1. Destination: An Independent Future! Amanda English, COMS/TCVI Picture shows the Beatles crossing the street (Abbey Road Style)

2. Description of Travel Instruction Comparisons and Benefits Special Ed Law What and Who can be a Travel Instructor Who can utilize Travel Instruction Implementing TI in a School Setting The Tools

3.  Easter Seals describes Travel Instruction (Travel Training) as short-term, one-to-one, intensive instruction designed to teach people with disabilities and older adults to safely and independently travel on fixed- route public transportation in their community, typically to a school, job site, or social venue. Picture shows a person exiting a city bus on a motorized wheel chair with a bus driver looking on.

4.  TI: ◦ Basics of travel on a city bus ◦ Small amount of route travel ◦ Any qualifying person with a disability or adult  O&M ◦ Travel Instructors do NOT teach cane skills and many do not have an O&M background ◦ Amount/Level of training  Overlap: ◦ A person with a visual impairment can work with a Travel Instructor for learning a new bus line/route, but only after he/she has completed and demonstrated safe Orientation and Mobility skills.

5.  TI is individualized and one-on-one instruction on how to safely utilize public transportation.  CBI usually teaches a student what to do once they reach the destination.  Students who qualify for Travel Instruction would likely continue to benefit from CBI, but not all students who receive CBI will qualify for Travel Instruction. Picture shows the Beetles crossing the street (Abbey Road Style) with the Michelin Man looking on.

6. Increased IndependenceSignificant Cost Savings ◦ Increase frequency of use of fixed-route public transportation to school, home, jobs, social events ◦ Decrease reliance on para-transportation as an only means of travel ◦ Individual pays less for fixed route (at least ½ the cost!) ◦ Less cost incurred by transit authority ◦ Less cost to taxpayers ◦ Potential savings for school districts Picture shows a Kalamazoo Metro Transit bus.

7. Special Education Law: It’s Part of IDEA Travel training: part 300.26(a)(2)(ii) and 300.26(b)(4). ) Travel training means providing instruction, as appropriate, to children with significant cognitive disabilities, and any other children with disabilities who require this instruction, to enable them to— (i) Develop an awareness of the environment in which they live; and (ii) Learn the skills necessary to move effectively and safely from place to place within that environment (e.g., in school, in the home, at work, and in the community). Picture shows the Simpsons crossing the street (Abbey Road Style).

8. Identify how various components of a disability can affect a person’s ability to travel safely Picture shows a person in a wheelchair crossing a street. Travel trainers are professionals who are capable and willing to work with individuals to establish safe travel routes and practices using a fixed-route system of transportation.

9. Picture shows the Beatles crossing the street with light sabers (Abbey Road Style). No certification is required to be a travel trainer Courses are available through Easter Seals Project ACTION Learn from experienced travel trainer or O&M Specialist Ability to build a good working rapport with students and Team members

10.  Physical, medical needs of students with various impairments and how they impact the student  Obstacles/travel issues in the environment  Distractions that may affect the traveler Picture shows The Beatles crossing the street with a Squirrel in the foreground (Abbey Road Style).

11.  The student needs to be able to safely cross a street, follow multiple step directions, learn how to recognize if they are not where they should be, and learn what to do if something goes awry.  Must have the support of their Team (teachers, parent/guardians, travel instructor)  Student must have good social skills, as they will be interacting with the public. Picture shows the Winnie the Pooh characters crossing the street (Abbey Road Style).

12.  The Travel Trainer and student’s Team consider the student’s medical, physical, and cognitive abilities when determining candidacy for the Travel Instruction program.  The student must have a desire to travel independently in the community. Picture shows the Peanuts Gang crossing the street (Abbey Road Style).

13. 1.Established that our district did not provided this; discussed with supervisor and cleared with Special Education Director. 2.Attended free training through Easter Seals 3.Began gathering materials for implementing 4.Attained grant for TI lab ($750) and secured the site to implement the lab 5.Began training staff on the process with inservice 6.Traveled with some CBI classes to start looking at candidates 7.Tested my FACTS Assessment (Easter Seals has this on the website)with 3 different levels of students to assure the tool worked

14.  Vehicular/street crossing dangers  Interaction with the public  Students may make decisions that are inappropriate  Obstacles along the travel routes can also pose as a danger  Pre-planned routes can change without warning Picture shows The Beatles crossing the street and the John Lennon is blocking the others from being hit by a car crossing their path.

15. 1.Special Education $ through the CBI funding for the Young Adult Program and Orientation and Mobility funding 2.Grants 3.Local Assistance 1.Metro Transit Authority

16. Build it into your daily schedule (be sure your supervisor allows for this) Utilize the materials that are out there! Train others so they can implement it Cancellations of other students (when they are absent) Some homework for planning and materials

17. 1 st Steps :2 nd Steps:  Develop a list of students who may be ready to start in the Travel Instruction Pilot Program based on set criterion.  Develop a list of students who may be ready for the program upon completion of a Basic Skills Course.  Complete the Assessment Process for students who may be ready to begin  Evaluate students who have completed the Basic Skills Course  Determine if additional coursework should be implemented prior to recommending additional students to the Travel Instruction Program Picture shows the characters from Phineas and Ferb crossing the street (Abbey Road Style).

18.  Provide training for staff (Inservice/PD)  Determine who will participate in the Pilot training and assessment  Determine a plan for getting staff and students ready to participate ◦ Go along on CBI trips to see who might qualify  Establish a course for teaching preliminary skills to students

19.  FACTS Assessment-Pre and Post tests  Buses and Trains for Everyone: Curriculum-Basic Skills  Intersection Simulation Lab-Precursor to actual intersection  Get Going Helper Card?  Added supports? Picture shows a girl crossing in a crosswalk in the Intersection Lab in a gymnasium.

20.  Pre-Assess students for: ◦ Street crossing skills (Intersection Simulation Lab) ◦ Outdoor Traffic Signs ◦ Community Outing Performance Expectations ◦ Knowledge of using the transit system ◦ Ability to follow directions (number of steps)  Interview students and parents/guardians  Recommendations of Staff  Medical Picture shows a Pedestrian Crossing sign.

22.  FACTS takes 30 - 45 minutes to complete  Additional Assessment Process. ◦ Application forms  functional skills  previous experience with community mobility  Interview with parent/client ◦ Professional forms  functional skills ◦ Functional Assessment  procedure specific to the nature of the individual's disability ◦ Appeals procedure

23.  Attend Basic Skills Class  Learn Street Crossing Skills  Practice Bus and Street Crossing skills during CBI  Learn Safety skills  Re-Assessed using FACTS  Para-Transit is still an option

24. Easter Seals Project Action Buses & Trains for Everyone Curriculum Workbook for Grades 4-8 works well for training Basic Skills

25.  1. Modes of Transportation  2. Features of a Public Transportation Bus  3. Identification and Location of a Bus Stop  4. Introduction to ID Cards  5. Bus Demonstration  Taking a Trip on the Public Transportation Bus Picture shows 4 M&M candy characters crossing the street (Abbey Road Style)

26.  Utilize the classroom staff (high school resource room to Young Adult Programs) to teach the curriculum (6 lessons)  You can add additional materials and ideas and lessons as needed.  Lessons at Bus Garage  Utilization of the Intersection simulation Lab Picture shows the Sesame Street characters crossing the street (Abbey Road Style) with the caption Sesame Road.

27. Picture shows a gymnasium intersection lab with 2 styles of cross walks and 4 stop signs and one street sign. Two children are practicing safe crossings.

28. Semi-PermanentMoveable  ½ of a Gymnasium  Green Tape 2 rolls or more  Black Tape 2 rolls or more  White Tape 4-6 rolls  Yellow Tape 1 roll  Scissors  6 sign poles  4 stop signs  2 street signs  A bus stop sign  Environmental/intersec tion sounds  Device to play the sounds At least 1 Pair of Extra Hands 1 Full Day of Time.

29. Intersections Simulation Lab Schematic Schematic created by Amanda English, KRESA, TCVI/COMS 2012

31.  You can Start Small ◦ Bus Safety Discussions in Classrooms ◦ One-on-one training of students ◦ Attend a CBI and ride the bus with the students to demonstrate skills  Share Your Ideas

32.  Project Action Travel Training http://www.projectaction.org/Training/TravelTraining.aspx http://www.projectaction.org/Training/TravelTraining.aspx ◦ Get Going Guide for Every Day Travel ◦ Buses and Trains for Everyone Curriculum: http://www.projectaction.org/ResourcesPublications/Brows eOurResourceLibrary/ResourceSearchResults.aspx?org=a2G SpnDbruI=&query=Buses%20and%20Trains%20for%20Every one http://www.projectaction.org/ResourcesPublications/Brows eOurResourceLibrary/ResourceSearchResults.aspx?org=a2G SpnDbruI=&query=Buses%20and%20Trains%20for%20Every one ◦ FACTS Assessment  Amanda English: aenglish@kresa.org Kalamazoo RESA