As school districts nationwide navigate a steady rise in students requiring individualized education programs (IEPs), the conversation around students with disabilities has expanded well beyond classrooms and compliance checklists. Increasingly, district leaders are recognizing that IEP success depends not only on instructional supports but on the coordinated efforts of transportation departments, special education teams and central administration working toward shared outcomes.

Under the Individuals with Disabilities Education Act (IDEA), school districts are legally required to provide students with disabilities a free and appropriate public education tailored to their individual needs. That obligation includes not only academic services but also the “related services” necessary for students to access and benefit from instruction. In many cases, transportation is one of those services, making school transportation teams an integral, if sometimes overlooked, part of the IEP process.

As districts contend with staffing shortages, tighter budgets and growing service complexity, the need for intentional collaboration across departments has never been more critical. For superintendents and district leadership teams, fostering alignment between transportation and education is no longer optional. It is essential to deliver both legal responsibilities and student outcomes.

The Growing Complexity of IEPs

IEPs are federally mandated, individualized plans developed for students who qualify for special education services. Each plan outlines a student’s current academic and functional performance, measurable annual goals and the specific services required to support progress. These services may include specialized instruction, therapies, behavioral supports and transportation accommodations.

According to IDEA, a multidisciplinary team of educators, service providers, administrators and families must review and develop IEPs. While transportation is not explicitly named in every IEP, it frequently emerges as a related service when a student’s disability affects their ability to travel safely or consistently to and from school.

As districts report increases in the number of students with IEPs, transportation departments are being asked to meet a wider range of needs. These may include specialized routing, adjusted schedules, wheelchair-accessible vehicles, medical equipment accommodations, trained bus aides or door-to-door service. Each of these requirements carries operational, financial and staffing implications that extend far beyond the routing desk.

“From a transportation standpoint, IEP success really means that a student is able to get to and from school safely and consistently, even if they’re attending a program outside of their home school,” said Lisa Sawyer, coordinator of transportation for Tracy Unified School District in California. “It looks like having clear plans in place for behavioral or medical needs that translate well into the bus environment, so the student feels supported and everyone on the bus stays safe.”

Without clear communication and shared planning between departments, districts risk service gaps that can disrupt student access to education and expose compliance challenges. For transportation leaders, understanding the educational intent behind IEP requirements is just as important as understanding the logistical execution.

Transportation as a Related Service

IDEA defines related services as those required to assist a child with a disability in benefiting from special education. Transportation falls squarely within that definition when it is necessary for the student to attend school or participate fully in educational programming.

From a practical standpoint, this means transportation teams must translate IEP language into daily operational decisions. A single line in an IEP can affect vehicle assignments, staffing ratios, route design, training requirements and budget allocations. Even seemingly small accommodations can have ripple effects across a district’s transportation system.

Sawyer said close coordination becomes especially important when a student’s IEP needs change midyear. “When something changes midyear, we work quickly with education and special needs services to figure out the safest path forward,” she said. “If there’s a serious safety concern, transportation may pause temporarily until an IEP meeting can happen.”

More often, Sawyer said, transportation teams implement interim supports. “We might add additional assistance on the bus so the student can continue riding while the IEP team works on a longer-term solution,” she said. “Transportation is part of those conversations to make sure what’s being planned works in the bus setting and is consistent with what’s happening in the classroom.”

That collaboration can lead to practical, immediate improvements. Sawyer recalled a student who repeatedly wore a lap/shoulder seatbelt incorrectly during transport. “During the IEP meeting, transportation was included, and as we talked it through, we learned the student was uncomfortable because the belt was rubbing against their neck,” she said. “Once we adjusted the belt properly and added a padded cover, the issue stopped completely, which was added to the IEP.”

The example illustrates how transportation insight can surface solutions that might not be apparent in a classroom-only discussion. “It was a simple fix,” Sawyer said, “but it really showed how bringing everyone to the table can quickly improve safety and comfort for the student.”

Breaking Down Departmental Silos

Historically, transportation departments have often operated separately from instructional and special education teams. While this separation may have made sense when services were less complex, it poses challenges in today’s educational environment, where student needs and compliance requirements intersect daily with operations.

Effective IEP implementation requires transportation leaders to understand not only what services are required but why they are required. Likewise, special education teams benefit from understanding the logistical realities of routing, staffing, vehicle capacity and workforce limitations.

“Successful alignment between transportation and special education teams happens when both groups view themselves as partners in delivering a student’s educational program—not as separate departments with separate responsibilities,” said Heather Perry, superintendent of the Gorham School Department in Maine

Perry, who was among the four finalists for The Superintendent’s Association 2026 National Superintendent of the Year award, emphasized that bus drivers and transportation staff are often among the adults who interact with students daily. “Bus drivers are seen as important members of the student support team,” she said, “equipped with the information and training they need to safely and confidently support students with diverse needs.”

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Related: Superintendent Snapshot: Communication, Collaboration Key for Maine School District Success
Related: Superintendent of the Year Snapshot: Support, Understanding of Transportation

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Industry experts note that transportation involvement in the IEP process remains inconsistent across districts, even as transportation responsibilities grow more complex. Alexandra Robinson, an industry consultant and tenured faculty member for the Transporting Students with Disabilities and Special Needs Conference, said transportation representatives should be present at IEP meetings whenever student needs directly affect safety or service delivery.

“Whenever there is a marked improvement or deterioration in behavior, a change of placement, or a change of or new equipment, transportation should be included,” Robinson said.

When transportation staff are unable to attend IEP meetings, Robinson emphasized the importance of proactive communication and structured tools. “Besides having a good and regular working relationship and ongoing communication with the special education team, the transportation team should provide IEP teams with a transportation assessment checklist,” she said, pointing to examples included in last year’s National Congress on School Transportation guidance. “That gives IEP teams a framework to consider transportation needs even when transportation personnel are not present.”

Robinson also addressed situations in which transportation requests are denied or not implemented, particularly when safety concerns arise. “Safety trumps all,” she said. “It behooves the transportation department to see something and say something for any unsafe practice, issue or concern. If transportation knows something is not safe for students on buses and it happens anyway, liability is at stake. Pushback for safety, not convenience, is always appropriate.”

For districts looking to strengthen transportation visibility within IEP planning, Robinson said early and intentional engagement is key. She recommended beginning-of-year meetings that include transportation and special education staff, inviting special education teams to transportation facilities for tours and joint meetings, and developing shared communications for families.

“Transportation should not wait to be invited into the special education office,” Robinson said. “Joint ‘dear parent’ letters on district websites, visible presence at board meetings and PTA events, and shared training sessions for staff and parents help build understanding. Close communication with behavior specialists, physical therapists and occupational therapists around behavior, equipment, securement and positioning is also critical.”

The Superintendent’s Role in Alignment

From a leadership perspective, alignment does not happen by accident. Perry said superintendents play a key role in creating the conditions that allow departments to work together effectively. “Our role is to break down silos and create conditions in which all staff, regardless of department, work toward shared goals for our students,” she said.

That work includes setting clear expectations that collaboration is part of the job, building structures for regular cross-department communication and modeling respect for the expertise each team brings. “When leadership consistently reinforces that every department contributes to the student experience, collaboration becomes a natural part of the culture rather than an added task,” Perry said.

In Gorham, those structures include regular meetings with program directors and building leaders as well as a districtwide mission, vision and strategic plan that connects all components of a student’s educational experience. “We have a strong team, a strong culture and a belief that it takes a village to accomplish our goals for children,” she said.

As IEP needs have grown more complex, Perry said the district has strengthened communication between special education and transportation teams. “This includes more frequent communication between case managers and transportation leadership, clear sharing of student safety, medical and behavioral support plans, additional training for drivers and more intentional route planning that anticipates individual student needs,” she said.

Transportation considerations are reviewed earlier in the IEP process, so supports can be built into planning from the start.

Compliance, Consistency and Family Trust

IDEA includes procedural safeguards designed to protect students and families, including the right to receive services as outlined in an IEP. Transportation issues are a common source of concern when services are delayed, inconsistent or misunderstood.

Clear coordination between departments helps districts avoid these pitfalls by ensuring transportation accommodations are documented accurately, communicated clearly and implemented consistently. When families see that services are reliable and aligned with IEP commitments, trust in the district grows.

To that point, districts are also examining how documentation and communication tools can support consistency as IEP needs evolve. Alisa Roman, director of nutrition and transportation for Lewiston Public Schools in Maine, said IEPs depend on clear, districtwide coordination.

“IEP success in Lewiston Public Schools looks like the district is working together in all aspects to deliver student success,” Roman said. “Without clear communication between the IEP team and the transportation department, crucial information can be lost, which may lead to frustrations among families, school teams and transportation staff.”

Roman noted that the frequency of IEP reviews and meetings can add complexity, particularly when changes occur incrementally. “Small changes without clear notification to families, transportation and schools often result in finger-pointing and students being caught in the middle,” she explained.

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Related: IEP Meetings: TSD Conference Panel Discusses the Who, When & What
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Related: TSD Panel Shares How Technology Improves Special Needs Transportation Operations

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To address those challenges, Lewiston Public Schools is refining how information related to transportation services is documented and shared. “One strategy we are implementing is incorporating a form to be used for related services, which can be updated when changes occur,” Roman said.

“The form, while important, is not used to replace the daily interactions that still need to be reported,” she added.

By strengthening documentation around related services, Roman said the district aims to reduce inefficiencies while improving clarity for all stakeholders. “By implementing a strong related service practice, our goal is to reduce phone calls and emails and have a document that shares the disability as it relates to transportation,” she said.

Consistency also benefits frontline staff. Drivers and aides who receive clear guidance and appropriate training related to IEP requirements are better equipped to support students safely and respectfully. In a time of persistent driver shortages, clarity and support can also contribute to retention.

From a transportation standpoint, Gorham’s Perry said success ultimately comes down to access. “Success is achieved when the student meets the learning goals in their IEP,” she said. “In transportation, this often means ensuring students have access to the programming they need, when they need it.”

Cross-District Collaboration and Shared Learning

As districts nationwide confront similar challenges, cross-district collaboration and shared learning have become increasingly valuable. Leadership networks and superintendent recognition programs provide opportunities to share strategies and highlight districts that have successfully integrated transportation into their special education frameworks.

While local contexts differ, common themes emerge: Early communication, leadership support and a commitment to collaboration. Districts that invest in these areas are better positioned to respond to evolving student needs while maintaining compliance and operational stability.

Looking Ahead

Traditionally, IEP success has been measured primarily through academic progress and compliance benchmarks. While these metrics remain essential, transportation leaders increasingly view success through an operational and human lens.

From their perspective, success means students arrive at school safely, consistently and ready to learn. It means routes are designed with student needs in mind, staff are trained and supported and families experience reliability rather than uncertainty.

As IEP enrollment continues to rise, districts face both challenges and opportunities. The complexity of special education services will require deeper collaboration, stronger leadership alignment and a shared commitment to student access.

Aligning transportation and education teams is not simply a logistical exercise; it is a strategic investment in equity, compliance and student success—one that plays out every school day, long before the first bell rings.

The post Aligning Transportation and Education Teams for IEP Success appeared first on School Transportation News.

As powerful winter storms moved across the Midwest and into the Northeast last month, snow-covered highways, icy overpasses and whiteout conditions disrupted daily travel across multiple states. For many commuters, the storm meant delayed workdays or staying home altogether.

For school bus drivers, it meant something entirely different.

Like the U.S. Postal Service, school bus drivers navigate rain, sleet, snow, ice, high winds, and reduced visibility—often on tight schedules and challenging terrain—while transporting students safely to and from school. For districts returning from the winter break and resuming operations in regions where winter weather is unpredictable or severe, these conditions are not occasional obstacles but a routine part of operations.

School Transportation News last month asked school bus driver-trainers and safety leaders in Colorado how school transportation professionals prepare for and manage these high-risk conditions. They have spent years operating and training others to operate school buses in some of the most challenging winter environments in the country.

Preparing for Unpredictable Conditions

In Weld County School District 6, driver-trainer Shadra Terrill said rapid weather shifts are a constant consideration when preparing drivers to navigate roads in and around Greeley, Colorado.

“In Colorado, there are several different weather days,” Terrill said. “You could wake up to 60–80-degree weather and by the end of the day have a tornado or blizzard. We are always teaching and training for Mother Nature.”

Preparation begins well before drivers leave the yard. Terrill said district mechanics and technicians start buses well before dawn to ensure engines and systems are operating properly.

“Our mechanics start our buses at 3 a.m. on cold days,” she said. “We give drivers an extra 10–15 minutes as needed to clean off snow from all lights and windows.”

Beyond mechanical readiness, Terrill emphasized that driver judgment plays a critical role in winter safety. She shared an experience that continues to shape her approach to training.

“I once had heavy wind and rain. The roads were flooding, so I pulled off the highway, parked the bus in a gas station parking lot with a line of trees as a windbreak on one side of the bus,” she said.

With six students onboard, Terrill focused on both physical and emotional safety.
“I had six students and had them all sit one to a seat, facing each other with their backs to the windows,” she said.

Clear communication followed immediately.

“We called dispatch, and some called their parents to let everyone know where we were and that we were safe,” Terrill said. “I stayed calm, which helped them stay calm.”

Once conditions improved, the route was completed safely. That experience reinforces the core message Terrill shares with drivers, which is “to stay calm, take a deep breath and stay focused on safety.”

Mountain Training as a Core Requirement

For districts operating in mountainous terrain, winter preparation often extends well beyond standard CDL requirements. In Weld County and across Colorado, mountainous driving is mandatory training.

“Weld County School District 6 does have a specific training class for mountains, which includes weather training,” she said. “They have a class for approximately eight hours, and each driver is taken to the mountains for a daylong trip.”

Training covers chaining procedures, auto socks, hairpin turns, grade and pitch management, and adverse weather response.

“All [brake] retarders must be turned off, if there is any moisture on the ground or falling from the sky,” Terrill said. “Drive slowly and give yourself doubled stopping and following distance.”

Drivers progress through federally mandated Entry-Level Driver Training, skills development and pre-trip mastery before testing for a CDL. Training does not end there.

“Once a trainee has completed ELDT, driving techniques, skills training, and learned their pre-trip of the bus, they would receive their CDL after testing,” she said. “We then take the trainee and teach them all series of buses, so they are comfortable with driving before any adverse weather.”

Routes are rarely modified, she added, but support is always available.

“Should anyone ask for assistance or would like someone to ride with them, we will make that happen,” Terrill said.

Her guidance remains consistent.

“The best advice I can give is take your time, be observant, slow down and give yourself space,” she said.

Lessons from Historic Winter Storms

In nearby Colorado Springs, Debbie Thomas, lead driver-trainer for Widefield School District, said her approach to winter driving has been shaped by decades of experience, including the blizzard of 1997.

“The most challenging, memorable winter weather situation was the blizzard of 1997,” Thomas said. “The school districts shut down due to the whiteout conditions that were prevalent, and the forecast for continuous high winds with blizzard conditions.”

She recalled winds exceeding 60 mph, snow accumulation over three feet and snowdrifts reaching 15 feet.

“The schools had to shut down for three days for the area to dig out,” she said.

Thomas said preparation and composure are essential when conditions deteriorate.

“I always respect the weather and prepare for the unexpected,” she said. “I remained calm and relied on my driving capabilities so that my students would have faith in me to get them home safely.”

Maintaining a steady environment for students is also part of safe operation.

“I love to have fun with my students, so talking to them and ensuring that everything was going to be all right made the hourlong drive enjoyable,” she said.

From a technical standpoint, Thomas emphasized fundamentals that apply in all severe weather.

“Using my over-the-road experience and training, I increased my following distance, used my gears, went slow and delivered my students to their homes,” she said.

Training for Severe Weather Conditions

When discussing how new drivers are prepared for winter conditions, Thomas emphasized confidence built through repetition and fundamentals.

“Trust your driving abilities. Trust your training. Trust your vehicle by ensuring that they have done a proper safety inspection. Slow down. Increase your following distance. Use engine compression first (gearing down). Use feather braking when needed,” she said, adding that situational awareness is also central to training.

“Check your surroundings and expect the unexpected. Look for those hazards — Other roadway drivers, stalled vehicles, icy intersections, etc.,” she continued.

Widefield School District distributes monthly safety flyers focused on adverse weather and operates a mountain driving program that blends classroom instruction with hands-on experience.

“For mountain driving, we do hands-on application of actual driving,” Thomas said. “Certificates are issued for drivers participating in the mountain driving program.”

Despite this month’s storm, Thomas said Colorado operations were not significantly affected.

“Colorado usually gets the bulk of its snow in the spring, and then it is a heavy, wet snow,” she said, adding that support from trainers is critical.

“Being there and supporting them when they need it most,” Thomas said. “Answering questions with clarity and from my own experiences.”

Confidence, she noted, develops over time.

“Eventually, new drivers have to drive in adverse weather conditions without a trainer on board,” she said. “This builds confidence when a trainer is there to guide and direct correct maneuvers for driving in rain, sleet, snow and ice.”

Her message to first-time winter drivers is clear.

“Have confidence in your training. Go slow, do not be in a hurry, and you can do this.”

Managing Loss of Traction in Mountainous Terrain

For Marcus Thomas, transportation safety manager for Colorado Springs School District 11 and unrelated to Debbie Thomas, winter driving risks are most pronounced on steep grades, where packed snow and black ice can quickly compromise traction. Drawing from years of experience operating school buses on mountain roads, Thomas described one situation that underscores how rapidly conditions can change.

“Many miles and years of driving up mountainous roads, hills and downhill with snow-packed roads utilizing the Onspot Automatic Tire Chains,” he said. “Driving on black ice on a downhill, the school bus lost traction and started to slide sideways.”

In that moment, Thomas said, the priority was maintaining control and resisting overcorrection.

“Stayey alert. Slow down. Stayed in control,” he said. “Drove slowly and deployed the Onspot Automatic Tire Chains in the snow-packed roads.”

Black ice, he added, leaves little margin for error and demands patience and space. He advised driving cautiously, riding it out slowly and increasing the following distance when driving in snowy conditions (increased following spacing by doubling the four- to six-second rule). He said his district follows Colorado Department of Education guidance for adverse weather and mountain driving certifications.

“All drivers are certified on a Mountain Road Drive Certification in a school bus,” Thomas said.

Operational Adjustments During Severe Weather

Thomas said winter storms may prompt operational changes, but safety remains the priority.

“Some school closings will happen if necessary to keep the public, students and employees safe,” he said.

Routes and student stops are adjusted when needed, and two-hour delays are used to allow conditions to improve.

“All drivers will get the experience of driving in adverse conditions,” he said.
Preparation also includes reinforcing equipment checks.

“Even though it is inspected every day during pre-trip inspections, double-check the following: Onspot Automatic Tire Chains, tire depth, windshield wipers and fluid and also check heaters and defrosters,” Thomas said.

Winter in-service briefings begin in October and include hands-on practice.

“We have the drivers deploy their chains and also turn in adverse-weather student stop and route directions,” he said.

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Safety Culture and Driver Mindset

Across all three districts, one message remained consistent: Safety takes precedence over schedules.

“One key thing we push is the first stop is the only one that matters,” Marcus Thomas said. “All the other stops you will be late for due to the safety precautions and hazardous conditions.”

Terrill echoed the same principle.“We teach drivers to stay calm, take a deep breath, and stay focused on safety,” she said.

Debbie Thomas summed it up simply. “Trust your training,” she said

The post White-Knuckle Rides: School Bus Drivers Trained to Navigate Severe Winter Weather appeared first on School Transportation News.