Classroom Procedures

Jennifer Allen’s Expectations Procedures On the first days of school, these procedures represent some of the classroom procedures that all students will rehearse in my co-taught inclusion classroom(s).
Procedure to teach:	Entering the classroom
Opening:	Students need to know what to expect when they enter the classroom. Also, Substitute Teachers will be clear on classroom procedures in cases of emergencies and/ or both teachers are out of the classroom for teacher inservice.
EXPLAIN Intro to New Material: step-by-step instructions for enacting the procedure	Step 1: Line up outside the classroom until the Teacher signal for you to enter the classroom. Step 2: As student enter the classroom with 0 level talking they will, move the magnet star near their name Step 3: Place their agendas on their designated teacher’s desk and pick up your folder from the bin in front your teacher’s desk. Step 4: Quietly be seated and begin their warm up. If there is no warm up, pick up one from the Supply area. Warm is always indicated on the SMART board. Alternative Warm include DEAR or Journal activity. Step 5: If you student finish early, complete their duty, do DEAR time or choose an Anchor activity from their group’s folder.
REHEARSE Script Guided Practice: one way to practice and provide feedback	Step 1: Each teacher will introduce themselves and announce the location of their desk. On the first day, each student will be given a folder and agenda to fill out.  Students will be told, "Please gather your things so we can practice entering the classroom. Please line up outside the classroom until the Teacher signals for you to enter the classroom."( For homeroom, agendas will be passed out as student enter the classroom. So that they can practice putting their agendas on their designated teacher’s desk. Practice using your partner talk voice level to say, “hello” to your friends in the hallway only, but do not begin a conversation Step 2: While students are still lined up outside the classroom, explain to students that as each student enters the classroom their voice level is 0. They are to first move the magnet star near their name to represent their attendance. Step 3: For rehearsals, each teacher will call out the names of students who put their agendas on his or her desk and escort the students in showing them where they move the star magnets to next to their name on the Easel to the left of the doorway. Then show them their desk where they are to Students will be instructed to place their agendas on their designated teacher’s desk. Step 4: Student will be asked to complete the warm up already placed on their desks. Student will be rehearsed on Warm up Procedures after this 1-minute practice activity. They will be reminded this activity should be on level O noise. Quietly be seated and begin their warm up Step 5: If you student finish early, see Finished Early Procedure. When finished, complete their duty if you have one, or wait for instructions.
REINFORCE Re-teach, Rehearse, Practice	On day two and three repeat the same activity, reminding students to put their agenda on their designated teacher’s desk and picking up their folders. For day two, put oops ticket in their folders, so all students will be instructed on how to fill out the Oops ticket . Remind them if they left their agenda or HW they need to fill out an oops ticket. Remind them to check forgot agenda, list their name, date and period.

Jennifer Allen’s Expectation Procedures
Procedure to teach:	Warm up Procedures
Opening: rationale for the procedure	The purpose of the warm up is to review or become familiar with new materials
EXPLAIN Intro to New Material: step-by-step instructions for enacting the procedure	1.    Look for the warm up on the SMART board. 2.    If there is no warm up Worksheet on your desk, look at pick up one from the Supply area. Complete warm up 3.    If you finish early, Follow procedures for finishing early 4.    If you finished, put it in your folder 5.    Whatever is not complete may be completed for homework.
REHEARSE Guided Practice: one way to practice and provide feedback	Students will do a simple 2 minute warm up and practice putting it in their folders.
REINFORCE Re-teach, Rehearse, Practice	Students are admonished for completing Warm up activity correctly, others are gently corrected.

Jennifer Allen’s Expectation Procedures
Procedure to teach:	Last 3- 5 Minutes. Closing/ Exiting Procedures
Opening: rationale for the procedure	Students need to return their folders, turn in their work, prepare the classroom and themself for the next class period.
EXPLAIN Intro to New Material: step-by-step instructions for enacting the procedure	Last 3- 5 Minutes. Closing/ Exiting Procedures v  TimeKeeper alerts the teacher it’s the last 5minutes, when instructed give the exiting procedures. v  If the Agenda Helper doesn’t get a chance to pass out folders or is absent get your agenda from your designated teacher’s desk., if they forgot their agenda they must fill out an Oops note that lists the date, their name and period for agendas. v  Get a warm up and put it on your desk. v  Attendance clerk put the next class up v  Student will complete their ticket out the door activity v  All students are to freeze at the bell, and wait for instructions v  When signaled stand, push chairs in, then place their ticket out the door in the teacher’s hand as they exit the classroom.
REHEARSE Guided Practice: one way to practice and provide feedback	After mock warm up students will rehearse Closing Activities and practice following closing activities.
REINFORCE Re-teach, Rehearse, Practice	Students who followed directions will be praised and others will be reminded of the procedures and where they can find if they forgot.

Jennifer Allen’s Expectation Procedures
Procedure to teach:	Finished early Procedures:
Opening: rationale for the procedure	The purpose of this activity is to ensure students who aren’t finished with their work won’t be distracted by those who are finished and all student continue their learning until the end of class.
EXPLAIN Intro to New Material: step-by-step instructions for enacting the procedure	1.    Check the timer to see if you have time. 2.    If you have extra time as following complete quietly without disrupting others: v  2 or less minutes ·         Check work by re-reading it for mistakes v  3 or Less Minutes ·         Check work by re-reading it for mistakes ·         do Drop Everything and Read (DEAR) time v  5 or more minutes, Left ·         do DEAR time ·         Or computer activity, if available double check your group’s activities. ·         or choose an Anchor activity from their group’s folder, located on the supply table.
REHEARSE Guided Practice: one way to practice and provide feedback	Rehearsal will be to a journal activity to choose one early time period and write down what they would do if they finished early. Students with last names between P and Z will pretend they are finished early. And choose the activity they journaled about or would have journaled about. Students will be reminded there is no running and if that activity is taken, quietly choose another activity. Whole group reflections will discuss how well they did. Teachers will give some feedback to encourage students to exhibit behaviors they want repeated and give direction to inappropriate behavior.
REINFORCE Re-teach, Rehearse, Practice	Students will be given a round of applause for their performance. The activity will end with a buzzer. All students will be asked to come to attention and directed to put their work in their folders.

Jennifer Allen’s Expectation Procedures
Procedure to teach:	Turn in Work
Opening: rationale for the procedure	In order for teachers to check student progress, we need certain work collected but the majority of the work will be placed in their folders.
EXPLAIN Intro to New Material: step-by-step instructions for enacting the procedure	1.    Always put your work in your folder, unless otherwise directed. 2.    Your teachers will direct the Paper Manager or another student to collect some work, as needed. 3.    Sit quietly and wait for further instructions.
REHEARSE Guided Practice: one way to practice and provide feedback	Students will be directed to Pull out their learning profiles and a student will be assigned to collect their papers. All students will be asked to pass their learning profiles to the most north eastern person in their quad to collect the papers and hand the learning profiles to the Paper Manager. Students will be encouraged to complete this task quietly without talking.
REINFORCE Re-teach, Rehearse, Practice	Students will be reminded that we are a flexible groupings classroom and we adjust lesson activities and groups according to the feedback they give us, so it’s important to do their best work.

Jennifer Allen’s Expectation Procedures
Procedure to teach:	Ways I get your attention
Opening: rationale for the procedure	I need your attention to change instructions, checks for understanding, clarify misunderstandings and to mark transitions, so please listen for: Teacher says: DA tA, DA DA Your response: “I’m Lovin IT!” OR Teacher says: If you can hear me clap or say …. Your response: Respond to instructed.
EXPLAIN Intro to New Material: step-by-step instructions for enacting the procedure	1.       When you hear the signal, Stop what you’re doing and fold hands in front of you 2.       Stop making any noise. 3.       Give your teacher eye contact 4.       Listen for instructions
REHEARSE Guided Practice: one way to practice and provide feedback	Students will be asked to take 2 minutes and introduce themselves to their neighbor and when they hear the signal respond accordingly.
REINFORCE Re-teach, Rehearse, Practice	Students will be reminded that we have limited time, so the quicker they come to attention the quicker we can move to another activity.