Transcript ccsd.net

Requesting Special Needs
Transportation
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AGENDA
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District Policy
CCF-537
CCF-601.1
Wheelchairs/Folding Chairs
Seat Belt / Safety Vest
Transportation Aides
Box #8 in CCF-601.1
Self Contained
Resource/ Gen. Ed/ 504
InterAct Transp-1
Medically Fragile Students
Special Schools
Transportation IEP Team
Parent Letter
Red Tags
Bus Yard Contact Information
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DISTRICT POLICY!
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Consider the school bus an extension of the classroom. Without having knowledge
of the techniques, interventions, and de-escalation tactics used in the classroom,
we are ill equipped to perform our required function as a related service.
CCSD regulation 3533 states that the “school bus is an extension of the
classroom”. Therefore, we must provide the supervisor, driver and/or aide with
the information necessary to meet the needs of the student including behavior
and health care plans.
Our attendance and participation at the IEP meetings will help bridge the
communication gap between the schools and the Transportation Department.
Making the transition between the bus and school as seamless as possible. Keep in
mind our efforts are to best meet the needs of the students as required and
outlined by the student’s IEP as a result of the IEP meeting.
The focus should be on the student’s needs not on personal agendas, parental
hardships, convenience, or other such issues not directly related to the student’s
educational needs and development.
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CCF-537
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CCF-601.1
*INCLUDE GATE CODES*
Be sure to also verify
address, emergency, and
phone number
information.
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601.1 DROP DOWN MENU 1
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Special Equipment
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WHEELCHAIRS
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Tires must be properly inflated.
Brakes must hold the weight of the occupant and chair.
Chair must have a positioning belt for the occupant.
The wheelchair must have securement points or sufficient frame points to properly
attach the (four) wheelchair securement straps.
Ensure that the back of the chair has not been overloaded with bags (this can cause
the chair to tip over backwards on a ramp).
Powered chairs must have secure batteries.
If the chair has adjustable curb climbers; check that they are set so that they do not
catch on the ramp.
Based on the needs of the student as determined by the OT/PT the chair must have
the proper head, arm and leg support appropriate to ensure the student’s safety.
Lap boards and metal or plastic trays attached to the wheelchair or to adaptive
equipment should be removed before loading and should be secured separately for
transport.
Three-wheeled, cart-type units and other stroller-type devices should not be
permitted for occupied transport in a school bus unless results of impact tests
demonstrate that the device can be secured under impact loading conditions
Transportation services may be suspended if a wheelchair is deemed inappropriate
or unsafe for transportation of the student.
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FOLDING CHAIR GUIDELINES…
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Students who are unable to maneuver stairs will NOT stand on the bus lift
to board the bus.
Students who stand on the bus lift are at risk for the following:
 Injuries resulting from falling off lift
 Injuries resulting from a malfunction of the bus lift
 To ensure the safety of the student, the following procedures will be
followed:
Purchase of Folding Chair:
It will be the responsibility of the parent/guardian to provide a folding
chair, meeting outlined specifications, to enable the student to load and
unload the bus safely. The school may also provide the approved folding
chair for transport.
(To ensure the safety of the student, the student may not board or depart the
bus without an approved folding chair in place. Transportation may be
denied to the student if the folding chair is not available for student use.)
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FOLDING CHAIR GUIDELINES
CONTINUED…
To Load the Bus:
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An approved folding chair will be placed on the lift by the bus driver/aide
The student will be assisted to the chair by the bus driver/aide
The student will be instructed to remain seated while the lift is in motion
The student will be observed by the bus driver/aide while the bus lift is in motion.
The student will be assisted from the chair to the bus seat by the bus driver/aide
The folding chair will be folded and properly stowed by the bus driver/aide
To Depart the Bus:
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The folding chair will be placed on the lift by the bus driver/aide
The student will be assisted to the chair by the bus driver/aide
The student will be instructed to remain seated while the lift is in motion
The student will be constantly observed by the bus driver/aide while the lift is in motion
The student will be assisted from the chair to the sidewalk by the bus driver/aide
The folding chair will be removed from the lift by the bus driver/aide and given to the
parent/guardian, teacher, or student, whoever is the most appropriate receiver.
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SEAT BELT &
BUCKLE PROTECTOR
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A buckle protector is considered part of
the seatbelt.
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A seat belt is also an IEP issue.
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special needs buses are equipped with seat
belts.
 Usage is not required unless mandated by IEP
team.
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SAFETY VEST
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The use of a safety vest (not harness) must be
determined by the IEP Team.
Has to be written into IEP.
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5 point securement device
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E-Z-ON Products, INC of Florida
605 Commerce Way West Jupiter FL 33458
website www.ezonpro.com
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Students should have their Safety Vest on before
boarding the school bus.
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601.1 DROP DOWN MENU 2
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Safety/Security Factors (Aggressive Behavior (Explain #8)
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601.1 DROP DOWN MENU 3
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Supervision Needs
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FAST FAQ’S
TRANSPORTATION AIDE REQUIREMENT
CCSD regulation 3533 states in part that “the bus is an extension of the classroom”. Therefore,
whenever the Individualized Education Program (IEP) team is considering the placement of a
Transportation Aide as a support on board the bus, they must consider if the student requires
additional adult support on campus throughout the day including non- instructional time. If not, then
we must try to implement the same or similar supports and strategies on the bus that have proved
successful on campus.
All students are entitled to a Free and Appropriate Public Education (FAPE). The keyword when
considering the placement of a Transportation Aide into a student’s IEP is “appropriate”. We are
obligated to provide each student the opportunity to develop, both socially and academically, in the
least restrictive environment (LRE). Placing a student under the constant supervision of a
Transportation Aide is the most restrictive environment and therefore, may not be appropriate
until other interventions and supports have been explored.
The IEP Team, including Transportation Representative and/or nurse, (If discussing medical
condition) must decide the need for a Transportation Aide as a necessary student support. Listed
below are some guidelines to assist with the implementation of district policies and departmental
procedures, as well as overall compliance. Accommodations, supports, modifications and
interventions should be the result of a team decision and are determined on a case-by-case basis.
Whenever making decisions regarding transportation as a related service, a representative from the
Transportation Department should be included as part of the IEP Team. Requests for a
Transportation Representative can be submitted to Cindy Ozaeta at 799-8100 ext.5305 or Anitra
Leaper at 799-8560 ext.311 or through InterAct.
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Following are some common questions the IEP team may raise when considering the
placement of a Transportation Aide as a student support:
“I just received a student whose health record indicates a history of seizures. Should
there be a requirement for a Transportation Aide written into the IEP?”
The student can be transported safely without an aide if:
1. The student has been seizure free for one month or more
2. The student is able to maintain a viable airway during seizure activity
3. The seizures are self limiting & do not require intervention
 “Self Limiting” refers to a seizure that last five minutes or less 911 should be called
for any seizure lasting more than five minutes or sooner if ordered by a physician
The student should be transported with an aide on the bus if:
1. The student has documented frequent grand mal seizures requiring 911 interventions
2. The student has a diagnosed seizure disorder that has a likelihood of leading to a
compromised airway
3. The student has a Vagus Nerve Stimulator (VNS) device prescribed
4. The student has diagnosed uncontrolled seizures that require constant observation,
documentation and 911 interventions
5. The student has a Health Care Provider’s Written Verification of condition and severity as
related to transportation needs
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“What if the student being transported has a respiratory problem that requires
suctioning?”
Any student that requires suctioning should be provided additional adult supervision
during transport by identifying a Transportation Aide in the student’s IEP.
An oral suction trained Transportation Aide could serve the student if:
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The student requires oral suctioning. Oral suctioning is performed with a
suctioning wand or catheter to clear airway obstructions, such as fluids from
the mouth or nasal cavity
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The student requires “emergency” tracheal suctioning. Emergency tracheal
suctioning can be performed by a trained unlicensed person, such as an SPTA,
FASA, or Transportation Aide. The need for routine, regular tracheal
suctioning is not considered “emergency” tracheal suctioning.
The student should be cared for by a licensed Nurse, during transport if:
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The student routinely requires tracheal suctioning
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“SHOULD A REQUIREMENT FOR A TRANSPORTATION AIDE BE IDENTIFIED IN THE IEP OF A
STUDENT WHO HAS A HISTORY OF AGGRESSIVE OR INAPPROPRIATE BEHAVIORS?”
EVERY STUDENT WITH A DISABILITY HAS THE RIGHT TO PARTICIPATE IN THE EDUCATIONAL PROCESS
IN THE LEAST RESTRICTIVE ENVIRONMENT. BEFORE REQUESTING A TRANSPORTATION AIDE, WHICH
IS THE MOST RESTRICTIVE SETTING, CONSIDER THE FOLLOWING ACCOMMODATIONS:
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ASSIGN THE STUDENT A SEAT IN CLOSE PROXIMITY TO THE DRIVER; ALLOWING THE
DRIVER QUICK ACCESS TO THE STUDENT FOR MONITORING AND REDIRECTION
PROVIDE INFORMATION TO THE DRIVER FROM THE PARENT/GUARDIAN AND CLASSROOM
PERSONNEL REGARDING EFFECTIVE METHODS USED AT HOME AND IN THE CLASSROOM
THAT REINFORCE ACCEPTABLE BEHAVIORS AND ADDRESS INAPPROPRIATE BEHAVIOR
ENSURE THAT THE DRIVER HAS COMPLETED AND SUBMITTED BUS CITATIONS TO HIS/HER
IMMEDIATE SUPERVISOR REPORTING SPECIFIC BEHAVIORS OR INCIDENCES OF CONCERN
BUS CITATIONS ARE REVIEWED FOR CONTENT BY THE SUPERVISOR, INITIALED
ANDPROVIDED TO THE SCHOOL SITE ADMINISTRATION FOR EVALUATION. BUS CITATIONS
ARE USED PRIMARILY FOR RECORDING, NOT PUNITIVE PURPOSES AND CAN BE REVIEWED
BY THE IEP TEAM
ASSESS THE NEED AND IMPLEMENT THE USE OF APPROPRIATE CHILD SAFETY RESTRAINT SYSTEMS
(CSRS) SUCH AS:
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A SEAT BELT WITH OR WITHOUT A BUCKLE PROTECTOR (A DEVICE USED TO IMPEDE A
STUDENT’S ACCESS TO THE SEATBELT MECHANISM)
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A CAR SEAT (WILL TRANSITION TO SEATBELT WHEN AGE OR SIZE APPROPRIATE)
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A SAFETY VEST WITH OR WITHOUT LEG LOOPS
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“I HAVE A STUDENT WHO IS EASILY DISTRACTED AND WILL NOT REMAIN SEATED IN THE
CLASSROOM OR ON THE BUS. SHOULD A REQUIREMENT FOR A TRANSPORTATION AIDE
BE IDENTIFIED IN THE STUDENT’S IEP?”
WHILE IN THE CLASSROOM CERTAIN BEHAVIORS CAN BE DISRUPTIVE, ON THE BUS THESE
SAME BEHAVIORS CAN BE DANGEROUS. STILL, THE DISTRICT MUST ADHERE TO LRE WHEN
CONSIDERING INTERVENTIONS AND SUPPORTS. A TRANSPORTATION AIDE MAY BE AN
APPROPRIATE SUPPORT AFTER THE FOLLOWING HAVE BEEN EXPLORED:
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ASSIGN THE STUDENT A SEAT CLOSER TO THE DRIVER FOR BETTER OBSERVATION
AND IMMEDIATE REDIRECTION
DOCUMENT BEHAVIOR THROUGH BUS CITATIONS
CONSIDER USE OF APPROPRIATE CSRS
DEVELOP AND APPLY A POSITIVE INTERVENTION PLAN FOR RIDING THE BUS
APPROPRIATELY.
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601.1 DROP DOWN MENU 4
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Medical Concerns
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BOX #8
ANY ADDITIONAL INSTRUCTIONS
FOR THE BUS DRIVER’S AWARENESS?
Example Instructions
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Nate has autism and a behavior plan. He vocalizes sounds and noises. Nate may be
allowed to hold a reinforcer on the bus when needed to calm himself.
Veronica may become aggressive hit, bite, scratch, pull hair. She may become verbally
aggressive. Veronica needs to sit away from other students. Interventions that may
work, redirect with conversation, count to ten slowly, and talk in a low calm voice.
Lori has Angelmans Syndrome and is nonverbal. Due to Lori's heat sensitivity, water will
be available in her backpack as needed. Assist Lori on/off the bus as her movements are
unsteady.
Cindy has a behavior plan. Her primary language is Spanish. She exhibits self-injurious
behaviors (hits self on head) and needs to be immediately guided gently to put her hands
down. Place backpack in her lap, aide is to sit next to or across from her. Positive verbal
praise, say “nice hands” when hands are down.
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SELF CONTAINED
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Transportation requests for students in self contained
programs are submitted by the Case Management or
Early Childhood departments based on the CCF601.1.
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Case Management Main Number : 799-8692
Early Childhood Main Number: 799-7479
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RESOURCE/GEN. ED./504
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Students may be entitled to transportation for IEP/ 504 related
disabilities. These requests for transportation must be submitted by
the SEIF/ LIASON .
The request for Transportation Services is located in: Interact, District
Link, Online Forms (TRANSP-1)
Go back into Interact and print, for your records, a copy of the form you
sent.
The SEIF/LIASON must also fax the current IEP pages; CCF-530, CCF537, CCF-601.1, and CCF-606 to the Routing and Scheduling office that
services your school.
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SPECIAL STUDENT BUS REQUEST IEP
INTERACT TRANSP-1
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TRANSPORTATION FOR MEDICALLY
FRAGILE STUDENTS
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Request for transportation for the
medically fragile student “HS-85” is to
be obtained from the school nurse.
School nurse will provide directions to
the parent/guardian for completion of
the form.
School Nurses will complete the
(TRANSP-1).
If the IEP Team denies transportation
for the related disability, a medical
request for transportation may not be
implemented.
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HS-85 MEDICALLY FRAGILE STUDENT
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HS-85A-ADHD/ADD
HS-85B- ORTHO
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HS-85C ASTHMA
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HS-240 REQUESTING BUS AIDE
FOR SEIZURES
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SPECIAL SCHOOLS
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Special Schools:
 Miley SS
 Miller SS
 Stewart SS
 Variety SS
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Transportation requests are submitted by each school.
Behavioral and Continuation Schools’ requests are submitted
by each school.
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Note change in contact: Cindy Ozaeta at 799-8100 ext. 5305 or through InterAct
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WHEN TO REQUEST ASSISTANCE FROM
THE TRANSPORTATION IEP TEAM
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A transportation representative should be invited to all IEP’s
for students requesting or receiving bus service.
EXAMPLE:
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Initial IEP, Annual IEP and/or Revisions
Adding or changing special equipment (seat belt, car seats, safety
vests, wheelchairs, etc.)
Supervision Needs: Nurse, Bus Aide, etc.
Modified Bell Schedule
Medical Concerns: (BIP) Behavior Intervention Plans, Health Care
Plans, etc.
Contact for Assistance: Cindy Ozaeta @ 799-8100 ext. 5305
or through Interact.
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PARENT LETTER
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RED TAGS
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WHO’S WHO ON THE IEP
TRANSPORTATION TEAM
Lauren Longmire, Bus Operations Coordinator
 Cindy Ozaeta, Dispatcher/ IEP Scheduler
 Cindy Koziol, Transportation Nurse
EASTERN YARD FACILITY
 Nate Whitney, Field Supervisor
 Marcelo Valenzuela, Field Supervisor
 Cindy Pool, Routing and Scheduling
 Amanda Lowry, Routing and Scheduling Analyst
CHEYENNE YARD FACILITY
 Cecile LeClair, Field Supervisor
 Pam Keenon, Field Supervisor
 Barbara Cain, Routing and Scheduling Analyst
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WHO’S WHO ON THE IEP
TRANSPORTATION TEAM
ARVILLE YARD FACILITY
Chris Jackson, Field Supervisor
Wendy Zazueta, Field Supervisor
Shane Byrne, Field Supervisor
RUSSELL YARD FACILITY
Lori Whitney, Field Supervisor
Tracy Manzano, Field Supervisor
WALLACE YARD FACILITY
Veronica Gonzalez, Field Supervisor
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BUS YARD CONTACT INFORMATION
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Arville Yard:
799-8100
799-8191
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Cheyenne Yard:
799-8350
799-0425
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Eastern Yard:
799-8560
799-1640
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Russell Yard:
799-8720
799-0739
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Wallace Yard:
799-6890
799-6898
THE END!!!
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