NEWBURGH, N.Y.- Today, Beacon Mobility announced George M. Carroll Transportation, Inc. as the newest member of the Beacon Mobility family. George M. Carroll Transportation, Inc. is a family-owned and operated company that has been specializing in transportation for children with special needs since 1969. The company also offers charter services for special occasions and community events. With this acquisition, Beacon Mobility now serves transportation customers through 30 companies in 25 states, nationwide.
“George M. Carroll Transportation, Inc. has been a pillar in Newburgh’s school community for decades and we are proud to welcome their dedicated team to the Beacon Mobility family,” said David A. Duke, Chief Development Officer for Beacon Mobility. “Moving ahead, we remain focused on delivering safe, reliable transportation services to students and members of the local community. We look forward to working with the outstanding drivers, monitors and employees that support day to day operations for the Newburgh Enlarged City School district and beyond.”
“We have been a family-owned and operated school transportation business for decades and our proud of the work we do for Newburgh Enlarged City School district,” said John Schindler, seller of George M. Carroll Transportation, Inc. “With the support of our loyal drivers and staff, we are confident we will continue to expand our footprint as the newest members of the Beacon Mobility family and look forward to our growing partnership to support our students, schools and communities.”
George M. Carroll Transportation, Inc. operates in Newburgh, New York and has a fleet of 46 vehicles, including transit vans and minivans. The company is supported by a dedicated team of nearly 70 employees who serve as drivers, monitors, mechanics and administrative staff to support daily operations.
About George M. Carroll Transportation, Inc.: George M Carroll transportation inc. was incorporated in 1969 and has been servicing Newburgh Enlarged City School district since 1979. We are a family owned and operated transportation company, specializing in safe transportation for special needs children. In 2002 we were awarded the prestigious New York State School Bus Contractor of the year award.
About Beacon Mobility: Beacon Mobility, a people-focused, values-driven organization, continues to grow its national footprint while staying true to its core purpose: providing mobility without limits. With 30 local brands operating in 25 states, Beacon is united in its commitment to transporting people to live, learn, and achieve.
Their goal is their north star: to provide the best people transportation experience, because every ride matters. Guided by their values of We Care, We Collaborate, We Do The Right Thing, and We Have Fun, Beacon’s experienced and compassionate team delivers customized transportation solutions that empower communities and elevate lives.
DENVER, Colo. — EverDriven, the leader in Alternative Student Transportation, is proud to announce the winners of its inaugural Modern Student Transportation Awards. The Awards recognize school district leaders who are applying forward-thinking solutions to get students to school safely and reliably, every single day. The winners were formally announced and honored during the 2025 TSD Conference in Dallas, Texas.
After receiving dozens of inspiring nominations from across the country, EverDriven is honored to spotlight four exceptional winners whose work exemplifies the future of student mobility. The winners were selected by a panel of judges from across the student transportation and education industries, including Mitch Bowling, CEO of EverDriven; Barbara Duffield, Executive Director of SchoolHouse Connection; Kevin Gordon, President at Capital Advisors; and Glenna Wright-Gallo, Vice President of Policy at Everway.
2025 Modern Student Transportation Award Winners
Equity in Education Accessibility Award
Jeremy Stowe – Director of Transportation at Buncombe County Schools, North Carolina
In the wake of Hurricane Helene, Jeremy built a new transportation system in record time to support more than 1,200 Buncombe County students experiencing housing instability across 660 square miles. His leadership turned crisis into action, keeping students connected to their schools and communities with speed, equity, and deep compassion.
Humanitarian Award
Earl Kent III –Route Planning Manager at Denver Public Schools, Colorado
Earl’s compassion and ingenuity have made him a champion for students facing housing instability. From using AI to route students to their new schools after school closures to solving everyday challenges with empathy, Earl ensures every child has a safe ride and a trusted advocate, no matter the hour or circumstance.
Safety & Reliability Award
Kayla Denaco– Assistant Director of Transportation at Lewiston Public Schools, Maine
Kayla transformed Lewiston’s transportation system from dated and paper-based to a fully digitized, efficient operation. Her work has improved safety, saved thousands in district costs, and ensured over 600 McKinney-Vento students received reliable and dignified transportation.
Top Innovator
Quanika Dukes-Spruill – Executive Director of Pupil Transportation at Newark Public Schools, New Jersey
As Executive Director of Pupil Transportation for New Jersey’s largest school district, Quanika Dukes-Spruill is redefining the future of student mobility. Through her visionary leadership, Newark has implemented smarter vendor management, advanced routing technologies, and forward-thinking state advocacy—achieving measurable cost savings while ensuring transportation solutions remain equitable, efficient, and centered on students’ needs.
“This year’s honorees, and every nominee, represent the heart of what makes modern student transportation so special,” said Mitch Bowling, CEO of EverDriven. “Across the country, leaders are raising the bar with creativity, compassion, and courage to ensure every student has a safe and consistent ride to school. The individuals recognized through these awards embody that shared mission, and we’re proud to celebrate all who are driving this work forward.”
To honor their efforts, each winner receives a personalized crystal award, a digital winner’s seal for use across marketing materials and social media, travel and registration to the 2025 TSD Conference, and a $2,500 college scholarship to be awarded to a student in their district who qualifies under the McKinney-Vento Act or receives special education services.
As EverDriven looks ahead to 2026, the Modern Student Transportation Awards will continue to elevate the voices of those who make equity, safety, and innovation possible every day. Nominations for next year’s program will open in the summer, inviting districts across the country to share the stories of those driving meaningful impact for students. Congratulations to all nominees and finalists for their extraordinary efforts. Their stories will continue to inspire the future of student transportation.
About EverDriven:
EverDriven delivers modern student-centered transportation that’s safe, consistent, and built for those who need it most. EverDriven specializes in transporting students across a wide range of needs — from everyday support to the most complex circumstances — including students with disabilities, students experiencing housing instability, and other high-need populations. Serving more than 800 districts across 36 states, the company completed over 2 million trips last year, 99.99% of them accident-free with 100% safety compliance. EverDriven’s deeply human, fully compliant, and AI-powered approach helps districts get students on the road in hours, not days, while maintaining consistent, high-trust rides that complement traditional yellow bus fleets. For more information, visit everdriven.com.
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.”
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:
Be sincere
Be specific
Praise students on the ‘what’ they can change
Be mindful when praising easily earned achievements
Be mindful when praising for doing what they love
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.”
FRISCO, Texas. – Sunday evening featured a Tailgate Reception with dinner and drinks on the Trade Show floor among vendor booths. Attendees were encouraged to wear their favorite football jersey.
Then on Monday, attendees had another chance to network with vendors and view the best products and services on the school transportation market.
The first Transporting Students with Disabilities and Special Needs Conference and Trade Show (TSD) was held in 1992. It was originally called the Transporting Students with Disabilities and Preschoolers National Conference. School Transportation News acquired the TSD Conference in 2012 and has faithfully continued it as the ultimate platform for addressing school transportation topics of importance pertaining to children with disabilities and special needs. Alternative school transportation is one such topic that has received widespread national attention recently.
Both the National Association for Pupil Transportation (NAPT) and the National Association of State Directors of Pupil Transportation Services (NASDPTS) have recently written comprehensive industry papers on the topic.
The theme in both these publications is that school-age students should be transported in the yellow school bus to provide the highest level of school transportation safety. While this may not always be achievable or realistic, depending on child-specific circumstances, these associations acknowledge alternative transportation is a feasible option when the yellow bus is not the appropriate option.
The annual TSD Conference has traditionally provided a setting for promoting a national dialogue on topics to move forward the agenda of safe school transportation for children with disabilities and special needs. From its inception in 1992, when I was a keynote presenter, I have been involved in advocating for safe transportation for children with disabilities and special needs. Along with several of my peers, promoting meaningful decision-making for this vulnerable population includes not compromising safety for cost-savings, while simultaneously endorsing efficiency as a key component of the decision-making process.
The 2022 TSD conference once again provided me a chance to compellingly advocate for the provision of safe transportation of children with disabilities and special needs in all modes of school transportation. My specific agenda at this meeting was to gain national attention for alternative transportation and its role in the provision of safe transportation, when the “Yellow School Bus,” was eliminated as the most feasible mode of safe school transportation. My ultimate goal was that the 17th National Congress on Student Transportation (NCST) this past May would address alternative transportation and acknowledge its role in school transportation as a necessity for specific populations, including students with disabilities and special needs.
It was rewarding when, for the first time since the inception of this industry standard-setting exercise in 1939, the 17th NCST provided a new section on alternative transportation under writing committee chairperson Tyler Bryan, education associate for school transportation at the Delaware Department of Education.
The committee’s work focused on four areas: Driver credentials, driver training, vehicle design/equipment requirements and special education policy considerations. The alternative transportation committee approval was a milestone as the first non-yellow school bus section addressed at the NCST and was a definitive victory for the well-being of children with disabilities and special needs.
As an alternative transportation committee member, I was committed to reinforcing that students with disabilities and special needs would only be recommended to receive alternative transportation services student’s individual needs. When assigning alternative transportation, it is essential that school district and contract providers, school district personnel, drivers, parents and students as appropriate, are aware and knowledgeable of special education policy requirements to implement safe transportation.
It recommends IEP teams, including the parent and transportation personnel, should be involved in discussing the mode of transportation for each individual child. The parent of the child with a disability should be made aware of the vehicle selection to provide their child’s related service transportation if a vehicle other than a school bus is used. When a school vehicle selection is changed during the course of a school year, parents should be informed about the change. This change should be consistent with the current IEP approval for transportation services.
Additionally, it recommends annual IEP meetings should evaluate whether alternative transportation is required or whether the student can now be serviced by the school bus. The decision to utilize alternative transportation should never be a unilateral decision. It should only be recommended and approved through the IEP meeting process with oral
and written justification for its necessity. Key considerations for endorsing alternative transportation should include the age of the child, the impact of a child’s disability on providing safe transportation services in the selected alternative transportation vehicle, the necessity for a reduction of length of ride time, and the ability to provide safe access to a free appropriate public education (FAPE) within and outside of the school district.
It is essential to consider what alternative transportation vehicle works best to ensure safe travel, including the need for an attendant on the alternative transportation vehicle. This list is not exhaustive, but other considerations include child safety restraint systems, wheelchair transport and appropriate behavioral interventions.
From my perspective as an expert witness, including on alternative transportation cases involving children with disabilities, I cannot emphasize enough the importance of driver training and using substitute drivers that have the knowledge required to provide a safe ride under all circumstances. This applies to all transportation personnel as well. It is crucial to invite alternative transportation providers to the IEP meeting to ensure the opportunity to share vital child specific information, as permissible under the Family Educational Rights and Privacy Act.
As the framework for alternative student transportation continues to evolve, it is important to follow the newly formed Alternative Student Transportation Associations (ASTA) actions. On its website, ASTA states: “We are working to advance regulations that put student safety and access to transportation first. By collaborating with policymakers, school districts and industry leaders, we hope to help educate policies that will enhance safety, accessibility and operational efficiency while putting students first.”
The uniformity of providing safe student transportation in alternative transportation vehicles requires ongoing commitment to monitoring this emerging trend. Transparency and trust are crucial as the continuum of school transportation services for specific populations of students, requiring this option increases. Safety and compliance with federal and state regulations should always remain a priority during the IEP decision-making process for each individual child assigned to ride alternative transportation.
Editor’s Note: As reprinted from the October 2025 issue of School Transportation News.
Linda Bluth is a national compliance and regulatory expert on IDEA transportation law and provisions. She is a tenured faculty member for TSD Conference, a regular contributor to School Transportation News, and an NAPT Hall of Fame member.
Marty Savino, national account manager for School-Radio, shares how reliable bus radios support student safety and provide dependable communication services for school bus operations.
For the three-year anniversary of the founding of FirstAlt by First Student, Vice President Gregg Prettyman addresses common misconceptions about alternative transportation safety standards, as well as a Samsara partnership incorporating live video for added oversight.
Tim Logan, director of transportation for Garland Independent School District in Texas, and John Daniels, vice president of marketing for Transfinder, discuss how Transfinder technology helps the transportation department streamline operations and better serve students with special needs and their families.
Fugate, a school bus driver for Mansfield ISD located about an hour south of the conference hotel Embassy Suites Dallas-Frisco, signed up for the roadeo event but didn’t have a teammate. Neither did Roland. The event, organized by the industry group Women in Transportation., or Wit., usually attracts set teams of bus drivers and attendants but allows individuals to register and later be teamed with another lone participant.
Fugate and Roland were a logical pair, unbeknownst to them. They discovered ahead of Saturday’s competition held at nearby Prosper ISD, that they have a lot more in common than arriving solo.
Both are employees of Manfield ISD but their paths had never crossed. The school district has over 200 drivers, they explained at the roadeo banquet on Saturday night sponsored by Q’Straint/Sure Lok, moments after their names were called as winners of the competition. The competition is comprised of navigating nine hands-on stations — a pretrip inspection, wheelchair loading, wheelchair securement, student behavior management, car seat securement, railroad crossing, serpentine, rear alley, and emergency evacuation — as well as a written exam.
It was the fifth consecutive roadeo win at TSD Conference for a team from Texas.
Roland obtained her CDL three months ago and is driving for Mansfield after working as an attendant for the previous two years. Fugate is also a driver for the district and has been for the past couple of years.
Fugate, who played the role of the driver during the roadeo, said the most eye-opening aspect for her was the proper securement of children in a car seat as well as wheelchair securement. Roland, the attendant, agreed that the car seat competition was the most difficult for her along with managing student behavior.
“We’ll be back,” Roland said when asked if she and Fugate will try to defend their title next year.
Fugate’s and Roland’s training at Mansfield ISD paid off with a cumulative score of 947 points out of a possible 1,000. Second place went to the team of Elizabeth Berninger and Sheri Peterson, representing the Washington Association for Pupil Transportation as the state’s special needs roadeo champions from Kent School District. Andwain Coleman and Mohmed Omera of Plano ISD near Dallas, Texas, finished third.
FRISCO, Texas – A Transporting Students with Disabilities and Special Needs (TSD) Conference panel featuring three female special needs routing specialists explored how technology tools for routing, communication and real-time updates can help school transportation teams respond quickly to keep students safer and give parents peace of mind.
Garland Independent School District near Dallas, Texas, transports 1,000 students on 77 daily special education (SPED) routes. During the Sunday Lunch and Learn sponsored by Transfinder, special needs router Sierra Long said paper route sheets and siloed communication posed challenges that were fixed by implementing Transfinder technology. The technology streamlines information and disseminates it to the school bus drivers who need it.
The fleet is equipped with tablets, which both drivers and monitors were trained to access information specific to the student riders they transport. While switching from paper was challenging for veteran drivers, Long said they can troubleshoot over the radio if needed.
She added that operations got a safety boost now that school bus drivers are not glancing at paper route sheets and directions displayed on tablets can be quickly updated due to road conditions or blockages.
Long confirmed a “significant lack of calls” from parents who are now accustomed to finding their child’s bus information on the Stopfinder parent communication app.
She related an incident in which a parent berated a substitute driver who unknowingly released a student to an unapproved person. She said Transfinder customer support modified settings to show drivers pertinent notes on what students with IEPs need and who is approved to take custody of them.
With so many students to route for and paperwork to get in order, Long praised Routefinder’s capability to route dozens of students per hour, saving her team time.
“We don’t set our drivers up to fail,” she said. “We held a lot of trainings and we were very supportive of our staff.” The Transfinder suite was rolled out starting with a pilot program so as not to overwhelm staff.
Melissa Independent School District, also near Dallas, Texas, transports about 170 students with special needs.
Bailey Wouters, special education routing coordinator, said the district previously used different routing software but switched to the more user-friendly Transfinder. She said it took a little while for drivers to come around but once they did, implementation was smooth. The district can utilize an auto-routing feature and then tweak the routes according to student needs.
“The parent calls decreased because all the info is much more accessible,” she confirmed.
Geographic filters were set up so parents can see when the bus is approaching predetermined locations and notifications can be sent to affected families if a bus is delayed due to frequent construction in the area.
Wouters praised Transfinder tech support and customer support. With one click, she said she can see all the SPED students populated on a map and can easily consolidate or split routes.
“You can focus more on the child because the route’s just going to fall right into place,” she declared.
Meanwhile, Yvonne Morrison, special needs coordinator for Widefield School District #3 in Colorado Springs, Colorado, transports just over 200 students with disabilities on 27 routes.
The district is using paper ridership records and attendance sheets in addition to separate routing and GPS providers. Plus, she said, it is a manual process for drivers to check students on and off the bus. It can get heated when a parent is on the phone and wants answers as to their child’s location, she said to knowing chuckles in the audience.
Routefinder Plus routing software is in use and the Wayfinder driver app is being rolled out, with Morrison’s stated goal being to get all pertinent information in one place.
“Try and keep everything on one platform so it’s quicker and easier to access,” she advised attendees.
All three panelists spoke on the importance of digital records in cases of an emergency. Wouters and Long confirmed that RFID cards have proved helpful in pinpointing student locations. When route changes occur, student information is prepopulated in messages sent to parents through Stopfinder.
“Parents want to make sure their students are in good hands and they are where they need to be,” Long added.
She confirmed that risk management staff have access to Transfinder systems so if an accident occurs it can be quickly determined which students and families are affected. Additionally, educators are given access to Viewfinder so special education teachers can see where their students are.
An attendee noted that routes sometimes need feedback from drivers on the road so planned vs. actual routes line up. Long confirmed that things like right-side pickups and drop-offs can be stipulated in Routefinder systems.
Zach Moren, sales engineering lead at Transfinder, noted that technology is not always easy, but knowledgeable student transporters can make it work for their districts.
FRISCO, Texas — Several TSD Conference sessions were held on cultivating safe, inclusive and comfortable transportation for students with special needs.
Plus, a hands-on evacuation training for students with special needs and preschoolers was hosted at Prosper Independent School District.
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Left to right: Tony Corpin, publisher & president of School Transportation News; Sierra Long, special needs router for Garland Independent School District in Texas; Bailey Wouters, special education routing coordinator for Melissa Independent School District in Texas; Yvonne Morrison, special needs coordinator for Widefield School District #3 in Colorado; and Zach Moren, sales engineering lead at Transfinder.
Select TSD attendees participated in a school bus evacuation drill on Nov. 9, 2025.
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.
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.
James Haas, director of transportation for Onslow County Schools in North Carolina, discusses use of AI to help with training during the Sunday, Nov. 9, 2025 keynote at TSD Conference.
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.
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.
Baldwin, the director of transportation and central garage at Prince George’s County Public Schools (PGCPS) in Maryland, thanked his mother as well as past and present transportation families.
“I’ve worked in North Carolina. I’ve worked in Virginia. Now, being in Maryland, I cannot go without saying thank you to those team members because what they provided to me was the willingness to share their thoughts, their honesty, their collaboration to help me grow, help them grow,” Baldwin said during his acceptance speech. “There’s a little saying that I always have kept in mind, from my athletic days, ‘you’re only as strong as your weakest person.’ The goal is to build everybody together.”
He thanked those team members for their collaboration and dedication. Addressing his current transportation team at PGCPS, he shared the slogan, “Gorgeous, Prince George’s.”
Baldwin added his team at PGCPS has challenged him to do good things.
“It’s really through your resilience that you have the perseverance,” he said. “These are folks that have been in this industry since day one, since first job out of high school. This is what they’re done for 15 years to 48 years of service. Folks that are in our transportation field and have a strong passion, just like you [all in the audience] have, and so all of this goes to them, because without them, their effort and their push, I’m not here doing this.”
He said it’s the support from various departments that helps drive what transportation does every day. He showed appreciation for his administrative support team, many of whom were in the audience to support him when receiving the award.
“Then finally, to all of you, this is a great venue. I want to say thank you to STN. Thank you to Blue Bird for just creating an opportunity for us to continue to come together, to network, learn from one another,” he concluded. “Each time we come, you meet new people, you learn new ideas. We need that. That’s how we get stronger. So again, thank you to Tony, STN and Bluebird for all that you do for us, it just makes me feel incredibly humble to accept this award, not only for myself, but for my team members past and present. Even with all of you, we’re going to this work happen for our students that we serve.”
Steven Whaley, alternative fuels manager of award sponsor Blue Bird, introduced Baldwin as a data-driven, technology-savvy director. “It’s my honor to present this award to someone whose career journey is as inspiring as his leadership” he said.
PCGPS transports over 85,000 students, over 4,500 of which are students with special needs transported on the school bus. it is the 10th largest school district in in the U.S.
Baldwin is featured in the November edition of School Transportation News magazine.
FRISCO, Texas — Transportation safety experts gathered at TSD Conference to address a critical challenge: Teaching school bus safety to students with disabilities through innovative, personalized approaches that go beyond traditional instruction methods.
The session presented Saturday by Jill Metcalfe, a former executive director of student transportation and founder of STSB Training, highlighted the transformative power of social stories and visual aids, revealing that students with disabilities often learn best through carefully crafted, individualized communication strategies. She emphasized the importance of creating visual narratives that speak directly to each student’s unique learning needs.
“If I was in a wheelchair and had never ridden a school bus before, I would lose my mind,” said Metcalfe, a transportation safety specialist, highlighting the overwhelming experience many students with disabilities face during daily transportation.
Her powerful statement underscored TSD Conference’s central messages: Safety education must be compassionate, individualized and carefully designed.
Metcalfe emphasized the transformative power of social stories, describing them as more than just instructional tools.
“These are not just stories,” she explained. “They’re personalized narratives that help students see themselves successfully navigating bus safety.”
By inserting a student’s name into carefully crafted stories and using their own images, educators can create powerful, relatable learning experiences.
The session revealed innovative visual strategies that make safety education engaging and accessible. Educators are now using creative methods like dinosaur figurines to demonstrate safe bus stop positioning, LEGO figures to act out safety scenarios and customized digital checklists that help students track their own safety behaviors.
“We want to make safety learning fun,” Metcalfe noted. “If we can engage a student’s imagination, we can help them understand complex safety procedures.”
She shared examples of social stories that incorporate personalized details, such as teaching a student she named “Anthony” about proper school bus boarding techniques through a narrative specifically designed for him.
The approach recognizes that students with disabilities require more than generic safety instructions. For students on the autism spectrum, this might mean creating highly structured visual guides with predictable, step-by-step instructions. For students with physical disabilities, visual aids might demonstrate wheelchair accessibility procedures or safe boarding techniques.
“The key is preparation and understanding,” Metcalfe stressed. “We need to help students feel comfortable and confident, not overwhelmed.”
This philosophy extends to creating visual aids that reduce anxiety, such as showing exactly where to sit on a bus or how to interact with a driver.
Crucially, the session stressed the importance of collaboration between transportation departments and special education teams. By working together, these professionals can develop tools that are not just informative, but truly inclusive and empowering.
Positive reinforcement emerged as another key strategy. Attendees in the room shared success stories of using certificates, tracking charts and playful incentive systems to encourage safe bus behaviors. The goal is to make safety learning a positive, rewarding experience that builds confidence and independence.
The rise of AI and technology tools like Canva can help educators and student transporters more easily create social stories, though she cautioned that actual student information should never be inputted into AI engines so child’s identity is protected.
“Remember,” Metcalfe concluded, “we’re approaching bus safety calmly, consistently and with care. The stormy period will pass if we remain patient and committed to our students’ success.”
FRISCO, Texas — Saturday featured a keynote from special education attorney Betsey Helfrich and numerous breakout sessions on collaborating across departments for the safety and support of students with special needs.
Additionally, the Roadeo Competition was coordinated by Women in Transportation (wit.) offsite at Frisco Independent School District.
A Lunch & Learn saw Blue Bird and Zonar client representatives discuss fuel of choice and technology case studies.
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Diane Mikelski, right, discusses the benefits of propane school buses when transporting students with disabilities as well as for general operations on Saturday, Nov. 8, 2025 in Frisco, Texas.
Diane Mikelski, right, discusses the benefits of propane school buses when transporting students with disabilities as well as for general operations on Saturday, Nov. 8, 2025 in Frisco, Texas.
From left: Todd Silverthorn, transportation supervisor for Kettering City Schools in Ohio, participated in a TSD Conference 2025 session on technology with STN Publisher Tony Corpin and propane advocate Diana Mikelski.
From left: Todd Silverthorn, transportation supervisor for Kettering City Schools in Ohio, participated in a TSD Conference 2025 session on technology with STN Publisher Tony Corpin and propane advocate Diana Mikelski.
From left: Keba Baldwin, the director of transportation for Prince George’s County Public Schools in Maryland, and Quanika Dukes-Spruill of the Newark Board of Education in New Jersey, and Julie Hrebicek of Magnolia Independent School District in Texas spoke on a panel at TSD Conference Nov. 8, 2025.
From left: Keba Baldwin, the director of transportation for Prince George’s County Public Schools in Maryland, and Quanika Dukes-Spruill of the Newark Board of Education in New Jersey, and Julie Hrebicek of Magnolia Independent School District in Texas spoke on a panel at TSD Conference Nov. 8, 2025.
Transportation Director of the Year Keba Baldwin accepted his award at TSD Conference on Nov. 8, 2025.
FRISCO, Texas — Betsey Helfrich said school district polices never trump the Individuals with Disabilities Education Act or Section 504 of the Rehabilitation Act. “There is always an exception for a child with a disability,” said the special education legal expert during her keynote address, Avoiding the Bumps & Legal Hazards in Student Transportation, Saturday during the Transporting Students with Disabilities (TSD) and Special Needs Conference.
Helfrich, who practices special education law in Missouri and Kansas, provided an overview of legal updates, court cases and compliance practices in student transportation. She focused on students with disabilities under IDEA and Section 504. The session emphasized how transportation decisions intersect with legal requirements, equity and student safety, urging districts to train staff, document decisions and avoid blanket policies.
Despite current events on the federal level, such as the proposed closing the U.S. Department of Education’s Office for Civil Rights (OCR) and funding cuts, IDEA and Section 504 remain fully in effect. Congress would need to vote to disband the U.S. Department of Transportation as well as where IDEA and Section 504 oversight would move to. Funding shifts do not change the underlying rights, she said.
She provided brief overview of each law, noting that attendees in the room should go back to their school districts and teach their school bus drivers the same thing, so they understand the importance of federal requirements.
IDEA is a funded law requiring Individualized Education Programs (IEPs). Transportation can be a “related service” if necessary for a student to benefit from an free and appropriate public education, or FAPE, in the least restrictive environment, or LRE. Section 504 is a civil rights law focused on equal access and nondiscrimination. It is broader, older and less specific than IDEA, and not tied to any monetary gains. She said Section 504 has not been updated since it was written in 1977.
Typically, Helfrich said, students should not have both an IEP and a 504 plan, as everything in the IEP is essentially a contract. She advised being cautious with automatic decisions like “door-to-door” transport, noting that the IEP team must determine needs on a case-by-case basis.
She provided court case examples, citing instances in which parents won and others which districts won, depending on the request and circumstances. She particularly stressed the importance of avoiding discrimination on field trips, extracurricular activities and other events.
For districts that rely on policy, she said they are opening themselves up a lawsuit, as “we don’t do that here” is not a legal defense.
An attendee told School Transportation News following the keynote that Helfrich is very knowledgeable and was able to speak globally on transporting students with disabilities. Even though she touched on different states, the attendee said the rules are the same, because the laws are the same.
The attendee from Maryland said she will be involved in a case next week. She noted that while her school district policy says one thing, it doesn’t mean it meets the needs of the student and federal law. “That was a huge eye-opening moment for me,” she said, noting that they shouldn’t be saying some things as it not legally true.
Helfrich said IEPs should specify supports like wheelchair lifts, on-board attendents or aides, and climate-controlled buses, but parents cannot dictate who drives the student and the type of vehicle used, unless it is pertinent to the child’s disability.
She reminded attendees to inform contractors of relevant IEP details, as they are part of the need-to-know under the Family Educational Rights and Privacy Act, or FERPA, that protects student records. It is different from HIPAA, or the Health Insurance Portability and Accountability Act, which protects personal health information.
Students with disabilities also have additional rights regarding behavior and discipline. However, school bus suspensions over 10 days will trigger a Manifestation Determination Review, where the behavior will be evaluated to determine if it is related or not to a student’s disability.
She said school bus drivers should be trained on Behavior Intervention Plans (BIPs), including triggers and calming strategies. Plus, Helfrich said when a child needs to be searched due to reasonable suspicion of having a weapon, she advised having policies and procedures in place. For instance, does the school bus driver search the child or call for assistance?
While Section 504 provides for the reasonable accommodation of service animals and protects students from being discriminated against for using them, she cautioned the attendees to know the difference between service animals and emotional support animals. Only trained service animals performing tasks are protected under the broader ADA. Emotional support animals are not.
In conclusion, Helfrich advised attendees to train all staff, especially school bus drivers, on IDEA, Section 504 and district procedures. Document all staff participation and policy adherence. She underscored the importance of collaboration with special education and IEP teams before making unilateral changes to the IEP in terms of transportation. She noted the importance of reviewing and updating polices to avoid blanket decisions or discrimination risks and to plan for staff absences and service disruptions.
FRISCO, Texas – Transportation Supervisor Todd Silverthorn shared how Kettering City Schools in Ohio improved efficiency, safety and accountability by integrating technology and promoting hands-on staff engagement.
Silverthorn said in Saturday’s Zonar-sponsored TSD Conference Lunch and Learn session that Kettering City Schools was looking for a technology solution to help with issues such as drivers being unfamiliar with routes, two-way radios not working in communication blackout spots, and the need to improve on-time performance.
Pairing Transfinder routing information and ByteCurve driver management with Zonar GPS helped the transportation department discover efficiencies and eliminate multiple routes, he said. Tracking the school buses helps direct mechanics to a broken-down vehicle or locate a one when a parent asks where it is.
Payroll issues are also solved faster as each driver’s route is tracked so it can be determined, for instance, if they were on a field trip route on a day that they missed clocking in. Turn-by-turn navigation has replaced paper route sheets and digital report keeping allows the pulling of data requested by law enforcement, Silverton explained.
To assist with implementation, the district took a “train-the-trainer” approach and educated several employees who then instructed the rest of the staff. It also received National Association for Pupil Transportation (NAPT) grants to help offset the cost of the software and subscriptions.
Silverthorn advised not to add too many technologies at once. He underscored the importance of involving staff in planning discussions and building in time for troubleshooting. He said he shows his drivers that both he and the data are there to support them, not simply surveil them “Big Brother” style.
He added that the data from his technology stack facilitates fuel savings, route efficiencies, streamlined payroll, DVR storage, easier driver navigation and conflict resolution.
A third of his fleet transports students with special needs and on-time performance is huge for this population, he said, noting how crucial it is to pinpoint specific bus locations. He recounted one incident in which a bus on the highway needed immediate assistance due to a student having a meltdown. The live GPS tracking allowed a trained aide to be dispatched there quickly.
Being able to monitor bus locations and provide parents with answers as to where their children are helps prevent said parents from showing up to bus stops and becoming aggressive with drivers, said Silverthorn, who is also the executive director of the Ohio Association for Pupil Transportation.
In answer to an attendee’s question on data security, Silverthorn said that the data is simply a livestream within the routing software and does not leave that environment.
FRISCO, Texas – An Illinois transportation director shared the story of how propane school bus implementation turned things around for students with special needs.
Recently retired Diana Mikelski has 32 years of experience in student transportation and, until this summer, served as director of transportation for Township High School District 211 in Illinois, overseeing 163 buses and 45 vans transporting nearly 9,000 students more than 7,700 miles each school day.
She recalled in the Blue Bird-sponsored TSD Conference Lunch and Learn Saturday afternoon that the construction of a new parking lot necessitated a change to where the school buses were parked. When school bus drivers started the ignition on the diesel vehicles, the smoke penetrated a nearby school building. Things got so bad. the principal came running out to alert the drivesr of the issue.
Seeking a cleaner energy option, she said district administrators consulted with nearby districts and chose propane as the new fuel to transition to. She received a budget of $1 million approved by Township High School District and paired it with EPA grant money to initially purchase and implement 15 propane buses, in what she described as a “seamless” process working with Blue Bird, ROUSH CleanTech, fuel provider AmeriGas, and local vendors.
Mikelski reviewed the extra particulate matter filters and treatment that older diesel buses require, which means more work and more money spent. District bus mechanics adjusted to propane well, she said.
“My shop was fine. If you can handle diesel and gas, you can handle propane,” she stated.
Fuel currently costs her $1.25 per gallon for Township, which frees up funds for bus air conditioning and other perks.
The propane buses were a boon for special needs students, Mikelski said. An amazed special education teacher called to inform her that students were coming into school calmer, de-escalated and ready to learn. Together they discovered that the propane buses the students were riding were quieter than the diesel ones, so both drivers and students could communicate without shouting. They could actually hear the music they used to soothe themselves, and some students did not need their normal noise cancelling headphones.
“Everyone was calmer, happier getting off the bus and going into the building,” she confirmed. “It is a marked improvement.”
STN Publisher and session moderator Tony Corpin recalled that Saturday morning’s keynote by Betsey Helfrich discussing legal aspects like Individualized Education Programs (IEPs) noted that parents seeing these benefits may request propane buses in their child’s IEP.
In addition to the sound-level reduction, Mikelski shared that students in wheelchairs did not have to create makeshift blanket shields against noxious diesel fumes while loading the school buses, as they sometimes had to do. She confirmed that propane buses do not have to idle longer than 15 minutes to warm up, even in Illinois winters.
“These buses are running cleaner than anything right now,” she said, referring to the ultra-low nitrogen oxide levels of 0.02 g/bhp-hr that ROUSH CleanTech propane fuel systems are certified to meet. She added that Ford, Blue Bird and ROUSH CleanTech were more than satisfactory partners, noting she is not anxious about winter operations.
She corrected common misconceptions that propane could literally blow up the whole bus operation. Corpin reviewed the domestically produced, clean and safe nature of propane, which is commonly used to cook food via burners and grills. Mikelski said she even performed a test using a white hanky test to illustrate that propane school bus tailpipes don’t emit black soot like older diesel models can.
“Know that you’re supported,” she said. “This is a very easy way to move into an alternative fuel without a lot of angst along the way.”
FRISCO, Texas — Michele Gay turned tragedy into teaching, as she recounted the loss of her daughter, Josephine, in the Sandy Hook Elementary shooting at the opening keynote during the Transporting Students with Disabilities and Special Needs (TSD) Conference.
Now the co-founder and executive director of Safe and Sound Schools, Gay discussed Friday afternoon her personal journey and how she overcame a point in her life when she couldn’t see a future after the murder of her daughter, 19 of her classmates, and six school staff members. What helped her, she said, was rethinking school safety with another mother, Alyssa Parker, who also lost her daughter in the shooting.
Gay, who started her career as a special education teacher at age 21, said she had no training for how to keep children safe. She noted that the school district and those of the companies at the conference have something stated in their mission statements relating to safety. Yet, many forget to mention the how.
“Our Super Bowl is safe kids at school,” Gay said as she showed a chart outlining the framework for a comprehensive school safety plan and development.
She noted that if a child has a monitor or aide, often those school employees are viewed as the sole safety plan. However, she cautioned that mentality as when it comes to safety, “We’re all in this together.”
School safety is everybody’s job, and it’s the core of what people do. She explained that safety is more than procedures owned by one team and it must be embedded across all aspects of school districts. She advised rethinking how safety is taught, and said that it should be developmentally appropriate, low-stress and skill-based.
Don’t DIY safety, she said, adding that it’s important to coordinate and comply. Be vocal about safety and work through codes and compliance with experts and partners. A properly secured door, for example, is a simple but powerful layer of protection. Gay asked those in the room to be loud when it comes to student safety to and represent what they know.
Keep it simple and non-sensational was another message she encouraged throughout her keynote. Use clear, action-oriented language and minimal supporting icons, she said. Avoid evocative images or drama that create trauma; focus on behaviors and steps kids can take.
She broke down the key considerations for creating a safety plan.
Ask the experts: Who are the experts on your students and your community? In terms of transportation, she said it’s usually the school bus drivers who know the children the best.
All-Hazards Approach: Be prepared for anything. Comprehensive planning, skills and knowledge building, and generalization of skills.
Teaching before Training: Equipping students, building confidence and trust, setting up for successful drills and exercises, building the life skills of safety. Gay said it’s not about pop quizzes, but instead talking to students beforehand on what the training entails and why the bus is built a certain way, for example.
Skills for Life: Tools in the toolbox. Increases safety across settings and circumstances.
No Drama, No Trauma: Focus on skills and behaviors. Skip the sensorial and sensational. Avoid evocative images. Consider your words. What do you want students to do if they’re in danger? She noted it’s not just about doing an evacuation drill, but instead talking about the behavior and steps that students need to take.
Words Matter: Keep it simple. Use action-oriented words. Avoid dramatic words and phrases. Support text with simple images (icons, symbols) and keep them to three. Like Stop, drop and roll. Everyone remembers this saying, but how many actually had to do it?
If you can’t get on board with all those considerations, where do we start, she asked. She said it’s about meeting students where they are. She discussed the ladder of levels, where students can be on different rings based on their age and abilities. Use the ladder to tailor expectations and training intensity, Gay advised.
In terms of training exceptional students, she said standard plans often miss students with disabilities or unique needs. Her daughter Josphine had many exceptional abilities, as she called them, she was diagnosed with autism and later with global apraxia and apraxia of speech. Gay advised creating individualized, portable plans so any staff (including substitutes) know the supports required.
The inclusive safety planning six-step process includes:
James Page, director of transportation for Putnam City Schools in Oklahoma, shared with STN following the keynote that he found the emergency plans for students with disabilities as his biggest takeaway.
“It was something that in the 20-plus years that I’ve been in school transportation that I’ve never thought about,” Page said. “It was eye-opening to see that. So as soon as I hit the ground Wednesday morning back at my district, that’s going to be one of the first things that I’m going to be working with my SPED department about. Sitting down and coming up with evacuation plans for our special education students.”
Gay also discussed the importance of transportation being involved in the student-parent reunification process and emergency planning. She recommended attendees engage in tabletop exercises, something that can be done on the school bus. For instance, ask students if the school bus was to catch fire right now, what would they do?
She noted it’s important to communicate with families and staff during crises, planning out how to speak with one another. She advised against one off, dramatic messaging for kids and instead recommended repeated, skill-based learning.
Overall, Gay advised attendees to start small and collaborate. Gather your team, introduce simple action words and icons, run low-stress practice, then expand it to scale, she said. Action checklists include forming a multi-disciplinary team (including transportation), inventory students’ access/functional needs, draft quick individual safety plans, practice tabletop scenarios on buses and standardize simple action-based messaging for each developmental level.
The day was followed by a keynote presentation by Michele Gay, who discussed developing and delivering safety curricula and training. The night ended with a Ride & Drive and Welcome Party at Topgolf The Colony.
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Attendees on the first day of the TSD Conference on Nov. 7, 2025.
Two California farmworkers were celebrated as local heroes after saving 20 children from a burning school bus in Madera County north of Fresno last month, reported ABC News.
Carlos Perea Romero and Angel Zarco were honored on Oct. 21 by the Madera County Board of Supervisors for their quick thinking and bravery during the Sept. 4 incident, when they pulled students to safety from a school bus engulfed in flames.
“All the students made it out safely without any injuries due to the immediate action taken by the farmworkers and the bus driver,” the Board said via the article. “The Board of Supervisors recognize the two men for their selfless courage and bravery, demonstrating the highest ideals of public service, compassion and community spirit.”
Romero and Zarco were reportedly driving to work when they spotted thick smoke rising from the school bus. Without hesitation, they rushed to the scene and began evacuating the trapped children, battling heat and smoke to reach those seated in the back rows.
“We are profoundly grateful to the two farmworkers whose heroic actions saved the lives of more than 20 children,” said Madera County Sheriff Tyson Pogue via the news report. “Their quick thinking, bravery, and compassion in the face of danger exemplify the very best of Madera County.”
Zarco recalled the urgency of the moment.
“We were just making sure the kids were far away enough so that they wouldn’t get hurt,” he said.
Romero added, “One more moment that would have lasted, I don’t know what would have happened.”
Both men downplayed their heroism, saying they were simply doing what needed to be done. According to the article, CAL FIRE Division Chief Larry Pendarvis also praised the pair, saying their “situational awareness and fortitude” made the difference in saving lives. The cause of the fire remains under investigation.
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