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 We never hear what happens when ignore what’s happening on the we report student misbehavior. bus. Drivers focus completely on the I’m rarely informed when a student negative. with extreme behavior is added to my route. Drivers rarely reinforce students. Teachers get on the bus and take over which usurps my authority with the students. Drivers disregard rules and pass Teachers send things home on the out candy etc. bus that are not allowed (like candy and cookies).
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
Day 1 Big Ideas • 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
What does PBIS look like on 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 of 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 overview – 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 …
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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 of 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 occurs, 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
Data tells the story A 47% 208 250 Reduction A 39% 200 in Majors Reduction 110 150 in Minors 1st Semester 2010-11 100 52 1st Semester 2011-12 32 50 0 Major Bus Referrals Minor Bus Referrals
TTSD Bus Referrals 300 250 200 150 Major Bus Referrals Minor Bus Referrals 100 50 0 10-11 11-12 12-13 13-14 14-15 15-16 16-17 Fall ‘11-12: All Bus Drivers Trained on PBIS, Matrix and Bus Bucks Created
Why the Reduction? • All drivers educated: • Clear expectations established – What works and doesn’t work about behavior • Expectations taught at all practices schools and in all busses – Power of defining • Appropriate behavior expectations, teaching reinforced on all busses and re-teaching, pre- and within and across all corrections, reinforcing schools in the district appropriate behavior, and correcting behavior errors simply and respectfully.
What the Drivers Say • Assign student leaders to help catch students doing • Treat each child as an well individual – create relationships • Don’t sweat the small stuff • Use Bus Bucks • Celebrate successes (best strategically and often bus stop, student of the week, etc.) • Be Fair and consistent • Have fun! • 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
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