WWW.PROJECTACTION.ORG
Educators, Pupil Transportation, and Public Transportation Working
together to Support Student Post-School Transition
Judy L. Shanley, Ph.D.Director, Administration for Community Living, Mobility Management, & Student Engagement ProjectsEaster Seals Project ACTION
Greg Akin, Director of Transportation, Volusia County Schools, Daytona Beach, FL
Project 10February 2013
ESPA,
Today’s Agenda• Overview of Easter Seals Project ACTION• Strategies to Build a Continuum of Transportation Education
• Travel Instruction
• Education-Pupil Transportation Connections: An example using Community Based Instruction
• Discussion: What are you doing in your community?
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Easter Seals Project Action (ESPA)• Mission: promote universal access to transportation for people with
disabilities…• Supports Transportation and the Americans with Disabilities Act
(ADA)• Begun by Congress twenty three years ago to build bridges of
understanding between the Transportation and Disability Community• Cooperative Agreement funded by the Federal Transit
Administration and Administered by Easter Seals• Aligned with Easter Seals work to improve the lives of children,
youth, and adults with disabilities
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Four Functional Areas to Help Local Organizations Build Accessible
Transportation Capacity• Training Events – travel training, webinars, online training• Technical Assistance – 800#, email, in-person coalition building events• Applied Research – fund catalyst and gap filling programs to stimulate
academic inquiry and leverage new product development• Outreach – build awareness & create partnerships
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Easter Seals
I-3
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Transportation education creates a culture, accompanied by a coordinated set of
practices, to connect students, families, educators, pupil transporters, and public
transportation professionals to create a system by which students have knowledge,
access, and choice regarding a continuum of transportation choices as they transition from school to postsecondary education,
employment, and independent living settings
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Building an Accessible Transportation Continuum for Students with Disabilities to Support Transition
Interconnected Systems and People
Students & Families
http://www.saferoutesinfo.org/
http://www.napt.org/ http://www.apta.com/http://www.dcdt.org/
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WHY CONSIDER TRANSPORTATION EDUCATION?
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Ready by 21 Insulated Pipeline
College and Career Readiness
Families Peers Community Members
ECD & Child After-School Civic, Social, Work Social & Strategic PlacementCare Providers Programs Opportunities Supports & Coaching
Transportation, Health, Mental Health, Housing, Financial
http://www.readyby21.org/
Align Transportation Education With….
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Align Transportation Education With…
Implementation of the Common Core Standards
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HOW CAN YOU IMPLEMENT TRANSPORTATION EDUCATION?
Intense Services
-Travel Training;-Para transit eligibility
-OT/PT/Behavioral Interventions
Focused Transportation Assessments &Education
-Travel Training Assessments-OT/PT Behavioral assessment-Travel Instruction - Familiarization
District-Wide Transportation Education
-Provide professional development to educators around accessible transportation supports-Engage families and students in transportation education in early grades-Integrate transportation content across grade levels and curriculum (ELA, Math, geography, etc.)-Rely on transit for community-based experiences-Invite transit into schools and programs-Establish linkages across educators, pupil transportation, and public transportation sectors-Provide travel instruction - orientation
Moving up the Tiers
Less numbers of studentsMore defined serviceGreater time & resource commitmentSpecialized training and competence of providers
A Tiered Approach to Transportation Education
www.projectaction.org/intiatives/youth
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What Are you Doing at Each Tier? What Can you be Doing at Each Tier?
Tier Current Activities Future Activities
What do you need to make it happen?
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Use this tool across education and pupil transportation
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Here are some Ideas….Strategies to Integrate Accessible Transportation and Transition Services
• Engage families, students, and colleagues – hold a transportation summit– Invite students who use transit, businesses, Voc Rehab
• Conduct resource mapping of transportation resources & travel training services – shared services (church, school, business)
• Connect with transit organizations and mobility management systems– Federal Untied We Ride – www.unitedweride.gov
• Contribute to IEP goals around accessible transportation
• Conduct mobility assessments for students
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Strategies to Integrate Accessible Transportation and Transition Services• Invite transit professionals into events
• Use & visit transit – field trips
• Embed transportation content into curriculum and instruction• Look for grant opportunities to focus on accessible transportation• Connect with local teacher education and rehabilitation preparation
programs• Integrate transportation content into professional development• Understand travel instruction and its components• Consider offering travel instruction services
– Partner with human services organizations, transit agencies, State agencies
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Travel Instruction
Travel instruction is the array, continuum, or family of services offered to individuals with disabilities,
seniors, and others who need assistance to increase their mobility and travel on public transportation
independently.
Association on Travel Instruction (ATI) - http://www.travelinstruction.org/index.html
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Travel Instruction – Multi-tiered Process
• Travel Orientation– Individual or group activity conducted for the purpose of explaining the transportation system.
• Travel Familiarization– Individual or group activity to facilitate use of transportation systems with a travel trainer
accompanying experienced traveler(s) on a new on a new mode of transportation or route to point out/explain features of access and usability.
Think about your role, how can you contribute to:
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Travel Training• One-to-one short-term instruction provided to an individual who
has previously traveled independently and needs additional training or support to use a different mode of travel, a different route, mode of transit, or travel to a new destination - or -
• One-to-one comprehensive, specially designed instruction in the skills and behaviors necessary for independent travel on public transportation provided to an individual who does not have independent travel concepts or skills to go from point of origin of trip to destination and back
http://www.travelinstruction.org/forms/ATIAugust2011DefinitionOfTravelTraining.pdf
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Considerations for Hiring a Travel Trainer• Has the individual completed any structured course or training offered by a recognized vendor?
• Has the individual had experience in all phases of travel instruction?
• Does the individual have school-based travel instruction experience?
• If the individual has completed training, what was the performance of the individual in the course? Is this performance review documented?
• Does the individual have practical experience as a travel trainer? In what settings and with what populations?
• Has the individual worked with educators and contributed to transition planning?
• Is the individual experienced with the transit systems they will be instructing students to use?
• Does the individual belong to any professional associations, such as ATI, where they can receive ongoing professional development?
http://www.projectaction.org/ResourcesPublications/BrowseOurResourceLibrary/ResourceSearchResults.aspx?org=a2GSpnDbruI=&query=Considerations for Selecting and Hiring Travel Trainers
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Travel Training• Assessment
• Planning for a trip
• Natural – Built environment – path of travel
• Boarding/deboarding
• Riding the bus
• Safety and Security Topics
Community-Based Community-Based InstructionInstruction
and the Transportation and the Transportation Plan!Plan!
2013 Project 10
What is CBI?What is CBI? Community-Based Instruction (CBI) is Community-Based Instruction (CBI) is
individual or small group instruction* individual or small group instruction* that that takes place in takes place in natural community environmentsnatural community environments and and teachesteaches life skillslife skills that increase that increase competent competent functioningfunctioning and and enhance quality of life nowenhance quality of life now and in the and in the future.future.
** Supervision: 1:3 or less for students with severe disabilities and 1:6 or less for Supervision: 1:3 or less for students with severe disabilities and 1:6 or less for students with mild/moderate disabilities.students with mild/moderate disabilities.
What is CBI?What is CBI?
CBI is an CBI is an instructional modificationinstructional modification to address to address individual student’s IEP goals and objectives individual student’s IEP goals and objectives systematicallysystematically and with and with sufficient frequency to sufficient frequency to ensure mastery.ensure mastery.
Who Needs CBI?Who Needs CBI?
CBI is necessary for any student with a disability CBI is necessary for any student with a disability who has difficulty applying or generalizing skillswho has difficulty applying or generalizing skills from the classroom to natural environments.from the classroom to natural environments.
How do we know how to ride a train...?
The 3 Domains of CBIThe 3 Domains of CBI
Leisure and RecreationLeisure and Recreation
General Community FunctioningGeneral Community Functioning
Vocational Vocational (Community-Based Vocational Education, or CBVE)(Community-Based Vocational Education, or CBVE)
CBI is CBI is NOTNOT
CBI is CBI is notnot a special activity, weekly class a special activity, weekly class outing, or field tripouting, or field trip
These may all be valid instructional activities, These may all be valid instructional activities, but must not be confused with community-but must not be confused with community-based instruction, which is based instruction, which is regularly scheduledregularly scheduled systematically instructed, and systematically instructed, and designed to meet the designed to meet the individual individual needs of students. needs of students.
Why do we use CBI?Why do we use CBI?CBI is great for...CBI is great for...
StudentsStudents
ParentsParents
Educational staffEducational staff
The communityThe community
StephenStephen 17 years old17 years old NondisabledNondisabled Lives with single parentLives with single parent Attends high schoolAttends high school
In a single, typical week, Stephen goes...In a single, typical week, Stephen goes...
Home
School
Bus
Church
Grocery Store
Beach
Job @ Starbucks
McDonald’s
Birthday Party
Bike Ride
Friend’s House
Walmart
MoviesYMCA
Pizza Hut
Skate Park
JasonJason 17 years old17 years old Autism Spectrum DisorderAutism Spectrum Disorder Lives in a residential facilityLives in a residential facility Attends school in the same facilityAttends school in the same facility
In a single, typical week, Jason goes...In a single, typical week, Jason goes...
School Dormitory
Leisure Room
Dining Room
Chapel
CBI allows us to go from thisCBI allows us to go from this
School Dormitory
Leisure Room
Dining Room
Chapel
To this...To this...
Home
School
Bus
Church
Grocery Store
Beach
Job @ Starbucks
McDonald’s
Birthday Party
Bike Ride
Friend’s House
Walmart
MoviesYMCA
Pizza Hut
Skate Park
For all students
Course ObjectivesCourse Objectives
There are benchmarks requiring students to There are benchmarks requiring students to function in the community at all functioning function in the community at all functioning levels levels
These standards are clearly reflected in the These standards are clearly reflected in the ESE course descriptions used in the VE ESE course descriptions used in the VE Modified, S/C EBD, and Multi VE programsModified, S/C EBD, and Multi VE programs
Access PointsAccess Points
Examples of context requirements:Examples of context requirements:
School ActivitiesSchool Activities
Real-World SituationsReal-World Situations
Real-World SettingsReal-World Settings
How do we implement CBI?How do we implement CBI?
Procedures are clearly outlined in Volusia Procedures are clearly outlined in Volusia County Schools’ County Schools’ Special Programs and Special Programs and Procedures for Exceptional StudentsProcedures for Exceptional Students
Handout:Handout: ““Procedures for Community-Based Instruction”Procedures for Community-Based Instruction”
Determine Student NeedDetermine Student NeedParent and/or Student Survey:Parent and/or Student Survey:A.A. What environments do the student’s family and What environments do the student’s family and
peers access?peers access?B.B. What are the student’s probable future What are the student’s probable future
environments?environments?C.C. In what environments and activities does the In what environments and activities does the
student need instruction?student need instruction?D.D. Are there environments and activities in which the Are there environments and activities in which the
student is not able to participate?student is not able to participate?1)1) What are the barriers to his/her participation?What are the barriers to his/her participation?2)2) What training/adaptations/modifications are needed to What training/adaptations/modifications are needed to
enable the student to participate?enable the student to participate?
Documenting CBI on the IEPDocumenting CBI on the IEP Special Factors : “CBI” statement (“Student will receive Special Factors : “CBI” statement (“Student will receive
instruction in the community…”)instruction in the community…”)
Objectives requiring instruction in the communityObjectives requiring instruction in the community
Support Services: Special Education ServicesSupport Services: Special Education Services Special Instruction in Independent FunctioningSpecial Instruction in Independent Functioning
Setting: “Community”Setting: “Community”
Frequency should reflect average number of outingsFrequency should reflect average number of outings
Documenting CBI on the IEPDocumenting CBI on the IEP Assessment/Participation/Placement:Assessment/Participation/Placement:
CBI is considered time with nondisabled peersCBI is considered time with nondisabled peers Placement based on percentage with nondisabled peersPlacement based on percentage with nondisabled peers
Emergency ProceduresEmergency Procedures
Emergency Procedures Plan must includeEmergency Procedures Plan must includeA. Contact person at school A. Contact person at school B. “Student Locator” formB. “Student Locator” formC. Means of contact C. Means of contact D. Emergency transportationD. Emergency transportationE. Items to carryE. Items to carryF. In case of emergency, who contacts parents? F. In case of emergency, who contacts parents?
Who contacts school?Who contacts school?
Funding for TransportationFunding for Transportation Middle Schools: Middle Schools:
IDEA to purchase Votran tokens or other public IDEA to purchase Votran tokens or other public transportationtransportation
High Schools: High Schools: CBI buses provided and funded through VCS CBI buses provided and funded through VCS
Transportation Department Transportation Department School activity buses, when applicable, also School activity buses, when applicable, also
funded through VCS Transportation Departmentfunded through VCS Transportation Department Reimbursement for use of school vans through Reimbursement for use of school vans through
IDEA officeIDEA office
Determine Methods of Determine Methods of TransportationTransportation
Consider post-school outcomes – what methods of Consider post-school outcomes – what methods of transportation will student need to access?transportation will student need to access?
If using school or private vehicle–If using school or private vehicle– Requirements through Risk Management when transporting studentsRequirements through Risk Management when transporting students
Student Transportation Department procedures for driving Student Transportation Department procedures for driving school busschool bus Commercial Driver License through TransportationCommercial Driver License through Transportation
Student Transportation Department Procedures:Student Transportation Department Procedures:““Emergencies & Disasters / School Bus”Emergencies & Disasters / School Bus”““Student Supervision”Student Supervision”““Student Injuries”Student Injuries”
Developing CBI InstructionDeveloping CBI Instruction Monitor student data to determine progress Monitor student data to determine progress
and need for modifications or changesand need for modifications or changes
Both teacher and para carry out instruction, Both teacher and para carry out instruction, but teacher is responsible for planning and but teacher is responsible for planning and monitoring instructionmonitoring instruction
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Promoting Travel Training and Transportation Education – Be Engaged!
• Join the accessible transportation for students (ATS) online community-http://www.espa-ncst.communityzero.com/ats
• Sign up to receive all of ESPA notifications www.projectaction.org • Use Project ACTION tools and materials
http://www.projectaction.org/Initiatives/YouthTransportation.aspx• Attend online Webinars – forming partnerships, advocacy, etc.• Collaborate across disciplines
– Council for Exceptional Children (CEC), Division on Career Development & Transition, National Association for Pupil Transportation (NAPT) , National Association of State Directors of Pupil Transportation Services
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Florida State and Local Opportunities
• http://www.dot.state.fl.us/ctd/contacts/ctcsbycounty.htm
• Pinellas – Travel Training - Riding the bus is easy, and PSTA offers free
travel training. Call the InfoLine at (727) 540-1900 to get started.
– Join Community Advisory Committees http://www.psta.net/TAC.php
ESPA,
Contact Information• Judy Shanley
– [email protected]– 800-659-6428– 202-403-8354
• Greg Akin– [email protected]– 386-258-4677
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