search.noResults

search.searching

saml.title
dataCollection.invalidEmail
note.createNoteMessage

search.noResults

search.searching

orderForm.title

orderForm.productCode
orderForm.description
orderForm.quantity
orderForm.itemPrice
orderForm.price
orderForm.totalPrice
orderForm.deliveryDetails.billingAddress
orderForm.deliveryDetails.deliveryAddress
orderForm.noItems
A school bus sits outside of an Adams 12 Five Star School in Colorado. The district and transportation department reached a comprise for a three-tier bell time system.


Efficient Routing: A Product of Time and Capacity “When districts aren’t in the position to hire more driv-


ers, we need to look at the basics,” added Micah Brassfield, the director of advisory services for TransPar. “What is the true number of buses they need on the road? We have the challenge of looking at running routes as efficiently as possible as a product of time and capacity.” If a department is running the buses as full as possible, then the only other variable is time, she said. “For most districts, in terms of their bell schedules, if they’re running three tiers, the goal should be to fill and re-use those buses as many times as possible to reduce the number of routes and drivers needed,” Brassfield pointed out.


44 School Transportation News • JULY 2021


She also noted that as district officials are preparing


to welcome back to full ridership in the fall, they are looking at what they were doing before the pandemic, what happened during the pandemic, and what the delta is between those two that will help determine what’s needed for the 2021-2022 school year.


The Sleep Issue Two-time world heavyweight boxer George Foreman


once said, “I think sleeping was my problem in school. If school had started at four in the afternoon, I’d be a college graduate today.” According to many sleep studies, Foreman’s statement


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