CTESS ebook

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

Lines of Evidence The administrator codes the teacher’s academic and behavior feedback to students as well as implementation of classroom management during the IPOP.

IPOP •

Behavior Coding (Positive, Corrective, Harsh, and Other) • Classroom Management (C1) (C2) (C3) (C4) (C5)

Benchmark Criteria

Highly Effective:

All of the following on two formal IPOPs: •

Classroom Management (C1) rating is “Highly Evident/Evident” • Classroom Management (C2 and C3) rating s are “Meets Expectations” • Classroom Management (C4 and C5 ) ratings are “Highly Evident” • Instructional Priorities Observation Protocol (IPOP): • Teacher’s r atio of positive to corrective feedback is at least 4:1 • Teacher delivers positive feedback at a rate of 20 in a 20-minute observation (60 per hour) • Teacher has no instances of harsh feedback All of the following: • Classroom Management (C1 ) rating is “Highly Evident/Evident” on two formal IPOPs • Classroom Management (C2 and C3 ) ratings are “Meets Expectations” on two formal IPOPs • Classroom Management (C4 and C5 ) ratings are at least “Evident” on two formal IPOPs • Instructional Priorities Observation Protocol (IPOP): • Teacher’s ratio of positive to corrective feedback is at least 2:1 on two formal IPOPs OR Teacher delivers positive feedback at a rate of 20 in a 20-minuteobservation (60 per hour) on two formal IPOPs • Teacher delivers positive feedback at a minimum rate of 13 in a 20-minute observation (40 per hour) on at least one formal IPOP • Teacher has no instances of harsh feedback on two formal IPOPs Classroom Management (C1) rating is “Partially Evident” on at least one formal IPOP • Classroom Management (C2 and C3) ratings include one or more “Does Not Meet Ex pectations” on at least one formal IPOP • Classroom Management (C4 and C5) ratings include one or more “Partially Evident” on at least one formal IPOP • Instructional Priorities Observation Protocol (IPOP): • Teacher delivers positive feedback at a rate of at least 4 in a 20-minute observation (at least 12 per hour) on at least one formal IPOP • Teacher has no more than 1 instance (total) of harsh feedback across two formal IPOPs

Effective:

Emerging Effective/Minimally Effective: •

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