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The Effect Professional Development Opportunities for School Transportation
Personnel Has on Student Bus Misconduct Referrals at the Elementary Level
A Doctoral Capstone Project
Submitted to the School of Graduate Studies and Research
Department of Education
In Partial Fulfillment of the
Requirements for the Degree of
Doctor of Education
Sheena Marie Smelko
PennWest University of Pennsylvania
July 2024
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
© Copyright by
Sheena Marie Smelko
All Rights Reserved
July 2024
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EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
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Dedication
I would like to dedicate this doctoral journey to my amazing husband, children,
family, and friends. Thank you for your continual support and encouragement over the
last three years. I love you all unconditionally and couldn’t have done this without you!
To my husband Nick, and my children, Logan and Caleigh. All three of you have
been by my side while I worked late into the night, as well as on the weekends supporting
me and encouraging me to keep going. Without your love and support, I never would
have been able to get to this point.
To my parents, Rick and Elaine, I can’t thank you enough for always believing in
me and pushing me to do my best. My educational journey hasn’t always been an easy
one; however, you never gave up on me. When I struggled as a child, you made sure I
didn’t give up and showed me that anything is possible with hard work. Thank you for
instilling that drive and determination in me to rise above and keep working hard.
To the rest of my family and friends, thank you for believing in me and being
there anytime I needed a helping hand. Your kind words and encouragement have helped
me throughout this journey.
Finally, for my grandpa Jim. I did it, just like I promised I would!
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Acknowledgements
I would first like to thank my mentors Dr. Mary Wolf and Dr. Thomas Lesniewski
for helping me and supporting me throughout this journey. Thank you for sharing your
knowledge with me and always being there when I had questions. To Mr. Denny, thank
you for sharing your time and expertise with me in conducting research. To Bob Koban
and the staff at Tri-County Transportation, thank you for working with me throughout this
journey and for providing me with an opportunity to work with your company. Finally, to
my sister-in-law, Josie Smelko, thank you for proofreading and editing my manuscript.
Your support and encouragement have helped me throughout this journey.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
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Table of Contents
Dedication
iii
Acknowledgements
iv
List of Tables
ix
List of Figures
xi
Abstract
xiii
CHAPTER I. Introduction
1
Background
1
Capstone Focus
2
Research Questions
3
Expected Outcomes
3
Fiscal Implications
4
Summary
4
CHAPTER II. Literature Review
6
School Transportation
7
History of School Transportation
7
School Codes and Regulations
10
Drivers
12
Driver Training Programs
13
Driver Trainings Materials
15
Safety
16
How Student Behavior Effects Drivers
Building Positive Relationships and Its Effect on Behavior
16
18
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Bus Discipline
vi
19
Student Behavior
20
Interventions
23
General Needs Within an Intervention Program
24
Intervention Programs
26
General Interventions
27
PBIS Programs
28
Token Systems
34
Peer Mentoring
35
Parental Involvement
36
Effects of Parental Engagement on Student Outcomes
36
Perceptions on Busing
37
Overall Effect of School Transportation on Students
38
Effects on Attendance Rates
38
Effects on Family
39
Summary
39
CHAPTER III. Methodologies
41
Purpose
42
Research Questions
44
Setting
45
Participants
48
Research Plan
50
Fiscal Implications
53
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Research Methods & Data Collection
53
Validity
58
Summary
63
CHAPTER IV. Data Analysis and Results
65
Data Analysis
66
Survey Analysis
67
Interview Analysis
67
Discipline Data Analysis
68
Results
69
Research Question One
69
Interview Question #1
80
Interview Question #2
81
Interview Question #3
82
Interview Question #5
83
Interview Question #6
83
Research Question Two
Interview Question #4
87
91
Research Question Three
96
Triangulation of Data
102
Discussion
103
Summary
106
CHAPTER V. Conclusions and Recommendations
107
Conclusions
108
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
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Research Questions One
109
Research Question Two
111
Interventions
114
Research Question Three
115
School Level Improvements
115
Fiscal Implications
117
Limitations
117
Recommendations for Future Research
119
Summary
123
References
124
APPENDIX A. IRB Approval Letter
131
APPENDIX B. Updated IRB Approval Email
132
APPENDIX C. Punxsutawney Area School District Letter of Support
133
APPENDIX D. Tri-County Transportation Letter of Support
134
APPENDIX E. Informational Letter for Elementary School Parents
135
APPENDIX F. Informational Letter for School Transportation Personnel
136
APPENDIX G. Interview Informed Consent Form
137
APPENDIX H. Parent/Guardian Survey Questions
138
APPENDIX I. School Transportation Personnel Survey
140
APPENDIX J. Interview Questions
143
APPENDIX K. School Transportation Personnel Training Agenda – November
144
APPENDIX L. School Transportation Personnel Training Agenda – January
145
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List of Tables
Table 1. Alignment of Research Questions, Types of Data Collect, Data
55
Sources, and Collection Timeline
Table 2. Triangulation of Data Sources
62
Table 3. Comparison of Pre and Post Parent Survey Results
85
Table 4. Comparison of Pre and Post School Transportation Personnel
86
Survey Results
Table 5. Comparison of Pre and Post Parent Survey Results
94
Table 6. Comparison of Pre and Post School Transportation Personnel
95
Survey Results
Table 7. Overall Bus Misconduct Data for 2022-2023 and 2023-2024
96
School Years
Table 8. Kindergarten to First Grade Cohort Discipline Data
97
Table 9. First to Second Grade Cohort Disciple Data
98
Table 10. Second to Third Grade Cohort Disciple Data
99
Table 11. Third to Fourth Grade Cohort Disciple Data
100
Table 12. Fourth to Fifth Grade Cohort Disciple Data
101
Table 13. Fifth to Sixth Grade Cohort Disciple Data
102
Table 14. Parent Questions/Statements Answer Research Question One
109
Table 15. School Transportation Personnel Questions/Statements Answer
110
Research Question One
Table 16. School Transportation Administration Questions/Statements
Answering Research Question One
111
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Table 17. Parent Survey Questions/Statements Answering Research
x
112
Question Two
Table 18. School Transportation Personnel Questions/Statements
112
Answering Research Question Two
Table 19. School Transportation Administration Questions/Statements
113
Answering Research Question Two
Table 20. Recommendations for Future Research - Timeline and
Implementation Plan
122
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List of Figures
Figure 1. Factors Governing Transportation Operations
11
Figure 2. Sample PBIS Implementation Plan
31
Figure 3. Kennedy and King PBIS Flowchart
33
Figure 4. Enrollment Percentage for Student Groups from 2018 – 2023
46
Figure 5. Race and Ethnicity Percentages from 2018 – 2023
47
Figure 6. Parent Pre-Survey Question One Responses
70
Figure 7. Parent Pre-Survey Question 2 Responses
71
Figure 8. Parent Pre-Survey Question 3 Responses
71
Figure 9. Parent Pre-Survey Question 4 Responses
72
Figure 10. Parent Pre-Survey Question 5 Responses
72
Figure 11. School Transportation Personnel Question 1 Responses
74
Figure 12. School Transportation Personnel Pre-Survey Question 2
74
Responses
Figure 13. School Transportation Personnel Pre-Survey Responses for
75
Question 3
Figure 14. School Transportation Personnel Pre-Survey Responses for
75
Question 4
Figure 15. School Transportation Personnel Pre-Survey Responses for
76
Question 5
Figure 16. School Transportation Personnel Pre-Survey Responses for
Question 6
76
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Figure 17. School Transportation Personnel Pre-Survey Responses for
77
Question 7
Figure 18. School Transportation Personnel Pre-Survey Responses for
78
Question 10
Figure 19. School Transportation Personnel Pre-Survey Responses for
78
Question 11
Figure 20. School Transportation Personnel Pre-Survey Responses for
79
Question 12
Figure 21. School Transportation Personnel Pre-Survey Responses for
79
Question 13
Figure 22. Parent Pre-Survey Responses for Question 6
88
Figure 23. School Transportation Personnel Pre-Survey Responses for
89
Question 14
Figure 24. School Transportation Personnel Pre-Survey Responses for
90
Question 8
Figure 25. School Transportation Personnel Pre-Survey Responses for
90
Question 9
Figure 26. School Transportation Administrator Interview Question
Seven Responses
91
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Abstract
School buses are responsible for transporting millions of children to and from school
each year. The drivers of these buses have accepted a huge responsibility and must ensure
the safety of all students on the bus; however, this is not always an easy task, especially
when students exhibit negative or unsafe behaviors on the bus and create distractions for
the driver. To address this concern, the researcher developed a mixed-methods action
research project that would utilize the perceptions of school transportation personnel,
elementary school parents, and school transportation administrators on student bus
behaviors to create professional development opportunities for school transportation
personnel. The goal of these trainings was to provide additional support and knowledge
for school transportation personnel and decrease negative behaviors on their buses and
vans, which would then decrease the number of bus misconduct referrals submitted to the
elementary school. Qualitative data was collected in the form of survey responses and
analyzed to guide the two days of professional development trainings for school
transportation personnel. Quantitative data, in the form of bus misconduct referrals,
was then collected from the 2022 – 2023 school year and compared to the number
referrals from the 2023 – 2024 school year. When compared, the researcher found that the
desired affect was achieved and there was a decrease in bus misconduct referrals from
one year to the next.
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CHAPTER I
Introduction
Student safety is one of the top priorities of educators, parents, and the
community. However, it is usually discussed in relation to school safety, not school bus
safety. According to the National Highway Traffic Safety Administration (NHTSA, n.d.b), millions of children ride on school buses each day, suggesting that school bus safety is
just as important as school safety. This statistic and the researcher’s background in
dealing with student bus misconducts has led to the focus of this action research project,
which is to examine how professional development for bus drivers affects student
behaviors and safety.
Background
The Punxsutawney Area Elementary School serves approximately 1060 students
in kindergarten through sixth grade. The district is in western Pennsylvania and,
according to the Future Ready PA Index (2024), the school district covers 274.03 square
miles. All transportation services within the district are subcontracted through Tri-County
Transportation, with a district-employed transportation director serving as a liaison
between the company and the district.
The twelve-year contract with Tri-County Transportation is in effect until 2032.
Through this contract Tri-County Transportation is responsible for purchasing and
maintaining all buses and vans. Additionally, they are responsible for hiring and
evaluating all drivers, and for ensuring they are certified to drive a school bus in the state
of Pennsylvania. Finally, the school district and the transportation company work
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collaboratively to create bus routes, discipline matrixes, and expectations for all students
that utilize transportation services within the district.
The researcher has been an assistant principal within the Punxsutawney Area
School District since 2019. From the fall of 2019 until the spring of 2023, the researcher
was assigned to the elementary school and was responsible for processing all bus
misconducts. Bus misconducts addressed by the researcher and the consequences given
were assigned in accordance with the discipline matrix provided in the student handbook.
These consequences were punitive in nature and did not help to decrease the number of
bus misconducts that were issued. By the end of the 2022-2023 school year, bus
misconducts accounted for the highest number of discipline referrals within the school.
Based on this information, the researcher decided to examine the number of bus
misconducts being processed at the elementary school and determine a way to help lower
the number of referrals. The researcher determined that one way to accomplish this was
to work with the transportation company and its drivers to provide them with professional
development opportunities centered around managing student behaviors.
Capstone Focus
To ensure the drivers receive training that will meet their needs, a school
transportation personnel survey, parent survey, and semi-structured interviews were
created by the researcher. These instruments and the data collected were used by the
researcher to guide professional development trainings for all drivers. Therefore, the
focus of this capstone project is to provide bus and van drivers with training opportunities
related to managing student behaviors in the hopes of reducing the number of student bus
misconducts at the elementary level.
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Research Questions
The following research questions will help determine the perceptions of school
transportation personnel and parents, as well as examine the effects that professional
development opportunities have on student bus misconducts.
1. What are the perceptions of school transportation personnel and parents on
student behavior and discipline on district buses and vans?
2. What behaviors are identified through school transportation personnel and
parent perceptions, as well as referral data that are impacting student success
on school transportation?
3. What effect does incorporating professional development opportunities for
school transportation personnel have on the number of student bus misconduct
referrals at the elementary level?
Expected Outcomes
The goal of this capstone project is to lower the number of bus misconducts at the
elementary level. This goal will be achieved by providing the bus and van drivers with
two days of professional development trainings that have been created for them based off
survey and interview results collected by the researcher. The researcher will also collect
and compare the total number of bus misconducts from the 2022-2023 and 2023-2024
school years to determine if these trainings helped to lower the total number of referrals
submitted. Finally, the researcher will administer a post-survey for all school
transportation personnel and parents to determine if any perceptions have changed
because of the trainings provided.
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Fiscal Implications
This project will not have any direct fiscal implications on the district. However,
if the desired outcome of reducing the number of bus misconducts is achieved, it will
provide the administration at the elementary school with more time to focus their
attention on other tasks and responsibilities within the building. Additionally, by training
the bus drivers and providing them with the supports they need, it is the hope of the
researcher that there will be less driver turnover, which will help the bus company and
school district create more consistency for the elementary school students.
Summary
Student behaviors on school transportation not only impact the students, but also
the drivers and administration. This is because many times these misbehaviors cause the
drivers to take their attention away from the road to correct the students. Additionally, the
consequences assigned by building level administration tend to be punitive in nature and
do not help to correct the behaviors from happening again. Therefore, it is the goal of the
researcher to create training opportunities for bus and van drivers that will guide them in
handling student misbehaviors and thus reduce the number of bus referrals issued to
students and improve student safety.
To gain a better understanding of this topic, the next chapter of this capstone
project will examine the literature associated with bus driver training programs and the
certifications necessary to drive a bus in Pennsylvania, the importance of supporting
school transportation personnel, commonly reported student misbehaviors on buses, and
programs that have been utilized to reduce misbehaviors on school transportation.
Chapters III and IV of the project will discuss the methodologies utilized by the
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
researcher, as well as the analysis of the data and the results obtained from that data.
Finally, Chapter V will provide recommendations for future studies and any limitations
the researcher encountered.
5
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Chapter II
Literature Review
For more than 100 years students have been required to attend school due to
compulsory attendance laws. However, getting students to school has not always been an
easy task due to varying limitations, such as: the distance between the school and the
students’ homes, the road conditions in which the transportation had to travel, and a lack
of appropriate vehicles to safely transport students to and from school. These concerns
and limitations have since been resolved with the advancement of school buses, as well
as with the development of both federal and states laws that regulate the manufacturing of
school buses, school bus safety, and the transportation of students.
In addition to the advancements in bus production and safety, driver training
programs have been developed that are tailored to the needs of becoming a school bus
driver. These programs focus on the requirements for obtaining the licensing for driving a
bus, as well as the needs associated with transporting children of various ages, needs, and
abilities. However, even with these resources and programs in place, many drivers still
feel overwhelmed and unable to address major disciplinary concerns. Additionally, there
is limited research that explores the perceptions of drivers and how they address these
disciplinary concerns, and if they feel properly equipped to handle these situations.
Therefore, this literature review will not only discuss the history of school
transportation and current driver training programs, but also the concerns and benefits
related to safety, driver-student relationships, bus misbehaviors, possible interventions
that aim at reducing negative bus behaviors, and how parental involvement is necessary
for successful change.
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School Transportation
School transportation is at the center of ensuring students attend school regularly
with almost 50% of all U.S. students riding the bus to and from school each day
(Edwards, 2022). This percentage translates into millions of students riding the school
bus each day (NHTSA, n.d.-b). With so many parents and students relying on school
transportation the question becomes, “How safe is the school bus?” According to the
NHTSA (n.d.-b), “less than 1% of all traffic fatalities involve children on school
transportation vehicles” (Overview section). And while this may be true today, this has
not always been the case. At the inception of school transportation there were not any
regulations regarding the vehicles that transported students to and from school, nor were
there vehicles large enough to transport large numbers of students safely. Over time, this
has changed, with the school bus has becoming one of the safest forms of transportation
for school children.
History of School Transportation
Compulsory education laws in the late 1800s and early1900s required that all
children attend school; however, these laws left many rural families wondering how they
would get their children to school. To alleviate this concern schools used horse-drawn
wagons, better known as Kid Hacks or School Wagons to transport their students.
According to Lenz (2022), these wagons were used for decades; however, they were not
the best form of transportation and received much criticism from parents. In 1892 the
invention of the School Car was introduced by Wayne Works. Works’ School Car was
originally pulled by horses and had a back entrance that led to two long wooden benches
on each side of the vehicle. This horse drawn version of the School Car was used until
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1914 when Works created a motorized version that resembled a combination of a Model
T and a trolly car. This new School Car became a popular form of school transportation
and was used throughout the Depression. In 1925, Albert Luce Sr., the owner of two Ford
dealerships, started developing his own version of the school bus (Lenz, 2022).
According to Lenz (2022), Luce’s updated version of the school bus was
constructed using a steel frame with a wooden body. While this new vehicle was better
than Works’ School Car, there were still safety concerns which resulted in numerous
accidents. Due to these accidents, Luce decided in 1935 that he needed to convert to allsteel bodies for his school buses to increase safety. This change did not address all safety
concerns for school transportation; however, it was an improvement to his original
design. This new company and the school buses created by Luce was the start of Blue
Bird busing company, a popular and still widely used bus manufacture today (Lenz,
2022).
As motorized school buses became a staple in transporting students to and from
school, so did concerns over safety. To address these growing safety concerns,
representatives from forty-eight states gathered in 1939 to develop standards and
recommendations for school buses. This meeting became known as the National
Conference on School Transportation and has met several times since 1939 to continue
developing safety guidelines for transporting students, including those students with
disabilities (National Association of State Directors of Pupil Transportation Service
[NASDPTS], 2000). During this time, these representatives also set the standard for
school bus colors with their National Chrome Yellow standard (American School Bus
Council, 2016).
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In addition to the development of the National Conference on School
Transportation, the Federal Government also started developing standards related to
school buses and school transportation in the 1960s and 1970s. According to The
NASDPTS (2000), these federal standards include the National Traffic and Motor Vehicle
Safety Act of 1966 and the School Bus Safety Amendments of 1974. NASDPTS (2000)
also explains that NHTSA has issued thirty-six Federal Motor Vehicle Safety Standards
(FMVSS) specific to school buses. Examples of these standards include:
•
FMVSS No. 111, “Review Mirrors,” requires outside mirrors that
provide the seated driver with a view in front of and along both sides
of the bus.
•
FMVSS No. 108, “Lamps, Reflective Devises, and Associated
Equipment,” requires amber and red warning lights when the bus is
stopped, or is about to stop, to load or unload passengers.
•
FMVSS No. 220, “School Bus Rollover Protection,” specifies the
minimum structural strength of buses in rollover-type accidents.
•
FMVSS No 131, “School Bus Pedestrian Safety Devices,” requires
school buses be equipped with an automatic stop signal arm on the left
side of the bus to help alert motorists that they should stop their
vehicles because children are boarding or leaving a stopped school
bus. (para. 3)
In addition to federal standards, states have also adopted codes and regulations
related to school transportation. These codes and regulations not only ensure the safety of
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
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students traveling to and from school each day, but also address district requirements
regarding transportation.
School Codes and Regulations
According to Keagy and Piper (2016), there are many factors that govern the
transportation operations within a school district. These factors include federal laws and
regulations, state laws and regulations, local laws and regulations, school board policy,
and administrative discretion. Each of these areas are dependent upon the other and build
upon one another according to a specific hierarchy that ensures the transportation
company and school district are following all codes, regulations, and laws at all levels.
For example, the federal government sets the minimum standard and each governing area
below it must meet that standard. Figure 1 shows this hierarchy and the structure for the
system.
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Figure 1
Factors Governing Transportation Operations
Federal Law and Regulations
State Law and Regulations
Local Law and Regulations
School Board Policy
Administrative Discretion
Primary governing areas: bus construction and safety
features; fuel and emission standards
Primary governing areas: driver qualifications;
required services to students; traffic laws; background
clearances
Primary governing areas: local traffic patterns; traffic
laws
Primary governing areas: level of service, disciplinary
policy
Primary governing areas: interpretation of board
policy; administrative procedure; decisions affecting
economy and efficiency within the framework of law
and policy
Note. Figure 1 shows the four governing factors that govern school transportation
operations within a school district. From “The Hierarchy of Law and Board Policy,” by
D. R. Keagy & D. M. Piper, D. M., 2016, Pennsylvania School Business: A Guide for
Educational Administrators (4th ed.), p. 198. Copyright 2016 by Pennsylvania
Association of School Business Officials.
For example, while federal law does not regulate vehicle use or how students are
to be transported, the NHTSA (n.d.-a) suggests within Highway Safety Program
Guideline No. 17 that students should be transported to and from school on school buses.
Therefore, based on this information, states have developed laws and regulations
regarding transporting students. An example of this is seen in the in the Transportation of
Pupils Act (1949/1979):
the board of school directors in any school district may, out of the funds of the
district, provide for the free transportation of any resident pupil to and from
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
12
kindergarten, an elementary school, or a secondary school in which he is lawfully
enrolled… (Section 1).
Additionally, according to Public School Code, “elementary school students may not be
required to walk more than one and one-half miles along public roadways to get to a
school bus stop (24 P.S. 13-1362),” or travel along hazardous roadways with no
sidewalks to get to school (Keagy & Piper, 2016, pp. 198 - 199). Thus, ensuring that all
students have access to safe and appropriate transportation to attend school and remain in
compliance with compulsory attendance laws.
With these laws and regulations in place to ensure students have appropriate
access to transportation to attend school, additional laws and regulations have also been
created to properly train and prepare school bus drivers. These laws also fall within the
Transportation of Pupils Act (1949/1979). According to section three of this statute, “The
State Board of Education shall adopt regulations, including qualifications for school bus
drivers, to govern the transportation of school pupils” (Transportation of Pupils Act
1949/1979). These regulations and qualifications have been developed in conjunction
with the Pennsylvania Department of Transportation (PennDOT) and must be followed
by all local governing boards within the state, as previously explained in Figure 1.
Drivers
The requirements for school bus drivers have changed drastically over the years,
with various requirements being added to ensure the safety of children riding the bus.
These changes include the development of driver training programs, the requirement of a
Commercial Driver’s License (CDL), and federal regulations regarding drug and alcohol
testing. According to the American School Bus Council (2016), Commercial Driver’s
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13
Licenses (CDLs) became a requirement for all school bus drivers in 1992, with federal
drug and alcohol testing becoming a requirement in 1996. These requirements and the
training programs associated with obtaining a school bus license are more detailed than
most realize and have attributed to the safety of school children across the county.
Driver Training Programs
According to the PennDOT (2021), there are several requirements that a
prospective school bus driver must met to obtain the commercial licensing necessary to
drive a school bus. First, the driver must be at least 18 years of age and have a valid
driver’s license. Then, based on this primary requirement, the driver must obtain a
commercial learner’s permit. To get this permit the driver must submit a DL-31CD permit
application, a “Self-Certification” form (DL-11CD), a “School Bus Driver’s Physical
Examination” form (DL-704), and pay the appropriate fees associated with each.
Additionally, any driver that will be engaging in “non-excepted” transportation must
submit a valid Medical Examiner’s Certificate before their learner’s permit is issued. The
areas included in the physical examination include:
1. A vison screening and a check for hearing loss.
2. A check for physical impairment(s)
3. A semi-annual test for drivers with diabetes mellitus.
4. An annual stress test for drivers with cardiovascular conditions.
5. A check for uncontrolled hypertension and respiratory dysfunction.
6. A check for rheumatic arthritic, orthopedic, muscular, neuromuscular, or
vascular disease.
7. A check for seizure disorder(s).
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8. A check for drug or alcohol abuse.
9. A check for mental, emotional, or psychiatric disorder(s).
10. A check for tuberculosis in a transmittable stage.
11. A check for any other condition likely to impair the ability to drive a
school bus safely. (PennDOT, 2021, p.1)
Additionally, PennDOT (2021) states that each driver must also comply with any
regulations regarding communicable diseases that the Pennsylvania Department of Health
and/or the local school district has in place.
In addition to the permit application requirements, all drivers must also pass and
obtain an FBI federal criminal history check, a Pennsylvania State Police criminal history
check, and a child abuse history check through the Pennsylvania Department of Public
Welfare. Finally, all drivers must be drug and alcohol free when driving and should not
consume any alcoholic beverages eight hours prior to driving a school bus (PennDOT,
2021).
Once a driver has obtained the general requirements for a learner’s permit, they
must also obtain a school bus endorsement and participate in a 20-hour training program
that includes school bus operation and safety. The 20-hour training program includes 14hours of classroom instruction and six hours of practical, in-bus training. After passing all
knowledge exams and completing the 20 hours of instruction, a driver may take their
road test with PennDOT or a third-party tester to obtain their official school bus
endorsement on their license (PennDOT, 2021, p. 2; ybwAdmin, 2021).
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
15
Driver Training Materials
PennDOT (2022) has created a training manual for all certified instructors to use
as a guide when training new school bus drivers. This training manual is also used to
recertify drivers every four years to ensure they keep their school bus endorsements.
Additionally, this manual and the training that corresponds with it ensure that
Pennsylvania remains in compliance with the U.S. Department of Transportation’s
Federal Standard 17, which “requires each state to develop plans to reduce, as much as
possible, the danger of death or injury to school children while being transported to and
from school” (PennDOT, 2022, Forward section).
Within this manual there are nine units. These units include:
•
Unit A – The School Bus Driver: Role, Responsibilities and
Requirements
•
Unit B – Student Management and Discipline
•
Unit C – Student Loading and Unloading
•
Unit D – Transportation of Students with Disabilities
•
Unit E – Preventive Maintenance; Unit F – Safe Driving
•
Unit G – Fundamentals of Driving a School Bus
•
Unit H – Crash and Emergencies Procedures; and
•
Unit I – Student Emergencies. (PennDOT, 2022, pp. iii – iv)
Each unit has several subsections that provide the drivers with detailed information
related to the topics being discussed.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
16
Safety
School buses are one of the safest forms of transportation for school children;
however, negative student behaviors that occur on school buses and the safety concerns
they pose have been a source of concern for drivers, administrators, and parents for many
years. Furthermore, each time a student engages in a negative behavior, such as bullying,
it takes away from the driver’s ability to focus on the road, thus creating a safety concern.
How Student Behavior Effects Drivers. According to the NHTSA (2023),
“driver distraction is a specific type of driver inattention that occurs when drivers divert
attention from the driving task to focus on some other activity” (p. 1). This may include
using a cellphone, attempting to use the stereo or navigation system within the vehicle,
eating or drinking while driving, or talking to the passengers in the vehicle. Distractions
such as these were responsible for 3,211 fatal motor vehicle accidents and 3,522 total
fatalities across the nation in 2021 (NHTSA, 2023). Knowing that distracted driving
increases a driver’s likelihood for an accident, we must consider how student
misbehaviors on a school bus affects the bus driver and their ability to safely transport
children to and from school daily.
A study conducted by Zohar and Lee in 2016 examined the effect disruptive
children had on school bus drivers’ performance. Their study included school bus drivers
from 34 rural school districts in Israel where questionaries, interviews, and video
recordings from buses were pulled and reviewed. Based on the data collected it was
determined that student misbehaviors increased safety shortcuts by drivers and supported
the fact that conversations with passengers is as disruptive as phone use and affects the
bus driver’s performance.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
17
This study also examined how the driver’s approach to dealing with negative
student behaviors affected their ability to drive the bus. The two primary strategies
utilized by the drivers were defined as “approach-oriented” and “avoidance coping.”
According to the study when drivers utilized the “approach-oriented” coping strategies,
the driver was more distracted because this method involved looking in the review mirror
and/or getting on the speaker to address student misbehaviors. This forces the driver to
take their eyes off the road more. This was in comparison to the “avoidance coping”
strategy where the driver ignored the students’ misbehaviors, which allowed them to keep
their eyes on the road (Zohar & Lee, 2016). This study’s findings correlate with the
information gathered by NHTSA’s National Center for Statistics and Analysis (2023) on
the importance of limiting the number of distractions for school bus drivers to ensure the
safety of students, the drivers, and other passengers on the road.
In addition to the previous study on student behaviors and distracted driving
Goodboy et al. (2016) analyzed the effect of school bus bullying on bus drivers. This
study not only analyzed student-to-student bullying, but also student-to-driver bullying
and how it affected their driving abilities. Their findings showed that while student-tostudent bullying caused stress for the drivers, student-to-driver bullying had a “larger and
more consistent effect” (p. 445). Some of the effects included anxiety while driving,
dissatisfaction with their jobs, exhaustion, and the inability to perform their job duties
(Goodboy et al., 2016). These factors and the factors presented in Zohar and Lee’s 2016
study, show that change is needed in how we train and support bus drivers. Their priority
is to safely transport students of all ages to and from school; yet, without additional
support from school districts, administrators, and parents their jobs become increasingly
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
18
more complicated and difficult to do. It is imperative that the following research on the
importance of the student-driver relationships, student behaviors, and intervention
programs be examined and utilized in bus driver training programs.
Building Positive Relationships and Its Effect on Behaviors
Little to no research has been conducted on the effect bus driver and student
relationships have on student behavior. At the same time, there is much research related
to student-teacher relationships and how those relationships affect students’ behaviors in
the classroom. Therefore, it is being recommended by the researcher that this research
can be utilized and applied to the school bus in its most general form and show how
students’ relationships with adults effect their behaviors.
According to Cook et al. (2018), “relationships [are] a core construct of human
well-being…” (p. 227). Consequently, it is important for bus drivers to build positive
relationships with the students on their buses, as bus drivers are the first school-related
adult interactions a student has each morning. For many students, these interactions will
determine how the student’s day will go.
To ensure that drivers understand the importance of these interactions, the
Pennsylvania School Bus Driver’s Manual has devoted a portion of their instruction to
this topic. According to the manual, drivers are encouraged to develop relationships with
their students, as many times the drivers will be responsible for taking the students to and
from school for several years. Additionally, it is recommended that drivers learn about
their riders’ behaviors and reactions, as well as build trust and respect with them by being
fair and consistent, and by avoiding favoritism (PennDOT, 2022, p. B-6).
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
19
These recommendations are further supported by the research conducted by
Claessens et al. (2017), who suggests that “relationships are based on repeated
interactions” and that “hostile relationships are formed due to repeated unfriendly
interactions and once a hostile relationship has been formed, one will be less inclined to
show friendly behavior on a subsequent encounter” (p. 478). Accordingly, by training and
encouraging bus drivers to build positive relationships with students while avoiding
negative or hostile situations like showing favoritism or shouting, we are encouraging a
positive and safe environment where students feel welcomed on the bus.
Cook et al. (2018) also discusses the importance of building positive relationships
and creating a sense of connectedness. And, while his example is specific to the social
setting of a classroom, it can be argued that the school bus is also a social setting where
this is just as important. School buses, much like a classroom, have a variety of students
on them at any given time that range in age, gender, and background. Therefore, it is
important for drivers to create a sense of belonging where students will strive to promote
positive behavior and work towards meeting the high expectations that have been set for
them. To build these positive relationships, drivers must first understand student
behaviors and the interventions that can be utilized to create a positive bus culture.
Bus Discipline
Student bus misconducts range in severity from minor to major offenses. Some
examples of minor offenses may include talking loudly, switching seats, or eating on the
bus. Major offenses are more severe and will likely cause more disruptions on the bus,
taking the driver’s attention away from the road. Examples of major offenses include
bullying, fighting, harassment, or inappropriate sexual language.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
20
These negative student behaviors, regardless of which category they are placed
into, are a cause for concern that must be addressed quickly and efficiently to ensure the
safety of all students on the bus. Additionally, it is important that these behaviors and
how to handle them are made clear to drivers, to not only create a positive and safe bus
culture, but also to ensure that the drivers feel prepared and supported as they work to
correct negative behaviors. Furthermore, the processes and procedures implemented on
the school bus cannot rest solely on the drivers, but must be a joint effort that includes
administrators, students, and parents.
Student Behaviors
There are various social settings related to a student’s educational experience.
These settings include formal and informal structures that take the form of classrooms,
the school bus, and the playground. Of these settings, the two that can be the most
challenging and that often lead to behavioral concerns for students are the bus and
playground due to their lack of formal supervision (Washington & Zandvakili, 2019).
Within these informal structures, the bus can be one the most challenging spaces to
supervise due to the driver’s position at the front of the bus and their need to always
watch the road.
This poses two questions: What behaviors are most prevalent on buses, and what
interventions can be used to support bus drivers as they transport children of all ages to
and from school? The first question has been answered by Hendrix and Kennedy (2021)
when they cite “bullying, harassment, sexually charged language, and general defiance”
as the most frequent behavioral concerns on buses (p. 79). deLara (2008) further supports
this claim by stating that the drivers in her study observed “verbal bullying, psychological
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
21
intimidation, physical bullying, fights, and sexual harassment on their buses.” With 90%
of the drivers in her study reporting that they observed verbal bullying, 70% reporting
psychological intimidation, and 20% observing sexual harassment (p. 57). To better
understand these behaviors and the concerns they pose for students we must define each
and apply them to the context of the school bus.
The first behavior reported in both studies was bullying. Bullying is defined by
the Centers for Disease Control and Prevention (CDC, 2023) as, “any unwanted
aggressive behavior(s) by another youth or group of youths, who are not siblings or
current dating partners, that involves an observed or perceived power imbalance, and is
repeated multiple times or is highly likely to be repeated” (What is Bullying section). The
effects of bullying range in severity; however, the CDC (2023) cites there is the potential
for physical injury, self-harm, depression, anxiety, and lower academic achievement
among those students that are bullied. Brown et al. (2021) expands upon this assertation
from the CDC and explains that bullying has also been shown to increase a student’s risk
for truancy and dropping out of school. And while bullying can be verbal or physical,
and can take place anywhere and at any time, the bus is a major area of concern due to
the lack of direct adult supervision.
The second behavioral concern cited by Hendrix and Kennedy (2021) and deLara
(2008) is harassment and psychological intimidation. According to the United States
Department of Labor (n.d.), “psychological intimidation or harassment includes making
statements which are false, malicious, disparaging, derogatory, rude, disrespectful,
abusive, obnoxious, insubordinate, or which have the intent to hurt others’ reputations”
(“Intimidating” section). deLara (2008) further explains that this may include “group
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
22
exclusion, starting rumors, or sexual gestures” (p. 51). These behavioral concerns also
pose a major concern for students on the bus, especially when considering the varying
ages of students riding the bus, with younger elementary school students posing the
greatest concern and risk.
The final two areas of concern included fighting and sexual harassment. First, the
Merriam Webster (n.d.), defines fighting as “having or showing a readiness to fight” or
“to strive to overcome a person by blows or weapons.” On a school bus students
engaging in a fight may hit, punch, and/or kick each other, while the driver is at the front
of the bus. This potentially leaves no one to stop the fight until the driver can pull over.
Due to this lag in response time the chance for injuries increases, as does the increase for
an accident due to the driver’s attention being taken away from the road.
The last area of concern as cited by Hendrix and Kennedy (2010), and deLara
(2008), is sexual harassment. According to the CDC (2021), sexual harassment is
“unwanted and unwelcome advances of a sexual nature. It could be touch, written note,
joke, picture, etc. It can be intentional or unintentional” (Sexual Harassment section). The
potential for this type of behavior is also a major concern because of the nature of the
contact and the content that may be exchanged by students, and the fact that it may not be
easily observed by the driver.
To better understand these behaviors and their ability to affect students on the bus,
drivers, school officials, and parents must also understand the structure of the school bus.
As Galliger et al. (2008) explains, the school bus is an unstructured setting where
“children may encounter a diverse group of peers. [Where] the ride to school becomes an
opportunity for unmonitored children to explore the possibilities of new friendships,
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
23
victimization of other children, [and] hierarchies among peers” (p. 45). This increases the
possibility of problematic and concerning behaviors such as bullying, psychological
intimidation/harassment, fighting, and sexual harassment.
To combat these behavioral concerns and to help create a safer, more structured
setting on the school bus, there must be more attention given to bus drivers and their
needs. Additionally, there must be better systems put into place that train drivers on how
to identify and handle these behaviors, and what interventions can be used to promote
positive behaviors among students.
Interventions
There are various possibilities to consider when looking at interventions and
intervention programs on a school bus. Some of these interventions are part of a larger,
school-wide program, where others are specific to the school bus. Before starting a
program, a district must look at their specific areas of concerns and the goals they wish to
meet by implementing a program. One way to gather this data and determine areas of
need is to look to various research studies related to school bus discipline and model their
procedures. Examples of research studies districts may wish to model their data
collection after include Hirsch et al. (2004) study that compared the patterns of building
specific school bus office discipline referrals to the patterns present in district-wide
school bus office referrals. Another study conducted by Hendrix and Kennedy (2021)
surveyed and interviewed school transportation officials to determine student misconduct
issues and the “implementation and challenges of behavioral management strategies” (p.
80). Finally, in Brown et al. 2021 study, the researchers conducted semi-structured
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
24
interviews with drivers to determine their experience in addressing bullying and
harassment.
While different, each research study led to data that provided the researchers with
valuable information regarding student behaviors, the varying perceptions related to
school bus behaviors and discipline, and the needs of school transportation personnel.
Then, based on this information and the data collected, the researchers were able to create
goals and intervention programs that appropriately met their stakeholders’ needs, while
improving the overall culture and student behaviors on the bus.
General Needs Within an Intervention Program. In addition to major
discipline concerns such as bullying, fighting, intimidation, and harassment, there are
also smaller yet just as disruptive behaviors. According to Tucker et al. (1998) these
behaviors include students jumping from seat to seat, yelling out the windows, pulling
each other’s hair, using profanities, and screaming at the driver. These behaviors, in
combination with the more severe behaviors that have been reported on school buses, can
leave drivers feeling overwhelmed and anxious as they try to safely transport children to
and from school. As a result, inventions that support bus drivers must be integrated into
the school system. However, these interventions and systems cannot be a stand-alone
method that the driver or the transportation department is solely responsible for. These
interventions must be a priority for all administrators, teachers, parents, and students.
Before looking at systems and interventions that encourage positive bus behavior,
the basic elements of discipline must first be addressed. This means defining what
constitutes effective and ineffective discipline. According to Greenspan (2012), “to be an
effective disciplinarian is to find a method that satisfies the needs of both the child and
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
25
the adult caregiver” (p. 12). To do this, Greenspan (2012) suggests finding a way to avoid
causing conflict that will escalate the child’s behavior while not damaging their wellbeing. Adults are also cautioned against giving in to the child and their behaviors to keep
them happy. Greenspan (2012) recommends that limits and structure need to be created
because when a child is not provided with these supports, they are more likely to have
negative interactions with their peers which can lead to rejection and unhappiness (p.12).
A child’s socioemotional development is also connected to their behavior and the
discipline techniques used to correct them. As Greenspan (2012) explains, “children that
are exposed to skilled discipline are generally better prepared to deal with life’s
challenges than children exposed to inept or chaotic discipline” (p. 12). Furthermore,
social competence affects a child’s success in school. This, however, goes beyond
academic success and includes respect for authority and compliance with school rules,
which are directly tied to a student’s behavior and the outcomes that result from these
behaviors. Examples of the outcomes that result from this deficient in social competence
include dropping out of school or being suspended or expelled (Greenspan, 2012, pp. 12 13).
Therefore, knowing the importance of developing students’ social competency
related to behaviors, and knowing the need for a system and structure that sets limits, we
must look at interventions for the school bus that provide drivers with the trainings and
supports they need to be successful. Tucker et al. (1998) suggests a set of basic rules must
be created that all students can follow. Additionally, these rules need to be consistent with
the rules at school to ensure continuity. This is further supported by King et al. (2019),
who also studied the effects of applying behavioral interventions on the bus to decrease
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
26
misbehaviors. According to King et al. (2019) not only does consistent rules create
consistency for the students, but also “mitigates potential barriers to acceptance among
students and staff” (p. 119).
As intervention programs and supports are created for the bus, King et al (2019)
suggests that schools use a range of data to determine the specific needs for the program.
This data may include discipline referrals and partnering with the drivers to determine
what works and what does not. It is also suggested that specific goals be created for
specific drivers, routes, and/or students. This individualized attention and intervention
will ensure that each driver and students’ needs are being met. Additionally, this will help
drivers as they work with students and find ways to approach them in a way that gains
their respect (PennDOT, 2022, p. B-6).
Once specific goals are created, King et al. (2019), suggests that an initial training
take place with the bus drivers. During this training the goals of the program are
presented, along with the steps necessary for implementation. These steps and the
interventions must include explicit behaviors and the consequences for each, as well as
the reminder that a referral must be completed for major infractions. Finally, drivers must
be provided with support in reinforcing positive student behaviors as well as how to
correct minor infractions that do not reach the level of a discipline referral.
Intervention Programs. While intervention programs vary, Positive Behavioral
Intervention and Support programs or PBIS programs have become very popular. In
addition to PBIS programs, there are other intervention programs and systems that may
also be utilized to address student behaviors on the school bus. To determine which
system or program works best, each district must evaluate their needs and develop a
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
27
program that meets those needs. Furthermore, it must be mentioned that when looking
into any intervention system or program, it cannot operate in isolation. As Keagy and
Piper (2016) explain, “too often, the educational administration and transportation
administration see their operations in isolation, with many problems created by their
mutual failure to consider the “law of unintended consequences” (p. 197). This suggests
that transportation operations and school operations are intertwined and that a decision in
one area will affect the other (p. 198). All are reminded that parents, administrators,
teachers, school transportation personnel, and students must all work together and
communicate with each other to ensure the success of any program that is implemented.
General Interventions. A study conducted by Putman et al. (2003) examined the
need for improving bus behavior by implementing a whole-school intervention.
According to this study and the research surrounding intervention programs, Putman et
al. (2003) suggests that to improve bus behaviors the following must be done: students
must have acceptable behaviors defined and taught to them; drivers need training in how
to monitor student activity while driving; incentives should be in place to motivate
performance; and there must be support and participation from administration.
Using this information as a foundation, Putman et al. (2003) created a wholeschool intervention program to improve bus riding behaviors. Their program utilized the
following interventions:
•
A list of safe bus-riding behaviors (“bus rules”) was generated and
explained to the students. They were quizzed on these behaviors and
were requested to demonstrate them using role-play scenarios.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
•
28
The bus drivers were taught how to monitor students more effectively
during transportation and to provide positive reinforcement by giving
them “caught being good” (CBG) cards when they adhered to the safe
behavior expectations. This training occurred during 45 to 60 min
session[s] attend by all drivers.
•
The CBG cards included the name of the student, his or her grade,
identified positive behavior, date of receipt, and respective bus.
Awarded cards were collected each day and entered into a weekly
school lottery. Lottery winners received small prizes and activity
privileges…
•
Each week, the school bus that has the fewest office referrals and
suspensions received a “bus of the week” acknowledgement.
•
With guidance from the consultant, school administrators tracked data
systematically to verify the outcome of the interventions… (pp. 585 –
586)
This program, which became a collaborative effort, not only decreased the number of
discipline referral on the bus, but also decreased the overall number of bus suspensions
(Putman et al., 2003).
PBIS Programs. As previously mentioned, there are many types of intervention
programs that can be utilized when trying to address and correct negative behaviors. In
addition to a general intervention program, a Positive Behavioral Intervention and
Support program or PBIS program must also be taken into consideration. These
programs, while different and unique to each school district, all follow a similar structure.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
29
First, these programs follow a tiered structure that is based on three levels of support.
Within these tiers, the level of support and interventions increase as the student moves
through each tier. Additionally, to encourage and reinforce positive behavior, a token
system is typically utilized within these programs. Below is an explanation of what a
typical PBIS program looks like and an example of how it has been utilized in school
transportation.
According to Goldin and McDaniel (2018), positive behavior programs or PBIS
Programs are defined as a “three-tiered prevention model with increasing supports
designed to be implemented at each tier” (p. 99). The tiers within a PBIS model include
tier 1, tier 2, and tier 3 interventions. In tier 1, all students take part in universal
interventions which include school-wide expectations, explicit instruction in these
expectations, and reinforcement of the expectations. In tier 2, students receive additional
support if they do not respond to the tier 1 expectations. Then, if tier 2 supports do not
work, a student will receive tier 3 individualized interventions to correct their behaviors
(Goldin & McDaniel, 2018). Therefore, a Positive Behavioral Intervention and Support
(PBIS) program is one way to establish this structure.
An example of a school bus specific PBIS program is seen in Galliger et al. 2008
study. Within this study the researchers worked with a district-level coach to implement a
PBIS program in three elementary schools and two high schools. The steps for
implementation are as follows:
1.
Establish data-based goals for the program using a needs assessment.
2. Describe what PBIS is to stakeholders (bus drivers) and established
their commitment to the program.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
30
3. Develop a PBIS plan.
4. Step up training sessions and follow-up “booster” sessions with the
bus drivers.
5. Evaluate the programs progress through data analysis and meetings
with stakeholders (bus drivers and district level administration). (pp.
23 – 26)
Then, within these steps, various key components of the program were
determined. This included the development of the plan for teaching all bus drivers about
the PBIS program and the development of the tier 1 expectations that all students and
drivers were expected to be learn.
The Tier 1 expectations, as provided by Kennedy and King (2019) include:
•
•
•
Be Safe
•
Remain seated
•
Keep your hands, head, and objects in the bus
•
Cross in front of the bus and never behind
•
Make sure all traffic is stopped before crossing
Be Respectful
•
Be courteous
•
Use respectful language
•
Take care of bus property
•
Follow your driver’s expectations
Be Responsible
•
Keep the bus clean
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
•
Avoid conflict
•
Only get off at your stop
•
Go directly to your home
•
Ride your assigned bus. (p. 24)
31
This list, while simple, ensures that all bus drivers and students are aware of what the
behavior expectations are in tier 1. These expectations, along with the plan in Figure 2,
would be given to the drivers in step 4.
Figure 2
Sample PBIS Implementation Plan
Note. Figure 2 illustrates a sample PBIS implementation plan. From “All Aboard: Using
Positive Behavior Supports on the School Bus,” by K. J. Kennedy, K. J. and S. A. King,
2019, Beyond Behavior, 28(1), p. 25 (https://dio.org/10.1177/1074295618797272).
Copyright 2018 by the Hammill Institute on Disabilities.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
32
As Figure 2 explains, this training would provide the drivers with the information
they need to implement the program on their buses. It would also provide the drivers with
a plan that explains what constitutes minor and major infractions, along with how to
proceed when an expectation is not met. Additionally, it would address what the process
is for moving a student from tier 1 to tier 2 and 3 supports.
An example of this plan would be a flowchart, like the one created by Kennedy
and King (2019). This chart includes examples of minor and major behaviors as well as
interventions for desired, minor, and major behaviors. Figure 3 illustrates the flowchart
created by Kennedy and King (2019) and provides specific information regarding their
program.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
33
Figure 3
Kennedy and King PBIS Flowchart
Note. Figure 3 illustrates a sample behavior and intervention plan flowchart that could be
utilized within a PBIS program. From “All Aboard: Using Positive Behavior Supports on
the School Bus,” by K. J. Kennedy, K. J. and S. A. King, 2019, Beyond Behavior, 28(1),
p. 26 (https://dio.org/10.1177/1074295618797272). Copyright 2018 by the Hammill
Institute on Disabilities.
As seen in the flowchart, depending upon which behaviors is being exhibited, an
intervention is identified. These interventions include, “Praise using clear description of
behavior” for desired behaviors; “Redirect[ion] using clear description of expected
behavior” for minor behaviors; and a “[Written] referral” for major behaviors (Kennedy
& King, 2019, p. 26). By setting up a system like this, there are expectations and a
structure set up for the students, drivers, administrators, and parents, which helps to
create a culture of accountability for all.
In addition to the use of a flowchart, Collins and Ryan (2016) suggest that small
group social skill instruction is provided, as well as instruction that reviews the
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
34
expectations with students when they reach tier 2 interventions. Then, should these
interventions and support not work, tier 3 intervention should be used, which includes,
instruction and intervention that is directly related to the student’s needs.
The results of a study by Kennedy and King (2019) were interesting. First, both
high schools that participated in the study showed a decrease in the number of bus
referrals. According to Figure 4 in the study, High School 1 had a 51% decrease, with
High School 2 not far behind with a 49% decrease. The elementary schools, however, did
not see the same results. Elementary School 1 saw a 71% increase in referrals, with
Elementary School 2 seeing a decrease of 6%, and Elementary School 3 seeing a
decrease of 10%. These varying results created a discussion among the leadership team,
where it was decided that the “overall results justified the expansion of the program
throughout the district” and that there be closer monitoring of implementation of the
program in Elementary School 1 due to the increased number of referrals (p. 26).
Token Systems. Many intervention programs include a token system within them.
The tokens included within these systems vary depending upon the school and the
program that it is being implemented. However, some examples include the “Bus Bucks”
as used in Kennedy and King’s 2019 study, “Poker Chips” as used in Provencal and Mac
Cormak’s 1971 study, and “Star Bus Bucks” that were used in Goldin and McDaniel’s
2018 study. A token system, when used in conjunction with an intervention program,
provides a tangible reward for students meeting the expectations in tier 1. Some examples
of rewards that students may earn because of receiving a token or multiple tokens (used
here to describe any physical item received by a student) are school supplies, snacks,
toys, free time, homework passes, etc. (Goldin & McDaniel, 2018). These tokens, while
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
35
considered to be an effective part of any PBIS program, can become overwhelming for
drivers. According to Kennedy and King (2019), 25% of drivers had difficulty handing
out the tickets. However, Provencal and Mac Cormak (1971) found the use of tokens to
be useful as they provided the parents of the student with an indication of their child’s
daily performance on the bus.
Peer Mentoring. A final intervention program that schools may consider
implementing involves peer mentoring. A program like this was implemented by a school
counselor in Texas. In this program older students (4th and 5th graders) were assigned the
role of “flight attendant” on their buses. These students went through a brief training on
the roles and responsibilities of being a flight attendant on a plane. Then, once they had
learned these roles and responsibilities, they became “flight attendants” on their buses for
the younger students. This job included helping younger students get to their seats with
their lunch boxes and backpacks, as well as reminding them that they must remain seated
for the duration of the ride to and from school. Finally, the “flight attendants” ensured
that the students took turns when getting on and off the bus. The counselor worked with
these older students for a few weeks and had staff meetings with them once a week to
work through any potential issues or concerns they may encounter (Carns, 1996).
This intervention provided students with a leadership role on the bus and helped
to decrease the negative behaviors that were previously taking place. Additionally, Carns
(1996) reported that because of this intervention, students started arriving at school
smiling and happy, rather than frowning with hands clinched in fists. This program
helped to reinforce the importance of creating a system on the school bus where the
students feel safe and welcomed.
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36
As the research presented suggests, intervention programs can take on many
forms, and each school district should evaluate their needs and determine which program
they feel will work best to meet their needs. Additionally, it is suggested that schools
create a program that meets the needs of all stakeholders, including the students, bus
drivers, administration, teachers, and parents (Carns, 1996). Each of these stakeholders
are valuable members of the school community and affect the overall success of any
program that is implemented within the school system.
Parental Involvement
Parental involvement is a key factor in ensuring student success. Therefore, it is
important that administrators include parents in the school transportation process. As
Tucker et al. (1998) explains parental involvement is a key factor in preventing discipline
problems and many times “set[s] the stage and establishes the reality of negative
consequences” (p. 28). Thus, parents must become part of the solution. Additionally,
when parents are involved in their child’s education, it leads to higher success rates for
the child (Houri et al., 2019).
Effects of Parental Engagement on Student Outcomes
Parental engagement is an important factor to consider when looking at student
success, both academically and behaviorally. According to Houri et al. (2019), a major
component within parental engagement is school-home communication. However, for
this communication to be effective it must be a “two-way exchange of information in
which the school communicates information to the parents and invites parents to share
information back…” (p. 422). In addition to communication, Houri et al. (2019), also
suggests that trust must be established between the school and the parents to increase
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
37
parental engagement. This concept is further supported by Ogg et al. (2021), who
explains that trust is “confidence that another person will act in a way to benefit or
sustain the relationship to achieve positive outcomes for students” (p. 143). Therefore, as
educators, we must work with parents to create a culture where two-way communication
related to busing concerns is taking place, and parents must work to have an active role in
supporting a safe busing program for their child/children.
Perceptions on Busing
Based on the suggestions of the research studies discussed within this literature
review, it is imperative to examine the perceptions of parents. While there are few studies
available regarding parent perceptions on busing, one study conducted in 2005 by
Ramage and Howley interviewed parents to gain their perspective on busing concerns.
According to this study, parents revealed that there were three major bus concerns that
needed to be addressed. These concerns included: the atmosphere on the bus, the length
of the ride, and safety (Ramage & Howley, 2005).
Within the area of atmosphere, parents reported that their children were exposed
to “adult” topics that were discussed among the older students. They also identified
concerns with students using profanity and discussing sexual content. Other parents
reported that the lack of supervision on the bus resulted in their children experiencing
sexual and physical harassment, as well as vulgar language, and “personality conflicts
with other students” (Ramage & Howley, 2005, Findings section).
The second area of concern reported by parents related to the length of the bus
ride. Parents reported that their children had early departure times which resulted in them
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
38
being tired at school. They also reported that the long rides were “boring” and that “they
[the students] get restless” (Ramage & Howley, 2005, Findings section).
Finally, in the area of safety parents reported concerns regarding the “rough
roads” their children traveled on, and concerns that people drive too fast on the roads they
live on. Additionally, they reported that this has led to the bus being hit while it was
stopped to pick up children (Ramage & Howley, 2005).
Unfortunately, many of the concerns expressed in this study are like those
previously mentioned by Hendrix and Kennedy (2021) and deLara (2008). These
concerns further support the need for more structure on the school bus and more
extensive bus driver training programs that focus on student behaviors/student
management.
Overall Effect of School Transportation on Students
As discussed in this literature review school transportation does more than simply
transport a student to and from school each day. It can also attribute to how a student
interacts with their peers, as well as their teachers. However, does it have an overall effect
on students? Also, does it affect a student’s attendance rates in school and affect their
family? According to a recent study by Edwards (2022), the answer to these questions is
yes, school transportation can have an effect in various areas of a student’s life.
Effects on Attendance Rates
Edwards (2022) reveals that school bus eligibility for economically disadvantaged
students increases their rate of attendance in school by two-thirds of a percentage point
and decreases their probability of being chronically absent by nearly 4 percentage points.
While these factors have not been found to affect the students’ achievement in school,
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
39
they do reduce the likelihood that they will drop out of school. These factors and the fact
that compulsory attendance laws require that students attend school validate the need for
free school transportation for all students, regardless of their socio-economic status and
geographical distance from their school building.
Effects on Family
Edwards (2022) further explains that school transportation not only ensures that
students get to school, but that it also provides students with a daily routine, which helps
to eliminate stress for parents and students alike. This reduction in stress is due to the
reliability of having a consistent mode of transportation, as well as the removal of the
financial burden parents may experience should they have to find a way to get their
children to school on their own. Finally, the school bus provides a safe transportation
option for families living in a dangerous area. Therefore, based on this information, we
must consider the detrimental consequences that may occur if a student’s behaviors
prevent them from riding the bus and we must ensure that systems and supports are in
place to avoid these disruptions.
Summary
School transportation has changed dramatically since its inception in the 1890s.
What was once a way to transport students to school that lived in rural areas has now
become the primary way that students get to and from school each day. This meant that
school buses had to become one of the safest forms of student transportation and that
several changes would have to take place.
A major change was related to the physical make-up of a bus and how it was
constructed. A second change was related to the rules and regulations that specified
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
40
qualifications for those driving the bus. These qualifications have continued to be
changed and adapted over the years and now account for more than how to drive the bus,
but also how to handle student behaviors and discipline.
Within the area of student behaviors and discipline, drivers are now expressing
the need for more training in how to handle specific student behaviors, such as bullying
and fighting. As stated in the research by Goodboy et al. (2016), these behaviors have
gone beyond a student concern, and are now affecting the drivers as well. More research
and training needs to take place to reduce the number of drivers quitting due to jobrelated stress and anxiety caused by negative student behaviors and a lack of support
from upper management (Goodboy et al., 2016). Thus, the goal of sharing this research is
to help educators see where we are and what is still needed to provide school bus drivers
with the supports and training programs they need.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
41
CHAPTER III
Methodology
This action research project has been designed to examine the effect professional
development for school transportation personnel has on the number of student bus
misconducts at the elementary level. After an extensive review of literature, the
researcher was able to determine that the following must be considered when designing a
research plan that supports school transportation personnel:
1. Student misbehaviors on the school bus have a direct effect on school bus driver
performance and their ability to drive the bus safely (Zohar & Lee, 2016).
2. Building positive relationships and having positive interactions with students is
vital for bus drivers, because it helps to create a sense of trust and respect between
the driver and student, which in turn affects student behavior (PennDOT, 2022, p.
B-6).
3. School bus intervention programs must be intertwined into transportation
operations, as well as school operations because they affect each other equally.
Thus, supporting the idea that all stakeholders are responsible for ensuring any
program’s success (Keagy & Piper, 2016, p. 198).
4. Various forms of data must be utilized to help guide the specific needs and goals
of an intervention program (King et al., 2019).
5. Parent perceptions and concerns on busing relate to the atmosphere on the bus, the
length of the ride, and safety (Ramage & Howley, 2005).
These key findings within the literature review supported the researcher’s goal of
developing professional development opportunities for school transportation personnel
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
42
and helped to guide the trainings that were provided within the research plan of this
study.
Purpose
This action research project was pursued by the researcher due to her previous
role as the assistant principal at the Punxsutawney Area Elementary School. As the
assistant principal, the researcher was responsible for the student discipline referrals, both
in the building and on school transportation. The researcher found that student bus
misconducts consistently accounted for the highest number of referrals each month.
Based on this knowledge, the researcher decided that further research was needed to
determine potential causes for these high numbers, as well as possible interventions that
may be implemented to lower the number of referrals. Moreover, the researcher wanted
to find ways to support the bus drivers in their daily operations of the bus and to ensure
the safety of all students and drivers.
This rationale led the researcher to investigate the perceptions of elementary
school parents/guardians, school transportation personnel, and school transportation
administrators on student bus behaviors. These perceptions were then utilized to help
guide professional development opportunities for the school transportation personnel at
Tri-County Transportation (TCT). These opportunities helped to support personnel in
their understanding of student behaviors and taught them how to address these behaviors
on their buses and vans.
A mixed-method research approach was utilized by the researcher to collect data
for this action research project. Qualitative data was collected using a parent/guardian
survey and a school transportation personnel survey. These surveys gathered the
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
43
perceptions of the participants regarding both student behaviors and potential
needs/supports on buses and vans. These surveys are considered pre-surveys and were
administered to participants prior to providing school transportation personnel with any
professional development trainings.
A third form of qualitative data was utilized by the researcher to gain school
transportation administrators’ perceptions on student behavior on buses and vans. This
data was collected through interviews with six school transportation administrators. The
results of the interviews were then compared to the results of the pre-surveys, and utilized
by the researcher to guide the two professional development trainings that were provided
to school transportation personnel in November of 2023 and January of 2024.
Once all pre-surveys and interviews were administered the researcher created two
days of professional development trainings for school transportation personnel. The
topics presented during these two training days included:
•
Building Relationships with Students
•
Setting Expectations
•
Behavior Management
•
Major vs. Minor Infractions, and
•
Communication with Parents
The purpose of these trainings days was to provide the school transportation personnel
with information that would support them in their daily interactions with students, while
potentially helping decrease the number of negative student behaviors on their buses.
Prior to analyzing and comparing the bus misconduct referrals from the 20222023 and 2023-2024 school years, the researcher administered a post-survey to the
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
44
parents/guardians and school transportation personnel. The purpose of this post-survey
was to compare its results to the results of the pre-survey to see if participants’
perceptions changed since the pre-survey was administered at the beginning of the study.
The final form of data collected for this action research project is related to the
overall number of bus misconduct referrals at the Punxsutawney Area Elementary School
for the 2022-2023 and 2023-2024 school years. This quantitative data was taken from the
district’s student management system and analyzed to determine if the professional
development opportunities provided for school transportation personnel affected the
overall number of bus misconduct referrals at the elementary school. Bus misconduct
data from the 2022-2023 and 2023-2024 school years were compared for this part of the
study.
Research Questions
This action research project was centered around three research questions. The
research questions are:
1. What are the perceptions of school transportation personnel and parents on
student behavior and discipline on district buses and vans?
2. What behaviors are identified through school transportation personnel and
parent perceptions, as well as referral data that are impacting student success
on school transportation?
3. What effect does incorporating professional development opportunities for
school transportation personnel have on the number of student bus misconduct
referrals at the elementary level?
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
45
The three research questions created for this action research project were designed to
guide the development of the research instruments utilized within the study. Furthermore,
the researcher found that the research questions support the findings of the literature
review. These findings include King et al. (2019) research that various forms of data must
be utilized to help guide the specific needs and goals of an intervention program, and
Keagy and Piper (2016) findings that all stakeholders are responsible for ensuring an
intervention program’s success (p. 198).
Setting
According to the Future Ready PA Index (2024), the Punxsutawney Area School
District is 274.03 square miles and serves 1925 students. The district has one elementary
school that serves students in kindergarten through sixth grade, and one high school that
serves students in seventh through twelfth grade. Among the 1925 students served within
the district, 68.2% are considered economically disadvantaged and 22.6% receive special
education services (Future Ready PA Index, 2024). Both the elementary school and the
high school receive Title I federal funding and are designated as school-wide Title I
buildings.
This action research project is focused on the elementary school and the students’
behavior on school transportation. All the following demographic information is related
specifically to the elementary school. According to the Future Ready PA Index (2024),
there are 1079 students enrolled in the elementary school. Within this population, 71.6%
of the students are economically disadvantaged and 25.4% of the students receive special
education services. To provide historical data related to the student enrollment
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
46
percentages, Figure 4 illustrates the percentage enrollment by student group for the last
five years.
Figure 4
Enrollment Percentage for Student Groups from 2018 – 2023
Note. Figure 4 shows the percentage enrollments of each student group reported to the
state from 2018 to 2023. From “Punxsutawney Area Elementary School,” by Future
Ready PA Index, 2023,
https://futurereadypa.org/District/FastFacts?id=1112271832431490680400410172180211
55177250038150#. Copyright 2024 by the Commonwealth of Pennsylvania.
Of these 1079 students, 95.7% are white, 2% are more than one race, 1.3% are
Hispanic, 0.8% are Black, and 0.2% are Asian. Figure 5 illustrates the elementary
school’s historical data related the race and ethnic demographics of the elementary school
for the last five year.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
47
Figure 5
Race and Ethnicity Percentages from 2018 – 2023
Note. Figure 5 illustrates the race and ethnicity percentages that were reported to the state
from 2018 to 2023. From “Punxsutawney Area Elementary School,” by Future Ready PA
Index, 2023,
https://futurereadypa.org/District/FastFacts?id=1112271832431490680400410172180211
55177250038150#. Copyright 2024 by the Commonwealth of Pennsylvania.
Each student within the district has access to transportation services through TCT.
This contracted service includes bus transportation and van services. Many students
within the district ride buses; however, vans are also utilized to transport students with
transportation accommodations included in their individualized education plans. These
contracted services with TCT are in effect until 2032.
The transportation services provided to the district school include 51 buses. Of
these 51 buses, 23 are utilized by the elementary school each day. The maximum capacity
of each bus is 72 passengers; however, the average number of passengers on an
elementary bus run is 45 students.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
48
Van services are also provided by TCT. These services include transportation for
students who utilize a wheelchair and/or walker, as well as transportation for students
with a transportation accommodation written into their individualized education plan
(IEP). The number of students utilizing these services varies from year to year; however,
the elementary school has around 35 students that ride on a van each day.
A final requirement stated within the transportation contract relates to the age of
all buses and vans utilized by the district. According to the contract, all buses had to be
purchased brand new for to the start of the 2020-2021 school year, making the current
fleet around four years old. All vans had to be at least a 2017 model year or newer for the
start of the 2020-2021 school year, making the oldest vans around seven years old.
As a contracted service, TCT is responsible for all hiring, employee supervision,
and vehicle maintenance; though, a district-employed transportation director acts as a
liaison between the transportation company and the school district. This district-level
employee works closely with TCT to ensure that the district and TCT are working
together to provide the students and their families with safe and appropriate
transportation.
Participants
This action research study focused on three groups of stakeholders: elementary
school parents/guardians, school transportation personnel, and school transportation
administrators. These stakeholders were selected by the researcher due to their
perceptions and insight on school transportation and student behavior. Additionally, the
researcher felt that by gaining three different perspectives, she would be able to ensure
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
49
the professional development trainings offered would address concerns that may have
been overlooked otherwise.
The first group of stakeholders that participated in this study were the elementary
school parents/guardians. Within this group, 88 kindergarten through sixth-grade
parents/guardians participated in the pre-survey and 31 participated in the post-survey.
The second group of stakeholders included school transportation personnel. This group
included bus and van drivers, monitors, and dispatchers. Within this group, nine
participants completed the pre-survey, and 10 participants completed the post-survey. The
third, and final, group of participants for this study included school transportation
administrators. This group included six participants that completed an interview with the
researcher via Zoom. The researcher will not elaborate further on the titles of these
participants to ensure their anonymity and confidentiality.
Informed consent was obtained by the researcher for all participants of this study.
All potential elementary school parent/guardian participants were provided with an
informational letter that detailed the purpose of the action research project (Appendix E).
Each potential school transportation personnel participant was also provided with an
informational letter detailing the purpose of the study (Appendix F). In addition to
providing potential participants with detailed information regarding the study, these
letters included informed consent statements, and QR codes that directed potential
participants to the appropriate, anonymous Google Survey for completion. The researcher
included an additional informed consent statement at the top of each survey.
In addition to an anonymous survey, the researcher also conducted six interviews
with school transportation administrators. The researcher selected the participants of the
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
50
interview based on their role within the organization and provided them an informed
consent form (Appendix G). The informed consent forms included key information
regarding the study, as well as information regarding the security of the data collected
because of the interview.
Research Plan
Findings within the literature review revealed that distracted driving directly
affects school transportation personnel’s ability to safely transport students to and from
school. Specifically, a study conducted by Zohar and Lee (2016), determined that student
misbehaviors on school transportation not only increased safety shortcuts by drivers, but
also leads to driver distraction. According to their study, when drivers use an “approachoriented” method for dealing with students’ misbehaviors, they are forced to take their
eyes off the road to look in the rearview mirror, and/or address the students via the bus’s
speaker. This method creates a distraction from their driving and increases their
likelihood of an accident. This research supports a study by the NHTSA’s National Center
for Statistics and Analysis (2023) that found that distracted driving accounted for 3,211
fatal motor vehicle accidents and 3,522 total fatalities in the nation in 2021. These
findings in the literature review supported the researcher’s claim that effective
professional development for school transportation personnel is necessary to help drivers
address negative student behaviors on school transportation, while maintaining
everyone’s safety and well-being.
These key findings led the researcher to examine additional research regarding
student-driver relationships and interventions that support school transportation in
managing student behaviors. According to the Pennsylvania School Bus Driver’s Manual,
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
51
drivers are encouraged to develop relationships with students, as well as build trust and
respect with them (PennDOT, 2022, p. B-6). These positive interactions are important to
relationship building because they help create a sense of connectedness, which will in
turn build trust and respect between the students and drivers (Cook et al., 2018). To help
foster these relationships and build trust research has suggested creating an intervention
program that creates consistent rules, and specific goals for students and drivers, to help
remove potential barriers and create acceptance from both the students and staff (King et
al., 2019).
Based on these key findings and additional research conducted by the researcher,
a mixed-method research plan was created. This plan included conducting a pre and post
survey with elementary school parents/guardians, a pre and post survey with school
transportation personnel, interviews with school transportation administrators, two
professional development trainings for school transportation personnel, and a comparison
of bus misconduct data from the 2022-2023 school year and the 2023-2024 school year.
Each of these research instruments provided the researcher with data that guided the
content presented to school transportation personnel during their two days of training in
November of 2023 and January of 2024.
The first day of professional development was offered to school transportation
personnel on November 29, 2023. This training was conducted in conjunction with TCT’s
monthly safety meeting and included all bus and van drivers, dispatchers, and monitors.
The district-hired transportation director and a member of the elementary school
administrative team were also present during this training to ensure they were familiar
with the content that was shared with the school transportation personnel.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
52
The initial training provided the participants with an overview and rationale of the
trainings that were setup between the researcher and the bus company. The researcher
also started the session by explaining that she determined the content of the sessions
based on the results of the surveys and interviews that she conducted. Then, once all
introductory information was concluded, the researcher presented content related to
building relationships with students and setting expectations on school transportation.
Initially the researcher planned to have the school transportation personnel participate in
a few activities to address these topics; however, once the training started, it was
determined that an open discussion with the participants was a more appropriate
approach.
Once each topic was discussed, the researcher concluded the training by providing
each participant with a training evaluation. This evaluation asked the participants to
provide feedback to the researcher on which topics they would like more information
about at the next training in January. A detailed agenda with the topics and original
activities planned for this training are in Appendix K.
The second day of training was provided to all drivers, dispatchers, and monitors
on January 24, 2024. This training, like the first training, was offered in conjunction with
TCT’s monthly safety meeting; however, the district-hired transportation director was the
only additional participant in attendance at this training. A representative from elementary
school administration was not able to attend.
During this training the researcher started by reviewing the concepts discussed at
the November training and asked the participants if they were able to make any new
connections with the students on their buses/vans based on the suggestions that were
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
53
provided to them during the first training session. Once this discussion was concluded,
the researcher then transitioned into the new content selected for this training. This
training was conducted in a discussion format, like the first training, and covered the
topics of behavior management, completing bus misconduct referrals, and
communicating with parents. An open discussion was facilitated by the researcher for
roughly 30 to 45 minutes. At the end of the discussion, the researcher concluded the
training by reviewing the topics discussed each day and thanking TCT and the school
transportation personnel for their time. A detailed agenda that shows the topics for this
training are in Appendix L.
Fiscal Implications
There were no fiscal implications associated with this research plan and
intervention. The researcher coordinated and designed each aspect of this research plan in
conjunction with the Punxsutawney Area School District and TCT. Specifically,
regarding the professional development opportunities for school transportation personnel,
the researcher met with supervisors from both organizations and determined times that
would be appropriate for the participants to engage in trainings without adding additional
time to their workdays. Therefore, these trainings were incorporated into TCT’s
previously scheduled monthly safety meetings.
Research Methods & Data Collection
According to Mertler (2022), “the major characteristic of mixed-methods research
is that it combines quantitative and qualitative approaches by including both quantitative
and qualitative data in a single research study” (p. 139). Mertler (2022) further explains
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
54
that there are six core characteristics that researchers should consider when utilizing a
mixed-methods research design. These core characteristics are:
•
Collecting and analyzing persuasively and rigorously both qualitative and
quantitative data, based on research questions [emphasis added]
•
Mixing – or integrating or linking – the two forms of data either concurrently by
combining or merging them, sequentially by having one build on the other, or
embedding one within the other
•
Giving priority to one or both forms of data, again based on the research
questions and the emphasis of the research [emphasis added]
•
Using these procedures in a singular research study or in multiple phases of a
program research
•
Framing these procedures within philosophical worldviews and theoretical lenses,
[and]
•
Combining the procedures into specific research designs that direct the plan for
conducting the study. (p. 140)
Therefore, based on this information, the researcher determined that utilizing a
mixed-methods research design would provide an opportunity for comprehensive data
collection that addressed each research question within the study. Table 1 shows the
alignment of each research question to the type of data collected, the data sources utilized
to collect the data, and the timeline for collecting the data.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Table 1
Alignment of Research Questions, Types of Data Collect, Data Sources, and Collection
Timeline
55
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
56
Prior to starting this action research study, the researcher obtained IRB approval
from the PennWest University Instructional Review Board. An initial IRB application
was submitted to the review board on August 11, 2023, and final approval was received
on September 29, 2023 (Appendix A). A request to modify the previously approved
interview procedures was submitted and approved on November 8, 2023 (Appendix B).
In addition to IRB approval, the researcher also obtained letters of support from the
Punxsutawney Area School District (Appendix C) and TCT (Appendix D).
Upon IRB approval, the researcher sent out the Informational Letter for
Elementary School Parents (Appendix E) and the Information Letter for School
Transportation Personnel (Appendix F). These letters provided potential participants with
information about the researcher, as well as with information regarding the study. Each
letter also contained an informed consent statement, and a survey specific QR code that
directed potential participants to the appropriate survey for completion.
Once both letters were distributed, the School Transportation Parent Survey
(Appendix H), and School Transportation Personnel Survey (Appendix I) were activated.
All pre-surveys were voluntary and were administered using Google Forms. Although the
researcher did not ask that any identifiable information be shared in the survey responses,
an additional informed consent statement was added to the beginning of each survey.
Each pre-survey accepted responses until the mid-November. The researcher
stopped accepting responses in mid-November in order to analyze the data collected and
to prepare for the school transportation personnel trainings that took place on November
29, 2023, and January 24, 2024. The time for each of these trainings was planned with
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
57
TCT’s administration and was scheduled in conjunction with their monthly safety
meetings.
In addition to the pre-surveys, interviews with school transportation
administrators were also scheduled by the researcher. Prior to scheduling or conducting
any interviews, the researcher obtained signed informed consent from each participant
(Appendix G). Additionally, due to the nature of interviews and the researcher’s inability
to ensure anonymity, the researcher secured each participant’s signed, informed consent
forms in a private, locked cabinet that only the researcher has access to. Then, once these
steps were completed, the researcher scheduled six individual interviews with the school
transportation administrators via Zoom.
Each of the six interviews took place over several days during the week of
November 20th, 2023 (Appendix J) and provided the participants with an opportunity to
expand upon the concepts and themes explored in the pre-surveys. Each Zoom interview
was conducted by the researcher in a private room with the door shut. Each interviewee’s
name was removed from their responses and replaced with a code to ensure their privacy.
Once all interviews were completed, the responses were analyzed by looking for themes.
These results were combined with the themes that emerged from the pre-survey results to
help guide the researcher in planning the school transportation personnel trainings.
A final post-survey was administered to elementary school parents/guardians and
school transportation personnel in May of 2024. These surveys asked the participants the
same questions as the pre-survey. The rationale for this was to provide the researcher with
an opportunity to compare responses and perceptions. The data from these surveys also
served as a measure of determining the effectiveness of the professional development
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
58
opportunities provided in November and January. The goal of this post-survey was to see
if there was a positive change in the perceptions of the participants.
The last piece of data that was collected was the total number of bus misconduct
referrals for the 2023-2024 school year. This data was compared to the total number of
bus misconduct referral from the 2022-2023 school year. The researcher utilized this data,
in conjunction with the post-survey responses, to determine if the professional
development trainings affected the total number of referrals received by the elementary
school office.
There were no fiscal implications associated with the research methods conducted
or the data collection process. The researcher utilized a private Google Suite account,
which is free of charge for all users, to administer all surveys and record all survey and
interview responses. The researcher also utilized the Basic Plan within the Zoom platform
to conduct all interviews. This plan is free of charge and met the needs of the researcher;
however, it should be noted that other paid plans are available, should future researchers
find their needs differing from the needs of the researcher implementing this research
plan. Finally, the two, one-hour trainings that were provided to school transportation
personnel were scheduled in conjunction with TCT’s monthly safety meeting.
Validity
According to Hendricks (2017), validity is an essential component to any action
research project because it refers to the trustworthiness of the study. To determine the
validity of a study, Hendricks (2017) recommends that researchers evaluate their research
against a Lincoln and Grube’s trustworthiness criterion (p. 64). Hendricks (2017),
explains that this trustworthiness criterion includes:
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
•
59
Credibility: The plausibility of the research findings for the context that was
studied.
•
Transferability: The extent to which results of a study are applicable to other
contexts and other individuals.
•
Dependability: The degree to which research results would replicate with the
same or similar participants and/or contexts.
•
Confirmability: Showing that results are an accurate representation of what
occurred rather than the results of the researcher’s bias, motivation, or interest. (p.
64)
The researcher was able to ensure validity of this action research project by
meeting each of the four-trustworthiness criterion described by Hendricks (2017). First,
credibility was achieved through accurate data recording and peer debriefing. Accurate
data recording was accomplished by obtaining and maintaining informed consent for all
participants and maintaining participant anonymity on all surveys and interviews.
Anonymity on surveys was ensured by not collecting participants’ names and/or emails
addresses. For each interview, the researcher ensured anonymity by conducting private
Zoom interviews in a room with the door shut. Participant names were also coded to
ensure confidentiality. Finally, all survey and interview responses are recorded in the
researcher’s private Google account. This account is password protected and only the
researcher has access to it.
In addition to accurate data recording, the researcher also utilized peer debriefing
as way to ensure credibility. According to Hendricks (2017), “peer debriefing involves
discussing your study with a colleague, peer, or critical friend who is not invested in the
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study (not a collaborator)” (p.65). The researcher utilized this strategy, while maintaining
the confidentiality of participants, to help plan the school personnel trainings. Together,
the researcher and her peer were able to discuss the concepts and topics that emerged
from the data collected, and how they could be addressed/incorporated into the upcoming
trainings.
The next two areas of validity that were achieved were transferability and
dependability. The researcher accomplished this by providing an in-depth description of
the setting, study, and participants (Hendricks, 2017, pp. 67-68). The description of the
setting included in-depth information regarding the school district, and more specifically,
the Punxsutawney Area Elementary School. The researcher also included detailed
information about TCT and the contracted services the district receives from them.
Regarding the study and participants, the researcher specified the purpose of the study,
how each research question correlated with each instrument, and the rationale for why the
participants were selected. This information, coupled with the description of the setting,
provides an opportunity for a future researcher to transfer and replicate the study.
The final area of validity utilized within the trustworthiness criterion is
confirmability. Hendricks (2017) explains that for confirmability to take place, the
research must focus on “evidence that [the] results are accurate and not a result of
researcher bias” (p. 68). The researcher achieved this through accurate data recording.
Specifically, the researcher collected anonymous data from parents/guardians, as well as
school transportation personnel on pre and post surveys administered through Google
Forms. Furthermore, the questions asked on these surveys were created based on previous
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
61
discipline data and the researcher’s experience as an elementary school assistant
principal.
The triangulation of data also increased the validity of this action research project.
Hendrick (2017) explains that triangulation is “a method in which multiple forms of data
are collected and compared to enhance the validity and credibility of a research study” (p.
71). This process was achieved by collecting and comparing data from four different data
sources. Table 2 shows the alignment between Research Questions 1 and 2 and the
questions asked to participants on surveys and interviews. It also shows how the data
collected for Research Question 3 correlates with the data collected for Research
Questions 1 and 2.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Table 2
Triangulation of Data Sources
Research Questions
Data Source Questions
What are the
perceptions of school
transportation
personnel and parents
on student behavior
and discipline on
district buses and vans?
•
What behaviors are
identified through
school transportation
personnel and parent
perceptions, as well as
referral data that are
impacting student
success on school
transportation?
•
What effect does
incorporating
professional
development
opportunities for school
transportation
personnel have on the
number of student bus
misconduct referrals at
the elementary level?
•
•
•
•
•
•
Transportation personnel survey questions
addressing this research question include: 1, 2, 3, 4,
5, 6, 7, 10, 11, 12, and 13.
Parent survey questions addressing this research
questions include: 1, 2, 3, 4, and 5.
Interview questions addressing this research
question include: 1, 2, 3, 5, and 6.
Transportation personnel survey questions
addressing this research question include: 8, 9, and
14.
Question 6 on the parent survey addresses this
research question.
Interview questions addressing this research
question include: 4, 7, and 8.
School transportation survey question number 14,
parent survey question number 6, and interview
question number 7 were based on the referrals
submitted during the 2022-2023 school year.
The number of bus misconduct referrals from the
2022-2023 school year will be compared to the
referrals from the 2023-2024 school year. This will
show if the professional development opportunities
provided to the school transportation personnel had
the desired effect of lowering the overall number of
bus referrals. a
Note. a The content of the professional development opportunities were based off of the
data collected from both surveys and the interviews conducted by the researcher.
62
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
63
Summary
This mixed-methods study was designed to explore the effect professional
development for school transportation personnel has on student bus misconducts at the
elementary level. The Punxsutawney Area Elementary School and TCT are the setting for
this study and include various stakeholders as participants. The participants include:
•
elementary school parents/guardians
•
school transportation personnel, and
•
school transportation administrators
Participation in this study was voluntary and provided the researcher with insights on
student behavior and what supports drivers need. The research instruments utilized by the
researcher to collect data included pre and post surveys from parents/guardians, pre and
post surveys from school transportation personnel, and interviews with school
transportation administrators. IRB approval was obtained from PennWest University
prior to starting this research study, as was informed consent for all participants.
The research questions and research plan for this study are supported by the
findings from an extensive literature review conducted by the researcher. Additionally,
the researcher utilized this research and the data collected to guide the professional
development opportunities that were provided to all school transportation personnel. A
final data source, which answers Research Question 3, is the comparison of bus
misconduct referral data from the 2022-2023 and 2023-2024 school years. This final data
source and comparison will show if the professional development trainings that were
presented to all school transportations personnel were effective is changing the number of
referrals received by the elementary school office.
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64
There were no fiscal implications associated with this study due to the researcher
utilizing free software for survey development and collection. Additionally, the researcher
utilized a free version of Zoom to conduct all interviews and recorded all interviewee
responses in a private Goggle Drive, which is also free. Finally, the validity of the study
was established using Lincoln and Grube’s trustworthiness criterion (Henricks, 2017, p.
64), as well as through the triangulation of data. The following chapter, Chapter IV, will
analyze and explain the results of the data collected throughout the study.
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65
CHAPTER IV
Data Analysis and Results
This action research project is centered around the effects professional
development for school transportation personnel has on the number of bus misconduct
referrals submitted at the elementary level. The researcher utilized qualitative and
quantitative data to study this topic using surveys, interviews, and discipline referral data.
The participants for this study include school transportation personnel, school
transportation administrators, and elementary school parents. A pre and post survey was
anonymously administered to the school transportation personnel and parents for this
study, while school transportation administrators participated in interviews that further
explored the topics addressed in the surveys.
This chapter focuses on the collection of data, the data analysis process, and the
results of the data collected by the researcher. Each piece of data collected is connected to
one or more of the three research questions posed by the researchers. The following are
the posed research questions:
1. What are the perceptions of school transportation personnel and parents on
student behavior and discipline on district buses and vans?
2. What behaviors are identified through school transportation personnel and parent
perceptions, as well as referral data that are impacting student success on school
transportation?
3. What effect does incorporating professional development opportunities for school
transportation personnel have on the number of student bus misconduct referrals
at the elementary level?
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66
Furthermore, the data collected by the researcher was utilized to develop and deliver two
days of professional development for school transportation personnel at TCT, the
contracted bus company of the Punxsutawney Area School District.
Data Analysis
A mixed-methods research design was used to conduct this action research
project. Qualitative data was collected utilizing pre and post surveys for school
transportation personnel and elementary school parents. Pre-surveys were administered to
both groups of participants in October/November of 2023, and post-surveys were
administered in May of 2024. Qualitative data was also utilized to collect data from
school transportation administrators. This data was collected by conducting interviews in
November of 2023. Finally, the researcher collected quantitative data in the form of bus
misconduct referrals. This data included the total number of bus misconduct referrals
processed by the elementary school during the 2022-2023 and 2023-2024 school years.
The researcher’s rationale in collecting this data was two-fold. First, the
researcher utilized the perceptions of the pre-survey data and interview responses to
guide the professional development opportunities that were provided to school
transportation personnel in November of 2023 and January of 2024. The researcher
hypothesized that the impact of the content covered during these trainings would then
lower the total number of bus misconduct referrals submitted to the elementary school.
All survey results were collected utilizing Google Forms, and all interview responses
were recorded in Google Docs. Finally, all bus misconduct referral data was collected
from CSIU, the district’s student information management system.
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67
Survey Analysis
Pre survey responses from both elementary school parents and school
transportation personnel were analyzed for common themes. The researcher looked for
these themes by analyzing the response percentages recorded for each question. The
responses with the highest percentages were prioritized as an area of need and were
addressed at the professional development trainings provided for school transportation
personnel. Additionally, the researcher compared the perceptions and priority areas from
the parent pre-survey to the results of the school transportation personnel pre-survey. This
allowed the researcher to ensure that all areas of need were addressed during the
professional development trainings. The results of these surveys is explained in detail in
the results section of this chapter.
Post survey responses were analyzed and compared to the pre-survey responses.
This was done to determine if the parent and school transportation personnel perceptions
changed from October/November of 2023 to May of 2024.
Interview Analysis
The researcher interviewed six school transportation personnel administrators in
November of 2023. These interviews included eight questions and elaborated upon the
topics covered in the survey questions. The researcher conducted each interview via
Zoom and recorded all answers in Google Docs utilizing a code in place of the
interviewee’s name. Each interview took on average 10 – 15 minutes to complete and
provided the researcher with additional information regarding the topics needing
addressed during the professional development opportunities provided to school
transportation personnel in November of 2023 and January of 2024. Interviewee
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68
responses and the themes that emerged from the interviews are explained in detail in the
results section of this chapter.
Discipline Data Analysis
Student discipline data was retrieved from CSIU, the district’s student information
management system, for the 2022-2023 and 2023-2024 school years. The discipline data
was filtered to contain only bus misconduct referrals at the elementary school for each
school year and provided the researcher with a total number of referrals proceed by the
elementary school administration. Upon initial analysis the researcher determined that
breaking down the discipline data further would help to provide a better overview of the
changes that occurred from one year to the next.
The additional analysis and breakdown in data provided the researcher with the
number of discipline referrals for each grade level, kindergarten through sixth grade. The
researcher then identified the following information for each grade level:
1. The number of students with an IEP and the number of referrals attributed to this
category.
2. The number of students with 504 Plans and the number of referrals attributed to
this category.
3. The number of female students that generated a referral and the total number of
referrals attributed to female students.
4. The number of male students that generated a referral and the total number of
referrals attributed to male students.
5. The total number of students that generated referrals for the grade level.
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69
6. The number of repeat offenders within the grade level that had two or more
referrals attributed to them.
The researcher then compared this data and created grade level cohorts of students to
determine changes from one year to the next. The results of this data analysis is explained
in the following results section.
Results
Research Question One: What are the perceptions of school transportation personnel
and parents on student behavior and discipline on district buses and vans?
The results for research question 1 were collected from the responses of the parent
survey, school transportation personnel survey, and school transportation administrator
interviews. The participants’ responses on the pre-survey administered in
October/November of 2023 were analyzed to determine common themes that would
guide the researcher in developing the professional development trainings for school
transportation personnel. Figure 6 shows the parent survey question and responses
regarding how their child is transported to school.
The responses in Figure 6 provided the researcher with a guideline as to which
form of transportation the students take to school. According to this data 94.3% of parents
reported that their student rides a bus, and 5.7% ride a van. This data is important to the
researcher because buses transport more students and therefore have the potential for
different behaviors than that of a van.
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70
Figure 6
Parent Pre-Survey Question One Responses
Figure 7 shows how often the participants’ child received a bus misconduct
referral. Figure 7 also provides the researcher with background knowledge regarding the
number of referrals and discipline that has been issued to the participants’ child.
According to the responses 85.2% of parents stated that their child has “never” received a
referral; however, 12.5% reported their child has “rarely” received a referral. This means
that their child has received a referral up to two times a week. One parent stated their
child received referrals “often” or 6 – 10 times a week, and one parent responded with
“constantly” or 11 or more times a week. Each of these pieces of data are important, as
they may guide the remaining responses gathered from the parents and their perceptions
on school bus misconduct.
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71
Figure 7
Parent Pre-Survey Question 2 Responses
Pre-survey parent question 3 provided the researcher with information regarding the
parents’ perceptions on the expectations set forth on their child’s bus or van. Figure 8
shows these perceptions. According to the responses illustrated in Figure 8, while a total
of 71.6% of parents “agree” or “strongly agree” that there are clear expectations/rules on
their child’s bus or van, 28.4% of parents “disagree or “strongly disagree” with this
statement.
Figure 8
Parent Pre-Survey Question 3 Responses
The final two questions from the parent pre-survey that address research question
1 are related to communication. Specifically, question 4 asks, “How often does your
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
72
child’s driver communicate with you about your child’s behavior on school
transportation?” Figure 9 illustrates the parents’ responses to question 4. These
responses indicate that communication between the parents and drivers is lacking with
83% of parents stating that their child’s driver “never” communicates with them.
Figure 9
Parent Pre-Survey Question 4 Responses
As a follow-up to question 4, questions 5 asks, “If a driver were to communicate with
you about behaviors, how would you prefer that they communicate with you?” Figure
10 shows the parents’ responses to this question and indicates that they would prefer
that drivers speak to them in-person at the bus stop about their child’s behavior.
Figure 10
Parent Pre-Survey Question 5 Responses
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73
Upon deeper analysis, the researcher found that 11 of the 16 parents that reported
that they “disagree” that their driver provides their child with clear expectations/rules also
do not receive any communication from their child’s driver. Additionally, of the nine
parents that reported that they “strongly disagree” that their driver provides their child
with clear expectations/rules, seven parents also reported that they “never” receive
communication from their child’s driver.
To further answer research question 1, school transportation personnel gave the
following answers to pre-survey questions. Of the nine participants that completed the
pre-survey, five participants reported that they have 5 or less years of school
transportation experience; two participants reported that they have 6 – 10 years of
experience, and two participants reported having 11 – 25 years of experience.
Additionally, five participants reported that they “rarely” complete bus misconduct
referrals that must be handled by a school administrator. Three participants reported that
they “never” complete referrals, and one participant reported that they “constantly”
complete referrals, which means that they submit 11 or more referrals a week to school
administration.
Figure 11 shows the number of years of experience, and Figure 12 shows the
number of referrals submitted each week. This data provided background knowledge of
the potential audience for the professional development opportunities that were being
planned for the school transportation personnel.
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74
Figure 11
School Transportation Personnel Question 1 Responses
Figure 12
School Transportation Personnel Pre-Survey Question 2 Responses
In addition to questions 1 and 2, questions 3 – 7 answer research question 1.
These questions not only ask the participants their perception regarding a topic, but also
ask if they would like additional training on that topic. Figure 13 shows the responses
submitted for question 3. According to the data in Figure 13, 100% of school
transportation personnel agree on some level that they can set clear expectations for their
students.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
75
Figure 13
School Transportation Personnel Pre-Survey Responses for Question 3
Subsequently, Figure 14 shows the responses for question 4, which asks school
transportation personnel if they would like to receive training on setting clear
expectations and rules on the bus/van. According to the responses found in Figure 12,
88.9% of school transportation personnel “strongly agree” or “agree” that they would like
training in this area, with only one participant stating that they “disagree” with wanting to
receive training in this area.
Figure 14
School Transportation Personnel Pre-Survey Responses for Question 4
Another set of school transportation personnel survey questions that addressed
research question 1 are questions 5, 6, and 7. Each of these questions address the topic of
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
76
managing student behaviors on the bus/van. Figure 15 shows the responses from question
5 regarding school transportation personnels’ perceptions related to redirecting student
misbehaviors. According to this figure, all participants “strongly agree” or “agree” that
they can redirect student misbehaviors on their bus/van.
Figure 15
School Transportation Personnel Pre-Survey Responses for Question 5
Figure 16 shows the responses to question 6, “I am able to de-escalate or calm down
escalated students on school transportation.” According to the data reported in Figure 16,
88.8% of participants “strongly agree” or “agree” with this statement, and 11.1% or one
participant “disagree” with this statement.
Figure 16
School Transportation Personnel Pre-Survey Responses for Question 6
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77
Figure 17 shows the responses from question 7, which asked participants if they would
like to receive training in de-escalation. Of the nine participants that participated in the
survey, seven participants agreed to some degree that they would like training in this area,
and two participants “disagreed” or “strongly disagreed” that they would like training in
this area.
Figure 17
School Transportation Personnel Pre-Survey Responses for Question 7
The next set of questions from the school transportation personnel survey that
address research question 1 are questions 10, 11, and 12. Questions 10 – 12 relate to
communication with parents. Figures 18 addresses question 10 and shows how often
school transportation personnel communicate with parents regarding behaviors on their
bus/van. According to Figure 18, there is little communication between parents and
drivers, with only two participants responding that they communicate with parents
“often” or after each bus misconduct referral that is submitted.
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78
Figure 18
School Transportation Personnel Pre-Survey Responses for Question 10
Figure 19 shows school transportation personnel’s responses to question 11. According to
this figure the primary method for communication for drivers has been to speak directly
with parents at the bus stop.
Figure 19
School Transportation Personnel Pre-Survey Responses for Question 11
Figure 20 show the responses to survey question 12. According to this figure, while five
of the nine participants would like additional training in communicating with parents,
there are four of the nine participants that either “disagree” or “strongly disagree” with
this statement.
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79
Figure 20
School Transportation Personnel Pre-Survey Responses for Question 12
The final question from the school transportation personnel pre-survey that addresses
research question 1 is question 13. This question relates to the drivers’ perceptions
regarding the effectiveness of the consequences issued for a bus misconduct referral.
Figure 21 shows the drivers’ responses to this question. According to this figure the
overall perception of drivers is that the consequences issued by the school administration
is not effective, with 55.6% of participants reporting that they “strongly disagree” with
this statement. Additionally, 22.2% of participants report that they “disagree” with this as
well. Overall, that is 77.8% or seven of the nine participants that feel this way.
Figure 21
School Transportation Personnel Pre-Survey Responses for Question 13
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80
The final instrument utilized by the researcher to answer research question 1 was
the school transportation personnel interviews. Specifically, questions 1, 2, 3, 5, and 6
were utilized to answer this research question and expand upon the topics addressed in
the pre-surveys administered to the parents and school transportation personnel. Six
school transportation administrators participated in these interviews. A school
transportation administrator may include any supervisor or administrator of students
and/or transportation employees. A summary of their responses is provided below.
Interview Question #1. Do you find the bus misconduct referral form easy to
complete? If not, what changes need to be made to this form to make it more effective in
reporting student misconducts?
All six participants stated that they felt the referral form is easy to complete. Two
participants also stated that the open space on the referral for the drivers to explain what
happened during the incident is beneficial. One participant also stated that they liked that
the drivers were able to specify the number of notices the student has received at the top
of the referral. Finally, while all participants felt the referral was easy to complete, two
participants explained that they felt the drivers need more training on driver responsibility
related to completing referrals, and on how to fill out the form correctly. These
recommendations were made due to some drivers writing referrals for behaviors that can
be handled by them on the bus, and for not marking the correct infraction in relation to
the reported misbehavior. An example of a behavior the participant felt can be handled by
the driver without a referral is “talking too loud.”
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81
Interview Question #2. What are the expectations or rules that you have for the
students on your bus/van?
There were various responses from the participants for this question. The following is
a list of all expectations and rules provided by the participants:
•
Be good
•
Stay in your seat
•
Follow the rules
•
Keep hands and feet to yourself
•
No eating or drinking
•
No loud music
•
No swearing
•
No fighting
•
Sit in your assigned seat
•
Buckled in (vans only)
•
Safe to and from school
•
Be respectful
•
No jumping or hopping from seat to seat
•
No acting up – can be a little loud but must stay in your seat
•
Nothing out of backpacks – no toys
•
No screaming/yelling (Inside Voices)
•
School rules apply on the bus/van
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82
Interview Questions #3. What is your current procedure for dealing with an
escalated or unruly student?
The following is a summary of the participants’ responses to this question; however,
please note that the individual responses received have been mixed and merged to ensure
the confidentiality and privacy of the participants.
Dependent upon the situation, the driver may have to pull the bus or the van
safely off the road to gain control and talk to the students. The driver may also have to
ask the unruly student to move to the front of the bus to remove them from the situation.
If the situation is “really bad” the driver may also have to ask that a school building
administrator and/or special education administrator come to where they are pulled over
and remove the student from the bus or van. In extreme cases 911 may need to be called
as well.
Additional responses to an unruly/escalated student include having the school’s
crisis team/school counselors ready to intervene when the child gets to the school. The
situation may also require a bus suspension or that different transportation must be
utilized for the student, which may include having the child’s parent drive them to and
from school. For situations involving students with an IEP, it may be necessary to adjust
the student’s goals through an IEP meeting or implement a positive behavior plan.
Certain situations may also require that an adult monitor ride the bus or van with the
students. Finally, in all situations, the parents must be called and notified of the concerns.
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83
Interview Question #5. Please explain your preferred method for communicating
with parents.
All six participants stated that making a phone call home to the parents is their
preferred method of communication. This method of communication helps to ensure that
the parents are made aware of the situation immediately. One participant stated that they
will also speak with a parent at the bus stop, if possible. Another participant stated that if
they feel phone conversations are not helping with the situation, they will ask for a
meeting face-to-face to get everyone on the “same page.” Finally, another participant
stated in addition to phone calls, if a parent emails them about a situation, they will email
them back and utilize written communication.
Interview Question #6. What are your thoughts on the consequences the students
receive from school administration related to bus misconducts? Do they effectively
change the student’s behavior?
There were varying thoughts and opinions that emerged in the participants’
answers to this question; however, bus suspensions were mentioned by five of the six
participants. Of these five participants, only one participant was against bus suspensions
and mentioned wanting to find an alternative consequence. Their reasoning was related to
the perception that bus suspensions tend to remove the student from school completely,
and that the suspension typically affects the parents more than the child. The other four
participants in favor of bus suspensions felt they make the students and the parents more
responsible and show a stern consequence for the student’s behavior. In response to the
second part of the question, the participants stated that parental support is important in
changing the student’s behavior and that, unfortunately, some students do not change
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
84
their behavior regardless of the consequences they receive. Finally, a participant
explained the importance of ensuring others know and understand how hard the job of a
bus driver is, and that the consequences given affect the drivers as well.
A second post survey was administered in May of 2024 to parents and school
transportation personnel. The results of this survey were compared to the pre-survey
results to determine if there was a change in perceptions. Table 3 shows the comparison
of the results from the pre and post parent survey questions that answer research question
1.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Table 3
Comparison of Pre and Post Parent Survey Results
Note. There were 88 pre-survey participants and 31 post survey participants.
Table 4 shows the comparison of results from the pre and post school transportation
personnel survey questions that answer research question 1.
85
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Table 4
Comparison of Pre and Post School Transportation Personnel Survey Results
Note. There were 9 pre-survey participants and 10 post survey participants.
86
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87
Research Question Two: What behaviors are identified through school transportation
personnel and parent perceptions, as well as referral data, that are impacting student
success on school transportation?
The results for research question 2 were collected from parent and school
transportation personnel surveys, school administrator interviews, and bus misconduct
referrals from the district’s student information management system. Specifically,
question 6 from the parent survey addresses this research questions, along with questions
8, 9, and 14 from the school transportation personnel survey. Questions 4, 7, and 8 on the
school transportation administrator interview also addresses this research question.
Finally, it must be noted that the researcher based the behaviors listed in these research
instruments from the bus misconduct referrals that were submitted during the 2022-2023
school year.
The researcher utilized the results collected from these survey and interview
questions, in conjunction with the topics and themes that emerged from the results of
research question 1, to determine the areas addressed during the school transportation
personnel professional development trainings. Figure 22 shows the results from parent
pre-survey question 6.
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88
Figure 22
Parent Pre-Survey Responses for Question 6
Based on these results, the following are the parents’ areas of concern listed in order from
greatest to least:
1. Bulling/threatening
2. Profanities/inappropriate language
3. Fighting
4. Safety violations
5. Refusal/defiance
6. Misuse of technology
7. Vaping/smoking
8. Possession of a weapon
In comparison, Figure 23 shows the results of the school transportation personnel presurvey areas of concern.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
89
Figure 23
School Transportation Personnel Pre-Survey Responses for Question 14
The following were the results of question 14 show that school transportation personnels’
areas of concern:
1. Safety violations
2. Refusal/defiance
3. Bullying/threatening
4. Profanities/inappropriate language
5. Fighting
6. Misuse of technology
7. Vaping/smoking
8. Possession of weapons
The top five areas of concern identified by both participant groups include safety
violations, bullying/threatening, profanities/inappropriate language, fighting, and
refusal/defiance.
Additional survey questions that answered research question 2 were questions 8
and 9 of the school transportation personnel pre-survey. Figure 24 shows the results of
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
question 8, with 88.9% of school transportation personnel saying they either “strongly
agree” or “agree” that they are knowledgeable of various disabilities
Figure 24
School Transportation Personnel Pre-Survey Responses for Question 8
Figure 25 shows the results of question 9 and indicates that school transportation
personnel would all like to receive additional training on disabilities that may affect
student behaviors on their buses/vans.
Figure 25
School Transportation Personnel Pre-Survey Responses for Question 9
The third research instrument utilized to gather data for research question 2 was
questions 4, 7, and 8 of the school transportation administrator interviews. Below is a
summary of the responses received for interview question 4.
90
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Interview Question #4. What information is provided to you regarding the
various disabilities that may affect a student’s behavior on school transportation?
Six of the seven participants stated that they do not receive any information
regarding the disabilities of students riding on school transportation. However, when a
behavioral concern arises, information is shared with them. Additionally, one participant
explained that when concerns arise for a student with an IEP, they will help create a plan
to support that child. Another participant explained that while there is a “need to know”
for this information, this area is concerning due to needing to maintain the confidentiality
of students with a disability.
A second interview question that addresses research question two is interview
question 7. Question 7 asked the participants, “What is your biggest concern related to
student behaviors?” The researcher guided the responses to this question by providing all
of participants with the list of the behaviors identified in parent survey questions six and
school transportation personnel survey question 14. The researcher then added the
participants’ responses into a Google Form. The results of this question are provided in
Figure 26.
Figure 26
School Transportation Administrator Interview Question Seven Responses
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The following are the results of question 7 that show school transportation administrators
areas of concern:
1. Safety violation, bullying/threatening, and fighting
2. Profanities/inappropriate language, possession of a weapon, and
refusal/defiance
3. Misuse of technology
In addition to stating these areas of concern, two participants expressed additional
concerns surrounding the possession of weapons. Their responses were, “we don’t know
what is in their backpacks” and that weapons includes “things that can be used as
weapons.”
The third interview question that addresses research question 2 is question 8,
“What type of professional development training do you feel would help improve student
behaviors and success on school transportation?” The following topics were provided to
the researcher:
•
Management development – techniques and strategies that get students to
listen
•
Communication with students – how to talk to the students
•
Differentiating infraction/prioritizing concerns – understanding what needs
addressed immediately on the bus/van and knowing a major vs. minor
infraction
•
De-escalation
•
PBIS for the bus
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
•
93
Disabilities – general information to help them better understand the behaviors
that may be associated to a specific disability.
•
Working with students – how to work with and understand students better,
including some of the challenges they may be facing (i.e. home-life).
•
Building relationships – how to interact with students and show they care.
The researcher combined the interviewee responses with the responses from the surveys
to help guide the topics and content presented during the professional development days
in November and January.
The final piece of data utilized to answer research question 2 was the parent and
school transportation personnel post surveys. These surveys were utilized to determine if
participant perceptions changed because of the professional development opportunities
provided for school transportation personnel. Table 5 shows the comparison of the results
from the pre and post parent survey questions that answer research question 2.
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Table 5
Comparison of Pre and Post Parent Survey Results
Note. There were 88 pre-survey participants and 31 post survey participants.
Table 6 shows the comparison of results from the pre and post school transportation
personnel survey questions that answer research question 2.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Table 6
Comparison of Pre and Post School Transportation Personnel Survey Results
Note. There were 9 pre-survey participants and 10 post survey participants.
95
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96
Research Question Three: What effect does incorporating professional development
opportunities for school transportation personnel have on the number of student
bus misconduct referrals at the elementary level?
Bus misconduct referral data was utilized to answer research question 3. To do
this the researcher analyzed and compared the total number of bus misconduct referrals
from the 2022-2023 and the 2023-2024 school years. Table 7 shows the overall bus
misconduct data for the 2022-2023 and 2023-2024 school years. This table shows that
there was a 33% decrease in referrals from 2022-2023 to 2023-2024. Additionally, there
was a 28% decrease in the number of repeat offenders, or students that were attributed to
two or more referrals.
Table 7
Overall Bus Misconduct Data for 2022-2023 and 2023-2024 School Years
Overall Comparison
22/23 23/24
Change
Percentage
Total Referral
426
286
- 140 referrals
-33%
Total Repeat Offenders
81
58
- 23 students
-28%
The researcher then broke the overall data down further to analyze what changes
occurred within the cohorts of students at the elementary school to create the overall
decrease in bus misconduct referrals. Table 8 shows the cohort data for the students that
moved from kindergarten to first grade and Table 9 shows the data for first to second
grade.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Table 8
Kindergarten to First Grade Cohort Discipline Data
Kindergarten to 1st Grade
22/23
23/24
% Change
Total Referrals
54 referrals
34 referrals
-37% referrals
IEPs
19 referrals
11 referrals
-42% referrals
504s
0
0
Null
Female
18 referrals
8 referrals
-56% referrals
Male
36 referrals
26 referrals
-28% referrals
Students
Responsible for
Referrals
26 students
25 students
-4%students
11 repeat
offenders
6 repeat
offenders
-45% repeat
offenders
Repeat Offenders
97
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Table 9
First to Second Grade Cohort Disciple Data
1st Grade to 2nd Grade
22/23
23/24
% Change
Total Referrals
77 referrals
29 referrals
- 62%
referrals
IEPs
17 referrals
15 referrals
-12% referrals
504s
7 referrals
0 referrals
-100%
referrals
Female
41 referrals
8 referrals
-80% referrals
Male
36 referrals
21 referrals
-42% referrals
Students Responsible
for Referrals
35 students
13 students
-63% students
14 repeat
offenders
7 repeat
offenders
-50% repeat
offenders
Repeat Offenders
According to the data presented in Table 8 and Table 9, the first-grade cohort had the
largest overall decrease in referrals in all but one category, referrals that were attributed to
students with an IEP. In this category, the kindergarten cohort had a 42% decrease, where
the first-grade cohort had a 12% decrease.
The next cohorts of students included students that went from second to third
grade and third to fourth grade. Table 10 shows the data for the second-grade cohort, and
Table 11 shows the data for the third-grade cohort.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Table 10
Second to Third Grade Cohort Disciple Data
2nd Grade to 3rd Grade
22/23
23/24
% Change
Total Referrals
66 referrals
39 referrals
-41% referrals
IEPs
34 referrals
12 referrals
-65% referrals
504s
2 referrals
1 referral
-50% referrals
Female
10 referrals
3 referrals
-70% referrals
Male
56 referrals
36 referrals
-36% referrals
Students Responsible
for Referrals
30 students
23 students
-23% students
12 repeat
offenders
8 repeat
offenders
-33% repeat
offenders
Repeat Offenders
99
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100
Table 11
Third to Fourth Grade Cohort Disciple Data
3rd Grade to 4th Grade
22/23
23/24
% Change
Total Referrals
46 referrals
46 referrals
Null
IEPs
10 referrals
13 referrals
+30% referrals
504s
9 referrals
7 referrals
-22% referrals
Female
12 referrals
9 referrals
-25% referrals
Male
34 referrals
37 referrals
+9% referrals
Students Responsible
for Referrals
26 students
27 students
+4% students
7 repeat
offenders
11 repeat
offenders
+57% repeat
offenders
Repeat Offenders
The second-grade cohort data shows a decrease in all categories, with the biggest change
taking place in the percentage of female students receiving a referral. This category had a
70% decrease in referrals. The third-grade cohort, however, did not see a decrease in all
categories like the kindergarten, first, or second grade cohorts. This cohort had increases
in four areas, while maintaining the same number of overall referrals from one year to the
next. The highest increase occurred in the number of “repeat offenders” with a 57%
increase from one year to the next.
The final cohorts examined by the researcher included data for the students
moving from fourth to fifth grade, and fifth to sixth grade. Table 12 shows the data for the
fourth to fifth grade cohort, and Table 13 shows the data for the fifth to sixth grade
cohort.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Table 12
Fourth to Fifth Grade Cohort Disciple Data
4th Grade to 5th Grade
22/23
23/24
% Change
Total Referrals
97 referrals
64 referrals
-34% referrals
IEPs
39 referrals
28 referrals
-28%referrals
504s
0
0
Null
Female
23 referrals
15 referrals
-35% referrals
Male
74 referrals
49 referrals
-34% referrals
Students Responsible
for Referrals
39 students
38 students
-3% students
22 repeat
offenders
12 repeat
offenders
-45% repeat
offenders
Repeat Offenders
101
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102
Table 13
Fifth to Sixth Grade Cohort Disciple Data
5th Grade to 6th Grade
22/23
23/24
% Change
Total Referrals
46 referrals
31 referrals
-33% referrals
IEPs
9 referrals
14 referrals
+55% referrals
504s
0
0
Null
Female
17 referrals
12 referrals
-29% referrals
Male
29 referrals
19 referrals
-34% referrals
Students Responsible
for Referrals
28 students
20 students
-29% students
Repeat Offenders
9 repeat
offenders
7 repeat
offenders
-22% repeat
offenders
According to the cohort data, the fourth-grade cohort had decreases in all categories, with
the largest decrease taking place in the number of “repeat offenders.” Specifically, this
category had a 45% decrease from the previous year. The fifth-grade cohort, however, did
not have similar results and had an increase in referrals attributed to students with and
IEP. According to the data, this area had a 55% increase from one year to the next.
Triangulation of Data
Multiple forms of data were collected and analyzed to answer each research
question. This data included perceptions from three groups of participants, which
included parents, school transportation personnel, and school transportation
administrators. Data from the parent pre-survey, school transportation personnel presurvey, and school transportation administrator interviews were analyzed to determine
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
103
common themes and topics for professional development trainings that would support
school transportation personnel with student behaviors on their buses and vans. A post
survey was also administered to parents and school transportation personnel to determine
if their perceptions changed due to the professional development opportunities that were
provided to bus and van drivers. Finally, the number bus misconduct referrals for 20222023 and 2023-2024 were also analyzed and compared to each other to determine if the
professional development opportunities provided had their desired effect on lowering the
number of referrals submitted to the elementary school. By utilizing multiple forms of
data, the researcher increased the validity and credibility of the study by removing the
potential for researcher bias.
Discussion
This action research study utilized a mixed methods approach to collecting and
analyzing data. The goal of utilizing this research method was to answer three research
questions using the results from surveys, interviews, and discipline data. Based on the
results of the survey and interview data collected for research questions 1 and 2, the
researcher determined themes to focus the school transportation personnels’ professional
development trainings on. These themes included building relationships, setting
expectations, and behavior management. The researcher then assigned subtopics within
these themes. These topics were determined based on survey and interview results.
The first theme, building relationships, included information regarding how to
build positive relationships with students through positive interactions. This theme and
sub-topic are directly correlated to the responses the researcher received from question 8
on the school transportation administrator interview. These responses reflected a need for
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
104
school transportation personnel to not only build positive relationships with students, but
also learn ways to development and encourage daily positive interactions between the
drivers and students.
The second theme, setting expectations, emerged from the school transportation
personnel survey results. This theme emerged from the responses received for question 4
of the school transportation personnel pre-survey. According to the results 55.6% of
participants agreed that they would like more training in this area, and 33.3% of
participated strongly agreed to wanting more training in this area. The researcher then
utilized the responses received from question 2 of the school transportation administrator
interviews to help guide the development of the content presented during the professional
development training.
The researcher created day one of the school transportation personnel professional
development trainings centered around these two themes. This training took place on
November 29, 2023, and included all TCT employees. A comprehensive agenda for this
training day is in Appendix K and details the discussion points and activities presented
during this professional development training.
The third theme that emerged from the results of question 8 of the school
administrator interview and question 7 of the school transportation personnel pre-survey
was related to behavior management, including how to de-escalate students. Within this
theme the researcher included the topics of safety, profanities/inappropriate language,
bullying, fighting, and defiance and refusal. These topics emerged from the responses
received from question 6 of the parent pre-survey, question 14 of the school
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
105
transportation personnel pre-survey, and question 7 of the school transportation
administrator interview.
Two subtopics that were added within this theme were differentiating between
major and minor discipline infractions and parent communication. These topics were
added based on the results of questions 5 and 8 of the school transportation administrator
interview, questions 4 and 5 or the parent pre-survey, and questions 10, 11, and 12 of the
school transportation personnel pre-survey.
The researcher utilized this data to create day two of training for school
transportation personnel. This training focused on behavior management as it relates to
school bus safety, bullying, fighting, refusal/defiance, and the use of inappropriate
language. The researcher also included information related to differentiating the level of
an infraction and if it needs to be written up as a formal write-up. Furthermore,
information related to how to properly fill out a referral was added to this subject.
Finally, the researcher reviewed the importance of parent communication and provided
suggestions on how to effectively communicate with parents. A comprehensive agenda
for the trainings that took place on January 24, 2024, is in Appendix L.
Research question 3 was answered utilizing the 2022-2023 and 2023-2024 referral
data that was collected from the district’s student information management system. The
overall referral numbers were collected, analyzed, and compared by the researcher. The
researcher further analyzed this data and created cohorts for the students within the
elementary school. This data analysis revealed that the total number of bus misconduct
referrals decreased by a total of 140 referrals. This is a 33% decrease from one year to the
next, thus suggesting that the professional development opportunities provided to school
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
106
transportation personnel had a positive effect on lowering the number of bus misconduct
referrals submitted to the elementary school administration for processing.
Summary
Chapter IV highlighted and discussed the data that was collected for this mixedmethods action research project. The data and results that were collected within this
chapter provided the researcher with answers to three research questions and proved that
effective professional development opportunities for school transportation personnel
affects the overall number bus misconduct referrals submitted at the elementary level.
Chapter V will provide additional discussion related to the study, as well as the
researcher’s conclusions and recommendations for future studies.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
107
CHAPTER V
Conclusions and Recommendations
According to NHTSA (n.d.-b), school buses are responsible for transporting
millions of students to and from school each year, making school transportation a key
component in ensuring that students attend school regularly and have an opportunity to
be successful. However, the job of a school bus driver is more complicated than simply
driving students to and from school each day. It is also about ensuring the safety of all the
children on the bus, as well as the safety of everyone around them. This task becomes
increasingly difficult when students become unruly and exhibit unsafe behaviors on the
bus, causing the driver to take their attention away from driving the bus to address the
misbehaviors taking place. Knowing these challenges and seeing the impact they have
had at the elementary level, the researcher determined that an action research project
aimed at supporting school transportation personnel was necessary.
With this goal in mind, the researcher developed a mixed-methods research study.
This approach allowed the researcher to gather qualitative data in the form of surveys and
interviews and quantitative data in the form of the number of disciplinary referrals
submitted at the elementary school. The perceptions gathered from the surveys and
interviews provided the researcher with common themes that could be utilized to guide
professional development opportunities for school transportation personnel. The referral
totals were then utilized to determine if the professional development opportunities
affected the total number of referrals submitted from one year to the next.
To guide this study and the data collected, the researcher developed the following
three research questions:
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108
1. What are the perceptions of school transportation personnel and parents on
student behavior and discipline on district buses and vans?
2. What behaviors are identified through school transportation personnel and
parent perceptions, as well as referral data that are impacting student
success on school transportation?
3. What effect does incorporating professional development opportunities for
school transportation personnel have on the number of student bus
misconduct referrals at the elementary level?
Chapter V will discuss the researcher’s conclusions associated to each research
question, as well as provide recommendations for future research. It will also provide
future researchers with information regarding the limitations they may face, as well as the
fiscal implications associated to the study.
Conclusions
The participants for this action research project were school transportation
personnel, school transportation administrators, and elementary school parents. School
transportation personnel included bus and van drivers, as well as bus and van monitors
from TCT. Parent participants included the parents/guardians of the students that attend
the Punxsutawney Area Elementary School. The school encompasses students in
kindergarten through sixth grade. Lastly, school transportation administrators included
any administrator or supervisor that is responsible for drivers and/or students within both
organizations.
Each participant group provided the researcher with their perceptions related to
school bus discipline at the elementary level. Specifically, school transportation personnel
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
109
and parents responded to a pre and post survey regarding bus behaviors and areas of
concern, while school transportation administrators participated in interviews related to
similar topics. Then, based on these perceptions, the researcher provided two days of
professional development trainings for all school transportation personal. A final piece of
data that was collected was the total number of bus misconduct referrals submitted during
the 2022-2023 and 2023-2024 school years. The researcher compared this data to
determine if the professional development opportunities provided affected the number of
referrals submitted at the elementary school from one year to the next.
Research Question One
Research question one asked, “What are the perceptions of school transportation
personnel and parents on student behavior and discipline on district buses and vans?” The
answer to this research question was based on responses to several questions from the
school transportation personnel and parent surveys, as well as the school transportation
administrator interviews. Table 14 shows the questions/statements from the parent survey
that answer research question one.
Table 14
Parent Questions/Statements Answer Research Question One
Parent Survey Questions/Statements
1. Please select the type of school transportation your child rides.
2. How often does your child receive a bus misconduct referral that is handled
by a school administrator?
3. Please rate the following statement: There are clear expectations/rules for my
child on their bus/van.
4. How often does your child’s driver communicate with you about your child’s
behavior on school transportation.
5. If a driver were to communicate with you about behaviors, how would you
prefer that they communicate with you.
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110
Table 15 shows the questions/statements from the school transportation personnel survey
that answer research question one.
Table 15
School Transportation Personnel Questions/Statements Answer Research Question One
School Transportation Personnel Survey Questions/Statements
1. Please select the number of years of experience you have in school
transportation.
2. How often do you complete bus misconduct referrals that are handled by a
school administrator?
3. I provide the students on my bus/van with clear expectations (rules) for student
behavior.
4. I would like to receive training on how to establish and communicate
expectations (rules) for the students on my bus/van.
5. I am able to redirect student misbehaviors on school transportation.
6. I am able to de-escalate or calm down escalated students on school
transportation.
7. I would like to receive training on how to de-escalate or calm down escalated
students on my bus and/or van.
10. How often do you communicate with parents about student misbehaviors on
school transportation?
11. Please identify how you communicate with parents.
12. I would like to receive training on how to communicate with parents.
13. The consequences students receive by school administration for bus misconduct
referrals are effective.
Table 16 shows the questions/statements from the school transportation administration
interviews that answer research question one.
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111
Table 16
School Transportation Administration Questions/Statements Answering Research
Question One
School Transportation Administration Interview Questions/Statements
1. Do you find the bus misconduct referral form easy to complete? If not, what
changes need to be made to this form to make it more effective in reporting
student misconducts?
2. What are the expectations or rules that you have for the students on your
bus/van?
3. What is your current procedure for dealing with an escalated or unruly student?
5. Please explain your preferred method for communicating with parents
6. What are your thoughts on the consequences the students receive from school
administration
related to bus misconducts? Do they effectively change the student’s behavior?
The researcher analyzed the results of each of these questions and compared them to
determine common themes among participant groups. The themes that emerged from
research question one were communication, setting expectations, and de-escalation.
Research Question Two
Research question two asked, “What behaviors are identified through school
transportation personnel and parent perceptions, as well as referral data that are impacting
student success on school transportation?” This question was answered by responses
from several questions/statements on the school transportation and parent surveys, as well
as the school transportation interview. Table 17 shows the questions/statements from the
parent survey that answer research question two.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Table 17
Parent Survey Questions/Statements Answering Research Question Two
Parent Survey Questions/Statements
1. Please select the behaviors that are negatively impacting student success the
most on school transportation: (Please select all that apply).
Table 18 shows the school transportation personnel survey questions/statements that
answer research question two.
Table 18
School Transportation Personnel Questions/Statements Answering Research Question
Two
School Transportation Personnel Survey Questions/Statements
8. Please rate the following statement: I am knowledgeable of various
disabilities that may affect a student’s behavior. For example, autism,
emotional disturbance, intellectually disabled, etc.
9. Please rate the following statement: I would like to receive training on
disabilities that may affect student behavior on my bus and/or van.
14. Please select the behaviors that are negatively impacting student success the
most on school transportation: (Please select all that apply).
Table 19 shows the school transportation administrator interview questions/statements
that answer research question two.
112
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113
Table 19
School Transportation Administration Questions/Statements Answering Research
Question Two
School Transportation Administration Interview Questions/Statements
4. What information is provided to you regarding the various disabilities that may
affect a student’s behavior on school transportation?
7. What is your biggest concern related to student behaviors?
8. What type of professional development training do you feel would help
improve student behaviors and success on school transportation?
Question 9 from the school transportation personnel survey revealed that the drivers
would like more information regarding student disabilities. This was supported by the
school transportation administration responses to interview question 8, which stated that
they feel drivers need more information regarding the behaviors that are associated with
specific disabilities.
In addition to more information regarding disabilities, participants also revealed
their perceptions on which behaviors they feel are negatively impacting student behaviors
on the bus/van. The areas of potential impact were identified by the researcher based on
referral data from the 2022-2023 bus misconducts. Thes areas include:
•
Safety Violations
•
Profanity/Inappropriate Language
•
Misuse of Technology
•
Bullying/Threatening
•
Fighting
•
Vaping/Smoking
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
•
Possession of a Weapon
•
Refusal/Defiance
114
Participant responses revealed that safety violations, profanities/inappropriate language,
bullying/threatening, refusal/defiance, and fighting are the most common behaviors
negatively impacting bus behavior.
Interventions. Based on the data collected for research questions one and two,
the researcher created two days of professional development trainings for school
transportation personnel. The first day of training on November 29, 2023, addressed
building relationships with students through positive interactions. This training also
helped drivers learn how to set expectations on their buses/vans. The content presented
during this professional development day was connected to and support by the work of
Galliger et al. (2008) who found that unstructured settings, such as the school bus,
increase the potential for problematic behaviors. Thus, creating a need for school
transportation personnel to set clear expectations for their buses and vans. Literature from
PennDOT (2022) also supported the theme of building positive relationships, stating that
building positive relationships and having positive interactions between students and
drivers is vital, because it helps create trust and respect, which can have an impact on
student behavior (p. B-6).
The second day of professional development training was held on January 24,
2024. This training was centered around behavior management. The researcher utilized
this overarching theme to encompass discussions regarding disabilities, de-escalation,
completing referrals, and communication with parents. Additionally, the researcher
connected setting clear expectations. The first training also discussed behavior
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
115
management and the effect it has on student behavior. Lastly, the researcher explained
that a literature review supported the participants’ responses that profanities/inappropriate
language, refusal/defiance, and bullying are frequent behavioral concerns on school
transportation (Kennedy, 2021).
Research Question Three
Research question three examined the effect the two days of professional
development training had on discipline referrals. Specifically, this question asked, “What
effect does incorporating professional development opportunities for school
transportation personnel have on the number of student bus misconduct referrals at the
elementary level?” This question was answered by analyzing the number of bus
misconduct referrals submitted during the 2022-2023 school year and comparing it to the
number of referrals submitted during the 2023-2024 school year. This data revealed that
the professional development opportunities provided to the drivers had its desired effect
by decreasing the total number of referrals by 33%. Additionally, the data revealed that
five of the six cohorts of students had a decrease in the overall number of referrals they
had from one year to the next. The only exception to this was the third to fourth grade
cohort that saw no change and remained at a total of 46 referrals during the 2022-2023
and 2023-2024 school years.
School Level Improvements
The goal of this action research project was to decrease the number of student bus
misconduct referrals at the elementary school. This goal was developed to not only help
decrease misbehaviors on school transportation, but also to provide support to school
transportation personnel. These goals were achieved; however, they led to additional
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
116
improvements and supports for the stakeholders of the Punxsutawney Area Elementary
School and TCT.
First, by asking for the insights of parents, school transportation personnel, and
school transportation administrators, the researcher was able to show the connection
between the school district, parents, and the transportation company. This emphasized
that all voices and perceptions are important when trying to make a change within the
organization. Secondly, it provided the district with an opportunity to work more closely
with the transportation company. As a contracted service, the transportation company and
its employees are a separate entity from the district; however, their services are a vital
component to the daily operations of the district and student success. This collaboration
showed a joint effort in trying to improve student behaviors on school transportation,
while considering the needs of the employees that interact with students daily on their
buses and vans.
Another improvement is related to the amount of time spent addressing student
misbehaviors. A decrease in the number of referrals shows that drivers are spending less
time addressing student misbehaviors, which as Zohar and Lee (2016) explained leads to
increased safety shortcuts and distracted driving by the drivers. Consequently, this change
provides the drivers with the ability to be more focused as they transport students to and
from school.
The decrease in referrals also indicates less disruptions within the elementary
school, as students are not being called to the office for disciplinary consequences as
often. When a student is called to the office to have a bus misconduct referral addressed
the student is being removed from the classroom and the teacher’s instruction.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
117
Disruptions such as this may not only impede their learning, but also removes the student
from their peers.
A final improvement is related to the increased knowledge for school
transportation personnel. The content presented during the two days of professional
development will continue to help and support the employees at TCT as they continue to
work with students and face potential misbehaviors on their buses and vans. Furthermore,
it has helped to create the potential for future collaborations between the school district
and TCT.
Fiscal Implications
There were no fiscal implications associated with this action research study. The
researcher utilized Google Forms to administer and collect data for each survey and all
interviews were conducted via a free version of Zoom. Furthermore, all data gathered for
this study was stored in the researcher’s free Google account. Lastly, all professional
development content was curated by the researcher and was based on the data collected
from the surveys, interviews, and review of literature. This content was then presented to
school transportation personnel during their previously schedule safety meetings in
November and January.
Limitations
This mixed-methods action research study utilized multiple sources to triangulate
data and avoid potential biases; however, limitations still exist and must be considered
when looking at the results presented in this study. The prevalent limitation is the addition
of two new principals at the elementary school and the potential impact that had on how
bus behaviors and bus misconducts were handled during the 2023-2024 school year. An
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
118
additional limitation that must be considered is potential changes in the employees at
TCT. Much like the school district, changes in staffing have the potential of affecting how
bus misconducts are handled.
The first limitation in this study was the introduction of two new principals at the
elementary school. These new administrators filled the positions of building principal and
assistant principal, and while they followed the discipline hierarchy previously
established in the school handbook, they also made some adjustments to bus
expectations. One change they implemented was the requirement of seating charts on all
buses. This change has the potential to affect student behaviors due to the strategic nature
of creating a seating chart and the placement of where a child sits. Furthermore, this
placement may affect the children’s behaviors as they may be removed from children that
do not support positive behavior choices.
A second factor related to the introduction of new principals was the
implementation of a new incentive program that rewarded students for positive bus
behaviors. This program tracked the number of referrals submitted on each bus. After a
set amount of time, all the students on a bus with no referrals received a reward for their
positive behavior. As the literature review of this study explained, the use of a “token
system” or “reward system” has the potential to impact student behavior in a positive
manner, which would also lower the number of bus misconduct referrals submitted to the
elementary school during the 2023-2024 school year.
A final limitation to consider within this study is the changes in employees at TCT
from one year to the next. The most influential change in employees would be with the
drivers of the buses and vans. Additionally, there may also be changes in which routes the
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
119
drivers are assigned to from one year to the next. When a driver leaves the company, and
a new driver is hired, changes are unavoidable to not only the routes, but also the driverstudent relationships and interactions on the bus. Lastly, new drivers bring with them
varying levels of experience. This change may also affect how they manage student
behaviors on their bus/van.
First, when a driver is assigned a new bus route the students on their bus changes.
This change has the potential to affect the students in a positive or negative way. If
positive relationships were established with the previous driver, the driver and the
students will need time to adjust and get to know each other. Additionally, at this point,
not every bus is required to have the same rules/expectations. Therefore, the new driver’s
rules and expectations will take time for the students to adjust to.
Second, when a new driver is hired, they may or may not have any previous
experience as a bus/van driver. This factor must be considered because it may affect how
they interact with the students and how comfortable they are with handling student
misbehaviors. Additionally, being a new employee implies that a learning period will take
place in which the new driver will need time to learn about the policies and procedures
that have been implemented and established by the bus company and the school district.
Therefore, this factor must be considered when looking at the number of referrals
submitted from one year to the next.
Recommendation for Future Research
The goal of this mixed-methods action research project was to analyze the effect
professional development opportunities for school transportation personnel had on the
number of bus misconduct referrals submitted at the elementary level. To develop these
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
120
professional development opportunities, the researcher analyzed the data collected from a
parent survey, school transportation personnel survey, and school transportation
administrator interviews. Specifically, the researcher looked for common themes among
the three research instruments and developed two days of professional development
trainings for school transportation personnel. Then, at the end of the 2023-2024 school
year, the researcher compared the total number of bus misconduct referral submitted
during the school year to those submitted in 2022-2023 school year. The desired effect of
the professional development trainings was to see a decrease in the total number of bus
misconduct referrals. The desired affect was achieved; however, future researchers should
consider the following recommendations:
1. Add parental trainings to increase knowledge of school transportation, as
well as encourage support for administrators and school transportation
personnel. Providing the parents with an opportunity to participate in a training
related to school bus behaviors would be beneficial in further supporting and
strengthening the collaboration between the school district, parents, and
transportation company. Additionally, this training could provide an opportunity
for the parents to meet their child’s driver, much like parents meeting their child’s
teacher during an open house or meet the teacher night.
2. Increase the number of collaborative professional development opportunities
for school transportation personnel. Increasing the professional development
opportunities by adding two more sessions would provide additional time for
trainings with the school transportation personnel. Specifically, if one day was
added prior to school beginning and one day was added after school was over, it
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
121
would allow for more collaboration and reflection with the transportation
company. The session before school would serve as a review of the topics
discussed the previous year, as well as provide a time for the drivers to collaborate
and determine a consistent set of rules and expectations for all buses and van. The
session after school has ended would encourage reflection and provide the drivers
with an opportunity to make suggestions for the next school year.
3. Include teachers in helping teach bus behaviors and expectations. Carns
(1996) suggests that a bus intervention program meets the needs for all
stakeholders, which includes teachers. Therefore, it is recommended that the
teachers should take an active role in helping support positive behavior on school
transportation by teaching and reinforcing the rules and expectations of the bus
and van within their classrooms. This would be possible by providing the teachers
with a list of bus and van rules and expectations at the beginning of the school
year and having them review the list with the students in their classrooms.
Table 20 shows a recommended timeline and implementation plan with the
recommendations for future research included.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Table 20
Recommendations for Future Research - Timeline and Implementation Plan
122
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
123
Summary
Millions of students rely on transportation services to take them to and from
school each day. The drivers of the buses and vans that transport these students have a
very complex and important job to do. This requires additional licensing, as well as
trainings to ensure they meet the requirements of the state. As a result of this study, the
researcher was not only able to decrease the number of bus misconduct referrals, but also
bring together various stakeholders within the district. Together, the parents of the
elementary school, school transportation personnel, and the administration were able to
work collaboratively and provide professional development trainings that were
meaningful and aimed at the needs identified through survey and interview responses.
Lastly, the results of this study and the collaboration it has created have the potential to
create a positive and lasting effect that will go beyond the participants of this study and
support future collaborations with stakeholders within the district.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
124
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APPENDICES
130
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Appendix A
IRB Approval Letter
131
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Appendix B
Updated IRB Approval Email
132
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Appendix C
Punxsutawney Area School District Letter of Support
133
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Appendix D
Tri-County Transportation Letter of Support
134
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Appendix E
Informational Letter for Elementary School Parents
135
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Appendix F
Informational Letter for School Transportation Personnel
136
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Appendix G
Interview Informed Consent Form
137
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138
Appendix H
Parent/Guardian Survey Questions
School Transportation Parent Survey
Consent Statement: By completing this survey, you are consenting to participate in the
study, “The Effect Professional Development Opportunities for School Transportation
Personnel Has on Student Bus Misconduct Referrals at the Elementary Level.” Please
note that all responses are anonymous, and no personal data will be collected as a result
of completing this survey.
1. (RQ #1) Please select the type of school transportation your child rides:
Bus
Van
2. (RQ #1) How often does your child receive a bus misconduct referral that is
handled by a school administrator?
Never
Rarely – up to 2 times a week
Sometimes – 3-5 times a week
Often – 6-10 times a week
Constantly – 11 or more times a week
3. (RQ #1) Please rate the following statement: There are clear expectations/rules
for my child on their bus/van.
Strongly disagree
Disagree
Agree
Strongly Agree
4. (RQ #1) How often does your child’s driver communicate with you about your
child’s behavior on school transportation.
Never
Rarely – Only in extreme cases
Sometimes – After multiple incidents on school transportation
Often – Each time a student bus misconduct is completed.
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139
5. (RQ #1) If a driver were to communicate with you about behaviors, how would
you prefer that they communicate with you.
In-person (Speaking with you at the bus stop.)
Written Communication (Providing a note or copy of the bus misconduct
referral)
Phone Call
I do not wish for the driver to communicate with me.
6. (RQ #2) Please select the behaviors that are negatively impacting student success
the most on school transportation: (Please select all that apply.)
o
o
o
o
o
o
o
o
Safety Violations
Profanity/Inappropriate language
Misuse of technology, including cell phones
Bullying/Threatening
Fighting
Vaping/Smoking
Possession of a weapon
Refusal/Defiance
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
140
Appendix I
School Transportation Personnel Survey
School Transportation Personnel Survey
Consent Statement: By completing this survey, you are consenting to participate in the
study, “The Effect Professional Development Opportunities for School Transportation
Personnel Has on Student Bus Misconduct Referrals at the Elementary Level.” Please
note that all responses are anonymous, and no personal data will be collected as a result
of completing this survey.
1. (RQ #1) Please select the number of years of experience you have in school
transportation:
0–5
6 – 10
11 – 25
more than 25
2. (RQ #1) How often do you complete bus misconduct referrals that are handled by
a school administrator?
Never
Rarely – up to 2 times a week
Sometimes – 3-5 times a week
Often – 6-10 times a week
Constantly – 11 or more times a week
3. (RQ #1) Please rate the following statement: I provide the students on my bus/van
with clear expectations (rules) for student behavior.
Strongly disagree
Disagree
Agree
Strongly Agree
4. (RQ #1) Please rate the following statement: I would like to receive training on
how to establish and communicate expectations (rules) for the students on my
bus/van.
Strongly disagree
Disagree
Agree
Strongly Agree
5. (RQ #1) Please rate the following statement: I am able to redirect student
misbehaviors on school transportation.
Strongly disagree
Disagree
Agree
Strongly Agree
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
141
6. (RQ #1) Please rate the following statement: I am able to de-escalate or calm
down escalated students on school transportation.
Strongly disagree
Disagree
Agree
Strongly Agree
7. (RQ #1) Please rate the following statement: I would like to receive training on
how to de-escalate or calm down escalated students on my bus and/or van.
Strongly disagree
Disagree
Agree
Strongly Agree
8. (RQ #2) Please rate the following statement: I am knowledgeable of various
disabilities that may affect a student’s behavior. For example, autism, emotional
disturbance, intellectually disabled, etc.
Strongly disagree
Disagree
Agree
Strongly Agree
9. (RQ #2) Please rate the following statement: I would like to receive training on
disabilities that may affect student behavior on my bus and/or van.
Strongly disagree
Disagree
Agree
Strongly Agree
10. (RQ #1) How often do you communicate with parents about student misbehaviors
on school transportation.
Never
Rarely – Only in extreme cases
Sometimes – After multiple incidents on school transportation
Often – Each time a student bus misconduct is completed.
12. (RQ #1) Please identify how you communicate with parents.
In-person (Speaking with them at the bus stop.)
Written Communication (Providing a note or copy of the bus misconduct
referral)
Phone Call
I do not communicate with parents.
13. (RQ #1) Please rate the following statement: I would like to receive training on
how to communicate with parents.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Strongly disagree
Disagree
Agree
142
Strongly Agree
14. (RQ #1) Please rate the following statement: The consequences students receive
by school administration for bus misconduct referrals are effective.
Strongly disagree
Disagree
Agree
Strongly Agree
15. (RQ #2) Please select the behaviors that are negatively impacting student success
the most on school transportation: (Please select all that apply.)
o
o
o
o
o
o
o
o
Safety Violations
Profanity/Inappropriate language
Misuse of technology, including cell phones
Bullying/Threatening
Fighting
Vaping/Smoking
Possession of a weapon
Refusal/Defiance
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
143
Appendix J
Interview Questions
Interview Questions
School Transportation Interview Questions
1. (RQ #1) Do you find the bus misconduct referral form easy to complete? If not,
what changes need to be made to this form to make it more effective in reporting
student misconducts?
2. (RQ #1) What are the expectations or rules that you have for the students on your
bus/van?
3. (RQ #1) What is your current procedure for dealing with an escalated or unruly
student?
4. (RQ #2) What information is provided to you regarding the various disabilities
that may affect a student’s behavior on school transportation?
5. (RQ #1) Please explain your preferred method for communicating with parents.
6. (RQ #1) What are your thoughts on the consequences the students receive from
school administration related to bus misconducts? Do they effectively change the
student’s behavior?
7. (RQ #2) What is your biggest concern related to student behaviors? (All
participants will have a list of the behaviors provided on the survey for question
#15)
8. (RQ #2) What type of professional development training do you feel would help
improve student behaviors and success on school transportation?
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144
Appendix K
School Transportation Personnel Training Agenda – November
School Transportation Personnel Training #1
November 29, 2023
9:30AM
I. Welcome
A. Share appreciation for drivers and what they do every day. Briefly share some
of the research conducted.
II. Explain the setup for the training and provide an agenda.
A. Day 1 of 2 days of trainings – Meeting again in late January/early February
B. Day 1 Area of Focus - Building Relationships & Setting Expectations
III. Building Relationships
A. Introduction
B. Dot Activity ***
1. Place a dot by each student’s name you know something about.
§ More than their name. Their favorite color, favorite food,
likes/dislikes, etc.
2. Look at the students without a dot and think about why you may not know
a lot about them.
§ Are they shy, quiet, etc.
3. Think of a way to learn more about your students.
• Is there time to do an activity with the students before they get
off the bus at the school in the morning?
• If not, can you play a game with the students where they tell
you one fact each day as they leave the bus?
C. Explain the importance of building positive relationships with students.
• Compare to the importance of a teacher’s role (reference driver’s
manual)
D. Provide general guidelines for positive interactions with students.
1. Say good morning/good night each day as they board the bus.
2. Provide compliments to students as they board/exit the bus.
E. Watch for changes in moods.
IV. Setting Expectations
• Discussion of why one set of expectations is important for all buses.
o Connect back to building relationships.
V. Conclusion
• Training Evaluation
*** This activity was not completed during the training; however, it was explained to the
group. It was suggested that all drivers complete this activity on their own.
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145
Appendix L
School Transportation Personnel Training Agenda – January
School Transportation Personnel Training #2
January 24, 2024
9:30AM
I.
II.
III.
Welcome
A. Debrief from previous training.
§ Ask if anyone has been able to make more connections
with their students based on the suggestions from
training in November.
Explain the setup for the training and provide an agenda.
A. Training will be centered around Behavior Management
based on the results of the evaluation from the previous
training.
Behavior Management
A. Introduction
1. Explain the top areas of concern are safety,
language, bullying, refusal and defiance, and
fighting.
2. These are the same areas supported by research with
bullying being #1.
B. Structure of Buses and how that affects student behavior.
1. School buses are considered an “informal structure”
which makes it a more challenging area to
supervise.
C. Suggestions to help manage behaviors.
1. Have clear rules and expectations from Day 1
2. Set limits and be consistent.
3. Avoid “giving in” to keep them happy.
4. Use positive reinforcement and praise for meeting
the expectations/rules.
D. Write-Up Major Infractions
1. Must know the difference between major
and minor infractions.
2. Write up as soon as it happens.
§ Provide a detailed write up to the
principals and avoid personal opinions –
state the facts.
§ Be consistent with write-ups.
E. Parent Communication
1. Let parents know what is going on.
§ Only state facts and avoid adding opinions.
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§
IV.
146
Let the admin know if you have spoken with a
parent – if you can’t let us know that too.
Conclusion
o Wrap-up and thank you.
Personnel Has on Student Bus Misconduct Referrals at the Elementary Level
A Doctoral Capstone Project
Submitted to the School of Graduate Studies and Research
Department of Education
In Partial Fulfillment of the
Requirements for the Degree of
Doctor of Education
Sheena Marie Smelko
PennWest University of Pennsylvania
July 2024
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
© Copyright by
Sheena Marie Smelko
All Rights Reserved
July 2024
ii
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
iii
Dedication
I would like to dedicate this doctoral journey to my amazing husband, children,
family, and friends. Thank you for your continual support and encouragement over the
last three years. I love you all unconditionally and couldn’t have done this without you!
To my husband Nick, and my children, Logan and Caleigh. All three of you have
been by my side while I worked late into the night, as well as on the weekends supporting
me and encouraging me to keep going. Without your love and support, I never would
have been able to get to this point.
To my parents, Rick and Elaine, I can’t thank you enough for always believing in
me and pushing me to do my best. My educational journey hasn’t always been an easy
one; however, you never gave up on me. When I struggled as a child, you made sure I
didn’t give up and showed me that anything is possible with hard work. Thank you for
instilling that drive and determination in me to rise above and keep working hard.
To the rest of my family and friends, thank you for believing in me and being
there anytime I needed a helping hand. Your kind words and encouragement have helped
me throughout this journey.
Finally, for my grandpa Jim. I did it, just like I promised I would!
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
iv
Acknowledgements
I would first like to thank my mentors Dr. Mary Wolf and Dr. Thomas Lesniewski
for helping me and supporting me throughout this journey. Thank you for sharing your
knowledge with me and always being there when I had questions. To Mr. Denny, thank
you for sharing your time and expertise with me in conducting research. To Bob Koban
and the staff at Tri-County Transportation, thank you for working with me throughout this
journey and for providing me with an opportunity to work with your company. Finally, to
my sister-in-law, Josie Smelko, thank you for proofreading and editing my manuscript.
Your support and encouragement have helped me throughout this journey.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
v
Table of Contents
Dedication
iii
Acknowledgements
iv
List of Tables
ix
List of Figures
xi
Abstract
xiii
CHAPTER I. Introduction
1
Background
1
Capstone Focus
2
Research Questions
3
Expected Outcomes
3
Fiscal Implications
4
Summary
4
CHAPTER II. Literature Review
6
School Transportation
7
History of School Transportation
7
School Codes and Regulations
10
Drivers
12
Driver Training Programs
13
Driver Trainings Materials
15
Safety
16
How Student Behavior Effects Drivers
Building Positive Relationships and Its Effect on Behavior
16
18
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Bus Discipline
vi
19
Student Behavior
20
Interventions
23
General Needs Within an Intervention Program
24
Intervention Programs
26
General Interventions
27
PBIS Programs
28
Token Systems
34
Peer Mentoring
35
Parental Involvement
36
Effects of Parental Engagement on Student Outcomes
36
Perceptions on Busing
37
Overall Effect of School Transportation on Students
38
Effects on Attendance Rates
38
Effects on Family
39
Summary
39
CHAPTER III. Methodologies
41
Purpose
42
Research Questions
44
Setting
45
Participants
48
Research Plan
50
Fiscal Implications
53
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
vii
Research Methods & Data Collection
53
Validity
58
Summary
63
CHAPTER IV. Data Analysis and Results
65
Data Analysis
66
Survey Analysis
67
Interview Analysis
67
Discipline Data Analysis
68
Results
69
Research Question One
69
Interview Question #1
80
Interview Question #2
81
Interview Question #3
82
Interview Question #5
83
Interview Question #6
83
Research Question Two
Interview Question #4
87
91
Research Question Three
96
Triangulation of Data
102
Discussion
103
Summary
106
CHAPTER V. Conclusions and Recommendations
107
Conclusions
108
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
viii
Research Questions One
109
Research Question Two
111
Interventions
114
Research Question Three
115
School Level Improvements
115
Fiscal Implications
117
Limitations
117
Recommendations for Future Research
119
Summary
123
References
124
APPENDIX A. IRB Approval Letter
131
APPENDIX B. Updated IRB Approval Email
132
APPENDIX C. Punxsutawney Area School District Letter of Support
133
APPENDIX D. Tri-County Transportation Letter of Support
134
APPENDIX E. Informational Letter for Elementary School Parents
135
APPENDIX F. Informational Letter for School Transportation Personnel
136
APPENDIX G. Interview Informed Consent Form
137
APPENDIX H. Parent/Guardian Survey Questions
138
APPENDIX I. School Transportation Personnel Survey
140
APPENDIX J. Interview Questions
143
APPENDIX K. School Transportation Personnel Training Agenda – November
144
APPENDIX L. School Transportation Personnel Training Agenda – January
145
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
ix
List of Tables
Table 1. Alignment of Research Questions, Types of Data Collect, Data
55
Sources, and Collection Timeline
Table 2. Triangulation of Data Sources
62
Table 3. Comparison of Pre and Post Parent Survey Results
85
Table 4. Comparison of Pre and Post School Transportation Personnel
86
Survey Results
Table 5. Comparison of Pre and Post Parent Survey Results
94
Table 6. Comparison of Pre and Post School Transportation Personnel
95
Survey Results
Table 7. Overall Bus Misconduct Data for 2022-2023 and 2023-2024
96
School Years
Table 8. Kindergarten to First Grade Cohort Discipline Data
97
Table 9. First to Second Grade Cohort Disciple Data
98
Table 10. Second to Third Grade Cohort Disciple Data
99
Table 11. Third to Fourth Grade Cohort Disciple Data
100
Table 12. Fourth to Fifth Grade Cohort Disciple Data
101
Table 13. Fifth to Sixth Grade Cohort Disciple Data
102
Table 14. Parent Questions/Statements Answer Research Question One
109
Table 15. School Transportation Personnel Questions/Statements Answer
110
Research Question One
Table 16. School Transportation Administration Questions/Statements
Answering Research Question One
111
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Table 17. Parent Survey Questions/Statements Answering Research
x
112
Question Two
Table 18. School Transportation Personnel Questions/Statements
112
Answering Research Question Two
Table 19. School Transportation Administration Questions/Statements
113
Answering Research Question Two
Table 20. Recommendations for Future Research - Timeline and
Implementation Plan
122
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
xi
List of Figures
Figure 1. Factors Governing Transportation Operations
11
Figure 2. Sample PBIS Implementation Plan
31
Figure 3. Kennedy and King PBIS Flowchart
33
Figure 4. Enrollment Percentage for Student Groups from 2018 – 2023
46
Figure 5. Race and Ethnicity Percentages from 2018 – 2023
47
Figure 6. Parent Pre-Survey Question One Responses
70
Figure 7. Parent Pre-Survey Question 2 Responses
71
Figure 8. Parent Pre-Survey Question 3 Responses
71
Figure 9. Parent Pre-Survey Question 4 Responses
72
Figure 10. Parent Pre-Survey Question 5 Responses
72
Figure 11. School Transportation Personnel Question 1 Responses
74
Figure 12. School Transportation Personnel Pre-Survey Question 2
74
Responses
Figure 13. School Transportation Personnel Pre-Survey Responses for
75
Question 3
Figure 14. School Transportation Personnel Pre-Survey Responses for
75
Question 4
Figure 15. School Transportation Personnel Pre-Survey Responses for
76
Question 5
Figure 16. School Transportation Personnel Pre-Survey Responses for
Question 6
76
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
xii
Figure 17. School Transportation Personnel Pre-Survey Responses for
77
Question 7
Figure 18. School Transportation Personnel Pre-Survey Responses for
78
Question 10
Figure 19. School Transportation Personnel Pre-Survey Responses for
78
Question 11
Figure 20. School Transportation Personnel Pre-Survey Responses for
79
Question 12
Figure 21. School Transportation Personnel Pre-Survey Responses for
79
Question 13
Figure 22. Parent Pre-Survey Responses for Question 6
88
Figure 23. School Transportation Personnel Pre-Survey Responses for
89
Question 14
Figure 24. School Transportation Personnel Pre-Survey Responses for
90
Question 8
Figure 25. School Transportation Personnel Pre-Survey Responses for
90
Question 9
Figure 26. School Transportation Administrator Interview Question
Seven Responses
91
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
xiii
Abstract
School buses are responsible for transporting millions of children to and from school
each year. The drivers of these buses have accepted a huge responsibility and must ensure
the safety of all students on the bus; however, this is not always an easy task, especially
when students exhibit negative or unsafe behaviors on the bus and create distractions for
the driver. To address this concern, the researcher developed a mixed-methods action
research project that would utilize the perceptions of school transportation personnel,
elementary school parents, and school transportation administrators on student bus
behaviors to create professional development opportunities for school transportation
personnel. The goal of these trainings was to provide additional support and knowledge
for school transportation personnel and decrease negative behaviors on their buses and
vans, which would then decrease the number of bus misconduct referrals submitted to the
elementary school. Qualitative data was collected in the form of survey responses and
analyzed to guide the two days of professional development trainings for school
transportation personnel. Quantitative data, in the form of bus misconduct referrals,
was then collected from the 2022 – 2023 school year and compared to the number
referrals from the 2023 – 2024 school year. When compared, the researcher found that the
desired affect was achieved and there was a decrease in bus misconduct referrals from
one year to the next.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
1
CHAPTER I
Introduction
Student safety is one of the top priorities of educators, parents, and the
community. However, it is usually discussed in relation to school safety, not school bus
safety. According to the National Highway Traffic Safety Administration (NHTSA, n.d.b), millions of children ride on school buses each day, suggesting that school bus safety is
just as important as school safety. This statistic and the researcher’s background in
dealing with student bus misconducts has led to the focus of this action research project,
which is to examine how professional development for bus drivers affects student
behaviors and safety.
Background
The Punxsutawney Area Elementary School serves approximately 1060 students
in kindergarten through sixth grade. The district is in western Pennsylvania and,
according to the Future Ready PA Index (2024), the school district covers 274.03 square
miles. All transportation services within the district are subcontracted through Tri-County
Transportation, with a district-employed transportation director serving as a liaison
between the company and the district.
The twelve-year contract with Tri-County Transportation is in effect until 2032.
Through this contract Tri-County Transportation is responsible for purchasing and
maintaining all buses and vans. Additionally, they are responsible for hiring and
evaluating all drivers, and for ensuring they are certified to drive a school bus in the state
of Pennsylvania. Finally, the school district and the transportation company work
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
2
collaboratively to create bus routes, discipline matrixes, and expectations for all students
that utilize transportation services within the district.
The researcher has been an assistant principal within the Punxsutawney Area
School District since 2019. From the fall of 2019 until the spring of 2023, the researcher
was assigned to the elementary school and was responsible for processing all bus
misconducts. Bus misconducts addressed by the researcher and the consequences given
were assigned in accordance with the discipline matrix provided in the student handbook.
These consequences were punitive in nature and did not help to decrease the number of
bus misconducts that were issued. By the end of the 2022-2023 school year, bus
misconducts accounted for the highest number of discipline referrals within the school.
Based on this information, the researcher decided to examine the number of bus
misconducts being processed at the elementary school and determine a way to help lower
the number of referrals. The researcher determined that one way to accomplish this was
to work with the transportation company and its drivers to provide them with professional
development opportunities centered around managing student behaviors.
Capstone Focus
To ensure the drivers receive training that will meet their needs, a school
transportation personnel survey, parent survey, and semi-structured interviews were
created by the researcher. These instruments and the data collected were used by the
researcher to guide professional development trainings for all drivers. Therefore, the
focus of this capstone project is to provide bus and van drivers with training opportunities
related to managing student behaviors in the hopes of reducing the number of student bus
misconducts at the elementary level.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
3
Research Questions
The following research questions will help determine the perceptions of school
transportation personnel and parents, as well as examine the effects that professional
development opportunities have on student bus misconducts.
1. What are the perceptions of school transportation personnel and parents on
student behavior and discipline on district buses and vans?
2. What behaviors are identified through school transportation personnel and
parent perceptions, as well as referral data that are impacting student success
on school transportation?
3. What effect does incorporating professional development opportunities for
school transportation personnel have on the number of student bus misconduct
referrals at the elementary level?
Expected Outcomes
The goal of this capstone project is to lower the number of bus misconducts at the
elementary level. This goal will be achieved by providing the bus and van drivers with
two days of professional development trainings that have been created for them based off
survey and interview results collected by the researcher. The researcher will also collect
and compare the total number of bus misconducts from the 2022-2023 and 2023-2024
school years to determine if these trainings helped to lower the total number of referrals
submitted. Finally, the researcher will administer a post-survey for all school
transportation personnel and parents to determine if any perceptions have changed
because of the trainings provided.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
4
Fiscal Implications
This project will not have any direct fiscal implications on the district. However,
if the desired outcome of reducing the number of bus misconducts is achieved, it will
provide the administration at the elementary school with more time to focus their
attention on other tasks and responsibilities within the building. Additionally, by training
the bus drivers and providing them with the supports they need, it is the hope of the
researcher that there will be less driver turnover, which will help the bus company and
school district create more consistency for the elementary school students.
Summary
Student behaviors on school transportation not only impact the students, but also
the drivers and administration. This is because many times these misbehaviors cause the
drivers to take their attention away from the road to correct the students. Additionally, the
consequences assigned by building level administration tend to be punitive in nature and
do not help to correct the behaviors from happening again. Therefore, it is the goal of the
researcher to create training opportunities for bus and van drivers that will guide them in
handling student misbehaviors and thus reduce the number of bus referrals issued to
students and improve student safety.
To gain a better understanding of this topic, the next chapter of this capstone
project will examine the literature associated with bus driver training programs and the
certifications necessary to drive a bus in Pennsylvania, the importance of supporting
school transportation personnel, commonly reported student misbehaviors on buses, and
programs that have been utilized to reduce misbehaviors on school transportation.
Chapters III and IV of the project will discuss the methodologies utilized by the
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
researcher, as well as the analysis of the data and the results obtained from that data.
Finally, Chapter V will provide recommendations for future studies and any limitations
the researcher encountered.
5
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
6
Chapter II
Literature Review
For more than 100 years students have been required to attend school due to
compulsory attendance laws. However, getting students to school has not always been an
easy task due to varying limitations, such as: the distance between the school and the
students’ homes, the road conditions in which the transportation had to travel, and a lack
of appropriate vehicles to safely transport students to and from school. These concerns
and limitations have since been resolved with the advancement of school buses, as well
as with the development of both federal and states laws that regulate the manufacturing of
school buses, school bus safety, and the transportation of students.
In addition to the advancements in bus production and safety, driver training
programs have been developed that are tailored to the needs of becoming a school bus
driver. These programs focus on the requirements for obtaining the licensing for driving a
bus, as well as the needs associated with transporting children of various ages, needs, and
abilities. However, even with these resources and programs in place, many drivers still
feel overwhelmed and unable to address major disciplinary concerns. Additionally, there
is limited research that explores the perceptions of drivers and how they address these
disciplinary concerns, and if they feel properly equipped to handle these situations.
Therefore, this literature review will not only discuss the history of school
transportation and current driver training programs, but also the concerns and benefits
related to safety, driver-student relationships, bus misbehaviors, possible interventions
that aim at reducing negative bus behaviors, and how parental involvement is necessary
for successful change.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
7
School Transportation
School transportation is at the center of ensuring students attend school regularly
with almost 50% of all U.S. students riding the bus to and from school each day
(Edwards, 2022). This percentage translates into millions of students riding the school
bus each day (NHTSA, n.d.-b). With so many parents and students relying on school
transportation the question becomes, “How safe is the school bus?” According to the
NHTSA (n.d.-b), “less than 1% of all traffic fatalities involve children on school
transportation vehicles” (Overview section). And while this may be true today, this has
not always been the case. At the inception of school transportation there were not any
regulations regarding the vehicles that transported students to and from school, nor were
there vehicles large enough to transport large numbers of students safely. Over time, this
has changed, with the school bus has becoming one of the safest forms of transportation
for school children.
History of School Transportation
Compulsory education laws in the late 1800s and early1900s required that all
children attend school; however, these laws left many rural families wondering how they
would get their children to school. To alleviate this concern schools used horse-drawn
wagons, better known as Kid Hacks or School Wagons to transport their students.
According to Lenz (2022), these wagons were used for decades; however, they were not
the best form of transportation and received much criticism from parents. In 1892 the
invention of the School Car was introduced by Wayne Works. Works’ School Car was
originally pulled by horses and had a back entrance that led to two long wooden benches
on each side of the vehicle. This horse drawn version of the School Car was used until
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
8
1914 when Works created a motorized version that resembled a combination of a Model
T and a trolly car. This new School Car became a popular form of school transportation
and was used throughout the Depression. In 1925, Albert Luce Sr., the owner of two Ford
dealerships, started developing his own version of the school bus (Lenz, 2022).
According to Lenz (2022), Luce’s updated version of the school bus was
constructed using a steel frame with a wooden body. While this new vehicle was better
than Works’ School Car, there were still safety concerns which resulted in numerous
accidents. Due to these accidents, Luce decided in 1935 that he needed to convert to allsteel bodies for his school buses to increase safety. This change did not address all safety
concerns for school transportation; however, it was an improvement to his original
design. This new company and the school buses created by Luce was the start of Blue
Bird busing company, a popular and still widely used bus manufacture today (Lenz,
2022).
As motorized school buses became a staple in transporting students to and from
school, so did concerns over safety. To address these growing safety concerns,
representatives from forty-eight states gathered in 1939 to develop standards and
recommendations for school buses. This meeting became known as the National
Conference on School Transportation and has met several times since 1939 to continue
developing safety guidelines for transporting students, including those students with
disabilities (National Association of State Directors of Pupil Transportation Service
[NASDPTS], 2000). During this time, these representatives also set the standard for
school bus colors with their National Chrome Yellow standard (American School Bus
Council, 2016).
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
9
In addition to the development of the National Conference on School
Transportation, the Federal Government also started developing standards related to
school buses and school transportation in the 1960s and 1970s. According to The
NASDPTS (2000), these federal standards include the National Traffic and Motor Vehicle
Safety Act of 1966 and the School Bus Safety Amendments of 1974. NASDPTS (2000)
also explains that NHTSA has issued thirty-six Federal Motor Vehicle Safety Standards
(FMVSS) specific to school buses. Examples of these standards include:
•
FMVSS No. 111, “Review Mirrors,” requires outside mirrors that
provide the seated driver with a view in front of and along both sides
of the bus.
•
FMVSS No. 108, “Lamps, Reflective Devises, and Associated
Equipment,” requires amber and red warning lights when the bus is
stopped, or is about to stop, to load or unload passengers.
•
FMVSS No. 220, “School Bus Rollover Protection,” specifies the
minimum structural strength of buses in rollover-type accidents.
•
FMVSS No 131, “School Bus Pedestrian Safety Devices,” requires
school buses be equipped with an automatic stop signal arm on the left
side of the bus to help alert motorists that they should stop their
vehicles because children are boarding or leaving a stopped school
bus. (para. 3)
In addition to federal standards, states have also adopted codes and regulations
related to school transportation. These codes and regulations not only ensure the safety of
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
10
students traveling to and from school each day, but also address district requirements
regarding transportation.
School Codes and Regulations
According to Keagy and Piper (2016), there are many factors that govern the
transportation operations within a school district. These factors include federal laws and
regulations, state laws and regulations, local laws and regulations, school board policy,
and administrative discretion. Each of these areas are dependent upon the other and build
upon one another according to a specific hierarchy that ensures the transportation
company and school district are following all codes, regulations, and laws at all levels.
For example, the federal government sets the minimum standard and each governing area
below it must meet that standard. Figure 1 shows this hierarchy and the structure for the
system.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
11
Figure 1
Factors Governing Transportation Operations
Federal Law and Regulations
State Law and Regulations
Local Law and Regulations
School Board Policy
Administrative Discretion
Primary governing areas: bus construction and safety
features; fuel and emission standards
Primary governing areas: driver qualifications;
required services to students; traffic laws; background
clearances
Primary governing areas: local traffic patterns; traffic
laws
Primary governing areas: level of service, disciplinary
policy
Primary governing areas: interpretation of board
policy; administrative procedure; decisions affecting
economy and efficiency within the framework of law
and policy
Note. Figure 1 shows the four governing factors that govern school transportation
operations within a school district. From “The Hierarchy of Law and Board Policy,” by
D. R. Keagy & D. M. Piper, D. M., 2016, Pennsylvania School Business: A Guide for
Educational Administrators (4th ed.), p. 198. Copyright 2016 by Pennsylvania
Association of School Business Officials.
For example, while federal law does not regulate vehicle use or how students are
to be transported, the NHTSA (n.d.-a) suggests within Highway Safety Program
Guideline No. 17 that students should be transported to and from school on school buses.
Therefore, based on this information, states have developed laws and regulations
regarding transporting students. An example of this is seen in the in the Transportation of
Pupils Act (1949/1979):
the board of school directors in any school district may, out of the funds of the
district, provide for the free transportation of any resident pupil to and from
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
12
kindergarten, an elementary school, or a secondary school in which he is lawfully
enrolled… (Section 1).
Additionally, according to Public School Code, “elementary school students may not be
required to walk more than one and one-half miles along public roadways to get to a
school bus stop (24 P.S. 13-1362),” or travel along hazardous roadways with no
sidewalks to get to school (Keagy & Piper, 2016, pp. 198 - 199). Thus, ensuring that all
students have access to safe and appropriate transportation to attend school and remain in
compliance with compulsory attendance laws.
With these laws and regulations in place to ensure students have appropriate
access to transportation to attend school, additional laws and regulations have also been
created to properly train and prepare school bus drivers. These laws also fall within the
Transportation of Pupils Act (1949/1979). According to section three of this statute, “The
State Board of Education shall adopt regulations, including qualifications for school bus
drivers, to govern the transportation of school pupils” (Transportation of Pupils Act
1949/1979). These regulations and qualifications have been developed in conjunction
with the Pennsylvania Department of Transportation (PennDOT) and must be followed
by all local governing boards within the state, as previously explained in Figure 1.
Drivers
The requirements for school bus drivers have changed drastically over the years,
with various requirements being added to ensure the safety of children riding the bus.
These changes include the development of driver training programs, the requirement of a
Commercial Driver’s License (CDL), and federal regulations regarding drug and alcohol
testing. According to the American School Bus Council (2016), Commercial Driver’s
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
13
Licenses (CDLs) became a requirement for all school bus drivers in 1992, with federal
drug and alcohol testing becoming a requirement in 1996. These requirements and the
training programs associated with obtaining a school bus license are more detailed than
most realize and have attributed to the safety of school children across the county.
Driver Training Programs
According to the PennDOT (2021), there are several requirements that a
prospective school bus driver must met to obtain the commercial licensing necessary to
drive a school bus. First, the driver must be at least 18 years of age and have a valid
driver’s license. Then, based on this primary requirement, the driver must obtain a
commercial learner’s permit. To get this permit the driver must submit a DL-31CD permit
application, a “Self-Certification” form (DL-11CD), a “School Bus Driver’s Physical
Examination” form (DL-704), and pay the appropriate fees associated with each.
Additionally, any driver that will be engaging in “non-excepted” transportation must
submit a valid Medical Examiner’s Certificate before their learner’s permit is issued. The
areas included in the physical examination include:
1. A vison screening and a check for hearing loss.
2. A check for physical impairment(s)
3. A semi-annual test for drivers with diabetes mellitus.
4. An annual stress test for drivers with cardiovascular conditions.
5. A check for uncontrolled hypertension and respiratory dysfunction.
6. A check for rheumatic arthritic, orthopedic, muscular, neuromuscular, or
vascular disease.
7. A check for seizure disorder(s).
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
14
8. A check for drug or alcohol abuse.
9. A check for mental, emotional, or psychiatric disorder(s).
10. A check for tuberculosis in a transmittable stage.
11. A check for any other condition likely to impair the ability to drive a
school bus safely. (PennDOT, 2021, p.1)
Additionally, PennDOT (2021) states that each driver must also comply with any
regulations regarding communicable diseases that the Pennsylvania Department of Health
and/or the local school district has in place.
In addition to the permit application requirements, all drivers must also pass and
obtain an FBI federal criminal history check, a Pennsylvania State Police criminal history
check, and a child abuse history check through the Pennsylvania Department of Public
Welfare. Finally, all drivers must be drug and alcohol free when driving and should not
consume any alcoholic beverages eight hours prior to driving a school bus (PennDOT,
2021).
Once a driver has obtained the general requirements for a learner’s permit, they
must also obtain a school bus endorsement and participate in a 20-hour training program
that includes school bus operation and safety. The 20-hour training program includes 14hours of classroom instruction and six hours of practical, in-bus training. After passing all
knowledge exams and completing the 20 hours of instruction, a driver may take their
road test with PennDOT or a third-party tester to obtain their official school bus
endorsement on their license (PennDOT, 2021, p. 2; ybwAdmin, 2021).
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
15
Driver Training Materials
PennDOT (2022) has created a training manual for all certified instructors to use
as a guide when training new school bus drivers. This training manual is also used to
recertify drivers every four years to ensure they keep their school bus endorsements.
Additionally, this manual and the training that corresponds with it ensure that
Pennsylvania remains in compliance with the U.S. Department of Transportation’s
Federal Standard 17, which “requires each state to develop plans to reduce, as much as
possible, the danger of death or injury to school children while being transported to and
from school” (PennDOT, 2022, Forward section).
Within this manual there are nine units. These units include:
•
Unit A – The School Bus Driver: Role, Responsibilities and
Requirements
•
Unit B – Student Management and Discipline
•
Unit C – Student Loading and Unloading
•
Unit D – Transportation of Students with Disabilities
•
Unit E – Preventive Maintenance; Unit F – Safe Driving
•
Unit G – Fundamentals of Driving a School Bus
•
Unit H – Crash and Emergencies Procedures; and
•
Unit I – Student Emergencies. (PennDOT, 2022, pp. iii – iv)
Each unit has several subsections that provide the drivers with detailed information
related to the topics being discussed.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
16
Safety
School buses are one of the safest forms of transportation for school children;
however, negative student behaviors that occur on school buses and the safety concerns
they pose have been a source of concern for drivers, administrators, and parents for many
years. Furthermore, each time a student engages in a negative behavior, such as bullying,
it takes away from the driver’s ability to focus on the road, thus creating a safety concern.
How Student Behavior Effects Drivers. According to the NHTSA (2023),
“driver distraction is a specific type of driver inattention that occurs when drivers divert
attention from the driving task to focus on some other activity” (p. 1). This may include
using a cellphone, attempting to use the stereo or navigation system within the vehicle,
eating or drinking while driving, or talking to the passengers in the vehicle. Distractions
such as these were responsible for 3,211 fatal motor vehicle accidents and 3,522 total
fatalities across the nation in 2021 (NHTSA, 2023). Knowing that distracted driving
increases a driver’s likelihood for an accident, we must consider how student
misbehaviors on a school bus affects the bus driver and their ability to safely transport
children to and from school daily.
A study conducted by Zohar and Lee in 2016 examined the effect disruptive
children had on school bus drivers’ performance. Their study included school bus drivers
from 34 rural school districts in Israel where questionaries, interviews, and video
recordings from buses were pulled and reviewed. Based on the data collected it was
determined that student misbehaviors increased safety shortcuts by drivers and supported
the fact that conversations with passengers is as disruptive as phone use and affects the
bus driver’s performance.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
17
This study also examined how the driver’s approach to dealing with negative
student behaviors affected their ability to drive the bus. The two primary strategies
utilized by the drivers were defined as “approach-oriented” and “avoidance coping.”
According to the study when drivers utilized the “approach-oriented” coping strategies,
the driver was more distracted because this method involved looking in the review mirror
and/or getting on the speaker to address student misbehaviors. This forces the driver to
take their eyes off the road more. This was in comparison to the “avoidance coping”
strategy where the driver ignored the students’ misbehaviors, which allowed them to keep
their eyes on the road (Zohar & Lee, 2016). This study’s findings correlate with the
information gathered by NHTSA’s National Center for Statistics and Analysis (2023) on
the importance of limiting the number of distractions for school bus drivers to ensure the
safety of students, the drivers, and other passengers on the road.
In addition to the previous study on student behaviors and distracted driving
Goodboy et al. (2016) analyzed the effect of school bus bullying on bus drivers. This
study not only analyzed student-to-student bullying, but also student-to-driver bullying
and how it affected their driving abilities. Their findings showed that while student-tostudent bullying caused stress for the drivers, student-to-driver bullying had a “larger and
more consistent effect” (p. 445). Some of the effects included anxiety while driving,
dissatisfaction with their jobs, exhaustion, and the inability to perform their job duties
(Goodboy et al., 2016). These factors and the factors presented in Zohar and Lee’s 2016
study, show that change is needed in how we train and support bus drivers. Their priority
is to safely transport students of all ages to and from school; yet, without additional
support from school districts, administrators, and parents their jobs become increasingly
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
18
more complicated and difficult to do. It is imperative that the following research on the
importance of the student-driver relationships, student behaviors, and intervention
programs be examined and utilized in bus driver training programs.
Building Positive Relationships and Its Effect on Behaviors
Little to no research has been conducted on the effect bus driver and student
relationships have on student behavior. At the same time, there is much research related
to student-teacher relationships and how those relationships affect students’ behaviors in
the classroom. Therefore, it is being recommended by the researcher that this research
can be utilized and applied to the school bus in its most general form and show how
students’ relationships with adults effect their behaviors.
According to Cook et al. (2018), “relationships [are] a core construct of human
well-being…” (p. 227). Consequently, it is important for bus drivers to build positive
relationships with the students on their buses, as bus drivers are the first school-related
adult interactions a student has each morning. For many students, these interactions will
determine how the student’s day will go.
To ensure that drivers understand the importance of these interactions, the
Pennsylvania School Bus Driver’s Manual has devoted a portion of their instruction to
this topic. According to the manual, drivers are encouraged to develop relationships with
their students, as many times the drivers will be responsible for taking the students to and
from school for several years. Additionally, it is recommended that drivers learn about
their riders’ behaviors and reactions, as well as build trust and respect with them by being
fair and consistent, and by avoiding favoritism (PennDOT, 2022, p. B-6).
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
19
These recommendations are further supported by the research conducted by
Claessens et al. (2017), who suggests that “relationships are based on repeated
interactions” and that “hostile relationships are formed due to repeated unfriendly
interactions and once a hostile relationship has been formed, one will be less inclined to
show friendly behavior on a subsequent encounter” (p. 478). Accordingly, by training and
encouraging bus drivers to build positive relationships with students while avoiding
negative or hostile situations like showing favoritism or shouting, we are encouraging a
positive and safe environment where students feel welcomed on the bus.
Cook et al. (2018) also discusses the importance of building positive relationships
and creating a sense of connectedness. And, while his example is specific to the social
setting of a classroom, it can be argued that the school bus is also a social setting where
this is just as important. School buses, much like a classroom, have a variety of students
on them at any given time that range in age, gender, and background. Therefore, it is
important for drivers to create a sense of belonging where students will strive to promote
positive behavior and work towards meeting the high expectations that have been set for
them. To build these positive relationships, drivers must first understand student
behaviors and the interventions that can be utilized to create a positive bus culture.
Bus Discipline
Student bus misconducts range in severity from minor to major offenses. Some
examples of minor offenses may include talking loudly, switching seats, or eating on the
bus. Major offenses are more severe and will likely cause more disruptions on the bus,
taking the driver’s attention away from the road. Examples of major offenses include
bullying, fighting, harassment, or inappropriate sexual language.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
20
These negative student behaviors, regardless of which category they are placed
into, are a cause for concern that must be addressed quickly and efficiently to ensure the
safety of all students on the bus. Additionally, it is important that these behaviors and
how to handle them are made clear to drivers, to not only create a positive and safe bus
culture, but also to ensure that the drivers feel prepared and supported as they work to
correct negative behaviors. Furthermore, the processes and procedures implemented on
the school bus cannot rest solely on the drivers, but must be a joint effort that includes
administrators, students, and parents.
Student Behaviors
There are various social settings related to a student’s educational experience.
These settings include formal and informal structures that take the form of classrooms,
the school bus, and the playground. Of these settings, the two that can be the most
challenging and that often lead to behavioral concerns for students are the bus and
playground due to their lack of formal supervision (Washington & Zandvakili, 2019).
Within these informal structures, the bus can be one the most challenging spaces to
supervise due to the driver’s position at the front of the bus and their need to always
watch the road.
This poses two questions: What behaviors are most prevalent on buses, and what
interventions can be used to support bus drivers as they transport children of all ages to
and from school? The first question has been answered by Hendrix and Kennedy (2021)
when they cite “bullying, harassment, sexually charged language, and general defiance”
as the most frequent behavioral concerns on buses (p. 79). deLara (2008) further supports
this claim by stating that the drivers in her study observed “verbal bullying, psychological
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
21
intimidation, physical bullying, fights, and sexual harassment on their buses.” With 90%
of the drivers in her study reporting that they observed verbal bullying, 70% reporting
psychological intimidation, and 20% observing sexual harassment (p. 57). To better
understand these behaviors and the concerns they pose for students we must define each
and apply them to the context of the school bus.
The first behavior reported in both studies was bullying. Bullying is defined by
the Centers for Disease Control and Prevention (CDC, 2023) as, “any unwanted
aggressive behavior(s) by another youth or group of youths, who are not siblings or
current dating partners, that involves an observed or perceived power imbalance, and is
repeated multiple times or is highly likely to be repeated” (What is Bullying section). The
effects of bullying range in severity; however, the CDC (2023) cites there is the potential
for physical injury, self-harm, depression, anxiety, and lower academic achievement
among those students that are bullied. Brown et al. (2021) expands upon this assertation
from the CDC and explains that bullying has also been shown to increase a student’s risk
for truancy and dropping out of school. And while bullying can be verbal or physical,
and can take place anywhere and at any time, the bus is a major area of concern due to
the lack of direct adult supervision.
The second behavioral concern cited by Hendrix and Kennedy (2021) and deLara
(2008) is harassment and psychological intimidation. According to the United States
Department of Labor (n.d.), “psychological intimidation or harassment includes making
statements which are false, malicious, disparaging, derogatory, rude, disrespectful,
abusive, obnoxious, insubordinate, or which have the intent to hurt others’ reputations”
(“Intimidating” section). deLara (2008) further explains that this may include “group
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
22
exclusion, starting rumors, or sexual gestures” (p. 51). These behavioral concerns also
pose a major concern for students on the bus, especially when considering the varying
ages of students riding the bus, with younger elementary school students posing the
greatest concern and risk.
The final two areas of concern included fighting and sexual harassment. First, the
Merriam Webster (n.d.), defines fighting as “having or showing a readiness to fight” or
“to strive to overcome a person by blows or weapons.” On a school bus students
engaging in a fight may hit, punch, and/or kick each other, while the driver is at the front
of the bus. This potentially leaves no one to stop the fight until the driver can pull over.
Due to this lag in response time the chance for injuries increases, as does the increase for
an accident due to the driver’s attention being taken away from the road.
The last area of concern as cited by Hendrix and Kennedy (2010), and deLara
(2008), is sexual harassment. According to the CDC (2021), sexual harassment is
“unwanted and unwelcome advances of a sexual nature. It could be touch, written note,
joke, picture, etc. It can be intentional or unintentional” (Sexual Harassment section). The
potential for this type of behavior is also a major concern because of the nature of the
contact and the content that may be exchanged by students, and the fact that it may not be
easily observed by the driver.
To better understand these behaviors and their ability to affect students on the bus,
drivers, school officials, and parents must also understand the structure of the school bus.
As Galliger et al. (2008) explains, the school bus is an unstructured setting where
“children may encounter a diverse group of peers. [Where] the ride to school becomes an
opportunity for unmonitored children to explore the possibilities of new friendships,
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
23
victimization of other children, [and] hierarchies among peers” (p. 45). This increases the
possibility of problematic and concerning behaviors such as bullying, psychological
intimidation/harassment, fighting, and sexual harassment.
To combat these behavioral concerns and to help create a safer, more structured
setting on the school bus, there must be more attention given to bus drivers and their
needs. Additionally, there must be better systems put into place that train drivers on how
to identify and handle these behaviors, and what interventions can be used to promote
positive behaviors among students.
Interventions
There are various possibilities to consider when looking at interventions and
intervention programs on a school bus. Some of these interventions are part of a larger,
school-wide program, where others are specific to the school bus. Before starting a
program, a district must look at their specific areas of concerns and the goals they wish to
meet by implementing a program. One way to gather this data and determine areas of
need is to look to various research studies related to school bus discipline and model their
procedures. Examples of research studies districts may wish to model their data
collection after include Hirsch et al. (2004) study that compared the patterns of building
specific school bus office discipline referrals to the patterns present in district-wide
school bus office referrals. Another study conducted by Hendrix and Kennedy (2021)
surveyed and interviewed school transportation officials to determine student misconduct
issues and the “implementation and challenges of behavioral management strategies” (p.
80). Finally, in Brown et al. 2021 study, the researchers conducted semi-structured
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
24
interviews with drivers to determine their experience in addressing bullying and
harassment.
While different, each research study led to data that provided the researchers with
valuable information regarding student behaviors, the varying perceptions related to
school bus behaviors and discipline, and the needs of school transportation personnel.
Then, based on this information and the data collected, the researchers were able to create
goals and intervention programs that appropriately met their stakeholders’ needs, while
improving the overall culture and student behaviors on the bus.
General Needs Within an Intervention Program. In addition to major
discipline concerns such as bullying, fighting, intimidation, and harassment, there are
also smaller yet just as disruptive behaviors. According to Tucker et al. (1998) these
behaviors include students jumping from seat to seat, yelling out the windows, pulling
each other’s hair, using profanities, and screaming at the driver. These behaviors, in
combination with the more severe behaviors that have been reported on school buses, can
leave drivers feeling overwhelmed and anxious as they try to safely transport children to
and from school. As a result, inventions that support bus drivers must be integrated into
the school system. However, these interventions and systems cannot be a stand-alone
method that the driver or the transportation department is solely responsible for. These
interventions must be a priority for all administrators, teachers, parents, and students.
Before looking at systems and interventions that encourage positive bus behavior,
the basic elements of discipline must first be addressed. This means defining what
constitutes effective and ineffective discipline. According to Greenspan (2012), “to be an
effective disciplinarian is to find a method that satisfies the needs of both the child and
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
25
the adult caregiver” (p. 12). To do this, Greenspan (2012) suggests finding a way to avoid
causing conflict that will escalate the child’s behavior while not damaging their wellbeing. Adults are also cautioned against giving in to the child and their behaviors to keep
them happy. Greenspan (2012) recommends that limits and structure need to be created
because when a child is not provided with these supports, they are more likely to have
negative interactions with their peers which can lead to rejection and unhappiness (p.12).
A child’s socioemotional development is also connected to their behavior and the
discipline techniques used to correct them. As Greenspan (2012) explains, “children that
are exposed to skilled discipline are generally better prepared to deal with life’s
challenges than children exposed to inept or chaotic discipline” (p. 12). Furthermore,
social competence affects a child’s success in school. This, however, goes beyond
academic success and includes respect for authority and compliance with school rules,
which are directly tied to a student’s behavior and the outcomes that result from these
behaviors. Examples of the outcomes that result from this deficient in social competence
include dropping out of school or being suspended or expelled (Greenspan, 2012, pp. 12 13).
Therefore, knowing the importance of developing students’ social competency
related to behaviors, and knowing the need for a system and structure that sets limits, we
must look at interventions for the school bus that provide drivers with the trainings and
supports they need to be successful. Tucker et al. (1998) suggests a set of basic rules must
be created that all students can follow. Additionally, these rules need to be consistent with
the rules at school to ensure continuity. This is further supported by King et al. (2019),
who also studied the effects of applying behavioral interventions on the bus to decrease
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
26
misbehaviors. According to King et al. (2019) not only does consistent rules create
consistency for the students, but also “mitigates potential barriers to acceptance among
students and staff” (p. 119).
As intervention programs and supports are created for the bus, King et al (2019)
suggests that schools use a range of data to determine the specific needs for the program.
This data may include discipline referrals and partnering with the drivers to determine
what works and what does not. It is also suggested that specific goals be created for
specific drivers, routes, and/or students. This individualized attention and intervention
will ensure that each driver and students’ needs are being met. Additionally, this will help
drivers as they work with students and find ways to approach them in a way that gains
their respect (PennDOT, 2022, p. B-6).
Once specific goals are created, King et al. (2019), suggests that an initial training
take place with the bus drivers. During this training the goals of the program are
presented, along with the steps necessary for implementation. These steps and the
interventions must include explicit behaviors and the consequences for each, as well as
the reminder that a referral must be completed for major infractions. Finally, drivers must
be provided with support in reinforcing positive student behaviors as well as how to
correct minor infractions that do not reach the level of a discipline referral.
Intervention Programs. While intervention programs vary, Positive Behavioral
Intervention and Support programs or PBIS programs have become very popular. In
addition to PBIS programs, there are other intervention programs and systems that may
also be utilized to address student behaviors on the school bus. To determine which
system or program works best, each district must evaluate their needs and develop a
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
27
program that meets those needs. Furthermore, it must be mentioned that when looking
into any intervention system or program, it cannot operate in isolation. As Keagy and
Piper (2016) explain, “too often, the educational administration and transportation
administration see their operations in isolation, with many problems created by their
mutual failure to consider the “law of unintended consequences” (p. 197). This suggests
that transportation operations and school operations are intertwined and that a decision in
one area will affect the other (p. 198). All are reminded that parents, administrators,
teachers, school transportation personnel, and students must all work together and
communicate with each other to ensure the success of any program that is implemented.
General Interventions. A study conducted by Putman et al. (2003) examined the
need for improving bus behavior by implementing a whole-school intervention.
According to this study and the research surrounding intervention programs, Putman et
al. (2003) suggests that to improve bus behaviors the following must be done: students
must have acceptable behaviors defined and taught to them; drivers need training in how
to monitor student activity while driving; incentives should be in place to motivate
performance; and there must be support and participation from administration.
Using this information as a foundation, Putman et al. (2003) created a wholeschool intervention program to improve bus riding behaviors. Their program utilized the
following interventions:
•
A list of safe bus-riding behaviors (“bus rules”) was generated and
explained to the students. They were quizzed on these behaviors and
were requested to demonstrate them using role-play scenarios.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
•
28
The bus drivers were taught how to monitor students more effectively
during transportation and to provide positive reinforcement by giving
them “caught being good” (CBG) cards when they adhered to the safe
behavior expectations. This training occurred during 45 to 60 min
session[s] attend by all drivers.
•
The CBG cards included the name of the student, his or her grade,
identified positive behavior, date of receipt, and respective bus.
Awarded cards were collected each day and entered into a weekly
school lottery. Lottery winners received small prizes and activity
privileges…
•
Each week, the school bus that has the fewest office referrals and
suspensions received a “bus of the week” acknowledgement.
•
With guidance from the consultant, school administrators tracked data
systematically to verify the outcome of the interventions… (pp. 585 –
586)
This program, which became a collaborative effort, not only decreased the number of
discipline referral on the bus, but also decreased the overall number of bus suspensions
(Putman et al., 2003).
PBIS Programs. As previously mentioned, there are many types of intervention
programs that can be utilized when trying to address and correct negative behaviors. In
addition to a general intervention program, a Positive Behavioral Intervention and
Support program or PBIS program must also be taken into consideration. These
programs, while different and unique to each school district, all follow a similar structure.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
29
First, these programs follow a tiered structure that is based on three levels of support.
Within these tiers, the level of support and interventions increase as the student moves
through each tier. Additionally, to encourage and reinforce positive behavior, a token
system is typically utilized within these programs. Below is an explanation of what a
typical PBIS program looks like and an example of how it has been utilized in school
transportation.
According to Goldin and McDaniel (2018), positive behavior programs or PBIS
Programs are defined as a “three-tiered prevention model with increasing supports
designed to be implemented at each tier” (p. 99). The tiers within a PBIS model include
tier 1, tier 2, and tier 3 interventions. In tier 1, all students take part in universal
interventions which include school-wide expectations, explicit instruction in these
expectations, and reinforcement of the expectations. In tier 2, students receive additional
support if they do not respond to the tier 1 expectations. Then, if tier 2 supports do not
work, a student will receive tier 3 individualized interventions to correct their behaviors
(Goldin & McDaniel, 2018). Therefore, a Positive Behavioral Intervention and Support
(PBIS) program is one way to establish this structure.
An example of a school bus specific PBIS program is seen in Galliger et al. 2008
study. Within this study the researchers worked with a district-level coach to implement a
PBIS program in three elementary schools and two high schools. The steps for
implementation are as follows:
1.
Establish data-based goals for the program using a needs assessment.
2. Describe what PBIS is to stakeholders (bus drivers) and established
their commitment to the program.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
30
3. Develop a PBIS plan.
4. Step up training sessions and follow-up “booster” sessions with the
bus drivers.
5. Evaluate the programs progress through data analysis and meetings
with stakeholders (bus drivers and district level administration). (pp.
23 – 26)
Then, within these steps, various key components of the program were
determined. This included the development of the plan for teaching all bus drivers about
the PBIS program and the development of the tier 1 expectations that all students and
drivers were expected to be learn.
The Tier 1 expectations, as provided by Kennedy and King (2019) include:
•
•
•
Be Safe
•
Remain seated
•
Keep your hands, head, and objects in the bus
•
Cross in front of the bus and never behind
•
Make sure all traffic is stopped before crossing
Be Respectful
•
Be courteous
•
Use respectful language
•
Take care of bus property
•
Follow your driver’s expectations
Be Responsible
•
Keep the bus clean
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
•
Avoid conflict
•
Only get off at your stop
•
Go directly to your home
•
Ride your assigned bus. (p. 24)
31
This list, while simple, ensures that all bus drivers and students are aware of what the
behavior expectations are in tier 1. These expectations, along with the plan in Figure 2,
would be given to the drivers in step 4.
Figure 2
Sample PBIS Implementation Plan
Note. Figure 2 illustrates a sample PBIS implementation plan. From “All Aboard: Using
Positive Behavior Supports on the School Bus,” by K. J. Kennedy, K. J. and S. A. King,
2019, Beyond Behavior, 28(1), p. 25 (https://dio.org/10.1177/1074295618797272).
Copyright 2018 by the Hammill Institute on Disabilities.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
32
As Figure 2 explains, this training would provide the drivers with the information
they need to implement the program on their buses. It would also provide the drivers with
a plan that explains what constitutes minor and major infractions, along with how to
proceed when an expectation is not met. Additionally, it would address what the process
is for moving a student from tier 1 to tier 2 and 3 supports.
An example of this plan would be a flowchart, like the one created by Kennedy
and King (2019). This chart includes examples of minor and major behaviors as well as
interventions for desired, minor, and major behaviors. Figure 3 illustrates the flowchart
created by Kennedy and King (2019) and provides specific information regarding their
program.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
33
Figure 3
Kennedy and King PBIS Flowchart
Note. Figure 3 illustrates a sample behavior and intervention plan flowchart that could be
utilized within a PBIS program. From “All Aboard: Using Positive Behavior Supports on
the School Bus,” by K. J. Kennedy, K. J. and S. A. King, 2019, Beyond Behavior, 28(1),
p. 26 (https://dio.org/10.1177/1074295618797272). Copyright 2018 by the Hammill
Institute on Disabilities.
As seen in the flowchart, depending upon which behaviors is being exhibited, an
intervention is identified. These interventions include, “Praise using clear description of
behavior” for desired behaviors; “Redirect[ion] using clear description of expected
behavior” for minor behaviors; and a “[Written] referral” for major behaviors (Kennedy
& King, 2019, p. 26). By setting up a system like this, there are expectations and a
structure set up for the students, drivers, administrators, and parents, which helps to
create a culture of accountability for all.
In addition to the use of a flowchart, Collins and Ryan (2016) suggest that small
group social skill instruction is provided, as well as instruction that reviews the
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
34
expectations with students when they reach tier 2 interventions. Then, should these
interventions and support not work, tier 3 intervention should be used, which includes,
instruction and intervention that is directly related to the student’s needs.
The results of a study by Kennedy and King (2019) were interesting. First, both
high schools that participated in the study showed a decrease in the number of bus
referrals. According to Figure 4 in the study, High School 1 had a 51% decrease, with
High School 2 not far behind with a 49% decrease. The elementary schools, however, did
not see the same results. Elementary School 1 saw a 71% increase in referrals, with
Elementary School 2 seeing a decrease of 6%, and Elementary School 3 seeing a
decrease of 10%. These varying results created a discussion among the leadership team,
where it was decided that the “overall results justified the expansion of the program
throughout the district” and that there be closer monitoring of implementation of the
program in Elementary School 1 due to the increased number of referrals (p. 26).
Token Systems. Many intervention programs include a token system within them.
The tokens included within these systems vary depending upon the school and the
program that it is being implemented. However, some examples include the “Bus Bucks”
as used in Kennedy and King’s 2019 study, “Poker Chips” as used in Provencal and Mac
Cormak’s 1971 study, and “Star Bus Bucks” that were used in Goldin and McDaniel’s
2018 study. A token system, when used in conjunction with an intervention program,
provides a tangible reward for students meeting the expectations in tier 1. Some examples
of rewards that students may earn because of receiving a token or multiple tokens (used
here to describe any physical item received by a student) are school supplies, snacks,
toys, free time, homework passes, etc. (Goldin & McDaniel, 2018). These tokens, while
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
35
considered to be an effective part of any PBIS program, can become overwhelming for
drivers. According to Kennedy and King (2019), 25% of drivers had difficulty handing
out the tickets. However, Provencal and Mac Cormak (1971) found the use of tokens to
be useful as they provided the parents of the student with an indication of their child’s
daily performance on the bus.
Peer Mentoring. A final intervention program that schools may consider
implementing involves peer mentoring. A program like this was implemented by a school
counselor in Texas. In this program older students (4th and 5th graders) were assigned the
role of “flight attendant” on their buses. These students went through a brief training on
the roles and responsibilities of being a flight attendant on a plane. Then, once they had
learned these roles and responsibilities, they became “flight attendants” on their buses for
the younger students. This job included helping younger students get to their seats with
their lunch boxes and backpacks, as well as reminding them that they must remain seated
for the duration of the ride to and from school. Finally, the “flight attendants” ensured
that the students took turns when getting on and off the bus. The counselor worked with
these older students for a few weeks and had staff meetings with them once a week to
work through any potential issues or concerns they may encounter (Carns, 1996).
This intervention provided students with a leadership role on the bus and helped
to decrease the negative behaviors that were previously taking place. Additionally, Carns
(1996) reported that because of this intervention, students started arriving at school
smiling and happy, rather than frowning with hands clinched in fists. This program
helped to reinforce the importance of creating a system on the school bus where the
students feel safe and welcomed.
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36
As the research presented suggests, intervention programs can take on many
forms, and each school district should evaluate their needs and determine which program
they feel will work best to meet their needs. Additionally, it is suggested that schools
create a program that meets the needs of all stakeholders, including the students, bus
drivers, administration, teachers, and parents (Carns, 1996). Each of these stakeholders
are valuable members of the school community and affect the overall success of any
program that is implemented within the school system.
Parental Involvement
Parental involvement is a key factor in ensuring student success. Therefore, it is
important that administrators include parents in the school transportation process. As
Tucker et al. (1998) explains parental involvement is a key factor in preventing discipline
problems and many times “set[s] the stage and establishes the reality of negative
consequences” (p. 28). Thus, parents must become part of the solution. Additionally,
when parents are involved in their child’s education, it leads to higher success rates for
the child (Houri et al., 2019).
Effects of Parental Engagement on Student Outcomes
Parental engagement is an important factor to consider when looking at student
success, both academically and behaviorally. According to Houri et al. (2019), a major
component within parental engagement is school-home communication. However, for
this communication to be effective it must be a “two-way exchange of information in
which the school communicates information to the parents and invites parents to share
information back…” (p. 422). In addition to communication, Houri et al. (2019), also
suggests that trust must be established between the school and the parents to increase
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
37
parental engagement. This concept is further supported by Ogg et al. (2021), who
explains that trust is “confidence that another person will act in a way to benefit or
sustain the relationship to achieve positive outcomes for students” (p. 143). Therefore, as
educators, we must work with parents to create a culture where two-way communication
related to busing concerns is taking place, and parents must work to have an active role in
supporting a safe busing program for their child/children.
Perceptions on Busing
Based on the suggestions of the research studies discussed within this literature
review, it is imperative to examine the perceptions of parents. While there are few studies
available regarding parent perceptions on busing, one study conducted in 2005 by
Ramage and Howley interviewed parents to gain their perspective on busing concerns.
According to this study, parents revealed that there were three major bus concerns that
needed to be addressed. These concerns included: the atmosphere on the bus, the length
of the ride, and safety (Ramage & Howley, 2005).
Within the area of atmosphere, parents reported that their children were exposed
to “adult” topics that were discussed among the older students. They also identified
concerns with students using profanity and discussing sexual content. Other parents
reported that the lack of supervision on the bus resulted in their children experiencing
sexual and physical harassment, as well as vulgar language, and “personality conflicts
with other students” (Ramage & Howley, 2005, Findings section).
The second area of concern reported by parents related to the length of the bus
ride. Parents reported that their children had early departure times which resulted in them
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
38
being tired at school. They also reported that the long rides were “boring” and that “they
[the students] get restless” (Ramage & Howley, 2005, Findings section).
Finally, in the area of safety parents reported concerns regarding the “rough
roads” their children traveled on, and concerns that people drive too fast on the roads they
live on. Additionally, they reported that this has led to the bus being hit while it was
stopped to pick up children (Ramage & Howley, 2005).
Unfortunately, many of the concerns expressed in this study are like those
previously mentioned by Hendrix and Kennedy (2021) and deLara (2008). These
concerns further support the need for more structure on the school bus and more
extensive bus driver training programs that focus on student behaviors/student
management.
Overall Effect of School Transportation on Students
As discussed in this literature review school transportation does more than simply
transport a student to and from school each day. It can also attribute to how a student
interacts with their peers, as well as their teachers. However, does it have an overall effect
on students? Also, does it affect a student’s attendance rates in school and affect their
family? According to a recent study by Edwards (2022), the answer to these questions is
yes, school transportation can have an effect in various areas of a student’s life.
Effects on Attendance Rates
Edwards (2022) reveals that school bus eligibility for economically disadvantaged
students increases their rate of attendance in school by two-thirds of a percentage point
and decreases their probability of being chronically absent by nearly 4 percentage points.
While these factors have not been found to affect the students’ achievement in school,
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
39
they do reduce the likelihood that they will drop out of school. These factors and the fact
that compulsory attendance laws require that students attend school validate the need for
free school transportation for all students, regardless of their socio-economic status and
geographical distance from their school building.
Effects on Family
Edwards (2022) further explains that school transportation not only ensures that
students get to school, but that it also provides students with a daily routine, which helps
to eliminate stress for parents and students alike. This reduction in stress is due to the
reliability of having a consistent mode of transportation, as well as the removal of the
financial burden parents may experience should they have to find a way to get their
children to school on their own. Finally, the school bus provides a safe transportation
option for families living in a dangerous area. Therefore, based on this information, we
must consider the detrimental consequences that may occur if a student’s behaviors
prevent them from riding the bus and we must ensure that systems and supports are in
place to avoid these disruptions.
Summary
School transportation has changed dramatically since its inception in the 1890s.
What was once a way to transport students to school that lived in rural areas has now
become the primary way that students get to and from school each day. This meant that
school buses had to become one of the safest forms of student transportation and that
several changes would have to take place.
A major change was related to the physical make-up of a bus and how it was
constructed. A second change was related to the rules and regulations that specified
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
40
qualifications for those driving the bus. These qualifications have continued to be
changed and adapted over the years and now account for more than how to drive the bus,
but also how to handle student behaviors and discipline.
Within the area of student behaviors and discipline, drivers are now expressing
the need for more training in how to handle specific student behaviors, such as bullying
and fighting. As stated in the research by Goodboy et al. (2016), these behaviors have
gone beyond a student concern, and are now affecting the drivers as well. More research
and training needs to take place to reduce the number of drivers quitting due to jobrelated stress and anxiety caused by negative student behaviors and a lack of support
from upper management (Goodboy et al., 2016). Thus, the goal of sharing this research is
to help educators see where we are and what is still needed to provide school bus drivers
with the supports and training programs they need.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
41
CHAPTER III
Methodology
This action research project has been designed to examine the effect professional
development for school transportation personnel has on the number of student bus
misconducts at the elementary level. After an extensive review of literature, the
researcher was able to determine that the following must be considered when designing a
research plan that supports school transportation personnel:
1. Student misbehaviors on the school bus have a direct effect on school bus driver
performance and their ability to drive the bus safely (Zohar & Lee, 2016).
2. Building positive relationships and having positive interactions with students is
vital for bus drivers, because it helps to create a sense of trust and respect between
the driver and student, which in turn affects student behavior (PennDOT, 2022, p.
B-6).
3. School bus intervention programs must be intertwined into transportation
operations, as well as school operations because they affect each other equally.
Thus, supporting the idea that all stakeholders are responsible for ensuring any
program’s success (Keagy & Piper, 2016, p. 198).
4. Various forms of data must be utilized to help guide the specific needs and goals
of an intervention program (King et al., 2019).
5. Parent perceptions and concerns on busing relate to the atmosphere on the bus, the
length of the ride, and safety (Ramage & Howley, 2005).
These key findings within the literature review supported the researcher’s goal of
developing professional development opportunities for school transportation personnel
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
42
and helped to guide the trainings that were provided within the research plan of this
study.
Purpose
This action research project was pursued by the researcher due to her previous
role as the assistant principal at the Punxsutawney Area Elementary School. As the
assistant principal, the researcher was responsible for the student discipline referrals, both
in the building and on school transportation. The researcher found that student bus
misconducts consistently accounted for the highest number of referrals each month.
Based on this knowledge, the researcher decided that further research was needed to
determine potential causes for these high numbers, as well as possible interventions that
may be implemented to lower the number of referrals. Moreover, the researcher wanted
to find ways to support the bus drivers in their daily operations of the bus and to ensure
the safety of all students and drivers.
This rationale led the researcher to investigate the perceptions of elementary
school parents/guardians, school transportation personnel, and school transportation
administrators on student bus behaviors. These perceptions were then utilized to help
guide professional development opportunities for the school transportation personnel at
Tri-County Transportation (TCT). These opportunities helped to support personnel in
their understanding of student behaviors and taught them how to address these behaviors
on their buses and vans.
A mixed-method research approach was utilized by the researcher to collect data
for this action research project. Qualitative data was collected using a parent/guardian
survey and a school transportation personnel survey. These surveys gathered the
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
43
perceptions of the participants regarding both student behaviors and potential
needs/supports on buses and vans. These surveys are considered pre-surveys and were
administered to participants prior to providing school transportation personnel with any
professional development trainings.
A third form of qualitative data was utilized by the researcher to gain school
transportation administrators’ perceptions on student behavior on buses and vans. This
data was collected through interviews with six school transportation administrators. The
results of the interviews were then compared to the results of the pre-surveys, and utilized
by the researcher to guide the two professional development trainings that were provided
to school transportation personnel in November of 2023 and January of 2024.
Once all pre-surveys and interviews were administered the researcher created two
days of professional development trainings for school transportation personnel. The
topics presented during these two training days included:
•
Building Relationships with Students
•
Setting Expectations
•
Behavior Management
•
Major vs. Minor Infractions, and
•
Communication with Parents
The purpose of these trainings days was to provide the school transportation personnel
with information that would support them in their daily interactions with students, while
potentially helping decrease the number of negative student behaviors on their buses.
Prior to analyzing and comparing the bus misconduct referrals from the 20222023 and 2023-2024 school years, the researcher administered a post-survey to the
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
44
parents/guardians and school transportation personnel. The purpose of this post-survey
was to compare its results to the results of the pre-survey to see if participants’
perceptions changed since the pre-survey was administered at the beginning of the study.
The final form of data collected for this action research project is related to the
overall number of bus misconduct referrals at the Punxsutawney Area Elementary School
for the 2022-2023 and 2023-2024 school years. This quantitative data was taken from the
district’s student management system and analyzed to determine if the professional
development opportunities provided for school transportation personnel affected the
overall number of bus misconduct referrals at the elementary school. Bus misconduct
data from the 2022-2023 and 2023-2024 school years were compared for this part of the
study.
Research Questions
This action research project was centered around three research questions. The
research questions are:
1. What are the perceptions of school transportation personnel and parents on
student behavior and discipline on district buses and vans?
2. What behaviors are identified through school transportation personnel and
parent perceptions, as well as referral data that are impacting student success
on school transportation?
3. What effect does incorporating professional development opportunities for
school transportation personnel have on the number of student bus misconduct
referrals at the elementary level?
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
45
The three research questions created for this action research project were designed to
guide the development of the research instruments utilized within the study. Furthermore,
the researcher found that the research questions support the findings of the literature
review. These findings include King et al. (2019) research that various forms of data must
be utilized to help guide the specific needs and goals of an intervention program, and
Keagy and Piper (2016) findings that all stakeholders are responsible for ensuring an
intervention program’s success (p. 198).
Setting
According to the Future Ready PA Index (2024), the Punxsutawney Area School
District is 274.03 square miles and serves 1925 students. The district has one elementary
school that serves students in kindergarten through sixth grade, and one high school that
serves students in seventh through twelfth grade. Among the 1925 students served within
the district, 68.2% are considered economically disadvantaged and 22.6% receive special
education services (Future Ready PA Index, 2024). Both the elementary school and the
high school receive Title I federal funding and are designated as school-wide Title I
buildings.
This action research project is focused on the elementary school and the students’
behavior on school transportation. All the following demographic information is related
specifically to the elementary school. According to the Future Ready PA Index (2024),
there are 1079 students enrolled in the elementary school. Within this population, 71.6%
of the students are economically disadvantaged and 25.4% of the students receive special
education services. To provide historical data related to the student enrollment
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
46
percentages, Figure 4 illustrates the percentage enrollment by student group for the last
five years.
Figure 4
Enrollment Percentage for Student Groups from 2018 – 2023
Note. Figure 4 shows the percentage enrollments of each student group reported to the
state from 2018 to 2023. From “Punxsutawney Area Elementary School,” by Future
Ready PA Index, 2023,
https://futurereadypa.org/District/FastFacts?id=1112271832431490680400410172180211
55177250038150#. Copyright 2024 by the Commonwealth of Pennsylvania.
Of these 1079 students, 95.7% are white, 2% are more than one race, 1.3% are
Hispanic, 0.8% are Black, and 0.2% are Asian. Figure 5 illustrates the elementary
school’s historical data related the race and ethnic demographics of the elementary school
for the last five year.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
47
Figure 5
Race and Ethnicity Percentages from 2018 – 2023
Note. Figure 5 illustrates the race and ethnicity percentages that were reported to the state
from 2018 to 2023. From “Punxsutawney Area Elementary School,” by Future Ready PA
Index, 2023,
https://futurereadypa.org/District/FastFacts?id=1112271832431490680400410172180211
55177250038150#. Copyright 2024 by the Commonwealth of Pennsylvania.
Each student within the district has access to transportation services through TCT.
This contracted service includes bus transportation and van services. Many students
within the district ride buses; however, vans are also utilized to transport students with
transportation accommodations included in their individualized education plans. These
contracted services with TCT are in effect until 2032.
The transportation services provided to the district school include 51 buses. Of
these 51 buses, 23 are utilized by the elementary school each day. The maximum capacity
of each bus is 72 passengers; however, the average number of passengers on an
elementary bus run is 45 students.
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48
Van services are also provided by TCT. These services include transportation for
students who utilize a wheelchair and/or walker, as well as transportation for students
with a transportation accommodation written into their individualized education plan
(IEP). The number of students utilizing these services varies from year to year; however,
the elementary school has around 35 students that ride on a van each day.
A final requirement stated within the transportation contract relates to the age of
all buses and vans utilized by the district. According to the contract, all buses had to be
purchased brand new for to the start of the 2020-2021 school year, making the current
fleet around four years old. All vans had to be at least a 2017 model year or newer for the
start of the 2020-2021 school year, making the oldest vans around seven years old.
As a contracted service, TCT is responsible for all hiring, employee supervision,
and vehicle maintenance; though, a district-employed transportation director acts as a
liaison between the transportation company and the school district. This district-level
employee works closely with TCT to ensure that the district and TCT are working
together to provide the students and their families with safe and appropriate
transportation.
Participants
This action research study focused on three groups of stakeholders: elementary
school parents/guardians, school transportation personnel, and school transportation
administrators. These stakeholders were selected by the researcher due to their
perceptions and insight on school transportation and student behavior. Additionally, the
researcher felt that by gaining three different perspectives, she would be able to ensure
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
49
the professional development trainings offered would address concerns that may have
been overlooked otherwise.
The first group of stakeholders that participated in this study were the elementary
school parents/guardians. Within this group, 88 kindergarten through sixth-grade
parents/guardians participated in the pre-survey and 31 participated in the post-survey.
The second group of stakeholders included school transportation personnel. This group
included bus and van drivers, monitors, and dispatchers. Within this group, nine
participants completed the pre-survey, and 10 participants completed the post-survey. The
third, and final, group of participants for this study included school transportation
administrators. This group included six participants that completed an interview with the
researcher via Zoom. The researcher will not elaborate further on the titles of these
participants to ensure their anonymity and confidentiality.
Informed consent was obtained by the researcher for all participants of this study.
All potential elementary school parent/guardian participants were provided with an
informational letter that detailed the purpose of the action research project (Appendix E).
Each potential school transportation personnel participant was also provided with an
informational letter detailing the purpose of the study (Appendix F). In addition to
providing potential participants with detailed information regarding the study, these
letters included informed consent statements, and QR codes that directed potential
participants to the appropriate, anonymous Google Survey for completion. The researcher
included an additional informed consent statement at the top of each survey.
In addition to an anonymous survey, the researcher also conducted six interviews
with school transportation administrators. The researcher selected the participants of the
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
50
interview based on their role within the organization and provided them an informed
consent form (Appendix G). The informed consent forms included key information
regarding the study, as well as information regarding the security of the data collected
because of the interview.
Research Plan
Findings within the literature review revealed that distracted driving directly
affects school transportation personnel’s ability to safely transport students to and from
school. Specifically, a study conducted by Zohar and Lee (2016), determined that student
misbehaviors on school transportation not only increased safety shortcuts by drivers, but
also leads to driver distraction. According to their study, when drivers use an “approachoriented” method for dealing with students’ misbehaviors, they are forced to take their
eyes off the road to look in the rearview mirror, and/or address the students via the bus’s
speaker. This method creates a distraction from their driving and increases their
likelihood of an accident. This research supports a study by the NHTSA’s National Center
for Statistics and Analysis (2023) that found that distracted driving accounted for 3,211
fatal motor vehicle accidents and 3,522 total fatalities in the nation in 2021. These
findings in the literature review supported the researcher’s claim that effective
professional development for school transportation personnel is necessary to help drivers
address negative student behaviors on school transportation, while maintaining
everyone’s safety and well-being.
These key findings led the researcher to examine additional research regarding
student-driver relationships and interventions that support school transportation in
managing student behaviors. According to the Pennsylvania School Bus Driver’s Manual,
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
51
drivers are encouraged to develop relationships with students, as well as build trust and
respect with them (PennDOT, 2022, p. B-6). These positive interactions are important to
relationship building because they help create a sense of connectedness, which will in
turn build trust and respect between the students and drivers (Cook et al., 2018). To help
foster these relationships and build trust research has suggested creating an intervention
program that creates consistent rules, and specific goals for students and drivers, to help
remove potential barriers and create acceptance from both the students and staff (King et
al., 2019).
Based on these key findings and additional research conducted by the researcher,
a mixed-method research plan was created. This plan included conducting a pre and post
survey with elementary school parents/guardians, a pre and post survey with school
transportation personnel, interviews with school transportation administrators, two
professional development trainings for school transportation personnel, and a comparison
of bus misconduct data from the 2022-2023 school year and the 2023-2024 school year.
Each of these research instruments provided the researcher with data that guided the
content presented to school transportation personnel during their two days of training in
November of 2023 and January of 2024.
The first day of professional development was offered to school transportation
personnel on November 29, 2023. This training was conducted in conjunction with TCT’s
monthly safety meeting and included all bus and van drivers, dispatchers, and monitors.
The district-hired transportation director and a member of the elementary school
administrative team were also present during this training to ensure they were familiar
with the content that was shared with the school transportation personnel.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
52
The initial training provided the participants with an overview and rationale of the
trainings that were setup between the researcher and the bus company. The researcher
also started the session by explaining that she determined the content of the sessions
based on the results of the surveys and interviews that she conducted. Then, once all
introductory information was concluded, the researcher presented content related to
building relationships with students and setting expectations on school transportation.
Initially the researcher planned to have the school transportation personnel participate in
a few activities to address these topics; however, once the training started, it was
determined that an open discussion with the participants was a more appropriate
approach.
Once each topic was discussed, the researcher concluded the training by providing
each participant with a training evaluation. This evaluation asked the participants to
provide feedback to the researcher on which topics they would like more information
about at the next training in January. A detailed agenda with the topics and original
activities planned for this training are in Appendix K.
The second day of training was provided to all drivers, dispatchers, and monitors
on January 24, 2024. This training, like the first training, was offered in conjunction with
TCT’s monthly safety meeting; however, the district-hired transportation director was the
only additional participant in attendance at this training. A representative from elementary
school administration was not able to attend.
During this training the researcher started by reviewing the concepts discussed at
the November training and asked the participants if they were able to make any new
connections with the students on their buses/vans based on the suggestions that were
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
53
provided to them during the first training session. Once this discussion was concluded,
the researcher then transitioned into the new content selected for this training. This
training was conducted in a discussion format, like the first training, and covered the
topics of behavior management, completing bus misconduct referrals, and
communicating with parents. An open discussion was facilitated by the researcher for
roughly 30 to 45 minutes. At the end of the discussion, the researcher concluded the
training by reviewing the topics discussed each day and thanking TCT and the school
transportation personnel for their time. A detailed agenda that shows the topics for this
training are in Appendix L.
Fiscal Implications
There were no fiscal implications associated with this research plan and
intervention. The researcher coordinated and designed each aspect of this research plan in
conjunction with the Punxsutawney Area School District and TCT. Specifically,
regarding the professional development opportunities for school transportation personnel,
the researcher met with supervisors from both organizations and determined times that
would be appropriate for the participants to engage in trainings without adding additional
time to their workdays. Therefore, these trainings were incorporated into TCT’s
previously scheduled monthly safety meetings.
Research Methods & Data Collection
According to Mertler (2022), “the major characteristic of mixed-methods research
is that it combines quantitative and qualitative approaches by including both quantitative
and qualitative data in a single research study” (p. 139). Mertler (2022) further explains
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
54
that there are six core characteristics that researchers should consider when utilizing a
mixed-methods research design. These core characteristics are:
•
Collecting and analyzing persuasively and rigorously both qualitative and
quantitative data, based on research questions [emphasis added]
•
Mixing – or integrating or linking – the two forms of data either concurrently by
combining or merging them, sequentially by having one build on the other, or
embedding one within the other
•
Giving priority to one or both forms of data, again based on the research
questions and the emphasis of the research [emphasis added]
•
Using these procedures in a singular research study or in multiple phases of a
program research
•
Framing these procedures within philosophical worldviews and theoretical lenses,
[and]
•
Combining the procedures into specific research designs that direct the plan for
conducting the study. (p. 140)
Therefore, based on this information, the researcher determined that utilizing a
mixed-methods research design would provide an opportunity for comprehensive data
collection that addressed each research question within the study. Table 1 shows the
alignment of each research question to the type of data collected, the data sources utilized
to collect the data, and the timeline for collecting the data.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Table 1
Alignment of Research Questions, Types of Data Collect, Data Sources, and Collection
Timeline
55
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
56
Prior to starting this action research study, the researcher obtained IRB approval
from the PennWest University Instructional Review Board. An initial IRB application
was submitted to the review board on August 11, 2023, and final approval was received
on September 29, 2023 (Appendix A). A request to modify the previously approved
interview procedures was submitted and approved on November 8, 2023 (Appendix B).
In addition to IRB approval, the researcher also obtained letters of support from the
Punxsutawney Area School District (Appendix C) and TCT (Appendix D).
Upon IRB approval, the researcher sent out the Informational Letter for
Elementary School Parents (Appendix E) and the Information Letter for School
Transportation Personnel (Appendix F). These letters provided potential participants with
information about the researcher, as well as with information regarding the study. Each
letter also contained an informed consent statement, and a survey specific QR code that
directed potential participants to the appropriate survey for completion.
Once both letters were distributed, the School Transportation Parent Survey
(Appendix H), and School Transportation Personnel Survey (Appendix I) were activated.
All pre-surveys were voluntary and were administered using Google Forms. Although the
researcher did not ask that any identifiable information be shared in the survey responses,
an additional informed consent statement was added to the beginning of each survey.
Each pre-survey accepted responses until the mid-November. The researcher
stopped accepting responses in mid-November in order to analyze the data collected and
to prepare for the school transportation personnel trainings that took place on November
29, 2023, and January 24, 2024. The time for each of these trainings was planned with
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
57
TCT’s administration and was scheduled in conjunction with their monthly safety
meetings.
In addition to the pre-surveys, interviews with school transportation
administrators were also scheduled by the researcher. Prior to scheduling or conducting
any interviews, the researcher obtained signed informed consent from each participant
(Appendix G). Additionally, due to the nature of interviews and the researcher’s inability
to ensure anonymity, the researcher secured each participant’s signed, informed consent
forms in a private, locked cabinet that only the researcher has access to. Then, once these
steps were completed, the researcher scheduled six individual interviews with the school
transportation administrators via Zoom.
Each of the six interviews took place over several days during the week of
November 20th, 2023 (Appendix J) and provided the participants with an opportunity to
expand upon the concepts and themes explored in the pre-surveys. Each Zoom interview
was conducted by the researcher in a private room with the door shut. Each interviewee’s
name was removed from their responses and replaced with a code to ensure their privacy.
Once all interviews were completed, the responses were analyzed by looking for themes.
These results were combined with the themes that emerged from the pre-survey results to
help guide the researcher in planning the school transportation personnel trainings.
A final post-survey was administered to elementary school parents/guardians and
school transportation personnel in May of 2024. These surveys asked the participants the
same questions as the pre-survey. The rationale for this was to provide the researcher with
an opportunity to compare responses and perceptions. The data from these surveys also
served as a measure of determining the effectiveness of the professional development
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
58
opportunities provided in November and January. The goal of this post-survey was to see
if there was a positive change in the perceptions of the participants.
The last piece of data that was collected was the total number of bus misconduct
referrals for the 2023-2024 school year. This data was compared to the total number of
bus misconduct referral from the 2022-2023 school year. The researcher utilized this data,
in conjunction with the post-survey responses, to determine if the professional
development trainings affected the total number of referrals received by the elementary
school office.
There were no fiscal implications associated with the research methods conducted
or the data collection process. The researcher utilized a private Google Suite account,
which is free of charge for all users, to administer all surveys and record all survey and
interview responses. The researcher also utilized the Basic Plan within the Zoom platform
to conduct all interviews. This plan is free of charge and met the needs of the researcher;
however, it should be noted that other paid plans are available, should future researchers
find their needs differing from the needs of the researcher implementing this research
plan. Finally, the two, one-hour trainings that were provided to school transportation
personnel were scheduled in conjunction with TCT’s monthly safety meeting.
Validity
According to Hendricks (2017), validity is an essential component to any action
research project because it refers to the trustworthiness of the study. To determine the
validity of a study, Hendricks (2017) recommends that researchers evaluate their research
against a Lincoln and Grube’s trustworthiness criterion (p. 64). Hendricks (2017),
explains that this trustworthiness criterion includes:
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
•
59
Credibility: The plausibility of the research findings for the context that was
studied.
•
Transferability: The extent to which results of a study are applicable to other
contexts and other individuals.
•
Dependability: The degree to which research results would replicate with the
same or similar participants and/or contexts.
•
Confirmability: Showing that results are an accurate representation of what
occurred rather than the results of the researcher’s bias, motivation, or interest. (p.
64)
The researcher was able to ensure validity of this action research project by
meeting each of the four-trustworthiness criterion described by Hendricks (2017). First,
credibility was achieved through accurate data recording and peer debriefing. Accurate
data recording was accomplished by obtaining and maintaining informed consent for all
participants and maintaining participant anonymity on all surveys and interviews.
Anonymity on surveys was ensured by not collecting participants’ names and/or emails
addresses. For each interview, the researcher ensured anonymity by conducting private
Zoom interviews in a room with the door shut. Participant names were also coded to
ensure confidentiality. Finally, all survey and interview responses are recorded in the
researcher’s private Google account. This account is password protected and only the
researcher has access to it.
In addition to accurate data recording, the researcher also utilized peer debriefing
as way to ensure credibility. According to Hendricks (2017), “peer debriefing involves
discussing your study with a colleague, peer, or critical friend who is not invested in the
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60
study (not a collaborator)” (p.65). The researcher utilized this strategy, while maintaining
the confidentiality of participants, to help plan the school personnel trainings. Together,
the researcher and her peer were able to discuss the concepts and topics that emerged
from the data collected, and how they could be addressed/incorporated into the upcoming
trainings.
The next two areas of validity that were achieved were transferability and
dependability. The researcher accomplished this by providing an in-depth description of
the setting, study, and participants (Hendricks, 2017, pp. 67-68). The description of the
setting included in-depth information regarding the school district, and more specifically,
the Punxsutawney Area Elementary School. The researcher also included detailed
information about TCT and the contracted services the district receives from them.
Regarding the study and participants, the researcher specified the purpose of the study,
how each research question correlated with each instrument, and the rationale for why the
participants were selected. This information, coupled with the description of the setting,
provides an opportunity for a future researcher to transfer and replicate the study.
The final area of validity utilized within the trustworthiness criterion is
confirmability. Hendricks (2017) explains that for confirmability to take place, the
research must focus on “evidence that [the] results are accurate and not a result of
researcher bias” (p. 68). The researcher achieved this through accurate data recording.
Specifically, the researcher collected anonymous data from parents/guardians, as well as
school transportation personnel on pre and post surveys administered through Google
Forms. Furthermore, the questions asked on these surveys were created based on previous
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
61
discipline data and the researcher’s experience as an elementary school assistant
principal.
The triangulation of data also increased the validity of this action research project.
Hendrick (2017) explains that triangulation is “a method in which multiple forms of data
are collected and compared to enhance the validity and credibility of a research study” (p.
71). This process was achieved by collecting and comparing data from four different data
sources. Table 2 shows the alignment between Research Questions 1 and 2 and the
questions asked to participants on surveys and interviews. It also shows how the data
collected for Research Question 3 correlates with the data collected for Research
Questions 1 and 2.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Table 2
Triangulation of Data Sources
Research Questions
Data Source Questions
What are the
perceptions of school
transportation
personnel and parents
on student behavior
and discipline on
district buses and vans?
•
What behaviors are
identified through
school transportation
personnel and parent
perceptions, as well as
referral data that are
impacting student
success on school
transportation?
•
What effect does
incorporating
professional
development
opportunities for school
transportation
personnel have on the
number of student bus
misconduct referrals at
the elementary level?
•
•
•
•
•
•
Transportation personnel survey questions
addressing this research question include: 1, 2, 3, 4,
5, 6, 7, 10, 11, 12, and 13.
Parent survey questions addressing this research
questions include: 1, 2, 3, 4, and 5.
Interview questions addressing this research
question include: 1, 2, 3, 5, and 6.
Transportation personnel survey questions
addressing this research question include: 8, 9, and
14.
Question 6 on the parent survey addresses this
research question.
Interview questions addressing this research
question include: 4, 7, and 8.
School transportation survey question number 14,
parent survey question number 6, and interview
question number 7 were based on the referrals
submitted during the 2022-2023 school year.
The number of bus misconduct referrals from the
2022-2023 school year will be compared to the
referrals from the 2023-2024 school year. This will
show if the professional development opportunities
provided to the school transportation personnel had
the desired effect of lowering the overall number of
bus referrals. a
Note. a The content of the professional development opportunities were based off of the
data collected from both surveys and the interviews conducted by the researcher.
62
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
63
Summary
This mixed-methods study was designed to explore the effect professional
development for school transportation personnel has on student bus misconducts at the
elementary level. The Punxsutawney Area Elementary School and TCT are the setting for
this study and include various stakeholders as participants. The participants include:
•
elementary school parents/guardians
•
school transportation personnel, and
•
school transportation administrators
Participation in this study was voluntary and provided the researcher with insights on
student behavior and what supports drivers need. The research instruments utilized by the
researcher to collect data included pre and post surveys from parents/guardians, pre and
post surveys from school transportation personnel, and interviews with school
transportation administrators. IRB approval was obtained from PennWest University
prior to starting this research study, as was informed consent for all participants.
The research questions and research plan for this study are supported by the
findings from an extensive literature review conducted by the researcher. Additionally,
the researcher utilized this research and the data collected to guide the professional
development opportunities that were provided to all school transportation personnel. A
final data source, which answers Research Question 3, is the comparison of bus
misconduct referral data from the 2022-2023 and 2023-2024 school years. This final data
source and comparison will show if the professional development trainings that were
presented to all school transportations personnel were effective is changing the number of
referrals received by the elementary school office.
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64
There were no fiscal implications associated with this study due to the researcher
utilizing free software for survey development and collection. Additionally, the researcher
utilized a free version of Zoom to conduct all interviews and recorded all interviewee
responses in a private Goggle Drive, which is also free. Finally, the validity of the study
was established using Lincoln and Grube’s trustworthiness criterion (Henricks, 2017, p.
64), as well as through the triangulation of data. The following chapter, Chapter IV, will
analyze and explain the results of the data collected throughout the study.
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65
CHAPTER IV
Data Analysis and Results
This action research project is centered around the effects professional
development for school transportation personnel has on the number of bus misconduct
referrals submitted at the elementary level. The researcher utilized qualitative and
quantitative data to study this topic using surveys, interviews, and discipline referral data.
The participants for this study include school transportation personnel, school
transportation administrators, and elementary school parents. A pre and post survey was
anonymously administered to the school transportation personnel and parents for this
study, while school transportation administrators participated in interviews that further
explored the topics addressed in the surveys.
This chapter focuses on the collection of data, the data analysis process, and the
results of the data collected by the researcher. Each piece of data collected is connected to
one or more of the three research questions posed by the researchers. The following are
the posed research questions:
1. What are the perceptions of school transportation personnel and parents on
student behavior and discipline on district buses and vans?
2. What behaviors are identified through school transportation personnel and parent
perceptions, as well as referral data that are impacting student success on school
transportation?
3. What effect does incorporating professional development opportunities for school
transportation personnel have on the number of student bus misconduct referrals
at the elementary level?
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66
Furthermore, the data collected by the researcher was utilized to develop and deliver two
days of professional development for school transportation personnel at TCT, the
contracted bus company of the Punxsutawney Area School District.
Data Analysis
A mixed-methods research design was used to conduct this action research
project. Qualitative data was collected utilizing pre and post surveys for school
transportation personnel and elementary school parents. Pre-surveys were administered to
both groups of participants in October/November of 2023, and post-surveys were
administered in May of 2024. Qualitative data was also utilized to collect data from
school transportation administrators. This data was collected by conducting interviews in
November of 2023. Finally, the researcher collected quantitative data in the form of bus
misconduct referrals. This data included the total number of bus misconduct referrals
processed by the elementary school during the 2022-2023 and 2023-2024 school years.
The researcher’s rationale in collecting this data was two-fold. First, the
researcher utilized the perceptions of the pre-survey data and interview responses to
guide the professional development opportunities that were provided to school
transportation personnel in November of 2023 and January of 2024. The researcher
hypothesized that the impact of the content covered during these trainings would then
lower the total number of bus misconduct referrals submitted to the elementary school.
All survey results were collected utilizing Google Forms, and all interview responses
were recorded in Google Docs. Finally, all bus misconduct referral data was collected
from CSIU, the district’s student information management system.
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67
Survey Analysis
Pre survey responses from both elementary school parents and school
transportation personnel were analyzed for common themes. The researcher looked for
these themes by analyzing the response percentages recorded for each question. The
responses with the highest percentages were prioritized as an area of need and were
addressed at the professional development trainings provided for school transportation
personnel. Additionally, the researcher compared the perceptions and priority areas from
the parent pre-survey to the results of the school transportation personnel pre-survey. This
allowed the researcher to ensure that all areas of need were addressed during the
professional development trainings. The results of these surveys is explained in detail in
the results section of this chapter.
Post survey responses were analyzed and compared to the pre-survey responses.
This was done to determine if the parent and school transportation personnel perceptions
changed from October/November of 2023 to May of 2024.
Interview Analysis
The researcher interviewed six school transportation personnel administrators in
November of 2023. These interviews included eight questions and elaborated upon the
topics covered in the survey questions. The researcher conducted each interview via
Zoom and recorded all answers in Google Docs utilizing a code in place of the
interviewee’s name. Each interview took on average 10 – 15 minutes to complete and
provided the researcher with additional information regarding the topics needing
addressed during the professional development opportunities provided to school
transportation personnel in November of 2023 and January of 2024. Interviewee
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
68
responses and the themes that emerged from the interviews are explained in detail in the
results section of this chapter.
Discipline Data Analysis
Student discipline data was retrieved from CSIU, the district’s student information
management system, for the 2022-2023 and 2023-2024 school years. The discipline data
was filtered to contain only bus misconduct referrals at the elementary school for each
school year and provided the researcher with a total number of referrals proceed by the
elementary school administration. Upon initial analysis the researcher determined that
breaking down the discipline data further would help to provide a better overview of the
changes that occurred from one year to the next.
The additional analysis and breakdown in data provided the researcher with the
number of discipline referrals for each grade level, kindergarten through sixth grade. The
researcher then identified the following information for each grade level:
1. The number of students with an IEP and the number of referrals attributed to this
category.
2. The number of students with 504 Plans and the number of referrals attributed to
this category.
3. The number of female students that generated a referral and the total number of
referrals attributed to female students.
4. The number of male students that generated a referral and the total number of
referrals attributed to male students.
5. The total number of students that generated referrals for the grade level.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
69
6. The number of repeat offenders within the grade level that had two or more
referrals attributed to them.
The researcher then compared this data and created grade level cohorts of students to
determine changes from one year to the next. The results of this data analysis is explained
in the following results section.
Results
Research Question One: What are the perceptions of school transportation personnel
and parents on student behavior and discipline on district buses and vans?
The results for research question 1 were collected from the responses of the parent
survey, school transportation personnel survey, and school transportation administrator
interviews. The participants’ responses on the pre-survey administered in
October/November of 2023 were analyzed to determine common themes that would
guide the researcher in developing the professional development trainings for school
transportation personnel. Figure 6 shows the parent survey question and responses
regarding how their child is transported to school.
The responses in Figure 6 provided the researcher with a guideline as to which
form of transportation the students take to school. According to this data 94.3% of parents
reported that their student rides a bus, and 5.7% ride a van. This data is important to the
researcher because buses transport more students and therefore have the potential for
different behaviors than that of a van.
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70
Figure 6
Parent Pre-Survey Question One Responses
Figure 7 shows how often the participants’ child received a bus misconduct
referral. Figure 7 also provides the researcher with background knowledge regarding the
number of referrals and discipline that has been issued to the participants’ child.
According to the responses 85.2% of parents stated that their child has “never” received a
referral; however, 12.5% reported their child has “rarely” received a referral. This means
that their child has received a referral up to two times a week. One parent stated their
child received referrals “often” or 6 – 10 times a week, and one parent responded with
“constantly” or 11 or more times a week. Each of these pieces of data are important, as
they may guide the remaining responses gathered from the parents and their perceptions
on school bus misconduct.
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71
Figure 7
Parent Pre-Survey Question 2 Responses
Pre-survey parent question 3 provided the researcher with information regarding the
parents’ perceptions on the expectations set forth on their child’s bus or van. Figure 8
shows these perceptions. According to the responses illustrated in Figure 8, while a total
of 71.6% of parents “agree” or “strongly agree” that there are clear expectations/rules on
their child’s bus or van, 28.4% of parents “disagree or “strongly disagree” with this
statement.
Figure 8
Parent Pre-Survey Question 3 Responses
The final two questions from the parent pre-survey that address research question
1 are related to communication. Specifically, question 4 asks, “How often does your
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
72
child’s driver communicate with you about your child’s behavior on school
transportation?” Figure 9 illustrates the parents’ responses to question 4. These
responses indicate that communication between the parents and drivers is lacking with
83% of parents stating that their child’s driver “never” communicates with them.
Figure 9
Parent Pre-Survey Question 4 Responses
As a follow-up to question 4, questions 5 asks, “If a driver were to communicate with
you about behaviors, how would you prefer that they communicate with you?” Figure
10 shows the parents’ responses to this question and indicates that they would prefer
that drivers speak to them in-person at the bus stop about their child’s behavior.
Figure 10
Parent Pre-Survey Question 5 Responses
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73
Upon deeper analysis, the researcher found that 11 of the 16 parents that reported
that they “disagree” that their driver provides their child with clear expectations/rules also
do not receive any communication from their child’s driver. Additionally, of the nine
parents that reported that they “strongly disagree” that their driver provides their child
with clear expectations/rules, seven parents also reported that they “never” receive
communication from their child’s driver.
To further answer research question 1, school transportation personnel gave the
following answers to pre-survey questions. Of the nine participants that completed the
pre-survey, five participants reported that they have 5 or less years of school
transportation experience; two participants reported that they have 6 – 10 years of
experience, and two participants reported having 11 – 25 years of experience.
Additionally, five participants reported that they “rarely” complete bus misconduct
referrals that must be handled by a school administrator. Three participants reported that
they “never” complete referrals, and one participant reported that they “constantly”
complete referrals, which means that they submit 11 or more referrals a week to school
administration.
Figure 11 shows the number of years of experience, and Figure 12 shows the
number of referrals submitted each week. This data provided background knowledge of
the potential audience for the professional development opportunities that were being
planned for the school transportation personnel.
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74
Figure 11
School Transportation Personnel Question 1 Responses
Figure 12
School Transportation Personnel Pre-Survey Question 2 Responses
In addition to questions 1 and 2, questions 3 – 7 answer research question 1.
These questions not only ask the participants their perception regarding a topic, but also
ask if they would like additional training on that topic. Figure 13 shows the responses
submitted for question 3. According to the data in Figure 13, 100% of school
transportation personnel agree on some level that they can set clear expectations for their
students.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
75
Figure 13
School Transportation Personnel Pre-Survey Responses for Question 3
Subsequently, Figure 14 shows the responses for question 4, which asks school
transportation personnel if they would like to receive training on setting clear
expectations and rules on the bus/van. According to the responses found in Figure 12,
88.9% of school transportation personnel “strongly agree” or “agree” that they would like
training in this area, with only one participant stating that they “disagree” with wanting to
receive training in this area.
Figure 14
School Transportation Personnel Pre-Survey Responses for Question 4
Another set of school transportation personnel survey questions that addressed
research question 1 are questions 5, 6, and 7. Each of these questions address the topic of
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
76
managing student behaviors on the bus/van. Figure 15 shows the responses from question
5 regarding school transportation personnels’ perceptions related to redirecting student
misbehaviors. According to this figure, all participants “strongly agree” or “agree” that
they can redirect student misbehaviors on their bus/van.
Figure 15
School Transportation Personnel Pre-Survey Responses for Question 5
Figure 16 shows the responses to question 6, “I am able to de-escalate or calm down
escalated students on school transportation.” According to the data reported in Figure 16,
88.8% of participants “strongly agree” or “agree” with this statement, and 11.1% or one
participant “disagree” with this statement.
Figure 16
School Transportation Personnel Pre-Survey Responses for Question 6
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77
Figure 17 shows the responses from question 7, which asked participants if they would
like to receive training in de-escalation. Of the nine participants that participated in the
survey, seven participants agreed to some degree that they would like training in this area,
and two participants “disagreed” or “strongly disagreed” that they would like training in
this area.
Figure 17
School Transportation Personnel Pre-Survey Responses for Question 7
The next set of questions from the school transportation personnel survey that
address research question 1 are questions 10, 11, and 12. Questions 10 – 12 relate to
communication with parents. Figures 18 addresses question 10 and shows how often
school transportation personnel communicate with parents regarding behaviors on their
bus/van. According to Figure 18, there is little communication between parents and
drivers, with only two participants responding that they communicate with parents
“often” or after each bus misconduct referral that is submitted.
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78
Figure 18
School Transportation Personnel Pre-Survey Responses for Question 10
Figure 19 shows school transportation personnel’s responses to question 11. According to
this figure the primary method for communication for drivers has been to speak directly
with parents at the bus stop.
Figure 19
School Transportation Personnel Pre-Survey Responses for Question 11
Figure 20 show the responses to survey question 12. According to this figure, while five
of the nine participants would like additional training in communicating with parents,
there are four of the nine participants that either “disagree” or “strongly disagree” with
this statement.
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79
Figure 20
School Transportation Personnel Pre-Survey Responses for Question 12
The final question from the school transportation personnel pre-survey that addresses
research question 1 is question 13. This question relates to the drivers’ perceptions
regarding the effectiveness of the consequences issued for a bus misconduct referral.
Figure 21 shows the drivers’ responses to this question. According to this figure the
overall perception of drivers is that the consequences issued by the school administration
is not effective, with 55.6% of participants reporting that they “strongly disagree” with
this statement. Additionally, 22.2% of participants report that they “disagree” with this as
well. Overall, that is 77.8% or seven of the nine participants that feel this way.
Figure 21
School Transportation Personnel Pre-Survey Responses for Question 13
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80
The final instrument utilized by the researcher to answer research question 1 was
the school transportation personnel interviews. Specifically, questions 1, 2, 3, 5, and 6
were utilized to answer this research question and expand upon the topics addressed in
the pre-surveys administered to the parents and school transportation personnel. Six
school transportation administrators participated in these interviews. A school
transportation administrator may include any supervisor or administrator of students
and/or transportation employees. A summary of their responses is provided below.
Interview Question #1. Do you find the bus misconduct referral form easy to
complete? If not, what changes need to be made to this form to make it more effective in
reporting student misconducts?
All six participants stated that they felt the referral form is easy to complete. Two
participants also stated that the open space on the referral for the drivers to explain what
happened during the incident is beneficial. One participant also stated that they liked that
the drivers were able to specify the number of notices the student has received at the top
of the referral. Finally, while all participants felt the referral was easy to complete, two
participants explained that they felt the drivers need more training on driver responsibility
related to completing referrals, and on how to fill out the form correctly. These
recommendations were made due to some drivers writing referrals for behaviors that can
be handled by them on the bus, and for not marking the correct infraction in relation to
the reported misbehavior. An example of a behavior the participant felt can be handled by
the driver without a referral is “talking too loud.”
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81
Interview Question #2. What are the expectations or rules that you have for the
students on your bus/van?
There were various responses from the participants for this question. The following is
a list of all expectations and rules provided by the participants:
•
Be good
•
Stay in your seat
•
Follow the rules
•
Keep hands and feet to yourself
•
No eating or drinking
•
No loud music
•
No swearing
•
No fighting
•
Sit in your assigned seat
•
Buckled in (vans only)
•
Safe to and from school
•
Be respectful
•
No jumping or hopping from seat to seat
•
No acting up – can be a little loud but must stay in your seat
•
Nothing out of backpacks – no toys
•
No screaming/yelling (Inside Voices)
•
School rules apply on the bus/van
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82
Interview Questions #3. What is your current procedure for dealing with an
escalated or unruly student?
The following is a summary of the participants’ responses to this question; however,
please note that the individual responses received have been mixed and merged to ensure
the confidentiality and privacy of the participants.
Dependent upon the situation, the driver may have to pull the bus or the van
safely off the road to gain control and talk to the students. The driver may also have to
ask the unruly student to move to the front of the bus to remove them from the situation.
If the situation is “really bad” the driver may also have to ask that a school building
administrator and/or special education administrator come to where they are pulled over
and remove the student from the bus or van. In extreme cases 911 may need to be called
as well.
Additional responses to an unruly/escalated student include having the school’s
crisis team/school counselors ready to intervene when the child gets to the school. The
situation may also require a bus suspension or that different transportation must be
utilized for the student, which may include having the child’s parent drive them to and
from school. For situations involving students with an IEP, it may be necessary to adjust
the student’s goals through an IEP meeting or implement a positive behavior plan.
Certain situations may also require that an adult monitor ride the bus or van with the
students. Finally, in all situations, the parents must be called and notified of the concerns.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
83
Interview Question #5. Please explain your preferred method for communicating
with parents.
All six participants stated that making a phone call home to the parents is their
preferred method of communication. This method of communication helps to ensure that
the parents are made aware of the situation immediately. One participant stated that they
will also speak with a parent at the bus stop, if possible. Another participant stated that if
they feel phone conversations are not helping with the situation, they will ask for a
meeting face-to-face to get everyone on the “same page.” Finally, another participant
stated in addition to phone calls, if a parent emails them about a situation, they will email
them back and utilize written communication.
Interview Question #6. What are your thoughts on the consequences the students
receive from school administration related to bus misconducts? Do they effectively
change the student’s behavior?
There were varying thoughts and opinions that emerged in the participants’
answers to this question; however, bus suspensions were mentioned by five of the six
participants. Of these five participants, only one participant was against bus suspensions
and mentioned wanting to find an alternative consequence. Their reasoning was related to
the perception that bus suspensions tend to remove the student from school completely,
and that the suspension typically affects the parents more than the child. The other four
participants in favor of bus suspensions felt they make the students and the parents more
responsible and show a stern consequence for the student’s behavior. In response to the
second part of the question, the participants stated that parental support is important in
changing the student’s behavior and that, unfortunately, some students do not change
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
84
their behavior regardless of the consequences they receive. Finally, a participant
explained the importance of ensuring others know and understand how hard the job of a
bus driver is, and that the consequences given affect the drivers as well.
A second post survey was administered in May of 2024 to parents and school
transportation personnel. The results of this survey were compared to the pre-survey
results to determine if there was a change in perceptions. Table 3 shows the comparison
of the results from the pre and post parent survey questions that answer research question
1.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Table 3
Comparison of Pre and Post Parent Survey Results
Note. There were 88 pre-survey participants and 31 post survey participants.
Table 4 shows the comparison of results from the pre and post school transportation
personnel survey questions that answer research question 1.
85
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Table 4
Comparison of Pre and Post School Transportation Personnel Survey Results
Note. There were 9 pre-survey participants and 10 post survey participants.
86
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87
Research Question Two: What behaviors are identified through school transportation
personnel and parent perceptions, as well as referral data, that are impacting student
success on school transportation?
The results for research question 2 were collected from parent and school
transportation personnel surveys, school administrator interviews, and bus misconduct
referrals from the district’s student information management system. Specifically,
question 6 from the parent survey addresses this research questions, along with questions
8, 9, and 14 from the school transportation personnel survey. Questions 4, 7, and 8 on the
school transportation administrator interview also addresses this research question.
Finally, it must be noted that the researcher based the behaviors listed in these research
instruments from the bus misconduct referrals that were submitted during the 2022-2023
school year.
The researcher utilized the results collected from these survey and interview
questions, in conjunction with the topics and themes that emerged from the results of
research question 1, to determine the areas addressed during the school transportation
personnel professional development trainings. Figure 22 shows the results from parent
pre-survey question 6.
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88
Figure 22
Parent Pre-Survey Responses for Question 6
Based on these results, the following are the parents’ areas of concern listed in order from
greatest to least:
1. Bulling/threatening
2. Profanities/inappropriate language
3. Fighting
4. Safety violations
5. Refusal/defiance
6. Misuse of technology
7. Vaping/smoking
8. Possession of a weapon
In comparison, Figure 23 shows the results of the school transportation personnel presurvey areas of concern.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
89
Figure 23
School Transportation Personnel Pre-Survey Responses for Question 14
The following were the results of question 14 show that school transportation personnels’
areas of concern:
1. Safety violations
2. Refusal/defiance
3. Bullying/threatening
4. Profanities/inappropriate language
5. Fighting
6. Misuse of technology
7. Vaping/smoking
8. Possession of weapons
The top five areas of concern identified by both participant groups include safety
violations, bullying/threatening, profanities/inappropriate language, fighting, and
refusal/defiance.
Additional survey questions that answered research question 2 were questions 8
and 9 of the school transportation personnel pre-survey. Figure 24 shows the results of
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
question 8, with 88.9% of school transportation personnel saying they either “strongly
agree” or “agree” that they are knowledgeable of various disabilities
Figure 24
School Transportation Personnel Pre-Survey Responses for Question 8
Figure 25 shows the results of question 9 and indicates that school transportation
personnel would all like to receive additional training on disabilities that may affect
student behaviors on their buses/vans.
Figure 25
School Transportation Personnel Pre-Survey Responses for Question 9
The third research instrument utilized to gather data for research question 2 was
questions 4, 7, and 8 of the school transportation administrator interviews. Below is a
summary of the responses received for interview question 4.
90
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91
Interview Question #4. What information is provided to you regarding the
various disabilities that may affect a student’s behavior on school transportation?
Six of the seven participants stated that they do not receive any information
regarding the disabilities of students riding on school transportation. However, when a
behavioral concern arises, information is shared with them. Additionally, one participant
explained that when concerns arise for a student with an IEP, they will help create a plan
to support that child. Another participant explained that while there is a “need to know”
for this information, this area is concerning due to needing to maintain the confidentiality
of students with a disability.
A second interview question that addresses research question two is interview
question 7. Question 7 asked the participants, “What is your biggest concern related to
student behaviors?” The researcher guided the responses to this question by providing all
of participants with the list of the behaviors identified in parent survey questions six and
school transportation personnel survey question 14. The researcher then added the
participants’ responses into a Google Form. The results of this question are provided in
Figure 26.
Figure 26
School Transportation Administrator Interview Question Seven Responses
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The following are the results of question 7 that show school transportation administrators
areas of concern:
1. Safety violation, bullying/threatening, and fighting
2. Profanities/inappropriate language, possession of a weapon, and
refusal/defiance
3. Misuse of technology
In addition to stating these areas of concern, two participants expressed additional
concerns surrounding the possession of weapons. Their responses were, “we don’t know
what is in their backpacks” and that weapons includes “things that can be used as
weapons.”
The third interview question that addresses research question 2 is question 8,
“What type of professional development training do you feel would help improve student
behaviors and success on school transportation?” The following topics were provided to
the researcher:
•
Management development – techniques and strategies that get students to
listen
•
Communication with students – how to talk to the students
•
Differentiating infraction/prioritizing concerns – understanding what needs
addressed immediately on the bus/van and knowing a major vs. minor
infraction
•
De-escalation
•
PBIS for the bus
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
•
93
Disabilities – general information to help them better understand the behaviors
that may be associated to a specific disability.
•
Working with students – how to work with and understand students better,
including some of the challenges they may be facing (i.e. home-life).
•
Building relationships – how to interact with students and show they care.
The researcher combined the interviewee responses with the responses from the surveys
to help guide the topics and content presented during the professional development days
in November and January.
The final piece of data utilized to answer research question 2 was the parent and
school transportation personnel post surveys. These surveys were utilized to determine if
participant perceptions changed because of the professional development opportunities
provided for school transportation personnel. Table 5 shows the comparison of the results
from the pre and post parent survey questions that answer research question 2.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
94
Table 5
Comparison of Pre and Post Parent Survey Results
Note. There were 88 pre-survey participants and 31 post survey participants.
Table 6 shows the comparison of results from the pre and post school transportation
personnel survey questions that answer research question 2.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Table 6
Comparison of Pre and Post School Transportation Personnel Survey Results
Note. There were 9 pre-survey participants and 10 post survey participants.
95
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96
Research Question Three: What effect does incorporating professional development
opportunities for school transportation personnel have on the number of student
bus misconduct referrals at the elementary level?
Bus misconduct referral data was utilized to answer research question 3. To do
this the researcher analyzed and compared the total number of bus misconduct referrals
from the 2022-2023 and the 2023-2024 school years. Table 7 shows the overall bus
misconduct data for the 2022-2023 and 2023-2024 school years. This table shows that
there was a 33% decrease in referrals from 2022-2023 to 2023-2024. Additionally, there
was a 28% decrease in the number of repeat offenders, or students that were attributed to
two or more referrals.
Table 7
Overall Bus Misconduct Data for 2022-2023 and 2023-2024 School Years
Overall Comparison
22/23 23/24
Change
Percentage
Total Referral
426
286
- 140 referrals
-33%
Total Repeat Offenders
81
58
- 23 students
-28%
The researcher then broke the overall data down further to analyze what changes
occurred within the cohorts of students at the elementary school to create the overall
decrease in bus misconduct referrals. Table 8 shows the cohort data for the students that
moved from kindergarten to first grade and Table 9 shows the data for first to second
grade.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Table 8
Kindergarten to First Grade Cohort Discipline Data
Kindergarten to 1st Grade
22/23
23/24
% Change
Total Referrals
54 referrals
34 referrals
-37% referrals
IEPs
19 referrals
11 referrals
-42% referrals
504s
0
0
Null
Female
18 referrals
8 referrals
-56% referrals
Male
36 referrals
26 referrals
-28% referrals
Students
Responsible for
Referrals
26 students
25 students
-4%students
11 repeat
offenders
6 repeat
offenders
-45% repeat
offenders
Repeat Offenders
97
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98
Table 9
First to Second Grade Cohort Disciple Data
1st Grade to 2nd Grade
22/23
23/24
% Change
Total Referrals
77 referrals
29 referrals
- 62%
referrals
IEPs
17 referrals
15 referrals
-12% referrals
504s
7 referrals
0 referrals
-100%
referrals
Female
41 referrals
8 referrals
-80% referrals
Male
36 referrals
21 referrals
-42% referrals
Students Responsible
for Referrals
35 students
13 students
-63% students
14 repeat
offenders
7 repeat
offenders
-50% repeat
offenders
Repeat Offenders
According to the data presented in Table 8 and Table 9, the first-grade cohort had the
largest overall decrease in referrals in all but one category, referrals that were attributed to
students with an IEP. In this category, the kindergarten cohort had a 42% decrease, where
the first-grade cohort had a 12% decrease.
The next cohorts of students included students that went from second to third
grade and third to fourth grade. Table 10 shows the data for the second-grade cohort, and
Table 11 shows the data for the third-grade cohort.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Table 10
Second to Third Grade Cohort Disciple Data
2nd Grade to 3rd Grade
22/23
23/24
% Change
Total Referrals
66 referrals
39 referrals
-41% referrals
IEPs
34 referrals
12 referrals
-65% referrals
504s
2 referrals
1 referral
-50% referrals
Female
10 referrals
3 referrals
-70% referrals
Male
56 referrals
36 referrals
-36% referrals
Students Responsible
for Referrals
30 students
23 students
-23% students
12 repeat
offenders
8 repeat
offenders
-33% repeat
offenders
Repeat Offenders
99
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100
Table 11
Third to Fourth Grade Cohort Disciple Data
3rd Grade to 4th Grade
22/23
23/24
% Change
Total Referrals
46 referrals
46 referrals
Null
IEPs
10 referrals
13 referrals
+30% referrals
504s
9 referrals
7 referrals
-22% referrals
Female
12 referrals
9 referrals
-25% referrals
Male
34 referrals
37 referrals
+9% referrals
Students Responsible
for Referrals
26 students
27 students
+4% students
7 repeat
offenders
11 repeat
offenders
+57% repeat
offenders
Repeat Offenders
The second-grade cohort data shows a decrease in all categories, with the biggest change
taking place in the percentage of female students receiving a referral. This category had a
70% decrease in referrals. The third-grade cohort, however, did not see a decrease in all
categories like the kindergarten, first, or second grade cohorts. This cohort had increases
in four areas, while maintaining the same number of overall referrals from one year to the
next. The highest increase occurred in the number of “repeat offenders” with a 57%
increase from one year to the next.
The final cohorts examined by the researcher included data for the students
moving from fourth to fifth grade, and fifth to sixth grade. Table 12 shows the data for the
fourth to fifth grade cohort, and Table 13 shows the data for the fifth to sixth grade
cohort.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Table 12
Fourth to Fifth Grade Cohort Disciple Data
4th Grade to 5th Grade
22/23
23/24
% Change
Total Referrals
97 referrals
64 referrals
-34% referrals
IEPs
39 referrals
28 referrals
-28%referrals
504s
0
0
Null
Female
23 referrals
15 referrals
-35% referrals
Male
74 referrals
49 referrals
-34% referrals
Students Responsible
for Referrals
39 students
38 students
-3% students
22 repeat
offenders
12 repeat
offenders
-45% repeat
offenders
Repeat Offenders
101
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102
Table 13
Fifth to Sixth Grade Cohort Disciple Data
5th Grade to 6th Grade
22/23
23/24
% Change
Total Referrals
46 referrals
31 referrals
-33% referrals
IEPs
9 referrals
14 referrals
+55% referrals
504s
0
0
Null
Female
17 referrals
12 referrals
-29% referrals
Male
29 referrals
19 referrals
-34% referrals
Students Responsible
for Referrals
28 students
20 students
-29% students
Repeat Offenders
9 repeat
offenders
7 repeat
offenders
-22% repeat
offenders
According to the cohort data, the fourth-grade cohort had decreases in all categories, with
the largest decrease taking place in the number of “repeat offenders.” Specifically, this
category had a 45% decrease from the previous year. The fifth-grade cohort, however, did
not have similar results and had an increase in referrals attributed to students with and
IEP. According to the data, this area had a 55% increase from one year to the next.
Triangulation of Data
Multiple forms of data were collected and analyzed to answer each research
question. This data included perceptions from three groups of participants, which
included parents, school transportation personnel, and school transportation
administrators. Data from the parent pre-survey, school transportation personnel presurvey, and school transportation administrator interviews were analyzed to determine
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
103
common themes and topics for professional development trainings that would support
school transportation personnel with student behaviors on their buses and vans. A post
survey was also administered to parents and school transportation personnel to determine
if their perceptions changed due to the professional development opportunities that were
provided to bus and van drivers. Finally, the number bus misconduct referrals for 20222023 and 2023-2024 were also analyzed and compared to each other to determine if the
professional development opportunities provided had their desired effect on lowering the
number of referrals submitted to the elementary school. By utilizing multiple forms of
data, the researcher increased the validity and credibility of the study by removing the
potential for researcher bias.
Discussion
This action research study utilized a mixed methods approach to collecting and
analyzing data. The goal of utilizing this research method was to answer three research
questions using the results from surveys, interviews, and discipline data. Based on the
results of the survey and interview data collected for research questions 1 and 2, the
researcher determined themes to focus the school transportation personnels’ professional
development trainings on. These themes included building relationships, setting
expectations, and behavior management. The researcher then assigned subtopics within
these themes. These topics were determined based on survey and interview results.
The first theme, building relationships, included information regarding how to
build positive relationships with students through positive interactions. This theme and
sub-topic are directly correlated to the responses the researcher received from question 8
on the school transportation administrator interview. These responses reflected a need for
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
104
school transportation personnel to not only build positive relationships with students, but
also learn ways to development and encourage daily positive interactions between the
drivers and students.
The second theme, setting expectations, emerged from the school transportation
personnel survey results. This theme emerged from the responses received for question 4
of the school transportation personnel pre-survey. According to the results 55.6% of
participants agreed that they would like more training in this area, and 33.3% of
participated strongly agreed to wanting more training in this area. The researcher then
utilized the responses received from question 2 of the school transportation administrator
interviews to help guide the development of the content presented during the professional
development training.
The researcher created day one of the school transportation personnel professional
development trainings centered around these two themes. This training took place on
November 29, 2023, and included all TCT employees. A comprehensive agenda for this
training day is in Appendix K and details the discussion points and activities presented
during this professional development training.
The third theme that emerged from the results of question 8 of the school
administrator interview and question 7 of the school transportation personnel pre-survey
was related to behavior management, including how to de-escalate students. Within this
theme the researcher included the topics of safety, profanities/inappropriate language,
bullying, fighting, and defiance and refusal. These topics emerged from the responses
received from question 6 of the parent pre-survey, question 14 of the school
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
105
transportation personnel pre-survey, and question 7 of the school transportation
administrator interview.
Two subtopics that were added within this theme were differentiating between
major and minor discipline infractions and parent communication. These topics were
added based on the results of questions 5 and 8 of the school transportation administrator
interview, questions 4 and 5 or the parent pre-survey, and questions 10, 11, and 12 of the
school transportation personnel pre-survey.
The researcher utilized this data to create day two of training for school
transportation personnel. This training focused on behavior management as it relates to
school bus safety, bullying, fighting, refusal/defiance, and the use of inappropriate
language. The researcher also included information related to differentiating the level of
an infraction and if it needs to be written up as a formal write-up. Furthermore,
information related to how to properly fill out a referral was added to this subject.
Finally, the researcher reviewed the importance of parent communication and provided
suggestions on how to effectively communicate with parents. A comprehensive agenda
for the trainings that took place on January 24, 2024, is in Appendix L.
Research question 3 was answered utilizing the 2022-2023 and 2023-2024 referral
data that was collected from the district’s student information management system. The
overall referral numbers were collected, analyzed, and compared by the researcher. The
researcher further analyzed this data and created cohorts for the students within the
elementary school. This data analysis revealed that the total number of bus misconduct
referrals decreased by a total of 140 referrals. This is a 33% decrease from one year to the
next, thus suggesting that the professional development opportunities provided to school
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
106
transportation personnel had a positive effect on lowering the number of bus misconduct
referrals submitted to the elementary school administration for processing.
Summary
Chapter IV highlighted and discussed the data that was collected for this mixedmethods action research project. The data and results that were collected within this
chapter provided the researcher with answers to three research questions and proved that
effective professional development opportunities for school transportation personnel
affects the overall number bus misconduct referrals submitted at the elementary level.
Chapter V will provide additional discussion related to the study, as well as the
researcher’s conclusions and recommendations for future studies.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
107
CHAPTER V
Conclusions and Recommendations
According to NHTSA (n.d.-b), school buses are responsible for transporting
millions of students to and from school each year, making school transportation a key
component in ensuring that students attend school regularly and have an opportunity to
be successful. However, the job of a school bus driver is more complicated than simply
driving students to and from school each day. It is also about ensuring the safety of all the
children on the bus, as well as the safety of everyone around them. This task becomes
increasingly difficult when students become unruly and exhibit unsafe behaviors on the
bus, causing the driver to take their attention away from driving the bus to address the
misbehaviors taking place. Knowing these challenges and seeing the impact they have
had at the elementary level, the researcher determined that an action research project
aimed at supporting school transportation personnel was necessary.
With this goal in mind, the researcher developed a mixed-methods research study.
This approach allowed the researcher to gather qualitative data in the form of surveys and
interviews and quantitative data in the form of the number of disciplinary referrals
submitted at the elementary school. The perceptions gathered from the surveys and
interviews provided the researcher with common themes that could be utilized to guide
professional development opportunities for school transportation personnel. The referral
totals were then utilized to determine if the professional development opportunities
affected the total number of referrals submitted from one year to the next.
To guide this study and the data collected, the researcher developed the following
three research questions:
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
108
1. What are the perceptions of school transportation personnel and parents on
student behavior and discipline on district buses and vans?
2. What behaviors are identified through school transportation personnel and
parent perceptions, as well as referral data that are impacting student
success on school transportation?
3. What effect does incorporating professional development opportunities for
school transportation personnel have on the number of student bus
misconduct referrals at the elementary level?
Chapter V will discuss the researcher’s conclusions associated to each research
question, as well as provide recommendations for future research. It will also provide
future researchers with information regarding the limitations they may face, as well as the
fiscal implications associated to the study.
Conclusions
The participants for this action research project were school transportation
personnel, school transportation administrators, and elementary school parents. School
transportation personnel included bus and van drivers, as well as bus and van monitors
from TCT. Parent participants included the parents/guardians of the students that attend
the Punxsutawney Area Elementary School. The school encompasses students in
kindergarten through sixth grade. Lastly, school transportation administrators included
any administrator or supervisor that is responsible for drivers and/or students within both
organizations.
Each participant group provided the researcher with their perceptions related to
school bus discipline at the elementary level. Specifically, school transportation personnel
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
109
and parents responded to a pre and post survey regarding bus behaviors and areas of
concern, while school transportation administrators participated in interviews related to
similar topics. Then, based on these perceptions, the researcher provided two days of
professional development trainings for all school transportation personal. A final piece of
data that was collected was the total number of bus misconduct referrals submitted during
the 2022-2023 and 2023-2024 school years. The researcher compared this data to
determine if the professional development opportunities provided affected the number of
referrals submitted at the elementary school from one year to the next.
Research Question One
Research question one asked, “What are the perceptions of school transportation
personnel and parents on student behavior and discipline on district buses and vans?” The
answer to this research question was based on responses to several questions from the
school transportation personnel and parent surveys, as well as the school transportation
administrator interviews. Table 14 shows the questions/statements from the parent survey
that answer research question one.
Table 14
Parent Questions/Statements Answer Research Question One
Parent Survey Questions/Statements
1. Please select the type of school transportation your child rides.
2. How often does your child receive a bus misconduct referral that is handled
by a school administrator?
3. Please rate the following statement: There are clear expectations/rules for my
child on their bus/van.
4. How often does your child’s driver communicate with you about your child’s
behavior on school transportation.
5. If a driver were to communicate with you about behaviors, how would you
prefer that they communicate with you.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
110
Table 15 shows the questions/statements from the school transportation personnel survey
that answer research question one.
Table 15
School Transportation Personnel Questions/Statements Answer Research Question One
School Transportation Personnel Survey Questions/Statements
1. Please select the number of years of experience you have in school
transportation.
2. How often do you complete bus misconduct referrals that are handled by a
school administrator?
3. I provide the students on my bus/van with clear expectations (rules) for student
behavior.
4. I would like to receive training on how to establish and communicate
expectations (rules) for the students on my bus/van.
5. I am able to redirect student misbehaviors on school transportation.
6. I am able to de-escalate or calm down escalated students on school
transportation.
7. I would like to receive training on how to de-escalate or calm down escalated
students on my bus and/or van.
10. How often do you communicate with parents about student misbehaviors on
school transportation?
11. Please identify how you communicate with parents.
12. I would like to receive training on how to communicate with parents.
13. The consequences students receive by school administration for bus misconduct
referrals are effective.
Table 16 shows the questions/statements from the school transportation administration
interviews that answer research question one.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
111
Table 16
School Transportation Administration Questions/Statements Answering Research
Question One
School Transportation Administration Interview Questions/Statements
1. Do you find the bus misconduct referral form easy to complete? If not, what
changes need to be made to this form to make it more effective in reporting
student misconducts?
2. What are the expectations or rules that you have for the students on your
bus/van?
3. What is your current procedure for dealing with an escalated or unruly student?
5. Please explain your preferred method for communicating with parents
6. What are your thoughts on the consequences the students receive from school
administration
related to bus misconducts? Do they effectively change the student’s behavior?
The researcher analyzed the results of each of these questions and compared them to
determine common themes among participant groups. The themes that emerged from
research question one were communication, setting expectations, and de-escalation.
Research Question Two
Research question two asked, “What behaviors are identified through school
transportation personnel and parent perceptions, as well as referral data that are impacting
student success on school transportation?” This question was answered by responses
from several questions/statements on the school transportation and parent surveys, as well
as the school transportation interview. Table 17 shows the questions/statements from the
parent survey that answer research question two.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Table 17
Parent Survey Questions/Statements Answering Research Question Two
Parent Survey Questions/Statements
1. Please select the behaviors that are negatively impacting student success the
most on school transportation: (Please select all that apply).
Table 18 shows the school transportation personnel survey questions/statements that
answer research question two.
Table 18
School Transportation Personnel Questions/Statements Answering Research Question
Two
School Transportation Personnel Survey Questions/Statements
8. Please rate the following statement: I am knowledgeable of various
disabilities that may affect a student’s behavior. For example, autism,
emotional disturbance, intellectually disabled, etc.
9. Please rate the following statement: I would like to receive training on
disabilities that may affect student behavior on my bus and/or van.
14. Please select the behaviors that are negatively impacting student success the
most on school transportation: (Please select all that apply).
Table 19 shows the school transportation administrator interview questions/statements
that answer research question two.
112
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
113
Table 19
School Transportation Administration Questions/Statements Answering Research
Question Two
School Transportation Administration Interview Questions/Statements
4. What information is provided to you regarding the various disabilities that may
affect a student’s behavior on school transportation?
7. What is your biggest concern related to student behaviors?
8. What type of professional development training do you feel would help
improve student behaviors and success on school transportation?
Question 9 from the school transportation personnel survey revealed that the drivers
would like more information regarding student disabilities. This was supported by the
school transportation administration responses to interview question 8, which stated that
they feel drivers need more information regarding the behaviors that are associated with
specific disabilities.
In addition to more information regarding disabilities, participants also revealed
their perceptions on which behaviors they feel are negatively impacting student behaviors
on the bus/van. The areas of potential impact were identified by the researcher based on
referral data from the 2022-2023 bus misconducts. Thes areas include:
•
Safety Violations
•
Profanity/Inappropriate Language
•
Misuse of Technology
•
Bullying/Threatening
•
Fighting
•
Vaping/Smoking
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
•
Possession of a Weapon
•
Refusal/Defiance
114
Participant responses revealed that safety violations, profanities/inappropriate language,
bullying/threatening, refusal/defiance, and fighting are the most common behaviors
negatively impacting bus behavior.
Interventions. Based on the data collected for research questions one and two,
the researcher created two days of professional development trainings for school
transportation personnel. The first day of training on November 29, 2023, addressed
building relationships with students through positive interactions. This training also
helped drivers learn how to set expectations on their buses/vans. The content presented
during this professional development day was connected to and support by the work of
Galliger et al. (2008) who found that unstructured settings, such as the school bus,
increase the potential for problematic behaviors. Thus, creating a need for school
transportation personnel to set clear expectations for their buses and vans. Literature from
PennDOT (2022) also supported the theme of building positive relationships, stating that
building positive relationships and having positive interactions between students and
drivers is vital, because it helps create trust and respect, which can have an impact on
student behavior (p. B-6).
The second day of professional development training was held on January 24,
2024. This training was centered around behavior management. The researcher utilized
this overarching theme to encompass discussions regarding disabilities, de-escalation,
completing referrals, and communication with parents. Additionally, the researcher
connected setting clear expectations. The first training also discussed behavior
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
115
management and the effect it has on student behavior. Lastly, the researcher explained
that a literature review supported the participants’ responses that profanities/inappropriate
language, refusal/defiance, and bullying are frequent behavioral concerns on school
transportation (Kennedy, 2021).
Research Question Three
Research question three examined the effect the two days of professional
development training had on discipline referrals. Specifically, this question asked, “What
effect does incorporating professional development opportunities for school
transportation personnel have on the number of student bus misconduct referrals at the
elementary level?” This question was answered by analyzing the number of bus
misconduct referrals submitted during the 2022-2023 school year and comparing it to the
number of referrals submitted during the 2023-2024 school year. This data revealed that
the professional development opportunities provided to the drivers had its desired effect
by decreasing the total number of referrals by 33%. Additionally, the data revealed that
five of the six cohorts of students had a decrease in the overall number of referrals they
had from one year to the next. The only exception to this was the third to fourth grade
cohort that saw no change and remained at a total of 46 referrals during the 2022-2023
and 2023-2024 school years.
School Level Improvements
The goal of this action research project was to decrease the number of student bus
misconduct referrals at the elementary school. This goal was developed to not only help
decrease misbehaviors on school transportation, but also to provide support to school
transportation personnel. These goals were achieved; however, they led to additional
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
116
improvements and supports for the stakeholders of the Punxsutawney Area Elementary
School and TCT.
First, by asking for the insights of parents, school transportation personnel, and
school transportation administrators, the researcher was able to show the connection
between the school district, parents, and the transportation company. This emphasized
that all voices and perceptions are important when trying to make a change within the
organization. Secondly, it provided the district with an opportunity to work more closely
with the transportation company. As a contracted service, the transportation company and
its employees are a separate entity from the district; however, their services are a vital
component to the daily operations of the district and student success. This collaboration
showed a joint effort in trying to improve student behaviors on school transportation,
while considering the needs of the employees that interact with students daily on their
buses and vans.
Another improvement is related to the amount of time spent addressing student
misbehaviors. A decrease in the number of referrals shows that drivers are spending less
time addressing student misbehaviors, which as Zohar and Lee (2016) explained leads to
increased safety shortcuts and distracted driving by the drivers. Consequently, this change
provides the drivers with the ability to be more focused as they transport students to and
from school.
The decrease in referrals also indicates less disruptions within the elementary
school, as students are not being called to the office for disciplinary consequences as
often. When a student is called to the office to have a bus misconduct referral addressed
the student is being removed from the classroom and the teacher’s instruction.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
117
Disruptions such as this may not only impede their learning, but also removes the student
from their peers.
A final improvement is related to the increased knowledge for school
transportation personnel. The content presented during the two days of professional
development will continue to help and support the employees at TCT as they continue to
work with students and face potential misbehaviors on their buses and vans. Furthermore,
it has helped to create the potential for future collaborations between the school district
and TCT.
Fiscal Implications
There were no fiscal implications associated with this action research study. The
researcher utilized Google Forms to administer and collect data for each survey and all
interviews were conducted via a free version of Zoom. Furthermore, all data gathered for
this study was stored in the researcher’s free Google account. Lastly, all professional
development content was curated by the researcher and was based on the data collected
from the surveys, interviews, and review of literature. This content was then presented to
school transportation personnel during their previously schedule safety meetings in
November and January.
Limitations
This mixed-methods action research study utilized multiple sources to triangulate
data and avoid potential biases; however, limitations still exist and must be considered
when looking at the results presented in this study. The prevalent limitation is the addition
of two new principals at the elementary school and the potential impact that had on how
bus behaviors and bus misconducts were handled during the 2023-2024 school year. An
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118
additional limitation that must be considered is potential changes in the employees at
TCT. Much like the school district, changes in staffing have the potential of affecting how
bus misconducts are handled.
The first limitation in this study was the introduction of two new principals at the
elementary school. These new administrators filled the positions of building principal and
assistant principal, and while they followed the discipline hierarchy previously
established in the school handbook, they also made some adjustments to bus
expectations. One change they implemented was the requirement of seating charts on all
buses. This change has the potential to affect student behaviors due to the strategic nature
of creating a seating chart and the placement of where a child sits. Furthermore, this
placement may affect the children’s behaviors as they may be removed from children that
do not support positive behavior choices.
A second factor related to the introduction of new principals was the
implementation of a new incentive program that rewarded students for positive bus
behaviors. This program tracked the number of referrals submitted on each bus. After a
set amount of time, all the students on a bus with no referrals received a reward for their
positive behavior. As the literature review of this study explained, the use of a “token
system” or “reward system” has the potential to impact student behavior in a positive
manner, which would also lower the number of bus misconduct referrals submitted to the
elementary school during the 2023-2024 school year.
A final limitation to consider within this study is the changes in employees at TCT
from one year to the next. The most influential change in employees would be with the
drivers of the buses and vans. Additionally, there may also be changes in which routes the
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
119
drivers are assigned to from one year to the next. When a driver leaves the company, and
a new driver is hired, changes are unavoidable to not only the routes, but also the driverstudent relationships and interactions on the bus. Lastly, new drivers bring with them
varying levels of experience. This change may also affect how they manage student
behaviors on their bus/van.
First, when a driver is assigned a new bus route the students on their bus changes.
This change has the potential to affect the students in a positive or negative way. If
positive relationships were established with the previous driver, the driver and the
students will need time to adjust and get to know each other. Additionally, at this point,
not every bus is required to have the same rules/expectations. Therefore, the new driver’s
rules and expectations will take time for the students to adjust to.
Second, when a new driver is hired, they may or may not have any previous
experience as a bus/van driver. This factor must be considered because it may affect how
they interact with the students and how comfortable they are with handling student
misbehaviors. Additionally, being a new employee implies that a learning period will take
place in which the new driver will need time to learn about the policies and procedures
that have been implemented and established by the bus company and the school district.
Therefore, this factor must be considered when looking at the number of referrals
submitted from one year to the next.
Recommendation for Future Research
The goal of this mixed-methods action research project was to analyze the effect
professional development opportunities for school transportation personnel had on the
number of bus misconduct referrals submitted at the elementary level. To develop these
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
120
professional development opportunities, the researcher analyzed the data collected from a
parent survey, school transportation personnel survey, and school transportation
administrator interviews. Specifically, the researcher looked for common themes among
the three research instruments and developed two days of professional development
trainings for school transportation personnel. Then, at the end of the 2023-2024 school
year, the researcher compared the total number of bus misconduct referral submitted
during the school year to those submitted in 2022-2023 school year. The desired effect of
the professional development trainings was to see a decrease in the total number of bus
misconduct referrals. The desired affect was achieved; however, future researchers should
consider the following recommendations:
1. Add parental trainings to increase knowledge of school transportation, as
well as encourage support for administrators and school transportation
personnel. Providing the parents with an opportunity to participate in a training
related to school bus behaviors would be beneficial in further supporting and
strengthening the collaboration between the school district, parents, and
transportation company. Additionally, this training could provide an opportunity
for the parents to meet their child’s driver, much like parents meeting their child’s
teacher during an open house or meet the teacher night.
2. Increase the number of collaborative professional development opportunities
for school transportation personnel. Increasing the professional development
opportunities by adding two more sessions would provide additional time for
trainings with the school transportation personnel. Specifically, if one day was
added prior to school beginning and one day was added after school was over, it
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
121
would allow for more collaboration and reflection with the transportation
company. The session before school would serve as a review of the topics
discussed the previous year, as well as provide a time for the drivers to collaborate
and determine a consistent set of rules and expectations for all buses and van. The
session after school has ended would encourage reflection and provide the drivers
with an opportunity to make suggestions for the next school year.
3. Include teachers in helping teach bus behaviors and expectations. Carns
(1996) suggests that a bus intervention program meets the needs for all
stakeholders, which includes teachers. Therefore, it is recommended that the
teachers should take an active role in helping support positive behavior on school
transportation by teaching and reinforcing the rules and expectations of the bus
and van within their classrooms. This would be possible by providing the teachers
with a list of bus and van rules and expectations at the beginning of the school
year and having them review the list with the students in their classrooms.
Table 20 shows a recommended timeline and implementation plan with the
recommendations for future research included.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Table 20
Recommendations for Future Research - Timeline and Implementation Plan
122
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
123
Summary
Millions of students rely on transportation services to take them to and from
school each day. The drivers of the buses and vans that transport these students have a
very complex and important job to do. This requires additional licensing, as well as
trainings to ensure they meet the requirements of the state. As a result of this study, the
researcher was not only able to decrease the number of bus misconduct referrals, but also
bring together various stakeholders within the district. Together, the parents of the
elementary school, school transportation personnel, and the administration were able to
work collaboratively and provide professional development trainings that were
meaningful and aimed at the needs identified through survey and interview responses.
Lastly, the results of this study and the collaboration it has created have the potential to
create a positive and lasting effect that will go beyond the participants of this study and
support future collaborations with stakeholders within the district.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
124
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APPENDICES
130
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Appendix A
IRB Approval Letter
131
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Appendix B
Updated IRB Approval Email
132
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Appendix C
Punxsutawney Area School District Letter of Support
133
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Appendix D
Tri-County Transportation Letter of Support
134
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Appendix E
Informational Letter for Elementary School Parents
135
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Appendix F
Informational Letter for School Transportation Personnel
136
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Appendix G
Interview Informed Consent Form
137
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138
Appendix H
Parent/Guardian Survey Questions
School Transportation Parent Survey
Consent Statement: By completing this survey, you are consenting to participate in the
study, “The Effect Professional Development Opportunities for School Transportation
Personnel Has on Student Bus Misconduct Referrals at the Elementary Level.” Please
note that all responses are anonymous, and no personal data will be collected as a result
of completing this survey.
1. (RQ #1) Please select the type of school transportation your child rides:
Bus
Van
2. (RQ #1) How often does your child receive a bus misconduct referral that is
handled by a school administrator?
Never
Rarely – up to 2 times a week
Sometimes – 3-5 times a week
Often – 6-10 times a week
Constantly – 11 or more times a week
3. (RQ #1) Please rate the following statement: There are clear expectations/rules
for my child on their bus/van.
Strongly disagree
Disagree
Agree
Strongly Agree
4. (RQ #1) How often does your child’s driver communicate with you about your
child’s behavior on school transportation.
Never
Rarely – Only in extreme cases
Sometimes – After multiple incidents on school transportation
Often – Each time a student bus misconduct is completed.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
139
5. (RQ #1) If a driver were to communicate with you about behaviors, how would
you prefer that they communicate with you.
In-person (Speaking with you at the bus stop.)
Written Communication (Providing a note or copy of the bus misconduct
referral)
Phone Call
I do not wish for the driver to communicate with me.
6. (RQ #2) Please select the behaviors that are negatively impacting student success
the most on school transportation: (Please select all that apply.)
o
o
o
o
o
o
o
o
Safety Violations
Profanity/Inappropriate language
Misuse of technology, including cell phones
Bullying/Threatening
Fighting
Vaping/Smoking
Possession of a weapon
Refusal/Defiance
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
140
Appendix I
School Transportation Personnel Survey
School Transportation Personnel Survey
Consent Statement: By completing this survey, you are consenting to participate in the
study, “The Effect Professional Development Opportunities for School Transportation
Personnel Has on Student Bus Misconduct Referrals at the Elementary Level.” Please
note that all responses are anonymous, and no personal data will be collected as a result
of completing this survey.
1. (RQ #1) Please select the number of years of experience you have in school
transportation:
0–5
6 – 10
11 – 25
more than 25
2. (RQ #1) How often do you complete bus misconduct referrals that are handled by
a school administrator?
Never
Rarely – up to 2 times a week
Sometimes – 3-5 times a week
Often – 6-10 times a week
Constantly – 11 or more times a week
3. (RQ #1) Please rate the following statement: I provide the students on my bus/van
with clear expectations (rules) for student behavior.
Strongly disagree
Disagree
Agree
Strongly Agree
4. (RQ #1) Please rate the following statement: I would like to receive training on
how to establish and communicate expectations (rules) for the students on my
bus/van.
Strongly disagree
Disagree
Agree
Strongly Agree
5. (RQ #1) Please rate the following statement: I am able to redirect student
misbehaviors on school transportation.
Strongly disagree
Disagree
Agree
Strongly Agree
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
141
6. (RQ #1) Please rate the following statement: I am able to de-escalate or calm
down escalated students on school transportation.
Strongly disagree
Disagree
Agree
Strongly Agree
7. (RQ #1) Please rate the following statement: I would like to receive training on
how to de-escalate or calm down escalated students on my bus and/or van.
Strongly disagree
Disagree
Agree
Strongly Agree
8. (RQ #2) Please rate the following statement: I am knowledgeable of various
disabilities that may affect a student’s behavior. For example, autism, emotional
disturbance, intellectually disabled, etc.
Strongly disagree
Disagree
Agree
Strongly Agree
9. (RQ #2) Please rate the following statement: I would like to receive training on
disabilities that may affect student behavior on my bus and/or van.
Strongly disagree
Disagree
Agree
Strongly Agree
10. (RQ #1) How often do you communicate with parents about student misbehaviors
on school transportation.
Never
Rarely – Only in extreme cases
Sometimes – After multiple incidents on school transportation
Often – Each time a student bus misconduct is completed.
12. (RQ #1) Please identify how you communicate with parents.
In-person (Speaking with them at the bus stop.)
Written Communication (Providing a note or copy of the bus misconduct
referral)
Phone Call
I do not communicate with parents.
13. (RQ #1) Please rate the following statement: I would like to receive training on
how to communicate with parents.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
Strongly disagree
Disagree
Agree
142
Strongly Agree
14. (RQ #1) Please rate the following statement: The consequences students receive
by school administration for bus misconduct referrals are effective.
Strongly disagree
Disagree
Agree
Strongly Agree
15. (RQ #2) Please select the behaviors that are negatively impacting student success
the most on school transportation: (Please select all that apply.)
o
o
o
o
o
o
o
o
Safety Violations
Profanity/Inappropriate language
Misuse of technology, including cell phones
Bullying/Threatening
Fighting
Vaping/Smoking
Possession of a weapon
Refusal/Defiance
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
143
Appendix J
Interview Questions
Interview Questions
School Transportation Interview Questions
1. (RQ #1) Do you find the bus misconduct referral form easy to complete? If not,
what changes need to be made to this form to make it more effective in reporting
student misconducts?
2. (RQ #1) What are the expectations or rules that you have for the students on your
bus/van?
3. (RQ #1) What is your current procedure for dealing with an escalated or unruly
student?
4. (RQ #2) What information is provided to you regarding the various disabilities
that may affect a student’s behavior on school transportation?
5. (RQ #1) Please explain your preferred method for communicating with parents.
6. (RQ #1) What are your thoughts on the consequences the students receive from
school administration related to bus misconducts? Do they effectively change the
student’s behavior?
7. (RQ #2) What is your biggest concern related to student behaviors? (All
participants will have a list of the behaviors provided on the survey for question
#15)
8. (RQ #2) What type of professional development training do you feel would help
improve student behaviors and success on school transportation?
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144
Appendix K
School Transportation Personnel Training Agenda – November
School Transportation Personnel Training #1
November 29, 2023
9:30AM
I. Welcome
A. Share appreciation for drivers and what they do every day. Briefly share some
of the research conducted.
II. Explain the setup for the training and provide an agenda.
A. Day 1 of 2 days of trainings – Meeting again in late January/early February
B. Day 1 Area of Focus - Building Relationships & Setting Expectations
III. Building Relationships
A. Introduction
B. Dot Activity ***
1. Place a dot by each student’s name you know something about.
§ More than their name. Their favorite color, favorite food,
likes/dislikes, etc.
2. Look at the students without a dot and think about why you may not know
a lot about them.
§ Are they shy, quiet, etc.
3. Think of a way to learn more about your students.
• Is there time to do an activity with the students before they get
off the bus at the school in the morning?
• If not, can you play a game with the students where they tell
you one fact each day as they leave the bus?
C. Explain the importance of building positive relationships with students.
• Compare to the importance of a teacher’s role (reference driver’s
manual)
D. Provide general guidelines for positive interactions with students.
1. Say good morning/good night each day as they board the bus.
2. Provide compliments to students as they board/exit the bus.
E. Watch for changes in moods.
IV. Setting Expectations
• Discussion of why one set of expectations is important for all buses.
o Connect back to building relationships.
V. Conclusion
• Training Evaluation
*** This activity was not completed during the training; however, it was explained to the
group. It was suggested that all drivers complete this activity on their own.
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145
Appendix L
School Transportation Personnel Training Agenda – January
School Transportation Personnel Training #2
January 24, 2024
9:30AM
I.
II.
III.
Welcome
A. Debrief from previous training.
§ Ask if anyone has been able to make more connections
with their students based on the suggestions from
training in November.
Explain the setup for the training and provide an agenda.
A. Training will be centered around Behavior Management
based on the results of the evaluation from the previous
training.
Behavior Management
A. Introduction
1. Explain the top areas of concern are safety,
language, bullying, refusal and defiance, and
fighting.
2. These are the same areas supported by research with
bullying being #1.
B. Structure of Buses and how that affects student behavior.
1. School buses are considered an “informal structure”
which makes it a more challenging area to
supervise.
C. Suggestions to help manage behaviors.
1. Have clear rules and expectations from Day 1
2. Set limits and be consistent.
3. Avoid “giving in” to keep them happy.
4. Use positive reinforcement and praise for meeting
the expectations/rules.
D. Write-Up Major Infractions
1. Must know the difference between major
and minor infractions.
2. Write up as soon as it happens.
§ Provide a detailed write up to the
principals and avoid personal opinions –
state the facts.
§ Be consistent with write-ups.
E. Parent Communication
1. Let parents know what is going on.
§ Only state facts and avoid adding opinions.
EFFECT OF PROFESSIONAL DEVELOPMENT ON BUS MISCONDUCT
§
IV.
146
Let the admin know if you have spoken with a
parent – if you can’t let us know that too.
Conclusion
o Wrap-up and thank you.