Procedures

Procedure #2: The Agenda

Three Key Components

1. Schedule for the day will be listed on the left hand side of whiteboard at the front of classroom.
2. Objectives for each subject will be posted in square next to daily schedule.
3. Bellwork will either be written on the whiteboard or typed on the overhead.
Teach: As students enter classroom on first day of school, prompt them to read agenda on whiteboard. Once class students
are settled, show samples of meeting agendas or graduation programs as examples of a sequence of events. Explain that
each of our days will also follow a sequence of events that will be outlined on schedule. Model how to read the agenda by
first reading the schedule, then the objectives, and then the Bellwork. Explain to students that I will go over agenda every
day during our Morning Meeting with greater detail. Read through the agenda in order and highlight any special or unusual
events to prepare students for a change in schedule.
Rehearse: Now students will practice! Have students line up next to door in hallway to practice entering the room. As each
student comes in, prompt them to begin Daily Agenda routine (Schedule, Objectives, Bellwork). Remind students to check
each part of the agenda. Tell students that the agenda will always remain in the same location and that they should refer to
it rather than asking, What are we doing next? Check for student understanding by asking questions about schedule,
objectives, and observe that students have begun Bellwork.
Reinforce: Refer to the agenda and objectives periodically throughout the day. Make sure to explicitly draw student
attention to the agenda throughout first few weeks of school, particularly before initiating a transition. This emphasizes
consistency and routine. Remind students that even when I am absent, they will be able to explain to the substitute what to
do next by using the agenda.
Procedure #4: Taking Attendance

Attendance and Lunch Count

1. Once you have put belongings in your cubby, please complete attendance/lunch count procedure.
2. Read Daily Menu for lunch options and find Popsicle stick with your name on it (on far table).
3. Place your Popsicle stick in corresponding lunch option bin (Option 1, Option 2, Option 3, or Cold
Lunch).
4. Take a seat and begin your Daily Agenda routine.
Teach: Take attendance and lunch count traditionally on first day. Tell students, This is the last time I will be doing this
for you. From now on it will be your responsibility. Explain why it is important to complete this procedure accurately.
Show students the location of the Daily Menu, Popsicle sticks, and lunch count bins. Tell students that this procedure
must be done immediately after placing belongings in cubbies, and that once done they must sit down and begin the Daily
Agenda routine. Explain that once procedure is complete, students whose Popsicle sticks are not in a lunch bin will be
marked absent. Then show how I will mark and send in lunch count based on how many Popsicle sticks are in each bin.
Tell students that they are only responsible for their own Popsicle stick and are not to complete their friends job for them,
(but encourage to remind friends who have forgotten). Tell students that one person each week will be assigned class job of
placing Popsicle sticks back in their starting position at the end of each day.
Rehearse: Choose a few students to practice and demonstrate this procedure for the class. Line the selected students up in
the hallway and have them pretend they just arrived in class. Prompt them to place their items in their cubby, find their
Popsicle stick, and place it in the correct bin. Remind them to begin Daily Agenda. Next, demonstrate how I will take roll
and lunch count using the lunch bins. Give positive verbal feedback to students who complete task correctly. Continue
practicing with different groups of students.
Reinforce: At the end of each school day, remind students what the procedure is for entering the classroom. As students
arrive the next morning, remind students to complete the attendance/lunch count procedure. If students forget, do not
reprimand; instead calmly ask them what the procedure for attendance is and continue to give positive verbal reinforcement
as students complete the task correctly.

Procedure # 8: Absent Folder

Were You Absent Yesterday?

1. When you return from an absence, you will find the Absent Folder on your desk with the work you
missed contained within it.
2. You will receive two school days for each day you missed to complete the missing work.
3. This work may be completed at home or during free time in class.
4. Return the Absent folder to teacher with completed work.
Teach: Explain to students that they will all have seat partners (elbow partners) and that when these partners are absent,
they are responsible for placing an Absent Folder on the persons desk. Throughout the day they must collect extra
assignments and place them in the folder. Request students to place assignments in the order in which they were received
and that the folder must remain on the desk until the absent student returns. Tell students that new work on day student
returns does not go into Absent Folder. Assign a due date for all missing work. When all work is completed, ask students
to return it to you in the Absent Folder.
Rehearse: Pick one pair of students to role play this procedure. One student will be absent and one will be responsible
partner. Ask absent student to stand in doorway. Tell class, Pretend Sarah is absent today. What should his elbow partner,
Nick, do? Wait for class to respond, Nick to grab Absent Folder, and place it on Sarahs desk. Say, Im passing out
homework now. Make sure class watches as Nick takes two papers and places one in Sarahs Absent Folder immediately.
If Nick struggles, encourage class to prompt him to correct procedure. Then have Sarah return to class and act out the
steps of acquiring and completing work in Absent Folder. Once procedure has been done correctly, have students switch
roles or have a new pair role play procedure.
Reinforce: Tell students that this is a buddy procedure. They are to look out for their elbow partner so that missing work is
placed in folder. Every time a student is absent, remind class of the correct procedure for Absent Folder.

Procedure # 11: Unfinished Classroom Assignments

Werent Able to Complete the Assignment?

1. Wait, do NOT shove it in your desk!
2. When I say time is up, place unfinished work in your WIP folder.
3. Any work remaining in WIP folder at end of day goes home in Homework Folder.
Teach: Show and explain the File Crate where Work in Progress (WIP) folders will be located. Explain that each student
has their own folder with their number on it. Tell students that any unfinished work can go in this folder, but that no more
than 3 assignments should be in there at any given time. Teach about student responsibility for completing work on time
and that students should check WIP folder regularly. Work remaining in WIP folder at end of day is due the following
school day. If students have more than 3 assignments, recess time must be used to work on them. Any work left at the end
of the day will be sent home as homework. Emphasize that everyone must start the day with a clean WIP folder.
Rehearse: Introduce WIP folders with first class assignment. Once transition time arrives, tell students to stop working and
ask who has not completed the work. Use students who raise their hands to demonstrate the WIP folder procedure. Call
students by groups to walk assignment to File Crate. Have students locate their file one at a time and remind them of the
importance of putting work in correct file. Acknowledge students who complete procedure correctly and help students who
are taking too long. Re-explain organization of folders (by student number) if needed.
Reinforce: At the end of each assignment, remind students to put unfinished work in WIP folders. Remind students that it
is their responsibility to complete the work and turn it in the next day. Remind students that they mind have extra class time
that can be used on missing work. At the end of each day, check all file folders and remind students who have work to take
it home with them.

Procedure #13: Getting Students Attention

Getting Your Attention

1. I will say If you can hear me clap onceIf you can hear me clap twice OR Zip it, Lock
itPut it in your pocket.
2. When you hear either of these signals, stop what you are doing, turn and look at teacher, and
listen for directions.
Teach: Introduce the attention signal (rotate a few at a time to keep students on their toes). Tell students that whenever they
hear the verbal signal, they must respond accordingly (e.g. clap once/twice or complete the phrase). Once signal is given
and responded to, tell students that they must immediately stop what they are doing, look at the teacher, and wait for further
instruction. Then wait until class is quiet and ready for directions before moving forward.
Rehearse: Lead class in practicing the procedure. Invite them to turn and talk to their neighbors. When appropriate, give
the signal clearly and confidently. Then lead them through each step. Ask them to stop what they are doing, sit in a position
where they can see you, and listen for directions. Guide slow to respond students on how to practice procedure correctly.
Give positive verbal reinforcement to those that followed the procedure. Continue practicing during different classroom
situations (e.g. students out of seat), but do not guide them through the steps anymore. Wait for their attention and do not
speak until all are following directions.
Reinforce: Thank the class for coming to attention so quickly. At the end of the day, remind them how well they followed
this procedure. Let them know that you will use this procedure anytime you need to get their attention.

Procedure #14: Classroom Jobs

Miss Rice Doesnt Live in Room 10

1. I will need everyones help to keep the classroom clean, safe, and organized.
2. Each week students will be responsible for completing their weekly job.
3. Jobs will be assigned on the Job Wheel posted on the side of the filing cabinet.
4. Each Monday morning, locate you name on job chart and complete your job throughout the week.
Teach: Begin by discussing how a clean, welcoming classroom fosters a better learning environment than does a dirty and
disorganized one. Tell students that everyone will be working as a team to maintain this learning environment. Announce
that each student will receive a specific job for one week at a time. Show off the Job Wheel and describe many of the
possible jobs and when these jobs may be completed throughout the week. Show students how to read the Job Wheel and
tell them that jobs will rotate weekly. Finally, read each students name and the job they will be responsible for the first
week. Provide time for students to ask questions about the jobs to clarify their understanding.
Rehearse: Have students role play their different jobs one at a time. Rather than give feedback as the teacher, have the class
provide corrective feedback. Remind students that one day they will be doing that job. Remind students that the Job Wheel
will always be available at a specific location in the classroom so they may refer to it whenever needed. Thank students for
working hard and doing a good job during role play.
Reinforce: Build housekeeping time into the daily schedule. Many jobs are completed at the end of the school day, so this
would be a good time for that. Make sure you are consistent with the times given to complete jobs. Gentle reminders are
encouraged for students who forget to do their job or need assistance in completing it correctly.

Procedure #17: Replacing Dull or Broken Pencils

Replacing Pencils
1. All students will have two pencils located in their desks at all times.
2. If your pencil breaks of becomes dull, signal this to me by holding pencil horizontally above head.
Wait for my acknowledgement.
3. When I give permission, you may go to the pencil station, place your old pencil in used pencil
bin, and take a replacement pencil from new pencil bin.
4. Return to your seat and continue working.
Teach: Show students the pencil station with two bins (used and new), but point out that there is no pencil sharpener
there. Show students location of pencil sharpener (teachers desk). Tell students that if their pencil breaks or becomes dull,
they must signal the teacher by holding the pencil horizontally over their head. Once given approval from teacher, explain
that the student can swap out their used pencil for a new pencil at the pencil station. Once students have swapped pencils,
tell them that they must return to their seat and continue working quietly. Explain to students that only the teacher and the
pencil monitor will be allowed to sharpen pencils at designated (non-learning) times in order to minimize disruption.
Rehearse: Choose a few students to help demonstrate the procedure. As students complete the steps correctly, give positive
comments. If students struggle and make errors, gently remind them of the correct steps and give positive comments when
they make the corrections. Comments such as Thank you for exchanging your pencil without disturbing the class! are
important to remind students of the importance of this procedure.
Reinforce: Each time students complete this procedure, remind them that the purpose is to minimize disruptions to the
learning environment while still ensuring that they have the necessary tools to complete their work. Make sure students
know they are responsible for coming to school with necessary materials, but if they lost or forgot their pencil, ensure they
complete the procedure correctly to acquire a new pencil.

Procedure #22: Finishing Work Early

Finished Your Assignment?

Start Off:
1. Complete assignment
2. Check over your work
3. Turn it in

Finish Off:
1. Check your WIP Folder
2. Complete all WIP tasks
3. Journal or Silent Read

Teach: Show students the Start Off/Finish Off chart and explain each column. Point out that each list should be done in
sequential order. Explain that students can only work on the tasks listed on the Start Off and Finish Off charts when they
have completed their assigned work and only when they are waiting for classmates to finish or for further instruction from
teacher. Prepare students by explaining that this list may change throughout the year depending on what is being worked
on.
Rehearse: Once students have moved onto independent practice, remind them that when they finish they should look at the
Start Off/Finish Off chart. As students follow directions and correctly move through the steps while staying on task, give
positive feedback to acknowledge them. For students who complete work but do not follow the directions, catch their
attention, point to chart, and nod with approval when they follow directions.
Reinforce: At the end of the assignment time and before transitioning to next task, acknowledge students for using their
time effectively by following this procedure. Remind students that the Start Off/Finish Off Chart will be posted for their
viewing everyday so they can refer to this chart instead of asking the teacher what to do next.

Procedure #26: Morning Meetings

Morning Meeting
Here we will:
1. Greet each other
2. Read the morning message
3. Review the daily schedule

4. Reminders of upcoming events

5. Discuss student concerns
6. Review the opening assignment

Teach: Explain the purpose of our Morning Meetings and what the class will gain from it. Show students the morning
meeting poster and highlight the goals. Tell students that when discussing concerns they must avoid using names. Ask
students to gather at predetermined meeting spot, and then introduce the flow of the meeting chart (all meetings will follow
this outline). Tell students that after everyone is seated, we will greet one another (greet neighbors to your right until it goes
all the way around circle). Read an opening statement of your choosing and then share the daily schedule. Then open floor
up for discussion of class issues, but remind students that they must keep it short and respectful. End meeting with review
of opening assignment and by wishing everyone a good day. Instruct students to return to their seats quietly.
Rehearse: During the first meeting, make sure students are spread out and then compliment them for arranging correctly.
Show them where the outline of the meeting will be posted. Continue to remind students not to mention names when
discussing issues. Identify students who maintain brief and polite discussions and who address their issue effectively. Be
specific about what they did well and said! Tell students that you will be leader of Morning Meetings at first, but eventually
everyone will have a chance to lead it.
Reinforce: Make sure to follow flow of meeting you have outlined to sustain consistency and model to future leaders how
to do it. Continue to remind them not to use names when discussing issues, this may take a while. As students become more
comfortable and complete meetings successfully, turn it over to a student leader.

Procedure #27: Class Discussions

Discussion Rules
1. Eyes and ears on the speaker.
2. Give and receive mutual respect
3. Always maintain a safe place to speak
4. Raise your hand and wait to receive the talking tool to speak.
Teach: Explain to students that when we have discussions we will sit in a circle so everyone can see the speaker. Show
students the Talking Tool and explain how it will be used. Remind students that when someone has the Talking Tool, all
eyes and ears are on the speaker, and no one else is talking. Explain that people who wish to add to the discussion must raise
their hand to receive the Talking Tool. At the start of each discussion, explain the topic while holding the talking tool. As
students raise their hands, demonstrate how to gently toss the Talking Tool, then assure them it is their turn to speak. Give
quiet students a chance to join by occasionally stopping the discussion and saying Now I would like to hear from students
who have not had a chance to share yet. Tell students who have shared several times to allow others a chance to share.
Thank students for participating respectfully and following the procedure.
Rehearse: Invite class to gather for a discussion, but review the steps of the procedure before beginning. Initiate discussion
by asking the first questions. Then toss the Talking Tool to start the discussion. When it is time to change speakers, ask
students to recall the procedures. Continue to practice until all students have participated. For students who interrupt or are
disrespectful, prompt a peer to correct the procedure. Continue to thank students for following correctly.
Reinforce: During the next discussion, observe whether students follow the procedure correctly. Give feedback and redirect
as necessary. Always end a discussion by thanking the class for holding a respectful and interesting discussion.

Procedure #28: Working in Groups

Collaborative Learning
1. I will assign groups and learning areas.
2. You are responsible for your own work and behavior.
3. Problem solve with your group; I can be a resource as a last resort.
4. Listen for the transition cue.
Teach: Tell students that we will often work in groups if they can correctly follow this procedure. Explain that you have
preassigned groups and learning locations. Tell students that group members, size, and locations will not always stay the
same. List off the first group to the class and direct them to their learning spot. Demonstrate the signal for gathering in
groups. Explain to students that as they work, they are responsible for their own work and behavior and they must rely on
group members to solve any problems. Coming to the teacher for help should only occur when entire group is stumped.
Next model the transition cue and point out that it will always be the same. Then explain expectations for what happens at
transition cue (closing thoughts on discussion, return materials, rearrange classroom as needed, and return to seats quietly).
Rehearse: Announce the first group and show them where they will be working. Give them a quick and simple task where
they must interact. Prompt class to monitor procedure and then give the cue for breaking into groups. After a few working
minutes, stop the group and prompt class to give feedback. Have group resume their work, ask them what they should do
when they have a question. Have class determine their accuracy and correct as needed. Have them continue working again
and then give transition cue. Once students have returned to their seats, ask the class for feedback. Complete this practice
again with a different group as needed until procedure is understood.
Reinforce: Before students are able to meet for first real group work, review this procedure. As students go through the
process, thank them and give positive and specific verbal feedback. Once students return to their seat at end of procedure,
continue giving feedback. Affirm and correct actions when needed.

Procedure #31: Read Any Place Time

RAP Time Guidelines

1. Sit at least an arms length away from each other
2. Silent read no voices
3. Share special reading spaces and tools
4. Return books to correct location.
Teach: Show students poster for RAP time guidelines and post it where students can easily read it. Show students special
places around the classroom where they can comfortably and quietly read independently. Though RAP time may vary, tell
students that RAP time will occur most days and make sure to tell students when it will occur each day during the daily
meeting. Discuss the guidelines and the goals this reading time will achieve. Inform students that you will be engaging in
RAP time with them (model the importance of reading!). As RAP time comes to a close, provide students the chance to tell
about something interesting they learned or read when time allows.
Rehearse: Model what RAP Time should look like. Show students the class library, how to select books, how to check
them out, and where they can sit in the classroom. Remind students that they must be at least an arms length away from
each other. Select a few students to model the procedure to the rest of the class. As they practice, remind them that RAP
time will be silent (Level 0) and gently correct those who talk.
Reinforce: Acknowledge students for following the procedures correctly. If students do not perform it correctly, politely
ask them what the procedure for RAP Time is again.

Procedure #32: Taking a Test

Test Taking Guidelines

1. Get out and set up your Personal Office Folders.
2. No talking during tests.
3. Keep your eyes on your own work and do your best!
4. When you complete your test, find something productive to work on.
Teach: Go through the guidelines for test taking procedure with class. Go through each step above and explain to students
why each one is important to maintaining a calm and honest test environment.
Rehearse: Tell students that when test day arrives, classroom procedures will continue to run as usual. Show students where
and how they are to turn in their tests. Tell students that when they are finished they must signal this to the teacher by taking
down their Personal Office Folders and placing them back in their desks. Remind students that once they have turned in
their test, they may not go back and make changes. Emphasize that the rest of the day will proceed as usual and they should
begin the next assignment as instructed or silent read until the rest of the class is finished.
Reinforce: On the day of the first class test, review and discuss the test taking procedure to eliminate misunderstandings.
Remind students that they must work silently and maintain their silence until all students have finished. Make sure to
highlight the work assigned to be done after the test clearly on the whiteboard. Remind students to begin working on the
assignment once completed with the test. Clarify any questions students may have.

Procedure #34: Cultivating Social Skills

How to Be a Good Classmate

Listen and respond respectfully
Seek attention appropriately
Display good manners
Be respectful and responsible
Be cooperative and helpful
Share and have patience
Participate and include others

Teach: Each day, choose a specific social skill to focus on in a lesson. Inform the class of which skill will be incorporated
during the lesson. Help students to practice this social skill throughout the subject block or day. Discuss with the class how
purposefully practiced social skills help to create a positive learning environment. Inform students that these skills are
equally as important in an adult work environment and in society. At the end of the lesson, review the impact that this social
skill had on students interactions and learning. Repeat this process for each social skill.
Rehearse: Practice all highlighted social skills as needed until these skills become routine for your students. Continue to
remind students of the skill they will practice in each lesson. If students continue to struggle, isolate and rehearse that skill
until students have mastered the desired outcome. Work closely with individuals who continue to struggle.
Reinforce: Acknowledge the class for their performance of a specific social skill and encourage them to continue using it.
Remember to be consistent with your expectations that these skills be used throughout the school day, all school year long.

Procedure #37: Walking to Another Location

Getting From Point A to Point B

1. Listen for my cue to leave the classroom.
2. Line up at door and follow line procedures.
3. Wait for transitional cue and follow line procedures again on way back to the classroom.
Teach: Rehearse this procedure before the need arises. When it is time to leave the classroom, make an announcement that
cues students to stand up, wait for teacher to call group numbers, and line up at the door. Once in line, remind students of
where they are going. Tell students that while in line they must stay behind the person in front of them, remain quiet, and
keep their hands to themselves. Lead students to Point B, walking slowly and making sure students are following
procedure. Before leaving students at Point B explain to students that when this time is over, they are to listen for teachers
instructions, line up at designated spot, and wait to be lead back to classroom. Make sure to provide transitional warnings
for students. Remind students of the transition period before going back to class. Watch for deviations from procedure and
provide firm, but calm corrections.
Rehearse: Practice this procedure the day before you will need to leave the classroom as a group, if possible. Rehearse this
procedure at a time when other students are in their classrooms so distractions are minimal for your students in the hallway.
Repeat the procedure until students understand and can practice it correctly. Be consistent each time you perform this
procedure.
Reinforce: Observe students as they follow this procedure and thank them for performing it correctly. Each time they
complete the procedure, reinforce with a smile while saying, Thank you for walking behind each other and not talking or
disturbing other classrooms.

Procedure #43: Substitute Teacher Handbook

A Substitute Teacher Handbook equips a substitute with all the necessary information to be successful in the case of your
absence. The established classroom procedures, routines, and rules that keep your classroom running smoothly will not
fail, so long as you provide a detailed handbook outlining all of these and that you teach the students what is expected of
them when you are absent. Information in this handbook must be well-organized and easy to find. Tip: put dividers and a
Table of Contents for quick access to specific information. The following information should be included in any effective
Substitute Teacher Handbook:
1. Welcome Letter
2. Student Roster and Seating Chart
3. Pertinent Information about Students
4. Daily Agenda
5. Morning Meeting Procedures
6. Classroom clean-up procedures
7. Transition and Attention procedures
8. Lesson Plans for each subject
9. Specific Classroom Procedures
10. Classroom Rules
11. Referral slips
12. My Contact Information
13. Blank paper for notes and comments
14. Classroom Review

Procedure #46: Classroom Visitors

Even when a classroom receives visitors, such as guest speakers and volunteers, the classroom should continue to run
smoothly without disrupting the learning taking place. Established procedures that help the classroom to run smoothly
everyday should ensure that the class is ready to accept visitors announced or otherwise. When a visitor comes in, relax,
take a deep breath, and continue teaching; your students are your first priority, not the visitor. When I have visitors in my
future classroom, I will follow the following procedural steps:
1. When appropriate, introduce and welcome the visitor.
2. Continue to follow the agenda as planned.
3. Reference the objective so visitor and students are familiar with it.
4. Distribute the classroom newsletter and classroom procedures for visitors to reference.
5. Shine Continue teaching to the best of your ability, dont become nervous about a new person in the room!
Procedure #47: Parent-Teacher Conferences
Parent-Teacher Conferences are often viewed as stressful and scary, but the need not be. Your organization of this time
will keep parents focused on learning goals and help them become partners with you for their childs success during the
school year. Create a meeting that is pleasant and productive that will foster a working relationship. The following
procedures will help to eliminate the angry, confused parent that comes in asking Why does my daughter have such a
low grade? Your confidence, demeanor and organization will help to prevent confrontations and will speak volumes of
your command of the classroom and how well you know your students. I plan to follow the following procedures to
ensure that my parent-teacher conferences run as smoothly as possible:
1. Plan and Prepare
Share the course content
Share what tasks affected the grading average
Share what will be taught in the next 9 weeks
Share upcoming projects and activities students will complete
2. Greet parents with a smile and a firm handshake
3. Prepare a sign-in card including:
Parent and childs name
Contact information
Best method/time for calling
4. Keep a notepad for important information
5. Print Grades
I do not give grades, but lets look at the grade your child has earned
6. Set a timer
Keep the conference on schedule
Ask parents to contact you with any further concerns once session is over
7. Invite suggestions for better student success
8. Follow up with parents, send out thank you calls, and meet with students for ongoing success
Procedure #49: Home and School Connection
It is a must to create and maintain an open line of communication with all parents. By providing different ways for parents
to maintain involvement with students assignments, activities, and information about their child, a teacher encourages
parents to communicate and offer support. The more the home is connected to the classroom, the more positive the
relationship becomes, the greater the chances are for your success and every students success. Maintain communication
with the home through the following venues:
1. A weekly classroom newsletter
2. A class website
Outline homework assignments, upcoming
events, test dates, weekly spelling, useful links

3. E-mail
4. Voicemail
5. Weekly reports sent home on Fridays

Procedure #50: Technology in the Classroom

As technology becomes more widely used in the classroom, it is important to help students understand their
responsibilities when using this technology. Students must know how to safely navigate the unlimited information that is
available to them online. Technology should not be used in the classroom if it does not maintain the students safety and if
it does not assist in the students learning. In order to help students use technology responsibly in my own classroom, I
will set up the following procedures:
1. Develop an online safety pledge (with student and parent signature required)
My Online Safety Pledge
I will not use or reveal my full name, address, telephone number, school, or any other private information
I will not send a picture of myself or others over the Internet without my teachers and parents consent.
I will not fill out any form or request online that asks for my personal information.
I will not use bad language
I will not participate in any activity that hurts others, is against the law, or violates my schools policies.
2. Prepare a parent waiver
Outline the types of technology students will use in the classroom such as email, message boards, blogs, wikis,
internet browsers, platform/applications, etc.
3. Help students to understand their responsibilities
Trust will be given until broken (consequences and loss of privileges will occur at this time)
4. Monitor student use of technology
Walk around and closely monitor student browsing activity
Assign students to the same device throughout the year