RCSD Travel Training Program
2014-15
Part 200 Regulations
• Travel training is a special education service
that meaning providing instruction, as
appropriate, to students with significant
cognitive disabilities, and any other students
with disabilities who require this instruction,
to enable to develop an awareness of the
environment in which they live; and learn the
skills to move effectively and safely from place
to place within that environment.
The data shows
RCSD Secondary Students with IEP Transportation
2014-15
250
208
Number of Student
200
150
104
100
67
77
50
0
9
10
11
Grade Level
12
RCSD Travel Training Numbers
School Year
Students
2007-2008
61
2008-2009
56
2009-2010
36
2010-2011
35
2011-2012
15
2012-2013
25
2013-2014
26
More Data
Secondary IEP Transportation per Classification
2014-15
140
128
120
112
99
number of Students
100
80
60
41
40
36
19
20
3
3
4
SL
TBI
ORTH
7
5
5
HI
Deaf
VI
0
ID
OHI
LD
ED
AUT
MD
Scenarios
IEP states:
What are the barriers to travel?
•
• OHI
•
•
•
•
Due to Student A's attentional difficulties
and his challenges to solve conflicts
without adult support, Student A requires
house pick up
Student B requires assistance in attending
to classroom activities and poor safety
judgment in unstructured settings.
Student C has difficulty with impulsivity
and interpersonal relationships.
Due to the student's difficulty with
transitions and verbal aggression concerns
special transportation is needed.
Student E requires special transportation
due to her significant learning and
communication needs impacting her
safety.
• OHI
• OHI
• LD
• ID
How can we prepare students for post
secondary life and independence?
• Survey students and parents about their
experiences with public transportation
• Behavior plans addressing behavioral concerns
• Direct Instruction for learning challenges (reading
bus schedules, planning a trip)
• Interventions and strategies to address
attentional issues
• Working with community agencies
• Informational sessions
• Travel Training
Resources
• Pre-assessment/Screening tools
• Curriculum supports for special populations
• Information and training sessions scheduled at
multiple times and sites
• Assistance with coordination for eligible
students
• Agency support
Transportation Education
Transportation education creates a culture, accompanied by a coordinated set
of practices, to connect students, families, educators, pupil transporters, and
public transportation professionals to ensure students have knowledge,
access, and choice regarding a continuum of accessible transportation options
across grade levels, especially as they transition from school to postsecondary
education, employment, and independent living
• “Students who are better informed about their
transportation options are more empowered to
get to where they would like to after high school
and achieve their goals. Transportation is a key
aspect to ensuring a person can become and
remain active in his community. The transition
from high school and school transportation to
post-high school activities with public
transportation is a monumental step—one that is
made easier through attaining the ability to get
around on one’s own.”
Student/Parent Request
Travel Training
Scenario 1
Student and parent
express interest in
dismissing house pick up
or travel training
Student completes preassessment and checks
“yes” to Question
Experience riding public
transportation
Primary teacher/CASE
share RTS information with
the student and parent
found in resources section.
IEP is amended with
parent consent.
Student/Parent Request
Travel Training
Scenario 2
Step 1
Step 2
Step 3
• Student or parent makes a request to the CASE for travel training to remove
house pick up transportation
• Student/primary teacher/parent completes pre-assessment
• Completed form indicates that student has OPWDD eligibility and MSC through
an agency
• Pre-assessment is submitted to Transition Team
• CASE works with Transition Team to coordinate travel training through Agency
• IEP may be amended if student is successfully trained.
Student/primary
teacher/parent
completes preassessment
Student need is
moderate for travel
training
Step 3
Student or parent
makes a request to
the CASE for travel
training to remove
house pick up
transportation
Step 2
Step 1
Student/Parent Request
Travel Training
Scenario 3
CASE reviews posted
resources to
determine whether
student would
benefit from direct
classroom instruction
model and requires
no further training.
Amend IEP to
remove
transportation
services.
Student/Parent Request
Travel Training
Scenario 4
Step 1
Student or parent
makes a request to
the CASE for travel
training to remove
house pick up
transportation
Step 2
Student/primary
teacher/parent
completes preassessment
Student need is
moderate for travel
training
Step 3
CASE reviews
posted resources to
determine whether
student would
benefit from direct
classroom
instruction model
and determines that
student requires
further training
Step 4
Travel training
packet is completed
and submitted to
travel training
mailbox.
Upon approval,
CASE amends IEP to
add travel training.
Mobility Works
schedules home to
school travel
training sessions
Evaluation indicates
that student can
travel
independently. IEP
is amended to
remove house pick
up.
Annual Review of Program and
Services
• All secondary students with transportation services must review the
appropriateness of that service.
• Questions:
1. Does the student utilize public transportation at other times?
2. What is the impact of the student’s disability on the student’s
need for transportation services?
3. What is the barrier to student’s successful independent travel?
4. If behavior is indicated as the reason for transportation services, is
there a BIP and does transportation have a copy of that plan?
5. What is the IEP Goal to address the need for independent travel?