CTESS ebook

Appendix H – Alignment of CTESS with MTSS Framework and State Indicators

Standard 1: Classroom PBIS (Positive Behavior Intervention and Supports) Implements rules and procedures to effectively maintain a positive learning environment

CSD Academic Framework Connections

Student Achievement Principles for Academics and Behavior • Builds a positive school climate by actively promoting building positive relationships, setting high expectations, and committing to every student’s success

Standards for Instruction • Uses Schoolwide Positive Behavioral Interventions and Supports (PBIS)

Evidence-based Instructional Priorities: Behavior • Uses Classroom Positive Behavioral Interventions and Supports that are aligned to schoolwide PBIS expectations and implemented to prevent and decrease behavioral disruptions • Establishes positive teacher-student relationships • Provides active supervision • Provides a high ratio of positive to corrective feedback (ideally 4:1 or higher) • Uses differential reinforcement • Uses precision requests • Uses pre-correction to minimize behavioral disruptions • Uses de-escalation strategies to minimize behavioral disruptions

Time Allocation for Instruction • Classroom instructional time is prioritized for instruction of standards

Corresponding State Indicators

3a. Develops learning experiences that engage and support students as self-directed learners who internalize classroom routines, expectations, and procedures. 3b. Collaborates with students to establish a positive learning climate of openness, respectful interactions, support, and inquiry. 3c. Uses a variety of classroom management strategies to effectively maintain a positive learning environment.

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