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Prepared by the Migrant and Seasonal Head Start Transportation Advisory Work
Group
Technical Reviews by Amanda Bryans, Head Start Bureau, and Diane Wigle, Office
of the Secretary of Transportation
April 2001
The Head Start transportation final rule implements the statutory provision for establishing requirements for the safety features and the safe operation of vehicles used by Head Start agencies to transport children participating in Head Start programs. Go to http://headstartinfo.org/doc/1310.doc to download a copy.
EFFECTIVE DATES:
The final rule provides a five-year phase-in period for compliance with
vehicle requirements, a
three-year compliance period for child safety restraint systems, and a
twelve-month compliance period for other provisions of the rule.
45 CFR 1310.11 and 1310.15(c) are effective January 20, 2004.
(Requires that each vehicle used to transport children enrolled in Head
Start must be equipped for use of height and weight appropriate child
restraint systems which conform to the performance requirements (49 CFR
571.213) for use by children weighing fifty pounds or less who will be
transported in the vehicle. This requirement can be met either by retrofitting
vehicles already in service or by acquiring new vehicles. In some instances,
this may require replacement of existing vehicles. While the regulation
allows up to five years to use school buses or allowable alternate vehicles,
the full five years will not be available if vehicles are being used that
cannot accommodate, or be safely retrofitted to accommodate child restraint
systems.
45 CFR 1310.12(a) and 1310.22(a) are effective January 18, 2006.
(Provides that children enrolled in Head Start agencies be transported
in either school buses or allowable alternate vehicles, will be five years
from the date of publication of this part in the Federal Register. This
change will provide additional time for necessary financial planning and
upgrading and replacing vehicles)
45 CFR 1310.2(c) and 1310.12(b) are effective February 20, 2001.
(On a case-by-case basis, the Department of Health and Human Services
official may permit exclusion from one or more requirements of the final
rule based on “good cause”. Good cause will exist only if
adherence to a requirement of the Part itself causes a safety hazard in
the circumstances faced by the Head Start, Early Head Start or delegate
agency.) 1310.12(b) pertains to applicant screening procedures and system
for informing applicants of required background checks and the rejection
of applicants not meeting the requirements.
The other provisions of this part are effective January 18, 2002.
Contents of the Final Rule were adapted from the following sources:
23 CFR, Part 1204 Highway Safety Program Guideline No. 17, " Pupil
Transportation Safety."
49 CFR, Part 383 Commercial License Standards, requirements and Penalties.
49 CFR, Part 391 Qualifications of Drivers.
1990 National Standards for School Buses and School Bus Operations.
Special Report 222, Improving School Bus Safety.
The following Information Memorandums provide information guidance to programs on issues around transportation safety:
ACYF-IM-82-01 "Transportation Safety", issued on January 19,
1982.
ACYF-IM-93-10 "Transportation", issued on March 18, 1993.
In addition to the above regulations and memorandums, transportation supervisors in Head start programs should be familiar with the following regulations:
49 CFR, Part 382 "Controlled Substances and Alcohol Use and Testing.
49 CFR, Part 391 "Qualifications of Drivers."
49 CFR, Part 571 "Federal Motor Safety Standards," (FMVSS).
49 CFR, Part 565 "Vehicle Identification Number requirements.
In addition to the memorandums listed above, the following Head Start
Memorandums have been issued since the NPR was released in 1995:
ACYF-IM-HS-95-37 "Drug and Alcohol Testing Requirements for Head
Start Drivers," issued on December 12, 1995.
ACYF-HS-IM-99-07 "Child Safety Restraints (in vehicles); Transportation,"
issued on June 11, 1999.
The above-mentioned regulations and memorandums can be obtained from the Internet. Federal regulations can be found in the Federal Register at http://www.access.gpo.gov and then clicking on GPO Access. This location has all regulations dating back to 1995. The Information Memorandums can be found at http://www.headstartinfo.org/index.htm and clicking on Information Memorandums and Program Instructions. These memorandums go back as far as 1996.
Other regulations that must be followed are the state licensing rules and regulations for day care centers. These usually contain specific requirements when transporting children. Other regulations that are important are the specific state laws and regulations for school buses in your state. These can include the certification requirements for bus drivers in your state and the state statues and codes that pertain to transportation in your state.
The Occupational Safety & Health Administration (OSHA) is a division
of The US Department of Labor. The primary role of this administration
is to ensure the safety & health of workers. To meet this purpose,
OSHA has literally hundreds of codes and standards of compliance they
generate and monitor. Violations of these standards can result in penalties.
These standards can vary from state to state; some states are only under
the federal rules and other states have their own standards that supersede
federal rules. Before embarking on a search of the standards that apply
to you, check with your HR department or Program Director to ascertain
if there is already a staff person designated to ensure that your program
meets OSHA compliance. If that is the case, you can breathe the sigh of
relief and collaborate with them as needed. If your program has no such
luck, your director should without delay begin compliance and here are
a few of the standards you may have to deal with.
The Bloodborne Pathogens standard (29 CFR 1910.1030), which was promulgated
by OSHA on December 6, 1991. This standard addresses prevention measures
and protocols for work settings where employees are exposed to bloodborne
pathogens. Because school bus drivers are required to have first aid and
CPR training and may be mandated to provide emergency assistance, the
standard may consider them at a higher risk to certain bloodborne pathogens
exposures. This standard may require you to provide certain vaccinations
such as Hepatitis B., specific training, medical evaluation on a post
exposure basis and related recordkeeping requirements.
The hazard communication standards (CFR 29 1910.1200) ensures that all
employees have the "right-to-know" the hazards and identities
of the chemicals they work with, to reduce the incidence of chemically
- related occupational illnesses and injuries. This standard may require
you to provide training regarding the identities, hazards and protection
measures of the chemicals the drivers are using such as: fuel, cleaning
agents, oil, break fluid, windshield fluid etc... You may also need to
maintain Material Safety Data Sheets (MSDS), inspect labels of chemical
containers, develop an inventory system and provide adequate protective
equipment.
OSHA is concerned about conducting risk assessments, providing appropriate trainings in recognizing exposure to hazards, and establishing protective measure to ensure the safety of the worker. With this in mind, OSHA has a "general duty clause" which is all encompassing and holds employers responsible for providing adequate supervision, training, and accountability systems the ensure the safety of their employees. You may have to comply with standards dealing with extensive record keeping, vehicular safety, equipment maintenance, inspections & investigation systems as well as injury reporting systems, ergonomics, means of egress and if your staff performs maintenance of the vehicles you may have regulations dealing with powered platforms, and vehicle mounted work platforms. In addition to general safety and health provisions, you may need to comply with fire protection, sanitation, first aid, exposure to hazardous traffic areas etc.... You may be advantaged by the fact that you are inadvertently already complying with OSHA through your performance standards or the state/federal transportation regulations.
It is just too expansive to try to address so many standards that vary from state to state. You can request assistance from your workers compensation carrier - most states require that they provide employers with technical assistance services. If you have a local OSHA office, locate them and request assistance from them - most OSHA divisions also offer free on-site trainings and assessment, technical assistance, free classes & internet courses, resource libraries with videos & pamphlets, grants, sample programs, booklets- some materials are even in Spanish..... and more.... You may access the federal Internet web site at: www\osha.org to tap into tons of info and locate your local OSHA office as well. If you are under the federal guidelines only, you may have some luck contacting: Mr. James F. Foster, Office of Information and Consumer Affairs, Occupational Safety and Health Administration, 200 Constitution Avenue, NW., room N3647, Washington, DC 20210; telephone (202) 219-8151.
If there are any defects found during a pre-trip inspection or during any other time, these defects need to be corrected. Depending on the type of defect found, would determine whether or not that unit/bus can be used to transport children. If the defect is found to be a major defect, meaning it poses immediate danger to passengers, driver and other motorist, that unit/bus should not be used and it should be excluded from use until the defect is corrected. If the defect found is minor depends upon whether or not it poses any danger however, the defect must be corrected within a reasonable amount of time. It is strongly recommended that all program vehicles/buses be on a preventative maintenance program and serviced on a regular basis. Some State Regulations may require you to perform certain maintenance, consult with your local state department of transportation or local public school districts to see what they do. Maintain documentation of maintenance records.
A thorough pre-trip should be done at least once per day and should at
a minimum include the following:
Windshield and wipers
All outside lights
Service door
Tires and wheel lug nuts
Battery, belts, oil and coolant level
Horns
Brakes
Steering
Exhaust system
Light, windshield, mirrors and warning signs cleaned
Emergency equipment
Emergency exits and audile warning devices.
You may contact other programs or your local vendor to assist you in developing
a pre-trip inspections list. Check with your local school district or
other Migrant Head Start programs to ascertain your responsibilities under
your state requirements. Usually, pre-trips are done prior to beginning
the morning route. Drivers should be equipped with a good flashlight in
order to properly examine the vehicle. If it is too dark or not feasible
to perform pre-trips in early morning set a specific time during which
the pre-trip must be performed.
All pre-trips should be well documented and maintained on record for at
least one year -Again check for your state requirements. In the event
that the safety of your vehicle is challenged, having good documentation
of your pre-trip demonstrates that you have been taking the proper precautions
to maintain a safe vehicle. Your pre-trip should be the opportune time
to report any deficiency or malfunction of any equipment- ensure that
you can document appropriate follow up of issues/repairs brought up during
pre-trip inspections. In addition to a thorough pre-trip, it is wise to
include a post trip after each route. Post trips can include:
Straightening all seat belts
Ensuring that no item (or children!) are left in the vehicle
Picking up trash/sweeping the vehicle
Locking the vehicle
Some programs conduct additional quick pre-trips to ensure that nothing
has changed with the vehicle. In deciding how you want to structure your
pre and post trip requirements, you may consider the following:
Has someone else driven the vehicle since it was pre-tripped? If so, you
may want to require another pre-trip.
If you have had continuing problems with the vehicle, it may also be wise
to have additional pre-trips.
If you are in an area where your vehicles cannot be secured and you have
experienced vandalism, you may also perform additional pre-trips.
Make sure that your drivers are well trained in performing pre & post
trip inspections and follow up on their knowledge regularly. Schedule
regular refreshers of your expectations during your driver meetings.
Post-trip inspections must be done immediately at the end of every route to assure that all children have exited. This is an employee and a supervisory responsibility with high stakes risk attached. Documentation is suggested.
Drug testing is a federal mandate for drivers of vehicles with capacities for 16 passengers or more including the driver. You will want to review 49 CFR, Part 382 thoroughly before you implement your drug testing policies and program. You must check applicable state & federal requirements. While there are many resources available to help you develop a program, the issues can be rather complex, always consult an attorney.
Your program should include the following:
Outline employee and management responsibilities
Outline prohibitions and consequences for violations
Describe testing requirements: pre-employment, post accident, random,
reasonable cause, return to duty, follow up testing.
Requirements for referral and evaluation treatments
Testing procedures
Training requirements
Recordkeeping
Other regulations which affect your program
Copies of rules and other information can be obtained in several ways, including by computer or facsimile machine. Information on each transportation industry can be obtained from the DOT offices listed below. The address is 400 7th Street, S.W., Washington, DC 20590 for each office except FAA and USCG.
Commercial Motor Vehicles
Federal Motor Carrier Safety (FMCSA)
Office of Motor Carrier Safety (Room 3103)
Contact Person: Phil Hanley
202-366-1790
800-832-5660
http://www.fmcsa.dot.gov
Alcohol & Drug Testing Procedures
Office of the Secretary
Office of Drug and Alcohol Policy and Compliance (ODAPC)
Contact Persons: Ken Edgell, Don Shatinsky, Jim Swart, Senior Policy Advisors
202-366-3784
http://www.dot.gov/ost/dapc
The Office of the Secretary of Transportation, Office of Drug and Alcohol
Policy and Compliance, has established an automated system for obtaining
specific information via a facsimile machine. Shorter documents can be
obtained by fax, while longer documents will be mailed. A touch-tone telephone
is required. The number is 1-800-225-3784.
Most operating administrations maintain an Internet Homepage on which
additional information can be obtained. These can be accessed through
the DOT Homepage: http://www.dot.gov or directly through the Internet address
indicated below the operating administration's mailing address.
The FTA has published "Implementation Guidelines for Drug and Alcohol
Regulations in Mass Transit." This publication is available free
from the FTA Office of Safety and Security. Additionally, FTA publishes
quarterly the "FTA Drug and Alcohol Regulation Updates" (newsletters)
which are also available to the public.
Copies of the drug and alcohol rules can also be obtained from public
libraries that subscribe to the Federal Register or on the Internet.
CFR 49 Part 382.103 states that:
(a) This part applies to every person and to all employers of such persons
who operate a commercial motor vehicle in commerce in any State, and is
subject to:
The commercial driver's license requirement of part 383 of this subchapter;
The Licenciál Federal de Conductor (Mexico) requirements; or
The commercial driver's license requirements of the Canadian National
Safety Code.
The regulations do include some exceptions under this section; although
they are probably not applicable to Head Start, they should be reviewed
carefully.
You may decide to implement a drug testing policy that is more stringent
than the federal guidelines and encompasses a larger number of staff.
You should be cautious however that implementation is consistent and that
you specifically designate employees to be covered by the policy, simply:
Employees who are covered should know it.
Testing on non-DOT employees may be performed based on the carrier's independent
authority; however, you may not co-mingle DOT and non-DOT employees in
the same pool. Employer drug and alcohol policy must clearly identify
testing performed under carrier's independent authority for non-DOT employees.
There are many pitfalls to implementing a drug testing policy that includes a group of staff not covered by these federal regulations: You must provide notification of the implementation date, have formal acknowledgements in place, if you include minors can you get parental consent? How about contractors? Rights to search, private or public employment status, which drugs to test for, discrimination laws along with numerous other issues require that you seek legal council when developing such a policy.
Move the vehicle to the safest location off the road, turn off the ignition switch, remove the key and set the handbrake.
Protect the scene with positioning flares or reflectors.
Contact the [dispatcher] immediately. Emergency numbers and children's Emergency Cards with photos of children must be available on the bus/vehicle at all times.
Review with the [dispatcher] the names and numbers of the individuals you want contacted. Give them the proper location of the breakdown, the condition of the bus/vehicle and number and names of the children and adults on the bus/vehicle.
If there are children on the bus/vehicle, determine if it's safe for them to remain on the bus/vehicle or to evacuate the bus. In the event the bus/vehicle needs to be evacuated it's important for the following steps to be followed:
Ensure that children are carried to a location away from the traffic. As soon as possible make an accurate account of the children by using the bus roster sheet.
Take children's emergency forms with you off the vehicle.
Pull the storage box that contains the "portable lavatory" containing
diapers, wipes, water etc, out of the bus and any medications that are
being transported. Remember to take your mobile phone with you.
The [dispatcher] arranges for towing services and the alternate mode
of transporting children home or to the center.
(refer to FAQ #107 for managing children if the bus/vehicle breaks down)
Leasing vs purchasing vs contracting for services will be determined greatly by the program's needs, resources and budget. There are important questions to be considered which will assist you in clarifying this question.
When determining leasing vs purchasing vs contracting for services, you will need to assess the total cost and resources required for all options. Consumerism has generally maintained that to own is best because leasing or renting is money down the drain. This may be true for some things, but not for all and certainly not in every situation. Next to a person's home, the next largest purchase is usually the family's transportation. Unless the car is a classic, there is no equity built into purchasing a vehicle. In fact, when they are new, the equity descends from there. Purchasing vehicles is not an investment into property, DON'T LOOK FOR A PROFIT. However, what you are "investing" in is the PROGRAM OVERALL SERVICES and in some cases, autonomy. The bottom line here is, what are the services you wish to provide and do you have the resources to maintain them?
When looking at purchasing, the major capital outlay and vehicular liability will need to be considered. They include but are not limited to:
The unit itself (What are your growing needs?)
Maintenance (Whether contracted out or self maintained, you need to assess
your maintenance resources)
In the same vein as maintenance, what are the "back-up" questions
to be addressed to insure that a bus/vehicle is readily available to transport
children in the event that you break down.
Contingency plan
Fuel and availability (rural)
Insurance
Storage
Driver
Monitor
Replacement cost
Updating of unit(s) to meet changing regulations
Having the flexibility or resource to provide service for children with
special needs.
Related to resources will be your tracking system and management systems,
the personnel and energy needed to assure the safety of children and staff
while also looking out for the care of the vehicles. This could get costly
depending on the route you take, whether manually tracking all items or
having the latest software that assist you.
When looking to lease or contract for services, aside from cost to lease are the question of continuity of services and the dedication of the contractor. Questions to assist you in assessing the cost and viability of a lease program are:
What is the flat rate you will be paying and how is it determined, i.e.,
per mile? Contractor's contract to make money, not to provide a service.
There are limits governed by ratios that may cut into the contractor's
profits. Additionally, with the time limit constraints of 50 min - 1 hour,
because of the rural geography, you may be limited in the number of children
that can be safely transported within that period. This may also cut into
that profit margin. Because of the Head Start desire to be family friendly,
it is not simply "stop and go" drop off. Often this is one of
the few times to connect with a family, once again cutting into the profit
margin. If contracting with a Leasing Agency, the Head Start Philosophy
will need to be thoroughly discussed because it is the service that we
are after above all things.
What are the restrictions imposed when you lease, i.e., is there a cap
on mileage put on a vehicle before additional costs are incurred? What
are the hours and days that the bus/vehicle will be available? Are their
any restrictions to additional trips such as field trips or transporting
parents to policy council meetings?
Does the rate (above) include a qualified and approved driver (including
substitute)? (Training issues need to be looked at and family friendliness.)
Does the rate (above) include retrofitting any of the units with the necessary
requirements to be classified as Head Start Transportation for infants,
toddlers and preschoolers?
Are the buses/vehicles being considered fit the specs that you would want
if you were to purchase, e.g., is it easy on easy off for young children,
air etc...? Consult the specs section of the questions answered.
Will the Contractor consider upgrading buses/vehicles as regulations or
recommendations change? Will it involve a joint expenditure between you
and the contractor to retrofit or outfit a bus/vehicle to meet your needs?
Does the flat rate include all maintenance cost?
In the same vein as maintenance, what are the "back-up" questions
needed to be address to insure that a bus/AAV is readily available to
transport children in the event that you break down. Contingency plan.
What are the insurance responsibilities of both parties?
What are the program's needs and what are the services you want to provide?
This question is relevant in that each program has different needs. If you are a Migrant ONLY Head Start Program, assessing your hours and months of operation will help determine the product usefulness and viability for either purchasing or leasing. If you operate a summer program, you might reconsider the necessity to maintain your own fleet. This leads into a second question, are there local agencies (such as a Region Head Start Program) that have the same transportation needs as yours but during the off season? If so, what are the possibilities of a joint purchase/ownership? Even if services overlap, Migrant Head Start and Region Head Start have very different operating hours, Migrant being longer. With some creativity and elbow grease, dual routes might be feasible.
Whether you decide to lease, contract for services or purchase, support SYSTEMS will need to be in place that involves community partnerships, parent backing, staff agreement and creative thinking.
If you purchase your own, you will need a purchasing plan that plans for the future. (See specing out your bus/AAV). Know the regulations that are coming down the pike and be ready to meet tomorrow's requirements and ideals, today. NHTSA will soon be publishing a brochure about developing bus specifications.
When owning your own, what is your disposal plan and what will determine
the viability of a unit. This will play into the viability of a leased
unit as well.
What are some of the community partnerships you can think of that will
support the maintenance and safety of your fleet, leased or owned? Are
their collaborative agreements that you can enter into with local repair
shops, storage facilities, and transportation brokers that weave into
your contingency plans for emergencies?
Do you have your parents support without compromising the services? Are local churches, a parent home or other locality willing to be a "community drop off point" where families work together to receive children at the beginning and end of the day (so as to limit bus stops)? (Remember that young children [preschoolers] must be supervised by a parent-authorized responsible person at all times until they are back in their parents' care - the age varies by state).
These are a few of the many items to take into consideration when weighing the pros and cons of leasing vs purchasing vs contracting. Begin with your dreams (for service), and brainstorm from there the real possibilities.
Within five years of the date of publication of the 1310 regulations, Head Start agencies must use for activities defined as ``transportation services'', either a school bus or an ``Allowable Alternate Vehicle.'' These two classes of vehicles are defined in the regulations under section 1310.3. The term ``Allowable Alternate Vehicle'' is used to describe a vehicle which complies with the Federal Motor Vehicle Safety Standards (FMVSS) applicable to school buses related to crash survivability and mirrors, but does not meet the other FMVSS which apply to crash prevention, such as the requirements for flashing school bus lights and stop arms, or the provisions in Guideline 17 relating to the color of the vehicle and the use of lights and stop arms. You may order the flashing school bus lights, stop arms, and "school bus yellow" color unless your state prohibits it for Head Start programs. Be sure to check before you order...
You can check with your Bus Dealers to see which items are included in their buses as standard equipment or are considered optional items that are available and must be requested. You must decide which items to include on your school bus/AAV based on your location, weather in your area, types of roads, and how much you can spend for each bus.
The final rule states that each agency providing transportation services,
must ensure that each vehicle used in providing such services is equipped
with:
(1) a communication system to call for assistance in case of an emergency:
(2) safety equipment for use in an emergency, including a charged fire
extinguisher that is properly mounted near the driver's seat
and a sign indicating its location;
(3) a first aid kit and a sign indicating the location
of such equipment; and
(4) a seat belt cutter for use in an emergency evacuation
and a sign indicating its location.
(e) Each agency providing transportation services must ensure that any
auxiliary seating, such as temporary or folding jump
seats, used in vehicles of any type providing such services are built
into the vehicle by the manufacturer as part of its standard
design, are maintained in proper working order, and are
inspected as part of the annual inspection required
under Sec. 1310.13(a) of this subpart.
The vehicle must be equipped with a reverse beeper.
The vehicle must be equipped for use with child safety seats.
The following list includes items to consider when purchasing a school bus or Allowable Alternative Vehicle for a Head Start Program:
Air conditioning - (front & rear - number of BTUs)
Air ride suspension
Automatic transmission
Child Safe Alarm
Electric entry door
Maximum seating space (to allow space for car seats)
Power steering
Seat Belts with short stalks
Second handrail
Storage for emergency equipment and other materials and supplies
Tinted windows
Vandal locks
White Roof
Lower step (for toddlers)
Luggage racks
A Request for Proposal (RFP) is composed of two parts. The first part has to do with the purchasing of equipment and your Purchasing Manager or Chief Financial Officer will give you agency procurement policies and procedures and instructions on what needs to be included from a fiscal point of view. The second part to the RFP includes the description of the items you want to purchase. As a minimum you should include the following:
Issue Date of the RFP
Due date and Time for bids.
A listing of types (passenger size) of buses/AAVs that you are requesting
bids on.
The number of buses/AAV you are requesting bids on.
A Description of the Buses/AAV you want to purchase. Note: the bidders
will need very specific information on how to "spec" a bus such
as:
The Description of Buses/AAVs is where you will include all the specifications of the buses/AAVs you are purchasing. Here is where you can state that buses must meet Federal Motor Vehicle Safety Standards (FMVSS) (if you are allowed in your state that buses meet the state standards/specifications) whether you want standard or automatic transmission, whether you want gasoline or diesel engine, if you want air conditioning and the BTUs of the air conditioners, if you want window tinting, a white roof, back up alarm, crossing arm in front of the bus, seat belts, extra space between bus seats to allow for car safety seats, and the lettering that will be placed on the side of the bus.
Most Bus Dealers can give you a listing of what is standard on their bus and what is optional and must be specified in the request for proposal.
The federal regulation requires that each agency providing transportation services must ensure that bid announcements for school buses and allowable alternate vehicles for use in transporting children in its program include the correct specifications and a clear statement of the vehicle's intended use. Such agencies must ensure that there is a prescribed procedure for examining such vehicles at the time of delivery to ensure that they are equipped in accordance with the bid specifications and that the manufacturer's certification of compliance with the applicable FMVSS is included with the vehicle.
The Migrant and Seasonal Head Start Advisory Work Group strongly recommends that Head Start programs purchase yellow school buses( if allowable in your state) for their increased visibility. The Work Group also believes that a positive preschool transportation experience helps prepare children for school in a small but significant way.
This will depend on what your needs are and what you order. There is no one answer for this question. Bus Dealers can give you an estimate for a particular size bus with a particular equipment package, but these are only estimates and the price will vary depending on what you want to add to the bus and how many you want to buy. An agency can get the best possible price by following a bidding process. Seeking bids from various bus dealers and submitting accurate and detailed bus specifications for what your program needs is probably your best way to go.
Very broadly speaking, the cost for a new Type A school bus, usually carrying 12 passengers in child safety seats, ranges from $35,000 to $45,000 (2001 estimates), depending on the specifications. Larger buses (36 passenger) start at $50,000. Wheelchair accessibility would add approximately $4,000 to the cost.
A Type "A" school bus is a vehicle with a gross weight rating
of 10,000 pounds or less. They usually seat a maximum of 24 passengers.
A Type "A-1" school bus is a vehicle with a gross weight rating
between 10,000 and 15,00 pounds, and a passenger capacity not to exceed
30.
A Type "B: school bus is a vehicle with a gross weight rating of
more than 10,000 pounds, but less that 16,000 pounds. Most of the engine
is beneath and/or behind the windshield and beside the driver's seat.
The entrance door is behind the front wheels.
A Type "C" school bus is a vehicle with a gross weight rating
of more than 10,000 pounds. All or part of the engine is in front of the
windshield and the entrance door is behind the front wheels.
A Type "D" school bus is a vehicle with the engine mounted in the front behind the windshield, midship, or rear with a gross vehicle weight rating of more than 10,000 pounds (usually at least 30,000). The entrance door is ahead of the front wheels.
Specifications and minimum requirements vary from state to state, including whether you can use a yellow school bus that has crash prevention features. Choosing which type of bus or allowable alternative vehicle is directly related to the options that you seek (ref. Question 15) and to your program needs. It is helpful to conduct a team assessment of your transportation needs.
How long are your routes? Do you pick up all the children mostly in one location or are your pick-ups far apart? Do you require the use of a lot of car seats of just a few? These questions can guide you in choosing the capacity of your vehicle. If you pick up a large number of children close by, you may use a large type of vehicle. If your children live far apart, you would never be able to fill up a large bus within one hour and would more likely choose a smaller vehicle.
The type of terrain you drive in will also help you decide. Do you have
to drive in short tight driveways or agricultural fields? What type of
turn around space do you need? Sometimes larger vehicles have a wider
wheelbase and require less of a turning radius, but of course they are
longer and bulkier!
Some of the options you may be considering might be available with one
bus type but not another.
Do your homework before you make a decision. Calling other programs that have had experience in purchasing vehicles is helpful. Your local vendor should also be able to help you in choosing the type of vehicle that best meets you needs.
A "CDL" is a Commercial Drivers License. It meets certain "standards" that are the same for every state. It differs from an "operator's" or "chauffeur's" license. It is required to drive certain kinds of commercial vehicles. Some jurisdictions require a special endorsement/certification such as "school bus endorsement" which involves pre-certification training from that jurisdiction in addition to a CDL.
The COMMERCIAL MOTOR VEHICLE SAFETY ACT OF 1986 (CMVSA/86) is a law passed by the United States Congress which requires ALL the individual states to comply with certain standards in regards to the licensing of commercial motor vehicle (CMV) drivers. Your State of Residence driver licensing standards comply with the law, requiring CMV drivers to obtain a Commercial Driver's License (CDL) when driving applicable vehicles. A CDL license can ONLY be issued in the driver's state of legal residence.
A CDL is required if you operate any of the following Commercial Motor Vehicles:
The eligibility requirements to obtain a CDL are:
To obtain a CDL, you must:
You would need to work as a team with your finance department to review at least the last past three years of how much money has been invested in maintenance, fuel, tags, inspections, tires and other necessary item your program buses have needed. This should give you a cost analysis for the coming year. Remember if you need to purchase another vehicle this cost should be included in your budget. Don't count on your one-time dollars for this.
You would need to keep a current inventory of how many vehicles your program has. The following items should be part of a transportation budget. Your program would need to set specific timeframes to determine when each item needs maintenance and replacement and the associated costs.
Tire rotation
Tire replacement
Oil changes
Inspections
Brake inspections
Tune-ups
Lubrications
Door handle replacements
Child safety seats or safety vests
Windows
Mirrors
Windshield wiper blades
Electrical wires
Fuel
Tags
Mobile phone (remember the monthly activation fee)
Bus radio
Bus forms and doing paperwork
Bus Driver salary (with fringes and benefits)
Bus Assistant salary (with fringes and benefits)
Substitutes
Orientation and training for staff (how many trainings, what trainings
& where, mileage reimbursement, per diem and lodging)
Staff physicals
Drug testing
Vehicle replacement
Facility costs that are charged to the transportation budget
Security
Recruitment/retention incentives (must be reasonable & allowable according
to Federal regulations)
Uniforms (optional)
Insurance
Contract monitoring
Supplies and materials charged to the transportation budget
The Head Start Act requires that a minimum of 10 percent of the enrollment opportunities in each Head Start program be made available to children with disabilities. Such children are expected to participate in the full range of Head Start services and activities with their non-disabled peers and to receive needed special educational and related services.
Transportation services will depend on the type of disability the children may have. It is recommended that a member of the transportation team attend what is called the IEP, or IFSP meeting for children younger than 3. IEP stands for Individual Education Plan. An IEP meeting should take place prior to a student beginning services. Parent, student, and staff that will provide direct services should participate in the IEP meeting. At this meeting many issues will and can be discussed including the issue of transportation. At that time the transportation representative can discuss and determine what the needs of the student will be when it comes to properly transporting that child, e.g. Will the bus need to be equipped with a wheel-chair lift as well as a wheel chair position in the bus, with appropriate anchorage's? Does the child require any medical equipment such as an oxygen tank, suctioning devices, medications; the list goes on and on. As you can see it is important that a transportation person be present at that very important meeting.
Programs must comply with the Americans with Disabilities Act, Head Start Performance Standards Part 1308 and Section 504 of the Rehabilitation Act.
The agency should have a plan/policy and procedures to follow in case of threatening or hazardous weather. The Transportation Work Group suggests that prior to beginning a route, the dispatcher should assess the weather forecast and road conditions. If there is any possible risk of safety due to inclement weather, a recommendation must be made to the person with authority to decide whether the route will be driven as usual, delayed or the trip cancelled.
If while en route, the weather turns bad enough to compromise safe driving, or the route becomes hazardous for travel, the driver must use good judgment and follow protocols to ensure the safety of the passengers first, and then notify the dispatcher of the situation so that the trip can be monitored and parents notified of the delay. If it means pulling into a safe area and waiting for the storm to pass then do so. There are different scenarios that could be present, and always, action taken should be taken to ensure the safety of passengers, the vehicle and other motorists. Training/preparation of transportation personnel should include problem solving of common scenarios of hazardous situations that may occur in that geographical area.
There are always your three "F's" and an "S"- A) First Aid Kits, B) Fuses C) Reflectors and D) Seat Belt Cutters.
You also need Disposable Clean Up Kits, Emergency Blankets, Fire Extinguisher, Seating Charts, Emergency Contact Cards, Communication Device, Water, Diaper changing necessities.
You will also need to consult with your local authority for items specific to your area. Some areas may require or recommend weather band radios.
There are several ways to locate dealers. One way is to attend local state conferences and trade shows. This gives you an opportunity not only to meet dealers but also to see their school buses. School Bus Fleet and School Transportation News have websites that include listings of current school bus manufacturers. Their lists include address and telephone numbers as well as website address if they have one. Most school bus manufacturers have web sites that include a list of their dealers nationwide. Bus manufacturers can also be contacted directly for the name of the nearest distributor in your area.
Bus Dealers are usually very helpful in giving you specifications of their buses. These lists can be useful in making your own list of school bus specifications.
This question should be asked this way: How much do I need to put in my budget to purchase a bus that meets my program needs? You can talk to different school bus dealers in your area and they can tell you how much a school bus will cost you with the options you want on it. Talk to different dealers and get different estimates. These will be estimates and it is up to you to ask for enough money in your budget request to be able to purchase what you want and need.
Section 2: Planning, Resources, and Child Safety Restraints
a. Federal level: The Head Start Improvement Act of 1992 contained a provision that requires the Head Start Bureau to develop regulations for the safe transportation of Head Start children. In addition, the Final Report of the Advisory Committee on Head Start Quality and Expansion included in its recommendations the development of ``* * * regulations to assure that safe and effective transportation services are available.'' . The Final Rule 45 CFR Part 1310 can be located at http://www.headstartinfo.org/doc/1310.doc. The National Highway Traffic Safety Administration (NHTSA) - Guidelines for the Safe Transportation of Pre-school Age Children in School Buses - http://www.nhtsa.dot.gov have been integrated into the Head Start Transportation Final Rule published in the Federal Register on January 18, 2001
b. State level: National Association of State Directors of Pupil Transportation Services (NASDPTS) - http://www.nasdpts.org;
c. Local level: Local School district, other local Head Starts
Federal level: Federal Standards - NHTSA http://www.nhtsa.dot.gov.
Also refer to the Head Start Transportation Final Rule (see previous FAQ).
State level: your State Director of Pupil Transportation
Local level: As per individual program, collaboration with local HS programs,
collaboration with local dealerships: Thomas, Bluebird, Collins, U.S.Bus,
etc.
Note: in a few months, NHTSA will release "Choosing the Correct School Bus for Transporting Pre-school Age Children". Discusses how to "spec" a school bus.
NHTSA - http://www.nhtsa.dot.gov/people/injury/childps/
National Latino Children's Institute - http://www.nlci.org
American Academy of Pediatrics (AAP) - 800-433-9016; http://www.aap.org
National Safety Council - 708-285-1121;
National SAFE KIDS - http://www.safekids.org
Child Passenger Safety network http://www.childsafety.org
Safe Ride News http://www.saferidenews.com
Safety Belt Safe U.S.A. http://www.carseat.org
AAA wwren@national.AAA.com
The NHTSA web site gives listings for each state's certified Child Safety
Seat Technicians who have received training in proper selection and installation
of child safety seats. See http://www.nhtsa.dot.gov/people/injury/childps/Contacts/index.cfm.
NHTSA has published a booklet, Proper Use of Child Safety Seats in School
Buses which gives guidance in selecting child safety restraints that fit
school bus seats, including integrated child safety restraints.
In local communities, health care facilities; hospitals, police and fire departments have certified Child Safety Seat Technicians who can advise you in selecting child safety seats that are compatible with your vehicles as well as come and help you teach your drivers how to put child restraints in your bus.
School Bus Fleet Magazine - http://www.schoolbusfleet.com
(free subscription available)
School Transportation News - http://www.stnonline.com
(free subscription available)
Safe Ride News - http://www.saferidenews.com
or call 800-422-4121
Head Start Information and Publications Center website - http://www.headstartinfo.org
National Highway Traffic Safety Administration website - http://www.nhtsa.dot.gov
(Also see FAQ #31)
Check with school districts, transit programs, and other Head Start programs for garages to contract with. Reference Head Start Transportation Final Rule Sec.1310.13
Contact local school districts and other Head Start programs. If contracting, be sure to have a properly executed contract by both parties (or memorandum of understanding) in place before services begin. Include insurance and a beginning and expiration date. The contract must be monitored by your organization or agency. Refer to 45 CFR 1310.10 Transportation of Head Start Children for requirements for contracted services.
Most of the national and state training conferences are listed on the
School Transportation News website (http://www.stnonline.com).
A networking session is offered for Migrant and Seasonal Head Start transportation
managers at the annual National Migrant Head Start conference in March
of each year (see http://www.mhsqic.org).
The Migrant and Seasonal Head Start Transportation Advisory Work Group
meets annually to exchange information, update the Frequently Asked Questions,
and provide training.
The School Transportation News Conference is held either in Reno or Las
Vegas, NV, in July.
The National Conference and Exhibition on Transporting Students with Disabilities
and the Preschool Population occurs the first week of March each year
(see http://www.serifpress.com).
Work with local school districts and other Head Starts to share training of drivers and assistants. Your Regional Education and Mental Health/Disabilities Specialists should be able to help with addressing the needs of children with disabilities as well as with training. See FAQ #37.You can contact the Disabilities Services Quality Improvement Center for your region. Many State Directors of Pupil Transportation have training programs.
NHTSA will soon release training on "Transporting Students with Special Needs".
Reference Head Start transportation Final Rule Sec.1310.17(c) and Sec.1310.22 and the Head Start Performance standards for Services for Children with Disabilities 45 CFR Part 1308.
The following is a sample table of contents for a Head Start transportation manual:
a. Overview, Intro.Also check with other Migrant Head Start programs in your state; they usually are willing to share manuals, forms and other resources. (For national listing of Migrant Head Start programs, see www.mhsqic.org). The Pupil Transportation Safety Institute has published a Head Start Transportation Manual. For information, go to www.ptsi.org for ordering information.
The best way to involve parents is to include them in the decisions about
transportation. Meet with the parent Policy Council and Center Committees
and tell them about the challenges you face and ask for their ideas on
how to solve your challenges. Help parents obtain low/no cost child safety
seats for their own vehicles.
Give transportation training such as car seat installation and child passenger
safety training at a parent meeting. Head Start programs are required
to provide safety education to staff, parents and children - see Head
Start Transportation Final Rule 1310.21 - Safety Education.
Transportation personnel must make an effort to link-up with other agencies in their local areas that provide similar services and have similar goals. Trainings that are provided for bus drivers and assistants can be shared with other Head Start programs and sometimes local school districts. Car seat installation clinics are provided in communities by fire stations, health clinics, and police departments. These can be a collaboration. Notify fire departments when emergency evacuation training is taking place so they can participate.
Each agency providing transportation services must make reasonable efforts to coordinate transportation resources with other human services agencies in its community in order to control costs and to improve the quality and the availability of transportation services. The agency must explore the option of participating in any coordinated public or private transportation systems existing in the community; and where no coordinated public or private non-profit transportation system exists in the community, make every effort to identify other human services agencies also providing transportation services and, where reasonable, to participate in the establishment of a local transportation coordinating council.
Reference Head Start Transportation Final Rule Sec.1310.23 Coordinated Transportation
http://www.libertybusinc.com
http://www.nhtsa.dot.gov
Contact the Transportation Specialist at your regional Quality Improvement
Center for technical assistance.
Reference Head Start Transportation Final Rule Sec.1310.12
Head Start vehicles must have at least two adults on board - the driver and a monitor. Some states require the same adult:child ratio during transport as in the classroom. Grantees must adhere to state and federal regulations and follow whichever is the most restrictive. Reference Head Start Transportation Final Rule Sec.1310.17 and State licensing regulations.
Check with your State Pupil Transportation regulations. Some states have detailed procedures which must be followed by all transporters of school children. Consult the National Health and Safety Performance Standards for Out-of-Home Care sections on transportation which are not requirements, but are best practice.
Refer to Head Start Transportation Final Rule Section 1310.21.
Refer to your state child care licensing requirements.
State level transportation coordinator
State level transportation specialist (if applicable)
On-site direct supervisor
Lead bus drivers (if applicable)
Bus drivers
Bus aides
Parents
Classroom teachers
Disabilities Services coordinator
Family Service Worker
Working knowledge of fleet management and supervisory skills
Experienced trainer
Ability to understand and apply State and Federal Head Start Regulations
Experienced financial planner
Experienced in writing and implementation of policies and procedures
Experienced in writing instructional manuals
Reference: Your program's job description requirements; FederalHead Start Program Performance Standards 1304.52 (b) (1,2).
Bachelors Degree in management or business related field combined with supervisory or managerial experience in the transportation field If available, completion of school bus driver safety education course, and maintain current continuing education requirements as needed Working knowledge of federal and state transportation regulations Current certification as Child Passenger Safety Technician
Reference: Your program's job description requirements: Federal
Head Start Program Performance Standards 1304.52 (b) (1,2).
The MSHS Transportation Advisory Work Group recommends that the hiring agency look for the following attributes in bus driver candidates:
Reference: Your program's job description requirements; Federal Head Start Program Performance Standards 1304.52 (b)(4).
The final rule Sec. 1310.16 Driver qualifications requires that.
(a) Each agency providing transportation services must ensure that persons
who drive vehicles used to provide such services, at a minimum:
(1) in States where such licenses are granted, have a valid Commercial
Driver's License (CDL) for vehicles in the same class as the vehicle the
driver will operating; and
(2) meet any physical, mental, and other requirements established under
applicable law or regulations as necessary to perform job-related functions
with any necessary reasonable accommodations.
In addition, there are hiring requirements. Each agency providing transportation
services must ensure that there is an applicant review process for use
in hiring drivers, that applicants for driver positions must be advised
of the specific background checks required at the time application is
made, and that there are criteria for the rejection of unacceptable applicants.
The applicant review procedure must include, at minimum:
(1) all elements specified in 45 CFR 1304.52(b), with additional disclosure
by the applicant of all moving traffic violations, regardless of penalty;
(2) a check of the applicant's driving record through the appropriate
State agency, including a check of the applicant's record through the
National Driver Register, if available in the State; and
(3) after a conditional offer of employment to the applicant and before
the applicant begins work as a driver, a medical examination, performed
by a licensed doctor of medicine or osteopathy, establishing that the
individual possesses the physical ability to perform any job-related functions
with any necessary accommodations, consistent with the requirements of
the Americans with Disabilities Act.
Reference: Your program's job description requirements; your
state's police safety handbook; your state's Association for Pupil Transportation.
If your program is considering any physical requirements additional to the federal or state standards, make sure to check with legal counsel to ensure it does not interfere with any laws including the Americans with Disabilities Act. Usually the crucial element is that you have a legitimate business reason for requiring these physical requirements and that you consistently apply to the designated workforce. Here is a sample of additional physical requirements for a school bus driver.
One Head Start program reportedly requires that the bus driver must pass the Department of Transportation physical requirements and an EKG if over the age of 55. They also require the demonstratible ability to open and close a manually operated bus entrance door control with a force of at least 30 pounds; climb and descend steps with a maximum step height of 17 ½ inches; operate two hand and two foot controls simultaneously and quickly; have a reaction time of ¾ a second or less from the throttle to the brake control; carry or drag a 125 pound person 30 feet in 30 seconds or less; depress a brake pedal with the foot to a pressure of a least 90 pounds; depress a clutch pedal with the foot to a pressure of a least 40 pounds unless operating an automatic transmission; exit from an emergency door opening of 24 X 48 inches at least 42 inches from the ground in ten seconds or less.
This is an optional position reporting to the site transportation supervisor. This position is more applicable if there are a number of bus drivers at one location. A lead bus driver is usually a seasoned program bus driver and is the initial contact for other drivers regarding mechanical and procedural bus issues.
Reference: Your program's job description requirements.
All of your program's job descriptions will be found in your agency's
personnel
manual. A sample bus driver job description is posted at http://www.mhsqic.org.
Good communicator with children and parents in their home language
Team player
Early childhood work experience
Ability to maintain positive and disciplined environment on the bus
Use the transportation transition as an extension of classroom learning
The final rule 1310 requires that (2) before bus monitors assigned to vehicles used to provide such services begin their duties, they are trained on:
The MSHS Advisory Work Group recommends that the bus monitor:
We recommend that bus monitors should attend the same pre-service and in-service workshops as the bus drivers and classroom teacher aides.
Reference: Your state's Child Day Care Licensing Handbook; Your program's job description requirements, and Sec. 1310.17 Driver and bus monitor training.
Head Start pay scale is not comparable with public school bus drivers
Short length of the Head Start program's season; drivers prefer permanent
year-round employment. Public school bus drivers that drive for the Migrant
and Seasonal Head Start programs are generally not available at the beginning
or the ending of the season.
Split shifts. Note: this is a nationwide problem...
Some of the potential benefits Head Start programs could offer to help retain drivers might include:
Training requirements will vary from state to state and the size and needs of your program.
He or she must be knowledgeable about driver training requirements as well as State and Federal laws regarding school bus transportation (i.e., vehicle standards, annual bus inspections, drug and alcohol testing, drug and alcohol abuse, state traffic laws, program policies and procedures, and program record keeping).
It depends on the individual needs of the program. A program may have sufficient drivers to cover all the routes or there may be a driver shortage that may require the transportation coordinator to drive.
According to 1310, programs must specifically provide bus monitors with training in the areas of: child boarding and exiting procedures, use of child restraint systems, responding to emergencies, emergency evacuation procedures, use of special equipment, required paperwork, child pick up and release procedures and pre- and post-trip vehicle checks (e.g., ensure that there are no safety hazards and that no child is left on the bus). The burden of the requirement has been eased by eliminating the requirement that monitors receive exactly the same training as drivers. The provisions identifies types of training that monitors must receive to ensure that safety-related topics are included.
Most states require school bus driver certification, but there are a few that do not. The length of training and type of training will vary from state to state. States who provide training may offer State traffic laws for school buses and obstacle course skills in addition to some of the topics listed below.
Head Start programs are required to provide driver training. Prior to
transporting any enrolled child, bus drivers must receive a combination
of classroom instruction and behind-the-wheel instruction sufficient to
enable each driver to:
(1) operate the vehicle in a safe and efficient manner;
(2) safely run a fixed route, including loading and unloading children,
stopping at railroad crossings and performing other specialized driving
maneuvers;
(3) administer basic first aid in case of injury;
(4) handle emergency situations, including vehicle evacuation procedures;
(5) operate any special equipment, such as wheelchair lifts, assistance
devices or special occupant restraints;
(6) conduct routine maintenance and safety checks of the vehicle; and
(7) maintain accurate records as necessary.
Drivers must also receive instruction on the topics listed in 45 CFR 1304.52(k)(1), (2) and (3)(i) and the provisions of the Head Start Program Performance Standards for Children with Disabilities (45 CFR 1308) relating to transportation services for children with disabilities.
Drivers must receive refresher training courses including the topics listed above and any additional necessary training to meet the requirements applicable in the State where the agency operates.
In order to carryout their responsibilities, school bus drivers should have training in the topics listed above, but training is most useful when it corresponds to the natural cycle of events that occur during the year. The minimum hours of training will depend on individual needs, your programs needs, state requirements and federal regulations. Training and adequate supervision go hand in hand. Prioritize your training needs, but make sure that you keep accurate records of who receives required trainings.
If your program provides transportation services, such services must include children with disabilities.
The transportation person responsible must ensure compliance with Americans with Disabilities Act and the Head Start Performance Standards on Services for Children with Disabilities as they relate to transportation services. Any special transportation requirements will be specified in the child's Individual Education Plan (IEP) or Individual Family Service Plan (IFSP); i.e., special pick-up or drop-off requirements, special seating requirements, special equipment needs, or any special assistance that may be required. These are legal documents and must be adhered to. Head Start regulations require training for bus drivers on the provisions of the Head Start Program Performance Standards for Children with Disabilities (45 CFR 1308) relating to transportation services for children with disabilities.
Whenever possible, children with disabilities must be transported in the same vehicles used to transport other children enrolled in the Head Start or Early Head Start program.If transportation staff notes any changes or difficulties in transporting the child, train them to immediately report it to their supervisor.
The Head Start Act requires a full review of program compliance with all applicable regulations by a federal monitoring team of every Head Start program at least once during each three-year period. When programs offer Head Start transportation services, those services will be reviewed for compliance with the 45 CFR Part 1310 regulations. Monitoring includes a review of written records, parent, community, governing body and staff interviews, and observation of program operations. The Head Start Performance Standards (regulations) mandate that grantees conduct a self-assessment of their effectiveness and progress in meeting program goals and objectives. Again, transportation as an integral part of a Head Start agency's program must be included in the self-assessment. The Performance Standards also mandate each grantee to establish and implement procedures for the ongoing monitoring of Early Head Start and Head Start operation, which must include the transportation program. Each agency providing transportation services must ensure that the annual evaluation of each driver of a vehicle used to provide such services includes an on-board observation of road performance
Your state or local legislation or regulations will determine if state or local officials will monitor your transportation program.
The federal monitoring team will assess the transportation program's compliance with the provisions of the regulation as they became effective. (see FAQ #1)
All transportation policies should be presented to the grantee policy council for review and approval. While not required, review with the Policy Council of transportation program procedures is advisable, in order to receive feedback from the parent members regarding the potential effectiveness and workability of the procedures. The results of the grantee's annual self-assessment and very importantly, the results of each federal monitoring review must be presented to the policy council for their review, advice and guidance to the grantee on actions to be taken for quality improvement, and approval of Quality Improvement Plans, should they be required by the federal review. Each time the grantee policy council meets, a report on the status of the transportation program should be presented. Most grantees require monthly operational reports from center level in order to monitor on an on-going basis.
Reference: Head Start Act Sec. 642(b)(4) & Sec. 1304.50 (entire section on Program Governance); State and/or local legislation and regulations.
Qualifications and training of transportation staff, including bus drivers,
bus aides and other staff who may substitute at times as bus drivers.
Condition and operational status of each vehicle used to transport children,
based on a pre- and post-trip inspection checklist that should cover all
equipment (i.e., condition of tires, signal/light systems, child safety
seats installed properly, etc.).
How bus routes were established and accessibility to eligible families; parent participation in establishing routes; maintaining the allowable time limit for transporting children to and from a Head Start center as set by federal and state laws.
How the transportation program integrates with and supports the educational
program area (i.e., has the grantee developed and implemented a transportation
curriculum, and is it working effectively?).
The insurance coverage of the vehicles and other appropriate liability
insurance coverage.
A review of the loading and unloading process both on site and on route.
Review execution of evacuation/emergency protocols
Assess compliance with drug testing regulations
Most states require state-level inspections and reports which are usually performed by the State Police Department and Head Start programs must comply with them.
Reference: State or local laws and regulations.
The Head Start grantee must develop and implement current and accurate record keeping documentation to ensure detailed knowledge by grantee officials of the operational status of the transportation program. In addition, grantees must ensure not only the safety aspects of transportation operations, but also the protection of the grantee against legal liabilities should accidents occur. This will require the purchase of appropriate insurance coverage and precise record keeping and reporting requirements. The agency providing transportation services must ensure that all accidents involving vehicles that transport Head Start children are reported in accordance with applicable State requirements.
Keep records on bid announcements, bid awards, bus specifications, and new vehicle delivery inspections.
Because each agency providing transportation services must ensure that
vehicles used to provide such services are maintained in safe operating
condition at all times, current and accurate records must be kept on policies,
procedures, and the implementation of:
(a) a thorough safety inspection of each vehicle on at least annually
through an inspection program licensed or operated by the State;
(b) the systematic preventive maintenance on each vehicle; and
(c) the daily pre-trip inspection of the vehicles by the driver.
49 CFR 391.51discusses the federal requirements for driver file maintenance. Your state may have additional requirements both for commercial driver and school bus driver. You may find a check list of driver's files in the Oregon Child Development Coalition (OCDC) Transportation manual - pgs 47-50. Contact Susan Hunt or Hermine McCarthy at 503-570-1115, extension 252 or by email at Susan,Hunt@OCDC.org for a copy.
The best source of information is the State Director for Pupil Transportation. His office can usually provide you with an answer to any questions regarding school bus driver training, driver certification, or school bus laws. In most states, the school bus drivers training and certification is handled by the Dept. of Education.
There are two publications that are excellent resources for pupil transportation: School Transportation News, and School Bus Fleet Magazine. The NHTSA web site is also an excellent source.
In many programs, the classroom staff serves as bus monitors. The staff that does not serve as monitors should at least be familiar with bus rules, behavior management on the bus, time schedules, and basic knowledge of transportation policies and procedures including the system for communicating with parents. Classroom teachers will work with bus aides on activities that extend learning into the transportation transition (bus ride).
Sec. 1310.21 Safety education.
(a) Each agency must provide training for parents and children in pedestrian
safety. The training provided to children must be developmentally appropriate
and an integral part of program experiences. The need for an adult to
accompany a preschool child while crossing the street must be emphasized
in the training provided to parents and children. The required transportation
and pedestrian safety education of children and parents, except for the
busevacuation drills required by paragraph (d) of this section, must be
provided within the first thirty days of the program year.
(b) Each agency providing transportation services, directly or through
another organization or an individual, must ensure that children who receive
such services are taught:
(1) safe riding practices;
(2) safety procedures for boarding and leaving the vehicle;
(3) safety procedures in crossing the street to and from the vehicle at
stops;
(4) recognition of the danger zones around the vehicle; and
(5) emergency evacuation procedures, including participating in an emergency
evacuation drill conducted on the vehicle the child will be riding.
(c) Each agency providing transportation services must provide training
for parents that:
(1) emphasizes the importance of escorting their children to the vehicle
stop and the importance of reinforcing the training provided to children
regarding vehicle safety; and
(2) complements the training provided to their children so that safety
practices can be reinforced both in Head Start and at home by the parent.
(d) Each agency providing transportation services must ensure that at
least two bus evacuation drills in addition to the one required under
paragraph (b)(5) of this section are conducted during the program year.
(e) Each agency providing transportation services must develop activities
to remind children of the safety procedures. These activities must be
developmentally appropriate, individualized and be an integral part of
the Head Start or Early Head Start program activities.
There are several prerequisites for answering any question pertaining
to the management of very young children on the bus. Before you act, consider:
What is the age and developmental level of the child?
What happened to "set up" the situation that occurred?
Is there an immediate response needed or can I let it wait until the child
is transferred to the teacher or the parent and they can deal with it?
(In the future), are there ways to help prevent or head off the problem
before it occurs?
Do my agency's policies and procedures address this situation?
Does the situation involve a child with identified special needs?
Responses to some of the FAQs below will describe the preventative measure first and then what we recommend if the situation does occur.
Follow your agency's policy and procedures for this situation which have been developed with guidance from the Health Services Advisory Committee and approved by the Policy Council. School buses don't have on-board lavatories and changing tables so it is a make-do situation at best - but be prepared.
Discussion:
In many cases, with adult encouragement, preschool age children can wait
until they get off the bus. When you arrive at the destination, let that
child get off the bus first, if necessary, and explain to the receiving
adult that the child needs to use the bathroom at once. If possible, call
ahead and inform the staff.
Prevention #1 - parents and staff make sure that infants and toddlers leave home or the center wearing clean diapers. With "in-training" toddlers and preschoolers, have them try to use the toilet just before they leave home or the center. (This is a good job for volunteers' "extra hands").
Prevention #2 - keep the length of bus routes to a minimum so children won't have to wait so long when they feel the urge to void. Both bus drivers and bus driver substitutes must be familiar with the route and where they might stop for a child to use the restroom.
Prevention #3 - the transportation staff should be prepared ahead of time to handle the rare instance where the child cannot wait and there is no restroom anywhere (bus breakdown, stalled train at railroad crossing, etc.). There should be a written agency procedure to follow with which parents and staff are familiar. Children need to know, in language that they can understand, what they should do if they need to use the toilet after they are on the bus. There are limited choices...
Advance Preparation - Prepare a Bus Lavatory Pack containing extra clothing
for each of the sizes and gender of children aboard in addition to a potty
seat with liners, wipes, a roll of paper towels, small trash bags, protective
gloves and hand sanitizer.
Dealing with it - Weigh the risks and the circumstances for stopping -
we recommend it only as a last resort.
Staff and children should be reminded that using a toilet, either on board
or off the bus, is a very unusual exception to the normal routine. Once
the decision is made to stop and let a child use the bathroom, staff must
make every effort to minimize embarrassment and prevent humiliation of
the child. The bus aide should be matter of fact, respectful and protective
of the privacy of the child. Kindness and consideration shown toward one
child reassures the other children that they would be treated similarly.
The bus should be safely pulled over off the road before the child is released from his/her child safety restraint. All other children should remain restrained and be kept busy with other activities while this is going on. If the child has soiled her or himself, help her/him clean up and change into the extra clothing as quickly as possible, out of view of the other children.
There are basic rules for the bus just as there are rules for the classroom. Teach children underlying principles such as respect for their own well being and treating others with kindness. "We don't hurt each other" and "We put things back where we found them" are starters. One rule for the bus is, "We always do what the bus driver says", as if (s)he were the captain of the ship. Young children need reminders since they are too young to have internalized the rules. They remember better if they can interpret and state the rules in their own language. The rules (no more than 2-3) need to be developed collaboratively between the classroom and bus staff with input from parents.
Bus rules need to be consistent with the guidance and discipline policies of the program. If program policy permits excluding children from the group with an imposed "time out" or waiting to address behaviors until arrival at home or at the center, then these techniques will not work on the bus. More developmentally appropriate responses which can be used as soon as the behavior occurs need to be developed.
Biting and Scratching
Biting and scratching are a common developmental behavior for children
ages 18-26
months of age. There are several reasons a child may bite. These reasons
include:
Exploring by placing objects in their mouths. Sometimes children "accidentally" bite other children in this process. It is common for the "biter" to look shocked at the bitten child's behavior.
A lack of verbal skills to express themselves. Biting is a very powerful release of frustration. Most biting deceases by age three when the child has acquired better verbal skills.
A release of frustration. Occasionally a child bites from teething or when (s)he is hungry or tired.
Biting is not always preventable; however, children need to participate in activities that release frustration such as singing with movement or laughing out loud. Offer safe travel objects that serve as biting substitutes such as teethers, wet washcloths, etc.
Keep a watchful eye on children who are known biters to help understand what may be causing the child to bite so that further incidents can be prevented.
When biting or scratching occurs, separate the children tending to the wounded one first. Tell the biter/scratcher, "You do not bite. It hurts." or "Biting is not allowed. It hurts people." The bitten child is consoled and the bite is quickly cleaned. A cold pack is placed on the bite (not directly on the skin) to decrease the likelihood of swelling or bruising.
Wounds from biting or scratching that break the skin should be documented and reported to the parent, in accordance with agency policy. The parent may consult a physician for possible follow up treatment with antibiotic if necessary.
Things We Will Not Do:
Bite the child back.
Encourage the other child to bite the child back.
Call the child names such as "bad", "naughty".
Tell other parents who did the biting.
Fighting/Hitting
For older children, ages 4 and 5, suggesting and explaining are more positive
forms of handling fighting or arguing, but they are both doing the thinking
for the child. When children are fighting, ask, "What happened BEFORE
(s)he hit you (or grabbed the toy)?" Then ask each child, "Can
either of you think of a DIFFERENT way to solve this problem?" One
five-year-old boy said to his three-year-old brother, "You can have
this for a little while, but when it's my turn, I'll tell you and you
have to give it back." They both smiled, and the boy gave the truck
to his brother.
Younger children, two or three years old, need to be reminded, or shown how, to "use your words" to ask for what they want, rather than by grabbing or hitting. Conflict between very young children occurs frequently and without warning. Such behavior in young children often causes strong emotions in adults. Toddlers don't follow accepted social rules. In order to understand how to handle toddler conflict, it is necessary to understand why it happens. If adults or even older children behaved this way, it might be appropriate to think in terms of right and wrong, or good and bad. But toddlers fight simply because they have no other way to deal with social problems. For toddlers, conflict is a skill issue, not a moral issue. Toddlers can't solve multiplication problems because they lack the necessary math skills. Similarly, they can't handle problems with other people because they don't yet have the social skills needed to solve them.
Several skills are necessary to get along successfully with other people. These include the ability to:
See the other persons point of view: to understand how they feel, what
they want and need, and to correctly "read" their intentions;
Communicate clearly: to let others know what you need, want, and think;
Predict how others are likely to react to your own behavior;
Understand and control your own emotions and behavior; and
Think of many different solutions to problems that arise in dealing with
others.
Toddlers, however, have none of these skills. Because of their limited mental abilities, they don't understand that others have a point of view. They certainly don't understand what those feelings or needs might be, and their newly developing language skills don't allow them to communicate well with others. Interpreting toddlers speech is difficult for most adults; it's almost impossible for other toddlers to understand. Toddlers also have a very poor grasp of cause-and-effect relationships. Therefore, they seldom think about how their actions might affect others.
Emotions are also overwhelming to young children. Toddlers have trouble distinguishing between anger, sadness, and fear. It is almost impossible to control what you don't understand. Furthermore, the toddler has few alternatives to try when attempting to solve problems with others. Therefore, when toddlers are faced with social problems, especially ones that raise strong emotions, their immediate reaction is to respond physically. When they want something, they take it. When they are hurt or feel threatened, they lash out or physically defend themselves.
Adults can help toddlers deal with conflict in two ways. First, they can structure the environment (such as arranging seating) t to prevent conflict from occurring in the first place.
Because toddlers are small, it is commonly assumed that they need less space. Toddlers actually require more space than older children because they don't respect the space needs of other children yet. Furthermore, because they do not have good control over their bodies, they may accidentally move into another's space. On the bus, you may have to seat a toddler with a preschooler rather than a toddler with a toddler.
Prevention is the most important part of handling toddler conflicts.
No matter how you try, though, there will still be occasional arguments
and fights. When conflict occurs, deal first with the strong emotions
involved. Let the children know that you understand their points of view,
but also tell them about how the other child feels. After the children
are calm, you can offer information that will help them understand what
happened and why. It is critical that your
solution recognizes both children's needs. Punishing one or both children
doesn't teach much about how to solve the problem.
It is also a good idea to give children some words to use for next time. These words will give them a way to communicate their needs in a less aggressive way.
You can also encourage children to call to you when they have a problem. Recognize that this is different from "tattling." It's getting needed help. Finally, it is important to make the rules clear. For example, children need to hear that they may not hurt anyone. Remember that very young children can only listen to a few sentences.
Tantrums
The child is showing frustration and his/her inability to deal with it.
We caution against trying to calm a child down by giving him things; doing
so may establish an unhealthy pattern. Children must be safety seated
in child safety restraint systems, even if having a tantrum. The tantrum
may seem to take an eternity, but he must calm himself down. If not, let
him go on until he winds down and becomes more reasonable. Generally,
you only have to do this once, and a child will remember next time.
Verbal Abuse (threats)
The child at three starts feeling more independent and more comfortable
sharing with other children. At the same time, the three-year-old frequently
feels scared in new situations and as a result strives for control again.
Their assertiveness is shown through verbal threats, such as: "You
are stupid" or "I hate you." This can be very unsettling
for adults that lack understanding of the developmental basis for this
behavior. Acknowledge the feelings behind the words. "You must be
frightened or scared right now" and let the child respond.
At four, a child will do anything if provoked. Kicking, spitting and even running away is often seen when the child does not get his way. While they need boundaries, the four-year-old enjoys pushing the limits. Verbal aggressiveness increases with four-year-old children by more name-calling. The adult who passively allows a child to belittle her or call her names isn't modeling respect for herself. She must tell the child, "I won't continue to listen to disrespectful language (or be spit upon)," and then calmly move away.
Some children imitate disrespectful behaviors they see in adults at home. Other adult role models can have a profound influence on these children.
Some children inappropriately display anger because they have not yet learned more effective coping strategies. Some children may become violently angry or who may display hazardous behaviors that are dangerous to themselves and others. If there is an increase in a child's anger, determine from the classroom teacher or parent whether any significant changes have occurred which might be upsetting the child.
Handle incidents matter of factly and consistently. Be a positive role model and acknowledge the children's feelings that drive the angry behavior. Children may not always get what they want, but you are teaching them that their feelings matter. You also teach them that there are more acceptable ways to achieve their desired goal or to obtain a desired object. Children who aren't treated with respect have no model for respectful behavior. Getting to know children well and relating to them positively usually improves their behavior towards you.
Some children may have disabilities that influence behavior. In some cases, the child's IEP or IFSP could include behavior on the bus.
Harmful Objects (possession of): For preschool children, ask for the object while explaining how that object can be dangerous to the child or to others. Make sure families and staff members know rules about what may be brought on the bus.
Prevention: if a child rides in a child safety restraint from the beginning, (s)he accepts it and expects it. Occasionally, a child will balk at being secured or will undo the safety clip himself. Be patient, firm, and consistent. The vehicle doesn't proceed unless all passengers are buckled up. Make sure that the straps are adjusted properly and comfortably for the child (no more than one finger should fit between the child and the harness strap), and that the child has something appealing to occupy his attention. In most cases, children will try to unfasten their safety restraints when they are uncomfortable or lack something interesting to do or to look at.
Other approaches: Occasionally, a child doesn't want to travel (be restrained) or he is just tired and cranky. Take a little extra time to focus the child's attention on something that can hold his interest while he is being buckled in like a new soft toy or song and he will usually comply, at least for the moment. When he is properly secured, show him that you are pleased - young children love adult approval.
Modeling: A child who is unaccustomed to riding in child safety restraint system may be uneasy with it at first. Introduce the safety seat to parents and show them how they will be used on the bus. Introduce safety seats in the classroom and demonstrate their correct use. Seeing adults and other children using safety restraints and being clear and pleasantly assertive about their use will communicate that safety restraints are here to stay and are simply part of the daily routine.
Challenging behavior: older children with medically diagnosed hyperactivity, autism, or emotional problems may require a safety restraint that is less likely to be unbuckled by the child. Large child car safety seats with a 5-point harness are available for children weighing over 40 lb. Vests with rear back closure also may be helpful for use with children who have behavioral problems that may interfere with safe travel; however, special permission from parents and other agency officials or school boards may be required before they can be used. These vests are perceived to be a form of "harness" and their use may be prohibited in some jurisdictions.
Follow your agency's procedures and document what you do. Notify your dispatcher immediately. Remember that the child is anxious and may feel abandoned, so you must reassure the child that (s)he will be taken care of until the parent or other designated person arrives. Your first responsibility is the care and safety of the child. Under no circumstances should you hand a child over to anyone who is not on the list of authorized persons which has been signed by the parent or guardian. You may ask for photo identification if there is any question. Do not release a child to any unauthorized person, adult or child, even if they declare they are a relative and the child recognizes them.
Prevention: