Budgeting for Special Needs Transportation

1. Budgeting for Special Needs Transportation Derek Graham Section Chief, Transportation Services North Carolina Department of Public Instruction George Horne Southeast Regional Manager Pupil Transportation Safety Institute, Inc.

2. Special Needs Transportation Study(Transportation of Exceptional Children) Authorized by the North Carolina General Assembly Conducted by the Pupil Transportation Safety Institute

3. Budgeting for Special Needs Transportation at the Local Level Impacted by local, state and federal funding

4. North Carolina - State Funding • Most Transportation Funding from the state • Block Grant for ALL Transportation • Based on Efficiency - Cost Per Student/ Buses Per Student • Incentives: • Spend Less Money (most provided by state) • Use Fewer Buses (replaced by state)

5. How the Pot is Divided • Special Needs Funding must be used for monitors • Transportation Funding is used for drivers, operations

6. Efficiency Ratings • Site Characteristics to Compare All Districts • Pupil Density (students transported per road mile) • Average distance of students to School • Street Network • % Buses Used for Special Needs

7. Definite Factor in Budgeting and Efficiency • Special Needs Transportation is more expensive than other transportation • Anyone surprised?

11. % Special Needs Buses Operated 100% Unadjusted Efficiency Ratings

12. % Special Needs Buses Operated 100% ADJUSTED Efficiency Ratings

13. Key Factors in Budgeting • Program Location • Assignment of Students to Special Transportation • Contracts - Most Excpensive • Buses serving primarily students in special programs - Expensive • Mainstream on “regular” bus routes - least expensive • Analyze Trends in Exceptionalities

14. Routing and Scheduling • Impacts fuel costs • Impacts driver costs • Impacts student ride times

15. Proper Budgeting Means Getting a Hand on Routing and Scheduling!

19. Districts should use computerized routing to its fullest • That TIMS expand its records to include discrete trips, and not just runs. • That TIMS be enhanced to optimize special ed routes. (Difficult!) • That TIMS gather exceptionality and Pre-k designations in its system to assist in establishing efficient EC routes and to assist LEAs in program placement decisions. Problem: Student information Systems are moving away from categorizing students with exceptionalities

20. Computerized routing • Expand its records to include all contracted transportation passengers, locations, and routes for vehicles carrying more than one passenger. • This allows a district to gain more control of the costs being expended for contracts

21. Financial data be collected and disseminated

22. Costs specific to Special Ed and regular bus transportation • Information for all contract vehicles including vehicle type, mileage, and ridership. • Another Catch-22 - How do we collect good data on special ed transportation vs. “regular” transportation when we are trying hard to mainstream.

23. Even mainstreamed transportation is more costly when transporting children with special needs • Need for monitors • Reduced bus capacities for wheel chairs • How best to capture this?

24. Consider efficiency factors relative to transporting children with special needs • Passenger characteristics as a measure of full busload, shorter route times, the ability to maintain equitable length of instructional day, and the capacity to absorb an increase in special population within the LEA, Severity of students exceptionality as it impacts equipment and staffing as well as the sparcity of students with that disability within the county.

25. Incentives to move children with special needs to regular buses…

26. · Progressive funding and available during the year to deal with new EC when justified through a larger contingency fund.· Funding for bus attendants become a DPI expense (with commensurate funding to the Transportation Division) so attendants can be available when transportation need dictates, including when an attendant is needed for support to move EC to regular buses.

27. · Establish a component within the current budget rating formula that rewards using FMVSS school buses for EC transportation either through the LEA or contractor.

28. 7. Continue system of reimbursement for parent transport when indicated on the IEP as an appropriate related service

29. 8. Continue system of reimbursement for parent transport when it is acceptable to the parent and less expensive bus transportation is not currently available to serve the child.

30. 13. Regular audits of LEAs must review steps taken by the LEA, including but not limited to revising daily school schedules, staggering school starting and ending times, reducing shuttles if feasible, adding classes for exceptional children, relocating classes for exceptional children, adding buses.

31. Topics of Discussion • I. Identifying key elements in the budgetary process • II. Putting these elements to use for children

32. I. Key Elements in the Budgetary Process A. Identifying information requirements B. Collecting and compiling data C. Identifying trends D. Identifying controllable factors that affect costs E. Evaluating alternatives F. Submitting a proposal G. Managing the results

33. A. Identifying Information Requirements • Who must be convinced? • How much does “who” know? • Therefore, what must you describe? • When must you present the information?

34. B. Collecting and Compiling Data • What data already exists? • What additional data is required? • What are your sources of data? • Will your efforts be supported? • Who will compile the results and convert it into usable information? • When does the process need to take place?

35. C. Identifying Trends • What changes have occurred? • What is the cause of the changes? • What is the fiscal impact of these changes? • Can trends be changed by local decisions? • How will changes effect educational outcomes?

36. D. Identifying Controllable Factors That Affect Costs • Equipment purchases? • Site locations? • Daily school schedules? • Outsourcing? • LRTE (least restrictive transportation environment)? • Inclusion? • Routing efficiency?

37. E. Evaluating Alternatives • Will procedural changes be required? • Will policy changes be required? • How much of a “sell” is necessary? • What will be the fiscal impact of alternatives?

38. F. Submitting a Proposal • Have you identified supporters of your proposal? • What will be a “convincing” presentation format? • Have you included all essential data and information? • Who should make the presentation?

39. G. Managing the Results • Do you have a plan to deal with less than you requested? • Do children come first in the plan? • Have you included legal and regulatory requirements in the plan? • Have you documented your efforts?

40. II. Putting These Elements to Use for Children • When daily school schedules can be modified to increase efficiency without compromising safety, do it! • When children without disabilities and children with disabilities can be commingled on buses, do it! • When program sites can be moved to locations closer to the homes of participants, do it!

41. II. Putting These Elements to Use for Children (cont’d.) • When drivers’ and attendants’ work days can be increased to enhance compensation and benefits, do it! • When you discover funding sources previously unused in your school district and you want to apply for these funds, do it! • When others tell you “It can’t be done,” and you know it can, do it!

42. Miscellaneous Thoughts Before Closing… 1. Compile annual student evaluation results: • No special education required • Special education required • Exceptionalities by age (for age-appropriate placement) • Special transportation required • Due to impairment • Due to placement (class location)

43. Miscellaneous Thoughts Before Closing… 2. Record and review annual costs for “special” transportation, as well as for “regular” transportation: • Vehicle purchases • Occupant restraint/protection equipment purchases • Maintenance and daily operational costs • Special needs specific training and related costs • Alternate modes of transportation, contracted services, etc.

44. Miscellaneous Thoughts Before Closing… 3. Don’t discriminate! Remember the other “special” transportation that might carry a large price tag: after-school activities, shuttles to and from vocational and other magnet programs, ESOL, etc. Keep separate records for these, too.

45. Budgeting for Special Needs Transportation: An Oxymoron? ONLY IF YOU MAKE IT SO! Remember the Little Engine….