The school bus transportation industry has long grappled with a persistent challenge: A nationwide shortage of school bus drivers. Despite the critical role these professionals play in ensuring student safety and access to education, many school districts struggle to recruit and retain enough school bus drivers to meet demand not to mention other employees.

However, with the rise of social media platforms like TikTok, a new opportunity for outreach and recruitment has emerged. But this trend is not without its complications.

A New Era of Storytelling

Social media has transformed from a space for personal expression to a powerful marketing and engagement tool. TikTok, once synonymous with dance trends and lip-sync videos, is now a hub for creative content across industries. Businesses big and small use the platform for everything from showcasing products to building brands via influencers, other users who have amassed large followings. The school transportation industry is no exception.

School bus drivers have taken to TikTok to share their experiences, offering a glimpse into the daily life of a driver. Using hashtags like #schoolbusconversation, drivers showcase their passion for the job, hoping to inspire others to join the profession.

One standout influencer is Cor’Darius Jones, known by his handle Mr. Bus Driver. He has amassed over 61,000 followers to date on his TikTok channel by sharing engaging and informative content about school buses and driving them. (He is also on Instagram and Facebook.)

As an employee of Escambia County Schools, located on Florida’s panhandle and serving the Pensacola area, Jones has not only captured the hearts of viewers but also caught the attention of industry leaders, including IC Bus, which sponsors his content.

Jones’ videos extend beyond his daily routes. He attends trade shows, engages with industry professionals, and promotes the role of school bus drivers as an essential part of the education system. Notably, Jones will be speaking at the STN EXPO East near Charlotte, North Carolina, in March. He will join a panel discussion that will share insights on using social media as a recruitment and advocacy tool for the school transportation industry.

Jones said Escambia County Schools is aware of his social media work and has been supportive of the content.

“A lot of times my higher-ups give me ideas for a funny video to create,” he explained. “At first, I didn’t know how my district would take it, being that I was filming on the bus and making jokes about the job while still trying to make an informative message, but they started to follow and absolutely love the content. They look forward to every video I create.”

Jones said his journey into social media began during his second year as a school bus driver.

“I started the page going into my second year of driving and was giving everyone an inside look at what it’s like being a bus driver for different grade levels,” he recalled. “The post went viral on [Facebook], gaining over 500,000 views within the first week. People — parents, students, bus drivers, teachers, school staff, a ton of people — would message me to make more videos, and that’s what led to creating the Mr. Bus Driver page. I would just post day-to-day life. The most relatable part is that it’s very much true and has happened to me and a ton of other drivers.”

His partnership with IC Bus, the manufacturer of the vehicle he drives everyday, and collaboration with school district officials exemplifies how social media can be leveraged to address driver shortages by highlighting the job’s rewarding aspects, as well as the universal experiences that resonate with the broader community.

“When we came across Cor’Darius Jones, more widely known as Mr. Bus Driver, it was clear he was a champion of student safety and the driver community in his own right,” commented Christy Zukowski, the senior marketing manager for IC Bus. “Those who have seen Mr. Bus Driver’s videos on their social feeds know that his passion for his career as a driver is contagious. With his unique ability to educate, entertain and connect while spreading awareness of the importance of safety best practices, Mr. Bus Driver is an empowering voice in the industry and an admirable example of the dedicated drivers who keep us moving forward.”

Navigating the Challenges

While influencers like Jones have received district support and industry backing, not all school bus drivers receive the same level of oversight — or approval — for their social media activities. The integration of government property and social media monetization raises questions about ethics and compliance.

A transportation director from a school district in the western U.S. speaking anonymously to School Transportation News expressed concern over school bus drivers creating TikTok videos without the district’s knowledge.

Like many government agencies, the director noted, transportation staff does not have access to TikTok. “So, this was not something we were monitoring,” the director added. “There are issues with broadcasting on social media in uniform, using district equipment, acting as a spokesperson without authorization, and generating revenue while on paid status.”

The director revealed that one school bus driver had been filming TikTok videos while wearing a uniform with the school district logo visible despite an attempt to obscure it. This implied, the director explained, that the driver in question was officially representing the district without having prior permission to film content. Upon discovering the videos, transportation department management addressed the issue directly with the driver as well as others, instructing them to take down any content that might appear to represent the district.

“It’s important to ensure that employees don’t unintentionally present themselves as spokespersons for the district without authorization,” the director emphasized.

The challenges outlined in this scenario highlight a key tension: While these videos can inspire and educate, they also risk crossing professional and legal boundaries. School buses are government property, and filming content for personal or financial gain without explicit consent could violate district policies or government regulations. Moreover, the perception of using public resources for private profit can risk the reputations of school bus drivers and their school district or bus company employers. Clear communication and well-defined policies are essential to navigating these challenges.

STN reviewed dozens of TikTok, Instagram and Facebook videos posted by school bus drivers. Many of them made attempts, not all successful, to obstruct or blur any identifying district names or logos on uniforms. Videos included school bus drivers talking about their jobs and experiences while seated behind the wheel, performing pre-trip inspections, and even driving the vehicle with students on board. Any students were blurred out, and at least one post appeared to use interior school bus camera video footage.

Weighing the Pros and Cons

Social media’s potential to promote the profession and recruit new drivers is undeniable. Videos showcasing the camaraderie, dedication and unique aspects of the job can counter misconceptions and attract individuals who otherwise might not have considered the role. Drivers like Cor’Darius “Mr. Bus Driver” Jones demonstrate that with proper support and guidance, social media can be a valuable tool for advocacy and outreach.

However, districts must address the potential pitfalls. Without clear policies and communication, drivers may unintentionally breach regulations or face disciplinary actions. Establishing guidelines around social media use, including seeking prior approval for content involving district equipment, could help strike a balance between creativity and compliance.

However, the future of TikTok, one of the most influential platforms for creators and businesses alike, remains uncertain. The app has faced ongoing legal battles and scrutiny, with federal and state governments questioning its data privacy practices and connections to its parent company, ByteDance, in China. These concerns have led to restrictions on TikTok’s use on government devices and recurring threats of a nationwide ban.

President-elect Donald Trump will take office a day after a Biden administration ban is set to take effect. While Trump previously sought to ban the app due to national security concerns, he now said he acknowledges the platform’s significance as a cultural and economic influencer. He has suggested the possibility of maintaining TikTok under stricter regulations to ensure compliance with U.S. laws and protect user data, offering a lifeline to a platform that continues to thrive amid legal and political uncertainty.

This past week, the U.S. Supreme Court said it will take up the case on Jan. 10 and will not block TikTok while it considers the issue.

Regardless, district leaders and transportation directors generally lack access to TikTok today, making it difficult to monitor or even be aware of the content their drivers are creating. This limitation further complicates oversight and highlights the importance of proactive communication between drivers and their supervisors.

But without access to TikTok and other social media services, district leaders may miss opportunities to guide or support school bus drivers who are using the platform to share their experiences. Additionally, the inability to monitor content means districts are often unaware of potential compliance issues, such as filming during work hours, using district equipment, or presenting themselves as spokespersons without authorization. Addressing these gaps requires clear policies and training, ensuring drivers understand the boundaries of their creative freedom while still leveraging social media to inspire and educate.

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Moving Forward

To fully harness the benefits of social media while mitigating risks, collaboration between drivers, districts, and industry leaders is essential. Districts should consider the following steps:

1. Develop Clear Policies: Provide written guidelines on social media use, including what is permissible when using district property or uniforms.
2. Training and Communication: Offer training sessions on responsible social media practices, ensuring drivers understand the potential legal and ethical implications.
3. Encourage Collaboration: Facilitate partnerships between drivers and district officials to align content creation with district goals and recruitment efforts.

The passion and creativity of school bus drivers have the potential to reshape perceptions of the profession and address critical driver shortages. By establishing clear boundaries and fostering open communication, districts can support drivers in sharing their stories while maintaining professionalism and integrity. Social media is a powerful tool, when used responsibly or not. It can bring much-needed attention to the essential work of school bus drivers and inspire the next generation to join their ranks.

Despite the controversies, TikTok and other social media sites remain powerful tools for promoting small and large businesses and enabling content creators to connect with audiences worldwide. For school bus drivers and other professionals, it has provided a unique avenue to inspire change and attract talent to under-appreciated roles. The uncertainty surrounding TikTok’s future highlights the need for districts to remain vigilant, crafting adaptable policies to maximize its benefits while navigating potential risks in a rapidly evolving digital landscape.

In addition to being a frequent STN contributor, S.Z. Estavillo is a social media professional and consultant with over 90,000 followers across her various channels.

The post Social Media as a Recruitment Tool: School Bus Driver Influencers appeared first on School Transportation News.

The New York Times referred to the major IT outage in July involving Microsoft and CrowdStrike as the “glitch felt around the world.” In today’s digital age amid an increased presence of artificial intelligence tools, it’s no surprise that keeping sensitive data safe is a rising concern for the student transportation industry.

During his STN EXPO West keynote presentation in July, Keith Krueger, the chief executive officer for the Consortium for School Networking (CoSN), discussed the results of an annual survey of school IT leaders that indicated a shift in the top five technology priorities. The number one challenge for the past three years was cybersecurity. Data Privacy & Security, which had been sitting at No. 5 in 2022, moved up to No. 2. Network Infrastructure was third followed by the up-and-coming challenges of Determining AI Strategy and IT Crisis Preparedness.

Transportation departments are handling large amounts of data, including but not limited to onboard video camera footage, student ridership verification, telematics, and transportation employee information.

With these large amounts of data, it’s also important that school districts and vehicle contractors are equipped to effectively use and analyze the data, which could increasingly incorporate the application of AI.

Different facets of data and information security were discussed at the 2024 STN EXPO West conference in Reno, Nevada, in July. During these sessions, speakers and vendors discussed how increased technology offerings also require due diligence in protecting the data that is run through and stored in a given solution.

In one of the STN EXPO West sessions, representatives from Geotab and Tyler Technologies led a discussion titled “What Do I Do with All of this Data? Using Artificial Intelligence and Business Intelligence tools in Student Transportation.” Craig Berndt, the segment manager for student transportation at Geotab, noted that he is expecting AI to be a rising trend.

“Machine learning is like teaching your dog to fetch, except your dog is a computer and fetching is recognizing patterns in data,” he explained. Some of the applications using AI to track data discussed in the sessions included risk management, predictive maintenance, driver training, tracking student attendance, and continuous learning that can assist in effective routing planning.

Berndt noted that historically there has been much conjecture surrounding AI, and a lot of that is hyperbolic. Geotab displayed its new AI assistant software Geotab Ace at the STN EXPO West Trade Show. Berndt added that Geotab protects transportation data by keeping it on a private, secure server. He explained it’s important to know how your data tools work and exactly where the data is landing.

“No one here would put your student data into ChatGPT. Our goal with generative AI is to get away from the staff having to analyze reporting. Would you like to be told what trends are from a reliable source or have to go through the data yourself?” he noted.

Berndt said that it’s important to stay on top of trends in AI, data security and analysis, commenting that “Artificial intelligence isn’t going to take away your job. People who know how to use artificial intelligence are going to take your job.”

Protecting sensitive student data was the topic of a panel discussion moderated by Rick Hays, deputy chief information officer at the Nevada Department of Transportation. Hays holds a doctorate in cybersecurity, served in the U.S. Air Force, and worked for the Cybersecurity and Infrastructure Agency, an arm of Homeland Security. He has extensively worked on military and government levels to further cybersecurity safety practices.

Panelist Jennifer Vobis, who has since retired as executive director of transportation for Clark County School District in Nevada, spoke about a 2020 security breach that affected 40,000 district employees. It wasn’t until three years later that the district discovered information had been sold on the dark web. Vobis said that while her department assumed IT had the data security covered, it’s important to fully understand how those imperfect safeguards affect transportation operations.

Hays noted that many ransomware attacks begin with an email, an easy-to-overlook threat. His advice was to take a moment to analyze the message and sender, and “think before you click.”

“Balance the drive to get tasks done with making sure we know what it is we’re doing,” added panelist Lam Nguyen-Bull, a consultant at Edulog and an attorney, explaining that it’s everyday behavior that creates the most risk.

She continued that understanding and managing data flow and security starts with understanding that “data is just information,” whether physical or digital. Just as Berndt noted, Hays also emphasized the importance of knowing exactly where data is at all times. When it’s being used, when it’s being stored and when it’s in transit. Encryption must be present at all these levels, he explained.

Nguyen-Bull continued that data in storage is the easiest stage to protect it. When data is in transit across the web, it is generally protected by a Secure Sockets Layer (SSL) or Hypertext Transfer Protocol Secure (HTTPS). When it’s being used it is protected by a firewall in a closed environment.

“What makes it vulnerable is when it’s between stages,” she said. “When it’s not being managed by a system.”

Nguyen-Bull used the example of a parent portal app, which she referred to as “a perfectly safe product if you use it right.” Ensuring that only the relevant parties can view data or a particular school bus location, or that a tablet onboard the bus is locked is the responsibility of the owners of the data. “Know what your responsibilities
are regarding the data you handle, you need to know the policies,” said Hays.

The human element of safely managing and effectively protecting data is a team effort, said Vobis, but it may be a teaching moment if all the staff is not up to date on technological education and cybersecurity training. Even though some of these practices may be considered common sense, the panel stressed the importance of covering all your bases and making sure each member of the team understands the implications of data breaches.

When things go wrong, and Nguyen-Bull noted that they will, it’s crucial to have an action plan in place to not only get the issue under control but to understand what happened and how it can be prevented in the future.

During a security audit situation, like one a “white hat” firm performed on Edulog last year, “We don’t usually like to answer questions, but understand we’re not being attacked. [Auditors] are just trying to understand,” she explained. “Be collaborative, learn from other people’s experiences. Despite best efforts to lock things down, there is always a high risk.”

We always think it’ll never happen to us,” said Vobis. Even after the situation at Clark County was resolved, she said there was an impact on how information was shared. Vobis cited an example of improper information sharing via Google Suites, where security privacy settings weren’t on. Nguyen-Bull referenced receiving an email with an attached unencrypted spreadsheet containing detailed data on student riders.

“Practice doesn’t make perfect, but practice does make it better,” said Nguyen-Bull, recommending that districts run tabletop exercises to prepare for when the “unthinkable does happen.”

All the panelists advised that student transporters take time to find out their organization’s cyber policies and security protocols.

Hays spoke to the widespread variety and type of ransomware and cyberattacks, noting that they can happen to very small and extremely large organizations, alike. He advised that transportation departments should have software in place to scan incoming files for possible attacks and that transportation should coordinate with the district to ensure security protocols for transferring or receiving data is being upheld throughout all operations.

Nguyen-Bull noted that even though it may seem like data is spread out between multiple people or databases, it can be easy for that information to get centralized somewhere within the district. She continued that predictive computation could use any amount or type of data to create complete pictures.

“Data is permanent, in all forms,” said Hays. “It can come back to bite you, no matter what stage it’s in.”

Both he and Nguyen-Bull advised being cautious with “new and improved AI” technology that is being created to meet the demand of ever-increasing data. Hays referenced the addage “Trust but verify,” which he said is applicable to all of us, in our personal and professional lives.

In a continually evolving digital landscape, Nguyen-Bull said that while she does work for a software company, she makes sure to prioritize people with face-to-face and voice interactions.

“Don’t reduce everything to digital.”

Editor’s Note: As reprinted in the November 2024 issue of School Transportation News.

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The post Managing Transportation Data and Keeping It Safe appeared first on School Transportation News.

Ohio’s school districts are facing an uphill battle to meet state student transportation requirements amid a persistent school bus driver shortage, resulting in financial penalties and a high-profile lawsuit filed by the state attorney general. 

The lawsuit and related fines levied against school districts for noncompliance with state regulations detail how the struggles in providing timely and reliable bus services for both public and non-public school students.

The compliance issues are in the spotlight after Ohio Attorney General Dave Yost filed a lawsuit against Columbus City Schools in September, accusing the district of failing to fulfill its statutory transportation obligations. This lawsuit has added to the urgency for Ohio’s school districts, which are already contending with a shortage of qualified school bus drivers, to find solutions that will ensure the safety and punctuality of school transportation across the state.

Attorney General Yost’s lawsuit claims that Columbus City Schools failed to provide transportation for students attending charter and private schools, a legal requirement under Ohio law. According to the lawsuit, Columbus City Schools labeled the transportation of these students as “impractical” and did not notify parents until days before the school year began, which left families scrambling to find alternate transportation.

“As a parent and grandparent, I understand the importance of making sure every child has a safe way to get to and from school,” Yost said at the time. “These families have a right to choose what school is best for their child, and the law is clear that transportation is to be provided.”

The lawsuit seeks a writ of mandamus compelling Columbus City Schools to resume transportation services for affected students immediately and to properly notify parents of their rights. The Attorney General’s office also issued a cease-and-desist letter to the district on Sept. 3, suggesting that the district’s failure to comply is suspected of being a deliberate attempt to circumvent legal obligations.

Last month, Columbus City Schools extended transportation service to about 100 students who were previously denied service and filed a motion to dismiss the lawsuit. Yost in a statement said he is not convinced and remains undeterred.

“It remains to be seen whether the district will live up to its press release and really transport these children,” he said. “The state already has received some information suggesting that it is not. … Simply put, this case is far from over.”

Fines and Compliance Challenges Across Ohio

According to data from the Ohio Department of Education, Columbus City Schools is not the only district facing compliance challenges. The department has collected substantial fines from several districts over the past couple of years due to delays in meeting transportation standards, which the school districts claimed were the result of school bus driver shortages.

In fiscal year 2024 alone, over $7.3 million in penalties were imposed on Columbus City Schools for failing to meet timing and operational requirements under Ohio Revised Code 3327.021. Youngstown School District was fined $1.91 million, while the state will collect nearly $250,000 from Middleton City Schools. The total of $9.5 million was 472 percent more than the state collected for fiscal year 2023 ($1.66 million) and 70 percent more than for fiscal year 2022 ($5.6 million).

An Ohio Department of Education spokesperson confirmed that refunds received by Columbus City Schools, Dayton City Schools and Toledo Public Schools were were the result of litigation settlement agreements.

So far for fiscal year 2025, the data indicates a $2.2 million fine to Columbus City Schools.

Under Ohio law, school districts are considered “out of compliance” if students arrive at school more than 30 minutes late or are picked up more than 30 minutes after dismissal for five consecutive days or 10 total days within a school year. Additionally, if a school bus fails to arrive at all, the district may also face penalties. These regulations are intended to ensure the reliability of transportation for all students, including those attending charter and private schools.

Todd Silverthorn, the second vice president of the Ohio Association for Pupil Transportation and director of transportation for Kettering Local City Schools, provided additional context on the challenges facing Ohio school districts. He explained that the Ohio Department of Education and Workforce is conducting a timing study to assess district compliance with Ohio Administrative Code 3301-83-05. This study evaluates whether routes are practical and efficient based on the most direct path between public and non-public schools.

Silverthorn emphasized the complexities of the timing study, as fluctuating student enrollment and significant bus driver shortages complicate compliance efforts. He noted that while state regulations are meant to uphold standards, the severe staffing shortfall has left school districts like Columbus City scrambling to cover essential routes, often falling short of the required timing standards.

“While state lawmakers may argue that there is adequate funding for transportation, the core issue is not funding but staffing,” Silverthorn said. “Districts are facing increasing difficulty in attracting and retaining qualified bus drivers. This isn’t about budget limitations but about the challenges inherent in the role [of driving] itself.”

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The Impact of Ohio’s Decreased School Bus Driver Staffing Level

The statewide bus driver shortage has intensified the transportation crisis. Before the pandemic, Ohio employed 25,706 active bus drivers. By August, that number had dropped to 18,817. This shortfall is affecting the 612 public school districts and over 1,000 chartered non-public schools statewide, many of which depend on reliable transportation services.

The role of an Ohio school bus driver requires a Class B commercial driver’s license, criminal background checks, drug and alcohol screenings, and the responsibility of managing student safety and behavior. The part-time hours and split shifts many school bus drivers receive combined with a high level of responsibility have deterred many potential applicants, creating a pipeline problem that exacerbates the staffing crisis.

As a result, school districts face challenges in meeting the compliance standards set forth by Ohio law, especially when drivers resign or retire. Schools have reported delays, cancellations and logistical obstacles that disrupt the school day and create stress for families.

In response to these challenges, school districts have implemented various strategies to optimize transportation resources. Some districts have consolidated school bus routes, modified school start times, and offered incentives such as signing bonuses and wage increases to attract and retain bus drivers. However, these adjustments are only temporary solutions to a deep-rooted problem.

“The reality is that we need a multi-faceted approach. This means not only increasing recruitment efforts but also rethinking the job to make it more appealing,” Silverthorn said.

If or until that happens, school districts like Columbus City Schools will continue to face pressure from state to provide transportation services on time and consistently.

“It shouldn’t take a lawsuit and an emergency motion to decide to follow the law. Columbus City Schools admitted the law was to transport the children. Glad these kids are finally getting the transportation they were entitled to,” Yost added last month. “But this is not the end. There are more kids who still are not receiving transportation despite the district’s clear obligation to provide it.”

The post Ohio School Districts Face Mounting Compliance, Staffing Challenges Amid Legal Battle appeared first on School Transportation News.

Cell phones in the classrooms have been a hot topic amid new state laws banning the devices, but they have long been on the minds of educators including those on school buses. Teachers have historically viewed cell phones as a disruption in educational settings because students are prone to pay more attention to their electronics instead of focusing on the classroom lesson. That is a big reason why 76 percent of schools nationwide prohibited non academic use of cell phones and other communication devices in the 2021-2022 school year, according to the National Center for Education Statistics.

In general, cell phone and electronics users have been found to be distracted by their use. On a school bus, these devices can be a welcome distraction for students, especially during long commutes. But they can also present challenges. At a moment’s notice students can visit inappropriate sites or record a crash, a student fight, even a school bus driver meltdown.

Mounting evidence illustrates the issue. A 2019 report from cell phone insurance company Asurion found that Americans check their phones an average of 96 times a day. While the American Psychological Association reported in 2018 that 43 percent of American adults “almost constantly” check their phones, admitting to disruption in their work and personal lives. So, it’s no surprise that a recent 2021 Reviews.org report showed young adults (18-24) spent 5.4 hours daily on their phones.

California law already gives school districts the leeway to pass cell phone bans for classrooms. The Los Angeles Unified School District school board enacted such a ban on cell phones that takes effect in January. The Golden State seeks to take the next step with Assembly Bill 3216 that passed the California State Legislature in late August to prohibit or limit smartphone usage by students any time they are under the supervision of school personnel. This includes from the moment students step onto school buses.

Gov. Gavin Newsom pledged support for the bill and it was expected to become law at this report, to take effect on July 1, 2026.

“As the [U.S.] Surgeon General affirmed, social media is harming the mental health of our youth,” Newsom said in June. “When children and teens are in school, they should be focused on their studies, not their screens.”

Social media is known to dominate children’s screen time use, potentially distracting them from learning. A Pew Research Center report found that 95 percent of U.S. teens ages 13 to 17 have access to a smartphone, with many using it to engage on social media. About 46 percent of teens report being online “almost constantly.” Among the most popular platforms, 19 percent of teens say they use YouTube almost constantly, while 16 percent say the same about TikTok. Additionally, more than half of teens use social media daily, with 54 percent saying it would be difficult to give up.

LAUSD Board member Nick Melvoin spearheaded the Los Angeles resolution, highlighting concerns about how cell phone use, especially when combined with social media, exacerbates mental health issues like anxiety and cyberbullying. He also noted that, much like adults, students are increasingly glued to their devices.

“They’re surreptitiously scrolling in school, in class time, or have their head in their hands, walking down the hallways. They’re not talking to each other or playing at lunch or recess because they have their AirPods in,” Melvoin said. In addition to classrooms, the ban would extend to lunch time and other breaks between classes.

The benefits of cell phone bans on school buses would be the same reason they’re limited in classrooms. As Melvoin pointed out, students aren’t engaging with one another when glued to screens. This could lead to unhealthy anti-social behaviors and fixation on social media. According to Yale Medicine, American teens between the ages of 12-15 who spent at least three hours a day on social media were twice as likely to experience depression and anxiety.

Cell Phone Usage in Buses:
In comparison to the school year, which is typically 180 days long or a certain amount of classroom time, students who ride the school bus spend an average of 146 hours, or roughly 24 days on the school bus. According to Kajeet, a company that creates Wi-Fi hotspots on school buses, the time on the school bus has become an opportunity for students to do their homework.

Kajeet SmartBus solutions offer Wi-Fi connections on school buses. But it filters out social media and streaming video to make student web experiences education-based limited to class research, homework and related apps. Kajeet stressed that school buses are an ideal place for students to do their homework.

But Kajeet and other Wi-Fi hotspot providers can’t block inappropriate content or track usage on cell phones or other devices because they use individual data plans rather than the school district network.

Another potential benefit to students having cell phones on their person in school buses is they can call their parents or dial 911 during emergency situations, as illustrated again recently with the fatal Appalachee High School shooting in Georgia. According to Care.com, parents and students feel safer when they have their cell phones at hand.

The LAUSD cell phone ban policy still needs to be written, leaving the question open about school bus rides.

“The district is still in the discussion and planning phase of the policy, so nothing has been finalized or determined,” LAUSD spokesman Britt Vaughn told STN.

Florida was the first state to pass a cell phone ban last year. A representative of the Florida Department of Education did not respond to STN questions about the impact on school bus rides. But a House of Representatives fiscal note says the law authorizes local school boards to ban the devices on “school property.” That includes school buses.

Ohio and Indiana have similar laws, but officials there did not respond to requests for comment. But Loudoun County Public Schools (LCPS) in Virginia, where Gov. Glen Youngkin signed a cell phone ban into law in July, did.

Dan Adams, the public information officer for LCPS, told STN that a cell phone ban policy is meant to strike a balance between embracing technology’s educational potential and minimizing disruptions.

“By establishing clear guidelines for when and how students can use their devices, LCPS aims to foster a productive academic environment while also nurturing responsible digital citizenship among our students,” he said.

When asked how the ban has affected student behavior and focus during school hours, Adams noted that it’s too early to provide comprehensive feedback. “It was just enacted this school year, so we’ll have to wait and see,” he said, adding that the policy’s long-term impact will likely be monitored over the course of the academic year.

But Adams confirmed the ban applies to school buses. The state’s guidance issued last month requires school system to establish procedures for off-site events and activities, including transportation.

“Buses are considered an extension of the school, so the policy can be enforced there as well if they become an issue, but the policy is really designed to focus on instructional time,” he explained.

Regarding any exceptions to the policy, Adams assured that students with valid medical or educational needs would not be denied access to their devices. “This policy will not deny students with a valid accommodation access to their personal devices. Parents, guardians, multi-disciplinary team members, including Section 504 teams and Individualized Education Program teams, or other persons with knowledge of students who require access to personally owned devices as an accommodation shall request such accommodations through their respective teams,” Adams said.

When discussing potential safety concerns related to students not having access to their phones on school buses, Adams emphasized, “LCPS has a robust and nationally recognized safety plan in place to keep students and staff safe.”

Adams also acknowledged the potential need to adjust the policy. “We will monitor the situation as the school year progresses and can always make adjustments if needed,” he said, when asked about the trade-off between reduced distractions and potential safety concerns related to lack of cell phone access.

Adams noted community feedback to the ban has been largely positive. “The new policy has been very well received, and even students have recognized they have better conversations in class with their peers and teachers when the phones are away,” he concluded.

Editor’s Note: As reprinted in the October 2024 issue of School Transportation News.

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The post States Ban Student Cell Phones in Class: What About in School Buses? appeared first on School Transportation News.

There may be no perfect solutions when it comes to routing. As can be painfully clear to all concerned, the narrow timeframes for morning and afternoon operations leave little margin for error. At the same time, requirements such as serving students with special needs add another degree of difficulty, all amid a school bus driver shortage.

For some school districts, changing bell times has brought greater efficiency to the routing process. That’s the path taken by Prince George’s County Public Schools, one of the largest school districts in Maryland, where until this year transportation staff were faced with 13 different bell times in the morning and 17 in the afternoon.

“This made routing complicated and directly impacted the timely arrival of students to schools,” said Keba Baldwin, director of transportation and central garage.

But now, the district has moved to three standard bell times, and the results have been positive. “Changes in bell times have helped to improve transportation by simplifying route planning and improving route efficiency,” Baldwin noted.

Improvements include balancing the distribution of trips, reducing delays and making optimum use of buses and drivers. District officials also feel standardization across bell times makes schedules clearer and easier for families to understand.

For Tacoma Public Schools in Washington state, a change in this year’s bell times is also expected to have a major impact.

“We’ve shifted our secondary schools, with middle school now starting first,” said Zachary Midles, director of transportation. “We have also tiered our elementary schools to have two start times versus one.”

The primary goal was to improve the ability of transportation staff to manage expectations for on-time arrival. “We’ve attempted to improve efficiency with less resources,” Midles added. “This has involved numerous hours of planning and mapping out our process.”

Prospects for attaining that improvement seem promising, as district officials anticipate saving about $1 million a year following implementation of the new schedule.

“This is due to a reduction in overhead in routes, leading to less fuel and driver pay,” Midles explained. “We also plan to reduce the length of some routes with this strategy, which will also be a savings.”

A revision in bell times has also been the story this year for Fayetteville Public Schools in Arkansas. “It allows more time between elementary/middle school runs and secondary runs,” said Michael McClure, director of transportation services. “This has improved arrival times at secondary schools and decreased the supervision times for administrators at secondary schools.”

A catalyst to the changes was an external audit conducted last spring.

“Our bell times were a glaring issue,” McClure said. “In conjunction with our central administration, we followed up with the bell time changes.” While the move has not come without some challenges, the overall results have been “significantly better,” McClure said.

“The only issues we’re running into are for elementary schools that are geographically close to middle schools,” he continued. “There is a 15-minute gap in drop off times, so some elementary students sit on the bus for 10 minutes before we can release them in the morning.”

Recently, Celina Independent School District north of Dallas, Texas, made some initial changes in bell times and morning drop-off times, with more being considered.

“One of the key challenges with managing bell times is ensuring there’s sufficient time between the first and second bells, as well as between the second and third bells,” noted Laura Carter, transportation services director. “This scheduling allows students to arrive at school on time and have adequate time for breakfast. It’s also important to account for any potential delays between bell times.”

Along with those considerations, continued driver shortages are also a problem. That will be the impetus for proposing a three-tier bell schedule going forward, Carter added.

Addressing Special Needs:
With special populations, which pose their own set of challenges, restructuring bell times can be a plus. If that move brings overall efficiency, it can free up drivers for other than routine routes. “This has helped with on-time deliveries to our secondary schools for both general ed and special needs,” Carter reported. But that’s only a partial solution, and in some cases isn’t an option. Such is the situation for City Schools of Decatur, Georgia, a district with a small geographical footprint but with routes congested by Metro Atlanta traffic.

“The problem is that we have a three-tier system and only 45 minutes between each tier,” said LoWanda Bowman-Brown, director of transportation. “And the kicker is we have five lower elementary schools that all start at the same time. Someone is going to be late if you have one driver going to multiple schools.”

The district has three special needs drivers, one who travels out of district to a neighboring school. “Not only does this stretch things for them, but the bell schedule makes timing tight for others,” Bowman explained. “The bell schedule means the regular drivers are constantly driving with no break to use the restroom or speak with the administrators about any problems arising on their bus.”

Currently, however, there is no official discussion of adjusting bell times. “Since the community is very small, with a radius of only five miles, most parents are opposed to adjusting bell times,” she continued. “And due to the athletics department needing to leave at four for most games, it’s unlikely that bell times will be changed.”

Geography is also a limiting factor for Fayetteville Public Schools. “Our district is elongated from an East/West perspective and the corridors are not conducive to heavy traffic,” McClure noted. “Special needs students may attend school a significant distance from their residence, which causes longer travel times.”

Baldwin shared that Prince George County’s use of routing software can be helpful in this area, but that additional challenges may come into play when students require individualized accommodations such as wheelchair access, specific seating or aides.

“The software helps tailor routes to meet these needs, but balancing efficiency with safety is difficult, especially with longer loading times and specialized stops,” he said. “Additionally, maintaining route consistency during driver changes and quickly adjusting to updates in students’ IEPs requires constant oversight.”

While the software streamlines much of this process, he added, ensuring seamless communication between transportation, schools and parents is key to providing the best service for these students.

Making the Change:
Whether it’s an effort to improve overall routing or enhance services to students with special needs, the process requires a cooperative approach as well as a measure of thick skin.

“Expect issues and criticisms when implementing any new procedure, program or technology,” McClure in Arkansas said. “Trust that with time and a team working on those issues that everything will improve.”

Collaboration in dealing with such challenges is a must, Texas’ Carter noted. “Involving the
transportation department in the planning process has proven effective,” she said. “It’s essential to build strong, positive relationships with administration, campus staff, and
the special education department to ensure you have a voice in decision-making processes.”

Bowman in Georgia emphasized that communication, whether with the school district finance department to ask for a new driver, or the special needs department for support, is key to any solution. Whenever possible that means not just telling, but showing.

“Show them what transportation looks like so they will understand the challenges,” she advised. “Ask them to ride the bus or show them camera footage so they can see the challenges that may hold the bus up.”

As an example, he said it can be revealing to observe a staff member trying to put a student in the seat who refuses to get in it. “Innovation is key,” Washington’s Midles said, adding that “this is the way we’ve always done it” doesn’t mean it’s the right way.

“Partner with your district as much as you can to work as a team and put the students first as much as possible,” he concluded.

Editor’s Note: As reprinted in the October 2024 issue of School Transportation News.

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The post Changing, Correcting Bell Times Can Have Positive Effect on Routing appeared first on School Transportation News.

In an industry historically short on staff, ensuring new members are in the pipeline remains critical. One recruitment strategy at Beaverton School District near Portland, Oregon, was the adoption of an internship program for its maintenance operations.

One of Cliff Harrell’s first priorities when he took over as shop supervisor a little over two years ago was creating an internship program with the auto tech at one of the school district’s high schools.

During the first year of the program, Harrell said one intern was brought on for the six-month program, worked during the summer, and then became a full-time employee. School bus service technician Chris Fitzpatrick is still an employee now.

He spoke with School Transportation News over the summer about his experience working in the shop.

“I started my internship the last semester of my senior year,” Fitzpatrick said, adding that he came to the shop once or twice a week depending on his schedule.

He shared that his first impression, was that “it’s more money than I’ve ever seen before.” During the summer after graduation, one of the service techs was retiring, and Chris was asked if he wanted to stay on full-time. “I figured I would take a gap year, so it allowed me to work this year and then hopefully I can pay for college next year.”

He joined the auto tech class because he needed credits and enjoys cars and trucks. “Who doesn’t want to go work on cars all day, if you’re into cars, right?” he shared.

Because Fitzpatrick has a dream of one day becoming a firefighter, he didn’t want to take the internship experience from anyone else. However, he said there weren’t many volunteers, so he took a chance.

“I hate sitting in the classroom, and I think that some people would agree with me, sitting, learning and filling out paperwork it just sucks,” he said, adding that sitting behind a computer all day is not his ideal career.

That is why he finds the internship so beneficial, and something that should be offered for more trades like construction and manufacturing. He noted that the internship provided him with a career that he could stay in for the next 30 years until he retires. However, he will be attending the fire academy this year.

Beaverton School District has 11 heavy repair mechanics and two service technicians who perform all the service and repairs. The shop is responsible for everything from the back bumper to the front bumper, including engine transmissions, drivetrains, axles and all safety equipment. “We do it all,” said shop supervisor Cliff Harrell. Only warranty items are sent out. He added that with electric school buses, the maintenance staff perform the initial troubleshooting steps before sending the bus out for warranty service.

Fitzpatrick said he believes the younger generation has an advantage of being a mechanic right after high school because they are open to advances in technology. There are guys who have been working for 20 to 25 years that are used how things normally are,” he shared. “I really don’t know what’s normal. So, if something new pops up, then that’s normal. I can just go with it.”

The second year of the program was during the 2023-2024 school year. Harrell said at least 40 students were interested, and Beaverton had to narrow the candidate to three. He noted that process started with talking with the high school instructors to understand which students stood out, and then Beaverton staff does their own interviews with the potential candidates.

While STN was onsite last summer, two interns were working in the shop following graduation. One of those was Manuel Andrade Botello, who said he wanted to join the internship because he likes hands-on learning and wanted to home in on his auto tech skills.

He noted that while he didn’t know what the program would entail at first, he’s really enjoying it, as every day is different. For instance, he shared that Beaverton had specialists come in and teach all the mechanics of the in’s and out’s brakes.

He encouraged other school districts to offer internship programs. “This place, it’s a welcoming place,” he said. “It’s not a place where you will feel scared to ask a question.”

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Related: Craig Beaver Named 2024 School Transportation News Transportation Director of they Year

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He shared the staff is really nice and will any questions he has, without judgement. “They won’t just give you an answer. They will go on and teach you,” he added.

“We’re hoping just to keep it going,” Harrell said, adding that future plans include creating a bridge from the high school auto tech program to the community college diesel program. “Anything to keep the trades going and involve younger people to know that the trades are out there. That’s ultimately my goal.”

He explained that he feels maintenance is a lost skill on the younger generation, especially with the mentality that the job is viewed as “dirty” and that technicians will go home smelling like gasoline and diesel.

“But with the evolving technology, mostly everything we do is computer driven,” he said, adding that first they hook up a bus, pull codes and diagnose codes through a computer before making a mechanical repair. “A lot of stuff can be repaired with the computer. … But there is that stigma that you’re going to just go to work and get dirty all day long.”

As seen with electric school buses, he said there’s a lot of changes in the bus garage. “It’s causing people who are comfortable in just diesel or gas to learn a new skill and evolve with that skill as well,” he explained. “So, everything is becoming electrical. It’s just the nature of the beast.”

With electric school buses, he said the biggest concern is safety. “Are we fully at the point where we could bring in an EV bus and safely work on it? No,” he said.

Beaverton maintenance staff is able to conduct the initial diagnostic test and then touch base with the manufacturers to see where to proceed. He said in a couple of years, he envisions being able to be at the point where internal staff is able to have the high-voltage training to do the repairs themselves.

In terms of staff acceptance of electric school buses, Harrel said it’s been a mix of reactions. While some employees are thrilled to have a new tool in their toolbox, others are diesel mechanics, and that’s all that they want to work on.

“The more knowledge that we have with it, the more comfortable we’ll get,” he added.

In August, Beaverton hosted an electric school bus class with other districts in the state and had representatives from Blue Bird, Western Bus Sales and others to spread more information throughout districts.

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The post Oregon School District Maintenance Internship Program Yields Success appeared first on School Transportation News.

Brian Joyner and Karim Johnson, two seasoned pros in the school transportation business, find themselves in new roles but dealing with the same challenges as they joined peers across the nation working to achieve a smooth start to the new academic year.

Meanwhile, surveys released over the summer by two transportation companies shed light not only on those challenges but some of the high expectations expressed by parents nationwide.

Zūm, which serves more than 4,000 school sites with end-to-end transportation technology solutions and electric fleets, found that 84 percent of parents surveyed said the U.S. school bus system could stand to improve.

“This new survey shows that most parents are looking for increased safety and transparency on the school bus, as well as healthier, more sustainable rides for their children,” said Ritu Narayan, the company’s founder and CEO.

Meanwhile, the HopSkipDrive 2024 State of School Transportation Report found 91 percent of the 400 fleet managers surveyed said their operations are “constrained by school bus driver shortages, staying steady from 2023 and increased from 88 percent in 2022.”

Additionally, 64 percent of parents said coordinating school transportation is “the most stressful part of the back-to-school season.” (HopSkipDrive said it provides
more than 10,000 school sites in 13 states with alternative transportation options. Its employees also build software and provide advisory services that solve districts’ transportation challenges.)

The HopSkipDrive survey of 500 parents of school aged children around the country also found that 62 percent said driving their children to and from school or activities has caused them to miss work. “Among parents, more than three-quarters (79 percent) say they or their partner/spouse drive their children to and from school, and 41 percent of their schools have eliminated or reduced their children’s school bus services,” a company news release stated. “(Twenty-one) percent say transportation challenges are the biggest contributor to chronic absenteeism, more so than family decisions regarding student health.”

The Zūm survey suggests parents are searching for more flexibility, with 63 percent of them saying their kids would miss less school if “more convenient school transportation options were available.”

More than eight in 10 expressed interest in using a mobile app to stay informed of their child’s location on the school bus and would use a mobile app to “know their child’s bus arrival time, similar to tracking an Uber driver’s arrival.” In fact, the Zum survey noted that, “Out of those who don’t use the school bus to transport their children, 40 percent said they would reconsider if they could track their child’s arrival and departure.”

Neither Joyner, who was promoted to transportation director of the Union County Public Schools in North Carolina, after 16 years in the department, nor Johnson, who is in his second year as transportation director for the Stafford County (Va.) Public Schools after serving in a similar position in New York state for several years and before that as a transportation operations and routing supervisor for several school districts in South Carolina, were surprised by those results. Joyner described the driver shortage as “our biggest struggle.”

It’s not as bad as what it has been, but we’re definitely not where we need to be,” he said. He attributed an uptick in applicants and success retaining drivers to an hourly pay increase for all drivers, including a $20 minimum hourly rate in place of a previous per-semester attendance bonus. The move puts the district on a more competitive footing with surrounding districts and area bus companies.

“Each semester, they could miss up to five days excused and get the bonus, but the bonus was never guaranteed year to year depending on finances. So, I asked them, ‘Would you rather have an attendance bonus or an increase in pay?’ The majority of drivers said, ‘We want an increase in pay,’” Joyner said. “We talked to finance and the school board and everyone agreed that we could pull off $20 an hour. Our existing drivers were making more than that, and we adjusted our whole scale.”

HopSkipDrive CEO and co-founder Joanna McFarland said her company’s annual survey “shows a continued need for inventive thinking, and a stalwart commitment to our students and parents, to work to overcome real, significant challenges like this continuing bus driver shortage.

“It shouldn’t be this hard for our hard-working educational leaders when new options are at hand,” McFarland continued. “The current state of our school transportation system demands we all work to ensure students and their families can access the same opportunities of education and school support.”

Johnson acknowledged a “marketplace for the alternative transportation providers. “As with any new emerging type technologies or systems, you got to start looking at all those pieces. It’s a balance,” he continued. “Unequivocally, the safest form of travel is the yellow school bus. Nobody will deny that. When you start trying to dial back from that, how does that look? How can you replicate what makes the yellow bus safe in that alternative transportation space? The industry is working through that because I don’t think alternative transportation is going to go away and there’s a niche for it.”

Interestingly, the two surveys revealed a gap between parents’ expectations and school leaders’ priorities on bus electrification. Eighty percent of parents in the Zūm survey expressed concern about the dangers of diesel fumes and 64 percent said they believe it’s important to convert to electric. Meanwhile, 73 percent of school leaders told HopSkipDrive that electrifying their fleet is either not very important or not important at all.

Johnson said the gap is not as stark as those numbers suggest. “I honestly think nobody in the industry disagrees on anything that benefits the health, welfare and
safety of a child. So, if it’s electric buses, propane, hydrogen fuel cell, if we get there, whatever technology that’s going to make it healthier and safer for school children, everybody is 100 percent on board,” he said.

Johnson, who oversaw the addition of five electric buses and supporting infrastructure at the Bethlehem Central School District in Delmar, New York, in 2021, said an issue is the practicality of deploying those technologies. “It’s not that simple. Now the transportation director has to put on his contractor hat, become an electrical engineer, figure out how to pay for it. In Bethlehem there was a team, not only me, but it was also the facilities director, our business official in the central office, the school board, the community. We were able to successfully deploy the project and it worked for that particular school system but the situation is different in different places,” he said, noting for a variety of reasons that none of the Stafford district’s 311 buses run on alternative fuels.

“You’ve got to look at all those pieces, and then when you start getting into the budgets, how is that sustainable? You can basically buy two (diesel) buses for one EV, and you’re struggling just to be able to buy buses for your fleet. How can you justify to your taxpayers that you’re basically buying one bus for every two?”

Joyner agreed. “We do have some propane buses, but I haven’t heard any interest at all on electrification…,” he added. “For electrification, we’d have to hire a different type of technician, and I also worry about how long is that bus going to last us.”

The HopSkipDrive poll also found 60 percent of school leaders said they’ve eliminated or reduced bus services this year, up from 40 percent last year. Joyner said the Union County district consolidated routes coming out of the COVID-19 pandemic, including pulling service from gated communities. “We changed bell times up to about 20 minutes to some schools. That way allows us to go back and run quick doubles morning and afternoon, if need be,” he said. “So, we went from roughly 289 buses pre-COVID to 202 this year and added seven minivans to our fleet to help with our EC and McKinney-Vento kids.”

A New Approach
Last year’s school start was anything but smooth for the Jefferson County Public Schools in Louisville, Kentucky. Classes were delayed one week due to a “pretty catastrophic opening day… where we had routes that were way too long, a huge lack of bus drivers, and our service was pretty bad,” said Rob Fulk, the district’s chief operations officer. “We spent a year in that hell, where we had schools that were waiting two to three hours after the bell to have kids picked up. We had students going late to school. We had a very clear impetus to change, and we felt by focusing entirely on good service and good communication between our schools, our parents and our bus drivers that we could solve the problem.”

The result was a complete overhaul of the district routing plan and a procedural rewrite of how the transportation department supports schools, tracks buses and responds to issues. “There wasn’t any aspect that we didn’t change dramatically in our transportation department, including going back to geographic regions, starting a district-based routing team as opposed to using any outside vendor, and our own internal routers,” Fulk said.

“We completely changed how we did our intake, call center and communications with parents. We added significant technology to all of our buses. One of the big game changers for us was Samsara technology, which gave us several cameras on every bus that allowed us real time [access] to see where students were, what stops they got off, as well as real-time GPS on the bus that gives us exactly where it’s at, what their timing is on the route, and a whole host of other things.”

Another plus was driver input sought by Fulk, transportation director Marcus Dobbs, and their teams. “We really partnered with our bus drivers’ primary union, Teamsters Local 783, as we made changes and we would solicit a pretty significant amount of feedback,” Fulk said.

Meanwhile, the district’s communication department created a system including a call center, to receive parents’ feedback and quickly inform them of transportation changes. A crucial change was to address the need to increase driver ranks, which numbered roughly 1,100 a decade ago but ended last year at around 550.

“One of the huge issues we had last year was we were running in excess of 70 routes that were uncovered every day because of lack of drivers, which creates an extremely inefficient system,” Fulk said. “We had drivers putting in 10 hours, 11 hours a day, which is nice for a paycheck in terms of overtime, but when that’s what you do on the regular, that really burns them out. And at the time, I would say that our bus driver pay was not really competitive with some of the other industries in the city that require a CDL.”

Today, the district pays drivers a starting wage of $29 an hour, with extra pay on some routes such as an early childhood run. “We also pay them all at eight hours now and we don’t do the traditional [payment] model that a lot of districts do. If you come to us with no CDL, we train you on the CDL, and we train you on the S [endorsement]. And if you come to us with one or both of those, we’ll give you a bonus after you’ve worked with us for a certain amount of time.”

He praised the district’s human resources staff for holding targeted driver-hiring fairs that were “one-stop shops where you could get your physical done, get your dock card and go through all the steps so that it was less likely that we lost the applicant from application to their first certification class,” he said

Navigating School Start Up
Back in North Carolina, Johnson said the role of attendants or monitors on special education vehicles cannot be underestimated in the smooth delivery of transportation services.

“We talk a lot about school bus drivers, but I definitely want to put out there that attendants are definitely required and part of the team, and we sometimes forget about them,” he said. “But for transportation directors that have lots of SPED routes, you find out that not having that attendant sometimes means that bus can’t roll. Some people think that because they don’t have a CDL, they’re easier to get, but an attendant is not just someone you put on the bus. They need to be trained as much as your driver in order to support students and that’s not a fit for everybody. So, sometimes there’s a shortage of attendants, too.”

Jim Hessel, transportation director of the School District of Cameron in Wisconsin, said new transportation directors (and experienced ones, for that matter) should remember to take care of themselves, know when enough is enough and look for help when considering how to get the academic year off to a smooth start and keeping it on that path.

“The best advice I have to offer is to learn how to manage the stress of the job,” he said. “There are always problems that are going to come up, but how do you deal with them? The first step is to determine if there is even anything you can do about the problem. There are situations that are just out of our control and are not worth wasting time worrying about. You also need to resist the pressure to work on something constantly until you solve it.

He noted that sometimes the focus remains on old solutions, despite those already being ruled out. He advised taking a break or working on another project to clear one’s mind. This can be when a solution, that should have been obvious from the start, presents itself.

“Remember that you are surrounded by other school districts with personnel that are going through most of the same things you are going through. Get to know at least one or two of them and share your ideas and your problems,” Hessel advised. “Finally, I would suggest that you don’t let your job become your whole life. No matter if you are a school district’s transportation director, a bus driver, or the owner of a bus contracting company, you need to have time for yourself that has nothing to do with school buses. The same would apply to anyone in any career. You’ll be more energized and focused when you get back to work after allowing some of the clutter in your brain to escape.”

Editor’s Note: As reprinted in the October 2024 issue of School Transportation News.

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The post Avoiding False Starts appeared first on School Transportation News.

As the third week of October approaches, Tuolumne County north of California’s Yosemite National Park is preparing for National School Bus Safety Week with a revitalized focus on student safety and community outreach.

What began as a small-scale collaboration between two local school districts has gained significant momentum this year, expanding into a county-wide campaign aimed at reaching students, parents, and motorists alike.

“Student safety is my highest priority, and I firmly believe that community outreach and education are key to preventing unnecessary tragedies,” said Christi Hammerbeck, director of transportation at Sonora Union High School District, which serves the western part of the 2,221 square-mile county that includes Stanislaus National Park. “Our goal is to make this a county-wide event and expand it every year to ensure that everyone understands the importance of safe practices when it comes to student transportation.”

This year’s campaign is a collaborative effort between Sonora Union High School and Summerville Union High School, where Hammerbeck partnered with Angela Howard,  Summerville’s transportation coordinator who works for Hammerbeck’s husband Gilbert, the director of maintenance, operations and transportation. Together, the Christi Hammerbeck and Howard launched the initiative last year, initially focusing on their own campuses by sharing safety tips and updates on their social media channels. Their efforts resulted in a unanimous proclamation by the Tuolumne County Board of Supervisors, officially recognizing National School Bus Safety Week.

The two returned to the board on Tuesday, to advocate for another official recognition. The attempt was successful as the board again made a proclamation for School Bus Safety Week, which Hammerbeck said will set the stage for a broader and more coordinated community campaign.

“By coming together as a united front, we want to send a strong message about the value of school bus safety and its impact on our students’ lives,” she added.

The proclamation includes the following school bus safety safety tips: The danger zone is 12 feet in front of the bus, 12 feet behind the bus, and 12 feet on either side; the overall best practice is to “always stop if there’s a school bus;” Yellow flashing lights indicate the bus is preparing to stop to load or unload children; motorists of both directions, should slow down and prepare to stop their vehicles; motorists of both directions may begin moving only when the red flashing lights are turned off, the stop arm is withdrawn, and the bus begins to move.

Additional safety tips from Tuolumne County Schools are: Arrive early at the bus stop – at least five minutes before the bus is scheduled to arrive; stand 6 feet (or three giant steps) away from the curb while waiting for the bus; cross in front of the bus – at least 10 feet (or five giant steps) make eye contact with the driver before crossing; when driving within 500 to 1,000 feet of a school while children are outside or crossing the street, the speed limit is 25 mph unless otherwise posted.

Expanding the Initiative to Include Additional Districts

One of the major successes this year has been securing the participation of other school districts in the region. Hammerbeck and Howard took the initiative to present their campaign at a recent meeting with superintendents from neighboring districts.

“We reviewed statistics related to school bus safety, shared the history of National School Bus Safety Week, and highlighted the importance of both student and community education on this subject,” Hammerbeck explained. “The response was overwhelmingly positive, and every superintendent expressed support for the initiative, agreeing to actively participate.”

Their outreach didn’t stop at administrative levels. Hammerbeck also made it a point to connect directly with transportation managers across the county, engaging them in discussions about how their districts could contribute to the campaign.

“Transportation managers play a critical role in the implementation of safety measures,” Hammerbeck said. “We wanted them to feel included and empowered to lead the charge at their respective sites.”

Hammerbeck’s extensive coordination extends to local law enforcement agencies, whose involvement has been instrumental in amplifying the campaign’s message.

“I have a positive working relationship with our local CHP officers, and their enthusiasm for our planned social media messages has been incredibly encouraging,” she noted.

Each year, a CHP school bus officer conducts a radio interview in support of the campaign. This annual broadcast is now being synchronized with the broader campaign goals, reinforcing the message through various channels.

“The radio interviews allow us to reach a different segment of the community—those who might not follow us on social media or engage with the school directly,” Hammerbeck pointed out. “It’s all about layering our message and making sure it’s heard.”

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Related: Dick Fischer, Industry Veteran and Father of School Bus Safety Week, Announces Retirement

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In addition, Hammerbeck has been working with local news stations and print media to secure additional coverage for the campaign.

“Media coverage is crucial for spreading awareness beyond the immediate school community,” she said. “We’re hoping that by securing more media attention, we can inspire other counties to adopt a similar approach.”

The visual component of this year’s campaign has also expanded. The Tuolumne County Superintendent’s Office has prepared large canvas banners featuring key safety messages such as stopping for red lights, watching for children, and ensuring safe practices around school buses.

“Our goal is to make these banners highly visible across our campuses and within the community,” Hammerbeck said. “We want to create a sense of unity and shared responsibility.”

In addition to the banners, each district will share consistent safety messages on social media and school marquees throughout the week of October 21-25. Last year, the campaign’s social media component saw substantial engagement, with many community members sharing or commenting on posts, which ultimately helped raise awareness.

“We saw firsthand how impactful social media can be in spreading our message,” Hammerbeck shared. “This year, we’re doubling down on those efforts.”

The Power of a Unified Message: A County-Wide Safety Pledge

One of the new elements Hammerbeck has introduced this year is a county-wide safety pledge, encouraging all participating schools to engage students, parents, and staff in signing a digital safety pledge. The pledge serves as a formal commitment to practicing and promoting safe behaviors around school buses.

“It’s a small gesture, but one that symbolizes a larger commitment,” she added.
The pledge has already been circulated to schools and will be featured prominently in the weekly newsletters sent out by the district offices.

“Our district sends out a weekly newsletter that reaches thousands of families,” Hammerbeck noted. “This is a great platform for us to push the safety pledge and encourage families to discuss these topics at home.”

Looking ahead, Hammerbeck said she envisions the campaign growing beyond digital outreach and campus displays. One of her long-term goals is to organize a public event to kick off National School Bus Safety Week, complete with family-friendly activities, food, music, and educational opportunities for both children and adults.

“While this vision may take years to implement, I believe it is achievable with the right support,” she said.

The event, as Hammerbeck imagines it, would serve as an opportunity for the entire community to come together and engage with the issue of school bus safety in an interactive and meaningful way.

“It would be a chance for parents, educators, law enforcement, and students to meet, learn, and share ideas on how we can all contribute to making our roads safer,” she said.

Hammerbeck’s efforts don’t stop at Tuolumne County. She sees the work being done in her area as a potential model for other districts and counties across California and beyond.

“Our aspiration is to inspire other communities to adopt a similar strategy for promoting school bus safety,” she said. “If we can show that this approach works here, it could be scaled and adapted to other areas.”

As National School Bus Safety Week approaches, Tuolumne County’s message is clear: through community collaboration, proactive education, and a shared commitment to student safety, they aim to create a safer environment for all.

“By working together, we can build a safer environment for students,” Hammerbeck concluded.

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Related: What Do School Bus Drivers Want to Increase Safety?
Related: Gallery: 2023 National School Bus Safety Week Photo Recap
Related: WATCH: South Carolina School District Spreads Awareness for National School Bus Safety Week

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This chronology of major events related to the development and use of occupant securement systems in motor vehicles, including school buses, may provide some perspective and details to anyone who is unfamiliar with this topic.

Information presented here is based on research by the National Transportation Safety Board, the National Highway Traffic Safety Administration, the European Commission and other sources, as well as School Transportation News reporting. The following chronology has been pieced together from sources including the HAR NTSB/SS-86-03, NTSB Safety Study: “Performance of Lap Belts in 26 Frontal Crashes,” pp. 225-230. Dates and developments from 1967 onward pertinent to safety belt systems on school buses has been added by the editors of School Transportation News. Information about safety belt developments in Europe is drawn from the European Commission website. (School Transportation News is solely responsible for the contents of this history.)

2024

School bus manufacturer Blue Bird announced in June it was making lap/shoulder seatbelts standard equipment in all models at no additional cost, starting in the fall.

An Ohio School Bus Safety Working Group initiated by Gov. Mike DeWine following a school bus crash in 2023 that fatally ejected a student concluded that a state law requiring the restraint systems was not necessary. A resulting list of 17 recommendations issued on Jan. 31 included the recognition individual school districts should be able to invest in seatbelts, if they fit their unique needs.

2022

IMMI crash-tests two school buses at its Center for Advanced Product Evaluation (CAPE) for attendees of the STN EXPO East conference to highlight the differences between belted and unbelted passengers.

2019

IMMI conducted a crash test by launching a school bus off a ramp and onto its side at CAPE for STN EXPO East attendees to demonstrate what happens to both the school bus and the belted and unbelted occupants in the event of a rollover, when compartmentalization by federally regulated high-back, padded school bus seats is ineffective. IMMI said the event was the latest reminder that compartmentalization only works in frontal- and rear-impact crashes, and that students who don’t wear lap/shoulder belts in side impacts and rollovers are susceptible to serious injury or death.

2018

Montana PBS airs a 57-minute documentary in November that explores the question asking if school buses are “Safe Enough?” without lap-and-shoulder seatbelts. The report by Anna D. Rau looks back at a 2008 school bus crash that killed 7-year-old Sarah Fark and led several school districts, led by Helena Public Schools, to voluntarily add the seatbelts despite repeated, failed efforts to pass state legislation that would require them. The documentary discusses how compartmentalization is inadequate protection for students in side-impact and roll-over crashes and how lap-shoulder seatbelts improve student behavior on the school bus to limit driver distraction.

On Aug. 25, New Jersey Gov. Phil Murphy signs A4110 into law, which updates existing law to require lap-shoulder seat belts in newly manufactured school buses, from the previous requirement for lap belts. Law goes into effect in January 2019.

The National Transportation Safety Board on May 22 recommends that all states enact laws requiring lap-shoulder seat belts in school buses.

2017

The Nevada Assembly passed AB485 on June 1 to require lap-shoulder seat belts on newly purchased school buses as of July 1, 2019. Gov. Brian Sandoval signed the bill into law on June 4.

In March, Arkansas Gov. Asa Hutchinson signed into effect HB 1002 that states that if 10 percent of local voters to sign a petition seeking lap-shoulder belts on the school district’s school buses, then the school district must propose a levy on property taxes to raise funds for purchasing the occupant restraint systems and training students on their use.

Texas Gov. Greg Abbot signed into law a new school bus lap-shoulder seat belts requirement that removed a previous provision hat the legislature must appropriate funding for school district implementation. Instead, the SB693 requires school districts to install the occupant restraints in model-year 2018 and newer school buses, unless local school boards vote during a public meeting that they do not have the funds necessary. The law goes into effect on Sept. 1, 2017.

Metro Public School Board in Nashville, Tennessee, unanimously passed a one-sentence resolution to commission an impact study to determine whether seat belts on buses are in the best interest for the safety of students.

Due to the deadly school bus crash that recently occurred Chattanooga, the Metro Public School Board asked Director of School, Shawn Joseph to study the correlation between seat belts and safety, as there have been contradicting reports.

The report’s findings are expected by early February and will be discussed on the board floor in order to decide on which measure the board will enforce. However, the resolution does not state which restraint systems will be required depending on the findings.

A Kansas bill to equip seat belts on every school bus is being considered by Kansas Legislature. House Bill 2008 was pre-filled by State Rep. Susie Swanson in light of a deadly school bus crash that killed six elementary students in Chattanooga, Tenn. On Nov 21.

If passed, the bill would lead to higher costs for the purchase of school buses. It could add upwards of $10,000 to the cost of a new school bus. The bill would also require all buses purchased after Jan. 1, 2018 to have seat belts on all seats and does not require the retrofitting of buses already on the road.

2016

Washington State House of Representatives passed legislation to proceed with a study on the cost and feasibility of equipping school busses with seat belts and harnesses. The bill was passed early February with a vote of 87 to 9.

The bill would require the Office of the Superintendent of Public Instruction to analyze the costs and the benefits of requiring each new school bus purchased after December 2017 to be equipped with seat belts, safety harnesses or other approved restraint systems.

The study would include the different seat belt and safety harness options available, the potential pros and cons of each, as well as the approximate cost.

If the legislation passes through the state senate, OSPI will need to submit its study’s results to the legislature by Oct. 15, 2016.

In November Louisiana Legislators began examining a law requiring lap-belts on school buses that has been in existence for more than 12 years, but does not have funding to enforce it.

After the fatal Chattanooga, Tenn. school bus accident that claimed the lives of six elementary school children in late November, the restraint issue was re-visited.

Louisiana revised Statute 17:164.2 and was enacted in 1999 and required all school buses used in the state primarily for the transportation of students to be equipped with occupant restraint systems by no later than June 30, 2004, if the legislator appropriates the necessary funds.

State Sen. Troy Carter authored Louisiana State Resolution 122 that directs the Department of Education “to establish a task force to study and make recommendations regarding student transportation and school bus passenger safety.” The task force report is due no later than Jan 31, 2017.

The National Highway Traffic Safety Administration (NHTSA) requested a public comment on a published proposal that focused on obtaining data collection regarding the application and cost of three-point seat belts on school buses.

NHTSA’s proposal identifies school districts that implemented the lap-shoulder systems on school buses, whether voluntarily or in response to a state or local law. It also seeks a stronger understanding of the decisions school districts make to install the occupant restraints and the funds necessary to pay for them.

The proposal also includes a web-based survey to gather additional information regarding bus driver distractions correlating to student behavior caused by using seatbelts. The findings will be used as a base model to develop a potential policy and guide to assist jurisdictions that will consider the use of seat belts on school buses

2015

Houston Independent School District announced November 17th that all new school buses the district purchases will be equipped with three-point seat belts. The decision was made due to the fatal accident that claimed the lives of two high school students last September.

The announcement comes a week after the National Highway Traffic Safety Administration updated its position to recommend occupant restraints on all school buses at the National Association for Pupil Transportation’s Annual Summit.

This makes HISD the first school district in Houston, and among the first in the state to implement such a measure, according to a district statement.

2014

State Rep. Robert L. Kosowski introduced two bills in March to the Michigan House. Both bills aimed at requiring all school buses to be equipped with seat belts. The first bill (HB 5436) would mandate that all new school buses provide a seat belt for every pupil, yet does not specify if it must be a lap or a lap/shoulder belt. The second bill (HB 5437) would allow districts with voter-approved sinking funds to use these monies to buy school buses equipped with restraint belts. However, the bills would present a funding dilemma for districts that contract with intermediate school districts for transportation, as intermediate districts cannot seek sinking funds under state law.

2013

IMMI, the manufacturer of the SafeGuard line of seat belts and child restraint systems for school buses and other vehicles, crashed a 1981 model-year Type C conventional school bus head-on into a concrete barrier at 25 mph. The crash was done to demonstrate the impact seat belts have on students.

The crash, Safety 101, was held on Aug. 8 at IMMI’s Center for Advances Product Evaluation (CAPE) at the company’s headquarters in Westfield, Ind. The live simulated crash used the largest barrier block in the world and used an 800-foot track before meeting the wall. On board the school bus were several dummies that doubled as young children and teens.

The crash concluded, thanks to video footage, that the unrestrained dummies were thrown from their bus seats, while those that were restrained using three-point, lap-shoulder belts struck the back of the cushioned seats in front of them, but otherwise remained within their compartmentalized area. During the Safety 101 crash the chassis separated from the bus body, with the chassis being moved backwards about 16 inches.

2012

An amendment to legislation in Missouri on allowing external advertisements on the sides of school buses includes a provision that advertising will only be allowed in newly purchased buses with model years of 2015 or newer that are equipped with safety restraint systems for students.

The National School Transportation Association publishes a paper in March that outlines the safety, cost and operational factors that state and local policymakers should consider when looking at developing a mandate for seat belts in school buses.

In February, Collins Bus Corporation announced its line of Type A Collins Bus, Mid Bus and Corbeil school buses will come standard with the SafeGuard XChange seat from IMMI that allows bus operators to convert a base bench seat to one with three-point, lap-shoulder belts.

2011

The industry awaited the Oct. 21 effective date of NHTSA’s upgrade to school bus passenger crash protection that was finalized in 2008. The new rule requires all Type A school buses under 10,000 pounds to roll off manufacturing lines with installed three-point, lap/shoulder restraints. The update also publishes performance standards for these lap/shoulder belts voluntarily installed on large Type C conventional or Type D transit-style school buses with a gross vehicle weight rating of more than 10,000 pounds. Seat backs mus also be raised to 610 mm (24 inches) from the previous standard of 508 mm (20 inches), and the seats must come equipped with a self-latching mechanism on seat bottom cushions that are designed to flip-up or be removable without tools.

In August, NHTSA denied a petition brought by the Center for Auto Safety and 21 other organizations or individuals that sought a federal requirement for lap/shoulder seat belts on large school buses. NHTSA said school buses are already one of the safest vehicles on the road, and a requirement for the three-point restraints could actually result in more student fatalities each year because of reduced ridership on buses. NHTSA estimates that the seat belts incur an incremental cost of $5,485 to $7,345 per bus.

IC Bus announced in July that it had partnered with IMMI to develop the BTI Seating System that makes it easier for school districts to upgrade to three-point seat belt systems. The entire seat back can be removed in a matter of minutes and replaced with a seat back equipped with the seat belts or integrated child safety restraints without the need to reconfigure the bus floor. The BTI Seating System was expected to be in production by October.

In May, IMMI announced that it was finalizing testing on a new seating line that would enable customers of Thomas Built Buses to more easily upgrade existing bench seats to three-point, lap/shoulder belts or integrated child safety seats. The XChange Seat allows school bus operators to swap out existing seat back modules and replace them in a matter of minutes with modules equipped with the restraint systems. IMMI said the new seat was expected to go into production in the fall.

2010

On Oct. 29, the National Highway Traffic Safety Administration published three proposed changes to the October 2008 final rule on seat belts in school buses centering on how the height of occupant torso belts are measured, integrated seat belts for wheelchairs and the self-latching requirement for seat cushions.

A University of Alabama study group formed in response to a fatal Huntsville school bus crash three years earlier published its final report to Gov. Bob Riley and the Alabama Department of Education that the funds required to equip school buses with seat belts is best spent mitigating student injuries and fatalities that occur during loading or unloading.

Passed in 2007, a Texas law requiring lap/shoulder seat belts on newly manufactured school buses went into effect on Sept. 1 only for those school districts seeking to receive reimbursement for the additional cost of these school buses from the state. This makes the state requirements for implementation of school bus seat belts voluntary, only holding school districts to the letter of the law if they received state funding. But absent was the $10 million in funds authorized by the state legislature to reimburse school districts. That pot of money shrunk to $3.6 million in January by the Texas Education Agency after Gov. Rick Perry ordered at least a 5 percent cut of programs statewide. The Legislative Budget Board signed off on the allocation of funds on Sept. 2. At this writing, TEA was working out details before issuing further guidance to school districts informing them of the procedures to follow when applying for the grant money. This was likely to occur in October 2010 with funds being disbursed by the end of the year, according to a TEA spokesperson. The Texas Transportation Institute completed a draft implementation plan in June and submitted it to the Legislative Budget Board, which released the plan publicly on Sept. 2. TEA issued guidance to school districts in October on how to go about applying for the voluntary funds.

In response to the Jan. 9 death of a 16-year-old boy during a crash involving a school bus and a car driven by another teen, the first school bus fatality in the state over the past four decades, a Quinnipiac University survey of nearly 1,600 voters in Connecticut found that three out of four respondents favored a new law requiring seat belts on school buses. Resulting legislation to require three-point belts statewide eventually reached the compromise of an optional program that provides a revenue stream to school districts and private school bus operators that choose to purchase new school buses equipped with the occupant restraint systems.

A Minnesota state legislator introduced a bill in January that would require 3-point lap/shoulder restraints on all large buses manufactured after Dec. 31, 2010. The bill would also protect school districts, school bus drivers, other school employees or volunteers from wrongful death lawsuits brought about by any student fatality the might occur onboard the school bus that was related to the use of seat belts or lack thereof. All students would be required to buckle up in school buses equipped with the passenger safety restraints unless the school received and filed a letter from a child’s parents or guardians that excused them from wearing their seat belt.

Meanwhile, for the second consecutive legislative session, Colorado lawmakers reject a bill that would have mandated three-point lap/shoulder restraints on school buses. They cited as reasons the added cost to vehicle purchases and the existing safety record of school buses. The state has not seen a fatality on board a school bus since 1989.

2009
NHTSA conducted a follow-up study that agreed with a 1986 study that concluded that school buses without seat belts have little if any carryover effects to school children and if they use a seat belt in a personal vehicle.

No new state legislation had yet passed to require seat belts in school buses, although Wyoming came close to seeing a law.

2008
The National Highway Traffic Safety Administration issued on Oct. 15 a long-awaited final rule that updated FMVSS 207, 208, 210 and 222 by requiring all new Type A school buses that weigh 10,000 pounds or less and that are manufactured on or after Sept. 1, 2011 be equipped with three-point, lap/shoulder belt systems. NHTSA stopped short of requiring the seat belts on all school buses, instead opting for voluntary requirements for equipping large buses weighing more than 10,000 pounds with systems. NHTSA said the requirement will cost the industry about $100 million to implement and on average will save one life a year

The NPRM also called for seat back heights in all buses to be raised to 24 inches from the current requirement of 20 inches and for a self-latching mechanism on all seat bottom cushions.

Later in October at annual conference of the National Association for State Directors of Pupil Transportation Services. Dr. Roger Saul, director of NHTSA’s Vehicle Research and Testing Center, said further side-impact crash testing was not necessary to show whether lap/shoulder belts in large buses should be a requirement and that their installation should be a voluntary choice made by states or local school districts.

2007
U.S. Department of Transportation Secretary Mary E. Peters announces “first ever federal rules for three-point belts” the morning of Nov. 19 at Morrisville Elementary School in Raleigh, N.C. A Noticed of Proposed Rulemaking calls for three-point lap/shoulder belts on all Type A school buses (GVWR of 10,000 pounds or less) due to their higher rate of rollover in crashes than large Type C and Type D school buses (GVWR greater than 10,000 pounds). While calling lap/shoulder belt and school bus compartmentalization “optimum protection,” NHTSA only issues guidelines for voluntary use of the passenger safety systems in large school buses due to potential reduced passenger capacity, which could lead to more student deaths each year in other vehicles during the normal school commute. NHTSA also cites the increased costs of three-point belts. Instead, NHTSA calls for an increase in seat back heights to 24 inches from their current 20 inches, implementing test procedures for all three-point seat belts in buses to ensure strength of the anchorages and the compatibility of the seat with compartmentalization and requiring all school buses with seat bottom cushions designed to flip-up for easy maintenance to have a self-latching mechanism.

The NPRM was based on a NHTSA-sponsored school bus seat belt summit held in Washington, D.C., on July 11 to discuss the feasibility of three-point lap/shoulder belts on school buses.

A month earlier, on June 8, Texas Gov. Rick Perry signed House Bill 323, the nation’s second state law requiring three-point lap/shoulder belt systems on all new school buses. It goes one step further than a similar law in California by including charter and multi-function school activity buses purchased after Sept. 1, 2010. There was no funding immediately appropriated. An aide of Sen. Eddie Lucio, Jr., the bill’s primary sponsor, said the legislature will be tasked with appropriating the difference between the current cost of newly purchased school buses and that of new buses equipped with the new occupant securement systems.

2006
A Missouri legislator introduced on Feb. 6 House Bill 1673, which would have required all newly purchased school buses to be equipped with 3-point lap/shoulder belts as of Jan. 1, 2007. Click here to read the article. The bill failed but the legislator vowed to try again.

2005

On Dec. 14 several Michigan legislators introduced a curiously worded bill that would require safety belts on public and private school buses “owned, leased or operated” beginning Jan. 1, 2006. It was unknown if House Bill 5519 contained typos. Calls by School Transportation News to Rep. Lamar Lemmons III, the bill’s primary sponsor, for clarification was never returned.

After several past attempts by the Virginia General Assembly to introduce seat belts on school buses, Del. Robert G. Marshall offered a bill requiring either 2-point lap belts or 3-point lap/shoulder belts, with the variety of securements to be approved by the superintendent of state police, on school buses purchased on or after July 1, 2006. The motion was prefiled on Dec. 13, with the intent to formally offer it on the General Assembly floor on Jan. 11, 2006. HB 51 says “The Board of Education must adopt policies, guidelines, and regulations to ensure that all passengers, including the driver, wear these belts or harnesses or both, whenever the bus is in motion. However, a school bus driver may not be held personally liable for the failure of passengers to wear safety belts as required by the Board’s regulations.” Meanwhile, HB 84 prefiled by Del. Lionel Spruill on Dec. 16 uses similar language sans a provision reducing driver liability, with an effective date of Jan. 1, 2007. The bills died in a House committee but Spruill told the Associated Press he would try again.

Despite a letter from former NHTSA Administrator Jeffrey Runge to congressional committees in the fall detailing the administration’s intent to develop a tool to measure the economic impact of installing the safety belts on school buses, School Transportation Director reported Dec. 7 that NHTSA currently does not have funding in place to fund such an effort during the upcoming fiscal year. A NHTSA spokesman told School Transportation Director, a publication of the Federal News Service, that the administration’s School Bus Safety: Crashworthiness Report (see details below under 2002 events) was comprehensive and no new plans existed to study the requirement of lap-shoulder belts on school buses. Charlie Hott, NHTSA’s school bus administrator, meanwhile told members of the National Association of State Directors of Pupil Transportation Services and the National Association of Pupil Transportation that proposed rulemaking would most likely occur in late 2006 that would change the federal requirement for seat belts on Type A special needs buses to the 3-point lap-shoulder variety from the currently mandated 2-point lap belt systems. Also, NHTSA would look into proposed regulations for making the 3-point harnesses voluntary on large school buses.

Kansas became the latest state on Nov. 18 to introduce a proposed lap-shoulder belt law for school buses. The state legislature would require all school buses to be equipped with lap-shoulder belts for all seating positions, including a retrofit of the state’s fleet of approximately 5,600 existing buses. If passed, House Bill No. 2546 would require all bids for the purchase of any bus to include requirements for the 3-point harness systems. School districts and contractors would be held responsible. Usage of the lap-shoulder belts would be mandatory for all passengers; congruently, the law would neither hold liable the school district, school-bus company nor the driver in the event of passenger injury due to improperly adjusted or fastened seat belts. The Kansas State Department of Education would be responsible for developing and implementing a school bus safety program that covers behavior of students in the loading/unloading zone, including boarding and egress, and the proper use of the lap-shoulder belts.

On Nov. 6, Western Australia Premier Geoff Gallop announced that seat belts would be introduced throughout the state’s “orange” school bus fleet, with retrofits at a price of about $18 million for 800 buses, speculated one local media outlet. The government later said the seat belts would be of the 3-point lap/shoulder variety. Priority was set for those vehicles that operate on country roads. Non-governmental schools were expected to follow suit and Gallop added that he would push for legislation to ensure compliance. A total cost was said to be forthcoming by the end of the year. The decision was made following an Oct. 21 school bus crash in Baldivis, where emergency responders credited the occupant belt systems with minimizing injuries. Other states were urged to also implement school bus seat belts. The National Transport Council Planning accepted the proposal from Planning and Infrastructure Minister Alannah MacTiernan on Nov. 18. Reece Waldock, CEO of the Public Transport Authority Administration, told SCHOOL TRANSPORTATION NEWS the new 3-point lap/shoulder belt and seating configurations will be compliant with the National Australian Design Rule Standards set forth by the Department of Transport and Regional Services. They will also follow the guidelines of the “National Code of Practice – Retrofitting Passenger Restraints to Buses,” which is currently being developed by the National Transport Commission. Western Australia transports approximately 24,000 students to and from school.

Effective July 1, California required all new large school buses (Type I or Type C or D) purchased and/or leased by school districts to be equipped with three-point lap/shoulder belts, bringing in line all state school buses regardless of size (see the 2004 entry, below). The securements will be phased into fleets meaning it could be decades before all state school buses have the 3-point lap/shoulder belts.

Missouri Gov. Matt Blunt took a school bus task force recommendation one very large step further in August by calling for legislation requiring three-point lap/shoulder belts in all state school buses. The governor called to order the task force in the spring after a spate of highly publicized school bus accidents in the Kansas City area. By the end of the summer, and after taking testimony from a host of school industry experts, safety consultants and seat belt proponents – and taking into consideration the safety benefits of school bus compartmentalization and high seat backs and the recognition by NHTSA and NTSB of the school bus’ exemplary safety record, task force members concluded that school districts and school districts alone were in the best position to decide if three-point occupant protection systems on school buses would be both beneficial and financially affordable. Instead, Blunt opted for the legislative route to potentially force all school districts to add the occupant safety belts. He said he will work with legislature to come up with whatever funding is necessary to assist school districts with compliance.

Meanwhile, the Tennessee state legislature formed a committee to investigate the possibility of requiring three-point lap/shoulder seat belts on school buses and was planning the bill draft process. The committee was unanimously approved in both the House and Senate following a 2003 school bus crash left a 7-year-old girl with a serious brain injury. But a study was never performed. WTVF-TV in Nashville in November questioned House Speaker Jimmy Naifeh on why the committee never met. The media attention prompted him to name members and the committee first met on Dec. 1. If a seat belt mandate is passed, he told School Transportation News the state should provide the necessary funding instead of placing the burden on local government or school districts. An analysis prompted by a separate bill in April 2004 determined that it would cost $84 million to retrofit all school buses in Tennessee . A phase-in, as old school buses are retired, would cost less than $6 million a year. The Tennessee Association of Pupil Transportation also told STN that it was in the process of conducting its own cost study and survey to determine the level of support for seat belts on school buses from school transportation officials.

2004
Effective July 1, three-point lap/shoulder belts are required on all new small Type II (also known as Type A or A-1) school buses, carrying 16 or less passengers, in California. On Nov. 9, the state Department of Education issued regulations pertaining to the training of students on how to use the passenger restraint systems. Title 5, Section 14105 of the California Code of Regulations says that all students riding school buses, including the School Pupil Activity Bus (SPAB), “shall be instructed in an age-appropriate manner” on the proper fastening and release of seat belts. The new code, which does not apply to special needs students or in cases of emergency evacuation, describes the appropriate positioning of the lap-shoulder belt snug across the shoulder and chest, away from the neck, and low and tight across the pelvis area, not the stomach. When not in use, “passenger restraint systems shall be fully retracted into the retractors so that no loose webbing is visible, or stored in a safe manner per the school bus manufacturer’s instructions.”

2003
On 20 June 2003 the European Commission adopted a Directive making installation of safety belt systems in all types of vehicles placed on the market effective in July 2004. Whereas only private cars have had to be fitted with seat belts to date, this requirement will extend in future to all other categories, particularly minibuses, coaches, light commercial vehicles, lorries and the like. It will affect nearly two million commercial vehicles every year. Click here for further details.

Directive 2003/20/EC [PDF or HTML] of the European Council and the European Parliament, adopted on 8 April 2003, amended 1991 Council Directive 91/671/EEC, and will, when it comes into force in Member States, require the use of seat belts, where provided, in all vehicle categories (M1, N1, M2, N2, M3, N3). In addition, under this new directive, children must use appropriate child restrains in passenger cars and light vans (M1, N1).

The C.E.White Co. introduces the Student Safety Seat, an integrated 3-point lap/shoulder belt seats for use in school buses. The company begins working with school bus OEMs to gain final certification of the system.

IMMI of Indiana introduces the SafeGuard seating system. Safeguard offers a 3-point lap/shoulder belt system for application in school buses. Girardin Minibus is the first school bus manufacturer to offer final certification of the occupant restraint system.

IC Corp. offers an optional 3-point lap/shoulder belt system of its own design in the company’s new 2005 CE series of school buses.

2002
The National Highway Transportation Safety Administration publishes School Bus Safety: Crashworthiness Report, its study about the next generation of occupant protection in school buses that Congress ordered in 1998. [large PDF file]. This report is the first to suggest an active occupant restraint system for school buses; previously, compartmentalization offered only a passive occupant restraint system.

2001
The state of California extends implementation of AB 15 that requires lap/shoulder belts on all new school buses purchased after January 1, 2002. The new law, SB 568, requires lap/shoulder restraint systems in new Type 2 small school buses by July 1, 2004, and lap/shoulder restraint systems in new Type 1 large school buses by July 1, 2005. The measures only affect new school buses procured after those dates. Retrofitting would not be permitted.

The country of England requires compliance with an EU Directive that minibuses, coaches and buses (apart from those designed for urban use with standing passengers) first used on or after 1 October 2001 must have seat belts fitted by the manufacturer. The seat belts must be fitted in all forward and rearward facing seats. Moreover, children on organized trips in minibuses and coaches must be provided with forward facing seats with seat belts. In minibuses and coaches first used on or after 1 October 2001, which have seat belts and anchorages that meet the EU Directive requirements, children may also be provided with rearward facing seats with seat belts.

2000
Minnesota State Legislature enacts the Education Omnibus bill which includes language authorizing seat belts installed in new school buses. The bill mandates education of proper use, model training and addresses liability issues. See Minnesota Seat Belts in School Buses Bill H.F No. 935. No funds were appropriated to implement the law, and the appropriation expired June 30, 2001.

1999
Florida enacts law requiring that “each school bus that is purchased new after December 31, 2000, and used to transport students in grades pre-K through 12 must be equipped with safety belts or with any other restraint system approved by the Federal Government ….” The law does not require school buses purchased prior to December 31, 2000 to be equipped with safety belts. Legislation also required 28″ seat backs. See Title XXIII Motor Vehicles Chapter 316 Florida State Uniform Traffic Control 316.6145

California enacts law requiring improved occupant restraint systems on large school buses. California law specifically mentions “lap and shoulder restraints.” For new buses purchased after January 1, 2002.

Louisiana enacts law requiring school buses used to transport children be equipped with occupant restraint systems. The law to become effective June 30, 2004.

Officials in Louisiana, California and Florida announce they will wait for the National Highway Traffic Safety Administration to complete an occupant protection study before deciding the exact system to use.

1998
The National Highway Traffic Safety Administration sends a report to Congress titled, “School Bus Safety: Safe Passage for America’s Children,” announcing a two-year research project to develop the next generation of occupant protection systems for school buses. The study is expected to be complete by the July 2000.

1996
Economic Commission of Europe approves amendments to three directives relating to: [1] seat belts, [2] seat belt anchorages, and [3] seat strength for Minibuses and Medium and Large Coaches. Requires 3-point seat belts in all seating positions of minibuses (vehicles of less than 3.5 tonnes) and at least 2-point belts.

1995
Great Britain requires seat belts on mini buses used in school transportation

1992
New Jersey becomes the second state in the nation to require seat belts on large school buses. Use is mandatory. Legislation also required 28″ seat backs.

1991
The European Union adopted Directive 91/671/EC on 16 December 1991 imposing the compulsory use of safety belts in all seats, where fitted, starting January 1993. The Directive applies to vehicles of the categories M1 (i.e. private cars) and N1 (light vans), and also the category M2 (minibuses, i.e. buses weighing less than 5 tons ). This included minibuses used in school transport. The directive also applies to vehicles weighing less than 3,5 tonnes or minibuses containing specially designated standing areas. This Directive does not cover buses and coaches carrying more than 9 persons, but there are requirements regarding the fitting or installation of seat belts for these vehicles.

1987
New York becomes the first state in the nation to require two-point seat belts on large school buses. Use of the lap belts is not made mandatory but is dependent on individual school districts adopting a policy requiring their use. Legislation also required 28″ seat backs.

1986
A NHTSA study conducted by Gardner, Plitt, and Goldhammer concludes that whether seat belts were installed on school buses had little effect on a student’s use of seat belts in personal vehicles. Students reported that parents and mandatory seat belt laws played a significant role on their seat belt use in personal vehicles.

1985
Nova Scotia makes belt use mandatory, front and rear

Norway makes rear seat belt use mandatory in vehicles registered after 1/84 (front seat use mandatory since 9/75)

New York makes belt use mandatory, front and rear (in rear for persons 10 years or older)

Mercedes-Benz introduces driver side air bag with knee bolster (in addition to pre-tensioned 3-point belts) in U.S. market

1984
Austria makes belt use mandatory in rear for cars with vehicle approval after 1/84 (front seat use mandatory since 7/76)

West Germany makes rear seat belt use mandatory in cars manufactured since 5/79 (mandatory use in front since 1/76)

Seven of Canada’s 10 provinces by this time require occupants of moving vehicles to use whatever set belt system is available to them

1983
New Brunswick and Ontario make belt use mandatory, front and rear (front seat use mandatory in Ontario since 1/76)

Saab introduces 3-point in rear in all models sold in U.S. (had provided “for years” in Scandinavia and Europe)

1981
NHTSA rescinds requirements for eventual installation of passive restraint systems

1980
Mercedes-Benz provides driver side airbag and knee bolster, and pre-tensioner an all 3-point belts

1979
France mandates seat belts in rear: either 3 lap belts or 3-points at outboard positions and lap belt at center (most manufacturers choose latter option)

New Zealand requires 3-point belts, front and rear outboard positions

1977
Federal Motor Vehicle Safety Standard 222 “School Bus Passenger Seating and Occupant Protection” promulgated through rulemaking by the National Highway Traffic Safety Administration.

The European Union adopted a directive about the fitting of occupant restraints.

1976
The first European Union Directive concerning seat belt anchorage was adopted in this year.

1975
Sweden requires 3-point, ELR belts in rear; mandates front use by persons 15 and older

1974
GM becomes the first automaker to develop and offer air bags in production vehicles. Offers dual air-bag-equipped Cadillacs, Oldsmobiles and Buicks, hoping to sell 100,000 a year. Drops effort three years later after selling only 10,000 ***

Mercedes-Benz provides ELR on 3-point belts in midsize (300 Series) cars

Sweden requires ELR on belts in front seats

NHTSA requires 3-point belts (i.e., nondetachable shoulder straps) in front outboard positions

U.S. cars provide “vehicle-sensitive” ELRs in front outboard shoulder belts (lap belt portion has ALR)

First production tension relief device on U.S. vehicle.

1973
Mercedes-Benz provides ELR on 3-point belts in large (“S” class) cars

General Motors manufactures 1,000 Chevrolets equipped with experimental air bags and provides them to fleet customers for testing

An Oldsmobile Toronado, first car with a passenger air bag intended for sale, rolls off assembly line

1972
NHTSA begins rulemaking leading to Federal Motor Vehicle Safety Standard 222: Occupant Seating Protection in School Buses

Volvo introduces adjustable B-post anchor point (not standard) to permit better fitting of shoulder portion of front lap/shoulder belts

Last Australian state law requiring belt use, front and rear, goes into effect 1/1

New Zealand requires belt use, front and rear

1. Germany requires 3-point belts, front and rear

NHTSA requires anchorages for (detachable) shoulder straps for rear outboard (FMVSS 210)

VW displays 3-point belt system with webbing pre-tensioner (Transport 72, Washington, D.C.)

1971
Ford builds experimental air bag fleet

Volvo provides ELRs as standard in rear, all markets

NHTSA amends FMVSS 208 to require passive restraints in front, to be effective 1973

New South Wales requires use of seat belts

1970
Sweden requires belts in rear (diagonal and static allowed; lap-only not approved)

Victoria, Australia requires 3-point belts, front and rear and mandates use, front and rear

1969
Sweden requires 3-point belts of approved type in front

Volvo provides 3-point belt in rear as standard, all markets

Mercedes-Benz adds 3-point belt in rear outboard seats as standard, all markets

Japan requires seat belts, front and rear

Australia requires 3-point belts, front outboard seats, all cars registered since 1965

1968
Volvo provides emergency locking retractors (ELRs) as standard in front, in Sweden

Great Britain requires retrofit of 3-point belts in front in MY 65 and newer cars

Many U.S. cars this MY provide ALRs.

1967
Society of Automotive Engineers study at UCLA leads to calls for two-point seat belts, high back seats and other occupant protection strategies for school buses.

U.S. manufacturers provide lap belts at rear outboard positions (MY 1967)

NHSB issues initial Federal Motor Vehicle Safety Standards 208, 209, setting standards for lap and shoulder belts in front outboard positions, lap belts in all other positions (to take effect 1/1/68 and 3/67, respectively)

Volvo introduces 3-point belt in rear as standard, certain markets

Great Britain requires 3-points in front outboard positions

Australian standard for belt anchorages issued

South Australia requires seat belts (lap belts OK) at front outboard positions

1966
Swedish regulations prohibit 2-point cross-chest diagonal belt at seats next to a door, and Y-type of 3-point belt altogether

U.S. Commerce Dept. issues revised seat belt standard (SAE j4c)

U.S. Congress passes P.L. 89-593, establishing National Highway Safety Bureau (now NHTSA)

Sports Car Club of America requires competing drivers to wear a shoulder harness as well as a lap belt (perhaps 1967, according to ref. 131)

1965
Rules for School Bus Passengers were published in the NSC Fleet Safety newsletter.
U.S. Commerce Dept. issues first seat belt standard (adopted SAE standard)

SAE issues revised standard (J4c)

All U.S. manufacturers providing lap belts in front outboard positions by this time

Some U.S. manufacturers provide automatic locking retractors (ALRs) in front seat belts

1964
About half the U.S. States require seat belt anchorages at front outboard

Most U.S. manufactures provide lap belts at front outboard seat positions

Victoria and South Australia require seat belt anchorages at front outboard positions in new cars (either 2- or 3-point permitted)

1963
Questions of whether to install seat belts in school buses were answered by the director of Florida’s State Department of Education at the National Safety Council’s Division Midyear Meeting.

Volvo introduces 3-point belt in front as standard, in USA

Some U.S. manufacturers provide lap belts in front outboard positions (23 States have laws to requires belts in front, most effective 1/64)

SAE issues revised standard (J4a)

U.S. Congress passes P.L. 88-201 to allow Commerce Department to issue mandatory standards for seat belts sold in interstate commerce

1962
Virginia Trailways reported to be the first U.S. bus company to install passenger safety belts.

Association for Aid to Crippled Children and Consumers Union sponsor landmark conference on “Passenger Car Design and Highway Safety” with occupant protection the sole theme

Six U.S. States require front outboard seat belt anchors

U.S. manufacturers provide seat belt anchors in front outboard as standard

1961
SAE issues standard for U.S. seat belts (J4)

New York requires seat belt anchors at front outboard seat positions (effective January 1, 1962)

Wisconsin requires seat belts in front outboard seat positions

Standards Association of Australia issues standard for “safety belts and harness assemblies”

1960
New York again considers and again rejects seat belt bill

1959
Volvo introduces 3-point belt in front as standard, in Sweden

New York considers and rejects bill to require seat belts in new cars sold in State

1958
Nils Bohlin, a design engineer with Volvo in Sweden, patents the “Basics of Proper Restraint Systems for Car Occupants,” better known as a three-point safety belt. The device comprises two straps, a lap strap and shoulder strap. **

Volvo provides anchors for 2-point diagonal belts in rear

1957
Volvo provides anchors for 2-point diagonal belts in front

Special Subcommittee on Traffic Safety, U.S. House of Representatives, opens hearings on effectiveness of seat belts in automobiles

1956
Volvo markets 2-point cross-chest diagonal belt as accessory

For and Chrysler offer lap belts in front as option on some models

Ford begins 2-year ad campaign based on safety, focusing heavily on belts

1955
California Vehicle Code is amended to require State approval of seat belts before their sale or use

National Safety Council, American College of Surgeons, International Association of Chiefs of Police vote to support installation of lap belts in all automobiles

Society of Automotive Engineers (SAE) appoints Motor Vehicle Seat Belt Committee

1954
Sports Car Club of America requires competing drivers to wear lap belts

American Medical Association House of Delegates votes to support installation of lap belts in all automobiles

1953
Colorado State Medical Society publishes policy supporting installation of lap belts in all automobiles

1930s
Several U.S. physicians equip their own cars with lap belts and begin urging manufacturers to provide them in all new cars

Sources:

Dates and developments from 1977 to present pertinent to occupant protection in school buses, added by School Transportation News.

* HAR NTSB/SS-86-03, NTSB Safety Study: “Performance of Lap Belts in 26 Frontal Crashes,” pp. 225-230

** “TRAFFIC SAFETY,” National Safety Council, March/April 1998

motorvista: History of Airbags

*** GM Canada website

The post The History of Seat Belt Development appeared first on School Transportation News.

Like many districts across the U.S., Virginia’s public schools have long struggled with a shortage of school bus drivers. However, state and local efforts are making strides to tackle this issue head-on.

According to data from alternative transportation provider HopSkipDrive, a staggering 91 percent of school districts reported facing driver shortages this year. These shortages significantly impacted operations, with 28 percent of school districts saying they are severely constrained by the lack of drivers and 62 percent stated they are somewhat constrained.

The shortage of school bus drivers is decreasing in Virginia, at least. Virginia Department of Education data from the past three school years shows about 700 fewer school bus driver vacancies out of a possible 13,000 positions statewide. That equates to an overall 5 percent improvement from the 2021-2022 to 2023-2024 school year.

Improving School Bus Driver
Vacancies in Virginia

 

According to Virginia Department of Education data obtained by School Transportation News, unfilled full-time school bus driver positions during the 2023-2024 school year were 1,090, or just under 11 percent of the 10,108 required positions. That figure fell from over 12 percent for the 2022-2023 school year, 1,203 vacancies for 9,772 required drivers. The 2021-2022 school year recorded 16 percent full-time driver vacancies (1,628 openings out of 10,209 required positions.

Meanwhile, vacant substitute driver positions came in at 225 for 2023-2024, equating to 10 percent of the number of part-time drivers required. The data also shows ver 11.5 percent of the required number of the 312 required sub drivers for 2022-2023 went vacant, and over 13.5 percent of the 421 required sub driver jobs in 2021-2022 went unfilled.

To better understand how Virginia schools are managing the ongoing bus driver shortage, School Transportation News spoke with Shannon Grimsley, the superintendent of Rappahannock County Public Schools, located about 70 miles southwest of Washington, D.C. Known locally as the “Superintendent Cheerleader,” Grimsley brings a unique perspective, balancing her administrative duties with hands-on experience as a part-time school bus driver.

Grimsley chose to take on the part-time role to “lead by example,” aiming to ensure reliable student transportation while gaining firsthand insight into the challenges drivers face. She described the experience as “incredibly rewarding,” noting how it deepened her understanding of recruitment and training barriers. Her time behind the wheel has also allowed her to advocate for meaningful changes within the system, making her a stronger voice for transportation improvements.

Her decision also had a ripple effect throughout the community. Grimsley’s involvement, she shared, “sparked conversations about the critical role of school bus drivers.” This hands-on approach inspired others to step up and fill much-needed positions. As a result, the district now boasts a fully staffed team of school bus drivers and substitutes, marking a significant improvement from previous years. More than just filling vacancies, her work helped open the door to broader discussions about changing bus driver training protocols—conversations that, she believes, will need to take place at the federal level to truly create lasting change.

According to Grimsley, Rappahannock County is fortunate to have stabilized its school bus driver shortage, but she remains cautious. “We still face challenges, particularly with updating our fleet,” she said, citing limited state funding and the rising costs of buses.

This issue is compounded by the lack of infrastructure for green alternatives, which poses a unique dilemma for rural areas like hers.

When asked about the broader situation across Virginia, Grimsley described it as a “mixed picture.” While some districts are making progress, thanks to financial incentives such as sign-on bonuses, others continue to struggle with recruitment. However, she highlighted that community engagement and the recognition of school bus drivers as essential workers have had a positive impact in some areas.

Looking toward long-term solutions, Grimsley emphasized the need for competitive pay and streamlined training. The current CDL requirements, she explained, include elements designed for tractor-trailer drivers, which present unnecessary barriers for those looking to become school bus drivers. This issue, she pointed out, often leads candidates to pursue higher-paying jobs in with trucking companies after receiving training paid for and provided by school systems, creating an ongoing retention problem.

For rural districts like Rappahannock, the challenges are even more complex. “Our geography plays a big role,” Grimsley explained, noting how the mountainous terrain leads to greater wear and tear on buses.

The lack of access to public transportation, coupled with the high costs of upgrading to alternative-fuel buses, creates further complications.

“We need more targeted support and innovative solutions,” she concluded, advocating for policies that address the unique transportation needs of rural communities.

When asked, whether the district currently has teachers splitting their time between teaching and driving school buses, Jim Ellis of Henrico County Public Schools, located downstate near Richmond, Virginia, responded with a firm, “No.” The director of transportation explained that while some districts might consider implementing such a program to address shortages, Henrico is not likely to follow suit.

“Unless they are volunteering to help out, I would not want them if they didn’t want to do [drive],” he clarified, emphasizing that this type of solution would only be effective if it was truly voluntary for educators.

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As for the recent improvement in driver shortages reported statewide, Ellis confirmed that Henrico County has experienced some positive movement as well.

“Yes, we increased the starting wages to $25 [per hour],” he said, acknowledging that while the pay raise helped attract new drivers, other complications remain. “We still have a lot of compression, which is the next hurdle to retaining what we have.” .

Ellis pointed out that while offering higher wages has been an effective strategy for Henrico, sustaining these salary levels is an ongoing concern. “Maintaining that high salary and other staff also needing help, like in child nutrition, is a challenge,” he stated.

Balancing competitive compensation across multiple departments is necessary to prevent shortages from simply shifting from one area to another.

On the question of whether teacher-drivers will continue to play a role in solving these issues long-term, Ellis was unequivocal. “Not an option in Henrico,” he reminded. For now, he shared his focus remains on addressing the issue through wages and retention efforts rather than turning to temporary or stopgap solutions.

Ellis was also asked if resolving transportation issues could improve student attendance. He hesitated to draw a direct line between the two. “It would help, but I feel it has a lot of other factors combined. Unfortunately, I don’t know what they may be,” he explained.

This sentiment underscores the complexity of the issue, with many variables impacting overall attendance beyond transportation alone.

For rural school divisions still struggling, Ellis offered straightforward advice: “Without the ability to raise wages, it will be difficult in rural areas.”

The post Rural Virginia Counties Move Needle on School Bus Driver Shortage appeared first on School Transportation News.

School buses can be rough and tumble environments. Some students enjoy horseplay in the back of the bus, and sometimes a little roughhousing can escalate into a more serious fight. In some cases, parents can even become hostile toward school bus drivers.

Leaders in school transportation say the best approach is to handle the situation firmly with empathy. Students and parents need to know there will be consequences for misconduct.

Robert Feinberg, the transportation director for Deer Creek Schools in Oklahoma, said he has seen a wide variety of student behaviors on buses, from rough horseplay to significant brawls.

“It is important to set firm procedures and policies; parents must know and understand the rules. These rules must be posted so that everyone can see them,” said Feinberg, whose operation transports about 4,000 students one way, daily, on 53 routes.

Students and their parents should understand that even a minor conflict could lead to consequences. “Many of our physical fights start with horseplay that turns into fights. We tell our students this behavior is not acceptable,” said Feinberg. “We tell our students this is not the Antler (school mascot) way.”

Another critical tool for managing school bus behavior is a sound video system on each bus. “We can pull a video and tell who instigated the fight. We have a good camera system on our buses,” said Feinberg.

However, it’s important to note that while technology can be a useful tool, it should not replace the need for human intervention and understanding in managing student behavior.

Bret Brooks, chief operating officer for school safety and security consulting firm Gray Ram Tactical in Higginsville, Missouri, has extensive experience with school transportation issues. The company offers training programs and physical security assessments to bus companies and school districts.

He said some of the approaches to school transportation are less than desirable and believes some basic approaches should be used.

“The first thing is awareness. People should understand the dangers of being on a school bus and what is most likely to happen. Bus drivers should be trained to deal with potentially violent situations. And there must be community buy-in on the importance of safety measures. School district leaders must be invested in school bus safety,” said Brooks, also an active-duty law enforcement officer.

This community buy-in could involve regular safety meetings with parents, students and local law enforcement, as well as encouraging parents to reinforce the importance of good behavior on the bus at home.

Much of Gray Ram’s training shows school bus drivers and aides how to de-escalate situations. It is important that bus drivers have empathy so they can understand why a young person might react violently. Some young people might have different reactions, ranging from using a gun to fist fighting to taunting.

Brooks said he has found that children and teenagers in a tense situation will follow the possible reactions of others. They might start by name-calling and then some pushing and shoving. Eventually, they might use their fists or even a weapon.

“It is important to watch for the indicators among school bus passengers and then to react appropriately during that testing,” said Brooks. “If drivers fail to act appropriately, there is the potential for violence.”

Other adults can be in the classroom if a teacher can’t handle a situation. A school bus driver often does not have other adults on board to handle the situation, so training is essential.

Guy Grace, vice chairman of the Partner Alliance for Safer Schools and a retired security director from Colorado’s Littleton Public Schools, has 39 years of experience managing behavior on school buses. He said bad bus behavior needs to have consequences. He also recommends that school districts use surveillance systems on their buses because this allows administrators to see exactly what happened during an incident. It is also vital that administrators periodically review the bus surveillance system so they can pick up problems that a driver or aide may not have detected.

“Many times, a bus surveillance system is the only review we have when there is an incident,” said Grace. “We have identified problems the driver is unaware of, and we can leverage our technology. We need to talk with the bus drivers about potential problems.”

Another important element is being proactive by monitoring students who are misbehaving more than most. “There may be significant issues, or maybe they are just nuisances. We watch kids to really be aware of their full situation and safety,” said Grace.

It is also essential to pay attention to what parents are doing, especially amid several recent cases nationwide involving the assault of school bus drivers. Are they lingering in the background at bus stops? One can observe parents or individuals who are doing something before bus drivers know about it, and this awareness is crucial. The climate and culture of a bus situation make it essential to foster a secure and caring culture.

“It is important to have good training and to empower drivers. How does the driver interact with kids and listen to kids and parents?” said Grace.

Route supervisors must be proactive and look for ways to calm a situation when necessary. “One of the biggest missing pieces is the video, which shows what is really going on in the bus and how the driver is behaving and ascertaining behavior. Are they missing external threats?” cautioned Grace.

Meanwhile, Mike Dorn, the former chief of police for Bibb County Schools in Georgia and the executive director of global security analyst Safe Havens International, said he believes a firm and consistent approach to school bus discipline is critical to maintaining bus order and safety. He knows school buses can be rough and hard environments. While drivers and school administrators work to make the bus as safe as possible, some kids misbehave while others fight.

Dorn said he knows some parents who can cause serious safety problems. He believes a public code of conduct should be posted in each school.

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Dorn and other professionals have seen a lack of understanding of how to handle difficult situations best. “Don’t just say calm down. There should be evidence-based verbal de-escalation techniques.,” he advised.

It is important that children, teenagers and parents understand that disorderly conduct and violent behavior will not be tolerated and that there will be consequences for poor behavior. The consequences need to be spelled out and enforced. He has found that with a proactive approach to school bus discipline, the level of incidents decreases considerably.

“We had middle school kids who got into a fight and were charged for fighting. When kids realized they would get in legal trouble, the number of fights decreased. If kids had a weapon in a fight, they would face legal charges, reducing the number of fights,” said Dorn.

A diversion problem was also set up for kids who got into legal trouble on buses. This got parents involved in reducing the problem of fighting. “We also used statutes like disrupting a public-school bus. If a student threw an object that hit a bus driver in traffic or an adult boarded a school bus and created a problem, we would charge them with disrupting a school bus, which was very effective,” said Dorn.

Herbert Byrd, the assistant director of student transportation for Chesapeake Public Schools in Virginia, said he believes in consistent discipline on school buses. He noted there should be videos on school buses documenting fights or other incidents. Byrd also said accountability is critical and that school administrators should support bus drivers.

“A school bus driver has about 50 kids on a bus and can’t see everything. The driver is usually alone and may not have the support that a teacher in a school would have,” said Byrd. “If a video camera is on a bus, we can see exactly what happened. Driving a school bus is demanding, and it is hard for districts to find qualified bus drivers who want to make it a career.’

Byrd also said school bus drivers should be better supported. If a student on a bus misbehaves, the school bus driver should know that the school administration will back him up, and the student will face consequences, he added.

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The post School Districts Explore Ways to Reduce Behavior Problems on School Buses appeared first on School Transportation News.

The concept of school buses as an extension of the classroom is not new. However, being onboard the yellow school bus also presents unique challenges for drivers, as they manage not only the safety of the students they’re transporting but their own safety behind the wheel.

School Transportation News asked members of several Facebook school bus driver groups what practices or training they felt would increase overall safety onboard the school bus this school year. The responses were split between technological solutions such as using GPS, stop-arm cameras and air conditioning to receiving more administration support, especially when handling student behavior and providing bus aides.

Cynthia Rubio, director of student transportation at KIPP Texas, a charter school network with campuses in Austin, Dallas-Fort Worth, Houston and San Antonio that contracts with First Student for school bus services, stressed the importance of furthering driver safety through strong relationships with partner vendors. Rubio collaborated with Chris Olds, district manager for First Student, in responding to questions for this article.

“We have fully embraced onboard technologies that enhance safety and surround our students with care. Combining safety and care is our mindset, one that’s shared by our transportation partners, First Student,” said Rubio.

Meanwhile, Sharon Hipps oversees a fleet of 71 buses with 54 drivers for White County School Systems in rural northeastern Georgia. The director of transportation explained how the different parts of technology on the school bus at her district help to advance safety. First on the list is illuminated school bus signs on the front and rear of the bus, to increase visibility.

Drivers in the Facebook groups also commented that in addition to the illuminated signs, they want to have more stop-arms with cameras to catch incidents of illegal passing.

Hipps said another new addition has been a navigation system, which one driver in a Facebook group said he believed should be common onboard buses. “GPS/ navigation screens for us trip drivers and at the very least a dash indicator showing what direction you’re going as North, South, East, West. Standard on cars forever now. Still absent from buses,” he added.

Back in Texas, Rubio explained how First Student driver tablets not only provide turn by turn navigation but also re-route if traffic or a safety hazard is ahead, ensuring drivers are on the safest and most efficient route. The tablets also take the drivers through a post-trip inspection, which includes a child search feature to make sure no students are left on board after route completion. Several of these incidents have already been reported nationwide this school year.

One driver group member commented, “Once I leave the immediate district, I usually only have five miles before communicating with base or even other drivers close to me becomes impossible. There is simple mode on the radios, but some are convoluted to switch back and forth on. I would say, however, that having conventional radio as a backup probably would be a good practice. As far as safety goes… communication can sometimes mean lifesaving minutes saved.”

Rubio said that the importance of radio communication is often overlooked. “When drivers use their two-way radio to call in to base and report anything during a trip, dispatchers use (chat app) GroupMe as a way to communicate to multiple stakeholders. Through this quick and efficient method, we are able to raise awareness of unsafe events related to traffic or student conduct,” she explained. “This helps our schools address concerns as soon as possible. This helps drivers feel supported and gives First Student visibility in all action items taken by the school to address and amend any concerns.”

Many of the comments in the driver groups mentioned cameras as an important tool for driver safety. Hipps said White County Schools in Georgia uses video footage to “review video of driving habits and student behavior that is not typically seen while doing your route due to drivers focusing on the road and bus stop safety.”

This kind of footage review can lead to the overall safety that drivers need, as voiced by a former school bus driver on Facebook. “Support from the school administration so that students learn there are rules that must be followed for everyone’s safety,” the driver added. “If we get less distractions from the students, we can keep our complete focus on the road and the other drivers. Luckily, I have that support from the schools I drove for.”

Hipps said it is important that transportation leaders support their drivers. “We provide them the tools and support needed when dealing with student management. You are the liaison between the student, parent, administration and the bus driver,” she added. “This helps with communication and shows your employee you are there to assist them and their peace of mind to follow through.”

Student behavior is an ever-present challenge that drivers face, Rubio noted. “Safety begins with training,” she said

KIPP Texas drivers use the First Student FirstServes program, which is designed to reduce onboard behavioral incidents by using positive interventions and prevention/de-escalation techniques.

“Each driver and attendant receives hands-on training from education and transportation safety experts through an extensive curriculum, equipping them with the tools to provide a safer and improved experience for students,” continued Rubio. “These resources are designed to prevent or, if necessary, resolve incidents on the bus.”

Keeping technology partners in the loop regarding drivers’ needs is also top priority for Rubio, who said she holds weekly meetings with her team and First Student to give feedback, ask questions, find solutions and discuss points that need attention.

Rubio noted that the First Student Driver Scoring program allows for detailed documentation of driving habits, which in turn leads to opportunities for coaching and improvement. By tracking hard braking, rapid acceleration, speeding, and idling, transportation leadership or local managers can offer training specific to their driver’s needs.

“The technology has strengthened our safety culture, and the Driver Score program creates some healthy competition between drivers to up the ante with safety. We have drivers actively seeking out coaching because they want to be the best, they want to have the best score,” she said.

Sean McCormack, the chief information officer at First Student, commended the dedication of KIPP Texas on transportation safety. “Our technology and tools help drivers get where they’re going, do so safely, and improve their performance over time so that students arrive at school ready to learn and return home safe at the end of the school day,” he said. “We innovate to expand the possibilities for safe, clean and reliable transportation and we are lucky to have partners in KIPP who embrace technology, driver training and other tools to strengthen safety culture.”

A recurring theme from the over 200 comments gathered in the Facebook driver groups was the need for school administrators to recognize the necessary multi-tasking drivers perform each day as well as technology that can track the other safety issues, such as motorists illegally passing the buses and student behavior that could affect the safety of all passengers onboard the bus, including the driver.

“The administration [has] to stop looking at what the driver [is] doing and look at the situation and see what caused the problem,” said one Facebook commenter. “The driver has more to deal with other than the kids, traffic [and] other drivers.”

Editor’s Note: As reprinted in the September 2024 issue of School Transportation News.

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The post What Do School Bus Drivers Want to Increase Safety? appeared first on School Transportation News.

When integrating new technology into one’s fleet of school transportation vehicles, it’s important to get the thoughts and perspective of the district’s information technology department, as transportation directors recently shared.

For instance, Ron Johnson said the transportation department for Indian Prairie School District #204 in Illinois engages IT when resources or software need to be installed in a computer. But Johnson, the district’s director of support operations, noted that transportation doesn’t necessarily involve IT heavily in the vendor selection process, though it does seek input.

When Indian Prairie was implementing Tyler Drive tablets, he said transportation involved IT because there were resources that transportation needed on the server regarding data.

“We wanted to make sure that our current setup was supportive of the new data coming in,” Johnson said, adding that prior to the tablets transportation staff were only getting about 78 percent of GPS data and wanted to make sure the server could handle the additional 30 percent. “They assist us in implementation pitfalls.”

Because its camera system is not cloud-based, he said the district’s tech team will be involved in installing the software for the live viewing and remote downloading. “They’ll be involved with that piece, and they know what’s coming but they’re not a decision maker,” Johnson explained.

He added that it’s important, however, to work with one’s technology department because they’re supporting and tracking a lot of the data processing.

However, he noted that the need to implement new resources, like a new server or additional bandwidth training, is coordinated directly with the vendors.

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Related: Read more about school transportation technology “superusers” in the September edition of School Transportation News magazine.

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Meanwhile, Trace Johnson, unrelated to Ron, is the director of student routing and technologies for Palmer Bus Services. He noted that when looking into implementing GPS and routing software, the company sought systems that had an existing partnership, like Zonar and Transfinder. This, he said, eliminated having to rope in the IT department to integrate the two systems.

“Since those two companies already do that for us, that was just a huge selling point in partnering with both,” he said, adding that he reaches out to the vendor support teams to assist with any issues that arise.

Palmer’s Johnson noted that IT gets involved when there’s an issue with the computers or servers and they need to pull the Transfinder or Zonar data. He added the tech department is also works the bus camera systems, if they’re not recording properly, for example.

He noted that technology adoption conversations take place between Johnson, the company’s CEO Jenna Fromm, CFO Chris Champlin and COO Shane Johnson (Trace’s father), as well as the head fleet mechanic, when the system deals with the maintenance of vehicles.

For Fort Mills School District in South Carolina, Transportation Specialist Matthew Purvis said building a coalition by partnering with the school board, district representatives, safety departments, and IT department enhances safety in transportation.

“Our IT department is critical to meeting our network security requirements to keep our students and drivers safe and to ensure that our systems are compatible, reliable, and work when we need them,” Purvis said.

School bus contractor Krapf Bus and its operations in Pennsylvania, Delaware and New Jersey handle things differently. Vendor partner Eagle Wireless, a regional distributor of Geotab solutions, acts as the company’s on-board technology consulting and management service.

“It’s a nice value-added, it’s actually fantastic,” said Dan Jauch, VP of operations for Krapf Bus. “If I need a timecard report generated to verify payroll, I don’t need an in-house person to do it. All I do is call up Eagle Wireless, tell them what I need, they create the report for us and provide it. They are not only a dealer, but they’re like a sales and support service. It eliminates the need for us to have like a true full-time dedicated resource to manage all the on-board technology. When I say onboard technology, I mean, all the IT equipment that’s on the actual vehicles.”

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Jauch added that Krapf Bus has a personal relationship with Eagle Wireless, and it’s not just a “transactional experience.” “If we need something, they act as an advisor in terms of all of our onboard technology,” he continued.

He noted that it eliminates him having to search the Geotab Marketplace for solutions. Instead, he can explain the situation to Eagle Wireless, and its representatives can provide solutions that would fit the ask.

“They essentially went and found that solution for us and did all the integration and set it up,” Jauch explained. “So, from our standpoint, it works great for us because we would need a full-time resource to do all that, where now we get all that benefit by using them as our dealer. They’re giving us full not only sales, but full service.”

Jauch said full support from Eagle Wireless includes installations, repairs, guidance, trouble shooting, service, reporting, finding different solutions, and partnering with new solutions. He added that Krapf does have its own installation crew.

Josh Blackmun, president of Eagle Wireless, added that each support approach includes a dedicated care rep that provides one-on-one access to training, rules/report customization, accident reconstruction, device troubleshooting and more. He added that the same Eagle Wireless reps for both sales and support have worked with Krapf since 2011, when the companies’ partnership began.

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Many of the exhibitors attending the Advanced Clean Transportation (ACT) Expo for the past several years have decidedly transitioned to featuring green energy for medium- and heavy-duty vehicles. Much of that reason has to do with unprecedented federal funding for electric vehicles and infrastructure.

But amid the growing EV footprint, a 125-year-old company that drew its name from castor oil and transitioned to become a global leader in producing petroleum-based oil and lubricants stood out at the Las Vegas Convention Center in late May for its sustainability game plan.

A month earlier, Castrol introduced MoreCircular, its new brand for the collection of used lubricant and re-refining it to the same quality as newly lubricant for reintroduction into fleets. Castrol is working with environmental services company SafetyKleen Sustainability Solutions, a subsidiary of Clean Harbors, for a “one-stop-shop solution for lubricant supply and collection,” Castrol said in April.

The goal, the company added, is to provide lower-carbon-footprint lubricants that meet the same high performance and quality standards of newly produced lubricants. “Responsible collection” is available from anywhere in the continental U.S.

“We’re open for business,” Andreas Osbar, president and CEO of Castrol Americas, told School Transportation News on the ACT Expo exhibit floor on May 21.

Despite the five-year, $5 billion Environmental Protection Agency Clean School Bus Program pushing the adoption of electric school buses, Osbar said he is well aware that at least 80 percent of the school bus industry continues to operate on diesel or at least traditional engine lubricants. And with MoreCircular, he said fleet managers no longer need to sacrifice quality for a reduced carbon footprint.

“The operating expense for a fleet operator comes from how often do I need to change the oil and what does the oil cost me,” Osbar continued. “What we take pride in over the last two decades, especially in the refuse segment or the construction segment, is that we’ve helped our customers to maximize drain intervals and to also effectively get into preventive maintenance. We can tell a customer something is wrong with the equipment, and we’d recommend taking maintenance or [at] minimum changing the oil. Now we can do that even combined with lower carbon footprint.”

Transforming lubricants has been a big part of Osbar’s job, even before being named to his current post in October 2022. Previously, he was vice president of transformation for Castrol Lubricants, and before that a consultant leading the development and implementation of the negotiation strategy of Europe’s largest utility for a large-scale transformation program. He also served in various roles of lubricant development and sales, including at BP, which aquired Castrol in 2000.

STN sat down with Osbar at ACT Expo to learn more about MoreCircular and what it could mean for fleet operators.

Editor’s note — STN is an official media sponsor of ACT Expo. The following transcript has been edited for clarity.

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Related: State of Sustainable Fleets: Industry Rises to Meet Peak Complexity with Unprecedented Innovation and Investment
Related: Districts, Contractors Discuss School Bus Electrification Journey at ACT EXPO

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STN: Castrol was the only oil-based company at ACT Expo. Why MoreCircular and what does it do?
Osbar: We have a very clear commitment to make the company net-zero carbon and also to help customers as well as countries and regions on their pathway to decarbonization. So, this whole topic of finding ways to reduce hydrocarbon, that’s kind of big. We at Castrol have passed a strategy that’s called Castrol Path 360, which is our commitment to basically halve the carbon intensity of our products until 2030 [and be a net zero brand by 2050, according to BP]. If you then look at the options that you have, most of the carbon footprint that you can reduce is around the materials that you use, in order to produce the lubricant. When I stepped into the role here, we looked at the landscape. What we found was that the re-refining industry, first of all, was in a pretty good place. And also, the collection of waste [in the] industry was pretty well penetrated, there’s a lot more to be done, because only 20 percent of the waste oil is actually getting collected in the U.S. But at least there is 20 percent. In some other markets, in Southeast Asia, China, it is actually less than that. One thing that we then did very early on is enter into conversations with SafetyKleen because the challenge previously obviously was, hey, you have redefined base oil, but the quality of that was deemed inferior. We had to trade off between the lower carbon product and the premium quality. And what we’ve done together with SafetyKleen and through our technology investment is to bring the quality of a product, including re-refined base oil, to the premium quality of that we have as Castrol. And tat’s I think the innovation. We then obviously said for this to become really convenient and meaningful to customers we have to combine both collection as well as the sale of re-refined into one offer. That’s what MoreCircular is all about.

STN: How does this solution fit with emerging predictive, AI-based analytics and actionable maintenance items?
Osbar: Our current offering is a combination of product, in-service and used oil analysis. Effectively, we are overlaying algorithms already to used oil sample data. Through two decades of datasets, various equipments, various types of engines, for various operating conditions, we can tell when something’s not right. And we can even make recommendations with regard to maintenance intervals, what type of equipment might be actually better suited for a certain operating condition. What we’re now exploring to come back to your question is to partner with Intangles, which is a basically a telemetry
provider. We have an exclusive relationship with them. And what we’re now doing is to bring our used oil analysis data together with them to have an integrated offering for fleet managers. And that again, in combination with MoreCircular, I think it is going to be a very powerful value proposition that we’d love to share with more and more fleets throughout the U.S.

STN: Can you talk a little bit more about the relationship with SafetyKleen? What is the company doing for Castrol and MoreCircular? How did you how did that relationship come together?
Osbar: We looked strategically at the market and said, Look, who are the biggest and most widely spread in the sense that give us most coverage? Because one key thing for us was whatever we do, it needs to be nationwide available in the U.S. Whether you are in Oregon or Washington State, down in Florida, you need to be able to provide the same service and the same product quality wherever you are. And if you apply that lens, there aren’t that many players that are available. SafetyKleen right from the get-go has been a great partner. We’ve been talking about a collection partnership, where we would, if a customer is interested in MoreCircular, say, hey, that waste oil that you have it’s going to be picked up by SafetyKleen, and SafetyKleen guarantees that a minimum of 95 percent of that collection is actually being put back into re-refining and being effectively recycled. And the great thing is because of their operation and the great business that [Clean Harbors Founder, Executive Chairman and Chief Technology Officer] Alan McKim, [SafetyKleen President] Brian Weber and that team have built, they can offer the same service level regardless where you are in the states. On the re-refining space, we’ve done quite a lot of work together on the technology front to get a formulation based on their base oil that is high quality but it does behave a little bit different than virgin base oil. But to get that to the same quality level and to the same quality standard than the usual Castrol product, right. And on those two things, we have collaborated. And we’re both excited about the prospect of this because we believe it can potentially be a transformative moment for the lubricants industry in the U.S.

STN: Despite the ramp up to EV, there’s going to be diesel, gasoline or propane operating in school buses for some time.
Osbar: As long as there’s an internal combustion engine, whether it’s in a hybrid application, or regardless of the fuel type, we feel pretty confident that we can offer the right product range with MoreCircular that serves the respective fleets. Obviously in electric vehicles, there’s no motor oil. We also have offerings, but that goes more into our EV fluids, right, because in an electric vehicle you still have lubrication points. They’re fundamentally different. So, we feel pretty good about that. And we know that the future powertrain situation for the commercial vehicle and heavy-duty space including school buses, that’s going to be diverse. I think that’s the best way to describe it. A lot of it will depend on availability and affordability of different commodities. Hydrogen might play a role, depending on the availability and the affordability of a fuel cell. You could also find that hydrogen might be used in an internal combustion engine, that might happen, right. We’ve been working with a few companies in Europe to trial that also. And then you also need a lubricant for that. So, I think we’re in a good place. They’re agnostic of that. I think the important piece is we have a solution available for customers that can save between 20 to 40 percent of Scope 3 CO2 emissions, and we feel that is a significant contribution, if somebody is serious about decarbonization.

STN: Tell us more about EV lubricants.
Osbar: They are different because you have got to think, first of all, in the electric engine itself, there’s obviously nothing. There is no piston, there isn’t anything to be lubricated. But then there is a bearing that you need in an electric motor that needs grease. That’s something that we’re looking into. And then there is still a transmission, right, and that transmission does need to be lubricated. Now, with electrical power, you basically need dielectric (insulating) products that do not interfere with the electricity that is basically around it, right. And that’s why we’ve been investing in it for the last 10 years. And we have a market leading position actually on the fluids side. That’s something that we’re excited about that we continue to work with OEMs. And we also believe that there’s a third lubrication point that’s upcoming, which is around thermal management, which is basically advanced cooling solutions of batteries. That’s also something that we’re actively looking into.

STN: Might EV fluids be available for recapture by MoreCircular?
Osbar: Some of them are filled for life by definition, others will have service intervals. Wherever there are service intervals, our intent is to try to get them into a circular mode. Now, the composition of these fluids is different. And that’s overall going to be the challenge. As the engine technology becomes more advanced, the requirements and lubricants change. Usually, there’s a fuel efficiency and viscosity reduction, which means that the lubricants have to be thinner to reduce friction and make the engine more efficient. And for that you need different and higher quality base stocks and producing them re-refined. That’s a challenge. But again, that’s something that we’re actively looking into together with our partner SafetyKleen to ensure that we stay ahead of the sort of technical frontier.

STN: And ultimately a product like MoreCircular is better than disposing fluids.
Osbar: The worst thing for everybody including the environment, is some stuff getting disposed into the environment. That’s the worst. The second worst thing is if it’s getting burned because that produces hydrocarbons. The best thing is getting recycled. And again, I think we’re giving fleet operators and customers choice because you can have a virgin product that’s same as it always been for the last 20 to 30 years, or you can get into a lower carbon footprint product, which is ours that is the same quality. And that’s just a greater choice. And I think that’s a good thing.

STN: Thank you.

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Many transportation garages are shifting from paper documents to automated systems or software to help them keep track of anything and everything in the maintenance facility. Some garages are leaning on already developed software to do the trick. Other maintenance professionals are creating their own system of keeping track.

School Transportation News discussed these trends with the Garage Stars featured this month. Temple Independent School District in Texas has been using Transfinder’s Servicefinder but recently upgraded to the new version, Servicefinder 5.0. George Bell, the district’s fleet services supervisor, explained that the updated version took a while to get used to but is much more user-friendly in keeping up with inventory and staff hours.

He explained that Sevicefinder notifies him when the fleet is due for service by tracking mileage. The software also alerts the garage when it’s time to reorder service parts and how many need to be ordered. Bell added that he can set limits on how low he would like his inventory to get before receiving a notification.

“Every piece of equipment is tracked in its own folder in the form of a work order,” Bell explained. “From the time the work order is made until the work is completed and closed out, we can bill for man hours and parts used. Makes it very easy to go back and see the history of a piece of equipment. This system can be viewed by anyone in our district that is given access.”

Scottie McKinzie, the shop foreman for Fulton County Schools in Georgia, said his district integrated a software from Napa Auto Parts, a partner since 2000, to control inventory. He explained the Napa Integrated Business Solutions parts management system, or HUB, has increased productivity and removed the district’s parts investment burden.

McKinzie added the system invoices parts at the time of installation and all pertinent information is saved and transmitted to the separate School Transportation Information Management System (STIMS).

“HUB provides a record of all parts history which can be viewed and printed at any time,” he noted. “STIMS software interfaces with Napa online and has worked well for both Fulton County shops. STIMS allows us to keep records of all work performed on each of our vehicles. A repair or inspection work order is created, then given to the appropriate shop staff. From there, the technician completes the work and inputs labor and notes of the repair into STIMS. Then, the work order is given to a Napa employee and the parts are added to the work order. Lastly, STIMS gathers all the information from Napa, and adds the information to the workorder. We can then review all past work orders, labor, maintenance, and parts costs of each vehicle.”

McKinzie added that Fulton County schedules support vehicle inspections for each academic quarter and school buses every 20 days. During inspections, technicians and mechanics address maintenance items and repairs as necessary.

Six years ago, Suffolk Transportation Service in New York implemented a parts and purchasing program called TMW that helps streamline the warranty and inventory process. Teno Gustavson, director of vehicle and facility maintenance, said the program tracks how many days, how many planned miles, or how many GPS miles a vehicle has used the last PM.

“And as soon as one criteria matches, we are alerted to bring the unit back into a shop for maintenance. Having these reports, we can forecast our usage on what parts to order,” he continued.

Looking at Inventory:
Following the COVID-19 pandemic, parts became harder to obtain and resulted in longer lead times. Gustavson said Suffolk tracked this data, causing the contractor to keep more inventory in stock. However, he noted that the TMW min/max levels help make it sustainable.

Bell added that Temple ISD has had to order certain parts in advance, mainly Cummins fuel filters. However, he added the turnaround time for most other parts has improved. But in the past year, he said he has noticed a spike in the number of exhaust gas recirculation coolers needing replacement. “Over time (in years) the coolant wears through the metal,” he explained.

Currently, he said, Temple ISD has about 400 to 500 parts in its inventory, adding up to around $20,000 or less. As for maintenance trends, McKinzie at Fulton County noted that his staff sees certain buses require replacement of several parts more frequently than should be the case, attributing the issue to “design flaws.”

However, he said that the parts pipeline flows well for the popular items, but these parts do require more stocking depth for quicker service. These items include filters, brakes, batteries and other parts that can be installed quickly, he said.

“HUB is used to evaluate history and set minimum/maximum quantities to be used in creation of stock orders every day which are not automatic,” he explained. “Stock orders are emailed to the vendors and some of the parts arrive the same day. Parts are stocked based on historical data and future requirements in the case of new vehicles. In the event there is a possibility of a shortage or backorder situation, we will place a larger quantity of items in stock.”

Editor’s Note: As reprinted in the August 2024 issue of School Transportation News.

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Related: 5 Questions to Ask Before Implementing New Software
Related: 7 Steps to Choosing The Right Fleet Maintenance Software For Your School District
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Related: 2024 Garage Stars Announced: Embracing New Technology

The post Keeping Track appeared first on School Transportation News.

An STN EXPO Reno panel discussion brought together student transportation professionals and industry vendors to break down what it takes to write an effective request for proposal or bid, otherwise known as RFP or RFB.

The panel was preceded by an article in the March edition of School Transportation News and three blogs on the STN website that covered the different aspects and processes required before, during and after the RFP process.

Industry consultant Alexandra Robinson clarified the definitions of an RFP, RFB and a request for information, or RFI. She explained that an RFI should be a “fact-finding mission” to ask questions, research the product, and conduct demonstrations. After that step is completed, an RFP or RFB can be written.

Based on the district size and timeline, Robinson noted that RFB’s are often used in large, urban school districts, where there is not as much contract flexibility available. These are characterized by low bids with specific timelines.

RFP’s on the other hand work on a scale or scoring system. There are multiple companies offering the same product, and pricing may be comparable but other factors are considered such as sustainability, customer support and training.

Taylor Moore, ARMOR Product & Engagement Manager at REI, said that her 10-plus years of experience working in the student transportation industry has taught her the importance of school districts and bus companies being confident in what they need and what they expect to receive. Being armed with this information could even allow districts to go directly to a vendor, negating the need for an RFP, depending on requirements. Either way, she encouraged student transporters to do their so they know not only the “what” but the “why” behind their request for it to be met successfully.

“Even if [the RFP] is time consuming and cumbersome, you have the light at the end of the tunnel that you know you’re going to get what you need,” said Moore.

Robinson asked panelists to comment on what needs to be discussed at a pre-bid meeting. Tim Purvis, principal consultant at Pupil Transportation information and like Robinson a former director of transportation, also stressed the importance of knowing the “why” behind a purchase. “A pre-bid meeting should be a prerequisite and requirement before RFB or RFP,” he explained.

The meeting, according to Purvis, should be held at least 45 days before a RFP or RFB is set to be released. He suggested the meeting provide vendors a breakdown of requirements, share interests and “nice to have” items, outline the unique parts of operation (size, geography, etc.), and ask clarifying questions.

Purvis emphasized that the intent of the meeting is to collect information. It is not the time or place to make a purchasing decision. He advised districts to stay in control of the meetings, and not to be intimidated by industry experts. Instead, he advised they be transparent about what they are looking for.

“It’s an opportunity to set the stage,” added Robinson, noting the need to set expectations for the product and timelines.

Based on the questions asked, she continued, districts could find an approved equal, where the product or service can be met by a specific vendor.

She also noted that the pre-bid meeting is a good time to gauge the professionalism of the vendors, and how they represent themselves. “You might find out you don’t want them to be a partner of your district. I do score based on professionalism and sustainability.”

Also on the panel was Jennifer Vobis, who retired this month as executive director of transportation at Clark County School District in Nevada, and was also the 2022 STN Transportation Director of the Year. She said sustainability is a hugely important part of procurement. The questions to ask to determine the sustainability of a vendor partnership, after determining what the deliverables are, include:

• What is the implementation and training process?
• What kind of training will be provided and how much of it?
• Who will be providing on-site maintenance?
• What does the warranty cover and does it start when the purchase order goes through or after the product is received?
• Are there future technology upgrades and what will they cost?

“Understand what you’re getting and why you’re getting it,” said Vobis.

Chad Duncan, the state specifications manager at IC Bus, spoke on why school districts should share their needs and goals with the OEM’s. He explained that the more the vendor understands what you’re trying to do, the more they can help.

“As an OEM, we want customers to ask us what’s new. This could be changing on a daily basis. In this industry, we have never moved faster than what we’re doing now. Things are changing rapidly, electronics are changing, there are new safety offerings,” said Duncan. “What is your plan as a district, where are you going in the next 5-10 years. Hopefully we can align our company goals with yours.”

Purvis and Robinson both noted that districts need to prepare for RFP addendums, as information is being gathered in the pre-bid process.

“If a vendor shared an upgrade or change from what we know as the user, following the meeting we can write the language to open up to include the information learned. It allows time for procurement to review bid addendums have to be circulated the same way the original bid package was officially sent out.”

Robinson asked Vobis to comment on ensuring the longevity of the products or services behind purchases. She responded that districts should confirm the life cycle of the bus or product as well as making sure that the transportation operation has capacity within the system to utilize the product properly.

Robinson also addressed using proper language within the RFP. “You can’t copy and paste without vetting,” she said.

This includes not only research and considering data from the specific transportation operations, but often finding the latest engineering language/specifications from vendors as well as meeting state and federal standards.

Purvis explained that unfair bidding practices can often open up districts to legal issues. Avoid this by going “far and wide.”

It’s not fair or responsible to not let other vendors know that you’re in the market,” he said.

He used the example of a Northern California school district that chose a specific provider for their routing software.

“In the course of doing this, a competitor challenged the district, and they attempted to defend that the original product was the only could be used,” Purvis explained. “There was no analysis done on why they needed that specific one. They had wasted a lot of money in the process and a suit was filed. They thought they would be forced into a different package they didn’t want. Make sure to measure performance, know why certain technology won’t work.”

Moore used a line from one of Robinson’s blogs on RFP’s: “Life isn’t fair, but bids have to be.”

Moore and Duncan both noted that vendors are looking to do their best to help, and being up front about budgetary requirements helps rule out things that will and won’t be doable. This allows the vendor to also be forthcoming on if they are a good fit for the district.

“As a customer, I appreciate when a vendor tells me that they can’t use a specific product or tech in that required budget or can’t meet a timeline,” commented Robinson.

Said Moore, “We understand that budget is going to be a huge part of your process, but what I think is most important to know is that one hundred percent of your needs are met with what you choose.”

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