OLD-Professional Development
Page Navigation
- PD Operations / HELC
- Design, Media, and Online Learning (DMOL)
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Effective Practices
- PL Toolkit
- PL-1 Develops Student Learning Goals
- PL-2 Data-driven instruction
- PL-3 Design Effective Lesson Plans, Units & Assessments
- I-1 Objective Driven Lessons
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I-2 Check for Understanding
- Assess Mastery
- Begin with the End
- Checkpoints
- Chunking Text
- Closure
- Cold Call
- Exit Ticket
- Graphic Organizer
- Guided Practice
- Non-Verbal Signals
- Open-Ended Responses
- Post It
- Randomizing Responses
- Right is Right
- Running Roster
- Stretch It
- Structured Peer Conversation
- Student Conferences
- Student-Generated Questions
- Teach Back
-
I-3 Differentiation
- Chunking Text
- Double Plan
- Exit Ticket
- Flexible Grouping
- Graphic Organizer
- Grappling
- HOT Question
- Independent Practice
- Leveled Text
- Multimedia
- Open-Ended Responses
- Post It
- Product Menus
- Right is Right
- Running Roster
- Stretch It
- Structured Peer Conversation
- Student-Generated Questions
- Take a Stand
- Tiered Assignments
- Workstations
- I-4 Higher Level Thinking
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I-5 Maximizing Instructional Time
- 100 Percent
- Academic Posture
- Call and Response
- Cold Call
- Do Now
- Entry Routine
- Exit Routine
- Job Assignments
- Material Organization
- Non-Verbal Interventions
- Non-Verbal Signals
- Open-Ended Responses
- Pacing Tools
- Right is Right
- Stretch It
- Strong Voice
- Student Conference
- Teach Back
- Tight Transitions
- Work the Clock
- Workstations
- I-6 Communicating Content/Concepts
- I-7 High Academic Expectations
-
I-8 Student Engagement
- Academic Posture
- Call and Response
- Closure
- Cold Call
- Do Now
- Engage and Connect
- Graphic Organizer
- HOT Question
- Independent Practice
- J-Factor
- Job Assignments
- Leveled Text
- Non-Verbal Signals
- Open-Ended Responses
- Product Menus
- Randomizing Responses
- Real-World Connections
- Reinforcers
- Structured Peer Conversation
- Student-Generated Questions
- Workstations
- Work Hard, Get Smart
- I-9 Classroom Management
- I-10 Classroom Climate
- Literacy Routines
- Academics
- Swivl Pilot Program
- Professional Development
Description
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An Exit Routine establishes an end-of-period or class procedure, which allows students adequate time to prepare to exit the classroom in an orderly manner. It may be as simple as students knowing where to place completed assignments, pick up homework, or where to put away materials. When teachers plan exit routines that are purposeful and implement them consistently, potential problems such as wasted time can be avoided. Exit routines can also be used as a part of the instructional time by having the students state what they have learned. Teachers can also use the exit routine to bolster the classroom community by providing individualized praise or feedback as the students exit.
- Outline no more than 3 or 4 tasks students need to complete at the end of the class.
- Tidy desks: No papers on desk
- Put chairs away: Chairs on top of desks, or under desks
- Pick up/hand out homework: In a orderly fashion
- Explain the routine for dismissal and let students ask questions.
- Model and practice the exit routines with the class.
- Give students the opportunity to demonstrate the routine.
- Acknowledge and give feedback when each student completes the routine correctly.
- Clarify procedures and redirect undesirable behavior, if the exit routine is not executed properly. If needed, ask the students to start again.
- Work towards transferring ownership. Inform students of any adjustments made to routine. Allow for more practice, if needed.
- Outline no more than 3 or 4 tasks students need to complete at the end of the class.
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Alerts
If students are leaving items out of place upon dismissal, address the issue immediately. Explain and model the expected behavior. Teachers who dismiss in shifts should consider modifying and adjusting steps.
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Quick Tips
Remind students that the bell does not dismiss the class, the teacher dismisses the class. Teachers must be mindful to be ready to dismiss.
Exit routines can also involve having students share what they learned through oral or written exit tickets.
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Other Strategies
Early Pick Up
Parents may pick students up for appointments or other necessary activities. Parents must sign students out, and get a note from the office for the teacher. Students are not allowed to come down to wait for early pick-up in the office or anywhere else, even with a note from the parent to the teacher.
Emergency Exit
Teachers should establish specific expectations for students to exit the classroom when emergencies arise, such as a fire drill. Be sure to consult district and school-wide procedures when determining these expectations. Consider setting a specific exiting order for students – for example, have students exit by tables or rows. Teach specific rules for these situations to encourage safety (e.g. “no talking” and “push in chairs”) and practice this routine with students before emergencies arise.