A DAY IN THE LIFE
STUDENTS
Getting Ready
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We rise and shine.
We wear our school uniform because it shows
that we belong. We brush our teeth, wash our
face, and make sure our homework is signed
and packed. We are ready to go!
Arrival
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ourselves as professionals. We honor the dress
code in order to send a strong message to the
students and community about the overall
professionalism of this institution.
Arrival
By car, front entrance from cul-de-sac:
-We thank our driver, check to be sure we have
everything we need, quickly exit the car, walk
safely and directly into the building. We smile
and say Good Morning along the way.
By bus, rear entrance from street:
–We thank our driver, exit the bus and enter
the building calmly and safely.
If eating breakfast, we go to the cafeteria and
get in line, but if not we go directly into the
gym and sit with our classmates.
We follow all directions provided by CLA staff.
We ask a supervisor for permission to use the
restroom if needed.
We do not go to the classroom for any reason.
We go directly into the gym.
We find our assigned section of the bleachers.
We sit down beside a classmate in the order
we arrive. We fill one row at a time. We
remove our hats and jackets.
We may not eat or drink. And we must keep
our hands to ourselves.
Once seated in the bleachers, we must remain
in our seat. We smile and say good morning to
our classmates. We talk quietly until the bell
rings.
Morning Assembly
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TEACHERS
Getting Ready
 We set the standard by always presenting
When we see the teachers raise their hands,
we raise our hands and are silent.
When the speaker says Good Morning, we say
it back in a strong, respectful voice.
We rise for the pledge when we are told to do
so. We say the pledge with our hand on our
heart. (If it’s against my religion, I stand
respectfully but do not participate.) We remain
standing until we are told to sit.
We keep our eyes on the speaker and listen
carefully to the morning message. We do not
talk to our neighbors at this time. We
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We follow the Early Morning Duty schedule as
assigned. 7:40 on the cul-de-sac.
-We are outside on time. With a radio. We
greet students and ensure their safety. If need
be, we direct traffic jams and remind parents
they are not allowed to drive through the
parking lot. We radio administration if we need
any back up support or notice any suspicious
behavior.
All Academic Assistants and Specials teachers
report to duty by 7:30. – We are actively
supervising students in the cafeteria, hallways
by the bathroom, or in the gym, as assigned.
We avoid long conversations with our
colleagues while on duty.
All CLA staff know that student supervision in
the morning is absolutely critical. We contact
our administrator immediately if we will be
unexpectedly tardy or absent for any reason.
Teachers who are not on early morning duty
will be considered “on call” to cover duties, as
needed, between 7:30-8:00am.
Morning Assembly
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We arrive to the gym before the bell. We stand
in front of our grade level, spaced evenly
across the line. At 8:00, we put our hands in
the air to indicate school wide silence.
We participate in the routine. We demonstrate
respect for the speaker and model the
behavior we expect to see from students.
If it is our turn to lead the assembly, we think
ahead and prepare. We develop school
culture. We ask students to repeat a procedure
until they meet our expectation. We set the
tone, speak with confidence, and leave them
participate in the character trait chant with a
strong voice and enthusiasm.
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Hallway Procedure
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We are quiet. We stand up quickly when our
teacher indicates for us to do so. We follow
our line out of the gym, through the hallways
and into class.
We always always always walk in straight and
silent lines. And we never ever ask to cut in
front of someone else.
We walk tall, in uniform, with our shirts tucked
in. We know the teachers will be checking at
this time!
Class Entrance Procedure
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We quickly follow procedures as we were
taught. We want to be in our seat and on task
as soon as possible.
We have all the materials we need.
Attendance Procedure
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We are hard at work as the teacher calls roll.
We listen for our name and respond as
directed.
We do this again after lunch!
Homework Check System
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Our homework is complete and we have
already turned it in according to the classroom
procedure.
If our homework is missing or incomplete, we
are able to discuss this with our teacher at a
later time.
We understand that being a student at CLA
means doing homework every night.
We understand that teachers WILL contact our
parents if we are not completing our
homework.
Attention Signals
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When teachers say “CLA” we say “YES OK” and
then sit up straight, with our hands folded on
our desk and our eyes on the teacher. When
teachers say, “CLASS”, we say “YES”. However
they say, “CLASS” is how we repeat it. (Ex.
CLASS CLASS, YES YES) When teachers say,
“LEAD” we focus on their instruction. LEAD
with special words of encouragement for the
day.
We close, by tradition, with “Have a Great
Day” to which students chorally respond,
“CLA.” Cue music.
We conclude by 8:05, no later than 8:10.
Hallway Procedure
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We lead students out of the gym and to class.
We maintain an orderly dismissal (the path of
least resistance… two lines at a time out each
door… with urgency!)
We insist on straight and silent lines.
Academic Assistants enter the rooms with us
at this time.
We inspect student uniforms in route or at our
homeroom door.
Class Entrance Procedure
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We design, explicitly teach, and repeatedly
practice our classroom entrance procedure.
We expect all students in their seats and on
task by 8:15, no later than 8:20.
Attendance Procedure
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We take roll via Power School the minute
students are settled into their seats. We listen
for and look carefully at each student to avoid
any mistakes.
We do this again after lunch!
Homework Check System
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Academic Assistants maintain an incredibly
efficient homework check in system that is well
organized and well documented. We do not
interrupt instruction in the process. We ensure
every teacher on the team is supported in this
area. We inform the teacher when there is a
pattern of concern.
We follow the policy as designed and keep
parents well informed.
Attention Signals
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We believe that school wide attention signals
are a key to establishing a strong CLA culture.
We use CLA/YES OK, CLASS/YES and TICK
TOCK/ON-TASK exclusively in the first quarter
and primarily throughout the remainder of the
year.
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stands for Lean forward and Listen, Eye
contact, Ask and Answer questions, Decide to
care. We must sit silently and respectfully, in
“learning position” every time we hear the
word LEAD.
When teachers say “TICK TOCK” we say “ON
TASK”. We don’t stop working. We show the
teacher we are busy and focused on our work.
We understand secret signals. If a teacher taps
their wristwatch, it means we better get busy!
Classroom Rules
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We always follow the rules!
We open the year by chanting these often until
we know them by heart.
Follow directions quickly.
Raise your hand for permission to speak.
Raise your hand for permission to leave your
seat.
Everyone participates!
Live Above the Line: Leadership, Compassion,
Self Discipline, Integrity, Respect
If we break a rule, we take ownership for our
actions and follow the discipline procedures.
We learn from our mistake and agree to
change our behavior.
If we break a rule multiple times, we attend a
meeting with our teacher, administrator, and
parents to develop a personal behavior plan.
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Classroom Rules
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Participation and Engagement Standards
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We respond to the teacher’s attention signals
immediately. We show that we are ready.
We listen carefully and follow all rules and
procedures.
We sit up straight, with our chairs tucked in.
We never whisper to or distract other students
in any way. We respect each other’s right to
stay focused, to work, and to learn.
We take a risk and answer every question, as
best we can, whenever we are called upon.
We always answer in complete sentences with
a strong voice.
We never underestimate the power of non
verbal cues. Tapping our “wristwatch” is CLA
sign language for “please stay focused on your
work.”
We open the year by teaching the rules,
repeating them often, and attaching a motion
to each. They are posted on our walls.
We hold students accountable to these rules
all day everyday. We understand the discipline
policy and follow it carefully.
We do not humiliate students or use sarcasm
at their expense.
We do not engage in arguments.
We make every effort to discipline students
privately.
We never raise our voice or yell at individuals
or groups of students. Even our “toughest
teacher tone” is delivered with compassion
and respect. We always speak to children as if
their parents were listening.
We seek support from administration
throughout the year if we need help
implementing the discipline policy or
communicating with parents regarding
unacceptable student behavior.
We build incentive systems to encourage
positive behavior (especially as classes show
integrity or self discipline by meeting whole
group academic goals!) Incentive systems are
consistent among the teams.
Curriculum and Instruction Standards
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We do not begin instruction until we have
every student’s complete attention. “CLA/YES
OK” or “CLASS/YES” …LEAD. We stand still, stay
strong, and wait for it.
We expect 100% of the class to actively engage
and participate 100% of the time. If students
fail to follow a basic direction, they do it again
– correctly. If a class fails to follow a basic
procedure, they do it again – correctly.
Throughout instruction, as needed, we clarify
expectations by giving simple and explicit
directions. We avoid vague orders such as “Pay
attention” and, instead, describe the behavior
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We practice excellence in everything we do.
Excellent handwriting. Excellent effort.
Excellent sentences. Excellent self -discipline.
We don’t save our best work for a test. We
practice perfect all the time. We make it our
habit.
We stay focused and engaged because “every
minute matters”. We follow countdowns and
try to complete tasks before the time is up. If
we finish an assignment early, we do our
“Finished Early” work.
We ask questions when we do not understand
something. We make mistakes along the way
and that’s ok. We do whatever it takes to get
better and smarter and stronger every day.
We often sit for long periods and work alone
quietly, as hard as we can. CLA students aren’t
afraid of hard work.
We aren’t afraid of tests either. We take a lot
of them. And each one is more important than
the last. Every test is an opportunity to show
what we know and to let our light shine. It’s
what we do and we do it well.
We believe in ourselves and we are proud of
ourselves. We rise to high expectations. And
we do so with huge hearts and great care.
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Lunch Procedure
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We walk quietly in line.
We sanitize our hands, with one squirt only,
and rub the sanitizer in immediately so that
none drips on the floor.
If we brought our own lunch, we go directly to
our table and sit in our assigned seat. If not, we
continue through the line.
we expect to see. (“Take your hands out of
your desk. Sit up straight. Look at the board.”)
We begin and end every lesson by chorally
stating the learning objective. We follow
Madeline Hunter’s “I do,” “We do,” “You do”
methodology of direct instruction.
We use “Cold Call” to ensure that every
student is called upon, with or without their
hands in the air. If a student is unable to
answer a question, we ask another student or
provide the answer ourselves. We then circle
back to the original student asked and expect
them to answer correctly.
We do not confuse effort with mastery. We
acknowledge effort, press for correctness and
praise excellence.
We circulate the room while teaching and
observing in order to use the power of our
proximity to encourage positive, on-task
behavior. We provide critical academic
feedback in the process. We rarely, if ever, sit
at our desks while students are in the room.
Nor do we pace or stand in the same
comfortable spot. We work the room and
every move we make is on purpose.
We hold ourselves accountable for the
academic achievement of our students. We are
constantly assessing as we “read the room.”
We assess students’ engagement and change
our pace and delivery techniques as needed.
We assess their understanding and repeat,
rephrase, and reteach as needed. The
engagement and success of every student is
our entrusted responsibility. No excuses.
We honor the CLA systems and, collectively,
we rise to the high expectations of this
institution. We do whatever it takes to ensure
mastery of the standards with fidelity to our
rigorous programs. Everything we do, we do
with urgency. We make “Every Minute Matter”
and every minute meaningful. And we do so
with huge hearts and great care.
Lunch Supervision
 We ensure that students sit in their assigned
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seats.
We monitor behavior and overall volume by
utilizing the Green, Yellow, Red table card
system: All table cards begin on Green. As
students’ volume rises, we turn the cards to
yellow as a reminder to lower their voices. If
the volume continues to rise, we turn the card
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We say thank you to the cafeteria chefs when
we get our plate.
We do not share our food.
We speak with soft voices in the cafeteria so
that we do not disrupt students who are
working and learning in nearby classrooms.
The colors on the table cards remind us to use
a quiet voice.
We never play with our food. We appreciate
our meal and eat respectfully. We think of the
food’s journey from the farm to our plate and
of the hundreds of people who worked hard to
make this meal possible.
We practice environmental stewardship. We
clean the table and floor around us before we
go.
We follow the dismissal procedure as directed
by supervisor.
We wait silently in line so that we may go to
recess as quickly as possible. We lead by
example.
We keep a straight and silent line until we are
outside.
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Recess Regulations
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We share the recess equipment fairly and use
the equipment properly and carefully. We do
not use equipment from home.
We keep ourselves and each other physically
safe. We keep all rocks, snow, and woodchips
on the ground. We stay within the boundaries.
We do not engage in any contact sports. (We
are free to kick or toss a ball around, but we do
not touch or tackle each other.) Any physical
aggression with the intent to harm will result in
an automatic Level Two Write Up. If we are
angry, we walk away from the situation, calm
down alone, and, if necessary, talk it through
with an adult. We do not push, hit, kick, chase
or threaten anyone with physical violence.
to red to indicate silence at the table. We
continue to turn cards throughout our
supervision duty to allow students to correct
their behavior. Tables with Green cards at the
end of lunch are marked on the CLA Café
Behavior Chart. According to this chart, tables
who have scored Green all week will receive a
treat on Fridays.
We do not raise our voices or turn off the lights
to indicate whole group silence.
If individual students are continually violating
the volume regulations at the expense of all
students at their table, we reassign their seat
to an isolated area for that day and the student
is issued a Level One Write Up. The write up is
submitted to the teacher’s mailbox and the
parent is contacted. Three Level One Write Ups
for cafeteria behavior result in a Level Two.
We avoid long conversations with our
colleagues while on duty.
We ensure that students have picked up after
themselves before returning their tray.
We dismiss one table at a time. Students line
up by class and wait to be escorted to recess.
Students who talk in line are moved to the
back of the line. We walk students to recess on
time. If the line is not completely silent, we
wait until we are outside to issue a whole
group consequence. Classes may “practice
standing in a straight and silent line” up to one
minute OUTSIDE. After one minute, students
who have remained silent are dismissed to
play and students who continued talking can
remain “on the wall” for an additional minute.
Any infractions beyond that should result in a
Level One Write Up.
Recess Supervision
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We walk students out to recess on time with a
radio and backpack!
We ensure the recess equipment is being
shared fairly and used properly and carefully.
We do not allow students to use personal
equipment.
We do not stand in one place and engage in
long conversations with our colleagues while
on duty. We actively supervise interactions
among students to ensure their physical and
emotional safety. We intervene immediately if
we suspect unsafe behavior.
If students do not improve their behavior
based on our intervention, we then require
they fill out a reflection form and a Level One
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We keep ourselves and each other emotionally
safe. We practice our character traits at recess,
especially compassion. We make sure
everyone feels included. We do not use
inappropriate language. We do not gossip or
say hurtful words to or about each other. If we
are upset with a friend or classmate for any
reason, we talk directly to that person in a
respectful way about how we feel. We do not
involve a group of people to take sides with us
or to do the talking for us. We speak for
ourselves. If we are unable to solve a problem
on our own, we ask an adult to help us through
the conversation. We know that it is not
appropriate to talk about boyfriends or
girlfriends at school because it becomes a
distraction to our education and can make
people feel very uncomfortable. CLA is a place
to discover friendships, not “relationships”.
We report any inappropriate physical or
emotional behavior to the supervisor on duty.
Administration will be notified.
We return all recess equipment and line up
immediately upon the supervisor’s signal.
We walk in straight and silent lines back to
class.
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Expressing Basic Needs
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We use a silent hand signal to ask for a
restroom break. - If the teacher says no, but
the restroom break is an absolute emergency
and we really cannot wait, we tell the teacher
so that we don’t have an accident.
We use a silent hand signal if we need a
Kleenex.
We use a silent hand signal if we need a new
pencil.
We use a silent hand signal if we drop
something and need to get out of our seat to
pick it up.
Specials
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When entering Specials class, we quickly and
quietly follow procedures as we were taught.
We follow all of the CLA rules and demonstrate
all of the CLA character traits in Specials
Write Up. Students are to spend the remainder
of recess on the wall as an immediate
consequence. We submit the write ups to the
teacher’s mailbox. When the teacher receives
three Level One Write Ups from recess, they
will be compiled and submitted to the
administrator as a Level Two. Any automatic
Level Two Write Ups should be submitted
directly to the administrator’s mailbox. (We
radio an administrator if the issue deserves
immediate attention.)
If a student reports an issue that we did not
witness, we require the student fill out an
incident report. Student witnesses to the
incident should complete a written statement
as well. We submit the incident reports to the
administrator’s mailbox. (We radio an
administrator if the incident deserves
immediate attention.)
We check in with isolated students and help
them find a friend to feel included if they wish.
We allow students to use the restroom or visit
the clinic during this time. We radio the office
if sending a student to clinic.
We “line students up” one minute prior to the
end of recess to allow time for equipment
return and uniform checks.
We send students who talk in line to the back
of the line.
Unless alternative arrangements have been
made, teachers escort their students back to
class. We radio administration if the teacher is
late for pick up.
Fulfilling Basic Needs
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We have systems in place to keep students
prepared with all necessary materials
(including dull and sharp pencil buckets,
Kleenex boxes, qtips/ Vaseline, extra erasers,
papers, folders, etc)
We simply provide students with what they
need. We do not waste class time discussing
the issue.
We allow students to use the restroom or visit
the clinic in emergency situations. (We follow
policies as designed.)
Specials
 We arrive to Specials ON TIME and sign the Log
In/Out sheet provided. (Time must match the
Specials clock!)
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classes, exactly as we would in our homeroom
class.
We always participate and do our best!
We treat all materials and equipment with
respect.
For the Love of Learning
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We are often given opportunities to speak and
to move as we learn new skills. We always
participate with enthusiasm! We repeat key
ideas during “call and respond.” We act out
vocabulary words. We choral read together.
We turn and talk with our partners at the
teacher’s direction. These little moments make
a BIG difference in helping us process and
remember new information.
We enjoy the 30 second “brain breaks” our
teacher sometimes provides between lessons
or after tests. We might stand and stretch, or
exercise, or sing and dance, or high five each
other. Whatever it is, we ALWAYS get right
back on task when the break is over. We race
to our seat on the countdown and LEAD!
Seeking Support
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We ask teachers and academic assistants if we
have questions or need help during class.
We ask the adults who are on duty if we have
questions or need help during lunch or recess.
If we are having personal problems at school
that are not solved after talking to the teacher,
we ask an administrator for extra help.
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We privately communicate any pertinent
student information of the day (any “heads
up”, so to speak). Consider notes on the sign in
sheet.
We pick up our class from Specials ON TIME
and sign the Log In/Out sheet. Time must
match the Special’s clock!
For the Love of Teaching
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Just as we expect 100% from our students, the
quality of our daily instruction is held to an
equal standard. Like a professional actor in a
Broadway play, from beginning to end, day
after day, we perform, with great energy
according to the script we are given. We begin
and end each “scene” by stating the academic
objectives. We act as if everything we teach is
the most exciting thing we have ever taught
and the most important thing they have ever
learned. We know that “our enthusiasm
becomes their enthusiasm, and our lack of it
becomes their lack of it.”
We understand that the incredible rigor and
focus we expect from students must be
balanced with structured opportunities to
speak and to move as they acquire new
information. Swift pacing through curriculum,
active whole body/whole brain engagement
techniques and occasional, short, structured
“brain breaks” are key in effectively
orchestrating the energy and attention of our
“audience.”
Seeking Support
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We know that when the complexity and
expectations feel confusing or overwhelming,
that we can and should discuss our concerns,
opinions, and possible solutions with our
administrator.
We do not vent to, gossip with, or express
negative feelings to coworkers. We exercise
professionalism at all times by communicating
directly with administration when our
discomfort is affecting our attitude and
performance.
After meeting with our direct supervisor, we
take time to reflect and use our professional
judgment to decide whether a follow up
meeting is necessary or whether to seek
support from another member of the
administrative team.
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End of Day Procedures
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We quickly and quietly follow procedures as
we were taught.
We make sure we have all of our homework
packed and ready!
We throw away any trash we find on the floor
near our desk.
Dismissal Procedures
 Bus riders line up in the designated class at
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3:53 and are escorted quietly to the cafeteria
by an assigned staff member at exactly 3:55.
We are standing quietly in line by our bus sign
by 3:57. We wait to be escorted to the bus by a
staff member.
Walkers line up in the designated class and
wait quietly for the 4:00 bell. “Special helpers”
may be assigned to help clean the classroom.
We participate in the learning activities or
listen quietly to our teacher read a story aloud
as we wait.
Walkers, Pick-Up, Bus Behaviors
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Even though we have been dismissed from
school, we continue to demonstrate our best
CLA behavior. We are calm and orderly and we
practice self discipline and compassion.
We are especially well behaved on the bus! We
treat the driver and each other with respect at
all times. We sit properly in our seats and we
never stand while the bus is moving. We report
any behavior that is physically or emotionally
unsafe to both the bus driver and to our
teachers or administrators. We will be
suspended from riding the bus if we
misbehave.
Also, we proactively seek administrative
support regarding discipline and academic
achievement if current interventions are
proving ineffective. “No blind spots.”
End of Day Procedures
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We design, explicitly teach, and repeatedly
practice our end of day procedure. We expect
all students to complete their end of day
routine between 3:45-3:53.
We expect the floor to be picked up daily. On
Tuesdays, Thursdays, and Fridays we have
students stack their chairs (with exception of
Kinder).
Dismissal Procedures
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We merge bus riders into a designated class at
3:53. They are escorted to the cafeteria bus
lines at exactly 3:55. All students are in their
bus lines by 3:57 (teachers stay with students
to supervise bus lines). We communicate with
each other via radio to ensure all bus riders are
accounted for and staff members on duty
outside will announce the bus order.
We merge all walkers into certain classrooms
to wait for the 4:00 bell. Students may be
assigned to help clean if necessary. If the
classrooms floors are clean, we read aloud to
students as they wait for the bell. At 4:00,
students are to exit the building in straight and
silent lines. After escorting students outside,
we report to our assigned duty.
After School Duty
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We report to our after school duties ON TIME
(with a radio, if assigned).
We ensure student safety with active
supervision and diligence.
We do not allow parents to drive through the
parking lot or park/exit their cars in the cul-desac.
We do not allow parents and siblings to block
the path of students exiting at the front doors.
Once outside, students should not re-enter the
building. Emergency situations must be
approved by the front office.
We monitor and redirect the behavior of VPA
students as necessary.
We encourage walkers to walk in groups
(safety in numbers) and do not allow them to
“hang out” on campus after hours.
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After Hours: Homework
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We find a quiet place to do our homework.
We prepare a glass of water and a small snack
to enjoy while we work.
We focus on one assignment at a time.
We take our time and do our very best on
every assignment.
We show our homework to our parents or
guardians when we are done and ask for their
signatures.
We put our homework into our backpack so
that we don’t forget it in the morning!
After Hours: Clean/Phone Calls/Grading/Planning
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Play Time, Dinner Time, Family Time, Rest Time
 When our homework is complete, we play and
eat and spend quality time with our family. We
go to bed early so that our minds and bodies
are well rested and ready for another great day
tomorrow!
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Between 4:10 and 4:15, students who have not
yet been picked up are escorted back to the
office to call home.
If busses are late, all teachers are to help with
bus coverage following their regularly assigned
duty. If busses are gone before 4:15, teachers
on bus duty report to the cul-de-sac to provide
extra supervision out front!
We wash students’ desks.
We call parents to report any Level One Write
Ups of the day. We call parents to discuss
grades that have fallen into “failing” status. We
schedule parent calls with a translator if
necessary. We keep a written log of all
conversations. If we are unable to reach a
parent by phone, we send a formal notice
home with the student the next day. (These
emergency parent contact forms are found in
the office island.)
We grade written assessments and provide
quality feedback for each student. We review
the assessments that have been graded by
Academic Assistants.
We look for patterns of academic strengths
and weaknesses, growth and decline. We
decide how we will address today’s skill gaps in
tomorrow’s lessons.
We preview tomorrow’s lesson plans and
double check that our crates and copies are
stocked and ready to go!
Healthy Balance and Rejuvenation


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If we carry our work home, we put it down to
spend quality time with our family and friends.
We do whatever it is we need to do to take
care of our own mind, body, and spirit.
We rest knowing that we are doing good work
in this world and that it has not gone
unnoticed.
We know the obstacles our students must overcome. We know this institution serves a social justice purpose. The
critical thinking skills, language proficiency, and academic success our students experience at CLA /VPA will positively
change the course of their entire lives. We could teach anywhere, but we choose to teach here for a reason.