SPECIAL REPORT
that all start at the same time. Someone is going to be late if you have one driver going to multiple schools.” The district has three special needs drivers, one who travels out of district to a neighboring school. “Not only does this stretch things for them, but the bell schedule makes timing tight for others,” Bowman explained. “The bell schedule means the regular drivers are constantly driving with no break to use the restroom or speak with the administrators about any problems arising on their bus.” Currently, however, there is no
official discussion of adjusting bell times. “Since the community is very small, with a radius of only five miles, most parents are opposed to adjusting bell times,” she continued. “And due to the athletics depart- ment needing to leave at four for most games, it’s unlikely that bell times will be changed.” Geography is also a limiting factor
for Fayetteville Public Schools. “Our district is elongated from an East/West perspective and the corridors are not conducive to heavy traffic,” McClure noted. “Special needs students may attend school a signif- icant distance from their residence, which causes longer travel times.” Baldwin shared that Prince
George County’s use of routing software can be helpful in this area, but that additional challenges may come into play when students require individualized accommo- dations such as wheelchair access, specific seating or aides. “The software helps tailor routes to meet these needs, but balancing efficiency with safety is difficult, especially with longer loading times and specialized stops,” he said. “Ad- ditionally, maintaining route consistency during driver changes and quickly adjusting to updates in students’ IEPs requires constant oversight.” While the software streamlines
much of this process, he added, ensuring seamless communication
between transportation, schools and parents is key to providing the best service for these students.
Making the Change Whether it’s an effort to improve
overall routing or enhance services to students with special needs, the process requires a cooperative approach as well as a measure of thick skin.
“Expect issues and criticisms
when implementing any new procedure, program or technology,” McClure in Arkansas said. “Trust that with time and a team working on those issues that everything will improve.” Collaboration in dealing with
such challenges is a must, Tex- as’ Carter noted. “Involving the transportation department in the planning process has proven effec- tive,” she said. “It’s essential to build strong, positive relationships with administration, campus staff, and the special education department to ensure you have a voice in deci- sion-making processes.” Bowman in Georgia emphasized
that communication, whether with the school district finance depart- ment to ask for a new driver, or the special needs department for support, is key to any solution. Whenever possible that means not just telling, but showing. “Show them what transportation
looks like so they will understand the challenges,” she advised. “Ask them to ride the bus or show them camera footage so they can see the chal- lenges that may hold the bus up.” As an example, he said it can be
revealing to observe a staff member trying to put a student in the seat who refuses to get in it. “Innovation is key,” Washington’s
Midles said, adding that “this is the way we’ve always done it” doesn’t mean it’s the right way. “Partner with your district as
much as you can to work as a team and put the students first as much as possible,” he concluded.
28 School Transportation News • OCTOBER 2024
Meeting the Special Needs Challenge In considering routing for students with special needs, Texas’ Celina Inde- pendent School District follows these guidelines, explained Laura Carter, the district’s transportation services director. “This approach helps to main- tain high standards of care for special needs passengers and supports a structured method for handling route changes,” Carter concluded.
1.
Prioritization: Special needs routes are given priority to ensure they are managed with the highest level of care and attention.
2. Promotion: When addition- al special needs routes are needed, a veteran driver with an exemplary record in driving and attendance is promoted. This ensures that the driver has the experience and dedication necessary for handling these critical routes. Prioritizing expe- rienced and dedicated drivers for these routes demonstrates a strong commitment to both safety and quality care.
3. Temporary Coverage: The route left vacant by the promoted driver is temporarily covered by a cover driver or an office staff member. This maintains continuity of service while new drivers are recruited and trained.
4. Recruitment and Training: Efforts are made to hire and train new drivers to fill the gaps created by promotions or vacancies, ensuring a smooth transition and maintaining ser- vice quality.
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