Requesting Special Needs Transportation

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Requesting Special NeedsTransportation
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Agenda

• District Policy
• CCF-537
• CCF-601.1
• Wheelchairs/Folding Chairs
• Seat Belt / Safety Vest
• Transportation Aides
• Box 8 in CCF-601.1
• Self Contained
• Resource/ Gen. Ed/ 504
• InterAct Transp-1
• Medically Fragile Students
• Special Schools
• Transportation IEP Team
• Parent Letter
• Red Tags
• Bus Yard Contact Information

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District Policy!

• Consider the school bus an extension of the
  classroom. Without having knowledge of the
  techniques, interventions, and de-escalation
  tactics used in the classroom, we are ill
  equipped to perform our required function as a
  related service.
• CCSD regulation 3533 states that the school bus
  is an extension of the classroom. Therefore, we
  must provide the supervisor, driver and/or aide
  with the information necessary to meet the needs
  of the student including behavior and health care
  plans.
• Our attendance and participation at the IEP
  meetings will help bridge the communication gap
  between the schools and the Transportation
  Department. Making the transition between the
  bus and school as seamless as possible. Keep in
  mind our efforts are to best meet the needs of
  the students as required and outlined by the
  students IEP as a result of the IEP meeting.
• The focus should be on the students needs not on
  personal agendas, parental hardships,
  convenience, or other such issues not directly
  related to the students educational needs and
  development.

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CCF-537
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CCF-601.1
INCLUDE GATE CODES Be sure to also verify
address, emergency, and phone number
information.
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601.1 Drop Down Menu 1

• Special Equipment

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Wheelchairs

• Tires must be properly inflated.
• Brakes must hold the weight of the occupant and
  chair.
• Chair must have a positioning belt for the
  occupant.
• The wheelchair must have securement points or
  sufficient frame points to properly attach the
  (four) wheelchair securement straps.
• Ensure that the back of the chair has not been
  overloaded with bags (this can cause the chair to
  tip over backwards on a ramp).
• Powered chairs must have secure batteries.
• If the chair has adjustable curb climbers check
  that they are set so that they do not catch on
  the ramp.
• Based on the needs of the student as determined
  by the OT/PT the chair must have the proper head,
  arm and leg support appropriate to ensure the
  students safety.
• Lap boards and metal or plastic trays attached to
  the wheelchair or to adaptive equipment should be
  removed before loading and should be secured
  separately for transport.
• Three-wheeled, cart-type units and other
  stroller-type devices should not be permitted for
  occupied transport in a school bus unless results
  of impact tests demonstrate that the device can
  be secured under impact loading conditions
• Transportation services may be suspended if a
  wheelchair is deemed inappropriate or unsafe for
  transportation of the student.

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Folding Chair guidelines

• Students who are unable to maneuver stairs will
  NOT stand on the bus lift to board the bus.
• Students who stand on the bus lift are at risk
  for the following
• Injuries resulting from falling off lift
• Injuries resulting from a malfunction of the bus
  lift
• To ensure the safety of the student, the
  following procedures will be followed
• Purchase of Folding Chair
• It will be the responsibility of the
  parent/guardian to provide a folding chair,
  meeting outlined specifications, to enable the
  student to load and unload the bus safely. The
  school may also provide the approved folding
  chair for transport.
• (To ensure the safety of the student, the student
  may not board or depart the bus without an
  approved folding chair in place. Transportation
  may be denied to the student if the folding chair
  is not available for student use.)

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Folding Chair Guidelines Continued

• To Load the Bus
• An approved folding chair will be placed on the
  lift by the bus driver/aide
• The student will be assisted to the chair by the
  bus driver/aide
• The student will be instructed to remain seated
  while the lift is in motion
• The student will be observed by the bus
  driver/aide while the bus lift is in motion.
• The student will be assisted from the chair to
  the bus seat by the bus driver/aide
• The folding chair will be folded and properly
  stowed by the bus driver/aide
• To Depart the Bus
• The folding chair will be placed on the lift by
  the bus driver/aide
• The student will be assisted to the chair by the
  bus driver/aide
• The student will be instructed to remain seated
  while the lift is in motion
• The student will be constantly observed by the
  bus driver/aide while the lift is in motion
• The student will be assisted from the chair to
  the sidewalk by the bus driver/aide
• The folding chair will be removed from the lift
  by the bus driver/aide and given to the
  parent/guardian, teacher, or student, whoever is
  the most appropriate receiver.

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Seat belt Buckle Protector

• A buckle protector is considered part of the
  seatbelt.
• A seat belt is also an IEP issue.
• All special needs buses are equipped with seat
  belts.
• Usage is not required unless mandated by IEP team.

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Safety vest

• The use of a safety vest (not harness) must be
  determined by the IEP Team.
• Has to be written into IEP.
• 5 point securement device
• E-Z-ON Products, INC of Florida
• 605 Commerce Way West Jupiter FL 33458
• website www.ezonpro.com
• Students should have their Safety Vest on before
  boarding the school bus.

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601.1 Drop Down Menu 2

• Safety/Security Factors (Aggressive Behavior
  (Explain 8)

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601.1 Drop Down Menu 3

• Supervision Needs

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FAST FAQS TRANSPORTATION AIDE REQUIREMENT

• CCSD regulation 3533 states in part that the
  bus is an extension of the classroom.
  Therefore, whenever the Individualized Education
  Program (IEP) team is considering the placement
  of a Transportation Aide as a support on board
  the bus, they must consider if the student
  requires additional adult support on campus
  throughout the day including non- instructional
  time. If not, then we must try to implement the
  same or similar supports and strategies on the
  bus that have proved successful on campus.
• All students are entitled to a Free and
  Appropriate Public Education (FAPE). The keyword
  when considering the placement of a
  Transportation Aide into a students IEP is
  appropriate. We are obligated to provide each
  student the opportunity to develop, both socially
  and academically, in the least restrictive
  environment (LRE). Placing a student under the
  constant supervision of a Transportation Aide is
  the most restrictive environment and therefore,
  may not be appropriate until other interventions
  and supports have been explored.
• The IEP Team, including Transportation
  Representative and/or nurse, (If discussing
  medical condition) must decide the need for a
  Transportation Aide as a necessary student
  support. Listed below are some guidelines to
  assist with the implementation of district
  policies and departmental procedures, as well as
  overall compliance. Accommodations, supports,
  modifications and interventions should be the
  result of a team decision and are determined on a
  case-by-case basis. Whenever making decisions
  regarding transportation as a related service, a
  representative from the Transportation Department
  should be included as part of the IEP Team.
  Requests for a Transportation Representative can
  be submitted to Cindy Ozaeta at 799-8100 ext.5305
  or Anitra Leaper at 799-8560 ext.311 or through
  InterAct.

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• Following are some common questions the IEP team
  may raise when considering the placement of a
  Transportation Aide as a student support
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• I just received a student whose health record
  indicates a history of seizures. Should there be
  a requirement for a Transportation Aide written
  into the IEP?
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• The student can be transported safely without an
  aide if
• 1. The student has been seizure free for one
  month or more
• 2. The student is able to maintain a viable
  airway during seizure activity
• 3. The seizures are self limiting do not
  require intervention
• Self Limiting refers to a seizure that last
  five minutes or less 911 should be called for any
  seizure lasting more than five minutes or sooner
  if ordered by a physician
• The student should be transported with an aide on
  the bus if
• 1. The student has documented frequent grand mal
  seizures requiring 911 interventions
• 2. The student has a diagnosed seizure disorder
  that has a likelihood of leading to a compromised
  airway
• 3. The student has a Vagus Nerve Stimulator (VNS)
  device prescribed
• 4. The student has diagnosed uncontrolled
  seizures that require constant observation,
  documentation and 911 interventions
• 5. The student has a Health Care Providers
  Written Verification of condition and severity as
  related to transportation needs

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What if the student being transported has a
respiratory problem that requires
suctioning? Any student that requires
suctioning should be provided additional adult
supervision during transport by identifying a
Transportation Aide in the students IEP.An oral
suction trained Transportation Aide could serve
the student if1. The student requires oral
suctioning. Oral suctioning is performed with a
suctioning wand or catheter to clear airway
obstructions, such as fluids from the mouth or
nasal cavity2. The student requires emergency
tracheal suctioning. Emergency tracheal
suctioning can be performed by a trained
unlicensed person, such as an SPTA, FASA, or
Transportation Aide. The need for routine,
regular tracheal suctioning is not considered
emergency tracheal suctioning. The student
should be cared for by a licensed Nurse, during
transport if1. The student routinely requires
tracheal suctioning
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Should a requirement for a Transportation Aide
be identified in the IEP of a student who has a
history of aggressive or inappropriate
behaviors?Every student with a disability has
the right to participate in the educational
process in the least restrictive environment.
Before requesting a Transportation Aide, which is
the most restrictive setting, consider the
following accommodations 1. Assign the student
a seat in close proximity to the driver allowing
the driver quick access to the student for
monitoring and redirection2. Provide information
to the driver from the parent/guardian and
classroom personnel regarding effective methods
used at home and in the classroom that reinforce
acceptable behaviors and address inappropriate
behavior3. Ensure that the driver has completed
and submitted bus citations to his/her immediate
supervisor reporting specific behaviors or
incidences of concern4. Bus citations are
reviewed for content by the supervisor, initialed
andprovided to the school site administration
for evaluation. Bus citations are used
primarily for recording, not punitive purposes
and can be reviewed by the IEP team Assess the
need and implement the use of appropriate Child
Safety Restraint Systems (CSRS) such as1. A
seat belt with or without a buckle protector (a
device used to impede a students access to the
seatbelt mechanism)2. A car seat (will
transition to seatbelt when age or size
appropriate)3. A safety vest with or without leg
loops
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I have a student who is easily distracted and
will not remain seated in the classroom or on the
bus. Should a requirement for a Transportation
Aide be identified in the students IEP? While
in the classroom certain behaviors can be
disruptive, on the bus these same behaviors can
be dangerous. Still, the district must adhere to
LRE when considering interventions and supports.
A Transportation Aide may be an appropriate
support after the following have been
explored 1. Assign the student a seat closer
to the driver for better observation and
immediate redirection2. Document behavior
through bus citations3. Consider use of
appropriate CSRS4. Develop and apply a positive
intervention plan for riding the bus
appropriately.
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601.1 Drop Down Menu 4

• Medical Concerns

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Box 8Any additional instructions for the bus
drivers awareness?

• Example Instructions
• Nate has autism and a behavior plan. He vocalizes
  sounds and noises. Nate may be allowed to hold a
  reinforcer on the bus when needed to calm
  himself.
• Veronica may become aggressive hit, bite,
  scratch, pull hair. She may become verbally
  aggressive. Veronica needs to sit away from
  other students. Interventions that may work,
  redirect with conversation, count to ten slowly,
  and talk in a low calm voice.
• Lori has Angelmans Syndrome and is nonverbal.
  Due to Lori's heat sensitivity, water will be
  available in her backpack as needed. Assist Lori
  on/off the bus as her movements are unsteady.
• Cindy has a behavior plan. Her primary language
  is Spanish. She exhibits self-injurious behaviors
  (hits self on head) and needs to be immediately
  guided gently to put her hands down. Place
  backpack in her lap, aide is to sit next to or
  across from her. Positive verbal praise, say
  nice hands when hands are down.

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Self Contained

• Transportation requests for students in self
  contained programs are submitted by the Case
  Management or Early Childhood departments based
  on the CCF-601.1.
• Case Management Main Number 799-8692
• Early Childhood Main Number 799-7479

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Resource/Gen. Ed./504

• Students may be entitled to transportation for
  IEP/ 504 related disabilities. These requests
  for transportation must be submitted by the SEIF/
  LIASON .
• The request for Transportation Services is
  located in Interact, District Link, Online Forms
  (TRANSP-1)
• Go back into Interact and print, for your
  records, a copy of the form you sent.
• The SEIF/LIASON must also fax the current IEP
  pages CCF-530, CCF-537, CCF-601.1, and CCF-606
  to the Routing and Scheduling office that
  services your school.

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Special Student Bus Request IEPInteract TRANSP-1
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Transportation for Medically Fragile Students

• Request for transportation for the medically
  fragile student HS-85 is to be obtained from
  the school nurse. School nurse will provide
  directions to the parent/guardian for completion
  of the form.
• School Nurses will complete the (TRANSP-1).
• If the IEP Team denies transportation for the
  related disability, a medical request for
  transportation may not be implemented.

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HS-85 Medically Fragile Student
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HS-85a-Adhd/add HS-85b- ortho
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Hs-85c asthma
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Hs-240 requesting bus aide for seizures
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Special Schools

• Special Schools
• Miley SS
• Miller SS
• Stewart SS
• Variety SS
• Transportation requests are submitted by each
  school.
• Behavioral and Continuation Schools requests are
  submitted by each school.

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• Note change in contact Cindy Ozaeta at
  799-8100 ext. 5305 or through InterAct

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When to Request Assistance from the
Transportation IEP Team

• A transportation representative should be invited
  to all IEPs for students requesting or receiving
  bus service.
• EXAMPLE
• Initial IEP, Annual IEP and/or Revisions
• Adding or changing special equipment (seat belt,
  car seats, safety vests, wheelchairs, etc.)
• Supervision Needs Nurse, Bus Aide, etc.
• Modified Bell Schedule
• Medical Concerns (BIP) Behavior Intervention
  Plans, Health Care Plans, etc.

• Contact for Assistance Cindy Ozaeta _at_ 799-8100
  ext. 5305 or through Interact.

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Parent Letter
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Red Tags
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Whos Who on the IEP Transportation Team

• Lauren Longmire, Bus Operations Coordinator
• Cindy Ozaeta, Dispatcher/ IEP Scheduler
• Cindy Koziol, Transportation Nurse
• EASTERN YARD FACILITY
• Nate Whitney, Field Supervisor
• Marcelo Valenzuela, Field Supervisor
• Cindy Pool, Routing and Scheduling
• Amanda Lowry, Routing and Scheduling Analyst
• CHEYENNE YARD FACILITY
• Cecile LeClair, Field Supervisor
• Pam Keenon, Field Supervisor
• Barbara Cain, Routing and Scheduling Analyst

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Whos Who on the IEP Transportation Team

• ARVILLE YARD FACILITY
• Chris Jackson, Field Supervisor
• Wendy Zazueta, Field Supervisor
• Shane Byrne, Field Supervisor
• RUSSELL YARD FACILITY
• Lori Whitney, Field Supervisor
• Tracy Manzano, Field Supervisor
• WALLACE YARD FACILITY
• Veronica Gonzalez, Field Supervisor

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Bus Yard Contact Information

• Arville Yard
• Cheyenne Yard
• Eastern Yard
• Russell Yard
• Wallace Yard

• 799-8100 799-8191
• 799-8350 799-0425
• 799-8560 799-1640
• 799-8720 799-0739
• 799-6890 799-6898

THE END!!!