Cafeteria Supervision & Procedures

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?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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