1. Bridgman Public Schools Positive Behavior Support for Transportation Staff Wed. August 28, 2013

2. Melissa Teed Counselor Bridgman Elementary and FC Reed Middle School

3. Welcome!

4. Setting Expectations on Our B.U.S. B- Be Open Minded B- Be Open Minded U- Upbeat Attitude U- Upbeat Attitude S- Share Ideas S- Share Ideas

5. These are NOT the Hand Signals for Attention These are NOT the Hand Signals for Attention

6. This IS the signal for Attention

7. Why you are so important… You are the first and last part of the school day. You are the first and last part of the school day. You can set the tone of the day. You can set the tone of the day. Above all Above all YOU KEEP KIDS SAFE!

8. Agenda A. Discuss Goals for the Day A. Discuss Goals for the Day B. Introduction to Positive Behavior Support in schools B. Introduction to Positive Behavior Support in schools Define Define Teach Teach Monitor Monitor Acknowledge Acknowledge Correct Correct C. Collaboration with the schools C. Collaboration with the schools D. Wrap Up/Questions D. Wrap Up/Questions

9. GOALS FOR TODAY Honor what you already know Honor what you already know Help remember some things you forgot Help remember some things you forgot Add to your skills and knowledge Add to your skills and knowledge

10. The night life of a bus driver…

15. GROUP Activity – Turn and Talk Challenges of Driving What are the hardest parts of your job? What are the hardest parts of your job? What is the most unusual behavior you have seen your bus? What is the most unusual behavior you have seen your bus?

16. Make Rules…

17. And Enforce Them…

18. When we put down the paddle… We started to use: Role Power Role Power Emotional Intensity Emotional Intensity Punishment as Power Punishment as Power Hoping and Praying Hoping and Praying

19. What are the schools doing to Support Student Behavior? Positive Behavior Support More TEACHING than PUNISHING More TEACHING than PUNISHING Practice SUCCESS instead of TROUBLE Practice SUCCESS instead of TROUBLE Recognizes DOING RIGHT vs. Recognizes DOING RIGHT vs. DOING WRONG. DOING WRONG.

20. You know you are in a school that believes in and practices PBIS when: You see the school rules posted in prominent places You see the school rules posted in prominent places There is a graphic representation of the schools values – usually in the form of a mascot or phrase There is a graphic representation of the schools values – usually in the form of a mascot or phrase

21. A PBIS School (continued) Students are recognized for positive behaviors Students are recognized for positive behaviors Students are shown not told, and routinely practice positive behaviors Students are shown not told, and routinely practice positive behaviors

22. Essential Practices of Positive Behavior Support DefineTeachMonitorAcknowledgeCorrect Use Information

23. 1. Defining Expectations

24. Defining Expectations Matching with your school Matching with your school Finding something that works Finding something that works Keep it Simple Keep it Simple

25. SUPPLEMENTAL SLIDE25 Define Expectations Tolerate individual differences I always try my best Give everyone respect Everyone acts responsibly Remember: Cooperate with others

26. Chieftain Heroes are... H elpful E arning & Giving Respect R esponsible O rderly & Safe Chieftain Heroes are... H elpful E arning & Giving Respect R esponsible O rderly & Safe Be Respectful Be Honest Be Responsible Be Safe

27. Practical Use What would this look like on YOUR Bus? What would this look like on YOUR Bus?

28. HallwayLunchroomRestroomPlaygroundArrival & Dismissal Honest Make good choices, be honest about your action and others Wait your turn Eat your food, only Use only when you need to Play fair Be honest about your actions and others Go exactly where you are supposed to Earning & Giving Respect Voices off Hands behind back Wait your turn Quiet voices Give others privacy Include everyone Follow adult direction Line up at signal or bell right away Quiet voices Obey instructions of bus driver and other adults Responsible Go directly to where you need to go Wait your turn Use in and out doors Wait until you are excused Go, Flush, Wash, Leave Return to class promptly Use a pass to come inside Use adult or peer mediators for problems Go directly to destination Come through front door Know how to get home before 3:00 Orderly & Safe Walk on right side Stay in line Hip to Tip Feet on floor Stay seated in one spot Hands & feet to self Wash hands – One squirt hits the dirt Water stays in sink 1 person per stall Hand and feet to self Safe use of equipment Leave nature in its place Stay in bus line Hands, feet, and belongings to self Walk to and from bus, car, or crosswalk

29. Sample Expectations: Safe Sample Expectations: Safe Keep hands, feet, and objects to yourself Keep hands, feet, and objects to yourself Keep hands and objects inside the bus Keep hands and objects inside the bus Walk in a line safely to and from the bus Walk in a line safely to and from the bus Wait patiently Wait patiently Once seated, stay on the bus Once seated, stay on the bus Appropriate voice levels Appropriate voice levels

30. Sample Expectations: Responsible Be Ready Be Ready Contact your teacher before you get out of line Contact your teacher before you get out of line Ask for help when needed Ask for help when needed Follow Bus Rules: Back to back, Bottom to Bottom Follow Bus Rules: Back to back, Bottom to Bottom

31. Sample Expectations: Respectful Greet your driver with a smile Greet your driver with a smile Use appropriate language Use appropriate language Respect the bus driver Respect the bus driver Respect other students on the bus Respect other students on the bus

32. 2. TEACHING EXPECTATIONS

33. Teaching Expectations If a child doesnt know how to read, we teach. If a child doesnt know how to swim, we teach. If a child doesnt know how to multiply, we teach. If a child doesnt know how to drive, we teach. If a child doesnt know how to behave, we……..... ……….teach? ………punish? Why cant we finish the last sentence as automatically as we do the others?

34. TEACH vs. TELL: What is the Difference?

35. What does it mean to YOU? Sit correctly Sit correctly Be Quiet Be Quiet Be Nice Be Nice

36. Teaching Expectations

37. Using Signs Using Signs Demonstrating: Right way, Wrong way, Right way Demonstrating: Right way, Wrong way, Right way Practicing: Show the best. Practicing: Show the best. Re-teaching: Getting it right – again Re-teaching: Getting it right – again That is not what it looks like/sounds like on a school bus. Can you show me the right way? That is not what it looks like/sounds like on a school bus. Can you show me the right way? Is that safe/responsible/respectful/honest behavior? Is that safe/responsible/respectful/honest behavior?

38. Teaching: Using Signs

40. Practice! Social behavior is a skill like any other We need to allow for practice Explain what it looks like and what it DOESNT look like! Let them show you the right way

41. Use Your Experience What are some examples of other ways you have used or seen to teach bus expectations? Did they work? What would work best for you?

42. 3. MONITOR BEHAVIOR This can be the hardest part This can be the hardest part Creating a balance between watching the inside and the outside of the bus. Creating a balance between watching the inside and the outside of the bus.

43. Monitoring Looking forwards and backwards at the same time Looking forwards and backwards at the same time Keep the kids safe from the inside and outside Keep the kids safe from the inside and outside

44. You have a Unique Position Yours is a classroom on wheels! Yours is a classroom on wheels!

45. 4. Acknowledge: Many schools use a ticket system 4. Acknowledge: Many schools use a ticket system Tied into school expectations Specific feedback on students behavior Provides visible acknowledgment of appropriate behavior for student Helps to remind staff to provide acknowledgements Jose R. L.M.

46. Acknowledging Behavior

47. Acknowledge and Recognize

48. Goal Public Feedback on Following Behavior Expectations

49. The Amazing Race The Amazing Race is a way to MONITOR, ACKNOWLEDGE, and track (USE INFORMATION) bus progress. The Amazing Race is a way to MONITOR, ACKNOWLEDGE, and track (USE INFORMATION) bus progress.

50. Post the Bus numbers… Set the track…

51. Set the Rewards…

52. Start the RACE!

53. 5. CORRECT BEHAVIORS 5. CORRECT BEHAVIORS Specific Specific Clear Clear Direct Direct Chance for Practice Chance for Practice What is PRE- Correcting? What is PRE- Correcting? 3:1 3:1 Gets the job done! Give 3 positives for every negative

54. Other Ideas for Correcting Sit at the front of the bus Assigned seat for a period of time Silent ride (right behind you) Get off last when we get to school Stay on for a minute and clean their seat Sit with the person they are having trouble with (report to you) Remind you of bus rules daily

55. Big Ideas for Correcting Behavior… State exepectations clearly State exepectations clearly Providing specific, clear, and direct feedback Providing specific, clear, and direct feedback Consistent consequences Consistent consequences Continually teach, and acknowledge appropriate behavior Continually teach, and acknowledge appropriate behavior

56. Coordinating with Schools Why is this important? Why is this important?

57. The OTHER kind of children? Where to go when these strategies dont work… Where to go when these strategies dont work… Coordinating with schools Coordinating with schools

58. Using Information Handing in referrals Handing in referrals Looking at reports Looking at reports Learning where the HOT SPOTS are Learning where the HOT SPOTS are Teaching and Re- teaching Teaching and Re- teaching

59. 6. USING INFORMATION How are student behaviors tracked!? How are student behaviors tracked!? School Wide Information System School Wide Information System

60. SWIS Data: Individual Student Report

61. SWIS Data: Report by Location

62. SWIS Data: Referrals by Grade

63. SWIS Data: Referrals by Problem Behavior

64. What now? Ideas for the future Ideas for the future Decide how YOU want student to behave. Decide how YOU want student to behave. Develop ways to acknowledge behavior Develop ways to acknowledge behavior Teach expectations early in the year Teach expectations early in the year Use signs and posters Use signs and posters Set a goal for THIS year. Set a goal for THIS year.

65. Coordination What are the biggest barriers? What are the biggest barriers? Who do you talk to? Who do you talk to? When can you find time? When can you find time? What is the best way to do this? What is the best way to do this?

66. On the bad days it feels like…

67. On the worst days it feels like… Cat Ranchers standalone Cat Ranchers standalone

69. But Just Remember… You Make a Huge Difference to Them