All schools create school-specific procedures for each of the areas of the Essential 8. Schools should collaborate as a staff on the procedures for each of the areas. The procedures should be captured in the Essential 8 Google Doc and then saved in their CSIP folder. All staff members (including substitutes) should have access to the Essential 8 and be able to engage with them throughout the day.
Establish designated arrival procedures, entry points, supervision assignments, and breakfast routines.
Breakfast should be predictable, efficient, and standardized across the building.
How are students welcomed into the building?
Are arrival expectations explicitly taught?
What supervision structures ensure a safe and orderly start to the day?
Implement a standardized, schoolwide approach that defines how and when students and staff engage in community-building practices.
Will the school utilize morning meetings, advisory periods, circles, or other structured relationship-building opportunities?
How will consistency be ensured across classrooms?
Develop clear procedures for movement throughout the building, including classroom transitions, hallway expectations, and movement to specials or common areas.
What is the pass policy?
What are expected noise levels?
How are expectations taught, reinforced, and monitored during transitions?
Implement an evidence-based SEB curriculum with dedicated instructional time embedded within the master schedule.
How will Second Step be scheduled and protected?
How will staff ensure explicit instruction and reinforcement of social-emotional competencies?
What does ACP time look like?
What are the expectations during that time?
Establish clear, sequential procedures for entry, seating, eating, recess transitions, supervision, and dismissal.
Define staff roles and responsibilities to ensure consistency.
Do staff escort students into the cafeteria and ensure seating, or are students released at the entrance?
Who carries communication devices?
What specific supervision duties are assigned (e.g., monitoring lunch lines, circulating, managing entrances/exits, assisting younger students, supporting cleanup)?
Utilize a clear, objective Behavior T-Chart to distinguish between classroom-managed and office-managed behaviors.
Establish consistent response protocols aligned to MTSS practices.
Has the T-Chart been reviewed and calibrated with staff?
What are the agreed-upon schoolwide responses to behavior?
How will consistency be monitored across classrooms and grade levels?
Develop a coordinated dismissal system that addresses all departure methods, including buses, parent pick-up, walkers, and after-school programs.
Who carries communication devices?
How are buses announced?
What supervision structures are in place?
How long does dismissal duty last?
What procedures exist for students who are not picked up on time?
Establish a formalized schoolwide system for recognizing and reinforcing expected behaviors, effort, growth, and contributions to the school community.
How will positive behavior be acknowledged?
What recognition systems will be used?
How will staff ensure acknowledgements are equitable, meaningful, and aligned with school expectations?