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Judy L. Shanley, Ph.D.

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 Projects Easter Seals Project ACTION

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Judy L. Shanley, Ph.D.

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  1. 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 Projects Easter Seals Project ACTION Greg Akin, Director of Transportation, Volusia County Schools, Daytona Beach, FL Project 10 February 2013

  2. 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?

  3. 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

  4. 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

  5. Easter Seals • Mission • Providing exceptional services, education, outreach, and advocacy so that people living with autism and other disabilities can live, learn, work and play in our communities • Areas of emphasis • People with autism • Military personnel & veterans • Older adults • Young children • Service • Autism services • Children’s services • Employment & training • Adult and senior services • Medical rehabilitation • Camping and recreation I-3

  6. 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

  7. Building an Accessible Transportation Continuum for Students with Disabilities to Support Transition Students & Families Interconnected Systems and People http://www.saferoutesinfo.org/ http://www.napt.org/ http://www.apta.com/ http://www.dcdt.org/

  8. WHY CONSIDER TRANSPORTATION EDUCATION?

  9. Align Transportation Education With…. Ready by 21 Insulated Pipeline College and Career Readiness Transportation, Health, Mental Health, Housing, Financial Families Peers Community Members http://www.readyby21.org/

  10. Align Transportation Education With… Implementation of the Common Core Standards

  11. HOW CAN YOU IMPLEMENT TRANSPORTATION EDUCATION?

  12. A Tiered Approach to Transportation Education Intense Services -Travel Training; -Para transit eligibility -OT/PT/Behavioral Interventions • Moving up the Tiers • Less numbers of students • More defined service • Greater time & resource commitment • Specialized training and competence of providers 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 www.projectaction.org/intiatives/youth

  13. Use this tool across education and pupil transportation What Are you Doing at Each Tier? What Can you be Doing at Each Tier?

  14. 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

  15. 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

  16. 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

  17. Travel Instruction – Multi-tiered Process Think about your role, how can you contribute to: • 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.

  18. 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

  19. 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

  20. Travel Training • Assessment • Planning for a trip • Natural – Built environment – path of travel • Boarding/deboarding • Riding the bus • Safety and Security Topics

  21. Community-Based Instructionand the Transportation Plan! 2013 Project 10

  22. What is CBI? • Community-Based Instruction (CBI) is individual or small group instruction* that takes place in natural community environments and teacheslife skills that increase competent functioning and enhance quality of life now and in the future. *Supervision: 1:3 or less for students with severe disabilities and 1:6 or less for students with mild/moderate disabilities.

  23. What is CBI? CBI is an instructional modification to address individual student’s IEP goals and objectives systematically and with sufficient frequency to ensure mastery.

  24. Who Needs CBI? CBI is necessary for any student with a disability who has difficulty applying or generalizing skills from the classroom to natural environments.

  25. How do we know how to ride a train...?

  26. The 3 Domains of CBI • Leisure and Recreation • General Community Functioning • Vocational (Community-Based Vocational Education, or CBVE)

  27. CBI is NOT • CBI is not a special activity, weekly class outing, or field trip • These may all be valid instructional activities, but must not be confused with community-based instruction, which is • regularly scheduled • systematically instructed, and • designed to meet the individual needs of students.

  28. Why do we use CBI? CBI is great for... • Students • Parents • Educational staff • The community

  29. Stephen • 17 years old • Nondisabled • Lives with single parent • Attends high school In a single, typical week, Stephen goes...

  30. Movies YMCA McDonald’s Bike Ride Church School Friend’s House Bus Job @ Starbucks Home Skate Park Beach Birthday Party Grocery Store Pizza Hut Walmart

  31. Jason • 17 years old • Autism Spectrum Disorder • Lives in a residential facility • Attends school in the same facility In a single, typical week, Jason goes...

  32. Chapel Leisure Room School Dining Room Dormitory

  33. Chapel Leisure Room School Dining Room Dormitory CBI allows us to go from this

  34. Movies YMCA McDonald’s Bike Ride Church School Friend’s House Bus Job @ Starbucks Home Skate Park Beach Birthday Party Grocery Store Pizza Hut Walmart To this... For all students

  35. Course Objectives • There are benchmarks requiring students to function in the community at all functioning levels • These standards are clearly reflected in the ESE course descriptions used in the VE Modified, S/C EBD, and Multi VE programs

  36. Access Points Examples of context requirements: • School Activities • Real-World Situations • Real-World Settings

  37. How do we implement CBI? Procedures are clearly outlined in Volusia County Schools’ Special Programs and Procedures for Exceptional Students Handout: “Procedures for Community-Based Instruction”

  38. Determine Student Need Parent and/or Student Survey: • What environments do the student’s family and peers access? • What are the student’s probable future environments? • In what environments and activities does the student need instruction? • Are there environments and activities in which the student is not able to participate? • What are the barriers to his/her participation? • What training/adaptations/modifications are needed to enable the student to participate?

  39. Documenting CBI on the IEP • Special Factors : “CBI” statement (“Student will receive instruction in the community…”) • Objectives requiring instruction in the community • Support Services: Special Education Services • Special Instruction in Independent Functioning • Setting: “Community” • Frequency should reflect average number of outings

  40. Documenting CBI on the IEP • Assessment/Participation/Placement: • CBI is considered time with nondisabled peers • Placement based on percentage with nondisabled peers

  41. Emergency Procedures Emergency Procedures Plan must include A. Contact person at school B. “Student Locator” form C. Means of contact D. Emergency transportation E. Items to carry F. In case of emergency, who contacts parents? Who contacts school?

  42. Funding for Transportation • Middle Schools: • IDEA to purchase Votran tokens or other public transportation • High Schools: • CBI buses provided and funded through VCS Transportation Department • School activity buses, when applicable, also funded through VCS Transportation Department • Reimbursement for use of school vans through IDEA office

  43. Determine Methods of Transportation • Consider post-school outcomes – what methods of transportation will student need to access? • If using school or private vehicle– • Requirements through Risk Management when transporting students • Student Transportation Department procedures for driving school bus • Commercial Driver License through Transportation Student Transportation Department Procedures: “Emergencies & Disasters / School Bus” “Student Supervision” “Student Injuries”

  44. Developing CBI Instruction • Monitor student data to determine progress and need for modifications or changes • Both teacher and para carry out instruction, but teacher is responsible for planning and monitoring instruction

  45. 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

  46. 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

  47. Contact Information • Judy Shanley • jshanley@easterseals.com • 800-659-6428 • 202-403-8354 • Greg Akin • gpakin@volusia.k12.fl.us • 386-258-4677

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