Below you will find a series of scenarios with a description for each one. Each scenario provides a situation that a Head Start agency might face, followed by a series of questions designed to help Head Start agencies begin developing internal procedures and protocols that can be used to address similar situations.
How to Use this Resource
Instructions for Training Conducted by a Facilitator
Prior to setting up an in-service training with staff, facilitators are encouraged to download copies of the scenarios. Depending on the time allotted for your training, you can choose to use all or some of the scenarios. It is recommended to incorporate the use of the scenarios as part of the program’s transportation in-service training.
The materials needed to conduct the scenarios will vary. Facilitators are encouraged to use an overhead projector with a screen to project the scenarios on the screen. Access to the Internet is also suggested if you want to log in to the ECLKC. In addition, you may also want to use flip charts so that participants can chart their responses.
As the facilitator you will guide participants through the selected scenarios. Depending on the size of your training group, facilitators may elect to divide staff into groups and have participants discuss their responses among each other and then join the larger group to compare responses. Participants are encouraged to document their responses and identify ways that they can improve on their safety procedures for children and their parents.
Instructions for Self-Paced Training
The scenarios training series can be used as a self-paced training activity. It is important to know before you begin that you will have several scenarios to choose from and will have the option of reviewing them at your own pace, so there is no time limit.
To participate in the self-paced training activity, you will need access to the Internet and to a printer. You can always return to the scenarios page, but will not be able to save your answers.
As you read through each scenario, there will be a series of questions presented followed by a text box that you can use to type in your answers. Once you complete your answer, select the Submit button below the text box. If you would like to edit your response after you have submitted an answer, click in the text box.
To clear the text box, select the Clear button below the text box. After you have answered all of the questions on the page, you may print out your answers by choosing the Printer Friendly option at the bottom of the page. This information will not be saved.
In reviewing your responses to this scenario, thoughtful consideration should be given to all concerned parties, especially the Head Start child. Participants are encouraged to discuss their responses with their supervisors, other colleagues, and parents during in-service activities.
Exercises
A Child's First Day – Larry is a little bit nervous about his first day on the Head Start bus.
Larry, a new student, awaits the arrival of the Head Start bus. As the vehicle pulls up, the voice of an adult inside the bus is heard saying, "Come on, let’s go." Larry turns away from the bus. His mother says to him, "Larry, I thought you wanted to go to school!" The boy clings to her skirt. She picks him up and places him inside the bus. Ignoring his crying, she quickly leaves. An exasperated bus monitor leads Larry to a seat and buckles him into his child safety restraint system. Larry is aware that other children are staring at him and sniffles quietly.
Define the problem
- What is the immediate problem from Larry's perspective?
- Does this represent a problem for this Head Start agency?
- Is it likely that Larry's mother perceives a problem here?
Generate data about the problem
- What would we need to know about Larry?
- Has this been a problem with other children on their first day?
- What do we need to know about the bus driver and bus monitor in this situation?
Generate ideas/alternate courses of action
- What are some of the ways the bus driver could handle the situation?
- What are some other ways that the bus monitor could have handled the situation?
- How can a parent prepare children for their first day of Head Start or preschool?
Choose among the alternate solutions
- What are some of the pros and cons for the responses to the previous question?
- Which course of action seems like the best to take when presented with this situation? Why?
Implement the solution or decision
- Assume that this scenario has played out as written; write a conclusion that demonstrates an appropriate response on the part of the bus driver/bus monitor, and other agency personnel.
- Who might be a resource within the program that could help brainstorm potential solutions on how to handle some of these problems?
- What sort of training is necessary to prepare transportation staff to deal with similar situations in the future?
A Lack of Restraint – Ahmad has some trouble with the concept of remaining safely in his Child Safety Restraint System.
At the bus stop, Ahmad is buckled into his Child Safety Restraint System by the bus monitor. As soon as the monitor leaves him to tend to other children, Ahmad unbuckles his restraint. Each time this is discovered, he is again securely buckled back into his restraint system. This test of wills continues with Ahmad's refusal to stay buckled and in his seat.
Define the problem
- What is the immediate problem facing the bus monitor?
- What is the immediate problem facing Ahmad?
- What is the immediate problem facing the agency?
Generate data about the problem
- What do we need to know about Ahmad?
- Would it be useful to know anything about Ahmad's family and their general transportation practices?
Generate ideas/alternate courses of action
- What are some different ways to resolve this situation with Ahmad?
- How can the Head Start agency inform Ahmad's parents about bus safety requirements and the need for reinforcing safety issues?
- What would be some age appropriate, positive ways to reinforce good safety habits?
Choose among the alternate solutions
- What are some of the pros and cons for the responses to the previous question?
- What would be the best course of action to take when presented with this situation? Why?
Implement the solution or decision
- Assume that this scenario has played out as written; write a conclusion that demonstrates an appropriate response on the part of the bus driver/bus monitor, and other agency personnel.
- Who might be a resource within the program that could help brainstorm potential solutions on how to handle some of these problems?
- What sort of training is necessary to prepare transportation staff to deal with similar situations in the future?
A Need Arises – Stacy has just joined a Head Start program, and there are no buses equipped to handle her wheelchair.
Stacy is a child with a disability who requires a wheelchair and is eligible for Head Start services. She and her family have been looking forward to her enrollment in their local Head Start program. Stacy is quite capable and mobile in handling her wheelchair. During her registration at Head Start, her parents learn that the Head Start agency has no buses equipped to handle Stacy's wheelchair.
Define the problem
- What is the immediate problem from Stacy's perspective?
- What is the problem from Stacy's parents' perspective?
- What is the problem faced by the Head Start agency?
Generate data about the problem
- What do we need to know about Stacey and her Individual Education Plan (IEP)? Where would we go to find that?
- What do we need to know about the community in which this program operates?
- What do we need to know about the agency's transportation program?
Generate ideas/alternate courses of action
- What are some different ways to resolve this situation?
- How important is it that Stacy ride with other children to and from the center?
Choose among the alternate solutions
- What are some of the pros and cons for the responses to the previous question?
- What would be the best course of action to take when presented with this situation? Why?
Implement the solution or decision
- Assume that this scenario has played out as written; write a conclusion that demonstrates an appropriate response on the part of the bus driver/bus monitor, and other agency personnel.
- Who might be a resource within the program that could help brainstorm potential solutions on how to handle some of these problems?
- What sort of training is necessary to prepare transportation staff to deal with similar situations in the future?
Aisha's Shoes – Aisha becomes the victim of teasing/bullying on an afternoon bus ride.
Aisha is the youngest of a group of children riding the bus. Halfway home, someone begins making remarks about the size of Aisha's shoes. Other children join into the teasing that soon becomes harsh and intimidating. Aisha feels defenseless and begins to sob.
Define the problem
- What is the immediate problem from Aisha's perspective?
- Does this situation represent a problem for the bus driver and monitor? Why?
- Is it likely that some other children would think there was a problem here? Why?
Generate data about the problem
- What would we need to know about Aisha in this situation?
- What do we need to know about the children saying hurtful things in this situation?
- Does it seem likely that Aisha's parent or guardian would be able to provide any useful information for this situation?
Generate ideas/alternate courses of action
- What are some different ways to resolve hurtful language and bullying behaviors on the bus?
- How should the parents of the children involved be made aware of this incident, if at all?
- How should the bus driver/bus monitor discipline the children involved in this situation?
Choose among the alternate solutions
- What are some of the pros and cons for the responses to the previous question?
- What would be the best course of action to take when presented with this situation? Why?
Implement the solution or decision
- Assume that this scenario has played out as written; write a conclusion that demonstrates an appropriate response on the part of the bus driver/bus monitor, and other agency personnel.
- Who might be a resource within the program that could help brainstorm potential solutions on how to handle some of these problems?
- What sort of training is necessary to prepare transportation staff to deal with similar situations in the future?
Bathroom Needs on the Bus – Jamal is unable to wait for the bus ride to end and has an accident on the bus.
Jamal sits anxiously on the bus ride home. His body is twisted and his legs are crossed. He wishes his home were closer. He needs to get to the bathroom as soon as possible, but the bus seems to move so slowly. Despite Jamal's best efforts at control, he soils himself. This is immediately noticed by nearby children who make loud, hurtful comments to Jamal. He begins to cry.
Define the problem
- What is the immediate problem facing Jamal?
- What is the immediate problem facing the bus monitor?
- What could have center staff done to prevent this problem?
- Is it likely that Jamal's parents will perceive a problem here?
Generate data about the problem
- What do we need to know about Jamal?
- What do we need to know about the other children on the vehicle?
- What do we need to know about universal precautions for this situation at this agency?
Generate ideas/alternate courses of action
- What are some different ways to resolve this situation?
- What are some things that can be said to Jamal to ease his state of mind?
- What are some things that can be said to the other children?
Choose among the alternate solutions
- What are some of the pros and cons for the responses to the previous question?
- What would be the best course of action to take when presented with this situation? Why?
Implement the solution or decision
- Assume that this scenario has played out as written; write a conclusion that demonstrates an appropriate response on the part of the bus driver/bus monitor, and other agency personnel.
- Who might be a resource within the program that could help brainstorm potential solutions on how to handle some of these problems?
- What sort of training is necessary to prepare transportation staff to deal with similar situations in the future?
Bloody Nose – Sandra's nose begins to bleed during a bus ride, causing her and other children to panic.
Sandra boards her bus and is buckled into her child safety restraint system next to her friend. As the bus moves along a busy street, Sandra suddenly feels the sensation of a nosebleed. She dabs her finger against her nose and sees bright red blood. Suddenly, it gushes onto the seat and when she turns her head, blood sprays her friend seated next to her. Both children become frantic and cry out for the attention of the bus driver and monitor.
Define the problem
- What is the immediate problem facing Sandra? Sandra's friend?
- What are the immediate problems facing the bus monitor/bus driver?
- Is there likely to be a perceived problem among the parents of any of the children involved?
Generate data about the problem
- What do we need to know about Sandra?
- What do we need to know about Sandra's friend?
Generate ideas/alternate courses of action
- What are some things that can be said to Sandra to ease her state of mind?
- What are some things that can be said to the other children?
Choose among the alternate solutions
- What are some of the pros and cons for the responses to the previous question?
- What woud be the best course of action to take when presented with this situation? Why?
Implement the solution or decision
- Assume that this scenario has played out as written; write a conclusion that demonstrates an appropriate response on the part of the bus driver/bus monitor, and other agency personnel.
- Who might be a resource within the program that could help brainstorm potential solutions on how to handle some of these problems?
- What sort of training is necessary to prepare transportation staff to deal with similar situations in the future?
Left Behind – Olga is accidentally left on a bus after a trip to the center one morning.
David is a bus mechanic who hears crying from a nearby parked bus. He looks inside to see young Olga with tears streaming down her face. Opening the bus, David comforts Olga and carries her to the front office. Olga is calmed by the attention of the Head Start staff. Someone determines that she is on the roster for a 10:00 a.m. classroom and has been in the bus for over two hours. She has missed breakfast and the opening session for the day.
Define the problem
- What is the immediate problem facing Olga?
- What is the immediate problem facing the bus driver/bus monitor?
- What is the immediate problem facing the Head Start agency?
Generate data about the problem
- What do we need to know about Olga?
- What do we need to know about the bus driver/bus monitor?
- What do we need to know about the Head Start agency's relationship with the community?
Generate ideas/alternate courses of action
- How can agency personnel communicate with Olga in this state? What might they say?
- When and how should the parents be notified about this situation?
- What can the agency do from a Public Relations perspective at this point?
- What are some options as far as agency personnel issues at this point?
Choose among the alternate solutions
- What are some of the pros and cons for the responses to the previous question?
- What would be the best course of action to take when presented with this situation? Why?
Implement the solution or decision
- Assume that this scenario has played out as written; write a conclusion that demonstrates an appropriate response on the part of the bus driver/bus monitor and other agency personnel.
- Who might be a resource within the program that could help brainstorm potential solutions on how to handle some of these problems?
- What sort of training is necessary to prepare transportation staff to deal with similar situations in the future?
Nobody's Home – No one is waiting at Jenny's bus stop and the driver hasn't received any instructions on where Jenny should go.
A parent calls the Head Start office to say, "I'm really sorry, but I can't pick Jenny up at the bus stop today. Take her to my friend Shirley's home with Shirley's daughter, Anne." It is a busy day for the secretary who is distracted with other demands. At the end of the day, George, the bus driver, loads all the children without getting any verbal or written instructions regarding Jenny. There is no one waiting to pick up Jenny at her primary drop-off point. The emergency card shows nothing regarding an alternate drop-off for Jenny, though the home of Shirley/Anne is listed. George uses his radio to call the Head Start center but there is no response.
Define the problem
- What is the immediate problem facing George?
- What is the problem here for the program as a whole?
- What is the problem from the perspective of Jenny's mother?
Generate data about the problem
- What would we need to know about this agency's child release policy?
- Does this represent a common problem for this agency?
- What do we need to know about the communication between the central office and transportation staff?
Generate ideas/alternate courses of action
- What are some different ways to resolve this situation from the perspective of the bus driver?
- What are some options for the bus monitor or bus driver in terms of ensuring Jenny's safety and well-being?
Choose among the alternate solutions
- What are some of the pros and cons for the responses to the previous question?
- Which course of action seems like the best to take when presented with this situation? Why?
Implement the solution or decision
- Assume that this scenario has played out as written; write a conclusion that demonstrates an appropriate response on the part of the bus driver/bus monitor and other agency personnel.
- Who might be a resource within the program that could help brainstorm potential solutions on how to handle some of these problems?
- What sort of training is necessary to prepare transportation staff to deal with similar situations in the future?
Parents Fighting – Alberto's parents are involved in an argument in front of the bus stop.
Jennifer is driving her bus route at the end of the day and is pulling up to Alberto's drop-off point. Alberto's parents, who are separated, are both there at the stop to pick up Alberto. They are clearly involved in a loud verbal altercation, and the remaining children on the bus are beginning to notice the two adults. Alberto sinks down in his child safety restraint system and looks at the floor as the bus comes to a stop in front of the two adults.
Define the problem
- What is the immediate problem facing Jennifer, the bus driver?
- What are some of the problems that might be facing Alberto?
- How might this situation cause discomfort for other children on the bus?
Generate data about the problem
- What do we need to know about Alberto in this situation?
- What do we need to know about the relationship between Alberto's parents?
- What other information about this situation would be useful to Jennifer as the bus driver?
Generate ideas/alternate courses of action
- What are some different ways that this situation can be resolved?
- What are some things that the bus monitor can say to Alberto to comfort him?
- How can the bus monitor/bus driver address this situation with the other children on the bus?
Choose among the alternate solutions
- What are some of the pros and cons for the responses to the previous question?
- What would be the best course of action to take when presented with this situation? Why?
Implement the solution or decision
- Assume that this scenario has played out as written; write a conclusion that demonstrates an appropriate response on the part of the bus driver/bus monitor and other agency personnel.
- Who might be a resource within the program that could help brainstorm potential solutions on how to handle some of these problems?
- What sort of training is necessary to prepare transportation staff to deal with similar situations in the future?
Personal Items on the Bus – Donna is convinced that Jesus has taken her artwork as he leaves the bus at the end of the day.
It is late afternoon, and the bus is on its final run of the day. Each child boards the bus gripping several pieces of paper. At the first stop, Jesus grabs his papers to exit the bus. A nearby child, Donna, shrieks, "My picture's gone! Jesus took it!" Jesus says, "This one's mine. My name's on it." The bus monitor says, "Donna, that's his picture. It has his name on it. Where is your picture?" Donna begins to cry loudly and is persistent that Jesus has taken her picture.
Define the problem
- What is the immediate problem facing Donna?
- What is the immediate problem facing the bus monitor?
- Is it likely that Donna's parent or guardian will perceive a problem here? Why?
Generate data about the problem
- What would we need to know about the agency's policy regarding bringing home personal items?
- What do we need to know about Donna?
- What do we need to know about the communication between the teachers and the transportation staff?
Generate ideas/alternate courses of action
- What are some different ways to resolve this situation?
- How can such a situation be avoided in the first place?
Choose among the alternate solutions
- What are some of the pros and cons for the responses to the previous question?
- What would be the best course of action to take when presented with this situation? Why?
Implement the solution or decision
- Assume that this scenario has played out as written; write a conclusion that demonstrates an appropriate response on the part of the bus driver/bus monitor and other agency personnel.
- Who might be a resource within the program that could help brainstorm potential solutions on how to handle some of these problems?
- What sort of training is necessary to prepare transportation staff to deal with similar situations in the future?
Scratches and Bruises – Alice looks as if she may have been physically abused recently.
Alice and her mother are waiting at the bus stop. The mother has a scowling face and appears to be very agitated. One hand is placed firmly on Alice's collar. She does not respond to the bus driver's greeting. Instead, she roughly pushes Alice forward into the bus. As Alice walks past the bus driver, it is obvious that she has dark bruising and scratches on her cheeks. The bus driver and bus monitor both see Alice but are uncertain about what to say or do about their suspicion.
Define the problem
- What is the immediate problem facing the bus driver/bus monitor? Why?
- How might this situation affect Alice's experience on the bus?
- What is the agency's protocol for assessing possible child abuse or neglect?
Generate data about the problem
- What do we need to know about Alice?
- What do we need to know about Alice's mother?
- What do we need to know about agency staff?
- What do we need to know about state laws?
Generate ideas/alternate courses of action
- What are some possible actions that the bus driver or monitor could take in this situation?
- How should the bus driver and bus monitor communicate with Alice on the bus ride?
- How can an agency prepare transportation staff to handle such situations, specifically communicating with a child in a similar situation?
Choose among the alternate solutions
- What are some of the pros and cons of alternate courses of action to resolve the situation?
- What would be the best course of action to take when presented with this situation? Why?
- What do we need to know about the prevention, identification, treatment, and reporting of child abuse?
Implement the solution or decision
- Assume that this scenario has played out as written; write a conclusion that demonstrates an appropriate response on the part of the bus driver/bus monitor and other agency personnel.
- Who might be a resource within the program that could help brainstorm potential solutions on how to handle some of these problems?
- What sort of training is necessary to prepare transportation staff to deal with similar situations in the future?
Under the Influence – Max's father is there to pick Max up one afternoon, but appears to be under the influence of alcohol or drugs.
Max's school transportation vehicle pulls up to the bus stop one afternoon. His father is waiting there, swaying forward and backward as if standing still was impossible. Max's father pushes his head inside the bus. With slurred words, he shouts, "Max, get out here NOW! Hurry up." He leans heavily against the bus and mutters under his breath. His sour breath filters through the front of the bus towards the bus driver and bus monitor. They notice that the father seems unable to stand without support.
Define the problem
- What is the immediate problem facing the bus driver/bus monitor?
- What is the immediate problem from Max's perspective?
- Does this represent a potential problem to the Head Start agency as a whole?
Generate data about the problem
- What do we need to know about Max?
- What do we need to know about Max's father?
Generate ideas/alternate courses of action
- What are some different ways to resolve this situation?
- How can the bus driver/bus monitor communicate with Max?
- How can the bus driver/bus monitor communicate with Max's father?
Choose among the alternate solutions
- What are some of the pros and cons for the responses to the previous question?
- What would be the best course of action to take when presented with this situation? Why?
Implement the solution or decision
- Assume that this scenario has played out as written; write a conclusion that demonstrates an appropriate response on the part of the bus driver/bus monitor and other agency personnel.
- Who might be a resource within the program that could help brainstorm potential solutions on how to handle some of these problems?
- What sort of training is necessary to prepare transportation staff to deal with similar situations in the future?
Unwelcome Passenger – An aggressive man attempts to board a Head Start bus full of children.
People are avoiding eye contact with a large man on the street corner. He is flexing his arms and opening and closing his fists. It is easy to see that he is breathing hard and nervously looking over his shoulder. A Head Start bus filled with children comes down the street. It begins to slow down as the light turns yellow. The bus driver stops the bus when the light turns red. Now, the man steps off the curb. He moves quickly and lunges at the bus using his body to push with great force into the door.
Define the problem
- What is the immediate problem facing the bus driver?
- Are there any additional problems facing the bus monitor?
- What are the problems facing the children on the bus?
Generate data about the problem
- What do we need to know about the bus driver in this situation?
- What do we need to know about the threatening individual?
- What do we need to know about the children currently riding the bus?
Generate ideas/alternate courses of action
- What are some different ways to resolve this situation?
- How can the bus driver and bus monitor prepare children for a potential conflict situation?
- How can an agency prepare transportation staff to handle such situations, specifically communicating with children?
Choose among the alternate solutions
- What are some of the pros and cons for the responses to the previous question?
- What would be the best course of action to take when presented with this situation? Why?
Implement the solution or decision
- Assume that this scenario has played out as written; write a conclusion that demonstrates an appropriate response on the part of the bus driver/bus monitor and other agency personnel.
- Who might be a resource within the program that could help brainstorm potential solutions on how to handle some of these problems?
- What sort of training is necessary to prepare transportation staff to deal with similar situations in the future?
Where's the Monitor? – The time has come for Diego to begin driving his bus route, but the monitor hasn't shown up.
Diego, the bus driver, has completed his pre-trip inspection and is waiting for the bus monitor to arrive. It is past time for the bus route to begin. Diego calls the bus monitor at her home, but there is no answer. Diego sees Oscar, a mechanic. Oscar hasn't had any training as a bus monitor but is available.
Define the problem
- What is the immediate problem facing Diego?
- What is the problem facing the agency?
- What is the problem facing the parents and children waiting for the bus?
Generate data about the problem
- What do we need to know about the bus monitor?
- What do we need to know about this agency's policy regarding back-up bus monitors?
- What do we need to know about Oscar?
Generate ideas/alternate courses of action
- Should Diego use Oscar as a bus monitor? Why or why not?
- Should Diego cancel or postpone the morning bus pick-up? Why or why not? What will be the consequences of that decision?
- How can this agency inform parents about a potential delay or cancellation for this bus route?
Choose among the alternate solutions
- What are some of the pros and cons for the responses to the previous question?
- What would be the best course of action to take when presented with this situation? Why?
Implement the solution or decision
- Assume that this scenario has played out as written; write a conclusion that demonstrates an appropriate response on the part of the bus driver/bus monitor and other agency personnel.
- Who might be a resource within the program that could help brainstorm potential solutions on how to handle some of these problems?
- What sort of training is necessary to prepare transportation staff to deal with similar situations in the future?
Last Updated: June 4, 2024