Task 1: Understand the Basic Chapter 1, Task 1: Understand the Chapter 1, Task 1: Understand How Principles of Behavior Modification Basic Principles of Behavior to Shape Behavior and Your Role in That Process Modification and Your Role in That Process Task 2: Understand Motivation and Chapter 1, Task 2: Understand Chapter 1, Task 2: Understand the Variables That Can Be Motivation and the Variables That Motivation Manipulated to Increase It Can Be Manipulated to Increase It CHAPTER 1: VISION Task 3: Understand the Importance of Maintaining High Expectations for Students Academic and Behavioral Performance Task 4: Understand the Importance of Building Personal Relationships with Students Chapter 1, Task 4: Maintain High Expectations for Students' Academic and Behavioral Performance Chapter 8, Task 1: Understand the Importance of Building Personal Relationships with Students Chapter 1, Task 5: Maintain Positive Expectations Chapter 7, Task 1: Build Positive Relationships With Students Task 5: Develop and Implement Chapter 1, Task 3: Develop and Chapter 1, Task 4: Develop Guidelines for Success Implement Guidelines for Success Guidelines for Success Task 6: Adjust the Structure of Your Chapter 4, Task 1: Adjust the Chapter 3, Task 1: Determine the Management Plan Based on the Structure of Your Management Level of Classroom Structure Needs of Your Students Plan Based on Your Needs and the Needs of Your Students Task 1: Develop Clear Goals for Each Chapter 2, Task 1: Develop Clear Chapter 1, Task 3: Identify Long- Class You Teach Goals for Each Class You Teach Range Classroom Goals CHAPTER 2: GRADING Task 2: Design Instruction and Evaluation Procedures That Create a Clear Relationship Between Student Effort and Success Chapter 2, Task 2: Design Instruction and Evaluation Procedures That Create a Clear Relationship Between Student Chapter 1, Task 6: Implement Effort and Success
CHAPTER 2: GRADING (CONT.) Task 3: Establish a System to Provide Students Feedback on Behavior and Effort. Incorporate This into Your Grading System Task 4: Design Procedures for Students to Receive Feedback on Each Aspect of Their Behavioral and Academic Performance and to Know Their Current Grades Chapter 2, Task 3: Establish a System to Provide Students Feedback on Behavior and Effort; Incorporate This into Your Grading System Chapter 2, Task 4: Design Procedures for Students to Receive Feedback on Each Aspect of Their Behavioral and Academic Performance and to Know Their Current Grades Chapter 8 (Behavioral Grading, pp. 333 337) Chapter 8 (Behavioral Grading, pp. 333 337) Chapter 2, Task 5: Managing Student Assignments Task 1: Arrange the Schedule of Chapter 3, Task 1: Arrange the Chapter 2, Task 1: Arrange an Activities for Each Class Period So It Schedule of Activities for Each Efficient Daily Schedule Maximizes Instructional Time and Class Period to Maximize Responsible Behavior Instructional Time and Responsible Behavior Task 2: Arrange the Physical Space Chapter 3, Task 2: Arrange the Chapter 2, Task 2: Create a Positive CHAPTER 3: ORGANIZATION in Your Classroom So That It Promotes Positive Student-Teacher Interactions and Reduces Disruptions Task 3: Decide on a Signal You Can Use to Immediately Quiet Your Students and Gain Their Full Attention Task 4: Design Efficient, Effective Physical Space in Your Classroom to Promote Positive Student- Teacher Interactions and Reduce Disruption Chapter 3, Task 3: Decide on a Signal You Can Use to Immediately Quiet Your Students and Gain Their Full Attention Task 4: Design Efficient, Effective Physical Space Chapter 2, Task 3: Use an Attention Signal Chapter 2, Task 4: Design Effective Procedures for Beginning and Procedures for Beginning and Beginning and Ending Routines Ending the Class Period Ending the Class Period Task 5: Design Efficient, Effective Task 5: Design Effective, Efficient Chapter 2, Task 5: Manage Student Procedures for Assigning, Procedures for Assigning, Assignments Monitoring and Collecting Work Monitoring, and Collecting Student Chapter 2, Task 6: Manage Work Independent Work Periods
Task 1: Define Clear and Consistent Chapter 5, Task 1: Define Clear and Chapter 4, Task 1: Clarify CHAMPS Behavioral Expectations for All Consistent Behavioral Expectations Expectations for Instructional CHAPTER 4: EXPECTATIONS Regularly Scheduled Classroom Activities Task 2: Define Clear and Consistent Behavioral Expectations for the Common Transitions, Both Within and Between Activities, That Occur During a Typical School Day Task 3: Develop a Preliminary Plan and Prepare Lessons for Teaching for All Regularly Scheduled Classroom Activities Chapter 5, Task 2: Define Clear and Consistent Behavioral Expectations for the Common Transitions, Both within and between Activities, That Occur during a Typical School Day Chapter 5, Task 3: Develop a Preliminary Plan, and Prepare Activities Chapter 4, Task 2: Clarify CHAMPS Expectations for Transitions Chapter 4, Task 3: Prepare Lessons to Communicate Your Expectations Your Expectations to Students Lessons for Teaching Your Expectations to Students Task 1: Identify and Post Three to Chapter 4, Task 2: Identify and Post Chapter 3, Task 2: Develop and CHAPTER 5: RULES AND CONSEQUENCES Six Classroom Rules That Will Be used as a Basis for Providing Positive and Corrective Feedback Task 2: Develop a Plan for Correcting Early-Stage Task 3: Develop Consequences for Committing Rule Violations Three to Six Classroom Rules That Will Be Used as a Basis for Providing Positive and Corrective Feedback Chapter 4, Task 3: Develop a Plan for Correcting Early-Stage Chapter 4, Task 4: Develop Consequences for Rule Violations Display Classroom Rules Chapter 3, Task 3: Correct Rule Violations During the First Week of School Chapter 3, Task 4: Establish Corrective Consequences for Rule Violations Chapter 3, Task 5: Know When (and When Not) to Use Disciplinary Referral
Task 1: Present the Desired Tasks to Chapter 2, Task 6: Present Desired Chapter 1, Task 6: Implement Your Students in a Manner That Tasks to Your Students in a Will Generate Their Enthusiasm Manner That Will Generate Their Enthusiasm Task 2: Implement Effective Chapter 2, Task 5: Implement Chapter 1, Task 6: Implement Instruction Practices CHAPTER 6: MOTIVATION Task 3: Use Every Possible Opportunity to Provide Each Student with Noncontingent Attention Task 4: Give Students Positive Feedback on Their Successes in a Chapter 8, Task 1: Understand the Importance of Building Personal Relationships with Students Chapter 8, Task 2: Use Every Possible Opportunity to Provide Each Student with Noncontingent Attention Chapter 8, Task 3: Give Students Positive Feedback on Their Chapter 7, Task 1: Build Positive Relationships With Students Chapter 7, Task 2: Provide Positive Feedback Variety of Ways Successes In a Variety of Ways Task 5: Plan to Interact at Least Chapter 8, Task 4: Plan to Interact Chapter 7, Task 4: Strive to Provide Three Times More Often with at Least Three Times More Often a High Ratio of Positive Interactions Students When They Are Behaving with Students When They Are Appropriately Than When They Are Behaving Appropriately Than Misbehaving When They Are Misbehaving Task 1: Finalize Your Classroom Chapter 6, Task 1: Finalize Your Chapter 5, Task 1: Summarize Your CHAPTER 7 PREPARATION AND LAUNCH Management Plan, and Prepare to Communicate That Plan to Your Students Task 2: Complete Your Preparations for the First Day Task 3: Implement Your Plan for the First Day of School Plan, and Prepare to Communicate That Plan to Your Students Chapter 6, Task 2: Complete Your Preparations for the First Day Chapter 6, Task 3: Implement You Plan for the First Day and Discipline Plan Chapter 5, Task 2: Make Final Preparations for Day One Chapter 5, Task 3: Implement Your Plan on Day One Chapter 6, Task 1: Circulate When Possible, and Scan All Sections of the Classroom Continuously
Task 1: Gradually Decrease the Chapter 6, Task 4: Gradually Chapter 5, Task 4: Implement Your Amount of Time Spent Teaching Decrease the Amount of Time You Plan on Days 2 Through 20 (The Expectations, Procedures, and Spend Teaching Expectations, First Four Weeks) Routines Procedures, and Routines Chapter 5, Task 5: Prepare Your CHAPTER 8: IMPLEMENTATION Task 2: Mark on Your Planning Calendar Particular Times That You Will Reteach Your Expectations Task 3: Collect Objective Data Chapter 6, Task 5: Mark on Your Planning Calendar Particular Times When You Will Reteach Your Expectations Chapter 6, Task 5: Mark on Your Planning Calendar Particular Times When You Will Re-teach Your Expectations Chapter 7, Task 2: Collect Objective Students for Special Circumstances Chapter 5, Task 5: Prepare Your Students for Special Circumstances Chapter 6, Task 2: Use Data to About Classroom Behavior, and Data about Classroom Behavior, Monitor and Adjust Your Adjust Your Management Plan and Adjust Your Management Plan Management and Discipline Plan Accordingly Accordingly Task 1: Implement Basic Chapter 9, Task 1: Analyze and, If Chapter 9, Task 1: Analyze and, if Interventions First, Moving to More Needed, Adjust the Implementation Needed, Adjust the Implementation CHAPTER 9: PROACTIVE PLANNING FOR CHRONIC MISBEHAVIOR Complex Interventions Only When Necessary Task 2: Develop an Intervention Plan for Awareness-Type Task 3: Develop an Intervention Plan for Ability-Type of Your Basic Management Plan Plan A: Develop an Intervention for Awareness-Type of Your Basic Management Plan Chapter 9, Task 2: Analyze and, if Needed, Adjust the Strategies You Are Using to Build a Positive Relationship with this Student Plan B: Develop an Intervention for Ability-Type
Task 4: Develop an Intervention Plan for Attention-Seeking CHAPTER 9 (CONT.) Task 5: Develop an Intervention Plan for Habitual and Purposeful Types of Plan C: Develop an Intervention for Attention-Seeking Plan D: Develop an Intervention for Habitual and Purposeful Types of Appendix A: CHAMPS Versus Daily Chapter 7, Tool A: CHAMPS and Tool 1: CHAMPS Versus Daily Reality Rating Scale ACHIEVE versus Daily Reality Reality Rating Scale Rating Scales Appendix B: Ratio of Interactions Chapter 7, Tool B: Ratio of Tool 2: Ratio of Interactions Monitoring Form(s) Interactions Monitoring Forms Monitoring Form(s) Appendix C: Misbehavior Recording Chapter 7, Tool C: Misbehavior Tool 3: Misbehavior Recording Sheet APPENDICES Sheet Appendix D: Grade Book Analysis Worksheet Appendix E: On-Task Behavior Recording Sheet Chapter 7, Tool D: Grade Book Analysis Worksheet Chapter 7, Tool E: On-Task Tool 4: Grade Book Analysis Worksheet Tool 5: On-Task Behavior Observation Sheet Behavior Observation Sheet Observation Form Appendix F: Opportunities to Chapter 7, Tool F: Opportunities to Tool 6: Opportunities to Respond Respond Observation Sheet Respond Observation Sheet During Instruction Appendix G: Student Satisfaction Chapter 7, Tool G: Student Tool 7: Family/Student Satisfaction Survey Satisfaction Survey Survey