Electric school buses and mitigating school bus related incidents were among the most popular articles in School Transportation News magazine during 2024.

2024’s round-up recognized nurturing positive student behavior in “Effective Management Strategies” (January), “What’s Your School Bus Driver Salary” (July), “Breakdown of the RFP Process” (March) and Transportation Director of the Year (November), which went to Craig Beaver, who has been in the student transportation industry for 25 years.

Meanwhile, school districts nationwide are still struggling with a lack of school bus drivers to cover all routes, while transportation professionals continue to promote solutions, effective management strategies, and safety for students in and out of school buses. Additionally, professionals are continuously looking for better routing alternatives, technology integration to training, and encouraging participation in training and creating emergency evacuation plans to mitigate risks in case of emergencies.

STN is reporting on the top-viewed story of each monthly magazine edition.

The following news articles are organized by month of publishing.

January – Nurturing Positive Student Behavior – Effective Management Strategies (TL)
The article focuses on the importance of student behavior management and how it is crucial for ensuring safe and enjoyable transportation to all students. The first step provided to manage student behavior is to establish clear expectations, which can include rules regarding noise levels, seat assignments, bullying prevention and reporting, and appropriate usage of language. Additionally, other approaches to foster positive student behaviors on school buses include developing behavior guidelines that can not only be communicated to students but to parents as well. Lastly, various steps are provided for successful student management. These steps are: clear expectations and rules, positive reinforcement, managing negative student behavior, communication and partnership, training and support, and education and awareness.

February – Investing in the People
“While technological solutions are constantly evolving to protect children at school bus stops, proper training of all stakeholders should take precedent.” The article addresses the amount of responsibility school bus drivers have and  emphasizes the importance of proper training. Denny Coughlin, president of School Bus Training Company, shared the importance of training school bus drivers particularly in school bus loading and unloading practices. Coughlin added how crucial it is the need to train students and parents on what to do at bus stops. Additionally, he explained that a school bus driver must always be in charge at the stops, instructing the children on when they should and should not cross. Furthermore, Coughlin stated that school bus safety training of students should start at the beginning of the school year. Wayne Reese, a transportation and logistic administrator for Cache County and Logan School District in Utah also shared thoughts on school transportation and shared how loading and unloading training available has greatly improved since he started in the industry 38 years ago. Lastly, even though new technology is helping supplement the duties of a school bus driver, it should never replace training.

March – Breakdown of the RFP Process
The article recounts the process transportation departments go through when purchasing buses, working with a contractor or buying transportation technology. Subsequently, it explains the use of a Request for Proposal or Request for Procurement (RFP), or Request for Information (RFI). Various transportation professionals shared their input on RFPs and RFIs. For instance, Rosalyn Vann-Jackson, chief support service officer for Broken Arrow Public Schools, shared that it is essential for an RFP to meet your operation’s goals and needs. She also emphasized the importance of data-driven decisions. Meanwhile, Robert Feinberg, transportation director for Deer Creek School District in Oklahoma stated that, while he was looking for vans, SUVs and cars to add to his fleet, the efficiency of the process depends on taking the time to make sure the RFP exactly outlines the district’s needs. Ultimately, the article highlights that while each RFP process will look different based on the district and fleet size, state regulations, infrastructure needs and technology, best practices can greatly aid student transportation professionals in creating a request that will get there exactly what they need in the timeframe required.

April – Lessons Learned
Operations discuss rolling out electric school buses secured with Clean School Bus Program (CSBP) funds. More electric school buses hit the road this winter thanks to the first round of the U.S. Environmental Protection Agency (EPA) Clean School Bus Program funding. This program promises $5 billion between fiscal years 2022 and 2026 to fund approximately 5,000 clean and zero-emissions buses across 600 school districts. One of these districts is Chickasaw County School District in Mississippi, which received $4.345 million in rebates, $220,000 for 11 chargers and the rest for 11 Jouley electric buses from Thomas Built Buses. Electric buses now make up more than one-third of the district’s total fleet of 28 buses. Meanwhile, another small school district, Caney Valley School in Kansas, used a $790,000 rebate to purchase two electric buses and a 60-kW dual port charger that can power both vehicles at once if needed. The article highlights how the CSBP is a great way for districts to take a step into electrifying their fleets.

May – In Case of an Emergency
For the past 30 years, School Transportation News has reported on a wide spectrum of student transportation-related incidents including school bus crashes, weapons and aggressive behavior on board the bus, fire and illegal passing, to name a few. This article explains that, while different factors can contribute to any of the previously mentioned situations, training and protocols exist for school districts to implement, in order to best prepare their transportation staff for effective and safe incident management. Lastly, the article highlights the importance of detailed planning, frequent training, collaboration with first responders, and communication response protocols, to prepare transportation departments in the event of any school bus-related incident.

June – Anyone Can Achieve a Greener Fleet
Many are quick to dismiss the idea of going electric due to different challenges they may face, such as their district being too small or routes being too long. This article highlights the experiences of transportation experts who share how no project should be dismissed simply because of preconceived notions. Kenni Jean Schrader from Three Rivers Community Schools in Michigan shared that ”there are going to be some instances where going 100 percent EV may not be the best idea for you. But if you can look at the challenge and problem solve that, rather than just saying, ‘No, I can’t, you’re going to open up a lot more opportunities.” Various school districts have taken the electric route, some larger like Monongalia County School District in West Virginia, Los Angeles Unified School District and other smaller districts. Nevertheless, this does not mean going fully electric today may be an option for certain districts, or that the process will be easy. However, it’s about being open to the idea that there are ways to incorporate zero emissions into a district’s bus fleets.

July – Trends: What’s Your School Bus Driver Salary? + What’s Your Solution?
School Transportation News surveyed 209 school districts in the contiguous 48 states to determine average starting and maximum school bus driver hour wages. A chart breaks up the data by region. In this article, transportation directors nationwide shared their input on what they perceive as contributing to the ongoing driver shortage and how to best promote the job. Is the answer more pay? That seemed to be the case prior to the COVID-19 pandemic. However, times are changing and people in general are also valuing culture, safety and time. One director of transportation summed it up well when stating that more and more districts are trying to look at ways to improve morale and offer more thank-you bonuses to assist in recruitment.

August – What’s Driving Electric School Buses?
This article focuses on important distinctions in vehicle components that have been brought about by the movement toward electric vehicles. There are some primary differences between internal combustion engines and electric vehicles, including the battery packs powering the vehicle, followed by the replacement of the engine and traditional transmission with electric drivetrains. The article also highlights the advantages and downfalls of multiple battery options, technology and performance. Ultimately, as noted by Darren Liu, Accelera’s executive director of battery, while electric vehicle technology matures, the current variety in approaches is understandable and regardless of the technology used in an individual component, the performance of the overall system is what matters most to a school district.

September – Accounted For?
School bus loading and unloading has historically been a safety risk for many students, leading to injuries and death. While numbers have decreased over the decades, experts point out one incident is one too many. This article highlights how technology integrated into training can help school bus drivers detect students at school bus stops as well as those who remain on board after routes end.  Motorists illegally passing school buses is a big factor that contributes to these tragedies.  Weather and road conditions can also influence and even suspend bus routes. A lack of drivers can create other safety concerns. Consultant Dick Fisher noted that school districts are responding by making students walk further to a bus stop to save time and crossing the roadway before the bus arrives. Kaitlynne Monaghan, Child Check Mate business development and inside sales manager, stated that the peak times when incidents occur are around afternoon pickups, at the start of the school year, holidays and daylight saving time. Transportation professionals have suggested various student detection solutions to help mitigate these risks.

October – Changing, Correcting Bell Times Can Have Positive Effect on Routing
There may be no perfect solution when it comes to routing. As can be painfully clear to all concerned, the narrow timeframes for morning and afternoon operations leave little margin for error. At the same time, requirements such as serving students with special needs plus school bus driver shortages add even higher degrees of difficulty. This article highlights how changing bell times has brought greater efficiency to the routing process for some school districts. Additionally, with special needs populations, which pose their own set of challenges, restructuring bell time can be a plus. Whether it is an effort to improve overall routing or enhance services to students with special needs, the process requires a cooperative approach as well as a measure of thick skin. The article presents steps for addressing changing bell times and acknowledges that districts may face challenges in attempting to do so.

November – Going Big
This article features Transportation Director of the Year Craig Beaver as he shares lessons learned from Oregon’s largest electric school bus deployment yet. After starting his transportation career with a trucking company, Beaver joined Grossmont High School District in San Diego, California, where he spent 15 years as director of transportation before retiring. Beaver saw a job available at Beaverton School District near Portland, Oregon, where he is currently employed, decided to move with his family and the rest is history, as they say. One of Beaver’s claims to fame – and the reason he was selected as this year’s Transportation Director of the Year – is his willingness to share information with his peers. Every month he publishes data on his alternative fuel and energy buses, reflecting reduction in emissions, performance and vehicle costs. Beaver is going on his 40th year working in transportation, in one form or another. It’s his 25th year working in student transportation. In addition, Beaver noted his continued goal is to educate himself as much as possible.

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Students and staff from Mobile County Public Schools stuffing school buses with Christmas gifts for local children and teenagers.

On Dec. 14, the school district thanked everyone who had helped “Stuff the Bus” with over 5,500 toys this month for needy children in the community. Students, faculty, staff, 54 school sites, and the district central office participated and helped collect the toys for the campaign.

According to local news, this is the 12th year for the district to Stuff the Bus. This year two buses were reportedly stuffed with gifts.

The district said via social media that while many of the donated gifts will be distributed to students in need who attend Mobile County schools, the rest will be distributed by the Salvation Army to children throughout the community

Related: Massachusetts School District to Host “Stuff-A-Bus” Event for Holiday Toy Drive
Related: Police Department to Host School Bus Food Drive for Thanksgiving
Related: What Holiday Gifts Stand Out From the Rest?
Related: Senior Citizens Celebrate Thanksgiving at a Massachusetts Junior High School

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School bus drivers in Bourbonnais, Illinois, will be able to earn up to $700 in bonuses for working the day before and after both a holiday in Bourbonnais Elementary School District, reported Daily Journal.

According to the news report, the Bourbonnais School Board unanimously approved a new bonus system on Aug. 20, to incentivize attendance around the holidays for bus drivers.

Transportation Director Scott Austin said the district sees a sharp uptick in drivers calling off work before and after holidays and breaks.

The district reportedly employs 18 bus drivers for its approximately 130 daily bus routes, but it could use four or five additional flexible drivers to help cover routes when others call in sick.

Austin reportedly said that over the last two years, the call-offs the day before and after the holiday increased more than 87 percent. With the news bonus system, the district will be eliminating its annual $250 bonus for drivers who miss 10 or few days per year; this was given to 14 drivers last year.

According to the article, drivers will now be able to earn a $100 bonus for each holiday when they work both the day before and the day after, for a possible total of $700. Additionally, drivers can also still receive $100 quarterly bonuses for perfect attendance.

The districts drivers will reportedly make $26 per hour this year. The seven holidays for te bonuses will include Labor Day, Columbus Day, Thanksgiving Day, Christmas Day, Martin Luther King Jr. Day, Presidents’ Day and Memorial Day.

For the extended Thanksgiving and Christmas holidays, drivers who work the day before and the day after the school break receive the bonus. Austin said via the article that the desired outcome is to eliminate staffing complications for the transportation department, which is “in the same boat” as many other districts struggling to maintain a full staff of bus drivers.

Related: Turning School Bus Driver Shortages Into Opportunities
Related: New Data: School Leaders & Parents Reveal Crisis in School Transportation; Bus Driver Shortages and Budget Cuts Are Forcing Parents to Fill the Void
Related: School Bus Driver Shortage Impacts Florida Districts
Related: (Recorded Webinar) Addressing Driver (& Bus) Shortages: 3 Creative and Measurable Strategies that Really Work

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Meeting the daily challenges of transporting children with disabilities is real and
complex. These challenges are not new, but they are increasingly multifaceted. On top of the challenge list in many school districts is driver shortages, followed by the cost of transportation services. What can be overwhelming is the increase in competing priorities to safely transport children with disabilities.

The pressure resulting from how to accomplish safe transportation for these children can result in inadequate decision-making. Guided by the principles of safety, responsibility and entitlement under federal and state law it is imperative to aspire to respond to challenges for safe transportation of children with disabilities by timely addressing the “Do’s and Don’ts” under pressure. I am realizing more and more about the importance of knowing what is and is not required under the Individuals with Disabilities Education Act (IDEA).

In addition to federal law, it is critical to be well-versed about state law pertaining to the related service of transportation for eligible children under the IDEA. Under the
IDEA Part B regulations, transportation is defined as a related service that includes: “(i) Travel to and from school and between schools; (ii) Travel in and around school buildings; and (iii) Specialized equipment (such as special or adapted buses, lifts, and ramps), if required to provide special transportation for a child with a disability.” (34 CFR §300.34(c)(16).

At first glance, this IDEA definition appears clear. In reality, unique individual child transportation requirements necessitate extensive knowledge about the related service of transportation and its explicit requirements.

Understanding the role of the individualized education program (IEP) team’s responsibility under the IDEA to develop, approve and implement the related service transportation is essential. Approved transportation services should always be documented in the IEP to avoid misunderstandings and potential IDEA compliance violations. The IEP team meeting should always include all the qualified personnel necessary to make an informed decision, including the parent.

Don’t make unilateral transportation decisions without the attendance of all stakeholders that are required for implementing an IEP. The following is an example of a costly mistake that happened multiple times during my career. The IEP team, under pressure from a single parent, required that a child be picked up first and dropped off last.

This was solely based upon the parent’s work schedule and not the needs of her child, based upon their disability. Unknown to transportation, the IEP team approved the request. It was not feasible to implement but still approved and written into the child’s IEP. The parent emphatically stated her request was “required under the IDEA.” The IEP team was intimidated and believed her.

This IEP decision resulted in a hearing officers’ requirement for the school district to add a new route to implement the approved IEP service. Can you imagine the unintentional effect of this IEP team’s unilateral decision? Make sure that the IEP team is fully knowledgeable about the IDEA transportation related service requirements, and do not make a decision based upon false information.

Another example of a costly mistake is when a parent at an IEP meeting claims, citing IDEA, their child is required to be transported to after-school care 17 miles away from
their home address. The IEP team unwisely believes the parent and approves their request.

The lesson to be learned is don’t believe everything that a person says without knowing how the IDEA addresses a specific issue. Be knowledgeable about what state law says on a specific topic and how the school district’s policies and procedures address the issue. In the previous example, it is likely that if the school district transports children without disabilities to requested after-school care or daycare, the school district will also be required to do so for children with disabilities as a matter of equity. These are just two examples of challenges whereby poor decision-making resulted in an avoidable costly error.

It is essential to know federal and state laws pertaining to transportation service eligibility requirements for children with disabilities. It is wise to rethink in advance
how to best provide these transportation services for children with disabilities. Utilizing school transportation data can improve decision-making. Accessing all funding sources helps to offset costly transportation services. One example is billing Medicaid when it is an allowable transportation expense.

Communication and coordination between multiple school district departments is key to problem-solving. It is key to be knowledgeable and current about best practices and school transportation literature concerning safe transportation of children with disabilities.

Editor’s Note: As reprinted in the November  2024 issue of School Transportation News.

Linda F. Bluth, Ed.D. is a national compliance and regulatory expert on IDEA transportation law and provisions. She is a tenured faculty member of the TSD Conference, a regular STN contributor, and a Hall of Fame member of the National Association for Pupil Transportation.

Related: California ‘Rising Star’ Supports Students with Disabilities Through Driver Training, Education
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Related:(STN Podcast E236) TSD 2024 Recap: Supporting Students with Special Needs as Unique People
Related: Sexual Abuse Prevention Expert Provides Strategies When Transporting Students with Disabilities

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Bourne Intermediate School in Bourne, Massachusetts, will host a “Stuff A Bus” event on Dec. 7 to collect toy donations for local children this holiday season.

Bourne Public Schools released a statement announcing the “Stuff A Bus” event that will take place on Saturday from 10 a.m. to 2 p.m. at Bourne Intermediate School.

Residents are encouraged to drop off unwrapped gifts or gift cards for children of all ages. Bourne bus drivers and District staff will collect the donations, which will be distributed only to children within the Bourne community.

According to the release, “Stuff A Bus” is sponsored by Bourne Public Schools bus drivers, as an opportunity for community members to support disadvantaged children.

Related: Police Department to Host School Bus Food Drive for Thanksgiving
Related: Colorado Parents Raise Money for Holiday Surprises for School Bus Drivers
Related: Senior Citizens Celebrate Thanksgiving at a Massachusetts Junior High School
Related: What Holiday Gifts Stand Out From the Rest?

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DENVER, Colo. -EverDriven, the leading Alternative Student Transportation provider dedicated to serving students with disabilities and special needs, is rolling out a Giving Tuesday initiative to support Special Olympics Colorado, earmarking $1 for every mile driven in Colorado on December 3. With EverDriven traveling an average of approximately 12,000 miles daily in Colorado, the initiative is expected to generate approximately $12,000 in donations, directly benefiting programs that empower individuals with intellectual disabilities.

Building on its commitment to drive positive change in its local community, EverDriven is also dedicating 720 hours of employee volunteer service to Special Olympics Colorado programs, with every regional team member contributing eight hours of their time. Combining charitable contributions with hands-on involvement, EverDriven regularly demonstrates its passion for going the extra mile for the students and families it serves, particularly those with special needs.

“This support from EverDriven ensures our athletes can continue to thrive on and off the field,” said Megan Scremin, CEO of Special Olympics Colorado. “These donations and helping hands will go a long way in helping us create meaningful experiences for Coloradans with intellectual disabilities and strengthen inclusion in communities across Colorado.”

Special Olympics Colorado is dedicated to fostering inclusion, breaking down barriers, and creating opportunities through sports and health initiatives. By tying donations to miles driven and encouraging hands-on involvement from employees, EverDriven is helping to advance these goals while also spotlighting the importance of transportation on equity.

“Transportation is more than just moving people from one place to another,” said Mitch Bowling, CEO of EverDriven. “This Giving Tuesday initiative reflects our commitment to using transportation and technology as a force for good. We’re honored to partner with Special Olympics Colorado and support the incredible work they do in our Colorado community.”

To learn more about EverDriven and the technology solutions it provides to districts, students, parents, and school staff, visit EverDriven. To support, visit Special Olympics Colorado.

About EverDriven:
With nearly 700 school district contracts and over 28,000 students served last year alone, EverDriven has established itself as a nationwide leader in safety and technology-enabled Alternative Student Transportation. Leveraging proprietary routing technology and customized transportation services, the company has been instrumental in addressing driver shortages, helping reduce chronic absenteeism, accommodating varying bell times, and serving unique student needs related to the McKinney-Vento Homeless Assistance Act, special needs, ESSA, hard to serve trips, and out of district placements. For more information, visit EverDriven.

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School nutrition advocates say universal free meals could help improve the diets as well as the academic performance of more students. (Getty Images)

Wisconsin School Nutrition Association President Kaitlin Tauriainen says her goal has always been to feed every student.

“It seemed impossible for years, and then COVID happened,” said Tauriainen, who has worked in school nutrition for about 14 years and is also part of the Wisconsin Healthy School Meals For All Coalition. During the pandemic, the U.S. Department of Agriculture implemented waivers that allowed schools across the country to serve free meals to all children. “Basically, we were forced into doing it, which was fantastic, and really proved that we were capable and that it was better — like we thought it was going to be.” 

Tauriainen, who works as the child nutrition coordinator for the Ashwaubenon School District in Brown County, said there were less behavioral issues for the district then. She had observed earlier in her career at another school district how improved behavior could be the result of ensuring kids have access to food. She recalled a student who was eating free breakfast and free lunch, but still reported being hungry. Attending a different school that gave him more flexible access to food helped improve his situation, she said.

“He was so hungry all the time that he was just angry and causing disruptions. When they moved him to the charter school that gave him a little more flexibility and freedom to go make himself a peanut butter and jelly sandwich whenever he was hungry, he turned into a completely different kid,” Tauriainen said. “That’s what some of the teachers were seeing during COVID as well.”

The federal universal school meals program expired in June 2022 after Congress decided not to extend it. Ashwaubenon School District now charges students who don’t qualify under current guidelines for lunches, but it is able to provide breakfast to all students.

Limiting behavioral problems is just one potential benefit of adopting universal school meals that Tauriainen and other advocates detailed to the Examiner. Other benefits include filling in gaps for students who may need the meals but don’t — or can’t — participate. Advocates say universal meals would level the playing field for students and ensure everyone has access to nutritious meals. 

Last month, Department of Public Instruction Superintendent Jill Underly visited Kenosha Unified School District to propose that Wisconsin join the eight states that provide school meals to all students.

Under her proposal, Wisconsin would dedicate an additional $290 million per biennium so students, regardless of their families’ income, are eligible for free breakfast and lunch. Her proposal includes an additional $21 million to support other aspects of school nutrition. Those include funding to expand participation in the school breakfast program to independent charter schools, residential schools and residential childcare centers; creating a program to encourage school districts to buy directly from local farmers and producers; and funding for programs to support access to milk.

“Access to food is one of the most basic human needs, and yet many Wisconsin kids are telling us they don’t know when — or if — they will have their next meal,” Underly said in a statement. “When we make sure all our kids are properly nourished, we are nurturing the leaders of tomorrow.”

Hunger and grades

Across Wisconsin, 45.4% of enrolled public schools students — or 782,090 students — participate in the USDA Child Nutrition Programs and 52.1% of enrolled students at private schools participating in the USDA Child Nutrition Programs, according to the state Department of Public Instruction.

The current guidelines outline that students in a household of four, with income of $40,560 per year or less, qualify for free school meals. If a household’s yearly income is between $40,560.01 and $57,720, children can receive reduced-price meals. Families are also required to fill out an application annually in order to receive the benefit.

According to the 2023 Youth Risk Behavior Survey, one in four Wisconsin students reported experiencing hunger due to lack of food in the home and 2.6% reported going hungry “most of the time” or “always.” Students with low grades of D’s or F’s also reported going hungry at a higher rate — 10.3% of students — when compared their peers with higher grades of A’s or B’s — 2.3% of students.

Universal school meals would help fill in the gaps that the current system allows for, advocates said. 

Kenosha Unified School District currently provides school meals to all kids free of charge.

“When we had to return to our traditional system of serving meals in the 2022-23 school year, we heard from families that they missed the simplicity and security of free meals for all,” KUSD Chief Communications Officer Tanya Ruder wrote in an email responding to questions from the Examiner.

This year every school in the district is able to provide lunch and breakfast to all students through the federal Community Eligibility Provision (CEP). The policy allows some high-poverty schools and districts to provide school meals to all students regardless of income and without having to fill out an application.

When meals were not universally free, the Kenosha district’s breakfast participation was 23.9%, and lunch participation was 43.8%, Ruder said. Since moving to CEP, those numbers have risen significantly, with breakfast participation now at 29%, and lunch at 55%.

Some families who qualified under the current system may find the application process an obstacle. “The application process is very daunting for some families,” Tauriainen said. “It’s a very simple form to fill out, but it’s just another thing that families have to do to get food to their kids when they might already be struggling.” 

Higher incomes, but still hungry

The income requirements also mean that some families that may be struggling financially may not qualify, Tauriainen said, because the application doesn’t consider other circumstances that families may be dealing with.

 “It doesn’t take into account anything other than your gross wages, so whatever your income is before taxes, doesn’t take into account any medical bills you may have, or other issues that you might have going on financially at home,” Tauriainen said.

Jennifer Gaddis, an associate professor at UW-Madison who researches food systems in schools, said a gap still exists for some students. “There are actually a lot of children and families, who are food-insecure, but who don’t actually meet the federal threshold for eligibility for free or reduced school meals,” Gaddis said. 

Gaddis and Tauriainen said providing school meals for free would benefit students in many ways.

“School meals are literally the only thing that is economically means tested,” Gaddis said. “Everything else kids participate in, regardless of their household income status — like math class, English class, busing — they’re not being charged a different amount or getting a different service necessarily that is tied to their household income status.” 

Providing meals to all students would reduce the stigma that the current system can create, she added. 

School meal debt has also become an issue again as schools have gone back to requiring students to pay for lunch unless they qualify for free food. In Wausau, a pastor recently raised $26,000 to help pay off students’ unpaid meal debts. Madison Metropolitan School District in May reported that school lunch debt in the district stood at almost $230,000.

Ruder of Kenosha Unified said that providing meals free to all students would prevent them from being denied lunch or breakfast when their account funds run out.

Nutritional and academic benefits

Universal school meals could also allow many students to eat more nutritious food since school meals follow the federal dietary guidelines. Some studies have found that participation in school meals has been linked to healthier diets. 

“We get a bad rap, because people think of what school lunch used to be like back when they were in school, and things have changed so much since 2010,” Tauriainen said. “We’re offering whole grains, fruits and vegetables, multiple options every day, so that students pick something that they like to eat — low fat, low sodium, low sugar entrees.” 

Tauriainen also noted that many school districts are trying to serve more food prepared from scratch and use more locally sourced foods for meals. Some school districts in the state serve food grown by the students, including Ashwaubenon School District, which has a 34-unit hydrophobic garden to grow lettuce.

Ensuring that kids are fed helps create a foundation for students to focus, study and be present in the classroom, producing stronger academic outcomes as well, Gaddis said. 

Gaddis takes a historical and international comparative approach to studying school nutrition. Other countries with universal school meal programs, including Japan and Finland, have integrated school nutrition and home economics, she said, so students are “learning about, not only how to think about food and nutrition, but how to prepare things for yourself and how to do so in an economical way, and why you should also have respect for the people who are doing work in the food system.”

It’s an approach that addresses all students.

“It’s not seen as this anti-poverty program in those countries, it’s seen as a really integral part of the school day and an opportunity for people to learn really important life skills,” Gaddis said.

The Wisconsin proposal is part of Underly’s larger budget request, which would invest an additional $4 billion in schools. 

It could face a tough road to becoming a reality given Wisconsin’s split government, where Republican lawmakers, who remain in the majority in the Legislature, have said they oppose growing “the size of government” and want to use most of the state’s budget surplus to cut taxes. 

Tauriainen said she hopes universal school meals can gather bipartisan support, however. 

“Being hungry shouldn’t be something that’s on one side or the other of the aisle,” Tauriainen said. “I really hope that the Legislature can come together and realize that this is something we really need to do for our kids.”

Tri-Town senior citizens in Massachusetts celebrated an early Thanksgiving dinner at Old Rochester Regional Junior High School with the help of 50 student volunteers, reported Sippican Week.

According to the news report, a Thanksgiving dinner was held on Sunday where nearly 250 senior citizens joined and enjoyed the event.

It was the 31st rendition of the annual event and school administrative assistant Toni Bailey said via the article that it was one of the largest held.

The event was reportedly funded by the Tri-Town community. Donations were raised for the turkey and other thanksgiving specialties and local farms donate apple pies and cider.

The school’s principal, Silas Coellner, said the event also provides a great learning experience for the student volunteers.

In years past, volunteers for the event had reportedly been eighth graders only; however, this year seventh graders joined them.

Students helped senior citizens find their seats, served them food, refill their drinks and clear their plates. After the meal was finished, dozens of gifts and prizes that were reportedly donated by the community were raffled off to guests.

“The kids love it, and the seniors love it” said Coellner via the article.

Related: Police Department to Host School Bus Food Drive for Thanksgiving
Related: Colorado School Bus Gives Students Experience in the Food Industry
Related: The History of Seat Belt Development
Related: Wisconsin District Holds School Bus Test Drive Event

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A family in Memphis, Tennessee, is suing Germantown School District after Dogwood Elementary School allegedly prohibited their son’s service dog from returning to school, reported WREG 3.

Their 9-year-old son is nonverbal, has physical and intellectual disabilities, and suffers from 10 to 15 seizures a day, among other conditions.

The boy, who is not identified in this writing, reportedly received a service dog named Herbie in the spring. The dog is trained to alert others when the boy is about to have a seizure.

According to the lawsuit filed on Nov. 8, the school claims Herbie spent most of his time at school not in the presence of the boy, sniffing others, eating their food, and ignoring commands. The school also claimed that the dog had caused the boy to fall twice.

The article states that the parents, who claim Herbie is well behaved at home, tried to work with the school but the principal told them that the dog was no longer welcome. This would be a violation of the Americans with Disabilities Act and Section 504 of the Rehabilitation Act.

The district stated via the article that it has allowed service animals in its schools for several years and will continue to do so. Additionally, the district denied any allegation of violating ADA and Section 5

Related: New York Student with Disabilities Removed from School Bus Service
Related: D.C. Back in Legal Hot Water Over Busing of Students with Disabilities
Related: First Student Safety Dog Bus Tour Hits the Road Again to Promote School Bus Safety Throughout North America
Related: Does your state require school bus evacuation training for students with disabilities and special needs?

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Cell phones in the classrooms have been a hot topic amid new state laws banning the devices, but they have long been on the minds of educators including those on school buses. Teachers have historically viewed cell phones as a disruption in educational settings because students are prone to pay more attention to their electronics instead of focusing on the classroom lesson. That is a big reason why 76 percent of schools nationwide prohibited non academic use of cell phones and other communication devices in the 2021-2022 school year, according to the National Center for Education Statistics.

In general, cell phone and electronics users have been found to be distracted by their use. On a school bus, these devices can be a welcome distraction for students, especially during long commutes. But they can also present challenges. At a moment’s notice students can visit inappropriate sites or record a crash, a student fight, even a school bus driver meltdown.

Mounting evidence illustrates the issue. A 2019 report from cell phone insurance company Asurion found that Americans check their phones an average of 96 times a day. While the American Psychological Association reported in 2018 that 43 percent of American adults “almost constantly” check their phones, admitting to disruption in their work and personal lives. So, it’s no surprise that a recent 2021 Reviews.org report showed young adults (18-24) spent 5.4 hours daily on their phones.

California law already gives school districts the leeway to pass cell phone bans for classrooms. The Los Angeles Unified School District school board enacted such a ban on cell phones that takes effect in January. The Golden State seeks to take the next step with Assembly Bill 3216 that passed the California State Legislature in late August to prohibit or limit smartphone usage by students any time they are under the supervision of school personnel. This includes from the moment students step onto school buses.

Gov. Gavin Newsom pledged support for the bill and it was expected to become law at this report, to take effect on July 1, 2026.

“As the [U.S.] Surgeon General affirmed, social media is harming the mental health of our youth,” Newsom said in June. “When children and teens are in school, they should be focused on their studies, not their screens.”

Social media is known to dominate children’s screen time use, potentially distracting them from learning. A Pew Research Center report found that 95 percent of U.S. teens ages 13 to 17 have access to a smartphone, with many using it to engage on social media. About 46 percent of teens report being online “almost constantly.” Among the most popular platforms, 19 percent of teens say they use YouTube almost constantly, while 16 percent say the same about TikTok. Additionally, more than half of teens use social media daily, with 54 percent saying it would be difficult to give up.

LAUSD Board member Nick Melvoin spearheaded the Los Angeles resolution, highlighting concerns about how cell phone use, especially when combined with social media, exacerbates mental health issues like anxiety and cyberbullying. He also noted that, much like adults, students are increasingly glued to their devices.

“They’re surreptitiously scrolling in school, in class time, or have their head in their hands, walking down the hallways. They’re not talking to each other or playing at lunch or recess because they have their AirPods in,” Melvoin said. In addition to classrooms, the ban would extend to lunch time and other breaks between classes.

The benefits of cell phone bans on school buses would be the same reason they’re limited in classrooms. As Melvoin pointed out, students aren’t engaging with one another when glued to screens. This could lead to unhealthy anti-social behaviors and fixation on social media. According to Yale Medicine, American teens between the ages of 12-15 who spent at least three hours a day on social media were twice as likely to experience depression and anxiety.

Cell Phone Usage in Buses:
In comparison to the school year, which is typically 180 days long or a certain amount of classroom time, students who ride the school bus spend an average of 146 hours, or roughly 24 days on the school bus. According to Kajeet, a company that creates Wi-Fi hotspots on school buses, the time on the school bus has become an opportunity for students to do their homework.

Kajeet SmartBus solutions offer Wi-Fi connections on school buses. But it filters out social media and streaming video to make student web experiences education-based limited to class research, homework and related apps. Kajeet stressed that school buses are an ideal place for students to do their homework.

But Kajeet and other Wi-Fi hotspot providers can’t block inappropriate content or track usage on cell phones or other devices because they use individual data plans rather than the school district network.

Another potential benefit to students having cell phones on their person in school buses is they can call their parents or dial 911 during emergency situations, as illustrated again recently with the fatal Appalachee High School shooting in Georgia. According to Care.com, parents and students feel safer when they have their cell phones at hand.

The LAUSD cell phone ban policy still needs to be written, leaving the question open about school bus rides.

“The district is still in the discussion and planning phase of the policy, so nothing has been finalized or determined,” LAUSD spokesman Britt Vaughn told STN.

Florida was the first state to pass a cell phone ban last year. A representative of the Florida Department of Education did not respond to STN questions about the impact on school bus rides. But a House of Representatives fiscal note says the law authorizes local school boards to ban the devices on “school property.” That includes school buses.

Ohio and Indiana have similar laws, but officials there did not respond to requests for comment. But Loudoun County Public Schools (LCPS) in Virginia, where Gov. Glen Youngkin signed a cell phone ban into law in July, did.

Dan Adams, the public information officer for LCPS, told STN that a cell phone ban policy is meant to strike a balance between embracing technology’s educational potential and minimizing disruptions.

“By establishing clear guidelines for when and how students can use their devices, LCPS aims to foster a productive academic environment while also nurturing responsible digital citizenship among our students,” he said.

When asked how the ban has affected student behavior and focus during school hours, Adams noted that it’s too early to provide comprehensive feedback. “It was just enacted this school year, so we’ll have to wait and see,” he said, adding that the policy’s long-term impact will likely be monitored over the course of the academic year.

But Adams confirmed the ban applies to school buses. The state’s guidance issued last month requires school system to establish procedures for off-site events and activities, including transportation.

“Buses are considered an extension of the school, so the policy can be enforced there as well if they become an issue, but the policy is really designed to focus on instructional time,” he explained.

Regarding any exceptions to the policy, Adams assured that students with valid medical or educational needs would not be denied access to their devices. “This policy will not deny students with a valid accommodation access to their personal devices. Parents, guardians, multi-disciplinary team members, including Section 504 teams and Individualized Education Program teams, or other persons with knowledge of students who require access to personally owned devices as an accommodation shall request such accommodations through their respective teams,” Adams said.

When discussing potential safety concerns related to students not having access to their phones on school buses, Adams emphasized, “LCPS has a robust and nationally recognized safety plan in place to keep students and staff safe.”

Adams also acknowledged the potential need to adjust the policy. “We will monitor the situation as the school year progresses and can always make adjustments if needed,” he said, when asked about the trade-off between reduced distractions and potential safety concerns related to lack of cell phone access.

Adams noted community feedback to the ban has been largely positive. “The new policy has been very well received, and even students have recognized they have better conversations in class with their peers and teachers when the phones are away,” he concluded.

Editor’s Note: As reprinted in the October 2024 issue of School Transportation News.

Related: Should students’ cell phones be banned on school buses?
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There may be no perfect solutions when it comes to routing. As can be painfully clear to all concerned, the narrow timeframes for morning and afternoon operations leave little margin for error. At the same time, requirements such as serving students with special needs add another degree of difficulty, all amid a school bus driver shortage.

For some school districts, changing bell times has brought greater efficiency to the routing process. That’s the path taken by Prince George’s County Public Schools, one of the largest school districts in Maryland, where until this year transportation staff were faced with 13 different bell times in the morning and 17 in the afternoon.

“This made routing complicated and directly impacted the timely arrival of students to schools,” said Keba Baldwin, director of transportation and central garage.

But now, the district has moved to three standard bell times, and the results have been positive. “Changes in bell times have helped to improve transportation by simplifying route planning and improving route efficiency,” Baldwin noted.

Improvements include balancing the distribution of trips, reducing delays and making optimum use of buses and drivers. District officials also feel standardization across bell times makes schedules clearer and easier for families to understand.

For Tacoma Public Schools in Washington state, a change in this year’s bell times is also expected to have a major impact.

“We’ve shifted our secondary schools, with middle school now starting first,” said Zachary Midles, director of transportation. “We have also tiered our elementary schools to have two start times versus one.”

The primary goal was to improve the ability of transportation staff to manage expectations for on-time arrival. “We’ve attempted to improve efficiency with less resources,” Midles added. “This has involved numerous hours of planning and mapping out our process.”

Prospects for attaining that improvement seem promising, as district officials anticipate saving about $1 million a year following implementation of the new schedule.

“This is due to a reduction in overhead in routes, leading to less fuel and driver pay,” Midles explained. “We also plan to reduce the length of some routes with this strategy, which will also be a savings.”

A revision in bell times has also been the story this year for Fayetteville Public Schools in Arkansas. “It allows more time between elementary/middle school runs and secondary runs,” said Michael McClure, director of transportation services. “This has improved arrival times at secondary schools and decreased the supervision times for administrators at secondary schools.”

A catalyst to the changes was an external audit conducted last spring.

“Our bell times were a glaring issue,” McClure said. “In conjunction with our central administration, we followed up with the bell time changes.” While the move has not come without some challenges, the overall results have been “significantly better,” McClure said.

“The only issues we’re running into are for elementary schools that are geographically close to middle schools,” he continued. “There is a 15-minute gap in drop off times, so some elementary students sit on the bus for 10 minutes before we can release them in the morning.”

Recently, Celina Independent School District north of Dallas, Texas, made some initial changes in bell times and morning drop-off times, with more being considered.

“One of the key challenges with managing bell times is ensuring there’s sufficient time between the first and second bells, as well as between the second and third bells,” noted Laura Carter, transportation services director. “This scheduling allows students to arrive at school on time and have adequate time for breakfast. It’s also important to account for any potential delays between bell times.”

Along with those considerations, continued driver shortages are also a problem. That will be the impetus for proposing a three-tier bell schedule going forward, Carter added.

Addressing Special Needs:
With special populations, which pose their own set of challenges, restructuring bell times can be a plus. If that move brings overall efficiency, it can free up drivers for other than routine routes. “This has helped with on-time deliveries to our secondary schools for both general ed and special needs,” Carter reported. But that’s only a partial solution, and in some cases isn’t an option. Such is the situation for City Schools of Decatur, Georgia, a district with a small geographical footprint but with routes congested by Metro Atlanta traffic.

“The problem is that we have a three-tier system and only 45 minutes between each tier,” said LoWanda Bowman-Brown, director of transportation. “And the kicker is we have five lower elementary schools that all start at the same time. Someone is going to be late if you have one driver going to multiple schools.”

The district has three special needs drivers, one who travels out of district to a neighboring school. “Not only does this stretch things for them, but the bell schedule makes timing tight for others,” Bowman explained. “The bell schedule means the regular drivers are constantly driving with no break to use the restroom or speak with the administrators about any problems arising on their bus.”

Currently, however, there is no official discussion of adjusting bell times. “Since the community is very small, with a radius of only five miles, most parents are opposed to adjusting bell times,” she continued. “And due to the athletics department needing to leave at four for most games, it’s unlikely that bell times will be changed.”

Geography is also a limiting factor for Fayetteville Public Schools. “Our district is elongated from an East/West perspective and the corridors are not conducive to heavy traffic,” McClure noted. “Special needs students may attend school a significant distance from their residence, which causes longer travel times.”

Baldwin shared that Prince George County’s use of routing software can be helpful in this area, but that additional challenges may come into play when students require individualized accommodations such as wheelchair access, specific seating or aides.

“The software helps tailor routes to meet these needs, but balancing efficiency with safety is difficult, especially with longer loading times and specialized stops,” he said. “Additionally, maintaining route consistency during driver changes and quickly adjusting to updates in students’ IEPs requires constant oversight.”

While the software streamlines much of this process, he added, ensuring seamless communication between transportation, schools and parents is key to providing the best service for these students.

Making the Change:
Whether it’s an effort to improve overall routing or enhance services to students with special needs, the process requires a cooperative approach as well as a measure of thick skin.

“Expect issues and criticisms when implementing any new procedure, program or technology,” McClure in Arkansas said. “Trust that with time and a team working on those issues that everything will improve.”

Collaboration in dealing with such challenges is a must, Texas’ Carter noted. “Involving the
transportation department in the planning process has proven effective,” she said. “It’s essential to build strong, positive relationships with administration, campus staff, and
the special education department to ensure you have a voice in decision-making processes.”

Bowman in Georgia emphasized that communication, whether with the school district finance department to ask for a new driver, or the special needs department for support, is key to any solution. Whenever possible that means not just telling, but showing.

“Show them what transportation looks like so they will understand the challenges,” she advised. “Ask them to ride the bus or show them camera footage so they can see the challenges that may hold the bus up.”

As an example, he said it can be revealing to observe a staff member trying to put a student in the seat who refuses to get in it. “Innovation is key,” Washington’s Midles said, adding that “this is the way we’ve always done it” doesn’t mean it’s the right way.

“Partner with your district as much as you can to work as a team and put the students first as much as possible,” he concluded.

Editor’s Note: As reprinted in the October 2024 issue of School Transportation News.

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With voters raising taxes on themselves to help fund schools, public school advocates are calling for better investment from the state of Wisconsin for public schools. Students, parents, teachers and advocates joined a rally to increase funding for schools in the Wisconsin state budget at the Capitol on Tuesday, June 27, 2023. (Wisconsin Examiner photo)

Wisconsin voters approved 78% of school referendum funding requests across the state this week, raising taxes on themselves to grant schools over $3.4 billion for infrastructure and operations, including staff pay increases, program offerings and maintenance costs.

A total of 121 school districts put funding referendum questions on the ballot that combined sought more than $4.2 billion. According to the Department of Public Instruction, of the 138 referendum questions, voters approved 108.

Wisconsin Public Education Network leader Heather DuBois Bourenane said the organization was “thrilled” with the approvals. She said there were worries ahead of Election Day that voters were feeling “referendum fatigue” after about 60% of school funding requests passed in April. 

“Voters spoke loudly and clearly, and they said, ‘we’re here to support our kids in their public schools, and yes, yes, we will pay that bill’,” DuBois Bourenane said. 

DuBois Bourenane said the passage rate reflects that schools made responsible requests of voters and that school administrators and local teams formed to campaign for the referendum questions made sure voters knew what was at stake and the reasons for the requests.

The results reaffirm the widespread support for public schools across the state, she said, including from people across the political spectrum.

The results also come as Donald Trump, who has supported universal school choice, was elected to a second term as president and carried Wisconsin. Voters also reelected Democratic U.S. Sen. Tammy Baldwin, an outspoken supporter of public schools, and returned a smaller Republican majority to the Legislature, where GOP lawmakers have worked to expand school choice. 

“Wisconsin might have gone red in this election — that does not indicate a desire for more privatization or desire to abandon or destroy our public schools,” DuBois Bourenane said. 

DuBois Bourenane and other school leaders said schools and their supporters are still working to  advocate for better investment from the state of Wisconsin. 

The largest referendum request in the state came from Madison Metropolitan School District, which asked voters for $507 million to fund  renovations for two schools and to build eight new buildings. The building request won the support of  72% of school district voters. A second request, for $100 million in operational costs, including increases for staff salary and benefits, passed with 69% in favor. 

“As excited as we are, we know that we still have much work ahead,” said MMSD Board President Nichelle Nichols and Superintendent Joe Gothard in a joint statement thanking voters. They added that it would probably not be the end of the district’s funding problems.

“Although the referenda have passed, it’s important for the community to know that we are still operating with a structural deficit. Our revenues are not keeping up with our costs,” they said. “We, along with other public school districts throughout the state, continue to be grossly underfunded by the state. Our team will come together and engage with the community to determine how to move forward and plan for the future.”

DuBois Bourenane said that where referendum questions failed to pass, some schools will struggle to meet costs. 

“It’s awesome that 78% of our referendums passed, but for the 22% that didn’t — some of these districts are going to face a really, really tough year,” DuBois Bourenane said. “We need to not forget that when we’re forced to go to the ballot box to raise taxes on ourselves to fund our schools, some communities do and some communities don’t.”

When questions are rejected, “We’ve just widened another gap, and what we should be doing is demanding the state close those gaps, or level the playing field for every kid, instead of forcing us to compete against each other for scarce resources,” she added.

Reedsburg School District in Sauk County had split results on Tuesday. Voters approved a $14 million facilities referendum for improvements at its high school, but rejected the district’s $16 million nonrecurring operational referendum request.

In a Facebook post, Superintendent Roger Rindo thanked the community for approving the facilities referendum and promised regular updates on the progress of projects and a community open house to view renovations as projects are completed. 

Rindo said he also respected the community’s rejection of the operational referendum, but added that there would be “difficult conversations around budget reductions and continuing to find ways to maximize operational efficiencies and ensuring that we maximize the dollars we have available to support our strategic directions.” 

Rindo also said he would continue to press state lawmakers “for sufficient financial support from the state, including continued and consistent increases to the revenue limit, increases in flexible state aid, adequate support for Special Education, and an increase to the low-revenue ceiling” — the minimum limit on a school district’s per-pupil revenue. 

“It is long past time that the state supported public education at a level that doesn’t put school districts in the position of continuing to ask their communities for additional funding,” Rindo said. “I hope you will join me in advocating with our elected officials.”

Wisconsin school districts have been increasingly relying on money approved via referendum to support local education. The state’s school revenue caps, which were first implemented in 1993, have not kept pace with inflation since 2009, leading schools across the state to regularly turn to voters to ask for additional funding. 

State leaders also reacted to the results this week. Department of Public Instruction Superintendent Jill Underly called for investments in schools, while a Republican lawmaker pushed back on that. 

Underly said in a statement that the state Legislature has underfunded schools for over a decade, leading “a record number of districts going to referendum to try and fix severe financial constraints on their own.” 

“Too many communities were forced to vote Tuesday on increasing property taxes just so their local schools can pay staff, heat and cool their buildings, and provide a quality education,” Underly said. “The upcoming biennial budget provides yet another opportunity for the legislature to uphold its responsibility to appropriately fund public schools, and to stop forcing Wisconsin communities to make impossible choices.” 

Republican state Rep. Scott Allen of Waukesha, who won reelection on Tuesday, said in a statement that school referendums are “working.”

“These referendums keep the power and choice for how to spend tax dollars with people in local communities,” Allen said. “Instead of a one size fits all approach to the 421 school districts in our state, school referendums allow for local communities to weigh in on decisions that most affect them.” He said the results “proved that the will of the people does not always agree or align with the school administrators who want more taxpayer money.” 

With Democrats gaining seats in both houses of the state Legislature Tuesday, narrowing the Republican majorities, public school officials and advocates will likely focus on asking for lawmakers to put more state money in public schools.

DuBois Bourenane said there is “an opportunity here to build some bridges, improve our relationships… and find some ways to come together for public funding in the next budget.” 

“We’ve had 16 years in a row of budgets that didn’t even keep pace with inflation, and we have got to make a major dent in that trend this year …” DuBois Bourenane said. “From what I heard from candidates and both sides of the fence in this election cycle, there’s a pretty keen awareness of what that means, and it means doing something about the revenue limits that have been crippling our public schools for decades, and giving schools real, significant, spendable aid that’s adequate to meet their needs, and closing our special education gap.” 

DuBois Bourenane said that increasing the special education reimbursement for schools to 90% — to match the reimbursement already provided to private voucher schools — from the current reimbursement rate of about 33% would be the “single most transformational thing” that could be done to help schools.  

“It would free up districts to be able to use their actual state aid for the things that kids really need,” DuBois Bourenane said. School districts “wouldn’t have to tax so much at the local level if they could use their state aid for the things that they’re supposed to.”

DuBois Bourenane said she hopes newly elected lawmakers with backgrounds in public education, including Joe Sheehan, a former superintendent, Angelina Cruz, a teacher and president of Racine Educators United teachers union, and Christian Phelps, who has worked for WPEN, will be able to build relationships with legislators of both parties and be able to provide “critical context” for how education bills and budgets could affect students.

National School Bus Safety Week inspired districts and transportation companies across the country to showcase their operations, highlight their bus drivers and transportation staff, and share how they are furthering student safety through training and education.

School Bus Safety Week, sponsored by the National Highway Traffic Safety Administration and the National Association for Pupil Transportation, was celebrated Oct. 21-25. It is held each year during the month of October.

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Related: Community Collaboration Drives County’s Expansion of School Bus Safety Week
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Parents from Columbus School District in Wisconsin are upset after their children rode a school bus allegedly filled with vomit, blood and empty bottles of liquor after it was used for a weekend event, reported WMTV.

According to the news report, multiple parents took their concerns to school and GoRiteway Transportation Group via social media on Oct. 21, after students sent their parents pictures of the inside of one of the buses.

Nicole Speak, who has two children that take the bus to school, said via the article that this is not their first issue the parents have had with transportation this school year. The company reportedly started driving students this fall and on the first day of school some buses did not show up to stops.

The school district told local news reporters that they were aware of the bus cleanliness conditions and have been communicating with GO Riteway regarding the issue.

Parents that were interviewed by local news reporters stated they want more transparency from the school district and are worried about sending their kids to school on the bus.

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The post Wisconsin Parents Concerned About Unsanitary School Bus appeared first on School Transportation News.

Saint Paul Public Schools in Minnesota released a video for National School Bus Safety Week that took viewers on a behind the scenes tour of their transportation department and showed how each member of the team is dedicated to the safety of the student riders.

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The post WATCH: Minnesota District Features Transportation Department appeared first on School Transportation News.

PHILADELPHIA, Pa.– The School District of Philadelphia has taken a significant step toward a cleaner and healthier future for its students by adding 38 propane-powered school buses to its fleet. In a ribbon-cutting ceremony held at the Shallcross School Bus Garage, district officials, industry leaders, and community members gathered to celebrate this move to the near-zero emissions buses that offer students a safer, quieter ride. As the eighth largest school district in the nation, serving just under 200,000 students every day, the move to clean propane autogas buses positions the district as a national leader in clean student transportation.

“We are excited to be leading the way here in Philadelphia as we grow our low-emission school bus fleet and create a healthier environment for our students, drivers, and the community-at-large,” said Superintendent Tony B. Watlington, Sr., Ed.D., School District of Philadelphia. “We are pleased to work with our top partner organizations to bring our very first propane-powered bus fleet to fruition. Together, we continue to turn our compelling vision of clean student transportation into reality.”

The district’s propane-powered buses, developed by Blue Bird Corporation and powered by ROUSH CleanTech engines, are projected to reduce emissions significantly compared to their diesel counterparts. In real-world testing, ROUSH CleanTech’s ultra-low nitrogen oxide (NOx) engines produced 96% fewer NOx emissions than clean diesel alternatives and virtually eliminated particulate matter. According to the EPA, these pollutants can worsen respiratory conditions like asthma and bronchitis and can cause children to miss school.

“Congratulations to the School District of Philadelphia for its commitment to reducing emissions with cost-cutting propane school buses,” said Todd Mouw, executive vice president of sales and marketing for ROUSH CleanTech. “Propane autogas is an affordable, abundant American fuel that allows school districts to reduce their operating costs while helping to preserve the environment.”

Propane-powered school buses provide districts with the lowest total cost of ownership. According to Blue Bird Corporation, school districts benefit from fuel and maintenance cost savings of up to $3,700 per bus annually compared with diesel buses. Thus, SDP’s propane-powered bus fleet could save the district more than $2.1 million over the 15-year life of its vehicles. The district can reinvest those savings into classroom initiatives and student resources.

“We are thrilled to supply the School District of Philadelphia, one of the largest in the nation, with our industry-leading, ultra-low-emission propane school buses,” said Albert Burleigh, vice president of North America bus sales at Blue Bird Corporation. “SDP already operates five Blue Bird electric, zero-emission school buses. Utilizing electric and propane-powered school buses, the school district combines the most technologically advanced clean school buses in its fleet leading the way to creating sustainable student transportation.”

As part of this initiative, the district has also invested in new propane refueling infrastructure at the Shallcross School Bus Garage as part of a partnership with propane supplier, Ferrellgas. An 18,000-gallon propane tank has been installed to allow for efficient and convenient on-site refueling. This not only reduces downtime for refueling but further supports the district’s efforts to lower operational costs compared to diesel.

“Propane is a low-carbon energy source that produces up to 96% less toxic emissions than diesel school buses while also offering a lower total cost of ownership,” said Michelle Bimson Maggi, vice president corporate for Ferrellgas. “Ferrellgas is proud to add the School District of Philadelphia to our growing list of customers nationwide who have transformed their fleet by making the switch to propane autogas. Their decision to add clean-burning alternative fuel buses into their fleet will benefit students and local taxpayers for many years to come.”

With this adoption, there are now more than 1,000 propane autogas school buses operating in Pennsylvania every school day. In total, there are more than 22,000 propane-powered school buses transporting 1.3 million students across the United States.

“At the Propane Education & Research Council (PERC), we believe that every child deserves a safe, clean, healthy ride to school. The School District of Philadelphia is showing true leadership by choosing propane as a clean energy solution and providing that ideal ride,” said Bridget Kidd, COO of PERC. “They are not just investing in buses; they are investing in the future of their students and the well-being of the community. By adopting this innovative technology, the district is setting an example for others across the country.”

This clean energy initiative was made possible through a partnership between the School District of Philadelphia, the Propane Education & Research Council, Ferrellgas, ROUSH CleanTech, and Blue Bird Corporation, all of whom are committed to advancing sustainable transportation solutions for schools.

About The School District of Philadelphia: The eighth largest school district in the country currently serves just under 200,000 students guided by our five-year strategic plan, Accelerate Philly. Our students are accelerating academic achievement. We prioritize the social-emotional well-being, mental health, intellectual and physical safety of all students and staff. We also align our resources, trainings and accountability structures to a limited number of innovative and research-based priorities. visit philasd.org.

About PERC: The Propane Education & Research Council is a nonprofit that provides leading propane safety and training programs and invests in research and development of new propane-powered technologies. PERC is operated and funded by the propane industry. For more information, visit Propane.com.

About Blue Bird Corporation: Blue Bird (NASDAQ: BLBD) is recognized as a technology leader and innovator of school buses since its founding in 1927. Our dedicated team members design, engineer and manufacture school buses with a singular focus on safety, reliability, and durability. School buses carry the most precious cargo in the world – 25 million children twice a day – making them the most trusted mode of student transportation. The company is the proven leader in low- and zero-emission school buses with more than 20,000 propane, natural gas, and electric powered buses in operation today. Blue Bird is transforming the student transportation industry through cleaner energy solutions. For more information on Blue Bird’s complete product and service portfolio, visit www.blue-bird.com.

About ROUSH CleanTech: ROUSH CleanTech, an industry leader of advanced clean transportation solutions, is a division of the global engineering company Roush Enterprises. ROUSH CleanTech develops propane autogas technology for medium-duty Ford commercial vehicles and school buses. With more than 50,000 vehicles on the road, the Livonia, Michigan-based company delivers economical, emissions-reducing options for fleets across North America. Learn more at ROUSHcleantech.com or by calling 800.59.ROUSH.

About Ferrellgas: Ferrellgas Partners, L.P., through its operating partnership, Ferrellgas, L.P., and subsidiaries, serves propane customers in all 50 states, the District of Columbia, and Puerto Rico. Its Blue Rhino propane exchange brand is sold at over 68,000 locations nationwide. Ferrellgas employees indirectly own 1.1 million Class A Units of the partnership, through an employee stock ownership plan. Ferrellgas Partners, L.P. filed an Annual Report on Form 10-K for the fiscal year ended July 31, 2024, with the Securities and Exchange Commission on September 27, 2024. Investors can request a hard copy of this filing free of charge and obtain more information about the partnership online at www.ferrellgas.com

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The walking school bus made its way through Southeast Tallahassee as kids had the opportunity to bond with their fathers or father figures on their way to school, reported WTXL News.

Florida State University School, which is affiliated with Florida State University and offers classes for kindergarten through grade, reportedly had dozens of fathers show up to take part in a walking school bus activity where kids walk to school together with their father figures. This tradition has been going on for almost 10 years.

According to local news, this event took place on Sept. 19, where at least 70 students did a 25-minute walk to school, each one holding the hand of their fathers or father figure. This initiative promotes how children benefit from closeness with their dads.

Whitney Ray, a father who participated in the event with his son, told local news reporters how hard it is to have day-to-day school interactions like this with children as working parents. So, he was happy to see friends and other dads engaging in this activity.

FSUS students and their father figures can reportedly participate in this tradition every third Wednesday of the month throughout the school year.

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The post Florida Fathers and Father Figures Join Students for Walking School Bus appeared first on School Transportation News.

A school bus at Cherry Creek Innovation Campus in Colorado has been transformed into a culinary program classroom.

According to the school district, the Campus CrEATions program launched this month. The bus was donated to the district, and the Tuchman Family Foundation that supports K-12 innovation donated $110,000 to remove the seats and replace them with all food truck essentials. The result was a full conversion it into a commercial kitchen on four wheels.

According to local news reports, the students cook up and serve breakfast and lunch to their classmates, teachers and others every day. They charge $5 to $6 for each meal and work in an assembly line to put the orders together. The aim of this experience is to teach students real world skills.

The creation is the work of Mile High Custom Food Trucks. The company detailed the school bus’ transformation to food truck with a video on its YouTube channel. Viewers are introduced to the bus’ equipment list, which includes a 100-pound propane tank for operating a 48-inch grill and twin burner stove, a 12-foot Type 1 NSF approved hood with speed control, and a 12,000-watt Cummins diesel generator connected to the bus fuel tank.

The generator is connected to the diesel line tank. Additionally, the cooking equipment is propane, it has a water inlet to connect a hose and get fresh water, along with LED lights on the inside and outside of the bus.

Additional equipment include, stainless steel cooking wall and throughout, aluminum diamond plate floor, twin fan exhaust system, twin 6-foot service windows with awning door, self closing doors with bug screen, fire suppression, three compartment sink, 20-gallon water heater, 40-gallon fresh water tank mounted under the truck that can be filled easily, 50-gallon water tank mounted under the bus, chef base, two pan steam table, 48-inch sandwich prep, 24-inch stand up refrigerator, and a 24-inch stand up freezer.

The district is reportedly planning to take the food bus to an event called STEAM-a-Palooza on Sept. 28 and then to high school football games.

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The post Colorado School Bus Gives Students Experience in the Food Industry appeared first on School Transportation News.

Hurricane Helene slammed into the northwest Florida coast as Category 4 storm, bringing with it 140 mph winds and intense rain that had already resulted in widespread flooding that extended north into Georgia and had killed 22 at this report.

The National Weather Service had warned of unsurvivable storm surges all along the Gulf Coast of Florida.

In addition to the reported fatalities, multiple news reports indicated 4.4 million utility customers from Florida to Virginia were without power as of Friday morning.

About 60 of the state’s 73 public school districts were closed at least on Thursday in preparation for Helene’s landfall, which occurred at approximately 11 p.m. local time that evening, with many also closed on Friday.

For example, Citrus County School District announced it would close Thursday and Friday, and Lake County Schools were advised to close on Thursday. All Lake-Sumter campuses were closed, as well as all Marion County Public Schools and Polk County Schools.

The Florida Department of Education posted a full list of school closures on its website.

Gov. Ron DeSantis declared a state of emergency on Wednesday for 61 of Florida’s 67 counties as Helene intensified to a hurricane on its path toward the state, according to the National Hurricane Center. DeSantis also activated the Florida National Guard and Florida State Guard.

The Georgia Department of Education recommended all school districts in the Peach State dismiss early on Thursday and to remain closed Friday.

According to local news reports, Helene is the strongest hurricane to hit Florida so far this year, with strong winds hitting Florida’s Panhandle on Thursday morning. Helene made landfall not far from where Hurricane Idalia did last August.

A map from the National Hurricane Center showed Helene moving north through Florida on Thursday night.

The Florida Highway Patrol closed the Sunshine Skyway Bridge, after winds reached 60 mph. Mandatory evacuations from were issued as winds and flooding intensified.

Approximately 40 people were removed from rising water along the US19 corridor with assistance of the Pasco County Fire Rescue said the Pasco County Sheriff in a statement. The heavy rainfall resulted in urban and river flooding as well as landslides in the Southeast. Citrus County Sheriff told local news reporters emergency crews conducted more than 100 water rescues as storm surge from Helene stands at around 10 feet.

The hurricane weaken to a tropical storm as it made its way into Georgia and the eastern Carolinas as well as Tennessee. But winds remained at 45 mph. Rainfall was reported at 1- to 2-inches per hour. Flash floods hit northern Georgia, especially in the Atlanta area, as well as southeast South Carolina and southeast North Carolina. Tornados were also possible. Flash flood warnings were expected extend to the Washington, D.C. area, St. Louis, Missouri to Mobile, Alabama.

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

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The post Deadly Hurricane Helene Closes Schools in Multiple States Amid Catastrophic Flooding appeared first on School Transportation News.