The Positive Bus Ride Bringing PBIS to the Drivers! First Student - - PowerPoint PPT Presentation

The Positive Bus Ride

Bringing PBIS to the Drivers!

First Student

Pam Hallvik,

PBIS Consultant & Coach

What does it look like?

Today’s Route

• Assessing the Need
• Planning the Training
• Creating the Tools
• Teaching the Big Ideas
• Reviewing the Results
• Encountering Needs,

Challenges, and Surprises

Who we are

Tigard Tualatin School District (12,785 students)

• 10 Elementary Schools
• 3 Middle Schools
• 2 High Schools

–PBIS in place in all schools for over 12 years… –Bus Transportation provided by First Student

Why we needed this

• 10% of Office Discipline Referrals

came from the bus.

• Bus rules were inconsistently

taught in schools.

• Bus drivers were not typically

involved in teaching the rules.

• Positive behavior on the bus was

inconsistently reinforced.

Why we needed this

• Often more attention was paid to negative than

positive behavior on the bus.

• Consequences were inconsistently delivered.
• Administrators were frustrated with the differences

in student management skills of drivers.

• Drivers were frustrated with the lack of

communication and follow up from the schools.

Typical concerns prior to the training:

From Schools From Drivers

Drivers just drive and completely ignore what’s happening on the bus. Drivers focus completely on the negative. Drivers rarely reinforce students. We never hear what happens when we report student misbehavior. I’m rarely informed when a student with extreme behavior is added to my route. Teachers get on the bus and take

• ver which usurps my authority with

the students. Teachers send things home on the bus that are not allowed (like candy and cookies). Drivers disregard rules and pass

• ut candy etc.

What was already in place

• PBIS was well established in all 15

schools.

• Each school had bus expectations as

part of their school-wide matrix.

• Some school principals met regularly

with drivers for training and problem- solving.

• There was good communication between

First Student supervision and the district’s Director of Transportation.

• There was commitment and desire for

trainings from the schools, district office and bus administration.

Preparing for the training

Step 1: Making the commitment

• For years, Principals had been asking

for this.

• A committee of principals was

established to discuss need for training and to create tools.

• The district and First Student agreed

to the training.

Step 2: Creating/Revising Tools

• Created district-wide reinforcement

ticket: Bus Buck

• Revised the Bus Citation and

procedures so that they are uniform and SWIS compatible.

Step 3: Finding the Time

• A series of trainings and dates were

scheduled during the first three months of school.

• Trainings were scheduled between routes.

This allowed approximately 90 minutes for each session.

• All drivers met at the bus barn after their

morning routes and were transported in a bus to the training location.

Step 4: The Training

• Day One: PBIS Basics
• Day Two: Drivers and Principals

work together to create Bus Matrix (Using Google Docs)

• Day Three: Giving Effective

Acknowledgements

• Day Four: Review of PBIS Basics

and Responding to Behavior Errors

Step 5: Deciding Who Attends

• Every Training Day:

– All Bus Drivers – Bus Company Supervisor – TTSD Director of Transportation – TTSD Director of HR and Operations

• Day 2 (Bus Matrix and Bus Bucks)

– Principals

• Day 4 (Corrections and Bus Citations)

– Principals

Big Ideas of the Training

• Managing student behavior while driving a bus is

challenging.

• You are not in this alone – The schools are your

partner.

• Children behave the way they do for a reason.
• PBIS works!
• PBIS Basics: Expectations, Teaching,

Reinforcement, Correction

Day 1 Big Ideas

What does PBIS look like

• n the BUS?
• Maximum time allocated for driving the bus

safely.

• Continuous opportunities for students to

learn and practice expectations.

• High rates of positive reinforcement &

supervision.

• Positive adult-to-student interactions

EXCEED the negative.

What does PBIS look like in the SCHOOL?

• Maximum time allocated for teaching and

learning

• Continuous opportunities for students to

learn and practice expectations

• High rates of positive reinforcement &

supervision

• Positive adult-to-student

interactions EXCEED the negative.

Why “Positive Behavior Support on the bus?”

• Establish safe bus environments
• Increase social competence
• Improve efficiency of systems of

behavior support within/across schools

• Prevent development & occurrence
• f problem behavior

Day 2 Big Ideas

• Review PBIS Systems
• Active Supervision Overview
• Create Bus Matrix with Principals

& drivers

• Create a Plan to teach the Matrix

Day 3 Big Ideas

• Giving Effective

Acknowledgements/Reinforcement

• Using Bus Bucks
• What to do when behavior errors occur
• verview

– Pre-correct, Re-teach, reinforce, give more attention to appropriate behavior

• Remember the 5 to 1 ratio. You get what

you look for. Look for and reinforce the students who are following the rules.

Bus Bucks

Day 4 Big Ideas

• Review of PBIS Basics (expectations,

teaching, reinforcing, pre-correcting, correcting, consequences)

• Discussion with administrators of how

bus rules were taught (matrix) and how Bus Bucks are being incorporated into the school-wide system

• Correcting Behavior Errors

Review

• Procedures for giving Bus

Citations

• Bus Video…

Z

Bus Conduct Citation Procedures

1. Schools teach bus rules to all students. 2. Bus drivers and school personnel reinforce appropriate behavior using Bus Bucks given with specific feedback about what appropriate behavior the driver noticed. Rate

• f reinforcement to correction should be at least 4:1.

(Publically notice the appropriate behavior and ignore the minor inappropriate behavior.) 3. If a student is displaying moderate inappropriate behavior the driver follows this sequence of correction: a) Tell student what you’d like them to do (“take your seat”). b) Whenever student complies with a request, acknowledge this by thanking him or her. c) If student doesn’t comply, re-teach the expectation. d) If student still doesn’t comply assign a different seat.

Procedures, Part 2

4. If moderate misbehavior continues or serious misbehavior

• ccurs, write a bus citation.

5. Driver gives the citation to the First Student supervisor. 6. Supervisor reviews citation with driver to determine whether steps in number 3 were followed. 7. Supervisor does one of two things: a) Determines steps in 3 were not followed and explains the expected sequence to driver. Citation is not issued. b) Determines that steps in 3 were followed and sends a copy of citation to the school.

Procedures, Part 3

• 8. School administrator reviews citation

and determines appropriate action. Within 48 hrs. faxes a copy of citation with consequences entered to First Student.

• 9. First Student supervisor shares

completed citation with consequences listed with the driver.

What We’ve Learned

50 100 150 200 250

Major Bus Referrals Minor Bus Referrals 208 52 110 32 1st Semester 2010-11 1st Semester 2011-12

Data tells the story

A 47% Reduction in Majors A 39% Reduction in Minors

50 100 150 200 250 300

10-11 11-12 12-13 13-14 14-15 15-16 16-17 Major Bus Referrals Minor Bus Referrals

TTSD Bus Referrals

Fall ‘11-12: All Bus Drivers Trained on PBIS, Matrix and Bus Bucks Created

Why the Reduction?

• All drivers educated:

– What works and doesn’t work about behavior practices – Power of defining expectations, teaching and re-teaching, pre- corrections, reinforcing appropriate behavior, and correcting behavior errors simply and respectfully.

• Clear expectations

established

• Expectations taught at all

schools and in all busses

• Appropriate behavior

reinforced on all busses and within and across all schools in the district

What the Drivers Say

• Assign student leaders to

help catch students doing well

• Don’t sweat the small stuff
• Celebrate successes (best

bus stop, student of the week, etc.)

• Have fun!
• Treat each child as an

individual – create relationships

• Use Bus Bucks

strategically and often

• Be Fair and consistent
• Listen to the students

We’re in this together!

School and Driver Needs:

• Open communication between schools

and drivers regarding student behavior

• Teachers arrive on time, provide support

at the loading zone

• Scheduled teaching of Bus Expectations
• Consistent and agreed upon teaching and

reinforcement of positive behavior

• Consistent and agreed upon pre-correction

and correction of behavior errors

• Regular PBIS training and check-ins

Next Steps

• Creation of a Bus Advisory Council made up
• f drivers, supervisor, principals to guide and

monitor transportation concerns and future trainings. – Establishment of a system to train new drivers on PBIS Bus System as part of the

• rientation.
• Survey a random sampling of bus drivers and

students (Bus SET) to provide a qualitative measure of growth.

• Continue to monitor bus

referrals and use of bus bucks

• n a monthly/yearly basis.

Challenges

• Drivers have limited foundational knowledge

and skills regarding student behavior management.

• It is difficult to find time and resources for

the trainings.

• What facilities will hold all the drivers and

their busses?

• How to provide meaningful and useful

training to drivers, including drivers hired during the year.

• How to best engage drivers in

such learning.

Surprises

• How deeply the drivers valued

working with the principals during some of the trainings.

• How quickly they embraced the bus

bucks.

• The number of drivers who

already understood the power of reinforcement and relationships.

• How quickly the data

improved!

Key ingredients for training

• Honor the skill and training the drivers already

have.

• Acknowledge the difficult aspects of their job.
• Provide the rational and need for working together

to better support students.

• Give bus drivers tasks to complete after each

training to reinforce their learning.

• Have a series of trainings rather than
• ne full day.
• Have district and bus company

commitment for the trainings to

• ccur.

I’ve come to a frightening conclusion. I am the decisive element in the classroom BUS. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.

Haim Ginott,

Child Psychologist and Teacher, from Teacher and Child

What resonated with you?

Consider your next step in your district.

Questions?

Pam Hallvik,

PBIS Consultant and Coach phallvik@gmail.com

Lindsey Pratt,

lpratt@ttsd.k12.or.us