23-24 BPS Leader Walkthrough & Audit Tools

23-24 BPS Leader Walkthrough & Audit Tools
School*
Grade*
Content*
Your Role*
CAG Teachers*
CLAG Teachers*
CAS Teachers*
CLAS Teachers*
VPC Teachers*
EPC Teachers*
VPW Teachers*
EPW Teachers*
VPWH Teachers*
EPWH Teachers*
Observation Date & Time*

MonthDayYear
Date
Hour MinutesAM/PM Option
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Observation Type*

BPS Culture RubricBPS Instructional RubricBPS Lesson Internalization Audit
WARNING: You have not selected a teacher for your instructional rubric or internalization audit. Please select an individual teacher from the drop-down above.

Domain 1: School-Wide Systems and Routines

Critical School-Wide Routines and Systems

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During Arrival, processes consistently run effectively, efficiently automatically and in a timely manner as outlined in the Critical Routines document with little to no intervention needed from school leadership or staff.
During Lunch/Recess, processes consistently run effectively, efficiently automatically and in a timely manner as outlined in the Critical Routines document with little to no intervention needed from school leadership or staff.
During Dismissal, processes consistently run effectively, efficiently automatically and in a timely manner as outlined in the Critical Routines document with little to no intervention needed from school leadership or staff.

Hallway Transitions

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Hallway transitions consistently occur on time, efficiently and in a timely manner to protect instructional time in the classroom.
All staff are present in assigned posts and effectively carry out their roles and responsibilities as outlined in the Critical Routines document.
All scholars follow the hallway transition routine as outlined in the Critical Routines document with little to no intervention from school leadership or staff.
All scholars have been issued a hall pass when permitted to leave their current space, including but not limited to office visits and restroom breaks.
Clear expectations and parameters have been established for restroom breaks, including frequency, tracking, and time allotment.

School Norms

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100% of scholars wear the designated school uniform polo.
100% of school uniform discrepancies are identified and acted upon.
The school has established and consistently upholds a cell phone carry/use policy.

Values, Rituals, and Celebrations

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School values are pervasive throughout the school in print, action and demonstrated by scholars. Programming and celebrations draw from school values.
School has developed strong rituals which add value to a sense of community, are valued by scholars and are known and followed automatically.
School-wide Incentives & Rewards (i.e. School Store) are ritualized and routinized to motivate and celebrate scholars' meeting and exceeding established expectations.
School has appropriately timed and frequenced schoolwide and classroom based celebrations. Celebrations are tied to school values, culture of achievement and in service of school culture.
Scholars actively participate in schoolwide and classroom based celebrations that are tied to school values, culture of achievement and in service of school culture.

Discipline and Behavior

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Kickboard is utilized and leveraged consistently as the school's system for accountability and rewards.
There is a clear and equitable discipline hierarchy with logical consequences established and implemented in response to scholars' inappropriate behaviors and decisions.
Restorative practices are utilized when responding to scholar behavior and resetting behavior -- this includes leveraging reflection centers, 1:1 conversations, and/or community building activities.
There are systems, routines, and measures in place that proactively address potential discipline and behavior challenges (i.e. proximity, transition posts, pre-entry conversations, etc.)
Dean's Office Referral Expectations & Process is clearly communicated and consistently adhered to when responding to scholar behavior and decisions.

Domain 2: Classroom Systems

Entry Into Class

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100% of scholars are greeted at the door and are prepared for the start of class.
Scholars enter the classroom and follow set directions or classroom routines.
Classes start on time and instruction begins immediately (i.e. Do Now Routine, Warm Up, Agenda, etc.)

Transition Between Activities

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In-class transitions consistently occur on time, efficiently and in a timely manner to protect instructional time in the classroom.
Clear directions are given and paired with narration and minimal redirection. Evidence of strong routine implementation in place.
Scholars execute the routine with minimal reminders needed. Scholars begin task immediately.

Exit From Class

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Class ends on time, efficiently and in a manner consistent with the Critical Routines document.
Clear directions are given and paired with narration and minimal redirection. Evidence of strong routine implementation in place.
Scholars exit the classroom and follow set directions or classroom routines (i.e. Exit Ticket, Closing, etc)

Classroom Norms

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Student behavior and actions match explicitly stated classrooms systems and norms. (i.e. voice levels, non-verbals, materials distrubution/collection, etc.) There is signage present to remind scholars of these norms and systems.
Routines and procedures run efficiently and save instructional time.
There is evidence that academic work expectations have been established within the classroom to create a culture of learning that lends itself to having a high percentage of students on task. Scholars adhere to these norms without prompting.
Technology is used responsibly. Scholars follow expectations and routines established when distributing/accessing classroom technology (i.e. chromebooks, iPads, calculators, etc.)

Joy & Engagement

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Classroom Incentives & Rewards are ritualized and routinized to motivate and celebrate scholars' meeting and exceeding established expectations.
There is evidence that scholar interest and voice has been incorporated into classroom routines and instruction.
There are ample amount of opportunities for scholars to engage in peer-to-peer discourse and/or tactical application of content in order to engage all scholars within the learning environment.

Domain 3: Clarity, Consistency, and Communication

Implementing MVP Directions

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Attention Getting Signals are used when applicable and are positive, upbeat, and joyful.
Clear MVP directions are delivered for all scholar expectations, this includes academic work expectations.
Scholar behaviors are always positively narrated (rather than calling out the negative) and uses praise, challenge and aspiration to motivate the scholars. Ratio of positive narrations to consequences is nearly 3:1.

100% Moments

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Least invasive interventions are always used when responding to scholar behavior (mostly non-verbals, group reminders, positive framing)
Virtually no class time spent redirecting scholars after directions are given or academic task is assigned.
Scholars are consistently engaged and on task throughout all learning activities.

Upholding & Responding

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Off task behaviors are immediately addressed.
Scholars inappropriate behavior is addressed and corrected immediately.
Adults remain emotionally constant and act in a way to diffuse rather than escalate. Tone and language is positive/respectful when correcting behavior.

Domain 4: Community and Relationships

SEL Curriculum

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There is evidence of dedicated SEL time in schedule that is consistently executed.
There is evidence of lesson internalization, intentional lesson design and effective facilitation of SEL .
There is evidence of application of SEL via extension activities, classroom practices, routines and/or print environment.

Community Connector

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There is evidence of scholars building healthy and respectful relationships with the teacher and other scholars.
There is evidence of intentional design in service of building community and relationships.
There is evidence of effective facilitation of the classroom environment and activities to allow for community connection.

Scholar Leadership

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There is evidence of intentional design in service of fostering scholar leadership (i.e. scholar-led circles, scholar-led instruction, student government, scholar-led morning announcements, etc.)
There is evidence that scholars have safe opportunities to advocate for themselves, others, and their community in order to positively impact school decisions and culture.

Any additional can be typed in the box below.

Lesson Internalization: Is there evidence of lesson internalization?*

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High quality lesson internalization is completed.
Teachers are using the network aligned curriculum as intended.
Lesson internalization is used while teaching.

Culture of Learning: Are all students engaged in the lesson?*

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Students complete instructional tasks at a high participation ratio (read, write, volunteer responses, track the speaker, and/or ask appropriate questions).
Student behavior and actions match explicitly stated expectations, classrooms systems, and norms.
Routines and procedures run efficiently and save instructional time.
Students and their teacher demonstrate a joy for learning through positive relationships and strong classroom culture.
Teachers uphold the behavior management system of the school (NNN, Kickboard, Behavior Management System).

Foundations (K-2): Does instruction explicitly and systematically provide all students with the opportunity to master foundational skills?

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Students have sufficient opportunities to practice reading and writing newly-acquired foundational skills.
Foundational skills instruction is explicit, including teacher modeling and student practice and in the moment feedback.
Students practice acquisition of foundational skills within a text.
Students spend time on skills they are still working to develop, not those they have already mastered.
Flexible data based groupings are used in tier 1 and tier 2 instruction that maximize time in front of teacher and target specific student needs.

Decodable Text/ Acceleration Block: Does instruction explicitly and systematically provide all students with the opportunity to master foundational skills in decodable text block?

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Both classroom teachers are meeting with data based small groups.
Independent work is purposeful and aligned to students instructional reading needs.
Instruction in groups is fast paced and provides many opportunities for student response.
Teachers provide in the moment feedback and there is evidence of data collection/ progress monitoring.
Small groups provide a combination of skills and application in connected text based on student data.

High-Quality Instructional Practices: Does the teacher employ instructional practices that allow all students to learn the content of the lesson?

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The teacher provides opportunities for students to independently read, practice, and work with grade/course -level texts, problems and tasks.
The teacher deliberately checks for understanding throughout the lesson and adapts the lesson according to student understanding.
The teacher summarizes the key idea, gist, content or mathematics with reference to student work and discussion to reinforce the deeper meaning.
The teacher strengthens all students' understanding of the content by sharing and discussing a variety of student work (show call).
When reading, require students to use details from the text to demonstrate understanding and/or support their ideas about the text.
When problem solving, require students to mark up the problem and show their strategy and work.
Teachers plan to address student access of the lesson through vocabulary, modeling, background knowledge and spiral review.

Student Ownership: Are students responsible for doing the thinking in this classroom?

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Students do the majority of the work of the lesson; there is a high think ratio within the classroom.
Students persevere through material in the face of initial difficulty.
Students provide precise responses. When imprecise, the teacher probes understanding but students do the complex thinking.
Students build on or respectfully question each other’s thinking and/or responses, to clarify or improve their understanding.

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Teacher had lesson available for audit.

Lesson Internalization Audit Look-fors

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Completed with exemplar answers
Specific CFUs at key moments
Tagged means of participation (engagement & ratio)
Pacing marks and priority at-bats
Most common misconceptions labeled & aligning questions, teacher moves
Data driven decision making

Fundations Lesson Internalization Audit Look-fors

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Daily activities, time stamps and materials
Planned target sounds, words, & sentences for each activity (from the current unit & spiral review)
Opportunities for high frequency at-bats
Individual student drill leaders and individual turns
Scripted language for the introduction of new concepts
Cues for routines and procedures as needed

Should be Empty:

23-24 BPS Leader Walkthrough & Audit Tools

Domain 1: School-Wide Systems and Routines

Domain 2: Classroom Systems

Domain 3: Clarity, Consistency, and Communication

Domain 4: Community and Relationships