Grade Level/Content 4th Grade Special Education
Area
PROCEDURE
Beginning of the day /
period routine
(unpacking, turning in
homework)
SPECIFIC STEPS
Students will line up outside the classroom every
morning, and teacher will greet each student by
shaking hands and saying “Good morning.” Upon
entering the classroom, students will hang up their
coats and backpacks on the hooks in the closet and
move to their seats. Students will take out their
homework, put it in the top right hand corner of the
desk, and quietly begin completing the “Do now.”
Taking attendance
Teacher will take attendance while students are
completing the “Do Now” in the morning. Teacher will
record attendance in her own records as well as on
the official school record.
Handling tardy or absent
students
If a student comes in late, that student must sign in
upon entering the classroom. Student must turn in
note from parent/guardian/doctor explaining lateness
to the Teacher’s Inbox. Student will quietly put away
his/her coat and backpack, making sure to take
his/her homework folder to his/her desk. Student will
put the homework at the top right hand corner of the
desk and then take out the materials needed for the
class going on. If groups are working at centers,
student will join his/her group after taking out the
homework.
Getting the attention of
the class
Teacher will ring a chime to get the class’ attention.
Students will freeze what they are doing and listen for
the next instruction.
The teacher will regularly ask if there are questions
and check for understanding during the lesson (as
scripted in the lesson plan). If students have a
question or the teacher asks a question, they will
raise their hands and wait to be called on unless
otherwise instructed by the teacher.
Students will raise their hands and wait to be called
on before speaking. They will remember to use
respectful language according to our classroom rules
Students speaking during
lecture/ demonstrations
Students participating in
class discussions while in
seats
1
P-6(1): This procedure
for the beginning of the
day addresses a
foreseeable inefficiency
and provides students
with precise expectations
about how to enter and
what to do. (E)
P-6(2): This procedure is
likely to create additional
instructional time
because it is so clear and
specific. (AP)
P-6(1): This procedure
for tardy students
addresses a foreseeable
inefficiency and
provides students with
precise expectations
about how to enter and
what to do. (E)
P-6(2): This procedure
is likely to create more
instructional time
because the tardy
student will not
interrupt the rest of the
class and will jump
right into their class
work. (AP)
P-6(1): This procedure
for student movement
addresses a foreseeable
inefficiency and provides
students with precise
expectations about how
to move to and from
tables. (E)
Students moving to and
from their desks to the
rug or carpet
Students participating in
morning meeting or onthe-rug instruction
Students interacting with
a partner or small group
and will use accountable language when sharing their
opinions and thoughts.
n/a
Teacher will call on students by table group to move
to the big table. Students will stand up, push in their
chairs quietly, and take seats with their group at the
big table. Once morning meeting is done, teacher will
call on students by group to return to their desks.
Students will use 6-inch voices so as not to disturb
the other groups. At each table, one person will be
the materials manager, one person will be the
reporter, and one person will be the recorder. The
reporter will also be in charge of making sure that
everyone speaks in the group. Students will keep
their jobs for a week, then switch, allowing each
student the opportunity to have each job.
Working with a small
group while other
students work
independently
Teacher will work with small groups at the little round
table in the back of the room. During this time, other
groups will move around to centers or remain with
their table groups working on a set assignment.
Teacher will set a timer, provide a one-minute
warning, and ring the chime when it is time to move
from one center to the next.
Students speaking during
independent work
Students will work quietly by themselves unless
otherwise instructed. If students have a question
about the independent work, they are allowed to ask
their neighbor in a 3-inch voice before raising their
hand to ask the teacher.
Taking tests/quizzes
Students will move their desks so that they are 12
inches apart from their other small group members.
The teacher will place tape markers on the floor to
help students move their desks quickly and quietly.
2
P-6(1): This procedure
for small group
interactions addresses a
foreseeable inefficiency
and provides students
with precise expectations
about what to do. (E)
P-6(2): This procedure is
likely to create additional
instructional time
because it is so clear and
specific. (AP)
P-6(1): This procedure
for working in small
groups addresses a
foreseeable inefficiency
and provides students
with precise expectations
about how to enter and
what to do. (E)
P-6(2): This procedure is
likely to create additional
instructional time
because it is so clear and
specific and both the
teacher and students can
stay focused on work.
(AP)
P-6(1): This procedure
for taking tests
addresses a foreseeable
inefficiency and
provides students with
precise expectations
about how to do so. (E)
P-6(2): This procedure
is likely to create
additional instructional
time because it is so
clear and specific, and
the procedure can be
acted on accurately and
quickly thanks to tape
markers. (AP)
Students will complete their own test or quiz
independently (unless otherwise instructed), which
means silently and with their eyes on their own
papers. If a student has a question, he/she will raise
his/her hand.
Giving instructions and
being understood
If students are moving around the room and/or
working in small groups, teacher will ring the chime
and the students will freeze before the teacher gives
instructions. Teacher will provide both written
instructions on the blackboard (using pictures and
words) as well as verbal instructions. Teacher will
check for understanding by randomly calling on
students to repeat back directions before allowing the
class to begin working.
Distributing materials
The four materials managers (one from each small
group) will be in charge of distributing materials from
their Materials Box (already at the table).
Collecting materials
The materials manager from each table will also be
responsible for collecting materials together from
his/her small group and returning them to the
Materials Box, which remains at the table.
Students will put all of their work from the previous
class away in the appropriate folder, and will clear
their desks of everything but the materials needed for
that class. Teacher will time this process and the
class will try to “beat the time,” with the teacher
writing the new record up on the board. If the class
has been sitting for a long time, the teacher may lead
the group in a quick game of “Simon Says” or other
game (students remain standing at their desks)
before starting the next class.
Transitioning between
activities while seated
Transitioning between
activities while moving
around the classroom
P-6(1): This procedure for
transitioning between
activities addresses a
foreseeable inefficiency and
provides students with
precise expectations about
what to do with work and
materials. (E)
P-6(2): This procedure is
likely to create additional
instructional time because it
is so clear and specific. It
also provides urgency for
students by giving them an
incentive to “beat their
time.” (AP)
Teacher will ring the chime and everyone will freeze
where they are. Teacher will give directions for
cleaning up centers/finishing up activities and will
then set the timer for one minute for students to finish
3
P-6(1): This procedure
for going to the
restroom addresses a
foreseeable inefficiency
and provides students
what they are doing. Students will then either move
clockwise to the next center or around the perimeter
of the room until they reach their seats.
Going to the restroom
Sharpening pencils
Getting water
In accordance with school policy, no student will be
allowed to go to the bathroom before 10am or after
2pm unless it is an emergency. Students may only
go to the bathroom during independent practice, and
in order to ask permission the student will silently
raise a closed fist in the air. The teacher will nod
assent if it is an appropriate time, and the student will
sign out and pick up the bathroom pass before going
to the bathroom. When they get back to the
classroom, students will sign in again and hang up
the pass by the door.
Unless otherwise instructed, only one student at a
time may get up and move around the classroom.
Teacher will keep a basket of sharpened pencils on
her desk. If student needs a new pencil, he/she will
quietly raise the broken pencil in the air, wait for
assent from the teacher, then quietly get up, put the
broken pencil in the basket, and take a sharpened
one. One of the classroom jobs will be the pencil
sharpener, who will come in 10 minutes early to
sharpen all of the pencils in the basket from the day
before.
Unless it is an emergency, students will only be
allowed to get water after recess or specials. If it is
part of an individualized positive reward or behavior
management plan, a student can ask to go get a drink
of water by raising an arm with a sign language “W” in
the air. Teacher will nod assent if appropriate, and
student will sign out, pick up the pass by the door,
and exit silently.
4
P-6(1): This procedure
for sharpening pencils
addresses a foreseeable
inefficiency and
provides students with
precise expectations
about how to do so.
(E)
P-6(2): This procedure
is likely to create
additional instructional
time because it is so
clear and specific, and
employs clear hand
signals for students to
silently communicate
their needs. (AP)
P-6(1): This procedure
for getting water
addresses a foreseeable
inefficiency and provides
students with precise
expectations about how
to do so. (E)
P-6(2): This procedure is
likely to create additional
instructional time
because it is so clear and
specific, and employs
clear hand signals for
students to silently
communicate their needs.
(AP)
Getting tissues
Throwing trash in the
garbage
Students going to pull out
programs
Unless otherwise instructed, only one student at a
time may get up and move around the classroom,
and only during independent practice. Students do
not need to ask permission to get a tissue, but the
student must look to make sure no one else is
walking around before quietly walking over to get a
tissue.
Unless otherwise instructed, only one student at a
time may get up and move around the classroom,
and only during independent practice. Student will
raise one finger up into the air, and when teacher
nods student will quietly get up and throw away
his/her trash.
When the service provider comes to pick up a
student, that student will neatly and quietly put away
his/her materials, push in his/her chair, and sign out
at the door before going to his/her pull out program.
Lining up to leave the
classroom
Teacher will call groups to line up based on which
group is sitting in active listening position with all
materials put away. When teacher calls one group to
line up, those group members will stand up quietly
and push in their chairs before going to the door and
lining up. If they are talkative or do not all push in
their chairs, they must all sit back down and try again.
Movement through the
hallways and on the stairs
Students will walk in one straight line as a group.
Students will walk silently, about half an arm’s length
apart with hands to their sides. If the class needs to
stop in a hallway or stairwell, the class will move to
the right side of the wall/stairway and wait for
teacher’s signal to keep walking. The teacher will take
the back of the line at all times.
Students will line up according to height order,
standing about half an arm’s length apart. The line
will only begin to move once students are in a straight
line and quiet.
Students will line up against the wall outside the
classroom, and the teacher will remind them that they
should enter the classroom quietly, move to their
desks and take out their materials for the next class.
Teacher will give each student a silent high-five as
he/she enters the classroom.
There will be a list of things students can do if they
finish early. T.A.I. and reading your independent
reading book will always be options; there will also be
extension activities for each lesson (differentiated
instruction).
Lining up to return to the
classroom (from outside
or a different location)
Re-entering the
classroom after recess,
lunch or another activity
Students completing
work early
5
P-6(1): This procedure
for lining up addresses a
foreseeable inefficiency
and provides students
with precise expectations
about how to do so. (E)
P-6(2): This procedure is
likely to create additional
instructional time
because the steps are so
clear and specific and so
more time can be spent
learning. (AP)
P-6(1): This procedure
for finishing early
addresses a foreseeable
inefficiency and provides
students with specific
expectations about what
to do. (E)
P-6(2): This procedure is
likely to create additional
instructional time
because time for learning
is being maximized. (AP)
End of the day/period
routine (packing-up)
Attending an assembly
At the end of the day, each group will pack up their
materials, ensuring to put their homework folder and
planner in their backpacks. The entire class will then
recite the class motto “Work hard, get smart.”
Teacher will call students by small group to line up.
Each student will put his/her chair up on his/her desk
and walk quietly to the door. Students will line up in
height order. Teacher will lead them down to the
designated pick-up area.
The class will line up in height order quickly and
quietly and will walk as a group down to the
auditorium. The group will file in to the rows in the
same order as the line and sit together as a class.
During the performance, students will be attentive
and quiet.
Emergency fire drills
Teacher will collect the class attendance sheet. If
needed, students collect their jackets from their
lockers before lining up. Students will line up in height
order quietly and quickly. The first student in line will
hold the door for the class, and the last person out of
the classroom will turn off the lights. The class will
walk out of the school following the designated route
to the front of the school building. Teacher will check
to make sure all students present in school that day
are accounted for.
Handling interruptions to
class (visitors, phone,
loudspeaker)
If the loudspeaker goes off in class, everyone in the
room will freeze what they are doing and listen to the
announcement. If the phone rings or the teacher has
to talk with someone who comes to the door, students
will be allowed to talk to their neighbor in 3-inch
voices (asking each other questions about the
material) until the teacher comes back. Any visitors
who come to observe the class (parents, PD,
principal, DOE employees, etc.) will be directed to the
visitor’s table and class will continue without
interruption. Students will not interact with a person
seated at the visitor’s table unless directed to do so
by the teacher.
6
Narrative
Plan to Introduce Procedures
EVALUATOR: In noting your students’ strong performance thus far, I’m wondering
about what factors contributed to this great start. Can you take me back to the first day of
school and tell me how you taught procedures in your classroom? I’m curious to know
how the procedures you have designed and introduced might have contributed to current
student performance.
TEACHER: Sure. I knew that I couldn’t teach all of my procedures on the first day – I
mean, you’ve seen that list – so I decided to pick the ones that I thought would be most
important from the very beginning and teach them from the start. I’ve always planned to
have lots of centers in my room, and I knew it was going to be vital for my kids to be able
to move through them correctly, because I’m going to be doing a lot of work with small
groups, and I want the rest of the class to be pretty self-guided.
EVALUATOR: OK. So take me through how you specifically taught that.
TEACHER: Well, I started by doing a class brainstorm, where I asked them to think of
all the different procedures they remembered having in their third grade classrooms.
Then I said we were going to focus on centers today, because centers were going to be
one of the most important (and fun!) parts of our room this year. I explained the steps for
how to move around centers, and then I demonstrated myself, each step of the way, and
sort of did a think-aloud as I went around the room. Then I did it again, but this time I
did it wrong, and asked my students to tell me how I hadn’t followed the procedure
correctly; each table had to write down four things I had done wrong, and then share one
(following the other procedure we had learned that morning, with the recorder and the
reporter). Finally, I wanted to see if my students could do the procedure for themselves,
so I asked all my students to stand up and practice moving through centers.
EVALUATOR: So what happened?
TEACHER: Well, they did it, but we had to practice three times, which is fine with me.
They got faster each time, and by the third practice, they were doing it perfectly. To
wrap it up, they completed a little exit slip about the steps of that particular procedure
before they left for lunch.
P-6(3): Students also
had an opportunity to
demonstrate
comprehension of the
procedure through an
exit slip. (AP)
7
P-6(3): Students
had the
opportunity to
demonstrate their
comprehension of
a particular
procedure by
modeling the
procedure after
the teacher
explained it and
modeled it. (AP)