Bus Bus RI RIDE pr E program am Charisse Elliott- PBIS Coach - - PowerPoint PPT Presentation
Bus Bus RI RIDE pr E program am Charisse Elliott- PBIS Coach Michelle Massar- PBIS Coach Michael Shields- Director of Transportation Objectives Understand the Tier I systems begin developed and roll out plan Understand the Tier II
Charisse Elliott- PBIS Coach Michelle Massar- PBIS Coach Michael Shields- Director of Transportation
and roll out plan
developed and roll out plan
implementing Tiered Supports on the bus
Students and Staff
Schools/Teams
Programs
Oregon State University: 30,592 Students & 5,209 Staff
Staffing 1 Director __ Managers 5 Field Coordinators __ Routers __ Drivers Demographics ________ Big Buses ________ Special Buses ________ # of students served ________ Routes
strategies
Systems
Data
Practices
Be Safe Be Kind Be Respectful Waiting for the Bus
Wait for driver to ask you to enter Keep your belongings with you Use nice words Smile Use quiet voice Be on time Follow Driver and Teacher instructions
Entering the Bus
Walk slowly Move to your seat quickly Hands and belongings to yourself Wait your turn to board the bus Use quiet voice Make room for others to sit Greet driver Wait for others to sit Follow Driver Instructions Keep food in your bag/backpack
Riding the Bus
Stay in your seat Face Forward Hands to yourself Report any unsafe problems Smile Use quiet voice Value differences Positive attitude Keep your belongings with you Follow Driver Instructions
Exiting the Bus
Walk slowly Hands to yourself Watch for cars Wait for driver to tell you to cross street Use quiet voice Say good bye to driver Clean up after yourself Follow Driver Instructions
the bus and are practiced
instruction in their first language and check for understanding
wide attention getter
If behavior continues consider Notice of Misbehavior, change seat, and/ or Request for Assistance
Plus tokens as student leave the bus
they see while riding.
to their answer
Have students guess the answer when you get to the school morning
Verbal Non-Verbal Other
improvement
passenger
today!
(support, effort, …)
jobs (small buses)
Level I Level II Level III Defiance-Student engages in brief or low level- intensity failure to follow directions or talks back (chewing gum, food/drink, littering, time takes to unload, changing seats) Disruption– Student engages in low-intensity, but inappropriate disruption (excessive noise) Property Misuse-Student engages in low-intensity misuse of property (feet in aisle, kneeling on seats) Disrespect-Student delivers low-intensity, socially rude or dismissive messages to adults or students (saying shut up) Defiance– Student engages in refusal to follow directions or talks back (continued failure to list to directions, continually brings unapproved objects
Abusive Language– Student delivers a verbal messages that includes swearing, name calling, or use of words in an inappropriate way (excessive swearing) Disrespect– Student delivers socially rude or dismissive messages to adults or students (Vulgar language, Indecent exposure, hand gestures) Disruption– Student engages in behavior causing an interruption in a class or activity (sustained out of seat, yelling, horseplay Arson– Student plans and/or participates in malicious burning of property (setting a fire) Bullying– The delivery of direct or technology – based messages that involve intimidation, teasing, taunting, threats, or name calling (threats) Harassment-The delivery of disrespectful messages in any format related to gender, ethnicity, sex, race, religion, disability, physical features, etc Physical Aggression– Student engages in actions involving serious physical contact where injury may
scratching, etc) Fighting– Student is involved in mutual participation in an incident involving physical violence Property Vandalism– Student participates in an activity that results in destruction or disfigurement
Possession/Use of Drugs, Alcohol, Tobacco, Combustibles, and/or Weapons-Student is in use of
tobacco
Outcome Data
Fidelity Data
transportation department.
Beginning of the year
Through out the year
key
coordinator managed
meetings
implementation
communications
Systems
Data
Practices
How is Tier II on the Bus similar to Tier II at the school?
1. Students on the bus show respect to the driver. 2. The disruptive behavior on the bus is distracting to be as the driver. 3. The current student behavior strategies used on the route are effectively supporting behavior 4. I feel like there are students on my route that would benefit from additional behavior support.
Strongly Disagree Disagree Neutral Agree Strongly Agree
1. Students on the bus show respect to the driver. 2. The disruptive behavior on the bus is distracting to be as the driver. 3. The current student behavior strategies used on the route are effectively supporting behavior 4. I feel like there are students on my route that would benefit from additional behavior support. 5. Did the time invested in the RIDE program positively impact student behavior? 6. Do you feel like the RIDE card would be an effective strategy to use next year? 7. What would you do to improve this process? 8. What changes did you see? 9. What advice would you give to others implement the RIDE program
Strongly Disagree Disagree Neutral Agree Strongly Agree
Ride Card Pick-up from Staff- PM Check-in
1) Staff (Mentor) pre-corrects behavior 2) Gives student RIDE card 3) Weekly Summary Sent home-Fridays
Ride Card to Bus Driver- PM Check-out
At Pick-up
1) Driver collects RIDE Card 2) Driver pre-corrects behavior
At Drop-off
1) Driver gives student feedback based on bus expectaions 2) PM driver takes yellow carbon copy of card
Card goes in back pack for next day
Ride Card to Bus Driver- AM Check-out
Student gives driver card from day before
At Pick-up
1) Driver collects RIDE Card 2) Driver pre-corrects behavior
At Drop-off
1) Driver gives student feedback based on bus expectaions
Ride Card Pick-up from Staff- AM Check-in
1) Staff (Mentor) responds to card 2) Keeps RIDE card and enters data
throughout the year
Transportation:
District: