Indicators: Schoolwide Classroom Norms
CLASSROOM CULTURE
I treat students with respect.
(Power with, not power over)
❏ Give students full attention when talking
❏ Affirm students by name for their
contributions
❏ Refrain from interrupting students
❏ Avoid sarcasm and singling students out
❏ Behave in a manner that is consistent to
all students.
I can script and deliver expectation for
all student routines and procedures.
❏ Strong Voice:​ Square up stand still and use
a formal but authentic register. Watch your
economy of language.
❏ What to Do:​ Expectations should remain
specific, concrete, and observable to maintain
purpose throughout a lesson. (ATM)
❏ Written & Posted: ​Visible at times to
reinforce through positive narration.
❏ Do it Again​: Give students opportunity to
practice routines before failure.
+ Value Purpose over Power:​ Stress in your
language, tone, actions, and redirects that
expectations are about success not power.
I can follow through on least invasive
interventions before a BIST movement
❏ Increase Positive Attention
❏ Non-verbal intervention
❏ Anonymous Individual Correction
❏ Private Individual Correction
❏ Private Individual Precise Praise
❏ Lightning Quick Public Correction
❏ Whole Class Reset of Expectations
(See BIST MODEL AND CONCEPTS)
RIGOR
I can write a 4Ms objective in my
lesson plan and post it in my room.
❏ Made First
❏ Measurable (exit ticket)
❏ Manageable (‘bite-sized’ chunk of MLS)
❏ Most Important (summative/EOC
blueprint)
❏ Posted!
I can write lesson plans.
❏ Write a 4Ms Objective
❏ Name and describe an​ ​EXIT TICKET​ that
will assess progress on the objective.
❏ Name and describe thinking steps,
essential understandings, and
opportunities to respond during ​DIRECT
INSTRUCTION.
❏ Name and describe a ​DO NOW​ that
generates background knowledge,
activates previous knowledge, or builds
essential vocabulary.
❏ Name and Describe ​ACADEMIC TASKS
including active monitoring rounds.
I can deliver a 4Ms content learning
objective to my students.
❏ Students can articulate the “​what​” of
class.
❏ Students can articulate “​how​” they will be
assessed.
❏ Students can articulate “​why​” their
learning is important.
❏ Teacher posts, narrates, and annotates
the objective (economy of language)
I can process with a student who is
not engaged.
❏ Ask student to review directions
❏ Ask student for other clarification
questions.
❏ Ask student to set a goal
❏ Ask student what kind of help they will
need, and plan with them to check-in.
I can move a student safely through
different learning environments.
(Safe Seat, Buddy Room, Focus Room)
❏ Address student behavior through
language of caring confrontation
(I see, Can you, Even though)
❏ Provide student with a think sheet and
work for the safe seat, buddy room, or
focus room.
❏ Call for help if student does not want to
move, allowing the student to remain in
the seat without further confrontation.
❏ Call home and seek support of the
student’s family.
I can process with a student after a
disruptive behavior.
❏ Build relationship with the student.
❏ Identified what happened and the missing
skill.
❏ Connect a feeling to the behavior and
validate it.
❏ Set a goal, plan to meet it, and practice.
❏ Guide apology and restitution
I can be OK even if when my students
are NOT OK.
❏ Demonstrate calm through moving slowly
without abrupt movements.
❏ Give feedback about the behavior not the
person.
❏ Tie feedback to the expectation (ATM)
❏ Avoid globalizing student behavior
through permanence.
❏ Step out and take a break if you need it.
I can write an exemplar of student
tasks for independent practice.
❏ Adult Version (College 101) or Rigor of
the Standard
❏ Get Meta (Name the Steps/Highlight Key
Concepts, # it, color-code it)
❏ Annotate Scaffolded Probing Questions
❏ Carry With & Markup Student Work
I can actively monitor my students
during independent practice
❏ Monitor Plan or Path: Reaches 100% of
Students
❏ Deliver the Step: Key look for w/
Timestamp
❏ Give and Track Feedback with 3Fs:
+​F​eedback, ask to ​F​ix, ​F​ollow up
❏ Minimal Verbal Intervention: Cue
students so that they carry the cognitive
load.
❏ Interactive Protocols
I can re-teach key concepts.
❏ Name and describe in a designated
Component of Lesson Plan
❏ Choose Modelling or Guided Discourse
❏ Script the Content in the LP
(misconception/gap, thinking steps, rule)
❏ Note Catcher provided to students
opportunities for Practice
I can design and deliver lesson that
incorporate interactive protocols.
❏ Plan independent practice for students to
ideate background knowledge.
❏ Deliver clear what to do directions
❏ Create student facing materials to catch
student learning
❏ Push for more rigorous responses using
strategic and universal prompts.
❏ Plan independent practice for synthesis to
synthesize what they have learned.