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Requesting Special Needs Transportation

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Presentation on theme: "Requesting Special Needs Transportation"— Presentation transcript:

1 Requesting Special Needs Transportation

2 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

3 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 student’s IEP as a result of the IEP meeting. The focus should be on the student’s needs not on personal agendas, parental hardships, convenience, or other such issues not directly related to the student’s educational needs and development.

4 CCF-537

Be sure to also verify address, emergency, and phone number information.

6 601.1 Drop Down Menu 1 Special Equipment

7 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 student’s 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.

8 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.)

9 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 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.

10 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.

11 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 Students should have their Safety Vest on before boarding the school bus.

12 601.1 Drop Down Menu 2 Safety/Security Factors (Aggressive Behavior (Explain #8)

13 601.1 Drop Down Menu 3 Supervision Needs

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 student’s 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 ext.5305 or Anitra Leaper at ext.311 or through InterAct.

15 Following are some common questions the IEP team may raise when considering the placement of a Transportation Aide as a student support: “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?” 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 Provider’s Written Verification of condition and severity as related to transportation needs

16 “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 student’s IEP. An oral suction trained Transportation Aide could serve the student if: 1. 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 cavity 2. 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 if: 1. The student routinely requires tracheal suctioning

17 “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 redirection 2. 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 behavior 3. Ensure that the driver has completed and submitted bus citations to his/her immediate supervisor reporting specific behaviors or incidences of concern 4. 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 as: 1. A seat belt with or without a buckle protector (a device used to impede a student’s 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

18 “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 student’s 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 redirection 2. Document behavior through bus citations 3. Consider use of appropriate CSRS 4. Develop and apply a positive intervention plan for riding the bus appropriately.

19 601.1 Drop Down Menu 4 Medical Concerns

20 Box #8 Any additional instructions for the bus driver’s 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.

21 Self Contained Transportation requests for students in self contained programs are submitted by the Case Management or Early Childhood departments based on the CCF Case Management Main Number : Early Childhood Main Number:

22 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.

23 Special Student Bus Request IEP Interact TRANSP-1

24 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.

25 HS-85 Medically Fragile Student

26 HS-85a-Adhd/add HS-85b- ortho

27 Hs-85c asthma

28 Hs-240 requesting bus aide for seizures

29 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.

30 Note change in contact: Cindy Ozaeta at 799-8100 ext
Note change in contact: Cindy Ozaeta at ext or through InterAct

31 When to Request Assistance from the Transportation IEP Team
A transportation representative should be invited to all IEP’s 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 ext or through Interact.

32 Parent Letter

33 Red Tags

34 Who’s 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

35 Who’s 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

36 Bus Yard Contact Information Arville Yard: Cheyenne Yard: Eastern Yard: Russell Yard: Wallace Yard: THE END!!!

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