waddaya know?

2009 SBDI PDS Developed by: New York State Education Department Safety Rules!

Distraction Behavior Disability

Section 1: Forward…………………………. State Director’s Letter ….

Acknowledgments….

PDS Pre-session Assignment….

PDS Agenda….

PDS Objectives….

Welcome to the 2009 PDS….

PDS Topic Index….t

waddaya know?

Distraction Behavior Disability

2009 PDS Table of Contents

Section 1: Forward…………………………. Table of Contents…. State Director’s Letter …. Acknowledgments…. PDS Pre-session Assignment…. PDS Agenda…. PDS Objectives…. Welcome to the 2009 PDS…. PDS Topic Index….

Section 2: PJ’s Law……………………………………………………… Lesson Guidance…. PowerPoint Notes pages…. PowerPoint slides…. Class Handout…. Refresher Announcement…. Refresher Sign-in Sheet Refresher Evaluation….

Section 3: Relationships and Respect………………… Lesson Guidance…. PowerPoint Notes pages…. PowerPoint slides…. Class Handout…. Refresher Announcement…. Refresher Sign-in Sheet Refresher Evaluation….

Section 4: Driving with Distraction………………… Lesson Guidance…. PowerPoint Notes pages…. PowerPoint slides…. Class Handout…. Refresher Announcement…. Refresher Sign-in Sheet Refresher Evaluation….

Section 5: Additional Instructional Resources Driver Fatality Materials Lesson Guidance…. PowerPoint Notes Pages…. PowerPoint Slides…. Anti-Idling Instructional Materials

Lesson Guidance…

Section 6: SBDI Resources…. PDS Evaluation Form…. PDS Reservation Forms…. SBDI Information Update Form…. NYS SBDI of the Year Award…. NYS Transportation Heroism Recognition Form…. NYS Safety Drill Contest…. SED Course Guidelines…. Certificate Numbering…. NYSED Course Forms…. Delivery Agency Application and Renewal Form…. Bus Driver Lost Certificate Request…. Monitor/Attendant Lost Certificate Request…. Driver and Monitor/Attendant PPT Forms…. Report of Passing Stopped School Bus…. PIRP Processing Providers…. NYAPT Poster Contest…. NYAPT Professional Certification Brochure…. NYAPT School Transportation Administrator Mentor Program…. NYAPT Scholarship Application….

Section 7: School Bus Safety Is One Bus Stop at a Time… Lesson Guidance….

PowerPoint Slides…. SBSIOBSAAT…. Note: All of the items listed in the table of contents are also on the CD that you received with your PDS manual. Some of the items mentioned in the text are weblinks which you can access or through the links provided in the text. If relevant new links or materials come to light during the PDS season, they will be added to the web page at www.SafetyRules.net/2009PDS.html as I receive them. Please feel free to send any comments, ideas, or additional materials to SchoolBusTed@SafetyRules.net.

THE STATE EDUCATION DEPARTMENT /THE UNIVERSITY OF THE STATE OF NEW YORK/ ALBANY, NY 12234 Office of Educational Management Services/BOCES Room 876 Education Building Annex Albany, New York 12234 (518) 474-6541 - (518) 474-3936 Fax: (518) 474-1983

State Director’s Message April 1, 2009 Dear NYS School Bus Driver Instructor: Welcome to the 2009 Professional Development Seminar. This is the first year that the PDS includes training is being provided as a requirement of PJ’s Law. This law requires annual training of bus drivers on sensitivity to students with disabilities. “PJ” is a student with disabilities whose parents pushed for a law that would require regular dedicated training for bus staff around disability issues. What is important for you to know is that this year the law requires that THIS LESSON NEEDS TO BE TAUGHT AT THE FIRST REFRESHER BEFORE THE BEGINNING OF THE SCHOOL YEAR. See Section 3 in this manual for more information about PJ and the Law. We still have 2 additional required refresher topics that were chosen and developed through the ongoing format. This means that you are receiving 3 one-hour refresher topics that you are required to teach during the 2009-2010 school year. You are not required by this new law to increase the overall refresher hours, but these lessons mandate 3 of the 4 required hours. The two additional topics are:

A review of Defensive Driving though a discussion of driver distraction. Recent research has indicated that 78% of all crashes are preceded by driver inattention, a huge change from the previous estimate of 25%

Creating positive relationships with students. Current literature on “student discipline” shows that better relationships, not draconian punishment policies, means better behavior. We’ll be talking about creating self-managing students.

Finally, I hope you enjoyed this year’s unusual pre-session assignment. We’ll be passing these stories and scenarios back to you next year so that you can have them as a resource for your training. Marion Edick, State Director Pupil Transportation Services 518-474-6541 email: medick@mail.nysed.gov website: www.emsc.nysed.gov/schoolbus/

Acknowledgements Thanks to all who helped, either as a member of the SBDI Advisory Committee which reviews and approves the PDS or as Master Instructors who meet and plan the PDS topic each year, but most especially to those who provided materials that have been incorporated into the PDS and those who put considerable effort into reviewing this document and providing valuable feedback. For those who did all three, special blessings.

Andrew Dixon Anne Corwin

Barbara Gildea Bill Hoosty

Carolyn Neder Chuck Paquette

Cindy Raulli Cliff Berchtold

Deb Stevens Eileen Murphy

Elizabeth Hughes Faye Stevens

George Withell Gerry Howald-Dominski

James Minihan Jason Burrick Jason Burrick

Jim Brown Jim Tedesco

Jorge DeJesus Joseph Van Aken

Joyce Boice K.H. Pete James Kathy Furneaux

Kathy Shero Lee Martucci

Lenny Bernstein Lorraine Misciagno

Martin Dratz Mary Miller

Matthew Conti Mike DelloIoio Nancy Wescott

Patricia Martell Paul Mori

Paul Overbaugh Peter Brockmann

Robert Brown Robert Milgate

Ronald Bell Seth Corwin

Susan Soudant

Author’s Note I would first like to express my appreciation for the incredible job that SBDIs all

over the state are doing in providing school bus safety information to drivers, monitor, attendants, and students, as well as, in many cases to the wider community as well. I’m in my second year now of preparing the PDS and I was delighted to hear from SBDIs that the refreshers went well last year. I want to continue to stress that I welcome any and all feedback on this year’s materials or course design and suggestions for next year about formatting, content, instructional strategies, and anything else that I can’t think of right now. The bottom line for our training program is that each one of us has the responsibility for all of it to be the best that it can be, something we can only accomplish by working together. Please feel free to contact me either by phone (315.446.6333) or email (SchoolBusTed@SafetyRules.net) or by cornering me at a conference. Ted Finlayson-Schueler, Safety Rules!

2009 PDS Pre-session Assignment Page 1

2009 SBDI PDS Pre-session Assignment

December 1, 2008

Dear SBDI:

This year’s pre-session assignment has been developed FOR YOU. What I mean is that the information we are asking you to collect for your assignment will be given directly back to you to use in your training at no cost to you on the 2010 PDS DVD. You will have 1,000 stories or scenarios coming from all the SBDIs to use in your training. As you are completing this assignment, remember that you are creating an important training tool for each other, so be sure to make it as clear and helpful as possible for your fellow SBDIs.

Let me point out first that you only need to do one of the two options – it’s your choice. A new twist to this pre-session is that it must be submitted electronically so that the data can be compiled efficiently. So here’s the task – pick one:

Option #1: Write a “Road Story” A “Road Story” is a story with a moral or a lesson about a situation where a bus driver or a bus attendant acted to the best or the worst of their professional capacity. It can be about a driving or accident situation, a behavior situation, or any interaction with a child, parent, school staff, or the general public. The action of the driver or attendant could be positive or negative. The requirement is that the moral or lesson be useful for training school bus drivers and attendants. Include a description of:

• The setting,

• The individuals involved,

• The incident, and

• The lesson or moral of the story.

We would ask that student, staff, company, district, and town names be changed because these stories will be given back to all SBDIs next year. (For instance, “a small rural town with contract transportation,” gives a flavor of the setting but does not reveal the identity of the individuals.) You may use the same incident as another SBDI, but you must tell the story in your own words – not simply paraphrasing or copying each other. The story should be at least 200 words (which is about one-half of a regular page), but not more than 500.

OR Option #2: Share a Dangerous Driving Scenario Provide a written description of a dangerous driving situation in your area accompanied by a digital photograph of the scene that demonstrates the situation. The written piece should also be at least 200 words, and not more than 500, and should describe:

• The setting,

• An explanation of the danger,

2009 PDS Pre-session Assignment Page 2

• The training or operational implications, and

• Strategies you have used to address the situation.

You may use the same scenario as another SBDI, but you must describe the situation and response in your own words – not simply paraphrasing or copying each other – and must submit your own photo.

Submission You must email your Road Story or Driving Scenario to me at least 1 week before your PDS is scheduled. Once your submission is received you will receive a reply email that indicates your submission has been received. Print out the reply you get and bring it to turn in at your PDS. YOU MUST HAVE THIS REPLY WITH YOU TO BE ADMITTED TO THE PDS. If you haven’t gotten a reply within 3 weekdays, please call me to check and see what’s happening.

PDS Presentation Also, bring one paper copy of your pre-session assignment with you to use, but not turn in, during the PDS. You should be prepared to give a 3-minute oral description of your submission at the PDS. You do not need to prepare any media or handouts for this presentation, but prepare your thoughts to effectively share the lesson or key points of your assignment choice. Three minutes is really a significant period of time, don’t just assume you can do this off the top of your head. Be ready to provide a description of the incident or scenario as well as lessons to be learned or strategies to be employed.

Email Submission Guidelines See sample email at the bottom of page 3

1. “Subject” Line We will use the email “subject” line wording to sort and categorize your stories so this is really important. The first word on the subject line should be “STORY,” for Road Story, or “SCENARIO,” for Dangerous Driving Scenario, to indicate which choice you have made for the assignment. After the first word, write a brief (no more than 12 words) description of the content of your assignment. Here are a few possible examples:

“SCENARIO Acute angle railroad crossing with view obstruction” “SCENARIO Non-public loading zone on street” “STORY Monitor helped child learn to read” “STORY Driver punched out parent over affair”

2. Written material Send the text of your written work as an email. DO NOT send it as a file attachment.

This will avoid worrying about what word processing program is used (or what version of what program) and, at our end, will eliminate opening a separate file to extract the information, if in fact we had the correct program to open it. If you want to write it in your word processing program, that’s fine, just copy it and paste it into the email after you’re done.

The first line of the email should be the same wording as the subject line. See above.

2009 PDS Pre-session Assignment Page 3

The second line of the email should only be your SBDI number which should be in the format XX-XXX. If you are unsure about your SBDI number, check with PTSI 315-475-1386 or call me at Safety Rules! at 315-446-6333.

Start your story or scenario on the third line. Do not include any greeting or message in your email – just the text of your assignment.

3. Photographs (for SCENARIOS) Send the photo as an attachment to your email. DO NOT paste it into the email text.

If you feel that you need to send 2 photos to tell your story, that’s OK, but please do not send more than two. Remember that in handling this information at our end everything gets multiplied by 1,000+ SBDIs. If you know how to name the photo, please just give it your SBDI number as its name in the format XX-XXX. If you submit 2, name them -1 and -2. For instance, for me, the numbers for 2 photos would be 90-298-1 and 90-298-2.

If you are using a basic quality digital camera and can choose a picture quality level, send a “high” quality image. If you have a really great camera, send a medium quality photo. The file size shouldn’t be much over 1 megabyte or 1000 kilobytes.

Sample Email

2009 PDS Pre-session Assignment Page 4

4. Submit Send the email to SchoolBusTed@SafetyRules.net at least one week before your PDS is scheduled. I will send you a reply confirmation within a few days.

You don’t need to use the capital letters in the email address; I just used them to help you see the spelling more easily. Don’t forget, like I always do, the photo attachment for scenarios. If I get a SCENARIO email without an attachment, I’ll reply to let you know you forgot.

Remember, YOU MUST PRINT OUT AND BRING MY EMAIL REPLY WITH YOU TO BE ADMITTED TO THE PDS. If you have any questions, please give me a call at 315-446-6333 or at the mail address above, or talk to your local MI for some help. You can find the name of the MI teaching your PDS in SBDI EXCHANGE, the SBDI Newsletter. Good luck – I can’t wait to read and share your stories!

Ted Finlayson-Schueler, Safety Rules!

2009 PDS Agenda 7:30-8:00 am Registration and Coffee

8:00-8:45 am Welcome and Introductions

8:45-9:45 am PJ’s Law Refresher

9:45-10:00 am Break

10:00-10:30 am PJ’s Law Debrief and Pedagogy

10:30-11:00 am PJ’s Law Debrief and Content

Noon to 1:00 pm Lunch

1:00-2:45 pm Sharing Pre-session Assignments

2:45-3:00 pm Break

3:00-3:45 pm SBSIOBSAAT and 2007-2008 Driver Fatalities

3:45-4:00 pm Wrap-up

Objectives

PJ’s Law Refresher The objective of this refresher is to introduce PJ’s Law to drivers and attendants and for them to gain sensitivity towards Persons with Disabilities as real people.

Developing Relationships Refresher The objective of this refresher is to get drivers and attendants to understand that the best way to control their bus is to develop positive relationships through mutual respect with the children who ride the bus.

Distraction Refresher The objective of this lesson is for drivers and attendants to understand the impact of distraction on driving safety, to learn about sources of distraction and to plan strategies to control their impact.

Welcome to the NYSED                       2009 SBDI PDS 

Welcome to the 2009 PDS. You, along with 1,000+ SBDIs across the state will be receiving the same information and materials to move our safety program forward during the 2009-2010 school year. Even in these tough financial times the PDS and accompanying materials continue to be provided to SBDIs at no charge. SBDIs who were around in the early 1990s remember when reduced support for this program meant that SBDIs had to pay a fee to attend the PDS.

Another exciting development is the upcoming updates and new curricula for the Driver Basic, Advanced, and Pre-Service Courses as well as a new SBDI Course. The continued support for school transportation training materials and training is a result of, first, the excellent job SBDIs, drivers, and attendants are doing in protecting our state’s children, and second, a combined effort of the school transportation program administration at the State Education Department and the state associations that keep school bus safety needs in front of our legislators throughout the year.

wadda ya know? 

The overall theme of this year’s PDS is “wadda ya know?” The reason behind this slightly funky sounding theme is that all three refreshers work at getting drivers to think about topics in new ways rather than giving them what we might term “mechanical or operational” skills. This year’s PDS has a new focus because of a new law called PJ’s Law. This law requires annual and pre-service training of school bus staff relative to issues of sensitivity and knowledge about transporting students with disabilities. To meet the mandates of this law, each year at the PDS you will receive THREE one-hour refresher topics instead of two as you have in the past.

Required Refreshers 

As just mentioned, this year there are three one-hour required refreshers. These refreshers are all to be provided to all school bus drivers and attendants during the 2009-2010 school year. The window for teaching the refreshers is July 1st to the opening of school for the “fall” refresher and December 1st – February 28th for the “winter” refresher. Because PJ’s Law requires the first instruction to happen by July 1st 2009, it must be taught before school starts at the latest.

Since these required materials total three instructional hours, you have a choice for what to provide during the fourth hour of refresher training.

Of course many operations provide significantly more annual in-service training than the required four hours and these refresher programs can easily be expanded into two hour trainings through the use of additional exercises or resources identified in the Lesson Guidance. The New York State Education Department District Safety Review Program (page 85 of the Guidance Manual) recommends eight hours of annual in-service training. Many operations have monthly safety meetings to keep safety highlighted as a clear priority for their operation.

Pre­session Assignment 

This year’s pre-session assignment had a number of new twists to it. There was a choice of assignments – you could pick to do one of two assignments. This year’s assignment was also unique in that it needed to be submitted electronically. While this may have been a hurdle for some SBDIs, it will allow us to assemble this information and give it back to you in a format that you can directly incorporate into your training, something that would not have been possible with hard copy submissions. Next year at the PDS, you will receive a DVD with all the pre-session assignments categorized for your use in developing training for your drivers and attendants. This means 1,000+ stories and difficult driving situations that you can incorporate into your safety message.

2008 SBDI CD 

The CD that accompanies this PDS manual is stuffed full with useful information. Every word or document in this manual is on the CD. If we have a particular document in multiple formats, i.e. Word and Adobe Acrobat, we will provide it in multiple formats. The CD includes electronic copies of SBSIOBSAAT and all the forms for use during the 2009-2010 school year. Be sure to always use current forms for the course registration process. Don’t forget that all of the teaching facilities need to be re-registered every two years. There are also some materials on the CD that are not in the manual, so take some time to poke around on

the CD to find out everything that’s there.

The simplest way to use the CD is to copy the entire CD directly to your computer. If when you put the CD into your computer a screen with choices comes up, choose “Open Folder with Windows Explorer.” On the next screen, right click on the folder “2009 SBDI CD” and choose “copy.” If you get a screen that immediately shows a folder titled “2009 SBDI CD,’ just right click on the folder and choose “copy.” Now that you have copied the CD, you need to paste it onto your computer. The simplest way to paste it is to simply right click on a blank place on your desktop – the screen that comes up once you have logged onto your computer – and choose “paste.” All you need to do to access the materials now is click on the 2009 SBDI CD folder displayed on your desktop. If you prefer to paste it into your “My Documents” folder, simply open your “My Documents” folder, right clicking on a blank space, and choose “paste.”

Completing the Circle 

As always, in the PDS we try to look not just at where we are headed but also where we have been. One of the most valuable parts of the annual PDS manual is the list of prior PDS topics that is at the end of this section. These programs provide a wealth of instructional resources that you can adapt to meet a local need.

Another piece of “Completing the Circle” is the development of a new pre-service curriculum. The successful vendor for this project will receive the ideas for topics and instructional strategies that you prepared in your pre-service assignments last year. This doesn’t mean that they will just repackage your ideas and get paid for it, this means that your ideas will help to influence the foundational concepts and strategies that will drive the development of this new curriculum. What your work created was a gigantic statewide brainstorming session on what a new pre-service curriculum should include. Every SBDI has been a part of this project and should be proud of the role they have played in the development of this sorely needed curriculum.

As always, SBSIOBSAAT helps to “Complete the Circle,” because it contains an analysis of the previous school years accident data that has been collected through the 104-Fs that are submitted by operations from around the state. A 2001 study identified that 104-Fs are submitted for less than half of all school bus accidents. This is not only illegal; it also compromises the effectiveness of our training program that is built on the foundation of accident analysis.

SBDI of the Year 

2008 SBDI of the year information has been requested will be inserted here.

X

X

X

X

X

x

Lesson Structure 

The structure of refresher materials has gone through numerous changes over the years and this year is no exception. In 2007 the PDS began to include the “instructor notes” pages from the refresher PowerPoint files as a part of the PDS manual. Before this time, the topic content had all been a part of the “Background” material that was presented separate from the PowerPoint slides. This required the SBDI to work through the background material and the PowerPoint slides side-by-side in order to connect the correct background information with the correct slide. Last year, the same information was included in both places, the background materials and in the “notes” pages, creating two similar but not always identical sources of information.

Continuing the evolution towards the use of the “notes” pages to drive the refresher instruction, this year all the background information is included on these “notes” pages so there is a single source for information that is linked directly to the actual presentation that it supports. In addition to these “notes” pages, you will also receive “Lesson Guidance” for each refresher that will highlight whatever preparation you need to do before teaching as well as advice for specific aspects of the lesson.

Last year provided a lot of excitement around versions of PowerPoint. The files were created with Office 2007 and that created a problem for some people as did the fact that PowerPoint also chooses to substitute fonts without really letting you know so slides like the regulations matching slides did not match up

properly. Unfortunately everyone did not get the message to download new files from the Safety Rules! website and so proceeded with slides that were out of sync.

This year there are no animations at all on the slides or anything else (hopefully) that could cause them not to run properly for someone. If you want to add animations so that text or objects come in at separate times, please feel free to do so. I eliminated the effects to try and make the file as stable as possible.

Another new part of the PDS this year is the use of video clips. These are mostly video clips downloaded from the internet that help to make a point about the reality of the topic at hand. These video clips are hyperlinked to objects on the PowerPoint slide that they are to be used with. Click on the object and the video clip will appear. Close the video clip and you will be right back to your presentation. The “notes” page will identify what object is hyperlinked.

Nothing on the slide actually says “hyperlink” because not all SBDIs will be able to use the hyperlinks. By making an unrelated object, like a photo or clip art, the hyperlink, it is there for those who can use it but doesn’t create a sense that something is “missing” for those who can’t.

In order for the links to work you have to either run the PowerPoint directly from your PDS CD or you have to download the entire folder containing the PowerPoint file and the video clips so that the clips will be there when the PowerPoint goes looking for them.

Most of the video clips are from TV news reports. Because they are news stories, you will need good audio to use it effectively.

To set up audio you can connect speakers to your laptop through the headphone port. Any basic set of computer speakers will be enough for 75 or so in the class. If you are in an auditorium space you will have to get them hooked into a bigger sound system. Be sure to test the audio in the space you will be teaching at before the day of the presentation.

Finally, due to popular demand, Refresher Announcements, Sign-in Sheets, and Evaluation Forms have returned to the PDS manual for each refresher.

Teaching Materials 

As mentioned above, there are three required refreshers, PJ’s Law, Driving with Distraction, and Respect. These are the objectives for these three refreshers:

Driving with Distraction: The objective of this lesson is for drivers and attendants to understand the impact of distraction on driving safety, to learn about sources of distraction and to plan strategies to control their impact.

Respect and Relationships: The objective of this refresher is to get drivers and attendants to understand that the best way to work towards a peaceful bus is to

develop positive relationships with the children who ride the bus through mutual respect.

PJ’s Law: The objective of this refresher is to introduce PJ’s Law to drivers and attendants and for them to gain sensitivity towards Persons with Disabilities as real people with real needs capable of making real choices.

In addition to the three required refreshers, three additional instructional programs, including PowerPoint lessons are a part of the 2009 PDS. These are materials that you can use for pre-service or in-service training or can be a part of a Basic or Advanced Course as appropriate.

2 Months: 3 Drivers: This brief instructional piece looks at the three driver fatalities that happened in the two months December 2007 and January 2008 and links them to previous incidents that have occurred in New York and that have been a part of previous years’ PDS materials. There is a PowerPoint lesson as well as copies of newspaper articles about each incident.

School Bus Idling: The CD includes materials distributed by the state education department in response to recent idling regulations. There is an update of the 2004 PDS Anti-Idling PowerPoint as well as all the background and campaign materials that were developed for the 2004 PDS. This information IS ONLY on your CD. It is not a part of this manual.

SBSIOBSAAT: In addition to the traditional School Bus Safety is One Bus Stop at a Time document that is in your PDS manual as a hard copy and on your CD in electronic format, there is also a PowerPoint file that covers all the basic statistical trends that are a part of SBSIOBSAAT.

BEFORE TEACHING ­­ Check for Refresher UPDATES 

While every effort has been made to ensure the accuracy of these materials, there are probably still mistakes lurking within this document. Before you teach a refresher, check for updates at the web site www.SafetyRules.net/2009PDS.html for any corrections or newly available information.

If you find a mistake within any of the materials, please contact Ted Finlayson-Schueler at schoolbusted@safetyrules.net or 315-446-6333 so that corrections can be posted to the website for

everyone.

PDS Driver/Attendant Program Topic Index Dates represent that year’s PDS Manual

♦ Advanced Course - teaching the new edition: 2000 (complete manual) ♦ Attitude and interpersonal skills: 1998 pp. 13-120 ♦ Basic Course - teaching the new edition: 1999 (complete manual) ♦ Bullying: 2003 - “Not On Our Bus,” pp. 68-106 ♦ Bus drills: 2004, pp. 3-26 ♦ Bus yard safety: 2002 Appendix - “Bus Yard Safety” ♦ Children at Risk: 2006, pp. 137-186 ♦ Communication: 1998 pp. 51-59 ♦ Confidentiality: 2003 - “Who Are Our Special Children?”, pp. 108-

133 ♦ Defensive driving: 2004, pp. 33-64; 1996 pp. 54-74 ♦ Emergency preparedness: 1995 pp. 35-45 ♦ Emotionally disturbed students: 2003 - “Who Are Our Special

Children?”, pp. 108-133; 1997 pp. 162-171 ♦ Emotional Intelligence and Sensitivity: 2007 pp. 125-184 ♦ Idling: 2004, pp. 33-64 ♦ Intersections: 2004, pp. 33-64; 2001 pp. 114-117; 1996 pp. 54-74 ♦ Inspections: 2008, Section 5, Pre-trip and Post-trip: No Excuses ♦ Loading and unloading: 2005, pp. 72-116: 2004, pp. 33-64; 2001 pp.

106-109, 118-121; 1997 pp. 113-147; 1996 pp. 75-82; 1996 pp. 83-89; 1995 pp. 116-135; 2008, Section 4, Solving the Loading Zone Puzzle

♦ Maintaining Focus in a Challenging Roadway Environment: 2006, pp.69-136

♦ Mirror adjustment: 2004, pp. 33-64; 1996 pp. 75-82 ♦ Problem drivers: 2001 pp. 102-105; 1997 pp. 113-147 ♦ Railroad crossings: 2004, pp. 33-64; 2002 Appendix - “Never Again:

30 Years After Congers”; 1996 pp. 90-96 (see also 1997 Appendix, for the Fox River Grove NTSB report executive summary)

♦ Road Rage: 2001 pp. 110-113; 1998 pp. 74-79 ♦ Rushing: 2004, pp. 33-64; 2001 pp. 102-105 ♦ Safest way to transport children to school: 2001 pp. 88-101 ♦ School Bus Safety Is One Bus Stop at a Time: 1996 pp. 83-89; (note:

current-year versions of “SBSIOBSAAT” and overhead masters are included in the Appendix of each year’s PDS Manual)

♦ School site safety: 2004, pp. 33-64; 1997 pp. 66-89 ♦ Security: 2005, pp. 123-150 ♦ Teamwork: 2007, pp. 75-122

Section 2: PJ’s Law……………………………………………………… Lesson Guidance….

PowerPoint Notes pages….

PowerPoint slides….

Class Handout….

Refresher Announcement….

Refresher Sign-in Sheet….

Refresher Evaluation….

waddaya know?

Distraction Behavior Disability

PJ’s Law Refresher Lesson Guidance Note: This refresher MUST be a part of the 2009 Fall Refresher given before school starts.

This lesson is not so much a “how to” lesson like, “how to safely load students at a bus stop,” but is designed to be thought-provoking, getting drivers and attendants to see a bigger picture.

Objective: The objective of this refresher is to introduce PJ’s Law to drivers and attendants and for them to gain sensitivity towards Persons with Disabilities as real people with real needs capable of making real choices.

Prepare: Make enough copies of the driver/attendant handout and evaluation form for everyone. Post copies of the refresher announcement around the transportation department or company. Be sure that everyone has something to write with so that they can complete the class activities. Make as many copies of the sign-in sheet as you need. Be sure to maintain those records in your training office.

About PJ: There are a numbers of newspaper and internet articles about the PJ situation later on in this Guidance section that can give you some background on where this law came from. PJ’s case is a difficult one. Clearly the driver and attendant displayed unacceptable behavior, but PJ truly was also a very difficult child to transport.

Be careful not to get dragged into an extensive conversation about PJ. He was the impetus for the law but he is not the real

content of the lesson. The issues around PJ are real, but time spent trying to convict or exonerate PJ’s driver and attendant will not increase the learning.

Laws: There are excerpts from the various state and federal laws that govern transportation of students with disabilities in your manual. The refresher handout has some briefer excerpts on it as well.

Provoking thoughtful responses: There are two places in the lesson that you will be reading a passage for the drivers and attendants to respond to. When you do these passages, take a moment and ask them to get comfortable and into a listening mode before you start. We really need to have them consider these passages thoughtfully.

Sensitive to class members’ emotions: Take the opportunities offered in the PowerPoint notes for your class to respond to your questions or to talk in small groups. Many people have friends or relatives with disabilities and have a very clear picture of the experience. Also be aware that some issues that are raised can be very emotional so be sensitive to whatever sharing occurs.

Outside resources: Look to your community and schools for folks who are able to talk about different types of non-verbal communication strategies and technologies. There are many experts in the school, parents and family groups that are both general and disability specific, and there are also disability rights self-advocate and parent groups all across the state. Consider extending this lesson to more than one-hour and using some outside resources. It would be very interesting to invite some of the older students with disabilities from your district to talk about their transportation experience.

Another resource is VESID (Vocational and Educational Services for Individuals with Disabilities). This is the arm of the New York State Education Department that oversees special education in New York State. Their web site is http://www.vesid.nysed.gov/specialed/ and there are many resources and links to other resources that can be found there. A memo from Deputy Commissioner Rebecca Cort, who oversees VESID is quoted in the slides and the full memo is at the end of this guidance section.

There are also many advocacy and educational organizations across New York State. One list of these groups is at: http://www.yellowpagesforkids.com/help/ny.htm. A non-governmental special education resource is Wrights Law at http://www.wrightslaw.com/. There are numerous articles, publications, and

resources on their web site. PTSI also carries a few of their Special Education documents.

LEGAL References PJ’s Law: The Commissioner … shall promulgate rules and regulations requiring every school bus driver operating a school bus which has or will have one or more students with a disability as passengers to receive training and instruction relating to the understanding of, and attention to, the special needs of such students.

Such training and instruction may be included with the training and instruction required and shall be provided at least once per year or more … any person employed as a school bus driver on January 1, 2009 who is subject to the provisions of this subsection shall comply with the requirements of this subdivision by July 1, 2009.

Any school bus driver hired after January 1, 2009 who is subject to the requirements of this subdivision shall complete such training and instruction prior to assuming his or her duties.

Requirement for Related Service Provider access to student Information 

See memo from Rebecca Cort of VESID (at the end of this Lesson Guidance) for implementation directions for this law.

New York State: Education Law Section 4402:

Subdivision 7. a. The board of education or trustees of each school district and the board of trustees of each charter school shall adopt a policy to ensure that each regular education teacher, special education teacher, related service provider, and other service provider who is responsible for the implementation of a student's individualized education program shall be given a copy of such student's individualized education program prior to the implementation of such program.

b. Such policy shall require that any copy of a student's individualized education program provided pursuant to this subdivision shall remain confidential and shall not be redisclosed to any other person, in compliance with federal and state laws and regulations, including the Individuals with Disabilities Education Act and the Family Educational Rights and Privacy Act.

c. Such policy shall require the chair of the committee on special education to designate a professional employee of the school district with knowledge of the student's disability and education program to, prior to the implementation of the individualized education program, inform each teacher, assistant and support staff person of his or her responsibility relating to the implementation of the individualized education program and the specific accommodations, modifications, and supports that must be provided for the student in accordance with the individualized education program.

Training Requirements  

State Education Department Regulations Section 156.3(b) Driver Requirements (excerpts)

(5) Pre-service, safety training, and refresher training for school bus drivers.

(i) Pre- service. Each driver of a vehicle transporting pupils with disabilities exclusively shall have received an additional hour of instruction concerning the special needs of a pupil with a disability.

(a) During the first year of employment, each driver shall complete a basic course of instruction in school bus safety practices approved by the commissioner, which shall include two hours of instruction concerning the special needs of a pupil with a disability.

(iii) All school bus drivers shall receive a minimum of two hours of refresher instruction in school bus safety at least two times a year. Refresher courses for drivers of vehicles transporting pupils with disabilities

exclusively shall also include instruction relating to the special needs of a pupil with a disability.

State Education Department Regulations Section 156.3(c) Attendant/Monitor Requirements (excerpts)

(5) (ii) Pre-service instruction. All school bus monitors or attendants shall receive three hours of pre-service instruction, which shall include instruction relating to special needs transportation, including.

(iii) Specialized training. Each school bus monitor or attendant shall complete within their first year of employment basic course of instruction for monitors and attendants.

(iv) All school bus monitors and attendants shall receive two two-hour refresher training sessions annually.

FEDERAL Law and Analysis IDEA Definitions §300.17 Free appropriate public education. Free appropriate public education or FAPE means special education and related services that--

(a) Are provided at public expense, under public supervision and direction, and without charge;

§300.101 Free appropriate public education (FAPE).

(a) General. A free appropriate public education must be available to all children residing in the State between the ages of 3 and 21, inclusive, including children with disabilities who have been suspended or expelled from school, as provided for in §300.530(d).

§300.114 LRE (Least Restrictive Environment) requirements.

(a) General. (2) Each public agency must ensure that--

(i) To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and

(ii) Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

§300.34 Related services.

(a) General. Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech-language pathology and audiology services, interpreting services,

psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes.

(16) Transportation includes--

(i) Travel to and from school and between schools;

(ii) Travel in and around school buildings; and

(iii) Specialized equipment (such as special or adapted buses, lifts, and ramps), if required to provide special transportation for a child with a disability.

Analysis of IDEA responsibilities regarding access to information: “When transportation is provided as a related service to a special education student -- that is, because transportation is necessary for the child to access Individualized Education Program (IEP) services -- then transporters are related service providers.

Under such circumstances, the school district must provide necessary information to school transporters. That information includes setting forth the role of transportation personnel in meeting the unique needs of the child as identified in his/her IEP, and those “accommodations, modifications, and supports” identified in the child’s IEP which relate in any way to the transportation environment. While the IDEA Regulations impose a mandatory duty on school districts when transportation is a related service, FERPA provides for broader permission to disclose information about a child under two situations:

(1) when a parent consents to the disclosure; or

(2) when “school officials” have a legitimate educational interest,” even when the district has not obtained such prior consent.

Who is a school official with a legitimate educational interest?

When FERPA was modified in 1996, a “Model Notification of Rights Under FERPA for Elementary and Secondary Institutions” was included in Appendix B. That Model Notification clearly demonstrates Congressional intent as to who might reasonably be entitled to receive student information:

“A school official is a person employed by the District as an administrator, supervisor, instructor or support staff member. . .; a person serving on the School Board; a person or company with whom the District has contracted to perform a special task. . .”

And, a school official has “a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility.”

It is clear that school transporters meet this standard when student health and medical information is necessary to enable the safe and efficient transport of a student.”

In order to receive student information which is otherwise confidential, school transporters must receive training -- like all other personnel who receive this information in the course of their job duties.

All related services personnel must be “trained,” and the Official Commentary to

Section 300.24 of the Regs specifically includes “bus drivers” among such personnel. The Regs further state that “all persons collecting or using personally identifiable information must receive training or instruction regarding” limitations imposed by IDEA and FERPA and state policies and procedures which implement the disclosure and confidentiality provisions

of these federal laws. [See Regs., Section 300. 572 (c).”

These excepts are from “Sharing Student Health and Medical Information with School Transporters,” by Peggy A. Burns, Esq. and released through www.nasdpts.org. The entire 10-page document is on the PDS CD.

Inclusion pays off for Cheyenne, fellow students By Nancy Eichhorn www.seacoastonline.com

Editor’s note: In July of 2004, we published a story about the education of then 6-year-old Cheyenne Gemma, a special needs student residing within the Raymond School District. At that time Cheyenne did not attend school. Instead, she was "included" in the classroom via a two-way computer camera and her first grade teacher, Jessica Bryant, and other paraprofessionals made home visits. Over the past two years, the district has made great strides toward real inclusion to the point where, this school year, Cheyenne missed only two days due to sickness. Earlier this spring, Lisa Long, the district’s Special Education Program director, invited Accent to visit the school and observe Cheyenne’s progress.

Nicole tucks a strand of brown hair behind her ear, bites her lower lip, reaches over the black and white ditto, and offers Cheyenne two crayons. "Which one is red?" she asks.

Cheyenne grabs the enlarged, bulb-shaped end of a modified red crayon. Nicole places her 8-year-old sized hand over Cheyenne’s hand; together they color the first kite as instructed by Miss Stein, the speech pathologist directing the lesson.

Stein walks by, nods, says, "Good job, Cheyenne." Cheyenne’s smile blossoms - her toothless grin reveals the promise of adult canines to come. She bounces in her

wheelchair, praise-fueled giggles light up Nicole’s face, too.

Stein is part of Cheyenne Gemma’s special education team. Speech and language support is written into Cheyenne’s individual education plan; yet, Stein works with everyone in Cheyenne’s class.

Inclusion lessens the stigmatism of needing assistance, and those children who may not be coded as individuals with disabilities benefit from the early intervention, says Ann Holt, Cheyenne’s full-time paraprofessional at Lamprey River Elementary School, as well as her grandmother and legal guardian. "I always thought she had knowledge, I can see it in her eyes - a wise old look," says Ann Holt of her granddaughter.

Balancing her petite, adult-sized body on an even smaller second-grade sized chair, Lisa Long sits beside Cheyenne. Cheyenne, secure in a wheelchair pushed tightly against a desk, reaches toward the Raymond School District’s Special Education Program director, strokes her long blonde hair, smiles. Long strokes Cheyenne’s flushed pink cheek. A moment freeze-framed as Cheyenne appreciates her teacher until Long returns the feeding tube that sustains Cheyenne’s nutritional needs back inside her pink, spaghetti-strapped top.

Cheyenne’s been grasping the end of the tube most of the morning despite her caregiver’s insistence she leave it alone. Cheyenne’s smile vanishes. A pout in place, she turns away from Long.

"Now she’s mad at me," Long says, before turning to Cheyenne. Working one-on-one with Cheyenne last year and overseeing her special education team this year, Long knows Cheyenne. A whisper brings forth a smile. "She’s got a great personality. Even when she’s mad at you, you can work through it," Long says.

Jenna moves next to Cheyenne with a lined sheet of paper and flips open the classroom text, "Sam The Minuteman," to locate one of the vocabulary words printed on the chalkboard. She and Cheyenne must incorporate specific words in sentences as evidence they understand each word’s meaning. Jenna offers Cheyenne two crayons to choose from. On a blank white piece of paper Cheyenne draws her interpretation of a sentence while Jenna scribes her response using a No. 2 pencil, underlining the word British and soldier.

"Sometimes people come in and talk baby talk like Cheyenne doesn’t know, but she does," Jenna says. The 8-year-old explains it’s easy to communicate with her classmate using signs - American Sign Language, as well as signs Cheyenne creates to state her needs, like when she taps above her eye it means thinking, when she tugs at her earlobe it means listening, when she taps her chin it means "I."

The kids accept Cheyenne as a person, they aren’t worried with evaluating her, Holt says, which allows them to understand Cheyenne when adults often fail to listen. The students and staff do not look at Cheyenne and see a diagnosis - mitochondrial disease, which affects every bodily system; nor do they see a lengthy list of physical disabilities - nonverbal, grand

mal seizure, inability to swallow. Instead, they "see an 8-year-old little girl with the same feelings about living and belonging as any little girl," Long says.

While there’s no direct means of assessing Cheyenne’s educational gains, other than anecdotal observation, most everyone agrees she is learning. Her growth over the past year is due in part to her classmates, her caregivers, and the work being done with the Institute on Disability at The University of New Hampshire through the Beyond Access program. (See sidebar.)

Holt says much of what’s occurring in the Raymond School District is because of the IOD. Cheyenne is one of three children with disabilities selected to participate in an experimental approach to inclusive education based on the concept of "the least dangerous assumption." The most dangerous in Cheyenne’s case is the assumption she is incapable of learning. The least allows for maximum expectation.

The transition from almost no time in school last year, to full time in school this year wasn’t easy. Long says it was a hard road letting Cheyenne participate at the second-grade level without the necessary educational foundation; they hit a lot of bumps along the way.

"Cheyenne is not your picture of a special needs child when doing your special education training. Here, she’s one of many pictures," Long says.

And that picture continues to evolve as Holt continues to advocate for children with disabilities, to insist students be mainstreamed in public schools with all services included in the regular classroom environment per the federal Individuals with Disabilities Act.

"It’s the healthiest environment for the child," Holt says, adding that 10 years ago, Cheyenne would have been institutionalized.

With inclusion there’s "less bullying, more empathy, more understanding, and more community involvement, all the things we push for in the disabled community," she says.

The pay-off is substantial. Last year Cheyenne barely made it to school. This year she hasn’t been hospitalized once, a first Holt says. And she’s only had two sick days.

"I feel like I have more control over the breakthroughs (seizures). I brought her to school even after a flurry of seizures, and she had one more, then ceased. Being here, she’s organizing her brain, rather than being a vegetable in her own house seizing," says Holt.

"She’s not only in school, she’s learning," Holt adds, recalling that last year, being at home, everything was Helen Keller like - the young girl could do no wrong. At school, however, she’s learned to modify her behaviors to blend in with her classmates.

"She’s applying what she’s learning correctly, using it as she needs to use it," Holt says.

Cheyenne’s IEP states she will learn to count from one to five, demonstrated by punching computer buttons, part of her augmentative and alternative communication system; yet, Cheyenne’s already counting to nine without any special instruction. It’s part of the trickle-down effect of being part of the regular classroom instruction, Holt says.

"She lets kids do things she wouldn’t let adults do, like the hand over hand movement with her crayons," says Holt. "God knows what more she knows that she’s been exposed to. If anything, we hold her back. I never thought she’d be able to learn what she’s learning - math, reading, comprehension (answering questions with computer switches and signs - ASL)."

Not the scene depicted in the past. Last year, providers contemplated whether Cheyenne could learn basic life skills. Holt says a psychological evaluation two years ago resulted in a skewed picture, pegging Cheyenne’s highest obtainable social skills level at that of a 2 year old. The testing situation, however, was the first time Cheyenne interacted alone with this male stranger, and Holt wasn’t allowed to be part of the process. Cheyenne simply stared at the man.

Today, Cheyenne signs "I." She knows she exists in this world as an individual with needs, wants, desires, and she’s able to go forth and do what it takes with assistance, with faith.

"The little bugger is climbing out of bed, grabbing her stuffed alligator on the way, and going out and turning on and watching TV while we’re all still asleep in bed," Holt says laughing with love, amazement and pride audible in her voice.

"She’s out there on her own. She knows what she wants, and she’s going out and doing it.

"She displays a full range of emotions," Holt continues. "You can see the frustration on her face. How would you feel being trapped in your body, people repeating things to you like you’re ignorant and you know what’s going on? You can see her lips turned down; you can tell she’s depressed by what’s happening to her.

"I always thought she had knowledge, I can see it in her eyes - a wise, old look. Her mother, who is borderline (mentally challenged), has a dull look," Holt says.

Cheyenne’s blue eyes blaze with life. She sees and hears and comprehends. Her life affects the services all individuals with disabilities receive here. And Holt’s plea today resonates for all children, "Please God, let them see Cheyenne for who she is."

Friday, October 17, 2008

KID-TAUNT TAPE LEGAL

By DAN MANGAN

January 22, 2008

An audio recording of a school-bus matron taunting a mute, autistic Staten Island boy as he banged his head can now be admitted as evidence in the woman's prosecution.

The mother of then-7-year-old P.J. Rossi hid a tape recorder in his backpack on the bus ride in 2005, after becoming suspicious about bruises on him.

The recording captured matron Connie Clark and driver Ronald Fischetti making disparaging remarks about P.J. while he hurt himself.

"Owww, the whole bus shook!" Clark joked at one point when P.J. banged his head on a seat. "You're gonna go through the window, knucklehead."

A Brooklyn judge later said the tape could not be used as evidence against Clark on charges of endangering P.J.'s welfare because he ruled that Lisa Rossi illegally made the tape without consent of those on the bus.

But in a 2-1 ruling issued Jan. 11, an appeals panel said Lisa Rossi had the right to make the recording on her son's behalf because she believed it would protect his welfare.

"I'm thrilled," said P.J.'s dad, Paul Rossi, about the decision. "Justice is finally going to speak for my son."

"It's very hard to listen to," Rossi said of the tape. "It's heartbreaking."

Clark's lawyer, John Campbell, said, "We're reviewing our options," when asked if he would appeal the decision.

dan.mangan@nypost.com

Friday, October 17, 2008

BILL AIDS BUS KIDS

By DAN MANGAN

June 19, 2007

The state Legislature has passed a bill mandating school-bus staffers receive increased training for dealing with disabled children - a measure sparked by two staffers' alleged vicious verbal abuse of Staten Island autistic boy P.J. Rossi, 8, on their bus in 2005.

The Post last year reported that P.J., who cannot speak, allegedly was taunted by a bus matron Connie Clark, and driver Ronald Fischetti as he repeatedly banged his head against a seat.

Clark faces pending criminal charges in the case, which is on hold as Brooklyn prosecutors and her lawyers argue about whether a secret tape made when P.J.'s mom planted a recorder in his backpack can be used as evidence.

"I wish P.J.'s name never had to be attached to a bill like that. I wish he never got hurt in the first place," said the boy's dad, Paul Rossi. "But if this can help other kids, it's a phenomenal step in the right direction."

AutismWeb.com AutismWeb Discussion Forum

AUTISTIC BOY NEGLECTED AND MOCKED Posted: Fri Feb 10, 2006 3:28 pm Recording device in youngster's backpack captures indifference of bus driver, matron

A Staten Island school bus driver and matron are under investigation after allegedly being caught on audio tape alternately taunting and ignoring a disabled 7-year-old boy they were transporting, the Advance has learned. He was the only passenger assigned to the bus, which transported him last fall from his Huguenot home to a private school in the Borough Park section of Brooklyn.

A spokesman for the Brooklyn district attorney's office said no criminal charges have been lodged yet; he would not divulge specifics. The family of the child is reported to be mulling a suit against the city for not assigning an educational professional to ride with him, and they may also sue the bus company, Atlantic Express of Port Richmond. His father Paul Rossi, when reached by an Advance reporter last night, declined to comment, saying he would not address members of the media.

The 7-year-old, whose identity is being withheld, has a type of autism marked by head-banging, hand-biting, self-rubbing and scratching. Just three weeks after the school year began, sources said, the child stepped off the bus covered in bruises and lacerations. The following day, his mother placed a tape recorder in her son's backpack and recorded what are said to be the sounds of his groans while the matron, Connie Clark, and driver made derogatory comments and turned up the radio to tune him out.

The bus driver was identified as Robert Fischetti of Great Kills. He and Ms. Clark were suspended by the city Department of Education on Nov. 19. "This behavior is inappropriate and inhuman; we removed him [the driver] as soon as we found out about it and they will never work with our children ever again," said Kelly Devers, spokeswoman for the Education Department.

Fischetti's license was revoked last month. But Fischetti -- a 24-year-veteran special education bus operator for Atlantic Express without another blemish on his record -- contends he is the victim of the school system's failure to provide appropriate oversight for the youngster and the family's wish that the child not wear a protective helmet.

Fischetti documented bruises on the child well before the alleged incident, said his Manhattan-based attorney, David Israel. "The child is known to be self-destructive," Israel said. "You have a child who is crying and screaming and continues to cry and scream all the way home from school -- what is he supposed to do? Not drive the bus?"

Fischetti never heard the alleged recording or saw a transcript, nor was he informed of a school system hearing on the accusations, his attorney claimed. "He's like in a Kafka novel, he's not been informed of the charges; he's a little guy that's being blamed for the failure to put a paraprofessional on the bus," Israel said. "He has cooperated with the investigation and he absolutely denies any wrongdoing on his part."

Rossi, referring inquiries to their attorney, Cheol Kim, of Sullivan Papain and Block McGrath and Ciannavo, who could not be reached yesterday.

"It's an ongoing matter, it's something we take very seriously," said Carolyn Daly, a spokeswoman for Atlantic Express, which employs Fischetti and the matron. "We've been working closely with the authorities in every way we can."

Fischetti told the Advance he hopes to be vindicated. "I just want to clear my name because that's all you come into the world with is your name," he said.

Ms. Clark could not be reached for comment.

Sources said the child now travels to and from school in a town car, for which his family expects reimbursement from the city.

Similar West Virginia Situation  Brooke County School Bus Driver Resigns WTRF, WV -October 22, 2008 ; 11:12 PM Story by Steven Centofanti The bus driver allegedly abused a special needs child. Wellsburg -- The Brooke County School Board met in a closed meeting Wednesday night to hear testimony for a school bus incident. The hearing was held for a school bus driver who allegedly abused a special needs child with Down Syndrome. The school board and attorneys watched video evidence from the school bus. Brooke County Superintendent Mary Kay DeGarmo said the incident happened in early September. "I can tell you that the bus driver is no longer an employee, has resigned effective this evening," said DeGarmo. DeGarmo also said there is a second Brooke County School District Employee in the matter. The employee has been suspended without pay till November 28th. The school district did not release any names. David Cross, Assistant Prosecutor for Brook County, said no charges have been filed and that charges may not be filed.

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

DEPUTY COMMISSIONER FOR VOCATIONAL AND EDUCATIONAL SERVICES FOR INDIVIDUALS WITH DISABILITIESTel. (518) 474-2714Fax (518) 474-8802

March 2005

TO: District Superintendents Superintendent of Schools

Directors of Special Education Organizations, Parents and Individuals Concerned with Special Education

Commissioner's Advisory Panel for Special Education Services SETRC Project Directors and Professional Development Specialists

FROM: Rebecca H. Cort

SUBJECT: Special Transportation for Students with Disabilities

At a recent meeting with representatives of the New York Association for Pupil Transportation, Special Needs Committee, several concerns relating to the transportation of studentswith disabilities were brought to my attention. This memorandum is intended to provide informationto Committees on Special Education (CSEs) and Committees on Preschool Special Education (CPSEs) to assist in developing individualized education program (IEP) recommendations forstudents with disabilities with special transportation needs and communicating with transportationpersonnel to ensure IEP implementation.

While most students with disabilities receive the same transportation services as nondisabled children, it is the responsibility of the CSE or CPSE to determine whether the student’s disabilityprevents the student from using the same transportation provided to nondisabled students, or getting to school in the same manner as nondisabled students. In developing recommendations for special transportation, the CSE/CPSE should consider and document the needs of the student relating to his/her disability. For example:

�� Mobility – e.g., nonambulatory wheelchair bound. �� Behavior – e.g., fearful in noisy environments; self-abusive; runs away; cries frequently. �� Communication – e.g., hard of hearing; nonverbal; limited understanding of questions and

directions; non-English speaking. �� Physical – e.g., needs assistive devices to maintain a sitting position; needs assistance

walking and going up and down stairs. �� Health needs – e.g., has seizures; fatigue – may fall asleep on bus, requires oxygen

equipment; use of an inhaler.

The IEP must include specific transportation recommendations to address each of thestudent’s needs, as appropriate. It is not appropriate for the IEP to simply indicate, “special

transportation needed,” without including the nature of the special transportation. It is not necessary to include special transportation goals on the student’s IEP except when instruction will be provided to enable the student to increase his or her independence or improve his or her behavior or socialization during travel.

In determining and documenting a student’s special transportation needs, the CSE/CPSE should consider the following:

��Special seating. Does the student require special seating on the bus such as seating away from the window, seating not adjacent to another student, seating in the front of the bus, etc.?

��Vehicle and/or equipment needs. Does the student use or require special equipment such as braces, car seat, walker, lap belt, manual wheelchair, power wheelchair, safety vest, service animal, stroller, assistive technology device, medical equipment, adapted buses, or lifts and ramps, etc.?

��Adult Supervision. Does the student require additional supervision during transportation that would require specialized training for the bus driver, a bus with a bus attendant, specialized training for the bus attendant, a one-on-one bus attendant for a designated purpose, nursing services, special monitoring, or interpreter, etc.?

��Type of transportation. Does the student require accommodations such as door-to-door pick up and drop off, a small bus with few students, or individual transportation?

��Other Accommodations. Does the student require other accommodations such as permission to carry personal items or to use personal electronic devices such as radios?

Transportation personnel with responsibility to provide a program, service, accommodation, modification or support must be directly informed of their specific responsibilities to implement a student’s IEP. In addition to the IEP recommendations, transportation personnel should be informed of any special information regarding the student that might impact on the health and safety of the student during transportation, including but not limited to:

o the reasons a student requires special transportation; o health needs that might necessitate ongoing or emergency intervention; o student behavioral issues or fears that might raise health or safety concerns; and o specialized training required for bus drivers and/or attendants.

We ask Superintendents to share this memorandum with other school district staff, as appropriate, including Directors of Special Education, School Psychologists, Guidance Counselors and Directors of Pupil Personnel. The New York Association for Pupil Transportation (518-463-4937) and the State Education Department’s Office of Pupil Transportation Services (518-474-6541)have additional information and resources relating to bus transportation. Questions regarding this memorandum may be directed to Patricia Geary in the Office of Vocational and Educational Services for Individuals with Disabilities (VESID), Special Education Policy and Partnerships Unit at (518) 473-2878.

Today’s refresher is the first designed under the mandate of PJ’s Law. The intent of the law is to provide students with disabilities with an appropriate transportation experience. Appropriate transportation for many students with disabilities is a part of FAPE, a Free pp p p y p ,Appropriate Public Education, as a “Related Service” that students are entitled to under IDEA, the Individuals with Disabilities Education Act.We will be talking about PJ’s law, the new law in New York State, but PJ’s law really only implements the intentions of IDEA and FAPE. Our understanding of appropriate transportation will include a safe vehicle, trained drivers and attendants working closely with both school and home, and a supportive bus environment.

1

Why such a big deal about sensitivity and support for students with disabilities? Historically, this group of persons has been treated very poorly. Their rights as full participants in society have only recently been recognized. Without an understanding of hi hi d d h i d di i i i h i i dthis past history we cannot understand the persecution and discrimination that are ingrained

in our culture towards these individuals and their families, and so be able to take the steps necessary to change the culture.Demonizing Historically, disability was seen as punishment from God and the disabled as demonized. Children with disabilities were seen as punishment of the parentsEugenics The US eugenics movement recommended sterilization of PWD or allowing newborns to die from hunger rather than live and enter the gene pool. This theory was g g p yadopted by Hitler and 300,000 disabled persons were the first to die in the Holocaust gas chambers in his effort to purify the German race.Institutionalization In the past, many students with disabilities were either not offered an education at all or institutionalized. While started with good educational intentions, institutions became warehouses that children ended up in for life.Segregation Even today in education, students with disabilities are often segregated to separate buses and classrooms often still in separate schools Other barriers some physicalseparate buses and classrooms, often still in separate schools. Other barriers, some physical and some attitudinal, continue to keep persons with disabilities in separate housing, transportation, work environments, and social circles.Pity Students with disabilities are taught that they are objects of pity rather than real people, making achievement and self-esteem very difficult. Pity does not indicate an intention to be friends, just an emotional They would rather go to school with their neighbors instead of a “special” program or have a job than pity.Heroes The flip side of pitying is to elevate certain high achieving persons with disabilities as models that all other persons with disabilities should follow. This makes no more sense than expecting every non-disabled person to think like Thomas Edison or hit a baseball like Willie Mays. Interestingly, often these people are considered “super” but are still not accepted by the non-disabled.Neutral rules can also discriminate. For instance, “Everyone can take a bus to the Sectional Final Basketball game” sounds neutral, but if the bus is inaccessible then the neutral rule becomes excluding. The sign in the window on the slide indicates a ramp is available, but without a ramp, a wheelchair user cannot request access.

2

This brief overview will point drivers and attendants towards the topic we will be discussing today. The overall thrust is to understand the law and to develop sensitivity for working with SWD (Students With Disabilities).( )The third bullet may look a little confusing. What it gets at is that there are rights –What’s a right? – and then there is –”What’s right?” We want them to think about legal rights as well is what’s the right thing to do.

3

PJ is a student with Autism from New York City. When he seemed to become fearful of being on the bus, his mother placed a tape recorder in his backpack and found out that he was experiencing emotional abuse from the bus staff. There are newspaper articles in the p g p pPDS annual that provide some specific details.PJ is, in fact, a very difficult child to transport, although since the driver and attendant received little or no training in supporting PJ in his bus experience we don’t know what could have been possible.Discussion: Ask the class what they would do if they were assigned to transport a child that they found that they could not control. Look for answers suggesting talking to a trainer or y y gg g gsupervisor or going to the school to talk with the personnel that work with the child at school or talking to the parent to see if they have some strategies for calming the child. The specifics of PJ’s case are not the real point now, the law which was passed as a result of his experience will be guiding us in our bus staff training into the future.

4

The wording of the law is interesting because it uses language that is more attitudinal that technical. It talks about understanding and attention, focusing on sensitivity in addition to technical skills. We often treat out training as technical – “How to secure a wheelchair” –gthan personal – “How do we interact with a wheelchair user?”

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All school bus drivers will receive one hour of annual training related to the transportation of students with disabilities.(FYI for SBDIs: To best meet the July 1 2009 mandate of this law be sure to include this(FYI for SBDIs: To best meet the July 1, 2009 mandate of this law, be sure to include this training as a part of your Fall Refresher. In the following years, the training can be at either of the refresher times. From now on, the PDS will include three one-hour driver/attendant refreshers – one to meet the mandate of PJ’s Law and two on other topics identified as timely by the annual review process.)

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Pre-service training also need to include training of drivers and attendants relative to transportation of students with disabilities.While the law refers to drivers who transport students with disabilities the fact is that aboutWhile the law refers to drivers who transport students with disabilities, the fact is that about 10% of the student population are identified as students with disabilities and 80% of those students ride the regular bus with their non-disabled peers means that all drivers are drivers of students with disabilities and will need to meet this mandate.If you do the math, 80% of 10% of the student population is 8% of the total student population. This means that every bus transporting 50 students has, on average, 4 students with a disability as passengers.y p g(FYI for SBDIs – NYSED has a new Pre-service curriculum in the works. This curriculum will meet the requirements of this law. In the meantime, document that at least 1 hour of your pre-service is specific to transportation of children with disabilities. This will make sure that you are protecting yourself from liability until the new curriculum is implemented.)

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Note: Relevant sections of these laws governing transportation as a related service as established in IDEA are in your PDS manual.Laws governing transportation of students with disabilities include:g g pIDEA (Individual with Disabilities Education Act): This law was first passed in 1974 and has been reauthorized and amended over the years since that time. IDEA guarantees a Free Appropriate Public Education (FAPE) to all students who have been identified as fitting into one of 13 disability categories established by the law. IDEA is committed to Least Restrictive Environment (LRE) which means children should be educated in the normal setting or as close to the normal setting as possible. For transportation this means transporting students with disabilities with their non-disabled peers as mush as possible. p g p pIDEA recognizes that in additional to educational services, students with disabilities may also need additional services to access FAPE. One of the identified related services is transportation. Related Service providers, i.e. transportation personnel, are required to have training specific to the needs of the students that they serve.FERPA (Family Educational Rights and Privacy Act): This law is designed to protect the privacy of educational records. Some school district employees have tried to say that this act prohibits access to IEP information for transportation staff. This interpretation isact prohibits access to IEP information for transportation staff. This interpretation is incorrect. The Act specifically allows the sharing of information with districted or contracted staff to protect the safety of students.ADA (Americans with Disabilities Act): The ADA Was enacted in 1990, and while school buses are specifically exempted form the criteria for accessible transportation, ADA established a broad understanding of rights for Persons with Disabilities that had not previously existed. Recent (2008) amendment to the ADA has made workplace discrimination rights clearer.discrimination rights clearer.Part 200: These are the New York State regulations that implement the requirements of the federal act, IDEA, in New York State. Part 200 also establishes the language we use to talk about special education processes in New York. NYS Education Law 4402(7): This law specifically requires this sharing of information with transportation personnel – see next slide.156.3 The reason that 156.3 is listed is because training for transportation of children with disabilities is specifically mentioned in regards to both Pre-service and Basic training for drivers and attendants

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Note: These points are on the handout, so be aware some in the class may already be wondering about this.NYSED (New York State Education Department) VESID (Vocational and EducationalNYSED (New York State Education Department) – VESID (Vocational and Educational Services for Individuals with Disabilities)The text is on the slide is quoted from a memo regarding the implementation of Education Law 4402(7) that requires bus staff to know about the children they transport. The same text, with the excerpted section is as follows:“Transportation personnel with responsibility to provide a program, service, accommodation modification or support must be directly informed of their specificaccommodation, modification or support must be directly informed of their specific responsibilities to implement a student’s IEP. In addition to the IEP recommendations, transportation personnel should be informed of any special information regarding the student that might impact on the health and safety of the student during transportation, including but not limited to:•the reasons a student requires special transportation; •health needs that might necessitate ongoing or emergency intervention;•health needs that might necessitate ongoing or emergency intervention; •student behavioral issues or fears that might raise health or safety concerns; and •specialized training required for bus drivers and/or attendants.”Rebecca H. Cort, Deputy Commissioner, VESID, Letter to Superintendents, March 2005The full memo is in your PDS manual.

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Discussion: Engage drivers and attendants in a discussion about whether or not these are reasonable rights for parents and students who receive the related service of transportation. Really work at getting them to open up on this.y g g p pAppropriate staff refers simply to having additional adults – monitors or attendants to use the regulatory language – escorts/matrons/driver assistants to use other terms used for these folks.Previous examination of IDEA and New York State Education Law make clear that drivers and attendants need to have the child-specific information necessary to safely transport each student.

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Aren’t these rights that our drivers and attendants should receive as well? Review them with the class on the next slide.

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Discussion: Doesn’t this make sense? Why would a driver or attendant not want these things? It’s easier to do a job with the right tools than fumbling in the dark. It may become clear in the discussion that drivers and attendants do not feel that they canIt may become clear in the discussion that drivers and attendants do not feel that they can influence a system where they do not have access to these rights. Many drivers and attendants really care strongly about students with disabilities, affectionately referring to them as “our kids.” Use this commitment to help get them from a point of frustration to identifying one thing they can do to help budge the system.Help them to identify which points on this list can they influence. Don’t let this become a gripe session, keep it constructive. Can they set up a meeting with school personnel? Get to g p , p y p g pknow individual student’s teachers? Can they get more information about how their equipment works? How can they interact with parents more constructively? Can they pledge to work together cooperatively with each other?

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Discussion: Give class members an opportunity to share any relevant knowledge they might have on any of these issues.Isolation is not just a way of life for students with disabilities but also for their wholeIsolation is not just a way of life for students with disabilities, but also for their whole family. Other families stop visiting and don’t want their children to play with a child with a disability, as if it’s contagious. Strangers often walk up and offer unsolicited advice without knowing the situation and parents are seen as selfish for wanting their child to develop to his or her fullest potential. Just as different racial or ethnic groups can be at odds with each other, different disability groups can be in conflict as well. Funding decisions between a sheltered workshop or a g p g pcommunity mental health center or between full funding for speech and language therapist or a physical therapist might lead one group to think that the other is getting the lion’s share of the resources.Families must juggle services from multiple agencies which often have conflicting funding and service guidelines. Service providers are constantly changing so desperately needed consistency is only a dream. Qualifying for services requires parents to paint a dismal picture of their child and they are torn between not wanting the stigmatizing label but needed the services that demand that label.As transporters, we can choose to be understanding of these challenges or we can choose to be rigid and demanding of parents and students. Let’s commit to being one service they receive for their child that warms their hearts instead of knotting their stomachs.

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Adapted from “Educating Our Children Together” by Susanne Carter, 2003, Page 49Discussion: Ask class for examples of what they have learned from a parent or ways that they have helped parents understand the school systemthey have helped parents understand the school system.Some drivers or attendants might ask, “Why are we talking about parents?” We can’t talk about children without understanding them within the context of their home and school life. In order to get to know the students we transport who need our special attention, we need to understand their family and school settings.Parents, especially those with transportation challenges for visiting school, often feel isolated from the school program School bus staff can serve to bridge the home and schoolisolated from the school program. School bus staff can serve to bridge the home and school divide by passing information back and forth in a timely and accurate way.

FAMILY STORYLucas was diagnosed with autism when he was almost three years old. The “experts” told us that Lucas would probably never speak or be able to understand any communication, because the combination of autism and extreme hyperactivity would probably not allow him to be taught.We were told to be prepared to consider institutionalizing Lucas, possibly as young as ten years old. Now, about 16 years later, Lucas communicates, mostly with language (he still needs visual cues to keep himself straight, but does pretty well with words as the visual cues, now that he’s begun to read.) He’s still hyperactive, but medication has allowed his hyperactivity to be brought under control so that he could learn (and sleep!)hyperactivity to be brought under control, so that he could learn (and sleep!)We don’t let Lucas ride the school bus, because we had too many problems with the driver. She kept dropping him off and leaving before he got inside, for one thing. That could have been a nightmare if no one was home, obviously.The really scary part was that when we finally had enough of her and tried to talk to our school district about it (the school teachers had serious concerns about her, too), we were t ld th t th thi th ld d d th di t i t t d thtold that there was nothing they could do, and the district supported the driver! http://world-of-autism.com

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Have the drivers and attendant sit quietly while you read this passage from The Short Bus Kid by Willard Helmuth. Activity: Have the class turn to their handout and take a minute to write some answers toActivity: Have the class turn to their handout and take a minute to write some answers to the “List 5 things that happen on the bus or at school that make students with disabilities feel like outsiders.” Discussion: Ask them if they ever though how students with disabilities felt about their isolation and rejection from the outside world? If there are drivers or attendants there who have transported children with severe disabilities, ask if they have ever seen even non-verbal children exhibit a sense of humor, embarrassment, anger, or glee even though , , g , g gsomeone had defined the child as “non-communicative”? Feelings are not a function of IQ but of humanity.

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This Wikipedia passage demonstrates the pervasiveness of the link between the short bus and students with disabilities. Riding the short bus is an ignoble lot. What appears at first to be a neutral term – “short” in reference to physical dimension takes on additional p yovertones because of the stigma of the people associated with it just as black takes on negative overtones as in the black sheep, black humor, or Black Monday – the stock market crash of 1987. The neutral definition of the word takes on a deeper meaning because of the negative attitudes towards those associated with the word.

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When we talk about students with disabilities we need to be intentional about how we understand and and speak about them. We are all different in many ways. “Different” is not intrinsically unacceptable, while “deviant” turns difference into a negative quality.y p , g q yThis differentiation between Difference and Deviance is key to seeing students or persons with disabilities as simply a part of the diversity of the world. Different is value neutral, like hair color or height. If we can understand differences in communication style, physical development, and mental processing as different with the same neutrality then our students can take their place as equally valued members of schools and society.Being different does not mean that you have to be fixed because something is missing or g y g gbroken. Deviance is a loaded term that includes overtones of immorality and “not like me in a bad way.” At the turn of the 19th century, this was how persons with disabilities were outwardly viewed and described – as having flawed morals and character. Deviance then begs to be fixed, while persons with disabilities simply want to become themselves, not some other “normal” model of human correctness.

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This slide is about assumptions. Discussion: Ask the class how it feels when someone tells you, or their actions suggest they believe that you cannot do something Have they ever allowed themselves become athey believe, that you cannot do something. Have they ever allowed themselves become a part of someone else’s self-fulfilling prophecy?By denying students with disabilities access to education and communication opportunities we create a self-fulfilling prophecy. They do not learn because we don’t teach them in a way that works for them. We then assume they didn’t learn because they can’t learn instead of because we did not teach them.The number of personal life histories of children with disabilities whose parents were told toThe number of personal life histories of children with disabilities whose parents were told to institutionalize them as infants or toddlers who turned out to, in fact, be intelligent, college graduates, and professionals is far too long to list. One story in the PDS manual is about the child shown on the last slide.

(If you want to spend more time on the issue of the abilities of persons who have been labeled as disabled and educational inclusion films on this topic are:labeled as disabled and educational inclusion, films on this topic are:Including SamuelAutism is a WorldAutism Every Day)

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What it has taken us so long to figure out is that there are many PWD who cannot communicate with standard speech but who can communicate through many other strategies. We need to learn how they communicate in order to welcome them onto our g ybuses and to explain safe bus riding procedures.Consider asking a teacher familiar with some of these communication strategies to discuss them in more detail.Touch screens and storyboards allow students to communicate by making choices and grouping words or images together into a complete idea.There are many different types of typing machines some with traditional keyboards othersThere are many different types of typing machines, some with traditional keyboards, others with other systems to give voice to thoughts, ideas and opinions.Facilitated Communication is a system where a an assistant provides support for the student as they type. Some students continue to need facilitation, others learn to type on their own. This system could not be used on the bus unless the facilitator traveled with the student.What has been interesting is that some non-verbal students who began to use some of these strategies to communicate begin to talk after they have become successful non verbalstrategies to communicate begin to talk after they have become successful non-verbal communicators.

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Note: Most of these points are mentioned on the handout, so be aware that some in the class have already been thinking about these ideas.These strategies will work with any student they are simple sound educational practiceThese strategies will work with any student, they are simple sound educational practice. Unfortunately we sometimes forget that different students, and adults as well, learn very differently. Our safety goal is to have everybody learn. This means we need a few different ways to transmit the important safety (physical and emotional) information. Choice is an important concept. Choice builds self-esteem and confidence. Choices are never safety or no safety, but might be about seating position, radio stations, reading a book, putting on or taking off a jacket, etc.p g g j ,Discussion: Ask the class how they would teach safe bus stop behavior differently to a kindergartner or a high-schooler who had never ridden a school bus before?Have them brainstorm how would they teach emergency drills to a recent immigrant with little or no English?How would they communicate with a deaf parent?The same kind of adaptability is what they need to communicate with and teach children with disabilities. If we are anything in transportation, it is adaptable – let’s put that to good use in our relationships with students with disabilities.

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Ask the class to listen quietly while you read and then turn to the next slide.

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Have class members discuss this in groups of 3-4. Give them a few minutes to talk and they ask if anyone would like to volunteer an answer to the group. Make sure that no real names are used in order to protect the privacy of students. If people want to say “my sister” that’s p p y p p y yfine, but no students names should be mentioned.Special gifts are not always the dramatic things that are represented in the media, such as the ability to multiply large numbers, count cards, or know the day of the week for any date in history, they are often quiet and emotionally uplifting. They are in fact, much more special than those other tricks.

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Do not focus on impairments/conditions/equipment unless it is crucial to the discussion. Try not to tell tear-jerking stories about students with disabilities. If we can speak directly about them as real people with specific abilities and needs we are much more likely to get their needs met It is far better to focus on the issues or barriers which affectlikely to get their needs met. It is far better to focus on the issues or barriers which affect the quality of life of disabled people than to focus on how “unfortunate” they are. Don’t refer to students by their diagnoses or their equipment. You don’t go to a school to pick up “three wheelchairs” or “Autistics” – you are picking up students.Do not sensationalize or make assumptions about a disability by using phrases like 'afflicted with', suffers from', 'victim of', 'crippled with' and so on. Use phrases such as ‘student who has arthritis' or ‘child who has cystic fibrosis' instead. Why do we say a person who uses a wheelchair is confined to it? When we go on vacation are we confined to

l d t h d ’t h t lk t Fl id ?our car or are we glad to have a car so we don’t have to walk to Florida?Do not use emotional descriptions such as 'unfortunate', 'pitiful', 'mad', 'psycho', 'stupid', 'mental', 'handicapped’Do not use generic labels for groups of disabled people, such as 'the deaf', 'the blind' or 'the disabled‘Try to focus on the individual and not on their particular impairment or condition. Use person-first language. Say things like 'child who is deaf' rather than a ‘deaf child' or p g g y g‘student diagnosed with epilepsy' rather than 'epileptic student'. Do not use euphemisms to describe disabled people. Phrases such as ‘physically challenged’ or ‘differently able’ are considered to be condescending by disabled people.

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Answers are highlighted on the next slide.

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First column #3 and #6 are wrong, all the rest are completely possible. Slang terms such as “stupid” and the “R” word are unacceptable. “Retard” is the equivalent of the “N” word to refer to African-Americans. Mary Howard, if that is her name, is a “wheelchair user,” she is y , , ,not “confined” to a wheelchair. Without her chair she might not be able to play with her friends.Second Column #2, #3 and #5 are correct objective descriptions, all the rest are inappropriate. The bus may be lift-equipped, but it is not handicapped. It would be scary to ride a “handicapped bus.” Would that be a bus with square tires or no brakes? “Botard” is a cruel variation of the “R” word and short bus carries with it the stigma of the unwanted.

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Activity: Ask the class to turn to their handout and circle all the right answers on this slide. Don’t take too long, you are just reinforcing the point that they are all correct.This slide is designed to identify the many sometimes conflicting differences amongThis slide is designed to identify the many, sometimes conflicting, differences among children with disabilities and the importance of knowing what accommodations are necessary for the specific children you transport.This understanding is really important. There are no on-size-fits-all strategies for transporting students with disabilities. The rule is, “Get to know your student passengers, know their needs and know their abilities.”

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This slide wraps up the topics we have covered. The goal is that our bus staff will understand that everyone has needs. For instance, seeing persons need lights in classrooms and fancy projection equipment, persons who do not bring a wheelchair with them expect y p j q p , p g pthat everywhere they go to provide a chair, nondisabled runners need a different start time from the faster wheelchair racers.Having the opportunities for choice add to students’ self-esteem and confidence.What is really disabling for students with disabilities is when our attitudes or our equipment prevent them from accessing an education because we don’t believe they can do it. We need to learn to change the bus to meet the students abilities and communication styleWe need to learn to change the bus to meet the students abilities and communication style, not reject them because they can’t ride like “everyone” else.We need to abandon our stigmatization of students with disabilities and their families and welcome them into the broad diversity of our society.Activity: Ask the class to turn to one or two neighbors and talk about the final question on the handout. What can they do? Ask for a few responses as time allows.

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As we discussed, this is the first “PJ’s Law Refresher.” Future topics will be more specifically focused on specific aspects of transportation of students with disabilities and will likely include topics such as including them on the “regular bus,” partnering with y p g g , p gschools and families to make transportation a valuable part of the students’ days, and developing transportation life skills that students can carry into their adulthood.

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Thank the drivers and attendants for giving of themselves to work on this topic that requires some real self-involvement and consideration of others’ perspectives.This picture and quote are from the girl’s classroom assistant in a moving story that isThis picture and quote are from the girl s classroom assistant in a moving story that is included in your PDS manual about a girl who was labeled non-communicative. Read the story and share it in your own words as your conclusion.

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F.A.P.E.F d A i tFree and Appropriate Public EducationPublic Education

Understanding PJ’s LawUnderstanding PJ s Law

2009 New York State Education Department D i d Att d t R f hDriver and Attendant Refresher

Forms of ExclusionForms of Exclusion

• Demoni ing• Demonizing

• Eugenics

• Institutionalization

• Segregation  g g

• Patronizing and pitying

• Heroes• Heroes

• “Neutral” rules that ddiscriminate

Gaining Understanding TodayGaining Understanding Today

• Backdrop of historyBackdrop of history

• PJ’s life and law

h ’ ( ) i h ?• What’s (a) right?

• Sensitivity

• Communication

• LanguageLanguage

• Embracing  differencedifference 

PJ’s LifePJ s Life

• Child with AutismChild with Autism

• Non‐verbal

S lf b i• Self‐abusive

• Abusive to bus staff

• Mom placed recorder in backpack

• Push for newPush for new training legislation

PJ’s Law (part 1)PJ s Law (part 1)

• THE COMMISSIONER SHALL PROMULGATETHE COMMISSIONER…SHALL PROMULGATE RULES AND REGULATIONS REQUIRING EVERY SCHOOL BUS DRIVER OPERATING A SCHOOLSCHOOL BUS DRIVER OPERATING A SCHOOL BUS WHICH HAS OR WILL HAVE ONE OR MORE STUDENTS WITH A DISABILITY ASMORE STUDENTS WITH A DISABILITY AS PASSENGERS TO RECEIVE TRAINING AND INSTRUCTION RELATING TO THEINSTRUCTION RELATING TO THE UNDERSTANDING OF, AND ATTENTION TO, THE SPECIAL NEEDS OF SUCH STUDENTS.THE SPECIAL NEEDS OF SUCH STUDENTS. 

PJ’s Law (part 2)PJ s Law (part 2)

• SUCH TRAINING AND INSTRUCTION MAY BESUCH TRAINING AND INSTRUCTION MAY BE INCLUDED WITH THE (CURRENT) TRAINING AND INSTRUCTION REQUIRED AND SHALL BEAND INSTRUCTION REQUIRED AND SHALL BE PROVIDED AT LEAST ONCE PER YEAR OR MORE ANY PERSON EMPLOYED AS A SCHOOLMORE…ANY PERSON EMPLOYED AS A SCHOOL BUS DRIVER ON JANUARY 1, 2009 WHO IS SUBJECT TO THE PROVISIONS OF THISSUBJECT TO THE PROVISIONS OF THIS SUBDIVISION SHALL COMPLY WITH THE REQUIREMENTS OF THIS SUBDIVISION BY JULYREQUIREMENTS OF THIS SUBDIVISION BY JULY 1, 2009. 

PJ’s Law (part 3)PJ s Law (part 3)

• ANY SCHOOL BUS DRIVER HIRED AFTERANY SCHOOL BUS DRIVER HIRED AFTER JANUARY 1, 2009 WHO IS SUBJECT TO THE REQUIREMENTS OF THIS SUBDIVISION SHALLREQUIREMENTS OF THIS SUBDIVISION SHALL COMPLETE SUCH TRAINING AND INSTRUCTION PRIOR TO ASSUMING HIS ORINSTRUCTION PRIOR TO ASSUMING HIS OR HER DUTIES.

• 80% of Students with Disabilities ride the• 80% of Students with Disabilities ride the regular bus.  Every bus driver and attendant are probably transporting these studentsare probably transporting these students.

Legal RequirementsLegal RequirementsFederal State

S 200 ( i )• IDEA– FAPE, LRE

Related Service of

• NYS Part 200 (mirrors IDEA)– Special Education Regulations– Related Service of 

Transportation  (LRTE)

– Student‐specific training

Regulations

• Ed Law Section 4402 (7)– Related service staff accessp g

• FERPA– Confidentiality

Related service staff access to information

• Reg. 156.3 (b) and (c)

• ADA– Rights of PWD 

– Pre‐service

– Refreshers

guaranteed  – Basic  Courses

NYSED VESIDNYSED VESID“Transportation personnel…should be informed of:

• the reasons a student requires special transportation; p

• health needs that might necessitate ongoing or emergency intervention;emergency intervention; 

• student behavioral issues or fears that might raise health or safety concerns; andraise health or safety concerns; and 

• specialized training required for bus drivers d/ tt d t ”and/or attendants.” 

Parent and Student RightsParent and Student Rights

• Safe current working equipment and vehiclesSafe, current, working equipment and vehicles

• Appropriate staffing on vehicle

C i ff i• Consistent staff assignments

• Staff knowing student‐specific needs

• Staff receiving student‐specific training

• Student‐specific emergency plansStudent specific emergency plans

• Respectful, friendly bus environment

A h bl ?• Are these reasonable?

Parent and Student RightsParent and Student Rights

• Safe current working equipment and vehiclesSafe, current, working equipment and vehicles

• Appropriate staffing on vehicle

C i ff iAren’t these• Consistent staff assignments

• Staff knowing student‐specific needs

Aren t these your rights

• Staff receiving student‐specific training

• Student‐specific emergency planstoo?

Student specific emergency plans

• Respectful, friendly bus environment

Driver and Attendant RightsDriver and Attendant Rights• Safe, current, working equipment and vehicles

• Appropriate staffing on vehiclepp p g

• Consistent staff assignments

• Staff knowing student specific needs• Staff knowing student‐specific needs

• Staff receiving student‐specifict i itraining

• Student‐specific emergency plans

• Respectful, friendly bus environment

Life for Families of SWDLife for Families of SWD• Stigma

• Isolation

• Unknowledgeable adviceg

• Perception of selfishness

• Conflicting agency rules• Conflicting agency rules

• Inter‐disability tensions

• Constantly changing service providers

• Available versus needed services

• Tension between LRE and special services

Teaming with ParentsTeaming with Parents

• Recognize family as informationRecognize family as information source

• Be an active listener• Be an active listener

• Give accurate info about itransportation

• Help parents understand system

• Let them know you care about their child

What’s it like for the kids?What s it like for the kids?• “Everyone knew what a short bus was for.  When I got off that short bus with those wheelchair kids, everyone knew I t d I t h t th tI was a retard.  I came to hate that stupid, ugly, dopey short bus.  I guess I hated it so much because those of ushated it so much because those of us who went to school on it were teased by the other kids.  We were the ‘short bus kids,’ which was like calling us ‘retards,’ only even more unkind, it 

d f ”seemed to me for some reason.” (William Helmuth, 1995)

• “‘Short buses’ can be used byShort buses  can be used by smaller school districts on routes with few students to pickroutes with few students to pick up. However, a more prominent use is to transport smalluse is to transport small numbers of children to and from vocational school those infrom vocational school, those in a special education class within a mainstream school, or schoolsa mainstream school, or schools for children who are mentally retarded.”retarded.

Disability as Difference not DevianceDisability as Difference not  Deviance

• Different is “The quality or condition of being unlike or dissimilar.”– Round/Square   Lift‐equipped/not lift‐equipped

– Value neutral – one not better than the other

• Deviant is “One that differs from a norm, ,especially a person whose behavior and attitudes differ from accepted standards.”p– Moral/immoral  Like me/not like me              Normal bus/Handicapped buspp

– Value judgment  ‐‐ not as good as

We assume and so createWe assume and so create

• We assume that studentsWe assume that students with disabilities cannot learn to ride the bus safely SO

• We teach them safety half‐heartedly or not at all  AND

• OF COURSE They don’t learn bus safety!  WHY?

• Our behavior made our assumptions real  WHY NOT?

• Assume they can learn ☺

Different ways to communicateDifferent ways to communicate

• Speech (in all its variations)Speech (in all its variations)

• Sign language

G / h i• Gestures/Behaviors 

• Touch screens

• Storyboards

• Typing machinesTyping machines

• Facilitated communication

Effective communication is…Effective communication is…• Establishing positive relationships

• Talking their language at their level

• Respecting their spaceRespecting their space

• Build on their abilities 

Off i h i• Offering choice

• Teach one thing at a time

• Modeling

• PracticingPracticing

• Repetition, repetition, repetition, repetition

“Life is not easy for any f B h f h ?of us. But what of that? 

We must have dperseverance and, 

above all, confidence in l W tourselves. We must 

believe that we are ift d f thigifted for something, and that this something, t h t t tat whatever cost, must be attained.” 

Marie Curie

“Life is not easy for any f B h f h ?of us. But what of that? 

We must have dperseverance and, 

above all, confidence in l W tH kourselves. We must 

believe that we are ift d f thi

Have you ever known a person with a

di bilit h hgifted for something, and that this 

thi t h t

disability who has a special gift?

something, at whatever cost, must be attained.” 

Marie Curie

Language of Respect – Do not…Language of Respect  Do not…• Focus on impairments/conditions with languagelanguage

• Make assumptions or value judgments about a disability by using phrases like ‘afflicted’a disability by using phrases like  afflicted   ‘suffers from’ ‘confined to’ ‘mental’  ‘pitiful’  ‘psycho’  ‘stupid’ 

• Use generic labels for groups of disabled people, ‘the blind’ ‘the deaf’  ‘the disabled’ ‘wheelchairs’wheelchairs

• Use euphemisms to describe disabled people. ‘physically challenged’ ‘differently able’physically challenged     differently able

Pick the wrong answersPick the wrong answers

The girl is: This is a:The girl is:

1. A fourth grader

2 Mary Howard

This is a:

1. Handicapped bus

2 16 passenger bus2. Mary Howard

3. Confined to a wheelchair

2. 16 passenger bus

3. Type A school bus

4 Botard buswheelchair

4. Wheelchair user

5 Wearing

4. Botard bus

5. Lift equipped bus

6 Short bus5. Wearing                    pink

6. Stupid

6. Short bus

6. Stupid

Pick the wrong answersPick the wrong answers

The girl is: This is a:The girl is:

1. A fourth grader

2 Mary Howard

This is a:

1. Handicapped bus

2 16 passenger bus2. Mary Howard

3. Confined to a wheelchair

2. 16 passenger bus

3. Type A school bus

4 “Botard” buswheelchair

4. Wheelchair user

5 Wearing

4. Botard  bus

5. Lift equipped bus

6 Short bus5. Wearing                    pink

6. Stupid

6. Short bus

6. Stupid

Pick the right answers☺Pick the right answers ☺

A child with a  • To sit alonedisability might need:

• A warm bus

• To sit with someone

• A comfort object• A warm bus

• A cool bus

• High light

j

• Nothing to within reach

• To stay in their WC• High light

• Low light

R di l i

To stay in their WC

• To transfer to a bus seat

• Sugar• Radio playing

• Quiet

Sugar

• No sugar

• Etc You get it know• Etc.  You get it – know your students!

Embracing DifferenceEmbracing Difference• Everyone has needs

• Everyone can choose

• Societal attitudes areSocietal attitudes are disabling

• No lift is a handicap –• No lift is a handicap –not wheelchair use

B h t• Bus changes to accommodate student

• Stigma abandoned

Next stepsNext steps

• Annual PJ’s Law trainingAnnual PJ s Law training– Disability‐specific issues

Working with students– Working with students

– Developing bus riding life skills

W ki t d• Working towards transportation inclusion

• Partnering with students, their families, and educators

THANKSTHANKS

• For listeningFor listening

• For considering

i• For getting outside of the b f fbox for a few minutes

• For caring

"Please God, let them seePlease God, let them see Cheyenne for who she is."

2009-2010 New York State Education Department School Bus Driver and Attendant Refresher

A new law becomes effective in the 2009-2010 school year. PJ’s Law requires that all school bus drivers receive annual training about transportation of children with disabilities. PJ is a student with a disability who was transported by staff without adequate training to meet his needs and they were recorded verbally harassing PJ.

PJ’S Law

The Commissioner … shall promulgate rules and regulations requiring every school bus driver operating a school bus which has or will have one or more students with a disability as passengers to receive training and instruction relating to the understanding of, and attention to, the special needs of such students.

Such training and instruction may be included with the training and instruction required and shall be provided at least once per year or more … any person employed as a school bus driver on January 1, 2009 who is subject to the provisions of this subsection shall comply with the requirements of this subdivision by July 1, 2009.

Any school bus driver hired after January 1, 2009 who is subject to the requirements of this subdivision shall complete such training and instruction prior to assuming his or her duties.

The primary purpose of PJ’s Law is for drivers and attendants to be sensitized to students with disabilities and their families through a better understanding of their abilities and needs.

While PJ’s Law creates a specific requirement for annual training, Federal and New York State Laws already require that bus staff receive student-specific training and have access to necessary information for safe transportation. FAPE, LRE, and Related Service are important terms that are defined in the Federal law “IDEA.”

IDEA (Individuals with Disabilities Education Act)

FAPE (a free appropriate public education) must be available to all children residing in the State between the ages of 3 and 21, inclusive.

LRE (Least Restrictive Environment) requirements.

To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and

(Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education

Transportation includes--

(i) Travel to and from school and between schools;

(ii) Travel in and around school buildings;

(iii) Specialized equipment (such as special or adapted buses, lifts, and ramps), if required to provide special transportation for a child with a disability.

New York State Education Department Vocational and Educational Services for Individuals with Disabilities memo: “Transportation personnel should be informed of any special information regarding the student that might impact on the health and safety of the student during transportation, including but not limited to: • the reasons a student requires special

transportation; • health needs that might necessitate

ongoing or emergency intervention; • student behavioral issues or fears that

might raise health or safety concerns; and

• specialized training required for bus drivers and/or attendants.”

List 5 things that happen on the bus or in

school that make students with disabilities

feel like outsiders.

1. _________________________________

2. _________________________________

3. _________________________________

4. _________________________________

5. _________________________________

Communication Strategies Communication with Students with Disabilities is just good communication. What makes it seem difficult at times is that when we have had different life experiences than the students, we

can’t always make good choices about how to communicate. Talk their language at their level, don’t tower over them. Some students might have alternative languages or means of communicating. Find out. Talk to their teacher. Respect their space When we are working with students we need to respect their personal space. Ask permission before necessary touching or physical closeness. Build on their abilities Find out what they can do. They may figure out a different way to get it done, but that doesn’t mean they can’t do it. Teach one thing at a time Many students with disabilities have a hard time processing multi-part directions. Take it slow and check for comprehension, but don’t condescend. Model, Practice, Repeat Make sure that your communication is clear. Physically model the behavior you are teaching. Give the student a chance to practice and provide them with clear feedback. If it doesn’t work, try another strategy. Be creative, you might invent the next big thing!

What can a school bus driver or bus attendant provide for a child with a disability that they won’t get anywhere else?

___________________________________

___________________________________

___________________________________

Pick the right answers 

A child with a disability might need:

• A warm bus• A cool bus• High light

• Low light• Radio playing• Quiet

• To sit alone• To sit with someone• A comfort object

• Nothing to within reach• To stay in their WC• To transfer to a bus seat• Sugar• No sugar

Announcing… An important Safety Refresher for all New York State school bus drivers and attendants Refresher date:

Refresher time:

Refresher location:

The title of this Refresher is “Free and Appropriate Public Education.” This refresher is the first of what will be an annual event, a refresher focused on transporting students with disabilities with sensitivity and understanding. This new training requirement is a result of PJ’s Law – we’ll talk a little about PJ too. Because 8% of all students riding our regular buses have been diagnosed with a disability that impacts their learning, all school bus drivers and attendants transport student with disabilities and need to be aware of the issues involved. We look forward to your participation in the program. Sincerely:

2009-2010 NYSED “Free and Appropriate Public Education” Refresher Sign-in Sheet

Date:________________ Location: _____________________________

Instructing SBDI(s): __________________________________________ Your signature indicates you attended the entire refresher program.

Please sign in only for yourself.

Name (print legibly) Signature

(Note: Maintain the completed sign-in sheet in the operation’s training file along

with copies of instructional materials used.)

Refresher Evaluation Form

Free and Appropriate Education

Instructions: Please answer the following questions. Your honesty will help us further improve our training programs. Thanks!

Your name (optional): __________________________________

Date of Refresher: _____________________

1. Overall, how would you rate the refresher?

“Excellent – I learned a lot.”

“OK – I learned something.

Poor – “I didn’t learn anything.”

Comments? ____________________________________________________

_____________________________________________________________

2. What is one challenge that the family of a student with a disability faces?:

______________________________________________________________

______________________________________________________________

3. What is one reason to include all students on “regular” buses whenever possible?:

______________________________________________________________

______________________________________________________________

Thank you for participating in this statewide refresher – and thank you for caring about all children!

Section 3: Relationships and Respect………………… Lesson Guidance….

PowerPoint Notes pages….

PowerPoint slides….

Class Handout….

Refresher Announcement….

Refresher Sign-in Sheet….

Refresher Evaluation….

waddaya know?

Distraction Behavior Disability

Respect/Relationships Refresher Lesson Guidance This lesson is not so much a “how to” lesson like, “how to safely load students at a bus stop,” but is designed to be thought-provoking, getting drivers and attendants to see a bigger picture.

Student management is a broad topic that almost defies consideration in a one-hour state-mandated driver and attendant refresher program. Each district, company, or district and company in combination has different policies and procedures for student discipline. Some buses are spaces of terror; others are safe space that children look forwards to entering. Some of us hark back to Lee Canter’s Assertive Discipline program and the “broken record” technique while others have created sophisticated programs such as the Peaceful School Bus that was developed at Lynnwood Elementary School in the Guilderland Central District in the Capital Region based on the Olweus Bullying Prevention Program.

Some drivers and attendants have a “my way or the highway” attitude, others build meaningful relationships with the students they transport. How then do we create a meaningful refresher that can be used statewide for all these frontline staff members? This year’s refresher will focus on basics of building relationships with students that promote positive behavior on the school bus. Whenever school bus staff members are surveyed about what their biggest problem is or what training they most want, it is always “student discipline.” Most discussion in the drivers’ room about discipline focuses around “what’s wrong with the kids.”

This refresher is going to focus on the issue of respect. But not just the old song and dance about students respecting the drivers and attendants, but also respect from the drivers and attendants to the students. We can talk about “student discipline” – discipline of students, or even “student management” – management of students, but until we start talking about “relationships with students” we are missing the point that positive behaviors arise out of positive relationships and relationships are two-way streets. Things that we do to students might influence them to change their behavior when we are looking, but relationships we create with students can change everything. In fact, we already have relationships with students on the bus – are they positive or dysfunctional relationships? Respect then means respecting students and respecting oneself. Without respect of self and other, positive relationships are not possible.

Objective: The objective of this refresher is to get drivers and attendants to understand that the best way to work towards a peaceful bus is to develop positive relationships with the children who ride the bus through mutual respect.

Prepare: Make enough copies of the driver/attendant handout and evaluation form for everyone. Post copies of the refresher announcement around the transportation department or company. Be sure that everyone has something to write with so that they can complete the class activities. Make as many copies of the sign-in sheet as you need. Be sure to maintain those records in your training office.

Video Clip: There is a short video clip near the beginning of the lesson. There is audio, but you could also narrate if you can’t get good audio. Be sure to have the class notice when the driver hits the brakes to quiet the class.

To set up audio you can connect speakers to your laptop through the headphone port. Any basic set of computer speakers will be enough for 75 or so in the class. If you are in an auditorium space you will have to get them hooked into a bigger sound system. Be sure to test it in the space you will be teaching before you are teaching.

Key Points: The key understandings in this refresher are emotional safety, the importance of relationships, and student self management. Drivers and attendants will be asked to do some self-assessment and to see if they have any behaviors that reduce trust literally make their buses less safe.

Research: The theory behind this lesson comes primarily from four sources: 21st Century Discipline and Creating Emotionally Safe Schools by Jane Bluestein, Ph.D., Peaceful School Bus Program by James Dillon, M.S., and Relationship Rescue by Dr. Phil (Phillip C. McGraw). Mr. Dillon spoke about his program at the NYAPT Conference in 2007 before his book and accompanying DVD were published. Except the newly published Dillon book, you can often find these books inexpensively on used book web sites such www.abebooks.com or www.alibris.com.

There are three news reports at the end of this Lesson Guidance that, like most news, is bad news. These drivers either passively allowed behaviors that destroy relationships to happen or actively made relationships worse. These reports can be used to enhance the reality of the issues presented in this refresher.

Activities: Don’t let the style inventory and Kids Today’s exercises drag on too long. Everyone doesn’t need to finish everything for the point to be made.

Provoking thoughtful responses: There are three places in the lesson that you will be reading a passage for the drivers and attendants to respond to. When you do these passages, take a moment and ask them to get comfortable and into a listening mode before you start. We really need to have them consider these passages thoughtfully.

Possible follow-up activity: If you have cameras on your buses, offer drivers and attendants the opportunity to review video of their bus rides to observe their interaction styles with students. How many times did they greet students by name? What was the ratio between telling students something positive or negative? Does everyone get treated the same way? Offer to view it with them and provide input them if they choose.

School Bus Driver Arrested For Threatening To Beat Student’s Mother WFtv.com, FL - Oct 4, 2008 Almost a dozen elementary school students watched in shock as a Brevard County bus driver threatened to beat up a student's mother. Melbourne police said the mother got upset and confronted the driver Friday morning after she saw the bus drive away from the bus stop without her son. An argument between the mother and the bus driver broke out just out of view of the school bus surveillance camera, but the camera did capture the sound of the fight. In the video you can hear the bus driver repeatedly saying, "Get inside, I'll beat you

up." Also in the video, you can see a bus full of elementary students looking on in disbelief. Among the students hiding in the rows of seats was the victim's 11-year-old son, who called 911. In the 911 tapes you can hear him say, "The bus driver is telling my mom he's gonna beat her up." Police said that during the argument, the bus driver picked up a three-foot metal pole and waved it at the victim while repeating how he planned to beat her up. Saturday morning, Melbourne police arrested Alcide Pierre-Louis for aggravated battery.

School Bus Driver Accused Of Stopping On Railroad Tracks As Threat POSTED: 12:49 am EDT October 8, 2008 by Internet Broadcasting Systems and Local6.com. DAYTONA BEACH, Fla. -- A Central Florida school bus driver is accused of stopping a school bus on some railroad tracks and threatening to kill the more than 50 children aboard. "(My daughter) said the bus driver had stopped the bus on the railroad tracks and threatened to leave all the children there to

die," parent of a Campbell Middle School student Glen Teschner told the Daytona Beach News Journal. Teschner said his daughter claims the children could see a train coming and the teacher backed the bus over the tracks and threatened to park if they misbehaved. "There were also other cars behind the bus," Teschner told the News Journal. "The kids got scared, and they started screaming and waving their arms at the people behind them so they would back up." The alleged incident happened at the railroad tracks at George Engram Boulevard in Daytona Beach after school this week. Volusia County School spokeswoman Nancy Wait confirmed that an incident is under investigation by the school district's Office of Professional Standards. Wait said drivers are supposed to stop at all railroad crossings and be able to see 1,000 feet down the tracks. "We don't know what happened here so it's under investigation," Wait said. The driver, who was not identified, has been placed in another job with the transportation division. Watch Local 6 News for more on this story.

ICSD hearings begin By Tristan Fowler Staff Writer | December 20th, 2007

Filed at 01:46 AM

Ithaca resident Amelia Kearney addressed an Administrative Law Judge yesterday with allegations that the Ithaca City School District mishandled racial incidents involving her 14-year-old daughter.

The hearing came two years after Kearney’s then 12-year-old daughter, Epiphany, was allegedly spit on, hit and threatened with violence and racial epithets while riding the bus to Ithaca Middle School. Kearney is also claiming the school district failed to protect her daughter and wants the district to admit to that.

The hearing, held in the Borg Warner Community Meeting Room in the Tompkins County Public Library, was postponed in October after the school district attempted to challenge the hearing. The school district was concerned that a public hearing would violate federal student privacy laws, but unanimously decided to drop the challenge at their Oct. 23 Board of Education meeting.

The complainant presented four witnesses yesterday: Amelia Kearney; Epiphany Kearny; Kimberly Broom, a neighbor and friend of the Kearneys; and Epiphany’s classmate, who rode the school bus with her and witnessed several of the events.

Epiphany took the stand yesterday to describe the series of incidents, which occurred during a five-month period while she was in the seventh grade. When asked about how the incidents affected her, Epiphany began crying and was given a five-minute break to regain her composure.

Raymond Schlather, Kearny’s attorney, said the complainant hopes to prove the school district’s actions were inadequate in responding to the racial incidents.

“All they kept doing was slap, slap, slap them on the wrist,” said Schlather,

Subhash Viswanathan, the school district’s attorney, said he hopes to prove the school’s response was adequate.

“[The school district] did what it could to discipline the students involved and take corrective action,” he said.

Viswanathan said he plans to cite suspensions of the students involved, and mediation and team-building sessions as evidence of the school’s efforts.

“The ultimate goal is to try to get the kids to get along,’ he said. “Separating them and keeping them apart, that’s only a short-term solution. The ultimate goal is to get kids to change their attitudes and behavior.”

James Thomas, former associate principal of Dewitt Middle School, began his testimony yesterday and will continue today. The hearing is scheduled to end today and a decision is expected within 60 days, Kellet said.

The hearing will continue at 9 a.m. today in the Borg Warner Community Meeting Room in the Tompkins County Public Library.

Play Aretha Franklin’s RESPECT as drivers and attendants gather for the refresher. Introduce the refresher by emphasizing the need to both receive and give respect on the school bus.

This song is not on the CD because of copyright restrictions.

1

Quote fromTom Lickona, author of Character Matters and director of the Center for the Fourth and Fifth Rs (Respect and Responsibility), SUNY Cortland.

Discussion: Ask the class if this observation applies to their bus. Is it a fair assessment? Are there buses like this?

After discussing the accuracy of this quote, click on the right or left edge of the license plate frame to play a very brief on-bus video. If you are just reading this on your computer, p y y y j g y p ,remember that you have to go to slide show view for the link to work. You can also play it right off the CD. There is no obvious link to this clip on the slide because some instructors do not have access to projection and sound equipment.

Ask drivers and attendants how unusual this is for them. Note the point where the driver slams on the brakes to try and stop the students behavior. What should the driver have done and when?

2

We are all stuck on this cycle of incrimination and misunderstanding. Only a contentious effort to change OUR behaviors can get the attention of the others involved and begin to turn it around. The blame just gets passed around. This is what they say:

BUS STAFF: I never get any support. The parents are on my case, the administration never follows through on my write-ups – what do they expect me to do when kids act up?

PARENTS: Mike is a normal little boy who does mischievous little things. I think the bus y gdriver is overreacting.

PRINCIPAL: The drivers don’t think we support them. But, they refer kids for every little thing. I don’t know what things are serious and what aren’t.

STUDENTS: All our driver (and attendant) do is yell at us but they miss the really nasty stuff that happens to kids.

TEACHER: Every morning by the time the students get to my class, they’re so hyped up from the bus ride. I’ve got to spend 20 minutes every day just to get them settled down. Somebody’s got to do something.

3

Briefly review the key topics for the day.

4

Activity: Roughly break the class into 3 groups and assign one section of the “What’s Your Style?” inventory to each section of the room. Give them a few minutes, working by themselves to choose the answer that describes their stye the best in each of the 5 pairs. Encourage them to answer quickly with their first response. Assure them that they will not be collected.

Highlight a few of the key pairs and lead a brief discussion on why the first answer is more l ti hi i t d d ill h l t t d t lf t All f th drelationship oriented and will help support student self-management. All of the second

answers are more relationship, mutual respect, and self esteem building answers.

5

Activity: Ask drivers and attendants to share some words to describe today’s kids. Have someone act as your recorder and write the words on a flipchart.

Once you have a good sampling of words and expressions, ask them to pair up with another driver or attendant and for one to read the quote on the worksheet out loud and then discuss if they agree or disagree with the statement, and why.

6

Go through the flip chart list and mark those that show respect to students.

Discussion: Discuss how out attitudes towards students creates a conflict situation. Show how our language creates an enemy mindset.

Quote from Burgess, Heidi. "Damaged or Destroyed Relationships." Beyond Intractability. Eds. Guy Burgess and Heidi Burgess. Conflict Research Consortium, University of Colorado, Boulder. Posted: September 2003 , p<http://www.beyondintractability.org/essay/damaged_relationships/>.

7

Stress that today’s student face significant pressures, something we should try and understand what they are facing. Things really are different from “when we were in school” and it is vital that we stretch our perceptions to understand today’s children. The best source for information is the children themselves but we will only have access to their lives if we offer open and honest relationships to them.

Data from the Children’s Defense Fund

8

Tell drivers and attendants to just relax and listen as you read this statement.

From Creating Emotionally Safe Schools, Jane Bluestein, Ph.D.

9

Discussion: As they think about safety extending beyond physical violence, ask for responses about what situations or factors on their buses might make students feel unsafe?

10

Observe how all these traditional methods focus on managing, controlling, and coercing students to obey. Drivers and attendants sometimes reminisce or imagine days past when they could put a student off their bus.

Talk about how this kind of power-based strategy creates students more interested in not getting taught than a student interested in choosing positive behaviors.

11

The dilemma with these strategies is that, even if they are successful, the best they can accomplish is for students to follow the rules when they are being closely watched. This creates a need for watching which directly reduces the time the driver can focus on the road ahead.

These strategies can create obedient students, but obedience is not the same skill as problem solving. These students seek safety from rule-following and not getting caught, b t l f ll i ill t t t th f b ll i d h t i thbut rule-following will not protect them from bullying and harassment, or give them problem-solving skills that they can use in case of an accident.

Respecting students and creating positive relationships with them can create students capable of self-management. Having choices on the bus and understanding the operational and safety reasons for the limits that are established on the bus means students are riding mindfully instead of mindlessly. Self-managing students are used to making choices and are better able to protect themselves from harassment or bullying They are also better ableare better able to protect themselves from harassment or bullying. They are also better able to make good choices in a bus emergency such as an evacuation.

12

The basic principles of creating and maintaining relationships with students are natural tenets of human interaction, but with the understanding that we are the adult and we have a job of creating a safe space and a safe bus.

Friendly – We need to make sure that the first face a child sees is a friendly one.

Consistent – Students need to know that we will be consistent in our interactions with them. The limits on their behavior need to be clear and our response needs to be consistent.p

Fair – Fair is not the same as consistent. One can be consistently unfair. Fair means that our interactions with students should be even-handed and not used as an opportunity to demonstrate our power over them.

Safe (Physically/Emotionally) – As the earlier discussion pointed out safe is not just physical.

Understand the norms – We need to make sure we understand what is normal for an adolescent? What is normal for a child with Autism or a Learning Disability? If we don’t understand normal our expectations may be unrealistic.

Age appropriate – What developmental milestones do we need to be aware of to understand children’s behavior and to tailor out teaching methods?

Ability appropriate – Same concept as age appropriate. Understanding abilities includes y pp p p g pp p gunderstanding appropriate ways to communicate with a student based on their abilities.

Culturally appropriate – Learn the cultural norms for children you transport. Don’t tell a child to “look me in the eyes” if that is a sign of disrespect in their culture. Don’t make comments about cultural dress hat you might find different.

Discussion: Ask the class if they have any other Basic Principles that they follow.

13

These points by James Dillon are pretty obvious.

Sitting looking at the back of everyone else’s head is an unnatural social situation making communication awkward. This leads to students shouting and moving in their seats or getting out of their seats.

Your communication with the students is also unnatural because you only see them in a mirror and can’t look them in the eye as you talk to them. This awkward communication y ycan mean missing a lot of non-verbal visual clues that should be a part of meaningful communication.

Take some time talking about the noise level and how that can mask dangerous behaviors like bullying and sexual harassment.

from Peaceful School Bus, James Dillon

14

These points are ones that drivers and attendants might not have thought about.

The point about the school bus being neither home or school is interesting – it becomes an uncontrolled, unconnected place. Getting school personnel involved in transportation through bus meetings, bus drills, poster contests, bus awards, Behavior Improvement Plans (BIPs) can all help to make the point that the bus is an extension of the school – so school behaviors are appropriate.

Establishing a relationship with parents can also connect the bus to the home.

Get drivers and attendants talking about the impact of these, especially the dangers of the last two. Emphasize how students who are always the victim get the short end of the stick when they finally snap and act out in their own defense.

from Peaceful School Bus, James Dillion

15

Ask drivers and attendants to listen quietly as you read this statement.

Burgess, Heidi. "Damaged or Destroyed Relationships." Beyond Intractability. Eds. Guy Burgess and Heidi Burgess. Conflict Research Consortium, University of Colorado, Boulder. Posted: September 2003 <http://www.beyondintractability.org/essay/damaged_relationships/>.

16

The graphic on the slide demonstrates how entrenched the construction of distrust can become. It is as if a separation has been built into the infrastructure of our attitudes.

Discussion: Ask them to consider the question and lead a brief discussion about trust and distrust that exists on their bus.

How does trust help you do your job better? Without trust you will never know the stuff happening on the bus that you don’t see in the mirror.pp g y

17

Drivers and attendants often look to changing children first as the solutions to their problems. This slide emphasizes the fact that if we keep doing what we are doing we will continue to get the same result. We need to look at our behaviors first to see how our interactions with students engender the behaviors of our student passengers.

These three slides are adapted from Dr. Phil (Phillip C McGraw Ph.D.) and his book Relationship Rescue. While his focus is on the relationship with a significant other, it is

i h th d i i t f ll l ti hi i l di th ith t d tamazing how the advice rings true for all relationships, including those with our students.

Activity: Ask the class to read the brief passage, “Are there easy answers?” on their handout. Ask for a show of hands of people who think that a change in their own behavior might improve the atmosphere on the bus.

18

DO -- Being PATIENT and HUMBLE just means having the time for relationships to develop and for drivers and attendants not to be on a power trip with their students. Being ACCOUNTABLE means that you are true to your word and follow through. Being SPECIFIC is focusing in on the behavior of issue that you want to talk about and not getting into past history or personalities. Being OPEN requires a willingness to hear everything there is to know about a situation and not rushing to judgment.not rushing to judgment. DESCRIBE what happened and what the outcome will be as a result of what was done. This is the same whether the behavior was positive or not. “Your were at the bus stop on time and can choose your seat today.”

DO NOT -- When adults and children interact, someone needs to be the adult. Most of these DO NOTS refer to the adult verging into childish behavior. PUSHING HARD d i KNOW IT ALL l f d l hiPUSHING HARD and coming across as a KNOW-IT-ALL are examples of adults pushing their power over students. Being JUDGMENTAL refers to making comments about a students character instead of just focusing on the behavior. “You have to be a real low-life to cut a seat cushion.” Taking the BAIT means letting them find and push you hot buttons. When we create a power-over relationship with students it becomes a competition for some students who will figure out every way they can to bend and circumnavigate the rules and get you goat. g y y y g g y gDon’t act as if there is secret information that you are HIDING. If you know and plan to talk to a principal, say so but don’t make idle threats or suggest that you have some secret connections that will get a student thrown off the bus. Don’t get into a “he said, she said” or “you did so I did” argument where you use the student’s behavior as an excuse for your own.

19

Note: These points are included on the handout so be aware some in the class may haveNote: These points are included on the handout so be aware some in the class may have already been thinking about these ideas. Dr. Phil’s Rules of Engagement are right on target.Always keep a discussion of a student’s behavior and the outcomes of their behavior a PRIVATE conversation with the student. Do not discuss the conversation with others to further embarrass the student. (WARNING – Take precautions to not be in a place where privacy could lead to accusations of improper behavior. If you have a video camera on the bus be sure you and the student are both in the picture. Another possibility is to ask a teacher on bus duty to come on the bus while you have a discussion with the student sp there are three.)Make sure the conversation remains RELEVANT to the situation at hand. Don’t drift off into other accusations, historical events, or what their brother/sister did four years ago.Keeping it REAL can be hard work and you might even need some help from school professionals teachers social workers school psychologists or administrators Realprofessionals – teachers, social workers, school psychologists, or administrators. Real means getting to what is really causing the conflict. A student’s acting out might be a result of feeling defensive about not having the right clothes or a parent’s public loss of a job. Your response might be a result of an unpleasant childhood event that was triggered by the student’s behavior. If it looks like a problem is deeper that you can go, turn to the school for help.Remain on the TASK. If you are discussing behaviors and negotiating a solution, stick with th t k d l t it d ’t l t it lid t l t th tithe task and complete it – don’t let it slide to complete another time.Allowing the student RETREAT WITH DIGNITY means letting the situation drop once a solution ahs been decided upon and implemented. Keeling it private, not making character judgments, and starting the next day with a clean slate ends the competition between you and the student.Be PROPORTIONAL. As the old saying goes, “Don’t make a mountain out of a molehill.” This may mean a little self-control Just because a student decided to exceed a bus limit onThis may mean a little self-control. Just because a student decided to exceed a bus limit on a day when you have a migraine and forgot to pay the taxes isn’t their fault.

20

The next three slides look at three models of driver and attendant/student interaction.

The Powering Approach focuses on the adults’ need to control the situation through exercise of their authority and power. This traditional “Because I said so” approach sets up a competition between the rule-maker and the rule-breaker.

Adapted from 21st Century Discipline, Jane Bluestein, Ph.D.

21

We all know the martyrs in our bus garage. They let themselves get walked over and seem to revel in their despair. The kids always win the competition and the driver or attendant do not have the self-esteem to say, “I deserve a safe school bus ride too.” Establishing relationships with students means that both parties to the relationship get what they need.

22

The cooperative approach is based on clear and open communication. The limits and outcomes are clear. Everyone knows that they have the right to a safe and stress-free bus ride. Problems on the bus are occasions for problem-solving, not power theatrics.

23

Ask drivers and attendants to listen quietly as you read this statement.

Adapted for school bus transportation from 21st Century Discipline, Jane Bluestein, Ph.D.

24

Drivers and attendants are not really used to thinking about negotiation with students but their certainly are things that a student can do on the bus that do not compromise safety. This student is listening to his iPod. If that doesn’t violate district policy then why not allow the use of electronic devices in a way that doesn’t disrupt anyone? If students are texting harassing messages about another bus rider, that is not appropriate and the appropriate consequences are obvious.

Di i A th l th b h t d t f l th t t it? CDiscussion: Are there places on the bus where some students feel they never get to sit? Can you help them negotiate a “pick a different seat day”? If a student wants to visit a friend, can you help them figure out what they have to do to get permission to get off at a different stop?

Giving students choices and helping them gather information to make good decisions is a part of developing healthy relationships.

25

Note: These points are included on the handout so be aware some in the class may have already been thinking about these ideas.

Giving students opportunities to make good choices within the limits necessary for a safe bus makes them feel a part of the bus community. Feeling a part of the community makes them also realize that they have rights to a safe ride (in all its meanings).

Protecting students from the consequences of poor choices only leads them to more poor g q p y pchoices. Remember the “martyr” from the win-lose slides earlier. This driver or attendant never enforces any consequences because he or she does not have the self-confidence and self-esteem to believe that they deserve a peaceful bus ride.

Consequences should be immediate, clear in their connection to the behavior, and remain in place until a plan for changed behavior is in place.

26

Recognition is a tricky one. If you say, “What a great child, I really like it when you sit quietly.” then you are recognizing the behavior but are conditioning your “liking” or worth of the student on their behavior. You can still recognize the behavior simply by stating “Beverly, you’re sitting quietly. Great.”

Decision-making, self-managing students are developing skills that will make them better prepared to deal with a bus emergency because they not only know the rules but the bus

f t ll If th f d ith l it ti th ill h thsafety reasons as well. If they are faced with a novel situation, they will have the experience to construct an appropriate response.

Finally, despite the best effort of the bus staff, a positive relationship with a student might not be forthcoming. This is the time to seek help from the outside the bus, either in the transportation department of the school. Social workers, counselors, psychologists, teachers, or administrators might have some ideas for how to connect with a particular studentstudent.

27

The first day can be the first day of the year or the first day on a route, or just the next day after this presentation. Every day is the “first day of the rest of your life.” Building relationships is a natural process, but one that requires some prior planning when you are developing 60 relationships at a time.

Encourage drivers and attendants to conscientiously work towards the goal of knowing their students and their students parents.

Discussion: Ask if anyone has any tips for learning names like organizing them in your memory by bus stops.

Activity: If time allows, ask drivers to return to the worksheet they completed at the beginning of the class and ask them to identify any answers that changed as a result of your time together.

28

Review the key points asking questions to remind them of where you’ve been.

Discussion: Ask for any comments about having a different perspective on working with students that they started out having.

29

This is a quote from a bus which is part of the Peaceful School Bus Program.

30

R.E.S.P.E.C.T.Find out what it means to memeans to me…

Maintaining Positive Relationships with Students2009‐2010 New York State 

Education Department Driver and Attendant Refresherand Attendant Refresher

New York: We have a problem.New York: We have a problem.

• “In many school systems, the school bus is a traveling moral jungle. Peer cruelty, bad language, and even sexual acting‐out are increasingly common. Little kids get nervous stomachs about riding the bus in the morning and dread getting back on it for the ride home. Some parents say that one of the reasons they home school is to spare their child the anxiety of riding the school bus.”

Vicious CycleVicious Cycle 

Bus staff

ParentsTeacher

PrincipalStudents p

Key points for todayKey points for today

• Identifying your attitudes about studentsIdentifying your attitudes about students

• Emotional safety

f l i hi• Importance of relationships

• Trust

• Mending relationships

• Effective interaction stylesEffective interaction styles

• Student self‐management

My style is…My style is…

• Complete Personal Style InventoryComplete Personal Style Inventory

Kids TodayKids Today

What wordsWhat words would you use to describeto describe kids today?

Kids TodayKids Today

• What words wouldWhat words would                                       you use to describe                                     kids today?kids today?

• Are these words                                  that that show respect?that show respect?

• “Parties to intense                                  i bl fli f d i hintractable conflicts often demonize the other ‐‐ developing "enemy images," or 

d h i i h h id ”even dehumanizing the other side.”

Today’s normal: Every dayToday s normal: Every day…• 4 children are killed by  • 1,154 babies are born to y

abuse or neglect. 

• 5 children or teens commit i id

,teen mothers. 

• 2,467 high school students d tsuicide. 

• 8 children or teens are killed by firearms. 

drop out.

• 2,421 children are confirmed as abused or y

• 155 children are arrested for violent crimes. 

neglected. 

• 3,477 children are arrested. 

• 296 children are arrested for drug crimes.

• 18,221 public school students are suspended.

Safe School is…(just listen)Safe School is…(just listen)

“Certainly safety is an issue whenever violence occurs.  But it’s y yalso an issue for the student who is terrified of being called on to give an oral presentation to the class, the kid anticipating being harassed or attacked on the playground (or bus) or thebeing harassed or attacked on the playground (or bus), or the child who knows that at the end of the school day leads back to a unstable or violent home.  It’s an issue for kids who don’t test well, for kids who learn best  by touching and moving, and for kids whose strengths lie in areas the school neither assess nor value.  It’s an issue for the child who nobody ynotices, the child nobody will play with, the child who camouflages inadequacy with a string of achievements.  It’s an issue for non‐linear thinkers and for students who lookan issue for non‐linear thinkers and for students who look different.”

Safe School is…

“Certainly safety is an issue whenever violence occurs.  But it’s 

Safe School is…

y yalso an issue for the student who is terrified of being called on to give an oral presentation to the class, the kid anticipating being harassed or attacked on the playground (or bus) or thebeing harassed or attacked on the playground (or bus), or the child who knows that at the end of the school day leads back to a unstable or violent home.  It’s an issue for kids who don’t 

What factors can make children feel

test well, for kids who learn best  by touching and moving, and for kids whose strengths lie in areas the school neither assess nor value.  It’s an issue for the child who nobody 

unsafe on your school bus? y

notices, the child nobody will play with, the child who camouflages inadequacy with a string of achievements.  It’s an issue for non‐linear thinkers and for students who lookan issue for non‐linear thinkers and for students who look different.”

What traditional tools do we have?What traditional tools do we have?

• Student DisciplineStudent Discipline

• Student ManagementManagement

• Student Control

• Student Punishment

• My way or the highwayg y

R-E-S-P-E-C-T: Maintaining Positive Relationships through Respect

• Student DisciplineStudent Discipline

• Student Management

• Respect

C i i iManagement

• Student Control• Creating positive student relationships

• Student Manipulation

• Student self‐management

• My way or the highwayg y

Basic PrinciplesBasic Principles

• FriendlyFriendly

• Consistent

i• Fair 

• Safe (Physically/Emotionally)

• Understand the norms

• Age appropriateAge appropriate

• Ability appropriate

C l ll i• Culturally appropriate

We know why it’s so difficult!We know why it s so difficult!• “Students sit facing forward g

and can only see the back of the heads of others.

Th d lt i h i t• The adult in charge is not looking directly at the students.

• Driver is farthest away from the students most likely to act inappropriatelyact inappropriately.

• The noise level on the bus is very loud.”

We know why it’s so difficult!We know why it s so difficult!• “The school bus is self‐

contained with no visible connection to either school or homeor home.

• The school bus is a cramped space.

• Usually only overt actions like hitting or kicking get noticed by a school bus driverby a school bus driver.

• Problems that go undetected usually escalate in the damage that they do.”

Long-running conflict listenLong running conflict…listen“People on opposite sides of a l i fli t t d t idlong-running conflict tend to avoid each other, or be watchful when the other is around. Information is no longer shared; that which is shared is no longer trusted. The longer the conflict has lasted thelonger the conflict has lasted, the more the hostility and distrust becomes identified as the " l" l ti hi d th"normal" relationship, and the harder it is to re-establish the openness and trust that existed before the conflict started.”

Long-running conflictLong running conflict…“People on opposite sides of a l i fli t t d t idlong-running conflict tend to avoid each other, or be watchful when the other is around. Information is

Wh t t hno longer shared; that which is shared is no longer trusted. The longer the conflict has lasted the

Who trusts who on your bus? Who di t t h ?longer the conflict has lasted, the

more the hostility and distrust becomes identified as the " l" l ti hi d th

distrusts who?

"normal" relationship, and the harder it is to re-establish the openness and trust that existed before the conflict started.”

Relationship RescueRelationship Rescue

“If you expect to seriously rescue your relationship, You have to get real about You.  And when I say real, I mean 100%, drop‐dead, no kidding real.  No defensiveness, no denial—total honesty.  Get                              argumentative, be                                             rigid, be defensive and                               hardheaded, and you                                               will lose for sure.”Dr. Phil

Relationship Do’s and Don’tsRelationship Do s and Don ts

DO DO NOTDO• Be patient

• Be humble

DO NOT• Push too hard

• Come across as• Be humble

• Be accountable

B ifi

• Come across as                              a know‐it‐all

• Be judgmental• Be specific

• Be open

D ib h

• Be judgmental

• Take their bait if provided

• Hide anything• Describe the behavior and the outcome

• Hide anything

• Use students as a negative examplethe outcome.

Dr. Phil

example

Rules of EngagementRules of Engagement

• Keep it privateKeep it private

• Keep it relevant

i l• Keep it real

• Remain task‐oriented

• Allow student to retreat with dignityg y

• Be proportional in your intensity

Dr. Phil

Powering Approach: BullyPowering Approach: Bully

• Because I said so.Because I said so.

• Get in your seat this minute.Bus Stu-

• You look like you just rolled out of bed.

staff needs

Overshadows dent needs

• If you don’t do what I want I will punish you.WIN LOSE

• I’m the boss here.

• I know what’s best for you.

Permissive Approach: MartyrPermissive Approach: Martyr 

• I’m so sick of putting upI m so sick of putting up with you kids.

• Oh forget it.bus stu- g

• It’s easier if I do it myself.

staff needs

Overshadowsdent needs

y

• Well, OK.  Just this once.WIN LOSE

• What’s your excuse?

Cooperative Approach: ProactiveCooperative Approach: Proactive

• I will turn on the radioI will turn on the radio as soon as everyone is in their seats.Bus Stu-

• Move your feet out of the aisle so students 

staff needs

Considers dent needs

won’t trip as they leave.

• Please talk quietly so h d f l

WIN WINthat I can drive safely.

• You two can sit together has soon as you have a 

plan to sit quietly.

WIN—WIN Bus…Just listenWIN WIN Bus…Just listen

“A win‐win (bus) is characterized by clear and specific limits with opportunities to make choices and experience power within those limits. Each student is encouraged to belimits.  Each student is encouraged to be responsible for their own behavior and consequences are tied to the choices that each individual makes The (bus driver andindividual makes.  The (bus driver and attendant) are on the same side as the students and the students know it.  Everyone's needs and feelings are values, and, although it may frequently be impossible for everyone to win, there is usually room for flexibility, negotiation,there is usually room for flexibility, negotiation, and compromise.”

WIN—WIN BusWIN WIN Bus

“A win‐win (bus) is characterized by clear and specific limits with opportunities to make choices and experience power within those limits. Each student is encouraged to beWhat activities arelimits.  Each student is encouraged to be responsible for their own behavior and consequences are tied to the choices that each individual makes The bus driver and

What activities are open for

negotiation on aeach individual makes.  The bus driver and attendant are on the same side as the students and the students know it.  

negotiation on a cooperative school bus?Everyone's needs and feelings are values, and, 

although it may frequently be impossible for everyone to win, there is usually room for

school bus?

everyone to win, there is usually room for flexibility, negotiation, and compromise.”

What is student self-management?What is student self management?

• Within limits students haveWithin limits, students have opportunities to make decisions and act independentlyand act independently.

• Students experience non‐life‐threatening consequences ofthreatening consequences of poor choosing.

C f• Consequences are often removal (immediate) of privilege 

il lf i huntil self‐correction has occurred.

What is student self-management?What is student self management?

• Recognition of cooperationRecognition of cooperation without linking it to  student worthstudent worth.

• Decision‐making students problem solve in anproblem‐solve in an emergency situation.

B ff k i• Bus staff seeks assistance in hard‐to‐build l i hirelationships.

Where to start?Where to start?First Day Objectives First Month Objectives

• Introduce yourself to stu‐dents as they get on the bus.

• Let each child know you are

• Learn the names of your students (really).

• Get a sense of the route as aLet each child know you are glad they are riding your bus.

• Explain that you want them 

Get a sense of the route as a whole and learn where you might need to do some l ti hi b ildito feel and be safe on the bus 

every day.

• Explain district behavior

relationship‐building.

• Get to know the school administrative staff.• Explain district behavior 

policies and procedures clearly (in afternoon).

administrative staff.

• Get to know any parents that are at bus stops.

• Ask them to come to you if they have any bus problems.

• Contact parents if policy allows.

Key points for todayKey points for today

• Identifying your attitudes about studentsIdentifying your attitudes about students

• Emotional safety

f l i hi• Importance of relationships

• Trust

• Mending relationships

• Effective interaction stylesEffective interaction styles

• Student self‐management

What’s the payoff?What s the payoff?“One positive thing about our bus this year is that kids let Respectbus this year is that kids let other kids sit in seats without giving them a hard time.  I 

Respect 

Returned Respect 

Relationshipsfeel safe on our bus and I hope I always feel this way.”    ‐ Tyrone

Relationships 

Self‐managed students 

A safe bus environmentTyrone A safe bus environment 

A safe bus to drive 

Job satisfactionJob satisfaction

Th k f th j b dThanks for the job you do.

2009-2010 New York State Education Department School Bus Driver and Attendant Refresher

What is student self management?

• Within limits, students have opportunities to make decisions and act independently.

• Students experience non-life-threatening consequences of poor choosing.

• Consequences are often removal (immediate) of privilege until self-correction has occurred.

• Recognition of cooperation without linking it to student worth.

• Decision-making students problem-solve in an emergency situation.

• Bus staff seeks assistance in hard-to-build relationships.

Rules of engagement (Dr. Phil)

• Take it private and keep it private • Keep it relevant • Keep it real • Remain task-oriented

• Allow student to retreat with dignity • Be proportional in your intensity

Are there easy answers? Over the years I’ve discovered few simple answers to questions about specific behaviors – or misbehaviors. Instead, I’ve found it far more useful to back up and talk about seemingly unrelated issues: goals, needs, relationships, cooperation, motivation, success, on-board climate, and responsibility, to name a few. Without addressing these issues, most advice is short-term, ineffective, and out of the context of the bus relationships in which the problems occur. In the context of creating healthy, positive and mutually-respectful relationships between bus drivers and attendants and students, discipline becomes a set of preventative techniques that encourage self-management and self-control while reducing the number of conflicts. My second discovery was the fact that any discussion of student behavior ultimately leads back to bus attendant and bus driver behavior. Motivating cooperation from our students usually means modifying our own behaviors, learning new interaction skills and letting go of ineffective or destructive techniques. Whenever we are not happy with how our students are behavior, the next question is this: “What can I do differently?” Because, for better or for worse, they don’t change until we change. Adapted from 21st Century Discipline by Jane Bluestein, Ph.D.

What’s your Style? Adapted from Dr. Jane Bluestein Group 1 ____ I try to build a positive climate on the bus. ____ I prefer to focus on driving than the children. ____ Whether or not my students cooperate, I communicate my acceptance of them as people. ____ When my students cooperate, I communicate my approval. ____ I give my students reasons for doing things. ____ Students should do what they are told, period. ____ It is possible to have fun with children and still keep their attention. ____ Students will probably take advantage of a driver or attendant who tries to have fun with them. ____ I may not accept a student’s behavior, but I can still accept the student. ____ I cannot accept a student who is misbehaving. Group 2 ____ I have a variety of ways to communicate bus safety to students. ____ I expect my students to learn the rules the one way I teach them. ____ I want my students to listen to me and I try and make it helpful for them to do so. ____ I want my students to listen to me and I will punish them when they do not.

____ I work for my student’s respect. ____ Students should respect me because I’m their driver or attendant. ____ The best negative consequence is the absence of a positive consequence. ____ A negative consequence has to be punitive, painful, or embarrassing. ____ I try very hard to treat my students with respect, even when I am responding to their negative behavior. ____ It is sometimes necessary to criticize or humiliate a student. Group 3 ____ Please move your legs out of the aisle so other students won’t trip while getting off the bus. ____ Would you move your legs out of the aisle for me, please? ____ My students can manage OK even if I’m not there. ____ My students behave as long as I don’t turn my back on them. ____ My students are cooperative because they choose to be. ____ My students are cooperative because I do not allow them to misbehave. ____ Everyone works better when there is a payoff. ____ Students should not have to be rewarded for good behavior or performance. ____ I want my students to be cooperative. ____ I want my students to be obedient.

Announcing… An important Safety Refresher for all New York State school bus drivers and attendants Refresher date:

Refresher time:

Refresher location:

The title of this Refresher is “Relationships and Respect.” This refresher will invite you to think seriously about steps to take in order to improve the emotional environment on your bus. We will talk about safety as both physical and emotional. Resources that we will use to consider this issue include an expert on building relationships in schools, a principal from the Capital Region that has developed a successful program called “The Peaceful Bus,” and none other than Dr. Phil – well, isn’t he a relationships expert? We look forward to your participation in the program. Sincerely:

2009-2010 NYSED “Relationships and Respect” Refresher Sign-in Sheet Date:________________ Location: _____________________________

Instructing SBDI(s): __________________________________________ Your signature indicates you attended the entire refresher program.

Please sign in only for yourself.

Name (print legibly) Signature

(Note: Maintain the completed sign-in sheet in the operation’s training file along

with copies of instructional materials used.)

Refresher Evaluation Form

Relationships and Respect

Instructions: Please answer the following questions. Your honesty will help us further improve our training programs. Thanks!

Your name (optional): __________________________________

Date of Refresher: _____________________

1. Overall, how would you rate the refresher?

“Excellent – I learned a lot.”

“OK – I learned something.

Poor – “I didn’t learn anything.”

Comments? ____________________________________________________

_____________________________________________________________

2. What can you do to show students more respect?:

______________________________________________________________

______________________________________________________________

3. How do you think students will respond to this effort on your part?:

______________________________________________________________

______________________________________________________________

Thank you for participating in this statewide refresher – and thank you for caring about all children!

Section 4: Driving with Distraction………………… Lesson Guidance….

PowerPoint Notes pages….

PowerPoint slides….

Class Handout….

Refresher Announcement….

Refresher Sign-in Sheet….

Refresher Evaluation….

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Distraction Behavior Disability

Driving with Distraction           Lesson Guidance When defensive driving was chosen as a refresher topic the first problem to arise was, what can we say about defensive driving that will be valuable in just a one-hour refresher? As the conversation continued in the weeks to come, driver distraction seemed to rise to the surface as a narrower focus we could look at that really had a big impact on defensive driving.

There is a lot written about distraction – lists of distractions, list of “10 worst foods to eat in the car,” and studies of self-reporting of distraction by motorists in crashes. What is new to the discussion is a new National Highway Traffic Safety Administration study that identifies 78% of all crashes being distraction related. This study offers

significant new perspectives on driver distraction and serves as the cornerstone of this lesson. A 10-page overview of this

study is in your PDS manual and is must reading in preparation for this refresher.

Objective: The objective of this lesson is for drivers and attendants to understand the impact of distraction on driving safety, to learn about sources of distraction and to plan strategies to control their impact.

Prepare: Make enough copies of the driver/attendant handout and evaluation form for everyone. Post copies of the refresher announcement around the transportation department or company. Be sure that everyone has something to write with so that they can complete the class activities. Make as many copies of the sign-in sheet as you need. Be sure to maintain those records in your training office.

Three major activities: Make sure everyone has a handout and a pen or pencil before class gets started. The active learning activities in this refresher all use the class handout. The distraction timer is printed on the edge of the handout along with the Alphabet distraction response. Finally the “Find your controls” activity is also on the handout. There are also some fill-in-the blank activities.

Video Clips: There are two video clips in this lesson. Because they are news stories, you will need good audio to use it effectively.

To set up audio you can connect speakers to your laptop through the headphone port. Any basic set of computer speakers will be enough for 75 or so in the class. If you are in an auditorium space you will have to get them hooked into a bigger sound system.

Be sure to test it in the space you will be teaching before you are teaching.

Research: Make sure you read the summary of the NHTSA Naturalistic study that is in the PDS manual. This will really give great background information to get ready to teach. There is lots of stuff on the internet on this topic so you might want to do a little exploring on your own.

Key Points: The first key point is that some distractions are actually a part of the driving task. This is something that drivers probably haven’t thought about before. The other key learning is what should become our new mantra. We have talked about “2 minutes or less” for years, now we need to start talking about “2 seconds or less” as the amount of time that research indicates we can safely move our eyes away from watching the road ahead – whether we are scanning our mirrors or turning on a fan.

Discussion time: Be sure to take time for the suggested class discussion questions. This is a topic that might seem so simplistic to drivers and attendants that they won’t want to dig into this topic. Getting them to visualize their driving situations and talk about their distractions will help lead them into the topic.

Extra material: News reports of school bus driver’s defensive driving lapses that result in preventable accidents come out every day. A few non-New York State articles follow this lesson guidance.

After the accident reports there are a few excerpts from websites that provide useful background information. These articles are not school bus specific, so there may be ideas that you have to adapt to the school transportation environment.

It is important to note that 4 of the most common distractions are illegal in New York State. Smoking and cell phone use are both prohibited at all times. Eating and

drinking are both prohibited with children on board, but many districts and companies have expanded that policy to cover deadhead driving as well. The point is, we still have drivers who do not follow these regulations so they have been left on lists of distractions to re-emphasize the importance of these regulations and policies.

Major Studies: AAA Foundation: http://www.aaafoundation.org/pdf/distraction.pdf

NHTSA: http://www-nrd.nhtsa.dot.gov/pdf/nrd-12/100Car_ESV05summary.pdf

Bus driver faulted for four­vehicle crash The Newark Advocate, OH - By ABBEY STIRGWOLT • Advocate Reporter • October 5, 2008 JOHNSTOWN

JOHNSTOWN -- The driver of a Northridge school bus was found to be at fault for assured clear distance ahead after a crash Saturday involving the bus and three other vehicles. Carl Frampton, 53, of Alexandria, was transporting the Northridge reserve football team to Northridge from a game at East Knox High School, Utica EMS Chief Mike Evans said. A coach and 22 students were on the bus, Evans said, but none of the students were injured. Ohio Highway Patrol trooper Aaron Reimer said two cars had been traveling west on U.S. 62 and the first, driven by Velta Jones, 84, of Utica, was making a left turn into a private drive. The school bus struck the vehicle behind

Jones, pushing that vehicle into hers, then into oncoming traffic. A fourth vehicle, traveling east on U.S. 62, struck that car before going off the right side of the road, Reimer said. Jones was transported by Utica EMS to Knox Community Hospital, where her condition was unavailable late Saturday, a hospital spokeswoman said. Frampton was taken by Newton Township medics to Licking Memorial Hospital, where he was in the emergency room later Saturday, a hospital spokesman said. The male drivers of two other vehicles involved in the crash, one of which was carrying a 2-year-old passenger, were not transported, Evans said. The crash was reported at 12:33 p.m. in the area of 4136 Johnstown-Utica Road, U.S. 62. The road was closed for part of Saturday as crews worked to clear the scene. The students were taken back to Northridge by another bus that was called to the scene, Evans said. Crews from Homer, Utica and Newton Township also were on the scene. Abbey Stirgwolt can be reached at (740) 328-8546 or astirgwol@newarkadvocate.com

School Bus Strikes, Kills Pedestrian WDIV, MI -DETROIT -- October 14, 2008 DETROIT -- A pedestrian was killed Tuesday morning when he walked in front of a school bus on Detroit's east side, police said.

Police the school bus struck the 67-year-old Detroit man as he crossed Conant Street at about 7:30 a.m. No children were on the bus at the time of the crash.

An investigation has been launched. Police at the scene said there were no skid marks, and it does not appear the bus driver attempted to slow down. The bus is owned by Safeway Transportation.

No serious injuries in Chetek school bus accident Leader-Telegram, WI - By Chris Vetter Chippewa Falls News Bureau 10/13/2008 11:52:01 PM A bus driver has been cited for inattentive driving after the Chetek school bus he was driving tipped over Monday morning. The bus, driven by Leonard Helms, was carrying 17 students at 7:15 a.m. when the accident occurred, according to the Barron County Sheriff's Department. Six students were taken to hospitals for precautionary exams, said Chetek school district Superintendent Al Brown. "We're only hearing of minor injuries - bumps, bruises and cuts," Brown said. Nine children had some type of injury, said Barron County Sheriff Chris Fitzgerald. The accident occurred on 26th Avenue between Chetek and Cameron. Fitzgerald said the bus got too close to the side of the dirt road and slid through some soft dirt. Erb Rural Bus owns the bus. Brown said it was the usual bus driver who was driving.

"I don't think it was going very fast, because the bus had come to a complete stop before it tipped over," Brown said. "We're extremely happy that no one was hurt seriously." Of the other 11 students on the bus, about half went home with their parents, and the others went on to school. "Obviously, students were shook up and concerned," Brown said. The bus had minor damage, Brown said. "The bus driver did an excellent job of making sure it wasn't more serious," he said. Vetter can be reached at 723-0303 or chris.vetter@ecpc.com.

How To Drive Distraction Free 

The National Highway Traffic Safety Administration estimates that drivers are distracted by secondary activities 30% of the time while driving. Whether eating, smoking, drinking, talking, or fiddling with any of the dozens of electronic gadgets in the car, this behavior can be dangerous. Between 1995 and 2003, about 10.5 percent of crashes were due to distraction (another estimate, because not everyone reports distraction accurately). Of these, 70 percent were single-car or rear-end collisions.

Committing to driving distraction free is not easy. But with the statistics telling us day after day that we are more likely to have an accident when we are distracted, many drivers are making an effort. Reconciling your two needs―the need to drive and the need to interact with your immediate

environment―is at the root of driver distraction.

Driver distraction is actually a complicated issue. To appreciate how complicated, take a look at the original research reports published by the NHTSA. Consider a few of these ideas and see if any work for you.

Distractions Inside Your Vehicle The NHTSA groups the distractions as inside or outside the vehicle. Both kinds of distractions take only a few seconds to cause an accident, but learning to deal with them can be different depending on where the distraction originates.

Cognitive Distraction: Look, but Don't See Maybe you didn't know it, but if you have ever caught yourself daydreaming or spacing out, then you have been in a trance. Being lost in thought is like mentally checking out―and this distracts you when driving. Worry is another cognitive distraction rooted in emotions and thoughts.

Without your full attention on the driving task, you could be staring at a potential danger but not recognize it. Police reports actually include this as a reason for some crashes: "looked but didn't see." When you catch your attention drifting away, try to refocus:

Pull over and stretch your legs

Take a few deep breaths

Talk yourself back into focus

Fatigue is a cognitive distraction that is extremely dangerous. Many accidents are caused by driver fatigue, and police officers even report pulling over drivers for DUI and finding out they are just sleepy. If you are drowsy―especially from medication―then you need to get off the road. Take a nap, put a relief driver behind the wheel, or park it

for the night because your fatigue won't go away until you get some good rest.

Visual Distraction: Looking Away Changing the radio station, putting in a CD, adjusting mirrors, and digging through the glove box are all visual distractions. Keep your eyes on the road so you stay in your lane and improve reaction time.

At one time, the Society of Automotive Engineers proposed a 15-second rule that meant any in-vehicle task that could be completed within 15 seconds was not truly a visual distraction. Realistically, every driver has a different tolerance for successfully dealing with these distractions.

Incidentally, cell phone use is not only a visual distraction but also a cognitive one because of the conversation you might be having. The good news is that many drivers now use hands-free accessories to steer clear of the visual distraction component.

Auditory Distraction: Follow the Sound Noises and sounds inside the cab of your vehicle can distract you. Now, if you are listening to a clunk in your engine, then you are not really distracted but focused on an equipment problem.

But when your cell phone rings, the kids are watching a DVD, or even the radio has your attention, then you are distracted by auditory causes inside your car. To be distraction free from sounds, you will have to silence the sources:

Wireless phone

On-board DVD player

Navigational system

If you are not willing to do without these technologies, then you might try at least turning down the volume.

Biomechanical Distractions: Knob Turning

Biomechanical, in this instance, refers to you and the machine. Whenever you turn a knob, press a button, or pull a lever, you are distracted by the mechanics inside your car. Fortunately, you don't have to give up these things to rid yourself of the distraction.

Develop a habit of adjusting your mirrors when you get into the car. You can also fix your seat, adjust the lumbar and head rest, and bring down the steering wheel if you like. Now you won't have to do these things while you are driving.

Take advantage of the automation in your car. Take the time to learn your navigation system features. Many cars have two or three sets of programmable radio buttons―enough for each driver. Some upscale vehicles even have programmable buttons for seat position so that every driver pushes a button and the seat is realigned to their personal settings.

Distractions Outside Your Vehicle As you drive down the road, you are constantly scanning as part of your defensive driving habit―right? Well, as you scan you might be visually distracted by the scenery outside your window. Other than refusing to avert your eyes from the asphalt in front of you (hardly a feasible option), you can keep your glances short.

Sounds outside your car can also be a distraction―especially blaring horns. Rely on all your senses to help you when one of them, like hearing or sight, is drawn away by an outside distraction.

It is natural to follow the sound with your gaze, but remember to quickly bring your eyes back to the road. If the sound is unfamiliar and coming from your own car, then you will want to pull over and investigate.

Willingness to Be Distracted

Whether the distraction is inside your vehicle or outside, your willingness to be distracted will influence how successful you are in freeing yourself of driving distractions. Your personality and driving experience are both factors in how easily you lose focus.

It is easier for you to control the inside of your vehicle. For example, you can make a decision to establish a pre-trip routine to set your radio buttons, mirrors, and seat before you drive. You can also decide not to eat in the car, answer the cell phone, or play movies.

Reduce your chances of having an accident by working on driver distractions. You can control distractions inside your vehicle more readily than those outside.

http://www.dmv.org/how-to-guides/drive-without-distractions.php

Visual distractions cause memory overload 

Too many visual distractions may affect our ability to concentrate, says a report published in Science (2001;291:1803- 6). Excess visual input fills up working memory, the process in which information is temporarily stored in the brain. The amount of free working memory affects the level of concentration, so as the memory fills up it becomes more difficult to ignore distractions.

"Our findings suggest that, especially in an environment in which visual distraction is likely, it is crucial that mental processing resources are available for excluding potentially interfering information," says Dr Jan de Fockert, one of the report's authors. "When working memory is occupied, our brains cannot filter out distracting visual information."

In the study volunteers were asked to remember a sequence of numbers, while being distracted by celebrity images. The more numbers the volunteers were asked to remember, the more difficult it became to ignore the visual distractions. Functional magnetic resonance imaging was used to measure brain activity while the study's participants performed the attention and memory tasks. Analysis revealed different areas in the frontal cortex, which related to the amount of strain being placed on the working memory. The areas in the brain that are believed to be associated with face image processing showed greater activity under conditions of high working memory, implying that visual distraction was greater the more the working memory was occupied.

Dr de Fockert pointed out that visual distractions and straining the working memory were integral features of everyday life. "For example, when driving a car in busy traffic, a demanding conversation on a mobile phone will reduce the availability of working memory for excluding distracting information, such as billboards along the road. These distractions compete for attention and reduce task performance." Dr de Fockert advises that you should "try to avoid taxing mental tasks when dealing with visual environments that include distracting objects." He went on to instruct, "Do not engage in deep thought or demanding conversation when driving."

Si’n Knight, London studentBMJ 2001;09:85-128 April ISSN 0966-6494

http://student.bmj.com/issues/01/04/news/92b.php

Turning knobs means turning your head

Whether it's adjusting a radio station, changing CDs, moving the air-conditioning or heater switches, or setting the cruise control-they all help make travel more comfortable and fun. You probably think of these actions as routine. After all, you've been doing them since you got your license. How big is the risk? You're six times more likely to have an accident while searching for a radio station or inserting a CD than you are while glancing at the fuel gauge or speedometer. Let's say you're going 60 mph when you look down for just two seconds to choose a CD or adjust the climate controls. In those two seconds, you'll travel-blindly-180 feet, or more than half the length of a football field. Try these tips to keep your attention on the road: * Ask your passenger to adjust the radio or climate controls for you. (not on the school bus) * Take advantage of normal stops to adjust controls. * With more complex devices, such as GPS-navigation systems, take time to stop in a safe place before giving them your attention.

http://www.zwire.com/site/news.cfm?newsid=18808949&BRD=1659&PAG=461&dept_id=8103&rfi=6

10 Most Distracting Activities to Do While Driving 

by Daphne Zee, Sep 20, 2006

Distracted Drivers Increase the Risk of Crashes.

A recent study by the National Highway Traffic Safety Administration (NHTSA) determined that it is not just cell phone use that can cause drivers to be involved in a crash or near-crash. In general, accidents may happen when drivers perform secondary tasks, become drowsy, are inattentive to the roadway, and when drivers glance away from the roadway.

While there are other activities that are more obviously dangerous to engage in while driving, like drinking, there are also some simple tasks you may not normally think of as being hazardous. Here are the 10 most distracting activities performed by drivers that lead to crashes and near-crashes.

1. Wireless devices: Use of wireless devices by drivers is one of the most dangerous activities. Cell phone activities which are dangerous while driving include reaching for a ringing phone, fumbling with a headset, dialing phones, talking on phones or reading information on the cell phone display. Use of PDAs while driving can be equally hazardous when the driver is searching for the PDA, reading it or entering information on the PDA.

2. In car communication: It's not just talking on a cell phone that poses hazards, it's also talking to passengers, including children, in the car.

3. Internal distractions: There are many dangerous activities drivers distract themselves with while driving. The ones we can limit are reading a book, map, newspaper or magazine, moving objects in the vehicle while driving or reaching for

objects, or being distracted by a pet. Some distractions inside the vehicle may be accidental such as dropping an object or if there is an insect is in the vehicle.

4. Personal Grooming: We've all seen those smart commuters who try to save time by saving their grooming routine for the road. Engaging in personal hygiene activities while driving, including applying make-up, shaving, combing or brushing hair, brushing or flossing, removing or altering contact lenses, or putting on or adjusting jewelry can be hazardous to your health.

5. Dashboard Tinkering: Try setting these control before you shift into park, as they are dangerous driver distractions: looking at/reaching for/adjusting climate control, looking at/or reaching or adjusting the radio, inserting or retrieving a cassette or CD, and looking at or adjusting other in-dash systems.

6. Eating: We've all done it. Drive-thrus wouldn't exist if we didn't. Dining while driving, with or without a utensil, drinking out of a covered or uncovered container are all equally dangerous activities to engage in while driving. An open cup or container poses further dangers as they may spill easily.

7.External distractions: There is a difference between paying attention to your surroundings and being distracted by them. Any of the following external distractions can be dangerous: staring out the window at a previous accident, looking at pedestrians not in the forward roadway, looking at an animal that may or may not pose a safety hazard and construction zones.

8. Singing and talking: For some of us the only two places we sing are the shower and the car. Apparently, singing and talking to yourself in your car is also a dangerous driver distraction. This also includes

"instances where the driver exhibits dancing behavior." (NHTSA)

9. Smoking: It is not just smoking that can be dangerous while driving, it is the whole process of smoking, from the initial reaching for a cigarette, to lighting the cigarette, smoking it and extinguishing it in the ashtray.

10. Daydreaming: can be a dangerous activity while driving. This includes becoming lost in thought or looking a haphazardly round but not at any single distraction, or when a drives looks but does not see.

While some external driving distractions cannot be avoided, it just takes common sense to limit secondary activities to a minimum and focus on the task of driving while behind the wheel.

http://www.quazen.com/Recreation/Autos/10-Most-Distracting-Activities-to-Do-While-Driving.3062

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AN OVERVIEW OF THE 100-CAR NATURALISTIC STUDY AND FINDINGS Vicki L. Neale Thomas A. Dingus Sheila G. Klauer Jeremy Sudweeks Virginia Tech Transportation Institute Michael Goodman National Highway Traffic Safety Administration United States Paper Number 05-0400 ABSTRACT A key to the development of effective crash countermeasures is an understanding of pre-crash causal and contributing factors. This research effort was initiated to provide an unprecedented level of detail concerning driver performance, behavior, environment, driving context and other factors that were associated with critical incidents, near crashes and crashes for 100 drivers across a period of one year. A primary goal was to provide vital exposure and pre-crash data necessary for understanding causes of crashes, supporting the development and refinement of crash avoidance countermeasures, and estimating the potential of these countermeasures to reduce crashes and their consequences. The 100-Car Naturalistic Driving Study database contains many extreme cases of driving behavior and performance, including severe fatigue, impairment, judgment error, risk taking, willingness to engage in secondary tasks, aggressive driving, and traffic violations. The data set includes approximately 2,000,000 vehicle miles, almost 43,000 hours of data, 241 primary and secondary drivers, 12 to 13 months of data collection for each vehicle, and data from a highly capable instrumentation system including five channels of video and vehicle kinematics. From the data, an “event” database was created, similar in classification structure to an epidemiological crash database, but with video and electronic driver and vehicle performance data. The events are crashes, near crashes and other “incidents.” Data was classified by pre-event maneuver, precipitating factor, event type, contributing factors, and the avoidance maneuver exhibited. Parameters such as vehicle speed, vehicle headway, time-to-collision, and driver reaction time are also recorded. This paper presents the 100-Car Naturalistic Driving Study method, including instrumentation and vehicle characteristics, and a sample of study results. Presented analyses address the driver characteristics,

the role of inattention and distraction in rear-end and lane change events. In addition, the methodological attributes of naturalistic data collection and the implications for a larger-scale naturalistic data collection effort are provided. INTRODUCTION Although the crash rate is declining, the number of driving related deaths is approximately 43,000 per year. While the development of mechanistic safety features, such as seat belts, air bags, and collapsible steering wheels, have been extremely important in lowering the vehicle-related death rate, it is plausible that the next significant decrease in roadway fatalities will require systems to assist drivers in preventing crashes. However, driver assistance systems require a more precise understanding of the driver behaviors prior to an adverse driving event to be more effective. Data collected to study driver behavior have historically relied on epidemiological, simulator, and test track studies. While these are valuable techniques that certainly have their place in the study of driver behavior, they are not well suited to explain the combination of factors leading to an adverse driving event. For example, a police crash report form might list the cause of a rear-end collision as “following too close.” However, contributing factors might be fatigue, distraction, traffic backed up from the intersection, and/or a blind corner leading up to the same intersection. For this hypothetical case, there are both driver and infrastructure related causes of the event. Likewise, simulator and test track studies cannot mimic the combination of complex driving environments and the simultaneous array of driver behaviors that lead to many events. As demonstrated in only a small handful of studies, naturalistic data collection fills the gap in current data collection methods. “Naturalistic” data includes data from a suite of vehicle sensors and

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unobtrusively placed video cameras. The drivers are given no special instructions, no experimenter is present, and the data collection instrumentation is unobtrusive. This naturalistic data collection method was applied to study fatigue and resulting driver performance in truck drivers making local/short haul deliveries [1] In this study, 42 drivers drove 4 instrumented vehicles while they made deliveries. The study resulted in approximately 1000 hours of data that included five video views and a host of vehicle sensor data. In a long-haul truck driving study, naturalistic data was collected from 56 single and team drivers who drove one of two instrumented vehicles [2]. Data was collected to assess sleep quality, driver alertness, and driver performance on normal revenue-producing trips averaging up to eight days in length. This data collection effort resulted in 250 hours of data that was triggered based upon vehicle sensor data. The results showed that single drivers suffered the worst bouts of fatigue and had the most severe critical incidents (by about 4 to 1). A key to the development of effective crash countermeasures is an understanding of pre-crash causal and contributing factors. This research effort was initiated to provide an unprecedented level of detail concerning driver performance, behavior, environment, driving context and other factors that were associated with critical incidents, near crashes and crashes for 100 drivers across a period of one year. A primary goal was to provide vital exposure and pre-crash data necessary for understanding causes of crashes, supporting the development and refinement of crash avoidance countermeasures, and estimating the potential of these countermeasures to reduce crashes and their consequences. The 100-Car Naturalistic Driving Study (100-Car Study) was the first instrumented vehicle study undertaken with the primary purpose of collecting large-scale naturalistic driving data. Unique to the 100-Car Study was that the majority of the drivers drove their own vehicles (78 out of 100 vehicles). There is every indication that the drivers rapidly disregarded the presence of the instrumentation, as is indicated by the resulting database containing many extreme cases of driving behavior and performance including: severe fatigue, impairment, judgment error, risk taking, willingness to engage, aggressive driving, and traffic violations (just to name a few). These types of driving events have been heretofore greatly attenuated by other empirical techniques. Due to the scale of the 100-Car Study and the fact that private vehicles were instrumented, new

techniques had to be created and existing methods modified to make the study successful. The data collection effort resulted in the following data set contents: • Approximately 2,000,000 vehicle miles • Almost 43,000 hours of data • 241 primary and secondary drivers participated • 12 to 13 month data collection period for each

vehicle • Five channels of video and many vehicle state

and kinematic variables This paper presents a sample of the analysis results from the 100-Car Study data collected. The full study report is available through the National Highway Traffic Safety Administration [3]. METHOD Instrumentation The 100-Car instrumentation package was engineered by VTTI to be rugged, durable, expandable, and unobtrusive. It constituted the seventh generation of hardware and software, developed over a 15 year period that has been deployed for a variety of purposes. The system consisted of a Pentium-based computer that received and stored data from a network of sensors distributed around the vehicle. Data storage was achieved via the system’s hard drive, which was large enough to store data for several weeks of driving before requiring data downloading. Each of the sensing subsystems in the car was independent, so that any failures that occurred were constrained to a single sensor type. Sensors included a vehicle network box that interacted with the vehicle network, an accelerometer box that obtained longitudinal and lateral kinematic information, a headway detection system to provide information on leading or following vehicles, side obstacle detection to detect lateral conflicts, an incident box to allow drivers to flag incidents for the research team, a video-based lane tracking system to measure lane keeping behavior, and video to validate any sensor-based findings. The video subsystem was particularly important as it provided a continuous window into the happenings in and around the vehicle. This subsystem included five camera views monitoring the driver’s face and driver side of the vehicle, the forward view, the rear view, the passenger side of the vehicle, and an over-the-shoulder view for the driver’s hands and surrounding areas. An important feature of the video system is

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that it was digital, with software-controllable video compression capability. This allowed synchronization, simultaneous display, and efficient archiving and retrieval of 100-Car data. A frame of compressed 100-Car video data is shown in Figure 1. The modular aspect of the data collection system allowed for integration of instrumentation that was not essential for data collection, but which provided the research team with additional and important information. These subsystems included automatic collision notification that informed the research team of the possibility of a collision; cellular communications that were used by the research team to communicate with vehicles on the road to determine system status and position; system initialization equipment that automatically controlled system status; and a GPS positioning subsystem that collected information on vehicle position. The GPS positioning subsystem and the cellular communications were often used in concert to allow for vehicle localization and tracking.

Figure 1. A compressed video image from the 100-Car data. The driver’s face (upper left quadrant) is distorted to protect the driver’s identity. The lower right quadrant is split with the left-side (top) and the rear (bottom) views. The system included several major components and subsystems that were installed on each vehicle. These included the main Data Acquisition System (DAS) unit that was mounted under the package shelf for the sedans (Figure 2) and behind the rear seat in the SUVs. Doppler radar antennas were mounted behind special plastic license plates on the front and rear of the vehicle (Figure 3). The location behind the plates allowed the vehicle instrumentation to remain inconspicuous to other drivers.

Figure 2. The main Data Acquisition System (DAS) unit mounted under the “package shelf” of the trunk.

Figure 3. Doppler radar antenna mounted on the front of a vehicle, covered by one of the plastic license plates used for this study. The final major components in the 100-Car hardware installation were mounted above and in front of the center rear-view mirror. These components included an “incident” pushbutton box which housed a momentary pushbutton that the subject could press whenever an unusual event happened in the driving environment. Also contained in the housing was an unobtrusive miniature camera that provided the driver face view. The camera was invisible to the driver since it was mounted behind a “smoked” Plexiglas cover. Mounted behind the center mirror were the forward-view camera and the glare sensor (Figure 4). This location was selected to be as unobtrusive as possible and did not occlude any of the driver’s normal field of view.

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Figure 4. The incident push button box mounted above the rearview mirror. The portion on the right contains the driver face/left vehicle side camera hidden by a smoked plexiglass cover. Subjects One-hundred drivers who commuted into or out of the Northern Virginia/Washington, DC metropolitan area were initially recruited as primary drivers to have their vehicles instrumented or receive a leased vehicle for this study. Drivers were recruited by placing flyers on vehicles as well as by placing newspaper announcements in the classified section. Drivers who had their private vehicles instrumented (78) received $125.00 per month and a bonus at the end of the study for completing necessary paperwork. Drivers who received a leased vehicle (22) received free use of the vehicle, including standard maintenance, and the same bonus at the end of the study for completing necessary paperwork. Drivers of leased vehicles were insured under the Commonwealth of Virginia policy. As some drivers had to be replaced for various reasons (for example, a move from the study area or repeated crashes in leased vehicles), 109 primary drivers were included in the study. Since other family members and friends would occasionally drive the instrumented vehicles, data were collected on 132 additional drivers. A goal of this study was to maximize the potential to record crash and near-crash events through the selection of subjects with higher than average crash- or near-crash risk exposure. Exposure was manipulated through the selection of a larger sample of drivers below the age of 25, and by the selection of a sample that drove more than the average number of miles. The age by gender distribution of the primary drivers is shown in Table 1. The distribution of miles driven by the subjects

during the study appears as Table 2. As presented, the data are somewhat biased compared to the national averages in each case, based on TransStats, 2001 [4]. Nevertheless, the distribution was generally representative of national averages when viewed across the distribution of mileages within the TransStats data. One demographic issue with the 100-Car data sample that needs to be understood is that the data were collected in only one area (i.e., Northern Virginia/Metro Washington, DC). This area represents primarily urban- and suburban driving conditions, often in moderate to heavy traffic. Thus, rural driving, as well as differing demographics within the U.S., are not well represented.

Table 1. Driver age and gender distributions.

Gender

Age N % of total Female Male

Grand Total

18-20 9 7 16 8.3% 6.4% 14.7% 21-24 11 10 21 10.1% 9.2% 19.3% 25-34 7 12 19 6.4% 11.0% 17.4% 35-44 4 16 20 3.7% 14.7% 18.3% 45-54 7 13 20 6.4% 11.9% 18.3% 55+ 5 8 13 4.6% 7.3% 11.9%

Total N 43 66 109 Total Percent 39.4% 60.6% 100.0%

Table 2. Actual miles driven during the study.

Actual miles driven

Number of

Drivers Percent of

Drivers 0-9,000 29 26.6% 9,001-12,000 22 20.2% 12,001-15,000 26 23.9% 15,001-18,000 11 10.1% 18,001-21,000 8 7.3% More than 21,000 13 11.9%

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A goal of the recruitment process was to attempt to avoid extreme drivers in either direction (i.e., very safe or very unsafe). Self reported historical data indicate that a reasonably diverse distribution of drivers was obtained. Vehicles Since 100 vehicles had to be instrumented with a number of sensors and data collection hardware, and since the complexity of the hardware required a number of custom mounting brackets to be manufactured, the number of vehicle types had to be limited for this study. Six different vehicle models were selected based upon their prevalence in the Northern Virginia area. These included five sedan models (Chevrolet Malibu and Cavalier, Toyota Camry and Corolla, and Ford Taurus) and one SUV model (Ford Explorer). The model years were limited to those with common body types and accessible vehicle networks (generally 1995 to 2003). The distribution of these vehicle types was: • Toyota Camry – 17% • Toyota Corolla – 18% • Chevy Cavalier – 17% • Chevy Malibu – 21% • Ford Taurus – 12% • Ford Explorer – 15% Classification of events Table 3 provides definitions of traffic “events” that served as a basis for the classifications that follow. The distinction between near crashes and incidents was based on the subjective assessment of reviewers in concert with kinematic and proximity data associated with adjacent vehicles or objects. RESULTS Table 4 shows the relative frequency of crashes, near-crashes, and incidents for each conflicts type. Of the 82 crashes, 13 either occurred while the system was initializing after the vehicle ignition was started (approximately 90 seconds), or has incomplete data for other reasons (e.g., camera failure), leaving a total of 69 crashes for which data could be completely reduced. These data also included 761 near-crashes and 8,295 incidents. The first eight conflict types shown in Table 4 accounted for all of the crashes, 87 percent of the near-crashes and 93 percent of the incidents.

Table 3. Classification of Events.

Event

Category Definition

Crashes

Any contact between the subject vehicle and another vehicle, fixed object, pedestrian pedacyclist, animal

Near Crashes Defined as a conflict situation requiring a rapid, severe evasive maneuver to avoid a crash.

Incidents Conflict requiring an evasive maneuver, but of lesser magnitude than a near crash

It is important to note that all of the crashes, including low speed collisions that were not police reported, are shown in Table 5. A “crash” was operationally defined as “any measurable dissipation or transfer of energy due to the contact of the subject vehicle with another vehicle or object.” A benefit of the naturalistic approach is that it was possible to record all of these events; however the severity of the crashes must be delineated to better understand the data. Thus, the 69 crashes are parsed into the following four crash categories. Note that 75 percent of the single vehicle crashes were low-g force physical contact or tire strikes; in other words, most of the crashes involved very minor physical contact. • Level I: Police-reported air bag deployment

and/or injury • Level II: Police-reported property damage only • Level III: Non-police-reported property damage

only • Level IV: Non-police-reported low-g physical

contact or tire strike (greater than 10 mph) Since it was possible to detect all crashes regardless of severity, it is interesting to note the large number of drivers who experienced one or more collisions during the 12 to 13 month data collection period. Of all drivers, 7.5% of drivers never experienced an event of any severity. In contrast, 7.4% of the drivers experienced many incidents and 3 or 4 crashes. Thus, a handful of subjects were either very risky drivers or very safe, with the majority of drivers demonstrating a relatively normal distribution of events across the data collection period.

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Table 4. Number of crashes, near-crashes, and incidents for each conflict type.

Conflict Type Crash Near-crash Incident

Single vehicle 24 48 191

Lead-vehicle 15 380 5783

Following vehicle 12 70 766

Object/obstacle 9 6 394

Parked vehicle 4 5 83

Animal 2 10 56

Vehicle turning across subject vehicle path in opposite direction 2 27 79

Adjacent vehicle 1 115 342

Other 0 2 13

Oncoming traffic 0 27 184

Vehicle turning across subject vehicle path in same direction 0 3 10

Vehicle turning into subject vehicle path in same direction 0 28 90

Vehicle turning into subject vehicle path in opposite direction 0 0 1

Vehicle moving across subject vehicle path through intersection 0 27 158

Merging vehicle 0 6 18

Pedestrian 0 6 108

Pedalcyclist 0 0 16

Unknown 0 1 3

Table 5. Crash type by crash severity level.

Conflict Type Total Level

I Level

II Level

III Level

IV Single vehicle 24 1 0 5 18 Lead-vehicle 15 1 3 5 6 Following vehicle 12 2 2 5 3 Object/obstacle 9 0 1 3 5 Parked vehicle 4 0 0 2 2 Animal 2 0 0 0 2 Oncoming vehicle turning across subject vehicle path 2 1 1 0 0 Adjacent vehicle 1 0 0 1 0

Characterization of Driver Inattention Historically, driver distraction has been typically discussed as a secondary task engagement. Fatigue has also been described as relating to driver inattention. In this study, it became clear that the definition of driver distraction needed to be expanded to a more encompassing ‘driver inattention’ construct that includes secondary task engagement and fatigue as well as two new categories, ‘Driving-related inattention to the forward roadway’ and ‘non-specific

eye glance’. ‘Driving-related inattention to the forward roadway’ involves the driver checking rear-view mirrors or their blind spots. This new category was added after viewing multiple crashes, near-crashes, and incidents for which the driver was clearly paying attention to the driving task, but was not paying attention to the critical aspect of the driving task (i.e., forward roadway) at an inopportune moment involving a precipitating factor.

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Figure 5. Percentage of events for attention by severity level. A second analysis of the crashes and near-crashes in the 100-Car database was also conducted using the eye glance analysis performed manually by data reductionists. The ‘non-specific eyeglance away from the forward roadway’ describes cases for which drivers glanced, usually momentarily, away from the roadway, but at no discernable object or person. For this project, eye glance reduction was accomplished for crash and near-crash events only, so this category can only be used for the more severe events. The four inattention categories identified above and considered together, suggested that driver’s glances away from the forward roadway potentially contribute to a much greater percentage of events than has been previously thought. As shown in Figure 5, 78 percent of the crashes and 65 percent of the near crashes had one of these four inattention categories as a contributing factor. An analysis of these types of inattention revealed that secondary task distraction was the largest of the four categories. The sources of inattention that generally contributed to the highest percentages of events (Figure 6) were wireless devices (primarily cell phones) internal distractions, and passenger-related secondary tasks (primarily conversations). It is important to note that “exposure,” the frequency and duration of inattention associated with each source of inattention, is not considered in these data. Since it is exposure that determines the overall risk of a distraction source, an analysis of frequency of device use is currently being conducted for a future

report that will allow calculations of event rates to determine estimates of the relative risk associated with these tasks. Figure 7 shows a breakdown of the wireless device tasks and associated events. For these data, all of the crashes (about 8.7 percent of total study crashes) and a majority of the near crashes and incidents occurred during a cell phone conversation, although the dialing task was relatively high in term of total conflicts and was associated with the largest number of near crashes for this source of inattention. Although these data are important in that they represent the factors that contribute to events, they also highlight the need for the exposure data described above to establish the degree of risk. Inattention for Rear End Lead-Vehicle Scenarios Of particular interest in the analyses of rear-end conflict contributing factors was the prevalence of distraction. An important aspect in rear-end crash countermeasure development is the degree to which an un-alerted driver can be warned and make a proper response. Of course, the 100-Car data can provide great insight into the degree to which distraction is an issue in such conflicts. The important finding in this regard is that 93 percent of all lead vehicle crashes (13 out of 14) involved inattention to the forward roadway as a contributing factor (Figure 8). Note also that a majority (68 percent) of the near crashes have inattention identified as a contributing factor.

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Figure 7. Frequency of occurrences in which the contributing factor was wireless device use by level of severity.

Neale 9

Figure 9 shows the frequency of each source of inattention for each of the secondary tasks. This allows comparison of the actual contribution of each of these sources of inattention to lead vehicle conflicts. Wireless devices (primarily cell phones, but also including PDAs) were the most frequent contributing factor for lead vehicle events, followed by passenger-related inattention. The trend was very similar for near-crashes. Interior distractions were the most frequent source of inattention for crashes.

While cell phone use contributed much more frequently to incidents and near-crashes than any other secondary task, cell phone use did not contribute to any lead vehicle conflict crashes. Nevertheless, cell phone use did contribute to other types of crashes, such as run off road, single vehicle conflict (driver ran into a barricade), and following vehicle conflict (subject vehicle was struck).

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Neale 10

SUMMARY AND CONCLUSIONS The event database that was created during the 100-Car Study can be useful for a variety of purposes; for example, evaluation of risky driving behavior and crash risk, calculation of relative risk of engaging in secondary tasks, and evaluation of driver response to lead vehicle brake lights. To facilitate this process, the initial event database will be made publicly accessible via the Internet. In addition, the initial event database can be expanded to address additional issues, since all of the video and electronic data for the entire study have been archived. The 100-Car Study contract specified ten objectives or goals that would be addressed through the initial analysis of the event database. However, as of the time of this writing, there are three additional data reduction and analysis efforts underway for the purpose of addressing another eight goals, and there is considerable interest in using the data for even more purposes. Progressing toward this potential for a multi-purpose, highly flexible and adaptable tool for driving safety may be the most important aspect of this study. Despite the massive scope of the current effort, it was designed to serve as an exploratory study to a determine the feasibility, value, and methods for initiating a larger, more representative study. From an epidemiological viewpoint, the study was small with the presence of 15 police-reported and 82 total crashes, including minor collisions. Furthermore, drivers were represented from one area of the country (Northern Virginia/Washington, DC metro area). One purpose of a large-scale study would be to have a statistically representative sample of crashes (perhaps 2,000) and a more representative driver/environment sample. The challenge of a large-scale study is not only the expense of such data collection but the management and analysis of such a large body of data. Nevertheless, it is believed that a large-scale database would be an enormous asset and would be used by transportation researchers for many years to gain insight and understanding into a wide array of driving behavior issues and potentially serve as a basis for decision making and program development within both the government and business sectors. This belief is based upon the robustness of the study results and the expectation that these data will continue to be analyzed and the results made available, from a variety of researchers and research organizations. Clearly, these data can provide unique insights into issues that have eluded the highway safety community for years.

REFERENCES 1. Hanowski, R. J., Wierwille, W. W., Garness, S. A. and Dingus, T. A. (2000). Impact of local/short haul operations on driver fatigue: Final project report (DOT-MC-00-203). Washington, DC: Federal Motor Carrier Safety Administration. 2. Dingus, T. A., Neale, V. L., Garness, S. A., Hanowski, R. J., Keisler, A. S., Lee, S. E., Perez, M. A., Robinson, G. S., Belz, S. M., Casali, J. G., Pace-Schott, E. F., Stickgold, R. A., Hobson, J. A. (2001). Impact of sleeper berth usage on driver fatigue: Final project report (PB2002-107930). Springfield, VA: NTIS.

3. Dingus, T. A., Klauer, S.G., Neale, V. L., Petersen, A., Lee, S. E., Sudweeks, J., Perez, M. A., Hankey, J., Ramsey, D., Gupta, S., Bucher, C., Doerzaph, Z. R., and Jermeland, J. (In press). The 100-car naturalistic driving study, Phase II - results of the 100-car field experiment (Contract No. DTNH22-00-C-07007). Washington, DC: National Highway Traffic Safety Administration.

4. Bureau of Transportation Statistics, TransStats 2001 (http://www.transtats.bts.gov/Databases.asp?Mode_ID=3&Mode_Desc=Highway&Subject_ID2=0)

Welcome drivers to the refresher and let them know that you have some breaking news to share with them about driving distractions.

In our training we often refer to this inside mirror as the “most dangerous piece of equipment on the bus” because our distraction from passengers is often the most challenging part of being a school bus driver.

1

Have 2 or 3 drivers get up and start talking loudly enough to be a distraction to the entire group. Talking over them, read the definition for Driver Distraction and flip to the next slide which is blank.

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Ask the drivers to sit down because they are “distracting” and ask the class to write down the definition of Driver Distraction on the worksheet blank. Most folks will have not been able to pay attention to you because of the distraction. Now that you have made your point and move on to the next slide – the distraction definition again.

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Take a minute and read through this definition a few times. Make sure the drivers and attendants grasp how all-encompassing this definition really is. Also note that there is no value judgment here, distractions are just anything that pulls attention away from the most vital activity. They are not bad intrinsically, they are only dangerous to the degree they pull one’s attention from the driving task.

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Briefly provide an overview of the topics and concepts you will be covering.

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Discussion: This refresher might seem like it is for “drivers only,” so lead a discussion of how bus attendants can help reduce driver distraction.

Too often the driver says it is his or her bus. For this refresher to be meaningful, it needs to be clear that it is our bus. While the basic roles might be different, the goal is shared. Children must be transported safely to and from school.

TMI = Too much information

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Activity: Have the class complete the blanks on their worksheet as you cover the information on this slide.

This is an amazing study. The 10-page overview is in the PDS manual. Previous NHTSA (National Highway Traffic Safety Administration) studies had estimated distraction as a cause in 25% of accidents. These previous studies were based on driver self-reporting, i.e. “I was talking on my cell phone adjusting the radio applying mascara” just before the“I was talking on my cell phone, adjusting the radio, applying mascara” just before the crash.

This raises the issue of distraction to the top of the driver education priority list.

The 42 drivers were videotaped in their own cars during the regular course of driving for a year so any effect of “performing” for the cameras wore off pretty quickly, hence the term “naturalistic.” This project studied drivers in their “natural” environment. Historically, driver studies have placed drivers in simulated circumstances and then extrapolated the data towards understanding the real world.

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NHTSA identified two types of distraction that had not previously been a part of the distracted driver discussion:

Driving related inattention, that is, drivers being distracted from the roadway ahead of them by checking their mirrors or speed or fuel gauge. As long as the inattention was less that 2 seconds, it did not appear to hinder safe driving. Longer distractions like looking in the side mirrors for 5 seconds to figure out if that is your brother in law at the gas stationthe side mirrors for 5 seconds to figure out if that is your brother-in-law at the gas station are more dangerous.

The second action that they identified is a non-specific eye-glance. This might be a driver who scans not just the road, but the woods or shops or pedestrians along the sides of the road. Again, if these glances were less that 2 seconds safety was not diminished.

In fact, drivers who performed these two newly identified actions, as long as they remained under 2 seconds, were safer than the overall average driving performance because their eyes were active even if they were not focused straight down the road at all times.

We will talk more about specific driving related distractions towards the end of the session.

The article “How to Drive Distraction Free” in your PDS manual has an excellent analysis of types of distraction.

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Activity: Put up this slide and get groups of 3-5 drivers and attendants together. In large groups you will have multiple groups with the same assignment. Assign each group one of the columns of letters, i.e. A-E, F-J, etc. and have them write a distraction that begins with each assigned letter on their handout. After they have had 5 minutes or so, ask for distractions from the whole group and ask a scribe to write them on a flip chart. If you have multiple groups for each column give other groups an opportunity to respond, but don’t take p g p g g p pp y p ,forever on this task.

Watch out for the “quixotic choristers” and other strange distraction you might get for the hard letters. Let the group enjoy this activity.

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Use this graphic to talk about the similarities and differences of driving a school bus and a generic personal vehicle.

Discussion: Ask for a few examples of each category to get them a little more focused than they were on the previous brainstorming activity.

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This is the basic defensive driving formula. School bus driver classroom and behind-the-wheel training, as well as annual and biennial DDRs and BTWs, prepare drivers to understand the proper defense in driving situations. The bottom line in dealing with distractions is having enough time and space to respond to the distraction safely. Time and space are directly connected. The amount of space available for you to maneuver in response to the distraction establishes how much time is enough time.p g

If you have lots of space, then you will likely be able to act correctly in time. If you have allowed yourself to get boxed in to a tight space, the same distraction could lead to a crash. This concept of space cushion driving is coming up soon.

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Activity: As you work through the these three slides have the class fill in the blanks on their worksheet, completing each section of the Defensive Driving formula.

Take a moment to help drivers and attendants to understand the sub-steps to each part of the Defensive Driving formula. Without the whole package the formula fails.

Recognizing the hazard includes first seeing the hazard. Our whole distraction discussion is about seeing the things we need to see and not having our attention drawn to unnecessary distractions.

The next step is knowing that we are seeing a hazard and knowing the characteristics of this particular hazard.

Finally, we need to understand this type of hazard and anticipate what behavior or characteristics to expect.characteristics to expect.

WARNING: If we see what we think might be a hazard, but we can’t categorize it because we are not familiar with it, we really need to slow and take extreme caution until we are past the situation or have gotten enough information to categorize it as a known hazard.

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Take a moment to help drivers and attendants to understand the sub-steps to each part of the Defensive Driving formula. Without the whole package the formula fails.

Once we have recognized and categorized the hazard, we need to know the defense. Knowing the defense involves learning the defense. We learn defenses in part from our driving experience, but we can’t depend on experience because experience doesn’t always give us the right answer and experience in a personal vehicle doesn’t alwaysalways give us the right answer and experience in a personal vehicle doesn’t always translate to a school bus. We may also have learned some unreliable defenses from our Uncle Charlie or other non-authoritative source that need to be discarded.

We gain a knowledge of correct defenses in our school bus classroom and behind the wheel training. This training takes into account two important issues, the large size and relative nimbleness of the vehicle and the incredibly important cargo. These two issues lead us to drive cautiously and to leave enough space to maneuver this large vehicle and tous to drive cautiously and to leave enough space to maneuver this large vehicle and to protect our precious cargo.

Our training tells us that the key to understanding the defense is leaving ourselves enough room to perform what ever other action is necessary, either braking or steering By planning ahead and positioning our vehicle with sufficient space all around, we are able to implement the defenses we have learned.

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Take a moment to help drivers and attendants to understand the sub-steps to each part of the Defensive Driving formula. Without the whole package the formula fails.

If the first two steps are complete, there are only two variables left. Are you, mentally and physically able to perform the necessary defense? This means getting to work ready to do the job.

The second piece that must be in place is your vehicle. If you need to steer or brake, is your vehicle physically ready to perform as it is designed to perform?

TIME and SPACE are really the key issues. If you leave yourself enough time and space, you will likely have enough time to Recognize the Hazard, Understand the Defense, and Act Correctly in Time.

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This slide helps to visualize the issue of space which is our protector from sudden distraction and reminds us of the 4 second rule (for good weather) as well as the idea of the braking reaction time. While drivers may be able to hit the brake in .4 to .5 seconds on the brake reaction timer, in the real world where distractions are unanticipated, and especially in air brake vehicles with a lag time between brake application and commencement of braking, the 1.5 second figure is more reasonable, and in fact, may be unrealistically low.g, g , , y y

Discussion: Ask drivers to talk about what kind of accidents can be controlled by managing space.

Embedded video clip: If you are projecting the PowerPoint and have strong enough audio for your class size, the yellow bus is hyperlinked to a multi-vehicle crash news story from Minnesota.

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Our brains can only do so much. What is key to this concept is that when the brain hits overload it doesn’t slow its performance, it crashes just like a computer.

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This is some recent visual distraction research that reinforces the process of our brains crashing when they hit their maximum activity. Once a driver is overloaded they are apt to do some really uncharacteristic poor driving choices.

Pretty scary -- More distractions make distractions more distracting!

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Activity: Get class in pairs. You will use the Reaction Timer on the edge of the class handout.

Explain the test. (The test is from the Basic Course Chapter 13) The tester holds the handout with the test markings toward the testee just above the ½” open finger and thumb of their partner. The directions are also printed on the handout.

Tester releases paper and the reaction time is based on where the paper is caught.

Do the test three times and then switch.

1. The first time the tester allows full concentration.

2. The second time the tester engages their partner in conversation before dropping the paper.

3. The third time the conversation continues and the partner must make eye contact with the tester so that the paper is not the main focus of their attention.

Discussion: The reaction time should be increasingly poor. Ask drivers and attendants to think about how the bus environment mimics these kind of distractions.

Rumor has it that if you replace the paper strip with a $20 bill people’s reaction time will improve The money prioritizes our attention Shouldn’t the safety of school children do asimprove. The money prioritizes our attention. Shouldn t the safety of school children do as much?

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These obviously dangerous situations are dangerous precisely because of the brain activity discussion we have been having. These situations create additional distractions to the normal drive down the road distractions. Because our brains are already maxed entering the intersection, an unexpected distraction like a pedestrian crossing the street in a downpour, might be missed.

For drivers who have a monitor or attendant on board a second set of eyes can be a realFor drivers who have a monitor or attendant on board, a second set of eyes can be a real help at a time like this.

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The best way to control distractions is to move them from the category of “distraction” to the category of expected, understood, anticipated event. We should especially be able to do this on our daily routes where we can identify all the danger spots. Knowing the danger spots reduces the time necessary for Recognizing the hazard and Identifying the Response so there is significantly bigger window for Acting Correctly in Time.

This penguin on the other hand does not get the hang of forseeability and keeps gettingThis penguin, on the other hand does not get the hang of forseeability, and keeps getting dumped into the water. Reminds me of Charlie Brown and the football.

PRINTED OVERHEADS: If you are using printed overheads, this slide will not make obvious sense. In the animation the penguin in the middle of the screen walks towards the right and the second penguin knocks the first penguin into the water. What makes this animation appropriate for our discussion is that the animation plays over and over again showing the first penguin not learning from its previous experience – hence foreseeabilityshowing the first penguin not learning from its previous experience – hence foreseeability.

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These are some strategies we can use to prepare ourselves to deal with distractions. One thing that is dangerous and hard to avoid is looking back at something that caught your attention as you passed it. Unless you clearly know that it is a threat, if you have to look back at something, it is no longer a danger to you – look forward where the next threat is coming. The main foci to these suggestions is to prepare yourself to not be rattled and to plan ahead. A suggestion like turning off the radio and asking for students to be quiet might p gg g g q gjust be on an icy day or a particularly difficult traffic situation suggestion. Studying your bus route and the location of controls on your bus are just one more tool to use to keep your eyes focused on the road and specific identified dangers.

Focus on the road ahead – Driving must be our primary activity – not secondary –maintaining path of travel and line of sight

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It is important to note that 4 of the most common distractions are illegal for school bus drivers in New York State. Smoking and cell phone use are both prohibited at all times. Eating and drinking are both prohibited with children on board, but many districts and companies have expanded that policy to cover deadhead driving as well. The point is, we still have drivers who do not follow these regulations so they have been left on lists of distractions to re-emphasize the importance of these regulations and policies. Run through this list quickly, and a little humorously, but be sure to make the point about prohibited behaviorsbehaviors.The top 10 food offenders in a car are:Coffee — It always finds a way out of the cup. Hot soup — Many people drink it like coffee and run the same risks. Tacos — A food that can disassemble itself without much help, leaving your car looking like a salad bar.Chili — The potential for drips and slops down the front of clothing is significant.Chili The potential for drips and slops down the front of clothing is significant. Hamburgers — From the grease of the burger to ketchup and mustard, it could all end up on your hands, your clothes, and the steering wheel. Barbecued food — The same issue arises for barbecued foods as for hamburgers. The sauce may be great, but if you lick your fingers, the sauce will end up on whatever you touch. Fried chicken — Another food that leaves you with greasy hands, which means constantly wiping them on something, even if it's your shirt. It also makes the steering wheel greasy. Jelly or cream-filled donuts — Has anyone eaten a jelly donut without some of the center oozing out?Jelly or cream filled donuts Has anyone eaten a jelly donut without some of the center oozing out? Soft drinks — Not only are they subject to spills, but also the carbonated kind can fizz as you're drinking if you make sudden movements.Chocolate — Like greasy foods, chocolate coats the fingers as it melts against the warmth of your skin, and leaves its mark anywhere you touch. As you try to clean it off the steering wheel you're likely to end up swerving. http://www.insurance.com/article.aspx/The_10_Most_Dangerous_Foods_to_Eat_While_Driving/artid/140

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Discussion: Ask drivers and attendants (assuming they drive their own vehicle) to estimate how many seconds they would spend with each of these distractions.

For the last two ask them to describe how weather can distract them. Talk about whiteouts, dark, rainy dark afternoons and mornings, and glare.

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Remind them of the Defensive Driving Formula:

1. Recognize the hazard,

2. Understand the defense, and

3. Act correctly in time.

Discussion: Ask drivers and attendants what defenses would they use in each of these cases?

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Realize that we are now telling them that some of their carefully taught driving tasks, scanning mirrors, checking gauges, switching on loading lights, etc. are in fact, a distraction.

Anything that takes longer than 2 seconds becomes especially dangerous, so reading the route sheet is definitely out.

Bus drivers and attendants need to develop nerves of steel so sudden student outbursts or thrown objects do not take their attention from the task at hand. If necessary stop the vehicle at a place of safety and deal with the bus issues. DO NOT remove you eyes from the road for more than 2 seconds.

Ask drivers and attendants what kind of sight or sound might pull their eyes from the road. Have they learned to turn off the natural reaction of turning and looking without planning?

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Activity: Ask drivers and attendants to close their eyes for a second and visualize the driving space in their vehicle. Have them draw in the locations of the listed vehicle controls on their worksheet. Bus attendants do not have to know where all the controls are, but they should know where the radio and spring/parking brake are located.

Give them a few minutes to complete the task and ask for some reactions about how hard or easy it was to doeasy it was to do.

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This final content slide gets at the point that we need to prepare ourselves to be able to handle those 7 driving activities (2 slides previous) we talked about before. If we are not at our top form, and can only handle 5 or even 3, we have put our bus, our children, and our bus operation at risk.

Observe that we have just reviewed distractions outside the bus, both vehicular and non-vehicular distractions inside the vehicle and distractions caused by our personal lifevehicular, distractions inside the vehicle, and distractions caused by our personal life situation.

Activity: Have the class, in groups of 3-4, identify the distraction that is toughest for them – and then brainstorm solutions among themselves. After they have had a few minutes to chat, bring the attention back to the whole class and ask if anyone is willing to share their tough distraction and their proposed solution.

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Review where you have been and ask for any questions or comments about this topic.

28

The first point refers to “as if” driving. As incidents come and go during daily driving, play out the worst case scenario – What if he hadn’t stopped for the stop sign?, What if the ice had been worse at that intersection?, What would I do on that big hill if my brakes failed? As you play these scenarios out in your head every day, you are preparing you brain to react quickly in a real emergency.

Wrap up with this slide to encourage and motivate driver and attendants to put thisWrap up with this slide to encourage and motivate driver and attendants to put this knowledge to good use for a good cause.

29

30

Driving with Distraction

2009‐2010 New York State Education Department Driver and Attendant RefresherDepartment Driver and Attendant Refresher

“D i di t ti i di i f “Driver distraction is a diversion of attention away from activities critical for attention away from activities critical for

safe driving towards a competing safe driving towards a competing activity.”

“D i di t ti i di i f “Driver distraction is a diversion of attention away from activities critical for attention away from activities critical for

safe driving towards a competing safe driving towards a competing activity.”

Today’s key pointsToday s key points

• Understanding distractionUnderstanding distraction

• Attendant role

S d• NHTSA study

• Brain overload

• Defensive Driving Formula

• Distractions outside andDistractions outside and inside the bus

• Distractions inside us• Distractions inside us

Attendant RoleAttendant Role

• Don’t distract the driver with distractingDon t distract the driver with distracting or unnecessary conversation or problems

• Reduce on bus student noise• Reduce on‐bus student noise

• Deal with unanticipated on‐bus events

• Help watching outside, especially at intersections and bus stops

• Tell the driver what you see ‐‐ never TMI

• For the safety of “your” (together) busFor the safety of  your  (together) bus

NHTSANHTSA

• 100‐car naturalistic driving study100 car naturalistic driving study

• 241 drivers, 5 channels of video in/outside 

i f l d i i f• Drivers perform regular driving for one year

• 2,000,000 miles of travel

• 43,000 hours of data

• 82 crashes82 crashes

• 78% of crashes were                                 preceded by inattentionpreceded by inattention

Key new understandingsKey new understandings

• Driving‐related inattentionDriving related inattention to the forward roadway

• Non specific eye glance• Non‐specific eye‐glance away from the forward roadwayroadway

• Over 2 seconds away from d i droadway is dangerous

An Alphabet of DistractionsAn Alphabet of Distractions

A F K P UA

B

F

G

K

L

P

Q

U

VB

C

G

H

L

M

Q

R

V

W

D I N S X

E J O T Y

Z

Sources of DistractionSources of Distraction

I id O t idInside Outside

Generic School Bus Generic School 

BusBus Bus

Defensive DrivingDefensive Driving

• Recognize the HazardRecognize the Hazard

• Understand the Defense

l iIt’s all 

• Act correctly in TIME about TIMETIME andand SPACE

Needed for SuccessNeeded for Success

RecognizeRecognize HazardSee

Knowo

Anticipate 

Needed for SuccessNeeded for Success

Recognize UnderstandRecognize Hazard

Understand Defense

See

Know

TrainingPlanning o

Anticipate Vehicle position

Needed for SuccessNeeded for Success

Recognize UnderstandRecognize Hazard

Understand Defense

See

Know

TrainingPlanning o

Anticipate Act in Time

Vehicle position

Act in TimeYour body/mindTh hi lThe vehicle

Space CushionSpace Cushion

4 seconds 4 seconds

3‐4 times more for ice3 4 times more for ice

• Space extends timep

• 4 seconds  at 45 mph = 264 feet  5 sec above 40

• Reaction time 1 5 seconds + Braking distance• Reaction time 1.5 seconds + Braking distance

• Ice and snow can triple stopping distance

Distraction effect• Senses are bombarded with input to brain while d i idriving.

• All input must be weighed before action is taken.

• Drivers must decide what is crucial information for decisions to change speed, change position on the road, or communicate.,

• Too much information – driver panics, shuts down decision‐making or reacts abruptlydown decision making or reacts abruptly without planning.

Key to time…Available memoryKey to time…Available memory• Humans can handle 5‐7 activities and keep mental control.

• Excess visual input fills up the working p p gmemory, the process in which information is temporarily stored in the brain.  The amount p yof free working memory affects the level of concentration, so as the memory fills up it becomes more difficult to ignore distractions.

• More distractions make it harder to ignoreMore distractions make it harder to ignore distractions!

Distraction ‐‐ Reaction TestDistraction  Reaction Test

• Get in pairsGet in pairs

• Hold paper above finger and thumb ½”finger and thumb ½  apart. 

F ll i• Full concentration

• Dropper talks

• Now with eye contact and talkingg

Biggest Danger SituationsBiggest Danger Situations

Brain capacity is already maxed w/o distractionsBrain capacity is already maxed w/o distractions

• Blind curves, hills, driveways

i• Intersections 

• Pedestrians

• Bus Stops 

• Large VehiclesLarge Vehicles

• Backing

Solution…control distractionsSolution…control distractions

• Forseeability:Forseeability:  Events or objects ceaseobjects cease being a distractiondistraction when we can fore‐know theirfore know their presence and influenceinfluence.

StrategiesStrategies• Control curiosity, ignore what’s passed

• Steel ourselves to student actions

• Turn off radio, quiet studentsTurn off radio, quiet students

• Know and anticipate the                              distractions on our routesdistractions on our routes

• Memorize bus controls

• Learn bus sounds/rattles

• Focus on the road ahead

• Scan 12‐15 seconds ahead to reduce surprise

Top 10 food offenders driving:Top 10 food offenders driving:

• Coffee • Soft drinksCoffee

• Hot soup

Soft drinks

• Chocolate

• Tacos

• Chili

• Hamburgers

• Barbecued foodBarbecued food

• Fried chicken

J ll fill d d• Jelly or cream‐filled donuts

Outside the bus DistractionsOutside the bus Distractions

• RubberneckingRubbernecking

• Bumper stickers/license plates

illb d / i• Billboards/signs

• Pedestrians

• Animals

• SoundsSounds

• Glare – sunrise/sunset

P i i i /f• Precipitation/fog

Other vehicle action DistractionsOther vehicle action Distractions

• Vehicle swerved into laneVehicle swerved into lane

• Vehicle encroached lane

ffi l d d• Traffic slowed or stopped

• Road Rage

• Tailgating

• Emergency vehicleEmergency vehicle

• Police chase

2 Seconds or Less2 Seconds or Less• Reaching for anything ‐‐ Adjusting controls• Turning knobs turns 6x worse than looking at speedometer

• Reading map/directions/                                     route sheets

• Using mirrors• Reading gauges• Disciplining children• Sudden movement                                           inside the vehicle

This is a test!This is a test!

• On your handout draw the locations ofOn your handout, draw the locations of switches for fans, loading lights, heaters, and wipers entry door radio parking or air brakewipers, entry door, radio, parking or air brake, and any other controls or equipment you regularly reach forregularly reach for.

Personal readiness to drivePersonal readiness to drive

• Illnessess• Driver electronics• FatigueFatigue• Personal problems• Drugs or alcoholDrugs or alcohol• Hair, makeup, mascara, shaving• Medications causing drowsinessMedications causing drowsiness• Driving must be our primary activity – not secondary – maintain path of travel and line ofsecondary  maintain path of travel and line of sight

Today’s key pointsToday s key points

• Understanding distractionUnderstanding distraction

• Attendant role

S d• NHTSA study

• Brain overload

• Defensive Driving Formula

• Distractions outside andDistractions outside and inside the bus

• Distractions inside us• Distractions inside us

What now?What now?• “What if” driving  ‐‐ Take the 

i l h li l hitime to analyze the little things that didn’t go wrong so you will b d f h h dbe ready for the one that does.

• Planning, anticipation and personal readiness are your best defenses.

• Our cargo is the most valuable, so it makes all the sense in the world.

For all you doFor all you do

2009-2010 New York State Education Department School Bus Driver and Attendant Refresher

Name those Driving Distractions!

A. _______________

B. _______________

C. _______________

D. _______________

E. _______________

F. _______________

G. _______________

H. _______________

I. ________________

J. _______________

K. _______________

L. _______________

M. _______________

N. _______________

O. _______________

P. _______________

Q. _______________

R. _______________

S. _______________

T. _______________

U. _______________

V. _______________

W. _______________

XYZ. _____________

Defensive Driving Formula

1. Recognize

______ _____________

2. Understand

______ _____________

3. Act correctly

______ _____________

NHTSA “Naturalistic” Study NHTSA (The National Highway Traffic Safety Administration) conducted a “naturalistic” study of driver distraction. Rather than studying drivers in simulated circumstances, they placed cameras in personal vehicles and observed everything that “naturally” happened in the vehicle for a year. Previous studies suggested that 25% of all crashes were a function of inattention.

• _____ Cars

• _______ Drivers • _________________ Miles • ____________ Hours of driving • ________ Crashes

What percent of crashes in this study were preceded by inattention?

____________%

What does “2 Seconds or Less” refer to?

_________________________________

Draw in and Label the Location of Controls and Switches you use Regularly

Be sure to include fans, loading lights, heaters, and wipers, entry door, radio, gear shift, parking or air brake, and any other controls or equipment you regularly reach for.

Announcing… An important Safety Refresher for all New York State school bus drivers and attendants Refresher date:

Refresher time:

Refresher location:

The title of this Refresher is “Driving with Distraction.” The school bus environment presents additional distractions to those faced by persons driving their private vehicles. We will be talking about how bus drivers and attendants can control their distractibility by anticipating the hazards they will face. We will also be learning about a new National Highway Traffic Safety Administration study that changes everything we thought we knew about the impact of distraction on crashes. Be thinking about what distracts you on the school bus. The refresher will give you a chance to clarify any questions you may have and to create some effective strategies to drive even safer. We look forward to your participation in the program. Sincerely:

2009-2010 NYSED “Driving with Distraction” Refresher Sign-in Sheet Date:________________ Location: _____________________________

Instructing SBDI(s): __________________________________________ Your signature indicates you attended the entire refresher program.

Please sign in only for yourself.

Name (print legibly) Signature

(Note: Maintain the completed sign-in sheet in the operation’s training file along

with copies of instructional materials used.)

Refresher Evaluation Form

Driving with Distraction

Instructions: Please answer the following questions. Your honesty will help us further improve our training programs. Thanks!

Your name (optional): __________________________________

Date of Refresher: _____________________

1. Overall, how would you rate the refresher?

“Excellent – I learned a lot.”

“OK – I learned something.

Poor – “I didn’t learn anything.”

Comments? ____________________________________________________

_____________________________________________________________

2. List one distraction that is a headache for you and how you are going to change your behavior to better control it.

Distraction:_____________________________________________________

My behavior change:_______________________________________________

_______________________________________________________________

Safety Benefit: ____________________________________________________

________________________________________________________________

Thank you for participating in this statewide refresher – and thank you for caring about safety!

Section 5: Additional Instructional Resources Driver Fatality Materials

Lesson Guidance….

PowerPoint Notes Pages….

PowerPoint Slides….

Anti-Idling Instructional Materials….

Lesson Guidance…

waddaya know?

Distraction Behavior Disability

2 Months: Three Drivers Lesson Guidance THESE SLIDES ARE NOT A STATE ED MANDATED REFRESHER. These slides are designed for SBDIs to use in their operations in whatever setting seems appropriate. They could be used for a monthly safety meeting or in a Basic or Advanced Course or for a pre-service. They can also be used to add the fourth required hour of Refresher training if desired.

In the two consecutive months of December 2007 and January 2008 three school bus drivers were killed in the line of duty. These slides present those fatalities along with previous New York State fatalities that we have discussed and trained on before. The theme “déjà vu” is used to show that these are repeating trends that we need to train and prepare for.

Except for slide 7 which is from the 2008 accident, NONE of the photos on these slides are from the actual incidents. They are simply representative of the incidents.

Video Clip: There are short video clips hyperlinked to each déjà vu slide. The first and third ones are news stories; you will need good audio to use them effectively.

To set up audio you can connect speakers to your laptop through the headphone port. Any basic set of computer speakers will be enough for 75 or so in the class. If you are in an auditorium space you will have to get them hooked into a bigger sound system. Be sure to test it in the space you will be teaching before you are teaching.

Newspaper reports of each 2007-2008 accident follow in the PDS manual. There are two additional newspaper reports related to drivers losing consciousness included.

Background material and teaching points are provided on the PowerPoint “notes” pages.

Lake Shore bus driver killed by bus Published on December 4, 2007 Author: Gene Warner and Elmer Ploetz - NEWS STAFF REPORTERS © The Buffalo News Inc.

Brenda S. Chiappetta loved driving a school bus, almost as much as she loved being a "nana" to her five grandchildren. She was on the Lake Shore School District grounds on her way to do the thing she loved Monday morning when she was struck and killed by another bus.

Evans police said heavy wind and rain may have led to the tragedy. All the investigators feel she may have had her head down, protecting herself from the wind and rain and didn't see or hear the bus," said Evans Detective Lt. Samuel V. DeJohn. "There doesn't seem to be anything criminal here," DeJohn said. "It just appears to be a very tragic accident."

The accident led to Lake Shore schools closing Monday; they were to reopen today.

Chris Chiappetta, one of the bus driver's three sons, said his mother's two biggest joys had been driving a bus and her five grandchildren, all age 8 and under. "She was an excellent grandma," he said. "That was her life, driving bus and being 'Nana.' "

She drove special-education runs for Lake Shore, and she had become very close to the students and their families, he said. "She worked with their parents, not just with the kids. She knew all the parents," he said. "She wasn't just driving them to the school in town here. She really got to know them; she just loved all the kids." She also drove Lake Shore residents attending St. Francis High School to Athol Springs in Hamburg daily.

Lake Shore School Superintendent Jeffrey Rabey said the last time he had seen Brenda Chiappetta was Friday, when she was in the district office, picking up names in the district's "adopt a kid" program for students to buy gifts for. "She was a very positive person, always upbeat on any issue," said Rabey, who said he knew her most from her role as a Teamsters steward for the bus drivers. "She always wanted to do things that were right for kids."

Wind gusts were reported as high as 40 to 45 mph in the area at the time of the accident, firing a light rain-snow mix almost horizontally. It was still dark when the accident happened at 6:12 a.m.

It occurred when a bus mechanic with the district was driving a school bus from the district's upper parking lot to the lower lot on North Main Street. Police did not release the name of the mechanic driving the school bus. No criminal charges were expected to be filed.

The Evans Center Fire Department, Rural/Metro Ambulance Services and the Town of Evans Police Department responded to the accident.

Rabey said that parents of students on Brenda Chiappetta's bus runs have been called and notified of the situation and that there will be a school counselor on each of her three runs today.

Brenda Chiappetta, who lived on Crescent Drive in Derby, had been working for the district for 23 years, her son said. She had planned to retire in two years.

She and her husband enjoyed traveling and had been to Europe, Mexico and most of the Caribbean islands, Christopher Chiappetta said. She was also a member of St. Vincent de Paul Catholic Church in North Evans.

She is also survived by sons Gabriel T. "Chip" Chiappetta and Michael Chiappetta.

"We've had a lot of support form the whole community, the school," Christopher Chiappetta said. "Everybody's stopped over." "All my sons' friends considered Brenda their second mother and they're all here tonight," said her husband. "We're doing OK. That's why we have friends."

T.J. Pignataro also contributed to this report.

e-mail: eploetz@buffnews.com, gwarner@buffnews.com

Driver dies in fall from Fulton bus

Friday, January 18, 2008

By Catie O'Toole

Staff writer

Brenda Phillips and four other school bus drivers decided to have a brief meeting Wednesday afternoon before school let out at the Fulton Junior High School. They climbed aboard Donald Mason's bus and started talking, police said. During the conversation, Phillips said she wanted to get some paperwork from her bus to share with the other drivers, Fulton Police Chief Mark Spawn said.

Mason drove around the school's circular driveway on Curtis Street, with all five drivers aboard, so Phillips could get the paperwork. "While moving around the circle, Mrs. Phillips was in the stairwell adjacent to the bus doors when she fell through the doors," Spawn said. Phillips struck her head on the pavement and suffered a serious head injury, the police chief said. "It was obvious at the scene it was a serious injury, but we didn't immediately know it was life-threatening," Superintendent William Lynch said.

An ambulance took Phillips to A.L. Lee Memorial Hospital in Fulton. After a brief examination, Phillips was rushed to University Hospital in Syracuse. She was pronounced dead at 5:20 p.m.

"It was a very tragic accident. Mrs. Phillips had driven school buses for over five years. She's been a very reliable, trustworthy driver," Lynch said. "In talking with building principals, students were well-cared-for and taken care of when they were on her bus runs." The accident happened about a half-hour before school let out and no students saw Phillips fall, school officials said. Thursday, school counselors, nurses and other support staff were available for the students, Lynch said.

Phillips, Mason and the other bus drivers work for Golden Sun Bus Service, which provides transportation services for the Fulton school district. Phillips, 51, of 5350 state Route 104, Oswego, started working for the bus company in September 2002, Lynch said. She drove kindergartners through 12th-graders, who live in Fulton and Granby, the superintendent said.

During the 2005-2006 school year 38 school bus drivers were injured on the job, according to the state education department. Golden Sun officials could not be reached for comment. Mason, 52, of Rowlee Road, Volney, also could not be reached for comment.

Thursday afternoon, a line of school buses pulled up to the junior high school shortly before dismissal. The drivers sat quietly inside their vehicles.

Police said they don't plan to file charges, but they are still investigating. Spawn said he has no information to indicate that Phillips was suffering from an attack or episode at the time of the accident. Both Spawn and Lynch called Phillips' death "tragic."

"It was before pickup. They (bus drivers) may stop and visit before their afternoon bus run. They work together and share a common bond of transporting and taking care of students so they

really work as a team," Lynch said. "This is very unusual and a very tragic accident. Our thoughts and prayers are with Mrs. Phillips' family and friends," he said.

Catie O'Toole can be reached at cotoole@syracuse.com or 592-7140. Staff writer John Doherty contributed to this report.

12/02/2007

Car crash victim was 39-year-old Coxsackie man By Kyle Wind , Freeman staff

COXSACKIE - The man killed in a Friday afternoon car accident on state Route 81 has been identified by state police at Catskill as Michael Mann, 39, of 1223 U.S. Route 9W, of Coxsackie.

The collision ejected him from his 2003 Buick. Police said it was unknown whether Mann was wearing a seat belt.

He was pronounced dead at the scene, according to police.

Mann's autopsy was scheduled for 12 p.m. Saturday, but police said they had not yet been informed of the results as of Saturday night.

The accident occurred at 2:40 p.m. Friday when Mann's Buick, traveling west on state Route 81, crossed the double yellow lines and entered the eastbound lane into the path of a pickup truck, police said.

Police did not identify the driver of the truck but said he was taken to the Albany Medical Center after the accident Friday and was in stable condition.

©Daily Freeman 2008

Albany Times Union State Police identify Coxsackie crash victim

COXSACKIE - State Police have identified Michael Mann, 38, of West Coxsackie, as the man who died in a two-car accident Friday.

Mann was driving a 2003 Buick west on Route 81 when he crossed into the path of an oncoming pickup truck, police said. He died at the scene.

A passenger in Mann's car, whose name State Police haven't released, was taken to Albany Medical Center Hospital where he was in stable condition. The driver and passenger in the pickup truck were uninjured.

- Lauren Stanforth

Stillwater school bus crash ‘could have been a lot worse’ By Tatiana Zarnowski (Contact) Gazette Reporter

Photographer: Bruce Squiers

Thursday, February 7, 2008

A state Department of Transportation crew clears a tree that became lodged between a Stillwater Central School bus and a parked vehicle after an accident Wednesday on Route 9P near Panza's Restaurant.

STILLWATER — Four children and a school bus driver escaped serious injury when the bus careened off the road, severed a large tree and smashed into a parked car on the winding road around Saratoga Lake Wednesday afternoon.

The bus driver, identified only as Sara Schmidt by the Saratoga County Sheriff’s Department, lost consciousness, causing the bus to leave the road just before 3 p.m. The four students on the bus were being taken from private schools in Saratoga Springs to their homes in the Stillwater Central School District.

Schmidt and one of the students were taken by ambulance to area hospitals; Schmidt to Saratoga Hospital and the student to St. Peter’s Hospital in Albany. The driver was suffering from an unknown medical condition when transported, according to a sheriff’s department press release.

The student wears braces and was bleeding from the mouth after the crash, Stillwater Superintendent of Schools Stanley Maziejka said. It was believed the braces cut her mouth when the bus crashed, but she was being checked out at St. Peter’s just to be certain, he said. “It was a very bad accident, but from what I gather, it could have been a lot worse,” Maziejka said.

Parents of the other three students came to pick them up at Panza’s Restaurant on Route 9P, where the accident happened.

Pastry chef Andria Cupolo was inside working when she and other employees heard what sounded like thunder outside. Restaurant owner Tony Panza’s Honda Pilot sport utility vehicle was parked out front and was totaled when the bus crashed into it.

The impact pushed the SUV into Cupolo’s Honda Accord, and she watched as firefighters dragged her car away from the SUV to minimize damage. It sustained only minor damage to the driver’s side door.

The children were calm after the crash but the bus driver appeared dazed, Cupolo said. “She was just sitting there bobbing her head.”

The bus was headed west on Route 9P when it left the south side of the road.

“Those kids were so brave,” said Laura Boiani, Panza’s niece who lives next door. “The one little one said, 'This is my first accident.’

ALBERTA, CA

Teen takes charge to avert school-bus tragedy JOSH WINGROVE

With a report from Dawn Walton

November 20, 2008

Just like any other morning, the school bus picked up the Ranger family's children at 7:25 a.m. outside their home in Legal, Alta.

Nicholas, 15, Shailynn, 14, and Jessica, 13, piled onto the bus - three of 17 children aboard - and headed off along Range Road 252. But shortly after the bus pulled away from the Ranger home, it swerved.

"I wasn't even on the bus for a minute. We just left the road that my house was on, and the next thing I know, we were on the ditch," remembers Jesse Thomas, 14, another student who'd gotten on just before the Rangers.

He looked up to see the driver slumped against the wheel, appearing delirious, while the bus continued to move. It climbed back onto the road, going over a bump that sent the students to the ceiling. Nicholas flew from his seat, hit his head, and landed between two seats, breaking his pelvis and two vertebrae. His sisters suffered other minor injuries.

But after the bump, Jesse was virtually uninjured and took hold of the situation. He and another friend ran from their seats near the back to the driver at the front of the bus, telling the 43-year-old to stop as the bus approached an intersection ahead, at Highway 651.

The driver told Jesse he had already stopped, and that he had put the bus in reverse, though it continued to move forward. The driver then laid down on the floor of the moving vehicle.

Jesse hopped in the seat and stepped on the brake, bringing the bus to a halt just short of the intersection, while a tractor trailer they'd been barrelling toward also came to a stop, he remembers.

Another student called home on a cellphone to a parent, who called Marcus Ranger down the street. Still in his slippers, he and wife, Leanne, shot out of the home, into their truck, and headed for their three children's bus. "When your children are involved in something, you don't think. You just run out the door," he said."

When Mr. and Ms. Ranger arrived at the scene just down the road, Jesse opened the door for them, and the elder Mr. Ranger, who has had first aid training, began attending to the driver.

"He was conscious, however he was not able to move on his own, so his head was aiming down the stairwell towards the door," Mr. Ranger remembered last night. "He complained about back pains."

Ms. Ranger attended to the injured children, six of whom were taken soon after to hospital. the passengers on board ranged from age 6 to 17.

RCMP praised Jesse, who has no driver's license, in bringing the bus to a stop, a sentiment echoed by Mr. Ranger.

"Our thanks to Jesse Thomas for putting that bus in park. It could have ended up being much worse," Mr. Ranger said last night, after his three children had been released from hospital. "Everybody is fine, and all the injuries sustained, they're all recoverable injuries. We all just thank God it didn't end up being worse."

No charges have been laid. The driver is also recovering. Police continue to investigate, and can't yet say what caused the bus to hit the ditch in the first place.

It was one of two bus crashes in the province yesterday.

During a wintry morning in Calgary, a second school bus carrying 40 children was travelling a down a hill not far from a junior high school in the city's northeast when the driver lost control and the vehicle jumped a curb, slamming head-on into a chain link fence.

The top rail of the fence punctured the windshield, narrowly missing both the driver and students seated near the front, emergency officials said. A young girl was briefly trapped when the pole came to a rest after sheering off the corner of a seat in the row in front of her.

Children were shaken by the ordeal, but nobody was hurt.

If the bus had travelled less a metre more before coming to a rest, Fire Captain Willie Underhill said in a statement, it would have rolled down a hill.

THESE SLIDES ARE NOT A STATE ED MANDATED REFRESHER.

These slides are designed for SBDIs to use in their operations in whatever setting seems appropriate. They could be used for a monthly safety meeting or in a Basic or Advanced Course or for a pre-service. They can also be used to add the fourth required hour of Refresher training if desired.

In the two months of December 2007 and January 2008 three school bus drivers were killed in the line of duty. These slides present those fatalities along with previous New Yorkkilled in the line of duty. These slides present those fatalities along with previous New York State fatalities that we have discussed and trained on before. The theme “déjà vu” is used to show that these are repeating trends that we need to train and prepare for.

Except for slide 7 which is from the 2000 accident, NONE of the photos on these slides are from the actual incidents. They are simply representative of the incidents.

Video Clip: There are short video clips hyperlinked to each déjà vu slide. The first and third ones are news stories you will need good audio to use them effectivelythird ones are news stories, you will need good audio to use them effectively.

To set up audio you can connect speakers to your laptop through the headphone port. Any basic set of computer speakers will be enough for 75 or so in the class. If you are in an auditorium space you will have to get them hooked into a bigger sound system. Be sure to test it in the space you will be teaching before you are teaching.

There are newspaper reports of each 2007-2008 accident in the PDS manual.

1

This fatality highlights the combined dangers of low-light winter mornings and bad winter weather. Reflectorized safety vests can be one tool to make bus yards safer in these conditions. Active listening for backup beepers is another important behavior. When we hear them everyday, we often stop listening.

2

In the 2002 PDS we had reports of two serious bus yard accidents. One driver was killed walking across the lot by a backing bus. The backing driver was likely using the left mirror at the moment the driver walked behind the bus, was knocked down, and run over by the right rear duals. A bus attendant was critically injured, but survived walking to their bus.Bus yard safety was the topic of one of the two state-mandated Driver Refreshers. If you want to train more on this topic get out, or borrow if you are a new SBDI, a copy of the 2002 PDS manual.

The photo at the bottom of the screen is a hyperlink to a video clip about a bus driver mom whose child was struck and killed in the bus yard.

3

This fatality occurred during absolutely unexceptional circumstances. The drivers were meeting together in one bus at a school waiting for children to be released. This happens everyday at many schools – danger definitely WAS NOT in the air. The driver who was killed needed to get something from her bus so the driver offered to drive around the circle so she could retrieve the item from her bus. While driving around the circle, somehow the first driver fell through the door and hit her head on the pavement in a way that produced a fatal injury.

Our drivers and attendants need to know that every time and place near a moving motor vehicle is a time of extreme danger. When that motor vehicle weighs 28,000 pounds it can be even more dangerous. Whether it is driving around a bus circle or putting athletic equipment in front of an emergency door “just this once,” we never know when an emergency situation will arise, and we always have to take precaution.

4

In this Long Island crash, the driver and attendant were headed back to the yard. No children present, just a time to chill out and relax – the hard work is over. While it might be easier to have a conversation with the driver while standing in the stepwell or with one cheek on the front right seat, these positions are incredibly dangerous. As our driver distraction refresher suggests, casual conversation is also a distraction and might have contributed to the crash. Imagine the bus driver turning their head towards the attendant to make a point and then turning back to the road and realizing it is too late to avoid a crash.

Bus attendants must be safely seated and restrained at all times unless they are directly attending to a situation that cannot wait for the bus to be stopped. This may seem crude, but a dead or seriously injured bus attendant is of no value to children after crash. An attendant who has gotten up in anticipation for a stop is in a horrifically dangerous situation.

The photo is a hyperlink to a short video clip of what happens inside a school bus during an accident in case there is any question about unrestrained passengers, drivers, or tt d t fl i d i id th b d h t f th d Th li i l fattendants flying around inside the bus – and perhaps out of the door. The clip is only a few

seconds, it just continues to replay. The audio is just static, so you can play it even if you don’t have audio connected to your computer.

5

This accident revives two different issues. This “school bus” was a Buick sedan, not a school bus meeting FMVSS standards for vehicles specifically designed to transport school children. There was another such accident with one student fatality in the same part of the state in 1994. The broader training issue is the fact that reports indicate that the driver experienced a heart attack or seizure of some kind which led to the vehicle crossing the centerline.

This driver was only 39 years old and there is no report that he had a preexisting medical condition that should have been considered before he was given physical clearance. Because there was no student fatality, there was not a record review to examine that issue, but we know it has been an issue in the past.

The driver was also ejected from the vehicle suggesting the possibility that he was not wearing his seat belt which leads back to some of the concerns in the previous scenario.

6

We have plenty of examples of medical issues potentially preventing the drivers from safely operating their vehicles.

Another 2008 crash in the Adirondacks was caused by the driver losing consciousness and crossing the centerline (slide photo)

In the 90’s there are three reports of bus drivers dying behind the wheel with passengers onboard, including one heroic story of a driver pulling his vehicle safely to a stop as he died.died.

In 2000, a driver on a field trip who had a record of not understanding his medications, including heart medications, had a momentary loss of attention and ran a stop sign and was hit by a dump truck, injuring 51 people. He had not disclosed all his diagnoses and medications to the 19-A doctor.

A downstate crash in 1990 that killed two students was preceded by a brief period of driver inattention or unconsciousness the cause of which was never determinedinattention or unconsciousness, the cause of which was never determined.

The bus photo is a hyperlink to another out-of-state news story of a driver having a heart attack at a bus stop.

7

2 Months: 3 Drivers2 Months: 3 Drivers

How can you protect yourself?

Western NY bus driver killed by busWestern NY bus driver killed by bus

• 23 year veteran driver3 yea ete a d e• Bus yard ‐‐ December 2007 • 6:12 am ‐‐ dark6:12 am  dark• 40‐50 mph winds • Heavy rainHeavy rain• Walking head down protecting herself from p gwind

• Bus mechanic driving bus between lots

Déjà vu 2002 PDSDéjà vu 2002 PDS 1. A driver trainer walking to her bus was 

k d kill d b b ki h l bstruck and killed by a backing school bus

• Sunny early afternoon – 1 bus moving on lot

2. An substitute attendant was struck and critically injured walking to bus.y j g

• Striking bus was pulling away from pumps

• It happened in the morning semi darkness• It happened in the morning semi‐darkness

Central NY driver falls from busCentral NY driver falls from bus

• 5 year veteran  driver5 yea ete a d e• January 2008 ‐‐ bus zone• Drivers meeting on one bus atDrivers meeting on one bus at school bus zone before dismissal

• Driver drives around circle to pick pup paperwork at another bus

• Driver standing in stairwell fell through doors

• Struck head on pavement ‐‐ fatal i jinjury

Déjà vu 1996 PDSDéjà vu 1996 PDS 

• Bus deadheading afterBus deadheading after run

• Attendant is in the front• Attendant is in the front of bus talking to the driverdriver  

• Collision, bus rolls

• Unbelted attendant ejected and killed

Capital Region Driver AttackCapital Region Driver Attack• December 2007• Clear skies, clear roads• Buick sedan “school bus”• Returning from private school pickup ‐‐ 1 studentB d i dl h• Bus driver reportedly has a heart attack/seizure crosses centerlinecrosses centerline

• Head‐on crash• Bus driver ejected and• Bus driver ejected and killed ‐‐ seat belt?

Déjà vu Heart Attacks, etc.Déjà vu Heart Attacks, etc.

• 2008 Driver loses consciousness (picture).

• 1996 & 1995 PDS, 2 and 1 drivers die of heart attacksdrivers die of heart attacks while driving students

• 2000 PDS driver with heart2000 PDS driver with heart medication issues misses   stop sign ‐‐ 51 injuries1990 PDS D i l• 1990 PDS Driver loses consciousness – 2 student fatalities

Anti­Idling Lesson Guidance In 2004 there was an anti-idling campaign and refresher as a part of the PDS program. The recent 2007 New York State law and implementing regulations clearly limit when school buses can and cannot be idled and also establishments annual requirements for driver notification of this law’s mandates and annual development and maintenance of a report documenting the district’s compliance with this regulation.

In the summer of 2008, SED released an updated PowerPoint presentation based on the 2004 PDS. This 2008 PowerPoint as well as a folder from the 2004 PDS that includes all the Anti-Idling Campaign materials is on the PDS CD – there are no hard copies of the slides in the PDS manual. There are no “notes pages” for these slides. The corresponding content for the slides is located in the regulations and the text from the 2004 PDS Manual that is on the CD. The law and its implementing regulations are below, followed by the letter to superintendents from the State Education Department about the new requirements.

Anti­Idling Laws and Regulations § 3637. Idling school buses on school grounds

1. On or before July first, two thousand eight, the commissioner shall promulgate regulations requiring school districts to minimize, to the extent practicable, the idling of the engine of any school bus, as defined in section one hundred forty-two of the vehicle and traffic law, and other vehicles owned or leased by the school district while such bus or vehicle is parked or standing on school grounds, or in front of any school. Such regulations shall apply to school districts identified by the commissioner, in consultation with the department of health, with a significant number of children with asthma and those other school districts deemed by the commissioner as appropriate.

2. Such regulations shall include, but not be limited to, a requirement that the engines of all school buses and vehicles owned or leased by the school district be turned off while waiting for passengers to load or off load on school grounds. When necessary for heating, mechanical or emergency circumstances, the regulations may allow idling to the extent necessary to achieve such purpose. Provided, however, that such regulations shall not conflict with applicable state regulations and local laws.

3. School districts shall be required to annually provide their school personnel with notice of the provisions of this section, and the regulations promulgated pursuant to this section by the commissioner. The commissioner shall provide such notice for school districts to disseminate.

THE REGULATIONS OF THE COMMISSIONER OF EDUCATION Pursuant to Education Law sections 207, 305 and 3637 and Chapter 670 of the Laws of 2007

Subdivision (h) of section 156.3 of the Regulations of the Commissioner of Education is added, effective July 1, 2008, as follows:

(h) Idling school buses on school grounds.

(1) General provisions.

(i) Except as provided in paragraph (2) of this subdivision, each school district shall ensure that each driver of a school bus, as defined in Vehicle and Traffic Law section 142, or other vehicle owned, leased or contracted for by such school district, shall turn off the engine of such school bus or vehicle while waiting for passengers to load or off load on school grounds, or while such vehicle is parked or standing on school grounds or in front of or adjacent to any school.

(ii) School districts shall consider adopting policies which provide for the prompt loading and unloading of individual school buses rather than a policy of waiting for all buses to arrive before loading or unloading.

(2) Exceptions. Notwithstanding the provisions of paragraph (1) of this subdivision and unless otherwise required by State or local law, the idling of a school bus or vehicle engine may be permitted to the extent necessary to achieve the following purposes: (i) for mechanical work; or (ii) to maintain an appropriate temperature for passenger comfort; or (iii) in emergency evacuations where necessary to operate wheelchair lifts.

(3) Driver requirements. Each school district shall ensure that each driver of a school bus shall:

(i) instruct pupils on the necessity to board the school bus promptly in the afternoon in order to reduce loading time;

(ii) whenever possible, park the school bus diagonally in school loading areas to minimize the exhaust from adjacent buses that may enter the school bus and school buildings; and

(iii) turn off the bus engine during sporting or other events.

(4) Notice. Each school district shall annually provide their school personnel, no later than five school days after the start of school, with notice of the provisions of Education Law section 3637 and of this section, in a format prescribed and provided by the Commissioner to such school districts for dissemination.

(5) Monitoring and reports. Each school district shall periodically but at least semi-annually monitor compliance with the provisions of this subdivision by school bus drivers and drivers of vehicles owned, leased or contracted for by such school district. Each school district shall prepare a written report of such review, which shall describe the actions taken to review compliance and the degree of adherence found with the provisions of this subdivision. Copies of the report shall be retained in the school district's files for a period of six years and made available upon request. The Commissioner may also require specific school districts to provide additional information as necessary to address health concerns related to their compliance with the provisions of this subdivision.

(6) Private vendor transportation contracts. All contracts for pupil transportation services between a school district and a private vendor that are entered into on or after July 1, 2008, shall include a provision requiring such vendor's compliance with the provisions of this subdivision.

THE STATE EDUCATION DEPARTMENT/THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 Office of Educational Management Services Room 876, Education Building Annex Tel: (518) 474-6541 Fax: (518) 474-1983

August, 2008 TO: District Superintendents Superintendents of Schools Transportation Directors FROM: Marion Edick, State Director Pupil Transportation Services SUBJECT: Idling School Buses on School Grounds

Chapter 670 of the Laws of 2007 enacted section 3637 of Education Law. It requires that all school districts ensure that every driver of a school bus or other school vehicle turn off the engine of the vehicle while waiting for passengers to load or off load. The law requires the Commissioner of Education to promulgate regulations requiring school districts to minimize, to the extent practicable, the idling of school vehicles. It provides for certain exceptions when necessary for heating, mechanical or emergency circumstances. It also requires school districts to annually provide to school personnel a notice of the provisions of the law and regulations. This memorandum will give an overview of the statute and regulations and the materials which have been developed for school districts to use as the annual notice to school employees.

General Provisions of Section 156.3 (h)

• Applies to all public school districts and covers all employees, not just school bus drivers, when they are driving …

• Vehicles which are school district owned or leased, not just school buses. • Includes contractor owned and operated school buses under contract with the district • Requires the driver to turn off the engine while parked on school grounds, in front of a school, or

adjacent to a school while loading or off loading passengers • Encourages districts to adopt a policy requiring prompt loading and off loading of individual

school buses rather than await the arrival of all buses

Exceptions – Limited idling may be permitted when it is necessary for the following reasons:

• Mechanical work • Maintain an appropriate temperature for passenger comfort • Emergency evacuations where necessary to operate wheelchair lifts

Requirements of School Bus Drivers

• Instruct pupils on the necessity to board the bus promptly to reduce loading time • Park the school bus diagonally in loading areas to minimize the amount of exhaust from adjacent

buses that may enter the school bus and school buildings • Turn off the engine during sporting or other events

Additional School District Responsibilities

• Annually provide their school personnel with a notice of the provisions of Education Law section 3637 and Commissioner’s Regulation section 156.3 (h)

• Notice shall be provided no later than 5 days after the start of school • Format and materials for the notice will be supplied by the Commissioner • Monitor the compliance of drivers with the requirements • Prepare a written report describing the actions taken to review compliance and the degree of

adherence found. • Copies of the report to be maintained by the district for six years and provided to SED only upon

request. • Include a provision in all pupil transportation contracts entered into on or after July 1, 2008 that

requires the vendor’s compliance with the provisions of reducing idling

To assist school districts with compliance, the State Education Department has prepared materials for the annual notice to school personnel and for training school bus drivers. These materials have been posted on our website at: www.emsc.nysed.gov/schoolbus/anti-idling/home.html. School districts may meet the notice requirement by providing employees with a copy of Education Law section 3637 and Commissioner’s Regulations 156.3 (h). As an alternative, districts may notify employees that the materials have been posted on all employee bulletin boards and the district website. To assist with training school bus drivers, we have updated a PowerPoint presentation that was part of our 2004 Professional Development Seminar and school bus driver refresher training. Other materials such as driver handouts, pledge cards and a reducing idling campaign logo are part of the 2004 School Bus Driver Refresher materials.

We invite you to join the State Education Department in a statewide effort to reduce idling, save money, and protect the health of our children.

Section 6: SBDI Resources…. PDS Evaluation Form…. PDS Reservation Forms…. SBDI Information Update Form…. NYS SBDI of the Year Award…. NYS Transportation Heroism Recognition Form…. NYS Safety Drill Contest…. SED Course Guidelines…. Certificate Numbering…. NYSED Course Forms…. Delivery Agency Application and Renewal Form…. Bus Driver Lost Certificate Request…. Monitor/Attendant Lost Certificate Request…. Driver and Monitor/Attendant PPT Forms…. Report of Passing Stopped School Bus…. PIRP Processing Providers…. NYAPT Poster Contest…. NYAPT Professional Certification Brochure…. NYAPT School Transportation Administrator Mentor Program…. NYAPT Scholarship Application….

waddaya know?

Distraction Behavior Disability

SBDI - PDS Evaluation Form Instructions: Your honest comments about this year’s program and instructors will help us plan and improve next year’s PDS. For each question, circle the best response.

Date of PDS: ________________ Location of PDS: ______________________________

1. Facility

Unacceptable Barely adequate Adequate Good Excellent

2. Experience with Class Registration Process

Unacceptable Barely adequate Adequate Good Excellent

3. PDS Manual and Instructional Materials provided to SBDI’s

Unacceptable Barely adequate Adequate Good Excellent

4. Master Instructor #1 - print this Ml’s name here: ___________________________________ A. MI #1 - Rapport with audience Unacceptable Barely adequate Adequate Good Excellent

B. MI #1 - Knowledge of material being presented Unacceptable Barely adequate Adequate Good Excellent

5. Master Instructor #2 - print this MI’s name here: __________________________________ A. MI #2 - Rapport with audience Unacceptable Barely adequate Adequate Good Excellent

B. MI #2- Knowledge of material being presented Unacceptable Barely adequate Adequate Good Excellent

6.Please rate today’s PDS 1 - poor, 2 - below expectations, 3 - fair, 4 - above expectations, 5 - excellent a. Content…………………………………………………………………. 1 2 3 4 5 b. Agenda/structure……………………………..……………………….. 1 2 3 4 5 c. Overall quality………………………………….………………………. 1 2 3 4 5 d. Instructors taught well together………………….…………………… 1 2 3 4 5 7. Any other comments about today’s PDS, or suggestions for future PDS’s?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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2010 PDS Reservation Form – to be turned in

PLEASE PRINT CLEARLY:

Name: ____________________________________ SBDI#: ___________

Address: ___________________________________________________________

___________________________________________________________________

From the statewide list of PDS programs, please select your top three choices. In the spaces below, indicate the PDS #s, Locations, and Dates you have chosen. (The dates and locations listed are all tentative.) Turn this completed sheet in to your Master Instructors at the end of this year’s PDS. Fill out the similar form on the next page with your top three choices, and keep it for your records.

1st Choice: #________ Location: ______________________________________

2nd Choice: #________ Location: _______________________________________

3rd Choice: #________ Location: _______________________________________

# Location Day Date # Location Day Date

1 Albany NYAPT Thurs 2/19/09 16 Longwood #4 Sat 5/09/092 Albany #1 Mon 5/04/09 17 Nassau BOCES #1 Wed 4/08/093 Albany #2 Fri 5/08/09 18 Nassau BOCES #2 Wed 4/15/094 Angola Thurs 4/16/09 19 New Hartford Tues 4/28/095 Baldwin Sat 5/16/09 20 New Paltz #1 Tues 4/21/096 Bath Fri 4/03/09 21 New Paltz #2 Fri 5/01/097 Cherry Valley Tues 4/14/09 22 Painted Post Tues 4/21/098 Elmsford #1 Wed 4/22/09 23 Plattsburgh Thurs 5/21/099 Elmsford #2 Mon 5/04/09 24 Rochester #1 Wed 4/08/0910 Glens Falls Tues 5/12/09 25 Rochester #2 Thurs 4/23/0911 Goshen-Harriman Thurs 5/14/09 26 Rochester #3 Wed 5/06/0912 Kenmore Tues 4/07/09 27 Syracuse #1 Wed 4/01/0913 Longwood #1 Thurs 4/02/09 28 Syracuse #2 Tues 4/21/0914 Longwood #2 Thurs 4/16/09 29 Syracuse #3 Fri 4/24/0915 Longwood #3 Tues 5/05/09 30 Watertown Tues 4/07/09

DISCLAIMER: These dates are tentative and subject to change based

upon room availability and SBDI enrollment.

PLEASE COMPLETE THE INFORMATION BELOW

SUBMIT THIS FORM AT YOUR PDS PLEASE PRINT

NAME: _____________________________________________ SBDI #: ___________ DRIVER’S LICENSE #: _______________________________ STATE: ____________ EMPLOYER: ____________________________________________________________ EMPLOYER’S ADDRESS: ________________________________________________ (STREET) _________________________________________________________ (CITY) (STATE) (ZIPCODE) HOME ADDRESS*: _________________________________________________________________ (STREET) ________________________________________________________________ (CITY) (STATE) (ZIPCODE) COUNTY OF RESIDENCE: _________________________________________________________ HOME PHONE #: _________________________________________________ WORK PHONE #: _________________________________________________ FAX #: _______________________________________________________ EMAIL ADDRESS: ______________________________________________________________ *Any information pertaining to the PDS will be mailed to your home address. *If any of this information changes during the year, please mail the changes to:

PTSI 224 Harrison Street, Suite 300

Syracuse, NY 13202 or

FAX to: 315-475-5033

2009 PDS Reservation Form

PLEASE PRINT CLEARLY:

Name: ____________________________________ SBDI#: ___________

Address: ___________________________________________________________

___________________________________________________________________

From the statewide list of PDS programs, please select your top three choices. In the spaces below, indicate the PDS #s, Locations, and Dates you have chosen. (The dates and locations listed are all tentative.) Turn this completed sheet in to your Master Instructors at the end of this year’s PDS. Fill out the similar form on the next page with your top three choices, and keep it for your records.

1st Choice: #________ Location: ______________________________________

2nd Choice: #________ Location: _______________________________________

3rd Choice: #________ Location: _______________________________________

# Location Day Date # Location Day Date

1 Albany NYAPT Thurs 2/19/09 16 Longwood #4 Sat 5/09/092 Albany #1 Mon 5/04/09 17 Nassau BOCES #1 Wed 4/08/093 Albany #2 Fri 5/08/09 18 Nassau BOCES #2 Wed 4/15/094 Angola Thurs 4/16/09 19 New Hartford Tues 4/28/095 Baldwin Sat 5/16/09 20 New Paltz #1 Tues 4/21/096 Bath Fri 4/03/09 21 New Paltz #2 Fri 5/01/097 Cherry Valley Tues 4/14/09 22 Painted Post Tues 4/21/098 Elmsford #1 Wed 4/22/09 23 Plattsburgh Thurs 5/21/099 Elmsford #2 Mon 5/04/09 24 Rochester #1 Wed 4/08/0910 Glens Falls Tues 5/12/09 25 Rochester #2 Thurs 4/23/0911 Goshen-Harriman Thurs 5/14/09 26 Rochester #3 Wed 5/06/0912 Kenmore Tues 4/07/09 27 Syracuse #1 Wed 4/01/0913 Longwood #1 Thurs 4/02/09 28 Syracuse #2 Tues 4/21/0914 Longwood #2 Thurs 4/16/09 29 Syracuse #3 Fri 4/24/0915 Longwood #3 Tues 5/05/09 30 Watertown Tues 4/07/09

DISCLAIMER: These dates are tentative and subject to change based

upon room availability and SBDI enrollment.

Keep this copy for your records

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SBDI of the Year The New York State School Bus Driver Instructor of the Year Award was established in 1994. The purpose of the award is to celebrate our state’s school bus safety record by recognizing one exemplary SBDI. Our state’s marvelous record is the result of a great team effort. But this great record wouldn’t exist without the dedication, initiative, and creativity demonstrated by individual SBDIs. SBDI of the Year is a prestigious award. There are many, many deserving SBDIs across our state. Being selected by your peers for statewide recognition is a tremendous honor. The winner is announced each year the July New York Association for Pupil Transportation (NYAPT) conference in Albany.

Previous School Bus Drivers Instructors of the Year:

2007: Connie Baumann-Gilman 2006: No award given 2005: Phyllis Thorpe, Hunter Tannersville CSD

Robin Parks, Tompkins-Seneca-Tioga BOCES 2004: Anne Smith-Corwin, Steuben-Allegany BOCES 2003: Jim Minihan, Katonah-Lewisboro CSD 2002: Darren Everhart, Victor CSD 2001: Doug Jensen, Maine-Endwell CSD (retired) 2000: Gus Arnitz Jr., Clyde-Savannah CSD (retired) 1999: Richard Percoski, Lowville CSD (retired) 1998: Lauren Wentworth, Canandaigua City SD (deceased) 1997: John Powers, Genesee Valley BOCES (deceased) 1996: Fran Schoonmaker, Wayne CSD (retired) 1995: Nancy Johnson, Rochester City SD

Marion Edick, State Director of Pupil Transportation The University of the State of New York - The New York State Education Department

EBA Room 876 Albany, NY 12234 Phone: 518-474-6541 Fax: 518-473-1984

NYS School Bus Driver Instructor of the Year Nomination Documentation

Nominee’s Name ________________________________________________

Currently Active as an SBDI? Yes No If no, how long inactive?

SBDI approval date _____________ List the significant contributions this SBDI has made to New York’s school transportation safety program, which have enhanced school bus safety in New York. Where possible, distinguish between “State” and “Local” contributions. Why is this individual deserving of this statewide recognition? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ (use additional paper/documentation if you wish)

List the school transportation organizations whose purpose or effort is to enhance school transportation safety in New York or other organizations whose purpose is to enhance the skills of instructors and trainers of which the nominee is a member; include special committees or contributions the nominee has made to each organization. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Supporting Documentation - Please submit four (4) letters of reference (2 of which are from school bus drivers or attendants) and a copy of the nominee’s driver abstract (not more than 3 months old). Name and phone number of contact person for questions about this nomination

Send completed applications (by June 15, 2009) with required documentation to:

Pupil Transportation Safety Institute

224 Harrison St., Suite 300 Syracuse, NY 13202 Questions? Call 800-836-2210

NYS SCHOOL BUS DRIVER OR MONITOR/ATTENDANT HEROISM AWARD FORM

Directions: Please provide the following information concerning the possible recogni- tion of a school bus driver or attendant for outstanding or heroic service during the course of his/her duties. Legibility is important – please type information requested. Driver’s or attendant’s name:________________________________________________ Where employed: _________________________________________________________ Date of event: _______________________ Time of event: _______________________ Describe (in as much detail as possible) what happened, and especially how the driver’s or attendant’s actions helped protect children from harm: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

________________________________________________________________________ ________________________________________________________________________ Name and daytime phone (including area code) of person submitting this form: Name: __________________________________________________________________ Phone: (_____) _________________ Note: Include any newspaper articles, letters from other parties, video clips, or any other materials about the event for which you would like the individual to be recognized.

Send all materials by June 15, 2009 to:

Pupil Transportation Safety Institute 224 Harrison St., Suite 300 Syracuse, NY 13202

Questions? Call 800-836-2210

NYS SCHOOL BUS SAFETY DRILL STATEWIDE CONTEST ENTRY FORM

Contest directions: Videotape a safety drill taught by one of your drivers (and an attendant or monitor, if appropriate) to actual students. Drills may be entered in any of three categories: on the bus; classroom; assembly. The videotape must be limited to 20 minutes. Clearly label the videocassette as 2008 NYS Safety Drill Contest, and include on the label your school district or bus company name; date of the drill; and the SBDI contact name and daytime phone number. Enclose this form, completed, with the videocassette. (Note: videos will not be returned – please keep a copy.) Contest entries must be submitted by July 1, 2009.

Please print legibly!!!! Name of school district or bus company: _______________________________________________

Name(s) of driver, attendant, monitor teaching the drill: ___________________________________

_________________________________________________ Date of Drill: ___________________

Grade level(s) of students receiving the drill: ____________________________________________

Category of drill:

□ On the bus

□ Classroom

□ Assembly

In your own words, explain why this was an effective bus drill: _____________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

SBDI submitting the drill (name): _____________________________________________________

SBDI daytime phone: (_____) ________________

Send all labeled videocassette and this form to:

Pupil Transportation Safety Institute 224 Harrison St., Suite 300 Syracuse, NY 13202

Questions? Call 800-836-2210

NEW YORK STATE EDUCATION DEPARTMENT SCHOOL TRANSPORTATION COURSE GUIDELINES (8/2007)

The following procedures guide the application, registration, and documentation of school bus driver, monitor, and attendant Basic and Advanced Training as required in NYCRR 156.3 Failure to follow the following procedures will mean that your courses will not be registered and attendees will not have met the regulatory requirements. Electronic copies of all the forms identified below may be downloaded from this web site at: http://www.safetyrules.net/SEDCourseMaterials.html. APPROVED TEACHING ROOMS

1. All facilities for teaching the above courses must meet Delivery Agency requirements established in DMV Regulation Part 138 and be approved by Safety Rules! Rooms will be approved for 10-40 students. The approvals are based upon a written agreement between NYSED and DMV.

2. All rooms should have projection equipment (overhead, computer projection), class

writing possibilities (blackboard, whiteboard, flipchart), “video” capability (TV/VCR/DVD or computer projection), and a surface for students to write on (desks, tables, clipboards). Some minor variation may be permitted for non-PIRP courses with prior approval.

3. Every room that you use MUST be registered. If there are a number of rooms that you

will potentially be using, submit applications for all of them so you will be ready to handle any last minute changes.

4. The form to register your site as a Delivery Agency and the instructors who will be

teaching at your site can be downloaded at the link above. Be sure to include overall room dimensions as well as measurements for anything that takes away from instructional space such as instructor office area, restrooms, refrigerators, cupboards, etc. – any space that is not available for instructional use.

5. If at any time you want to add another instructor to those connected with your site,

simply submit a new form with the instructor updates.

6. All course NPO's submitted for your Delivery Agency must be signed by one (not more than one) of the SBDI’s listed on the form.

7. Starting 7/1/2007, all Delivery Agencies will be assigned new numbers which must be used for all courses. The first time you submit a course after this date, you will receive a packet with the necessary forms. You do not need to submit your renewal before offering a course.

8. Delivery Agency numbers will be in the form 111-11. If you have multiple facilities your

numbers will be in the format xxx-01, xxx-02 xxx-03, etc.

9. All facilities must be approved every two years. This is a DMV and SED requirement. Facilities are now approved for up to 40 students but classes over 35 will only be approved for special circumstances. Contact Safety Rules! for prior approval.

NUMBER OF STUDENTS

1. Holding a class for less than 6 students must only be done under unusual or emergency circumstances and prior approval must be granted based upon SED guidelines. Contact Safety Rules! for approval.

2. You may not have more students in a classroom than it has been approved to

accommodate.

3. Holding a class for over 35 and up to 40 students must only be done under unusual or emergency circumstances and if your room has an approved capacity for up to 40. You must receive prior approval from Safety Rules!

COURSE SCHEDULES

1. Courses must follow the guidelines of the approved curriculum. Note that different course chapters or units are scheduled for different lengths, from 1 to 3 hours, and that courses require both classroom and on-bus time. Both learning environments must be incorporated as required. Course schedules are located as follows:

• Bus Driver Basic Course, the schedule is on Page 6 of the Instructor’s Guide. • Bus Driver Advanced Course, the schedule is on pages 19-27 of the Course Guide. • PTSI Monitor/Attendant Course, the schedule is on page 9 of the Introduction to the

Instructors’ Guide. Instructors using any other Monitor/Attendant course should check with the course developer.

2. Course segments do not have to be taught in their order in the curriculum, but may be

adapted to time and on-bus time availability. If a chapter or unit is designed for 2.5 hours, it can be split between two days as long the instructional time equals 2.5 hours. If access to a bus is limited, all the on-bus sections of a course can be scheduled together in 1 or 2 sessions to make scheduling easier.

3. Course schedules must identify all instructional and non-instructional (breaks, meals)

time. Bus Driver Basic Courses must have at least 30 instructional hours and Bus Driver

Advanced and Monitor/Attendant Basic Courses must have at least 10 instructional hours.

4. Any teaching segment longer than 2 hours must include a 15 minute break. Any course

segment over 4 hours must also include a 30 minute meal break. These requirements are based upon labor law and are a minimum requirement. More breaks are encouraged.

5. The maximum number of instructional time in one day is 8 hours. For emergencies

requiring a longer instructional day, contact NYSED for prior approval.

Example: A full-day course could be scheduled from 8 am to 5 pm with 15 minute morning and afternoon breaks and a 30 minute lunch.

6. If you have to change the schedule of a course after it has been approved, fax your

approved copy of the NPO with the assigned course number with a new course schedule to Safety Rules! Note on the schedule that it is revised.

7. Scheduling of Bus Driver and Monitor Attendant Courses together as a single class must

meet specific additional scheduling guidelines. These guidelines are at the end of this document.

8. Courses may be scheduled for any period of time up to one year.

PIRP

1. Only bus driver courses qualify for PIRP credit. Based upon DMV requirements distance learning courses may not qualify for PIRP at the present time. Questions should be directed to NYSED.

2. For a list of PIRP processing agencies go to:

http://www.safetyrules.net/files/Point_Insurance_Reduction_Program_vendors.pdf.

3. Any driver course approved less than 30 days before it starts cannot be approved for PIRP credit. This is part of the agreement between NYSED and DMV. The course may count for completion of the basic course requirement, but not be eligible for PIRP.

FORM SUBMISSION

1. All course NPO’s must be submitted at least 30 days before the course begins.

2. If you have an emergency and a course must be scheduled less than 30 days in advance, contact Safety Rules! to explain the situation.

3. All Notices of Program Offering (NPO), Notices of Program Completion (NPC), and

Delivery Agency approval must use the forms on the Safety Rules! web site as of August 10, 2007 at http://www.safetyrules.net/SEDCourseMaterials.html.

4. Any form with an earlier date, or any form that has been modified in any way will be

returned and the course will not be approved.

5. All NPCs must be signed by the same SBDI that submitted the NPO.

6. When an NPO is received, a COURSE NUMBER will be assigned to it and will be written on the copy of the NPO that is returned with the certificates. DO NOT HOLD A COURSE UNLESS YOU HAVE A COURSE NUMBER.

7. You must enter the course number on the NPC to link it to the NPO.

8. Any NPC received without an assigned course number will be rejected. NPC’s for make-

ups will also use this course number, allowing us to correctly link it to the original course.

9. Do not FAX the NPC. Mail the original to Safety Rules! so we have the most legible

copy possible and return any unused or voided certificates to Safety Rules!

10. DO NOT send copies of any course evaluations, issued certificates, or student tests with the NPC

11. .Monitor/attendant NPC’s require only the last 4 digits of the Social Security Number.

12. You may keep certificates for students you expect to make up a missed session.

13. If you cancel a course, write “CANCELLED” across the approved NPO and return it and

the certificates you received to Safety Rules! MERGED DRIVER AND MONITOR COURSES There have been requests to hold merged Bus Driver Basic and Monitor/Attendant Basic Courses. The formats requested have included: all attendees receiving both a driver and a monitor certificate; drivers getting both but monitors only getting monitor; or drivers and monitors each getting only their respective certificate. These guidelines must be followed:

1. Approved room capacity may not be exceeded by the total number of students in both classes.

2. Only students receiving a bus driver certificate qualify for PIRP.

3. Both courses must be SED approved. Two NPO’s must be submitted. Course material

in both courses must be completed in full – this might well mean that the overall length of training will be longer than the minimum required hours for either course. Instructional materials, course handouts, on-bus and classroom time, and time for topics, chapters or sections are established by the respective course developers and may not be deleted or reduced from their approved format.

4. EXAMPLE: If you are teaching a PTSI Monitor Course and a Bus Driver Basic, all

participants receiving both certifications must receive the PTSI Trainee Workbook and the Basic Course Driver Handouts as well as SBSIOBSAAT and any other required documents.

5. The minimum NYSED Bus Driver Basic Course schedule and materials are established

in the Instructor Manual and the instructional materials and handouts/workbooks for the Monitor/Attendant courses are established by the publisher of each course.

6. A course schedule must be submitted with the NPO that demonstrates that each student

will complete the content of all sections of the course(s) for which they receive a certificate of completion. You will need to create this schedule as a separate document – it cannot be accomplished on the standard NPO. When a time block is being credited with covering the content of two courses at the same time, both sections must be scrutinized to be sure the content of both is being fully covered. The course schedule must indicate how the subjects, not just the units, from each course are being covered. One part of a sample course schedule that aligns the SED Driver Basic and the PTSI Monitor Course and that has monitors not getting driver certificates might in part look like this:

Time NYSED Driver Basic

Sections PTSI Monitor Basic Sections

8:00-9:45 Chapter 5 Classroom Classroom w/o 104F activity

Section 5 5.1, 5.2, 5.3

9:45-10:00 Chapter 5 Classroom 104F exercise Break – not relevant 10:30-10:45 Break 10:45-11:15 Chapter 5 on bus On bus practice Section 5 5.1, 5.2, 5.3 11:15-12:45 Chapter 6 All Section 5 5.4. 5.5

In order to cover the driver content, the monitors have needed to be present for four hours and 45 minutes even though the same content is covered in significantly less time in the monitor Basic. Again, looking at the Section 1 of the PTSI Monitor Basic, we see that the content is a part of Chapter 1, 2, 3, and 10 in the NYSED Driver Basic covering 12.5 hours, 2.5 hours longer than required in total for monitors and there are still 4 Sections to teach! The bottom line is, this is not a very effective way to train monitors. However, if the goal is for all attendees to receive both certificates, it does make sense because most parts of the monitor courses are closely aligned with sections of the driver course as well.

Every certificate that you issue must have a unique certificate number. NYSED has a formula for assigning these certificate numbers which allows the certificate, course, and instructor to be identified just from the certificate number. Please use this formula each time you issue certificates.

M-90-393-105-003

This formula translates as follows. The certificate number above M-90-393-003 is a certificate granted for a 10-hour Monitor/Attendant Basic Course, taught by SBDI # 90-393, that ended in the year 2003, and this certificate is the 105th certificate that this SBDI has issued for a Monitor Course in 2003.

“B” means 30-hour Basic Bus Driver Course “A” means 10-hour Advanced Bus Driver Course “M” means 10-hour Basic Monitor/Attendant Course

“90-393” Insert your

SBDI (not MI) Number here

“105” This means the 105th Basic

Monitor/Attendant Certificate you have issued in this calendar year. Start separate numbering for both driver courses and the

Monitor/Attendant Course.

“003” Is the last three

digits of the year that the

course ended.

BUS DRIVER NOTICE OF PROGRAM COMPLETION Basic Advanced

Directions: For all drivers who are employees or volunteers for PRIVATE SCHOOLS, put a check in the first column “Pri”. List only the names of persons who have completed the training program. People who are scheduled to complete the program through make-up sessions are to be registered on a different NPC after they have completed the training program requirements. This document should be filed within three weeks of the last regularly scheduled class.

Pri Last Name First Name M.I. Certificate Number Driver License Number Employer Name IMPORTANT: This document is being filed with a public officer and NYS Agency. It is a violation of Section 175.35 of the NYS Penal Code to file a fraudulent document with a public officer or agency. Said violation is a Class E Felony which is punishable by a maximum fine of $5,000 (Section 80) and/or a prison sentence ranging from a minimum of one year or less to a maximum not to exceed four years (Section 70.00 {2} {E} and {4}). I certify that the persons named above have received all the training required in connection with this program. SBDI Name from NPO (print):__________________________________________ Signature: ___________________________________ SBDI Number: __________ Date: ________________ Certificates received ________________ = _________________ + ___________________ + ___________________ From NPO Number of drivers on NPC Drivers scheduled for makeup Returned unused or voided certificates

The University of the State of New York THE NEW YORK STATE EDUCATION DEPARTMENT

Albany, New York 12234 (518) 474-6541

Mail Original to: Safety Rules! 118 Shirley Road Syracuse, NY 13224 Attn: Ted Finlayson-Schueler SchoolBusTed@SafetyRules.net Phone: (315) 446-6333 DO NOT FAX THIS FORM!!!

Course # from NPO: ________

Driver NPC July 2007

Fax or mail Original to: The University of the State of New York Safety Rules! THE NEW YORK STATE EDUCATION DEPARTMENT 118 Shirley Road (518) 474-6541 Syracuse, NY 13224 Attn: Ted Finlayson-Schueler Bus Driver Course Phone: (315) 446-6333 SchoolBusTed@SafetyRules.net Fax: (315) 703-1871

Notice of Program Offering Directions: Print or type the information requested in its entirety. This is a two-page form – a completed NPO – Program Schedule must be submitted with this page. Submit BOTH PAGES for each course. Submit NO LESS THAN 30 days PRIOR to the start of the course. NOTE: NPO’s not submitted at least 30 days prior to the start of the program can not qualify for Point Insurance Reduction approval.

Which SED Approved Curriculum are you teaching? BASIC ADVANCED

NOTE: Class size is limited to 35 or by the number of students your facility is approved to accommodate. Even if your room is approved for 36-40, you must receive approval from Safety Rules! for class sizes over 35.

SED – Approved Instructor Information

Name of SED-Approved SBDI (must be listed on PIRP facility application) SBDI # (not MI #) Telephone Number (day)

Complete Mailing Address (for certificates and course correspondence)

City/Town State Zip Code Email Address

Course Information (If your Delivery Agency number (### - ##) was assigned after 6/2007, you can skip B and C.)

A. Delivery Agency # B. Name of district, BOCES, contractor or individual sponsoring/conducting program.

C. Teaching Location: Building Name Room Number or Name

Street Address (not PO Box)

City/Town County State Zip Code

D. Do you plan to offer DMV Point/Insurance Reduction credit? YES NO

Do not write below! Do not write below! Do not write below! Do not write below! Do not write below!

Your course number is: __________ This number must be included on the NPC that you submit at the end of the course and on any correspondence about this course. Any paperwork without this number WILL BE RETURNED. Any drivers trained without prior course approval do not meet regulatory requirements.

You have been sent

___________ certificates. All unused or voided certificates must be returned with the NPC. See bottom of NPC for certificate accounting.

Page 1 of 2 Driver NPO July 2007

Program Schedule Driver NPO, page 2

Directions: Complete the following program schedule, including dates for “make-up” session(s). Hours of instructional and non-instructional time must be indicated. Indicate “a.m.” or “p.m.” for time information.

Date Chapters Instruction Time From To

Non-instruction Time From To

Instructor(s) or Consultant(s) *

TOTAL HOURS

* Instructor(s) or Consultant(s) – List all instructors’ and/or consultants’ names and professional capacity. If SBDI or MI,, include SBDI number.

Number of Driver Certificates requested for this program

Course completion certificates will not be issued until all information requested on this application has been provided.

NOTE: This document is being filed with a public officer and NYS Agency. It is a violation of Section 175.35 of the NYS Penal Code to file a fraudulent document with a public officer or agency. Said violation is a Class E Felony which is punishable by a maximum fine of $5,000 (Section 80) and/or a prison sentence ranging from a minimum of one year or less to a maximum not to exceed four years (Section 70.00 [1E] and [4]). Instructor Signature SBDI Number Date

Page 2 of 2 Driver NPO July 2007

MONITOR/ATTENDANT NOTICE OF PROGRAM COMPLETION

Directions: List only the names of persons who have completed the training program. People who are scheduled to complete the program through make-up sessions are to be registered on a different NPC after they have completed the training program requirements. This document should be filed within three weeks of the last regularly scheduled class. Last Name First Name Certificate Number Last 4 digits SS# Employer Name IMPORTANT: This document is being filed with a public officer and NYS Agency. It is a violation of Section 175.35 of the NYS Penal Code to file a fraudulent document with a public officer or agency. Said violation is a Class E Felony which is punishable by a maximum fine of $5,000 (Section 80) and/or a prison sentence ranging from a minimum of one year or less to a maximum not to exceed four years (Section 70.00 {2} {E} and {4}). I certify that the persons named above have received all the training required in connection with this program. SBDI Name from NPO (print):__________________________________________ Signature: ___________________________________ SBDI Number: __________ Date: ________________

Certificates received ________________ = _________________ + ___________________ + ___________________ From NPO Number of monitors on NPC Monitors scheduled for makeup Returned unused or voided certificates

The University of the State of New York THE NEW YORK STATE EDUCATION DEPARTMENT

Albany, New York 12234 (518) 474-6541

Mail Original to: Safety Rules! 118 Shirley Road Syracuse, NY 13224 Attn: Ted Finlayson-Schueler SchoolBusTed@SafetyRules.net Phone: (315) 446-6333 DO NOT FAX THIS FORM!!!

Course # from NPO: ________

M/A NPC July 2007

Fax or mail Original to: The University of the State of New York Safety Rules! THE NEW YORK STATE EDUCATION DEPARTMENT 118 Shirley Road (518) 474-6541 Syracuse, NY 13224 Attn: Ted Finlayson-Schueler Monitor/Attendant CoursePhone: (315) 446-6333 SchoolBusTed@SafetyRules.net Fax: (315) 703-1871

Notice of Program Offering

Directions: Print or type the information requested in its entirety. This is a two-page form – a completed NPO – Program Schedule must be submitted with this page. Submit BOTH PAGES for each course. Submit NO LESS THAN 30 days PRIOR to the start of the course.

Which SED approved curriculum are you teaching? (ie. Faye Stevens, PTSI, Dave Kennedy)

Note: You may only use an SED approved course. List of courses is on our website.

NOTE: Class size is limited to 35 or by the number of students your facility is approved to accommodate. Even if your room is approved for 36-40, you must receive approval from Safety Rules! for class sizes over 35.

SED – Approved Instructor Information

Name of SED-Approved SBDI (must be listed on PIRP facility application) SBDI # (not MI #) Telephone Number (day)

Complete Mailing Address (for certificates and course correspondence)

City/Town State Zip Code Email Address

NOTE: The Basic Course for Monitors and Attendants is not eligible for point/insurance program credit from DMV but SED requires that all teaching rooms be registered as a Delivery Agencies using the same forms as required for bus driver training.

Course Information (If your Delivery Agency number (### - ##) was assigned after 6/2007, you can skip B and C.)

A. Delivery Agency # B. Name of district, BOCES, contractor or individual sponsoring/conducting program.

C. Teaching Location: Building Name Room Number or Name

Street Address (Not PO Box)

City/Town County State Zip Code

Do not write below! Do not write below! Do not write below! Do not write below! Do not write below!

Your course number is: __________ This number must be included on the NPC that you submit at the end of the course and on any correspondence about this course. Any paperwork without this number WILL BE RETURNED. Any monitors or attendants trained without prior course approval do not meet regulatory requirements.

You have been sent

___________ certificates. All unused or voided certificates must be returned with the NPC. See bottom of NPC for certificate accounting.

Monitor/Attendant NPO July 2007 Page 1 of 2

Program Schedule Monitor/Attendant NPO, p. 2

Directions: Complete the following program schedule, including dates for “make-up” session(s). Hours of instructional and non-instructional time must be indicated. Indicate “a.m.” or “p.m.” for time information.

Date Chapters Instruction Time From To

Non-instruction Time From To

Instructor(s) or Consultant(s) *

TOTAL HOURS

* Instructor(s) or Consultant(s) – List all instructors’ and/or consultants’ names and professional capacity. If SBDI or MI, include SBDI number.

Number of Monitor/Attendant Certificates requested for this program

Course completion certificates will not be issued until all information requested on this application has been provided.

NOTE: This document is being filed with a public officer and NYS Agency. It is a violation of Section 175.35 of the NYS Penal Code to file a fraudulent document with a public officer or agency. Said violation is a Class E Felony which is punishable by a maximum fine of $5,000 (Section 80) and/or a prison sentence ranging from a minimum of one year or less to a maximum not to exceed four years (Section 70.00 [1E] and [4]). Instructor Signature SBDI Number Date

Monitor/Attendant NPO July 2007 Page 2 of 2

Mail or fax completed form to: SAFETY RULES! 118 Shirley Road

Syracuse, NY 13224 Phone: (315) 446-6333 Fax: (315) 703-1871

Delivery Agency # (office use only)

2007 PIRP DELIVERY AGENCY APPLICATION Name of Sponsoring Agency: NEW YORK STATE EDUCATION DEPARTMENT

Name of Delivery Agency:

Delivery Agency Address:

City: County: State: ______ Zip: _______

Delivery Agency Contact Person: Title:

Telephone of Delivery Agency: ( ) email of contact Person: __________________________________

Note: Programs cannot receive credit for point insurance reduction unless the classroom for the program has been approved and you have been assigned a Delivery Agency Code Number. Get approval for all classrooms that you use.

CLASSROOM FACILITY INFORMATION

Name of Facility: Room name/number:

Street Address (not PO Box) : ___

City: County: State: ______ Zip:

Telephone at classroom site: ( )

Provide both a diagram and description of classroom facility, i.e.: describe room setup for instruction, room measurements, location of windows, doors, media, etc. Class size is limited to 30 persons. A minimum of 200 square feet of instruction space is required for classes of no more than 10 persons. Office use only

Approved Disapproved

_______ Seating Capacity Signature Title Date

DELIVERY AGENCY INSTRUCTORS

Information is needed on ALL APPROVED INSTRUCTORS who will be teaching regularly in the approved classroom. Use additional sheets if necessary. Please complete the information below: Primary SBDI with responsibility for courses at site:

Name:

Address:

Date of Birth: SBDI#: Driver ID#:

Home Phone #: Work Phone #: Cell Phone #:

- - - - - - - - - - - - - Additional Instructors who will be teaching regularly: - - - - - - - - - - - - -

Name:

Address:

Date of Birth: SBDI#: Driver ID#:

Work Phone #: Cell Phone #:

- - - - - - - - - - - - - Name:

Address:

Date of Birth: SBDI#: Driver ID#:

Work Phone #: Cell Phone #:

- - - - - - - - - - - - - Name:

Address:

Date of Birth: SBDI#: Driver ID#:

Work Phone #: Cell Phone #:

- - - - - - - - - - - - -

Name:

Address:

Date of Birth: SBDI#: Driver ID#:

Work Phone #: Cell Phone #:

Bus Driver Lost Certificate Request Individual making request: ___________________________ Phone: __________________ Email address: _________________________________ Records exist for school bus drivers who took their Basic Course or Advanced Courses from July 1, 1993 forward. If you took the course before this date, your only way to receive a duplicate certificate is if you can locate the instructor and she or he has records of your participation. If you are successful, forward this form, a letter from the instructor, and a copy of the documentation. Please complete this form and fax it to 315-703-1871. If you do not have a fax available, mail the completed form to: Safety Rules! 118 Shirley Road Syracuse, NY 13224 Include as much information about the driver and course taken as you have available to you. Please PRINT clearly. Course Taken: Driver Basic Driver Advanced Name and license number must match what they were AT THE TIME OF THE COURSE! First name: ___________________ Middle Initial: _____ Last name:__________________________ Driver License number: ___________________ Give us as much of the following as you know: Approximate course dates: __________________ Course Location: _____________________ Instructor name: ________________________________ If records exist to show that this individual did take the course identified above, a duplicate certificate will be issued. Be sure to have the individual who took the course sign below. Please identify the name and address for the certificate to be mailed. Please print clearly! Name: __________________________________ Address: ____________________________________________________________________ City: __________________________________State: _____________ Zip: ____________ Driver Signature: Date:

Monitor/Attendant Lost Certificate Request Individual making request: ___________________________ Phone: __________________ Email address: _________________________________ Records exist for school bus monitors and attendants who took the 10-hour Basic Course. Please complete this form and fax it to 315-703-1871. If you do not have a fax available, mail the completed form to: Safety Rules! 118 Shirley Road Syracuse, NY 13224 Include as much information about the monitor/attendant and course taken as you have available to you. Please PRINT clearly. Name and last 4 digits of the SS# must match what they were AT THE TIME OF THE COURSE! First name: ___________________ Middle Initial: _____ Last name:__________________________ Last 4 digits of Social Security Number: ___________________ Give us as much of the following as you know: Approximate course dates: __________________ Course Location: _____________________ Instructor name: ________________________________ If records exist to show that this individual did take the course identified above, a duplicate certificate will be issued. Be sure to have the individual who took the course sign below. Please identify the name and address for the certificate to be mailed. Name: __________________________________ Address: ____________________________________________________________________ City: __________________________________State: _____________ Zip: ____________ Monitor/Attendant Signature: Date:

PT900(2/04) ___ New Driver ___ Biennial ___ Return to Duty

RIGHT SIDE CONTROL #1

RIGHT SIDE CONTROL #2

LEFT SIDE CONTROL #1

LEFT SIDE CONTROL #2

SCHOOL BUS DRIVER PHYSICAL PERFORMANCE TESTDRIVERS LAST NAME FIRST NAME M.I. DRIVERS SIGNATURE

STREET ADDRESS VEHICLE TYPE

CITY STATE COUNTY ZIP CODE 19-A CARRIER

MOTORIST ID NUMBER LICENSE CLASS/ENDORSEMENTS/RESTRICTIONS TEST LOCATION

TESTER: SEE PT 901 FOR COMPLETE GUIDELINES FOR THIS TEST. CIRCLE "PASS" OR "FAIL" FOR EACH STANDARD. STOP THE TEST IMME-DIATELY IF ANY ITEM IS FAILED. ENTER TIME FOR TIMED STANDARDS. IF A TIMED TEST IS NOT COMPLETED ENTER "DNC" (DID NOT COMPLETE).

STANDARD #1 Bus Steps TIME__________ (3 TRIPS UP & DOWN IN 30 SECONDS) PASS FAIL

STANDARD #2 Throttle to Brake TIME__________ (10 THROTTLE TO BRAKE CYCLES IN 10 SECONDS) PASS FAIL

STANDARD #3 Brake/Clutch (HOLD BRAKE 3 SECONDS 5 TIMES/HOLD CLUTCH THROUGHOUT) PASS FAIL

STANDARD #4 Door (MANUALY OPEN AND CLOSE ENTRANCE DOOR THREE TIMES) PASS FAIL

STANDARD #5 Hand Controls (ENTER NAME OF CONTROL FOR EACH SEGMENT OF THIS STANDARD)

CONTROL NAME: TIME__________ (WHEEL TO CONTROL TO WHEEL IN 8 SECONDS) PASS FAIL

CONTROL NAME: TIME__________ (WHEEL TO CONTROL TO WHEEL IN 8 SECONDS) PASS FAIL

CONTROL NAME: TIME__________ (WHEEL TO CONTROL TO WHEEL IN 8 SECONDS) PASS FAIL

CONTROL NAME: TIME__________ (WHEEL TO CONTROL TO WHEEL IN 8 SECONDS) PASS FAIL

STANDARD #6 Emergency Exit TIME__________ (DRIVER SEAT AND OUT EXIT IN 20 SECONDS) PASS FAIL

STANDARD #7 Weight Drag TIME__________ (125 LBS 30 FEET IN 30 SECONDS) PASS FAIL

In accordance with the Commissioner's Regulation 156.3, and guideline PT 901, and withknowledge of his/her duties, I certify that the above named driver (check one):

[ ] has passed all 7 standards and IS QUALIFIED by the physical performance standards.

[ ] IS NOT QUALIFIED by the physical performance standards.

SBDI Information and Signature

SBDI PRINT NAME SBDI SIGNATURE SBDI # DATE

Copy #1 should be placed in the Driver's file. Copy #2 for State Ed should be sent to: NYSED, 876 EBA, Abany, NY 12234.Copy #3 should be given to the tested employee. Copy #4 is for the tester's records. If a waiver has been approved by NYSED, the testing 19-A Certified Examiner must sign below - in addition to the supervising SBDI.19-A CE PRINT NAME 19-A CE SIGNATURE 19-A CE # DATE

PT910(2/04) ___ New Monitor/Attendant ___ Biennial ___ Return to Duty

MONITOR/ATTENDANT PHYSICAL PERFORMANCE TESTMONITOR/ATTENDANT LAST NAME FIRST NAME M.I. MONITOR/ATTENDANT SIGNATURE

STREET ADDRESS VEHICLE TYPE

CITY STATE COUNTY ZIP CODE 19-A CARRIER

SOCIAL SECURITY NUMBER TEST LOCATION

TESTER: SEE PT 901 FOR COMPLETE GUIDELINES FOR THIS TEST. CIRCLE "PASS" OR "FAIL" FOR EACH STANDARD. STOP THE TEST IMME-DIATELY IF ANY ITEM IS FAILED. ENTER TIME FOR TIMED STANDARDS. IF A TIMED TEST IS NOT COMPLETED ENTER "DNC" (DID NOT COMPLETE).

STANDARD #1 Bus Steps TIME__________ (3 TRIPS UP & DOWN IN 30 SECONDS) PASS FAIL

STANDARD #2 Emergency Exit TIME__________ (FRONT PASSENGER SEAT AND OUT EXIT IN 20 SEC.) PASS FAIL

STANDARD #3 Weight Drag TIME__________ (125 LBS 30 FEET IN 30 SECONDS) PASS FAIL

In accordance with the Commissioner's Regulation 156.3, and guideline PT 901, and withknowledge of his/her duties, I certify that the above named monitor/attendant (check one):

[ ] has passed all 3 standards and IS QUALIFIED by the physical performance standards.

[ ] IS NOT QUALIFIED by the physical performance standards.

SBDI Information and SignatureSBDI PRINT NAME SBDI SIGNATURE SBDI # DATE

Copy #1 should be placed in the Monitor/Attendant's file. Copy #2 for State Ed should be sent to: NYSED, 876 EBA,Albany, NY 12234. Copy #3 should be given to the tested employee. Copy #4 is for the tester's records. If a waiver hasbeen approved by NYSED, the testing 19-A Certified Examiner must sign below - in addition to the supervising SBDI.

19-A CE PRINT NAME 19- CE SIGNATURE 19-A CE # DATE

Point Insurance Reduction Program Driver Processing

There are currently three entities processing New York Education Department school bus driver training program PIRP registrations. You may not send registrations directly to DMV, you must use one of these services. Please contact these organizations directly to get forms (DS-960) to register drivers through them for PIRP benefits. The price charged for this service is not fixed by New York State, so check different providers for what they are charging. Eastern Suffolk BOCES $5 per driver as of 2/08 631-472-6480 bwisnisk@esboces.org Interstate Educational Systems $5 per driver as of 2/08 315-483-9031 christinemichel@juno.com Western New York Training Team $4 per driver as of 2/08 716-439-4162 GEOnPRUWITHELL@aol.com

2008 SCHOOL BUS SAFETY POSTER CONTEST THEME 2008: " Avoid Harm, Obey the Stop Arm ”

GENERAL STATEMENT OF CONTEST OPERATION The New York Association for Pupil Transportation operates the School Bus Safety Poster Contest in accordance with guidelines and rules set out by the National School Bus Safety Week Committee. Deadlines for submittal of poster entries are established to ensure our ability to judge and select posters for entry into the national competition. WHO MAY ENTER Any student enrolled in a public, parochial, or other private elementary school in New York State may submit an entry. Posters may be submitted under four categories and winning posters will be selected from each division, as follows: Division # 1 – Grades K-2; Division #2 – Grades 3-5; Division #3 – Grades 6-8; Division #4 – Special Education. The National Contest also includes a CAD (Computer Aided Drawing) component that is not in place at the state level at this time. DEADLINE DATE All posters must first be submitted to the local NYAPT chapters in the area in which the posters were originally drawn. Completed poster designs for New York State must be submitted to Rita A. Mullen, Monroe #1 BOCES, 41 O’Connor Rd. Fairport, New York 14450, by May 30, 2008. NO POSTER ENTRIES WILL BE ACCEPTED AFTER THE DEADLINE DATE of MAY 30, 2008.

Entries that win first place at the state level will be forwarded to the national committee by the national deadline date. All such winning entries then become the property of the National School Bus Safety Week Committee, and are not returned. WHEN CAN POSTERS BE DRAWN? Posters can be drawn anytime between September 1st, 2006, and the State contest deadline of May 30, 2008. Suggested times for drawing the posters range from spring to fall. Given that the New York Association will be judging posters at our Annual Conference in mid-July, we must require that posters be submitted by the May 30th deadline date. Please plan any local contests accordingly to allow for timely submittal. NO EXCEPTIONS WILL BE MADE.

POSTER SPECIFICATIONS Completed poster size must be 12" X 18" or 11" X 17". There must be a 3" X 5" card/entry blank securely fastened to the back of the poster which includes the student’s name, grade, age, teacher’s name, school name and school address. Please print clearly. Posters may be illustrated on the vertical or horizontal axis. Do not ROLL posters; they must be delivered flat.

Designs should be submitted on quality tag, poster illustration board or heavy paper. Construction paper may be used but winning entries must be mounted on quality tag poster. Lamination in not permitted, and will disqualify the poster. Cut paper/stencils (freehand or pre-drawn stick on stencils) are not permitted and will disqualify the poster. There is no limitation on the use and number of colors. There is no limitation on the type of media – such as paint, crayon, felt pen, etc. – used on the poster design; however, wood, plastic, glass or metal should not be part of the poster. Collage materials should not be used. Glued on pieces will eliminate the poster. Poster designs may not incorporate any copyrighted characters (i.e., comic and/or television characters), photographs, magazines or newspaper illustrations.

POSTER THEMES MUST BE ORIGINAL AND CORRECT IN SAFETY CONCEPT Every poster and slogan must harmonize the theme for 2008:

" Avoid Harm, Obey the Stop Arm ”

(Contestants must illustrate above theme only, and theme must be exactly as shown above) Poster themes must be original, correct in safety concept and the exclusive work of the student entering the contest in idea, design and execution. Instructors should supervise all work created. Completion of art should be done in school during the months of January to May, coordinating with the state’s poster contest. Illustrations must be original, correct in safety concepts and the exclusive work of the student entering the contest in idea, design execution. Illustrations should be positive in approach, demonstrating only proper school bus safety behaviors. At least a part of a yellow school bus must be present in the poster.

LETTERING Freehand drawn letters only may be used on the poster design. Stenciled, pre-printed, manufactured stick-on or press-on letters or tracings may not be used and will disqualify the poster. Lettering should be clearly legible, even if used as part of the poster design.

JUDGING Posters selected for final judging will be reviewed by the state board of judges, comprised of prominent individuals in the field of pupil transportation safety. The winning posters may be used by NYAPT for educational purposes and promotion of the contest. Criteria for the selection of award winning posters are:

o Relationship of the poster design to the school bus safety practices o Originality of the poster and how the idea is expressed in the poster design o Artwork and its execution o Visual impact of the poster design

All rules regarding poster specifications, themes, lettering, etc. must be followed. The penalty for non-compliance will be disqualification of the poster. All state/province entries become the property of the National School Bus Safety Week Committee. The right to modify any poster for reproduction is reserved by the NSBSW Committee.

CONTEST PRIZES New York State awards are as follows:

o 1st Place Winners in each division: $100 check and certificate o 2nd Place Wnners in each division: $75 check and certificate o 3rd Place Winners in each division: $50 check and certificate

National Prize Award Levels: Poster entries that are selected for submittal to the national competition may be eligible to be selected for prize awards as follows:

o 1st Place and Overall Winner $1000 Savings Bond o 1st Place Winners of remaining 3 divisions $500 Savings Bond o 2nd Place Winners of each 4 divisions $250 Savings Bond o 3rd Place Winners of each 4 divisions $100 Savings Bond o 1st Place Winner – CAD division $100 Savings Bond o 1st Place Winner – International division $100 Savings Bond

PLEASE FILL OUT BOTH THE NATIONAL CONTEST ENTRY FORM AND THE STATE-LEVEL CONTEST ENTRY FORM FOR EACH POSTER AND ATTACH TO THE BACK OF THE POSTER. YOU MUST COMPLETE BOTH ENTRY FORMS. THIS WILL ENSURE THAT WE HAVE THE NECESSARY INFORMATION TO ADVANCE THE WINNING POSTERS TO THE NATIONAL COMPETITION ON A TIMELY BASIS. Any Questions please contact: Rita A. Mullen Monroe #1 BOCES 41 O’Connor Road Fairport, New York 14450 Phone: 585.383.2242 Fax: 585.383.6442 E-Mail: rita_mullen@boces.monroe.edu

Information on National School Bus Safety Week October 20-24, 2008

The National School Bus Safety Week Committee is comprised of members of the National Association for Pupil Transportation, the National School Transportation Association, the National Safety Council’s School Transportation Section, The National Association of State Directors of Pupil Transportation Services, the National School Transportation Association.

2008 NATIONAL SCHOOL BUS SAFETY POSTER CONTEST ENTRY BLANK

Student Name:

Grade: Age:

School:

School Address:

City State Zip

Teacher's Name:

2008 NEW YORK STATE SCHOOL BUS SAFETY POSTER CONTEST ENTRY BLANK

Student Name: Grade: Age: School District: School Address: City State Zip Teacher's Name: Home Address: Phone/E-Mail: School Trans. Official: NYAPT Chapter Name:_________________________ Please Use Both National & State Registration Forms on Back of Poster.

?NYAPT...P

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NYAPT

266 Hudson Avenue • Albany, NY 12210PH: 518-463-4937 FX: 518-463-8743

WWW.NYAPT.ORG

©2006 JD NYAPT-0620 3M 6/06

NYAPTNEW YORK ASSOCIATION

FOR PUPIL TRANSPORTATION

WHY A CERTIFICATION

PROGRAM?

The responsibilities placed on Directors ofSchool Transportation have expanded and

increased exponentially in recent years.Accordingly, it is more crucial than ever tostrengthen the professional capacity andabilities of the men and women who areengaged in providing safe and efficienttransportation of our school children.

School transportation professionals mustbe better equipped to take their place

among other school leaders and enhancedtraining and education is the key to attaining

the necessary level of excellence.

This Certification program is intended asan industry-based program that will drawnot only on educational attainment, but

also the kinds of experiences and resourcesthat are unique to the field of schooltransportation. It will enrich the skills of the men and women who manage

transportation operations and validate the knowledge and abilities that they

bring to the job.

Professional

NYAPT

CERTIFICATIONP R O G R A M

NYAPT...P

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Industry

NYAPT

ABOUT SCHOOL TRANSPORTATION

PROFESSIONALS

Of necessity, the current educational environment concentrates on increasing learning and improved academic achievement.As a result, however, school support andadministrative services may receive less attention because they do not deliver classroomor academic services. That is often the case with school transportation services that areresponsible for daily delivering 2.3 million children to their school buildings and backhome again safely.

In this environment, it is important to rememberthat School Transportation Professionals:

• operate a fleet of 50,000 school buses valuedat over $4.5 billion and manage the work of over 50,000 school bus drivers, plus thousands of school bus attendants/monitors,technicians, dispatchers, trainers and other transportation employees every day of the year.

• are responsible for ensuring that all 2.3 millionstudent riders in New York State get toschool and back home again safely and that their ride is comfortable and efficient.

• are accountable to their local taxpayers andschool districts as well as to multiple stateagencies, for ensuring that their bus fleet isin compliance with federal and state laws fortheir safe maintenance and operation.

• are required to ensure that school bus drivers and attendants/monitors are properlyand adequately trained to do their jobs andare monitored by two state agencies toensure that drivers are properly credentialedand meet federal and state standards.

• must ensure that every time a child stepsonto or off of a school bus, that event is safe and secure for each child. They strive for Excellence: One child at a time.

OBJECTIVES OF PROFESSIONAL CERTIFICATION

• To advance the qualifications and professionalcapacity of members of the New YorkAssociation for Pupil Transportation as integral partners in the education enterprise.

• To develop professional knowledge, growthand recognition that will enable our membersto perform their duties responsibly and efficiently, as well as evolve as successful professionals.

• To provide a clear understanding of the disciplines and scope of duties included in the profession of School Transportation professional. This clarification will benefit the public, employers of our SchoolTransportation professionals, school-basedcolleagues, and individuals working in andpracticing the profession.

• To provide a means of demonstrating and validating the level of knowledge and skillsattained and utilized by practicing SchoolTransportation professionals.

• To establish a professional benchmark forpracticing School Transportation professionalsthat will become the standard for ensuringthat qualified professionals are in positions of authority and responsibility for transportingour school children.

• To offer a series of opportunities for motivatedSchool Transportation professionals who seekcareer mobility and security.

TO APPLY FOR PROFESSIONAL CERTIFICATION

Members of NYAPT who are interested in applying to complete the Certification processshould review the program description materialsas well as the program application. In order toapply for participation in the NYAPT Certificationprogram, an individual must:

• have been engaged in school transportationfor a minimum of five years, with at least one year in a supervisory position, or beenengaged in related employment that meetsthe standards established by the NYAPT Peer Review Committee;

• have been referred to the program by aChapter President in good standing with theNew York Association for Pupil Transportation;

• be employed by a school district or a schoolbus contractor at the time of application;

• be of good moral character;

• be a member in good standing of the NewYork Association for Pupil Transportation; and,

• satisfy the specific rules and processesspelled out in the program specifications and application package.

NOTE: exceptions to these pre-qualifications may bemade at the discretion of the Peer Review Committee.

For more information, please contact the NYAPT office at 518-463-4937, or go to theNYAPT website at www.nyapt.org and click on the Professional Development button to

bring you to our School Transportation Certification page.

Remember: OUR FUTURE IS RIDING WITH US!

The mission of

is to promote

excellence

within the pupil

transportation

industry by

providing guidance

and support

to newer

transportation

professionals

in the early stages

of their careers.

NYAPT...

ProvidingLeader

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dustry

NYAPT

NEW

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OUR FUTUREis riding with Us

Seeking Excellence in

School Transportation

NYAPT...P

rovidin

g Leadershipfor

thePu

pil Transportation

Industry

NYAPT

266 Hudson Avenue • Albany, NY 12210PH: 518-463-4937 FX: 518-463-8743

WWW.NYAPT.ORG

©2006 JD NYAPT-0621 3M 6/06

NYAPTNEW YORK ASSOCIATION

FOR PUPIL TRANSPORTATION

STAMPSTAMPSchool Transportation Administrator Mentor

P r o g r a m

NYAPTSTAMPSTAMP

School Transportation Administrator Mentor

P r o g r a m

NYAPT...P

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thePu

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Industry

NYAPT

Why a MentoringProgram?As individuals assume the responsibilities of a transportation supervisor or administrator,each is faced with a need for assistance andguidance as they encounter the broad range of issues encompassed by school transportationmanagement.

Each individual comes to the position withhis/her own unique set of skills and experiences.Rarely does an individual come to the job fullyprepared and ready for the numerous and variedresponsibilities that define the job of a SchoolTransportation Administrator or Supervisor.

NYAPT believes that all transportation professionalscan greatly benefit from outstanding and committedindividuals who serve as their mentors/coaches.

Outcomes of STAMPWhile the benefits of a mentor program are many, NYAPT views these as importantmeasures of success:

• Successful and more effective transportationprofessionals.

• Shorter transition period for new supervisorsas they assume their responsibilities.

• Future leaders of the transportation industryand in local school operations.

• Opportunities for personal and professional growth.

• Improved student safety.

THE MENTORS

Criteria for Becoming a MentorTo serve as a Mentor in the STAMP program,an individual must:

• be a member in good standing of NYAPT.• be willing to complete a commitment of

12 months as a Mentor.• be recognized as an outstanding individual

with high standards of professionalism.• be a life-long learner that values

professional development.• possess knowledge of Federal and State laws/

regulations pertaining to pupil transportation.• have a minimum of five years experience in

the pupil transportation industry with at leastthree years supervisory experience in theposition which they are mentoring a Protégé.

• must attend an annual NYAPT Mentor workshop.

Becoming a NYAPT Mentor• Interested members should submit an

application to NYAPT. • The application will be reviewed and approved

by the NYAPT Professional DevelopmentCommittee pursuant to criteria and applicationforms developed for the program.

Responsibilities of NYAPT Mentors• Complete training provided for STAMP Mentors.• Create and maintain a confidential and trusting

relationship with the Protégé.• Serve as an advocate for and resource to

the individual.• Meet regularly with the Protégé, particularly

a critical times in the school year.• Provide a variety of perspectives and

formal feedback.• Demonstrate commitment to professional

development by participating in and/or leading professional development programs.

F o r f u r t h e r i n f o r m a t i o n :Anyone interested in serving as a STAMP Mentor or being a Protégé to receive the benefits of the program should contact their Chapter President or the NYAPT office.

Information will also be regularly posted to the NYAPT website (www.nyapt.org).

THE Protégés

Responsibilities of the ProtégésTo participate in the STAMP program as aProtégé, an individual must:

• be a NYAPT member in good standing.• be willing to commit to the 12 month

minimum period of the Mentor program.• participate in STAMP Protégé

Training programs. • plan and complete regular meetings with

their Mentor and seek help when needed.• ask questions when needed to understand

laws, rules and regulations pertaining to the pupil transportation industry.

• participate in professional developmentopportunities at the local, chapter, state and national levels as appropriate.

Becoming a STAMP ProtégéFirst of all, the NYAPT office will forward informationabout the Mentoring program to all NYAPTmembers as well as to newly approved NYAPTmembers as part of their new member package.

In addition, Chapter Presidents will be urged tocontact all new members to determine theirinterests and needs as a new supervisor and todetermine their interest in the STAMP program.

Interested members will submit an application to the NYAPT Executive Director who will reviewthe application with the Professional DevelopmentCommittee to determine suitability and placementwith a Mentor. The application will be madeavailable to all NYAPT members and will be posted on the NYAPT website (www.nyapt-org).

The NYAPT Professional Development Committeewill review and approve STAMP protégé candidatespursuant to the program application and guidelines.

A Mentoring period will be maintained for twelvemonths from the time the Protégé and the Mentorare assigned and agree to work together.

John Marchi, Jr

Memorial Scholarships

RULES FOR APPLICATION 1. The applicant must be (a) the son/daughter of school transportation department personnel

working in New York State, or, (b) an adult employed by a school bus operator in New York State.

2. a. The parent/guardian of the applicant must have been employed in school transportation at the time of the scholarship award.

b. An applicant who is an adult employed by a school bus operator must still be employed in school transportation at the time of the scholarship award.

3. a. The applicant, other than an adult employed by a school bus operator, must be

a graduating senior with an average grade of 75 or higher, who intends to extend his/her education or training beyond high school.

b. An applicant who is an adult employed by a school bus operator shall demonstrate that he/she intends to or is enrolled in a degree program at an accredited institution or intends to enroll in a SBDI or 19A certified examiner program . SBDI and 19A certified examiner program scholarships are awarded in the amount of the course fee .

4. Each applicant shall include at least one letter of recommendation from a teacher, counselor,

school principal or clergy, or similar references. 5. Scholarships will be awarded by majority vote of NYAPT's Scholarship Committee. 6. The completed application must be postmarked by April 14, 2008, to:

NYAPT/Marchi Scholarship Program c/o Michael Janisch

Director of Transportation North Syracuse CSD 5520 East Taft Road

North Syracuse, N.Y. 13212

7. The signature of the Transportation Supervisor of the parent/guardian or school bus driver applicant must appear on the application form in the place designated in order for the application to be considered.

8. The application must be postmarked before April 11, 2008, to be eligible for consideration. All

applications postmarked after that date will be returned.

Awarded scholarship payments ($1,000 per scholarship) will be made upon submission by the recipient to NYAPT of a Bursar's Tuition receipt for the fall semester of the school year following the award. No payments can be made without this documentation.

NEW YORK ASSOCIATION FOR PUPIL TRANSPORTATION

2008 John Marchi Scholarship Application

NOTE: This form is to be typed by the applicant. Please complete the following questions.

CHECK CATEGORY: High School Senior Adult Working in Transportation 1. Applicant Name: First M.I. Last Home Address:

Street Address City State Zip Code Home Phone: ( ) Email: 2. Name of Parent or Legal Guardian: School District/Employer: Address of School District: Title or Position Held by Parent/Guardian: 3. Name of High School Graduating From: County in Which High School is Located: Date of Graduation Anticipated: / / 4. In narrative form:

Describe why you think you deserve this award. Include information on school activities, work experience, and volunteer service performed. (Use additional sheets as necessary.)

5. Name of College You Plan to Attend: which is located in: 6. Course of Study: 7. FOR THOSE APPLYING FOR 19-A CERTIFICATION OR SBDI TRAINING COURSE, PLEASE CHECK PROGRAM FOR WHICH APPLYING: 19-A CERTIFICATION SBDI TRAINING PROGRAM 8. Include at least one letter of recommendation from a teacher, counselor, principal, clergy, etc.

APPLICANT CERTIFICATION I certify that the above information is, to the best of my knowledge, true and complete. I authorize the release of information necessary to verify the data on this application. Applicant Signature Date Signed Parent/Legal Guardian Signature Date Signed

SCHOOL DISTRICT CERTIFICATION

We certify that to the best of our knowledge, the above information is correct in regards to the student's school activities and we recommend this student for the John Marchi NYAPT Scholarship. Weighted Average: Class Standing: Guidance Counselor's Signature Date Signed Transportation Supervisor's Signature Date Signed

Mail this completed application postmarked

on or before April 14, 2008, to: NYAPT/Marchi Scholarship Program

c/o Mr. Michael Janisch Director of Transportation

North Syracuse CSD 5520 E. Taft Road

North Syracuse, N.Y. 13212

Section 7: School Bus Safety Is One Bus Stop at a Time… Lesson Guidance….

PowerPoint Slides….

SBSIOBSAAT….

waddaya know?

Distraction Behavior Disability

SBSIOBSAAT Lesson Guidance “School Bus Safety Is One Bus Stop At A Time” is included as a hard copy as Section 7 of the PDS manual and as an electronic copy on the PDS CD. This document can be used to augment school bus safety training in just about any setting. In addition to the actual document there is a PowerPoint slide show that provides a visual display of the trends noted in the document. There are no “notes pages” because all of the content is in the SBSIOBSAAT document. Hard copy of the slides follow this page and are on the CD in the “SBSIOBSAAT” folder.

(The slides included in this draft are from a document I created for the 2002 PDS. Because I have not received the updated SBSIOBSAAT document yet they have not been updated for the 2009 content. They have been included for purposes of illustration and will be replaced as soon as updated information is available.)

SBSIOBSAAT*SBSIOBSAAT* 

* School Bus Safety is One BusSafety is One Bus Stop at a Time

NYSED 2009 PDS

NYS Youngest Children at RiskNYS Youngest Children at  Risk 

30

20

25

30

aliti

es

15

20

er o

f Fat

a

5

10

Num

be

04 5 6 7 8 9 10 11 12 13 14 15 16 17 18

AgeAgeNYSED 2009 PDS

NYS Most Fatalities Outside the Bus

100%

80%

90%

100%

PassengerPassing MotoristB O n B s

50%

60%

70% By Own Bus

20%30%

40%

0%

10%

20%

NYSED 2009 PDS

NYS By Own Bus Fatality Reductiony y

1416

ties

101214

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atal

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68

10

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BO

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024

Num

ber

0N

1960-1964

1965-1969

1970-1974

1975-1979

1980-1984

1985-1989

1990-1994

1995-2000

2000-2001

iFive Year BlocksNYSED 2009 PDS

Grade % of BOBK 39 7%

Grade of K 39.7%1 31.0%2 12%

NYS BOB Fatalities

2 12%3 3.5%4 0% Fatalities4 0%5 3.5%6 1.7%7 1.7%8 1.7%9 3 5%9 3.5%10 0%11 0%11 0%12 1.7% NYSED 2009 PDS

NYS Passing Motorist Fatality Reductiong y7

ies

456

Fat

aliti

23

4

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PM

012

Num

ber

01960-1964

1965-1969

1970-1974

1975-1979

1980-1984

1985-1989

1990-1994

1995-2000

2000-2001

iFive Year BlocksNYSED 2009 PDS

National Loading Zone FatalitiesNational Loading Zone Fatalities25

20

10

15 Passing MotoristRear WheelsF f B

5

10 Front of BusOther

01994- 1995- 1997- 1998- 1999- 2000-

95 96 98 99 00 01NYSED 2009 PDS

National Loading Zone FatalitiesNational Loading Zone Fatalities

18

12141618

10 to 17

81012

uden

t Age

10 to 17987

246St 6

5

01994-95 1995-96 1997-98 1998-99 1999-00 2000-01

NYSED 2009 PDS

National Loading Zone FatalitiesNational Loading Zone Fatalities

25

20

10

15

Going Home

5

10 Going to School

01994- 1995- 1997- 1998- 1999- 2000-

95 96 98 99 00 01NYSED 2009 PDS

National Loading Zone Fatalities*National Loading Zone Fatalities3.5

NYS

2.5

3NYS1/10th USA

1.5

2

0.5

1

01993-

941994-

951995-

961996-

971997-

981998-

991999-

002000-

01

NYSED 2009 PDS*NYS transports 10% of all the children in the country

NYS Passenger FatalitiesNYS Passenger  Fatalities

90%

60%70%80%90%

Passenger

20%30%40%50%Fatalities as a

% of School Bus Fatalities

0%10%20%

1960-1964

1965-1969

1970-1974

1975-1979

1980-1984

1985-1989

1990-1994

1995-2000

2000-20011964 1969 1974 1979 1984 1989 1994 2000 2001

Five Year Blocks

NYSED 2009 PDS

Student Injuries and FatalitiesStudent Injuries and Fatalities

PassengerPedestrian

Fatalities Injuries

NYSED 2009 PDS

NYS Fatalities Morning and Afternoong

90%

100%

Afternoon

70%

80%

90% AfternoonMorning

50%

60%

20%

30%

40%

0%

10%

20%

NYSED 2009 PDS

NYS Fatalities by MonthNYS Fatalities by Month

20

141618

101214

aliti

es

468Fa

t

024

Sept Oct No Dec Jan Feb Mar Apr Ma J neSept Oct Nov Dec Jan Feb Mar Apr May JuneNYSED 2009 PDS

NYS Training Makes a DifferenceNYS Training Makes a Difference1977 Basic Course

1979 Ad d4.1

4

4.5

r

1979 Advanced Course

1987 Pre-Service

2.5

3

3.5

s per

Yea 1987 Pre-Service

1998 New Basic

19991.61

1.5

2

Fata

litie

s 1999 New Advanced

0

0.5

F

1960-1976 1977-2001

NYSED 2009 PDS

NYS Pedestrian Fatality ReductionNYS Pedestrian Fatality Reduction18

ies1987

Crossing

12

14

16

n Fa

talit

iCrossing Poster

1989 K-6

8

10ed

estr

ian1989 K 6

Curriculum

1991 EGG-

2

4

6

tude

nt P

e

Cellent Idea

0St

60-63

64-67

68-71

72-75

76-79

80-83

84-87

88-91

92-95

96-99

00-03

NYSED 2009 PDS

Remember SBSIOBSAATRemember SBSIOBSAAT 

Thank‐you for caring so much!caring so much!

NYSED 2009 PDS