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Creating a Safe and Respectful Environment on Our Nation's School Buses

Module 2: Creating a Supportive Bus Climate: Preventing Bullying

How did you learn the modules were available?

How did you learn the modules were available? National Association for Pupil Transportation website

National Association for Pupil Transportation announcement

National Association of State Directors of Pupil Transportation Services website

National Association of State Directors of Pupil Transportation Services announcement

Safe and Supportive Schools TA Center website

Safe and Supportive Schools TA Center announcement

U.S. Department of Education website

U.S. Department of Education announcement

Colleague recommendation

Other (please specify)

To what extent did Module 2 achieve the outcomes below?

	Not at all	Small extent	Moderate extent	Large extent	Completely
Demonstrated what a supportive school bus climate looks like and how it prevents bullying.	*To what extent did Module 2 achieve the outcomes below? Demonstrated what a supportive school bus climate looks like and how it prevents bullying. Not at all	Demonstrated what a supportive school bus climate looks like and how it prevents bullying. Small extent	Demonstrated what a supportive school bus climate looks like and how it prevents bullying. Moderate extent	Demonstrated what a supportive school bus climate looks like and how it prevents bullying. Large extent	Demonstrated what a supportive school bus climate looks like and how it prevents bullying. Completely
Caused participants to commit to perform simple, concrete strategies to build positive relationships on the school bus.	Caused participants to commit to perform simple, concrete strategies to build positive relationships on the school bus. Not at all	Caused participants to commit to perform simple, concrete strategies to build positive relationships on the school bus. Small extent	Caused participants to commit to perform simple, concrete strategies to build positive relationships on the school bus. Moderate extent	Caused participants to commit to perform simple, concrete strategies to build positive relationships on the school bus. Large extent	Caused participants to commit to perform simple, concrete strategies to build positive relationships on the school bus. Completely
Explored the connection between a supportive bus climate and a supportive school climate.	Explored the connection between a supportive bus climate and a supportive school climate. Not at all	Explored the connection between a supportive bus climate and a supportive school climate. Small extent	Explored the connection between a supportive bus climate and a supportive school climate. Moderate extent	Explored the connection between a supportive bus climate and a supportive school climate. Large extent	Explored the connection between a supportive bus climate and a supportive school climate. Completely
Involved participants in exploring positive relationships and their power to shape school bus climate and prevent bullying.	Involved participants in exploring positive relationships and their power to shape school bus climate and prevent bullying. Not at all	Involved participants in exploring positive relationships and their power to shape school bus climate and prevent bullying. Small extent	Involved participants in exploring positive relationships and their power to shape school bus climate and prevent bullying. Moderate extent	Involved participants in exploring positive relationships and their power to shape school bus climate and prevent bullying. Large extent	Involved participants in exploring positive relationships and their power to shape school bus climate and prevent bullying. Completely

Which Module 2 activities worked particularly well? What made them so effective?

Which Module 2 activities didn't work particularly well? How could they be improved?

Was two hours an adequate timeframe for conducting Module 2?

Was two hours an adequate timeframe for conducting Module 2? Yes

If there were Module 2 activities that took significantly MORE time than indicated in the Trainer's Outline, list which ones and how long they took to conduct.

If there were Module 2 activities that took significantly LESS time than indicated in the Trainer's Outline, list which ones and how long they took to conduct.

If you could make one change to the Module 2 design that would make it a stronger training, what would it be?

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