CTESS ebook

Appendix I - Supporting Research and Rationale

Standard 1: Classroom PBIS (Positive Behavior Intervention and Supports) Managing behaviors in the classroom is foundational to accomplishing anything else. Nationally, teachers coming into the profession are ill prepared to effectively manage student behavior (e.g., Levine, 2006; MetLife, Inc., 2006). Current national estimates suggest that at least ⅓ of students fail to learn academic content due to behaviors that interfere with their attention to instruction (Adelman & Taylor, 2005). Nationally, the biggest within-school challenge teachers see themselves facing is managing student behavior (Rentner, Kober, & Frizzell, 2016). In Canyons School District (CSD, 2018) almost one quarter (20%) indicate that they are not prepared to adequately manage behaviors of students in their classrooms. This is particularly true for first year teachers, more than one third (34%) of whom indicate that they are ill prepared to manage student behavior in their classrooms. This is especially concerning given that one of the most common reasons for teachers to leave the profession is being unprepared to deal with difficult student behaviors (Borman & Dowling, 2008). Teachers need ongoing coaching and support regarding increasing positive (and decreasing undesirable) behaviors in the classroom. CTESS, combined with support from academic coaches and behavior support personnel (such as school psychologists), can provide this much needed assistance to teachers. There is consensus in current research regarding what elements most effectively bring about a well-managed classroom. Two independent recent research syntheses using rigorous study inclusion criteria (Epstein et al., 2008; Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008) identified classroom management strategies with strong empirical support. The following table links components of CTESS Standard 1 to these evidence-based strategies:

Evidence-Based Classroom Management Strategy (Simonsen et al., 2008)

CTESS Standard 1 - PBIS Corresponding IPOP Items

Maximize classroom structure and predictability for students

C3. Routines/procedures are followed or are appropriately prompted and reinforced C5. Lesson is purposefully paced to maintain attention and engagement C1. Classroom rules are displayed so that students can see/read them C2. Expectations are followed or are appropriately prompted and reinforced C4. Student behavior is closely monitored: Positioning, movement, responding, prompting Ratio of positive to corrective (2:1 for Effective) Positive feedback (40 per hour for Effective) No harsh feedback - including sarcasm

Post, teach, review, monitor, and reinforce rules/expectations

Create a positive learning environment by acknowledging positive behaviors and responding to inappropriate behaviors (academic and social)

96