FLE PBIS Handbook

Po sitive Behavior Interventi ons & Support

Handbook





























Forest Lake


Elementary

Our school mission…

Mission Statement:

To provide a system that establishes an environment of learning
and respect.

The purpose of the Positive Behavioral Intervention & Support Team (PBIS) is to provide teachers
with strategies and support in a collaborative environment that elicit positive student behaviors to
facilitate social and academic growth.

Guidelines for Success

All staff and students at Forest Lake Elementary School will work together to help each student reach
his or her fullest potential. Everyone will be treated with respect and dignity. Any behavior or action
that helps someone grow is encouraged. Staff will keep students focused on the expectations of
Panther Behavior.

1. Be Safe

2. Be Respectful

3. Be Responsible

4. Be Cooperative

Throughout the school year we will emphasize our motto “Panthers Expectations are a Team Effort.”
These efforts will make Forest Lake Elementary School a safe and comfortable place where learning
occurs every day.

Guidelines for Teaching Student Responsibility and Discipline

All staff members contribute to Forest Lake Elementary School’s friendly environment. We set the
tone through our actions and attitudes. Our support and encouragement will be demonstrated through
four important procedures.

1. We will teach students expectations for responsible behavior in every school environment by
relating student actions to our motto and our Panther Expectations Behavior.

2. We will provide positive feedback to students when they are meeting expectations and following
the guidelines for success.

3. When minor misbehavior does occur, staff will view the misbehavior as a teaching opportunity,
responding with calm, consistent corrections, or consequences.

4. We will work collaboratively to solve problems that are chronic or severe in nature.

Establishing a sense of responsibility and discipline is an on-going process. The procedures stated in
this manual will facilitate school wide procedures and expectations. Staff must work continuously to
achieve as much consistency as possible and be prepared to revise and adapt procedures as needed
to keep the process alive. Our PBIS Team will meet on a regular basis, seek input from staff,
students, and parents on possible improvement and will facilitate a yearly review of procedures.

Structure your classroom to prevent misbehavior.

Teach your expectations for ALL activities and transitions.

Observe whether students are complying.

Interact with students, focus attention on Positive
Feedback

Correct misbehavior briefly, calmly, consistently,
immediately, and if possible, PRIVATELY!

SIMPLE VERBAL CUES AND STRATEGIES FOR TEACHERS…

* Randomly call on students to answer
questions. (Popsicle sticks, chips, etc.)

* Tell students: “I will call on 3 then back to
me!”

* “Show me…”
* “I noticed that you…”
* Praise is 4 to 1 (Kagan Praises)

1. Follow Directions
First Time – Every Time – All Day Long

2. Make good choices

3. Hands to self

4. Kindness is spoken here

5. Stop, think, make a good choice.

What Successful Teachers Do:

1. Teach Rules and model procedures
2. Monitors transitions by using reinforcement and

corrective feedback
3. Able to recognize, understand, or design

transitions
4. Limits the number of warnings, both verbal and

non-verbal
5. Uses good questioning techniques to encouraging

responsible and respectful participation
6. Use of positive reinforcement (4 to 1 instead of 1

to 9)
7. Honor earned rewards
8. Gives clear and concise instructions
9. Has a rapport with their class and each individual

student
10. Consistent and flexible
11. Regular communication with families

Websites

Florida’s PBIS Website
www.flpbs.fmhi.usf.edu

OSEP PBIS
www.pbis.org

Association for Positive Behavior Support
www.apbs.org

Intervention Central
www.interventioncentral.com

Dr. Mac’s site
www.behavioradvisor.com

Classroom Management Charts
www.freeprintablebehaviorcharts.com/feeling_charts.htm

Positive Behavior Interventions
http://www.pbisworld.com/

School Wide Positive
Behavior Incentive
Plan

Positive Behavior Incentive Plan

Class Panther Bucks
All of the faculty and staff will give out class Panther Bucks in recognition of positive behavior by a class.
Each teacher should attempt to give out a minimum of three Panther Bucks each week. The bucks can be
given to your own class or another class that you observe following our Panther Expectations. Make sure
that you let the class know why they are receiving the Panther Buck so that the behavior is reinforced. The
Panther Bucks help build community within the class as they work together toward a common goal.
Forest Lake Classroom Panther Buck Procedures
Class Panther Bucks are given by Special Area teachers, Intervention teachers, Lunchroom attendants,
Guidance Counselor, all classroom teachers, office staff, bus personnel and administration.
Each week, teachers will give a minimum of 3 Panther Bucks to other classes that they see walking on
the line or demonstrating other Forest Lake Panthers Expectations behaviors.
Prizes:
$25 Ice Pops
$35 Popcorn and movie time
$45 Lunch on stage with principal
$55 Dress code free Friday.
$65
$75
$85 Party (Ice Cream, Pizza Etc. $30)
 When your class earns a reward, please turn in your Panther Bucks to _______.
 The more the program is promoted, the more impact it will have (positively!)
 During the first few weeks of school, be very generous with the bucks so the students can get a taste
of the rewards relatively early.
 Recognition: Please email designated office staff, so they can announce in the mornings.

Daily School Wide

Routines and Procedures

Checklist for Teaching Rules and Procedures

Morning Common Areas
__ Walking in the classroom __ Morning Arrival
__ Putting away backpacks __ Special Area Behavior
__ Sharpening pencils __ Bathroom expectations
__ Pledge to the flag
__ Morning Meeting School Wide Procedures
__ Line order (incl. manners)
Daily Classroom Expectations __ Panthers Expectations B’s
__ Classroom rules __ Cafeteria procedures
__ Movement in the class __ Assembly procedures
__ Voice Levels __ Give Me Five
__ Class schedule __ Playground Rules
__ Being a community __ Safety drills
__ Always do your best
__ How to ask questions Active Listening
__ How/When to use the restrooms __ Eyes on speaker
__ How/When to use the water fountain __ Sitting at desk and in chair
__ Getting out of seat (pushing in chair) __ Listening to ALL adults
__ What to do when finished with work __ Listening to ALL adults
__ How to turn in work/homework
__ Centers Afternoon Procedures
__ Class jobs __ Planners / Folders
__ Behavior system __ Clean up
__ Heading on paper __ Dismissal

Be Safe

Be Respectful

Be Responsible

Be Cooperative

School-wide Expectations

Objective:

Students will be able to state the school-wide expectations.

Teach:

Introduce the school-wide expectations: Be Safe, Be Respectful, Be Responsible,

and Be Cooperative.

Show students a poster of the school-wide expectations.

Teach students that ALL staff members may acknowledge students for following the

expectations as well as correct students who are not following the expectations.

Inform students the school-wide expectations apply to all locations on campus:

 Cafeteria
 Classroom
 Hallway
 Library
 Lunch Line
 Office
 Playground
 Restroom
 Parent Pick-up
 Bus Loop

Check for Understanding

1. Review why it is important to Be Safe, Be Respectful, Be Responsible,
and Be Cooperative no matter where you are on campus.

2. Address comments and concerns voiced during discussion.
3. Make sure students understand that all staff members have the

responsibility to teach students how to Be Safe, Be Respectful, Be
Responsible, and Be Cooperative.

Forest Lake
Attention Signal!

Give Me Five!

1. Eyes on speaker
2. Mouth quiet
3. Ears listening
4. Hands and feet still
5. Brain engaged

Level 0 – silent
Level 1 – whisper
Level 2 – conversational
Level 3 ‐ outside

Be Safe

• Report to your assigned area or to the

Cafeteria if you are eating breakfast.

Be Respectful

 Use Voice Level 0-2

Be Responsible

 Remain seated in your designated area until
called by their teacher.

Be Cooperative

 Listen the first time-
every time – all day long

ARRIVAL PROCEDURES
Parent Drop Off Loop

1. Make sure you have your backpack and any other
items before you get out of the car.

2. Say good bye to the adult that is dropping you off.

3. Walk to your assigned area or to the cafeteria if
you are eating breakfast.

4. Enter the area quietly (voice level 1).

ARRIVAL PROCEDURES
Bus Loop

1. Make sure you have your backpack and any other
items before you get off of the bus.

2. Say good bye and thank your bus driver.

3. Walk to your assigned area or to the cafeteria if
you are eating breakfast.

4. Enter your area quietly (voice level 1).

ARRIVAL PROCEDURES
Walkers / Bike Riders

1. Enter the campus using appropriate behavior. Bike
riders will walk their bike as soon as they enter the
gate.

2. Lock your bike in designated bike rack.

3. Walk to your assigned area or to the cafeteria if you
are eating breakfast.

4. Enter your area quietly (voice level 1).

Classroom
Management

STUDENT APPEARANCE AND DRESS CODE
REQUIREMENTS

 Solid forest green, burgundy, white, gray or
black , collared, polo-style shirt or oxford-style
button down shirt; or solid polo-style dresses
(short- or long-sleeved; small logo acceptable)

 Each individual school has selected two
additional solid shirt color options for students

 Solid navy blue, black or tan pants, shorts,
capris, skorts or jumper, including black and
blue denim (small logo acceptable)

 Shoes - elementary and middle footwear must
be closed toe and closed heel

 Hoods and hats are not permitted to be worn

inside buildings

CELLULAR TELEPHONE PROCEDURE

Volusia County Schools recognizes the right of all students to possess a cell phone,
electronic pager or other wireless communications device while on a school campus or
while riding district student transportation. However, in order to prevent the disruption
of school and instructional activities, Volusia County Schools restricts the use and/or
exposure of cell phones, electronic pagers or other wireless communications devices
by students as follows:

Students may possess a cell phone or other wireless communications device while on a
school campus, but shall only be permitted to utilize said device with permission from
school staff member.
During instructional/class time or special activities at the school, students are required
to keep the cell phone, electronic pager or other wireless communications device out
of view (e.g., in the backpack, purse, pocket, etc.) and are strictly prohibited from
using the cell phone, electronic pager or other wireless communications device in any
manner (e.g. no spoken or text communication, photographing, recording,
transmission of photographs and/or recordings, etc.) without the express permission of
an administrator or teacher. The same rule shall apply while a student is participating
in a School activity. All cell phones, electronic pagers or other wireless communications
devices are required to be turned off during instructional/class time or special activities
at the school.

Cell Phone Consequences
1st Offense- Warning and Student put away cell phone
2nd Offense- Teacher confiscates and gives back to the student at the end of the day
3rd Offense- Teacher confiscates and turns into front office for parent pick up

Routines &
Procedures

Classroom Expectations

Objective:
Students will understand how to behave appropriately in the classroom.
Teach:
Remind students of the school-wide expectations: Be Safe, Be Respectful, Be
Responsible, and Be Cooperative. Display Panthers Expectations to the students.
Discuss why it is important to be safe, respectful, responsible and cooperative in the
classroom.

 What does it look like to be SAFE in the classroom?

 What does it look like to be RESPECTFUL in the classroom?

 What does it look like to be RESPONSIBLE in the classroom?

 What does it look like to be COOPERATIVE in the classroom?

Check for Understanding
1. Review the reasons why it is important for students to be safe, respectful,
responsible and cooperative in class.
2. Think of ways students can remind each other to be safe, respectful, responsible
and cooperative in class.

MORNING PROCEDURES

1. Greet your teacher.
2. Enter the room quietly.
3. Put backpack away.
4. Complete classroom morning procedures
5. Quietly listen / watch to morning announcements.

Learning Position
(Show me what learning looks like)

1. Sit quietly when someone is speaking.
2. Be an active listener.
3. Raise your hand when you want to speak.
4. Make eye contact with the person who is speaking.
5. Keep your hands quiet.
6. Only go to the bathroom if it’s an emergency.

SLANT

Key Idea:

No matter how great the lesson, if students aren’t alert, sitting up, and actively
listening, teaching is like pouring water into a leaky bucket!

Many teachers and schools practice fire drills and tornado procedures. They even make sure everyone
knows the routine for finding the correct bus to board at the end of the day. However, they rarely
think about how to teach the behaviors and skills that help students concentrate, focus, and learn!

There are 5 Key Behaviors that MAXIMIZE students’ ability to PAY ATTENTION. They can be found
in the acronym SLANT. This acronym was originally used by the first KIPP schools.

1. Sit up.

2. Listen.

3. Ask and answer questions.

4. Nod your head.

5. Track the speaker.

Some schools use variations of the SLANT technique, for example STAR (Sit up, Track the speaker, Ask
and answer questions like a scholar, and Respect those around you) or S-SLANT (which adds “smile”).

One of the best aspects of the acronym is that is serves as shorthand! Teachers can remind students to
be ATTENTIVE and READY learners by simply saying, “SLANT.” The use of a consistent acronym is
QUICK and EFFICIENT. Teachers can also remind students about a single aspect of the acronym, if
needed, by simply saying, “I’m looking for the “S” in SLANT.” In the best classrooms, the word is
DEEPLY embedded in the vocabulary of learning, as a noun (“Where’s my SLANT?”) and a verb (“Make
sure you are SLANTing”).

Since SLANT is such a critical part of a high-performing classroom, you may want to DEVELOP
NONVERBAL SIGNALS that allow you to REINFORCE and CORRECT SLANTing without interrupting
what you’re doing: hands folded in front of you to remind students to sit up straight; pointing to your
eyes with two fingers to remind students to track.

Teachers of high school students are certainly interested in the same behavioral expectations if they
want to maximize their students’ ability to pay attention, but how these expectations are taught may
need to be modified to make it more age appropriate for the learners

SMALL GROUP / CENTER PROCEDURES

1. Be prepared for your small group/ center to
be called.

2. Stay on task.

3. If you have a question, check with
teammates.

4. When prompted, move quickly to your next
center.

LINING UP PROCEDURES

1. Push chair in quietly.

2. Line up as directed by the teacher.

3. Keep space between yourself and the person in
front of you.

4. Stand in line quietly.
5. Walk silently on the right side of the hallway

6. Step out of the line to tie your shoe.

7. Keep hands, feet, and other objects to yourself.

SPECIAL AREA PROCEDURES

1. Represent our class in a positive manner.

2. Raise hand to speak or ask a question.

3. Follow all special area instructors’ procedures.

4. Wait in line order quietly until classroom
teacher arrives.

FIRE DRILL PROCEDURES

1. Line up immediately and silently.

2. Stay in line and remain silent during the entire
fire drill.

3. Turn off lights and close the door if you are the
last person in line.

4. Go to designated fire drill area.

5. Wait silently for class count.

*If you are in another classroom during a fire drill
follow the procedures and stay with the teacher.

Forest Lake Elementary
Behavior Flowchart

OFFICE IS THE  CLASSROOM
MAJOR INCIDENT  MINOR
MANAGED 
IN THE ...

Write a SAMPLE INTERVENTIONS Verbal Warning Behavio
referral & call Re-state r stops 
Seating Change
or buzz the Student Conference Expectation/Rule no 
office further 
Buddy Classroom 2nd Step (same action
Admin Parent Contact behavior)
determines Student Contract Behavio
consequence Redirection Re-teach Expectation, r stops 
Proximity begin classroom
Loss of Privilege no 
Restitution behavior report/apply further 
Apology intervention action

Verbal & Non-Verbal Prompt 3rd Step (same Behavio
Reward Alternate Behavior behavior) r stops 

apply invention no 
contact parent further 
action

Student conference  Copy of referral Teacher completes  4th Step (same behavior) Behavio
Re-teach given to Classroom Assistance  Continue classroom r stops 
teacher/staff Tool (CAT) to assess  behavior report.
expectation variables in classroom  no 
Parent contact that may be promoting  Contact a peer, guidance, further 
 Copy retained problem behavior (i.e.:    or admin for further action
Detention at school ecological, classroom     
Refer to guidance behavior system, &  intervention/suggestions.
curriculum/instruction) 
In-school  Copy of referral For Office
suspension 5th Step (same Referrals attach
Out school sent to parent behavior) completed copies
suspension via student
Recommend for Refer to guidance or of classroom
expulsion complete office behavior reports
referral form

Classroom‐Managed: Classroom disruption, minor profanity, cheating, etc.

Office‐Managed: Behavior that is sent directly to the office (fights, weapons, etc.)
to be managed or minor behavior that is persistent and has not improved with
varying interventions.

*Crisis (In Need of Immediate Response): Potentially unsafe environment, suspicion of
criminal behavior

Types of Behaviors 

Classroom Managed  Administration / Office  Managed 

• Failure to be in one’s assigned place  • Aggressive physical contact* 
• Inappropriate language  • Bullying/Harassment  * 
• Tardiness  • Fighting 
• Calling out  • Property destruction * 
• Teasing  • Weapons 
• Inappropriate Behavior  • Leaving school property 
• Invading personal space  • Pattern of aggressive/profane language * 
• Lying/giving false information  • Credible Threat* 
• Minor disruption  • Major/chronic destruction 
• Minor aggression – grabbing items  • Major/chronic refusal to follow school 
• Pushing past someone 
• Unsafe or rough play  rules * 
• Theft 
• Misusing property ‐‐‐ throwing or  • Racial/Ethnic discrimination * 
• Cheating 
damaging items  • Inappropriate use of internet * 
• Disrespectful  tone  • Direct refusal of authority * 
• Pattern of not completing homework 
• Dress Code 

2017-2018 Discipline Codes

LEVEL I MINOR LEVEL III MAJOR LEVEL IV MAJOR

B1 Bus Disturbance (Minor) FA False Alarm HO Homicide

D1 Disruption (Minor FI Fighting KD Kidnapping

DC Dress Code FO Forgery (Checks) P4 Principal/Criminal Act/Level 4

FX False Document FR False Reporting RI Riot

HP Horseplay FW Fireworks RO Robbery

SR School Rule HA Harassment SA Synth./Count. Drugs, Attem. Sale

TA Tardy (T1 – T7) HE Hitting/Striking an Employee SD Synth./Count. Drug Distribution

VO Vehicle Violation (Minor) HI Hitting/Striking with Injury UB Weapon Use/BB

HZ Hazing UK Weapon Use/Knife

LEVEL 11 INTERMEDIATE IE Indecent Exposure UO Weapon Use/Other

IN Insubordination V4 Vandalism over $1000

B2 Bus Disturbance (Intermediate) IT Inappropriate Touching VT Vehicle theft

CT Cheating/Academic Dishonesty LG Look-Alike Guns WB Weapon Possession/BB

CX Failure to Complete Com Serv NP Non-Pres. Dist./Sale/Use WK Weapon Possession/Knife

D2 Disruption (Intermediate) OC Off-Campus Felony WO Weapon Possession/Other

GB Gambling P3 Principal/Criminal Act/Level 3 XB Sexual Battery

HS Hitting/Striking PB Paint Ball/Air Soft Guns

LL Laser Light PK Possession Pocket Knife ACTION CODES

ML Matches/Lighter/Flammables PM Pornographic Materials

NI Intro Foreign Substance (non-toxic) PT Theft – under $300 AP Alternative Education Placement

ND No Show Detention RS Racial, Ethnic Slur AR Arrest

NE No Show Extended Detention SS Secret Society BA Baker Act

NS No Show Saturday SU Synthetic/Count. Drugs Poss./Use BC Behavior Contract

PR Profane Language TE Malicious Threats (Employee) CO Conference

PS Possession Chem. Spray < .5 oz. TH Theft - $300 or more CR Cafeteria Restriction

RD Refusal Extended Detention TI Intro Foreign Sub. (toxic/harmful) CS Community Service

RX Refusal Saturday School TP Toxic Plants Dist./Sale/Use DE Detention

SH Scuffling TR Trespassing ED Extended Detention

TC Vehicle Vio. -Traffic Citation TS Malicious Threats (Student) EX Expulsion

TD Telecommunication Devices V3 Vandalism Under $1000 IH Intent to Harm Documents

TO Tobacco WT Walkie-Talkies IS Time Out

U1-7 Unauthorized/Class XH Sexual Harassment LE Law Enforcement

UA Unauthorized Absence PC Parent Conference

LEVEL IV MAJOR PI Physical Intervention

LEVEL III MAJOR PL Civil Citation Program

AA Alcohol, Attempted Sale PM Peer Mediation

AM Ammunition AD Alcohol Distribution PS Problem Solving Team (PST)

AP Assault on Student AE Assault on Employee PV Parent Visit

AU Alcohol Possession/Usage AR Arson RT Restitution

B3 Bus Disturbance (Major) AS Alcohol Sale SB Suspension Bus

BS Battery on Student BE Battery on Employee SD Suspension Driving

BU Burglary BO Bomb Threat SI Suspension In-School

BY Bullying DA Drugs, Attempted Sale SO Suspension Out of School

CH Chemical Spray .5oz. - 2 oz. DD Drug Distribution SP Suspend Privilege

CI Consensual Sex DO Disorderly Conduct RS Student Services

CY Cyberstalk DS Drugs, Sale SS Saturday School

D3 Disruption (Major) EO Explosives SX Suspension Pending Expulsion

DP Drug Paraphernalia FD Firearm Distribution TC Tobacco Citation

DU Drug Possession FP Firearm Possession VR Vehicle Restriction

ET Electronic Tampering FS Firearm Sale WD Work Detail

EX Extortion FU Firearm Use WI Warning

For DOE Reporting Purposes Only: Unsubstantiated Bullying 01 Unsubstantiated Harassment 02

Buddy Classroom

1. Buddy classrooms need to be pre-
arranged with teachers.

2. Students should have a designated “take
a break” area in Buddy Classroom.

3. “Take a break” in Buddy Classroom should
be no longer than 10 to 15 minutes.

4. Student must sign in on Buddy Classroom
Timeout Sign-In Sheet.

Incentive/ Reward System Ideas

Treasure Box

Movie of the Quarter

Lunch with the Teacher

Stickers/ Stamps

Panthers Bucks

Restroom
Expectations

Be Safe

 Report any strangers to a teacher.

Be Respectful

 Flush toilets, wash hands & put trash in the
trash cans.

 Respect privacy of others.

Be Responsible

 When using restrooms during class, sign out
with teacher permission.

 Help keep restrooms clean and safe and
report issues to your teacher.

Be Cooperative

 Use Voice Level 1.

Restroom Procedures

1. Classroom teachers will establish in-class
restroom procedures.

2. Outside group restroom procedures are as
follows:
a. No more than 2 students in each
restroom.
b. One person to a stall.
c. Flush the toilet as soon as you are done
in the bathroom.
d. Wash your hands and place the trash in
the trash cans.
e. Exit the bathroom quickly and quietly
and return to the cafeteria or media
center.
f. Report concerns to your teacher.
g. In case of a code, report to the nearest
teacher.

Cafeteria Expectations

Objective:
Students will understand how to behave appropriately in the cafeteria.



Brainstorm & Discuss:

 What do you like best about going to the cafeteria?
 What is your least favorite part of going to the cafeteria?
 Which adults are responsible for making sure you are safe in the cafeteria?
 Who may you ask for help if you have trouble in the cafeteria?


Teach:

Explain the importance of being safe, respectful, responsible and cooperative in the cafeteria.
 What does it look like to be SAFE in the cafeteria?

 keep one arm’s length away from the person ahead of you in line
 keep all food on the table and off the floor
 walk at all times
 be aware of your surroundings
 at dismissal, stand up and then pick up tray

 What does it look like to be RESPECTFUL in the cafeteria?
 keep your hands off of other people’s food
 clean up your area (table, floor) before you leave the cafeteria
 follow the directions of all adults
 use inside voices when talking to friends
 wait your turn in line

 What does it look like to be RESPONSIBLE in the cafeteria?
 keep all food and drinks in the eating area
 throw away your trash
 wait to be dismissed by an adult

 What does it look like to be COOPERATIVE in the cafeteria?
 follow the rules the first time, every time, all day long

Check for Understanding
1. Review the reasons why it is important to behave appropriately in the cafeteria.
2. Talk about comments and concerns students voiced during the discussion.

ENTERING THE CAFETERIA

Be Safe

 Enter through the assigned entrance door & exit through
the assigned exit door.

Be Respectful

 Respect others boundaries (Keep bodies and lunch items
to self)

Be Responsible

 Use Voice Level O-1.

Be Cooperative

 Listen the first time – every time – all day long.

Lunch Line Expectations



Objective:
Students will be able to appropriately line up for lunch and proceed to the

eating area.

Teach:

Explain why it is important to wait your turn in a safe and orderly manner.

 What does it look like to be SAFE while waiting in the lunch line?
 walk in a straight line with hands to their side or behind their back
 stay one arm’s length away from the person in front of you

 turn your head away from people and food when sneezing

 What does it look like to be RESPECTFUL in the cafeteria line?
 pay attention to others’ personal space so you do not bump into them
 only touch what you plan to take from the serving line

 do not touch others’ food or tray
 stay at a level 0 while getting your food

 What does it look like to be RESPONSIBLE in the cafeteria line?
 wait your turn patiently

 everyone waits their own turn – no cutting or “saving spots”
 be ready to say your number and name at the register

 get ketchup or barbeque sauce before sitting down

 What does it look like to be COOPERATIVE in the cafeteria line?
 Listen the first time‐ every time‐ all day long



Role‐Play Positive Example:

Teacher: Have the class pretend they are in the lunch line. “I want you to stand in line as if you
are waiting your turn to receive your tray.”


Class: Students form a line behind a pretend lunch counter at level 0 voices and keeping a safe
distance between themselves and the person ahead of them.


Student 1: Walk up to the middle of the line and ask a friend, “Hey, let me have cuts so I don’t have

to wait.”

Friend: “I’m sorry, we are not allowed to save spots or give cuts.”


Student 1: “OK. I will see you at the tables.” Student 1 politely walks to the end of the lunch line.


Check for Understanding

1. Review the reasons why it is important to wait in line appropriately during lunch.

2. Talk about comments and concerns students voiced during role play.

LUNCH PROCEDURES

1. Enter cafeteria with hands behind their back.

2. Walk through lunch line quietly in line order
(level 0).

3. Appropriately greet café staff.

4. Sit appropriately in your assigned seat.

5. Use voice level 2.

6. Keep your food on tray and do not touch other
students’ food or tray.

7. Students are not allowed to share food.

8. Raise your hand if you need assistance.

9. Use proper table manners & clean up your area
when finished.

10. Stay seated until your teacher prompts you.
Stand up and then pick up your tray, stay in
line order, throw away trash, stack your tray
and then line up in line order silently.

Be Safe

 Place tray on table before sitting down.
 Stay seated and be aware of your

surroundings.
 Eat your lunch (No sharing).

Be Respectful

 Respect others’ boundaries (keep bodies and
lunch items to self).

 Use Voice Level 2.

Be Responsible

 Clean up after yourself.
 Use lunch room items correctly.

Be Cooperative

 Raise your hand for assistance.
 Listen the first time – every time- all day

long.

Cafeteria (Table Time) Expectations



Objective:
Students will understand how to behave appropriately in the cafeteria.



Brainstorm & Discuss:

 What do you like best about going to the cafeteria?
 What is your least favorite part of going to the cafeteria?
 Which adults are responsible for making sure you are safe in the cafeteria?
 Who may you ask for help if you have trouble in the cafeteria?


Teach:

Explain the importance of being safe, respectful, responsible and cooperative in the cafeteria.
 What does it look like to be SAFE in the cafeteria?

 keep all food on the table and off the floor
 walk at all times
 be aware of your surroundings
 at dismissal, stand up and then pick up tray
 What does it look like to be RESPECTFUL in the cafeteria?
 keep your hands off of other people’s food
 clean up your area (table, floor) before you leave the cafeteria
 follow the directions of all adults
 use voice level 2 when talking to friends
 What does it look like to be RESPONSIBLE in the cafeteria?
 keep all food and drinks in the cafeteria
 throw away your trash when the adult dismisses you
 wait to be dismissed by an adult
 What does it look like to be COOPERATIVE in the cafeteria?
 follow the rules the first time ‐ every time ‐ all day long
 raise your hand for assistance

Model:
Take students to Cafeteria and demonstrate what adults are expecting while at the table.
Practice hands up, stand up procedure.
Check for Understanding
1. Review the reasons why it is important to behave appropriately in the cafeteria.
2. Talk about comments and concerns students voiced during the discussion.

CAFETERIA DISMISSAL

Be Safe

 Wait for your teacher’s signal to stand.
 Report all spills or any concerns.

Be Respectful

 Clean up after self.
 Pick up all trash.

Be Responsible

 Throw away trash as you leave the table.
 Line up at Voice Level 0.

Be Cooperative

 Exit in line order.

Cafeteria Dismissal Procedures

1. Clean Up

2. Stand Up
3. Step Out

4. Pick Up Trash
5. Walk Out

Hallway Expectations – Class


Objective:
Students will be able to walk appropriately (line order), as a class, through the
hallways.



Teach:

Explain why it is important to be able to walk appropriately in the hallways.
 What does it look like to walk, as a class, in the hallways SAFELY?

 walk in a single file line (line order) facing forward with hands behind your back or at
your side as your teacher requests

 listen for directions from the teacher or other adults
 What does it look like to walk, as a class, in the hallways RESPECTFULLY?

 stay one arm’s length away from the person in front of you
 Voice level 0
 What does it look like to walk, as a class, in the hallways RESPONSIBLY?
 pay attention to what is going on so you don’t bump into the person in front of you or lag

behind
 keep moving, don’t waste time
 step out of line if you need to tie your shoe
 What does it look like to walk, as a class, in the hallways COOPERATIVELY?
 follow the rules the first time ‐ every time ‐ all day long
 be aware of the space around you


Role‐Play Positive Example:

Teacher: Create a pseudo hallway in your classroom OR walk the students out to a hallway nearest
you.
 Model for the students what they should look like as they are walking in the
hallway.
 Show students how they should stay one arm’s length away from the person ahead
of them in case that person stops quickly.
 Demonstrate the appropriate pace to walk.
 Demonstrate the appropriate voice level.


 Students: Practice walking as shown by the teacher.



Role‐Play Negative Example:
Teacher Role‐Plays Negative Example – when involving students take caution and care to

avoid injury. Continue to brainstorm reasons why it is a good idea to walk appropriately in the

hallways and why we shouldn’t run, stop, yell, etc.



Check for Understanding

1. Review the reasons why it is important to walk appropriately through the hallways, as a class.
2. Talk about comments and concerns students voiced during role play.
3. Clarify expectations as appropriate for your grade level.

Hallway Expectations – Buddy System

Objective:
Students will be able to walk appropriately through the hallways.



Teach:

Brainstorm times when students may be walking in the halls by themselves.
Explain why it is important to be able to walk appropriately in all hallway areas.
 What does it look like to walk the hallways SAFELY?

 use the buddy system at all times
 walk at a normal pace at an appropriate distance from the wall – not too fast, not too slow
 take the shortest route to your destination
 What does it look like to walk the hallways RESPECTFULLY?
 keep quiet – use voice level 1
 avoid waving and/or gesturing to students in other classes
 listen to teachers and staff in the hallways
 What does it look like to walk the hallways RESPONSIBLY?
 complete the errand or job and return directly to class
 walk back into the classroom quietly and get right back to work
 What does it look like to walk the hallways COOPERATIVELY?
 follow the rules the first time ‐ every time ‐ all day long
 3 students must walk if one of the students is not coming back to the class (clinic or

checkout)

Role‐Play Positive Example:

Teacher: Create a pseudo hallway in your classroom OR walk the students out to a hallway nearest
you.
 Model for the students what they should look like as they walk in the hallway by
themselves
 Demonstrate the appropriate pace to walk.
 Remind students not to talk, yell, or gesture to others.


Students: Practice walking as shown by the teacher.


Role‐Play Negative Example:
Teacher Role‐Plays Negative Example – when involving students take caution and care to

avoid injury. Continue to brainstorm reasons why it is a good idea to walk appropriately in the

hallways and why we shouldn’t run, stop, yell, etc.



Check for Understanding

1. Review with students why it is important to return immediately to class without disturbing
others.

2. Talk about comments and concerns students voiced during role play.
3. Clarify expectations as appropriate for your grade level.