DPI announced this week that initial special education payments would reimburse schools for their special education costs at 35%. A hallway in La Follette High School in Madison. (Wisconsin Examiner photo)

Initial special education reimbursement payments to school districts this year will be about 35% of their costs — about 7 percentage points below the estimated rate approved in the state budget.

When the 2025-27 state budget was passed by the state Legislature and signed by Gov. Tony Evers in July, policymakers boasted that their investments would bring the special education reimbursement rate to a historic 42% in the first year of the budget and 45% in the second year. 

While school districts will still receive more aid for special education costs this year than in previous state budgets, it appears that the state funding set aside probably won’t be enough to reach the rate that was estimated when the budget was signed in July.

The Department of Public Instruction (DPI) announced in a bulletin on Monday that initial special education payments for November through March would reimburse schools 35% of their special education costs. While DPI uses a slightly lower rate to avoid overpayment and this is not the final reimbursement rate, Chris Bucher, DPI director of communications, said in an email that the agency has anticipated the rate falling below the estimate.

Special education reimbursement rates for public school districts can vary from the estimate because it is a sum certain allocation, meaning that payments come from a fixed pot of money.

During the budget process, public education advocates, DPI and Gov. Tony Evers called for that to change to a sum sufficient allocation, meaning that the amount of money provided by the state would be enough to meet the set reimbursement rate. Republican lawmakers rejected the request.

Bucher said having a lower reimbursement rate than what is estimated has been relatively typical with budgets, given that there is a fixed amount of state funding as well as a rising amount of unaided special education costs and a rising number of students with disabilities.

According to a Legislative Fiscal Bureau memo released Thursday, in 2024-25 the state had appropriated about $574 million to special education aid. When the 2023-25 state budget was passed, the appropriation was estimated to bring schools to a 33.3% rate in each year of the budget. In November 2024, DPI estimated a rate of 29.16%, and the final rate for that school year was 30.64%.

Based on cost increases in recent years, DPI projected costs would grow by 4% for its 2025-27 state budget request. It had estimated that aidable costs would be about $1.8 billion in 2025-26 and $1.9 billion in 2026-27. Those estimates were also used as Evers prepared his budget request and as the Legislature prepared the budget. 

According to the new memo, DPI now projects that aidable costs in 2024-25 increased by an estimated 9% — a rate more than twice the original projection when the 2025-27 budget was being drafted.

For the 2025-27 state budget, the DPI requested about $2 billion across the biennium to cover special education costs for school at a rate of 90% by the second year of the budget and to change the funding from “sum certain” to “sum sufficient.”

Gov. Tony Evers also requested the change from sum certain to sum sufficient, though he requested increasing it to a 60% rate by the second year. The Joint Committee on Finance denied those requests instead choosing to provide $207 million in the first year of the budget to cover an estimated 42% of costs and $297 million in the second year to cover costs at an estimated rate of 45%.

Advocates called attention to the reimbursement rate in statements this week, saying the funding system needs an overhaul.

Peggy Wirtz-Olsen, president of the Wisconsin Education Association Council, the state’s largest teachers union, blamed the rate on lawmakers, saying that they “turned their backs on our most vulnerable children, failing to deliver on promised special education funding and leaving our students without the supports they need to succeed in school.” 

“This shortfall will mean even more communities forced into holding school referendums in 2026 just to meet basic needs, causing uncertainty and hardship for students who deserve better from their elected leaders,” Wirtz-Olsen said in a statement. 

Wirtz-Olsen said lawmakers have been “caught lying about the scant resources they are providing.” 

“It’s time for these politicians to fix Wisconsin’s school funding formula and fulfill what the state Constitution requires,” she said. “Taxpayers have had enough of picking up the tab on our property taxes to make up for their refusal to fund schools. If they won’t take action for the students who most need help, educators and families will.” 

Beth Swedeen, executive director of the Wisconsin Board for People with Developmental Disabilities, called on the state to change the way it funds school districts. 

“It’s time to build a budget that is rooted in real costs and can provide budget certainty to schools and parents that the promises made by the legislature will translate into real dollars schools can use,” Swedeen said in a statement. “We should not be in this position cycle after cycle where students with disabilities and schools are undercut by accounting codes.”

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What should be a simple part of a morning routine has turned into years of stress for one Lancaster County family, reported Local 21 News.

The Miklos family of Strasburg told local news reporters they’ve endured daily harassment from impatient motorists, all because it takes their 7-year-old son, Sirus, a few extra minutes to get on and off his school bus.

Sirus was reportedly diagnosed with spinal muscular atrophy shortly after his first birthday. The rare neuromuscular disorder affects muscle movement, leaving him subject to a wheelchair. To get to school each day, he rides a bus specially equipped for children with disabilities. Loading and unloading takes about three minutes, just a few extra minutes compared to other stops, but the added time has sparked anger and cruelty from drivers stuck behind the bus.

“For the last three years, people have been swearing, honking and even swerving around the bus,” said Sirus’ father, Nate Miklos. “It erodes his self-confidence. He’s just trying to go to school like every other kid, and people are being impatient. He feels like that’s his fault.”

Sirus’ mother, Danielle, told reporters that the situation reached a breaking point this year.

“The final straw was a man coming down the street honking as Sirus was getting loaded,” she said. “As the bus pulled away, he yelled nasty things at us because he had to wait.”

The family reported the harassment to local law enforcement, but they say the behavior has only worsened.

“It’s about three and a half minutes of people’s commute in the morning that they have to stay while he gets on the bus,” Danielle said. “I don’t really think that’s a big deal.”

Frustrated but determined to raise awareness, Danielle shared their story. It gained attention and sparked a wave of compassion from their Strasburg neighbors. Within days, the community organized a special ride to school for Sirus, complete with local police officers who gave him a full escort.

“We got messages from people we don’t even know saying they saw him smiling the whole ride,” Danielle said via the news report. “It makes us feel like we belong in this community and that the community has our back.”

While the family says there’s still no permanent fix to stop the harassment, they hope their story will remind motorists to slow down and show empathy. “If it bothers you that much, take a different route,” Nate said. “But please, let our son get to school safely and with dignity.”

For Sirus, going to school remains the highlight of his day. He loves his teachers, his friends and learning new things. His parents say that despite the challenges, seeing his joy each morning reminds them why they continue to speak out.

Pennsylvania law requires all drivers to stop for school buses with flashing red lights, including those loading or unloading children with disabilities. Violators can face fines and license suspensions.

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Related: Alternative School Transportation: Roadmap for Decision-Making For Children with Disabilities and Special Needs
Related: Gallery: Safe, Caring Transportation Promoted for Students With Special Needs
Related:Safety Expert Shares Transportation Social Story Strategies for Students with Disabilities
Related: Foundations of Transporting Students with Special Needs Returns to TSD Conference

The post Parents Speak Out After Motorists Target Son with Disabilities at School Bus Stop appeared first on School Transportation News.

FRISCO, Texas — When Lisa Navarra stood before a room of Transporting Students with Disabilities (TSD) and Special Needs Conference attendees, she didn’t see people who were “just” drivers, trainers, supervisors or directors. She saw leaders. Leaders who manage people, time and safety every day. Those who guide drivers to guide students to be consistent, calm and confident before the first bell even rings.

“Transportation is so much more than transit,” she reminded them durig her Monday morning keynote. “You create the environment that students step into each morning, one that can set the tone for their entire day.”

For Navarra, the journey from special education teacher to school transportation trainer was fueled by purpose, and a realization that behavior management, emotional regulation and growth mindset strategies weren’t just for classrooms. They belonged on school buses, too, she said.

Her message was simple yet transformative: When transportation professionals see themselves as educators and role models, they empower students to feel safe, regulate their emotions and be ready to learn.

She noted the process starts with meeting the kids where they were at.

“But where are we at?” she asked, adding another question to consider is, “What do I need to do to reach this child, to ride safely?”

Supervisors, she noted, need to support and empower drivers to better breakdown the silos between education and transportation.

She said when one sees themself as a professional who is prepared to manage challenges, it gives a sense a validation and thus a sense of purpose. Instead of waiting to see what students are capable of, be proactive in demonstrating and announcing behaviors they want to see on the bus, she advised.

Navarra asked, “Why are we making things so complicated?” She noted the impact of a positive school bus environment, speaking the language educators speak and creating a safe, meaningful environment that kids are ready to learn in.

Sometimes drivers need strategies on how to teach developmentally appropriate behavior, she said, adding that students might not know what safe behavior is. If they don’t explain what safe behavior should look like, she said students will never know how to meet expectations.

For drivers who are stuck in a rut or look at driving as “just a job,” she encouraged attendees to remind them that they are managing the learning environment. Raymond Forsberg, director of transportation at Mesquite Independent School District in Texas, said he tells his school bus drivers they manage people, time and money.

“I remind them how they’re leaders. I compare what they do, to what I do. I tell them how they manage people, time and money,” he said. “Let them know they are part of the ownership. Remind them of how they are leaders. We’re all here for the paycheck. The people drivers manage are the students, for time they have keep to the schedule and the money part is the 150,000 vehicle they’re driving.”

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Related: Education Leader Challenges Transportation Professionals to Reimagine Compliance and Student Access
Related: Legal Keynote Opens Attendees’ Eyes to Federal Special Needs Transportation Laws
Related: Mother of Sandy Hook Victim Discusses Tragedy Planning for Students with Disabilities

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Additionally, Navarra provided examples and research that illustrates the importance of not praising the ability, but the process and effort that students or even drivers give.

Phrases like “great job” or “you’re so smart” don’t provide the student with context into what type of behavior is correct and needs to be recreated. Instead, she advised, saying phrases like, “You did a great job being safe when you entered the bus and put your seatbelt on.”

Other examples of behavior-specific praise are:

• “I have noticed how you are trying your best to speak quietly today. Thank you.”
• “I admire the way you are trying to keep your feet out of the aisle.”
• “You took a breath when the bus got noisy, and you stayed calm.”
• “You were very thoughtful when you said hello to the new student.”

She underscored the importance of using behavior-specific praise with action and outcome, which can lead to a learning experience. Navarra continued, saying general praise can sound encouraging, but it does not clearly communicate the behaviors we want students to internalize and demonstrate independently.

She provided factors to consider, such as the setting (private or public) and the type of praise (non-behavior specific or specific.)

She provided the following guidelines on how to praise:

1. Be sincere
2. Be specific
3. Praise students on the ‘what’ they can change
4. Be mindful when praising easily earned achievements
5. Be mindful when praising for doing what they love
6. Encourage mastery of skills instead of comparing themselves to others

Bobbi Bican, the transportation account manager for Lincoln Intermediate Unit #12 in New Oxford, Pennsylvania, said following the keynote positive feedback and not settling for non-specific phrases like, “Great job” resonated for her.

Instead of settling for non-specific praise, she said she’s going to try and re-phrase her praise by saying, “Great job, sitting down in your seat today, being safe.” She noted that she learned the importance of showing the behavior and building that safe environment.

“I’m so excited to have learned that today,” she said, adding she plans to put some systems in place with her drivers and team to “give them the power.”

The post Closing TSD Keynote Bridges Gap Between Student Behavior, Positive Reinforcement appeared first on School Transportation News.

The first Transporting Students with Disabilities and Special Needs Conference and Trade Show (TSD) was held in 1992. It was originally called the Transporting Students with Disabilities and Preschoolers National Conference. School Transportation News acquired the TSD Conference in 2012 and has faithfully continued it as the ultimate platform for addressing school transportation topics of importance pertaining to children with disabilities and special needs. Alternative school transportation is one such topic that has received widespread national attention recently.

Both the National Association for Pupil Transportation (NAPT) and the National Association of State Directors of Pupil Transportation Services (NASDPTS) have recently written comprehensive industry papers on the topic.

The theme in both these publications is that school-age students should be transported in the yellow school bus to provide the highest level of school transportation safety. While this may not always be achievable or realistic, depending on child-specific circumstances, these associations acknowledge alternative transportation is a feasible option when the yellow bus is not the appropriate option.

The annual TSD Conference has traditionally provided a setting for promoting a national dialogue on topics to move forward the agenda of safe school transportation for children with disabilities and special needs. From its inception in 1992, when I was a keynote presenter, I have been involved in advocating for safe transportation for children with disabilities and special needs. Along with several of my peers, promoting meaningful decision-making for this vulnerable population includes not compromising safety for cost-savings, while simultaneously endorsing efficiency as a key component of the decision-making process.

The 2022 TSD conference once again provided me a chance to compellingly advocate for the provision of safe transportation of children with disabilities and special needs in all modes of school transportation. My specific agenda at this meeting was to gain national attention for alternative transportation and its role in the provision of safe transportation, when the “Yellow School Bus,” was eliminated as the most feasible mode of safe school transportation. My ultimate goal was that the 17th National Congress on Student Transportation (NCST) this past May would address alternative transportation and acknowledge its role in school transportation as a necessity for specific populations, including students with disabilities and special needs.

It was rewarding when, for the first time since the inception of this industry standard-setting exercise in 1939, the 17th NCST provided a new section on alternative transportation under writing committee chairperson Tyler Bryan, education associate for school transportation at the Delaware Department of Education.

The committee’s work focused on four areas: Driver credentials, driver training, vehicle design/equipment requirements and special education policy considerations. The alternative transportation committee approval was a milestone as the first non-yellow school bus section addressed at the NCST and was a definitive victory for the well-being of children with disabilities and special needs.

As an alternative transportation committee member, I was committed to reinforcing that students with disabilities and special needs would only be recommended to receive alternative transportation services student’s individual needs. When assigning alternative transportation, it is essential that school district and contract providers, school district personnel, drivers, parents and students as appropriate, are aware and knowledgeable of special education policy requirements to implement safe transportation.

It recommends IEP teams, including the parent and transportation personnel, should be involved in discussing the mode of transportation for each individual child. The parent of the child with a disability should be made aware of the vehicle selection to provide their child’s related service transportation if a vehicle other than a school bus is used. When a school vehicle selection is changed during the course of a school year, parents should be informed about the change. This change should be consistent with the current IEP approval for transportation services.

Additionally, it recommends annual IEP meetings should evaluate whether alternative transportation is required or whether the student can now be serviced by the school bus. The decision to utilize alternative transportation should never be a unilateral decision. It should only be recommended and approved through the IEP meeting process with oral
and written justification for its necessity. Key considerations for endorsing alternative transportation should include the age of the child, the impact of a child’s disability on providing safe transportation services in the selected alternative transportation vehicle, the necessity for a reduction of length of ride time, and the ability to provide safe access to a free appropriate public education (FAPE) within and outside of the school district.

It is essential to consider what alternative transportation vehicle works best to ensure safe travel, including the need for an attendant on the alternative transportation vehicle. This list is not exhaustive, but other considerations include child safety restraint systems, wheelchair transport and appropriate behavioral interventions.

From my perspective as an expert witness, including on alternative transportation cases involving children with disabilities, I cannot emphasize enough the importance of driver training and using substitute drivers that have the knowledge required to provide a safe ride under all circumstances. This applies to all transportation personnel as well. It is crucial to invite alternative transportation providers to the IEP meeting to ensure the opportunity to share vital child specific information, as permissible under the Family Educational Rights and Privacy Act.

As the framework for alternative student transportation continues to evolve, it is important to follow the newly formed Alternative Student Transportation Associations (ASTA) actions. On its website, ASTA states: “We are working to advance regulations that put student safety and access to transportation first. By collaborating with policymakers, school districts and industry leaders, we hope to help educate policies that will enhance safety, accessibility and operational efficiency while putting students first.”

The uniformity of providing safe student transportation in alternative transportation vehicles requires ongoing commitment to monitoring this emerging trend. Transparency and trust are crucial as the continuum of school transportation services for specific populations of students, requiring this option increases. Safety and compliance with federal and state regulations should always remain a priority during the IEP decision-making process for each individual child assigned to ride alternative transportation.

Editor’s Note: As reprinted from the October 2025 issue of School Transportation News.

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Linda Bluth is a national compliance and regulatory expert on IDEA transportation law and provisions. She is a tenured faculty member for TSD Conference, a regular contributor to School Transportation News, and an NAPT Hall of Fame member.

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Related: (STN Podcast E282) Onsite at TSD 2025 (Part 1/2): Mission-Critical Partners for Special Needs Transportation
Related: TSD Panel Shares How Technology Improves Special Needs Transportation Operations
Related: School District Directors Share Strategies for Transporting Students with Disabilities
Related: Growing Safely: How Royse City ISD Protects Special Needs Riders

The post Alternative School Transportation: Roadmap for Decision-Making For Children with Disabilities and Special Needs appeared first on School Transportation News.

FRISCO, Texas — Federal and state special education policy expert Glenna Wright-Gallo delivered a transformative message Sunday at the Transporting Students with Disabilities and Special Needs (TSD) Conference about moving beyond mere compliance by creating meaningful educational experiences for students with disabilities, particularly through transportation services.

The general session underscored a fundamental message: transportation is not about moving students from one place to another, but about creating opportunities for learning, growth and inclusion.

Wright-Gallo, the former assistant secretary of the U.S. Department of Education’s Office of Special Education and Rehabilitation Services during the Biden administration and currently vice president of policy for assistive technology company Everway, began by challenging the audience views on the traditional approach to compliance.

“Compliance for the sake of compliance isn’t effective,” she stated.

She illustrated this point by comparing compliance to speed limit signs — many motorists don’t naturally slow down simply because a sign exists. Instead, she urged student transportation professionals to view their work as a critical component of student learning and access. “No matter what happens, no matter what political party is in the majority, education is a bipartisan issue, and children don’t have time for adults to get it together, right?” she said as as the audience applauded.

The presentation dove into recent policy shifts, highlighting how federal guidance is evolving to view transportation as more than a logistical challenge. “Transportation is access,” she emphasized, explaining that recent joint guidance from the U.S. Department of Education and U.S. Department of Transportation now explicitly frames transportation as a civil rights issue directly linked to student attendance and academic success.

During interactive group discussions, attendees revealed significant challenges in interdepartmental communication. One participant shared an example of managing a student who has an autism spectrum disorder, describing how they created reasonable modifications like positioning the student behind the driver to manage specific behavioral challenges. Another transportation director discussed the complexities of coordinating with special education departments, noting frequent communication gaps and last-minute changes that impact transportation planning.

Technology emerged as a potential solution to these challenges. Wright-Gallo encouraged innovative approaches, with one participant sharing how they used AI to create monthly training modules that build upon each other.

“Using AI, I made a training for every month that builds upon the previous months. I present it to my coordinators when we have our monthly meetings, and then they take it out and give it to their drivers that work under them,” explained John Haas, transportation director for Onslow County Schools in North Carolina. “That way, my whole district is being trained on the same thing.”

The funding landscape presented another critical challenge. Wright-Gallo acknowledged the uncertainties at state and federal levels, with many states still struggling to pass budgets. She proposed creative solutions, including exploring alternative funding sources and developing more collaborative approaches between different educational departments.

A key moment came when Wright-Gallo challenged participants to think beyond traditional compliance metrics. “It doesn’t matter what decision we make if it doesn’t result in something different for a student,” she declared, urging participants to focus on meaningful outcomes rather than bureaucratic checklists.

The discussion around technology was particularly nuanced. While embracing innovation, Wright-Gallo also cautioned against wholesale technological adoption. “Whatever goes into a learning management system comes out of it,” she noted, emphasizing the importance of high-quality initial content and training.

Participants were particularly engaged when discussing strategies for inclusive training and professional development. One transportation director shared their approach of coordinating annual in-service training with the special education department, demonstrating the type of collaborative approach Wright-Gallo advocated.

She concluded her keynote with a powerful call to action: “Lead where you live. Don’t wait for someone to give you the title of leader. Do what’s right.” She challenged participants to identify one concrete action they could take in the next 30 days to improve transportation services for students with disabilities.

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Related: Legal Keynote Opens Attendees’ Eyes to Federal Special Needs Transportation Laws
Related: Safety Expert Shares Transportation Social Story Strategies for Students with Disabilities
Related: Dismantling Education Department, Mandated Programs Would Need Congressional Approval

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Thursday afternoon, Wright-Gallo also presented a breakout session on transforming complex Department of Education guidelines in the form of “Dear Colleague” letters into practical, everyday applications.

She highlighted the intersection of key federal laws like the Individuals with Disabilities Education Act (IDEA) and Section 504, demonstrating how these regulations directly impact transportation services. She shared compelling stories illustrating policy gaps, such as substitute school bus drivers incorrectly denying service animals or mishandling students with neurodivergent conditions.

Regarding service animals, allowed by Section 504 of the ADA, Wright-Gallo clarified that only dogs and miniature horses qualify, and that districts can only ask two specific questions when presented with the request for service: Is the animal is required due to disability rather than being an emotional support animal, and what specific tasks does it perform?

She stressed the importance of avoiding blanket policies that might inadvertently discriminate against students with disabilities.

Funding emerged as another critical theme, with Wright-Gallo revealing multiple potential funding streams for transportation services, including innovative uses of federal funds for training, hiring and supporting student needs. She encouraged transportation directors to explore creative funding approaches and build cross-departmental partnerships.

Assistive technology received significant attention, with Wright-Gallo defining it broadly—from low-tech picture boards to high-tech communication devices. “Assistive technology does not replace a teacher or driver, it enables participation and independence,” she explained, emphasizing that these tools must be accessible during transportation and all school activities.

The post Education Leader Challenges Transportation Professionals to Reimagine Compliance and Student Access appeared first on School Transportation News.

FRISCO, Texas — Transportation safety experts gathered at TSD Conference to address a critical challenge: Teaching school bus safety to students with disabilities through innovative, personalized approaches that go beyond traditional instruction methods.

The session presented Saturday by Jill Metcalfe, a former executive director of student transportation and founder of STSB Training, highlighted the transformative power of social stories and visual aids, revealing that students with disabilities often learn best through carefully crafted, individualized communication strategies. She emphasized the importance of creating visual narratives that speak directly to each student’s unique learning needs.

“If I was in a wheelchair and had never ridden a school bus before, I would lose my mind,” said Metcalfe, a transportation safety specialist, highlighting the overwhelming experience many students with disabilities face during daily transportation.

Her powerful statement underscored TSD Conference’s central messages: Safety education must be compassionate, individualized and carefully designed.

Metcalfe emphasized the transformative power of social stories, describing them as more than just instructional tools.

“These are not just stories,” she explained. “They’re personalized narratives that help students see themselves successfully navigating bus safety.”

By inserting a student’s name into carefully crafted stories and using their own images, educators can create powerful, relatable learning experiences.

The session revealed innovative visual strategies that make safety education engaging and accessible. Educators are now using creative methods like dinosaur figurines to demonstrate safe bus stop positioning, LEGO figures to act out safety scenarios and customized digital checklists that help students track their own safety behaviors.

“We want to make safety learning fun,” Metcalfe noted. “If we can engage a student’s imagination, we can help them understand complex safety procedures.”

She shared examples of social stories that incorporate personalized details, such as teaching a student she named “Anthony” about proper school bus boarding techniques through a narrative specifically designed for him.

The approach recognizes that students with disabilities require more than generic safety instructions. For students on the autism spectrum, this might mean creating highly structured visual guides with predictable, step-by-step instructions. For students with physical disabilities, visual aids might demonstrate wheelchair accessibility procedures or safe boarding techniques.

“The key is preparation and understanding,” Metcalfe stressed. “We need to help students feel comfortable and confident, not overwhelmed.”

This philosophy extends to creating visual aids that reduce anxiety, such as showing exactly where to sit on a bus or how to interact with a driver.

Crucially, the session stressed the importance of collaboration between transportation departments and special education teams. By working together, these professionals can develop tools that are not just informative, but truly inclusive and empowering.

Positive reinforcement emerged as another key strategy. Attendees in the room shared success stories of using certificates, tracking charts and playful incentive systems to encourage safe bus behaviors. The goal is to make safety learning a positive, rewarding experience that builds confidence and independence.

The rise of AI and technology tools like Canva can help educators and student transporters more easily create social stories, though she cautioned that actual student information should never be inputted into AI engines so child’s identity is protected.

“Remember,” Metcalfe concluded, “we’re approaching bus safety calmly, consistently and with care. The stormy period will pass if we remain patient and committed to our students’ success.”

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Related: Legal Keynote Opens Attendees’ Eyes to Federal Special Needs Transportation Laws
Related: Mother of Sandy Hook Victim Discusses Tragedy Planning for Students with Disabilities
Related: NC Transportation Manager Channels Passion for Education, Safety into Children’s Books
Related: Connecticut School Bus Company Publishes Bilingual Book to Ease First-Day Bus Anxiety
Related: School Bus Driver Creates Children’s Book to Promote School Bus Safety

The post Safety Expert Shares Transportation Social Story Strategies for Students with Disabilities appeared first on School Transportation News.

FRISCO, Texas – An Illinois transportation director shared the story of how propane school bus implementation turned things around for students with special needs.

Recently retired Diana Mikelski has 32 years of experience in student transportation and, until this summer, served as director of transportation for Township High School District 211 in Illinois, overseeing 163 buses and 45 vans transporting nearly 9,000 students more than 7,700 miles each school day.

She recalled in the Blue Bird-sponsored TSD Conference Lunch and Learn Saturday afternoon that the construction of a new parking lot necessitated a change to where the school buses were parked. When school bus drivers started the ignition on the diesel vehicles, the smoke penetrated a nearby school building. Things got so bad. the principal came running out to alert the drivesr of the issue.

Seeking a cleaner energy option, she said district administrators consulted with nearby districts and chose propane as the new fuel to transition to. She received a budget of $1 million approved by Township High School District and paired it with EPA grant money to initially purchase and implement 15 propane buses, in what she described as a “seamless” process working with Blue Bird, ROUSH CleanTech, fuel provider AmeriGas, and local vendors.

Mikelski reviewed the extra particulate matter filters and treatment that older diesel buses require, which means more work and more money spent. District bus mechanics adjusted to propane well, she said.

“My shop was fine. If you can handle diesel and gas, you can handle propane,” she stated.

Fuel currently costs her $1.25 per gallon for Township, which frees up funds for bus air conditioning and other perks.

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Related: Webinar Discusses Impact of Propane School Buses on Costs, Health and Maintenance
Related: Propane School Buses Save Districts 50% on Total Cost of Ownership
Related: Roundup: Informative Green Bus Summit Held at STN EXPO West
Related: Propane ‘Easy Button’ to Replace Diesel School Buses, STN EXPO Panel Claims
Related: Students, Staff at Illinois District Approve of Propane School Buses

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The propane buses were a boon for special needs students, Mikelski said. An amazed special education teacher called to inform her that students were coming into school calmer, de-escalated and ready to learn. Together they discovered that the propane buses the students were riding were quieter than the diesel ones, so both drivers and students could communicate without shouting. They could actually hear the music they used to soothe themselves, and some students did not need their normal noise cancelling headphones.

“Everyone was calmer, happier getting off the bus and going into the building,” she confirmed. “It is a marked improvement.”

STN Publisher and session moderator Tony Corpin recalled that Saturday morning’s keynote by Betsey Helfrich discussing legal aspects like Individualized Education Programs (IEPs) noted that parents seeing these benefits may request propane buses in their child’s IEP.

In addition to the sound-level reduction, Mikelski shared that students in wheelchairs did not have to create makeshift blanket shields against noxious diesel fumes while loading the school buses, as they sometimes had to do. She confirmed that propane buses do not have to idle longer than 15 minutes to warm up, even in Illinois winters.

“These buses are running cleaner than anything right now,” she said, referring to the ultra-low nitrogen oxide levels of 0.02 g/bhp-hr that ROUSH CleanTech propane fuel systems are certified to meet. She added that Ford, Blue Bird and ROUSH CleanTech were more than satisfactory partners, noting she is not anxious about winter operations.

She corrected common misconceptions that propane could literally blow up the whole bus operation. Corpin reviewed the domestically produced, clean and safe nature of propane, which is commonly used to cook food via burners and grills. Mikelski said she even performed a test using a white hanky test to illustrate that propane school bus tailpipes don’t emit black soot like older diesel models can.

“Know that you’re supported,” she said. “This is a very easy way to move into an alternative fuel without a lot of angst along the way.”

The post Transportation Director Shares How Propane Buses Benefit Special Needs Routes appeared first on School Transportation News.

A father holds his son's hand during the Disability Pride Parade in New York City. Advocates fear changes made, or proposed, by the Trump administration will strip away crucial federal oversight and deny vulnerable children the educational services they’re guaranteed under law. (Photo by Stephanie Keith/Getty Images)

In its quest to dismantle the U.S. Department of Education, the Trump administration wants to let states police themselves when it comes to educating students with disabilities, a move many teachers and parents fear will strip away crucial federal oversight and deny vulnerable children the services they’re guaranteed under law.

In October, the Trump administration fired nearly all the employees in the U.S. Department of Education office that’s responsible for enforcing the Individuals with Disabilities Education Act (IDEA), the landmark federal civil rights law that guarantees students with disabilities the right to a free and quality public education. A federal judge blocked the layoffs a few days later, in response to a lawsuit filed by federal workers unions.

In addition to making sure states and school districts follow the law, the office distributes billions in federal funding to help states educate students with disabilities such as autism, deafness, developmental delays and dyslexia.

The court ruling halting the layoffs is likely just a temporary setback as Trump proceeds with his broader mission of closing the federal department. Trump and Education Secretary Linda McMahon have said their goals are to reduce bureaucracy and return more education responsibilities to the states.

Neither the Department of Education nor the White House, which are operating with fewer communications officers because of the government shutdown, responded to Stateline requests for comment.

Congress has never fully funded special education at 40% per-pupil costs promised to states under IDEA. Funding has fluctuated over the years; in 2024, it was about 10.9%. Federal IDEA funding is expected to continue, though without federal oversight from the Education Department.

Disability rights and education advocates worry that most states don’t have the resources — or, in some cases, the will — to adequately police and protect the rights of students with disabilities.

Some states in recent years have failed to provide adequate special education services, prompting investigation from the feds. Just 19 states meet the requirements for serving students with disabilities from ages 3 through 21, according to the most recent annual review from the Department of Education, released in June.

“Shifting all of that to the state and away from the feds is not something we’ve been able to wrap our heads around,” said Quinn Perry, the deputy director of the Idaho School Boards Association.

“Our state education department are excellent people, but that is a huge, drastic shift in workload they’d have to do on compliance,” she said, adding that Idaho is already facing a budget shortfall.

In Iowa, Democratic state Rep. Jennifer Konfrst, the former House minority leader, said she’s concerned that without federal oversight, the state would not hold schools accountable for providing special education services. She pointed to state lawmakers’ willingness to pass Iowa’s relatively new school choice program, which directs taxpayer funding to private school tuition but does not require private schools to provide services to students with disabilities.

“There are no provisions with private school vouchers that they have to provide special education,” she said. “Those kids are left at the public schools, which have been underfunded.”

Funding gaps

IDEA passed 50 years ago this month. Before then, education for children with disabilities depended entirely on where they lived.

They were often refused admission to public and private schools that lacked the resources or the will to properly educate them. Some had to forgo education entirely, while others were shut away in poorly equipped institutions that prioritized containment over learning.

In 2022-2023, about 7.5 million students — 15% of the kids in public schools — received special education services under IDEA, according to the most recent data available from the National Center for Education Statistics, the federal agency that collects education data.

The law requires public schools to provide a “free appropriate public education” in the least restrictive environment from birth through age 21 to children and youth with disabilities. That education includes services such as additional time to complete school work, assistive technology, or even a one-on-one aide.

Some supports, such as providing large-print materials or giving a student extra time to complete a task, are low-cost. But others can be expensive for schools to provide. For example, an American Sign Language interpreter might cost $50,000 a year, said Perry, of the Idaho school boards group.

And a recent Idaho state report noted that it costs upward of $100,000 per year to educate some special education students.

Educators there are already pushing for additional funding to help fill a gap — $82.2 million in 2023 — between available state and federal funding for special education and the amount that school districts actually spend.

The state report also found that, unlike the neighboring states of Oregon, Utah and Washington, Idaho doesn’t provide additional state funding for special education beyond the base per-pupil amount allocated by the state.

The federal government currently covers less than 12% of the costs of special education services nationwide, leaving state and local governments to foot the rest, according to the National Education Association, a labor union representing 3 million educators nationally. Without federal oversight, critics fear, nobody will hold states and school districts accountable for not spending enough.

In some states, limited state funding means a disproportionate financial burden lands on individual school districts. On average, local districts are responsible for $8,160 per special education student per year, according to a report released last year by education nonprofit Bellwether that studied funding across 24 states.

The situation is so dire in Idaho that the state superintendent made special education funding her key issue for the state’s upcoming legislative session. She requested $50 million to help close the special education funding gap.

It’s an issue affecting school districts across the nation, said Perry.

“Just because [the feds] are shifting responsibility to states does not alleviate the fact that we still have a federal mandate to provide services to these kids,” Perry said. “IDEA is still the law of the land and your school district is still mandated to meet this law, but with perhaps a sprinkling in of chaos and, in a state like ours, still a gap in funding.”

At times, that funding gap has prompted some states to cut corners.

Rationed services

After a 15-month probe, the U.S. Department of Education found in 2018 that Texas had effectively rationed its special education services, capping the share of public school students who could receive those services at 8.5% of a district’s population, regardless of need and in direct violation of IDEA.

The feds also found that some Texas school districts intentionally identified fewer children as eligible for special education services if the number of those students exceeded the 8.5% threshold.

Though Republican Gov. Greg Abbott subsequently released a statement criticizing local school districts, educators and advocates blamed state legislators for recommending the caps as a way to control special education costs.

“Texas had about 5-7% of students who needed special education but were unilaterally denied it because the state decided that was too expensive,” said Lisa Lightner, a special education advocate and the mother of a student with a disability.

“Without this federal oversight, who’s to stop them from doing that again?”

Just last year, the Department of Education released Virginia from an ongoing investigation it had been under since 2019 for repeatedly failing to resolve complaints by parents of special education students.

The feds found the state had no procedures to ensure a timely resolution process for the complaints, leaving parents with little recourse when their students weren’t receiving needed services.

The federal monitoring ended in December 2024 after Virginia’s education department took corrective measures, including creating its own monitoring division, requiring additional educator training, and changing how the state handles complaints.

This year, states including Indiana, Iowa, Kansas and Mississippi were cited by the Education Department for not having systems in place that are “reasonably designed” to identify districts not complying with IDEA.

“No state gets it perfect all the time, but some states are better at it than others,” Lightner said.

Her home state of Pennsylvania has robust state oversight of special education, she said, but added that parents in some other states are panicking.

“There’s a societal mindset in some places that kids who need special education are never going to amount to anything, that they’re a drain on resources. Some people even think [allocating additional funds for their education] is giving them an advantage over other kids,” she said. “It’s an old-fashioned mindset that still exists in a lot of state leaders.”

States take notice

Some state lawmakers, troubled or encouraged by the Trump administration’s stance toward public education, have already filed their own legislation.

Republicans haven’t talked much about special education oversight, but even those at the state level have embraced the larger goal of shrinking the kind of regulation embodied by the Department of Education.

In Texas, state Rep. Andy Hopper, a Republican, filed a bill in February to abolish the state’s education agency.

“President Trump has called upon every level of government to eliminate inefficiencies and waste,” Hopper said in a statement announcing the bill, which later died in committee. “Texans pour billions into this state agency with the expectation that it will somehow improve education, but have been consistently and profoundly disappointed in the results.”

Alabama state Rep. Barbara Drummond, a Democrat, filed a bill in March to study how the dismantling of the U.S. Department of Education would affect public education in Alabama.

Alabama parents are among those who sued the federal agency earlier this year over cuts to its Office for Civil Rights, claiming that investigations into alleged civil rights abuses in schools against students with disabilities and English learners have halted since Trump took office. Drummond’s bill also died in committee.

Since August, McMahon has been on a “Returning Education to the States” tour of all 50 states. She began it in Louisiana, the only state whose recent fourth-grade reading scores showed a significant increase compared with pre-pandemic levels, according to a large, congressionally mandated survey of educational progress across the states.

“There’s no one-size-fits-all in education,” she told reporters during her stop at a Baton Rouge school in August. “What works in one state may not work in another state.”

Federal law already gives states and local districts exclusive control over their own curriculum and education standards; the U.S. Department of Education can’t tell states what to teach, nor how to teach it.

Louisiana U.S. Rep. Troy Carter, a Democrat, expressed concern that the dismantling of the Department of Education would remove the kind of federal oversight that has, in the past, protected students’ civil rights when state and local governments didn’t. On his podcast in August, he pointed to the need for federal intervention during the Jim Crow era when Southern states tried to maintain segregation in schools.

“We were protected to be able to have an education because of the federal government,” said Carter, who is Black. “When you start taking those protections away, that’s damning for our country and it’s a huge step in the wrong direction.”

Lightner, who has 182,000 followers on her Facebook page, said parents who comment on her posts often debate the merits of the Trump administration’s shift on special education.

But Lightner said she hasn’t seen evidence of a cohesive plan to improve special education.

“If you blow up a house, even if I gave you a few hundred thousand dollars to build a new one, that doesn’t happen overnight,” she said. “This destruction, it’s going to be years until we’re back to normal. And even ‘normal’ missed a lot of kids.”

Stateline reporter Anna Claire Vollers can be reached at avollers@stateline.org.

A boy plays with a wooden numbers puzzle. Sensory exercises like this are often used in special education classrooms. (Getty Images)

WASHINGTON — Proposed mass layoffs at the U.S. Department of Education have raised alarm among disability advocates and Democratic lawmakers over the potential impact on millions of students with disabilities. 

Advocates warn that the department cannot carry out its legally mandated functions for special education services and support at the staffing levels put forward by President Donald Trump’s proposed reduction in force, or RIF. 

The agency is also reportedly weighing a transfer of special education programs to a different department. 

“If we’ve learned anything this year, it’s that the fight is just beginning,” Rachel Gittleman, president of American Federation of Government Employees Local 252, which represents Education Department workers, told States Newsroom. “And we’re going to do everything we can to fight these illegal firings and the dismantling of the department, but it is just beginning.”

Trump’s administration took another axe to the department earlier this month amid the ongoing government shutdown, effectively gutting key units that serve students with disabilities. The affected offices administer $15 billion in formula and discretionary grant programs under the Individuals with Disabilities Education Act, or IDEA, provide guidance and support to families and states and investigate disability-based discrimination complaints, among other responsibilities. 

Though a federal judge has temporarily blocked the administration from carrying out the layoffs, the ruling provides only short-term relief as legal proceedings unfold. 

The administration moved to lay off 465 department employees, including 121 at the Office of Special Education and Rehabilitative Services, or OSERS, 132 in the Office of Elementary and Secondary Education, or OESE, and 137 in the Office for Civil Rights, or OCR. 

The layoffs also hit the Office of the Secretary, Office of Communications and Office of Postsecondary Education. 

“You can’t look at any of this in a silo,” Gittleman said. “When you’re thinking about special education specifically, you also have to think about the fact that OESE, the Office of Elementary and Secondary Education, also saw an almost full RIF as well.” 

Gittleman called the civil rights office “the place that ensures families have a place to go for help when students are denied access for education based on their disability.”

“That was also almost entirely gutted,” she said. “So you’re debilitating these programs in multiple ways because … kids with disabilities benefit from OESE programs, OCR assistance and OSERS programs.” 

Those three units had already been hit with a separate set of department layoffs earlier this year. 

Parents as advocates

Katy Neas, CEO of The Arc of the United States, an advocacy group for people with intellectual and developmental disabilities, said that while IDEA has not been changed and the rights of children with disabilities continue, the government’s ability to enforce and implement those rights has deteriorated. 

OSERS is responsible for managing and supporting IDEA, which guarantees a free public education for students with disabilities and is in its 50th year. The umbrella unit OSERS includes the Office of the Assistant Secretary, Office of Special Education Programs and the Rehabilitation Services Administration.

“You take away the knowledge of the folks at the U.S. Department of Education at the Office of Special Education Programs — the law is complex, the combination of the federal law with state laws is complex — you need that trusted source of accurate information, and so, I think it’s going to make the implementation of this law that much more difficult,” Neas told States Newsroom. 

During the 2022-2023 school year, 7.5 million students in the United States received services through IDEA, according to the National Center for Education Statistics, a federal agency. 

Neas encouraged parents to “know your rights” and “understand what the law does and does not do for your child, and don’t take no for an answer.” 

She said parents “really have to be well-versed in what the law requires schools to provide to their child,” and “have to be the ones that insist that the law is implemented with fidelity, because they’re the ones that are going to be on the front lines trying to make that happen.” 

‘Flabbergasted’

Jacqueline Rodriguez, CEO at the National Center for Learning Disabilities, said the RIFs would make it “impossible” for the Office of Special Education Programs to “carry out its statutory requirements.” 

Rodriguez, whose organization advocates for people with learning and attention issues, said “we had hundreds of staff doing this type of work — the statutory requirements are monitoring, compliance, guidance, support — it’s not just pressing a button and issuing funding.” 

She also noted that advocacy groups, including hers, are “flabbergasted” regarding the sweeping layoffs of special education staff because of the contrast with previous assurances Education Secretary Linda McMahon has made to both Rodriguez and Congress about supporting students with disabilities. 

“I am not stunned that the administration would try to dismantle something that was legally required in place,” she said. “But I am flabbergasted that the secretary would sit and give congressional testimony at her confirmation hearing. She did it at the oversight hearing. She sat in front of me and said, ‘No, Jackie, this administration supports kids with special needs. We will always be good advocates. You don’t have to worry.’”

Just days after the layoff notices were sent out, McMahon took to social media to downplay the consequences of the shutdown on her department.   

Two weeks into the shutdown, “millions of American students are still going to school, teachers are getting paid, and schools are operating as normal,” McMahon wrote. 

The secretary added that “it confirms what the President has said: the federal Department of Education is unnecessary, and we should return education to the states.” 

McMahon also specified that “no education funding is impacted by the RIF, including funding for special education.” 

Rodriguez said McMahon’s post indicates the secretary believes the “status quo is perfectly reasonable — when we know that’s not the case — and she dismantles every opportunity for a kid with a disability to actually have his or her legally-entitled education.”

“I am beyond being polite and providing professional deference because there has been no consideration or deference to kids with disabilities for the last 10 months,” she added.

The groups that advocate for students with disabilities are united in their opposition, Rodriguez continued.

“Disability organizations across the country are united, we are all talking to one another,” she said. “We all work collaboratively, and we are in concert, lock and step.”

Congressional Dems fiercely oppose cuts 

Meanwhile, a slew of Democratic lawmakers expressed outrage and concern over the department RIFs in two separate letters to the administration this month. 

Reps. Lucy McBath of Georgia, Mark DeSaulnier and Lateefah Simon of California, led dozens of fellow House Democrats in an Oct. 17 letter voicing to McMahon and White House budget director Russ Vought their “deep opposition” to the layoffs and urging them to “immediately reverse course and rescind the termination notices that were sent to these workers.”

In another letter to McMahon, 31 members of the Senate Democratic Caucus wrote Monday that “punitive, reckless actions like these latest firings demonstrate how President Trump and …Vought are relishing the government shutdown they caused — and are treating students as political pawns,” adding: “That is outrageous — and flatly unacceptable.”

Sen. Patty Murray of Washington state, the top Democrat on the Senate Appropriations Committee, led the letter, along with: Senate Minority Leader Chuck Schumer of New York; Vermont independent Sen. Bernie Sanders, ranking member of the Senate Committee on Health, Education, Labor and Pensions; and Sen. Tammy Baldwin of Wisconsin, ranking member of the Appropriations subcommittee overseeing Education Department funding.

Directors of transportation from across the U.S. are set to convene for a roundtable discussion addressing the complex landscape of special needs student transportation. The panel features three distinguished transportation directors who will share insights from their diverse regional experiences.

The Nov. 8 TSD Conference session promises to provide transportation professionals with a comprehensive look at the current state of special needs student transportation and innovative approaches to overcoming systemic challenges.

Keba Baldwin of Prince George’s County Public Schools in Maryland oversees a split urban-rural county transportation system that covers not only a 486 square-mile area but one that ventures into the Commonwealth of Virginia as well as the District of Columbia. He will discuss managing a significant driver shortage, as his department currently faces 150 unfilled driver positions. His district, the 18th largest in the U.S., is implementing innovative workforce development strategies, including an internship program to recruit and train new transportation staff.

Julie Hrebicek from Magnolia Independent School District near Houston, Texas will highlight the growing challenges of transporting students with increasingly complex disabilities. Magnolia ISD is also confronting a critical driver shortage and seeking solutions through targeted training and potential pay increases to attract and retain qualified drivers.

Quanika Dukes-Spruill represents a unique transportation model in Newark, New Jersey. She will share her perspective on managing transportation via 63 contractors while successfully navigating budget constraints that have nearly doubled her transportation costs from $28 million to over $50 million annually.

In addition to driver recruitment and financial challenges, the panelists with discuss specialized training and operational needs for transporting students with individualized education programs as well as those served by the McKinney-Vento Homeless Assistance Act, technological innovations in routing, and behavioral management strategies.

The panel is part of the five-day event held at the Embassy Suites Dallas-Frisco Convention Center. Registration remains open online and will be available on site.

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Related: New TSD Conference School Bus Attendant Seminar to Provide Training Guidelines
Related: TSD Conference Session to Focus on Mental Health Supports
Related: TSD Conference to Feature American Sign Language Training for Student Transporters

The post TSD Conference to Tackle Critical Challenges in Transporting Students with Disabilities appeared first on School Transportation News.

The Lyndon Baines Johnson Department of Education Building pictured on Nov. 25, 2024. (Photo by Shauneen Miranda/States Newsroom)

WASHINGTON — The U.S. Education Department is looking to move the $15 billion Individuals with Disabilities Education Act program outside of the agency, the Washington Post reported Tuesday. 

In a statement to States Newsroom, department spokesperson Madi Biedermann did not explicitly confirm the report, but said the department is generally looking for ways to move its operations to other agencies. President Donald Trump has pledged to eliminate the Education Department.

The agency “is exploring additional partnerships with federal agencies to support special education programs without any interruption or impact on students with disabilities, but no agreement has been signed,” Biedermann wrote. 

Biedermann said Education Secretary Linda McMahon “has been very clear that her goal is to put herself out of a job by shutting down the Department of Education and returning education to the states” and that McMahon is “fully committed to protecting the federal funding streams that support our nation’s students with disabilities.”

Trump’s administration moved to lay off 465 department employees, including 121 at the Office of Special Education and Rehabilitative Services, earlier this month amid the ongoing government shutdown.

A federal judge has temporarily blocked the administration from carrying out the layoffs, but the ruling provides only short-term relief as legal proceedings unfold. 

The department’s many responsibilities include guaranteeing a free public education for students with disabilities through IDEA.

Trump has already suggested rehousing special education services under the Department of Health and Human Services. 

HHS secretary Robert F. Kennedy Jr. said on social media in March that the agency is “fully prepared” to take on that responsibility.

Fully transferring responsibility for IDEA would require an act of Congress — a significant undertaking given that at least 60 votes are needed to break a Senate filibuster and Republicans hold just 53 seats.

DENVER — EverDriven, the leader in alternative student transportation, today announced the finalists for its inaugural Modern Student Transportation Awards, a first-of-its-kind recognition program spotlighting school district leaders who are embracing modern tools, inclusive practices and a commitment to safety and accessibility in student transportation.

The awards recognize district leaders who are improving student transportation for diverse populations, including those experiencing housing instability and requiring specialized services, through thoughtful innovation and care. Finalists stood out for their efforts to make transportation more inclusive, reliable, and safe, whether by utilizing new technologies, designing flexible systems to meet diverse student needs, or demonstrating exceptional compassion in how services are delivered.

“We’re at an exciting moment in student transportation, where school districts across the country are extending the boundaries of what’s possible through modern, student-centered solutions,” said Mitch Bowling, CEO of EverDriven. “The Modern Student Transportation Awards celebrate that spirit of innovation and collaboration, and it’s an honor to recognize all of the nominees who are shaping the future of how students get to school safely and efficiently.”

Award Categories

Finalists were nominated across four categories, each representing a core pillar of modern student transportation.

Equity in Education Accessibility Award
Honors district leaders who deliver scalable and inclusive transportation solutions for underserved student populations.

Humanitarian Award
Highlights extraordinary care and compassion in ensuring every student gets to school safely and consistently.

Safety & Reliability Award
Recognizes standout practices that enhance the safety and consistency of student transportation.

Top Innovator Award
Celebrates the most impactful use of modern, AI-enabled technology in school transportation.

Meet the Finalists

The district leaders below were selected for their outstanding contributions to student transportation related to the categories above.

• Jameelah Davis, Program Coordinator – Orange County Public Schools, Orlando, FL
• Kayla Denaco, Assistant Director of Transportation – Lewiston Public Schools, Lewiston, ME
• Laura Hill, General Manager, Transportation Services — Hillsborough County Transportation School Department – Hillsborough School District, Tampa, FL
• Earl Kent III, Route Planning Manager – Denver Public Schools, Denver, CO
• Lori Knochelmann, McKinney-Vento Homeless Education Coordinator – Covington Independent Public Schools, Covington, KY
• Marla Lynn, Director of Transportation – Grandview School District, Grandview, MO
  Sarah Nanny, Transportation Department Secretary – Escambia County School District, Pensacola, FL
• Quanika Dukes-Spruill, Executive Director – Newark Public Schools, Newark, NJ
• Jeremy Stowe, Director of Transportation – Buncombe County Schools, Asheville, NC
• Pat Ward, Former Director of Maintenance and Transportation – Allen Park Public Schools, Allen Park, MI

Winners To Be Announced

Winners will be announced on November 6, 2025. The winners are selected by a panel of judges that scored nominations across four dimensions:

Tangible student impact: Presenting clear evidence of real, measurable benefits for students (attendance, safety, accessibility, well-being, etc.).

Comprehensiveness: How fully the initiative addresses the challenge — depth of planning, execution, and stakeholder involvement.

Scalability and sustainability: Potential for the initiative to be expanded within the district, adopted by others elsewhere, and that it will endure over time.

Creativity: Delivers a fresh, forward-thinking approach; challenging the traditional model with inventive solutions, bold ideas, or unconventional strategies that break from “the way it’s always been done” to achieve better student outcomes.

The judging panel includes Mitch Bowling, CEO of EverDriven; Barbara Duffield, executive director of SchoolHouse Connection; Kevin Gordon, president at Capital Advisors; and Glenna Wright-Gallo, vice president of policy at Everway.

Each winner will receive:

A $2,500 college scholarship to be awarded to a student in their district who qualifies under the McKinney-Vento Act or receives special education services:

• A full conference pass and paid travel to the 2025 TSD Conference, November 6 to 11;
• A customized plaque;
• A digital winner’s seal for use across marketing materials and social media.

About EverDriven

EverDriven delivers modern student-centered transportation that’s safe, consistent, and built for those who need it most. EverDriven specializes in transporting students across a wide range of needs — from everyday support to the most complex circumstances — including students with disabilities, students experiencing housing instability, and other high-need populations. Serving more than 800 districts across 36 states, the company completed over 2 million trips last year, 99.99% of them accident-free with 100% safety compliance. EverDriven’s deeply human, fully compliant, and AI-powered approach helps districts get students on the road in hours, not days, while maintaining consistent, high-trust rides that complement traditional yellow bus fleets. For more information, visit everdriven.com.

The post EverDriven Announces Finalists for Inaugural Modern Student Transportation Awards appeared first on School Transportation News.

Special education advocates in Wisconsin are concerned about the potential impact of layoffs in the U.S. Department of Education offices that oversee special education programs.

The post Federal layoffs in special education leave Wisconsin advocates concerned for students with disabilities appeared first on WPR.

Photo by Westend61/Getty Images

If someone had walked past the storage of the neuroscience lab at the University of Wisconsin-Madison in May, they might have heard quiet sobbing.

It was Uma Chatterjee, a doctoral student, having a severe obsessive-compulsive disorder flare-up triggered by the pressure of disappearing research funding.

Since January, core funding from the National Science Foundation and National Institutes of Health has faced deep cuts. The administration of President Donald Trump has cut more than $4 billion from the National Institutes of Health and $970 million from the National Science Foundation, affecting more than 7,000 grants, according to Grant Witness, a database tracked by scientists. Although a federal judge ordered the NIH to reinstate some funding, Scott Delaney, a co-founder of Grant Witness, said that “most grants that have been terminated are still terminated. They haven’t come back, and they likely won’t.”

Among the programs being targeted are those designed to expand access to science for underrepresented groups — including people with disabilities, who account for one in four adults in the U.S.

In 2021, President Joe Biden’s administration issued an executive order that prioritized their inclusion in the federal workforce. But the Trump administration has mounted a broad attack on diversity, equity, inclusion and accessibility initiatives, leaving some early career scientists with disabilities increasingly uncertain about their place in a field where they have long faced systemic barriers.

Chatterjee studies the biology and treatment of OCD, a neuropsychiatric disorder that affected an estimated 1.2% of U.S. adults last year, according to the National Institute of Mental Health. Her lab was awarded a five-year NIH grant expected to provide annual funding, but a few months ago the amount was reduced without explanation, according to Chatterjee. Now the lab is struggling to pay its staff, she said.

Disability researcher harmed

Chatterjee is not the only early career disabled scholar affected. Soli Guzman, a Mount Holyoke College graduate with multiple chronic and neurological conditions, had plans to continue research in protein biochemistry through a program that places underrepresented recent graduates in labs across the country — but those plans were upended by funding cuts.

In April, the NIH ended funding for the Postbaccalaureate Research Education Program, forcing colleges nationwide to halt applications. About 50 campus-based programs were affected when DEI initiatives came under political attack, according to John Shacka, an associate professor at the University of Alabama at Birmingham, who chairs a group of PREP program directors. After two lawsuits — one brought by Massachusetts and a coalition of states, the other by public health groups and others — challenged the cuts, a federal judge ordered the grants restored. But last month, the Supreme Court ruled that the lower court lacked jurisdiction, although it left in place the finding that NIH’s process was unlawful. Meanwhile, roughly half of PREP programs remain without support, according to Shacka.

When PREP was first suspended, Guzman had just finished submitting 27 applications to local programs across the country. “The ground was ripped out from under me,” they said. “I’m a planner. I always have a backup. But suddenly, Plan A and Plan B were both gone. I was devastated.”

In April, Guzman received an offer from the University of Wisconsin–Madison. Because of funding delays, the university could not place them with a principal investigator until early August. At that point, the lab required them to commit within 10 days.

They turned it down.

They also faced financial and logistical hurdles: the challenge of finding affordable housing, the difficulty of quickly finding a roommate, and the need to pay out of pocket for repairs to a car that lacked proper heating. As a person with disabilities, moving would also have meant establishing a new network of care providers. “My health is at its best since 2020, and I didn’t want to change how good my health is,” they said. “If I got sick, I was stuck.”

NSF grantmaking has also stalled. Tara Lepore, a postdoctoral researcher at Western Michigan University and a grant reviewer, said NSF had paused most review activity for months. While the agency’s grantmaking process has recently resumed, many grants that were already awarded were revoked, something they had never seen before.

Lepore, who lives with multiple disabilities, studies equity in STEM education, or science, technology, engineering and math education. The NSF proposal that they submitted would have funded undergraduate and doctoral students to build collaborations between STEM instructors and neurodiverse students. In June, they heard that while the NSF grant was deemed “highly competitive,” it would not be funded because it did not align with the  administration’s priorities.

“It has all the words that the administration doesn’t like in it,” Lepore said.

In February, NPR reported that the NSF had begun using a keyword filter, flagging terms such as “diverse” and “underrepresented” to screen applications, aligning with new restrictions on DEI content.

Lepore’s project centers on “STEM,” “education” and “equity.”

Capital & Main contacted the NSF and the NIH to ask whether the cuts will affect initiatives designed to expand disabled people’s access to the workforce, education and other areas of public life.

Cassandra Eichner, a spokesperson for the NSF, pointed Capital & Main to a statement made by Sethuraman Panchanathan, the NSF’s director, in April, in which he said that the agency’s investments “should not preference some groups at the expense of others, or directly/indirectly exclude individuals or groups.”

An email from the NIH press team said: “NIH and [the U.S. Department of Health and Human Services] are taking actions to prioritize research” that directly affects “the health of all Americans. We will leave no stone unturned in [our] mission to Make America Healthy Again.”

The New York Times reported in February that the NSF had indefinitely postponed an engineering workshop aimed at workforce inclusion for people with autism and other neurocognitive differences in the workforce.

Funding cuts worsen longstanding systematic bias

Guzman’s path to becoming a scientist has been marked by significant health challenges. In college, they developed long COVID-19 and postural orthostatic tachycardia syndrome, or POTS, leaving them mostly bedridden. They were later diagnosed with Ehlers-Danlos syndrome, a connective tissue disorder. Despite holding student leadership roles and completing three research projects, their chronic health issues affected their grade point average, which stood at 3.4.

“Disabled people are the only minority group anyone can join at any point in their life — but we’re treated like a problem,” they said. “I’ve even been told not to mention my disability in job applications because, in this political climate, it’s too risky. ”

Chatterjee, who studies biomedical science, shared that view. While she was in college, her health nearly derailed her studies. She graduated with a 1.83 grade point average and had to pursue a master’s degree before applying to doctoral programs. She said lab work remains one of the least accessible academic environments for disabled scientists.

“Our work is dependent on rigid protocols, timing and animal models. There’s almost no room for flexibility,” Chatterjee said. “In theory, there should be systems to help — accommodations, people to back you up — but in practice, the culture is incredibly toxic. People brag about working 80, 100 hours a week, skipping holidays, never taking time off. I fought tooth and nail to get here.”

And it’s not just about inclusion or justice. Chatterjee said she believes the Trump administration’s assault on accessibility represents a loss of potential.

Guzman, who is working in a lab focused on disability-related research, echoed this view. They pointed to the Norris Lab at the Medical University of South Carolina’s Department of Regenerative Medicine & Cell Biology in Charleston, South Carolina, which studies Ehlers-Danlos syndrome, and said that many in the lab live with the condition themselves. To Guzman, this is a clear example of how lived experience can drive empathy and innovation. “We’re often more flexible and empathetic because of our own experiences,” they said. “That makes a difference not just in what gets studied, but in how labs are run and how students are supported.”

Yet scientists who bring their perspective remain scarce. According to the National Science Foundation, only about 10% of STEM Ph.D. recipients reported having a disability.

“A lot of diversity fellowships end up going to people who are marginalized but still fit the mold of being ‘high-performing,’” Chaterjee said. “Disabled researchers who need real accommodations are often left out, because the system still measures worth by productivity instead of equity.”

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This article marks the inaugural installment in a new series highlighting pupil transportation practices around the world, drawing on Gray Ram Tactical’s 18-plus years of global experience in training, consulting and working directly with transportation professionals. By sharing insights from multiple countries, the goal is to compare systems, explore best practices and encourage continual improvement in student safety and operational excellence.

Having worked alongside pupil transportation teams on both sides of the Atlantic, I’m often asked a deceptively simple question: “How different can school transport really be?” The short answer: Very. The two systems are built on different legal duties, vehicle standards and road-user expectations—and those differences shape daily practice, staffing, budgets and risk.

In the United Kingdom, local authorities have a statutory duty to arrange free home-to-school travel for eligible children, including those beyond statutory walking distance, with no safe walking route, or with Special Educational Needs and Disabilities (SEND).

The SEND program ensures that children with learning difficulties, disabilities or medical needs receive tailored support so they can access education on an equal basis with peers. Local authorities assess needs through an education, health and care (EHC) plan and, when necessary, provide additional services such as specialized transportation, teaching support, or therapeutic interventions.

Guidance sets clear distance thresholds, such as over two miles for children under age eight and over three miles for those age eight and above. There are also extended rights for low-income families. In contrast, the U.S, has no national duty to transport all pupils. Policy and funding are largely state or local decisions. While most districts do provide service, the eligibility rules vary significantly from state to state.

One of the most visible differences lies in the vehicles themselves. In the U.S., purpose-built yellow school buses are a hallmark. These vehicles are designed to FMVSS standards, including compartmentalization seating and specialized mirrors and lighting. Meanwhile, in the U.K., there is a mixed fleet. Many routes rely on public-service buses, contracted coaches, or minibuses rather than a unique standardized yellow bus. Seatbelt rules also vary by vehicle type, creating a more diverse operational environment.

Road-user laws further distinguish the two systems. In the U.S., every state makes it illegal to pass a school bus with its stop arm extended and red lights flashing. This creates a protective zone around the bus during loading and unloading. In the United Kingdom, however, there is no general legal requirement for motorists to stop for a school bus. Drivers are expected to exercise caution near schools, but compliance depends more on public awareness and enforcement of school-crossing-patrol signals.

Driver qualifications, vetting and training also differ. U.S. drivers must hold a commercial driver’s license with passenger and school bus endorsements, complete federally mandated entry-level driver training (ELDT), and undergo drug and alcohol testing as well as background checks. In the U.K., drivers typically hold passenger carrying vehicle licenses and must maintain their driver certificate of professional competence (CPC) through 35 hours of periodic training every five years. Because the work involves children, enhanced disclosure and barring service safeguarding checks are also required.

Both systems also address the transportation needs of students with special educational needs and disabilities. In the U.S., under the Individuals with Disabilities Education Act, transportation may be provided as a related service, determined by the student’s IEP team. In the U.K., local authorities assess eligibility and make arrangements under SEND or EHC provisions. This includes clear entitlements for low-income families, although many councils face rising costs in this area.

Daily operations bring further contrasts. In the U.S., systems typically design tailored routes around neighborhoods and bell times. In the U.K., there is a heavier reliance on blending dedicated coaches with mainstream public transport. At the bus stop, U.S. systems rely heavily on stop-arm protections and crossing procedures, whereas the U.K. leans on school-crossing patrols, signage and infrastructure. Another distinction is that U.K. authorities are not obligated to provide mid-day transport between school sites.

Despite these differences, there are important similarities in safety culture. Both nations emphasize prevention and continuous improvement. In the U.S., FMVSS standards guide design, while in the U.K. licensing and seatbelt rules are central. Training and supervision also play a major role, with U.S. ELDT paralleled by U.K. Driver CPC. Safeguarding is another shared priority, with DBS checks in the U.K. and various forms of background vetting in the U.S.

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Related: American Yellow School Bus Comes to South Korea
Related: European Association Says Student Transporters There Face Similar Challenges as the U.S.
Related: Routes Around the World: Quarterly Quotes From Anson Stewart

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For leaders, there are clear lessons. Policy should be designed around legal duties. Stops must be engineered with safety in mind. Investing in people—through training, vetting and professional development—is essential. And perhaps most importantly, proactive planning for SEND transportation can help mitigate rising demand and costs.

The U.S. and U.K. start from different blueprints—one anchored in a dedicated, highly standardized school-bus ecosystem; the other in a statutory entitlement delivered through a mixed public and contracted network. Yet the goal is identical: every child, safe there and safe home. When we borrow best practices across the Atlantic—on stop design, driver development, safeguarding, and SEND planning—we move measurably closer to that goal.

Coming next in this series: A look at pupil transportation in India.

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Bret E. Brooks is the chief operating officer for Gray Ram Tactical, LLC, a Missouri-based international training and consulting firm specializing in transportation safety and security issues. Bret is the author of several books and articles. He is also a keynote speaker and presents around the world. He can be reached directly at bretbrooks@grayramtacticaltraining.com.

The post What Differs Between Pupil Transportation in the U.S. and the U.K.? appeared first on School Transportation News.

Special education attorney Betsey Helfrich returns to the Transporting Students with Disabilities and Special Needs (TSD) Conference in November to shed light on the legal side of transporting students with special needs.

On Sat., Nov. 8, Helfrich will present her keynote “Transportation of Special Education Students: Avoiding the Bumps and Legal Hazards.” Attendees will hear from a practicing lawyer in special education law practical strategies to ensure student safety and minimize liability for districts. Helfrich plans to review landmark case law as well as current hot topics to give TSD attendees a roadmap of the legalities of the transportation of students with disabilities.

Helfrich will also conduct an afternoon breakout session, “Don’t Turn a Blind Eye” later that afternoon on the importance and intricacies of video footage review to identify issues on the school bus to avoid repeat cases and resulting lawsuits.

Helfrich practices special education law in Kansas and Missouri before the Eight Circuit Court of Appeals. In addition to running her own practice, she also provides counsel to school districts on Section 504 of the Rehabilitation Act of 1973 and all areas of the Individuals with Disabilities Education (IDEA). She has successfully represented school districts against a variety of claims in state and federal courts and presented at the LRP Media Group’s 38th and 39th Annual National Institute on Legal Issues of Educating Individuals with Disabilities. She has also spoken at National Business Institute, the National School Board Association Council of School Attorneys, and the International Society for Technology in Education Conference.

Save $100 on main conference registration with the Early Bird Discount, available through Oct. 3. The TSD Conference will be held Nov. 6 through Nov. 11 at Embassy Suites Dallas-Frisco Hotel and Convention Center. Visit tsdconference.com to register and view the conference agenda, which includes four keynotes and dozens of educational sessions all focused on transportation of students with special needs.

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Related: Former OSERS Leader, Advocate for People with Disabilities to Keynote TSD Conference
Related: TSD Keynote Speaker Looks to Reveal Power of Praise in Student Transportation
Related: Mother of Sandy Hook Victim Brings Student Safety Message to TSD

The post TSD Keynote to Outline Legal Considerations When Transporting Students with Disabilities appeared first on School Transportation News.

A popular hands-on training is returning to the Transporting Students with Disabilities and Special Needs (TSD) Conference, aiming to familiarize student transporters with the unique aspects of working with students who are deaf or hard of hearing.

“American Sign Language for Student Transporters” will be the closing general session at the TSD Conference. The three-hour class is taught by ASL instructors from the Texas School for the Deaf, an educational organization based in Austin that supports students from birth to age 22 with the creation of a language-rich environment, to ensure their educational success by working with the students themselves as well as caretakers, educators and families.

Founded in 1856, it is the oldest continuously operating public school in the state. The school has over 10,000 students and alumni and looks to continue fostering achievements, education and growth for the deaf and hard of hearing community.

The Nov. 11 seminar will shed light on common misconceptions about deaf and hard of hearing individuals. Instructors will also share challenges related to accessible transportation and strategies for districts to integrate ASL training for transportation staff as part of the overall special education program. Attendees will learn and practice ASL phrases that will aid them in creating a safe and inclusive environment for the students on their school bus.

Save $100 on main conference registration with the Early Bird Discount, available through Oct. 3. The TSD Conference will be held Nov. 6 through Nov. 11 at Embassy Suites Dallas-Frisco Hotel and Convention Center. Visit tsdconference.com to register and view the conference agenda, which includes dozens of educational sessions, hands-on training, networking events, product demonstrations and keynotes all focused on transportation of students with special needs.

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Related: Hands-on Training Opportunities for Student Transporters at TSD Conference 
Related: Mother of Sandy Hook Victim Brings Student Safety Message to TSD
Related: TSD Keynote Speaker Looks to Reveal Power of Praise in Student Transportation

The post TSD Conference to Feature American Sign Language Training for Student Transporters appeared first on School Transportation News.

Glenna Wright-Gallo’s upcoming keynote at the Transporting Students with Disabilities and Special Needs (TSD) Conference will feature her expertise in inclusive disability policies and background in work with special needs students to guide student transporters through the world of federal and state requirements.

Wright-Gallo’s will present her keynote, “Staying Mission-Focused: Leading Through Policy Shifts with Clarity and Confidence,” Sunday, Nov. 9 in Frisco, Texas. She recently served as the assistant secretary at the U.S. Department of Education in the Office of Special Education and Rehabilitative Services (OSERS), from May 2023 until February of this year. Her work there and most recently as vice president of policy at Everway, an educational software company, gives her unique insights into navigating accessible training programs, technology and updated policies regarding transportation services.

During her keynote, she looks to provide TSD Conference attendees with strategies to keep pace with implementing updated policies and ensure reliable and safe transportation services for students with disabilities, and infants and toddlers.

In addition to her keynote, Wright-Gallo is presenting a breakout session the afternoon of Nov. 9 on the importance and role of Dear Colleague Letters issued by the U.S. Department of Education.

Wright-Gallo received her bachelor’s degree master’s degree in special education and teaching as well as a master’s in business administration. She became a special education teacher in 1997 and then served as the state director of special education at the Utah State Department of Education from 2010-2017. She then became an assistant superintendent at the Washington Office of the Superintendent of Public Instruction for five years before President Joe Biden nominated her her U.S. Department of Education post in 2023.

Her work in Washington, D.C., included development of national policy, best practices for students with disabilities, recruitment of diverse personnel in special education and furthering state compliance to advance inclusive practices. At Everway, she is leading the Policy Center of Excellence and looks to amplify the voices of individuals with disabilities and people who are neurodivergent. She is also utilizing her experience in systems improvement to use neurotechnology software in the support of those with disabilities and further accessibility in education and workplaces.

Save $100 on main conference registration with the Early Bird Discount, available through Oct. 3. The TSD Conference will be held Nov. 6 through Nov. 11 at Embassy Suites Dallas-Frisco Hotel and Convention Center. Visit tsdconference.com to register and view the conference agenda, which includes four keynotes and dozens of educational sessions all focused on transportation of students with special needs.

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Related: Mother of Sandy Hook Victim Brings Student Safety Message to TSD
Related: TSD Keynote Speaker Looks to Reveal Power of Praise in Student Transportation
Related: Hands-on Training Opportunities for Student Transporters at TSD Conference

The post Former OSERS Leader, Advocate for People with Disabilities to Keynote TSD Conference appeared first on School Transportation News.

How can schools and transportation providers work together to create safer, more supportive rides for students with disabilities?

In this webinar, leaders from Wichita Public Schools and First Student will share how they built a strong partnership to better support student needs on the bus. Together, they implemented Positive Behavioral Interventions and Supports (PBIS) and a Multi-Tiered System of Supports (MTSS) within transportation to provide the same consistency and care on the bus as in the classroom.

The panel will highlight the innovative transportation model they developed, which combines training, coaching, communication, and commitment to improve the student experience. Participants will leave with practical strategies to strengthen collaboration in their own districts.

Brought to you by First Student

REGISTER BELOW:

 

Presenters

Laura Greene-Halley
Senior Director, Student Services
First Student

Laura Greene-Halley is a critical member of First Student’s safety leadership and FirstServes teams. In her current role as Senior Director of Safety Performance and Improvement, Greene-Halley develops and implements ground-breaking innovation, safety strategies, and sustainable plans for over 440 locations across the United States and Canada. She has presented internationally to safety leadership coaches on becoming influential advocates for safety. As a 2015 National School Transportation Association Golden Merit Award winner, Greene-Halley has been an industry-recognized driving force in student transportation for over 30 years. She has served two consecutive three-year terms on the Advisory Board for School Bus Driver Instructor/Master Instructor with the New York State Education Department (NYSED). She also holds numerous professional certifications including NYSED Master Instructor and Safety Leadership Instructor and Coach certified by Aubrey Daniels International and is Certified in Special Needs Transportation by NAPT. Greene-Halley is an intentional role model, motivating others to become safety leaders and inspiring them to embrace safety as their core operating value. She is an enthusiastic professional who gains personal fulfillment from ensuring the safety of our students, employees, and the general public in our partner communities.

Dr. Susan King
Executive Director
CLP – Consulting Group

Dr. Susan King is an experienced special educator, researcher, and professor based in the Washington, D.C area. Prior to obtaining her doctoral degree, Dr. King was a special educator in one of the largest school districts in the Washington, D.C. area. She has been an assistant professor at Juniata College and faculty member at The George Washington University. Her expertise is in assessment, teacher training, behavior management and working with families of students with special needs. Recently she completed post-doctoral education at Harvard University with a focus on “Making Change.” Dr. King has consulted with public and private schools, served as an expert witness in legal cases, and conducted independent educational evaluations. She has served as the Chair of The National Advisory Committee for the HEATH Resource Center, National Clearing House on Post-Secondary Education for Individuals with Disabilities (Washington, D.C.). Currently Dr. King serves as a member of the FirstServes National Advisory Board (Cincinnati, Ohio) and the Committee of Disability Awareness (Baltimore Washington). Additionally, she is on the Harvard Business Review Advisory Council, an opt-in research community of business professionals.

Lisa Riveros
Director of Transportation
Wichita Public Schools (Wichita, Kansas)

Since 2018, Lisa Riveros has served as the Director of Transportation for Wichita Public Schools, where she has been a dedicated advocate for Special Education students. Overseeing a $30 million transportation budget and managing 16,000 daily bus riders across 2,000 routes, Riveros has worked tirelessly to ensure the safety and well-being of the district’s 3,000 special needs students who require transportation as a related service on their IEPs. Her leadership has driven the implementation of key initiatives, like restorative practices, specialized driver training, and an onboard behavior communication system to better support students. Ms. Riveros collaborates closely with IEP teams to address individual student needs and ensure transportation services align with their educational plans. Drawing from her background as a former teacher, assistant principal, and instructional coach, she equips bus drivers with strategies to provide a safe and emotionally supportive environment for students with special needs. Her commitment to training has empowered over 600 drivers and monitors to create positive experiences for students, ensuring they feel secure and cared for during their journey. Passionate about equity in education, Riveros is dedicated to ensuring students with special needs have reliable access to essential resources. Her focus on removing transportation barriers reflects her belief that every student deserves the opportunity to succeed.

The post (Free Webinar) Improve Student Experience with Student Services on the Bus appeared first on School Transportation News.

The roadeo competition presented by School Transportation News in partnership with industry group Women in Transportation (wit.) returns to the Transporting Students with Disabilities and Special Needs (TSD) Conference this fall with a new scholarship opportunity.

The 2025 TSD Roadeo Scholarship, also offered by STN and wit., will allow one participant to receive free main conference registration and a $500 voucher for travel. The scholarship will go to a registered roadeo participant (driver or attendant on a team), and the winner will be chosen based on need and a letter of intent in the application. Scholarship applications close Friday, Sept. 19.

“While not a traditional competition, this event has rather been developed as real-world training that will include hands-on child safety restraint systems (CSRS) and wheelchair securement, classroom education, a written test and driving events,” said Alexandra Robinson, wit. co-founder and a TSD Tenured Faculty member. “This coupled with real-life student behaviors and emergency scenarios is guaranteed to increase the skills and knowledge of those who participate as either competitor or judge.”

The roadeo event presented by wit. and sponsored by Q’Straint/Sure-Lok is open to any transportation teams of drivers and attendants from across North America, even if they have never participated in a previous state, provincial or national roadeo competition. Individuals can also register to be teamed with another solo participant. The only pre-requisite is that participating teams download and complete the Roadeo Competition Knowledge Test and bring it with them to the event.

The teams will conduct real passenger pickups, railroad crossing, parking in a confined space, and handling an unauthorized parent boarding the school bus. The student passengers are played by adult volunteers portraying various special needs or disabilities such as visual or hearing impairment or intellectual disabilities. Teams will be judged based on factors such as pre-check inspection, wheelchair loading and securement, CSRS securement, and the handling of simulated emergency events.

The roadeo will begin on Friday, Nov. 7 with the Wheelchair Hands-On Securement Training hosted by Q’straint/SURE-LOK, followed by a meeting later that day for participants and judges. On Saturday, roadeo participants will be transported to Prosper Independent School District for the competition. This will be an all-day event followed by an evening banquet to announce the winners.

With roadeo-only registration, participants can attend the educational sessions and keynotes offered Friday, Saturday afternoon following the competition, and Sunday. They will also have access to the Friday night Safety & Technology Product Demonstration/Special Needs Ride & Drive, the TSD Welcome Party at Topgolf and the Trade Show.

This year’s TSD Conference will feature dozens of educational sessions, hands-on wheelchair and child securement training, product demonstrations, a trade show and other networking opportunities with peers and vendors from Nov. 6-11.

Save $100 on main conference registration with the Early Bird Discount, available through Oct.4. The TSD Conference will be held Nov. 6 through Nov. 11 at Embassy Suites Dallas-Frisco Hotel and Convention Center Visit tsdconference.com to register and view the conference agenda.

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Related: Hands-on Training Opportunities for Student Transporters at TSD Conference
Related: TSD Keynote Speaker Looks to Reveal Power of Praise in Student Transportation
Related: TSD Conference Topics Plan to Cover Unique Aspects of Transporting Students

The post New Roadeo Scholarship Offered for TSD Conference, Applications Open appeared first on School Transportation News.