audit risk and encourages business offices to claim the funding their dis- trict is entitled to.” She noted that software can help


districts document every trip, identify eligible students and routes, export audit-ready reports and support for existing Medicaid workflows. She ex- plained that BusBoss, Orbit’s routing solution, places a “stronger emphasis on data accuracy for special needs routing and student verification. BusBoss captures planned and


actual trip details in a single system, integrates with GPS and student tracking modules, and allows districts to configure eligibility flags based on SIS data,” she continued. “This gives transportation and business offices a clearer view of which trips support Medicaid claims,” she said. Mastros added that BusBoss focuses


on audit readiness, as it can generate reports that align with audit expecta- tions without manual reconstruction, thus lowering risk and increasingly confidence in accuracy. John Hanlon, CEO of AlphaRoute,


Year:


Student Name: District:


Medicaid Documentation – Special Transportation Birth Date:


Building:


Location/address of pick‐up/home: Location/address of drop‐off/home:


Date of service


Vehicle type Trip 1


Mileage Trip 1


Driver’s initials Trip 1


Vehicle type Trip 2


Mileage Trip 2


Vehicle Type: 1. Standard school bus (A0110) 2. Mini Bus or any other vehicle (A0120) 3. Lift accessible vehicle (A0130) 4. Volunteer or individual (A0090)


May bill for one round‐trip per day when the student is in the vehicle, i.e., home to school and school to home. Number of miles must be the direct route. Record the number of miles for each one‐way trip under the appropriate vehicle type for Trip 1 and Trip 2. IF STUDENT DOES NOT RIDE, LEAVE BLANK.


Driver’s initials Trip 2


Total Mileage for day


Trip 1 + 2


added that technology is a tool for ef- ficiency. “[I]n a landscape of funding cuts, automated data capture and ease of reporting become tools for survival. By closing the loop on data collection, districts can insulate themselves from external budget shocks. The money is already there, designated for these students; technology simply provides the key to unlocking it,” he said, noting it is not uncommon for a disconnect to occur between eligibility and reimbursement. Capturing the data, Hanlon said, is only half the battle. The second hurdle faced by districts is reporting. This is where technology such as RFID and QR codes help to capture data, but “AlphaRoute’s AI data analytics assistant, Alphie AI, serves as the crucial differentiator,” he added. Hanlon advised automating the Medicaid claiming


Service Providers: Signature:


Signature: Signature: Signature: Signature: ClaimAid


process to reduce administrative workload from weeks to minutes, while also increasing accuracy. “Alphie acts as an intelligent interpreter, instantly extracting the specific data from your existing systems needed for government submission,” he said. “By combining RFID or QR coding for data collection with Alphie AI for data


Initials: Initials: Initials: Initials: Initials:


Position: Position: Position: Position: Position:


Revised August 2022


Iowa’s Marshalltown Community School District requires this form be completed to receive Medicaid funding.


analysis, the burden on drivers and admin staff essen- tially evaporates.” CEO Miles Cole noted about 10 years ago Zonar


pioneered how tracking student ridership could help schools get reimbursed for initial and ongoing costs, adding that’s especially impactful in high ridership states like Florida. “As funding changes, which is all over the place at a


federal and a state level,” Cole noted, “districts may fund the investment of a tracking system on the bus through the ROI justification for Medicaid for special needs and also derive the benefit of having a student ridership solution that can be used for all students.”


www.stnonline.com 25


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52