After 40 years of federal support, a University of Wisconsin-La Crosse program training teachers to provide physical education for students with disabilities will no longer receive a critical grant.
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Two years ago, 5-year-old A.M., a child with autism, became the victim of bullying on the school bus he rode to elementary school in the Poudre School District of Fort Collins, Colorado. The perpetrator of A.M.’s abuse was not a fellow student, but a school bus attendant the district had hired to provide students like him with extra support.
Not only was A.M., whose full name is withheld in court documents, restrained in a school bus seat throughout the months-long abuse, his disability rendered him nonverbal, leaving him unable to ask for help or tell his parents what was happening.
The school board agreed to pay out $16.2 million on May 14 to settle a lawsuit filed by parents of A.M. and other students with disabilities who were abused by Tyler Zanella while being transported to and from school during the 2022-2023 school year.
Comparatively, the settlement is about 15 percent of the district’s $10.3 million transportation services budget for this past school year.
After voting to accept the settlement, Poudre school board president Kristen Draper said she hoped the amount would help foster healing and rebuild trust.
“This resolution represents our collective commitment to addressing the harm caused and to supporting the ongoing recovery and well-being of these students and their families,” Draper said.
A.M. was not Zanella’s only victim. In all, county prosecutors say the attendant abused 10 students that school year.
The district uncovered Zanella’s criminal history and a previous child abuse conviction during a background check before he was hired in August 2022. A.M.’s parents also voiced concern about the attendant throughout the school year, but their words did not prompt change until a teacher stepped in.
When A.M. came to class with red marks on his face, a teacher asked questions, prompting the school district to review camera footage and report the abuse to police.
Related: Colorado School Bus Aid Arrested, Charged with Abusing Student
Internal bus camera footage documented Zanella swearing at A.M., calling him names, and subjecting him to physical abuse, slapping, pinching, and pushing the restrained child dozens of times over several months. According to court documents, Zanella called A.M. a f—–,” “little sh–,” and said, “if A.M. were his kid, he would be dead by now because Mr. Zanella did not have that kind of patience.”
Zanella, 36, ultimately pleaded guilty to seven counts of assault on an at-risk person, as well as harassment, and child abuse. He was sentenced to 12 years in prison in April 2024.
He also had a previous misdemeanor child abuse conviction when he applied for the position at Poudre School District. Title 22 of the Colorado Revised Statutes lists felony child abuse as cause for termination or withholding employment.
David Lane, A.M.’s attorney, said in an email he was shocked that Zanella had been hired after school officials learned of his criminal history and that he had lied about it.
“It is utterly incomprehensible how a school district could allow a convicted child abuser to have access to utterly helpless children in this situation,” Lane wrote. “Ultimately, this governmental failure will cost the taxpayers millions of dollars and these innocent children have been severely damaged.”
Following the incident, the district spent $2 million on internal policies, which included hiring consultants at the Center for Effective School Operations, or CESO, to review the district’s policies. Among primary recommendations, CESO suggested the district develop procedures for camera footage requests and supervisor audits.
In a school board presentation on the transportation review findings last summer, Chief Operations Officer Jeff Connell reflected on how school bus driver shortages led to mechanics and supervisors driving buses, and many employees taking shortcuts.
Connell said the district was hiring an integration services transportation manager dedicated to coordinating support for students with disabilities as well as a second operations manager. Per the CESO recommendation, Connell said both managers would oversee north and south terminals to maintain a consistent culture across both locations. Connell said he hoped to cover the budget for the positions by increasing route efficiencies.
The school district previously maintained three days of video footage from each camera. Supervisors are now required to review at least one hour of footage each week, “with an emphasis on routes that have new staff and routes that serve students with special needs – particularly students who are pre- or non-verbal.”
Related: Florida School Bus Attendant Arrested for Inappropriate Behavior with Young Girls
Related: Seminar Provides Elements of Comprehensive Training for School Bus Attendants
Related: South Carolina Case Highlights Need for Attendants on School Buses
Moving forward, the district promised to update cameras on all school buses—a $1.9 million cost paid for with bonds. The district hired transportation service provider Zum to install four internal cameras on each school bus, including a driver-facing camera with a built-in coaching system.
“There’s a lot of hours of video to go through between ride-alongs, reviewing the video, following up on incidences and also having the driver-coaching camera, we’re going to have a lot of information available to us that we’ve never had before,” Connell said.
Draper described the incident as a painful chapter in the school district’s history but added that she hoped it would prove to be a “catalyst for important and necessary improvements.”
The post Colorado School District Pays $16.2M for Abuse of Student by Bus Attendant appeared first on School Transportation News.
Communication tools can be critical for students’ participation in the classroom and development of social relationships.
The post How to make Wisconsin playgrounds more accessible for nonverbal students appeared first on WPR.
Angélica Infante-Green, Rhode Island’s commissioner of elementary and secondary education, speaks at a forum on Tuesday, May 6, 2025, at the U.S. Capitol in Washington, D.C. (Screenshot via YouTube)
WASHINGTON — U.S. Senate Democrats on Tuesday blasted the Trump administration’s efforts to dismantle the U.S. Department of Education, underscoring the impact of the dizzying array of cuts, overhauls and proposed changes to the agency on students, families and educators.
Sen. Patty Murray, who hosted the forum in a U.S. Senate hearing room alongside several Democratic colleagues, said Trump is “essentially bulldozing the Department of Education, regardless of who depends on it, regardless of who is still inside, and regardless of the very loud outcry from parents and educators and students about this.”
The Washington state Democrat brought in education advocates and leaders, who emphasized the importance of the department in delivering on federal resources for public education, investigating civil rights complaints and helping students cheated by predatory institutions.
Trump and his administration have sought to dramatically reshape the federal role in education, including an executive order calling on Education Secretary Linda McMahon to facilitate the closure of her own department, the gutting of more than 1,300 employees at the agency, threats to revoke funds for schools that use diversity, equity and inclusion practices and a crackdown on “woke” higher education.
Angélica Infante-Green, Rhode Island’s commissioner of elementary and secondary education, said she and colleagues who lead state education across the country have spent a great deal of time trying to decipher the intent of Trump’s executive orders and the department’s directives and policy changes.
“They seem unclear and cause unnecessary confusion and chaos for all of us,” Infante-Green said. “While the impact of the confusion may be hard to quantify, what is clear is that students and families and educators are the losers in this new paradigm.”
Denise Forte, CEO of the nonprofit policy and advocacy group EdTrust, said “most urgently, we are alarmed by the mass firing of over half of the department staff.”
“This isn’t reform — it is sabotage,” Forte said, pointing to the layoffs hitting wide swaths of the department, particularly in the Office for Civil Rights, Office of Federal Student Aid and Institute of Education Sciences.
“With the Office for Civil Rights now severely understaffed, civil rights complaints will skyrocket while response capacity plummets,” she said.
The cuts at the agency and Trump’s proposal in March that the U.S. Department of Health and Human Services “will be handling special needs” have sparked worries among disability advocates over whether the department can carry out its responsibilities to serve students with disabilities.
Diane Willcutts, director of Education Advocacy, said she’s been getting “panicked phone calls from parents of children with disabilities who are wondering, ‘What does this all mean?’”
Willcutts has worked for over two decades in Connecticut and Massachusetts helping families of children with disabilities navigate the education process.
“I think everyone’s shell-shocked, and we’re looking for direction — how can we be helpful to you in order to protect the U.S. Department of Education?” she said. “I know there’s this assumption that ‘Oh, the states will take care of it.’ That is absolutely not the case, I can tell you in my state that is not what is happening right now, and so, as I said, there’s a level of panic but we’re looking for direction.”
Meanwhile, Trump also released a budget request last week that calls for $12 billion in spending cuts at the department.
Wisconsin Democratic Sen. Tammy Baldwin said the budget includes “devastating cuts to many critical programs,” and that the proposal “comes at a time when too many students are chronically absent and achieving at levels that will not set them up for success.”
Senate Minority Leader Chuck Schumer said the Trump administration is “cutting so many things — don’t feel alone, Department of Education.”
“They don’t know what they’re doing about just about anything, and they want to cut everything, but to cut education, which has been sacrosanct in America, is just awful,” the New York Democrat said.
Schumer said Tuesday’s “spotlight hearing” is just one in a series Senate Democrats will be hosting in response to Trump’s cuts to the department.
Trump administration officials said the outrage was misplaced.
“If Senate Democrats were truly interested in fighting for parents, students, and teachers as they claim, where was their outrage over this year’s dismal math and reading scores? Don’t get it twisted,” Savannah Newhouse, a spokesperson for the U.S. Department of Education, said in a statement shared with States Newsroom.
Senate Democrats “are fighting President Trump’s education agenda for one reason: to protect the bloated bureaucracy that has consistently failed our nation’s students,” Newhouse said.
“By returning education authority to the states, President Trump and Secretary McMahon will help every American child — including those in public schools — to have the best shot at a quality education.”
A Wilmington teen diagnosed with autism was found safe after a New Hanover County school bus driver helped police locate the boy, reported WRAL News.
According to the article, bus driver Marie Murphy and her monitor Valeria Davis were picking up students April 25 during their normal route when Davis received a notification on her cell phone.
Davis told local news reporters that the WECT app, which provides local news alerts, notified her that a teenager was missing around the Wilmington area.
Davis showed the update to Murphy, and they realized the 14-year-old often rode their school bus. The teen was reported missing at midnight, and the Wilmington Police officers had spent five hours looking for him that morning.
After seeing the boy’s picture, Murphy and Davis were on the lookout as well. Murphy told local news reporters that it made her think of her own kids.
During their last school bus stop, the women reportedly saw the teen standing with a friend on the side of a street. They tried talking to the teen about the incident but all he said was that he wanted to go to school.
Davis and Murphyc contacted their supervisors, Laura Sebert and Stacy Greene, who called 911. Murphy drove the teen to New Hanover High School, where police met them. The reasons for the teen’s disappearance remain unclear.
Related: North Carolina Student in Custody for Bringing Gun on School Bus
Related: North Carolina Students Injured After Gunshots Fired Outside School Bus
Related: Fourth Grader Drives Pickup Truck to School After Missing School Bus
Related: New Jersey School Bus That Went Missing Was Found
The post North Carolina School Bus Driver Helps Locate Missing 14-Year-Old appeared first on School Transportation News.
A 15-year-old boy was accused of raping a 7-year-old boy on a Jennings County school bus, reported WTHR News.
The alleged incident reportedly occurred April 16 on a school bus for students with disabilities. The Jennings County Juvenile Probation Department is overseeing the investigation.
According to the article, the incident was detected in bus security footage and Jennings County School Corporation is now reviewing other security videos from the entire school year to determine if there were other similar incidents.
The news report states that the 15-year-old, who was not identified at this writing, was taken into custody April 17 and had his initial hearing April 22, where prosecutors filed the rape charge.
The teen reportedly has another court hearing this week and is currently being held at the juvenile detention center.
Local news reports confirmed that the family of the 7-year-old is preparing to sue the school district, claiming “grossly negligent” actions resulted in permanent injury to the boy and violated his civil rights.
The family’s attorneys reportedly say that the 7-year-old was “helplessly left unmonitored by two school employees who were on the bus and charged with caring for his safety.”
The investigation is ongoing.
Related: Maryland School Bus Aid Charged with Sexual Assault
Related: Sexual Abuse Prevention Expert Provides Strategies When Transporting Students with Disabilities
Related: Former Massachusetts School Bus Driver Facing Charges of Sexual Assault
Related: TSD Keynote Speaker to Address Sexual Behavior Concerns on Special Needs Routes
The post Indiana 15-year-old Accused of Sexual Assault on Ohio School Bus appeared first on School Transportation News.
A prestigious award that recognizes the exemplary work and service of an outstanding transportation professional who emphasizes safety for students with disabilities will be presented at the STN EXPO West Conference this July.
This will be the 19th year the award is presented, in honor of Peter J. Grandolfo, who passed away Jan. 22, 2006. Grandolfo was recognized during his lifetime for his dedicated work as a director of transportation for Chicago Public Schools, a school board member for 35 years, a National Association for Pupil Transportation board member, and local and national school bus trainer, bus supervisor, and router. The Grandolfo Award was established the year after Grandolfo’s death by Bill and Colette Paul, the founders of School Transportation News.
Linda Grandolfo, Peter’s widow, has continued to be a recognized part of STN conferences as the on-site registration manager.
“I am honored for the 19th year to present the Peter J. Grandolfo Memorial Award,” said Linda. “This award annually honors a school transportation professional, who goes above and beyond in their job duties on behalf of the nation’s schoolchildren, with a special emphasis on students with special needs. Peter’s passion was the safe transportation of our children in a yellow school bus. He worked and traveled tirelessly to educate and support this passion. Twenty years after his sudden passing in 2006, his legacy remains in the student transportation industry. Presenting this award annually in Reno is truly a highlight for me.”
The 2025 Grandolfo Award is sponsored by Q’Straint/Sure-Lok. Linda Grandolfo will announce the winner July 14 before the STN EXPO West keynote address by Jon Petz. Submit a nomination by May 9.
Save $100 on regular conference registration with Early Bird registration by June 6. STN EXPO West will be held July 11-16 in Reno, Nevada at the Peppermill Resort. Find registration and hotel details and stay tuned for updates on the conference agenda, exhibitor lists & unique experiences at stnexpo.com/west.
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The post Grandolfo Award Seeks Nominations, Winner to be Announced at STN EXPO West appeared first on School Transportation News.
Denise Jess walked into a Madison polling place on Saturday to vote early in person and encountered a familiar barrier: an absentee ballot envelope with a blank space for writing in her name, birthdate and address.
Jess, who is blind, chuckled along with her wife, who accompanied her to the polls. Who was going to do all that writing?
A poll worker quickly offered help, reminding Jess that she had the right to assistance. Jess, who is executive director of the Wisconsin Council of the Blind & Visually Impaired, knew she had those rights. But the moment still bothered her.
“It’s just a bummer,” she said, comparing voting with other tasks she performs independently, like identifying birds by ear, paying bills online, posting on social media, and grocery shopping. Voting is a constitutional right in Wisconsin and yet, she said, it remains far less accessible.
Other industries have prioritized accessibility because it benefits their bottom line, she said, but voting systems were not originally designed with accessibility in mind.
“We’re making strides,” she said, “but it’s still always, always about retrofitting and trying to catch up.”
Jess’s experience illustrates a persistent tension in election policy: how to ensure both ballot security and accessibility for all voters. Electronic absentee voting is particularly nettlesome. Disability rights advocates have pushed for this option as a way for people with vision or other disabilities to vote independently, and in private, from home. But cybersecurity experts warn that current technology cannot guarantee that ballots returned electronically will be safe from hacking or manipulation.
Over a dozen other states provide fully electronic absentee voting for people with disabilities. In those states, voters with disabilities can receive a ballot electronically, mark it using a screen reader and return it electronically — similar to signing and returning a document electronically. Wisconsin isn’t one of them. Here, voters with disabilities must cast their votes on a paper ballot, or on an accessible voting machine at a polling place that prints out a paper ballot.
That means that voters who are visually impaired or unable to write must often rely on others to complete their ballots — undermining ballot secrecy, which is also constitutionally protected. During the COVID-19 pandemic, when many disabled voters were reluctant to visit the polls in person, Wisconsin’s rules presented an even bigger barrier.
Last year, four voters with disabilities, along with Disability Rights Wisconsin and the League of Women Voters of Wisconsin, filed a lawsuit seeking access to electronic absentee voting. A lower court initially granted some voters that option, but an appeals court paused and eventually reversed that order. The case is now before the Dane County Circuit Court.
Beyond the roughly dozen states that offer fully electronic voting, a few others, including Vermont, Michigan, Maryland, and Pennsylvania, allow voters with disabilities to fill out ballots electronically, but they have to print out the ballots and return them by mail, drop box, or in person. Verified Voting, a nonpartisan election technology group, promotes this option as a step forward for states wary of fully electronic voting.
That wouldn’t solve the issue for everyone, though. Jess pointed out that many blind voters don’t own printers, meaning they’d still face accessibility hurdles.
At a time of heightened concern over election security and integrity, some technology experts say fully electronic voting is still not ready to be used widely.
Between August 2021 and September 2022, the University of California, Berkeley, hosted a working group of election, technology and cybersecurity experts to discuss the feasibility of creating standards to enable safe and secure electronic marking and return technologies. The group found that widespread adoption of electronic return would require technologies that don’t currently exist or haven’t been tested.
A 2024 report by several federal agencies, including the Cybersecurity and Infrastructure Security Agency and the Election Assistance Commission, found that sending digital copies of ballots to voters is safe and that filling them out electronically is somewhat safe, but that returning them electronically adds significant security risks.
“Sheer force of will doesn’t suffice to solve this problem,” said Mark Lindeman, the policy and strategy director at Verified Voting. “There needs to be extensive technical innovations that we can’t just dial up.”
Lindeman said threats from electronic ballot return include the possibility that somebody hacks into the system and changes votes. One potential safeguard — having voters verify that their selections were received and counted correctly — remains unproven at scale, the UC-Berkeley working group said.
“That’s the fundamental technical tragedy at this stage of the game,” Lindeman said. “Paper ballots are obviously inconvenient for many voters. They pose real obstacles to voting, but we haven’t found a technical alternative to paper ballots that solves all the problems.”
In Wisconsin, Jess chooses among three imperfect voting options.
She can vote on Election Day in her polling place, whose layout she has memorized, though it can get too busy for her comfort. She can vote using an accessible machine but still has to hand-sign the poll book, something she typically does with the assistance of a poll worker and a signature guide, a small plastic card with a rectangular cutout that frames the area where she has to sign.
Alternatively, she can vote absentee in person during the early voting period, but then she has to receive help with paperwork and navigating an unfamiliar polling place.
Or she can fill out an application online and vote by mail, which she avoids because she can’t fill out a paper ballot without assistance.
“It’s kind of like, what’s the path of least pain?” she said.
For this Wisconsin Supreme Court election, given the potential for bad weather, she opted for early in-person voting at the Hawthorne Public Library, which isn’t her regular polling place.
“There’s enough consistency here at Hawthorne, but still there are surprises,” she said, sitting at a table at the library on Madison’s east side. “Even the simple navigation of going to the table to get the envelope, getting in line. They’re queuing people to wait behind the blue tape, which, of course, I can’t see.”
She could opt for more hands-on help from poll workers to speed up the process, but she said she sees her voting trips as a chance to learn more about the potential barriers for people with disabilities.
Some voters who are newer to vision loss or have more severe barriers can quickly become demoralized by the extra energy they need to put into casting a ballot, especially if poll workers aren’t trained or ready to help, she said.
“We’ve had voters say, ‘I’m not going back. I’m just not doing that again, doing that to myself,’ she said. “So then we lose a voter.”
If electronic voting were available, Jess said, she would do it a lot more often than voting in person because she wouldn’t have to depend on transportation or the weather.
“It would just be absolutely liberating,” she said. “I might still vote in-person at my polling place periodically, because I like my poll workers, and I always like to visit with them and give them kudos. But it would surely ease some stress.”
Alexander Shur is a reporter for Votebeat based in Wisconsin. Contact Shur at ashur@votebeat.org.
Votebeat is a nonprofit news organization reporting on voting access and election administration across the U.S. Sign up for Votebeat Wisconsin’s free newsletter here.
How one voter navigates Wisconsin’s hurdles for people with disabilities is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.
Bullets struck a school bus while it was transporting students with special needs in the Bronx, New York, reported ABC 7.
The incident occurred on Friday just before 2:20 p.m. The minibus drove through gunfire and pulled up to an address located about half a mile away from where the shooting took place.
Jose Polanco, a coworker of the school bus driver, told local news reporters that the driver told him he kept driving because his first thought was to get the children somewhere safe.
The bus was reportedly struck at least three times. One bullet struck the back window and two struck the side of the bus. The bus was transporting half a dozen students with special needs. No one inside the bus was injured.
Police said four suspects, all wearing black, were shooting at each other and the school bus got caught in the crossfire.
The shooting took place near a playground, with a school just down the block. The name of the school was not reported, at this writing. Teachers said the shooting sent the school into lockdown, sheltering nervous students and staff in place for about 30 minutes past dismissal.
The suspects fled on foot. One was wearing white stripes and black plants. The investigation is ongoing.
Related: Ohio School Bus Transporting Multiple Students Hit by Gunfire
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Related: 15-year-old Shot and Killed While Getting Off School Bus in Georgia
Related: New York School Bus Struck by Bullet
The post New York School Bus Hit by Gunfire appeared first on School Transportation News.
Amanda Davila was sentenced to three years in prison for the death of 6-year-old Fajr Williams, who fatally choked on a Somerset County, New Jersey school bus while wearing an improperly secured safety harness.
Davila faced up to 20 years in prison for the charges of aggravated and reckless manslaughter. Instead, a jury found her guilty of child endangerment on Jan. 13. On March 7, a judge sentenced her to three years in prison.
Davila, who was 27 at the time of the Julu 17, 2023 incident, testified in her own defense during the trial and claimed she was at fault but only partially. The defense argued that a family member of Williams improperly buckled her into her wheelchair that day. Davila also reportedly testified during the trial that she wasn’t trained properly on wheelchair securement and made a mistake. However, the school bus contractor she worked for provided monthly training sessions.
Davila’s lawyer said she shared responsibility with the family, who should have ensured the young girl was secured properly. Davila was the assigned bus monitor to Williams, who had Emanuel syndrome, was non-verbal and in a wheelchair. She was being transported to an extended school year program at Claremont Elementary School in Franklin Park New Jersey.
Related: Over a Dozen Injured in a New Jersey School Bus Crash
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Related: Setting Realistic Expectations for School Bus Drivers of Students with Special Needs
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As School Transportation News reported at the time, Williams was strangled by her wheelchair’s harness on the bus ride. The student reportedly slumped forward in her wheelchair after a series of bumps. She was wearing a 4-point harness that secured her to the wheelchair, but ultimately became too tight around her neck, blocking her airway.
Video from the bus ride showed Davila seated in front of Williams, on her cellphone and wearing earbuds, a violation of policies and procedures.
The case was also discussed during the 2023 Transporting Students with Disabilities and Special Needs Conference.
The post 3-Year Prison Sentence for School Bus Aide Convicted in Choking Death appeared first on School Transportation News.
Constance “Connie” Sue (Newton) Murray, a dedicated advocate for child safety and former owner of E-Z-ON Products, Inc., passed away unexpectedly on Oct. 26, 2024. She was 80.
She was buried at Forest Hills Memorial Park in Palm City, Florida, on Jan. 29, her daughter Wendi Hancock told School Transportation News.
Murray’s life was defined by compassion, innovation and an unwavering commitment to improving transportation safety for children and individuals with special needs.
She was born on April 23, 1944, Zanesville, Ohio, and graduated from Philo High School in 1962. She worked as a registered nurse for more than two decades, bringing care and comfort to those in need. Her passion for helping others ultimately led her to transition into the safety industry, where she made an indelible mark.
Murray founded E-Z-ON Products, Inc. of Florida, a company dedicated to designing and manufacturing safety restraints for children and adults with disabilities and special needs, in 1985 and served as president. Under her leadership, E-Z-ON Products developed multiple innovations that continue to be widely used in school transportation today. Her dedication earned her recognition as a pioneer in the industry, with many considering her an icon for her contributions to student safety.
Hancock, recalled the passion that drove her mother’s work.
“Honestly, my mom loved to help people,” Wendi Hancock wrote to STN in an email. “When she first acquired E-Z-ON, the company was manufacturing racing seatbelts for cars. She saw a greater need and used her nursing background to create the safety vest for transporting special needs students and patients.”
She went on to describe her mother’s impact.
“During the time she owned E-Z-ON, she developed multiple other products that became widely used in the school industry,” Hancock added. “She even created specialized equipment for Johns Hopkins Hospital to help transport immobile patients or those needing more support than a standard seat belt could offer.”
“My mom prided herself on making the best product for everyone,” she said. “She had a kind soul and was always there when you needed her most.”
Murray’s influence extended well beyond her business. She was a devoted advocate for the student transportation industry and a beloved figure within the community. A testament to her commitment was her sponsorship of the slots tournament at the STN EXPO West conference in Reno, Nevada. This annual event became a favorite among attendees and vendors, serving as a platform for building camaraderie and celebrating the industry’s shared mission. Colleagues and friends recall her generosity and warmth, which left a lasting impression on everyone she encountered.
Murray sold E-Z-On Products in 2017.
Beyond her professional achievements, Murray’s personal life reflected her values of care and dedication. She was a skilled seamstress and quilter, sharing her creations with friends, family and local organizations. Her community involvement earned her accolades, including being named Senior Citizen of the Year, highlighting her tireless efforts to give back and make a difference.
Murray is survived by her daughter, Wendi (Fitz) Hancock (Patrick), and her beloved granddaughter, Alexandra. She was a cherished sister to Ronald (the late Sue) and Donald (Shirley) and held close ties with many other family members and friends.
Related: Industry Mourns the Loss of School Transportation Leader, Contractor Van der Aa
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In a workshop titled Fit for Duty: Setting Realistic Expectations for School Bus Drivers of Students with Special Needs, industry veterans explored the challenges and nuances of finding and retaining drivers equipped to meet the needs of students with disabilities during the Transporting Students with Disabilities (TSD) and Special Needs Conference in November.
The session featured Alexandra Robinson, a 34-year education veteran who has served as a special education teacher and executive director of the Office of Pupil Transportation in New York City; David Johnson, Iowa Association for Pupil Transportation executive director; William Tousley, a Farmington, Michigan Public Schools bus driver trainer; and Lorena Valenzi, head bus driver trainer from the Shenendehowa Central School District in New York.
Panelists began with the premise that the correct fit for a driver for students with disabilities or special needs is “more than just a good hire” in an era when a shortage of drivers can easily lead to a quantity-vs.-quality tug of war.
Tousley, who joked that after 48 years in the transportation business he is “starting to like it,” said despite perpetual driver shortages, hiring practices must center around drivers who are best qualified to safely transport children with special needs. “What really matters is how we take care of the kids,” he said.
Others also acknowledged the difficulties of balancing the immediate need for quantity with the critical need for quality in hiring. As Tousley noted, “It’s harder to get rid of people than to hire them,” making the initial selection process crucial. Valenzi described how her district’s office staff, including mechanics, often step in to cover routes, raising concerns about operational decision-making when key personnel are behind the wheel.
Robinson stressed the importance of hiring drivers who are not only physically fit but emotionally and mentally prepared for the unique challenges of transporting students with special needs. “We must separate the behavior from the passenger,” she explained, emphasizing that the role requires patience, adaptability and empathy.
Robinson noted that children’s behaviors and attitudes have changed over the years, which necessitates changes in driver qualifications and traits. “Have kids stayed the same? They have not,” she said, highlighting the need for flexible training tailored to various applicant backgrounds, whether they come from military, factory or corporate settings.
Training emerged as a central theme, particularly for emergency preparedness in the wake of a 2017 Riverside (Iowa) School District tragedy in which a driver was physically unable to escape a bus fire that also claimed a student’s life.
Panelists underscored the importance of agility tests, routine camera reviews and open communication with parents and school staff. “We can’t guarantee the safety of children in emergencies unless we practice with them,” said Robinson. She added that cameras should be celebrated as tools to ensure safety and accountability.
Tousley reflected on the trust placed in drivers: “In what other industry can you pull up in a big vehicle, and they’ll give you, their kids?”
Panelists stressed the critical role drivers play in fostering community trust and bridging the gap between transportation and education.
Finding the right fit for drivers goes beyond hiring. Robinson urged districts to reassess existing staff and address those whose attitudes or inflexibility hinder the team. “If you hesitate to say you want this person driving a child, they shouldn’t be there,” she asserted.
The session also reinforced the concept that school transportation is an extension of the classroom. “We’re here to make a difference in kids’ lives,” Tousley said. From greeting students warmly to understanding their daily struggles, drivers can positively impact children’s school experiences.
Panelists agreed that by fostering patience, flexibility and strong communication, transportation departments can better support students with special needs while maintaining a high standard of service even in the face of persistent driver shortages.
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I was inspired by the reaction of attendees at the recent TSD Conference to the concept of celebrating student success during transportation. When this idea was presented in November in Frisco, Texas, where I moderated two panel discussions, it seemed like
virtually everyone was writing it down. Not that celebrating is such a novel idea, but the fact it was being noted by so many attendees, to remember when they got back to work, meant this idea merits at the least more discussion. I decided to flesh it out a little and hopefully show more people why we should be doing it.
We all know transportation is an essential service for many students with special needs. We also know that we should be taking every opportunity to educate students. We certainly want to teach students how to wait for the school bus. We also want to teach them how to enter and exit the school bus, and, perhaps most importantly, how to ride the school bus. Doing all of these by the age of 18 or 22 is a priority, to meet the call of the Individuals with Disabilities Education Act.
These skills need to be passed on to all students at every opportunity. It is essential that these competences are taught and reinforced often.
We will not succeed in every case, but if we start early enough and stick with it, most students will achieve some success, and more than a few will master skills. Students show safer behavior as they become educated. We should celebrate all of them. They are all successes and so are we for our role in their development.
Here’s where the value of celebrating starts to multiply. Shouldn’t the teachers and aides in the classroom celebrate the students’ successes? Yes, because they are responsible for similar advances. They probably have taught the students those same skills in a different setting. They may not have taught the student to show the driver the bus pass, but they could have taught them how to present their student ID to the librarian. They might not
have shown the student how to stand in line waiting to get on the bus, but they probably showed the student how to wait in line to come into the classroom from recess.
Parents also need to take the time to celebrate their student’s success. Most of their communication with the school site is negative. “I only hear from the office when there is a behavioral problem involving my student,” is a complaint we often hear. That alone justifies inviting them to celebrate. But there are so many more reasons.
Here are a few:
• They can see the students demonstrate their progress. We can take the parent and student out to the bus, so the student can demonstrate what they have learned.
• We can also use the opportunity to answer other questions that the parent(s) might have.
• They can see what we’re going to teach next and prepare their students.
• They can come to understand that they are not alone, that struggles they’ve had are shared by others.
• They might be able to gain the confidence that, just maybe, their children will be able to safely ride the public bus when they progress into the world without our care.
The principal, special education staff, and other site employees also need to share in the success. They all played a role in the success. Why not celebrate? The final group that must be invited consists of school bus drivers and transportation staff. How often do we
celebrate them for what they do? We owe them this celebration. In particular, we should be praising our drivers and aides for their ability to educate. That is, the drivers and aides actually teach skills that children will use for life. The drivers do all this for every student without asking much from us. If you can, pay them the extra hour or two the celebration requires, and celebrate them as educators.
These celebrations don’t have to take long, but they are essential. Invite the special education staff, the site staff, district administrators, and others. Maybe food services
can chip in some nutritious snacks (at a huge discount we hope.) You might be surprised at who shows up and just how much they appreciate it. We’re celebrating students’ success but we’re also celebrating everyone’s role in the students’ achievements. What could be better?
Editor’s Note: As reprinted in the January 2025 issue of School Transportation News.
Pete Meslin is a TSD Conference advisor and a retired director of transportation for Newport-Mesa Unified School District in California. He authored the “Bus in the Classroom” program to teach students with disabilities how to safely prepare for and ride school buses.
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The foundations of transporting students with disabilities and special needs begin with recognizing that vehicles are an integral piece of the entire school experience and that transportation professionals have a central role in Individual Education Programs (IEPs), three panelists said during the Transporting Students with Disabilities (TSD) and Special Needs Conference in Frisco, Texas last November.
Panelists Alex Robinson, Rosalynn Vann-Jackson and Susan Moorehead emphasized every transportation department professional’s responsibility in supporting the academic and personal growth of students with disabilities.
“What happens on the bus is an extension of the classroom and can make or break that student,” industry consultant Robinson explained. “We need to make sure drivers, transporters and parents understand that the goals on the bus match the goals in the classroom. And that can’t happen without effective communication.”
Vann-Jackson, the chief support services officer with the Broken Arrow Public Schools in Oklahoma, stressed the importance of leveraging the collective knowledge of transportation teams. “One thing I’ve learned in pupil transportation is you can’t do it all yourself. Look to the people on your left and right,” she said.
Susan Moorehead, area safety and training manager for Zum Services, agreed. “This is a career where you can make a difference in enhancing the education process of students,” she added. “It’s so much more than driving—it’s about shaping a part of their educational journey.”
The panelists highlighted the evolving role of transportation professionals in IEPs, which are legally mandated under the Individuals with Disabilities Education Act (IDEA). These plans ensure students receive a free and appropriate public education in the least restrictive environment.
“Transportation is a related service under the law, but we often don’t treat it as such,” Robinson said. “The least restrictive environment for transportation starts with general education buses, yet too often we default to special education buses without fully considering the student’s needs.”
The panelists advocated for transportation professionals to be included in IEP meetings, especially when changes in placement, equipment, or support are being discussed.
“You are the expert in transportation,” Vann-Jackson said. “You see things every day that teachers and administrators don’t. If a child has seizures triggered by flashing lights, you need to share that. If there’s a new wheelchair that needs securing, you’ll know how to handle it before anyone else.”
Moorehead added, “Transportation professionals are part of the educational process, not just vendors dropping off students. … It starts with the contract and getting involved immediately with the special education department. … Build relationships with special education departments and show them the value you bring,” Moorehead said.
The panel also addressed the challenges faced by transportation teams, from managing sensitive medical information to maintaining student safety during emergencies.
“There needs to be a chain of custody for medication on the bus. A backpack is not the best place,” Robinson said. “And confidentiality is critical. Drivers shouldn’t be discussing a student’s medication or behavior over the radio.”
Vann-Jackson emphasized the importance of selecting the right people for the job. “Drivers and attendants need to have patience, compassion and the ability to work with children from all backgrounds. If someone tells me they don’t like kids, I tell them UPS is hiring,” she said.
She continued, “It’s not just about attendance and whether we can count on that driver or attendant. It’s about temperament. They need to be able to communicate back to children with patience. We have to provide tools and resources, and they have to be willing to take on those tools and resources.”
Technology and training also play key roles in enhancing the transportation experience. Moorehead highlighted the use of artificial intelligence and other innovations to better understand students’ needs. “The children who need us the most are the ones we can know the most about, thanks to technology,” she added.
The panelists closed the discussion with a call to action: Involve transportation teams early and often in the educational process.
Robinson shared the poignant example of a 22-year-old student whose love for school kept him alive beyond his expected lifespan. “Transportation professionals are part of that IEP team, and what we do matters. Don’t hesitate to speak up and demand the resources you need to provide the best possible service for these students,” she told audience members.
She cautioned, “The reason districts or contractors get into trouble is they know something is important and they don’t ask for it or demand it.”
In the end, the message was clear that pupil transportation is about more than simply getting students with disabilities and special needs from Point A to Point B; it’s about ensuring they arrive ready to learn, grow and thrive.
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The post Transportation Professionals: A Critical Link in the Education of Students with Disabilities appeared first on School Transportation News.
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