Adapted from Newcomer, L., Colvin, G. & Lewis, T. J. (2009)

School:______

Intervention Areas Current Cafeteria System Prevention  Unsafe physical arrangements are eliminated or adjusted  Routine permits orderly flow: o Entry o Food pickup o Movement to table o Cleanup o Exit  Space occupied by students is maximized  Wait time is minimized  Congestion is absent or minimized  Staff is trained and fluent in PBIS procedures  Supervision includes proximity, scanning, and a high rate of interaction

Teaching  Lessons are taught in context (in the cafeteria)  Multiple examples and non-examples relative to the cafeteria are provided  Teachers model, practice, and review with students  School-wide lessons taught throughout the year following the Action Plan Acknowledgement  System in place  Simple and efficient  Staff and students are trained Extinction  What behavior(s) compete?  How can we work to reduce them?

Reductive Consequences  Hierarchy (no more than 3 steps) School:______

 Training (Staff, Students, Parents)

Data Collection  Once the area(s) in need of improvement are identified, how will the progress be monitored?

Intervention Areas Revisions for Current Cafeteria System Prevention  Unsafe physical arrangements are eliminated or adjusted  Routine permits orderly flow: o Entry o Food pickup o Movement to table o Cleanup o Exit  Space occupied by students is maximized  Wait time is minimized  Congestion is absent or minimized  Staff is trained and fluent in PBIS procedures  Supervision includes proximity, scanning, and a high rate of interaction

Teaching  Lessons are taught in context (in the cafeteria)  Multiple examples and non-examples relative to the cafeteria are provided  Teachers model, practice, and review with students  School-wide Lessons taught throughout the year following the Action Plan Acknowledgement  System in place  Simple and efficient School:______

 Staff and students are trained

Extinction  What behavior(s) compete?  How can we work to reduce them?

Reductive Consequences  Hierarchy (no more than 3 steps)  Training (Staff, Students, Parents) Data Collection  Once the area(s) in need of improvement are identified, how will the progress be monitored?

Adapted from Newcomer, L., Colvin, G. & Lewis, T. J. (2009)