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STOIC and CHAMPS Training
for Communities in Schools After school Centers on Education in Denton ISD
Presented by Rene Shelton and Chris Shade
There are two “things” we want you to get from this session…
Thing 1 is a basic understanding of Thing 2 and Thing 2 is a management
plan for activities and transitions after school.
Conversation: Limit your comments to those near
you. Voice Level up to 2. Put your phones on silent or
vibrate. If you must answer, please move your
conversation outside of this room.
Help: Raise your hand and call out if you have
questions or a comment.
Activity: Introduction to CHAMPS; GOAL: An after
school plan
Movement: Take care of your needs.
Participation: Engaged in learning and applying the
things we talk about nodding your head once in
awhile, taking notes is good; better – completing the
Management Plan sections as we go through them.
Signal: To bring you back to “Big Group.”
Success: We’ll review these at the end to see how
we did.
To help us be productive, we will follow these CHAMP expectations.
Conversation: Limit your comments to those near you. Voice Level up to
2. Put your phones on silent or vibrate. If you must answer, please move
your conversation outside of this room.
Help: Raise your hand and call out if you have questions or a comment.
Activity: Introduction to CHAMPS; GOAL: An after school plan
Movement: Take care of your needs.
Participation: Engaged in learning and applying the things we talk about
nodding your head once in a while, taking notes is good; better –
completing the Management Plan sections as we go through them.
Signal: To bring you back to “Big Group.”
Success: We’ll review these at the end to see how we did.

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In my CHAMPS, I referenced VOICE Level 2.
 0 – no talking, no sound
 1 – whisper (no vocal chords when you use Voice Level 1
 2 – Quiet Conversation (vocal chords in use; only those right around
you can hear you)
 3 – Presentational Voice – all in the room can hear
 4 – Outside – All in the building can hear – This is for outside. Only
exception MIGHT be PE and only with Coaches permission
 Yelling – Voice Level 4 AND words
 Screaming – Voice Level 4 WITHOUT words
o In emergency – Yell (use your words), don’t just scream
During our CHAMPS, I introduced you to the attention signal that is taught
in the CHAMPS book.
It has all the components of a good attention signal –
 portable
 visual
 auditory
 a ripple effect.
It also has a time expectation.
Several of the elementary campuses have developed attention signals that
are related to their mascots. Since I don’t know them all I can’t teach
them to you. You may still here the “Give me 5” or other attention signals
– all are acceptable, as long as they have been taught to the students,
demonstrated, practiced, and there is feedback about whether the
students met the expectation or not.
Why is a common signal important throughout the building?
 any adult can use
 important during safety issues or to control the noise of a large group

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CDirective
IOTS
noun
1. Tending t o remain unemot ional, especially
showing admirable pat ience and endurance in
t heface of adversit y.
sto·ic
ˈstō-ik/
noun
1. Tending to remain unemotional, especially showing admirable
patience and endurance in the face of adversity.
The STOIC “magic” question…What are the variables I can manipulate to
get the behavior I want?

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Structuring the environment for success
you want to have the students “default” to doing the right thing.
schedules, seating arrangements, traffic flow, what you have on the walls
and boards, routines for beginning the class and ending the class,
procedures for turning in homework or assignments, how you will get
their attention
Teaching expectations about how to be successful within the structure.
I do
We do
You do.
If students know what you expect, they don’t have to “discover” it.
Observing – monitoring.
Interaction – building relationships.
Correcting – consistency is the key (Random reinforcement schedule is the
most powerful – you never know when you will “win”); business like,
watching your tone and facial expressions. More disappointed than angry.
Privately.
How can I help you?

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Teaching, observing, interacting . . .
Correcting

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Q: Who said?
“The children of today now love luxury. They have bad manners. They
show disrespect to adults, and love to talk rather than work or
exercise. They contradict their parents, chatter in front of company,
gobble down their food at the table, and intimidate their teachers.”
A: Socrates
Let’s imagine…
Most human behavior is learned
• It can be unlearned…and shaped
People are constantly engaged in learning
• Every experience
influences what
follows
BEHAVIOR OCCURS FOR A REASON!

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Conditions Set the
Stage for
(Antecedents) An Individual’s
Behavior
(The Behavior)
Pleasant
Outcomes which
increase likelihood of
the behavior
in the future
Unpleasant Outcomes
which reduce
likelihood of the
behavior
in the future
ABCs
Antecedent – what happens right before the behavior
Behavior
Consequences – what happens right after the behavior
$100 for anyone who can recite the first 100 digits of Pi – right now – from
memory.
Two Factors That Affect Motivation
Value
The degree to which one values the rewards that accompany succeeding
at that task
Expectancy
The degree to which an individual expects to be successful at the task
V X E = M

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What is most valuable to you?
Increase value
• Build positive relationships
with students by increasing
noncontingent attention.
• Provide positive feedback to students
• Providing Intermittent celebrations
• Strive to provide a high ratio of
positive interactions
Increase value
 Build positive relationships
with students by increasing noncontingent attention.
 Provide positive feedback to students
 Providing Intermittent celebrations
 Strive to provide a high ratio of positive interactions
Structure
S

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 Guidelines
o Broad, noble ideas
o Attitudes and traits that will help students succeed
o Schoolwide
 Rules
o Observable, measurable, well-defined
o Unchanging
o Do, rather than Don’t
o Simply stated
o About 5
o POSTED!
Tough Kids and Rules
 Behavioral Excesses:
o Non compliance
o Aggression (starting with verbal)
 Behavioral Deficits:
o Self-Management Skills
o Social Skills
o Academic Skills
Let’s put it on Paper
• Guidelines for Success
• Rules
– Remember the guidelines
about rules
• Attention Signal
– Your campus may have one
– You might have an additional
one for your room

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Organizing all classroom settings for
success.
– Physical arrangements
– Scheduling issues
– Organizational patterns
– Routines and procedures
– Expectations for students
• Activities
– whole group instruction
– independent seat work
– cooperative groups
– taking tests
• Transitions
– from one activity to another
– from one place to another
Physical environment— easy access within 3-4 steps, arrangement of
desks, reference materials, etc.
Scheduling — how much time per activity, when do we do things.
Organizational Patterns — how you handle tardies, late work, tracking
grades, etc.
Routines, procedures —opening routines, ending routines, managing
student work, etc.
Expectations for students - —what behavior should look like and sound
during key classroom activities and transitions. Create CHAMPS activity
plans for at least

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TS
Teach

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Teach your expectations
Observe/Monitor
Provide Feedback
Repeat! Again and again.
What about those who come into the program later?
 Teach the student individually
 Use a buddy system
 Reteach the entire class
 Make a "Welcome to Our Class" video
 Establish a schoolwide Newcomers Club
What about time lapse?
Emphasize for the first three weeks of the program and/or until 85% get it.
Reemphasize before and after [long] holidays.

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OTS
Observe
Lifeguards are constantly visually scanning, listening, and circulating.

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Interact
IOTS
Strategies to increase noncontingent attention:
• Greet students.
• Show an Interest in student’s work.
• Invite students to ask for assistance.
• Have a conversation with a student or a group of students.
• Make a special effort to greet or talk to students you’ve recently
interacted with in regards to a misbehavior.

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We often think of feedback as either positive…
… or negative.
But really it’s more like a pottery wheel.

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Accurate
Specific and descriptive
Contingent
Age-appropriate
Given immediately
Given in a manner
that fits your style
Feedback is
 Accurate
 Specific and description
 Contingent
 Age-appropriate
 Given immediately
 Given in a manner that fits your style
The behavior you reinforce with attention is the behavior that you will
begin to see more often.
HOW TO Avoid The Criticism Trap:
Have MORE interactions with students when they are BEHAVING
RESPONSIBLY than when they are misbehaving.
Suggestions –
Remind yourself you own 3+ to that student
Provide feedback at specific times
At the end of the day, note who had a rough day, put a note on
your plan book for the next day to pump up the positive
Engage in lots of appropriate non-contingent interaction

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What should be the biggest reinforcer in the room? Attention. The leader.
The leader’s attention. Conductor
Like the bank, you’ve got to put in more deposits than withdrawals.
The Evidence of its Power!
Students tend to
WORK MORE DILIGENTLY when they receive higher rates of positive
feedback than when they do not.

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Correct
CDirective
IOTS
You need to know: It is not the severity that makes a consequence
powerful; it is the certainty.
Consequences don’t have to be big to be powerful – you just have to be
consistent in your application of them.
Think about this . . .
If you go too big with your consequences, you have nothing else bigger to
use if you need it. And if you go too big, your student have nothing to lose
by acting like complete fools. Don’t paint yourselves into a corner.

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TOUGH kids behavior chains:
 Learn to identify the behavior links
 Don’t hold back or wait
 Use your preplanned consequences
 Don’t make deals, negotiate with or attempt to placate as these can
make the behavior worse
Questions
For questions, contact Rene Shelton, Denton ISD Elementary Counselor
Coordinator at rshelton@dentonisd.org or (940) 369-0595 or Chris Shade, Director
of School Improvement and Support at cshade@dentonisd.org or (940) 369-0676.