special education student transportation

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Transportation and Special Education Students - What Rights do Students Have?

By Diane  Wiscarson , Attorney at Law   -

School transportation is frequently a source of confusion, and even frustration, for students with Individualized Education Programs (IEPs) and their families. When does the district have to provide transportation? Who decides how and when transportation occurs? Is transportation on my child’s IEP? How do I know what my rights are for my child’s transportation? Can my child have an aide on the bus? These are a few questions that come up every year before school starts, and for summer services.  

Under the Individual with Disabilities Education Act (IDEA) transportation “as may be required to assist a child with a disability to benefit from special education” is a related service to be discussed at an IEP meeting. Transportation includes travel to/from school, travel between schools, and travel in and around school buildings. This article focuses on travel to/from school, and your child’s right to transportation.  

Transportation decisions are made at IEP meetings on an individual basis. If a student with an IEP cannot get to/from school the same way as non-disabled students for a disability-related reason, then the district must provide transportation for the student. This generally means door-to-door transportation, both ways, between home and school. If the student needs transportation to benefit from education, the district supplies that transportation.  

Types of Transportation  

Once the decision has been made by an IEP team that the child needs transportation, school districts choose the type of vehicle to transport the student. There are a variety of vehicles that a district could use - school buses, whether long or short, taxi cabs, mini-buses, vans, or in a rare circumstance, even a privately-owned car.  

Districts can contract with an outside provider for a student’s transportation, but that does not transfer the transportation obligation to the contracting agency. The responsibility for transportation remains with the district. Although the district must consider any parent input related to a child’s transportation, there is no requirement that a district transport a child via the parent’s preferred method. 

Reimbursement in  Lieu  

The district does not get to choose the parent’s car as the student’s transportation. Parents sometimes prefer to provide transportation for their child. In that case, mileage reimbursement is a great option. Districts use the GSA federal transportation rate, which is set yearly and is currently $0.535 per mile. Most districts have a specific mileage reimbursement form for parents to use, and the reimbursement covers round trips to/from school. 

Least Restrictive Environment (LRE)   

The concept of LRE refers to a child’s access to the general education curriculum and general education peers. LRE applies to transportation too! If a child can be successful on a general education bus, even if needed supports have to be provided, then the child need not ride to/from school on a special education bus.  

Aides  or Other Adults  on the Bus  

Aides are often needed to support students during transportation. An aide may be needed to facilitate communication, monitor medical conditions, ensure safety, manage disruptive behaviors, or help teach or practice a new skill a student is learning related to transportation to/from school. Also, if a child has the support of a nurse while at school, then a nurse is likely also needed during transport.   

These decisions must be made by an IEP team. If an adult will accompany a student on the bus or other form of transportation, then the additional support must be listed specifically on the child’s IEP. 

Equ ipment Needed   

When a child needs additional equipment or accommodations for transportation, those items or adjustments must also be provided by the district.  Accommodations could include specific temperature requirements or alternate bus routes. Equipment might be a harness, a lift, restraints, a seat-belt, a car seat, phones or walkie-talkies, or a ramp.  

Districts must provide whatever is required to safely transport a student to/from school, even if inconvenient or expensive.  

When a district offers transportation for extracurricular activities for general education students, the district must offer transportation to the same activities for special education students. This is true even if the transportation will require the district to use a special education bus, or employ another method of transportation such as a taxi cab or provide mileage reimbursement to parents if the parents choose to drive the child to the activity. 

Again, transportation must be listed on the child’s IEP as an accommodation. Then, that accommodation should extend to all school activities requiring transportation. This would include outings like field trips, sports events, outdoor school, work or internship opportunities, and community activities or service.  

Not my Neighborhood School  

Not all special education services are available at all schools, so districts sometimes “regionalize” services and programs. This means that children with specific needs not served at their neighborhood schools might be bused to a different school, outside of their neighborhood, to receive required special education services.  

When a child will attend a school other than his or her neighborhood school, the transportation is generally a special education bus, but any transportation option could be utilized, at the district’s discretion. Thus, some children also travel to schools at district expense via taxi cab or secure transport. 

Here also, mileage reimbursement to the family is likely an option that could be discussed with the district. Parents sometimes choose this option to spend more time with their child, or because of personal preference. However, in all circumstances, this is a parent choice and cannot be required by the district. 

Can my  O ther  C hildren   R ide the  S pecial  E ducation  B us  T oo?  

If your child is riding a special education bus, then the answer depends on the district.  For example, Portland Public Schools has a “hitcher” policy which allows siblings to ride to school on the special education bus if there is space available. Other districts have a strict policy that prohibits siblings from riding on the special education bus. 

This is a matter very specific to the particular district in which you reside. Check with your school district to find out what their policy is, and then follow any request policies if this is an option that might work well for your family. 

Special Education Buses Leaving School Early      

Frequently, special education students are dismissed early from classes, and the special education buses are seen leaving the school with all students on board before the dismissal bell ever rings. Is this legal? The answer depends on the reason the students are leaving school early. 

For a student who needs extra time to transition to the bus after school, or a student whose anxiety or sensory needs are aggravated by all the activity in the school halls, more transition time is a great accommodation. This extra time accommodation should be documented on the child’s IEP and implemented to serve the child’s needs. 

All too often, however, “self-contained” classroom students are ALL dismissed before the bell, and special education buses depart before the rest of the students are dismissed from school. Unless there is a child-specific reason for this, the United States Office of Civil Rights (OCR) has determined this to be an illegal practice by districts. It discriminates against students with disabilities by costing them instruction time, social passing time, and the regular experience of school. 

If your child is leaving the classroom before the last bell, carefully investigate the reason why to determine if this is something your child needs. If it is, make sure it is on the IEP, and if it isn’t, ask that the practice stops immediately, or consult with OCR. OCR for the region is located in Seattle, and you can review OCR policies and other information at http://www.seattle.gov/civilrights/ . 

Summary  

If you have concerns or questions about transportation, be sure to discuss those issues at your child’s IEP meeting. Once that discussion has occurred, make sure all transportation arrangements are specifically documented on your child’s IEP. 

This article initially appeared in the  Summer 2017 issue of  Spectrums Magazine   (now Spectrum Life Magazine)

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Special Transportation for Students with Disabilities

At a recent meeting with representatives of the New York Association for Pupil Transportation, Special Needs Committee, several concerns relating to the transportation of students with disabilities were brought to my attention.  This memorandum is intended to provide information to Committees on Special Education (CSEs) and Committees on Preschool Special Education (CPSEs) to assist in developing individualized education program (IEP) recommendations for students with disabilities with special transportation needs and communicating with transportation personnel to ensure IEP implementation. 

While most students with disabilities receive the same transportation services as nondisabled children, it is the responsibility of the CSE or CPSE to determine whether the student’s disability prevents the student from using the same transportation provided to nondisabled students, or getting to school in the same manner as nondisabled students.  In developing recommendations for special transportation, the CSE/CPSE should consider and document the needs of the student relating to his/her disability.  For example:

• Mobility  – e.g., nonambulatory wheelchair bound.
• Behavior  – e.g., fearful in noisy environments; self-abusive; runs away; cries frequently.
• Communication  – e.g., hard of hearing; nonverbal; limited understanding of questions and directions; non-English speaking.
• Physical  – e.g., needs assistive devices to maintain a sitting position; needs assistance walking and going up and down stairs.
• Health needs  – e.g., has seizures; fatigue – may fall asleep on bus, requires oxygen equipment; use of an inhaler.

The IEP must include specific transportation recommendations to address each of the student’s needs, as appropriate.  It is not appropriate for the IEP to simply indicate, “special transportation needed,” without including the nature of the special transportation.  It is not necessary to include special transportation goals on the student’s IEP except when instruction will be provided to enable the student to increase his or her independence or improve his or her behavior or socialization during travel.

In determining and documenting a student’s special transportation needs, the CSE/CPSE should consider the following:

• Special seating : Does the student require special seating on the bus such as seating away from the window, seating not adjacent to another student, seating in the front of the bus, etc.?
• Vehicle and/or equipment needs :  Does the student use or require special equipment such as braces, car seat, walker, lap belt, manual wheelchair, power wheelchair, safety vest, service animal, stroller, assistive technology device, medical equipment, adapted buses, or lifts and ramps, etc.?
• Adult Supervision :  Does the student require additional supervision during transportation that would require specialized training for the bus driver, a bus with a bus attendant, specialized training for the bus attendant, a one-on-one bus attendant for a designated purpose, nursing services, special monitoring, or interpreter, etc.?
• Type of transportation :  Does the student require accommodations such as door-to-door pick up and drop off, a small bus with few students, or individual transportation?
• Other Accommodations : Does the student require other accommodations such as permission to carry personal items or to use personal electronic devices such as radios?

Transportation personnel with responsibility to provide a program, service, accommodation, modification or support must be directly informed of their specific responsibilities to implement a student’s IEP.  In addition to the IEP recommendations, transportation personnel should be informed of any special information regarding the student that might impact on the health and safety of the student during transportation, including but not limited to:

• the reasons a student requires special transportation;
• health needs that might necessitate ongoing or emergency intervention;
• student behavioral issues or fears that might raise health or safety concerns; and
• specialized training required for bus drivers and/or attendants.

We ask Superintendents to share this memorandum with other school district staff, as appropriate, including Directors of Special Education, School Psychologists, Guidance Counselors and Directors of Pupil Personnel.  The New York Association for Pupil Transportation (518-463-4937) and the State Education Department’s Office of Pupil Transportation Services (518-474-6541) have additional information and resources relating to bus transportation. 

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Special Education Transportation Guidelines

California Education Code ( EC ) citations, including Code content, and Code of Federal Regulations ( CFR ) citations have been updated to reflect changes since June 2017.

EC Section 41851.2 (Assembly Bill 876 [Canella], Chapter 283, Statutes of 1991), required the State Superintendent of Public Instruction (SSPI) to develop special education transportation guidelines for use by individualized education program (IEP) teams that clarify when special education services are required.

The State Board of Education, Advisory Commission on Special Education, Special Education Local Plan Area (SELPA) Administrators, Special Education Administrators of County Offices (SEACO), Protection & Advocacy, Inc., Team of Advocates for Special Kids (TASK), school districts, County Offices of Education (COE), transportation offices, California Department of Education staff and other interested parties provided valuable contributions to the development of the 1993 Guidelines For Use By Individualized Education Program (IEP) Teams When Determining Required Transportation Services.

The guidelines should be utilized to plan and implement transportation services to pupils that require this service to benefit from special education instruction and/or related services.

Introduction

EC Section 56040 states: "Every individual with exceptional needs who is eligible to receive special education instruction and related services under this part [ Part 30 ] shall receive that instruction and those services at no cost to his or her parents or, as appropriate, to him or her." Special education transportation is defined in federal regulation [34 CFR Section 300.34(c)(16 )] as a related service. Transportation is required to be provided as a related service if it is required to assist a child with a disability to benefit from special education. In addition, as required for any special education program, the service must be provided to meet the criteria for a free, appropriate public education as defined in federal regulation 34 CFR Section 300.17.

EC Section 41851.2 [(Assembly Bill (AB) 876 (Canella)], Chapter 283, Statutes of 1991), required that the SSPI develop special education transportation guidelines for use by IEP teams that clarify "when special education transportation services, as defined in [ EC ] Section 41850, are required."   EC 41850(d) defines "special education transportation" as:

(1) The transportation of severely disabled special day class pupils, and orthopedically impaired pupils who require a vehicle with a wheelchair lift, who received transportation in the prior fiscal year, as specified in their individualized education program.

(2) A vehicle that was used to transport special education pupils.

EC 41850(b) defines "home-to-school transportation services" for pupils with exceptional needs as:

(5) The transportation of individuals with exceptional needs as specified in their individualized education programs, who do not receive special education transportation as defined in subdivision (d).

Examples that IEP teams may consider under EC 41850(b) include pupils with severe disabilities who are not placed in special day classes or otherwise enrolled in programs serving pupils with profound disabilities, pupils with orthopedic disabilities who do not use wheelchairs or require lifts, students beginning special education who did not receive transportation under an IEP in the prior fiscal year, pupils with other health impairments, learning disabilities or other cognitive disabilities, or pupils who live beyond reasonable distance to their school and would not, without transportation, have access to appropriate special education instruction and related services at no cost.

Considerations for Use by Local Education Agencies, Special Education Local Plan Areas, County Offices Of Education and/or Transportation Cooperatives

It is recommended that these issues and concepts be taken under consideration by all local educational agencies (LEAs), SELPAs, COEs and/or transportation cooperatives that provide any special education transportation in preparation for organizing a transportation system and providing services that will allow for students' placement in the least restrictive environment while also allowing for the most cost-effective special education transportation system.

Transportation Policies

Each LEA providing special education is required to adopt policies for the programs and services it operates, consistent with agreements with other districts or county offices and/or agreements stated as part of the local plan for special education ( EC 56195.8 ). These policies describe how special education transportation is coordinated with regular home-to-school transportation and set forth criteria for meeting the transportation needs of pupils receiving special education [ EC 56195.8(b)(5)]. It is recommended these policies focus upon pupil needs as the primary consideration for determining transportation services and that these policies also address the needs of pupils who may be eligible for transportation services as required by the Federal Rehabilitation Act of 1973, Section 504.

Delivery of Services

Districts/SELPAs/COEs responsible for implementation of IEPs should be knowledgeable of transportation policies and/or procedures that address the responsibilities of the IEP team in regard to transportation and the delivery of services to eligible students in their least restrictive environment.

This includes consideration of services that are provided in the setting appropriate to the needs of the student at the pupil's neighborhood school, or within the district or SELPA; regional and/or magnet programs and services may also be appropriate to the needs of the pupil. Consideration should be taken regarding the effect that the location of a placement will have on the length of time that a student has to or from school each day. Placements should not be made solely on a "space available" basis. If a student is receiving services outside of his/her residence area, the placement should be reviewed at least annually in order to determine if a placement closer to the student's residence would be appropriate.

Location of Programs, Placement of Pupils

The efficiency of a transportation system for special education is partially dependent on the location of the program sites and the placements of students. A demographic and geographic review that analyzes the present locations of programs, program needs, and population served should take place. Program service regions with clearly defined service areas can then be established, using residence areas of the neighborhood schools. While this also involves the issue of available facilities, a mission statement and policies developed by the agency may promote the comprehensive commitment to all pupils and the acceptance of pupils with exceptional needs in a broad variety of settings.

Additional Policy Considerations

Other subjects that need policy and procedure directives may include control of pupil medicine transported between home and school on a vehicle; student suspension; physical intervention and management; authority to use special harnesses, vest, and belts; early closing of school due to inclement weather or other emergencies; authority to operate special equipment; when no adult is home to receive pupils; when and how to involve community emergency medical and/or law enforcement personnel; use of mobility aides; control and management of confidential information; use of bus aides; and other.

Coordination of Calendars and Schedules

Coordination of student attendance calendars at all school sites that provide special education services is necessary to fully utilize transportation services and to minimize the number of required days of transportation service.

In unified districts, multi-track districts, multi-district SELPAs, COEs and/or in transportation cooperatives, standardization of calendars should include the coordination of starting and ending dates of school years, bell schedules (starting and ending times), vacation/intersession breaks, staff development days (School Improvement Program, School Based Coordinated Program, other), minimum day schedules, etc. This coordination should be done so that all significant transportation implications are addressed and transportation resources are effectively utilized.

Length of School Day, Related Services, Extracurricular Events

It should be noted that the use of alternative starting times for all special education students at a site can lead to program compliance concerns. Pupils receiving special education and related services must be provided with an educational program in accordance with their IEP for at least the same length of time as the regular school day for their chronological peer group, unless otherwise stated in a student's IEP.  In addition, there may be occasions where the needs of the pupil require receiving therapy or some other related service that cannot be provided during the "established" school day. If provisions for "early" or "late" transportation are made for pupils within the general education program due to extra curricular events, provisions for equal opportunity to these events for pupils with exceptional needs who require special transportation must also be made.

Use of Policy and Resource Information

An overview of all available transportation resources should be provided to all administrators, IEP team leaders/case managers or chairpersons and other IEP team members who are authorized to recommend the type of special education service and the location where the service will be provided.

Guidelines For Use By The IEP Team

Local education agency rules and policies.

All pupils, including those receiving specialized instruction and services, are subject to the rules and policies governing regular transportation offerings within the local education agency, unless the specific needs of the eligible pupil or the location of the special education program/service dictate that special education transportation is required.

Primary Consideration: Pupil Needs

The specific needs of the pupil must be the primary consideration when an IEP team is determining any transportation needs. These may include, but are not limited to:

• Medical diagnosis and health needs consideration of whether long bus rides could affect a certain pupil's health (duration, temperature control, need for services, health emergencies); general ability and/or strength to ambulate/wheel; approximate distance from school or the distance needed to walk or wheel oneself to the school; consideration of pupil needs in inclement or very hot weather, other.
• Physical accessibility of curbs, sidewalks, streets, and public transportation systems.
• Consideration of a pupil's capacity to arrive at school on time, to avoid getting lost, to avoid dangerous traffic situations, and to avoid other potentially dangerous or exploitative situations on the way to and from school.
• Behavioral Intervention Plans [ Education Code sections 56520-56525] specified by the pupil's IEP and consideration of how to implement such plans while a pupil is being transported.
• Mid-day or other transportation needs as required on a pupil's IEP (for example, occupational or physical therapy or mental health services at another site, community based classes, etc.) must also be taken into consideration when the IEP team discusses a pupil's placement and transportation needs.
• Extended school year services, pursuant to EC Section 56345(b)(3), should be another consideration of a pupil’s need for transportation if considered necessary to provide a free appropriate public education as specified in a pupil’s IEP.

Transportation Staff and IEP Team Meetings

Effective practice requires that procedures are developed for communication with transportation personnel and that transportation staff are present at IEP team meetings when the pupil needs the use of adaptive or assistive equipment, when school bus equipment is required to be modified, when the pupil exhibits severe behavioral difficulties and a behavior intervention plan is to be implemented, when the pupil is medically fragile and requires special assistance, and/or when the pupil has other unique needs.

Transportation Options

Considering the identified needs of the pupil, transportation options may include, but not be limited to: walking, riding the regular school bus, utilizing available public transportation (any out-of-pocket costs to the pupil or parents are reimbursed by the local education agency), riding a special bus from a pick up point, and portal-to-portal special education transportation via a school bus, taxi, reimbursed parent's driving with a parent's voluntary participation, or other mode as determined by the IEP team. When developing specific IEP goals and objectives related to the pupil's use of public transportation, the IEP team may wish to consider a blend of transportation services as the pupil's needs evolve. Specialized transportation, as a related service, must be written on the pupil's IEP with specificity and should be approved by the transportation administrator. It is recommended that services be described in sufficient enough detail to inform the parties of how, when and from where to where transportation will be provided and, where arrangements for the reimbursement of parents are required, the amount and frequency of reimbursement.

Suspension from the School Bus

Occasionally pupils receiving special education services are suspended from bus transportation ( EC 48900-48927 Suspension or Expulsion). The suspension of a pupil receiving special education services from California transportation can constitute a significant change of placement if the district: 1) has been transporting the student; 2) suspends the student from transportation as a disciplinary measure; and 3) does not provide another mode of transportation (Office of Civil Rights, Letter of Finding Complaint No. 04-89-1236, December 8, 1989).    

A significant change in placement requires a meeting of the IEP team to review the pupil's IEP. During the period of any exclusion from bus transportation, pupils must be provided with an alternative form of transportation at no cost to the pupil or parent or guardian in order to be assured of having access to the required special education instruction and services ( EC 48915.5).

EC 48915.5(c) reads:

If an individual with exceptional needs is excluded from schoolbus transportation, the pupil is entitled to be provided with an alternative form of transportation at no cost to the pupil or parent or guardian provided that transportation is specified in the pupil's individualized education program. (AB 1859, Chapter 492, Statutes of 2002 as amended by AB 685, Chapter 56, Statutes of 2007.)

The LEA providing special education is required to adopt policies for the programs and services it operates, consistent with agreements with other districts or county offices stated as part of the local plan for special education. These policies describe how special education transportation is coordinated with regular home-to-school transportation and set forth criteria that are consistent with these Guidelines for meeting the transportation needs of pupils receiving special education.

These policies and an overview of all available transportation resources should be provided to all administrators, IEP team leaders/case managers/chairpersons and other IEP team members who are authorized to recommend the type of special education service and the location where the service will be provided.

The specific needs of the pupil must be the primary consideration when an IEP team is determining transportation services. It is often beneficial to have transportation staff present at IEP team meetings. The combination of planning and providing information to IEP teams maximizes appropriate placements and efficient cost-effective transportation systems.

The guidance in the Special Education Transportation Guidelines is not binding on local education agencies (LEAs) or other entities. Except for the statutes, regulations, and court decisions that are referenced herein, the Guidelines are exemplary and compliance is not mandatory.  ( EC Section 33308.5)

If you have questions regarding the Special Education Transportation Guidelines please contact the Focused Monitoring and Technical Assistance Consultant for the LEA.

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• Specialized Transportation

The information below is for parents of children in kindergarten or older. Visit our pre-school education services page for preschool special education and Early Intervention services.

What is it?

The DOE provides specialized transportation to students whose Individual Education Programs (IEPs) recommend this service or to other students with disabilities who cannot take public transportation. Specialized transportation refers to school buses that are staffed by both a school bus driver and an attendant. Instead of being picked up at a centralized stop, the student is picked up at the closest, safest stop to their residence.

When is it provided?

Most students with IEPs travel to and from school in the same manner as students without IEPs. An IEP team may recommend specialized transportation for children whose documented needs affect their ability to travel to or from school. These needs can be:

• Cognitive or communication
• Physical or medical

Some children may also require additional transportation accommodations to travel safely to and from school. These can include:

• 1:1 transportation paraprofessionals
• Medical/nursing services
• Travel time limitations
• Climate control
• Safety vests

How do I request specialized transportation services?

If your child has, or will have, an iep.

Your child’s school-based or CSE IEP team will address transportation needs as part of the Initial and Annual Review process of your child’s IEP . Please discuss any transportation-related concerns with your child’s IEP team. The IEP team will provide you with any necessary paperwork to complete as part of the review process, including:

• Authorization for Release of Medical Information Pursuant to HIPAA: This is completed and signed by you.
• Request for Medical Accommodations: This is completed and signed by your child’s doctor. It must explain the need for door-to-door busing and any other medical accommodations your child may need.

You can also get these forms on the Health Forms and Documents page on the Infohub.

If you would like the IEP team to consider additional medical documentation, you should provide it as far in advance of the IEP meeting as possible.

A physician from the Office of School Health (OSH) may review your request for specialized transportation accommodations. The OSH physician may participate in your child's IEP meeting for the part of the meeting in which transportation is discussed. You may also request that a DOE transportation specialist attend the meeting as well.

If your child does not have an IEP:

If your child does not have an IEP, refer to the general education grade/distance eligibility chart to determine which type of transportation your child will receive to his/her current school. If your child cannot use that method of transportation due to a temporary or permanent disability, work with your school to complete the appropriate transportation exception request .

For more information on transportation services, including how to access your student's school bus route, please visit our  transportation web page .

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Transportation and Children with Disabilities

The  Individuals with Disabilities Education Act (IDEA)  includes transportation within its definition of “related services.” This means that students with  Individualized Education Programs (IEPs)  have the right to receive special transportation services if it is needed.

Transportation and assistance may be provided to a child whose disability requires the child to:

• go to and from school;
• travel between schools; or
• move around inside of school buildings or around the school grounds.

Some students with disabilities need special equipment such as separate or adapted buses, lifts and ramps.

For example: Jenny uses a power wheelchair to get around her school. She has an IEP. She needs ramps to get around safely inside the school and on the school grounds. This need is included in her IEP. Her IEP also includes the need for a bus with a wheelchair lift. The school provides the bus which also picks up all the children in her neighborhood.

Who decides if a child needs transportation services?

A child’s IEP team, which includes the parents, decides whether a child needs transportation services. This is based on assessment. The school will arrange transportation if the IEP team decides that a child’s disability prevents him or her from:

• using the same transportation as children who don’t have disabilities
• going to and from school in the same way as children who do not have disabilities.

For example: Monty is a second grader. Monty’s disability makes it hard for him to pay attention. He has a poor sense of direction and poor problem solving abilities. At his IEP meeting, the team decided that it would not be safe for Monty to travel to and from school. He became lost twice on his way to the bus stop near his home, and was once picked up by the police after he missed the bus and wandered into traffic as he tried to get home. The IEP team included door-to-door transportation as part of his IEP.

A child’s IEP includes transportation as a related service. Will the parent have to pay for this?

No. The school must pay the cost of transportation services included in an IEP.

For example: Jonah is a preschooler whose parents both work. He attends day care in his neighborhood. Jonah was screened by the public school and found to have a disability. His IEP states that he is to receive speech therapy twice a week at his neighborhood school. The school provides a bus to take him between his day care setting and the school where he receives therapy. There is no charge for this service.

Do all students with disabilities have the right to transportation?

No. Only students with disabilities who need transportation services and have them included in the IEP receive them. If transportation services are not in a child’s IEP, the child will be treated like all other children:

• if the school transports students without disabilities, the child with a disability will travel with them
• if the school does not provide transportation to students who don’t have disabilities, the child with a disability will not receive them

For example: Sally has a disability but does not need special transportation and it is not included in her IEP. Her family lives less than one mile from school. The school district does not provide transportation to students living less than a mile from school. Sally will walk to school or her family will arrange another way for Sally to travel to and from school.

Do most children with disabilities need special transportation?

No. Most children with disabilities are able to use the same transportation system as their classmates who don’t have disabilities. Sometimes just adding special equipment or aides to school buses is all that is required for a student with a disability.

For example: Carol has Attention Deficit Hyperactivity Disorder. Sometimes she acts without thinking. She rides to school on the bus with her neighborhood friends. Carol’s IEP includes a positive behavior plan to help her learn to follow bus rules. The bus driver and the bus aide received training to carry out Carol’s behavior plan. They are responsible for putting the behavior plan into action as part of the IEP.

My son goes to private school. Does he still have the right to transportation?

It depends. Yes, if the IEP team placed your son in private school in order to receive special education and determined that he needed transportation based on his disability. It would then be written into his IEP, and transportation would be provided. However, if you placed your son in private school as a matter of personal choice, the rules are different. Talk to your local special education department for the answer.

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Solving the Student-Transportation Conundrum

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School buses are the safest way to travel to school: It’s an axiom that transportation advocacy groups and the National Highway Traffic Safety Administration have long touted. But getting 15 million students to school safely has taken on a whole new meaning in the age of coronavirus.

There are many twists and turns that complicate the roadmap for reopening schools but figuring out how to get students to school may be the most complex.

With the uncertainty surrounding school scheduling and federal, state, and local guidelines that call for some combination of physical distancing, health screenings, and personal protective equipment to curb the spread of the novel coronavirus, school leaders planning for a return to in-person instruction face five crucial questions.

District and school leaders are confronting difficult, high-stakes decisions as they plan for how to reopen schools amid a global pandemic. Through eight installments, Education Week journalists explore the big challenges education leaders must address, including running a socially distanced school, rethinking how to get students to and from school, and making up for learning losses. We present a broad spectrum of options endorsed by public health officials, explain strategies that some districts will adopt, and provide estimated costs.

Read Part 1: The Socially Distanced School Day Read Part 2: Scheduling the COVID-19 School Year Back to Part 3: Tackling the COVID-19 Transportation Problem

Why do students need transportation? Millions of students travel by bus to school daily as a matter of convenience or necessity. Federal law requires transportation for certain groups of students, namely students with disabilities and homeless children. Many students who receive special education services have transportation written into their Individualized Education Program, or IEP. Under the McKinney-Vento Homeless Assistance Act, homeless students are entitled to transportation between school and their shelters or temporary housing.

Who goes to school in person? Schools must figure out which students will need transportation. Some districts will focus on getting students who could benefit most from in-person instruction, such as English-language learners and students with disabilities, back first. Other districts have already pledged in-person learning for all students—but not all of them may want bus service or even still be eligible for it under new or revised policies established during the pandemic.

What is the transportation budget? Buying or leasing more buses and hiring extra drivers—if you can find either—could be a quick-fix solution, especially in smaller districts that aren’t transporting thousands of students per day. But with districts facing a budget crunch for the 2020-21 school year, figuring out where to invest funds could force some tough decisions. In the Toledo, Ohio, schools, a series of scenarios laid out for split-days classes—where students attend classes daily or several times per week in shifts—would at the very least double the district’s fuel budget and drive up labor and cleaning costs and wear and tear on buses.

When must students report to school? Much of the transportation decision-making hinges on this question. With few districts thus far settling on an all-or-nothing approach—either everyone returns to school or no one does—transportation directors are in a bind. Each scheduling scenario presents a realm of possibilities and risks in a new reality where keeping students safe takes on a whole new meaning. Several experts summed up the question about scheduling in one word: overwhelming.

Where will students sit? Guidance from the Centers for Disease Control and Prevention recommends six-foot distancing on school buses. Adhering to those guidelines would drastically reduce the seating capacity of most buses; a large school bus can sit between 50 and 72 students. To fit more students on buses, districts could allow siblings to share seats and find other ways to tweak the CDC guidance, but likely will not be able to solve the problem altogether. For the foreseeable future, schools will no longer be packing two or three students in each bus seat.

Kentucky is among the states recommending that its districts poll parents to gauge how many students will need bus service when schools reopen: Some families may choose to transport students to school or have them walk until physical distancing on the school bus is no longer required.

Here’s a look at the options that schools face and how they might affect schools’ transportation choices:

Option 1: All Remote Learning

In parts of the country hit hardest by coronavirus, schools may decide to stick with remote learning. In that scenario, buses would remain in service to deliver meals and instructional packets to students and serve as Wi-Fi hot spots to help families and communities without reliable internet access.

Even if in-person classes resume, schools will likely continue to use buses to deliver food and learning materials since some students either can’t or won’t return to physical school buildings when classes resume because of underlying health conditions, severe physical disabilities or parents refusing to send their children back until there is a COVID-19 vaccine.

Option 2: A Return to Full-Time, In-Person Instruction

For school districts that take this route, there is also some acknowledgement that they plan to either disregard or modify the CDC guidelines on physical distancing or develop plans that will allow them to pack more students on buses than the federal government recommends.

There simply are not enough school buses for hundreds or thousands of school districts to double, triple, or even quadruple the size of their fleets. Demand would far outpace supply—if districts had the money. Running twice or triple the number of routes with the same number of buses would lead to a spike in the fuel budget, along with an increase in maintenance and cleaning costs.

Districts will evaluate, and possibly extend, school walking zones. That would allow districts to reduce the number of students they’re required to bus to school by cutting out some families from transportation eligibility.

Then there is the matter of trying to find people who can drive the buses. To even keep their staffing at pre-COVID-19 levels as older workers leave, districts would have to ramp up their recruitment and retention efforts. But more on that in a bit.

Option 3: Hybrid Scheduling

A mix of online and in-person schooling could be the best option for districts looking to maintain physical distancing guidelines while getting students into classrooms as often as possible.

Leaders in the Toledo Public Schools have plotted out several return-to-school scenarios. A split-day schedule, where elementary school students attend class in the morning and older students attend school in the afternoon, would double costs for cleaning, fuel, labor, and maintenance, all overruns that would bust the district’s $15 million transportation budget. With a six-day Monday through Saturday school week, where students have in-person instruction three days per week, Toledo’s costs for fuel and labor would rise roughly 20 percent, not nearly as high as the split-day schedule.

For superintendents, it could be the best of both worlds: balancing the need to address student learning loss with the reality that the country is still in the midst of a pandemic.

But for transportation directors across the country, a split return to school presents a logistical nightmare. That’s why experts say transportation directors must be included in discussions about the return to school—and not just handed a schedule and told to make things work after other school administrators make the call on how to safely resume school.

Routes will have to be reconfigured, traditional schedules tossed out the window, and budget-busting new safety measures adopted.

Districts would incur new expenses at a time when most schools are staring down budget cuts at worst, or stable funding or slight increases under a best-case scenario.

Buying or renting buses and doubling and tripling up on bus runs will add costs. Districts will also need to hire more staff to drive buses to and from schools and monitor students while they’re on board.

Without additional buses, many students would be limited to one or two days of in-school instruction—if districts can find people to get them there.

For years, districts have faced severe driver shortages and the threat of the coronavirus may shrink the already shallow hiring pool: Older adults and people of any age who have underlying medical conditions may be at higher risk for more serious complications from COVID-19. That could mean that retirees who help fill out the driver rosters in some places, or even serve as on-call replacements, may be less likely to take on those jobs if their health is at risk.

Here’s a checklist for schools to consider for their bus operations:

Before Boarding the Bus

• Clearly communicate through signs on the bus and letters home to parents that students should not board buses if they are experiencing COVID-19 symptoms.
• Parents should screen their children for symptoms before they head to the bus stop, as recommended by the American Academy of Pediatrics. The Wake County, N.C., schools will ask parents to complete and sign a daily screening form that the child brings to the bus.
• Ask drivers or aides to conduct visual wellness checks, take temperatures with no-touch thermometers, or ask screening questions at the bus stop. The California Department of Education recommends that schools assign bus aides to administer the screenings. Under initial guidance issued by the Marietta, Ga., school system, students with temperatures at or above 100.4 degrees Fahrenheit would not be allowed to board buses.
• Have students sanitize their hands, preferably with fragrance-free hand sanitizer, upon boarding.
• Determine whether there is adequate space for 6-foot distancing at bus stops. To ensure proper distancing, encourage parents to monitor their children until buses arrive.
• Develop a plan for symptomatic students. Some districts have plans to reserve quarantine seats to transport those students to school until they can be picked up by a parent or guardian. Under initial guidance issued by the Wake County, N.C., schools, symptomatic students would be barred from boarding buses. The bus would remain with the student until pickup by a parent or until another district employee arrives to supervise the student.
• Clean and disinfect frequently touched surfaces, including seatbacks, seat belt and lap-shoulder belt buckles, handrails, and door handles on school buses at least daily—and between routes if possible.
• Require face coverings to be worn when students cannot maintain physical distancing.
• Establish seating charts to designate which seats are available for use. Riders should be seated from the rear of the bus forward to prevent students, as much as possible, from walking past each other.
• Consider requiring cloth face masks if students are not seated according to the CDC guidance that recommends one child per seat, every other row.
• Ensure drivers have surplus face masks on board to provide to symptomatic students.
• Weigh the pros and cons of opening windows, which could ventilate the air, but also trigger seasonal allergy or asthma-related symptoms.

Exiting the Bus

• Determine whether there is adequate space at the unloading zone to maintain physical distancing.
• Have students exit by row, from front to back, to maintain physical distancing.
• For drop-off routes, have students board the bus in the order they will be dropped off. Students who board the bus first head to the back and are the last be dropped off at their stop. Students who board the bus last sit near the front and are the first to be dropped off at their stop.
• If traveling with a symptomatic student, communicate to staff that the student may be ill and should be taken to a school isolation room or health-care waiting area upon entering the building.

Education Week spoke to many experts for this installment. In alphabetical order, they are: Brad Aemisegger, director of transportation, Toledo Public Schools; Tim Ammon, owner, Decision Support Group, and co-manager, STARTS (Student Transportation Aligned for Return To School) Task Force; Linda Bluth, transportation consultant, Maryland State Department of Education; Curt Macysyn, executive director, National School Transportation Association; Kevin Rubenstein, assistant superintendent of student services, Elmhurst, Ill., Community Unit School District 205; Steve Simmons, president, National Association for Pupil Transportation.

Documents: Stronger Together: A Guidebook For the Safe Reopening of California’s Public Schools; Reopening 2020-2021, Wake County, N.C., Public School System; Student Learning Options and Safety Protocols: Marietta, Ga., City Schools; COVID-19 Considerations for Re-Opening Schools: Pupil Transportation, Kentucky Department of Education; Going Back to School Before the Kids: A Return to School Roadmap, National Association of Pupil Transportation; Poudre, Colo., School District, Transportation FAQ for 2020-21; Poudre, Colo., School District, Transportation FAQ 2020-21; National Highway Traffic Safety Administration, School Bus Safety; Questions and Answers on Serving Children With Disabilities Eligible for Transportation, United States Department of Education; National Center for Homeless Education: McKinney-Vento Law Into Practice Brief Series Transporting Children and Youth Experiencing Homelessness; Poudre, Colo., School District, Transportation FAQ 2020-21; U.S Centers for Disease Control and Prevention: What Bus Operators Need to Know About COVID-19; American Academy of Pediatrics, COVID-19 Planning Considerations: Guidance for School Re-entry.

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6 Questions & Answers about Transporting Students with Special Needs

By michael dorfman.

Transportation is one of the most important services a school district is required to provide to students with disabilities under federal and state special education laws.

The article will focus on the federal requirements regarding transportation and whether or not your school district is in compliance with those laws. Individual state laws are not discussed as the laws vary and are beyond the scope of this article.

This article is meant to provide a summary of the laws and some of the judicial interpretations of those laws.  To interpret whether the laws and case law are applicable to your facts and situation, you should always consult an attorney.

 1. What laws govern the transportation of students with disabilities?

Individuals with Disabilities Education Act (“IDEA”):  explains at 20 U.S.C. § 1401(26)(A) that “transportation” is a related service under the law for students identified with a disability under the law and explains that:

• The term “related services” means  transportation , and such developmental, corrective, and other supportive services (including speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, social work services, school nurse services designed to enable a child with a disability to receive a free appropriate public education as described in the individualized education program of the child, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services, except that such medical services shall be for diagnostic and evaluation purposes only) as may be required to assist a child with a disability to benefit from special education, and includes the early identification and assessment of disabling conditions in children.

The IDEA implementing regulations located at 34 C.F.R. § 300.34(a), further define “related services,” stating:

• General. Related services  means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes. Related services also include school health services and school nurse services, social work services in schools, and parent counseling and training.

34 C.F.R. § 300.34(c)(16) of the implementing regulations states that the definition of transportation includes:

• Travel to and from school and between schools
• Travel in and around school buildings
• Specialized equipment (such as special or adapted buses, lifts, and ramps), if required to provide special transportation for a child with a disability.

Section 504 of the Rehabilitation Act of 1973:    The pertinent portion of the law states that the school district must provide non-academic and extracurricular services in such a manner to afford handicapped student s an equal opportunity for participation in such services and activities.  Non-academic and extracurricular services and activities include transportation.

For specific interpretations of these rules and regulations, the following websites are helpful: Department of Education’s Office of Special Education, the Department of Education’s Office for Civil Rights, federal laws, states laws, and judicial decisions.

2. Are disabled students entitled to transportation?

In general, if a school district provides transportation for general education students, then it must provide transportation for special education students as well, no matter to which location the student is assigned.

If a school district does not provide transportation services to general education students, the issue becomes a little trickier.  The IEP Team must decide on an individualized basis whether the special education student requires transportation as a “related service” in order to receive a  free appropriate public education (“FAPE”) .  If the special education student requires transportation as a related service, the school district must provide it regardless of whether it provides transportation for general education students.

  3.  Can I choose the type of vehicle in which my child is transported?

It is generally the school that decides what type of vehicle it will use to transport your child with special needs.  Vehicles can include minibuses, cars, minivans, and even taxicabs.   Unless there is an issue with  Least Restrictive Environment (“LRE”)  parents generally don’t have a say in the choice of vehicle decision.

4.  Can I request that the vehicle providing the transportation have specialized equipment?

One of the biggest issues that arise is air-conditioning for disabled students.  Climate-controlled transportation is not explicitly required under the IDEA.  However, if an IEP team determines that a child needs climate-controlled transportation to receive special education services, related services, or both, and the child’s IEP specifies that such transportation is necessary, the school district must provide this special transportation at no cost to the parents.  Similarly, climate-controlled transportation is not required under section 504 of the Rehabilitation Act of 1973, as amended (Section 504) unless a child with a disability has an identified need for this transportation.  See 34 CFR Part 104.

However, the transportation of nondisabled children in climate-controlled buses, while children with disabilities are transported in separate buses that are not climate-controlled, might raise issues of disability discrimination under Section 504.

5. If a child with a disability spends a significant amount of time being transported to and from school, as well as to and from another location to receive special education and related services, is the child entitled to receive additional school time to make up for the time lost in transportation?

Neither IDEA nor the implementing regulations address the issue of the length of a school day.  Determining the length of a school day is a decision left to the state department of education.  However, IDEA defines school day as any day, including a partial day, that children are in attendance at school for instructional purposes.

Additionally, school day has the same meaning for all children in school, including both those with and without disabilities.  In general, a school day for a child with a disability should not be longer or shorter than a school day for general education students.  However, if a child’s IEP Team determines a child needs a shorter or extended school day in order to receive FAPE , then appropriate modifications should be incorporated into the IEP.  However, these modifications must be based on the unique needs of the child, as determined by the IEP team, and not solely based on the child’s transportation time.

6. What do I do if my child is on a school bus way too long every day?

This is something that should be brought to the attention of the IEP team.  The length of the child’s ride to and from school can negatively impact a child.  Many states have laws establishing a maximum travel time.  Contact your state department of education to determine the applicable state law.  The federal laws do not specifically address length of travel time.  However, under Section 504 and IDEA, discrimination and question of FAPE arguments could be raised based on the distance the facility is from the home or whether general education students are subjected to lengthy bus rides.

If you are having a transportation issue with your school district contact an attorney who specializes in special education that can examine your factual situation and determine whether based on case law and statutory law and regulations whether changes can be made or your child is being denied FAPE.  No two situations are the same and every student and situation must be examined on an individualized basis. This is just another example of how becoming a Certified Autism Specialist can benefit your role in someone else’s life on the spectrum. Click here for more details. 

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Transportation FAQ

Is a special education student guaranteed transportation?

Bus service is provided by law as a related service, if it is specified in the child’s IEP. Those special education students whose handicapping condition permits, and for whom it is safe to do so, may be required to walk to school when attending their home school if their residence is within the specified walking distance. Similarly, they may be required to use the regular education bus.

What determines whether a special education student is entitled to transportation?

Transportation for special education students will be provided when a student's physical, emotional, or behavioral condition warrants it, or when it is necessary to transport a student to a school other than his/her home attendance center.

Who determines when special education transportation is needed?

The IEP team determines the need for special education transportation on an individual basis.

When special education transportation has been decided upon, how does the IEP team request transportation be started?

A Specialized Transportation Plan must be completed by the IEP team and forwarded to the District Special Education Office. The Special Education Office then forwards the request to the Transportation Office to place the student on a route.

How much notice is required by the IEP team to start transportation for a special education student?

Transportation services will be started as quickly as possible. The normal time allotted is five school days from the receipt of the Specialized Transportation Plan by the Transportation Office.

How are parents notified that transportation has been set up for their student?

The Transportation Office will contact the parent to confirm bus number, pick-up and drop-off time. It is very important that the parent always has a current number on file with the school.

How do I change my special needs bus transportation? Contact your child’s teacher to notify them of any changes. The teacher will complete a new Specialized Transportation Plan and forward it to the District Special Education Office. The Special Education Office will then forward the changes to the Transportation Office. Address changes may take up to five school days to go into effect.

Can the pick-up and/or drop-off times change from day to day?

Generally, morning and afternoon times are reasonably constant for the duration of the student’s placement. They could vary a few minutes in the morning and afternoon due to traffic conditions. As other students are added to or dropped from the route, it may be necessary to adjust these times throughout the school year. If the time needs to be adjusted, the Transportation Office will contact the parent. It is very important that the parent always has a current number on file with the school.

May a student be dropped off at a location different from the morning pickup?

Yes. This can be done on a consistent basis upon request (day-to-day changes, however, cannot be accommodated).

Is curb service available?

Those students whose handicapping condition(s) does not permit them to go to a designated bus stop may be picked up at the curb outside their residence as directed in the placement decision. (In some cases, this service is not possible due to the location of their home, traffic congestion, which blocks a curb, etc). Parental assistance may be needed in these cases.

When a student moves, will the same bus continue the service?

Probably not. Depending on the move, a new school could be assigned, or another route may be involved. When such a move is anticipated, parents should contact their child’s teacher so that arrangements can be made.

Who is the contact person for the District Transportation Office?

District Transportation Office contact: Carin Fiddyment Transportation Secretary (417) 523-0522 61602 If your child requires specialized transportation , the place to start is with your child’s Special Education Teacher. Transportation is a related service for students requiring special education, and any extraordinary service, such as specialized equipment, medical attention, or behavior modification, necessary to ensure a safe ride to school should be noted in the child's individualized educational program (IEP).

Parent Responsibilities

The involvement of parents of special education students in bus behavior goes a long way toward positive attitudes among the riders. Not only should parents reinforce the rules of conduct with their child, but they should assist in every way possible.

What is the first thing a parent/guardian should focus on with his/her special education student?

The importance of being on time and knowing the four-digit route number that is posted in the side windows of the bus near the front (black numbers on white background) is the first thing a parent/guardian should focus on. Bus operators and bus number (painted on the body and bumper) may change, but the route number will be consistent. (See page 6 for additional information)

What should parents do to have their children ready for school?

Parents should have their children ready and at the pick-up site 10 minutes before the bus is due. Tight scheduling does not permit bus operators to wait for your child, nor can they blow the horn because this disturbs others.

Are there other arrangements for special education students?

Parents may submit a written request to the principal of the school asking for other transportation arrangements. The request must document how the safety and well-being of the student will be assured. If the request is approved, Transportation will make the alternative arrangements as soon as practicable.

Can a student be discharged at home without an adult being present?

If the child is capable of taking care of himself/herself, this might be considered based on a number of other factors (age, handicapping condition, length of time alone, etc.). Such decisions will be made by administrators on a case-by-case basis.

If the child is late getting to the bus stop, can the bus be returned to pick up the student?

No. Obligations to other riders and schedules prohibit buses from doubling back for one student. Parents should transport the student to school as soon as possible in order to take part in all scheduled classes.

Special Education Services

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Special Education Transportation

MAPT has been awarded the contract from the Department of Elementary and Secondary Education to support the state's on-going efforts to create efficiencies in the area of Special Education Transportation. We have dedicated this page to provide information highlighting the work of the Task Force. We encourage to visit www.SpEdTransSavings.org for more information.

District Special Education Transportation Reviews

On-site visits/district reviews can be conducted to identify cost savings and maximize efficiencies.

SCOPE OF WORK

• Review all contracts and processes used for obtaining transportation services
• Conduct analysis of in-house operations
• Review role of personnel in arranging services
• Explore option of district operated program
• Conduct analysis of transportation budget and actual route costs
• Review IEP process as it pertains to transportation
• Review school committee policies as they relate to transportation services
• Utilize SpedTransSavings website data to explore potential route share opportunities

MISSION OF THE TASK FORCE

The Members of the Massachusetts Special Needs Transportation Task Force, with the Massachusetts Department of Elementary and Secondary Education, have an abiding commitment to high quality, cost-effective transportation for the Commonwealth’s students with disabilities who require such services. The Task Force has an unmitigated belief that this can be accomplished by creating efficiencies in routing students by utilizing a shared multi-district approach, or participating in regional transportation network systems that have been established across the Commonwealth. Further, the Task Force believes that it is imperative for all school districts to participate in these joint efforts, taking a leadership role in creating greater cost efficiencies while maintaining and supporting the highest quality of service in the area of special needs transportation. By working together, we can best serve all students.

TASK FORCE MEMBER ORGANIZATIONS

PRESENTATIONS

January 7, 2020

October 11, 2018 January 8, 2019 April 3, 2019 June 17, 2019

March 5, 2018 May 23, 2018 June 25, 2018

August 19, 2016 October 20, 2016 January 12, 2017

April 7, 2016 May 26, 2016

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The Division of Student Transportation provides safe, reliable, and efficient transportation services that positively support learning opportunities for eligible students from the District of Columbia. The division’s work is designed to achieve four main objectives: Safety, Efficiency, Reliability, and Customer Focus.

For immediate assistance related to student transportation services, call the Parent Resource Center at (202) 576-5000 Monday-Friday from 5 a.m. to 7 p.m. Families can also view Daily DOT Updates , find reimbursement information or visit our FAQs to learn more about student transportation services. To ensure we are meeting parents and families’ needs, please fill out and participate in OSSE DOT’s  Customer Satisfaction Survey . 

Click here to learn more about specific updates and reminders for the current school year.

Find information for LEAs and schools regarding transportation for students with disabilities.

Access the Integrated Data System (IDS) , view guidelines for LEA-provided transportation reimbursement , or learn about inclement weather procedures .

Click here to review OSSE DOT Observance Holidays for the upcoming school year .

Click here to review the OSSE DOT Student Transportation Family Handbook .

Click here to view OSSE DOT Inclement Weather Plan.

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Student Transportation provides essential services to support the safe and efficient transportation of Washington state students. The office is authorized by the Legislature, WAC 392-144, to adopt the rules governing the training and qualifications of school bus drivers. In addition, the office oversees the allocation of operations funding and the school bus depreciation and replacement systems, and manages the state bidding process for school buses. Student Transportation also works closely with the Washington State Patrol on the school bus inspection program to ensure safe school buses.

Student Transportation Allocation Reporting System (STARS)

This system is designed to provide adequate funding to all school districts statewide for the operation of their student transportation programs.

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Washington State school bus driver instructors are required to complete a yearly inservice training class in order to maintain their authorization.

• CWU Training Program

This program provides training for individuals who manage or assist in managing student transportation systems in Washington. A multiple year program consisting of one week each summer for three years, at the CWU campus in Ellensburg. The program is provided cooperatively by OSPI and the Washington Association for Pupil Transportation.

Publications, Bulletins, and Other Resources

Download the School Bus Driver Handbook, the School Bus Specification Manual, the annual Student Transportation Directory, and more.

Download school bus driver forms, annual transportation report forms, and school bus forms.

Allocations

Funding for each school district's student transportation operations allocation is reflected in the 1026A report, available for download here.

State Quote Specifications

The state quote specifications chart shows the bidding process for school buses.

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Why children with disabilities are missing school and losing skills

Cory Turner

On a recent school day in Del Norte County, Calif., in one of the state's northernmost school districts, 17-year-old Emma Lenover sits at home on the couch.

In some ways, Emma is a typical teen. She loves Disneyland and dance class. But she has already faced more adversity than some classmates will in a lifetime.

"All of October and all of November, there was no school because there was no aide" says Emma's mother, Melony Lenover, leaning her elbows into the kitchen table.

Emma has multiple health conditions, including cerebral palsy. She uses a wheelchair, a feeding tube and is nonverbal. To communicate, she uses a special device, like an iPad, that speaks a word or phrase when she presses the corresponding button. She is also immunocompromised and has mostly done school from home this year, over Zoom, with help from an aide in the classroom. At least, that's what was supposed to happen.

Listen: How staff shortages lead to students with disabilities missing school

Students with disabilities are missing school because of staff shortages.

Melony Lenover says her daughter's special education plan with the district guarantees her a dedicated, one-on-one aide. But the district is in the throes of a special education staffing crisis. In the fall, without an aide, Emma had to stop school. As a result, she missed out on the dance and art classes she loves and regressed on her communication device.

The fact that a district could struggle so mightily with special education staffing that students are missing school – that's not just a Del Norte problem. A recent federal survey of school districts across the U.S. found special education jobs were among the hardest to staff – and vacancies were widespread. But what's happening in Del Norte is extreme. Which is why the Lenovers and five other families are suing the school district , as well as state education leadership, with help from the Disability Rights Education and Defense Fund.

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The California Department of Education says it cannot comment on pending litigation.

"It's very, very, very, very difficult when we are trying to bring people on board, trying to provide these services, when we want the best that we can give – cause that's our job – and we can't," says Del Norte Superintendent Jeff Harris. Harris says he cannot comment on the lawsuit, but acknowledges the staffing crisis in Del Norte is very real.

Emma Lenover, left, works through a literacy lesson at home with special education teacher Sarah Elston. Emma loves these visits and, on this day, waited anxiously at the picture window for Elston to arrive. Cory Turner/NPR hide caption

Emma Lenover, left, works through a literacy lesson at home with special education teacher Sarah Elston. Emma loves these visits and, on this day, waited anxiously at the picture window for Elston to arrive.

In December, after the lawsuit was filed, district special educator Sarah Elston told the local Wild Rivers Outpost : "Just a few days ago I had two or three [aides] call out sick, they weren't coming to work, and so this starts my morning at 5:30 having to figure out who's going to be with this student... It is constant crisis management that we do in special education today."

Del Norte's isolation makes it more difficult to hire needed staff

The district sits hidden away like a secret between Oregon, the frigid Pacific and some of the largest redwood trees in the world. It's too isolated and the pay is not competitive enough, Harris says, to attract workers from outside Del Norte. Locally, these aides – like the one Emma requires – earn about as much as they would working at McDonald's.

Students with disabilities have a right to qualified teachers — but there's a shortage

Harris has even tried hiring contractors from Oregon. But "it's a two-hour drive from southern Oregon here," Harris says, "so four hours of the paid contract time was not even serving students."

The district's hiring process is also too burdensome, according to Harris, taking weeks to fill a job. Hoping to change that, the district declared a special education staffing state of emergency earlier this school year, but the problem remains.

In April, the district still had more than 40 special education job openings posted.

Melony Lenover says she knows supporting Emma can be challenging. But decades ago, Congress made clear, through the federal Individuals with Disabilities Education Act , that her daughter is legally entitled to that support.

The federal government said it would cover 40% of the cost of providing special education services, but it has never come close to fulfilling that promise. In 2023, the National Association of Elementary School Principals said , "Since the law was enacted, the closest the federal government has come to reaching the 40 percent commitment was 18 percent in 2004-2006, and current funding is at less than 13 percent."

All this leaves Melony Lenover chafing at what she considers a double standard for children with disabilities.

"If it'd been one of my typically-functioning kids who are not in school for two months, [the school district] would be coming after me," Lenover says.

In many places, a child who has missed about 18 school days – far less than Emma – is considered chronically absent. It's a crisis that triggers a range of emergency interventions. Lenover says Emma's absences weren't treated with nearly the same urgency.

While Emma Lenover still doesn't have a dedicated aide, she is finally getting help.

"We said as a team, enough is enough," says Sarah Elston, who is Emma's special education teacher. "We're gonna do whatever it takes to get this girl an education."

Elston has been working with her high school principal to patch together as much help as they can for Emma, including shifting a classroom aide to help Emma participate in one of her favorite classes remotely, dance.

How the staffing shortage can become dangerous

Linda Vang is another plaintiff in the Del Norte lawsuit, alongside Emma Lenover's parents. On a recent Thursday, she sits at her kitchen table, her back to a refrigerator covered with family photos. She grips her phone hard, like a lifeline, watching old videos of her son, Shawn.

Schools are struggling to hire special education teachers. Hawaii may have found a fix

The cell phone videos show a young boy with a broad smile, being urged by his mother to pull up his socks. Or being taught by his doting sister to ride a scooter. Or dressed up for what appears to be a wedding, and doing the chicken dance. He is a joyful kid.

Much has changed since then.

Shawn is a pseudonym, chosen by Vang and his attorneys in the lawsuit. We're not using his real name because Shawn is a minor and his mother asked us to protect his identity.

To understand Shawn's role in the lawsuit – and the depths of Del Norte's staffing crisis – you have to understand what happened to him on Tuesday, Feb. 28, 2023.

He was 15 at the time. Shawn has autism and is nonverbal, and as part of his special education plan, he gets his own, dedicated aide at school. But again, because of Del Norte's struggles to hire enough special education staff, those aides are often in short supply and undertrained.

Shawn's lead teacher that day, Brittany Wyckoff, says, when he grew frustrated in class, his fill-in aide did not follow procedure. It was snack time, but "this staff said, 'No, you're not being calm' and pulled [the snack] away. So that wasn't the appropriate way to handle it."

Another staff member later told police Shawn had begun to calm down, but the aide still wouldn't give him the snack – pistachios. Instead, Wyckoff says, the aide used a firm tone and continued telling Shawn to calm down. Shawn got more agitated, hitting himself in the face.

The aide later told police he began to worry Shawn might try to bite him – because Shawn had bitten other staff before. Witnesses told police he warned Shawn, "You will not bite me. You will not bite me."

Wyckoff says standard procedure, when a student gets agitated and potentially violent, is to move classroom furniture – a table, a desk – between your body and the student. Instead, Wyckoff says, this aide moved furniture out of the way. When Shawn moved toward the aide, unobstructed, the aide raised his hands.

"The staff member just instantly reached out and choked [Shawn]," Wyckoff remembers. "And full-on, like one hand over the other hand choke."

Multiple staff told police, Shawn had not tried to bite the aide. Wyckoff says she was yelling at the aide to stop and finally pulled him off of Shawn, "who was turning purple."

How the incident led to missed school

The aide left school after choking Shawn and went to a local bar for a beer, according to the police report. He later told police he'd acted in self-defense. When he was arrested, for child endangerment, and asked why he hadn't called police himself, the aide said, because he'd been in many similar situations and didn't think this rose to that level.

The district attorney ultimately chose not to file charges.

Emma, left, works with her sister, Kelsey Mercer, to join one of her favorite school classes, dance, from home. Cory Turner/NPR hide caption

Emma, left, works with her sister, Kelsey Mercer, to join one of her favorite school classes, dance, from home.

Linda Vang says the incident changed Shawn. He became less trusting and was scared to return to the classroom. "It is the hardest thing in my life to watch my son go through this."

To make matters worse, after the incident, the school couldn't provide Shawn with a new aide, and, like Emma Lenover, he couldn't do school without one. After the encounter, he was forced to miss two months of school – because of the staffing crisis.

"It was just week after week, them telling us, 'There's no staff. There's no staff,' " Vang remembers. "I feel for him. I'm angry for him. I'm upset for him. It's hard."

Again, Superintendent Jeff Harris can't comment on the specifics of the lawsuit, or on the incident involving Shawn, but he defends the district.

"We don't come in everyday going, 'How can we mess with people's lives?' We come in every day going, 'What can we do today to make this work?' "

Shawn, like Emma, lost skills during his time away from school. His mother says he struggled more to control his behavior and was less willing to use his communication device.

Shawn is back at school and finally improving, Vang says. He even likes the aide he has now.

"It has been very hard the last year. But you know, we're getting there. You know, I'm doing my best, every single day."

With inadequate staff, students can lose vital skills

Wyckoff, Shawn's former teacher, says the staff shortage is so acute that some aides are being hired with little to no special education experience.

"They could know absolutely nothing about working with a student with special needs," Wyckoff says, "and [the district] is like 'Hey, you've gotta work with the most intensively behaviorally challenging student. Good luck!'"

After Months Of Special Education Turmoil, Families Say Schools Owe Them

Wyckoff says the staff the district is able to hire need more and better training, too. The stakes are just too high.

Superintendent Harris says the district does provide staff training, but he also has to balance that with the need to get staff into classrooms quickly.

Veteran special education staff in Del Norte tell NPR they've seen what happens when students with disabilities don't get consistent, quality support: They lose skills.

"One particular student, he was doing well," says Emily Caldwell, a speech-language pathologist in the district. "We were talking about removing his communication device from coming to school because he's communicating verbally."

Caldwell works with many students who, like Shawn and Emma, use a communication device. This student, though, had been learning to use his own voice. It was a big deal, Caldwell says. But the student began losing those skills as he was shuffled between inexperienced staff.

Emma, right, communicates with her sisters Ashley Lenover, left, and Kelsey Mercer using body language and a special tablet device. Cory Turner/NPR hide caption

Emma, right, communicates with her sisters Ashley Lenover, left, and Kelsey Mercer using body language and a special tablet device.

Now, "he's not communicating verbally at school anymore, he's only using his device and only when prompted," Caldwell says.

"I have a student whose toileting skills have regressed," says Sarah Elston, Emma's teacher. "I have more than one student who have lost skills on their [communication] device, that is their only way of communicating with the world."

This sense of loss, Elston says, keeps her up at night.

Superintendent Jeff Harris acknowledges the effects of the staffing crisis have been painful.

"When you have a child who can't do something that they were able to do before because they don't have that consistency, that's hard. I mean, that's a knife to the heart."

Looking forward

The lawsuit against the Del Norte Unified School District and state education officials is ongoing. The families hope it will not only help their children, but also raise awareness around a crisis they know is larger than themselves – and larger than Del Norte.

In the meantime, Del Norte teachers are doing everything they can to support their students with disabilities.

Elston, Wyckoff and Caldwell all say they have raised alarms with the district around students not getting the support they're entitled to – and even being mistreated by untrained or inexperienced staff.

Caldwell says some veteran staff have quit out of frustration. Though she insists, she's staying.

"I just worry," Caldwell says, tearing up. "The kids I work with, most of them don't communicate effectively without support. And so they can't go home and be like, 'Hey, Mom, so-and-so held me in a chair today.' And so I feel like, if I wasn't there and if I wasn't being that voice and that advocate, who would be?"

Digital story edited by: Nicole Cohen Audio stories produced by: Lauren Migaki Audio stories edited by: Nicole Cohen and Steve Drummond Visual design and development by: LA Johnson

School bus transportation alternatives for educational organizations

Schools must provide safe and reliable transportation for students, and they must do so in an incredibly efficient manner. Each year, about 10 billion student trips are made, but the costs to provide school bus transportation are high—ranging from $16.5 million annually in North Dakota to a staggering $1.2 billion in the state of New York.

Depending on the number and needs of students, many routes have exceptionally high operating expenses. Rural routes, school bus transportation with a minimum number of students, or transporting special-needs students can significantly drive up costs.

One option is to utilize alternative school transportation solutions to better serve students and minimize expenses.

What is alternative transportation?

Alternative transportation supplements traditional school buses with SUVs, sedans, minivans, and other options. These vehicles are often equipped with wheelchair lifts or other items designed for special needs.

Alternative transportation is more cost-effective, especially for small runs or out-of-district trips, per the McKinney-Vento Homeless Assistance Act . This requires schools to provide no-cost transportation to and from school and extracurricular activities for students who are homeless. Many of these students live outside of attendance boundaries, but schools must get them to and from the school that they initially enrolled in.

Benefits of alternative transportation vs. school bus transportation

Alternative transportation may not be suitable for every school district, but many are finding significant benefits by augmenting their traditional bus fleet. Here are the top reasons that schools are turning to alternative transportation solutions.

Cost efficiency

One of the biggest benefits of alternative transportation is cost efficiency. Targeted routing can lower the per-student cost. It also reduces overall wear and tear on traditional school bus transportation, extending the lifespan of buses and lowering maintenance costs.

The average lifespan of a bus is ten to twelve years, depending on mileage, and replacements are pricey. A new diesel school bus can run between $65,000 and $100,000, while electric models can average $400,000 (plus the cost of the charging station installation).

So, if you can get a few more years out of your existing fleet, it’s a big deal!

Optimized travel

A big complaint from students and parents is the amount of time that students have to spend in transit. While this is a nuisance for most kids, it can be a significant problem for those with special needs.

Alternative transportation runs shorter routes, reducing student travel time and eliminating overloads.

Overcoming school bus driver shortages

The school bus driver shortage continues to plague school districts nationwide. In some areas, it’s quite severe. For example, Wisconsin lost nearly 18% of its drivers .

When Jefferson County Public Schools in Kentucky faced a critical driver shortage, they turned to routing software to reorganize routes to improve efficiency. It was an epic failure. Some students didn’t get home until nearly 10 p.m. The situation became so bad that administrators had to shut down classes for over a week.

In Washington, D.C., thousands of families have been affected by the driver shortage, including 3,600 special-needs students. Double-booking drivers for back-to-back runs can cause up to two-hour delays and force the district to reimburse parents for transportation costs.

The situation appears to be improving only marginally in most areas, with no end in sight. Some districts have dozens or even hundreds of openings that they are unable to fill. Alternative transportation may not require CDL or other license restrictions, opening up opportunities for a broader pool of drivers.

Alternative transportation solutions

School districts are using several different approaches to alternative transportation. The most popular is third-party solutions.

Third-party providers

Several third-party providers provide alternatives to school bus transportation. Outsourcing alternative transportation to a qualified third party also reduces the need to recruit, hire, train, and retain drivers and alleviates the burden of administrative overhead.

Drivers are vetted and trained, including working with special-needs students. The best services provide scalable solutions, online scheduling, and real-time tracking of vehicles and students.

Examples are:

• Assist Services
• First Student
• HopSkipDrive

Each provider is available through Sourcewell cooperative contracts, though they may not be available in all areas.

Public transportation

To alleviate the burden on school bus transportation, some districts are partnering with public transportation, offering no-cost or discounted fares for students.

In Philadelphia, students are issued SEPTA Student Fare Cards , which give them access to free rail, bus, subway, or trolley service for the school year. Chicago students get discounted rates using their Student Ventra cards for L trains or bus fares during school hours.

Ridesharing and carpooling

Some districts provide discounts or reimbursement for ridesharing services. Hillsborough County SD in Florida uses two approved ride-share services to transport between 400 and 500 students daily. The program costs about $4 million a year, but school officials say that it saves money versus traditional transportation.

Several Indiana schools are also contracting with ride-sharing services for students with special needs and those who qualify under McKinney-Vento.

Parent stipends

In certain cases, school districts are turning to paying parents directly to avoid the high costs of transportation.

Louisville public school leaders are considering a plan to pay parents up to $1,700 a year and eliminate routes to magnet schools and academies that cross district boundaries. The shortage of bus drivers has the district considering cutting as much as a quarter of the routes that serve over 60,000 students. Parents who opt out of district transportation in Philadelphia qualify for a $300-a-month stipend , up to $3,000 a year.

Sourcewell can help with alternative student transportation solutions

Sourcewell has competitively solicited cooperative contracts with alternative student transportation providers, school bus organizations, and fleet vehicles to help with your school transportation needs. There are also contracts for telematics, route tracking and optimization, and safety solutions.

You can view the available contracts or contact the Sourcewell team to discuss your options.

Sourcewell offers unique, cost-effective transportation services designed for K-12 education through cooperative contracts for participating agencies. Discover how cooperative purchasing and our easy-to-access contracts can streamline your purchasing strategy.

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Related insights, alternative transportation services: is it right for your k-12 district, 4 benefits of alternative transportation for k-12.

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New Norwich special education program will keep students in district: how it's a win for all

A new special education program in Norwich will save the district money and keep Norwich students in the city.

The Norwich Board of Education approved the creation of the Rose City School at Bishop special education program Tuesday. The program, which will be on the first floor of the Bishop School Building, will start with five students next school year, and serve students who would otherwise be placed out of district.

Norwich Public Schools (NPS) has successfully operated two special education programs for five years, and needs to take action to control rising costs, with the district currently paying $12 million for 126 outplaced students, Acting Superintendent Susan Lessard said.

“There will be a lot of cost savings in transportation and outplacement costs,” she said.

The new program, which will not replace existing programs, will serve students that have a higher need than what STARS and TEAM can give them, Director of Student Services Lisa Hughes said.

“It’s a wonderful opportunity for students who are ready to come back, but need that continued therapeutic level of support,” she said.

Rose City School program could become revenue source

The Rose City School is inspired by the work done at Stone K-8 Day School in Fall River, Massachusetts, as NPS personnel visited with the Stone principal and toured the school.

For the first year of the program, the district wants to break even. Eventually, the program will grow to two floors, with elementary on one floor and middle school on another, Lessard said.

The program could become a revenue source for Norwich Public Schools. When a student from another area school needs outplacement, the NPS program could take them in if the student's needs match the program.

A guidebook for referral and implementation is in development and will be finished by the end of July, Lessard said.

Staying in district means extracurricular activities are available

If a student is doing well in their current outplacement, they will stay there. When a student is able to return to the district, they can participate in student life, which they can’t do in an out-of-town setting, Lessard said.

“Let’s say some of these kids are in middle school, and they want to be involved in sports. We can bus them to after-school sports and we can slowly get them back into the schools,” she said.

Despite the current budget situation, the district has reduced costs and moved money to start the program. Lessard is also making sure staff for this program can fit parameters for grant funding that the district is receiving, Lessard said.

“We’ve done a lot of restructuring,” she said.

To make room at Bishop, which is currently an office, the district will keep 90 Town St., and relocate three departments, the superintendent, assistant superintendent, and student services, Lessard said.

The district will start posting for jobs for this program at the end of May – for a school psychologist, a social worker and a special education teacher. Staffing will expand based on enrollment, and can support the rest of the district as needed, Lessard said.

Why Gifted Students Need Specialized Education

Gifted children learn quite differently than those supported by most traditional school settings. They have unique educational needs that require specialized attention, such as accelerated learning opportunities, enrichment programs, and/or advanced coursework. While some traditional schools offer supplemental services designed for gifted students, availability and eligibility criteria may vary significantly depending on the jurisdiction.

But first, what even is giftedness? Let’s start by going back to basics.

What Is Giftedness?

Distilling it to its simplest definition, “ giftedness ” is a neurological difference that enables gifted individuals to comprehend the world differently from neurotypical people. They have an advanced ability in one or more specific areas compared to others of the same age. Identifying giftedness involves a mix of formal testing and qualitative assessment . The first way people can usually tell whether they have a gifted child (at home or in the classroom) is by considering the most common traits , such as the following:

• Advanced comprehension
• Emotional depth
• A mature sense of humor
• Creative problem-solving

Although these characteristics serve as guideposts, remember that each gifted child is unique. Recognizing and nurturing their individuality will help unlock their full potential.

How Does This Differ from Being Twice Exceptional (2e)?

If you have an inkling that your child or a student in your classroom may be gifted, you may have come across the term “twice exceptional.” This refers to gifted individuals who have one or more learning disabilities, like dyslexia, ADHD, or autism spectrum disorder. There are three categories that 2e children tend to fall into, making it difficult to identify them. Once you do, you’ll be able to connect them to the specialized education they need to thrive.

Why Do Gifted Children Require Special Education Services?

Contrary to common perception, giftedness is not solely about academic achievement; there is also a need for social and emotional support . Traditional school settings may not adequately challenge their intellect or allow them to share their passions with like-minded peers. Specialized educational programs, such as Davidson Academy , provide a curriculum tailored to an individual’s interests, small classrooms grouped by ability versus age, and a community of educators and staff members who truly understand giftedness.

Challenges that Stem from the Wrong Learning Environment

When gifted children are not supported properly in an academic setting—as well as emotionally or socially—they may experience more negative emotions that lead to unhealthy behaviors. We will dive into the top three: burnout, boredom, and perfectionism.

among gifted students can manifest as a state of physical, emotional, and mental exhaustion resulting from prolonged stress or pressure to meet high expectations. This can impact their academic performance, mental health, and overall well-being. Recognizing the signs of burnout and providing appropriate support, such as counseling, stress management techniques, and opportunities for self-care, are crucial in helping gifted students navigate these challenges and maintain a healthy balance in their lives.

Have you ever been in a situation where you already knew what you were supposed to be doing, but had to sit through the instructions anyway because others were not as familiar as you? You probably felt frustrated or bored. That is similar to what gifted children experience in classrooms and with a curriculum that doesn’t stimulate their minds. Gifted students need opportunities to express their passions through personal projects and curated curricula. Flexibility in what they are learning helps them meet peers who share the same interests, which alleviates their boredom and helps them connect.

Perfectionism

Gifted students often experience intense academic demands, which can lead to an internalized pressure to perform coupled with a fear of failure. This relentless pursuit of excellence can lead to setting unrealistic standards for themselves, anxiety, self-criticism, disillusionment, and procrastination.

Stress management, a positive and growth-focused mindset, and increased peer collaboration can help build healthy attitudes toward achievement and reduce the pressure to be flawless.

Luckily, gifted children and their parents and educators do not have to figure out how to solve these challenges alone. There are alternative schools for gifted students , including gifted & talented programs, magnet schools, pull-out programs, and public schools developed specifically for the profoundly gifted, including Davidson Academy and Davidson Academy Online .

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Ukraine war latest: Ukraine 'destroys Russian Black Sea minesweeper'

Ukraine's navy says it has destroyed a Russian Black Sea fleet minesweeper. Meanwhile, an attack on a residential area in Kharkiv left six civilians injured - with Ukraine saying it is investigating the bombing as a potential war crime.

Monday 20 May 2024 08:54, UK

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• Big picture: What you need to know as a new week begins
• Six killed - including pregnant woman - in strikes on Kharkiv recreation area
• Russia takes control of village in Kharkiv - defence ministry
• We'll be back tomorrow with live updates

This week kicks off with all eyes on northeastern Ukraine, after Russia opened a second front when it invaded across the border from the Belgorod region into the Kharkiv region.

Our coverage remains paused today, but you can find an overview of the war as it stands below.

Second front

Russian forces have advanced between five and 10km into the Kharkiv region, Volodymyr Zelenskyy said.

Moscow is prioritising the seizure of Vovchansk -the largest settlement near the border - said the Institute of the Study of War, which could provide Russian forces with a staging ground to launch a second phase of the offensive.

The objectives of this phase are unclear, but Russian officials have previously identified Lyptsi as a target.

Vladimir Putin has claimed capturing the city of Kharkiv is not part of the plan, but a former Ukrainian president said he cannot be trusted.

The offensive has been deadly for civilians - with 10 people killed in Russian strikes on Sunday, local governor Oleh Syniehubov said.

Russian forces have also captured 40 civilians from a town in Kharkiv, the head of the investigative department of the Kharkiv regional police, Serhii Bolvinov, said.

Meanwhile, anti-Putin Russian paramilitary soldiers have joined Ukrainian troops to defend the new frontier.

The Black Sea and the occupied Crimean peninsula remain targets for Ukrainian forces.

They attacked Belbek airfield on Tuesday, destroying elements of an air defence missile battery, including a radar system and launchers. 

This comes after three successful attacks between 16 April and 12 May, the UK defence ministry said.

Ukrainian Defence Forces also destroyed a Black Sea fleet minesweeper, the Ukrainian navy said.

Elsewhere on the frontline

Ukrainian troops reported the war was entering a critical phase and they remain desperate for ammunition.

Colonel Pavlo Palisa, fighting near Chasiv Yar, said Russia was preparing for a major push to break Ukrainian lines in the east.

Ukrainian gun commander Oleksandr Kozachenko said his unit's US-supplied howitzer, which once hurled 100 shells a day, is now reduced to fewer than 10.

Beyond the battlefield

• Volodymyr Zelenskyy rejected the French president's call for a truce between Russia and Ukraine during the Paris Olympics, saying it could give Russia the upper hand.
• Poland said it would invest £2bn to make its eastern border "impossible to pass for a potential enemy", prime minister Donald Tusk said.
• Russia's ambassador to the UK said the UK was a de facto participant in the war. Moscow said it saw the US and UK as responsible for recent attacks on Russian soil because they were allowing Ukraine to use Western weapons against targets there.

Putin in China

The Russian president was in Beijing last week, meeting leader Xi Jinping.

They agreed to expand military drills, warned against the risk of nuclear conflict and talked up the idea of weakening the West.

The pair signed an agreement for "new era" strategic cooperation, criticising the US and marking support for Russia's "sovereignty and territorial integrity".

We're pausing our coverage of the Ukraine war for the moment.

Scroll through the blog below to catch up on today's developments.

Russian forces likely intend to launch the second phase of their offensive following their anticipated seizure of Vovchansk, three miles from the Russian border, according to the latest analysis from the Institute for the Study of War (ISW).

President Volodymyr Zelenskyy said yesterday that Russian forces advanced between five and 10 kilometres in the northern Kharkiv region before Ukrainian forces stopped Russian advances.

The ISW says Russian forces are currently prioritising the seizure of Vovchansk because it is likely one of the remaining tactical objectives of the first phase, noting it is the largest settlement immediately on the border that would provide Russian forces with a staging ground to prepare for and launch the second phase.

The Russian objectives of the second phase are not yet clear, the ISW says. It could be to expand the "buffer zone" further in width along the border, or to advance closer to Kharkiv city.

Russian forces have also recently intensified efforts to seize the operationally significant town of Chasiv Yar, the ISW says, seeking to exploit the pressure on stretched Ukrainian forces. 

The number of people killed in Russian strikes on a Kharkiv recreation area has risen from five to six, with an employee of the resort still unaccounted for. 

At least 27 people were injured in the two airstrikes, which came about 20 minutes apart, according to an update from the Kharkiv regional prosecutor's office on Telegram. 

The missing employee was fishing by a reservoir when the attack happened, the update said. 

Two police officers are among the injured, it added. 

The UK's defence secretary has confirmed the military aid that has been "rushed" to Ukraine. 

Grant Shapps said the "world cannot wait" as he urged nations to "step up" and support Kyiv's fight against Russia. 

Among the items sent by the UK are 80 defence missiles, one million rounds of ammunition and 20 Viking amphibious protected vehicles. 

Mr Shapps' tweet comes after he urged allies to give permission to Ukraine to use the weapons they have supplied against targets in Russian-annexed Crimea.

"We have been very, very clear with the world and helpful to Ukraine - for example, providing permissions for our weapons to be used throughout the whole of Ukraine ... that includes Crimea, which was taken by Putin in 2014," he told the BBC's Sunday with Laura Kuenssberg: 

"Now, we do not get into how we would allow targeting with our weapons to be used outside of that. But we do provide our weapons to Ukraine in order for them to defend their country."

Pressed on Volodymyr Zelensky's calls for weapons to be available for strikes inside Russia, Mr Shapps said: "I can't go into the specifics of those private conversations about how the weapons are precisely used."

Finland will propose a law that would see it turn back migrants to Russia without processing their asylum applications - despite this potentially breaching its international human rights commitments.

Finland shut its border with Russia last year to stop a growing number of arrivals from countries including Syria and Somalia.

It accused Moscow of weaponising migration against Finland and the European Union, an assertion the Kremlin denies. 

"As this phenomenon is in Russia's hands - who comes, where from and when, to Finland's border - we cannot permit it," Prime Minister Petteri Orpo told reporters.  

"Therefore we have to augment our legislation." 

The bill would allow border authorities to turn back asylum seekers who cross from Russia, with or without using force. But it would not apply to children and disabled people.

The proposal will go to parliament next week, where it will be submitted to the constitutional committee for review. It will need five-sixths of votes cast in parliament to pass - the high bar required for constitutional matters - and success is not certain. 

The General Staff of Ukraine's armed forces have published their daily operational update... 

It says "intense" fighting is ongoing along almost the entire frontline, with 78 "combat clashes" already today, compared to 110 for the entirety of yesterday. 

The Russian forces became increasingly active on the Kharkiv front, with seven clashes reported so far today.

The situation in Kharkiv is "dynamic", it says, with Russian troops trying to push back the Ukrainian units near Vovchansk, Starytsia and Lyptsi.

Russia said on Saturday its forces had captured the village of Starytsia, bringing the total number of villages it has taken in the Kharkiv region to 13.

Russia has been pushing ahead with a ground offensive in recent days that opened a new front in northeastern Ukraine's Kharkiv region and put further pressure on Kyiv's overstretched military. 

Russian forces have also increased their activity on the Siversk front and are attempting to break through Ukrainian defences in Bilohorivka, Verkhnokamianske and Rozdolivka, the update says. 

Oleksandr Usyk defeated British boxing star Tyson Fury to become the undisputed heavyweight champion of the world on Saturday night.

But Fury says the outcome was down to the Ukraine war. 

He disputed his loss after the match, saying: "I believe I won that fight. I think he won a few rounds but I won the majority of them.

"His country is at war, so people are siding with the country at war. Make no mistake, I won that fight in my opinion."

In response, Ukrainian Usyk said he was "ready for rematch," but later added: "I don't think about rematch now, I want to rest."

After today's attacks President Volodymyr Zelenskyy again called on Western allies to supply Kyiv with additional air defence systems to protect Kharkiv and other cities. 

He said there were reports "every hour" of fresh attacks. 

"Missiles, bombs, artillery are the only things that allow Russia to continue its aggression," he said on Telegram. 

"The world can stop Russian terror - and to do so, the lack of political will among leaders must be overcome."

"Two Patriots for Kharkiv will make a fundamental difference," he said, referring to Patriot missile defence systems. 

Air defence systems for other cities and sufficient support for soldiers on the front line would ensure Russia's defeat, the president added. 

This morning, Defence Secretary Grant Shapps said the delay in giving aid to Ukraine gave Russia a window of opportunity for its new offensive. 

Five people have died in strikes on two villages in the Kupiansk district in Kharkiv, local officials say. 

It brings the number of people killed in the Kharkiv region today to 10, after five people died in strikes on a recreation area in a northern suburb of the city of Kharkiv.

Local governor Oleh Syniehubov said Russian forces shelled two villages with a self-propelled multiple rocket launcher. 

At least nine people were injured in the attacks. 

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