PBIS Lesson: PRIDE Bus Area/Dismissal

Objectives and Goals: 1 or 2 minutes I can explain PRIDE expectations for the Bus Area and Dismissal. I can explain why these expectations are important. I can demonstrate PRIDE expectations on the bus. Anticipatory Set: Option 1: Have students write the real story of the bus from last year. Students who arent regular riders can discuss riding the bus during fieldtrips. They should describe what sort of behavior they saw on the bus, both positive and negative. Once students are done writing the teacher should chose several students to share out. Option 2: The class creates together a plus/delta chart of what dismissal and the bus have been like at Githens in the past. Direct Instruction: During part of the lesson the teacher will teach/review the bus/dismissal part of the matrix. The teacher will make sure that each student has a copy of the matrix. This should be a fast paced series of questions and answers. Punctuality - Student reads the expectations. Teacher asks the following: Why is it important to go directly to your dismissal point? Teacher records student answers on the board. Respect Student reads the expectations. Teacher asks the following: 1. Why is it important to follow adult directions in the bus parking lot? What sort of atmosphere do you need to have to do so? (The teacher should emphasize that you want to be able to hear the directions.) Who can define personal space? Tell me why we should respect others personal space in the bus lot and on the way to dismissal? Teacher records the answers on the board. Integrity - Student reads the expectations. Teacher asks the following: What are the benefits of students boarding the bus quickly? What would that look like? Teacher records the answers on the board. Dedication Student reads the expectations. Teacher asks the following: How does keeping your electronics away while boarding the bus demonstrate dedication? How does keeping your electronics away benefit you? Teacher records student answers on the board. Excellence Student reads the expectations. Teacher asks the following: What sorts of ideas might you have for helping others in the bus lot? Remind me of why it is important to follow the teachers and bus drivers expectations. Teacher records answers on the board. Guided Practice: Divide the students into groups. Have students share why the expectations are important. They can use the matrix and the notes from the discussion. Have a group or two share out.

Independent Practice/Closure: Students exit the building and board buses to show what they learned. If improvement is needed teacher provides consistent feedback.