The federal courthouse in Milwaukee, Wisconsin. (Photo by Isiah Holmes/Wisconsin Examiner)

Testimony from federal agents continued into the second day of Milwaukee Circuit Judge Hannah Dugan’s federal trial, where Dugan faces charges of obstructing immigration officers and concealing a man they were trying to arrest outside her courtroom in April. Prosecutors repeatedly asked agents about Dugan’s tone when she spoke with them, which they described as upset, angry, direct and stern. A colleague of Dugan’s, Judge Kristela Cervera, who was with Dugan when she confronted agents in the hallway outside her courtroom, also testified that Dugan’s demeanor during the encounter made her uncomfortable.

On Tuesday, FBI agent Jeffrey Baker testified about his encounter with Dugan as part of the six-man arrest team that entered the Milwaukee County Courthouse in April in search of Eduardo Flores-Ruiz, a 30-year-old Mexican-born man who was in the country without legal authorization.

During Baker’s testimony, details emerged about a woman the agents encountered in the hallway whom they believed was a public defender and who noticed them and began taking  pictures of the agents before Dugan arrived and spoke with them. Images of a Signal Chat used by the arrest team which had been named the “Frozen Water Group,” a reference to ICE, revealed that agents texted that the woman had “been around for more than one of these before.” Another message stated “she was talking sh*t about us with another attorney about how we are not very covert.” 

The prior arrests the agents were referring to had occurred at the courthouse from late March to early April, fueling concern among Milwaukee County judges about how to ensure the courthouse remained a safe and orderly place to conduct business. Testimony and text messages suggest that the prior arrests had all been made by the same team Dugan spoke with on April 18. 

Defense attorneys highlighted the agent’s choice of profile images for the “Frozen Water Group” chat. One agent had chosen an image of a skull over a pill bottle crossed by two syringes with a thin blue line flag in the background. Brian Ayers, a Drug Enforcement Administration (DEA) agent, who said that this was his account in the Signal chat, testified Tuesday that the logo belonged to the DEA opioid task force. Another showed a man licking the barrel of a handgun. Ayers testified that he followed Flores-Ruiz down the hall, and rode the elevator down with him and his lawyer without revealing that he was a federal agent. 

FBI agents Phillip Jackling, Customs and Border Protection agent Joseph Zurao, and ICE deportation officer Joseph Vasconcellos, who were all part of that Signal chat, described Dugan coming out to ask whether they were there to attend court hearings, and pointing them down the hall to Chief Judge Carl Ashley’s office. Jackling described Dugan as “very direct, and she seemed upset,” and said that leaving the rest of the arrest team in the hall “caused me to have a little bit of uncertainty about what was going to happen next.” Zurao said that Dugan told the agents to “get out” or “leave”. 

Vasconcellos said that he was unnerved by the attorney photographing them, and that because he’d been stabbed, shot, and suffered nerve damage in his neck over the course of  his career, he had concerns that their plan to use the courthouse as a “safe place” to arrest people had gone south. “I was honestly concerned that we had had our pictures taken and the staff knew who we were,” Vasconcellos testified. He’d texted in the group chat, speaking of the public defender photographing them, “this is going to be a pain in the d-ck.”

Vasconcellos described Dugan as “very stern and upset,” and said when Dugan told them to leave the hall and go to Ashley’s office, “I told her no.” Vasconcellos eventually went into the chief judge’s office, where he and other agents waited to get connected to Ashley over the phone. Ashley discussed the courthouse draft policy governing immigration enforcement in and around the building at length with the agents. When Vasconcellos left Ashley’s office, the rest of the arrest team had already followed Flores-Ruiz outside and arrested him. 

Vasconcellos testified that he was aware that judges could speak  sternly and that he was not familiar with Dugan and didn’t know if that tone was normal for her. Defense attorneys highlighted that only DEA Special Agent Ayers told FBI investigators that he heard Dugan yelling at the team, something none of the other task force agents described in their testimony. Ayers also refuted testimony from Zuaro, who claimed to have told Ayers to “get your ass out in the hallway in case he comes out,” an assertion that was not  documented in reports and interviews conducted by investigators. Nile Hendrix-Whitmore, a victim witness advocate with the Milwaukee County District Attorney’s Office, also testified that she did not hear any yelling or arguing when Dugan spoke with the agents. 

Judge testifies about discomfort with Dugan

Later in the day, Judge Cervera took the stand. Cervera recalled that she had a busy schedule on April 18, and had arrived to court early to begin working on her cases. She’d left the building to move her car and as she walked back she ran into Dugan who was presumably doing the same. Not long after she arrived back to her courtroom, Cervera testified that Dugan came in and beckoned her over. “I thought something bad had happened,” said Cervera. “It was embarrassing to be summoned in that way.”

Cervera testified that Dugan gave the impression that  “it was urgent” and that Dugan “seemed irritated.” When Cervera began to remove her robes, she testified that Dugan told her to keep them on, which she did because Dugan was a more senior judge. “I didn’t want to walk into the hallway with my robe,” Cervera testified, though she said she didn’t tell Dugan that she was uncomfortable. 

When the two approached the agents and Dugan asked whether they had a judicial warrant, Cervera said that “her irritation seemed to progress into anger.” Cervera said that Dugan was “expressing her views to the officer” and that she thought Dugan “could have been a little more diplomatic.” Nevertheless, Cervera testified that the interaction was “pretty straightforward and quick,” and that she had her own questions about the kind of warrant the agents had. Dugan told them that a judicial warrant signed by a judge, not an administrative warrant signed by an ICE officer, would be needed, Cervera testified.

Cervera escorted the agents to Ashley’s office and recalled looking back and not seeing Dugan follow them. “I felt abandoned,” she said on the stand. “I thought she left me.” As Cervera looked over the warrant herself, she noticed other agents coming into the hall leading to the chief judge’s office. When Cervera took a short cut through Dugan’s court to get back to her own room, Cervera noticed that Dugan was hearing cases. “I was irritated at that point,” she said, repeating that she felt “abandoned” by her fellow judge. 

Bits and pieces of what happened then made it to Cervera, including Flores-Ruiz being arrested outside, and attorneys pumping their fists telling her, “You go, Judge,” and saying, “Judge, you’re ‘goated’ now,” a reference to the term “Greatest Of All Time.” Cervera testified that one attorney, the same who took pictures of agents in the hall, told her, “We knew what you guys were trying to do.” The next day, she heard that the FBI would be getting involved. “I was shocked” and “mortified,” she testified. “Judges shouldn’t be helping defendants avoid arrest.”

Sometime after April 18, Cervera recalled running into Dugan in an elevator. “I didn’t want to run into her at this point,” Cervera testified. Dugan allegedly told Cervera that she was “in the dog house with Carl,” referring to the chief judge. “She seemed eager to tell me about what happened on Friday,” Cervera said. 

Defense attorneys questioned Cervera about whether she knew ICE agents were waiting outside her courtroom as well, which she denied. When she got home on April 18, she Googled Vasconcellos’ name, and warned her sister — who is also an attorney who had cases with clients at the Milwaukee courthouse coming up — that ICE was more active in the building. Defense attorneys noted that when she was called to a grand jury, Cervera did not reveal that she had warned her sister about the federal operations. 

Cervera said on the stand that she was talking to her sister about what appeared to be “sweeping arrests” happening around the country, and that she’d never heard of ICE arrests at the courthouse prior to March. Multiple members of the arrest team testified that they had only been transferred to ICE Emergency Removal Operations (ERO) duties in early 2025, after President Donald Trump took office. 

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Confusion reigns in the wake of a late November decision announcing how the U.S. Department of Education (ED) could be dismantled, including the impact of the decision on school transportation.

Tim Ammon, owner of Ammon Consulting Group, noted two initial impacts focus on longer decision times and less clarity regarding resolving special needs services concerns.

Staffing reductions and the reorientation of the organization would make it more difficult to obtain guidance on what services are required, having the potential to create longer term uncertainty related to the stability of decisions and policy that can potentially create future exposure for services not provided, he said.

The third item Ammon suggested is uppermost in many minds: The reduction and likely elimination of some funding streams to transportation departments.

“While some perhaps most of these will be felt at the district level, they will filter their way down to transportation as districts begin to make very difficult choices about how to pare back services across all programs due to budget deficits,” he said.

During a Nov. 20 press conference, White House Press Secretary Karoline Leavitt noted President Donald Trump “took a significant step toward delivering on a core campaign promise to finally close the Department of Education to shrink the bloated federal bureaucracy.”

A coalition of educators, school districts, unions and The Arc of the U.S. — an advocacy group for people with intellectual and developmental disabilities — sued the Trump administration in federal court, arguing the government’s latest attempt to dismantle the ED is unlawful, according to The New York Times.

The ED has entered into new interagency agreements with the Departments of Health and Human Services, Interior, Labor, Interior and State.

The agreements do not address school transportation impacts.

The ED announcement noted “these agreements follow a workforce development partnership signed with the Department of Labor earlier this year which created an integrated federal education and workforce system and reduced the need for states to consult multiple federal agencies to effectively manage their program.”

The interagency agreements are “a key step in our efforts to shift educational authority from Washington D.C. to your state education agency, local superintendent, local school board, entities that are accountable to you,” Secretary of Education Linda McMahon said at the press conference.

“As we partner with these agencies to improve federal programs, we will continue to gather best practices in each state through our 50-state tour, empower local leaders in K-12 education, restore excellence to higher education, and work with Congress to codify these reforms.”

Leavitt added the agencies will “now ensure the delivery of legally required programs while also refocusing them to better serve students.”

She claimed the 43-day federal government shutdown had “no impacted whatsoever” on the U.S. education system despite ED furloughing 90 percent of its staff. She noted schools nationwide stayed fully open, students attended class and received normal in-person instruction, and teachers received their paychecks uninterrupted.

“Since its creation in 1979 during the Carter administration, the Department of Education has spent over $3 trillion taxpayer dollars without improving student achievement, despite per-pupil spending having increased by more than 245 percent,” said Leavitt, adding math and reading scores are down.

The ED is a pass-through entity, McMahon said, adding “it doesn’t educate a single student. The money it sends to states for education can be sent directly without waste. Education is local. It should be overseen locally by those who best know local needs.”

Jeanne Allen, Center for Education Reform CEO and founder, ED hasn’t worked for students in decades but dismantling it remains complicated.

“It won’t be seamless, and it won’t succeed unless the new agencies clearly communicate with states, communities and parents about their new flexibility, how funds can be better spent, and how to avoid getting snared in fresh compliance traps,” she continued. “But shifting power closer to communities is the right direction.”

In contrast, Denise Forte, president and CEO of left-leaning educational think tank and racial and economic equity advocate EdTrust, released a statement indicating “the Trump administration began the process of selling off the Department of Education for parts. The administration has let down teachers, families and students, those currently in classrooms and the generations to come.

“Further diminishing these offices that protect student rights and stop discrimination and sending them off to be run by agencies that work on public health and short-term training, which lack the skills, expertise, or capacity in education, isn’t about improving student outcomes. It’s about implementing a business model that transforms students into widgets instead of human beings who need support.”

Forte has called on Congress to “stand up for the rights of America’s students and ensure education programs stay where they belong, with the Department of Education. The law is clear. Only Congress can dismantle the Department of Education.”

She also noted students and schools were indeed hurt by the federal government shutdown, noting calls and emails from families desperate to learn about their cases with the Office for Civil Rights (OCR) went unanswered. Information requests from schools and districts were left unresolved.

These new directives only serve to further distance students — particularly students of color, those from low-income backgrounds, students with disabilities, and multilingual learners — from educational opportunities, Forte said, adding the other agencies now charged with protecting students’ educational civil rights do not have the relationships, expertise, or staff capacity to do so.

Multiple media reports, such as one from K12Dive that featured a timeline of the legal and political back-and-forth on shutting down the ED, indicates the ED has asked some OCR employees placed on administrative leave since March 21 to return to work by the end of December to address the current caseload of discrimination complaints.

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Transportation Focus Amid Uncertainty

Ammon said the most important factor transportation officials should be preparing for “is a lack of certainty about anything we thought was certain. As programs get dispersed across the bureaucracy and funds get commingled into block grants, there will be a shift in the available expertise, guidance and support, meaning departments are more likely to have to go on their own without formal or informal guidance previously provided by ED.

“Until we have a bit more certainty about whether this recent inter-agency transfer of responsibilities and funding levels will hold, districts are better off not making too many changes that would need to be undone if the winds and whims of policy and guidance change again,” he added.

While school transportation is primarily funded at the local and state level, it is indirectly supported by Title 1, the Individuals with Disabilities Education Act, and the McKinney-Vento Homeless Assistance Act.

Ammon noted confusion will reign for a period of time, with inevitable funding shifts.

“The shifts may not necessarily be direct cuts, but the bundling of programs into something like broader block grants that make funding more fungible and more likely to be reallocated within a district is inevitable,” he added.

Ammon reiterated that guidance on required services is likely to be even more chaotic.

“Worse still is if you think about how long these things take to play out, it is possible that by the time there is some clarity on requirements the administration could change and we are back to uncertainty,” he said.

While the IDEA law would remain intact, it is unclear in the short term which federal agency would enforce it and while states would likely comply, consistency and oversight could weaken with families facing uneven support depending on state laws or budgets, Ammon said.

As the ED collaborates with the National Highway Traffic Safety Administration on school bus safety recommendations, the EPA on clean fleet initiatives, and Homeland Security on emergency preparedness, its dismantling could slow coordination of national safety policies and potential inconsistencies in federal guidance for bus manufacturing standards, driver qualifications, student safety training, and emergency planning.

“Because much of this is in statute, it would theoretically require Congress to do something which it has seemed incapable of recently so those things feel like they won’t change much,” said Ammon.

“The regulatory issues are likely to be more impacted because of the scope of authority over them,” he continued. “My sense is that theme of uncertainty will be the thing most felt. I suspect that the key agencies transportation operations work with will still want and maybe be even more desirous of providing guidance in order to push the revised thinking down, but the reductions in staffing will make this more difficult because there will be so many fewer people to do the work. As a result, the changes may not be as fast or significant as expected.”

With the OCR and the National Center for Education Statistics playing a key role in tracking transportation access, identifying inequities, monitoring discipline and restraint/seclusion policies on buses, and conducting research on school travel behavior, national visibility regarding data collection and research could be fragmented under the states.

The ED’s data systems track everything from student ride times to transportation spending. With no single entity responsible for collecting nationwide data, the gap would make it more difficult for policymakers and researchers to identify trends or create informed solutions.

“This is one of the areas I am most troubled by,” Ammon said. “As an industry, we already have challenges on gathering and reporting data from at least 50 different state systems and thousands of operations.

“Losing the one source where even if the data isn’t perfect – it was pretty consistent – is a real degradation of the ability to do the trend analysis and comparisons vital to identifying best, emerging, and worst practices out there,” he added.

Ammon noted while he has no idea of the impact, it’s “interesting” to contemplate that without the ED, states may develop different rules affecting interstate collaboration, emergency evacuations, rural and tribal transportation funding, and charter, magnet, and school choice program compliance.

While the ED sets guidance on whether transportation is required or optional, transportation for choice programs becomes a state decision, with a potential increase in inequities.

“With the increased push for school choice at the federal and state level, this may become a bigger issue sooner than a lot of other issues,” Ammon said.

With respect to school bus fleets, drivers and operations, the ED dismantling would interfere with how fleets qualify for federal grants; access to low-emission/green fleet initiatives, and transportation tied to federal programs such as IDEA and Title I with rural districts – which are highly dependent on federal dollars – hit the hardest.

Ammon said this will be a massive and disproportionate influence.

“While federal funding is only about 10 percent of overall funding, for certain districts it is a much higher percentage,” he said, adding that it often affects poorer and more diverse districts.

While the funding reduction will be felt as more of a top-line, district-level resource reduction, it won’t take long to trickle down to transportation, Ammon noted.

“We will see notable reductions in services and the elimination of services in many districts,” Ammon said. “We will also see program reductions because service providers who may offer services for special needs, OT/PT or homeless end up closing due to lack of funding.”

That places the burden of service provision back on districts that are neither staffed nor equipped to provide it, he added.

“It doesn’t take long to get into a doom loop here where it becomes impossible to figure out how to maintain any semblance of what has seemed like normal for a generation,” Ammon said.

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While buses would still meet safety standards through NHTSA, the ED coordinates student evacuation, emergency planning, bullying, restraint and seclusion, and disability access, with such guidance slated to become patchwork on a state-by-state basis.

Ammon said statutory concerns won’t change as much as the regulatory piece, which will likely change due to changes in regulatory scope and a lack of regulators.

“Anything that appears like ‘soft side’ enforcement of things like bullying will be completely gone as that will be perceived to be an enforcement and definition function that should be made at the local level,” he added.

While the move to dismantle the ED is major, “We have to recognize it will be experienced by different populations very differently,” said Ammon. “The groups that have had to rely on federal legislation or support — especially special needs, homeless and socio-economically challenged — will feel this right away.

“It also is important to recognize that concerns such as school desegregation required federal intervention,” he added. “It is difficult to know with a great degree of certainty how this will ultimately be resolved or predict the next area that would require broad federal input in education.”

Whether that is good or bad will be for policy makers and the public to decide.

“We can be reasonably certain that in the current moment, it is going to require a very high bar or severe crisis to get that support,” Ammon added.

The post Funding Among Potential Impacts of U.S. Education Department Dismantling on School Transportation 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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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 — STN Transportation Director of the Year Keba Baldwin sat on a panel discussion Saturday afternoon with peers Julie Hrebicek of Magnolia Independent School District in Texas and Quanika Dukes-Spruill of the Newark Board of Education in New Jersey.

Dukes-Spruill said she contracts with 63 providers, which requires a lot of management, oversight and compliance checking. The district transports 4,500 students in-district with another 600 students transported to and from out-of-district programs. She said last year a large undertaking was updating routes to adhere to a new district policy of universal bell times. In house, Newark has a small fleet of school buses operated by 19 drivers.

Meanwhile, Hrebicek said Magnolia ISD north of Houston has a district of 152-square miles, 115 routes, 85 of which are regular and 30 are special needs. She said Magnolia does contract out some Mckinney-Vento Homeless Assistance Act students and some students with high-intensity behavior. After a $4 an hour pay raise, she said her district went from being 20 drivers short to having 12 currently in training.

Hrebicek said Magnolia is growing, and staff are seeing a lot of behaviors and various levels of those behaviors exhibited by students with disabilities. However, she said, what she’s finding is that instead of placing students in the least restrictive environment, transportation defaults to placing students in the most restrictive due to accommodating parent requests.

She continued that drivers are provided with high-intensity training to handle behaviors, as there have been several physical altercations with drivers and aides.

Dukes-Spruill said bus aides are an important part of transporting students successfully and safely. “It’s the driver’s responsibility to get there but not necessarily manage behaviors on the bus,” she said in terms of transporting students with special needs.

Written into the contracts with transportation providers, she said that each route must have an aide. Plus, she said, the district also has transportation inspectors that ensure every guideline and rule in the contract is being carried out on the road.

Baldwin, the director of transportation for Prince George’s County Public Schools in Maryland, added he, too, has seen a growth in the number of students with IEPs and transportation as a related service. He said when it comes to IEP, transportation needs to have a seat at the table. He said with the various disabilities served, transportation depends on and collaborates with its special education teams to guide the decisions.

Dukes-Spruill agreed that collaboration is key. She said that Newark has monthly mandatory partnership meetings that are designed for two-way communication, where the district and contractor partners share expectations and things that are working or not.

Hrebicek said if transportation isn’t present at the IEP meeting, service requirements could be put in the contract that may work in the classroom but are unsafe when on the school bus. She underscored the importance of a transportation employee’s perspective.

Dukes-Spruill added that vendors are required to provide incident reports on anything that happens on the bus. Plus, transportation employees request GPS location if buses are late and camera footage, if needed. She said it’s in the contract that they will request this information.

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Baldwin said one benefit has been pulling camera footage remotely but also viewing live feeds. Driver and dispatcher communication is crucial, he said, because the dispatcher can log in remotely to see what the situation is and then decide next steps and communicate it to the driver and others who need to be involved.

He noted it’s important to go back to the basics and build relationships with students as well. “There is always other ways, you can’t depend on one way to do something, you have to have multiple options to serve students,” he said, adding the student may have had a terrible day at their school, and now they’re going to be on a school bus for an hour, which could lead to dangerous situations.

He said they encourage drivers to ask, “How are they, today?”

Hrebicek noted that safety is paramount, and while her staff tries to convey to a student that what happened at school, happened at school, “let’s have a new time on the school bus.” If the student is deemed to be unsafe on the school bus or another vehicle, the parent would be called to transport them and receive the necessary expense reimbursement.

Dukes-Spruill said Newark’s transportation department has a strong partnership with the office of special education. She noted a child who is experiencing dangerous behaviors will not be placed on the bus without intervention.

The post School District Directors Share Strategies for Transporting Students with Disabilities appeared first on School Transportation News.