Ancora Publishing REPRODUCIBLE 7.4B

REPRODUCIBLE 7.4A REPRODUCIBLE 7.4B

CHAMPS CHAMPS CHAMPS CHAMPS

Whole-Class Point Chart (15 Points) Whole-Class Point Chart (20 Points) Whole-Class Point Chart (25 Points) Whole-Class Point Chart (100 Points)

bit!
Each time a student works hard or engages in a specific positive behavior, fill in or color (or have the student fill in or color) a step on the Each time a student works hard or engages in a specific positive behavior, fill in or color (or have the student fill in or color) a circle. Each time a student works hard or engages in a specific positive behavior, fill in or color (or have that student fill in or color) a circle. Each time a student works hard or engages in a specific positive behavior, fill in or color (or have the student fill in or color) a star.
mountain.

the Possibil r
Reach the Summit gine itie O
Ima o
ff t
Follow the Road
s
O
to Success

t
STAR
T
Blas
ESS
SUCC

REPRODUCIBLE 7.4C REPRODUCIBLE 7.4D REPRODUCIBLE 7.4E REPRODUCIBLE 7.4G

CHAMPS CHAMPS CHAMPS CHAMPS

Whole-Class Point Chart (5 Points) Whole-Class Point Chart (15 Points) Whole-Class Point Chart (25 Points) Whole-Class Point Chart (30 Points)
Each time a student works hard or engages in a specific positive behavior, fill in or color (or have the student fill in or color) a soccer ball. Each time a student works hard or engages in a specific positive behavior, fill in or color (or have the student fill in or color) a circle. Each time a student works hard or engages in a specific positive behavior, fill in or color (or have the student fill in or color) a piece of ribbon. Each time a student works hard or engages in a specific positive behavior, fill in or color (or have the student fill in or color) a golf ball.
Shoot for the Moon

Have a Drive for Excellence!

DREAM BIG,
PLAY HARD

Soar
to New
Heights
© 2021 Ancora Publishing REPRODUCIBLE 7.4H © 2021 Ancora Publishing REPRODUCIBLE 7.4J © 2021 Ancora Publishing REPRODUCIBLE 7.4L © 2021 Ancora Publishing REPRODUCIBLE 7.4M

REPRODUCIBLE 7.4H REPRODUCIBLE 7.4J REPRODUCIBLE 7.4L REPRODUCIBLE 7.4M

CHAMPS Icons and Reproducible Forms 4 6

Repro. 7.4N Whole-Class Point Chart (50 Points)
Repro. 7.4O Whole-Class Point Chart (100 Points)
Repro. 7.4P–Q Whole-Class Point Chart With CHAMPS Icon (30 Points)
Repro. 7.5A Whole-Class Point Chart Template (5 Points) POINT CHARTS
Repro. 7.5B Whole-Class Point Chart Template (10 Points)
Use your own graphics or
Repro. 7.5C Whole-Class Point Chart Template (15 Points) provided CHAMPS icons in
Repro. 7.5D Whole-Class Point Chart Template (20 Points) Reproducibles 7.5A–7.5H to
Repro. 7.5E Whole-Class Point Chart Template (25 Points) create custom point charts.
Repro. 7.5F Whole-Class Point Chart Template (30 Points)
Repro. 7.5G Whole-Class Point Chart Template (50 Points)
Repro. 7.5H Whole-Class Point Chart Template (100 Points)

CHAMPS CHAMPS
Whole-Class Point Chart (50 Points) Whole-Class Point Chart With CHAMPS Icon (30 Points)
Each time a student works hard or engages in a specific positive behavior, fill in or color (or have the student fill in or color) a star. Each time a student works hard or engages in a specific positive behavior, fill in or color (or have the student fill in or color) a star.

✩ ✩
✩ ✩ ✩
✩ ✩ ✩ CHAMPing the Way to Success
✩ ✩ ✩ ✩
✩ ✩
✩ ✩ ✩
✩ ✩
✩ ✩
✩ ✩
✩
✩

✩ ✩

St
riv
e for Excellen
✩ ✩ ce ✩
✩

✩ ✩ ✩
✩ ✩
✩ ✩ ✩

✩
✩
✩
✩ ✩ ✩ ✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

✩ ✩ ✩ ✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

REPRODUCIBLE 7.4N REPRODUCIBLE 7.4Q

CHAMPS CHAMPS CHAMPS CHAMPS

Whole-Class Point Chart Template (5 Points) Whole-Class Point Chart Template (10 Points) Whole-Class Point Chart Template (15 Points) Whole-Class Point Chart Template (20 Points)
Use one of the CHAMPS icons provided (or your own graphic) and add a slogan to create your own chart to reinforce a specific behavior. Use one of the CHAMPS icons provided (or your own graphic) and add a slogan to create your own chart to reinforce a specific behavior. Use one of the CHAMPS icons provided (or your own graphic) and add a slogan to create your own chart to reinforce a specific behavior. Use one of the CHAMPS icons provided (or your own graphic) and add a slogan to create your own chart to reinforce a specific behavior.
Then, each time a student works hard or engages in a specific positive behavior, fill in or color (or have the student fill in or color) a star. Then, each time a student works hard or engages in a specific positive behavior, fill in or color (or have the student fill in or color) a star. Then, each time a student works hard or engages in a specific positive behavior, fill in or color (or have the student fill in or color) a star. Then, each time a student works hard or engages in a specific positive behavior, fill in or color (or have the student fill in or color) a star.

✩✩✩✩✩✩✩ ✩✩✩✩✩✩✩✩✩✩
✩✩✩✩✩
© 2021 Ancora Publishing REPRODUCIBLE 7.5A
✩✩✩✩✩✩✩✩✩✩
© 2021 Ancora Publishing REPRODUCIBLE 7.5B
✩✩✩✩✩✩✩✩
© 2021 Ancora Publishing REPRODUCIBLE 7.5C
✩✩✩✩✩✩✩✩✩✩
© 2021 Ancora Publishing REPRODUCIBLE 7.5D

REPRODUCIBLE 7.5A REPRODUCIBLE 7.5B REPRODUCIBLE 7.5C REPRODUCIBLE 7.5D

CHAMPS CHAMPS CHAMPS CHAMPS

Whole-Class Point Chart Template (25 Points) Whole-Class Point Chart Template (30 points) Whole-Class Point Chart Template (50 points) Whole-Class Point Chart Template (100 points)
Use one of the CHAMPS icons provided (or your own graphic) and add a slogan to create your own chart to reinforce a specific behavior. Use one of the CHAMPS icons provided (or your own graphic) and add a slogan to create your own chart to reinforce a specific behavior. Use one of the CHAMPS icons provided (or your own graphic) and add a slogan to create your own chart to reinforce a specific behavior. Use one of the CHAMPS icons provided (or your own graphic) and add a slogan to create your own chart to reinforce a specific behavior.
Then, each time a student works hard or engages in a specific positive behavior, fill in or color (or have the student fill in or color) a star. Then, each time a student works hard or engages in a specific positive behavior, fill in or color (or have the student fill in or color) a star. Then, each time a student works hard or engages in a specific positive behavior, fill in or color (or have the student fill in or color) a star. Then, each time a student works hard or engages in a specific positive behavior, fill in or color (or have the student fill in or color) a star.

✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩
✩✩✩✩✩✩✩✩✩✩✩✩
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩

1 2 3 4 5 6 7 8 9 10 11 12
✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩

100 25
✩✩✩✩✩✩✩✩✩✩✩✩

✩✩✩✩✩✩✩✩✩✩✩✩✩

99 26

50 13
98 27

97 28
49 14
96 29

48 15 95 30

94 31

47 16 93 32

92 33

46 17
91 34

90 35

45 18
89 36

88 37
44 19
87 38

86
43 20 39

85 40

42 21 84 41

83 42

41 22 82 43

81 44

40 23
80 45

79 46
39 24
78 47

✩✩✩✩✩✩✩✩✩✩✩✩
77 48
38 25
1 2 3 4 5 6 7 8 9 10 11 12
✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 ✩✩✩✩✩✩✩✩✩✩✩✩✩
37 36 35 34 33 32 31 30 29 28 27 26
76 49

✩✩✩✩✩✩✩✩✩✩✩✩✩
75 50

13 14 15 16 17 18 19 20 21 22 23 24 25
✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩✩
74 73 72 71 70 69 68 67 66 65 64 63 62 61 60 59 58 57 56 55 54 53 52 51

REPRODUCIBLE 7.5E REPRODUCIBLE 7.5F REPRODUCIBLE 7.5G REPRODUCIBLE 7.5H

CHAMPS Icons and Reproducible Forms47

Repro. 7.6A CHAMPS Money—One Dollar (Version 1, Grades K–2)
Repro. 7.6B CHAMPS Money—Five Dollars (Version 1, Grades K–2)
Repro. 7.6C CHAMPS Money—Ten Dollars (Version 1, Grades K–2)
Repro. 7.7A CHAMPS Money—One Dollar (Version 2, Grades 3–8)
Repro. 7.7B CHAMPS Money—Five Dollars (Version 2, Grades 3–8)
Repro. 7.7C CHAMPS Money—Ten Dollars (Version 2, Grades 3–8)
Repro. 7.8A CHAMPS Money—One Dollar (Version 3, Pictograph)
Repro. 7.8B CHAMPS Money—Five Dollars (Version 3, Pictograph)
Repro. 7.9A Lottery Tickets (Version 1)
Repro. 7.9B Lottery Tickets (Version 2)
Repro. 7.10 Self-Evaluation of On- and Off-Task Behavior

CHAMPS CHAMPS CHAMPS CHAMPS

CHAMPS Money—Five Dollars (Version 1, Grades K–2) CHAMPS Money—Ten Dollars (Version 1, Grades K–2) CHAMPS Money—One Dollar (Version 2, Grades 3–8) CHAMPS Money—Ten Dollars (Version 2, Grades 3–8)

REPRODUCIBLE 7.6B REPRODUCIBLE 7.6C REPRODUCIBLE 7.7A REPRODUCIBLE 7.7C

CHAMPS CHAMPS CHAMPS

CHAMPS Money—One Dollar (Version 3, Pictograph) CHAMPS Money—Five Dollars (Version 3, Pictograph)

Self-Evaluation of On- and Off-Task Behavior

Name Date

On Task Off Task

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20 11 12 13 14 15 16 17 18 19 20

My percentage of on-task behavior for today was %

Self-Evaluation of On- and Off-Task Behavior

Name Date

On Task Off Task

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20 11 12 13 14 15 16 17 18 19 20

My percentage of on-task behavior for today was %

REPRODUCIBLE 7.8A REPRODUCIBLE 7.8B REPRODUCIBLE 7.5G

Chapter 8
Repro. 8.1 What Happened? Form
Repro. 8.2 Behavior Counting Form
Repro. 8.3A Behavior Improvement Form (Version 1)
Repro. 8.3B Behavior Improvement Form (Version 2)
Repro. 8.3C Behavior Improvement Form (Version 3)
Repro. 8.4 Behavior Referral Form
Repro. 8.5 Early-Stage Problems—Family Contact *
Repro. 8.6 Classroom Management Plan—Reflection for an Individual Student (2 pages) *
Repro. 8.7 Bulleted Classroom Management Plan—Reflection for an Individual Student (2 pages)
Repro. 8.8 Discussion Record

CHAMPS Icons and Reproducible Forms 4 8

Chapter 9
Repro. 9.1 Student Interview

Chapter 10
Repro. 10.1 Basic 5 Behavior Benchmarks
Repro. 10.2 STOIC Worksheet for Revising Aspects of Your Management Plan (3 pages) *
Repro. 10.3 CHAMPS Versus Daily Reality Rating Scale
Repro. 10.4 Ratio of Interactions Monitoring Form (During a Particular Time of Day)
Repro. 10.5 Ratio of Interactions Monitoring Form (With a Particular Student)
Repro. 10.6 Ratio of Interactions Monitoring Form (For a Particular Behavior)
Repro. 10.7 Misbehavior Recording Sheet (Daily by Student Name)
Repro. 10.8 Misbehavior Recording Sheet (Weekly by Student Name)
Repro. 10.9 Misbehavior Recording Sheet (Daily by Seating Chart)
Repro. 10.10 Misbehavior Recording Sheet (Weekly by Seating Chart)
Repro. 10.11 Grade Book Analysis Worksheet
Repro. 10.12 On-Task Behavior Observation Sheet
Repro. 10.13 Opportunities to Respond Observation Sheet
Repro. 10.14 Family/Student Satisfaction Survey (2 pages)
Repro. 10.14ES Encuesta para el estudiante y la familia (2 pages)

Family/Student Satisfaction Survey (p. 2 of 2) CHAMPS Encuesta para el estudiante y la familia (p. 2 of 2) CHAMPS
Family/Student Satisfaction Survey (p. 1 of 2) CHAMPS Encuesta para el estudiante y la familia (p. 1 of 2) CHAMPS

6. Circle the subject your child likes the most: Reading / Spelling / Writing / Math / Science / Social Studies 6. Marque la asignatura que más le gusta a su estudiante: Leyendo / Ortografía / Escritura / Matemáticas /
Please explain why: Ciencia / Ciencias Sociales. Explique, por favor:

Dear Families, Querida familias,

As we approach our mid-winter break, I want to thank you all for your help and A medida que nos acercamos a nuestras vacaciones de mediados de invierno, quiero darles
support. As a professional trying to meet the needs of all students, I am always las gracias a todos por su ayuda y apoyo. Como un profesional tratando de satisfacer las
looking for ways to improve. You can help by giving me feedback about the 6. Circle the subject your child likes the least: Reading / Spelling / Writing / Math / Science / Social Studies necesidades de todos los estudiantes, siempre estoy buscando maneras de mejorar. Puede 6. Marque la asignatura que a su estudiante le gusta menos: Leyendo / Ortografía / Escritura / Matemáticas /
strengths and weaknesses you see in my program. Please take a few minutes to Please explain why: ayudarme dándome comentarios sobre las fortalezas y debilidades que ve en mi programa. Ciencia / Ciencias Sociales. Explique, por favor:
fill out the following survey. If possible, please discuss these questions with your Por favor tome unos minutos para llenar esta encuesta. Si es posible, discuta estas preguntas
child and come up with answers together. con su hijo/a y venga con respuestas juntas.

Note that there is no place to put your name, so you will remain anonymous Tenga en cuentra que no hay lugar para poner su nombre, por lo que permanecerá anónimo
unless you wish to sign your name. Once it’s completed, fold the survey in half a menos que desee firmar su nombre. Cuando haya terminado, doble la encuesta a la mitad
and have your student return it to the box by my desk. As always, if you wish to y haga que su estudiante la devuelva a la caja junto a mi escritorio. Como siempre, si desea
talk to me personally, give me a call. hablar conmigo personalmente, llámeme. Ambiente del aula
Classroom Atmosphere
Sincerely, Gracias por dedicar tiempo a ayudarnos a hacer de nuestra escuala un mejor lugar para todos. 7. La mayoría del tiempo, mi estudiante:
7. Most of the time, my child has:
o odia venir a la escuela o es indiferente a la escuela o le gusta venir a la escuela
o hated coming to school o felt that school is OK o looked forward to coming to school
Explique, por favor:
Please explain why:

Tarea
Homework
1. La cantidad de tarea asignada ha sido:
1. The amount of homework assigned has been:
o excesivo o un poco excesivo o suficiente o demasiado poco 8. El maestro/la maestra trata a mi estudiante con respeto:
o way too much o a bit too much o about right o not enough 8. My child feels that he or she has been treated with respect by the teacher: o no muy seguido o la mayoría del tiempo o todo el tiempo
o not often o most of the time o all of the time 2. La tarea ha sido:
2. Homework has been: Explique, por favor:
Please explain why: o demasiado difícil o un poco difícil o no demasiado difícil o demasiado fácil
o way too difficult o a bit too difficult o about right o not difficult enough o demasiado fácil

Assignments and Classwork Trabajo en clase

3. The amount of in-class work assigned has been: 3. La cantidad de trabajo en clase ha sido:
9. ¿Qué se podría hacer para hacer este año más agradable y productivo para su estudiante?
o way too much o a bit too much o about right o not enough o excesivo o un poco excesivo o suficiente o demasiado poco
9. What might have been (might be) done to make this year a more pleasant and productive experience for
4. Homework has been: your child?
4. La tarea ha sido:
o way too difficult o a bit too difficult o about right o not difficult enough o demasiado difícil o un poco difícil o no demasiado difícil o demasiado fácil
o demasiado fácil
5. Most of the time my child has felt that the work was:
5. La mayoría del tiempo, mi estudiante ha sentido que el trabajo es:
o stupid
o boring o estpido
o OK o tedioso
o interesting o ni bueno ni malo
o fun o interesante
o divertido

REPRODUCIBLE 10.14 REPRODUCIBLE 10.14 REPRODUCIBLE 10.14ES REPRODUCIBLE 10.14ES

Repro. 10.15A–J Peer Discussion Worksheets (one worksheet per chapter)

Instructions for Peer Discussion Worksheets: Schedule time to discuss each chapter with one to five
colleagues. In advance of the discussion time, each participant should read the content in the corresponding
chapter(s). In addition, participants should review material in the Introduction and Chapter 1 before meeting.
By discussing each other’s policies, procedures, and questions regarding the tasks in Chapter 1, each
participant will gain a deeper understanding of the chapter and learn tips and techniques from colleagues.

Begin the discussion by prioritizing tasks—that is, which task interests participants most (for which task do
you want to hear your colleagues’ procedures and policies?). Which task is the next highest priority? In this
way, if there is not adequate time to discuss all tasks, the discussion will focus on those of greatest interest
to you and the other participants. Work through the prioritized tasks by discussing the questions or topics
within that task. Then go on to the next highest priority. Continue this process and complete as many of the
tasks as possible within the scheduled time.

CHAMPS Icons and Reproducible Forms49

CHAMPS • Chapter 2 PEER DISCUSSION WORKSHEET Chapter 2 • Structure for Success—Behavioral Decisions (p. 2 of 3) PEER DISCUSSION WORKSHEET Chapter 2 • Structure for Success—Behavioral Decisions (p. 3 of 3) PEER DISCUSSION WORKSHEET CHAMPS • Chapter 3 PEER DISCUSSION WORKSHEET

TASK 4 Decide on a signal you can use to get students’ attention in any setting. Teach TASK 8 Build positive relationships with your students’ families by making initial contact
Structure for Success—Behavioral Decisions (p. 1 of 3) them to respond by focusing on you and maintaining complete silence. with them at the beginning of the year and maintaining regular contact through- Structure for Success—Instructional Decisions (p. 1 of 3)
Select an Attention Establish and Maintain out the year.
A. Have each group member share what they have decided to use for an
Signal Family Contact
TASK 1 Develop and plan to actively share guidelines that describe the basic attitudes, attention signal and get feedback on it from the other group members. A. Have each group member share their strategy for making initial contact TASK 1 Arrange or modify your daily schedule to maximize instructional time and
traits, and behaviors that will help students be successful in your classroom and B. As a group, discuss how you will provide positive and corrective feedback to with families. responsible behavior and minimize wasted time and irresponsible behavior.
Develop and Display throughout their lives. students regarding how they respond (or don’t respond) to the signal. Establish an Efficient
• Discuss the advantages and feasibility of holding an Open House before A. Have all group members share their daily schedule and explain the balance
Guidelines for Success Daily Schedule
A. If your school does not have schoolwide Guidelines for Success, have each the school year begins. If your school already conducts an Open House, they have established among teacher-directed instruction, independent
TASK 5 Design effective procedures for beginning and ending the school day or class
group member share their guidelines with the other group members. have group members discuss their experiences meeting families during student work, and cooperative group activities.
period.
B. Brainstorm at least six different strategies, other than those identified in this event. B. As a group, identify those times or events during the day or class that are
the text, for using Guidelines for Success in the classroom to help students Design Effective likely to produce more irresponsible student behavior, and discuss how
For each of the following designated areas, have all group members explain their • Discuss the advantages and feasibility of contacting the families of
understand and internalize them. Beginning and Ending each of you might proactively address those times and events to reduce
procedures. Give each other feedback and help problem-solve any areas that have studentswith behavioral challenges or higher needs before the school
C. If your school does not have schoolwide Guidelines for Success, discuss Routines misbehavior.
proven difficult to address. year begins.
(1) whether it would be worth trying to develop schoolwide agreement so • Have group members share any orientation letters they have used.
that all staff emphasize the same set of attitudes, characteristics, and traits; • Before and immediately after the bell rings TASK 2 Establish effective procedures for the major instructional activities that occur
and (2) what actions would be necessary to get a schoolwide development • Taking attendance B. Have each group member share their strategies for maintaining ongoing within your classroom, including teacher-directed instruction, partner work
process started. • Responding to tardy students contact with families. Clarify Expectations periods, cooperative group work, and independent work periods.
• Responding to students who come to class without necessary materials for the Common
TASK 2 Develop a plan for designing and then posting three to six specific classroom • Protocols for students returning after an absence • Have group members share samples of any newsletters they have used. A. Have all group members share their list of major classroom activities or
Instructional Activities
rules that will be used as the basis for establishing overarching expectations about • Wrapping up at the end of the day or class period • Have group members discuss the pros and cons of using the school website. categories of classroom activities (Reproducible 3.1). As a group, help each
That Occur in Your person identify whether any important activities were left off the list.
Develop and Display behavior and for implementing corrective consequences for misbehavior. • Dismissal • Discuss how a contact log might be used to keep records of family contacts.
Classroom B. Have group members share their CHAMPS expectations worksheets for
Classroom Rules
A. Discuss common misbehaviors that occur in your classrooms. C. If relevant, discuss strategies for improving communication with families that classroom activities (Reproducible 3.2). As a group, give individuals feedback
TASK 6 Define clear behavioral expectations for all common transitions that occur within
B. Have each member share the 3–6 classroom rules they have developed. speak little or no English. on the clarity and thoroughness of their expectations. (Group members do
your class.
As a group, give feedback to each individual. Consider whether each group not have to agree with each other’s expectations; their feedback should focus
member’s rules are positively stated, relate to specific, observable behaviors,
Design Procedures for on whether the expectations are specific and detailed enough that lessons for
A. Have all group members share their list of common transitions or categories
apply across classroom activities, and address the teacher’s list of common Managing Common students could be taught from them.)
of transitions. As a group, help each person identify whether they omitted
misbehaviors. Transitions
any important transitions from the list.
C. As a group, discuss options for where and how you will visually post the B. Have group members share their CHAMPS expectations worksheets for TASK 3 Establish effective procedures for teacher-directed instructional activities.
classroom rules. transitions (Reproducible 2.3). As a group, give individuals feedback on the
clarity and thoroughness of their expectations. (Group members do not have Design Procedures for A. Have all group members identify one or two aspects of their presentational
TASK 3 Arrange the physical space in your classroom so that it promotes positive teacher- to agree with each other’s expectations; feedback should focus on whether style to work to improve over the course of the year.
Managing Teacher-
student and student-student interactions and reduces the possibility of disruptions. the expectations are specific and detailed enough that lessons for the students B. As a group, create a list of ideas beyond those suggested for actively involving
Directed Activities
Design a Positive could be taught from them.) students in lessons.
A. Consider the most common types of instructional activities you plan to use, C. Have group members describe what they will do to ensure high rates of
Physical Space
the level of classroom support your students require, and the amount and student success.
TASK 7 Identify expectations for student behavior in all common areas and for
type of communication that you would like to see between students. Discuss D. Have group members share the ways they give students timely performance
circumstances like assemblies and substitutes.
how different seating arrangements support or detract from these goals. feedback.
B. Discuss the pros and cons of assigned seating or flexible seating options.
Prepare for Common E. Have group members give a specific example of how they will use each of the
A. As a group, identify all of the common areas and special circumstances that
C. Share ideas for arranging the physical space to ensure that you have physical Areas and Special following strategies to generate enthusiasm and increase students’ intrinsic
are likely to arise.
and visual access to all parts of the room. Circumstances motivation to engage in desired tasks or behaviors.
B. Have group members share their behavioral expectations for special
D. If possible, arrange for the group to visit each group member’s room, one at circumstances, including assemblies, emergency situations, and substitute
a time. When the group is in a particular classroom, have group members a. Explaining how the task or behavior will be useful to students
teachers.
give feedback on the arrangement of desks, the use of bulletin board space, b. Giving the students a vision of what they will be able to do
and the general effectiveness of (or potential problems with) the way the c. Relating the new task or behavior to previously learned skills
room is arranged. d. Rallying student enthusiasm and energy for the task or behavior
e. Other

REPRODUCIBLE 10.15B REPRODUCIBLE 10.15B REPRODUCIBLE 10.15B REPRODUCIBLE 10.15C

Chapter 3 • Structure for Success—Instructional Decisions (p. 2 of 3) PEER DISCUSSION WORKSHEET Chapter 3 • Structure for Success—Instructional Decisions (p. 3 of 3) PEER DISCUSSION WORKSHEET CHAMPS • Chapter 4 PEER DISCUSSION WORKSHEET Chapter 4 • Teach Students to Meet Expectations (p. 2 of 2) PEER DISCUSSION WORKSHEET

TASK 4 Establish effective procedures for facilitating independent work periods. TASK 8 Identify several major goals—instructional and behavioral—that you want to TASK 3 (CONTINUED) B. Have all group members share their ideas for how to teach behavioral and
accomplish with all of your students by the end of the year. Teach Students to Meet Expectations (p. 1 of 2) social emotional skills. In particular, discuss decisions regarding the answers
Design Procedures for Have all group members explain their procedures for managing the following aspects Identify Long-Range to the following questions and issues about your lessons:
of scheduling and monitoring independent work periods. Give each other feedback. A. Have all group members share their classroom goals and explain why they
Managing Independent Classroom Goals
chose those goals. TASK 1 Prepare to teach and reinforce your guidelines and rules to students at the a. How will you introduce these skills to students?
Work Periods • Assigning work that can be done independently by students B. As a group, examine each member’s goals individually, giving positive and beginning of the year. b. How will you emphasize these skills on an ongoing basis through positive
• Scheduling independent work times in a way that maximizes on-task behavior constructive feedback on their content and language. Teach Your Guidelines and corrective feedback?
• Developing a clear vision of what student behavior should look and sound C. Have all group members share how they plan to communicate their long- Have all group members share their ideas for teaching and clarifying c. How might you link social-emotional skills to Guidelines for Success?
for Success and
like during work times range goals to students and students’ families. expectations:
Classroom Rules
• Providing guided practice on tasks and assignments during the first part of
a. Will you use modeling and role-playing within your lessons? TASK 4 Be prepared to teach your CHAMPS expectations for common areas. Also be
the work period TASK 9 Learn about grading reforms and reflect on your current grading practices. prepared to teach expectations to any new students who enter your class and for
b. How will you communicate the rationale for your expectations?
• Developing a specific system for students to ask questions and get help Clarify Behavioral any unique events that may occur.
A. As a group, discuss the relationship among course content, course objectives, c. Will you have students practice some of the expectations?
Understand d. How will you embed Guidelines for Success into your daily routines? Expectations for
TASK 5 Establish effective procedures for facilitating partner and cooperative group and course evaluation. Have all group members share their plan for:
Considerations for Common Areas and
activities. B. Examine the existing regularities of your grading system and reflect on the
Developing Effective TASK 2 Develop a preliminary plan and prepare lessons for teaching your CHAMPS Special Circumstances a. Teaching common area expectations
Design Procedures following issues:
Have all group members explain their procedures for managing the following Grading Practices expectations to students. b. Teaching expectations for school emergency situations
for Managing Partner a. The problems with using zeros in your grading system
aspects of scheduling and monitoring partner and cooperative work periods. Prepare Visuals c. Teaching expectations to new students
and Cooperative b. The disadvantages of using curved grading systems A. Have all group members share their ideas for lessons and visuals to communicate d. Teaching expectations for unique events (e.g., field trip)
Give each other feedback on: and Lessons to
Group Work c. How you might use homework and other formative assignments for behavioral expectations. In particular, discuss the decisions you have made
Communicate Your
a. Establishing effective cooperative partnerships and small groups progress monitoring outside of your grading system regarding answers to the following questions and issues about your lessons:
b. Teaching interactional skills necessary for the cooperative task
Behavioral Expectations TASK 5 Communicate with families about what their students will be learning and doing
d. Whether to allow retakes and redos
a. Do you plan to use the CHAMPS acronym or something different with in your classroom.
c. Providing clear objectives and accountability structures for cooperative work e. How to involve students in monitoring their own progress
d. Monitoring group interactions closely throughout partner and group activities your students? Clarify Behavioral
f. Whether incorporating behavior (and/or effort) into a grade still provides Have all group members share their ideas for communicating expectations with
e. Assessing student understanding and partner and group functioning an accurate reflection of students’ level of mastery
b. Will you use visual displays within your lessons on expectations? Expectations With
parents and guardians. In particular, discuss decisions you have made regarding
c. Does your plan for teaching expectations appropriately account for the Parents and Guardians
the following questions and issues about your lessons:
level of support your students require?
TASK 6 Determine how you will assign, monitor, and collect student work. TASK 10 Design a grading system that aligns evaluation with course objectives.
d. How will you verify students’ understanding of expectations prior to a. How to determine the best method of communication
Have individual group members explain the procedures they use for managing the A. Have all group members discuss how they create a direct link between state and beginning activities? b. How to seek family input on expectations and social-emotional skills
Design Procedures Develop a Grading
following aspects of student work. Give each other feedback. district standards, daily instruction, and assessment tools (such as unit tests).
for Managing Student System That Creates a B. Share any samples of visual displays, ideas for modeling or role-playing, and
B. Have all group members share ideas on how to directly teach students to
Assignments • Assigning classwork and homework Relationship Between so on.
understand that effort and hard work have a direct relationship to quality of
• Collecting completed work Student Effort, Growth, performance on assignments and tests and, consequently, their grades. C. Discuss how many days you anticipate repeating these lessons at the beginning
• Returning graded work to students and Success C. Discuss whether group members plan to structure lessons and tests with the of the school year. Identify strategies that will reduce the probability that
• Keeping records and giving students feedback about their performance essential objectives/advanced objectives organizational pattern. students get bored with whatever repetition is likely to be required.
and progress D. Have group members discuss their understanding of school and district policies
• Protocols for late or missing work in regard to basing grades partially on behavior and effort. TASK 3 Prepare to teach behavioral and social-emotional skills that are essential for
E. Have any group members who are using behavioral grading procedures to share school and life success.
TASK 7 Design efficient and effective procedures for when and how students use technology details on what they have done and the results achieved. In particular, they Teach Difficult
in the classroom, as well as clear procedures for when technology will not be used. should address what percentage of the total grade is influenced by behavior A. Discuss the five competencies from the CASEL social-emotional learning
Behavioral and Social-
Design Procedures and effort, how these grades are determined, and how excused and unexcused framework and identify skills that may be beneficial to directly teach and
A. Have all group members explain the procedures they use for managing the Emotional Skills
for Managing Student absences are dealt with. reinforce with your students.
following aspects of student technology use. Give each other feedback.
Technology Use F. Discuss what, if any, computerized grade books members use. What are the pros
a. Self-awareness
a. Expectations for use of shared devices in class and cons of those in use? What are the procedures for providing students with
b. Self-management
b. Expectations for use of personal devices in class regular feedback on their current grade status—for example, is there a Weekly
c. Responsible decision-making
c. How you plan to monitor student technology use and provide feedback Report feature or something similar? If computer grade books are not used, how
d. Relationship skills
are group members providing students with regular feedback on grade status?
e. Social awareness
B. Once you have developed a draft of your written electronics policy, share G. What do different group members do to maintain student confidentiality
with group members for feedback. when posting grades and handing out grade-status reports?

REPRODUCIBLE 10.15C REPRODUCIBLE 10.15C REPRODUCIBLE 10.15D REPRODUCIBLE 10.15D

CHAMPS • Chapter 5 PEER DISCUSSION WORKSHEET CHAMPS • Chapter 6 PEER DISCUSSION WORKSHEET Chapter 6 • Build Positive Relationships and Provide Positive Feedback (p. 2 of 2) PEER DISCUSSION WORKSHEET CHAMPS • Chapter 7 PEER DISCUSSION WORKSHEET

Use Data to Monitor and Adjust Build Positive Relationships With Students and
TASK 4 Periodically reward both individual students and the whole class with a
Your Management Plan Provide Positive Feedback (p. 1 of 2) celebration that acknowledges their progress and success in meeting behavioral Motivational Strategies and Systems
Provide Intermittent and academic goals.
Celebrations
TASK 1 While teaching, observe students for behaviors to praise and misbehaviors to TASK 1 Plan to interact at least three times more often with each student when they are Discuss ideas for intermittent celebrations of success and ways to feasibly TASK 1 Learn about how motivation is a product of both how much a person wants
correct. behaving appropriately than when they are misbehaving (that is, at least a 3:1 ratio). incorporate celebrations into the semester or school year. rewards that accompany success and how much they expect to be successful.
Scan All Sections Strive to Provide a Understand Student
Discuss ideas for maximizing your monitoring practices, including visual A. As a group, discuss the concept of the Criticism Trap, and have individuals A. Have group members share whether this summary of motivation matches
of the Classroom High Ratio of Positive TASK 5 Plan to interact with families more often when students are behaving Motivation
scanning, auditory scanning, and circulating. Consider: come up with specific examples from their experience where this may have their prior training and whether the concepts provide a useful framework
Continuously and Interactions been happening. appropriately than when they are misbehaving.
for examining student motivation.
Circulate When a. What are some signs of problematic issues to look out for? B. Have all group members identify the specific strategies they will employ to Maintain a Positive B. As a group, discuss the classroom implications and give examples of the
A. Discuss ways to provide positive feedback to parents and guardians.
Possible b. What reinforceable opportunities can you capitalize on when monitoring? ensure interacting at least three times more often with each student when the Ratio of Interactions following concepts related to motivation.
B. Share ideas for having productive, supportive communications with parents
student is behaving responsibly than when the student is misbehaving. With Parents/
about concerns.
TASK 2 Learn about the importance of using data in your classroom, the types of data Guardians • When a particular behavior occurs repeatedly, it demonstrates a level of
you should collect, and how to feasibly incorporate data collection efforts into motivation on the part of the individual to engage in that behavior; when
TASK 2 Create a positive relationship with each student by using every opportunity
Understand Why your teaching practice. TASK 6 Contribute to a positive staff environment by bringing positive communication a particular behavior does not occur, it demonstrates a lack of motivation
possible to provide each student with noncontingent attention.
and How to Use skills to your interactions with colleagues. on the part of the individual to engage in that behavior.
A. Discuss the sources of data that are currently being collected in your building Build Positive
Data for Continuous A. Have the group discuss the fine line between building personal relationships Maintain Positive • In most cases, when an individual engages in a particular behavior, it is
and how these data are used. Relationships With Discuss the considerations presented in this task and identify ways to encourage
Improvement in Your with students as compared with trying to be friends with students. Discuss Communication prompted by a mix of intrinsic and extrinsic motivational factors.
B. Discuss common barriers to collecting data that you have faced in the past. Students With whether building a relationship with students runs the risk of reducing the and maintain healthy, supportive collegial culture in your building.
Classroom With Colleagues • A person’s motivation to engage in a particular behavior is affected by
C. Share ideas about how to make data collection more feasible. Noncontingent students’ respect for the authority of the teacher’s role. If so, what can be the person’s proficiency at that behavior.
D. Revisit the classroom goals that you have identified and discuss ideas for using Attention done to diminish this? a. Engage in noncontingent positive interactions with colleagues
• Motivation can be thought of as the result of Expectancy times Value.
any of the following data sources to evaluate progress toward these goals: B. Have all group members identify situations (for example, times of day or b. Avoid exclusive interactions
types of activities) in which they provide noncontingent attention to several c. Welcome new staff members
a. Anecdotal notes d. Adapt a collaborative problem-solving approach with colleagues TASK 2 Stimulate student interest and employ effective goal-setting strategies to
or many students.
b. Surveys e. Evaluate the language you use about students and families encourage students to demonstrate responsible behavior.
C. Consider having group members pair up and observe each other for part of a
c. Rating scales Use Non-Reward-Based
day (for example, the first 10 minutes of the day as students arrive) in order A. Discuss specific ways you can stimulate student interest.
d. Observational data (frequency, duration, or latency data, momentary Strategies to Increase
to give each other feedback on the quantity and quality of the noncontingent B. Share ideas for using classwide goal-setting strategies.
time sampling, existing historical and longitudinal data) Motivation and
attention they provide their students. C. Discuss ways to help students set individual short- and long-range goals for
D. Discuss the feasibility and logistics of encouraging all staff members to make an Responsible Behavior themselves.
TASK 3 Develop a plan to collect and use data as part of an ongoing process of refining effort to give individual students as much noncontingent attention as possible.
your Classroom Management Plan. E. Share examples of student strengths and ideas for identifying and
TASK 3 Classwide systems can increase student motivation to behave responsibly and
Use Data Snapshots acknowledging strengths in your students.
Review the recommended data snapshot calendar and discuss how to apply it to strive toward goals.
to Monitor and Adjust
your school calendar and whether to modify. Employ One or More
Your Management Plan TASK 3 Give students a variety of positive feedback on their progress and success in A. Have group members share their experience and concerns about using
Classwide Reward
meeting behavioral and academic goals. rewards in the classroom.
System to Increase
Provide Positive B. Share ideas for implementing classwide reward systems. In particular, discuss
A. Have each group member give specific positive and negative examples of Motivation and the following questions and issues:
Feedback With Responsible Student
positive feedback that reﬂects each of the following qualities:
Contingent Attention Behavior a. Which type of system from the menu seems feasible to use in your
• Accurate classroom?
• Specific and descriptive b. How will you determine if the system is effective?
• Contingent c. What schedule of rewards do you plan to use?
• Age appropriate d. How will you fade the use of a classwide reward system?
• Given immediately
• Given in a manner that fits your style

B. Have one group member describe a student who reacts poorly to positive
feedback. As a group, discuss possible strategies.

REPRODUCIBLE 10.15E REPRODUCIBLE 10.15F REPRODUCIBLE 10.15F REPRODUCIBLE 10.15G

B. Have one group member describe a student who reacts poorly to positive
feedback. As a group, discuss possible strategies.

REPRODUCIBLE 10.15H REPRODUCIBLE 10.15I REPRODUCIBLE 10.15I REPRODUCIBLE 10.15J

CHAMPS Icons and Reproducible Forms 5 0

Chapter 11 ACHIEVE Virtual Classroom CHAMPS
Activity Worksheet
Repro. 11.1 Virtual Classroom Management Plan (5 pages) * ACTIVITY :  Whole group  Small group  Independent 

CONVERSATION
Repro. 11.2 Teacher Workspace Self-Assessment Checklist Can students use the microphone?  Muted  Unmuted
Can students use group chat?
Can student chat privately with each other?
What are your expectations for students when talking (e.g., do they say their name first?)

Repro. 11.3 Student Workspace Self-Assessment Checklist HELP

CHAMPS Virtual Classroom Transition Worksheet *

How do students indicate they need help:

Repro. 11.4
With technology?

With subject content?

CHAMPS Virtual Classroom Activity Worksheet *

INTEGRITY
Repro. 11.5 What are your expectations for students working together, completing work, etc. (e.g., what do you consider to be
cheating or not, plagiarism or not)?:

Repro. 11.6 ACHIEVE Virtual Classroom Activity Worksheet * EFFORT

Repro. 11.7 Family/Student Virtual Class Satisfaction Survey

How will students show active participation (video, audio, chat, etc.)?

What behaviors do you expect students to display through their screen?

VALUE
How would active participation be of benefit for students?

Do you plan on assessing student progress for this activity?  Yes  No If yes, how will you assess?

EFFICIENCY
What are your expectations for using other technology and reducing other distractions?

Can students move away from the screen if needed (restroom, etc.)?

REPRODUCIBLE 11.6

For further information or to offer feedback on any of our products, visit ancorapublishing.com.
Please send feedback, questions, and suggestions to [email protected].

Illustrations: Anna-Maria Crum (Primary Icons) and Tom Zilis (Intermediate and Graphic Icons)

CHAMPS Icons and Reproducible Forms51

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CHAMPS Icons and Reproducible Forms

Uploaded by

CHAMPS Icons and Reproducible Forms

Uploaded by

CHAMPS Icons and Reproducible Forms

Version 1 Version 2 Version 3 Version 4 Version 5 Version 6

© 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS

© 2021 Ancora Publishing | CHAMPS ICONS, VERSION 5: SENTENCE STRIPS

E X P E C TAT I O N E X P E C TAT I O N E X P E C TAT I O N E X P E C TAT I O N

Talk quietly with one other student.

CHAMPS Icons and Reproducible Forms1

CHAMPS Icons and Reproducible Forms2

Talk quietly with one other student.

lining up or out of seat. 4 No talking to another student! (Version 1)

No talking to another student! (Version 3)

CHAMPS Icons and Reproducible Forms3

Voice Level 2 — Quiet Voice

CHAMPS Icons and Reproducible Forms4

Ask any student in your group or cluster.

Whole-Class Instruction (students at desks)

available to help) 25 not available to help) 26 Test

CHAMPS Icons and Reproducible Forms5

Choice Time/Free Play

CHAMPS Icons and Reproducible Forms6

CHAMPS Icons and Reproducible Forms7

Do not get up to get supplies.

Use the bathroom.

quietly with another student. 52 Line up.

CHAMPS Icons and Reproducible Forms8

Listen and take notes.

other students in your group. Listen

CHAMPS Icons and Reproducible Forms9

CHAMPS Icon Posters (Version 2)

Talk quietly with one other student.

lining up or out of seat. 4 No talking to another student! (Version 1)

CHAMPS Icons and Reproducible Forms10

No talking to another student! (Version 3)

Voice Level 2 — Quiet Voice

CHAMPS Icons and Reproducible Forms11

Ask any student in your group or cluster.

Whole-Class Instruction (students at desks)

CHAMPS Icons and Reproducible Forms 1 2

(teacher available to help) 25 not available to help) 26 Test

Choice Time/Free Play

CHAMPS Icons and Reproducible Forms13

CHAMPS Icons and Reproducible Forms14

Do not get up to get supplies.

Use the bathroom.

CHAMPS Icons and Reproducible Forms15

with another student. 52 Line up.

Listen and take notes.

CHAMPS Icons and Reproducible Forms16

other students in your group. Listen

CHAMPS Icon Posters (Version 3)

Talk quietly with one other student.

CHAMPS Icons and Reproducible Forms17

lining up or out of seat. 4 No talking to another student! (Version 1)

No talking to another student! (Version 3)

Voice Level 2 — Quiet Voice

CHAMPS Icons and Reproducible Forms18

Ask any student in your group or cluster.

CHAMPS Icons and Reproducible Forms19

Whole-Class Instruction (students at desks)

(teacher available to help) 25 (teacher not available to help) 26 Test

CHAMPS Icons and Reproducible Forms20

Choice Time/Free Play

CHAMPS Icons and Reproducible Forms21

Do not get up to get supplies.

CHAMPS Icons and Reproducible Forms22

Use the bathroom.

with another student. 52 Line up.

CHAMPS Icons and Reproducible Forms23

Listen and take notes.

group. Listen when another person talks. 61 Great job!

CHAMPS Icons and Reproducible Forms24

Talk quietly with one other student.

lining up or out of seat. 4 No talking to another student! (Version 1)

No talking to another student! (Version 3)

CHAMPS Icons and Reproducible Forms25

Voice Level 2 — Quiet Voice

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CHAMPS Icons and Reproducible Forms 1 2

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CHAMPS Icons and Reproducible Forms 3 0

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CHAMPS Icons and Reproducible Forms 3 8

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