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 systems being developed and roll out plan • Transportation Considerations when implementing Tiered Supports on the bus
Who’s in the room? • Name • School District • Job Title • What are you hoping to walk away with?
District Overview Schools/Teams Students and Staff • 2nd largest district • Students • 65 Schools • Over 40,000 students • 42 Elementary • Close to 60 different languages • 11 Middle Schools • 61% students living in poverty • 6 High Schools • 2 Alternative High School • Staff Programs • Over 4,800 staff • 4 Charter Schools • Transportation Team Oregon State University: 30,592 Students & 5,209 Staff
Transportation Overview Staffing Demographics 1 Director ________ Big Buses __ Managers ________ Special Buses 5 Field Coordinators ________ # of students served __ Routers ________ Routes __ Drivers
Challenges on the bus • Driver must pay attention to the road • Height of seats= minimal driver visibility • Number of students to a seat • All peer socially driven activities • Limited number of behavior management strategies
Tier er I I on n the he bus bus
Tier I Bus Systems • Expectations being taught on the bus • Lesson plans for teaching expectations • Logistics of pick up and drop off • Who manages what behavior (transportation vs school) • Communication Data • Collecting and using discipline data • TFI Practices • Reinforcement systems • Active Supervision • Building relationships • Expectation rotations, Rodeo round up, etc.
Tier I Bus • Expect: • Develop/teach structured routines • Teach Expectations • Inspect • Active Roaming & Scanning • Respect: Acknowledge Bus Values • Recognize students for following expectations • Positive interactions with students • Respond consistently to problem behaviors
Expectations Matrix Be Safe Be Kind Be Respectful Wait for driver to ask Use nice words Be on time Waiting for you to enter Smile Follow Driver and Keep your belongings Use quiet voice Teacher instructions the Bus with you Walk slowly Wait your turn to board Wait for others to sit Move to your seat the bus Follow Driver quickly Use quiet voice Instructions Entering the Bus Hands and belongings Make room for others to Keep food in your bag/backpack to yourself sit Greet driver Stay in your seat Smile Keep your belongings Face Forward Use quiet voice with you Hands to yourself Value differences Follow Driver Riding the Bus Instructions Report any unsafe Positive attitude problems Walk slowly Use quiet voice Clean up after yourself Hands to yourself Say good bye to driver Follow Driver Instructions Watch for cars Exiting the Bus Wait for driver to tell you to cross street
Expectation Training • Expectations are explained on the bus and are practiced • Help students see bus as part of their school day • If possible give students instruction in their first language and check for understanding
Managing behavior on the bus • Whole bus/ several students • Bus signal if Bus Values are not being followed • Signals- turn lights on and off, raise had, use school wide attention getter • If behavior sever enough or reoccurring pull the bus over when safe and redirect • Assigned seats
Managing behavior on the bus • Individual student • Identify the problem • Use affective statements • Give student time to respond • Give reasonable options • Assigned seats, warning card, parent/school contact If behavior continues consider Notice of Misbehavior, change seat, and/ or Request for Assistance
Building Relationships • Greet students as they enter the bus • Say goodbye and give out high 5’s, fist bumps and Bus Plus tokens as student leave the bus • Play I spy. Have the students count how many ______ they see while riding. • Ask students how they are doing that day. Actively listen to their answer • Post a Question of the Day or a trivia about yourself. Have students guess the answer when you get to the school morning
Reinforcement on the bus
Reinforcement on the Bus Other Non-Verbal Verbal - Nice job - Smiling - Music - Much better, keep it up - Nodding - Calls home - I’m pleased with your - Raising Eyebrows - Birthdays improvement - Shaking hands - Pick a seat Card Bus - You’re a super bus - High 5’s jobs (small buses) passenger - OK Signal - Certificates - You think well - Eye contact - I hear you did a great job - Widening eyes today! - Thumbs up - I appreciate your (support, effort, …) - Use their names
Bus Level Behavior System Level I Level II Level III Defiance- Student engages in brief or low level- Defiance– Student engages in refusal to follow Arson– Student plans and/or participates in intensity failure to follow directions or talks back directions or talks back (continued failure to list to malicious burning of property (setting a fire) (chewing gum, food/drink, littering, time takes to directions, continually brings unapproved objects unload, changing seats) onto bus) Bullying– The delivery of direct or technology – based messages that involve intimidation, teasing, Disruption– Student engages in low-intensity, but Abusive Language– Student delivers a verbal taunting, threats, or name calling (threats) inappropriate disruption (excessive noise) messages that includes swearing, name calling, or use of words in an inappropriate way (excessive Harassment- The delivery of disrespectful messages Property Misuse- Student engages in low-intensity swearing) in any format related to gender, ethnicity, sex, race, misuse of property (feet in aisle, kneeling on seats) religion, disability, physical features, etc Disrespect– Student delivers socially rude or Disrespect- Student delivers low-intensity, socially dismissive messages to adults or students (Vulgar Physical Aggression– Student engages in actions rude or dismissive messages to adults or students language, Indecent exposure, hand gestures) involving serious physical contact where injury may (saying shut up) occur (hitting, punching, kicking, hair pull, Disruption– Student engages in behavior causing an scratching, etc) interruption in a class or activity (sustained out of seat, yelling, horseplay 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 of property Possession/Use of Drugs, Alcohol, Tobacco, Combustibles, and/or Weapons- Student is in use of or possessing of alcohol, combustibles, drugs, or tobacco
Collecting Data Outcome Data • Based on the leveled system • Working on implementing SWIS • Do we have schools enter? • Does transportation have their own account? Fidelity Data • TFI • Student and Driver Interviews • Asking students about bus expectations during the TFI walkthrough • Asking the drivers about bus expectations at all three bus lots
Communication • The key is building relationships between schools and the transportation department. Beginning of the year • Set up a meeting between transportation and schools • Discuss logistics for pick-up and drop off • Tier I Reinforcement from bus to school • Expectation training on the bus Through out the year • Refer back to the plan and remember the relationship is key
Additional Tier I system pieces • Request for assistance • filled out at Tier I • may be used for identifying Tier II candidates • Tier I handbook • Given to all drivers and schools • Notice of Major Misbehavior • A part of the level behavior system • Referral process flowchart • Identifies what is bus driver managed and what is filed coordinator managed • Beginning of the year transportation plan • Used as a discussion tool for transportation and school admin meetings
Tier er I II on t n the bus he bus
Core Features of Tier II Interventions • Everyone on staff is aware of intervention • Readily available for rapid, responsive implementation • Connections for home and school communications • Focus on skill development with the ultimate goal of self-management
Tier II Bus Systems • Expectations taught for RIDE program • Training for drivers • Parent permission • Logistics • Communication between stakeholders Data • Collecting and using RIDE Card data Practices • Reinforcement • RIDE card • Check-in (school-based mentor) • Prompt for appropriate behavior • Feedback from previous day • Reinforce • Check-out • Reinforce appropriate behavior • Feedback
Tier II Bus How is Tier II on the Bus similar to Tier II at the school? • Parent Permission • Mentor at school • Consistent Feedback • Connects home and school + bus
RIDE Pilot • Identified 1 school to pilot process • Created • Process for transporting the card • Contracts for parent permission • RIDE card • Driver communication form • RIDE mentor communication form • Substitute driver plans • Pre-post evaluation
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