“Smooth communication between administration and transportation operations begins with presence, clarity of vision and strong relationships,” Gorham (Maine) School District Superintendent Dr. Heather Perry told School Transportation News. 

Perry, one of the four finalists for the AASA: School Superintendents Association National Superintendent of the Year award, announced Thursday, continued that it means ensuring the right people are in the right leadership roles, setting clear expectations and maintaining consistent, two-way-communication. “So, transportation leaders are true partners in the district’s educational mission—not just problem solvers when issues arise. Spending time listening, coaching, and supporting transportation leaders helps ensure they are fully aligned with district goals and culture.”

Perry also wrote a blog for AASA outlining five ways the central office can strengthen the behind-the-scenes cultures, including school bus drivers. She noted leaders should integrate program leaders into the district leadership team, publicly celebrate the impact of support staff, provide tailored professional development, establish clear communication loops, and model respect and visibility.

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Related: Superintendent of the Year Snapshot: Support, Understanding of Transportation
Related: (STN Podcast E293) Community, Not Individual: Maine Superintendent Collaborates for Student, Staff Success

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“My advice to other superintendents is to intentionally invest in and publicly value their transportation teams,” she told STN. “Our bus drivers and dispatchers are often the first and last school connection students experience each day, and those moments shape how students feel about safety, belonging, and school itself. When communication is strong and the work is celebrated, we create a system where every child’s day begins and ends in a safe, welcoming, and caring environment.”

She highlighted the integral role of transportation in one of Gorham’s most significant initiatives, Aspire Gorham, a birth-to-adult, community-wide approach to building aspiration and purpose across the entire educational continuum. This program exposes students to a wide range of careers and possibilities, supports hands-on exploration and provides experiences for older students through internships, apprenticeships, Career and Technical Education and Extended Learning Opportunities programs, and community-based learning partnerships.

“The goal is to ensure that every student can see themselves in a future they are excited about and feel prepared to pursue it,” she said, adding that a critical factor in making the vision a reality is equitable access. “And transportation is often the gatekeeper. When learning extends beyond the walls of the classroom to job sites, colleges, training centers, and community partners, reliable and flexible transportation becomes essential. Without it, opportunities can unintentionally become limited to only those students who have access to personal transportation, creating barriers that run counter to our commitment to equity and inclusion. For this reason, strengthening our transportation system to be more adaptive, responsive, and student-centered has been an ongoing priority.”

She explained that transportation is not just an operational function, but an instructional enabler. “It is the bridge that connects students to real-world learning, career pathways, and life-changing experiences that define Aspire Gorham,” she continued. “When transportation is thoughtfully designed and adequately supported, it ensures that every student, regardless of circumstance, can fully participate in the opportunities that help them discover their passions, build skills and confidently step into their future.”

A working relationship with the transportation department, she said, is integral, not only to the program but to the effectiveness of education programs as a whole.

“As superintendent, one of my core responsibilities is quite literally to ensure we have the right people in the right seats on the bus,” she said. “That means building and sustaining high-quality leadership within transportation and providing the support, resources and clear communication they need to do their work well. When transportation leaders are valued as instructional partners rather than simply operational managers, the entire system functions more cohesively and responsively.”

She said a strong relationship also ensures challenges are anticipated, rather than reacted to, with safety and equity remaining at the forefront of every decision.

“When the relationship between district leadership and the transportation department is grounded in trust, collaboration and shared purpose, it creates a seamless system that supports students, families and schools and advances the district’s mission in meaningful, tangible ways,” she said.

Transportation Operations 

Mitzii Smith, the Gorham director of transportation and a former STN Rising SuperStar, said she has felt support from the administration from the start.

“Leadership has been welcoming and open to my ideas and experience,” she said. “Change can be challenging, but transportation consistently has support at the leadership level. That support truly starts with Perry, who values every employee and understands the importance of transportation’s role in the students’ overall educational experience.”

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Related: (STN Podcast E245) Pre-Trip Yourself: Green Bus Funding Anxiety, Promoting Emotional Intelligence
Related: From School Bus Driver to Assistant Director: Journey of a Rising Star
Related: Follow the ‘GOLDEN’ Brick Road

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She noted that transportation is currently focused on strengthening department training, developing clear driver handbooks and preparing for the expansion of the districts pre-k program to include 3- and 4-year olds. The department also implemented BusRight over the summer, and transportation leaders are actively working through the learning curve that comes with any new routing and communication system.

“Technology is a big part of our operation,” she shared. “We use routing and communication software to improve efficiency, enhance family communication and support safety and compliance. We continue to look for tools that make our operation more effective and transparent.”

Smith noted that while transportation is behind the scenes, it’s essential to student success. “When drivers are supported and leadership is engaged, it shows in the quality and safety of service we provide. I’m proud of our team and the work we doing,” she said, adding that Perry leads with open communication and trust.

“She makes a point to understand the challenges transportation faces and ensures we’re included in district-level conversations,” Smith added. “She’s accessible, responsive and visible throughout the district. As someone who transitioned after 20 years in my previous district, her support made that change smooth and rewarding. Gorham transportation is fortunate to have leadership that truly values our work.”

The post Superintendent Snapshot: Communication, Collaboration Key for Maine School District Success appeared first on School Transportation News.

Lamar Consolidated Independent School District Superintendent Roosevelt Nivens reportedly shows a solid understanding and strong support for transportation operations by staying in regular contact with operations and transportation leaders as well as frontline staff.

Chief Operations Officer Greg Buchanan said Nivens, “has contributed to meeting transportation needs by helping secure successful bond elections to fund fleet expansion.”

Plus, Nivens — who was named the winner Thursday from among three other finalists for the National Superintendent of the Year award at the National Conference on Education — actively engages with employees during site visits, where he expresses appreciation for drivers, mechanics and leadership alike.

“Recently, he supported funding for 16 additional full-day drivers to cover absences and open routes, and he added leadership roles to keep transportation operations aligned with district growth,” Buchanan said.

The Superintendent of the Year Award is sponsored by AASA: The School Superintendents Association, along with Corebridge Financial and Sourcewell, celebrate the contributions and leadership of public-school superintendents.

Transportation Operations

Lamar CISD runs an entirely in-house transportation system that facilitates daily student mobility across a rapidly expanding district, “which allows the district to directly oversee safety standards, staffing and service quality,” Buchanan said.

It employs 275 drivers across three terminals for 265 daily bus routes. The district transports approximately 22,700 students each school day. During the 2024–2025 school year, school buses traveled more than 4.6 million miles, serving both general and special education routes.

Lamar CISD relies heavily on technology to streamline operations, enhance communication and improve safety. This includes Tyler Technologies’ comprehensive student transportation software for route planning, driver navigation, student ridership tracking, and a parent app. Fleet Vision helps the district manage fuel and parts inventory and Trip Tracker coordinates campus-based trip scheduling.

Ahead of the 2026 Superintendent of the Year being named Feb. 12 at the National Conference on Education in Nashville, Tennessee, School Transportation News sat down with those in charge of transportation operations at the respective districts to gain a better understanding of how the services function.

A $10,000 college scholarship will be presented in the name of the 2025 National Superintendent of the Year to a student at a high school the winning superintendent graduated from or from the school district the winner now leads.

Lamar CISD also uses Safety Vision camera systems to monitor bus interiors and exteriors, aiding accident investigations. “Additionally, AI-enabled tools are used daily for operational planning, communication and leadership support, enabling staff to respond swiftly to changing conditions,” Buchanan said.

When it comes to workplace culture, transportation encourages engagement and morale through constant communication. Culture is a key focus of the department to align with the district’s overall strategic plan, “which highlights recognizing exceptional performance and fostering a culture of excellence,” he added.

Communication is fostered through including weekly newsletters, terminal-level outreach, and a sunshine committee that organizes employee recognition, morale-boosting activities and celebrations.

“These efforts culminate in an annual end-of-year awards banquet that honors outstanding service and achievement,” Buchanan said.

One current initiative is to address Texas Senate Bill 546, which requires all school buses to be equipped with three-point seatbelts by Sept. 1, 2029. “The district is meeting this mandate through a combination of new bus purchases and retrofitting select existing buses,” Buchanan said, adding that it is not operating alternative-fuel or energy school buses due to the significant costs and infrastructure requirements.

Another initiative was the opening of a new transportation facility, which was opened to support district growth and improve operational efficiency. In addition, the district opened a new Junior High School which was named after Ella Banks, a 40-year veteran school bus driver at the district.

“This recognition underscores the district’s commitment to treating transportation as an essential component of student success,” Buchanan said.

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Related: AASA Announces 2026 National Superintendent of Year Finalists
Related: First Alabama Educator Named 2025 AASA Superintendent of the Year

The post Superintendent of the Year Snapshot: Support, Understanding of Transportation appeared first on School Transportation News.

Another investigation is underway after a Waymo driverless vehicle hit a young pedestrian, this time in Santa Monica, California.

Last month, School Transportation News reported that Waymo’s driverless vehicles are still illegally passing Austin Independent School District school buses in Texas despite multiple attempts to correct the situation. The National Highway Traffic Safety Administration opened a preliminary evaluation Oct. 17, after a Waymo vehicle failed to stop and passed a school bus in Atlanta, Georgia a month earlier.

NHTSA opened another investigation Jan. 28 following the Santa Monica incident, which is about 15 miles west of downtown Los Angeles. The preliminary evaluation states that on Jan. 23 Waymo “reported to the Office of Defects Investigation (ODI) that a Waymo Automated Vehicle (AV) had struck a child near an elementary school earlier that day.”

The incident occurred within two blocks of the Santa Monica elementary school and during normal school drop off hours. Other children, a crossing guard and several double-parked vehicles were in the vicinity.

The child reportedly ran across the street from behind a double-parked SUV towards the school and was struck by the Waymo AV. Waymo reported that the child sustained minor injuries. The Waymo driverless vehicle was operated by the 5th Generation Automated Driving System.

Waymo announced on its website that it has a commitment to transparency and road safety.

“At Waymo, we are committed to improving road safety, both for our riders and all those with whom we share the road. Part of that commitment is being transparent when incidents occur,” the blog post states.

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Related: Waymo Driverless Car Illegally Passes Stopped School Bus in Atlanta
Related: NHTSA Investigates Autonomous Waymo Rides After Illegal School Bus Passing
Related: Texas Autonomous Vehicle Task Force Will Work with School Bus Companies

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Waymo Response to Santa Monica Incident

The company details the incident, noting that it contacted NHTSA and will cooperate with the investigation.

“The event occurred when the pedestrian suddenly entered the roadway from behind a tall SUV, moving directly into our vehicle’s path,” the post notes. “Our technology immediately detected the individual as soon as they began to emerge from behind the stopped vehicle. The Waymo Driver braked hard, reducing speed from approximately 17 mph to under 6 mph before contact was made.”

The Waymo post notes that “a fully attentive human driver in this same situation would have made contact with the pedestrian at approximately 14 mph. This significant reduction in impact speed and severity is a demonstration of the material safety benefit of the Waymo Driver.”

Following contact, the student pedestrian reportedly stood up and walked to the sidewalk, and Waymo called 911. The driveless vehicle moved to the side of the road and stayed there until law enforcement cleared the vehicle.

“This event demonstrates the critical value of our safety systems,” Waymo added. “We remain committed to improving road safety where we operate as we continue on our mission to be the world’s most trusted driver.”

The post Investigation into Waymo Driverless Vehicles Continues Following Latest Collision with Student appeared first on School Transportation News.

Ron Kinney hopes California’s student injury data in school bus crashes serves as a blueprint for the rest of the U.S. to adopt lap/shoulder seatbelts.

When California became the first state in the nation to implement lap/shoulder seatbelts on school buses in 2004, many in the industry viewed the occupant restraints as unnecessary luxury items. But 20 years of data now tells a much more compelling story, resulting in injury declines and calmer school bus interiors for drivers.

Kinney, who served as state director of school transportation for the California Department of Education from 1983-1997, compiled 30 years of crash data from the California Highway Patrol’s annual “School Bus Crash and Pupil Passenger Injury Summary Report.” Kinney tracked the 10 years prior to and 20 years after the state law went into effect in 2002 that requires all newly purchased school buses after July 1, 2025 be equipped with lap/shoulder seatbelts.

The law led to the development of the current FMVSS 222 requirements for lap/shoulder seatbelts in all Type A school buses nationwide.

Kinney’s data calculates a 74.5 percent decrease in the absolute number of school pupil passenger injuries since 2004. In terms of passenger injuries “per million vehicle miles” traveled, the report tracked a 45.5 percent decrease over the past 20 years.

Meanwhile, the data finds that as the percentage of California school buses equipped with lap/shoulder belts increased incrementally since 2004, “it is reasonable to believe that school pupil passenger injuries will continue to decrease as more school buses equipped with lap/shoulder belts are added to the state fleet.”

Nine of the 10 years prior to the implementation of lap/shoulder seatbelts, student passenger injuries ranged between 425 and 760 per school year, with the height of injuries being 1,112 in the year 2000. There was no information on why the injuries spiked. But 2000 also saw the most school buses on the road (26,291) and the highest number of miles traveled (367,893,624) during that 10-year period before seatbelts.

Meanwhile, in the 20 years after the lap/shoulder seatbelt law went into effect, injuries declined. In 2005, 400 students were injured. During the 2013-2014 school year, 266 injuries were reported. Injuries dropped to 136 the following year. However, the 2015-2016 school year saw a spike to 313 injuries, with the most school buses on the road (28,982) and miles traveled (283,812,564) in the 20-year span. Those resulted in the most school bus crashes (1,886) as well. The 2023-2024 school year, the most recent data collected, saw 131 passenger injuries.

The report states that several factors need consideration when attempting to draw conclusions from the data. These include lap/shoulder belts having a positive impact in reducing pupil passenger injuries per million miles, California’s reduction in regular education home-to-school transportation, and expansion of special education home-to-school transportation.

Additionally, the report cites the increased number of California school buses equipped with lap/shoulder belts and the number of pupil passengers wearing lap/shoulder belts. Kinney writes that the reduction of driver distractions from pupil passengers who are now belted in and less able to misbehave has led to a reduction in driver turnover. The reduction in disciplinary problems and driver distractions also reduces the risk of crashes caused by driver errors.

“This also contributes to reduced driver turnover by creating a safer, less stressful and more rewarding work environment,” the report states. “By physically containing students, these belts address the primary stressors that lead drivers to leave the profession.”

The report also touches on the National Transportation Safety Board investigation into the 2014 Anaheim, California school bus crash, which resulted in a school bus leaving the roadway and striking a concrete light post after the driver fell unconscious. The bus continued up an embarkment and struck an uprooted tree.

NTSB crash simulations found that students sitting in row eight, where the tree intruded into the school bus cabin, would have experienced greater injuries had they not been wearing lap/shoulder seatbelts.

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Related: NTSB Calls for Seatbelt Polices, Procedures Following Texas School Bus Crash
Related: Illinois Bill Advances to Require Lap/Shoulder Seatbelts on New School Buses
Related: Evolution of Thought

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Kinney’s report also addresses the increased cost of a school bus with lap/shoulder seatbelts.

“Based on the large reduction in pupil passenger injuries revealed in this report since the implementation of lap/shoulder belts in all new California school buses, the cost-benefits of lap/shoulder belts clearly tip the scales in favor of installing lap/shoulder belts on all new school buses across the nation,” it states, adding that in the 20 years since lap/shoulder seatbelts were required California saw no student fatalities. “…the reduction in pupil passenger injuries more than justifies the few thousands of dollars initial cost.

“When spread over the average 20-year life cycle of a California school bus, the cost is around $500.00 per year. And, if you consider the number of trips per school year and the number of pupils transported each day, the cost is pennies per child per day. The litigation costs, not to mention the costs of settling a court case, can easily be measured in millions of dollars. The financial litigation risks, along with the pain and suffering of a pupil passenger and their family, is something to consider when drawing conclusions on the results and use of this report.”

The post California School Bus Report Shows Lap/Shoulder Seatbelts Reduce Injuries appeared first on School Transportation News.

All schools and districts that applied for funding for eligible safety features ranging from seatbelts to collision avoidance to additional lighting through the $10 million Ohio School Bus Safety Grant received an award.

An Ohio Department of Education spokesperson confirmed that it received 371 applications from schools, districts and county boards of developmental disabilities for the School Bus Safety Grant. Of those applications, 56 requested funds for “Occupant restraining devices that conform to the school bus seat belt requirements of 49 C.F.R. 571.”

The other authorized safety features are external school bus cameras, fully eliminated stop arms, crossing arms, illuminated school bus signs, lane departure warning systems, collision avoidance systems, and electronic stability control.

The school bus safety grant program was created in response to recommendations made by the Ohio School Bus Safety Working Group, which Gov. Mike DeWine convened to review all aspects of student transportation, following an August 2024 school bus crash that resulted in a student fatality.

Among its 17 recommendations made in January 2024, which did not include the use of lap/shoulder seatbelts — a main reason Gov. DeWine called together the working group — were strategies for improving bus safety features, driver training and emergency response.

Safety rant funding may be used for the repair, replacement or addition of the eight authorized safety features on school buses in active service or for safety enhancements on new school bus purchases.

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Related: Ohio School Bus Grant Program Launches, $10M Available
Related: Ohio School Bus Safety Working Group to Investigate Seatbelts Following Fatality
Related: Ohio School Bus Safety Recommendations Call for Technology Funding, No Seatbelt Mandate
Related: Brother and Sister Help Save School Bus Driver During Medical Emergency in Ohio

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Indian Hill EVSD in Ohio, applied for the safety grant. Diane Spurlock, transportation director, said they asked for collision avoidance systems and lane departure warning system.

“The program we selected is an AI camera that can notify the driver if either of the instances occurs while they are on the road,” she said. “The main reason is that we recently had an incident happen with a driver where this could have kept it from happening thus ensuring a safer drive. A secondary reason is that our current cameras are getting outdated quickly and I hope this opens the door to purchase more products from this company.”

Additionally, Indian Hill applied for the ground wash lights “because our district does not have street lights and some streets are very narrow. We have added the LED lights near the back tires but believe the ground wash lights will be especially helpful for turnarounds,” she continued.

Gov. DeWine, the Ohio Department of Education and Workforce Director Stephen D. Dackin announced via a press release that, “the grants will help ensure safer travel for Ohio students through safety upgrades to existing buses and the addition of advanced safety features on new buses.”

“Whether students are in the classroom or on the school bus, we owe it to parents and families to do everything we can to keep them safe,” said DeWine. “We’re raising the bar for student safety on Ohio’s buses, and these grant awards demonstrate our dedication to making school transportation safer.”

Dackin added, “Student safety is our top priority, and Ohio is investing in critical safety improvements to equip school buses with proven technology that keeps children safe.”

The post Ohio Announces School Bus Safety Grant Recipients for Technology Enhancements appeared first on School Transportation News.

Despite multiple attempts to correct the situation, Waymo’s autonomous vehicles are still illegally passing Austin Independent School District school buses in Texas.

“Even after the November software update and December software recall Waymo says they conducted,” Austin ISD said in a statement Jan. 14. The school district added the most another violation just occurred two days earlier.

Austin ISD now confirms Waymo vehicles committed a total of 24 violations, as of the middle of January.

“Austin ISD again asks that Waymo cease operations in the mornings and afternoons during school days when our students are using our school buses,” a statement by the district reads. “Austin ISD continues to explore any and all legal recourse available.”

Despite the most recent update last week, Austin ISD officials have been navigating this situation for months.

The National Highway Traffic Safety Administration also opened a preliminary evaluation Oct. 17, after a Waymo vehicle failed to stop and passed a school bus in Atlanta, Georgia in September. School Transportation News reached out to Atlanta Public Schools regarding the violations but had yet to hear back at this writing.

Back in Texas, Austin ISD installed BusPatrol camera systems in 2024 on all 519 of the district’s general and special education buses. Citations for illegal passing incidents began soon after that. Prior to the BusPatrol partnership, the district saw 10,000 to 12,000 violations a year, said Kris Hafezizadeh, the executive director of transportation and vehicle services. Now, the school district sees a little over 7,000 passes. He cited a decrease in repeat offenders.

Among those violators is Waymo. Hafezizadeh said the autonomous vehicles treat the school bus like a stop sign, some not even stopping before approaching the school bus.

Waymo reported to Austin ISD as of Nov. 5 that software updates were in place to resolve the issue. Hafezizadeh said. However, a Nov. 20 memo to Waymo by Austin ISD general counsel states that five violations occurred after Waymo’s Nov. 5 letter.

“Put simply, Waymo’s software updates are clearly not working as intended nor as quickly as required. We cannot allow Waymo to continue endangering our students while it attempts to implement a fix,” the memo states. “Accordingly, Austin ISD demands that Waymo immediately cease operation of its automated vehicles during the hours of 5:20 a.m. – 9:30 a.m. and 3:00 p.m. – 7:00 p.m., until more in-depth software updates are completed and Waymo can guarantee its vehicles will comply with the law.”

Hafezizadeh said Waymo “disagreed.” In early December, Hafezizadeh offered his school buses and parking lot to further test the software in Waymo vehicles. He noted that Waymo brought two of its cars and he provided seven school buses of different OEMs to conduct tests. He added that his staff complied with any request made by Waymo officials during the four-hour test period.

“The unfortunate part is, after that, they had another two or three violations,” he said.

Waymo did not respond to requests for comment at this writing.

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Related: NHTSA Investigates Autonomous Waymo Rides After Illegal School Bus Passing
Related: Waymo Driverless Car Illegally Passes Stopped School Bus in Atlanta
Related: Federal Bill Aims to Increase Awareness of Illegal School Bus Passing

The post Waymo Driverless Vehicles Continue to Illegally Pass School Buses appeared first on School Transportation News.

Iowa started the new year with new and controversial school bus driver training courses.

House File 395 revises requirements for training and certification of school bus drivers in the state. It updates the criteria for what constitutes as an approved course of instruction for school bus drivers.

Prior to the new law taking effect, school bus drivers would take a 17-hour online course followed by a three-hour, in-person class. They had six months to complete the course after being hired. Annually, all drivers were required to attend a three-house in person refresher class to maintain their school bus authorization.

Now, the three-hour refresher course is optional.

The Controversy

“The change in state requirements that made annual bus driver training optional came as a surprise,” David Johnson, executive director of the Iowa Pupil Transportation Association, said of the controversial driver training update. “Some updates were necessary and were already underway before the bill passed—specifically, updating the online portion of new driver training. Much of this content was already being covered through ELDT, and it was time for an update.

“However, the annual three-hour refresher training is, in my view, very important,” he continued. “Making it optional could make it easier for a school district to provide significantly less training for its drivers. It is my hope that all districts will continue to recognize the value of this professional development and will continue to require their drivers to participate. IPTA will continue to support the training provided by the Department of Education and encourage districts to take part in it.”

The bill was introduced on Feb. 13, 2025, passed both chambers, and was signed into law by Gov. Kim Reynolds on June 6, 2025, taking effect at the new year.

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Related: ‘One Type of Driver’ Training
Related: Iowa Rising Star Furthers Driver Safety and Proficiency
Related: (STN Podcast E258) Nuances & Challenges: NCST Recap, Trade Wars, Upcoming Safety Convos

The post Updated Iowa School Bus Driver Hiring Law Adds Optional Refresher Course appeared first on School Transportation News.

The School Superintendents Association, AASA, announced its four finalists for the 2026 National Superintendent of the Year Award. The winner will be named at the annual National Conference on Education in February.

AASA along with award co-sponsors Corebridge Financial and Sourcewell will recognize on of the finalists “for their outstanding leadership and dedication to advancing public education in their communities,” a press release noted.

The following finalists were nominated by their state associations and honored with the title of State Superintendent of the Year. They were measured against criteria such as leadership for learning, communication, professionalism and community involvement.

Demetrus Liggins, superintendent of Fayette County Public Schools in Kentucky joins Roosevelt Nivens, superintendent of Lamar Consolidated Independent School District in Texas, Heather Perry, superintendent of Schools at Maine’s Gorham School Department, and Sonja Santelises, the chief executive officer at Baltimore City Schools in Maryland.

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Related: Superintendent Defends School Bus Driver Accused of Erratic Driving, Potential Impairment
Related: First Alabama Educator Named 2025 AASA Superintendent of the Year
Related: Superintendent Snapshot: Florida District Depends on Transportation
Related: Superintendent Snapshot: Staying Connected with Departments, Students

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“These extraordinary leaders embody the transformative power of public education,” stated David R. Schuler, AASA’s executive director. “Their visionary leadership uplifts students and demonstrates our continued commitment to providing every child with the opportunities, experiences, and education that prepares them for college, career, and real life in the real world. We are honored to celebrate their incredible success and accomplishments.

The winner will be announced on stage during the National Conference on Education, Feb. 12-14 in Nashville, Tennessee. A $10,000 college scholarship will be presented in the name of the 2026 National Superintendent of the Year to a student who attends the high school from which the superintendent graduated or a school within the district.

The full list of 50 state superintendents of the year is online.

The post AASA Announces 2026 National Superintendent of Year Finalists appeared first on School Transportation News.

School Transportation News is currently accepting applications for its 2026 awards: Garage Stars, Rising Stars, Innovator of the Year and the Peter J. Grandolfo Memorial Award of Excellence.

STN gathers annual nominations from across the country and historically has chosen 10 Garage Star finalists to be featured in the August magazine edition. Last summer, STN selected seven individuals and three maintenance teams. STN also features 10 Rising SuperStar finalists in the November issue.

Garage and Rising Star finalists receive STN conference registration scholarships, to be used at an STN EXPO or TSD conference of their choice the following year.

The application window for Garage Stars will close on May 16. Rising Stars will remain open until July 31.

The Grandolfo Award, sponsored by Q’Straint, is its 18th year. Named after Peter Grandolfo, the late Chicago Public Schools transportation director and NAPT board member, the award is presented at STN EXPO West. The Grandolfo award recognizes a school transportation professional who exhibits exemplary service on behalf of the nation’s school children, especially those with disabilities. The application deadline is May 22.

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Related: Garage Star, Rising Star Finalists to Receive Conference Registration Scholarships
Related: Michigan’s Morris Presented with 2025 Grandolfo Award at STN EXPO
Related: Innovator Award Seeks Nominations of Trailblazing School Bus Contractors

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Meanwhile, the fifth annual Innovator of the Year award features a private school bus contractor employee who exemplifies the adoption of cutting-edge technology and programs.

STN presents Innovator of the Year in partnership with the National School Transportation Association. Readers may submit an online nomination through May 1.

Qualifications include making “significant, tangible contributions” to the school transportation industry within the past 12 months. Innovations could include technology implementation, operations, safety initiatives and green energy adoption.

The post Nominations Open for 2026 STN Awards appeared first on School Transportation News.

Whether it’s a full-size school bus with track seating running the length of the floor or a compact van with fixed belt points, no two vehicles secure a student the same way—and too often, drivers are left to figure it out on the fly.

That variability, experts warn, can compromise safety for students who rely on wheelchairs, car seats or booster seats, especially as alternative transportation expands and fleets grow more diverse. Driver training has never been more paramount.

Darren Reaume, the director of training for Q’Straint/Sure-Lok, explained that school buses from different OEMs and of various model years have different characteristics. This is why it’s so important that drivers know what’s available on the vehicle and how to use the wheelchair securement equipment.

“If you have 50 different buses in your fleet, chances are you have four or five varieties of different equipment, and your drivers need to know how to use all of that stuff because you don’t know which [vehicle] they’re going to have,” he said.

When transporting a student in a wheelchair as a van passenger, the space is going to be much more limited than in a school bus, where track seating will typically extend the length of the bus because of the need for traditional bench seats. In vans, everything is much more compact. This mean there could be a fixed location for the shoulder belt, for example.

“Sometimes we run into this disconnect where it’s easier to transport a small student in a side-entry van because it’s a smaller space and the device is small,”  he said. “But then the occupant securement doesn’t fit great on them because they’re a smaller individual.”

On the flip side, it might be harder to secure a larger student in their mobility device because it’s a small space, but the occupant securement fits better.

“So now, you’re taking into account the particular equipment and layout of that vehicle,” he said, adding that everything from the size of the securement location to how much space the driver has to operate in makes a difference in safely securing at student.

Certified passenger safety technician Cassidy Miller noted drivers are responsible for proper securement of the CSRS in their vehicles, and they need proper training or information on the student. Miller, who is also the director of transportation for Cashmere School District in Washington state, shared that a lower anchor system securing the car seat into a vehicle has a weight limit. The other option is using a seatbelt, which has no weight limit, to secure the car seat.

Miller suggested asking if contracted providers know each child’s weight, or are they guessing based on age and size? Regardless of weight, Miller added that if the child is being restrained in a forward-facing car seat, a strong U.S. recommendation is to use the top tether.

“And they need to make sure that the harness straps fit the child who they’re transporting,” she said. “If they’re transporting multiple [students] in a day, that can get tricky. They need to make sure that it’s adjustable.”

All are adjustable to a degree, she explained, but some are more complicated and require removing the car seat to make the adjustment.

The Alternative Student
Transportation Association

 

Greg Prettyman, vice president of First Alt, explained the creation of the Alternative Student Transportation Association that gives a voice to providers. He said the goal is for different companies to develop a unified message on issues as they arise. At the top of the to-do list is public outreach and creating a website as well as consulting on the National Congress on Student Transportation Alternative Transportation committee. Prettyman added NCST was the impetus for creating the association because each company was providing input individually.

Miller added that the harness needs to fit the child properly, and it needs to be snug to their body with the chest clip at armpit level. “Those points need to be monitored by the drivers, and sometimes that’s hard when they’re a company that has back-to-back rides or a lot of turnover,” she added.

She also recommended that families who are using an alternative transportation service also be educated about the car seat installation points. “Is the family looking to make sure that the car seat is installed properly for the child’s weight? Is it installed via seatbelt or lower anchors? Is the harness fitting them correctly? Is the chest clip at the right point, is the top tether attached to the back of the seat? … They should kind of have a mental checklist every day when they help load their child,” she recommended.

The liability falls on the school district but she said parents can serve as a second set of eyes to ensure the car seat is installed correctly. She provided an example at her previous district, where a family took pictures to prove the contractor wasn’t installing the car seat correctly.

“I took [the pictures] back to that transportation company, and I said, ‘Listen, here are five things wrong with this car seat right now. Those need to be addressed,” Miller recalled. “I know you say you train your drivers on using car seats, but this car seat has not shown up in an acceptable manner, and the parent has been reinstalling the car seat as properly as she can get because she doesn’t have the manual in hand whenever the car seat arrives. And it’s getting very frustrating.’”

Depending on the state, it might be hard for all independent contracted drivers to undergo securement training like district employees. Instead, she advised school districts ask for the driver training curriculum that contractors use and determine if it meets the standard. Plus, she recommends random checks.

“Go out to that elementary school at pickup and see and just observe that child. Observe that car seat as it’s waiting,” she said, adding it’s important to make extensive notes. “I would highly recommend all of those random checks just to ensure the drivers are in compliance with their company and or even if it’s your own drivers, that they’re in compliance with your standards.”

Training Drivers

Gregg Prettyman, the vice president of First Student subsidiary First Alt, said the driver training standard should be the same no matter the vehicle. He noted FirstAlt follows First Student’s driver vetting, training and credentialing standards.

“There’s a lot of different types of vehicles — Type A, Type B, Type C, vans and SUVs — but there really should only be one type of driver, and that’s just a driver that meets all of the state requirements for a bus driver,” he explained.

He said the only exception would be vehicle-specific licensing, adding that alternative vehicle drivers like those in Type A school buses don’t need a CDL. He added that when it comes to wheelchair securement, First Alt works with transportation companies that are established in correctly transporting people in wheelchairs, whether that’s to and from work or doctor’s appointments.

“We reach out to those companies who really are already experts in that and doing that in the state, and we certify, license and onboard them,” he said, adding the oversight provides an extra layer of protection “We still do verify that their drivers know how to secure and meet all the student securement transportation requirements. But the nice thing is, when you’re working with existing companies, they already have a lot of that training and expertise in place.”

Blake Smith, area general manager for the east for First Alt, agreed, noting the importance of being a part of First Student and how it has been asset for its training program.

“We really want to make sure that we’re doing our due diligence for the safety aspect and keeping with those First Student standards and core values to make sure that we’re properly securing these students and properly securing the equipment, because at the end of the day … we’re firm believers that the yellow school bus is the safest way to get these students to school, but in those instances where you’re not using a yellow school bus for a variety of reasons, we want to make sure that the safety isn’t sacrificed when we’re doing that.”

He said a session presented by industry consultant Alexandra Robinson at the National State Directors of Pupil Transportation Services annual conference in November touched on securement in yellow school buses as well as alternative transportation vehicles. CPST instructor Denise Donaldson is presenting a similar topic at STN EXPO East on March 28, “What’s the Difference?! CSRS Use in School Buses versus Alternative Vehicles.”

Smith said a takeaway from the NASDPTS presentation was ensuring the drivers know that information. “In the event that we have to take a car seat out because they’re doing another route where we need actual space in the vehicle, that we’re properly securing that piece of equipment back in the vehicle,” he said of the importance of training. “And understanding the different checkpoints of making sure that piece of equipment is secure in the vehicle.”

Even something like not securing a child in a puffy coat needs to be communicated to drivers, as they transport students in the Northeast, where kids are coming out of their houses in jackets.

“[We’re] making sure we’re doing our due diligence for those two pieces, helping the drivers and also the monitors — if we have monitors in those vehicles — not only properly secure the car seat, but secure the student properly.”

EverDriven CEO Mitch Bowling said every driver is required to complete the EverDriven Driver Education Course, “which is the first program in the industry designed specifically for transporting students with unique needs,” he claimed.

He explained the course covers everything from wheelchair securement to defensive driving to sensitivity training.

“It’s a six-module course that prepares drivers for real-world situations, like managing behavioral challenges or responding to emergencies,” he continued. “Drivers must pass a 40-question exam before they can drive students. While district requirements vary, our training is built to meet those needs and often goes beyond them.”

Bowling said a standardized training ensures every driver is ready for a variety of scenarios and can adapt to individual student needs, whether that involves mobility devices or behavior support.

Blake added that drivers are trained before they start any trips with First Alt, with a test at the end of the program to become certified. Every six months they do a refresher course. However, he noted states and districts will have other requirements. For example, some districts in the Dallas area require transportation to the school for the deaf and blind, and FirstAlt will send their drivers to be trained on courses that address that specific group of individuals.

The School of Philadelphia has a specific training course for monitors and Colorado has inclement weather training. “It’s not only important to have your own [standard] but to make sure you’re compliant with the unique training requirements of each state and each district,” he said.

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Related: NAPT Statement Provides Recommendations for Alternative Transportation
Related: Alternative School Transportation: Roadmap for Decision-Making For Children with Disabilities and Special Needs
Related: NASDPTS Publishes Paper Espousing Safety of School Buses Over Alternative Transportation
Related: Beyond the Yellow School Bus: Alternative School Transportation

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Prettyman said that alternative transportation can be so individualized at times that FirstAlt will partner with the district to ultimately support that one particular student.

“Maybe it’s a student where they’re trying to reinforce certain behaviors in the classroom, and we’re trying to figure out how do we extend that classroom to the classroom on wheels,” he said. “We’ve had drivers and monitors that we coordinate with at the school specifically to go in and observe that student in a classroom setting and better understand not only that student from when they’re just transporting, but also how are we understanding that student, and how can we support that student through transportation?”

Putting the driver classroom on wheels can heighten learning quickly.

“One small thing can become a major issue,” he said. “How can we partner with our districts, and also their teachers and paraprofessionals … to ultimately support these students on an individualized basis? Because that’s what alternative transportation does really well. The yellow school bus is great, but when it comes down to these individual students that have IEPs …how do we take that classroom environment and extend to the to the vehicle and also support safe transportation for that student?”

Jennifer Brandenburger, the senior vice president of Safety at HopSkipDrive, said dedicated programs for riders with specialized needs help ensure safety and compliance.

Drivers transporting younger riders “receive specialized education on proper installation and harnessing techniques, which is guided by certified child passenger safety technicians from Safe Kids Worldwide,” she said. “Only these approved drivers receive and use the company-provided car seats for these specific rides.”

Brandenburger added that HSD selected a car seat model that meets the impending standards set by the National Highway Traffic Safety Administration in consultation with expert advisors.

Wheelchair transportation, meanwhile, is facilitated by CarePartners. Brandenburger said these are “local professionals who undergo HopSkipDrive’s rigorous and comprehensive certification process, including name- and fingerprint-based background checks, clearing child abuse and neglect screenings where available, and enrolling in continuous criminal record monitoring.”

She said that CarePartners provide a wheelchair accessible vehicle (WAV) and are trained on the correct securement.

“By ensuring CarePartner drivers undergo our onboarding and management, we are able to monitor, manage, and ensure compliance with district requirements,” she concluded.

The post ‘One Type of Driver’ Training appeared first on School Transportation News.

Miriam Manary, the lead research engineer at the University of Michigan, provided Transporting Students with Disabilities and Special Needs (TSD) Conference attendees an overview of crash-testing standards for wheelchairs in motor vehicles.

The Nov. 8 session emphasized why proper securement, crashworthy equipment and correct belt usage use are essential for occupant safety. She explained that testing is based on WC19, voluntary industry standards that establish minimum design and performance requirements for wheelchairs used as passenger seats in moving vehicles. It requires the wheelchairs to withstand a 30-mph frontal impact (30 mph delta-V)—a severity greater than 96 percent of real-world crashes. She explained that frontal impacts are the priority because they account for nearly half of crash events. Although side-impact testing methods have been developed, they are not yet incorporated into the standards.

Manary explained that side-facing and rear-facing wheelchair transport consistently fails crash tests because wheelchairs lack structural strength in those directions. Early tests demonstrated catastrophic failures, including seatback collapse and occupant head strikes on the vehicle interior. Only forward-facing transport currently offers a predictable, test-validated protection environment.

Manary added that the vehicle mass matters. Larger vehicles, such as school buses, experience lower delta-V in similar crash scenarios, thus reducing injury risk for all occupants. Still, correct equipment use remains essential, she said.

WC19 wheelchairs provide crash-tested securement points, stronger frames and accessible hook paths designed to allow all four tie-downs to be attached in under 10 seconds. Yet, many school transportation issues arise from insufficient space within the vehicle.

She added that poor securement remains a major challenge. Common mistakes include attaching tie-downs to removable parts such as footrests, armrests and quick-release wheels, Manary said. A securement point must always be a strong, welded portion of the main frame. Plus, using fewer than four straps dramatically increases rotation and instability, she added, noting a significant portion of injuries stems not from wheelchair movement but from improper or absent occupant restraints.

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Related: Funding Among Potential Impacts of U.S. Education Department Dismantling on School Transportation
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Riders in wheelchairs must wear crash-tested seatbelts because they lack the protection of compartmentalized seating, Manary continued, adding that a good fit is essential.

Lap belts must rest low on the pelvis, “If it’s not on the thigh, it’s too high,” angled 30–70 degrees from vertical. Shoulder belts must cross mid-shoulder, avoiding the neck but staying far enough inboard to prevent sliding off, she said.

Additional hazards come from loose equipment such as ventilators, trays or oxygen tanks. In crash tests, even an 11-pound device can become a dangerous projectile at high speeds.

Emerging research focuses on future mobility, including universal docking systems that allow wheelchair users to independently secure their chairs in autonomous vehicles and, potentially, aircraft. Early prototypes show promise, offering independence while meeting crash performance comparable to four-point tie-downs, Manary said.

The post Breaking Down Wheelchair Crash Testing at TSD Conference appeared first on School Transportation News.

The National Association of State Directors of Pupil Transportation Services (NASDPTS) sent an email to members providing an update on the 17th National Congress on School Transportation’s (NCST) National School Transportation Specifications and Procedures Manual (NSTSP), which was already updated over the summer to fix the inadvertent omission of the new alternative transportation section.

The online version was removed from the National Congress on School Transportation website as of Sept. 19, pending the update. On Sept. 29, the updated NCST was republished to include the alternative transportation section.

However, on Tuesday, NASDPTS said two other updates were made to the book, including pages 61-78 and page 377. Details on the specific updates were not provided. NASDPTS said the NSTSP “is designed to be a living document, meaning it can be updated at any time if necessary.”

Ronna Weber, executive director of NASDPTS, clarified that changes include “grammatical, formatting or inconsistency related to the Congress approved items … .”

“Proposed changes [are] often reviewed and updates are issued from the various committees as needed. However, the NSTSP itself is not officially revised until each Congress votes on the proposed changes,” she added. “Additionally, there is an interim process, which could be employed, should it be necessary between congresses. This process is very rarely used, but it exists should action be needed prior to the next Congress.”

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Related: NASDPTS Weber Provides EXPO Attendees with Updates from NCST
Related: National Specifications Manual Republished to Fix Alternative Transportation Section Omission
Related: National Congress Finishes Early After 10-Year Hiatus

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The decision on whether to hold the NCST every five or three years has yet to be made, but following last May’s NCST, delegates provided input on suggestions.

The electronic version has been updated to reflect the two updates, and the electronic version of the book is now dated December 2025. Each updated section is also saved as a separate link, should readers want to print the updated sections only.

“Future updates, should they be necessary, will also be handled in this manner, but communications will not necessarily be sent so please check the page periodically and refresh your link as needed,” NASDPTS said in a statement.

The post NCST Book Updated Again appeared first on School Transportation News.

After finishing his afternoon route on Sept. 10, 23-year student transportation veteran Julio Ospina saw a young child walking along the roadway wearing a harness. He immediately relied on his training and intuition.

Ospina, a two-year driver for Wylie ISD located northeast of Dallas, stopped the bus and contacted authorities. He soon learned the child had been reported missing from a neighboring school district that morning. He stayed with the child until police arrived, ensuring the student remained safe and calm.

“Trusting his instincts and training, Julio quickly realized something wasn’t right,” said Martiza Valentin, national account manager for occupant and wheelchair securement manufacturer AMF Bruns America. “That little boy trusted the man in the school bus.

“Thanks to his swift action, the child was safely transported into the care of law enforcement and eventually to relieved family members, preventing what could have been a tragic outcome.”

Valentin continued that stories like Ospina’s are the type AMF-Bruns wants to share.

It was Ospina’s extraordinary moment of heroism that prompted the company to name him its National Special Needs Driver of the Year. The award honors transportation professionals who demonstrate exceptional dedication, professionalism and compassion in serving students with special needs.

AMF-Bruns sponsors the award each year to “highlight outstanding contributions to the safe transportation of people with limited mobility.”

Liz Ospino, Julio’s wife, nominated him.

“This act wasn’t part of his job description, but it is exactly who Julio is,” Liz said. “His attentiveness, quick thinking, and compassion turned a potentially dangerous situation into one of peace and safety.”

Julio Ospino told School Transportation News that winning the award means more to him than he can put into words.

“I am truly humbled. I don’t do this job for recognition, I do it because I care about the children in my care and this child was definitely not in a safe place,” he said. “Knowing that others see value in what I do is incredibly meaningful. I am fortunate to work with an amazing district with the best people.”

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Related: Baldwin Accepts STN Director of Year Award at TSD Conference
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He said having his wife nominate him “means everything.”

“She knows my heart better than anyone, and the fact that she recognized the care I have for these students makes this award even more special,” he added, noting her nomination was a surprise. “Knowing that she believed my actions were worthy of recognition makes this experience incredibly special to me.”

Valentin added that drivers play a vital role in supporting students outside of the classroom.

“The relationships [they] build impact each child’s journey, both academically and personally,” she said.

A celebration in Ospino’s honor was held on Dec. 4, when he was handed a $1,000 check.

The post Texas School Bus Driver Wins AMF Bruns Special Needs Driver of Year appeared first on School Transportation News.

HIGH POINT, N.C. — Thomas Built Buses (TBB), a leading manufacturer of school buses in North America and a division of Daimler Truck Specialty Vehicles (DTSV), today gave an update on the expansion of its Type A Minotour production capacity at its legacy manufacturing plant located at 1408 Courtesy Road.

The expansion of the Type A production footprint within the plant builds on Thomas Built’s legacy of innovation and craftsmanship in High Point, home to the company’s original facility dating back to 1916, where the company first produced streetcars before evolving to build Type C, Type D and now Type A buses. It also reflects Thomas Built’s streamlined production strategy, following the relocation of Type D production to the Saf-T-Liner plant earlier this year. Work on the Type A expansion began in late 2024 and is expected to be completed by 2026.

“By investing in our legacy facility, we’re honoring more than a century of craftsmanship in High Point while continuing to modernize for the future,” said T.J. Reed, president and CEO of DTSV. “This expansion gives our teams the capacity and tools they need to build even more Type A Minotours for customers across North America.”

The expansion includes a series of modernization efforts aimed at improving workflow, enhancing safety and supporting long-term sustainability. The project will increase production capacity by more than 50 percent, strengthening Thomas Built’s operational efficiency and supporting continued growth in North Carolina. Dedicated space for Minotour production has nearly tripled, now encompassing roughly 72,000 square feet of the building.

“As we expand our capacity, we’re doing so in a way that preserves what makes Thomas Built special — our people, our community and our commitment to building safe, reliable buses for students everywhere,” said Jeff Allen, senior vice president of operations and specialty vehicles at Daimler Truck North America (DTNA). “By investing here in North Carolina, we’re strengthening our operations while ensuring we can serve more customers with greater efficiency, sustainability and innovation.”

About Thomas Built Buses:

Founded in 1916, Thomas Built Buses is a leading manufacturer of school buses in North America. Since the first Thomas Built bus rolled off the assembly line, the company has been committed to delivering the smartest and most innovative buses in North America. Learn more at thomasbuiltbuses.com or facebook.com/thomasbuiltbuses.

Thomas Built Buses, Inc., headquartered in High Point, North Carolina, is a subsidiary of Daimler Truck North America LLC, a leading provider of comprehensive products and technologies for the commercial transportation industry. The company designs, engineers, manufactures and markets medium- and heavy-duty trucks, school buses, vehicle chassis and their associated technologies and components under the Freightliner, Western Star, Thomas Built Buses, Freightliner Custom Chassis Corp and Detroit brands. Thomas Built Buses and Freightliner Custom Chassis Corp. together form Daimler Truck Specialty Vehicles. Daimler Truck North America is a subsidiary of Daimler Truck, one of the world’s leading commercial vehicle manufacturers.

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Driving over 1,000 miles across multiple states and meeting with over a dozen customers, BraunAbility gathered feedback from operators, bus drivers, fleet managers and transportation directors in the public and school transport space on what they want to see in an updated lift.

The result was on display at the Transporting Students with Disabilities and Special Needs Conference in Frisco, Texas, Trade Show. BraunAbility’s Dual Parallel Arm Lift Refresh, available on Century and Millennium Series Lifts, updates a product that has seen changes since 2005.

Reed Christiansen, commercial product manager for the company, explained that in 2019 they conducted a survey to customers to understand exactly what they need.

“We tried to learn and understand their challenges and opportunities [were] to improve the lift,” Christiansen said, adding that while COVID-19 slowed down the process, they were able to learn and understand the updates needed to improve the passenger experience. These updates an auto-tite system to reduce drift and rattling, a new user-friendly hand pendant, an onboard diagnostics panel for obstruction alerts, new curved vertical channels and rounded parallel arm covers and a center line platform market to support easier and more symmetrical loading.

“This is a product that hadn’t changed in a long time,” Christiansen added. “It lasts a long time, and so that can also lead us to be not as urgent in updating the product, because from a life cycle perspective, it’s continuing to do very well, and customers are happy with it. We built a really good product in 2005 and designed a really good update then, but it was time to review that. We just want to continue to innovate and challenge ourselves and give the customers what they’re looking for.”

Colton Walle, the area sales manager for the company responsible for completing the customer survey, said after five or six customer visits he started to see a trend in features that were asked for.

Additionally, the company announced a new product that will be a standard feature on all Century and Millennium lifts. The Lift Sentinel is a guard that automatically deploys at the front of the lift to prevent someone from entering the open area when the lift is deployed. It bolts onto any model-year 2005 or newer lift.

“This is an enhanced security feature to make our operators and passengers more comfortable as they’re loading and unloading passengers,” Christiansen said.

The Lift Sentinel will be available for pre-orders in January, and the DPA Lift Refresh is expected to be available in the second quarter of next year.

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Related: Legal Keynote Opens Attendees’ Eyes to Federal Special Needs Transportation Laws
Related: School District Directors Share Strategies for Transporting Students with Disabilities
Related: Parents Speak Out After Motorists Target Son with Disabilities at School Bus Stop

The post BraunAbility Says New Wheelchair Lift Addresses Customer Needs appeared first on School Transportation News.

The National Association of State Directors of Pupil Transportation Services (NASDPTS) announced two bylaw updates, including a sunsetting of the School Bus Manufacturers Technical Council (SBMTC), “as it no longer adequately represents the Supplier Council membership.”

Formed as a subsidiary of the NASDPTS Supplier Council, SBMTC had two representatives on the National Congress on School Transportation steering committee. It was as a technical advisor on issues related to school bus manufacturing and safety and provided a forum for manufacturers to address technical and governmental relations issues concerning the production and acceptability of school bus chassis and bodies. SBMTC also contributed to national safety standards, such as those developed by NCST.

No timetable was given for its dissolution.

The other approved change to the bylaws was the prevention of the NASDPTS president or president-elect from also simultaneously serving as the National Congress on School Transportation Chair or Vice Chair. NASDPTS President Mike Stier said in a letter to state directors and Supplier Council members Tuesday that this is due “to the volume of work required by both leadership positions.”

NASDPTS also updated its Board of Directors, announcing that Wyoming state director Trenton Vonburg chose not to run for re-election as secretary this year. Instead, Fred Steward, the new Colorado state director, will take on that role.

Mike Bulman, the South Carolina State Director, was elected to his second term as Southern Region Representative. Chris Kath, the Indiana state director is also going on his second term as the Central Region Representative. And Dave Christopher, the New York Association of Pupil Transportation executive director, is serving his first term as State Transportation Associations Council chair.

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Related: NHTSA Rulemaking at Heart of NCST Resolutions Focused on Safety
Related: National Congress Finishes Early After 10-Year Hiatus
Related: 6 Students Killed in Danger Zone, All by School Buses
Related: Circuit Court Orders Stay of FMCSA Rule on Non-Domiciled CDL Holders
Related: NHTSA Investigates Autonomous Waymo Rides After Illegal School Bus Passing

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NASDPTS also announced the 2026 Annual Conference will be held Nov. 15-17 at the Ritz-Carlton Pentagon City in Arlington, Virginia.

“Holding the NASDPTS Conference in the Washington, D.C., area affords us the opportunity to hear first-hand from our federal agency partners, but also provides an excellent venue for us to come together, as an association, to get to know one another and to discuss the issues facing the school transportation industry every day,” said NASDPTS President-Elect and Conference Chair Tyler Bryan, of Delaware. “We thank our incredibly generous sponsors as this meeting is simply not possible without them.”

The post NASDPTS Sunsets School Bus Manufacturers Technical Council, Announces Updates appeared first on School Transportation News.

An RSU-13 school bus driver is on administrative leave following a collision with a student pedestrian who had just exited from his school bus and later died. The incident remains under investigation.

On Nov. 21 at around 2:20 p.m., Rockland Police and Rockland Maine Fire & Rescue EMS responded to a vehicle-pedestrian crash at an intersection. The Rockland Main Police Department noted that the incident involved an RSU-13 student who was struck by a school bus. The student was life-flighted to the hospital with life-threatening injuries. The student, identified by local media as 12-year-old Brayden Callahan, died Friday.

STN reached out to the Rockland Police Department for more information but had yet to hear back at his writing. Local media reported preliminary information from the police indicated that school bus driver Jeffery Colburn, 65, did not see the student. Articles add that Callahan had just exited the bus and was entering the crosswalk when Colburn pulled into the street.

Video footage reportedly shows that the crossing arm was not deployed at the time, the driver was leaning too far to the right in his seat, and that the bus first ran over Callaha  with the front passenger-side tire, then again with the two rear passenger-side tires.

RSU-13 Superintendent John McDonald said in a letter to parents Sunday the school bus that struck Callahan has been decommissioned and a substitute driver was assigned to pick up students on that particular route.

“We have been working with the [Maine] Department of Education on a plan to have a replacement bus in our fleet up and running soon, and we appreciate their quick response in supporting us in this effort,” McDonald said, adding that counselors were available on the route and at school.

Rockland Police Chief Carroll added in a Facebook post that the investigation will be time-consuming due to the nature of the crash and the number of passengers on board who witnessed the incident.

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Related: WATCH: Maine District Highlights Drivers for Love the Bus Month
Related: 6 Students Killed in Danger Zone, All by School Buses
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“I also want to address the negativity, blaming and other rumors that inflame the emotions of everyone, doesn’t help with this process,” he wrote. “This is a time to grieve and support the family that has suffered a great loss. This is not the time to distract with other non-related things that have nothing to do with this tragedy itself.

“Let the investigation tell the story. Again, I assure you, we will complete a thorough investigation and provide a true series of events that lead to this horrific event,” he continued. “Recognize that we are all suffering. But in the end, let’s keep Brayden’s family in your prayers.”

This is a developing story. STN will provide an update as more information becomes available.

The post Maine Student Struck by School Bus Dies from Injuries appeared first on School Transportation News.

When the first electric school buses rolled into his rural South Carolina yard, Karim Johnson already knew what to expect. He’d learned those lessons hundreds of miles north, in a suburban district in upstate New York, where early adoption meant long nights, slow chargers and plenty of guesswork.

But this time it was different. In New York, he had to do it all: Secure grants, navigate RFPs, scrap old buses and install chargers that took eight hours to recharge after a single route. In South Carolina, the buses arrived, chargers installed, paperwork completed and keys ready to be handed over. Yet despite the smoother rollout, one challenge remains the same: Selecting the routes the ESBs would run on, which in South Carolina could be 175-miles long.

Johnson, the current director of transportation at Dorchester School District 4 in South Carolina, said at his previous school district — Bethlehem Central School District in New York — ESB adoption was much more nuanced. He recalled overseeing everything from applying for grants to infrastructure set up. When he started the ESB journey in 2021, the technology was still considered new and limited charging options were available, leaving him to select Level 2 chargers with no charge management software.

“There was a lot of community support for it,” he said of purchasing EVs, noting it was a process. “Those buses were purchased through [The New York State Energy Research and Development Authority] NYSERDA, and we were able to work with our bus dealership, which was Matthews Bus in New York State. They were a really big resource.”

However, he said the NYSERDA grant had stipulations of what routes the buses needed to be on. So, instead of placing buses on the shortest district routes, they had to be placed on Johnson’s longest routes in New York. The district purchased two more EVs outside of the grant, which were deployed on shorter routes.

In South Carolina, Johnson said the state was awarded funding from Round 1 of the Environmental Protection Agency Clean School Bus Program. And because the state owns and maintains all school buses, it handled bus procurement, infrastructure setup, charger selection, and utility collaboration. Dorchester was awarded eight ESBs. Six have already been delivered, with four currently on the road and two awaiting minor work. However, once the buses were delivered, Johnson was able to immediately start driver training and route assignments.

Routes in Dorchester, however, range from 90 to 175 miles a day, far longer the typical ESB ideal use case. The lack of shorter routes, Johnson said, creates deployment constraints. Though with the DC fast chargers installed, buses can charge in the middle of the day, allowing them to be used in both a morning and afternoon route. This was a huge difference, as in New York his chargers would take eight hours to charge a bus, making them sometimes unable to be used during the afternoon runs. In contrast, the DC fast chargers take around three hours and only run into challenges if there’s a mid-day route that needs coverage.

In addition to their ESB operation training, drivers must ensure the buses are plugged in after each route and have sufficient charge before each trip. Plus, in New York, drivers had to consider the weather, as the range dropped about 20 miles in colder months.

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Related: New Resource Helps Connecticut Districts Transition to Electric School Buses
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Related: Report: Inequities in Canadian Electric School Bus Transition Threaten At-risk Populations
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“I have no surprises now when it comes to the EV buses,” Johnson said. “When something comes up, I know the steps to go through, from working with the dealership, or … with the bus distributor.”

Johnson advised transportation directors looking to implement ESBs to plan thoroughly and early, evaluating everything from route lengths to charging times and dwell windows. Plus, he said, it’s important to choose the right infrastructure where fast chargers may be essential for rural or long-mileage districts. He also advised directors to understand the grant requirements.

He noted that while initial development will reveal operational challenges, it’s a learning curve and soon directors will be familiar with the ESBs like they are with their diesel buses. Overall, he concluded, with the right planning and charging strategy, ESBs don’t need to be limited to the shortest routes.

The post Deploying Electric School Buses in Rural and Suburban Districts appeared first on School Transportation News.

While public awareness campaigns about illegally passing stopped school buses increase nationwide, the National School Bus Loading and Unloading Survey finds that school buses and their drivers accounted for all the student fatalities reported for the 2024-2025 school year.

The 2024-2025 National School Bus Loading and Unloading Survey, released Sunday at the National State Director of Pupil Transportation Services conferences in Washington, D.C., reported that six fatalities occurred in five states, with Louisiana reporting two. Four states did not participate in the survey, the most non-responses since 2015.

Over 55 years, the annual survey conducted by the Kansas State Department of Education’s School Transportation Safety Unit says school buses account for 56.5 percent of all reported fatalities, with other vehicles accounting for 39.2 percent and “other” 4.2 percent.

Several fatalities during the 2024-2025 school year occurred similarly. In Missouri, a 9-year-old girl had just exited her school bus. As the bus pulled away from the curb and began preparing to turn left, the student ran along the left side of the bus for unknown reasons. She was struck and killed by the rear left wheels.

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Find All National School Bus Loading and Unloading Surveys Since 1970

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A similar situation occurred in Wisconsin. A 5-year-old boy had unloaded the school bus at school. However, the student had dropped an item and crawled under the bus to retrieve it as the school bus driver pulled away. The student was struck and killed by the left rear dual wheels.

A 5-year-old Massachusetts boy unloaded from the school bus when the vehicle moved forward, and it struck and killed the child. The boy was killed by the left front wheel.

In Louisiana, a 7-year-old exited the school bus and was walking in front of it as the driver pulled away from the stop. He was struck and killed by the right front and right rear dual wheels of the bus.

Also in Louisiana, a 6-year-old boy was running to catch the school bus. He was in front of the bus as it pulled away from the stop, and he was struck and killed by the front of the school bus.

Similarly, in Texas, a 5-year-old was running to catch the bus. He, too, was in front of the bus as it pulled away from the stop. He was then struck and killed by the left front wheels.

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Half of the fatalities took place on the trip to school, the other half on the trip home. All the students killed were under 10 years old. Three were 5 years old. The National School Bus Loading and Unloading Survey stated that during the past 55 years of the survey, 73 percent of fatalities occurred to students 9 years of age and under.

Three of the fatalities took place on a Thursday, and two took place in the month of April. For five of the fatalities, the weather conditions were clear and in daylight, with one being reported during cloudy conditions and one during dark. Two fatalities were reported in rural areas, whereas four were considered urban. In all fatalities, road conditions were dry.

The survey is based on police reports of student fatalities at school bus stops when the bus was on scene at the time of the incident.

The post 6 Students Killed in Danger Zone, All by School Buses 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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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.