1. Cafeteria Supervision & Procedures

2. Do we need to make changes to our cafeteria?
Is the cafeteria safe and welcoming?
Do students go into the cafeteria to eat or horseplay?
Is the noise level in the cafeteria acceptable?
Do students responsibly keep the cafeteria clean?
Are students polite and respectful to others?

3. Rethinking the Value of Supervision
Common area issues become classroom issues – instructional time is lost.
Talking Points:
Provide examples of how common area issues negatively impact instructional time.
Estimate the amount of instructional time lost (daily/weekly) due to unresolved common area issues.
Active Supervision: PowerPoints

4. Rethinking the Value of Supervision “Cafeteria Relief”
Quality supervision provides an important opportunity to establish positive relationships and acknowledge appropriate behaviors.
Talking Points:
Provide ways staff may establish and/or strengthen relationships with all students during supervision time:
Greet all students.
Acknowledge students for demonstrating appropriate behaviors – good sportsmanship, turn-taking, sharing, following instructions, etc.
Demonstrate an interest in games being play.
What else??
Active Supervision: PowerPoints

5. Rethinking the Value of Supervision
Kids who don’t feel safe in the common areas, don’t feel safe at school.
Talking Points:
Discuss possible times of day or locations on campus where students may not feel safe:
Restrooms.
Field.
Before/after school.
Recess.
Lunch.
Discuss how perceived safety issues may negatively impact learning.
Active Supervision: PowerPoints

6. Why Do I Supervise? “It’s the law. We don’t want to get sued.”
“It’s part of my job. I have no choice.”
“It’s the law. We don’t want to get sued.”
“To keep kids from getting in trouble.”
“To ensure kids’ safety – decrease bullying”
“To improve the quality of instructional time.”
“To reward kids who behave appropriately.”
“To improve adult/student relationships.”
Talking Points:
Read through the statements above.
Ask staff to identify reasons for supervising.
Present data collected from the recently conducted Supervision: Staff Survey (Phase 2, Step 4E, Question 7).
Active Supervision: PowerPoints

7. If we want student behavior to change at this school…
Talking Points:
Read the statement on this slide and the next.
Active Supervision: PowerPoints

8. …then staff practices will have to change.
Talking Points:
Ask staff to react to the above statement.
Active Supervision: PowerPoints

9. Positive Adult Contact
Adult attention is one of the most powerful motivators for kids – and it’s FREE!
Talking Points:
Reinforce how supervision duty offers an excellent opportunity to provide adult attention.
Active Supervision: PowerPoints

10. Positive Adult Contact
The average student:
Four positives to every negative
The at-risk student:
Eight positives to every negative
Talking Points:
Ask staff to estimate the ratio of positive to negative staff/student interactions which occur in the common areas.
Present data collected from the Audit: School Climate (Phase 2, Step 4D).
Note any discrepancies between staff perceptions and the data results.
Brainstorm possible ways to increase the positive to negative ratio throughout campus.
Active Supervision: PowerPoints

11. Positive Supervision Be friendly, helpful, and open.
Give non-contingent attention.
Be proactive rather than reactive.
Acknowledge groups of students demonstrating appropriate behaviors.
Engage in a high number of short interactions.
Talking Points:
Review the statements.
Share ways staff intentionally build positive relationships during supervision time.
Institute on Violence and Destructive Behavior (IVDB)
Active Supervision: PowerPoints

12. Active Supervision Movement Scanning Talking Points:
This is an introduction to the next two slides
Institute on Violence and Destructive Behavior (IVDB)
Active Supervision: PowerPoints

13. Movement Constant (30 feet/minute) Unpredictable
Planned and purposeful to target:
areas
activities
individuals
groups
Talking Points:
Briefly outline the appropriate strategies for moving around supervision areas.
Institute on Violence and Destructive Behavior (IVDB)
Active Supervision: PowerPoints

14. Scanning Look for and acknowledge appropriate behaviors
Monitor problem locations
Listen for whining, bickering, arguing
Look for students who are withdrawn or bullying others
Pay attention to the surroundings
Follow-up with discipline
Be proactive –“pay now or pay later”
Scanning
Talking Points:
Briefly outline the strategies for appropriately monitoring the common areas.
Institute on Violence and Destructive Behavior (IVDB)
Active Supervision: PowerPoints

15. Non-violent Crisis Intervention: Crisis Prevention Institute (CPI)
Verbal De-Escalation Process Just because someone asks you to dance, does not mean you have to accept.
Student Behavior
Staff Response
ANXIETY
SUPPORTIVE
DEFENSIVE: Questioning
 Information seeking
 Challenging
EVALUATE & RESPOND:
 Provide information
 Ignore and/or redirect
DEFENSIVE: Refusal and/or Non-compliance
SET LIMITS
(clear, simple, reasonable and enforceable in calm tone)
RELEASE / VENTING
REMOVE AUDIENCE
INTIMIDATION
TAKE IT SERIOUSLY
Talking Points:
Demonstrate how each student behavior has a corresponding staff response.
At no point during a verbal escalation are staff members allowed to lay hands on students.
Student Behavior
Staff Response
Anxiety: nail biting, pacing, head down, hood over head, withdrawal
Supportive:
“Is everything OK?”
“Can I get something for you?”
Defensive–Questioning
Information Seeking:
“What page are we on?”
Challenging:
“Why do we have to do this?”
Evaluate & Respond
“We are on page 95.”
“Thank you, table five, for turning to page 95.”
Defensive—Refusal/Non-compliance:
“You can’t make me open my book.”
Set Limits:
“John, if you open your book, you will go to recess on time. If you choose to leave your book closed, you and I will discuss your choice during recess.”
Release/Venting:
“I hate this shit school! I hate everyone here! I wish I never even came to this school!
Remove the Audience:
“Class, I need your attention on me. John needs time alone so we are going to respect his space and together the rest of us will solve this math problem.”
Intimidation:
“I know what car you drive and I’m going to get you!”
Take it Seriously:
Officially alert administration and follow district procedures regarding threats.
Non-violent Crisis Intervention: Crisis Prevention Institute (CPI)
Unit: Enforcement of Expectations

16. Teacher Active Supervision
CAFETERIA
Student Expectation
Teacher Active Supervision
Students must be at level 0 when walking to lunch
Stay seated until released to lunch or snack cart
Walk to designated lunch line or to snack cart when dismissed
When exiting lunch line, walk to the right and walk all the way around the tables back to their seats – one way traffic.
Students should use a Level 1 Voice Volume
When dismissed to dump trays clean up your own area, pick up all trash on and underneath table
Line up in a single file to dump trash, recycle and to put trays away
Walk to the right one way traffic back to your seat
Voice Volume Level 0 when quiet signal is given by grade level principal
No food may leave café unless you have a signed pass to eat lunch somewhere else
When leaving cafeteria to go to next class keep a level 0 voice volume until you reach the double doors then you may use a Level 1 Voice Volume
Classroom Teachers will walk their students to the café for lunch everyday.
Classroom teachers should stop at the end of
each Hall and at top of each Landing (use this
time to correct any behavior that is not meeting
hall expectations)
Classroom teachers sit students by 3rd Block teacher’s table
Lunch Supervisors release tables to lunch line’s 1, 2, 3, or 4.
Lunch Supervisors monitor students standing in line
Lunch Supervisors constantly move and scan students
Dismiss tables to empty trays by table. Ensure no trash in left on or underneath table.
Grade Level Principal should give quiet signal (clap two times then closed hand in the air)
Grade Level Principal release student’s by side A then side B
8th Grade Principal will release by electives

17. Cafeteria Expectations
Level Red
Level Green
Students display…
Loud voices, messy tables, disruptive, fighting, posturing and/or throwing food
Sitting appropriately, indoor voices, good manners, clean cafeteria, following adult instructions
Student privileges…
Sit according to 3rd Block classes
Dismiss by teachers
No Snack Cart
Consecutive days on green, possibility to sit according to teams or open seating
Microwave use
Dismiss by tables
Snack Cart
For those students not able to meet the cafeteria expectations…
You will be asked and expected to move to one of the detention desks, with the possibility of lunch detention the following day.
Student’s following cafeteria expectations…
Will have the opportunity for “fine dining” with other students
When stoplight is on:
RED – Voice Volume Level 0
YELLOW – Warning Voice Volume too loud
GREEN – Great Voice Volume Level 1
Quiet Signal
Clap two times closed fist in the air

18. Addressing Specific Behaviors
Monitor noise levels:
stop light used to let students know when Voice levels become too loud
Reduce litter:
prompt students to pick up all
trash as you move & scan
acknowledge when students meet expectations
Manage traffic patterns:
Students walk in one way traffic
Students should only come back to café line when everyone has been served
Students line up to empty trash

19. Addressing Specific Behaviors
Food consumption:
All students stay in the cafeteria for a minimum of 10 minutes prior to being excused
Ensure food stays in cafeteria:
Assign supervisor to stand next to a trash can at the exit
Monitor students as they leave tables
Place a trash can outside the cafeteria

20. Good Supervising! Talking Points:
Inform staff that, based upon the climate observation, staff supervision survey, and this presentation, the PBS Team will be evaluating current supervision practices. All recommendations will be shared with the staff during a future staff meeting.
Any staff interested in participating in the process should notify the school administrator or the PBS Team Leader.
Active Supervision: PowerPoints