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University Microfilms International 300 N. Zeeb Road Ann Arbor, Ml 48106 8424456 Mitman, Ruth Hemingway DEVELOPMENT OF A BEGINNING COURSE FOR MICHIGAN HEAD SCHOOL BUS DRIVERS Michigan State University University Microfilms International 300 N. Zeeb Road, Ann Arbor, Ml 48106 Ph.D. 1984 PLEASE NOTE: In all cases this material has been filmed in the best possible way from the available copy. Problems encountered with this document have been identified here with a check mark V . 1. Glossy photographs or pages_____ 2. Colored illustrations, paper or print_____ 3. Photographs with dark background_____ 4. Illustrations are poor copy_____ 5. Pages with black marks, not original 6. Print shows through as there is text on both sides of page_____ 7. Indistinct, broken or small print on several pages 8. Print exceeds margin requirements_____ 9. Tightly bound copy with print lost in spine_____ 10. Computer printout pages with indistinct print_____ 11. Page(s)__________ lacking when material received, and not available from school or author. 12. Page(s)__________ seem to be missing in numbering only as text follows. 13. Two pages numbered___________. Text follows. 14. Curling and wrinkled pages_____ 15. Other Numbering was changed in dissertation. No text is missing per author. copy_ Filmed as received. University Microfilms International DEVELOPMENT OF A BEGINNING COURSE FOR MICHIGAN HEAD SCHOOL BUS DRIVERS By Ruth Hemingway Mitman A DISSERTATION Submitted to Michigan State University in p a rtia l fu lfillm e n t of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Curriculum 1982 ABSTRACT DEVELOPMENT OF A BEGINNING COURSE FOR MICHIGAN HEAD SCHOOL BUS DRIVERS By Ruth Hemingway Mitman The purpose o f th is study was to develop a curriculum for be­ ginning head school bus drivers. This curriculum w ill provide the head school bus driver with the necessary knowledge and s k ills to achieve and maintain a safe, e ffic ie n t and economical pupil transportation sys­ tem. Several planning sessions were held to determine target audience, course content, instructional strategies and to c ritiq u e , revise and refine the curriculum. Following development o f the m aterial, the cur­ riculum was p ilo t tested. Six classes were taught to head school bus drivers to evaluate the effectiveness of the curriculum and to obtain suggestions from participants fo r possible curriculum revisions. The two units ultim ately selected for inclusion in the curricu­ lum were Technical Information and Leadership Styles. The Technical Information unit focused on the technical in fo r­ mation needed by head school bus drivers to carry out th e ir responsi­ b il i t i e s . A Reference Manual was developed to present this technical information. The Reference Manual contains four sections: Ruth Hemingway Mitman Supervisory Tools Personnel Management Fiscal Management Operations The Supervisory Tools section provides sources o f laws, rules, opinions, court decisions and recommendations that govern or provide guidance fo r the pupil transportation program. The Personnel Management section is concerned with h irin g , tra in in g , evaluation and employee records. In the Fiscal Management section are samples o f local and De­ partment o f Education forms needed fo r the fiscal management of the pupil transportation program. The Operations section concerns equipment, bus routes, student transportation and energy conservation. Many use­ ful m aterials, documents and sample forms are included. The Leadership Styles unit helps head school bus drivers better understand th e ir leadership style to determine i f changes are necessary in order to become more e ffe c tiv e leaders. A short, w ritte n , objective-type fin a l examination based upon the performance objectives fo r the Leadership Styles unit was adminis­ tered at the end o f the course. acceptable level o f mastery. The fin a l examinations indicated an The average level o f mastery ranged from a low o f 61% in the fourth Head School Bus Driver course to a high of 84% in the fin a l Head School Bus Driver course. To John For twenty years of love, support and encouragement ACKNOWLEDGMENTS The author would lik e to take this opportunity to thank those who have provided support and encouragement during this study: Dr. Robert Nolan, Dr. Robert Gustafson, Dr. Mildred Erickson and Dr. Lawrence Alexander, members o f the author's doctoral guidance committee, for th e ir thoughtful counsel. for his motto, "Get the job done." Special thanks to Dr. Gus His push helped the author do ju s t th a t. Bob Chapman, Duane Smith, Paul Linebaugh, Mac Dashney, Keith A llen, Floyd Smith and Larry Louderback for graciously and w illin g ly sharing th e ir wealth of knowledge with the author. Laura Taylor fo r typing this document and fo r her friendship. Beth Hemingway, the author's mother., who, by her example, demonstrated that a ll things are possible i f one is w illin g to work. John, Stephan and Gretchen who suffered through mediocre meals, d irty clothes and preoccupation. Their love and support meant a great deal. iii TABLE OF CONTENTS Page LIST OF TABLES................................................................................................ v ii Chapter I. II. III. THE NATURE OF THE PROBLEM............................................................. 1 Statement o f Problem ................................................................ 2 Purpose of the S tu d y ................................................................ 5 Method of Procedure.................................................................... 5 D efinition of Terms.................................................................... 6 Delim itation o f Study................................................................. 7 Organization of Study................................................................. 7 REVIEW OF RELATED LITERATURE ..................................................... 8 An H istorical Overview ............................................................ 8 Available Literature and Resources .................................... 13 Handbooks/Manuals which Provided General Information fo r Head School Bus Drivers.................... 14 Handbooks fo r Head School Bus Drivers to Aid in the Selection and Training of Bus Drivers................ 16 Theoretical and Practical Issues in Developing the Curriculum ........................................................................ 18 Issues in Adult Education.................................................... 18 The Instructional Design .................................................... 22 The Function and Management of the Development Team................................................................ 25 METHODS OF PROCEDURE.................................................................... 29 Curriculum Development ............................................................ 29 iv Page ............................................ 30 Consult with Local Resource Persons................................ 30 Participate in Regional Meetings ............................ . . 31 Meet Ind ivid u ally with Instructional Agency Personnel................................................................................ 32 Conduct Second Planning Conference ................................ 33 Attend Regional Meetings with School Bus Supervisors............................................................................ 34 Gather and Access Extant Curriculum................................ 34 Consult with Curriculum Design S p e cialis t.................... 35 Meet Ind ivid u ally with Instructional Agency Representatives.................................................................... 35 Conduct Third Planning Conference.................................... 35 Conduct Fourth Planning Conference ................................ 36 Conduct F ifth Planning Conference.................................... 36 P ilo t C urriculum .................................................................... 37 Teach F irs t HSBD Course........................................................ 37 Teach Second HSBD Course........................... ...................... 40 Teach Third HSBD Course........................................................ 41 Teach Fourth HSBD Course.................................................... 43 Teach F ifth HSBD Course........................................................ 45 Teach Sixth HSBD Course........................................................ 47 Critique Curriculum................................................................ 50 Write and Edit Final Curriculum........................................ 50 Evaluation Test Item Development........................................ 51 Conduct Planning Conference Generation of Items Based Upon the Curriculum. . . . 51 Review of Items fo r Technical Quality and ItemObjective Congruence........................................................ 51 v Page Piloting of Items and Analysis o f Participant Responses........................... .................................................. 52 Formulation of Final Test Forms........................................ 52 IV. HEAD SCHOOL BUS DRIVER CURRICULUM............................................. 53 Technical Information................................................................ 56 Leadership Styles....................... 93 V. SUMMARY AND RECOMMENDATIONS. ..................................................... 112 Summary of the S tu d y ........................... 112 F in d in g s ........................................................................................ 113 Conclusions....................................................................... 114 Recommendations............................................................................ 115 Recommendations for Further Study........................................ 116 Discussion............................................................... 117 BIBLIOGRAPHY. ................................................................................................ 119 APPENDICES A. HEAD SCHOOL BUS DRIVER TRAINING PROGRAM SCHEDULE . . . . 123 B. COURSE EVALUATION STUDENT OPINION QUESTIONNAIRE FORMS. . 124 C. FINAL EXAMINATIONS ......................................................................... 127 D. TRANSPARENCY MASTERS FOR THE HEAD SCHOOL BUS DRIVER CURRICULUM ............................................................ . . . . . . 135 E. MATERIALS FOR DISTRIBUTION ......................................................... 158 F. HEAD SCHOOL BUS DRIVER REFERENCE MANUAL................................. 185 vi LIST OF TABLES Table 1. Page Surfaced Roads, Registered Motor Vehicles, and Pupils Transported, fo r Selected Years................................ 11 2. Final Exam Scores for the F irs t HSBD Course......................... 39 3. Final Exam Scores fo r the Second HSBD Course......................... 42 4. Final Exam Scores for the Third HSBD Course......................... 44 5. Final Exam Scores for the Fourth HSBD Course......................... 46 6. Final Exam Scores for the F ifth HSBD Course......................... 48 7. Final Exam Scores for the Sixth HSBD Course......................... 49 v ii Chapter I THE NATURE OF THE PROBLEM Pupil transportation, the moving o f students from home to school and back by bus, has become one o f the most extensive transportation systems in the United States. The number of children riding school buses has dramatically increased over the la s t 25 years. N ationally, in 1957, eleven m illio n children were transported on a regular basis in 171,000 school buses. In 1970, this number had risen to nineteen m illio n children in 240,000 buses. By 1980 the extent of this system had increased to 22.5 m illion in 330,000 vehicles.^ Along with th is increase in pupil transportation has also come an increase in pupil transportation accidents. In 1957, there were 31 school bus related f a t a lit ie s and 1,171 in ju rie s resulting from 5,953 reported accidents. 2 By 1970, f a ta litie s had risen to 140 and in ju ries to 5,400 from 42,000 reported accidents. 3 In 1980, 180 persons were re­ ported k ille d with 7,600 in ju rie s resulting from 55,000 reported ac­ cidents.^ ^"Growth of School Transportation in the United States," School Bus F le e t, December/January, 1982, p. 64. ^National Safety Council, Accident Facts (1968 ed.; Chicago: The Council, 1968), p. 91. N a tio n a l Safety Council, Accident Facts (1970 ed.; Chicago: The Council, 1970), p. 92. ^National Safety Council, Accident Facts (1980 ed.; Chicago: The Council, 1980), p. 92. 1 2 In Michigan, according to the figures compiled by the Department o f State Police, in the academic year 1970-71, there were 919 accidents resulting in 211 in ju rie s and 9 f a t a lit ie s . In th at year a f le e t of 10,028 vehicles traveled 83.77 m illion miles while transporting 793,585 5 students on a regular basis. By the school year 1979-80, the number of accidents had increased by 63.5% to 1,503 resulting in 298 in ju rie s (an increase o f 41%) while f a ta litie s had been cut by more than 50% with 4 C deaths recorded. This increase in accidents and in ju ries cannot be attributed solely to the increase in the size of the fle e t or the numbers o f pupils transported. In this same period (1979-80), the fle e t had increased to 11,001 (9.7%); and miles traveled had increased to 113.75 (35%) m illion m iles, while transporting 963.995 persons (21.5%) While i t is d if f ic u lt to interp ret school bus accident data due to variations between state operations, the lack of uniform reporting and by the lack of standard d e fin itio n o f terms, i t is manifest that as school bus usage has rapidly increased, so also have accidents and in ju rie s . Statement of Problem While the Postal Service, in te r -/in tr a -s ta te bus services as well ^Department of State Police, Michigan School Bus Accidents, School Year 1970-71 (East Lansing: The Department, 1971), pp. 8, 11. ^Department of State Police, Michigan School Bus Accidents, School Year 1979-80 (East Lansing: The Department, 1980), pp. 8, 18. 7Ib id . 3 as other transportation systems were administered c e n tra lly , pupil trans­ portation was anything but a monolithic system. In fa c t, i t was a system characterized by decentralization as the resp on sibility was vested in local school d is tric ts . Differences in state and local law, in school d is tr ic t policy, in the very nature o f the d is t r ic t , and in the com­ petence of supervisory personnel greatly affected the extent and qu ality of service provided. U ltim ately, safe and e ffic ie n t pupil transportation is the re­ spo nsib ility o f the local school board but is delegated to the head school bus d river. The roles and functions of local head school bus drivers are many and varied. the e n tire system. They must develop, implement and maintain They are responsible for re c ru itin g , screening and hiring bus drivers, on-the-road train in g o f new d riv ers, functioning within a budget, completing a myriad o f required forms and reports, dealing with the inevitable day-to-day problems, communicating with per­ sonnel, supervising the garage, advising in the purchase o f new buses, establishing routes, and coping with emergency situations. Therefore, the job description fo r head school bus drivers includes an impressive l i s t of s k ills and experience: personnel manager, educator, bookkeeper, o ffic e manager, purchasing agent, specialized vehicle operator, mechanic and public relations expert. The background and qu alification s of head school bus drivers varied. drivers. Often, they were chosen from the ranks of former school bus Others had supervisory backgrounds as former superintendents or principals who had been given this additional resp on sibility of supervising the bus system. Many were highly q u alified bus drivers while others had no behind-the-wheel trainin g or experience. Some had 4 degrees and experience in management and related areas while others had none. Given the m ultiple and varied resp o n sib ilities o f the head school bus d riv e r, one might expect to find that comprehensive trainin g courses were both required and available. This was not the case in Michigan, even though i t is known as the "Motor State" and has the seventh largest state population in the United States. For the one per­ son s p e c ific a lly charged with the overall responsibility o f this service system, there was not a single course availab le. This was in sharp con­ tra s t with the situation which existed fo r school bus drivers. For them there were comprehensive train in g courses required bylaw as well as other complimentary programs such as courses in f i r s t aid. Most head school bus drivers are dedicated, hard-working people. However, i t can be extremely fru s tra tin g and frightening to find oneself in the position of a beginning head school bus driver with the fu ll re­ spo nsib ility of the safe transportation o f students, but without the requisite preparation and train in g . Training programs fo r head school bus drivers deserved fa r more attention than they had received. Substantive, creative and comprehen­ sive educational resources and trainin g fo r beginning head school bus drivers were urgently needed and must be made available. In the State o f Michigan, there was no extant program fo r tra in ­ ing beginning head school bus drivers in the s k ills necessary fo r the daily exercise of the resp o n sib ilities o f that position. Given the c r itic a l nature of th e ir charge, that is , the safe transportation o f school children, and given that the State requires trainin g of a ll per­ sons involved in pupil transportation except those in supervisory 5 positions, the need for such a trainin g program was manifest. Purpose o f the Study The purpose o f this study was to develop a curriculum for begin­ ning head school bus drivers. This curriculum was to provide the head school bus driver with the necessary knowledge and s k ills to help achieve and maintain a safe, e ffic ie n t and economical pupil transportation sys­ tem. Method o f Procedure The following general plan was followed to develop and evaluate the curriculum. . Conduct planning conference . Consult with local resource persons . Participate in regional meetings . Meet ind ividu ally with instructional agency representatives . Conduct second planning conference . Attend regional meetings with school bus supervisors . Gather and assess extant curricula . Consult with curriculum design sp ecialist . Meet ind ividu ally with instructional agency representatives . Conduct th ird planning conference . Conduct fourth planning conference . Conduct f i f t h planning conference . P ilo t curriculum. . Teach six classes with analysis o f evaluation data and re­ visions to take place a fte r each class 6 . C ritique curriculum . Write and e d it fin a l curriculum A detailed description o f each item in the curriculum develop­ ment process w ill be given in Chapter I I I . D efinitio n of Terms Head School Bus Driver—the person responsible fo r safely and e ffic ie n tly developing, implementing and maintaining a pupil transpor­ tation system. position: supervisor. There are a variety o f t it le s used to id e n tify this head school bus d riv e r, transportation supervisor, and bus In some systems this resp onsibility f a lls to an assistant superintendent, assistant principal or business manager. Since many of the persons assigned these resp on sibilities do not have any id e n t if i­ cation with the pupil transportation program in th e ir t i t l e , the neutral phrase head school bus d river was chosen as a descriptive phrase for this position. This term w ill be used throughout th is document to id e n tify the individual who has the overall resp on sibility fo r the pupil transportation program. Instructional agency representatives— those agencies approved to o ffe r instruction to new school bus drivers in Michigan: Central Michigan U niversity, Eastern Michigan U niversity, Western Michigan Univer­ s ity , Macomb Intermediate School D is tr ic t, Oakland Schools and Washtenaw Intermediate School D is tr ic t. School bus— "school bus means every motor vehicle, except station wagons, with a manufacturers' rated seating capacity of 8 or more children owned by a public, private or governmental agency and operated for the transportation o f children to or from school, or p rivately owned 7 and operated fo r compensation fo r the transportation of children to or from school: Provided, That the term school bus shall not include buses operated by a municipally owned transportation system or by a common passenger c a rrie r c e rtific a te d by the public service com- >|8 mission." D elim itation of Study The study was delimited to the State o f Michigan and to begin­ ning head school bus d rivers. The developed curriculum was to be taught in a one-day session. Organization o f Study Chapter I I presents an historical review of pupil transporta­ tio n , a review o f the lite r a tu re and resources currently available for head school bus d rivers, a review of issues in adult education, a description o f the instructional design, as well as a description o f the model for the development team. Chapter I I I describes the methods of procedure used in the development of the Beginning School Bus Driver curriculum. In Chapter IV is presented the developed curriculum and Chapter V contains a summary, conclusions and recommendations. A Reference Manual developed as part of the Technical Information unit of the curriculum is found in Appendix F. ^Michigan, Michigan Vehicle Code, Sec. 257.57 (1980). Chapter I I REVIEW OF RELATED LITERATURE That which follows is more than introductory m aterial. I t is a prolegomenon, that which must be set forth before a beginning is made. As the substance o f th is dissertation was the development of a compre­ hensive curriculum fo r head school bus drivers of pupil transportation systems, this chapter deals with those questions and processes which must be understood and accepted before the curriculum can be set fo rth . This material is divided into three sections: An Historical Overview o f the Development o f Pupil Transportation Systems; Literature and Resources Currently Available; and, Theoretical and Practical Is ­ sues in Developing the Curriculum. An H istorical Overview During the la t t e r h a lf of the nineteenth century, two trends in American public education established the need for the transporta­ tion o f pupils a t public expense. F ir s t, the legislatures o f the various states came to re a lize that the continued development o f society demanded that a ll children receive some education. This rea lizatio n resulted in the enactment o f compulsory attendance laws. The laws having been passed, however, i t became clear that i t would not be practical to establish schools within walking distance of a ll children. The only alte rn a tiv e to placing schools close to students' homes was to transport the students from 8 9 th e ir homes to th e ir schools. Because individual fam ilies could not be expected to provide this transportation, the need fo r a transportation system a t public expense was established. A second trend, which came as a direct resu lt o f the Industrial Revolution, was the consolidation o f schools. As the population of rural areas declined, the population of urban areas increased dramat­ ic a lly due to immigration from domestic farms and from abroad. With the concurrent growth o f public education, urban schools were thought to o ffe r much greater opportunities for learning than were the tin y in s titu tio n s in the countryside. The consolidation o f rural and villa g e schools was an attempt to concentrate educational resources thus emulating the urban mode. As consolidation proceeded, the distance between the students' homes and schools increased. Laws authorizing and providing fo r pupil transportation at public expense were the logical response to the need fo r dealing with this problem o f distance. In 1869, Massachusetts inacted the f ir s t law authorizing the use o f public funds to carry children to and from school. The vehicles used for this task were, for the most p a rt, horsedrawn wagons and car­ riages. School d is tric ts contracted with farmers or liv e ry stables in th e ir region to provide the power units (horses) and the vehicles. The financial arrangement was usually based upon the number o f students transported. Thus, the f i r s t pupil transportation system was in place. Within seven years, Vermont followed Massachusetts' lead with Maine and New Hampshire close behind (1880 and 1885 resp ectively). By 1900, pupil transportation laws had been enacted in eighteen states. By 1919 pupil transportation at public expense was mandated by law in a ll o f the 48 states. 10 In the boom th at followed the Armistice of 1918, two new closely related social trends began to have a dramatic impact upon pupil trans­ portation systems. The f i r s t was the a v a ila b ility and acceptance of the automobile as part o f American society. In 1910 the appearance of a motor car in the average small town in America caused great excite­ ment but was considered an aberration. However, during the decade of 1910-1920, the automobile became an accepted part o f the transportation system throughout this nation. During this decade, the reg istratio n figures fo r vehicles increased from less than h a lf a m illio n to more than one m illio n . In the decade of the '20s, registrations jumped from 9,239,161 to 26,531,999 and in the next 20 years increased to 48,600,505. The second trend affectin g transportation in this period was the p ro life ra tio n of hard-surfaced roads. Where, un til the F irs t World War, i t may have been accepted th at some roads would be impassable during parts of the winter and spring, the investment o f considerable sums o f money by individual citizens in private automobiles created the demand for roads that could be used throughout the year. By d e fin itio n , transportation systems must be large scale social systems as they con­ nect and rela te various communities from the smallest to the la rg est, with one another. An individual farmer or rural community could not hope to finance the building and maintenance o f hard-surfaced roads. As a consequence, larger units of government, j L e . , counties, states and the Federal government gradually began to particip ate in the financing and maintenance of roads. Surfaced rural roads increased from less than 13% in 1921 to 69% in 1960. Increases in the number o f students transported and in the number o f registered motor vehicles closely p arallel this growth of 11 surfaced rural roads as is seen in Table 1. Table l 9 Surfaced Roads, Registered Motor Vehicles, and Pupils Transported, fo r Selected Years Year Miles of Surface Rural Roads Regi stered Motor Vehicles Pupils Transported at Public Expense 1921-1922 387,000 10,493,666 594,000 1929-1930 662,000 26,502,508 1,902,826 1939-1940 1,318,000 30,615,087 4,144,161 1949-1950 1,865,000 44,139,951 6,980,689 1959-1960 2,557,000 70,600,787 12,700,989 Since its inception, the pupil transportation system has been undergoing an evolution which has necessitated numerous changes in both policies and procedures. Local pupil transportation service was in ­ itia te d by local authorities who recognized th is need in th e ir own school d is tric ts . As in the early stages o f any system development, there were no precedents and few state standards or controls. Therefore, the administration of these systems varied considerably, even within the same state. As local administrators began to observe the programs o f th e ir neighbors and to learn from the experience o f others, they g E. Glenn Featherston and D. P. Culp, Pupil Transportation (New York: Harper & Row, 1965), p. 4. 12 improved th e ir own programs, which in turn, resulted in greater unifor­ mity of policies and procedures. The single most important reason fo r the establishment and en­ forcement o f standards on the state level was the resp onsibility which the state bore fo r the safety o f the pupils being transported. I t was o f in terest to note th a t two o f the e a rlie s t standards established for motorized pupil transportation vehicles were the use o f safety glass throughout the vehicle and the enforcement o f minimum ages fo r drivers. Another important factor for the establishment and enforcement of standards was the fa c t that the states, in whole or in p art, funded the systems. In addition to the demand for safety, standards designed to improve the effic ie n c y and economy o f the service were soon fo rth ­ coming. Many states established controls to elim inate overlapping of bus routes and mandated the most e ffic ie n t use of both driver and vehicle. Because o f the increased funding from the Federal government and the need for e ffic ie n c y , there is today a remarkable national uniformity in pupil transportation programs. Federal guidelines for school bus performance established the minimum requirements fo r a ll vehicles used in the transportation o f public school students. While there had been a great development in pupil transportation standards, driver tra in in g and the e ffic ie n t and economical use o f the system, there had not been equivalent progress in the development of training programs fo r head school bus drivers. The next section o f th is chapter w ill discuss those resources available fo r the train in g of head school bus drivers. 13 Available L iterature and Resources The lite r a tu re available fo r the i n i t i a l trainin g and continu­ ing education o f head school bus drivers was exceedingly lim ite d . This lack o f reference material was noted in a report by Judith de Beaumont o f the Highway Safety Research In s titu te a t the University o f Michigan. In "Pupil Transportation Safety: A Study o f Problems and Potential Solutions," w ritten in 1976, she wrote, "most supervisors are hard work­ ing, dedicated individuals. But profound frustrations and disappoint­ ments can be created i f they must attempt to f u l f i l l th e ir responsi­ b ilit ie s without the req uisite tra in in g . The lack of educational f a c ilit ie s fo r pupil transportation supervisors in Michigan may be a reflectio n o f the situ atio n in other states. I f this is the case, measures need to be taken to develop suitable programs to meet these needs on, a wide scale. Through an extensive search fo r materials through various lib ra rie s and the network o f pupil transportation professionals in the f ie ld , six handbooks and two personnel manuals were found. These f e ll into two categories: 1. Handbooks/manuals which provided general information for head school bus drivers 2. Handbooks fo r head school bus drivers to aid in the selec­ tion and trainin g o f bus drivers An Education Resources Information Center (ERIC) search provided no re­ sults at a l l . The inadequacies of what was available w ill be described Judith de Beaumont, "Pupil Transportation Safety: A Study of Problems and Potential Solutions," (Ann Arbor: Highway Safety Research In s titu te , 1976), p. 9. 14 at the end of th is section. Handbooks/Manuals Which Provided General Information for Head School Bus Drivers In the f i r s t category o f publications-handbooks/manuals which provided general information fo r head school bus drivers - in 1969 the Wisconsin Department of Public Instruction published a document e n title d , Transportation Handbook. * 1 This was a major e ffo rt to provide school adm inistrators, transportation supervisors, contractors and bus drivers with a convenient reference to assist them in dealing with some o f the problems which they faced. This 32 page handbook dealt in a general way with the roles and resp on sibilities of the supervisor and those of individual d rivers. Guidelines were provided for the establishment of rules o f behavior fo r students as well as procedures for the emergency evacuation o f school buses. The volume closed with a summary o f Wis­ consin State Law regarding pupil transportation systems. In 1975, the National Safety Council developed the handbook, School Transportation, A Guide for Supervisors. 12 This was designed to serve as a working guide for the head school bus d riv e r. I t described methods o f organizing and administering a school transportation safety program and suggested how various authorities might re a lize maximum benefits from the National Safety Council's School Transportation Safety Service. Guidelines were provided for establishing maximum safety in 11 Handbook. 12 Wisconsin Department of Public Instruction, Transportation (Madison: The Department, 1969). National Safety Council, School Transportation, A Guide for Supervisors. (Chicago: The Council, 197571 15 the routing o f buses. In addition, this handbook outlined the respon­ s ib ilit ie s of state and local administrators for guidance, leadership and support o f the to ta l pupil transportation safety program. In 1976, The Guidebook fo r School Bus Transportation Supervisors 13 was prepared by Keith Allen of Central Michigan University in conjunction with the American Automobile Association. This manual was designed to bring together information and materials which could aid the head school bus d river in meeting his/her re s p o n s ib ilitie s . guidebook was divided into four units: The Rider Safety; The School Bus D river; Fleet Management; and, Standards, Laws and P olicies. Unit One, Rider Safety, covered route design, bus stop and loading s ite guide­ lines and programs stressing safe ridership. Unit Two, The School Bus D river, contained information regarding driver recruitment, trainin g and supervision. Vehicle selection and maintenance were the topics covered in Unit Three, Fleet Management. Unit Four discussed Federal and state laws, regulations and policies re la tin g to the operation of pupil transportation systems. In the la te 1970s several groups of transportation supervisors in Michigan developed operational manuals^ fo r use in various regions o f the state. I t was recognized that i t was impossible for adminis­ trators and supervisors to commit to memory a ll o f the various policies 13 Keith A llen, Guidebook fo r School Bus Transportation Supervisors, (Falls Church: American Automobile Association, 1976). 14 / Floyd Smith, Preparing Transportation Reports (Pontiac: Oakland Schools, 1976), and Howard Dasnney, Region Twelve Pupil Transportation Operations Manual (Kalamazoo: Kalamazoo Valley In te rmediate School D is tr ic t, 1977). 16 and procedures required for safe and e ffic ie n t f le e t operations. These manuals provided documents for new administrators and supervisors which could be o f assistance in carrying out th e ir resp o n s ib ilitie s . F in a lly , in 1982, the Department o f Education of the State of Michigan developed and published a guidebook e n title d , Pupil Transportation Information. 15 This reference was developed to assist those persons in Michigan who were responsible fo r pupil transportation. Topics covered were school bus driver competencies, bus routing, ac­ cident reporting, p re -trip inspection, state a id , evacuation d r i l l s , and d iscip lin e on the school bus. Handbooks fo r Head School Bus Drivers to Aid in the Selection and Training of Bus Drivers Under the second category o f publications fo r supervisors - aids in the selection and trainin g of bus drivers - several documents dealing solely with the selection and trainin g of school bus drivers were a v a il­ able. The recommendations of the 1964 National Conference on School Transportation were published in the report, Selection, Instruction and Supervision of School Bus Drivers. 16 This report provided a framework of minimum standards and principles fo r the selection, instruction and, in some cases, the supervision o f school bus drivers. The report also outlined some basic qu alification s for school bus transportation super­ visors and gave lim ited suggestions on school bus accident reports. 15 Michigan Department of Education, Pupil Transportation Information, (Lansing: The Department, 1982). 1fi National Conference on School Transportation, Selection, Instru ctio n, and Supervision of School Bus Drivers. (Washington, D.C.: National Education Association, 1965). 17 The Selection and Training o f School Bus Drivers^ by McKnight, McClelland and Berry, a 1971 study under the sponsorship o f the National Highway T ra ffic Safety Administration, described procedures used in developing a set o f selection requirements and train in g objectives for school bus drivers. I t was hoped that these requirements and objectives would enable pupil transportation administrators to assure, within the resources available to them, th at newly employed drivers met the qu alifications required by law. In addition to the w ritten curricula available to the public, there was at least one workshop regularly offered for head school bus drivers. The Pennsylvania State University College of Education has offered a Pupil Transportation Supervisor Workshop for the past fiv e years. This four-day program was designed to increase the efficiency and effectiveness of pupil transportation systems. Topics covered in the 1981 course included stress management fo r pupil transportation supervisors, state reimbursement, computerized scheduling, accident an­ alysis and public relatio n s. In summary, while much o f these curricula were dated, the primary d if f ic u lty was that none of the existing resources was s u ffic ­ ie n tly broad in scope. I t was noted that the primary emphasis was upon the hiring and trainin g o f school bus drivers and, fu rth e r, that there was a corresponding lack in leadership tra in in g , general management s k ills , and fiscal management s k ills . The basic educational issue was that there was no comprehensive curriculum available fo r the continuing ■^A. James McKnight, Carolyn M. McClelland, and Mary E. Berry, The Selection and Training of School Bus D rivers, (Washington, D.C.: U.S. Department o f Transportation, 1971). 18 education o f head school bus drivers. Theoretical and Practical Issues in Developing the Curriculum The need fo r a train in g program fo r head school bus drivers had been demonstrated. In the development o f this curriculum three issues had to be considered: 1. Adult Education - as the targ et students were adults. 2. Instructional Design - to insure the e ffic ie n t use of re­ sources. 3. Team Organization - as various people with d iffe re n t back­ grounds, experience and resp o n sib ilities had to work together. Issues in Adult Education Until quite recently theories and practices o f education were developed with children in mind as the recipients. When adult edu­ cation programs began to be developed during the 1920s, teachers of adults began experiencing several problems with the theories and practices which had previously been developed. The assumption that the function of pedagogy was to transmit knowledge and s k ills did not work with adults. Teachers found adults resistant to fact-laden lectures, d r i l l s , rote memorization and examinations. For adults education is not the process o f transm itting what is already known; but rath er, a life lo n g process of continuing inquiry. During the 1960s, a great deal of knowledge about the process of adult learning was accumulated from such disciplines as developmental psychology, gerontology, sociology and anthropology and, in th is decade, a theory of adult learning also began to evolve. Adult educators, feeling the need fo r a label fo r this new f ie ld , coined the term 19 "andragogy." O rig in a lly , Malcolm Knowles defined andragogy as "the a rt and science o f helping adults learn ." 18 Knowles expanded th is defin­ itio n and la te r defined andragogy as "another model of assumptions about learners to be used alongside the pedagogical model of assumptions, thereby providing two a lte rn a tiv e models for testing out the assumptions as to th e ir " f it " with p artic u la r situ atio ns." 19 In tran slating th is theory into practice, there were two c r i t i ­ cal factors which had to be considered when developing a curriculum for adults. The f i r s t was the role of experience. Adults enter any under­ taking with a d iffe re n t background from that of children. Adults have lived longer and have accumulated a greater volume and variety o f ex­ perience. In addition, they have derived s e lf-id e n tity from th e ir ex­ perience. Adults, in many ways, are what they have done. These differences in experience between adults and children have at least three d ire c t consequences fo r learning. The f i r s t is that in most learning situations adults are themselves a rich resource fo r learning. Secondly, adults have a richer foundation o f experience with which they can re la te to new experiences. And, th ird , adults may be less open-minded as they have acquired a larger number of fixed patterns of thought and behavior. The second most c r itic a l factor to be considered is that of helping adults discover and become interested in meeting th e ir real 1 ft (Chicago: Malcolm S. Knowles, The Modern Practice o f Adult Education, F o lle tt Publishing Company, 1980), p. 43. 19Ib id . 20 needs. Knowles saw two kinds o f needs, which he derived from Maslow's hierarchy of needs, 20 which have meaning fo r the adult educator engaged in the process o f program development: basic needs and educational needs. The basic needs id e n tifie d by Knowles included: The physical needs: These needs are the most easily observed and are the most consciously experienced. The human body provides clear signals when its needs are not being met. The need o f growth: sal drive o f a l l . This is perhaps the most basic and univer­ There is evidence that the urge to grow continues throughout normal l i f e . Without some future toward which to grow, l i f e becomes less worthwhile. The need for security: Here "security" is understood to include both the need fo r psychological safety and physical safety. One must feel protected (secured) against threat to self-respect and self-image. The need for new experience: much routine. People can become bored with too Because o f this need fo r new experience, people are motivated to seek new friend s, new interests and new ideas. The need for affe c tio n : Everyone wants to be lik e d . This is the most social of a ll needs and causes people to seek out individuals with whom they can share in te res ts , experiences, joys and sorrows. The need for recognition: A ll human beings need to feel they have worth, that they are admired and respected. This desire motivates people to s triv e for position of value in th e ir social groups and 20 A. H. Maslow, Motivation and Personality. (New York: and Row, 1970). Harper 21 communities. Educators must take these needs into account when designing and teaching courses for adults. They must provide fo r the physical com­ fo r t o f th e ir students and be certain that the adult student w ill per­ ceive a measure of growth. Educators must provide an environment in which adults w ill feel secure while learning and must expose adult stu­ dents to new ideas and new ways o f doing things. F in a lly , educators of adults must provide an opportunity fo r the development of relationships between students and teachers and recognize that a ll people need a sense of being valued. Knowles defined an educational need as that which, "people ought to learn fo r th e ir own good, fo r the good o f the organization, or for the good o f society. I t is the gap between th e ir present level o f competencies and a higher level required fo r e ffe c tiv e performance as defined by themselves, th e ir organization or society." 21 An edu­ cational need, therefore, is the distance between an aspiration and a r e a lity . A crucial element fo r the adult educator is s k ill and sensi­ t iv i t y in helping students access th e ir educational needs. There are several sources for obtaining th is information: 1. From the individuals themselves: Most individuals are aware o f some of th e ir needs which can be id e n tifie d through interviews, group discussion or w ritten questionnaires. 21 (Chicago: Malcolm S. Knowles, The Modern Practice of Adult Education, F o lle tt Publishing Company, 1980), p. 887 22 2. From people in helping roles: Through interviews or d irect questionnaires, useful information regarding the needs o f individuals can often be obtained from people to whom they bring th e ir problems, such as social workers, clergy, v is itin g nurses and physicians. 3. From the mass media: Clues regarding changing trends in the patterns o f individual needs can often be id e n tifie d from an analysis of the themes being given prominence in the mass media. 4. From professional lite ra tu re : Professional journals, trade books and textbooks in the fie ld s of adult education, psychology, sociology, anthropology, re lig io n , economics and social work carry a r t i ­ cles which y ie ld insights into the needs o f adults fo r continuing s e lf­ development. The Instructional Design Because resources are scarce, i t is important to develop a cur­ riculum which uses the theory and practice o f instructional design. The instructional design model adopted in the development o f this project is that proposed by Robert M. Gagne and Leslie J. Briggs in th e ir book, 99 Principles of Instructional Design.*' The instructional design process consisted o f a series o f steps which began with a specification o f edu­ cational needs and ended with the in s ta lla tio n of a curriculum. steps in the process are lis te d below. The However, i t should be realized that the process is ite r a tiv e , that is , there is continuous teaching and improvement of the instructional product. 22 Robert M. Gagne and Leslie J. Briggs, Principles o f Instructional Design, (New York: H o lt, Rinehart and Winston,~Tnc. , T974J: 23 Steps in the Gagne/Briggs instructional system development model: "Analysis and id e n tific a tio n of needs... D efinition o f goals and o b je c tiv e s ... Design o f system components... Analysis of resources required, resources available and con­ s tra in ts .. . Selection or development o f instructional m a te ria ls ... Design o f student assessment procedures... Field te s tin g ... Adjustments, revisions and further evaluation s... Operational in s t a lla tio n ..." 23 Analysis and id e n tific a tio n o f needs: The design o f an in ­ structional system results from some perceived need. There may be the need to conduct an existing course more e ffe c tiv e ly , a need for updat­ ing content or methodology or the need to develop a new course. However, the needs must be c le a rly id e n tifie d because from these are derived the goals and objectives. D efinition of goals and objectives: I t is important to describe goals and objectives fo r the instructional system. These serve as im­ portant guidelines in the development of the instruction and provide the c r ite r ia fo r assessing the efficiency of the product. Design of the system components: Decisions must be made concern­ ing the types o f instructional components to be used. reached regarding: 2 3 I b i d . , p. 213. Decisions must be 24 The nature o f materials fo r study The method of studying the materials The types o f a c tiv itie s the learner is to experience The role o f the teacher Assessment o f student performance Analysis o f resources required, resources available and con­ s tra in ts : Each o f the components lis te d in the step above is reviewed in terms of a v a ila b ility o f resources and possible constraints. Selection or development o f instructional m aterials: The selection of appropriate materials is a c r itic a l step in the design of a to ta l instructional system. I f the curriculum to be designed is an e n tire ly new one, most o f the instructional materials w ill most lik e ly have to be developed rather than purchased. However, i f a course is being modified in content or methodology, existing materials may be availab le. Design o f student assessment procedures: Assessment procedures or measures o f student performance have many functions. They aid the teacher in discovering when the student has mastered an objective. They help a teacher detect objectives which students f a il to achieve, thus signifying a need fo r revision o f the course content or the methodology. And, f in a lly , they may be used to evaluate the course as a whole. Field testing : Field tests o f the new system should be held in the environment fo r which the system is intended. The purpose of this fie ld testing is to observe students at work, record questions and con­ cerns they may have and analyze te s t results in order to improve the system. 25 Adjustments, revisions and further evaluations: The size of the budget, time schedule and results from e a rlie r fie ld testing deter­ mine the number o f revisions which can be made. However, th is system­ a tic series o f evaluations and revisions is a major factor in d is tin ­ guishing the system's design approach from conventional methods used in planning a course in which feedback data are rarely collected and more rarely used. Operational in s ta lla tio n : A fter a number o f fie ld tests have been conducted and fin a l adjustments and revisions have been made, the new system is in s ta lle d fo r widespread adoption and regular use. The Function and Management o f the Development Team When a curriculum is the product o f several persons who work as a team, the effic ie n c y o f the teamwork and the q u ality o f the fin a l product does not come about by chance. They are the re s u lt of applying established principles o f team organization. The principles were sum­ marized by Uri Merry and Melvin Allerhand in th e ir work Developing Teams and Organizations. 24 Merry and Allerhand lis te d six interventions or basic functions which can be most helpful in the c la rific a tio n and subsequent d e fin itio n o f team re s p o n s ib ilitie s . These six interventions were: "Determining the team's r e s p o n s ib ilitie s ... Dividing res p o n sib ilities in a team ... C larifyin g resp on sibility and authority in a team ... Defining and improving managers' jo b s ... 24 Uri Merry and Melvin E. Allerhand, Developing Teams and Organizations. (Reading: Addison-Welsey, 197771 26 Establishing o b je c tiv e s ... Planning how to a ttain an o b je c tiv e ..." 25 Determining the team's resp o n sib ilities - There poses to this step: were three pur­ Deciding on the areas of team resp o n sib ility; be­ ginning to think in terms o f current trends and changes; and in itia tin g new projects and actions. Merry and Allerhand id e n tifie d this as a c r itic a l step fo r a ll newly formed groups who have control over what they do. Dividing res p o n s ib ilities in a team - The second intervention had four purposes: sure To divide resp on sibility among team members; to en­ th at someone was responsible fo r each function; to ease theload of the person in overall charge; and to increase commitment of team members by deepening and strengthening involvement. This step was only suitable fo r groups which had some division of responsibility among members and which met on a regular basis. Teams are often in e ffe c tiv e because the resp o n sib ilities o f th e ir constituent members were not clearly defined. Simply stated, the careful application of this in te r­ vention w ill s ig n ific a n tly aid in the c la rific a tio n of the division of labor. C larifyin g resp o n sib ility and authority in a team - This in te r­ vention was intended fo r a team with a more complex division o f author­ it y and responsibility among it s members. I f the above functions have been applied properly, areas o f resp on sibility in the f i r s t instance w ill have been defined and team members w ill have been assigned specific re s p o n s ib ilitie s . However, a fte r working together for a period of time, 25I b id ., p. 280. 27 a complex team may recognize the need to c la r ify misconceptions, resolve differences in opinion, and negotiate the resolution of differences. Defining and improving managers' jobs - This process should be used i f the structure includes a manager or group o f managers who exercise management authority beyond the scope of the team as well as within i t . This process was not intended to improve the internal team function or coordination between managers. I t was intended to assist in sorting out the con flictin g lo y a ltie s and demands upon an individual manager or team o f managers. Establishing objectives - This function was intended to assist team members in becoming aware o f the value and subsequent importance of establishing clear and precise objectives within th e ir specific sphere of resp o n sib ility. This intervention must include assistance in the process o f defining objectives fo r the overall project as well as within areas o f individual resp o n sib ility. D efinitio n of objectives and s triv in g to a ttain them w ill help channel the team members' e ffo rts in the appropriate directio n . Planning how to a tta in an objective - The la s t intervention in ­ volved learning how to plan a series of a c tiv itie s and events in order to a tta in a desired objective on time. This process involved the exam­ ination of the practical steps which need to be taken, in what order and by what date in order to reach the desired objective. I t may be said that the passage of the 1869 law in Massachusetts which required the transportation of pupils from th e ir homes to th e ir schools marked the beginning of the development o f pupil transportation systems in America. Given the scope o f th is re s p o n s ib ility, the lim ited resources available to those upon whom th is resp on sibility f a lls , and 28 the sig n ific a n t advances in education and the social sciences o f the la s t quarter century, i t is important that the shortcomings o f the extant curricula fo r beginning head school bus drivers be redressed. Chapter I I I METHODS OF PROCEDURE This chapter describes the methods used to develop and evaluate the Head School Bus Driver Curriculum and evaluation test items. Curriculum Development The following general plan was followed to develop and evaluate the curriculum. . Conduct planning conference . Consult with local resource persons . Participate in regional meetings . Meet individually with instructional agency representatives . Conduct second planning conference . Attend regional meetings with school bus supervisors . Gather and assess extant curriculums . Consult with curriculum design specialist . Meet individually with instructional agency representatives . Conduct th ird planning conference . Conduct fourth planning conference . Conduct f if t h planning conference . P ilo t curriculum . Teach six classes with analyses of evaluation data and re­ visions to take place a fte r each class . Critique curriculum. . Write and e d it fin a l curriculum 29 30 Conduct Planning Conference On October 9, 1981, a planning conference for the Head School Bus Driver Curriculum was held. Representatives from the agencies presently offering instruction to new school bus drivers were present. These in­ cluded personnel from Central Michigan University, Eastern/Western Michigan University, Kalamazoo Valley Intermediate School D is tric t, Macomb Intermediate School D is tric t, Oakland Schools and Washtenaw Intermediate School D is tric t. Dr. Lawrence Alexander, a curriculum de­ sign specialist from Michigan State University was also present. During the planning conference, the following topics were sug­ gested for possible inclusion in the Head School Bus Driver Curriculum: . Job description for the head school bus driver . Required reports and forms . Routing . Resources for assistance . Laws . School bus bids . Inspections The conference participants suggested that school bus supervisors be contacted individually and through monthly Michigan Association for Pupil Transportation meetings for additional topic suggestions. The group decided that the Head School Bus Driver course should be a one-day program and should be developed for inexperienced head school bus d r i­ vers; those in that position for less than one year. Consult with Local Resource Persons To gather additional ideas on course content and course struc­ ture, meetings were held with several local resource persons including 31 Dr. Lawrence Alexander; Dr. P h ilip O'Leary, Mr. Duane Smith and Mr. Lawrence Louderback, transportation consultants with the Michigan De­ partment of Education; and Mr. Frederick Vanosdall of the Michigan State University Highway T ra ffic Safety Programs. Mr. Vanosdall was respon­ sible for developing a course fo r mid-management school personnel, in ­ cluding transportation supervisors. Obtaining his input was important so the two courses could be developed to complement each other. Previously received course content suggestions were reviewed with these specialists. As a result of the consultations, the follow­ ing new topics were added to the l i s t fo r possible inclusion in the curriculum: . Safety specifications . School bus inventory . State aid for transportation . Evacuation d r ills . Stress management Participate in Regional Meetings Several regional school bus supervisor meetings were attended to gather input on possible course content. Approximately 40 Michigan school bus supervisors were in attendance at these meetings. Each par­ ticip an t was asked to l i s t on a sheet of paper the two most c ritic a l topics that should be covered in a beginning course for head school bus drivers. These were tabulated and lis te d in rank order. frequently suggested topics in decending order were: . Supervisor/Driver relationship . Routing . Reports/Forms The ten most 32 . Public relations . Laws . In-service driver training programs . Management style . Leadership s k ills . Discipline procedures . Garage operation Meet Individually with Instructional Agency Representatives Meetings were held with several of the school bus driver in ­ structional agency representatives to review the course content sug­ gestions which had thus fa r been received. As a result of these meet­ ings, the following curriculum format was developed for presentation at the second planning conference. Part I Technical S kills Rules, regulations, reports' Finances Vehicle operations and maintenance specifications Hiring practices Part I I Develop awareness of leadership style Administer the Styles of Leadership Survey Show film to explain survey Group discussion o f survey Practice leadership situations Feedback Summary Evaluation 33 Conduct Second Planning Conference The second planning conference with representatives of the school bus driver instructional agencies, the Michigan Department of Education, the s ta ff of MSU Highway T ra ffic Safety Programs and Dr. Lawrence Alex­ ander was held on January 29, 1982. An overview of the step-by-step process completed to date was given, and the basic assumptions thus far established fo r the course were reviewed and confirmed. These assump­ tions were: . The course w ill be for new head school bus drivers. . The course w ill cover basic technical s k ills needed by the beginning head school bus driver. . The course w ill address leadership styles. . The Beginning Head School Bus Driver Course w ill be a one-day course. . Students fo r the six training courses w ill be persons who hold school bus supervisory positions. The two-part curriculum format, Technical S k ills and Leadership Styles, was discussed and modified. I t was decided that the Technical S kills section should be in the form o f a manual which the students could take back to the job and use as a reference document. Suggestions were made on ways to best organize the manual. The Leadership section was to address the issue of leadership styles awareness: what types o f things do they do best, how do they see themselves as leaders, and how do they score on the survey of leadership styles. Tentative dates for the six training programs were discussed. I t was hoped that the f ir s t and second training programs could be held in la te February with the remaining four completed by the middle of June. 34 Assignments for researching and developing each of the sections were discussed. Each of the instructional agency representatives agreed to develop one or more o f the sections o f the course. A tentative timetable fo r the development and review of these sections was agreed upon. Attend Regional Meetings with School Bus Supervisors The proposed curriculum, in outline form, was presented to super­ visors a t three regional meetings o f the Michigan Association for Pupil Transportation held in Grand Rapids, Ann Arbor and Pontiac. These supervisors had an opportunity to review the proposed curriculum and make furth er suggestions. The overwhelming reaction from a ll three groups was quite posi­ tiv e . They f e l t that such a course was greatly needed and that the basic two-part format was appropriate. They did fe e l, however, that the course should not be exclusively fo r beginning head school bus d r i­ vers, but should be open to a ll head school bus drivers. Several days a fte r these meetings, questionnaires were sent to each of the supervisors. These questionnaires outlined the suggestions which had been made by the three groups of supervisors and asked fo r additional thoughts and comments. Gather and Assess Extant Curriculums School bus supervisors, school bus driver instructional agency personnel and the school bus consultants o f the Michigan Department of Education were asked to send any curriculum resources they had which could help in the overall development of the curriculum. pamphlets, manuals and other documents were received. Various books, 35 All curriculum resources received were reviewed and evaluated to determine th e ir usefulness to the project. The relevant material was then divided into the various content topics and sent to the instruc­ tional agency representative involved in the development of that par­ tic u la r section o f the curriculum. Consult with Curriculum Design Specialist Throughout the development o f the curriculum, Dr. Lawrence Alexander was used as a consultant. He assisted 1n the development, de­ sign and modification o f the curriculum as well as in the planning and evaluation of the p ilo t and training courses. Meet Individually with Instructional Agency Representatives Individual meetings were held with the school bus driver in ­ structional agency representatives to assist them in the development of the sections of the curriculum they had agreed to w rite . Their outlines were reviewed, modified and expanded. Conduct Third Planning Conference The third planning conference was held on March 12, 1982. Present were representatives from the school bus driver instructional agencies, Michigan Department o f Education, MSU Highway T ra ffic Safety Programs and Dr. Lawrence Alexander. Following a review of the develop­ mental process to date, the instructional agency representatives pre­ sented th e ir expanded section outlines. further expansion and refinement. Suggestions were made for The overall organization of the manual and the teaching strategy to be used were also discussed. The leadership section was modified to include the topic of decision making. In this section, decision making was to be defined and 36 important factors in the decision making process were to be id e n tifie d . Based on suggested changes in the curriculum content reviewed during the th ird planning conference, revisions of individual curricu­ lum sections were made by the instructional agency personnel. Conduct Fourth Planning Conference Representatives of the school bus driver instructional agencies presented th e ir revised content sections o f the curriculum at the fourth planning conference held on April 7, 1982. Various changes in curricu­ lum content were suggested. There was considerable discussion on how the reference manual should be taught. I t was decided that the information contained in the manual was much too extensive to be taught in a one-day course. Rather, the students should be given a b rie f overview o f what was contained in each section o f the manual. A fter this overview, the students would be given a series of problems. Working in small groups, the students would use the manual to find possible solutions to the problems. Suggested changes in content and instructional strategy were to be made in each section by the instructional agency representatives be­ fore the p ilo t presentation. Conduct F ifth Planning Conference The fin a l planning conference before the p ilo t of the curricu­ lum was held on May 3, 1982. During this session the school bus driver instructional agency personnel reviewed revisions and modifications they had made since the la s t meeting. Considerable discussion was given to the addition o f a general introduction to the course. I t was decided that there should be an 37 introduction and i t should include a lis tin g and discussion o f the various roles of the head school bus driver and a general overview of the course. P ilo t Curriculum The Head School Bus Driver Curriculum was piloted on May 10, 1982. The school bus driver instructional agency representatives taught the sections o f the curriculum which they had developed. Representatives from the instructional agencies, Michigan Department o f Education, MSU Highway T ra ffic Safety Programs and Dr. Lawrence Alexander served as the class. A fter each section was presented there was a critiqu e of the content and instructional strategy used. I t was hoped that the p ilo t would be completed in one day. However, the time needed for presentation and c ritiq u e was such that only h alf of the curriculum was covered on May 10. May 18 was then chosen as the p ilo t completion date. The same format was used on the 18th. Revisions in curriculum content and instructional strategy were made by the instructional agency personnel based upon suggestions re­ ceived during the p ilo t. Teach F irs t HSBD Course The f i r s t Head School Bus Driver course was held in Kalamazoo on June 2 , 1982. the course. Seventeen transportation supervisors participated in A ll school bus driver instructional agency representatives were present to teach the sections of the curriculum which they had de­ veloped. The curriculum consisted of two major units dealing with 38 technical information and leadership styles. The technical information was presented in the morning, and was divided into four topics: super­ visory to o ls, personnel management, fis c a l management and operations. F ifty minutes were a llo tte d for the presentation o f each of the four topics. Time allocated for the afternoon leadership unit was three hours. The major topics covered were leadership styles and decision making (See Appendix A). Course student opinion questionnaires were administered fo r both units following completion o f the units (See Appendix B) and a fin a l examination covering material presented in Unit I I was administered at the end of the course. No te st items were w ritten for Unit I , Technical Information as the purpose o f this unit was merely to fa m ilia rize the students with the contents and structure of the Reference Manual. The major d if f ic u lt y o f the f ir s t HSBD course as was apparent during the instruction and from the evaluation questionnaires was a lack of s u ffic ie n t time. A ll topics in the technical unit needed more time fo r the material to be presented as planned. Only two of the stu­ dents f e l t there was adequate time fo r questions. Six students sug­ gested a two-day seminar in order to adequately cover the amount of information contained in the curriculum. A ll students f e l t the information contained in the manual was important and useful. Two students f e l t the manual was too complicated and detailed fo r the beginning head school bus d river. A ll but one student f e l t that they now understood more about leadership styles and decision making. Table 2 presents the fin a l exam results fo r the f i r s t HSBD course. This table indicates that seventeen students completed the exam. 39 Table 2 Final Exam Scores fo r the F irs t HSBD Course Unit and Objective Standard Deviation Number of Questions Mean Range Obj. 1 3 2.4 2 .42 Obj. 2 0 Obj. 3 5 2.8 2 .67 Obj. 4 0 Obj. 5 1 .9 1 .11 Obj. 6 2 1.6 1 .23 Obj. 7 6 3.6 3 .88 17 11.2* Unit I No Obj. Unit I I TOTAL N o f students = 17 9** 2.31 *Percent mastery .66 **H i gh score Low score 15 6 40 The scores ranged from a high of 15 to a low of 6 fo r a range o f 9. The mean was 11.2 which represents an average mastery of 66 percent. The standard deviation was 2.31. Teach Second HSBD Course The second Head School Bus Driver course was held in Grand Rapids on June 17, 1982. pated in the course. Eighteen transportation supervisors p a r tic i­ Five of the six school bus driver instructional agency representatives were present to teach th e ir sections o f the cur­ riculum. The second HSBD course contained the same two units and the time allocation remained the same as in the f i r s t course (See Appendix A). Several additions and deletions were made in the Fiscal Management and Operations sections of the manual. The order of presentation in the afternoon was somewhat d iffe re n t due to various schedule conflicts of the instructors. Course student opinion questionnaires (See Appendix B) were ad­ ministered a fte r each unit and a fin a l exam covering information pre­ sented in Unit I I was administered at the end of the course. The student opinion questionnaires indicated that the students were very s a tis fie d with the course. A ll students f e l t the course was appropriate fo r the beginning head school bus driver and that the Refer­ ence Manual was most h e lp fu l. A ll students indicated that they had gained knowledge in the area of leadership styles and only one student did not understand the decision making process. While time allocation was s t i l l a concern, students in the second HSBD course did not mention the issue as often as did the pre­ vious class. Three students suggested a two-day format; however, the 41 m ajority indicated that the time allocation was adequate. Presented in Table 3 are the fin a l exam te s t results fo r the second HSBD course. exam. This table indicated that 13 students completed the The range of scores was 6 with a high of 14 and a low of 8. The mean was 11.2 which represents an average mastery of 66 percent. The standard deviation was 1.57. Teach Third HSBD Course The th ird Head School Bus Driver course was held in Mt. Clemens on June 28, 1982. Nine transportation supervisors attended the course. The curriculum was taught by the school bus driver instructional agency representatives. The basic curriculum and time allocation remained the same as the f i r s t two HSBD courses (See Appendix A). in the manual were consolidated. Several duplicate items The Personnel Management section was shortened as there had been in s u ffic ie n t time to cover the material in the f i r s t two HSBD courses. Some of the examples and exercises used in the Leadership unit were changed to better accommodate the smaller size class. Several o f these changes were found to be very successful and were incorporated in future classes. A student opinion questionnaire (See Appendix B) was adminis­ tered a fte r each u n it, and a fin a l examination covering information presented in Unit I I was administered at the end of the course. The student opinion questionnaires indicated the students f e lt the course was appropriate fo r beginning head school bus drivers. They believed the manual was quite useful and with further study they f e l t they could find the information i t contained. With the exception of the Personnel Management to p ic , they f e l t the time allocated for the various 42 Table 3 Final Exam Scores fo r the Second HSBD Course Unit and Objective Number of Questions Mean Range Standard Deviation Obj. 1 3 2.6 1 .23 Obj. 2 0 Obj. 3 5 2.3 1 .32 Obj. 4 0 Obj. 5 1 .9 1 .11 Obj. 6 2 1.7 1 .24 Obj. 7 6 3.5 2 .67 17 11.2* Unit I No Obj. Unit I I TOTAL N o f students = 13 6 ** 1.57 *Percent mastery .66 **High score Low score 14 8 43 topics was adequate. Eight students completed the fin a l exam. Scores on the exam ranged from a high of 16 to a low o f 7 fo r a range of 9. was 12.9. The mean score This represents an average mastery o f 67 percent. dard deviation was 2.35. The stan­ These data are presented in Table 4. Teach Fourth HSBD Course The fourth Head School Bus Driver course was held on June 29, 1982, in Lansing. There were 21 participants with the instruction pro­ vided by fiv e representatives of the school bus driver instructional agencies. Since the th ird and fourth courses were held on successive days, there was no time fo r changes or modifications of the curriculum. The course again consisted of two units requiring approximately seven hours to teach (See Appendix A). Course student opinion questionnaires (See Appendix B) were administered a fte r each u n it, and a fin a l exam covering information in Unit I I was administered at the endof the course. The student opinion questionnaires indicated that a ll students f e l t the course was most appropriate fo r the beginning head school bus d riv e r. They a ll f e l t th at the Reference Manual was useful and with the exception of one student f e l t they could fin d the information which i t contained. The m ajority of the participants indicated that there was too l i t t l e time to adequately cover the material presented. tic u la rly true for Unit I . This was par­ Several suggested a two-day format. Several participants indicated that the manual could have helped them when they were a beginning supervisor, and others urged the pub­ lic a tio n of this reference as soon as possible. 44 Table 4 Final Exam Scores fo r the Third HSBD Course Number of Questions Mean Range Obj. 1 3 2.4 1 .33 Obj. 2 1 .5 1 .17 Obj. 3 5 2.3 2 .48 Obj. 4 0 Obj. 5 1 .9 1 .14 Obj. 6 2 1.8 1 .23 Obj. 7 6 4.3 2 .76 Obj. 8 1 .8 1 .12 Unit and Objective Standard Deviation Unit I No. Obj. Unit I I TOTAL N o f students = 8 19 12.9* 9 ** 2.35 *Percent mastery .67 **High score Low score 16 7 45 Table 5 presents the results o f the fin a l exam. indicates that 20 students completed the exam. a high of 16 to a low of 8 fo r a range o f 8. sents an average mastery of 61 percent. This table Exam scores ranged from The mean o f 12.1 repre­ The standard deviation was 1.63. Teach F ifth HSBD Course Twenty-one transportation supervisors participated in the f if t h Head School Bus Driver course held in Pontiac on July 6, 1982. Four school bus driver instructional agency representatives taught the course. The same basic two-unit format was used requiring approximately seven hours to teach (See Appendix A). For the f if t h course, revisions were made in the Fiscal Management topic. Some material was deleted from this section while other material was moved to other sections. The Operations topic was not taught by the instructional agency repre­ sentative who had developed i t . This was an opportunity to see how well i t could be presented by another instru cto r. well received. s lig h tly . The presentation was The order of presentation in Unit I I was shifted These changes were to be evaluated at the end of the six courses before a fin a l format was selected. The student opinion questionnaires, administered at the end of the course, indicated that a ll students f e l t the course was an appro­ p riate one for beginning head school bus drivers, the manual was useful and easy to use and that they had a better understanding of leadership styles and the decision making process. Time allocation continued to be a concern. Many students re­ quested more time fo r each u n it, especially on the Operations topic. 46 Table 5 Final Exam Scores for the Fourth HSBD Course Unit and Objective Number of Questions Mean Range Standard Deviation Obj. 1 3 1.8 1 .20 Obj. 2 1 0.3 1 .13 Obj. 3 5 2.4 1 .31 Obj. 4 0 Obj. 5 1 1.0 1 .11 Obj. 6 2 1.6 1 .18 Obj. 7 6 4.5 2 .75 Obj. 8 1 .7 1 .13 Unit I No Obj. Unit I I TOTALS N o f students = 20 19 12.1* 8 ** 1.63 *Percent mastery .61 **H i gh score Low score 16 8 47 Presented in Table 6 are the results of the fin a l exam fo r the f i f t h HSBD course. exam. This table indicates that 15 students completed the The range of scores was 6 with a high of 17 and a low of 11. The mean was 14.1. This represents an average mastery o f 74 percent. The standard deviation was 1.27. Teach Sixth HSBD Course The fin a l Head School Bus Driver course was held in Ithaca on July 12, 1982. Twenty-two transportation supervisors participated. The course was presented by fiv e instructional agency representatives. The course again consisted of two units requiring approximately seven hours to teach (See Appendix A). The curriculum content and time a l­ location remained basically the same as in the preceding course. A student opinion questionnaire (See Appendix B) was adminis­ tered a fte r each u n it, and a fin a l exam covering Unit I I was adminis­ tered at the end of the course. The student opinion questionnaires, which were administered, indicated that the m ajority of students f e l t the time allocation was adequate. A ll participants f e l t the course was appropriate for the beginning head school bus d river. Several students stated that the need fo r such a reference manual was great and urged a speedy completion of the project. Seventeen students completed the fin a l exam. Their scores ranged from a high of 19 to a low of 12 fo r a range of 7. 16.8 represents an average mastery of 84 percent. ation was 1.01. The mean of The standard devi­ These data are presented in Table 7. 48 Table 6 Final Exam Scores fo r the F ifth HSBD Course Unit and Objective Number of Questions Mean Range 2.6 1 Standard Deviation Unit I No Obj. Unit I I Obj. 1 • 3 Obj. 2 1 1 0 Obj. 3 5 2.7 1 Obj. 4 0 Obj. 5 1 1 0 Obj. 6 2 1.7 1 .12 Obj. 7 6 4.4 2 .61 Obj. 8 1 .9 1 .15 TOTALS N o f students = 15 19 .13 0 .32 - 14.1* 0 6 ** 1.27 *Percent mastery .74 **High score Low score 17 11 49 Table 7 Final Exam Scores fo r the Sixth HSBD Course Number of Questions Mean Range Obj. 1 3 2.6 1 Obj. 2 1 1 0 Obj. 3 5 3.5 1 .24 Obj. 4 0 Obj. 5 1 .9 1 .05 Obj. 6 2 1.9 1 .07 Obj. 7 6 5,1 2 .42 Obj. 8 2 1.8 1 .17 Unit and Objective Standard Deviation Unit I No Obj. Unit I I TOTALS 20 N o f students = 17 .13 0 - 16.8* 7 ** 1.01 *Percent mastery .84 **High score Low score 19 12 50 Critique Curriculum A fin a l evaluation session was held at the completion of the six trainin g courses. A ll but one o f the instructional agency repre­ sentatives were present. Each section of the curriculum was reviewed and changes in content and instructional strategy were made. The t i t l e o f the f i r s t section of Unit I was changed from Technical Information to Supervisory Tools. The three sub-sections in Personnel Management were expanded to four with the addition of a sub-section e n title d Employee Records. The six audit forms found in the Fiscal Management section were updated with the most current forms available. A large number o f materials were shifted from the Oper­ ations section to Personnel Management. The order o f presentation in the Leadership Styles unit was changed. A fter the experience of the six trainin g courses i t was f e l t that this fin a l order was the most successful. Write and Edit Final Curriculum To assure s im ila rity in format and s tyle , the author developed the fin a l version o f the instructional units and Reference Manual. Each of the six training programs was taped and extensive notes were taken during each presentation. Information gathered from these tapes and notes, and from the fin a l evaluation session was used to w rite the fin al version o f the curriculum and Reference Manual. A fter the fin a l drafts of the curriculum and Reference Manual were developed, they were submitted for review and fin a l approval to the respective instructional agency representative who in i t i a l l y de­ veloped the m aterial. to the fin a l products. Suggested changes were made and incorporated in ­ 51 Evaluation Test Item Development A knowledge te s t was developed independent o f th is research. This te st was used as a part o f the study. The evaluation phase o f the Head School Bus Driver program pro­ gressed through a series o f developmental and try -o u t stages culminating in two fin a l te s t forms. These stages were the: . Generation o f items based upon the curriculum . Review o f items fo r technical q u ality and item -objective congruence . P ilo tin g o f items and analysis o f particip ant responses . Formulation of fin a l te s t forms Generation of Items Based Upon the Curriculum The test items fo r the Head School Bus Driver Curriculum were developed through a process o f item generation, review and analysis. In the i n i t i a l item generation phase o f the process, course m aterials, lecture notes, printed information and tra in in g a c tiv itie s were care­ fu lly examined. From these sources items were w ritten to measure par­ tic ip a n ts ' knowledge and understanding o f the performance objectives w ritten for the Leadership Styles unit o f the curriculum. No te s t items were w ritten fo r the Technical Information unit as the purpose o f this unit was merely to fa m ilia riz e the students with the contents and or­ ganizational structure o f the Reference Manual. Review o f Items fo r Technical Quality and Item-Objective Congruence When a s u ffic ie n t number of te s t items had been generated, the items were subjected to review. The course instructors were given the items to analyze for accuracy and content coverage; and a measurement 52 s p e c ia lis t checked the items fo r c la r ity and technical q u a lity . On the basis o f these reviews some items were rew ritten and others rejected. P ilo tin g o f Items and Analysis o f Participant Responses A ll items that were judged to meet qu ality and congruence stan­ dards were combined to form te s t Form A. This form was administered to the f i r s t two Head School Bus Driver courses and subjected to item analysis provided by the Computer Lab/Scoring Office at Michigan State University. Two additional items were added to test Form A fo r the next three courses to r e fle c t additions to the curriculum. I t was determined that an alternate form of Form A should be created to allow fo r m ultiple testing and comparisons. then created following the process described above. to be content parallel and equivalent to Form A. Test Form B was Form B was designed Test Form B was ad­ ministered to the fin a l HSBD course and was also subjected to item analysis. Formulation of Final Test Forms Following the fin a l revision of the curriculum, the te s t forms were again analyzed to determine which items were s t i l l appropriate. Those items testing information dropped from the fin a l curriculum were deleted. The fin a l version o f Form A has 16 te s t items and Form B 17 te s t items. Test Form A, using te s t results from the fo rty -th re e trans­ portation supervisors attending the th ird , fourth and f if t h courses, has a mean o f 10.23 and a standard deviation o f 1.89. Test Form B, based upon the sixteen transportation supervisors attending the sixth course has a mean of 14.12 and a standard deviation of .99. Chapter IV HEAD SCHOOL BUS DRIVER CURRICULUM The Head School Bus Driver Curriculum is divided into two in ­ structional units: . Technical Information . Leadership Styles Six and one-quarter hours are needed to teach the two units. Additional time is required for re g is tra tio n , o rie n ta tio n , introducing and summarizing the curriculum, student and course evaluations and cof­ fee and lunch breaks. Everything can be scheduled within an eight and a h a lf hour day. Each unit begins with three pages of introductory information. The f i r s t page is the t i t l e page and indicates the unit number, t i t l e and the amount of time to teach the u n it. The second page lis t s the instructional m aterials and equipment that must be brought to class and the primary references used to develop the content information. The th ird page lis ts the instructional objectives for the u n it. For the Technical Information unit purposes, rather than instructional ob­ je c tiv e s , were lis te d as i t was not the purpose o f the unit to teach content information; but rather to fa m ilia riz e the students with the contents and organizational structure of the Reference Manual which was developed to accompany the curriculum. The Reference Manual 26 is 26 R. E. Gustafson and R. H. Mitman. Volume IX Head School Bus Driver Reference Manual. (E. Lansing: Highway TraTfic Safety Programs, Michigan State U niversity, 1982). 53 54 reported in a separate volume. Following the three introductory pages is the instructional u n it. Each unit is several pages long and each page is presented in a twocolumn format. The l e f t column provides the instructional strategy. It suggests the teaching method that should be used in the presentation of the content information. To assist the in stru cto r, the verb describing the action is both cap italized and underlined. The rig h t column contains the content information that should be presented. The content is quite extensive and contains a ll the in fo r­ mation the students need to know to s a tis fa c to rily meet the objective or purpose. I t was not intended that the instructor read the material provided. Instructors should use th e ir own words and add examples and other pertinent information wherever possible. At the top o f the page is the objective or purpose. Whenever an objective or purpose is included, the information on th a t page and a ll succeeding pages pertains to that objective/purpose u n til the next time an objective/purpose appears. Each unit begins with an introduction. In the introduction, a b rie f rationale is provided on the importance o f students knowing the information. The introduction also highlights the major topics. These topics correspond to and are in the same order as the performance ob­ jectives or purposes fo r the u n it. Following the introduction, each unit is divided into a number of topics. The topics correspond to the performance objectives or pur­ poses for the u n it. Each topic begins with a b r ie f introduction and is followed by the content information. Each unit ends with a one-page summary which highlights the 55 major topics covered and explains why i t is important th at head school bus drivers apply the information presented. Twenty-three transparencies referred to in the curriculum were designed fo r the curriculum. cluded in Appendix D. Masters fo r the transparencies are in ­ Each transparency master is coded in the lower rig h t corner with the unit and transparency number. A copy o f the printed material that is to be distributed as part o f the course is included in Appendix E. Following is the curriculum. UNIT I TECHNICAL INFORMATION 3 1/4 Hours Classroom 57 Technical Information MATERIALS: Audio-visual: Transparency series Printed materials fo r d is trib u tio n : NHTSA-FMVSS Bus Emergency E xit Requirements Enrolled House B ill N o ..4124 Ann Arbor Ordinance Processing of Proposed Guidelines and Administrative Rules Attorney General Formal Opinion Location fo r stopping a bus Attorney General L etter Opinion to the Honorable David Bonoir Judge Orders Pupils Bused in Alpena Pre-Employment Inquiry Guide Personnel Management Problem #1 Personnel Management Problem #2 Personnel Management Problem #3 Personnel Management Problem #4 Operations Problem #1 Operations Problem #2 Operations Problem #3 Operations Problem #4 EQUIPMENT: Overhead projector Rolling stand Extension cord Adapter Screen Chalkboard REFERENCES: Gustafson, R. E. and R. H. Mitman. Volume IX Head School Bus Driver Reference Manual. East Lansimf: Highway t r a f f i c Safety Programs, Michigan State U niversity, 1982. Technical Information continued PURPOSES: . To fa m ilia riz e the student with the Supervisory Tools section o f the Reference Manual. . To fa m ilia riz e the student with the Personnel Management section o f the Reference Manual. . To fa m ilia riz e the student with the Fiscal Management section o f the Reference Manual. . To fa m ilia riz e the student with the Operations section of the Reference Manual. 59 Technical Information continued PURPOSE: Instructional Strategy INTRODUCE unit. SHOW transparency #1 and HIGHLIGHT each role. Content Safe and e ffic ie n t pupil transportation is the responsibility of the head school bus driver. This one person must d ire c t, implement and maintain the e n tire system. The roles of the head school bus driver are many and varied. They include: Safety Director — The head school bus driver has the primary responsibility for managing a safe and e ffic ie n t pupil transportation system. Public Relations Director — The head school bus driver is the primary spokesperson for the school d is tr ic t on a ll pupil transportation matters. The head school bus driver comes in contact with a large segment of the general public and must learn to deal with them e ffe c tiv e ly . Office Manager — The head school bus driver is an o ffic e manager as he/she has to tal responsibility for the organization of the o ffice and for a good relationship with s ta ff. Communications Expert — In the business of transportation, the head school bus driver has the constant need to com­ municate e ffe c tiv e ly with the public, school administration and the transpor­ tation s ta ff. Driver — In many school d is tric ts , the head school bus driver must f i l l the role o f substitute bus d river. Driver Trainer — The head school bus driver is also responsible for driver 60 Technical Information continued PURPOSE: Instructional Strategy Content train in g . He/she must prepare new drivers so they are able to perform at a prescribed level of safety. Educator — The head school bus driver is an educator as he/she must provide the s ta ff with a general philosophy of school operation. I t is important that the en tire s ta ff understand where the administration stands in regard to local issues. Evaluator — The head school bus driver may be a research specialist by re­ viewing the total service area and mak­ ing recommendations on where cost savings can be made. Program Planner — The head school bus driver must design programs to insure that the e n tire operation runs smoothly. This includes planning programs for the operation of the garage, for the tra in ­ ing of new drivers and for notifying parents that a bus is delayed due to mechanical problems. Mechanic — I t is important that the head school bus driver have some mechanical knowledge. Assistance may be needed in providing the mechanic with additional information or train in g . Purchasing Agent — One of the most im­ portant roles of the head school bus driver is that of purchasing equipment and m aterials. Well documented pro­ cedures, policies and records are c r itic a l in this area. Technical Information continued PURPOSE: Instructional Strategy Content Referee — There are times when i t is necessary for the head school bus driver to act as a referee between members of the s ta ff and between the general public and the school d is tr ic t. Negotiator - r As a negotiator, the head school bus driver needs to be fa m iliar with the local contract. He/she must often assist the s ta ff in the area of problem solving. Behavioral Management Specialist — As a behavioral management s p ec ia list, the head school bus driver must have an understanding of the growth and develop­ ment patterns of children and adults, how they re la te and how they can sup­ port and supplement each other. Legal Advisor — The head school bus driver may be called upon by school administrators for information on laws, regulations, rules and policies re­ garding the transportation of students by school buses. Policy Designer — The school d is tric t administrative team depends upon the head school bus driver to bring to them recommendations on policies and pro­ cedures that can insure the safe and e ffic ie n t transportation of students. Accident Investigator — The aim of pupil transportation is movement of students from home to school and back with a low probability of accident in ­ volvement. I f accidents do occur, i t is the responsibility of the head school bus driver to determine i f there 62 Technical Information continued PURPOSE: Content Instructional Strategy is a pattern of accident involvement and i f so, why. Motivator — The head school bus driver should make the transportation s ta ff aware of the important community service they provide. S taff morale is a C ritic al factor in the overall perfor­ mance of an organization. « Census Expert — The census expert role is one of analyzing population dis­ trib u tio n . The head school bus driver has the greatest knowledge of where children are and what is changing in the d is tr ic t. SHOW transparency #2 and REVIEW importance of topics to be discussed. Topics to be discussed: Supervisory tools. Personnel management Fiscal management. Operations 63 Technical Information continued PURPOSE: To fa m ilia rize the student with the Supervisory Tools section of the Reference Manual. Instructional Strategy Content INTRODUCE topic. A successful school transportation oper­ ation depends upon the dedication and performance of a ll those who are associated with i t . The overall responsibility of this transportation operation lie s with the head school bus d riv e r. In order for head school bus drivers to carry out this resp on sibility, there are certain super­ visory tools which they must be able to id en tify and use. Before looking at these tools, however, since the head school bus driver serves as a supervisor, i t may be well to define supervisor and look at a variety of organizational structures. DEFINE supervisor. The dictionary defines supervisor as "one who supervises." The dictionary further defines supervise as "to d irect and in ­ spect the performance of workers or work; oversee; superintend." EXPLAIN variety of organi­ zational structures. The head school bus driver may have a variety of t it le s and may report to d if ­ ferent supervisory personnel. The primary function of the board of education is that of establishing policy. They also hire the superintendent of schools to run the school d is tr ic t. A part of the super­ intendent's responsibility is the pupil transportation operation. The superinten­ dent, however, usually delegates this responsibility to the head school bus d r i­ ver. Depending on the size of the dis­ t r i c t , the position of the head school bus driver may be part-time or fu ll-tim e with assistants and other s ta ff members to share the supervisory resp on sibility. 64 Technical Information continued PURPOSE: Instructional Strategy DRAW on chalkboard blocks representing the Board of Education and the Superin­ tendent. Content IBoard o f Education I 1 Superintendent 1 ASK "Who do you report to?" DRAW additional blocks as answers are received to illu s tra te variety of organizational structures. EXPLAIN goal of supervision. Regardless of the structure used, the general goal o f the head school bus driver is basically the same; to improve the transportation department and make i t operate more e ffic ie n tly . The head school bus driver cannot do this alone. Any successful operation in transportation requires a team e ffo rt. This team in ­ cludes the school superintendent, assistant superintendent, business manager, transpor­ tation d irecto r, vehicle maintenance and service personnel, teachers, passengers, the public as well as the school bus d river. DEFINE supervising. The dictionary defines supervising as directing or inspecting the performance of workers. I t is necessary, therefore, to have a set of supervisory tools or guides by which performance can be measured. These tools are constantly changing. I t is c r itic a l that the head school bus driver remain current and updated. ASK "What types of super­ visory tools are available?" Have students name a few. 65 Technical Information continued PURPOSE: Content Instructional Strategy REFER students to page 5 in the Reference Manual. SHOW transparency #3 and DEFINE laws. Laws: A law is a requirement that has been passed by a le g is la tiv e body and signed by the chief executive. At the Federal level the le g is la tiv e body is the Congress. At the state level i t is the state leg is­ la tu re. Laws are requirements that must be obeyed. Have students refer to page 7 in the Reference Manual. B riefly REVIEW how a leg is­ la tiv e b ill becomes law. DISTRIBUTE sample copies of: "NHTSA-FMVSS Bus Emer­ gency Exit Require­ ments." "Enrolled House B ill No. 4124." "Ann Arbor Ordinance." REVIEW where laws are found. Where laws are found: Federal: Uniform Vehicle Code — A collection of motor vehicle laws designed to be used by states as a standard for motor vehicle and t r a f f ic laws. State: Michigan Vehicle Code — Laws that apply to the sale and use o f motor vehicles. Michigan Manual of Uniform T ra ffic Technical Information continued PURPOSE: Content Instructional Strategy Control Devices — Provides a ll standards for highway markings, signs and signals. Michigan Compiled Laws - - A compil­ ation of a ll laws in the state of Michigan. General School Laws — Laws taken from the Michigan Compiled Lav/s which rela te to schools. Local: Michigan and Local Public Acts — This is an update of the Michigan Compiled Laws. I t lis ts a ll laws passed in a one-year period. Have students refer to page 5 in the Reference Manual and DEFINE rules and regu­ lations. Administrative Rules: Rules and regu­ lations are synonymous terms to describe a requirement adopted by an executive de­ partment. Generally, Congress or the legislature establishes a program and then gives an appropriate executive department the authority to establish rules fo r carrying out the program. A d e fin ite pro­ cedure must be followed when adopting ad­ m inistrative rules. When adopted, the rules have the same e ffe c t as though they were laws. They are also requirements that must be obeyed. At the Federal level the U.S. Department o f Transportation and at the state level the Michigan Department o f Education have been given the authority by law to es­ tablish administrative rules to carry out pupil transportation programs. 67 Technical Information continued PURPOSE: Content Instructional Strategy DISTRIBUTE copies of "Pro­ cessing of Proposed Guide­ lines and Administrative Rules and Promulgation of an Administrative Rule". Where Administrative Rules are found: Federal: Federal Motor Vehicle Safety Stan­ dards — Provide fo r the inclusion o f specific safety equipment. Highway Safety Program Standards - Standards developed by the Federal government in the interest of high­ way safety programs. State: Michigan Administrative Code — A compilation o f rules which implement laws. Michigan Administrative Code Sup­ plements — A quarterly update of the Michigan Administrative Code. DEFINE Attorney General Opinions. DISTRIBUTE sample copies of: "Attorney General Formal Opinion Location fo r Stopping a School Bus." Attorney General Opinions: Attorney General Opinions come in two forms: formal opinions and le tte r opinions. They have the e ffe c t of law unless overturned in court or superceded by law. Technical Information continued PURPOSE: Instructional Strategy Content "Attorney General Letter Opinion to the Honorable David Bonior." DEFINE court decisions. Court Decisions: Local court decisions have a d irect bearing on the operation o f the schools. I t is important that the head school bus driver remain updated in this area. DISTRIBUTE copies of "Judqe Orders Pupils Bused in A1pena." DEFINE policies. Policies: A policy is a course o f action, guiding principle or procedure adopted by any authoritative body and is considered to be expedient, prudent, or advantageous. Policies are principles or procedures that one is expected to follow , and should fo l­ low, but i t is not absolutely mandated as a law or ru le. Have students re fe r to page 9 in the Reference Manual. REVIEW Lloyd Van Raalte's Preliminary Guide. This is a guide to help you analyze your policy or to aid you in developing a policy should there not be one in w riting . Have students refe r to page 5 in the Reference Manual and DEFINE recommendations. Recommendations: A recommendation is a statement giving advice or counsel. Any organization or individual might reconunend some action. I t is s t r ic tly advisory. I t is not required. REVIEW where recommendations are found. Where recommendations are found: National Minimum Standards fo r School Buses/National Minimum Guidelines for 69 Technical Information continued PURPOSE: Instructional Strategy Content School Bus Operations — This report presents the minimum standards for school bus construction and operation. Have students refer to page 11 in the Reference Manual and EXPLAIN purpose of lis tin g . A summary of the various types of super­ visory tools discussed are lis te d in bibliographic form. This w ill provide assistance should you wish to purchase these volumes. DISCUSS where additional le g is la tiv e information may be obtained. The Legislative Service Bureau in Lansing provides information on the current status of a b i l l . Have students refer to page 13 in the Reference Manual. DISCUSS transportation re­ porting time lin e . This time lin e chart lis ts the various types of reporting functions you have. I t shows when certain forms are received and when they are due. This can be used as a base on which to add local require­ ments. Technical Information continued PURPOSE: To fam iliarize the student with the Personnel Management section of the Reference Manual. Instructional Strategy Content INTRODUCE topic. Personnel management is one aspect of the pupil transportation operation. Head school bus drivers are responsible for the hiring, training and evaluation of a ll per­ sonnel in th e ir operation. In hiring , the head school bus driver is responsible for identifying those personnel who can com­ petently f i l l the positions available. The development of these personnel is carried out in the training phase. The evaluation helps determine the outcomes. DEFINE personnel management. Personnel management is concerned with a ll aspects of dealing with human resources in order to accomplish goals e ffic ie n tly , e ffe c tiv e ly , expeditiously and with the maximum personal development and satis­ faction of the people employed. EXPLAIN personnel management responsibilities. In personnel management, the responsi­ b ilitie s of the head school bus driver f a ll in the following areas: Recruiting, selecting and advancing employees on the basis of th e ir rela tiv e a b ility , knowledge, and s k ills . Providing equitable and adequate com­ pensation. Training employees, as needed, to assure high-quality performance. Retraining employees on the basis of the adequacy of th e ir performance, correct­ ing inadequate performance, and separ­ ating employees whose inadequate per­ formance cannot be corrected. 71 Technical Information continued PURPOSE: Content Instructional Strategy Assuring f a ir treatment of applicants and employees in a ll aspects of person­ nel administration without regard to p o litic a l a f f ilia t io n , race, color, national o rig in , sex or religious creed and with proper regard for th e ir privacy and constitutional rights as citize n s . SHOW transparency #4 and EXPLAIN the organization of the Personnel Management section of the Reference Manual. The Personnel Management section of the Reference Manual is divided into four sub­ sections: Hiring, Training, Evaluation and Employee Records. The f ir s t three sub-sections are divided into two parts. Part one is a content outline which defines the subjects covered, introduces termin­ ology used, outlines specific methods and describes ways o f structuring a c tiv itie s . Part two contains specific materials and documents applicable to each o f the sub­ sections. There is no content outline for the Employee Records sub-section. SHOW transparency #5 and REVIEW topics covered in the Hiring content outline of the Reference Manual. Hiring. Recruitment. D e fin itio n . Concerns when hiring. Hiring process. Employment Application. Purpose of application. Types of information received from application. 72 Technical Information continued PURPOSE: Instructional Strategy Content Appropriateness of information collected. Employment Interview. Points to be considered in interview. How to conduct an interview. Basic questions to be asked in in te r­ view. Unlawful pre-employment questions. SHOW transparency #6 and REVIEW materials and docu­ ments found in the Hiring sub-section o f the Reference Manual. Refer students to appropriate page in the Reference Manual. Page 23. School Bus Driver Competency Examin­ ations — This is a description of the school bus driver competency examination as authorized by the Superintendent of Public Instruction in accordance with Section 305 of the Michigan Vehicle Code. Page 33. Physical Examination Form — This form is required of a ll regular and substitute drivers. I t is given to prospective bus drivers by the supervisor. I t is to be taken to a physician recommended by the school d is tr ic t. Page 35. School Bus Driver C e rtific a te o f Medical Fitness — This c e rtific a te is to be f ille d 73 Technical Information continued PURPOSE: Instructional Strategy Content out and signed by a physician and returned to the local supervisor. Page 37. Record o f Road Test — This form is used for the driver s k ills road te s t. Checks are used to record unsatisfactory perfor­ mance. A more complete Pre-Trip Inspection form is contained in the Michigan School Bus Driver Training Program. A more precise on-street evaluation of driver per­ formance has been developed and is cur­ rently being implemented within the state. Page 39. Instructions fo r Completing the DE-5 — These instructions explain how the DE-5 is to be completed and where i t is to be presented. Page 41. Evidence of Driver Experience and Training (DE-5) — This form c e rtifie s that the school bus driver has completed the re­ quired Michigan Department o f Education road te s t. Page 43. Application fo r Employment — This is a sample application form which can serve as a guide in the development o f employment applications. DISTRIBUTE copies of "PreEmployment Inquiry Guide." Then continue with materials and documents in Hiring sub­ section of the Reference Manual. Pre-Employment Inquiry Guide — This bro­ chure lis ts lawful and unlawful pre­ employment inq uiries. 74 Technical Information continued PURPOSE: Content Instructional Strategy Page 45. Driving Information — This is a sample form fo r obtaining information concerning a prospective applicant's driving record. Page 47. Job Description for School Bus Driver — This is a sample job description for a school bus driver which can be used as a guide in developing job descriptions. Page 49. Job Description for Master Mechanic — This is a sample job description for a mechanic which can be used as a guide in developing job descriptions. Page 51. School Bus Mechanic's Job Knowledge Test ~ This test may be used to screen prospective mechanic employees. SHOW transparency #7 and REVIEW topics covered in the Training content outline of the Reference Manual. Training. D efinitio n. Training Plan. Why training and development. The training program. Why you need a trainin g program. Where to s ta rt. Written policy statement. Who conducts trainin g program 75 Technical Information continued PURPOSE: Instructional Strategy Content Determining training needs and p rio ritie s . Procedure fo r administering training program. Long-range plans. Keeping plan up-to-date. SHOW transparency #8 and REVIEW materials and docu­ ments found in the Training sub-section of the Reference Manual. Refer students to appropriate page in the Reference Manual. Page 73. Michigan School Bus Driver Training Program — This is a complete training program for use by local school d is tric ts '™ the tra in ­ ing of drivers to operate school buses. Page 77. Resources for training programs — This provides the head school bus driver with a l i s t of resources fo r bus driver training including speakers and audio visual aids. Page 79. Experienced School Bus Driver Continuing Education — This provides a description of the present status of Advanced School Bus Driver Programs in Michigan and offers suggestions o f topics for in-service pro­ grams. 76 Technical Information continued PURPOSE: Content Instructional Strategy SHOW transparency #9 and REVIEW topics covered in the Evaluation content outline of the Reference Manual. Evaluation. Definition of evaluation. Performance Appraisal Program. Basic function. What should an appraisal do for the employer? What should an appraisal do for the manager? What should an appraisal do for the employees? Problems. C rite ria . Types of appraisal systems. Appraisal Interview. Preparing for interview. Conducting interview. Follow-up and continuity. Appraise your appraisal system. REVIEW materials and docu­ ments found in the Evalu­ ation sub-section of the Reference Manual. Refer students to page 89 in the Reference Manual. Bus Driver Appraisal Form — This sample appraisal form can be used to rate the job performance and personal characteristics of a bus driver. 77 Technical Information continued PURPOSE: Instructional Strategy Content SHOW transparency #10 and REVIEW materials and docu­ ments found in the Employee Records sub-section of the Reference Manual. Refer students to appropriate page in the Reference Manual. Page 95. Instructions to Update SS 4514A — These two pages of instructions detail how the SS 4514A form is to be completed and where and when i t is to be sent. Page 97. Update of Bus Driver Personnel - SS 4515A — Two copies of this printout are sent to each school d is tr ic t. I t contains a lis tin g of those bus drivers whose names are on f i l e with the Department o f Edu­ cation as being employed by a particular school d is tr ic t. One copy of this printout is to be checked, updated and returned to the Department of Education by September 1. The second copy is to be kept on f i l e by the local school d is tr ic t. Page 99. School Bus Driver Iden tificatio n — This form is to report any changes in the Bus Driver Roster since the submission of SS 45l5A. I t is c ritic a l that this be sent to the Department of Education as changes occur. Page 101. Cumulative Record of School Bus Driver — This sample form helps a school d is tric t maintain an accurate personnel record for each bus driver. 78 Technical Information continued PURPOSE: Content Instructional Strategy Page 103. Oral Conversation Form — This form can be used to document conversations between the head school bus driver and the bus driver. Page 105. Vacation Request Form — This is a sample form which can be used for requesting vacation time. Page 107. Request for Leave Days — This is an example o f a form for requesting leave days. Page 109. Notice of Resignation — This is a sample of a form for giving notice of resignation. READ personnel problem and EXPLAIN the procedures for solving the problems which are to be distributed. A personnel problem is going to be read. This is an example of the types of problems head school bus drivers must solve. After the problem is read and discussed, ad­ ditional personnel problems w ill be dis­ tributed. Personnel Problem: Develop an employment application appropriate for use by the transpor­ tation department. This application should comply with a ll c iv il rights and f a ir employment practices, laws, rules and regulations. ASK "Define the task to be completed." An employment application must be designed. This application must comply with a ll em­ ployment rules and regulations. 79 Technical Information continued PURPOSE: Instructional Strategy ASK "Where in the Reference Manual would you look for information and material to aid you in f u l f il l i n g this task?" DIVIDE the class into four groups. DISTRIBUTE copies of a d if ­ ferent "Personnel Problem" (one through four) to each group. REQUEST each group to read the problem, define the task they must perform and use the Reference Manual to locate materials which could help them in solving the problem. At the conclusion of the exercise REQUEST each group to describe th e ir problem and re la te solutions chosen by th e ir group. Content This information can be found in the Hiring sub-section using the information in the content ou tlin e, the sample Ap­ plication for Employment and the PreEmployment Inquiry Guide. 80 Technical Information continued PURPOSE: To fa m ilia rize the student with the Fiscal Management section of the Reference Manual. Instructional Strategy INTRODUCE topic. Content Each year the public school d is tric ts in Michigan are required to describe vehicle condition, financial expenditures, and the a c tiv itie s of th e ir bus fleets to the Michigan Department of Education. The De­ partment uses these descriptions with other documents file d by the local d is t r ic t , to determine state aid payments to the dis­ tr ic ts fo r providing pupil transportation services. Describing fle e t a c tiv ity and providing documentation are the respon­ s ib ilit y of the local school d is tr ic t and are generally relegated to the d is tr ic t's transportation department. The fiscal management responsibilities as­ sociated with being the head school bus driver are less than consistent as one examines large, medium, or small school transportation fle e ts . In some cases the head school bus driver has fu ll business responsibility while in other situations this is the function of the business manager. The Fiscal Management section of the Reference Manual w ill make available to head school bus drivers, who have fu ll or p artial business res p o n sib ilities , the appropriate information and forms neces­ sary fo r completing these tasks. SHOW transparency #11 and EXPLAIN the organization of the Fiscal Management sec­ tion o f the Reference Manual. The Fiscal Management section of the Reference Manual is divided into three sub­ sections: sample forms for gathering and summarizing data; forms required by the De­ partment of Education for determining state aid reimbursement; and the R1021-2, an example of the Report of State Aid Reim­ bursement fo r Pupil Transportation. 81 Technical Information continued PURPOSE: Instructional Strategy EXPLAIN the purpose of the sample forms. Content I t is helpful to have a systematic method o f collecting and summarizing data. Fol­ lowing are sample forms and guidelines which may be used for the collection of such information. These summary data w ill be used when completing forms required by the Department of Education. The sample forms may be modified to suit individual needs. SHOW transparency #12 and REVIEW the sample forms and guidelines and th e ir use. REFER student to appropriate page in the Reference Man­ ual . Page 113. Annual Bus Mileage and Inspection Report — On this form is recorded the beginning and ending odometer readings and documents total miles delivered for a given year. Also recorded are inspection of buses by state police. Page 115. December 15th Bus A ctivity Report — This form documents the daily a c tiv ity for a specific bus on the 15th of December. Page 117. Fleet Summary — This is a summary o f fle e t a c tiv ity on December 15th. Page 119. . Extra Trip Journal By Program — This is a log o f extra trips lis te d by program. Extra trip s are defined as any t r ip other than the regular route. 82 Technical Information continued PURPOSE: Instructional Strategy Content Page 121. Extra Trip Journal Summary — This is a yearly compilation of a ll extra trip s . Page 123. Suirmary of Driver C e rtifica tio n — This form is used to record a ll the information necessary to determine i f the driver meets a ll qualifications to be properly c e rti­ fie d . Page 125. Map Preparation for Audit Purposes — These guidelines provide suggestions for map preparation. Maps are used in the audit process so that in e lig ib le miles can be deducted. EXPLAIN the purpose of the Department of Education forms. The Department of Education requires that certain fo'rms be completed and file d in order that reimbursement may be made to the local school d is tric ts . SHOW transparency #13 and REVIEW the Department o f Education forms and th e ir use. REFER students to appropriate page in the Reference Manual. Page 127. DS-4107 — The DS-4107, School Bus Inven­ tory, is a computerized printout lis tin g a ll vehicles belonging to a particu lar d is tr ic t as of December 15th. The school d is tric t receives a copy o f this printout from the Department of Education. De­ letions and additions should be made on the printout and two copies sent to the in te r­ mediate school d is tric t by early January. 83 Technical Information continued PURPOSE: Instructional Strategy Content Instructions for revising this printout are included. Page 135. DS-4159 — The DS-4159, School D is tric t Bus Route C ertificatio n as of December 15th, is a summary of the intermediate school d is tr ic t audited information which is used to substantiate reimbursement. I t reports the number o f buses and pupils as well as in e lig ib le and to tal miles. Detailed instructions on how to complete this form are included. Page 145. DS-4094 — The DS-4094, Transportation Financial Report, 1s the annual report of school d is tr ic t transportation expense. Reimbursable cost is determined from data reported on this form. Detailed in ­ structions on how to complete this form are included. Have students refer to page 167 in the Reference Manual. B riefly REVIEW the major lin e items on the R1021-2 printout. The R1021-2, Report of Stats Aid Reim­ bursement for Pupil Transportation, is the end result of the forms included in this section. This reports the actual reim­ bursement to the school d is tr ic t. Line 1 lis ts the total voc-tec and regular transportation expense. Line 2 deducts statutory lim ita tio n s . Line 3 deducts in e lig ib le bus miles. Line 4 deducts in e lig ib le pupils bused. Line 5 lis ts the total reimbursable 84 Technical Information continued PURPOSE: Instructional Strategy Content costs (Voc-Tech and Regular Education Transportation). Line 6 is for prior year adjustment. Line 7 is the gross allowance (75% o f total reimbursement costs p rio r year adjustment). Line 8 shows state aid allowance for Voc-Tech and Regular Education (pro­ rated by 56.60282628%). Lines 9-13 l i s t costs and deductions relatin g to special education. Line 14 lis ts the actual amount of state aid to be paid to the school d is tr ic t for general education, vocational education and special education transportation. 85 Technical Information continued PURPOSE: To fa m ilia rize the student with the Operations section of the Reference Manual. Instructional Strategy Content INTRODUCE topic. The term operations refers to those func­ tions which must be performed for the safe and e ffic ie n t management of a transpor­ tation f le e t . Operations may be comprised of d iffe re n t components in d iffe re n t school d is tric ts . I t is important to determine what is included under this term with re­ gard to individual supervisory respon­ s ib ilit ie s . SHOW transparency #14 and EXPLAIN the organization of the Operations section o f the Reference Manual. The Operations section of the Reference Manual is divided into four sub-sections: Equipment, Bus Routes, Student Transpor­ tation and Energy Conservation. Each sub­ section contains materials and documents applicable to that p articu lar topic. There are sample forms which can be modified to f i t individual needs, Department of Edu­ cation promulgated rules, recommended pro­ cedures and general information designed to help in the day to day operation o f a transportation f le e t . EXPLAIN the purpose of the Equipment sub-section o f the Reference Manual. The Equipment sub-section covers the topics of bus specifications, maintenance and pre­ t r ip inspections. The purchase o f properly selected and equipped school buses is necessary fo r the safe and e ffic ie n t operation o f the school transportation pro­ gram. The supervisor must be able to pre­ pare specifications for bus purchase. Proper maintenance w ill help control fle e t accidents and w ill guarantee dependability, maximum l i f e and peak performance. Pre­ t r ip inspections can aid mechanics in locating problems, prolong the l i f e of the vehicle and help insure the safe and e f­ fic ie n t transportation of students. 86 Technical Information continued PURPOSE: Instructional Strategy Content SHOW transparency #15 and REVIEW materials and docu­ ments found in the Equip­ ment sub-section of the Reference Manual. REFER students to appropriate page in the Reference Man­ ual . Page 171. Safety Specifications for School Buses — This document presents the Department of Education Promulgated Rules for Safety Specifications for School Buses. Page 177. Updated School Bus Safety Specifications — This is a lis tin g of the new school bus safety specification features e ffe ctive July 22, 1981. Page 179. Specifying Vehicles — These are guidelines to be used in the development of sp e c ifi­ cations for transportation equipment. Page 183. School Bus Paint and Lettering — This is a l i s t of school bus paint and le tte rin g specifications. Page 185. Suggested Planned Maintenance Program — The Suggested Planned Maintenance Program describes the maintenance program and gives instructions on how to complete maintenance records forms. Page 189. School Bus Maintenance Inspection Guide — This form is a sample guide used by the mechanic when performing a maintenance 87 Technical Information continued PURPOSE: Content Instructional Strategy inspection. Page 191. Maintenance Inspection Schedule — This sample form may be used to schedule vehicles for th e ir maintenance inspections. Page 193. Pre-Trip Inspection — This provides an explanation o f the importance o f p re -trip inspections and reviews guidelines re­ garding the operation of unsafe vehicles. Page 195. Pre-Trip Inspection Checklist — This lis ts a standardized sequence for performing a p re -trip inspection. EXPLAIN the purpose o f the Bus Routes sub-section of the Reference Manual. Proper routing is a c r itic a l factor in the success of a transportation operation. Route design, map preparation and bus stop selection are addressed in this portion of the Reference Manual. SHOW transparency #16 and REVIEW materials and docu­ ments found in the Bus Routes sub-section o f the Reference Manual. REFER students to appropriate page in the Reference Manual. Page 197. Routing Designing - - These are general guidelines for the preparation of a trans­ portation map. Page 199. Selecting Bus Stops — This is a l i s t of guidelines for selecting safe bus stop 88 Technical Information continued PURPOSE: Content Instructional Strategy locations. Page 201. EXPLAIN the purpose of the Student Transportation’ sub-section of the Reference Manual. Route Directions — This is a sample of routing directions for a p articu lar bus. Student transportation covers a wide range of topics including bus rid e r rules and regulations, recommended procedures at railroad crossings, emergency evacuations, accident reporting, special education and fie ld trip s . SHOW transparencies #17 and #18 and REVIEW materials and documents found in the Stu­ dent Transportation sub­ section o f the Reference Manual. REFER students to appropriate page in the Reference Manual. Page 203. Dissemination of Information — This is a lis tin g of ways information regarding pupil transportation can be disseminated and how each can be used. Page 205. Bus Rider Rules and Regulations — This is a sample of bus rid e r rules which can be distributed to parents and reviewed with students. i Page 207. Emergency Evacuation D r ills — These are guidelines for conducting emergency evacuation d r ills . 89 Technical Information continued PURPOSE: Instructional Strategy Content Page 209. School Bus Driver's Report of Dangerous Railroad Crossing — This form is used by the school bus driver or head school bus driver to report railroad crossings con­ sidered dangerous due to poor v is ib ilit y or in s u ffic ie n t warning. I t is to be sent to the Department o f Transportation. Page 211. Accident Reporting — This is a description of school d is tr ic t responsibilities in reporting to the Department of Education any accidents resulting in fa ta litie s or in ju rie s . Page 213. Accident Report — This is the Department of Education accident report form. Page 215. School Bus Rider Conduct Warning or Sus­ pension Notice — This is a sample form which may be used to notify parents of improper conduct on the school bus or of suspension from riding the school bus. Page 217. Bus Driver Vehicle Complaint — This is a sample form which may be used to report a violation o f Section 682 of the Michigan Vehicle Code (passing a stopped school bus). Page 219. Field Trip Guidelines — This is a sample o f suggested fie ld t r ip guidelines. Page 221. Request for Field Trip Transportation — This is a sample form requesting permis­ sion for a fie ld t r ip . 90 Technical Information continued PURPOSE: Instructional Strategy Content Page 223. Transportation of Handicapped Persons — These are the Michigan Department of Education Promulgated Rules for the Transportation of Handicapped Persons. Page 227. Handicap Classifications — This is a lis tin g of handicap classifications and th e ir d e fin itio n s. Page 231. Epilepsy — This is a b rie f discussion o f epilepsy and suggested driver actions for handling on-board seizures. Page 233. Evacuation — These are guidelines for the evacuation o f special needs persons from the school bus. Page 235. Medical Information Card provides a rationale fo r mation card and suggests mation needed. A sample on the reverse side. Page 237. Behavior Management With Special Education Students — This provides information on re s tra in ts , transportation modifications and suspension and appeal procedures for special education students. EXPLAIN the purpose of the Energy Conservation sub­ section o f the Reference Manual. — This card a medical in fo r­ types of in fo r­ card is included Energy Conservation is an area o f major concern in school transportation. This topic affects a ll aspects o f transportation management from general school policy to purchasing equipment to routing to main­ tenance. 91 Technical Information continued PURPOSE: Instructional Strategy REVIEW material found in the Energy Conservation sub­ section o f the Reference Manual. Have students refe r to page 239 in the Reference Manual. REQUEST students to divide into same groups as used e a rlie r. DISTRIBUTE copies of a d if ­ ferent "Operations Problem" (one through four) to each group. REQUEST each group to read the problem, define the task they must perform and use the entire Reference Manual to locate materials which could help them in solving the problem. • At the conclusion of the exercise REQUEST each group to describe th e ir problem and relate solutions chosen by th e ir group. Content One Hundred-Two Ways to Conserve Energy in School Transportation Systems - - This is a lis tin g of 102 ways to conserve energy and reduce transportation costs. 92 Technical Information continued PURPOSE: Content Instructional Strategy SUMMARIZE un it. During this unit we reviewed the technical information in the Reference Manual. S p ecifically we reviewed: Supervisory tools. Personnel management. Fiscal management. Operations. Being able to access the materials and documents contained in the Reference Manual w ill aid the head school bus driver in maintaining a safe and e ffic ie n t pupil transportation operation. UNIT I I LEADERSHIP STYLES 3 Hours Classroom 94 Leadership Styles MATERIALS: Audio-visual: Transparency series Printed materials fo r d is trib u tio n : Leadership/Management Style Questionnaire Five Leadership Styles EQUIPMENT: Overhead projector Rolling stand Extension cord Adapter Screen Chalkboard REFERENCES: Blake, R. R ., and Jane S. Mouton. Gulf Publishing Co., 1964. The Managerial Grid. Goldenson, Robert M. The Encyclopedia o f Human Behavior. York: Doubleday, 1970, Vol. I . Houston: New H a ll, Jay, Jerry B. Harvey, and Martha Williams. Styles of Management Inventory. The Woodlands: Teleometrics In te rn a tio n a l, 1973. 95 Leadership Styles continued OBJECTIVES: . The student w ill explain the e ffe c t of perception on decision making and problem solving. . The student w ill id en tify his/her leadership style. . The student w ill id e n tify the characteristics which describe each o f the five leadership styles. . The student w ill describe leadership styles observed during the leadership demonstration. . . The student w ill l i s t fiv e major elements of leadership. The student w ill describe the s e lf-ta lk process of decision making. 96 Leadership Styles continued OBJECTIVE: Instructional Strategy Content INTRODUCE unit. Head school bus drivers are leaders and th e ir leadership s k ills are v ita l to the successful operation o f a transportation f le e t . The purpose of this unit is to help head school bus drivers better understand th e ir leadership style to determine i f changes are necessary to be a more e ffe ctive leader. SHOW transparency #1 and REVIEW importance o f topics to be discussed. Topics to be discussed: Influences on leadership style . Personal leadership styles. Characteristics of leadership styles. Leadership demonstration. Elements o f leadership. Decision making. 97 Leadership Styles continued OBJECTIVE: The student w ill explain the e ffec t of perception on de­ cision making and problem solving. Instructional Strategy INTRODUCE topic. SHOW transparency #2. RE­ QUEST students to study the picture for a few moments without discussion. ASK the following questions. Have the students WRITE th e ir answers on a piece of paper. "How old is this per­ son?" "Would you hire this person to work fo r you?" " I f yes, what position would you consider her for?" " I f this person lived in your community, in what general area would she reside?" WRITE responses to each question on the chalkboard. REQUEST the student who responded with the oldest age fo r the woman to come forward and point out the features of this woman on Content The a b ilit y to make decisions and solve problems are important attributes of leadership. These a b ilit ie s , however, can be adversely affected. To help i l ­ lu strate th is , study the picture that w ill be projected. 98 Leadership Styles continued OBJECTIVE: Instructional Strategy Content the transparency. Do the same with the student who gave the youngest age. EMPHASIZE the difference in responses. ASK "Can you see more than one image on the screen?" ASK "Why is i t that people looking at the same picture can have such a wide v a ri­ ety of responses to identical questions?" Perception is seeing with one's mind’ s eye. What is perceived is not so much a function o f physical sight as i t is a function of knowledge, emotions, exper­ ience, prejudice and/or stereotypes. Therefore, perceived images can be sig­ n ific a n tly d iffe re n t. Perception plays a large part in how things are judged. Decisions can be made on biased per­ ceptions. Perception, therefore, has tremendous impact and influence on de­ cision making and problem solving. During the rest o f this unit i t is important to keep in mind the important role perception can play in determining leadership styles. 99 Leadership Styles continued OBJECTIVE: The student w ill id en tify his/her leadership style . Instructional Strategy INTRODUCE leadership questionnaire. Content There are various leadership styles or positions. The questionnaire which is to be distributed w ill help id e n tify these leadership styles in general and w ill also id e n tify which style various individuals exh ib it. DISTRIBUTE copies of "Lea­ dership/Management Style Questionnaire". REQUEST students to read each question and c irc le the response which best describes how they usually behave. REQUEST students to score the questionnaire. Directions fo r scoring: Turn to the Answer Sheet of the Leader­ ship/Management Style P ro file . The questions (1-10) which were ju s t answered are on the fa r l e f t side of the page. Circle the response chosen (a, b, c, d, or e) for question #1. Above each possible response are two numbers. For example, above responses "a" for question #1 are the numbers "9, 1". Write the numbers above the response chosen to question #1 in the two blank columns (labeled "performance, people") a t the fa r rig h t side of the page. Repeat this process for a ll 10 100 Leadership Styles continued OBJECTIVE: Content Instructional Strategy questions. Total the performance column and the people column. Divide each column by 10 and w rite this average in the space provided. REQUEST students to plot th e ir scores on the Manager­ ia l Grid. Directions fo r plotting scores: Turn to the Managerial Grid sheet. Take the f ir s t average score (the performance score) and find the cor­ responding number on the horizontal or "concern for work group performance" lin e of the Managerial Grid. Take the second score (the people score) and find the corresponding num­ ber on the vertical or "concern for people" lin e of the Managerial Grid. Place a large dot on the grid a t the intersecting point o f these two lines. SHOW transparency #3 and MOT students' scores on the grid. 101 Leadership Styles continued OBJECTIVE: The student w ill id e n tify the characteristics which describe each o f the fiv e leadership styles. Content Instructional Strategy INTRODUCE topic. The questionnaire which you ju s t completed id en tifie d fiv e styles of leadership. Each o f these styles has particu lar characteristics which you should be able to id e n tify . DISTRIBUTE copies o f "Five Leadership Styles". REVIEW the characteristics of each. Five Leadership Styles: Humanitarian. Views communications, both ways, as the heart of good relationships (and is prepared to ta lk about anything anytime). Gives only generalized directions, in anticipation of subordinate's questions and involvement. Believes that the best way to handle mistakes and errors is by being supportive and understanding. Takes subordinate's complaints seriously, and trie s to smooth things over, to see the "silv er lining" in everything. Takes steps to reduce, eliminate subordinate's hostile feelings, in ­ cluding making amends in the hope of restoring good feelin g . Emphasizes subordinate's strengths in performance appraisal sessions and avoids mentioning shortcomings, to compliment rather than c r it ic iz e . Leadership Styles continued OBJECTIVE: Content Instructional Strategy Compromi ser. F a cilitates communications while watching fo r and anticipating problems in the process. Gives directions in a general way, but is ready to give specific guidance when requested; avoids putting pressure on subordinates. Sees the need to use manuals and established procedures in order to reduce errors and mistakes (which are in e v ita b le ). Tries to cool hostile feelings through diversion or postponement. Manipulates performance reviews in such a way as to make the subor­ dinates recognize own fa u lts and promise to change. Abdicator. Serves as the conduit of communi­ cation between superiors and subor­ dinates. Leaves to the subordinates' i n i t i a ­ tiv e to carry out whatever assign­ ments were given them. Pretends not seeing errors/mistakes made by subordinates so as not to get involved. Passes on complaints from subordin­ ates up the lin e . 103 •Leadership Styles continued OBJECTIVE: Content Instructional Strategy Listens to hostile feelings without reacting to them, on the theory that they w ill pass by in due time. Accepts whatever performance level reached as satisfactory. Autocrat. Communicates downward only (or re­ ceives reports on completion o f as­ signment). Gives clear-cut directions, leaving no room for misunderstanding or questions. Views errors and mistakes as coming from bad a ttitu d es, and uses d isc i­ plinary action to prevent th e ir rep e titio n . • Looks upon complaints as signs of weakness, and handles them by ig ­ noring or b e littlin g individuals who do complain. Thinks hostile feelings towards the supervisors are unacceptable, and trie s to suppress them. Uses performance appraisals for purposes of reward/punishment. Effective Manager. Communicates in an open, candid manner, with no worry over possible misunderstanding. 104 Leadership Styles continued OBJECTIVE: Instructional Strategy Content Gives directions based on agreed-to work goals/objectives. Views errors/mistakes with the idea o f finding and elim inating th e ir causes. Takes hostile feelings as indications o f the presence of some problems. Seeks to understand, then deal with complaints. Conducts performance reviews by the level of achievement reached in agreed-to areas. 105 Leadership Styles continued OBJECTIVE: The student w ill describe leadership styles observed during the leadership demonstration. Instructional Strategy Content INTRODUCE a c tiv ity . The following a c tiv ity w ill demonstrate one or more o f the leadership styles ju s t presented. EXPLAIN the directions to the class and, in p rivate, to the four individuals chosen to participate in the exercise. Directions to class: The four people who have ju s t le f t the room are to complete a task. Carefully observe what happens. Directions to four individuals: The four individuals are to return to the room and choose two people who are to come before the class and s it back to back on the flo o r with th e ir arms locked together. The task to be commu­ nicated to the seated students is that they must stand up while th e ir arms remain locked. The four students are to carry out this assignment without any verbal communication. At the completion of the game ASK the following questions: "What did you observe?" "Would i t have been easier i f they would have talked?" "What leadership styles did you observe?" "Was there an abdicator?" 106 Leadership Styles continued OBJECTIVE: Instructional Strategy Content "Was there an autocrat?" "What role did the two seated students have?" SUMMARIZE what was learned from this demonstration. The sitting-up a c tiv ity demonstrated that: Different leadership styles are used at d iffere n t times and under d ifferen t circumstances. Workers must accept some leadership position for task success. Clear verbal communication greatly enhances task success. Supervisors have the responsibility for assigning leadership positions to workers. Task success requires a cooperative e ffo rt. 107 Leadership Styles continued OBJECTIVE: The student w ill l i s t fiv e major elements of leadership. Instructional Strategy INTRODUCE topic. Content There are certain elements which are common to a ll leadership styles and which are c r itic a l fo r effe ctive leadership. The questionnaire ju st completed id en tifie d fiv e styles. Each of these styles has particu lar characteristics which can be id e n tifie d . REQUEST students to l i s t on a piece o f paper fiv e adjectives that describe th e ir ta le n ts , s k ills and a b ilitie s at the time they were hired. What did the person who hired them see to indicate that they were supervisory material? REQUEST students to star the number one p rio rity — the one thing they feel helped them get the job. REQUEST several students to t e ll what th e ir number one p rio rity item was. WRITE responses on chalk­ board. REVIEW responses. There are s im ila ritie s in the responses received. Two important and reoccurring factors are: Knowing how to get the job done. A good track record of making accurate decisions. 108 Leadership Styles continued OBJECTIVE: Instructional Strategy Content REQUEST students to think of someone they know who is an e ffective leader. ASK "What are some elements of leadership you see in this person." DISCUSS responses. SHOW transparency #4 and DISCUSS fiv e elements of leadership. Five elements of leadership: Getting people to get the job done. Assisting the s ta ff to reach th e ir p o ten tia l. Making effective decisions. Establishing goals and objectives and ways and means of achieving these goals. Subscribing to ethical standards. 109 Leadership Styles continued OBJECTIVE: The student w ill describe the s e lf-ta lk process of decision making. Instructional Strategy INTRODUCE topic. Content A ll aspects of the supervisory role involve problem solving. There are two d iffe re n t positions a leader can take. One is callec the problem solving approach. This is s tr ic tly coping with day to day problems. The second leadership position is the "what could be" leader. These are the leaders who describe in global form what they want to see happen over the next few years. This requires looking to the fu­ tu re , taking a ll of the indicators pos­ s ib le , making the best guess at what w ill happen in the next few years and acting accordingly. Whether supervisors take the problem solving approach or the "what could be" approach they w ill have to make decisions. Decision making is an important part of the job. SHOW transparency #5 and b rie fly EXPLAIN process. S e lf-ta lk process: The event that has occurred is id e n ti­ fie d . The event is v e rifie d by gathering in ­ formation from various sources. As feelings are an important part of the decision making process, the fe e l­ ings of the supervisor and others must be id e n tifie d . Look at the worst and the best that can happen with a particu lar choice or decision. Can the worst be tolerated? Can the best be maximized? 110 Leadership Styles continued OBJECTIVE: Instructional Strategy Content Finally make a decision and take action. ASK several students to iden tify the most d if f ic u lt problem they are presently facing. SELECT one of these problems and use i t to "run through" the s e lf-ta lk process. Ill Leadership Styles continued OBJECTIVE: Instructional Strategy SUMMARIZE unit. Content During this unit we discussed the impor­ tance of leadership in managing the pupil transportation system. S p e cifica lly, we reviewed: Influences on leadership s tyle. Personal leadership styles. Characteristics o f leadership styles. Leadership demonstration. Elements of leadership. Decision making. Head school bus drivers who are aware of th e ir leadership styles and the manner in which they make decisions can make neces­ sary changes and become more e ffective leaders. Chapter V SUMMARY AND RECOMMENDATIONS This chapter contains a b rie f summary of the study, findings, conclusions, recommendations, recommendations fo r further study and a discussion. Summary o f the Study Safe and e ffic ie n t pupil transportation is the responsibility of the local head school bus d river. This one person must develop, implement and maintain the e n tire system. The background and qu alification s of head school bus drivers vary. Many are chosen from the ranks o f school bus drivers, whereas, others are assistant superintendents or principals who have been given this additional resp on sibility. Because o f the diverse backgrounds, many new head school bus drivers are highly q u a lifie d drivers with behind-the-wheel train in g and experience; whereas, others have degrees and experience in management and related areas. Only rarely does the beginning head school bus driver possess both school bus driving ex­ perience and experience in administration. Given the m ultiple and varied resp on sibilities of the head school bus d riv e r, one might expect to find that comprehensive trainin g courses are both required and availab le. gan. This is not the case in Michi­ For the one person s p e c ific a lly charged with the overall respon­ s ib ilit y of this service system, there is not a single course available. 112 113 The purpose o f th is study was to develop a curriculum for head school bus drivers. This curriculum w ill provide the head school bus driver with the necessary knowledge and s k ills to help achieve and main­ tain a safe, e ffic ie n t and economical pupil transportation system. The following procedure was used in the development of the curriculum: . Conduct planning conference . Consult with local resource persons . Participate in regional meetings . Meet in d ivid u ally with instructional agency representatives . Conduct second planning conference . Attend regional meetings with school bus supervisors . Gather and access extant curricula . Consult with curriculum design sp ecialist . Meet ind ivid u ally with instructional agency representatives . Conduct th ird planning conference . Conduct fourth planning conference . Conduct f i f t h planning conference . P ilo t curriculum . Teach six classes with analyses o f evaluation data and re­ visions to take place a fte r each class . Critique curriculum . Write and e d it fin a l curriculum Findings Six classes were taught to head school bus drivers to evaluate the effectiveness of the curriculum and to obtain suggestions from the 114 participants for possible curriculum revisions. In each class, the head school bus drivers were provided an opportunity to respond to w ritten student opinion questionnaires to ob­ tain th e ir opinions on the instructional units and manual. Open-ended questions also permitted them to make any further comments. A short, w ritte n , objective-type fin a l examination based upon the performance objectives fo r the Leadership Styles unit was adminis­ tered at the end o f the course. No questions were included for the Technical Information unit as the intent o f this unit was merely to fa m ilia riz e the participants with the contents and organizational struc­ ture o f the Reference Manual. The tabulated data indicated that the course was well-received by the head school bus drivers. The student opinion questionnaires in ­ dicated that most of the students f e l t the course was an appropriate one fo r beginning head school bus d rivers, that the Reference Manual was use­ ful and easy to use and that they had a better understanding of leader­ ship styles and the decision making process. Many o f them expressed the need fo r the Reference Manual and urged that i t be made available as soon as possible. The fin a l examinations indicated an acceptable level of mastery fo r the Leadership Styles u n it. The average level o f mastery ranged from a low of 61% in the fourth Head School Bus Driver course to a high o f 84% in the fin a l Head SchoolBus Driver course. Conclusions Based upon the procedures used to develop the curriculum and the results of the findings of the study, the author would conclude that 115 the curriculum w ill provide the head school bus driver with the neces­ sary knowledge and s k ills to help achieve and maintain a safe, e ffic ie n t and economical pupil transportation system. Recommendations Based upon the findings of this study the following recommen­ dations, were made: . This curriculum be u tiliz e d by the school bus driver in ­ structional agency representatives and/or the Michigan De­ partment of Education as a course fo r head school bus drivers. . This course be made available to a ll beginning and experienced head school bus drivers. . The Head School Bus Driver Reference Manual be distributed to a ll school d is tric ts in Michigan. The d istrib u tio n should take place when the head school bus driver attends the Head School Bus Driver course. . The curriculum be presented in a one-day session. (Student opinion questionnaires administered during the six trainin g courses, indicated that there was in s u ffic ie n t time allowed for the four sections of Unit I , Technical Information. This was prim arily due to the fact that the content information in these four sections was taught as opposed to merely fa m ilia r­ izing the students with the sample materials included in each section. The time a llo tte d fo r Unit I (3 1/4 hours) is suf­ fic ie n t when i t is presented as o u tlin ed .) . S u ffic ie n t quantities o f the curriculum and reference manual be reproduced and distributed to current and potential school bus driver instructional agency representatives and the Michigan Department of Education. . The transparencies used in the curriculum be professionally made, and s u ffic ie n t sets be reproduced to accompany the curriculum distributed to current and potential school bus driver instructional agency representatives and the Michigan Department of Education. The following recommendations were made fo r the team approach to curriculum development fo r adults: . When developing a curriculum fo r adults, consider the role of experience. Adults have a rich foundation of experience but 116 also are less open-minded and more lik e ly to have fixed patterns o f thought and behavior. A curriculum fo r adults must also help students discover and meet th e ir basic and educational needs. . When developing a curriculum, use the theories and practices of instructional design. Begin with a specification of edu­ cational needs, a d e fin itio n o f goals and objectives, and an analysis of resources and instructional methods. A fter fie ld te stin g , evaluation and revisions, a curriculum is in s ta lle d . . When the curriculum is the product of several persons, apply principles of team organization. Divide resp o n sib ilities among team members, c la r ify authority within the team, establish objectives and plan a series o f a c tiv itie s and events to reach the desired objectives. Recommendations fo r Further Study A fter the curriculum has been in place fo r a s ig n ific a n t period, the author would recommend studies to examine such questions and issues as the following: 1. How extensively has the curriculum been used throughout the state? 2. Has there been a reduction in school bus accidents and fa ta litie s ? 3. Has the qu ality and punctuality of reports to the Department of Education improved? 4. Has the public's perception of the safety and efficiency of pupil transportation systems changed? 5. How has the curriculum been received by those who have par­ ticip ated in the Head School Bus Driver course? Given the vast size of the pupil transportation system in America, a so c io -p o litic al study may well be in order to determine why such low p r io r ity is given to the q u a lity of the pupil transportation system, p a rtic u la rly in lig h t o f the fa c t that those served by this system are the young of our nation. 117 Discussion Following the h is to ric al study, the review of extant resources and the extensive fieldwork involved in th is p ro ject, the author is s t i l l at a loss to understand why there is such an appalling lack of i n it ia l and continuing train in g of those whose resp onsibility i t is to supervise one of the largest single transportation systems in the United States. When compared, fo r instance, with the extensive and expensive training programs fo r m ilita ry transportation systems or that provided by the United States Postal Service, i t is d if f ic u lt not to become emotional about the matter. The fa ct that the system under study is charged with the care and safety of the children of this nation makes the problem a ll the more incomprehensible. would be an overwhelming public outcry. One would think that there The fact is there is not. It may be that the answer lie s in the fa c t that the transportation of pupils is not a single system, even on a statewide basis, but a very loose confederation of systems. The overall impression I have o f those head school bus drivers with whom I have met and worked is that they are tru ly dedicated to the safe transportation of students to and from school. These men and women have extremely demanding resp o n sib ilities placed upon them. However, i t should be noted that those head school bus drivers with whom I worked were highly motivated, witness the e ffo rt they put forth of par­ tic ip a tin g in this study. I t would, however, be an unfortunate error to assume that a ll supervisory personnel would be so highly motivated. At the same time, even the most highly motivated supervisory personnel have learned the rudiments of th e ir jobs by t r i a l and e rro r, 118 through inherited procedures and processes, and with the help of peers to whom they turned for assistance. With the best o f these head school bus drivers there is a well-established need fo r a comprehensive, qu ality curriculum: the more need. with the less and least motivated, there is a ll I f a comprehensive trainin g program were presented to those who provide such a c r itic a l service, gains in the safety and e f­ ficiency o f the system would be guaranteed. In conclusion, the greatest reward of this project is the as­ surance that this is a curriculum which is needed and, more importantly, that i t is a curriculum which w ill be used. \ BIBLIOGRAPHY BIBLIOGRAPHY A llen, Keith. Guidebook fo r School Bus Transportation Supervisors. Falls Church: American Automobile Association, 1976. Blake, R. R. and Jane S. Mouton. Publishing Co., 1964. The Managerial Grid. Houston: Gulf Dashney, Howard. Region Twelve Pupil Transportation Operations Manual. Kalamazoo: Kalamazoo Valley Intermediate School D is tr ic t, 1977. de Beaumont, Judith. "Pupil Transportation Safety: A Study of Prob­ lems and Potential Solutions." Ann Arbor: Highway Safety Research In s titu te , 1976. Department of State Police. Michigan School Bus Accidents, School 1970-71. East Lansing: Department o f State Police, 1971. Department of State Police. 1979-80. East Lansing: Year Michigan School Bus Accidents, School Year Department o f State Police, 1980. Featherston, E. Glenn and D. P. Culp. York: Harper & Row, 1965. Pupil Transportation. New Gagne, Robert M. and Leslie J. Briggs. Principles of Instructional Design. New York: H olt, Rinehart & Winston, In c ., 1974. Goldenson, Robert M. The Encyclopedia of Human Behavior. Doubleday, 1970 Vo1. I . "Growth of School Transportation in the United States," F leet. December/January, 1982. New York: School Bus Gustafson, Robert E ., Ruth H. Mitman, and Mary L. A llen. Volume I Prerequisites to the Beginning School Bus Driver Curriculum. East Lansing: Highway T ra ffic Safety Center, Michigan State Uni vers i t y , 1981. Gustafson, Robert E ., Aubrey 0. Bradshaw, and Frederick E. Vanosdall. Volume I I Model School Bus Road Test and Training Manual. East Lansing: Highway T ra ffic Safety Center, Michigan State University, 1981. Gustafson, Robert E ., and others. Volume I I I Technical Report Begin­ ning School Bus Driver Curriculum. East Lansing: Highway T ra ffic Safety Programs, Michigan State U niversity, 1982. 119 120 Gustafson, Robert E ., and others. Volume IV Instru cto r's Manual Beginning School Bus Driver Curriculum. East Lansing: Highway T ra ffic Safety Programs, Michigan State U niversity, 1982. Gustafson, Robert E ., and others. Volume V Student's Manual Beginning School Bus Driver Curriculum. East Lansing: Htghway T ra ffic Safety Programs, Michigan State U niversity, 1982. Gustafson, Robert E ., Timothy J. VanSusteren, and Michael J. Fedak. Volume VI Advanced School Bus Driver Curriculurn and Technical Report. East Lansing: Highway T ra ffic Safety Programs, Michigan State U niversity, 1982. Gustafson, Robert E ., C. George Bower, and Donald L. Smith. Volume V II School Bus Driver Training Program. East Lansing: Highway T ra ffic Safety Programs, Michigan State U niversity, 1982. Gustafson, Robert E ., Ruth H. Mitman, and Timothy J. VanSusteren. Volume V I I I Head School Bus Driver Curriculum. East Lansing: Highway T ra ffic Safety Programs, Michigan State University, 1982. Gustafson, Robert E. and Ruth H. Mitman. Volume IX Head School Bus Driver Reference Manual. East Lansing! Highway T ra ffic Safety Programs, Michigan State University, 1982. H a ll, Jay, Jerry B. Harvey, and Martha Williams. Styles o f Management Inventory. The Woodlands: Teleometrics In te rn atio n a l, 1973. Knowles, Malcolm S. The Modern Practice o f Adult Education. F o lle tt Publishing Company, 1980. Maslow, A. H. 1970. Motivation and Personality. New York: Chicago: Harper & Row, McKnight, A. James, Carolyn M. McClelland, and Mary E. Berry. The Selection and Training o f School Bus Drivers. Washington, D.C.: U.S. Department o f Transportation, 197TI Merry, Uri and Melvin E. Allerhand. Reading: Addison-Wesley, 1977. Michigan. General School Laws. Michigan. Michigan Compiled Laws. Michigan. Michigan Vehicle Code. Developing Teams and Organizations. (1976). (1979). (1980). Michigan. Public and Local Acts o f the Legislature of the State of Michigan! ("19777. Michigan Department o f Commerce, Energy Administration. Focus on Energy - A School Transportation Handbook. Lansing: "TRi- Depart­ ment, 1979. 121 Michigan Department o f Education. Pupil Transportation Information. Lansing: The Department, 1982. Michigan Department o f Education. Safety Handbook fo r School Transpor­ tatio n Supervisors and School Bus Mechanics. Lansing: The Department, 1979. Michigan Department of State Highways. Michigan Manual o f Uniform T ra ffic Control Devices. Lansing, 1978. Michigan Legislative Council. The Council, 1979. Michigan Administrative Code. Lansing: Michigan Legislative Services Bureau. Michigan Administrative Code Supplements. Lansing: Department o f Management and Budget, 1981. National Committee on Uniform T ra ffic Laws and Ordinances. Uniform Vehicle Code and Model T ra ffic Ordinance. Washington, D.C.: The Committee, 1979. National Conference on School Transportation. National Minimum Standards For School Buses; National Minimum Guidelines ForSchool Bus Oper­ ations. Chicago: National Safety Council, 1980. National Conference on School Transportation. Selection, Instru ctio n, and Supervision of School Bus Drivers,. Washington, D.‘C71 National Education Association, 1965. National Safety Council. Accident Facts. Chicago: The Council, 1968. National Safety Council. Accident Facts. Chicago: The Council, 1970. National Safety Council. Accident Facts. The Council, 1980. Chicago: National Safety Council. School Transportation, A Guide for Supervisors. Chicago: The Council, 1975. P ren tice-H all, Inc. Public Personnel Administration: Policies and Practices fo r Personnel. Englewood C liffs : P ren tice-H all, In c ., 1980. Smith, Floyd. Preparing Transportation Reports. Schools, 1976. Pontiac: Oakland U.S. Department of Transportation, National Highway T ra ffic Safety Ad­ m inistration. Federal Motor Vehicle Safety Standards and Regu­ la tio n s . Washington, D.C.: The Department, 1972. U.S. Department of Transportation, National Highway T ra ffic Safety Ad­ m inistration. Highway Safety Program Standards. Washington, D.C.: The Department, 1968. 122 Wisconsin Department o f Public Instruction. Madison: The Department, 1969. Transportation Handbook. APPENDICES APPENDIX A HEAD SCHOOL BUS DRIVER TRAINING PROGRAM SCHEDULE 123 Head School Bus Driver Training Program 8:30 - 8:45 a.m. Introduction 8:45 - 9:35 a.m. Supervisory Tools 9:35 - 10:25 a.m. Personnel Management 10:25 - 10:45 a.m. Coffee Break 10:45 - 11:35 a.m. Fiscal Management 11:35 - 12:25 p.m. Operations 12:25 - 1:15 p.m. Lunch 1:15 - 1:30 p.m. Evaluation of Manual 1:30 - 4:30 p.m. Leadership Techniques (with coffee break) 4:30 - 5:00 p.m. Evaluation APPENDIX B COURSE EVALUATION STUDENT OPINION QUESTIONNAIRE FORMS Supervisory Tools Personnel Management Fiscal Management Operations Leadership Styles Decision Making I see how topics relate to the job Problem exercises helpful Good balance between lecture and group participation Enough time fo r discussion Enough time for questions 124 Course Evaluation Check appropriate box i f you agree 125 Time Allocation TIME ALLOCATED UNITS TOO MUCH ADEQUATE TOO LITTLE Supervisory Tools Personnel Management Fiscal Management Operations Leadership Styles Decision Making AGREE I feel this course is appropriate for the begin­ ning transportation supervisor. Comments: The manual is useful. Comments: With furth er study, I can use the manual. Comments: I learned what I needed to know about leadership styles. Comments: I understand the decision making process better. Comments: What changes would you make in the afternoon session? DISAGREE Supervisory Tools Personnel Management Fiscal Management Operations What do you lik e best about the manual? What changes in the manual would you suggest? Other comments: Hard to Find A ccessibility o f In­ formation in Manual Easy to Find Too L it t le Adequate Amount of In fo r­ mation in Manual Too Much None L it t le < Some Usefulness of In fo r­ mation in Manual Most 3 . No com­ m ent was received fro m m anufacturers o f tra n s it o r In te rc tty buses, o r fro m the m o nufacuturers of body-on-chassls school buses. The N ation al M o tor V ehicle S afety C ouncil d id no t com m ent oh th is proposal. W ith regard to emergency e x it labe l­ in g , M r. B raslow suggested tw o labeling changes Intended to ns3lst bus occupants. as w ell as a requirem ent fo r re g u la r test­ in g o t emergency exits In buses in h lg h w ay service. W h ile the la tte r suggestion lie s beyond th e a u th o rity o f th e agency under th e N a tio n a l T ra ffic and M o to r V ehicle S afety A c t (13 U B .C . 1 1391. e t seq.), the agency w ill consider fo r fu tu re a ctio n th e su g g e stio n 'to labe l a ll bus e xits In th e same m anner as school bus e xits, as w e ll as th e suggestion to de- ' velop a un ive rsal emergency e x it insig­ n ia w ith d la g ta m a tic in stru ctio n s. F o r th e m om ent, th e agency Is lim ite d by the e xte n t o f Its proposal, and accordingly, makes fin a l th e changes as proposed. S tandard No. 217 requires (effective O ctober 23, 1976) school buses to p ro ­ vide e ith e r a re a r emergency door o r tw o aide em ergency doors In sa tisfa ctio n o f th e emergency e x it requirem ents. In No­ tic e 3. the agency proposed to m cd ify th is o p tio n to require e ith e r p rovision o f a re a r em ergency door o r, a t th e option o f th e m a nufa cture r, provision o f a le ft­ side em ergency door and a "C a lifo rn ia re a r w indow " e x it a t the re a r o f the bus. T h is type o f re a r w indow e x it provides a large (16 by 46 Inch ) opening w h ich la m ore easily u tiliz e d th a n a aide emer­ gency door If a bus has ro lle d onto its side. In th e a lte rn a tive , the agency pro­ posed th a t th e o p tio n to use a te a r w in ­ dow e x it o n ly be allow ed In rear-engine buses. The tw o m anufacturers o f tra n s ittype school buses supported the new op­ tio n , b u t objected to the a lte rn a tiv e pro­ posal th a t w ould lim it use o f th e option to rear-engtne buses. B o th G llllg and C row n b u ild m ld-englne school buses w ith essentially the same con figura tion as rear-engine buses and consider the re a r w indow e x it equally useful In these buses. T he agency has considered the m ld-englne design and agrees w ith the argum ent m ade by C row n and G llllg . Ac­ cordingly, th e agency amends th e stand­ a rd as proposed to ap ply th e o p tio n to a ll school buses. C rown Coach pointed o u t th a t the N HTSA proposal to lim it re a r-w ln d o w -e xlt release mechanisms to a single release w ould necessitate a change in e xisting hardw are. The N H TS A haa Investigated th e available hardw are (consisting In a ll cases o f tw o release m echanism s th a t are located w ith in 36 Inches o t each o th e r) and con­ cludes th a t th e on ly s ig n ific a n t safety hazard In some o f th e designs is th a t some re q u ire sim ultaneous operation fo r release. F o r th is reason, th e agency w ill a llo w n o t m ore th a n tw o release mech­ anism s. provided th a t th e tw o mecha­ nism s do n o t have to operate sim ultane­ ously to effect release. I f new designs present a problem o f any na ture , fu rth e r ru le m akin g w ill be undertaken. In accordance w ith recently-enunci­ ated D epartm ent o f T ransp orta tion p o l­ ic y encouraging adequate onals'sis o t the consequences o f regulatory a ctio n (41 TP. 16201, A p ril 16. 1976). th e aeency here­ w ith sum marizes Its evaluation o f the economic and o th e r consequences o f th is proposal on th e p u blic and p riva te sec­ tors. In clu d in g possible loss o t safety benefits. The op tion to hinge some re a r emergency doors on the fig h t o r le ft, and FlOESAl MG1ST;*, VOL 41, NO. 101—THOMOAV, JUKI 3, 1474 159 A c t N o 9 0 P u b lic A c t s o l 1 9 8 1 A p p ro v e d J u ly b y G o v e rn o r 2. 1981 STATE OF M IC H IG A N 81 ST LEGISLATURE REGULAR SESSION OF 1981 Introduced by Reps. Sictsema, Thom as H . B row n and Nash ENROLLED HOUSE BILL No. 4124 A N A C T In am end section 1343 o f Act N o . 451 o f the Public Acts o f 1976, entitled as am ended "An act to provide a system o f public instruction and elem entary and secondary schools; to revise, consolidate, and classify the laws relating to elem entary and secondary education; to provide for the classification, organisation, regulation, and m aintenance o f schools, school districts, and interm ediate school districts; to prescribe rights, powers, duties, and privileges o f schools, school districts, and interm ediate school districts; to provide for school elections and to prescribe powers and duties w ith respect thereto; to p rovide for the levy and collection o f taxes; to p ro v id e fo r the bo rro w in g of m oney and issuance o f bonds and other evidences o f indebtedness; to provide for and prescribe the powers and duties o f certain bnnrds and officials; to provide for licensure o f hoarding schools; to prescribe penalties; and to repeal certain acts and parts o f acts," being section 380.1343 o f the C o m p iled Laws o f 1970. T h e People of the Slate o f M ichigan enact: Section I. Section 1343 o f Act N o. 451 o f the Public Acts o f 1976, being section 380.1343 o f the C om piled Laws o f 1970, is am ended to read as follows; Sec. 1343. ( I ) T h e state board shall prom ulgate rules fo r safety specifications for school buses trans­ porting pupils to public and nonpublic schools. . (2) T h e departm ent o f state police shall inspect each school bus annually, and m ore frequently in a school district where bus defects base been found, to determ ine if the bus meets the specifications o f the state board. T h e departm ent o f state police m ay delegate the inspection o f school buses to publicly em ployed inspectors if the inspection complies w ith this section. (3) A bus whose m ajor use is the transportation o f school pupils shall carry at least 1 fire extinguisher as a m atter o f public safety. (4) A board o f education, em ployee o f a school district, or other person having control over the operation o f a school bus shall not operate or perm it to be operated a school bus which has not been inspected under this section. (5 ) A s c h o o l b u s s h a ll m e e t th e s p e c ific a tio n s f o r s c h o o l b uses p r e s c r ib e d b y A c t N o . 300 o f th e P u b lic A c ts o l 1949. as a m e n d e d , b e in g s e c tio n s 257 I to 257.923 o f th e M ic h ig a n ( 'o m p i l c d L a w s . (fi) T h e d e p a r tm e n t o l s ta le p o lic e s h a ll in s p e c t a ness s c h o o l b u s In - lo r e a s c h o o l b o a r d o r in te r m e d ia te s c h o o l b o a rd a c c e p ts d e liv e r y o f th e ncsv s c h o o l b u s. T h e d e p a r tm e n t o f s ta le p o lic e s h a ll d e te r m in e sv h e th e r th e ncsv s c h o o l b u s is a c c e p ta b le fo r d c lis e is T h e d e p a r tm e n t o f s la te p o lic e m a y d e le g a te th e ( 64 ) (CON TIN UED ) 160 SAMPLE Mim eographed by th e C l e r k 's o f f i c e by o r d e r o f th e C o u n c il F i r s t H e ad in g Passed F e b ru a ry 2 3 , 1967 March 6 , 1967 AN ORDINANCE TO AMEND THE CODE OF THE CITY OF ANN ARBOR BY ADDING A NEW SECTION, WHICH NEW SECTION SHALL BE DESIGNATED AS SECTION 1 0 .1 7 OF CHAPTER 1 2 6 . TITLE X , OF SAID CODE. The C i t y o f Ann A rb o r o r d a in s : S e c tio n 1 . T h a t a new s e c tio n s h a ll be added t o C h a p te r 126 o f T i t l e X o f th e Code o f th e C i t y o f Ann A r b o r , w h ich new s e c tio n s h a ll be d e s ig n a te d as 1 0 .1 7 and w hich s h a ll re a d as fo llo w s : 1 0 .1 7 PASSING SCHOOL BUS STOPPED TO RECEIVE OR DISCHARGE PASSENGERS; STOPPING ON STREETS AND HIGHWAYS; MEETING BUS ON DIVID ED HIGHWAY; BUS SIGNAL LAMPS AND MARKINGS. (a ) The d r i v e r o f a v e h ic le s h a ll n o t o v e r ta k e and o a s s , o r m eet and p a s s , any school bus w h ich has sto p p ed f o r th e purpose o f r e c e iv in g o r d i s ­ c h a rg in g p assen g ers and w h ich 1s d is p la y in g two ( 2 ) a l t e r n a t e l y f la s h in g re d l i g h t s as p ro v id e d h e r e in . A l l s ch o o l buses s h a ll be e q u ip p ed w ith such s ig n s a n d /o r l i g h t s on th e back and f r o n t t h e r e o f , w ith r e s p e c t t h e r e t o , as s h a ll be ap p ro ve d by th e S t a t e Highw ay C onm 1ssloner. (b ) The d r i v e r o f a v e h ic le o v e r t a k in g o r m e e tin g any school bus stopp ed and i s d is p la y in g two a l t e r n a t e l y f la s h in g re d l i g h t s lo c a te d a t th e same l e v e l , s h a ll b r in g such o v e r t a k in g o r m e e tin g v e h ic le to a f u l l s to p a t l e a s t te n f e e t fro m th e s ch o o l bus and s h a ll n o t p ro c ee d u n t i l th e v is u a l s ig n a ls a r e no lo n g e r a c t u a t e d . The d r i v e r o f th e school b u s , b e fo r e resum ing m o tio n , s h a ll s ig n a l sto p p e d t r a f f i c t o p ro ceed and s h a l l , when resum ing m o tio n , p ro c ee d 1n such a m anner as t o a llo w c o n g es te d t r a f f i c to d is p e rs e by k e e p in g th e bus as n e a r to th e r i g h t s id e o f th e ro a d as can be done w ith s a f e t y . P assengers c r o s s in g th e ro a d upon b e in g d i s ­ c h arg ed fro m a school bus s h a ll c ro s s in f r o n t o f th e stopped school b u s . A t an I n t e r s e c t io n w here t r a f f i c i s c o n t r o lle d by an o f f i c e r o r a t r a f f i c s to p -a n d -g o s ig n a l , th e sch ool bus d r i v e r s h a ll n o t d is p la y th e two a l t e r n a t e l y f la s h in g re d l i g h t s , and a v e h ic le need n o t be b ro u g h t to a f u l l s to p b e fo r e p a s s in g any such sch ool b u s , b u t may p ro ceed p a s t such school bus a t a speed n o t g r e a t e r th a n 1s re a s o n a b le and p ro p e r and in no e v e n t g r e a t e r th a n te n m ile s p e r h o u r , w ith due c a u tio n f o r th e s a f e ty o f p a ss e n g ers b e in g r e c e iv e d o r d is c h a rg e d fro m such school b u s . S igns g iv in g n o t ic e o f t h i s lo c a l school bus t r a f f i c o rd in a n c e s h a ll be po s te d upon o r a t th e e n tra n c e s to th e C i t y as p ro v id e d 1n S ta te Laws. (c ) A l l lo c a tio n s a t w h ich s ch o o l buses r e c e iv in g o r d is c h a rg in g p a ss e n g ers be approved in w r i t i n g by th e C h ie f th e In c lu s io n o f such a s to p in th e propo se to s to p f o r th e pu rpose o f on a p u b lic s t r e e t o r highw ay s h a ll o f P o lic e o r h is d e le g a t e , p r i o r to r o u te o f any school b u s . 161 Joint Committee on Administrative Rules Processing of Proposed Guidelines and Administrative Rules MICHIGAN JOINT LEGISLATIVE COMMITTEE ON ADMINISTRATIVE RULES 4th Floor. Farnum Building • 125 W. Allegan • Lansing, Michigan 48913 • Telephone: (517) 373-6476 In the administrative rules process, a "rule" means a regulation written by a state agency which implements or appliesa law. An agency writing rules must meet the requirements ol the Administrative Procedures Act (Public Act No. 306 of 1969, as amended) which governs the procedures lor processing and publishing rules. When rules are properly processed, they are enforceable on the public and must be obeyed. The rules process begins in the Legislature. Before a law is enacted, the Legislature determines whether rules would be beneficial or necessary to implement the law and if so. what state agency should be responsible for writing the rules. The Legislature then, within the statute, grants an agency the authority to promulgate rules. This authority is given due to the agency's experience and technical expertise in a particular subject area. An example of a rule is the following. A law is passed giving the Department of Natural Resources the power to make rules to regulate the use of boats on Michigan's inland lakes for the protection of the public. The DNR is requested by a local township to restrict high-speed boating on a lake where there are many swimmers. Under their statutory authority, the DNR may promulgate rules which restrict high-speed boating to certain hours and locations. This rule would then have to be obeyed by the public. Another example may also be helpful. In 1974, the Michigan Occupational Safety and Health Act (MIOSHA) was enacted. Within this law, the General Industry Standards Commission was authorized to promulgate rules to prevent accidents in places of employment and protect the life and safety of employees. If the Commission finds that a machine such as a drill press is a potential hazard, rules may be promulgated to require handguards to protect the workers. ' PROCEDURES Because of their importance and effect upon the public, administrative rules must go through a detailed procedure before they become effective. This procedure is designed to allow the maximum of public participation and comment. A. PUBLIC HEARING If there is a need to write or amend an existing rule, the agency begins the process of promulgating a rule. Initially, the agency drafts a proposed rule, fixes a date for a public hearing and sends a notice of the hearing and copies of the rule to interested persons, industries, businesses and other groups who may be affected by the rule. Notice may also be published in newspapers. At the hearing, persons are encouraged to give testimony, make comments or submit suggestions on the proposed rule. Persons unable to attend the hearing are encouraged to make their views known in writing. Any statement received is part of the agency's record and is considered by the agency. After a public hearing is held, the agency may revise the rule based upon testimony and written comments received. Interested persons may request to be notified of the revisions. Sen. Doug Ross. Chairman Sen. James DeSana Sen. Joseph Mack Sen. John Welborn Sen. Robert 0. Young Rep Thomas J Anderson. Vice-Chairman Rep. Geoige Cushmgberry Rep. Michael Gnllm Rep. Charles Mueller Rep. Charles Varnum 162 B. APPROVAL BY THE LEGISLATIVE SERVICE BUREAU The rule is sent to the Legislative Service Bureau for approval as to form. This is to assure that the proper format and numbering is used by the agency and that the wording is clear. If approved, a certificate of approval is attached. C. APPROVAL BY THE ATTORNEY GENERAL After the Legislative Service Bureau approves the proposed rule and attaches its certificate of approval, the rule is sent to the office of the Attorney General for approval as to legality. If the Attorney General approves the rule, a certificate is attached and the rule is returned to the agency. If the Attorney General disapproves, the rule is returned to the agency with objections noted. The agency then makes changes necessary to get approval. D. APPROVAL BY THE JOINT COMMITTEE ON ADMINISTRATIVE RULES Once the rule is certified by the Legislative Service Bureau and Attorney General, the agency formally transmits it to the Joint Committee on Administrative Rules. The Joint Committee on Administrative Rules is a legislative committee created by statute consisting of 5 representatives and 5 senators. The chairman of the committee is selected every two years rotating between the House and Senate. The basic responsibility of the committee is to determine if the proposed rule is in keeping with the legislative intent of the authorizing law. The rule may not exceed the powers granted in the law, nor address issues not covered in the law. The committee also examines the potential effect of the rule upon the public or upon business and industry within the state. The committee meets on a weekly basis when the Legislature is in session. Proposed rules are scheduled for discussion by the committee and notice is sent to persons who have requested it. Again, people may submit comments regarding the rule in person or by letter. Anyone wishing to be notified of consideration of a specific set of rules may contact the committee and be placed on the notification list. The committee has two months in which to consider the rules and may extend this time to three months if it deems necessary. All action by the committee requires a majority of Senate and House members. In this period a number of things may occur: 1. The committee may approve the rule. If approved, a "Certificate of Approval” is attached and the rule is returned to the agency. 2. The committee may disapprove the rule. If disapproved, the rule is returned to the agency and the Legislature is informed of the disapproval. The agency may not adopt the rule unless one of the following occurs: a. The Legislature adopts a concurrent resolution approving the rule within 60 days after receiving the report of disapproval. b. The committee subsequently approves the rule. 3. If the committee neither approves nor disapproves a rule because of a lack of majority vote for either alternative, the committee may certify an impasse. The rule is returned to the agency and the Legislature is informed of the impasse. The agency may not adopt the rule unless one of the following occurs: a. The Legislature adopts a concurrent resolution approving the rule within 60 days after receiving the report of impasse. b. The committee subsequently approves the rule. 4. If the committee neither approves nor disapproves the rule nor certifies an impasse within the time allotted, the committee returns the rule to the agency and causes a concurrent resolution to be introduced in both houses of the Legislature approving the rule. This resolution is placed directly on the calendar of each house. The agency may not adopt the rule unless one of the following occurs: a. The Legislature adopts the concurrent resolution approving the rule within 60 days after its introduction. b. The committee subsequently approves the rule. 5. An agency, by leave of the committee, may withdraw the rule, correct any problem in the rule and then transmit to the committee for approval. E. FORMAL ADOPTION OF THE RULE BY THE AGENCY After the rules have been approved, either by the Joint Committee on Administrative Rules or by resolution of both houses of the Legislature, if the agency wishes to proceed it shall formally adopt the rule and attach a notice or certificate indicating formal adoption of the rule. F. TRANSMITTAL TO THE GOVERNOR Alter all approvals are complete, an agency transmits a copy of the rule bearing the required certificates of approval and adoption to the office of the Governor at least 10 days before it files the rule. G. FILING WITH THE SECRETARY OF STATE A rule bearing the required certificates of approval and adoption is then filed with the Secretary of State. The Secretary of State endorses the date and hour of filing of the rule. 163 H. EFFECTIVE DATE A rule becomes effective on the date fixed in the rule, which may be no earlier than 15 days after filing with the Secretary of State, or if no date is stated, upon publication in the Administrative Code. Often the date fixed in the rule will state: "This rule becomes effective 15 days after filing with the Secretary of State." I. AMENDMENT OR RESCISSION OF A RULE If any legislator believes that a rule already in effect is unauthorized, not within the legislative intent oris expedient, the legislator may: 1. Introduce a concurrent resolution expressing the determination that the rule be amended or rescinded. If the resolution is adopted, the rule is disapproved. However, rejection of the resolution does not constitute legislative approval of the rule. 2. Introduce a bill which in effect amends or rescinds the rule. 3. Any member of the public may also request an agency to amend or promulgate a rule. The agency does not have to promulgate a rule, but under the law must answer the request in writing, stating its reasons. OTHER CONCERNS A. EMERGENCY RULES If an agency finds that preservation of the public health, safety or welfare requires it. it may promulgate an emergency rule. The Governor must concur in the finding of an emergency. The rule is effective for not more than six months and may be extended an additional six months. The emergency rule has the force and effect of law but does not have to go through the notice and hearing process outlined above nor is it transmitted to the Joint Committee on Administrative Rules. The Legislature may disapprove the emergency rule by a concurrent resolution. An example of an emergency rule is the following: If a certain disease infecting horses is found within Michigan, the Department of Agriculture could promulgate an emergency rule requiring every horse within the state to submit to tests and receive inoculations. The agency would not have to go through the complete rules process but instead would only need the concurrence of the Governor in the finding of an emergency. II the emergency ccntinued to exist, the rule could be renewed and the process could be started to promulgate permanent rules. B. GUIDELINES Under the law, a state agency can write guidelines to assist its personnel in the administration of laws or rules. Guidelines are binding upon the state agency only; they are not binding upon the public, nor may they be enforced upon the public. An agency may not adopt a guideline in lieu of a rule. Guidelines are public record and must be sent to the Governor, the Joint Committee on Administrative Rules, the Legislative Service Bureau, and any interested person. Any person may request copies of or notice of guidelines from any departmenl They also have the right to express their views on guidelines in writing to the department concerned. CONCLUSION The administrative rules process is detailed, butimportant. We hope that this pamphlet has been useful to you. Effective government on all levels needs public understanding and input. If you have any questions on any rule in existence or any that have been proposed, please contact the state department concerned or contact the office of the Joint Committee on Administrative Rules, 125 W. Allegan, 4tli Floor Farnum Building, Lansing, Michigan 48913, telephone 373-6476 (Area Code 517). PROMULGATION OF AN ADMINISTRATIVE RULE Agency Suggestion Agency Holds Public Hearing on Rule* Agency Drafts Administrative Rule Legislative Mandate Public Request Agency Modifies Rule if Necessary •Agency Notifies Interested Citizens of Changes Made •Public Input Agency Transmits Rule to Joint Committee Joint Committee Considers Rule* Agency Submits Rule' to LSB for Approval as to Form* AG Returns Approved Rule to Agency LSB Sends Approved Rule to AG for Approval as to Legality Public Input Rule Returned to Agency Joint Committee Approves Rule Joint Committee Disapproves Rule Any Legislator May Introduce Concurrent Resolution in Either House of Legislature to Approve Rules Joint Committee Certifies Impasse Joint Committee Takes No Action Joint Committee Causes Concurrent Resolution of Approval lo be Introduced in Both Houses of the Legislature LEGEND: Joint Committee—Michigan Joint Legislative Committee on Administrative Rules Agency—Responsible State Department, Commission, Board. Etc. LSB—Legislative Service Bureau AG—Attorney General Concurrent Resolution Passes Within 60 Days Agency Formally Adopts Rule Concurrent Resolution Does Not Pass Within 60 Days Governor's Office Notified 10 Days Before Filing Agency May Not Adopt the Rule Rule Filed With Secretary of State* *Have the Force and Effect of Law 165 SAMPLE STATE OF MICHIGAN FRANK J. KELLEY, ATTORNEY GENERAL SCHOOL BUSES: Location fo r stopping a school bus SCHOOLS & SCHOOL DISTRICTS: Location fo r stopping a school bus The driver o f a school bus may not bring a school bus to a stop fo r the purpose o f receiving or discharging school children at a location un­ less the school bus remains continuously v is ib le to approaching and overtaking vehicles for the e n tire distance of at least 500 fe e t in each direction. Opinion No. 5780 Gerald L. Hough, Director Department of State Police 714 South Harrison Road East Lansing, Michigan You have requested my opinion on the question whether 1949 PA 300, § 682(3), requires the driver of a school bus to stop the bus for the purpose o f receiving or discharging passengers in such a lo ­ cation that the school bus remains in constant view to overtaking and approaching vehicles throughout the 500 feet distance required in the statute. 1949 PA 300, § 682(3); MCLA 257.682; MSA 9.2382, provides as follows: "A school bus d riv e r shall not stop the bus for the purpose of receiving or discharging passengers unless the bus is c le a rly v is ib le in its stopped position to approaching or overtaking drivers of vehicles for a distance of at least 500 fe e t. 166 I >f r t M I M I N | «M I .1 N t 14 ^ | fi S fA N ltt I) Sr i IN H U M E U t'ftu ty A U i» rn *'y ( I f t tr r u t v. F R A N K J. K E L L E Y ATTutinCT (; i:,m .i i a i . L a n s in g /■'■'•• j ^ !>■ > * • 4 1) ... ; : 5r : <£•_ V.: ■ D e c e m b e r 3 , 1975 h . - t : . ------ .. .•• • - ' v '• .r V ' ' w ' 1' Mon. David Bonior State Representative Capitol Building Lansing, Michigan Dear Representative Bonior: You have requested my opinion as to whether an authorized emer­ gency vehicle, while responding to a life-threatening situation, may proceed past a stopped school bus displaying red flashing lights, after ascertaining the safety of all children, either entering or leaving the bus. 1949 PA 300, S 603, as amended; UCLA 257.603; MSA 9.2303, provides in part: * * " (b) The driver of any authorized emergency vehicle when responding to an emergency call, but not while returning therefrom, may exercise the privileges set forth in this section, but.subject to the con­ ditions herein stated. " (c) The driver of an authorized emergency vehicle may: * A * "2.. Proceed past a red or stop signal or stop sign, but only after slowing down as may be necessary for safe operation. •• * * * "4. Disregard regulations governing direction of movement or turning in specified direction. (CONTINUEDJ 167 Representative Bonior I'l'age 2 1949 PA 300, S 682, as amended; MCLA 257.682; MSA 9.3282, further provides in pertinent part that: «* * * " (b) The driver of a vehicle overtaking or meeting any school bus which has stopped and is displaying 2 alternately flashing red lights located at the same level shall bring the vehicle to a full stop at least 10 feet from the school bus and shall not proceed until the school bus resumes motion or the visual signals are no longer actuated. . . . «* * *■ In addition, 1949 PA 300, S 653, as amended; MCLA 257.653; MSA 9.2353, provides in parts " (a) Upon the immediate approach of an authorized emergency vehicle equipped with at least 1 lighted flashing, rotating or oscillating lamp exhibiting a red or blue light visible under normal atmospheric condition from a distance of 500 feet to the front of such vehicle and when the driver is giving audible signal by siren, exhaust whistle, or bell: "1. The driver of every other vehicle shall yield the right of way and shall immediately drive to a position parallel to and as clpse as possible to, the righthand edge or curb of the roadway clear of any intersection and shall stop and remain in such position until the authorized emergency vehicle has passed, except when otherwise directed by a police officer. « * * * " (b) This section shall not operate to relieve the driver of an authorized emergency vehicle from the duty to drive w i t h due regard for the safety of all persons using the highway." heeding the aforementioned sections of the Vehicle Code in h?rr.:ony with each other, it is i.iy opinion that an authorized emergency vehicle responding to a life-threatening situation may proceed post a stopped school bus displaying red flashing lights, iiftcr ascertaining that the safety of the children will not be put in jeopardy. Very truly yours, 168 The Ann Arbor News, Tuesday, December 15, I'JHl 11-9 Judge orders pupils bused in Alpena a v BOOTH N B W I I I B V I C B ALPENA - Circuit Judge Jo­ seph P. Swallow today ordered the Alpena schools to reinstate busing. In bis opinion. Sw allow said transportation Is a necessary ele­ ment and guaranteed by the state constitution. The d istrict "must provide transportation to all stu­ dents (or whom It la necessary to participate in the educational pro­ cess," he ruled. Swallow cited an Ann Arbor case that found textbooks a necessary part of the state's free education system. "...In the Alpena school district of 8,800 students, transportation is a necessary element because the district is one of the largest geo­ graphically in the state and some students reside more than 27 mites away from school." Sw allow wrote, "...the plaintiffs, have had hardship In transporting kids to school.'’ The ruling stems from a suit filed Nov. Sby resident William D. Lintx Jr., who claimed transportation is a “reasonable and necessary ele­ ment” of a district's public educa­ tion system. He sued after voters rejected a busing levy. Swallow set next Tuesday as the date of a hearing when the school board, co-deiendanis In the suit, must show why the order should not go Into effect. [ I I . IM U ■A7 School bus service not mandatory, court says iiomihc Auocuno n L A N S IN G - m M ic h ig a n p o r t a t io n w a s a n e s s e n tia l p a r t o f s c h o o l d is tr ic ts a rc fre e to e lim in a t e b u s s e r v ic e f o r t h e ir s tu d e n ts , tb e s ta le T h e a p p e a ls c o u r t a f f ir m e d a W e x fo rd C o u n ty C ir ­ p u b lic s c h o o l S h e a ls o c la im e d t h a t I t w a s w r o n g o f t h e d i s t r i c t t o s to p C o u r t o f A p p e a ls s a y s . a fre e s y s te m . and th e n s ta rt b u s s e r v ic e o n c e a ta x In c re a s e passed. c u i t C o u r t r u l i n g a n d r e je c t e d a l l a r g u m e n t s in a la w ­ T h e a p p e a ls c o u r t r e je c t e d t h e w o m a n 's a r g u m e n t s , s u it b r o u g h t t o r e q u i r e C a d i l l a c p u b lic s c h o o ls t o p r o ­ f in d in g n o t h in g in th e M ic h ig a n C o n s t it u t io n r e q u ir in g v id e f r e e b u s r i d e s b e t w e e n h o m e s a n d c la s s e s . s c h o o l d is t r ic t s to s u p p ly fr e e b u s r id e s to s tu d e n ts . I t T h e la w s u it, b r o u g h t b y B a r b a r a S u tto n o n b e h a lf o f s tu d e n ts in th e C a d illa c d i s t r i c t , c o n te n d e d t h a t t r a n s ­ a ls o h e ld th a t th e d is tr ic t had th e p o w e r to m o n e y t o s o m e s e r v ic e s a n d n o t t o o t h e r s . a llo c a te 169 Pre-Employment Inquiry Guide Available from: Michigan Department o f C iv il Rights State o f Michigan 1200 Sixth Avenue D e tro it, Michigan Plaza Building 48226 B illie S. Farnum Building 125 West Allegan Street Lansing, Michigan 48913 170 PERSONNEL MANAGEMENT Topic: Problem #1 Developing a Hiring Plan You have been hired by the Fairweather Public School D is tr ic t, F airweather, Michigan, as the Director o f the Transportation Department. In this capacity you report d ire c tly to the assistant superintendent fo r non-instructional programs. The d is tr ic t has an enrollment of 3,200 K-12 students approximately 75% o f whom are bused d a ily . The transportation department is responsible fo r in ter-b u ild in g de­ liv e ry , grounds and ex te rio r maintenance as well as pupil transpor­ ta tio n . When fu lly staffed the department employs 50 people. This includes 35 fu ll-tim e school bus d rivers, 7 substitutes, 1 mechanic and a secretary/dispatcher in the pupil transportation section. The grounds and ex te rio r maintenance group includes a truck d riv e r, de­ liv e ry van d riv e r, 3 mowers with grounds maintenance s k ills and 1 technician with s k ills in the areas o f carpentry, e le c tric a l wiring and general e le c tr ic it y , landscaping and general plumbing. The assistant superintendent informs you that during the la s t 3 years i t has been d if f ic u lt to re c ru it employees necessary to adequately s ta ff the transportation department. Consequently the department has high s ta ff turnover, low productivity and poor s ta ff morale. Your f i r s t assignment as transportation director w ill be to develop a hiring plan that w ill result in the recruitment o f employees with the s k ills needed by the transportation department. 171 PERSONNEL MANAGEMENT Topic: Problem #2 Job Interviews You have been hired by the Fairweather Public School D is t r ic t, F a irweather, Michigan, as the D irector o f the Transportation Department. In this capacity you report d ire c tly to the assistant superintendent fo r non-instructional programs. The d is tr ic t has an enrollment of 3,200 K-12 students approximately 75% o f whom are bused d a ily . The transportation department is responsible fo r in te r-b u ild in g de­ liv e r y , grounds and e x te rio r maintenance as well as pupil transpor­ ta tio n . When f u lly staffed the department employs 50 people. This includes 35 fu ll-tim e school bus drivers, 7 substitutes, 1 mechanic and a secretary/dispatcher in the pupil transportation section. The grounds and e x te rio r maintenance group includes a truck d riv e r, de­ liv e ry van d riv e r, 3 mowers with grounds maintenance s k ills and 1 technician with s k ills in the areas of carpentry, e le c tric a l wiring and general e le c tr ic it y , landscaping and general plumbing. The assistant superintendent informs you that during the la s t 3 years i t has been d if f ic u lt to re c ru it employees necessary to adequately s ta ff the transportation department. Consequently the department has high s ta ff turnover, low productivity and poor s ta ff morale. Your f i r s t assignment as transportation directo r w ill be to develop the questions and format fo r a job interview fo r two o f the following job categories: 1. 2. 3. 4. 5. special education bus driver school bus d river secretary/dispatcher mechanic technician 172 PERSONNEL MANAGEMENT Topic: Problem #3 Determining Training Needs and P rio ritie s You have been hired by the Fairweather Public School D is tr ic t, F a irweather, Michigan, as the Director o f the Transportation Department. In this capacity you report d ire c tly to the assistant superintendent fo r non-instructional programs. The d is tr ic t has an enrollment o f 3,200 K-12 students approximately 75% o f whom are bused d a ily . The transportation department is responsible fo r in ter-b u ild in g de­ liv e ry , grounds and e x te rio r maintenance as well as pupil transpor­ ta tio n . When fu lly staffed the department employs 50 people. This includes 35 fu ll-tim e school bus d rivers, 7 substitutes, 1 mechanic and a secretary/dispatcher in the pupil transportation section. The grounds and ex te rio r maintenance group includes a truck d riv e r, de­ liv e ry van d riv e r, 3 mowers with grounds maintenance s k ills and 1 technician with s k ills in the areas o f carpentry, e le c tric a l wiring and general e le c tr ic it y , landscaping and general plumbing. The assistant superintendent informs you th at during the la s t 3 years i t has been d if f ic u lt to re c ru it employees necessary to adequately s ta ff the transportation department. Consequently the department has high s ta ff turnover, low productivity and poor s ta ff morale. Your f i r s t assignment as transportation director w ill be to id e n tify a procedure by which you w ill be able to id e n tify the trainin g needs of your department's personnel. Also, determine how you w ill p r io r i­ tiz e these tra in in g needs so they can be e ffe c tiv e ly and e ffic ie n tly met in a tim ely fashion. 173 PERSONNEL MANAGEMENT Topic: Problem #4 Personnel Evaluation/Appraisal You have been hired by the Fairweather Public School D is tr ic t, F a irweather, Michigan, as the Director o f the Transportation Department. In this capacity you report d ire c tly to the assistant superintendent fo r non-instructional programs. The d is tr ic t has an enrollment of 3,200 K-12 students approximately 75% o f whom are bused d a ily . The transportation department is responsible fo r in te r-b u ild in g de­ liv e ry , grounds and e x te rio r maintenance as well as pupil transpor­ ta tio n . When f u lly staffed the department employs 50 people. This includes 35 fu ll-tim e school bus drivers, 7 substitutes, 1 mechanic and a secretary/dispatcher in the pupil transportation section. The grounds and e x te rio r maintenance group includes a truck d riv e r, de­ liv e ry van d riv e r, 3 mowers with grounds maintenance s k ills and 1 technician with s k ills in the areas o f carpentry, e le c tric a l wiring and general e le c tr ic it y , landscaping and general plumbing. The assistant superintendent informs you that during the la s t 3 years i t has been very d if f ic u lt to determine i f the transportation depart­ ment is making the best use o f its personnel. As a resu lt the de­ partment has experienced labor/management d if f ic u lt ie s , the loss of some experienced employees and a disproportionate rise in personnel costs compared to other departments within the d is tr ic t and other d is tric ts in the s tate. Your f ir s t assignment as transportation director w ill be to develop personnel performance appraisal formats fo r the job categories included in the transportation department. School bus d river (general education) School bus driver (special education) Driver (truck and delivery van) Secretary/di spatcher Vehicle mechanic Grounds maintenance (mowers/maintenance) Grounds technician 174 OPERATIONS Problem #1 A new driver checks the o il in the engine by dipstick and determines a quart is needed. With good in ten t i t is inadvertently added to the rad iato r. What is your course o f action? 175 OPERATIONS Problem #2 On a fie ld t r ip to a distant c ity to v is it a certain f a c i l i t y , the t r ip leader discovers that the f a c ilit y is closed and asks the d rive r to take them to a d iffe re n t spot and location not on the t r ip itin e ra ry . What should the driver do since the supervisor cannot be reached? 176 OPERATIONS Problem #3 You know from the records that some of your drivers waste fuel by th e ir driving methods. How can you get them to try to be more fuel saving conscious? 177 OPERATIONS Problem #4 Someone calls in and says that one of your buses has a l e f t headlight that goes on and o ff as the bus bumps along over the road. The pre­ t r ip form shows an ok check on the headlights. Your course o f action? 178 L e ad e rs h ip /M an a g e m en t S t y le Q u e s tio n n a ir e T h is q u e s tio n n a ir e has been d e s ig n e d 1n o r d e r to h e lp you e v a lu a te y o u r le a d e r s h ip o r management s t y l e . I t 1s n o t a t e s t . T h e re a r e n o t " r i g h t " o r "w rong" a n s w e rs . S im p ly re a d each o f th e q u e s tio n s and c i r c l e th e l e t t e r o f th e resp o n se you ch o o se. More th a n one o f th e re sp o n s e s may d e s c rib e y o u r b e h a v io r , b u t choose th e one t h a t b e s t d e s c rib e s how you u s u a lly b e h av e . I f you have no q u e s tio n s , yo u may b e g in . 1. When 1 t comes t o th e s e t t i n g o f g o a ls f o r iqy w ork g ro u p . I : (a ) S e t th e g o a ls m y s e lf and th e n c l e a r l y c o n riu n ic a te them to my s u b o rd in a te s . ( b ) L e t each o f my s u b o rd in a te s s e t h is o r h e r own g o a ls . ( c ) G e n e r a lly a v o id s e t t i n g such g o a ls 1 f I c a n . (d ) G et my s u b o r d in a te s ' id e a s and t r y t o s t r i k e a b a la n c e betw een t h e i r needs and th e needs o f th e o r g a n iz a t io n . ( e ) Work w ith my s u b o rd in a te s and s e a rc h f o r ways t h a t we can m eet t h e i r needs w h ile m aking a maximum c o n t r ib u t io n to th e o r g a n iz a t io n . 2. In o r g a n iz in g th e w ork f o r my g ro u p , I : ( a ) T ry t o do w h at 1s e a s ie s t f o r , and m ost a c c e p ta b le t o , e v e ry o n e c o n ce rn e d . ( b ) A tte m p t to b a la n c e , as much as p o s s ib le , th e needs o f th e o r ­ g a n iz a tio n and th e d e s ir e s o f my s u b o r d in a te s . ( c ) Am p r i m a r i l y c o n ce rn e d t h a t iny s u b o r d in a te s ' tim e and a b i l i t i e s a re f u l l y u t i l i z e d . ( d ) T r y to m axim ize th e a c h ie v e m e n t o f b o th th e o r g a n iz a t io n 's g o a ls and th e g o a ls o f my s u b o r d in a te s . ( e ) Am p r i m a r i l y co n cern ed t h a t my s u b o rd in a te s f i n d t h e i r w ork i n t e r ­ e s t in g and m e a n in g fu l. 3. When d e le g a tin g a u t h o r i t y and r e s p o n s i b i l i t y , I d e le g a te : ( a ) L i t t l e a u t h o r i t y b u t c l e a r l y p la c e r e s p o n s i b i l i t y . ( b ) As much as p o s s ib le a lw a y s c o n s id e r in g th e needs and a b i l i t i e s o f s u b o r d in a te s . ( c ) C o n s e r v a tiv e ly , t r y i n g to m in im iz e th e l i k e l ih o o d o f f a i l u r e f o r m y s e lf and s u b o rd in a te s . ( d ) As much as p o s s ib le t o s u b o rd in a te s and o th e r work g ro u p s . (e ) P r im a r ily a c c o rd in g to my s u b o r d in a te 's w illin g n e s s to a c c e p t d e le g a t io n . 179 4. When p a r t i c i p a t i n g In th e s e le c t io n o f th e p e o p le who w i l l r e p o r t d i r e c t l y to m e, I lo o k f o r p e o p le : (a ) (b ) Who w i l l add s om ethin g e x t r a to iny group and i t s p e rfo rm a n c e . Whocan c o n t r ib u t e to th e m e e tin g o f th e g ro u p 's g o a ls w h ile w o rk in g s m o o th ly w ith o th e r group members. ( c ) Who w i l l n o t "ro c k th e b o a t ." ( d ) Who w i l l be a c c e p te d by and w ork s m o o th ly w ith o th e r group m embers. To me, th e s e a r e th e th in g s t h a t m a tte r m o s t. ( e ) Who can c o n t r ib u t e to th e w ork g ro u p 's g o a ls . To me t h i s i s th e o n ly t h in g t h a t r e a l l y m a tte r s . 5. When 1 t comes to a u t h o r iz in g fun d s a n d /o r tim e f o r th e t r a i n i n g and d eve lo p m en t o f th e p e o p le who r e p o r t to m e, I : ( a ) S u p p o rt such a c t i v i t i e s t o th e f u l l e s t e x t e n t p o s s ib le . I f my s u b o rd in a te s f e e l t h a t th e y can b e n e f it fro m th e t r a i n i n g , 1 t 1s OK w ith me. ( b ) R e a d ily s u p p o rt t h a t w h ic h le a d s t o th e a c q u is it io n o f im m e d la te ly u s e fu l s k i l l s . The o th e r s t u f f I ap p ro ve o n ly 1 f my p e o p le r e a l l y i n s i s t on 1 t . ( c ) A pprove as l i t t l e as p o s s ib le . I am fo rc e d to a p p ro v e some o f th e t r a i n i n g b u t we d o n 't need a l o t o f fa n c y new Id e a s b e in g b ro u g h t i n t o my a g e n c y . ( d ) Am I n t e r e s t e d In b o th t h e i r s h o r t-t e r m and lo n g -te r m d e v e lo p m e n t, b u t I am c o n ce rn e d t h a t t h e i r tim e and my a g e n c y 's money a r e I n ­ v e s te d w is e ly . ( e ) S u p p o rt t h a t w hich le a d s t o th e a c q u is it io n o f Im m e d ia te ly -u s e fu l s k ills . I r e fu s e to r e le a s e t h e i r tim e a n d /o r my a g e n c y 's funds f o r th e o t h e r s t u f f . 6. When I Is s u e o r d e r s and d i r e c t i v e s to my s u b o rd in a te s I : ( a ) E xp e c t them to r e s p e c t my p o s itio n and obey th e o rd e rs w ith l i t t l e q u e s tio n . ( b ) Do so r e l u c t a n t l y and t r y to accommodate t h e i r id e a s and f e e lin g s as much as p o s s ib le . ( c ) S im p ly r e la y to them th e o rd e rs g iv e n t o me by h ig h e r le v e ls o f command. ( d ) F r e q u e n tly t r y to " s e l l " th e o rd e rs by e x p la in in g th e re as o n s f o r them . ( e ) Do so in f r e q u e n t ly and e x p e c t them t o d i r e c t t h e i r own e f f o r t s to w a rd g o a ls t h a t we have a g re e d upon. 7. In m e as u rin g and fe e d in g -b a c k p e rfo rm a n c e e v a lu a t io n d a ta t o s u b o r­ d in a te s : ( a ) I t r y to m easure t h e i r p e rfo rm a n c e c lo s e ly and p r e c i s e l y . I t e l l them when t h e i r p e rfo rm an ce does n o t m eet s ta n d a rd s . ( b ) I seldom m easure p e rfo rm a n c e as t h i s is d e s t r u c t iv e . I concen­ t r a t e on fe e d in g -b a c k p o s it iv e d a ta . ( c ) I have l i t t l e i n t e r e s t in m e as u rin g o r fe e d in g -b a c k such d a ta to s u b o r d in a te s . I a v o id d o in g so i f I c a n . 180 ( d ) I t r y t o m easure p e rfo rm a n c e f a i r l y . I fe e d back p o s i t i v e and n e g a tiv e d a ta b u t t r y to s o fte n th e Im p a c t o f th e l a t t e r . ( e ) I m easure and e x p e c t my s u b o rd in a te s t o m easure th e m s e lv e s a g a in s t m u tu a lly a g re e d upon g o a ls . I fe e d back a l l r e le v a n t d a t a . 8. When my s u b o rd in a te s v i o l a t e o u r o r g a n iz a t io n 's p o l i c i e s o r w ork r u l e s , 1 u s u a lly : ( a ) G iv e them th e b e n e f it o f a d o u b t, b u t I do ta k e o r recommend d i s ­ c i p l i n a r y a c t io n s when nty p e o p le a r e c l e a r l y g u i l t y o f such v io la tio n s . ( b ) Counsel them on a p e rs o n a l and In fo r m a l b a s is and t r y t o p r o t e c t them fro m fo rm a l d i s c i p l i n a r y a c t io n s o r p e n a l t i e s . ( c ) A v o id ta k in g any a c tio n s and do so o n ly 1 f such v io l a t i o n s seem l i k e l y to come t o th e a t t e n t i o n o f my s u p e r v is o r s . ( d ) Move 1n p ro m p tly and recommend th e p ro p e r p e n a lt y . Prom pt a c tio n s and s t i f f p e n a lt ie s a r e th e keys t o p r e v e n tin g such v i o l a t i o n s . ( e ) Take o r recommend th e l e a s t s e v e re d i s c i p l i n a r y a c t io n t h a t w i l l e n co u ra g e s u b o rd in a te s to a v o id such v io l a t i o n s in th e f u t u r e . 9. When my s u b o rd in a te s have d i f f e r i n g p o in ts o f v ie w a b o u t a c t io n s t h a t th e group s h o u ld t a k e , I : ( a ) S ea rc h f o r a f a i r com prom ise betw een p erso n s w it h c o n f l i c t i n g p o 1 n ts -o f-v 1 e w . ( b ) P o in t o u t t h a t c o n f l i c t 1s d e s t r u c t iv e and g e n e r a lly d e c id e th e Is s u e 1n q u e s tio n m y s e lf. ( c ) T r y t o g e t th e re as o n s f o r th e c o n f l i c t o u t on th e t a b l e and r e ­ s o lv e d w h ile w o rk in g to w a rd th e b e s t d e c is io n . ( d ) C lo s e o f f d is c u s s io n and l e t th e m a tte r d ro p o r e ls e make th e d e c is io n m y s e lf. ( e ) T r y to smooth o v e r th e c o n f l i c t so t h a t no o n e 's f e e li n g s a r e h u r t . 10. When I com m unicate w it h my s u b o rd in a te s I : ( a ) Do so o n ly when a b s d lu t e ly n e c e s s a ry and o n ly on w o r k - r e la te d m a tte r s . ( b ) P r e f e r to do so in a p e rs o n a l and In fo r m a l way and we g e n e r a lly t a l k a b o u t each o t h e r 's f e e l i n g s , I n t e r e s t s , and th e l i k e . ( c ) Do so 1n a fo rm a l way ( p r e f e r a b l y in w r i t i n g ) and on w o r k - r e la te d m a tte rs o n ly . ( d ) Do so as n e c e s s a ry b o th f o r m a lly and i n f o r m a lly and on p e rs o n a l as w e ll as w o r k - r e la t e d m a tte r s . ( e ) S tre s s th e need f o r open and h o n e s t com m u nication a b o u t a n y th in g t h a t m ig h t a f f e c t t h e i r a t t i t u d e s a n d /o r th e g ro u p 's p e rfo rm a n c e . 181 LEADERSHIP/MANAGEMENT STYLE PROFILE When Performing The Following Management Functions: Your Leadership Management Style Tends To Be: Concern For Work Group 9,1 1,9 1,1 5,5 9,9 P e r f., People 1. Setting work group goals a b c d e 9 2. Organizing work of subordin­ ates c e a b d 9 3. Delegating authority and resp o n sib ility a e d c b 9 e d c b a 9 5. Training and developing subor­ dinates e a c b d 9 6. Giving orders and directives a b c d e 9 7. Evaluating subordinates' performance a b r• d e 9 8. Taking dis­ cip lin a ry actions d b c a e 9 9. Resolving c o n flic t b e d a c 9 10. Communicating with subordinates c b a d e 9 4. Selecting subordinates Personnel Management Program Service MICHIGAN STATE UNIVERSITY TOTALS 9 AVERAGE 9 182 THE MANAGERIAL GRID 1 9 , 9 THE 1 , 9 THE hucIANITAR [AN E FF E C T IV E _ MANAGER 5 , 5 THE * COMPROMISER 4 1, 1 T1 E 9 , 1 THE ’ AUTOCRAT 1 1 2 3 4 5 6 7 CONCERN FOR WORK GROUP PERFORMANCE PRODUCT 8 9 1 * 183 Five Leadership Styles Humanitarian. Views communications, both ways, as the heart o f good relationships (and is prepared to ta lk about anything anytime). Gives only generalized directions, in anticipation of subordinate's questions and involvement. Believes that the best way to handle mistakes and errors is by being supportive and understanding. Takes subordinate's complaints seriously, and trie s to smooth things over, to see the " s ilv e r lin in g " in everything. Takes steps to reduce, elim inate subordinate's ho stile feelings, including making amends in the hope of restoring good fe elin g . Emphasizes subordinate's strengths in performance appraisal ses­ sions and avoids mentioning shortcomings, to compliment rather than c r it ic iz e . Compromiser. F a c ilita te s communications while watching fo r and anticipating problems in the process. Gives directions in a general way, but is ready to give specific guidance when requested; avoids putting pressure on subordinates. Sees the need to use manuals and established procedures in order to reduce errors and mistakes (which are in e v ita b le ). Tries to cool ho stile feelings through diversion or postponement. Manipulates performance reviews in such a way as to make the sub­ ordinates recognize own fa u lts and promise to change. Abdicator. Serves as the conduit o f communication between superiors and sub­ ordinates. Leaves to the subordinates' in it ia t iv e to carry out whatever as­ signments were given them. Pretends not seeing errors/mistakes made by subordinates so as not to get involved. Passes on complaints from subordinates up the lin e . 184 Listens to hostile feelings without reacting to them, on the theory that they w ill pass by in due time. Accepts whatever performance level reached as satisfacto ry. Autocrat. Communicates downward only (or receives reports on completion of assignment). Gives clear-cut d irectio n s, leaving no room for misunderstanding or questions. Views errors and mistakes as coming from bad a ttitu d es , and uses discip lin ary action to prevent th e ir re p e titio n . Looks upon complaints as signs o f weakness, and handles them by ignoring or b e lit tlin g individuals who do complain. Thinks ho stile feelings towards the supervisors are unacceptable, and trie s to suppress them. Uses performance appraisals fo r purposes o f reward/punishment. Effective Manager. Communicates in an open, candid manner, with no worry over pos­ sible misunderstanding. Gives directions based on agreed-to work goals/objectives. Views errors/mistakes with the idea o f finding and elim inating th e ir causes. Takes hostile feelings as indications o f the presence of some problems. Seeks to understand, then deal with complaints. Conducts performance reviews by the level o f achievement reached in agreed-to areas. APPENDIX F HEAD SCHOOL BUS DRIVER REFERENCE MANUAL 185 The Head School Bus Driver Reference Manual This appendix w ill serve as the Head School Bus Driver Reference Manual. I t is an integral part o f the Head School Bus Driver Curriculum and is used in conjunction with the Technical Information unit of the curriculum. HEAD SCHOOL BUS DRIVER REFERENCE MANUAL Ruth Hemingway Hitman PREFACE This Reference Manual fo r pupil transportation programs is an , outgrowth of the development of the Head School Bus Driver Curriculum. During the development of the Head School Bus Driver Curriculum i t was evident that one o f the focuses of the curriculum would have to be on technical information needed by head school bus drivers to carry out th e ir re s p o n s ib ilitie s . I t was also apparent that there was too much technical information to be taught and learned in one short course. The development o f a Reference Manual appeared to be the best solution to provide the technical information without having to take an in ­ ordinate amount o f time to teach i t . Furthermore, students attending the Head School Bus Driver course would be able to take with them a guide which they would be able to refe r to whenever questions arose. State approved school bus driver instructional agencies were in ­ volved in the development o f the Reference Manual. This included Cen­ tra l and Eastern/Western Michigan Universities and Kalamazoo Valley, Macomb, Oakland and Washtenaw intermediate School D is tric ts . A cur­ riculum design sp ecialist from Michigan State University and repre­ sentatives from the Michigan Department o f Education also provided guidance on its development and organization. The develoned Reference Manual contains four sections: . Supervisory Tools . Personnel Management . Fiscal Management . Operations The Supervisory Tools section provides sources o f laws, rules, opinions, court decisions and recommendations that govern or provide guidance fo r the pupil transportation program. The Personnel Management section is concerned with h irin g , tra in in g , evaluation and employee records. Samples of useful documents are included in this section. In the Fiscal Management section are samples of local and Department of Education forms needed fo r fisc al management of the pupil transportation program. The Operations section concerns equipment, bus routes, student transportation and energy conservation. Many useful m aterials, docu­ ments and sample forms are included. R. E. Gustafson, R. H. Mitman and T. J. VanSusteren. Volume V I I I Head School Bus Driver Curriculum. (East Lansing: Highway T ra ffic Safety Programs, Michigan State U niversity, 1982). ii The Reference Manual also contains an extensive bibliography of references useful to head school bus drivers. One hundred-eight transportation supervisors were fam iliarized with the content and structure of the Reference Manual during the six classes taught to evaluate the Head School Bus Driver Curriculum. The tabulated data from the student opinion questionnaires indicated the manual was well received. Many students indicated how needed the manual was and urged that i t be completed and made available as soon as pos­ sible. TABLE OF CONTENTS Page HEAD SCHOOL BUS DRIVER REFERENCE MANUAL.................................................... 1 Section I. II. SUPERVISORY TOOLS................................................................................ 3 Supervisory Tools............................................................................ 5 Passage of a Legislative B i l l .................................................... 7 Preliminary Guide............................................................................ 9 Supervisory Tools - Resources........................................... 11 Transportation Reporting Time Line ........................................ 13 PERSONNEL MANAGEMENT ........................................................................ 15 H ir in g ................................................................................................ 17 Recruitment.................................................................................... 17 Employment Application ............................................................ 19 Employment Interview ................................................................ 20 Bus Driver Competency Examinations ........................................ 23 Physical Examination Form............................................................ 33 School Bus Driver C e rtific a te o f Medical Fitness . . . . 35 Record of Road Test........................................................................ 37 Instructions fo r Completing the D E -5 .................................... 39 Evidence o f Driver Experienceand Training (DE-5). . . . 41 Application fo r Employment ........................................................ 43 Driving Information........................................................................ 45 iv Page Job Description for School Bus D r iv e r ................................ 47 Job Description for Master Mechanic .................................... 49 School Bus Mechanic's Job Knowledge Test............................ 51 Training.......................................................................................... 67 D efinitio n. . . • ................................................................... 67 Training P la n ....................................................................... 67 Michigan School Bus Driver Training Program .................... 73 Resources fo r Training Programs ............................................ 77 Experienced School Bus Driver Continuing Education. . . 79 Evaluation....................................................................................... 81 D e fin itio n ............................................................................... 81 Performance Appraisal Program ........................................ 81 Appraisal Interview ........................................................... 85 Bus Driver Appraisal Form....................................................... 89 Instructions to Update SS 4515A ............................................ 95 Update of Bus Driver Personnel fo r the School Year 198_ - _ . ........................................................................... 97 School Bus Driver Id e n tific a tio n ............................................ 99 Cumulative Record of School Bus D river.....................................101 Oral Conversation Form....................................................................103 Vacation Request Form....................................................................105 Request for Leave Days....................................................................107 Notice of Resignation ............................................................... III. FISCAL MANAGEMENT ........................................................................... 109 Ill Annual Bus Mileage and Inspection Report.................................113 December 15th Bus A c tivity Report ........................................ 115 Fleet Summary................................................................................... 117 v Page Extra Trip Journal by Program . . ............................................ 119 Extra Trip Journal Summary............................................................ 121 Summary of Driver C e rtificatio n ............................................ 123 Map Preparation fo r Audit Purposes............................................ 125 DS-4107 ........................................................................................... 127 DS-4159............................................................................................... 135 DS-4094 ........................................................................................... 145 R1021-2, Report of State Aid Reimbursement for Pupil Transportation........................................................................167 IV. OPERATIONS............................................................................................... 169 Safety Specifications for School Buses.....................................171 School Bus Safety Specifications Effective July 22, 1981 ............................................................................... 177 Specifying Vehicles ................................................................... 179 School Bus Paint and Lettering........................... 183 Suggested Planned Maintenance Program ................................ 185 School Bus Maintenance Inspection Guide ............................ 189 Maintenance Inspection Schedule ............................................ 191 Pre-Trip Inspection ................................................................... 193 Pre-Trip Inspection Checklist ................................................ 195 Route Designing................................................................................197 Selecting Bus S to p s ........................................................................ 199 Route Directions................................................................................201 Dissemination of Information........................................................ 203 Bus Rider Rules and Regulations ............................................ 205 Emergency Evacuation D r ills . 207 ............................................ School Bus D river1s Report o f Dangerous Railroad Crossing............................................................................................... 209 vi Page Accident Reporting........................................................................... 211 Accident Report ........................................................................... 213 School Bus Rider Conduct Warning or Suspension Notice...................................................................................................215 Bus Driver Vehicle Complaint........................................................ 217 Field Trip G u id e lin e s ....................................................................219 Request for Field Trip Transportation ................................ 221 Promulgated Rules fo r Transportation of Handicapped Persons............................................................................................... 223 Handicap C lassifications................................................................227 Epilepsy............................................................................................... 231 Evacuation........................................................................................... 233 Medical Information Card................................................................235 Behavior Management With Special Education Students............................................................................................... 237 One Hundred-Two Ways to Conserve Energy in School Transportation Systems....................................................................239 BIBLIOGRAPHY ...................................................................................................... v ii 245 HEAD SCHOOL BUS DRIVER REFERENCE MANUAL SECTION I SUPERVISORY TOOLS SUPERVISORY TOOLS Laws: A law is a requirement that has been passed by a le g is la tiv e body and signed by the ch ief executive. At the Federal level the le g is la tiv e body is the Congress. At the state level i t is the state le g is la tu re . Laws are requirements that must be obeyed. Administrative Rules: Rules and regulations are synonymous terms to describe a requirement adopted by an executive department. Generally, Congress or the leg islatu re establishes a program and then gives an appropriate executive de­ partment the authority to establish rules fo r carrying out the program. A d e fin ite procedure must be followed when adopting adm inistrative rules. When adopted, the rules have the same e ffe c t as though they were laws. They are also requirements that must be obeyed. Attorney General Opinions: Attorney General Opinions come in two forms: formal opinions and le t t e r opinions. They have the e ffe c t of law unless overturned in court or superceded by law. Court Decisions: Local court decisions have a d ire ct bearing on the operation of the schools. I t is important that the transportation supervisor remain updated in this area. Policies: A policy is a course o f action, guiding principle or procedure adopted by any autho ritative body and is considered to be expedient, prudent, or advantageous. Policies are principles or procedures that one is expected to follow , and should fo l­ low, but i t is not absolutely mandated as a law or ru le . Recommendations: A recommendation is a statement giving advice or counsel. Any organization or individual might recommend some action. I t is s t r ic tly advisory. I t is not required. 5 PASSAGE OF A LEGISLATIVE BILL . . . a complicated procedure PRELIMINARY GUIDE Lloyd Van Raalte, M.D.E. Board of Education policies are the foundation for transportation in ypur district. They are essential. They should tell you: A. WHY the district is transporting children B. WHO is eligible to be transported C. HOW it is to be done D. WHAT the service limits of transportation are relating to the: 1. 2. 3. 4. E. WHO is responsible for: 1. 2. 3. 4. 5. F. Administration and supervision and operation of the transportation program Development of regulations and procedures Pupil safety and conduct at or on the way to a bus stop, on the bus, and on school property waiting for or leaving the bus Transportation for a pupil suspended from riding Establishing an appeal procedure WHAT authority is given for: 1. 2. 3. 4. G. Maximum allowable walking distance to bus route Maximum allowable travel time to or from school Conditions for which exceptions may be made Use of school buses for purposes other than transportation to and from school Pupil discipline? Temporary suspension from riding? Long term suspension from riding? Evaluating requests for modification of services? Any other and needed information for which no basis can be found in policy or law. 9 SUPERVISORY TOOLS - RESOURCES Laws: Federal: National Committee on Uniform T ra ffic Laws and Ordinances. Uni­ form Vehicle Code and Model T ra ffic Ordinance. Washington, D.C .: The Committee, 1979. State: Michigan. Michigan Vehicle Code. (1980). Michigan Department o f State Highways. Michigan Manual of Uni­ form T ra ffic Control Devices. Lansing, 1978. Michigan. Michigan Compiled Laws. Michigan. General School Laws. (1979). (1976). Local: Michigan. Public and Local Acts of the Legislature o f the State o f Michigan. ("1977). Administrative Rules: Federal: U.S. Department o f Transportation, National Highway T ra ffic Safety Administration. Federal Motor Vehicle Safety Standards and Regulations. Washington, D.C.: The Department, 1972. U.S. Department o f Transportation, National Highway T ra ffic Safety Administration. Highway Safety Program Standards. Washington, D.C.: The Department, 1968. State: Michigan Legislative Council. Lansing: The Council, 1979. Michigan Administrative Code. Michigan Legislative Service Bureau. Michigan Administrative Code Supplements. Lansing: Department o f Management and Budget, 1981. 11 Recommendations: National Conference on School Transportation. National Minimum Standards For School Buses; National Him*mum Guide!ines For School Bus Operations" Chicago: National Safety Council, 1980. 12 - ■^ssia, *51 j* •*1 *5 -0 5 *i \ n I ' \ V •s*ca * "s H n 4 . **U*4 \ . s hi \ |l . ^ « t" ®c >* * > V . O • 2 ** *>•* » i • *. •» t 1 K MM -k '•l 11 w *s ^ SS"* \ I \ >1 <\ \ ' t \ \ i \ \ \ \ » \ *\j2 V\ »\ I » 1 \ LINE REPORTING H ' \ \ *£■:<■» ej^* 1 ( 5 nOs TIME w 4 «u $2 »\ / ) m .-Z T ) V' ' , , TRANSPORTATION » » ^ 1 \ *** *> s • 2" *\ J - Q-’r S *! $ * " ( 3 »I i , ' \ » \ i l -jl-! * ill! is S 5^*J n .*M V s ll? Mh 8*ti *f? ~^Z **3 T7 tl E• U. oc i ? s 13 <> 4(5 §* $ |3 n i v nu. «;* SECTION I I PERSONNEL MANAGEMENT HIRING I. Recruitment A. D e fin itio n : Recruitment is the process through which you a t­ tra c t suitable applicants, with th is goal: to obtain the best q u a lifie d person for the job. B. Concerns when hiring : C. 1. What type o f applicant is needed/desired? 2. How many applications are needed/desired? 3. Now, next few months, annually? 4. Where w ill they work? Hiring process: 1. 2. Determine future human resource needs. a. What s t a f f is needed. b. When are they needed. c. Having a choice of applicants ultim ately makes i t possible to improve qu ality and productivity. d. Id e n tify trends lik e ly to influence the size and composition of the department's work force. e. Consider: (1) Changes in c lie n t population. (2) A c tiv itie s and services required. (3) Job demand. (4) Work environment influences type of worker. (5) Retrain existing s ta ff. (6) S ta ff retirem ent, percentage of s t a f f , early separation. (7) Turnover rates, factors influencing turnover. (8) Labor supply and demand by job category. Establish ways and means to meet human resource needs. 17 2 3. 4. a. Joint e ffo rts can be made to plan recruitment e ffo r t. b. Seek input from other managers, supervisory employees, personnel s ta ff. Carry out plan (methods). a. Contact MAPT. b. Advertise in mass media. c. Contact bargaining agency. d. Public employment services. e. Ask existing employers and other managers. f. Contact other school d is tric ts that re c ru it fo r s im ila rly q u a lifie d individuals. g. Contact community based organizations. h. Cooperation and coordination with personnel department and s t a f f is most important to successful h irin g . Resources for a ttra c tin g applicants. a. Advertising. (1) Radio. (2) Television. (3) Newspaper, (4) Professional trade journals. b. Mailing l i s t . c. Professional or trade organizations. d. (1) MAPT regional meetings. (2) MAPT state conference. Community action groups. (1) Personal representation. (2) Speeches. (3) Announcements. 18 3 e. f. g. h. II. Employment o ffices or agencies. (1) L etters. (2) Announcements. (3) Listings. Schools. (1) Announcements. (2) Placement o ffic e . Your employees. (1) Announcements. (2) Letters. (3) Newsletter. (4) Word-of-mouth. Personal contacts. (1) Announcements. (2) Letters. Employment Application. A. B. Purpose of application: 1. Permanent w ritte n record. 2. Necessary information p rio r to interview. 3. Data fo r both personnel, o ffic e and department records. 4. Screening to o l. 5. Source o f references. 6. Recruitment evaluation. Additional types o f information received from application: 1. Education and tra in in g . 2. Work experience. 3. M ilita ry service/schools. 19 * 4 C. 4. Supplemental s k ills . 5. Health (s p e c ific a lly related to jo b ). 6. Criminal convictions. Appropriateness o f information collected. 1. Is th is entry necessary? Is i t job related? 2. Is this item useful in determining the applicant's qualifications? 3. Is this item based on an analysis o f the class or position to be fille d ? 4. Has an analysis been made of the usefulness of this item fo r most positions or only some positions? 5. Is the application the best way and the best time to ob­ tain this information? III. 6. Do the forms to be f ille d out upon appointment duplicate some o f the information asked fo r on the application? I f so, should some o f the information be deferred to the other form? 7. What is the track record on r e lia b ilit y o f information obtained on the application fo r screening items? 8. Does the question vio late any applicable fe d e ra l, state or local laws or rules? Employment Interview A. B. Points to be considered in the interview . 1. Determine the lim its o f your authority. Can you make a job o ffe r or are you screening for a higher authority? 2. Know the job you are hiring fo r. 3. Know what kind o f person is needed, as well as the s k ills , knowledge and experience required. 4. Know what salary range and benefits the job offers and what w ill be expected. 5. Allow adequate time fo r the interview . How to conduct an interview . 1. Revie;; the application. 20 - 5 C. 2. Encourage the applicant to ta lk . 3. Use open-ended, rather than closed questions. Open-ended questions can't be answered with a simple yes or no. Closed answers can be answered with a yes or no. 4. Avoid controversy. 5. Avoid leading or suggestive questions. 6. Follow up on key thoughts. 7. Constantly make observations. 8. Be honest. Five basic questions to be included in an employment in te r­ view. 1. Tell us why you are interested in this position; what do you feel this position has to o ffe r you? 2. Putting modesty aside, what do you think you have to o ffe r to th is position? (Encourage thecandidate to re la te th is to his/her past work experiences). 3. What specific situations can you t e ll usabout in which you were required to use tact and diplomacy? How did you handle the matter? 4. What q u a litie s and characteristics would you expect to find in an employee in a position lik e this one? Why do you think these q u a litie s are necessary? 5. What do you believe are your personal weaknesses? have you done to correct or control these? D. What should not be considered part of an interview . 1. See Pre-Employment Inquiry Guide. 21 What SCHOOL BUS DRIVER COMPETENCY EXAMINATIONS* Since the general public welfare and the special interests o f pupils and th e ir fam ilies demand control measures designed to c e rtify at le a s t an acceptable minimum o f driving s k ill and knowledge on the part o f any individual seeking employment as a school bus d riv e r, the sizing up process w ill begin with the applicants i n i t i a l interview fo r the school bus driver position. To maintain compliance with Act No. 300 of Public Acts of 1939, Section 305, local school d is tric ts must ensure that before any person drives a school bus, he or she has complied with required license en­ dorsement, physical and driver competence examinations. No one shall be assigned or permitted to operate a school bus while transporting pupils, unless th at driver is properly c e r tifie d . The following competency examinations have been approved by the State Board o f Education and authorized fo r use by local school d is tr ic ts . Adherence to these com­ petency tests w ill ensure th a t the d is t r ic t is in compliance with the law. Each transporting school d is t r ic t shall maintain a school bus driver q u a lific a tio n f i l e fo r each school bus d riv er i t employs. This q u a lific a tio n f i l e shall include adequate documentation to substantiate driver competency compliance. Section 257.305, a person, whether licensed under this act or not, who is 17 years o f age or less,, shall not drive a motor vehicle while in use as a school bus fo r the transportation o f pupils. Before driving a school bus, a person shall pass physical and driver competence examinations as authorized by the superintendent o f public instru ctio n. The tests shall be made available annually in each of the intermediate school d is tric ts . A person regularly em ployees a school bus driver shall not drive a motor vehicle while in use as a school bus without possessing a valid chauffeur's license and a class 3 endorsement under Section 257.312e. PHYSICAL EXAMINATION Section 316a. All regular drivers and substitute drivers of school buses shall meet the following q u a lific a tio n s : a) The driver shall be in good physical and mental health, be able-bodied, free from corrmunicable disease, and strong enough physically to handle the bus with ease. b) As evidence of his or her physical fitness and mental alertness, the driver shall submit, not less than once each 5 years, to a physical examination by a reputable physician designated by the local board of education, and *Michigan Department o f Education, Pupil Transportation In fo r­ mation, (Lansing: Michigan Department of Education, 1982), pp. 1-4, 7-10, 23 2 he or she shall present the physician's c e rtific a te to the employing school board or the superintendent o f the school to which the pupils are being transported. A superintendent who has reason to believe that a driver is not physically q u alified to drive a school bus may require a physical examination fo r that d rive r a t more frequent in te rv a ls . c) A record of each employed school bus d riv e r, together with a physician's c e rtific a te shall be maintained in the o ffic e o f the local school superintendent. In case o f a primary school d is t r ic t , the record and c e rtific a te shall be file d with the intermediate school superintendent on forms pre­ scribed by the superintendent o f public instru ctio n. d) No person shall smoke on a school bus within 1 hour o f the use o f the bus by pupils. A physical examination c e rtify in g the physical fitness o f a school bus d riv e r, reported on form SS 2934, w ill be held e ffe c tiv e for a period o f 5 years unless a physical examination given a t a la te r date reveals th at the driver is physically unqualified to drive a school bus. The examination shall be in accordance with Physical Examination form SS 2935. A fa ilu re of the examination terminates driver e l i g i b i li t y as of date o f te s t. The decision of the examining physician w ill be fin a l. An unsuccessful applicant may request another physical at any time i f he or she believes th a t circumstances surrounding d isq u alificatio n have been changed. Regulation R325.898 o f the Michigan Department o f Public Health requires school employees to be examined for tuberculosis every three (3) years. A statement of freedom from communicable tuberculosis shall be made a part of the school bus driver f i l e . STATEMENT OF FREEDOM FROM COMMUNICABLE TUBERCULOSIS Name Address Birthdate The above named individual is free from Communicable Tuberculosis in accordance with Regulation R 325.898 of the Michigan Department of Public Health. Signature Address Date K-708 MDPH-DC 10/77 24 3 R 325.898. School personnel. Rule 8. (1) The school board, or other governing body or individual, of a public, private, parochial, or nursery school, or day care center, shall require a statement of freedom from communicable tuberculosis as a condition of entering its employment for all full- and part-time personnel, or day-to-day substitutes, employed by the board. (2) The statement shall be bn a form provided by the department of public health, completed in full, and signed by a physician licensed to practice in Michigan or by a local health department official. The statement shall be valid for 3 years from the date of signing. (3) Employees shall hold a valid statement during their period of employment. (4) A photocopy of the statement shall be filed with the employee's personnel record and shall be available for examination by public health department personnel. Note to Physicians: Evidence of freedom from Communicable Tuberculosis may be based on any one or more of the following: skin test, X-ray, sputum, present or past adequate chemotherapy or chemoprophylaxis. Statement of freedom from communicable tuberculosis cards (K-708) are available at your local county health department o ffice s . DRIVING RECORD A school d is tr ic t shall not employ any person as a school bus driver who has accumulated 7 or more points on his or her driving record in the two years preceding employment. A school d is tr ic t o f­ f ic ia l shall not knowingly continue employment as a school bus driver during any part o f any succeeding school year a person who has ac­ cumulated 7 or more points on his or her driving record in the two years preceding a check o f points, or is under suspension or revo­ cation by the Michigan Department o f State. The following procedures w ill be u tiliz e d to assist you in complying with th is section of the driver competencies: 1) A data processing update o f bus driver personnel, as carried on Michigan Department o f Education records, (SS4515A), w ill be forwarded to each school d is tr ic t annually. The Transportation Supervisor shall delete names of personnel no longer employed and add new names by showing complete name, ( F ir s t, Middle, and Last names), driver license number and p refix (12 d ig its ) and the numerical date o f b irth . Return updated copy to the Driver Safety Program, Michigan Department o f Education. 2) School d is tric ts shall use Michigan Department o f Education form (SS4515), School Bus Driver Id e n tific a tio n , as neces­ sary during the school year to add new d rivers, delete the names o f previously employed drivers no longer employed or change information o rig in a lly provided fo r existing drivers. 25 4 This procedure is to assure a continuous school bus d riv er roster with the Michigan Department o f State Driver Record f ile s . Copies of these component updates on f i l e at the school d is tr ic t w ill constitute compliance with school bus driver record checks. The Michigan Department of State w ill advise the Department of Education as records reveal a driver to be under suspension, revocation, or a to ta l o f 7 points are indicated. As new drivers are added to this roster via (SS4515), a driving record fo r that person w ill be made available to the employing school d is t r ic t . Th ereafter, this new d riv e r's name w ill jo in those other school bus drivers on the computer scanner (School Bus Driver) u n til deleted. Form SS4515 is a v ita l lin k in our a b ilit y to maintain an up-todate school bus d riv e r roster with the Michigan Department o f State Driver Record F ile s . Complete a ll columns for each entry and assure that the Action Code Column has one o f the following codes: A — To ADD NEW drivers. Use this code to ADD only those who have ACTUALLYbeen employed C— To CHANGE existin g driver data. D— To DELETE previously employed R— To obtain d river record. drivers. Use th is codefo r NEWbus driver applicants (potential employees). During the school bus driver recruitment and selection period, i t is intended th at the Code "R" be used to obtain requisite driver record information o f potential employees. Subsequent d riv er employment shall be id e n tifie d by submitting another SS4515 using the Code "A" that indicates only persons who become actual d river employees. DRIVER SKILLS TEST Section 257.312e (1 ). Except as provided in subsections (6) and (7 ), a person, before operating a single vehicle weighing over 24,000 pounds gross vehicle weight, shall procure a class 1 endorsement on his or her operator's or chauffeur's license. A person, before operating a combination o f vehicles weighing over 24,000 pounds gross vehicle weight or a vehicle towing a vehicle weighing over 10,000 pounds gross vehicle weight, shall procure a class 2 endorsement on his or her operator's or chauffeur's license. A person, before operating a bus or school bus, shall procure a class 3 endorsement on his or her operator's or chauf­ feur's license. The license shall be issued, suspended, revoked, can­ ce lle d , or renewed in accordance with this a ct. Section 257.306 (5 ). The secretary o f s ta te , upon receiving proper application from a person who is 18 years o f age or older and who 26 5 holds a valid operator's or chauffeur's license, may issue a temporary instruction permit e n titlin g the person while carrying the permit to drive the type or general class of vehicle requiring a class 1, class 2, or class 3 endorsement under section 312e upon the streets and high­ ways, fo r a period o f 150 days, but only when accompanied by a licensed adult operator or chauffeur who is licensed as a driver fo r the type o f general class o f vehicle being driven and who is actu ally occupying a seat beside the d riv e r, or behind the driver i f the permittee is d riv ­ ing a bus or school bus. This section o f law provides school d is tric ts an opportunity to develop a pre-employment trainin g period fo r school bus d rive r ap­ p lican ts. Drivers with the temporary instruction permit shall not be allowed to operate a school bus while transporting pupils. The ac­ companying licensed d riv e r s h a ll, a t a ll times, have visual audio con­ ta c t with applicant and positioned in a manner as to provide immediate access to the driver compartment and vehicle controls. Section 257.312f (1 ). Before a person, who shall be at least 18 years o f age, is issued a class 1, class 2, or class 3 endorsement on an operator's or chauffeur's license, the person shall pass an examin­ ation as provided in th is section. Each w ritten examination given an applicant for a class 1, class 2, or class 3 endorsement on an operator's or chauffeur's license shall include subjects designed to cover the type or general class o f vehicle to be operated. A person shall pass an examination which shall include a driving test designed to te st the competency o f the applicant for an original class 1, class 2, or class 3 endorsement on an operator's or chauffeur's license to drive that type or general class o f vehicle upon the highways o f th is state with safety to th a t person and other persons and property. A ll applicants for driving a school bus should be required to show a satisfactory knowledge of state and local motor vehicle regu­ la tio n s ; t r a f f ic laws and ordinances; t r a f f ic signs, signals and roadway markings; and driving techniques, including knowledge of the effects of physical laws on vehicle control. They should also be required to show satisfactory proficiency in the s k ills necessary in a ll phases of school bus operation. In many cases, driver applicants w ill need basic tra in ­ ing for the purpose o f making the candidate reasonably compatible with what is known about the specific s k ills and a b ilit ie s needed by school bus drivers. A Michigan Department of Education approved driving s k ills test shall be successfully passed before a person may drive a school bus being used to transport passengers. The te s t, when passed, w ill be ac­ cepted as adequate evidence o f experience and w ill be held e ffe ctiv e un til the expiration date of the driver chauffeur's license, unless a driving s k ills examination administered at a la te r date reveals that the driver has become unqualified to safely operate a school bus. This driving s k ills test shall be administered during a period o f not more than 90 days prior to employment as a beginning school bus d riv e r. 27 6 To continue to be e lig ib le to drive a school bus, a school bus driver shall pass a driving s k ills te s t administered not more than 90 days before the expiration o f the d riv e r's chauffeur's license. Failure of the driving s k ills road te s t shall immediately terminate the d river's e l i g i b i li t y to drive. The driver may be given instruction and at a la te r date, no sooner than 15 days, be given a second driving s k ills te s t. The second test may, on request of the d riv e r, be administered by an examiner other than the one who gave the f ir s t te s t. The second te s t w ill be considered as meeting the requirements o f an appeal from the f i r s t decision. The fa ilu re o f the second te s t w ill be fin a l fo r that school year. The driving s k ills te s t shall be administered in accordance with procedures established by the Pupil Transportation Unit o f the Michigan Department o f Education only by persons authorized through the In te r­ mediate School D is tric t who have been o f f ic ia lly accredited with proper credentials as prescribed by School Support Services. Examiners employed by a local school d is t r ic t shall not be assigned to test a driver employed or to be employed by that d is t r ic t . The Intermediate D is tric t Superin­ tendent w ill be responsible fo r the supervision and coordination of the school bus driver s k ills testing procedures. Intermediate superinten­ dents are asked to lim it examiner personnel to that number necessary to adequately serve th e ir area o f res p o n sib ility. Driving S k ills Test Examiners Shall Have: 1) The w ritten recommendation of a transportation supervisor or school adm inistrator who is knowledgeable concerning the candidates character and emotional s t a b ility . Ap­ plicants shall have satisfactory knowledge o f state and local motor vehicle regulations. Have experience in safety inspection, safety promotions, train in g or combinations of experience and education, preferably in the area o f school bus transportation which could provide knowledge, s k ills and a b ilitie s necessary to f u l f i l l examiner re s p o n s ib ilitie s . 2) Applicants' driving record ( i f licensed) does not indicate a mandatory suspension or revocation o f driving p riv ile g e . 3) O ffic ia lly accredited with proper credentials, as prescribed by the Michigan Department o f Education, School Support Services, T r a ffic Safety Programs. 28 7 STATE OF MICHIGAN SCHOOL BUS DRIVER COMPETENCY PROGRAM Has m the sci procedures esfobfufie& V y 'l o f Education. S chool Y ear imster Supervisor, S afety & T ra ffic Programs Administering the Road Test; 1) Be sure that the driver has a valid license. The number shall be recorded. The license to be checked fo r re s tric ­ tions due to physical condition. 2) Endeavor to put the driver at ease with a frie n d ly approach p rio r to the s ta rt o f the te s t. Introduce yourself to person to be examined. 3) Explain the objectives o f the test and y o u r resp on sibility as the road te s t examiner. Urge the driver to do the best and safest driving job possible. The driver w ill not be "tricked" or asked to do anything in violatio n o f the law or sound safe driving principles. 4) Give necessary directions and instructions in s u ffic ie n t time to permit the driver to perform required maneuvers in a safe and legal manner. 5) Give drivers an opportunity to ask any questions they may have before the s ta rt o f the te s t. 6) Use only a clean bus which meets Michigan minimum s p e c ifi­ cations and requirements o f the Michigan Vehicle Code. The school bus shall have a valid Michigan State Police in ­ spection s tic k e r. 7) As this is a te s t, the driver w ill not be allowed to use or re fe r to the test form a fte r testing has begun. 8) Only the applicant and the examiner w ill be in the vehicle during the road te s t. The examiner is to observe the d river's knowledge of t r a f f ic rules and regulations, use o f defensive driving techniques and s k ill in vehicle operation. 29 8 9) The road te st examiner shall be prepared to discuss with applicant those deficiencies noted in operation and recom­ mendations fo r corrections. 10) When the road test is terminated, the examiner shall com­ plete form as to the mechanical and manipulative s k ill of the d riv e r. The remark section should be used to provide additional information such as emotion, anger, worry and general a ttitu d e that can a ffe c t safe operation of a school bus. 11) The examiner's signature as to satisfactory or unsatisfactory performance indicates the considered opinion of the examiner that the tested driver possesses s u ffic ie n t or in s u ffic ie n t driving s k ill to operate safely the type o f vehicle test driven. 12) To be of maximum effectiveness, i t is recommended that a ll road tests be conducted over a pre-planned route designed to represent a ll s k ills outlined in the record of road test forms. Ample time shall be a llo tte d to include b rie fin g , p re -trip inspection, actual driving performance on the route and fo r discussion of road test resu lts. Driving S k ills Road Test Procedures: While giving the road te s t, the examiner w ill use the Michigan Department o f Education Road Test Form SM 2879. The tested driver w ill be graded as unsatisfactory i f he/she fa ils to comply with the provisions o f the Michigan Vehicle Code and related laws concerning the ownership and use o f vehicles on the streets and highways, or receives fourteen (14) or more checks on the form for unsatisfactory performance. The charges fo r this examination shall be determined by the intermediate school d is tr ic t and payable by the d is tr ic t requesting the road te s t. No person may be tested except those referred for testing by an agency employing school bus drivers. With the termination of the road te s t, the examiner shall com­ plete the Michigan Department of Education Record of Road Test (form SM2879), and the Department of State Evidence o f Driving Experience (form DE-5) as required. A driver who may feel aggrieved because of a fa ilu re in the driving s k ill or the d riv e r record phase of the competency examination may address an appeal to: Dr. P h ilip J. O'Leary Safety and T ra ffic Programs Michigan Department of Education Box 30008 Lansing, Michigan 48909 30 9 The appeal shall set forth the circumstances o f the fa ilu re and cause fo r appeal. The decision of the physician as to physical competence in accordance with standards set forth in U.S. Department of Transportation, Federal Highway Administration, Motor C arrier Safety Regulation 390.41-CFR is f in a l. NEW SCHOOL BUS DRIVER SAFETY EDUCATION Sec. 305a. A driver of a public or nonpublic school bus shall have in his or her possession a c e rtific a te stating th at he or she has been enrolled in or has completed a course in school bus safety edu­ cation. The course shall be approved by the superintendent of public instruction and shall be provided by an intermediate school d is t r ic t or a state university. The cost o f the course of instruction and the com­ pensation o f the driver during the course of instruction shall be reimbursed by the state on an equal basis for public and nonpublic schools as provided fo r by the department o f education.The c e rtific a te o f enrollment or completion o f the course shall be prescribed by the superintendent o f public instruction and completed by an instructor of the course. Failure to complete the course shall be reported by the in ­ structor to the department o f education and to the school which employs the bus d riv e r. A d riv e r who f a ils to complete the course within the school year in which he or sheis enrolled shall not be permitted to drive a bus. This section shall not be construed to apply to employees or transportation equipment operators o f commercial bus companies engaged in the regular business o f carrying passengers fo r h ire. S TA T E O F M IC H IG A N Department of Education S TA T E O F M IC H IG A N Department of Education Certificate of Enrollment Certificate of Course Completion This is to certify that This is to certify that has satisfactorily completed a M IC H IG A N S C H O O L B U S D R IV E R S A F E T Y E D U C A T IO N Course and has met the requirements o f Section 305A of the Michigan Vehicle Code. is enrolled in a M IC H IG A N S C H O O L B U S D R IV E R S A F E T Y E D U C A T IO N Course as required by Section 305A o f the Michigan Vehicle Code. This Certificate of Enrollment expires June 30. 1 9 ______ . Signed Date o f Completion Course Instructor Course Instructor Every new/beginning school bus d river is required to enroll in and subsequently complete a course in bus driver education. The ob­ jectives o f the course shall be safety, economy and uniform ity o f school bus operation. Course curriculum and instructional agencies shall be approved by the superintendent of public instru ctio n. C e rtifica te s of course enrollment are available from approved instructional agencies. All new drivers must have c e rtific a te s of en­ rollment before they drive. The issuing of c e rtific a te s of enrollment 31 10 fo r the Michigan School Bus Driver Education Course one following the other without an intervening issuance o f a c e rtific a te o f course com­ pletion by any course instructor is not approved. C e rtifica te s o f course completion shall be made available to the driver student at the conclusion o f the course. C e rtifica te s of course completion do not expire. Drivers should be made aware that the c e rtific a te is permanent and provide care accordingly. EXPERIENCED SCHOOL BUS DRIVER CONTINUING EDUCATION: Public Act 112 e ffe c tiv e July 17, 1981 eliminated the mandate for the annual advanced school bus driver education program under the direction of the Michigan Department o f Education. A fter completing the beginning school bus d river education course, school bus drivers shall reinforce and expand th e ir learning experience through in-service instruction provided under the supervision o f the local board of edu­ cation and/or employer. Instructors fo r in-service programs may be other d rivers, fle e t supervisors, administrators or other persons knowledgeable and s k illed enough in the a rt of teaching and communication to impart knowledge and further develop s k ills in the driver student. Emphasis placed on p a rtic u la r topics of instruction may be varied to address individual or driver group needs unique to specific application or procedures. Local d is tr ic t po licy, types o f equipment, size o f fle e ts , geographic features of an area and weather conditions may a ll have a bearing on what emphasis is applied during any given in-service program. In-service tra in in g programs fo r school bus drivers is not reim­ bursable. 32 M ic h i g a n D e p a r t m e n t o f E d u c a t io n SAFETY AND TRAFFIC EDUCATION UNIT P. O. Box 30006 Lansing, Michigan 46909 PHYSICAL EXAMINATION FORM (M m I s Departm ent o f Transportation R aqu lram antt) PURPOSE: This form is intended to serve as a guide for medical examiners to meet the requirements of Act 74 of the Public Acts of 1972. The medical examiner may require additional facts before issuing the bus driver a medical fitness certificate. Under Michigan Laws, the medical examiner must be a doctor of Medicine or a doctor of Osteopathy. Pfease nturn the Certificate of Medical Fitneaa to the employing achool dlatrict. Please retain this form. To Be Filled In By Exemlnlng Physician (Pleeae Print): New Certification □ Recertification □ Driver's Name Soc. Sec. No.. Date of Birth. Age. Health Hletory: Vee □ □ □ □ □ □ No □ Alhsma □ Kidney disease □ Tuberculosis □ Syphilis □ Gonorrhea □ Diabetes Yes □ □ □ □ □ □ No □ Nervous Stomach □ Rheumatic Fever □ Muscular disease □ Psychiatric dleotder □ Cardiovascular disease □ Gastrointestinal ulcer Yes □ □ □ □ □ □ No □ Head or spinal Injuries □ Seizures, fits, convulsions, or fainting □ Extensive confinement by illness or injury □ Any other nervous disorder □ Suffering from any other disease □ Permanent defect from illness, disease or injury If anewer to any of the above is yes, explain:. General appearance and development: Good__ Vision: Hearing: Fair. Poor For Distance: Right 2 0 /. Left 20/ □ Without corrective lenses □Qualified only when wearing corrective lenses. Evidence of disease or injury: Right______________________ Left __________ Color Test _______________________________________________________________ Horizontal field of vision: Right________ Left Right e a r______________________Left ear Disease or Injury_______________________________________ (If eudiometer la uaed to fast heerlng) Describe tosa-at 500 Hz. .a t 1,000 Hz. .a t 2.000 Hz teal: Th reat: Thorax: Gastrointestinal: G enitourinary: Reflexea: Laboratory and Other Special Findhtga: H e a r t _______________________________________________________________ If organic disease is present, is it fully compensated? ____________________ Blood pressure: Systolic______________________ Diastolic_______________ Pulse: Before exercise______________________ Immediately after exercise . L u n g s __________________________________________________ ______________ Scars___________________Abnormal masaes___________________ Tenderness. Hernia: DYes D N o If so. where?______ Is trusa worn? . Ulceration or other disease D Yes O No Scars______________________ Urethral discharge Rhomberg __________________________________ Pulplllary__________ Left R . Accommodation Right_________ Left Knee jerks: Right: Normal ___ increased . Absent Lett: Normal ___ Increased Absent Remarks: ______________________ Upper______________ Lower_____^ S p in e . Urin: Spec. Gr___________ Alb.. Sugar. Other Laboratory Data (Serology, etc.) Radiological Data. Electrocardiograph I certify that I have examined the above named applicant in accordance with the attached instructions and find him/her qualified under the regulations. □M ust wear corrective lenses. Date__________________Signature ______________________________________________ INSTRUCTIONS ON REVERSE SIDE 33 SS 2934 7-79 SCHOOL BUS DRIVER CERTIFICATE OF MEDICAL FITNESS (as required by Act No. 117 P.A. 1957) This is to certify that I have this date examined of _________________________________ and find her/him to be free from any ailment, disease or defect that might affect her/his ability to operate a school bus safely. Date____________________ Signed -------------------------------------------------------------------------------------Licensed Physician I DEPT. OP TRANSPORTATION PHYSICAL QUALIFICATIONS « EXAMINATIONS OF DRIVERS A person is physically qualified to drive a motor vahicle who: (1) Has no toss of a foot, a leg, a hand, or an arm: (2) Has no impairment of the use o f a foot, a leg, a hand, fingers, or an arm, and no other structural defect or limitation, which is likely to interfere with her/his ability to control and safely drive a motor vehicle; (3) Has no established medical history or clinical diagnosis of diabetes mellitus currently requiring Insulin for control: (4) Has no currant clinical diagnosis of myocar­ dial infarction, angina pectoris, coronary insuffi­ ciency, thrombosis, or any other cardiovascular disease of a variety known to be accompanied by syncope, dyspnea, collapse, or congestive cardiac failure; (5) Has no established medical history or clinical diagnosis of a respiratory dysfunction likely to interfere with her/his ability to control and drive a motor vehicle safety; (6) Has no clinical diagnosis of high blood pressure likely to interfere with her/his ability to operate a motor vehicle safely; (7) Has no established medical history of clinical diagnosis of rheumatic, arthritic, orthopedic, mus­ cular, neuromuscular, or vascular disease which interferes with her/his ability to control and operate a motor vehicle safely; (B) Has no established medical history or clinical diagnosis of epilepsy or anyother condition which is likely to cause loss of consciousness or any loss of ability to control a motor vehicle; (9) Has no mental, nervous, organic or func­ tional disease or psychiatric disorder likely to interfere with her/his ability to drive a motor vehicle safety; (tO) Has distant visual acuity of at least 20/40 (Snellen) in each eye without corrective lenses or visual acuity separately corrected to 20/40 (Snel­ len) or better with corrective lenses, distant binocular acuity of at least 20/40 (Snellen) in both eyes with or without corrective lenses, field of vision of at least 70° in the horizontal meridian of each eye, and the ability to recognize the colors of traffic signals and devices showing standard red, green, and amber; (11) First perceives a forced whispered voice at not leas than 5 feet in the better ear without use of a hearing aid, or, if tested by use of an audiometric device, does not have a loss greater than 25-30 decibels at 500 Hz, 1,000 Hz, and 2,000 Hz in the better ear without a hearing aid; (12) Does not use amphetaminek narcotic, or any habit-forming drug; and (13) Has no current clinical diagnosis of alcoholism. 36 M ic h ig a n D e p a rtm e n t o f E d u c a tio n S a fe ty R T r a f f i c U n it DO NOT RET'JP.1 TO STATE j RECORD OF ROAD TEST SM 2 8 7 9 5 /7 9 (C h e c k o n ly th o s e ite m s on w h ic h th e d r i v e r ' s p e rfo rm a n c e is u n s a t i s f a c t o r y . E x p la in u n s a t i s f a c t o r y ite m s u n d e r R e m ark s . R e t a in i n d r i v e r ' s p e r s o n n e l f i l e f o r a m inim um o f 4 y e a r s . ) D r i v e r ' s Nam e: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ School D i s t r i c t : D r i v e r L ic e n s e N o .: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ S t a t e _____ V is u a l C heck o f V e h i c l e F lu id Leaks E n g in e C o m p a rtm e n t (G e n e r a l C o n d i t1 o n /A p p e a r a n c e ) E x t e r i o r V e h i c l e In s p e c t io n ( c o n t . ) E m ergen cy D o o r ( E x t e r i o r ) Gas Cap V e h i c l e O p e r a t io n D r i v e r S e a t A d ju s tm e n t S eat B e lt (D r iv e r ) D r i v e r ' s W indow & W in d s h ie ld S e r v ic e D o o r ( C o n d i t i o n / O p e r a t i o n ) Sm ooth S t a r t K n o w le d g e o f T r a n s m is s io n B ra k e Use C lu tc h U se ^ U p s h iftin g > M anual T ra n s . D o w n s h iftin g ] M i r r o r Use I n t e r i o r V e h i c l e I n s p e c t io n S e r v ic e B ra k e W a rn in g L ig h t/B u z z e r W a rn in g S y s te m ( h o r n ) A l t e r n a t o r / G e n e r a t o r W a rn in g L ig h t A n n e te r Gauge V o lt m e t e r Gauge O i l P r e s s u r e W a rn in g L i g h t O i l P r e s s u r e Gauge W a te r T e m p e r a tu r e G auge F u e l Gauge V a c u u m /A ir P r e s s u r e G auge S a f e t y E q u ip m e n t: F i r e E x t in g u is h e r F i r s t A id K i t Fu ses R e fle c to r s P a r k in g B ra k e U se ( S t a l l T e s t ) S te p L i g h t D ir e c t io n a l/B r a k e L ig h ts S e a t C heck (P a s s e n g e r s ) I n t e r i o r C le a n lin e s s E m ergency D o o r /B u z z e r ( I n t e r i o r ) W in d s h ie ld W a s h er & W ip e rs I n t e r i o r L ig h ts M i r r o r A d ju s tm e n t S t e e r i n g a nd T u r n in g R ig h t T u rn s L e f t T u rn s Lane C hange T u rn a ro u n d s ( 2 p o i n t t u r n ) S to p s f o r L o a d in g -U n lo a d in g A l t e r n a t i n g L i g h t Use Bus P o s i t i o n M i r r o r Use T r a f f i c D is p e r s a l R a i lr o a d C r o s s in g S to p D is t a n c e L o o k /L is t e n Use o f T r a n s m is s io n ( a u t o . / m a n . ) E x t e r i o r V e h i c l e I n s p e c t io n L ig h ts : W a rn in g L ig h t s (H a z a r d ) A lt e r n a t in g S to p lig h ts C le a r a n c e L i g h t s H e a d /T a l l L ig h t s W h e e ls : Lug N u ts A x le S tu d s G re a s e L e a k T 1r e s : In fla tio n W ear M ir r o r s Windows E x h a u s t S y s te m (B ro k e n H a n g e r s /L e a k s ) R e m a rk s : V e h ic le T y p e: _________________ E m erg ency S to p M o d u la te d C o n t r o l Use B a c k in g P e r p e n d ic u la r P a r a lle l A n g le M i r r o r Use D is a b le d V e h ic le Fu ses & R e f l e c t o r U se ( S t a k e O u t) D r i y e r P e rfo rm a n c e S a t is fa c to r y U n s a tis fa c to r y ________________________ 37 Examiner's S ig n a t u r e : I . D . N um ber: D a te : Instructions fo r completing the Michigan Department of State form (DE-5) Evidence o f Driving Experience or Training In accordance with Public Act 139 of 1978, persons making application fo r th e ir original chauffeur's license and class 3 endorsement must present to the Secretary of State a completed DE-5 form as evidence o f driving experience. Only Michigan Department o f Education approved s k ill te s t examiners are authorized to sign this Evidence of Driving Experience form. Part 1: This section is fo r the applicant's name, b irth d ate, address and license number as shown on th e ir driver license. Part 2: Check the appropriate box to indicate the type o f vehicle used during the road te s t. Part 3: Information given in this section is pertinent to the Department of Education. Enter the applicant's name road tested, the date and make o f power u n it. No other entries are necessary. The name and address o f firm (school d i s t r i c t ) , signature o f the s k ills test examiner with date and telephone number w ill complete part 3. No other entries are necessary. Part 4: This section is fo r the signature of the applicant, dated, to affirm the information furnished. Form is then presented to the Michigan Department of State when application is made fo r class endorsement and original chauffeur's license. Part 5: Part 5 is for use by the Michigan De­ partment o f State. DO NOT WRITE IN THIS SECTION. 39 CLASSIFIED ENDORSEMENT WAIVER EVIDENCE OF DRIVING EXPERIENCE OR TRAINING Applicant P a rti Pursuant to Section 257.312f. (1) of the Michigan Vehicle Code, this form is an application for a classified endorsement road test waiver. APPLICANT’S NAME BIRTH DATE ADDRESS CITY Ml. ZIP Applicant Part 4 Employer — School District — Truck School Employer or Applicant Part 3 Part 2 MICHIGAN DRIVER LICENSE NO The applicant drives the following type(s) of vehicle: □ A single vehicle weighing over 24,000 lbs. gross vehicle weight (Class 1) □ A vehicle towing a vehicle weighing over 10,000 lbs. gross vehicle weight (Class 2) □ A combination of vehicles weighing over 24,000 lbs. gross vehicle weight (Class 2) □ A bus or school bus (Class 3) In my opinion, Is fully qualified to safely operate (applicant's name) the type of vehicle or combination of vehicles indicated above having been: (check one) I"! given a road test under my supervision on 19 consisting of miles in a m ake of powtr urui trailer I- ! employed for this principal purpose from to month, day. year ' (minimum 30 days). month, day. year Business name and address: Signature of Examiner or Employer Date Title Telephone No. < ) area Code I hereby declare and affirm that, to the best of my knowledge and belief, the information furnished hereon is true and correct. Signature of Applicant Date (Present this form when making application at the Secretary of State field office.) SOS Only Part 5 (To be completed only by the Department of State) n YEAR □ A VALID DRIVER LICENSE ISSUED BY THE STATE OF LICENSE NO. □ MAKE OF POWER UNIT LICENSE PLATE NO. CLASS ATTACHED IS A COPY OF CERTIFICATE OF DRIVER'S DOT OR MPSC ROAD TEST ISSUED WITHIN THE LAST THREE YEARS. DE-5 (7/BO) MICHIGAN DEPARTMENT OF STATE — Station Stamp— 41 SAMPLE APPLICATION FOR EMPLOYMENT T h is fo rm m ust be f i l l e d o u t c o m p le te ly . A l l In fo r m a tio n w i l l be t r e a t e d as c o n f i d e n t i a l . A p p lic a tio n i s v o id a f t e r one y e a r - u n le s s renew ed by l e t t e r . NAME: DATE: ADDRESS: PHONE: S tre e t C ity S ta te z-tp PERSON TO BE NO TIFIED IN CASE OF EMERGENCY: PHONE: ADDRESS: Yes _____ Have y ou passed y o u r e ig h te e n th b ir th d a y ? A re you a U .S . C it iz e n ? Yes No No _______ SOCIAL SECURITY NUMBER:_______________ IS ANY ADDITIONAL INFORMATION RELATIVE TO A DIFFERENT NAME NECESSARY TO CHECK SCHOOL OR 'WORK RECORDS? I f y e s , e x p la in _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ S K ILLS : S h o r th a n d _____ wpm. T y p i n g _____ wpm. ARE YOU AVAILABLE FOR OVERTIME WORK? Yes ___ A c c t. o r Bkkp?___________ No_ ___ L IS T THE OFFICE MACHINES YOU CAN USE WITH PROFICIENCY:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ U .S . M ILITARY SERVICE: Have y o u e v e r s e rv e d 1n th e Armed F o rces o f th e U n ite d S ta te s ? . E n te re d : Branch o f S e rv ic e D is c h a rg e d : H ig h e s t R a n k /R a tin g H e ld :__ D a te D ate Type o f D is c h a rg e :_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ( In c lu d e V e r i f i c a t i o n ) HIGH SCHOOL/COLLEGE NAME AND ADDRESS . NO. YRS. ATTENDED D ID YOU GRADUATE? DEGREE MAJOR FIELD OF STUDY A re y o u a s tu d e n t a t th e p re s e n t tim e ? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Type o f Employm ent D e s ir e d : 1. 2 .___ _ _ _ _ _ _ _ _ H o u rly wage r a t e e x p e c t e d _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ D ate a v a i la b l e : _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ R e fe rr e d b y :__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ;__ _ _ _ _ _ _ _ _ _ A re you In t e r e s t e d in y e a r -a r o u n d em ploym ent? Yes ___ No____ P a rt-T im e ? _________ Do you have any im p a irm e n ts , p h y s ic a l, m e n ta l, o r m e d ic a l, w hich w ould i n t e r f e r e w ith y o u r a b i l i t y to do th e jo b f o r w hich you have a p p lie d ? Yes ___ No ___ E x p la in :__ Have you e v e r c o lle c t e d com pensation f o r an a c c id e n t o r in ju r y ? WHEN:_ _ _ _ _ _ _ _ _ _ FROMWHOM:__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 43 Yes ___ No WHY:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ I f now e m p lo y e d , may we in q u ir e o f y o u r em ployer? PRESENT OR LAST PO SITIO N: D ates Em ployed: Y e s ___ N o ___ Name o f Company: S a la r y : A d d re s s: per Name o f S u p e rv is o r; per Name o f S u p e rv is o r Y our d u t ie s : Phone: FORMER PO SITIO N: Reason f o r le a v in g : Name o f Company: D ates Em ployed: S a la r y : A d d re s s: Y our d u t ie s : P hone: FORMER POSITIO N: • Reason f o r le a v in g : Name o f Company: D ates Employed: S a la r y : A d d re s s: per Name o f S u p e rv is o r Y our D u tie s : Phone: Reason f o r le a v in g : • A tta c h an a d d it io n a l l i s t i f n e c e s s a ry . Have you e v e r been c o n v ic te d o f a fe lo n y o r m isdem eanor o th e r th a n a m in o r t r a f f i c v io ­ la t io n ? Yes __ N o ____ I f y e s , g iv e d e ta i 1 s : A re t h e r e any fe lo n y c h arg e s p e n d in g a g a in s t you? Yes No I f y e s , g iv e d e t a i l s : LIS T TWO REFERENCES (N o t R e la t iv e s ) Name Name • A ddress B usiness A ddress B usiness I h e re b y a f f i r m t h a t th e In fo r m a tio n p ro v id e d In t h is a p p lic a t io n Is t r u e and c o r r e c t to th e b e s t o f my know ledge and u n d e rs ta n d t h a t any f a l s i f i c a t i o n o f th e in fo r m a tio n c o n ta in e d h e r e in may s e rv e as th e b a s is f o r r e je c t i o n o f s a id a p p lic a t io n a n d /o r te r m in a t io n o f em ploym ent. In a d d i t i o n , I f u l l y u n d e rs ta n d t h a t my em ploym ent is c o n tin g e n t upon co m p lia n c e w ith any c o n d itio n s , r u l e s , o r r e g u la tio n s r e q u ir e d by th e _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ S c h o o ls . I u n d e rs ta n d t h a t p r i o r e x p e rie n c e and e d u c a tio n a t ­ ta in m e n t as o f t h i s d a te as l i s t e d in t h i s a p p lic a t io n is c o m p le te , and no a d d it io n a l c la im s w i l l be made fo llo w in g em ploym ent. I h e re b y a u th o r iz e e d u c a tio n a l i n s t i t u t i o n s , e m p lo y e rs , la w e n fo rc e m e n t a u t h o r i t i e s , o r g a n iz a t io n s , and in d iv id u a ls h a v in g r e le v a n t in fo r m a tio n c o n c e rn in g me to r e le a s e a l l in fo r m a tio n from t h e i r f i l e s o r o th e r s o u rces p e r t a in in g to my p e rs o n a l b ack­ ground in c lu d in g , b u t n o t l i m i t e d t o , acad em ic and a t h l e t i c a c h ie v e m e n t, a tte n d a n c e , p e rs o n a l h i s t o r y , d i s c i p l i n a r y a c t io n , c r e d i t , p o l i c e , o r o th e r re c o rd s t o th e _______ ________ Sc h o o ls f o r t h e i r o f f i c i a l u s e . I h e re b y r e le a s e a l l p e rs o n s , i n s t i t u t i o n s , and o r g a n iz a t io n s , i n d i v i d u a l l y and c o l l e c t i v e l y , from any and a l l l i a ­ b i l i t y f o r damages o f w h a te v e r k in d , w h ich may a t any tim e r e s u l t t o m e, my h e ir s , fam­ i l y , o r a s s o c ia tio n because o f c o m p lia n c e w ith t h i s a u t h o r iz a t io n and re q u e s t to r e le a s e in fo r m a tio n , o r any a tte m p t to com ply w ith i t . S hould th e r e be any q u e s tio n as to th e v a l i d i t y o f t h i s r e le a s e , you may c o n ta c t me. S ig n a t u r e _ __ _ _ __ _ __ _ __ _ _ __ _ __ _ __ _ _ __ _ __ _ __ 44 D a te SAMPLE DRIVING INFORMATION NAME_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ CAST FIRST ! f u l l m id d l e name ADDRESS_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ NUMBER STREET ClTY STATE Z IP C()DE (As shown on lic e n s e ) LICENSE NUMBER___________________________ STATE WHERE ISSUED________________________ _ EXPIRATION DATE_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ DATE OF BIRTH__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ TYPE: O p e ra to r C h a u ffe u r C y c le R e s t r ic te d F in a n c ia l R e s p o n s ib ility R e s t r ic t io n s : L i s t th e t i c k e t s you have r e c e iv e d f o r t r a f f i c v io l a t i o n s 1n th e l a s t th r e e ( 3 ) y e a r s : DATE PLACE OFFENSE L i s t th e a c c id e n ts you have been in v o lv e d in (r e g a r d le s s o f f a u l t ) in th e p a s t th r e e ( 3 ) y e a r s ; g iv e f u l l p a r t i c u l a r s in c lu d in g d a te o f o c c u r r e n c e , p la c e o f o c c u r r e n c e , i n j u r i e s s u s ta in e d , e t c . A re you s u b je c t to "h ig h r i s k " a u to In s u ra n c e ? I h e re b y g iv e a u th o r iz a t io n to th e S ta te o f M ic h ig a n , o r any p o l i t i c a l s u b d iv is io n t h e r e o f , to r e le a s e any and a l l in fo r m a tio n c o n c e rn in g my d r iv in g a n d /o r c r im in a l a r r e s t /c o n v ic t io n r e c o r d . sTBNATURF SAMPLE J ob D e s c r i p t i o n for Sc h o o l Bu s Dr i v e r Specific Responsibilities 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Conduct p re -trip inspection o f school bus p rio r to everyt r ip . Use established routes and designated bus stops. Operate bus on approved time schedule. Report bus accidents and pupil in ju ries to au th o rities . Conduct emergency evacuation d r ills in keeping with school p o licies. Instruct riders regarding being responsible passengers. Drive defensively under varying t r a f f ic conditions and inclement weather. Drive with safety o f students as f i r s t p r io r ity . Report personal absences in time for supervisor to secure sub­ s titu te d riv e r. Perform bus housekeeping duties inside and out. F ill gas tank and add o il i f necessary. Report bus defects to supervisor. Establish favorable working relationships with other d rivers, main­ tenance personnel, teachers, students, principals and to ta l school s ta ff. Exhibit positive image as loyal representative of school d is t r ic t . Specific Performance A b ilitie s 1. Operate a ll vehicle types used in transporting pupils in school d is t r ic t . 2. Id en tify with geographic service area o f school d is t r ic t . 3. Demonstrate knowledge o f rules and regulations promulgated by lo c a l, state and federal au th o ritie s. 4. Demonstrate knowledge o f state laws and local ordinances. 5. Deal with exuberant behavioral characteristics of youthful rid ers. 6. Administer discip lin ary procedures in keeping with school policies. 7. Be a le rt and exercise good judgment concerning emergencies, dis­ abled vehicles and irre g u la r special request by parents of rid ers. Special Legal Requirements to be Met 1. 2. 3. 4. 5. Meet school bus d river c e rtific a tio n requirements: a. minimum hours o f instruction. b. s a tis fa c to rily pass knowledge examination. Meet state requirements fo r appropriate licensing. Meet state physical examination requirements. Meet local or state standards fo r driving te s t. Meet local or state standards fo r driver record check. 47 • SAMPLE JOB DESCRIPTION FOR MASTER MECHANIC JOB SUMMARY: Maintains school system vehicles in safe, operating con­ d itio n in conformity with lo c a l, county and state require­ ments. REPORTS TO: Director o f Transportation through Garage Supervisor MAJOR DUTIES AND RESPONSIBILITIES: 1. Is d ire c tly responsible to Garage Supervisor. 2. Must be able to perform a ll major duties and res p o n sib ilities o f "A" mechanics, "B" mechanics and "C" mechanics clas sificatio n s and in addition must be able to perform a ll repairs needed on any vehicle in the school system and be c e rtifie d in a ll areas o f repair required by the State or school system. 3. Must be able to gas weld and e le c tric weld and make repairs on vehicle a ir conditioning systems and recharge a ir systems. 4. Must be able to be the "Lead Mechanic" when he is the senior mechanic on duty, in the Garage Supervisor's absence. 5. Must be responsible fo r protecting school system property and securing a ll buildings and yards under transportation control. 6. Must attend a ll required schools and stay c e rtifie d in a ll State required areas to maintain c la s s ific a tio n . 7. Performs other tasks as directed by immediate supervisor. TERMS OF EMPLOYMENT: 12 month year 8 hours per day w illin g to work afternoon and on adjusted s h ifts EVALUATION: A formal performance evaluation w ill be performed at least once each year. Informal evaluation is continuous. WAGE SCALE: As per agreed step on Garage Personnel Wage Scale. 49 SCHOOL BUS MECHANIC'S* Job Knowledge Test The Job Knowledge Test may be used fo r whatever purpose you may feel would be most beneficial to you and fo r the school bus mechanics who maintain your fle e t . This te s t may also be used to te s t prospective mechanic employees. There are 100 questions, each with an equal grading value of 1%. A 90% score is ex c e lle n t, 80% very good, 70% better than average, 60% need furth er tra in in g and 55% or below unsatisfactory. ♦Developed by Michigan Department of Education 51 2 SCHOOL BUS MECHANIC'S JOB KNOWLEDGE TEST Answer Sheet ENGINE AIR BRAKES 74 - T 79 1 - b 6 - c 43 - b 47 - c 75 - F 80 2 - c 7 - b 44 - a 48 - d 76 - T 81 3 - c 8 - c 45 - d 49 - c 77 - T 82 4 - b 9 - b 46 - d 50 - b 78 - F 83 5 - d 10 - c CARBURETION TRANSMISSIONS 84 51 - c 85 52 - b 11 - a 15 - b FUELS, OILS AND LUBRICATION GENERAL 12 - c 16 - c 53 - c 57 - d 86 - T 94 13 - a 17 - b 54 - d 58 - a 87 - F 95 55 - b 59 - b 88 - T 96 56 - d 89 - F 97 14 - d ELECTRICAL 18 - b 27 - a COOLING SYSTEMS 90 - F 98 19 - b 28 - d 60 - d 63 - a 91 - T 99 20 - a 29 - a 61 - a 64 - c 92 - T 100 21 - a 30 - a 62 - a 22 - c 31 - b SHOP TOOLS AND EQUIPMENT 23 - a 32 - d 24 - b 33 - c 25 - d 34 - a 93 - T 65 - d 68 - c 66 - c 69 - a 67 - c 70 - b 26 - a SAFETY HYDRAULIC BRAKES 71 - T 35 - c 39 - a 36 - d 40 - a 37 - a 41 - d 72 - T 73 - F 52 3 ENGINE 1. One cause of poor o il mileage may be the resu lt of too much: a. b. c. d. 2. When making a compression test on an engine, i t is important that you: a. b. c. d. 3. grey. white. black. brown. When in s ta llin g spark plug wires in the d is trib u to r cap, besides the fir in g order you must also know: a. b. c. d. 7. worn spark plugs. badly worn d is trib u to r. fa u lty condenser. low voltage. A fter operation, i f the spark plug insulator is in the proper heat range, color should be: a. b. c. d. 6. too la te . correct. too early. grounded. I f timing mark w ill not remain stationary, i t can mean: a. b. c. d. 5. turn on the ig n itio n . remove every other spark plug. remove a ll spark plugs. remove o il breather cap. I f the timing lig h t flashes before the timing marks lin e up with the pointer reference mark, the timing is : a. b. c. d. 4. crankshaft end play. intake valve guide clearance. exhaust valve guide clearance. valve tappet clearance. compression r a tio . piston displacement. ro tatio n . governor setting. What is the purpose of the intake manifold heating device? a. b. c. d. Provide heat fo r the driver Help to vaporize the fuel Preheat the engine o il Maintain an even engine temperature 53 4 8. An increase in compression when o il is put into a cylinder indicates: a. b. c. d. 9. The condenser in the ign itio n c irc u it: a. b. c. d. 10. loose w rist pin. bent rod. worn rings. blown head gasket. converts gas to a vapor. reduces arcing at the contact points controls p o la rity . regulates voltage. A cracked intake manifold causes: a. b. c. d. rich mixture. noticeable drop in o il pressure. engine skips and misses. hot running engine. CARBURETION 11. The carburetor th ro ttle valve regulates engine speed by: a. b. c. d. 12. controlling mixture to cylinders. its governor. axle ra tio . vacuum control. When operating under a heavy road load or wide open th r o ttle , the power system of a carburetor must be able to supply: a. b. c. d. leaner mixture. more vacuum. richer mixture. more pressure. 13. The accelerating pump is designed to: a. b. c. d. 14. overcome lag in fuel response. increase fuel mileage. balance a ir /fu e l ra tio . increase a ir flow. The automatic choke is calibrated to respond to engine heat through the use of: a. b. c. d. thermostat. by-pass valve. a choke unloader. two metals of two d iffe re n t coefficients of expansion. 54 5 15. A clogged fuel tank vent w ill cause: a. b. c. d. 16. A high o il level in the o il-b a th a ir-c lea n e r w ill not only re s tric t the flow of a ir but w ill: a. b. c. d. 17. vapor lock. high-speed fa ilu r e . faculty fuel gauge. low-speed fa ilu r e . cause carbon deposits. cause o il to lose viscosity. a ffe c t engine performance. over-cool the carburetor. A d irty or p a r tia lly clogged a ir cleaner w ill: a. b. c. d. increase fuel e ffic ie n c y . decrease fuel e ffic ie n c y . do no harm. s ta ll the engine. ELECTRICAL 18. An ampere is : a. b. c. d. 19. A conductor is : a. b. c. d. 20. made of glass. substance or body that transmits e le c tr ic ity . one who collects fares. a safety device. The charging current fo r storage batteries must be: a. b. c. d. 21. an instrument. measure o f current. a magnetic pole. measure o f e ffic ie n c y . d ire c t current. a ltern atin g current. magnetic current. rotating current. Each battery cell is constructed so that positive and negative plates are: a. b. c. d. placed a lte rn a te ly to each other. not placed a lte rn a te ly to each other. reversed end fo r end. welded together. 55 6 22. Battery e le c tro ly te is a solution of: a. b. c. d. 23. Battery hydrometer values are more re lia b le when: a. b. c. d. 24. r e c t if ie r diodes w ill be irreparably damaged. engine won't s ta r t. engine "kicks back". engine s ta lls at high speed. a charging system out o f adjustment. excessive id lin g . high rpm. low amperage. To clean regulator points, use: a. b. c. d. 29. the the the the The need fo r adding excessive water to a battery generally indicates: a. b. c. d. 28. reverse p o la rity . roug h-file tapered posts. hammer terminals onto battery posts. grease with a mineral grease or petrolatum. I f the p o la rity is reversed, where an alternating system is used: a. b. c. d. 27. more volts. longer l i f e . brighter lig h ts . less s ta rte r draw. When replacing battery cable terminals i t is good practice to: a. b. c. d. 26. added water has been thoroughly mixed by charging. immediately a fte r the addition o f water. engine is id lin g . battery is cold. An e le c tr ic a lly oversize battery provides: a. b. c. d. 25. lead peroxide and water. hydrophobia and water. sulphuric acid and water. potash and water. gasoline. r a t - t a il f i l e . emery cloth. non-metal l i e sandpaper. When a battery increases in temperature its output capacity: a. b. c. d. gets b e tte r. doesn't vary. gets worse. s h ifts from positive to negative. 56 . 7 30. The automotive lead-acid battery can be charged only by: a. b. c. d. 31. A source o f charging problems can be determined from a visual check of: a. b. c. d. 32. 12.5 13.5 14.5 best volts. volts. volts. setting for average conditions. The regulator voltage setting is heavily dependent on: a. b. c. d. 34. corrosion at term inals. water usage. voltage. amperes. The proper setting o f a voltage regulator fo r a 12-volt system is: a. b. c. d. 33. d irect current. alternating current. combination of both. vacuum tube. vehicle weight. vehicle size. vehicle duty. te rra in . The regulator is placed in the charging system to: a. protect a lte rn a to r and battery. b. protect the ig n itio n system. c. protect the s ta rte r. d. protect current. HYDRAULIC BRAKES 35. Overheating a brake drum produces abnormal thermal expansion and may cause: a. b. c. d. tig h t brake. grabbing brake. loss o f pedal reserve. high pedal. A ir in the hydraulic system causes: a. b. c. d. sticking sticking a spongy a spongy master cylinder. wheel cylinder. primary shoe. brake pedal. 57 8 37. Although a leak past the primary cup in the mastercylinder w ill not show as an external evidence, i t w ill eventually lead to: a. b. c. d. 38. The "s p lit" hydraulic brake system is: a. b. c. d. 39. federal standards. state standards. ASTM. API. "Bleeding" is an essential procedure in order to provide: a. b. c. d. 42. denatured alcohol. kerosene. mineral-base solvent. carbon tetrach loride. Brake flu ids manufactured for sale in in te rs ta te commerce must comply with: a. b. c. d. 41. sudden complete loss of braking. two-shoe application. vacuum over hydraulic. two separate braking systems. Cleaning o f hydraulic parts should be done with: a. b. c. d. 40. sudden complete loss of braking. blocking reservoir a ir vent. Scored cylinder. Blocked by-pass port. compressible bubbles. a free-flowing liq u id . a backstop. a solid column o f non-compressible flu id . A driver complains o f pushing hard on brake pedal, but getting l i t t l e response. The cause most lik e ly is : a. b. c. d. wrong brake flu id . grease on linings and drums. low on flu id . worn anchor pins. AIR BRAKES 43. The heart of any a ir brake system is: a. b. c. d. the governor. the a ir compressor. two-way control valve. tra c to r protection valve. 58 9 44. What is the function o f the governor? a. Maintain minimum and maximum a ir pressures b. Controls speed o f compressor c. Controls a ir to diaphragm d. Controls a ir to relay valve 45. I f we don't drain water from a ir tank reservoirs i t w ill: a. overcool brake system. b. a ffe c t the brake lin in g . c. displace a ir and lower tank capacity. d. freeze, contaminate and cause problems. 46. I t ' s good maintenance practice to open drain cocks and drain tanks: a. b. c. d. 47. I f the low a ir pressure warning device comes "on", while driving , the best thing to do is: a. b. c. d. 48. cools the brakes. prevents grabbing. saves a ir and shortens stopping distance. wastes a ir and increases stopping distance. Why is i t a good idea to change both diaphragms in chambers on the same axle, when one has failed? a. b. c. d. 50. head for garage. speed up compressor. stop immediately. drive slow. "Fanning" the brake pedal: a. b. c. d. 49. once a week. every two weeks. once a month. d a ily . Maintain push rod length Keep size uniform I f one is bad, don't tru s t the other Maintain brake balance What is the advantage of locating a relay valve near rear wheel brake chambers on long wheel-base trucks, tra c to rs , andbuses? a. b. c. d. To delay operation o f rear brakes To speed up operation of rear brakes Apply rear brakes f ir s t Need less a ir pressure 59 10 TRANSMISSIONS 51. A transmission gear that jumps out o f speed can be traced to: a. b. c. d. 52. s h iftin g lever. reverse id le r . worn gears. worn thrust washers. I f the gear box develops a hum i t is generally a sign of: a. b. c. d. bad syncromesh. l i t t l e or no o il in gear box. loose propeller shaft. bad p ilo t bearing. FUELS, OILS, LUBRICATION 53. A measure of a gasoline's v o la t ilit y indicates its a b ilit y to: a. b. c. d. 54. Crankcase d ilu tio n is caused by: a. b. c. d. 55. in main j e t . at th ro ttle valve. at in le t valve. automatic choke. Oil companies change fuel v o la t ilit y period ically: a. b. c. d. 57. i n it ia l boiling point. end boiling point. lean mixture. unburned gasoline. Carburetor icing generally takes place: a. b. c. d. 56. knock under load. burn slower. s ta rt read ily. burn fa ste r. to to to to overcome shinkage. improve mileage. compensate for wear and te ar. compensate fo r seasonal changes. Viscosity is a measure of an o il's " a. b. c. d. service c la s s ific a tio n . lubricating q u a lity . long l i f e . resistance to flow. 60 11 58. The toughest service fo r a gasoline engine is : a. b. c. d. 59. stop-and-go driving. lin e haul service. h ill climbing. high speed driving. American Petroleum In s titu te (API) gear lubricant designations are designed: a. b. c. d. to promote sales. to help in selection o f correct gear lube. fo r longer l i f e . for wear protection. COOLING SYSTEMS 60. The function of a thermostat in the cooling system is to: a. heat the cab. b. decrease operating temperature. c. increase operating temperature. d. control operating temperature. 61. The reason for fins on radiator tubes is to: a. increase the e ffe c tiv e cooling area. b. hold back cold a ir from engine. c. d irect flow o f a ir . d. protect tubes from damage. 62. When a thermostat f a ils in the open position: a. the engine runs too cold. b. the engine runs too hot. c. the by-pass valve takes over. d. i t increases c irc u la tio n . 63. A high percentage o f sludge found in rocker arm cover and o il pan indicates: a. b. c. . d. 64. operating temperature too cold. operating temperature too hot. incorrect motor o i l . high detergent o i l . Rust in a cooling system is usually formed by: a. b. c. d. water and heat. iron and grease. iro n , heat, and oxygen. iro n, water, and oxygen. 61 12 SHOP TOOLS AND EQUIPMENT 65. The purpose o f a torque wrench is to: a. b. c. d. 66. In threading a hole, the proper tool to use is : a. b. c. d. 67. w ill straighten frames. is an electronic analyzer. simulates road driving conditions. measures forces of work. The best tool for checking the cooling system is a: a. b. c. d. 70. outside ca lip e r. inside c a lip e r. inside micrometer. steel rule. A chassis dynamometer: a. b. c. d. 69. reamer. b it . tap. die. The recommended tool to measure the inside of a cylinder is : a. b. c. d. 68. measure bolt size. loosen tig h t bolts. test strength of bolts and nuts. tighten bolts and nuts properly. radiator and pressure-cap te s te r. warm pump gage. flow meter. thermostat. I t is dangerous to use a f i l e : a. b. c. d. unless without unless unless it a it it is double-cut. handle. is single-cut. is half-round. SAFETY 71. To prevent an in ju ry , you must f i r s t prevent unsafe acts and correct safe conditions: True False 62 13 72. Poor shop layout can be a major cause o f in ju rie s to shop personnel: True False . 73. Good housekeeping concerns only top management and therefore doesn't a ffe c t the individual employee: True False 74. A good safety record depends on how well each and every worker applies himself to his job: True False 75. I t is more e ffe c tiv e to tra in shop personnel to avoid physical hazards or unprotected machines than to in s ta ll proper protection: True False 76. Reporting unsafe shop conditions is eyerybody's business: True False 77. Most shop in ju rie s are the result of employee carelessness: True False 78. Loose clothing is not necessarily an accident risk around moving machinery: True . False 79. Every job has its risks so i t ' s safe to say that a ll serious in ju ries cannot be prevented: True False 63 14 80. I t ' s a waste o f time to report minor in ju rie s i f f i r s t aid treatment has been given: True False 81. The carbon tetrachloride type o f f ir e extinguisher, prescribed in the emergency equipment section o f the Bureau of Motor Carrier Safety, is best for fig h tin g e le c tric a l fire s : True False 82. I f a worker is careful and watches what he is doing there is no need to wear glasses where required in certain types of shop situations: True False 83. A ll e le c tric a l tools should be grounded: True False 84. A hydraulic or mechanical jack in good working order is ju s t as safe as using rig id jacks: True False 85. The most e ffic ie n t method fo r hand-cleaning an engine is with a v o la tile liq u id : True False 86. A planned maintenance program is intended to keep a vehicle in satisfactory operating condition at the lowest possible cost: True False 64 15 87. The number o f road fa ilu re s is not necessarily an indication o f the effectiveness o f a maintenance program: True False 88. A good mechanic must discip lin e himself to thoroughness and diligence: True False 89. The history f ile s o f vehicles are not as important as work orders: True False 90. I t 's a waste of time to keep records on individual pieces of equip­ ment or components to pinpoint those having high maintenance costs: True False 91. Costs come from rep air orders: True False 92. Personnel attitudes are very important to efficiency: True False 93. A most common enemy to maintenance is d ir t: True False 94.. The best mechanic is an e ffic ie n t parts changer: True False 65 16 95. Driver a ttitu d e toward equipment improves in d ire c t proportion to a good maintenance a ttitu d e : True False 96. Front cross view mirrors are not required on forward control school buses: True False 97. Tires which have less than 2/32 of an inch of tread, measured in more than two grooves, shall not be approved: True False 98. Rapid wear in the center of the t ir e tread is caused by over­ in fla tio n : True False 99. The school bus d riv e r's driving habits w ill greatly a ffe c t the l i f e of tire s and brake linings: True False 100. A voltmeter gauge is a required instrument on every school bus used in Michigan beginning with 1972 models: True False 66 TRAINING I. • II. D e fin itio n : Training is a tool for management to develop human re­ sources, to carry out the organization's mission. Training Plan A. B. Why train in g and development 1. Needed s k ills are often not available in the local labor market. 2. Advances cause existing s k ills to become obsolete. 3. S ta ff is asked to use and work with complex equipment. 4. Retrain employees to work with new equipment m aterials. 5. Job categories are becoming more complex. 6. Trained employees are more e ffic ie n t. The training program 1. Why you need a train in g program a. A tra in in g plan provides a logical approach to train in g in your agency. This w ill ensure that your goals and procedures fo r implementing them are consistent. Put i t in w ritin g to get management approval and support. The w ritten plan w ill then serve as a working guide fo r your s ta ff. b. Before undertaking any train in g and developmental pro­ grams, make sure you have (1) analyzed the situ a tio n , (2) id e n tifie d and have a clear understanding as to the role tra in in g and development w ill play, and (3) es­ tablished attainable goals and objectives. 2. Where to s ta rt a. Basic personnel philosophy — I t is composed of your agency's overall personnel philosophy, your personal views as a professional administrator and the adminis­ tra tiv e concepts followed in your agency. b. Top management support — Talk with the top executive in your agency. Try to get th is o f fic ia l to express his involvement and support of the training program and to get this across to his s ta ff and top operating o ffic ia ls . I f you do not get such outright evidence o f support, try a sales campaign. Don't give up too e a s ily. You must have executive support to make your plan succeed. 67 2 c. 3. A tra in in g system (1) Iden tifyin g tra in in g and development needs. (2) Collecting and analyzing job data. (3) Selecting and w riting train in g objectives. (4) Constructing evaluative instruments and c rite rio n measures. (5) Selecting and sequencing course content. (6) Selecting and using tra in in g strategies. (7) Selecting train in g aids. (8) Determining equipment requirements. (9) Producing train in g documents. (10) Selecting instructors. (11) Selecting trainees. (12) Evaluating tra in in g systems. (13) Following up on participants. Written policy statement a. How to develop an agency policy statement (1) S tart with a d raft statement. I f you have a tra in ­ ing advisory group, le t them compose i t . (2) Ask managers and employees for th e ir ideas. (3) Revamp the d ra ft statement on the basis of manage­ ment's and employees' views. (4) Share fin a l d ra ft with other members of d is tr ic t management team. (5) At the same time, send copies to any organizations that o f f ic ia lly represent your employees, asking for th e ir recommendations. (6) Prepare the fin a l d ra ft for the superintendent's review and signature. 68 3 b. 4. 5. 6. Contents (1) Keep the statement b r ie f, i f you want people to read and understand i t . (2) The statement should define classes of employees covered and kinds o f tra in in g . (3) In addition the policy statement should include sections on who is responsible fo r train in g and instruction to the employee. Who conducts tra in in g program a. Transportation supervisor. b. Other local school d is tr ic t resources. c. Community resources. d. Instructional agencies. e. Bargaining agent. Determining train in g needs and p rio ritie s a. Your transportation plan should provide a r e a lis tic way of ascertaining the needs o f employees, the needs of the agency, and other factors — such as changing technology - - that w ill dictate the trainin g to be offered. b. Sources o f information (1) Program plans — fo r expansion, construction, tech­ nological change. (2) Pending le g is la tio n that w ill a ffe c t the agency mission. (3) Personnel records and workforce data. (4) Employee performance appraisals and career plans. (5) Employee unions. (6) Productivity. (7) Job enrichment and personal growth. (8) Systematic needs survey. Procedure fo r administering a train in g program 69 4 7. a. An important part of the trainin g plan is the operating procedure in offering and arranging train in g . b. Specify a step-by-step process covering everything that must occur. State in concrete terms: Who authorizes: the what, how, when. (2) Who acts and when. (3) Channels of approval and action. (4) What forms to use and th e ir disposition. (5) Records to be kept. (6) Steps in program design. (7) Securing, storage, and issue of services and supplies. (8) N otifications and reports. (9) Time factors. (10) Rules o f conduct for instructors and trainees. (11) Rules governing cred it given fo r tra in in g , for purposes of promotion and related personnel actions. Long-range plans a. 8. (1) I t 's not enough to have plans th at provide only fo r meet­ ing entry level requirements and s k ills , maintenance types o f tra in in g , or prepare only for your immediate needs. You must do more than fig h t brushfires. Consider what is ahead for your agency two, fiv e , even ten years down the track. Is your workforce aging, so that you must expect many retirements during that period? Is your agency expanding, lik e a school system or a fir e system in a burgeoning suburb? Are the s k ills needed in the future scarce in the labor market and do they take years to develop? Tie your trainin g plan in with a ll the other agency plans — expansion plans, changeover plans, manpower plans, etc. — in a way that covers tra in ­ ing on a controlled time basis. Then you w ill be able to meet both short-range operating needs and long-range re­ quirements. Keeping plan up-to-date a. You don't need to w rite the e n tire plan in d e ta il, but i t is a good idea at least to outline i t and keep the outline 70 5 on f i l e . Review i t every year with your s t a f f , the tra in ­ ing committee and top management to decide whether the plan is working e ffe c tiv e ly and how i t needs to be changed. Assess the results o f train in g and developmental ac­ t iv it ie s in terms of meeting on-going requirements such as s k ills tra in in g , supervisory tra in in g , o rie n ta tio n , and s ta ff development. 71 MICHIGAN SCHOOL BUS DRIVER TRAINING PROGRAM* The Michigan School Bus Driver Training Program is a set of standardized lessons which are to be used by local school d is tric ts in tra in in g drivers to operate school buses. Use o f this program w ill assure more uniform statewide d rive r performance as drivers w ill receive instruction in basic d riv e r tasks and proper driving procedures and w ill have s u ffic ie n t on-street experience to carry out these tasks in a safe and e ffic ie n t manner. The School Bus Driver Training Program is divided into fiv e sections: . Organizing the School Bus Driver Training Program . Training Sessions . Instru cto r's Guide . School Bus S k ill Tests . Knowledge Test Items Section I , Organizing the School Bus Driver Training Program, provides organizational concepts to bus driver train ers in order to help them organize the instructional program. Most new drivers require a considerable amount of d ire c tio n , but a well prepared instructor is also a necessity. Preparations w ill make the task o f the instructor easier by defining the roles o f everyone involved in the trainin g process. Whether the train in g program uses a team approach involving the transportation supervisor, driver tra in e r, and experienced drivers or *R. E. Gustafson, C. G. Bower, D. L. Smith, Volume V II School Bus Driver Training Program and Technical Report. (E. Lansing: Highway T ra ffic Safety Programs, Michigan State University, 1982). 73 - 2 re lie s upon one in s tru c to r, the concepts o f the program should remain the same. Three general concepts are presented in this section: . General Considerations fo r School Bus Driver Instructors . Student Orientation to the Training Program . Progressing Toward Competency Each o f these concept areas contains recommendations that should be incorporated into a well organized trainin g program. Section I I , Training Sessions, contains six lesson plans. These lesson plans are to be used by the instructor as the basis fo r teaching students the operation and control o f the school bus. Each of the six open-ended plans are independent, yet given in a sequence. The lessons cover topics such as the introduction to the vehicle, inspection, basic and advanced operating s k ills , and special operational requirements. The advanced s k ills are divided into instructional components in ru ra l, re s id e n tia l, and urban environments. Section I I I , In stru cto r's Guide, provides the content material fo r each Lesson Plan. There is a corresponding guide for each Lesson Plan, providing the detailed information instructors must know to teach from the Lesson Plans. The guides include Lesson Objectives, Recom­ mendations on Teaching Techniques, Description o f Key Words, Evaluation Procedures, Route Planning, and Preparation fo r the Next Lesson. The driving task descriptions are an integral part o f the Instru cto r's Guides. They provide information on the Purpose, Terminal Objective, Enabling O b jective(s), and Content information fo r each o f the driving tasks included. Other instru cto r considerations presented in this section concern time lim its fo r lessons, lesson sequencing, establish­ ing a proper student mental s e t, p re -trip inspections, record keeping 74 . 3 and instructor l i a b i l i t y . A series of driving s k ills tests is presented in Section IV , School Bus S k ills Tests. The s k ills te s t described and illu s tra te d in this section covers the basic maneuvers o f a school bus that were presented in the lesson plans. fo r each driving maneuver. Instructions and diagrams are provided Every driver should be able to successfully perform these tasks before scheduling the on-street te s t with an ex­ aminer. The purpose o f the testing is to insure that the student has attained the level o f driving s k ill necessary to safely operate the school bus. Section V, Knowledge uate mastery of the enabling items Test Items, presents te s t items to eval­ objectives fo r the driving tasks. These can be used in several ways: . Selected items can be used to determine i f the student knows the step-by-step procedures and regulations governing the maneuvers p rio r to the driving lesson. Requiring students to know this information before the driving lesson enables the instructor to make the most e ffic ie n t use of the driving time. . Selected items can be used a fte r each driving lesson as a review of the regulations and procedures practiced during the lesson. . Items can be selected to form a fin a l examination. I f used in conjunction with the s k ills te s t, the instru cto r w ill have an evaluation of the d riv e r's competency in both know­ ledge and s k ill to determine mastery o f the tra in in g program. Questions presented here are of four types: tip le choice, sequencing and short answer. tru e /fa ls e , mul­ The items have content v a lid ity , but have not been analyzed fo r r e l i a b i li t y , level o f d if ­ fic u lty or reading le v e l. The questions are grouped by driving task in the order in which they appear in the driving lessons. answers are indicated fo r each question. 75 Correct RESOURCES FOR TRAINING PROGRAMS * RESOURCE PERSONS AND AGENCIES 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. S u p e rin te n d e n t o f e d u c a tio n . D r iv e r e d u c a tio n te a c h e r . In s u ra n c e r e p r e s e n t a t iv e . E n fo rc em e n t r e p r e s e n t a t iv e : a . L o c a l. b . S ta te . S ta te highw ay e n g in e e r . County ro a d c o m m is s io n e r. R a ilr o a d o f f i c i a l . C1v11 O efense r e p r e s e n t a t iv e . School p r i n c i p a l . School g u id a n ce and c o u n s e lin g r e p r e s e n t a t iv e . F 1 re d e p a rtm e n t r e p r e s e n t a t iv e . R e p r e s e n ta tiv e o f body and c h a s s is com p anies. R e p r e s e n ta tiv e fro m c o u n ty h e a lth d e p a rtm e n t. S a fe ty and t r a f f i c e n g in e e r in g p e rs o n n e l fro m lo c a l o r s t a t e a u to m o b ile c lu b s . O th e r s , d ep en d in g on ty p e o f com m unity. AUDIO AND/OR VISUAL RESOURCES 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 1 4. 15. 16. 1 7. 18. Tape re c o rd in g s o f s p e e c h e s , re a d in g s o r In te r v ie w s (E x am p le : "You A re th e J u ry " — ta p e r e c o rd in g s o f a c c id e n t a n a ly s is ; c la s s d is c u s ­ s io n s and fo llo w e d w it h c o n c lu s io n by p r o f e s s io n a l) . O verhead p r o je c t o r w it h tr a n s p a r e n c ie s — l o c a l l y purchased o r p re p a re d . Opaque p r o je c t o r - - f o r g ra p h s , s t a t i s t i c s , o th e r in fo r m a tio n n o t de­ s ig n e d f o r r e p r o d u c tio n . C h a lk b o a rd , b u l l e t i n b o a r d , f l i p c h a r t s , p o s te r s . L a rg e map o f d i s t r i c t s e r v ic e a re a — h e lp f u l a id f o r Im m ed ia te r e fe r e n c e to r o u te s . F ilm s t r ip s — c o n ta c t lo c a l o r s t a t e s a f e t y a g e n c ie s f o r c a t a lo g s . T r a in in g film s — check d i s t r i b u t i o n c a t a lo g s . S lid e f i lm s : a . P urchased s li d e s . b . L o cal s h o ts o f problem s o r t ilq u e s . 8mm f ilm s — on s h o r t s in g le s u b je c t (h o m e -ty p e m o v ie ). W orksheets f o r p ro b le m a n a ly s is . O b je c tiv e te s t s f o r e v a lu a t io n and d is c u s s io n . D r iv e r handbook o r r u l e s , e t c . P am phlets - - c o m p lim e n ta ry and generous s u p p ly . S ta te m o to r v e h ic le c o d e. S ta te bus d r i v e r handbook. L o cal b o a rd p o l i c i e s , r u le s and r e g u la t io n s . S ta te and lo c a l a c c id e n t f a c t s . M a n u fa c tu re rs manual f o r each b u s . ♦ K e ith A l l e n , G uidebook f o r School Bus T r a n s p o r ta tio n S u p e rv is o rs ( F a l l s C hurch: A m erican A u to m o b ile A s s o c ia tio n , 1 9 7 6 ) , p . 9 6 . 77 EXPERIENCED SCHOOL BUS DRIVER CONTINUING EDUCATION: Public Act 112 e ffe c tiv e July 17, 1981 eliminated the mandate for the annual advanced school bus driver education programs under the direc­ tion of the Michigan Department of Education. A fter completing the begin­ ning school bus d river education course, school bus drivers shall reinforce and expand th e ir learning experience through periodic in-service in struction as provided under the supervision o f the local board o f edu­ cation and/or employer. As a condition o f employment, school bus drivers should be expected to attend board sponsored refresher trainin g to insure th e ir continued understanding of a ll p o lic ie s, rules and regulations pertinent to your operations and keep th e ir performance e ffic ie n t and safe. Instructors for in-service programs may be other d riv ers, fle e t supervisors, administrators or other persons knowledgeable and s killed enough in the a rt o f teaching and communication to impart knowledge and further develop s k ills in the driver student. Emphasis placed on p a rtic u la r topics o f instruction may be varied to address individual or driver group needs unique to specific application or procedures. Local d is tr ic t policy, types o f equipment, size o f fle e ts , geographic features o f an area and weather conditions may a ll have a bearing on what emphasis is applied during any given in-service program. The school bus can be used e ffe c tiv e ly in demonstrating essential lessons, and school personnel from principals and teachers to pupils can add much to the meaning of subjects taken into consideration. The superintendent of public instruc­ tion is expected to make periodic reviews of in-service program content, in s tru c tio n , driver attendance and o ffe r such advisory services as may be requested. Material that should be covered in these classes, in general, w ill include: 1) Review of i n i t i a l beginning d river program m aterial, as experience indicates i t is needed. 2) Instructions covering the operation o f new equipment. 3) Handling o f new operating problems. 4) Changes in p o lic ie s , laws and regulations. 5) Periodic f i r s t aid refresher train in g . 6) Periodic f ir e extinguisher train in g and use of emergency lig h tin g equipment fo r the disabled bus. 7) Review of student conduct and emergency evacuation cedures. 8) Review of p re -trip inspection procedures. 9) Review of procedures to follow in the event emergency. pro­ of accident or ♦Michigan Department of Education, Pupil Transportation Handbook. (Lansing: Michigan Department of Education, 1982) pp. 14-15. 79 2 Remedial tra in in g may be required to improve the performance of drivers whose records indicate they are having problems. The need for this type of tra in in g is indicated for any driver: 1) Who becomes involved in preventable accidents. 2) When they f a i l to solve pupil behavior problems. 3) When they abuse the vehicle. 4) When they are discourteous to others. 5) When they f a il to operate reasonably close to schedule. 6) When frequent complaints are received about th e ir attitu d e or performance. 7) When personal problems show up in changes o f personal habits. Q. When must school bus drivers attend a course of instruction in school bus safety education? A. A ll new hired school bus drivers must e n ro ll, attend and complete a course in school bus safety education within the school year in which they are enrolled. EXAMPLE: An "ENROLLMENT CARD" issued in August 1981 shall be valid un til June 30, 1982, unless the driver completes required hours o f safety instruction ^before June 30, 1982, and is issued a "COMPLETION CARD". I f the driver does not com­ plete the necessary hours o f safety instruction p rio r to the expiration of an "ENROLLMENT CARD", a renewal of the "ENROLLMENT CARD" is not permitted. Q. What i f a school bus driver leaves employment and returns at a la te r date? A. Employers shall be assured o f school bus driver competency prior to reinstatement a fte r any leave of absence or employment interrup tio n. Q. What about annual workshops fo r the Advanced School Bus Drivers? A. On July 17, 1981 Public Act 122 eliminated the mandatory provision fo r Advanced School Bus Driver Programs. Q. Are School Bus Driver Safety Education Programs reimbursed? A. YES The cost of the course of instruction and the compensation o f the NEW driver attending the Beginning Driver course is reim­ bursed. NO There is no reimbursement for in-service and/or advanced school bus driver education programs. 80 EVALUATION I. II. D efinitio n: Evaluation is the manager's/supervisor's way o f deter­ mining i f the organization is accomplishing its mission, how i t is accomplishing its mission, and i f necessary, how i t might a lte r a c tiv itie s to improve upon its per­ formance. Performance Appraisal Program A. Basic function 1. B. C. Some sort o f performance appraisal is an inevitable part of any employer-employee relationship. The mere fact that an employer continues to pay an employee's salary week a fte r week indicates that the employer has appraised the employee's per­ formance and found i t satisfacto ry. Unfortunately, sometimes i t may only mean that the employer has not consciously as­ sessed the employee's job performance and found i t to be un­ satisfactory. What should an appraisal do for the employer? 1. Serve as a tool to achieve maximum effic ien cy in human re­ source u tiliz a tio n . 2. Measure the overall effectiveness of s ta ff in terms of the agency's programs and goals. 3. Provide a key element in program analysis. 4. Serve as a basis for merit salary increases. 5. Serve as a check on recruitment and hiring practices. What should an appraisal do for the manager? 1. Enable the manager to pinpoint weak spots in the operation. 2. Help to evaluate supervisors' a b ilit y . 3. Id e n tify employees with supervisory and leadership po ten tial. 4. Improve work performance by ensuring that both supervisors and employees re a lly know what the employee is supposed to be doing. 5. Id e n tify tra in in g needs. 6. Provide a check on proper placement. 7. Determine employee morale. 81 2 D. What should an appraisal do fo r employees? 1. Let them know how well they are doing, what strengths and weaknesses are showing up on the job. E. 2. Improve morale by le ttin g them know where they stand. 3. Recognize good work. 4. Serve as a warning to below-standard employees. Problems 1. Performance appraisal is time-consuming. Keep the procedures, as well as any format used, as simple as they can be made while serving the purpose of the appraisal. 2. To be accepted by employees, an appraisal system must be f a ir in its structure and its application by managers. 3. Establish c r ite r ia which are job -related and sp ecific. 4. Avoid making judgments on personality factors except where they are d ire c tly related to job performance. 5. The best worker may not be very frie n d ly with the boss. 6. Supervisors should not be influenced by an employee's per­ sonal it y . 7. Employees should be f u lly informed o f the purpose of perfor­ mance appraisal and what i t means to them. 8. Some provision fo r appeal of a formal rating should be established. 9. A performance appraisal system should confine i t s e l f to the relationship with the employer. 10. Performance appraisal should be a continuing concern of management. F. C rite ria 1. The c r ite r ia you choose for your appraisal system should be closely tie d to the purposes you want the system to serve. 2. Through the use o f meaningful c r it e r ia , a good appraisal pro­ gram minimizes personal favoritism and snap judgments in con­ sidering employees for promotion, provides an objective, analytical basis fo r personnel decisions, and helps define the elements of successful job performance. 82 ' 3 3. Types of c r ite r ia a. b. U n ila te ra lly developed c r ite r ia — Since performance appraisal is a management to o l, the resp o n sib ility for development and administration of a plan is wholly a management prerogative. (1) C rite ria should be related to work standards. (2) C rite ria can be common to a ll jobs or s p e c ific a lly related to certain jobs. (3) Consideration should be given to the number of factors on which the employee is rated. (4) C rite ria should have some objective basis other than ju s t comparison with other employees. (5) Performance appraisal can be quantified by the use of numerical values for each fa cto r. (6) Factors can be weighted d iffe re n tly for d iffe re n t jobs. (7) C rite ria should be related to the objectives of the program. (8) Base your c r ite r ia on factual information. (9) C rite ria should be specific enough to point up weak­ nesses in selection and placement practices, tra in ­ ing and employee motivation. (10) Define your c r ite r ia so that s ta ff w ill have a clear and uniform understanding of what you mean by such terms as "resourcefulness," "judgement" or "job knowledge". J o in tly developed c r ite r ia - - One way to achieve better employee understanding of the work process and good per­ formance is to bring the employee in on the planning of the performance appraisal system, especially on the selection o f c r it e r ia . While the fin a l decision of c r ite r ia rests with management, i t is not inappropriate to e n lis t the cooperation of employees. (1) Each employee must find motivation with himself. (2) No one knows a job better than the person who is doing i t . (3) The employee normally wants to know where he stands. 83 4 G. (4) S o lic itin g the employee's ideas on performance helps develop better communication between the supervisor and the employee. (5) The employee's concept o f performance can help re­ veal his own ambitions and developmental needs. Types o f appraisal systems 1. 2. Narrative or essay appraisal a. The ra te r describes the employee's job performance. b. I t has the advantage of being more informal than a checklist or other evaluation form. c. Is best understood when there is ample opportunity for discussion between the parties involved. d. I t is one of the more subjective rating methods. Checklist a. 3. 4. This method involves sets of statements or factors re­ la tin g to certain elements o f work performance such as work q u a lity , work quantity, attitu d e toward others, supervisory a b ilit y . Ranking a. The rank order system is one o f the simpler techniques for performance appraisal, involving d irect comparison of employees with one another. I t ' s especially e f­ fective when rating small groups of employees performing the same jo b , and is probably the best means known for nominating employees fo r promotion, awards, or making sim ilar decisions about employees* b. The objective in ranking is to distinguish between better and poorer employees by spreading ratings evenly over a scale from best to poorest. Two-way exchange o f expectations a. This is a method fo r arrivin g at an understanding between supervisor and employee of job requirements and how they w ill be f u l f ill e d . An exchange of expectations d iffe rs from tra d itio n a l performance evaluation in three impor­ tant respects. F ir s t, an exchange of expectations may be performed whenever the supervisor or the subordinate feels there is a need to carry i t out; the exchanges needn't be formal. Second, the subordinate and the supervisor dis­ cuss th e ir expectations of one another. Third, this 84 * 5 method is n 't lim ited to past performance — even though past performance is used to assess future needs. I t can include personal work relations between supervisor and employee and a fu ll-s c a le review o f career aspir­ ations. This method o f evaluation may be used fo r any job at any level in the organization. However, i t ' s p a rtic u la rly useful in managerial jobs where standards o f performance are d if f ic u lt to set because o f the dynamic nature of the work. III. b. In the exchange, a face-to-face discussion usually takes place between the supervisor and subordinate. c. Primary resp on sibility fo r establishing a meaningful dialogue in a two-way exchange rests with the supervisor, who must make certain the process is a two-way s tre et. Appraisal Interview A. B. Preparing for appraisal interview 1. Even i f i t is n 't an integral part of the method your organi­ zation selects, the appraisal interview is the heart of per­ formance appraisal. I t is the moment of tru th , when super­ visor and employee confront each other face to face, sometimes for the f i r s t time in a year, to have open and frank dis­ cussion of the employee's relationship with the employer. I f the performance appraisal system does nothing more than im­ prove communication between the supervisor and employee, i t is worthwhile. 2. Tips on preparation fo r appraisal interview a. When the appraisal method used is keyed to a form, the form should be the basis fo r the appraisal interview. Give the blank form to employees ahead of time. b. Take a positive approach to appraisal. c. Discussions should be job-centered. d. Supervisors should lis te n as well as ta lk . e. Employees should be prepared fo r th e ir interviews. Conducting the appraisal interview 1. S tart interviews o ff on positive notes by praising employees for something they do w e ll. 2. Put employees a t ease. 3. Listen. 85 6 C. 4. Don't in te rru p t. 5. Avoid arguments. 6. Take a positive approach. 7. Be constructive; t e ll them what they cando to improve. 8. Keep the focus on the job. 9. Don't rush employees out, but conclude interviews when they've passed the point of diminishing returns. 10. The object o f the interview is the improvement of the general effectiveness o f the e n tire workforce in achieving agency goals and carrying out the agency'sprogram. 11. Employees are e n title d to know what they are doing wrong or where they f a ll short of performance standards. 12. Appraisal interviews are ideal opportunities to discuss employee development. Follow-up and continuity 1. Fully u t iliz e the results of your performance appraisal system. I t can serve to reveal and pinpoint problems and to get at th e ir root causes. Performance appraisal is basically diagnostic, rather than therapeutic. 2. To get your money's worth out of an appraisal system you must get feedback from i t , and follow up on its findings. Furthermore, the system is not going to run it s e lf once you put i t in motion, but requires continuing attention to make sure that i t is doing what i t is supposed to do. \ D. Appraise your appraisal system 1. Your performance appraisal system should be related to your agency goals and job requirements. As they change and de­ velop, your appraisal system should also. Look into how well the system is meeting the agency's needs, and how i t could improve. 2. Keep in mind: a. Even a good appraisal system tends to go s tale . b. A good time to evaluate your program might be rig h t a fte r the annual appraisal interviews, when the process is fresh in everyone's mind. c. Look fo r feedback from supervisors and employees on the appraisal program. 86 < 7 d. Be w illin g to revise your goals fo r performance ap­ praisal i f they prove u n re a lis tic. e. Continually reconsider your objectives even when you appear to be achieving them. 87 SAMPLE INSTRUCTIONS BUS DRIVER APPRAISAL FORM These instructions are to be used in conjunction with the Bus Driver Appraisal Form to assess performance. In Sections I and I I a 10-point scale is used to rate performance by placing an "X" at the appropriate point on the scale beside each item being assessed. A rating o f 0-5 indicates that change in that area is needed and the supervisor and Bus Driver should meet to discuss ways o f improving his/her performance. Section I I I is the overall assessment o f the employee's performance over the time span covered and general recom­ mendations and comments by the supervisor. Each individual section allows fo r specific comments by the supervisor. DEFINITIONS SECTION I - JOB PERFORMANCE A. Pre-check of bus - Consider whether the employee completes the pre-check including checking of: engine compartment, under vehicle leaks, gauges, warning systems, lig h ts , safety equipment, m irrors, windows, tire s and wheels, doors, exhaust system, seats, seat b e lts , gas cap, battery box, windshield wipers and washers, and proper warm­ up ( 5 minute id le ) . B. Driving record - Consider the driving record over the ap­ praisal period including accumulated points and violation s. C. Driving habits - Consider the driving habits o f the em­ ployee including: use o f clutch, up and down s h iftin g properly, brake use, speed, smooth starts and stops, lane use, turn arounds, use of seat b e lt, ta il-g a tin g , excessive time with engine running. D. A b ility to control students while driving - Consider the a b ilit y o f the employee to control students including: noise le v e l, do students remain seated, quiet at railroad crossing, and general behavior o f students. E. Use of radio - Consider proper use o f radio, i . e . id le conversation, answer base promptly when called , report radio repairs when needed, knowledge o f 10-codes, use o f 10-codes. F. Proper use o f warning lig h ts - Knowledge o f state law, judgement of 200 fe e t, observing t r a f f ic before opening door and signal to students of proper time to cross road, use o f turn signals, allowing t r a f f i c to pass before pulling back in t r a f f ic . 89 • 2 G. Proper procedure at railro ad crossing - Stop distance, look and lis te n , open door/window, and use of transmission. H. Loading/Unloading o f bus - Pull to rig h t when possible, use o f mirrors before opening door, use o f rig h t signal before stop, use o f flashers. I . Observe speed lim its - Posted speed, speed according to conditions. J. Shows patience when driving - Defensive driving , courtesy to other drivers. K. A b ility to control bus - Distance between vehicle and vehicle ahead, smooth stops, proper merging with other t r a f f i c , turns without h ittin g curb, parking a b ilit y , and judgement o f distance. L. Care o f bus - general cleanliness, reporting of needed re­ p a irs , and proper emergency equipment. M. Record keeping - Route descriptions kept updated, mileage reports in on time, student lis ts updated on time, and other reports tim ely and accurate. SECTION I I - PERSONAL CHARACTERISTICS A. A b ility to work with others - Employee's cooperation, s e lfcontrol, ta c t, working relations influence overall job effectiveness. B. A b ility to carry out res p o n sib ilitie s - Productive work habits, following t r ip board procedures, reports done timely and ac­ curately, knowledge of/obtaining directions fo r trip s . C. In it ia tiv e - Energy, drive displayed in completing assign­ ments, willingness to help other drivers and/or dispatcher. D. Neatness - Influence o f neatness and orderliness on qu ality o f job performance. E. Punctuality and attendance - With respect to performance o f work and working relationships with others. SECTION I I I - CONCLUSION AND RECOMMENDATIONS This section is intended as a critiq u e o f the foregoing and an overall summary of a b ilit ie s and/or shortcomings o f the employee. Should contain any pertinent comments concerning employee's perfor­ mance. 90 • BUS DRIVER APPRAISAL Name Appraisal Period onary I. 1 1 Yearly Appraisal JOB PERFORMANCE Low A. B. C. D. E. F. G. H. I. J. K. L. M. High Pre check o f bus 0 5 1 10 NA 0 5 1 10 NA 0 5 1 10 NA 0 5 1 10 NA 0 5 1 10 NA 0 5 1 10 NA 0 5 1 10 NA 0 5 1 10 NA 0 5 10 NA 0 5 1 10 NA 0 5 1 10 NA 0 5 10 0 5 10 0 5 10 Driving record Driving habits A b ility to control students while driving. Use of radio Proper use o f warning lig h ts Proper procedure at railroad crossings Loading/Unloading o f bus Observe speed lim its Shows patience when driving A b ility to control bus 1 Care of bus 1 Record keeping 1 N. Recommendations and/or comments: 91 NA NA 1 NA II. PERSONAL CHARACTERISTICS Low A. A b ility to workwith B. A b ility to carry High others out res p o n sib ilities 0 5 10 | 0 5 I 10 C. In it ia t iv e |__________________________ I 0 5 10 D. Neatness [ 10 E. Punctuality and attendance 10 F. __________________ ;____________ i.j Recommendations and/or Comments: III. A. Overall Appraisal: CONCLUSIONS AND RECOMMENDATIONS □ Excellent □ | I Conditional 1 B. Recommendations fo r Improvement: Good □ Adequate I Unsatisfactory ______________________________ I understand that my signature is not intended to indicate my agree­ ment with the appraisal but indicates I have read the appraisal. I re ­ cognize my rig h t to discuss this appraisal with my evaluator and attach comments concerning th is appraisal. Evaluator 92 Date . Employee Date 5 BUS DRIVER APPRAISAL PROCEDURE When completing the Bus Driver Appraisal Form the following pro­ cedures should be followed: I. II. III. IV. V. V I. Probationary Employees A. During the f i r s t week of employment, the Supervisor should meet with the employee and explain the expectations o f the job. B. The in i t i a l probationary appraisal should be completed by the end o f the f i r s t th ir ty (30) days o f employment. C. The Supervisor/Evaluator should discuss the in it ia l probationary appraisal and make recommendations/commendations in the ap­ propriate areas. D. The second probationary appraisal should be completed by the end of the fifty-seventh (57) day of employment. E. New employees have a sixty (50) day probationary period and recommendations o f termination must be received by the Personnel O ffice 48 hours prior to the 60th calendar day. Non-Probationary Employees A. By October 1 the Supervisor should n o tify each employee to be evaluated o f the expectations for the current school year. B. A mid-year appraisal or progress report may be made by the supervisor. C. A ll appraisals should be submitted to the Personnel O ffice by June 1 for Bus Driver employees. D. Appraisals sent to the Personnel O ffice should be signed by the Evaluator and employee. Evaluators may use informational sheets ( i . e . , checklists) to assist in completing the appraisal form. A ll appraisals should be forwarded a fte r signing to the Personnel O ffice. Employees who have conditional or unsatisfactory ratings should be brought to the attention of the Personnel O ffice immediate­ ly . Blank slots may be used by Evaluators fo r items chosen by the Eval­ uator. Employees may attach comments to the appraisal form to be placed in his/her f i l e with the appraisal. 93 STATE OF MICHIGAN DEPARTMENT OF EDUCATION Lansing. Michigan 48909 PH ILLIP t RUNJCEL Superintendent o f PuMc Instruction •TATE BOARD OP EDUCATION BARBARA DUMOUCHELLE PrrttdnU OR. GUMECINDO SALAS Vice Pmi4ent BARBARA ROBERTS MASON in return NORMAN OTTO STOCKMEYER. SR. Trcusuter DR EDMUND F. VANDETTE N A S a t Delegate D AVID LARO AN NkTTA MILLER JOHN WATANEN. JR. * GOV W IL LIA M G M IL I IKEN Dear Superintendent: Enclosed is the SS4515A, "Update of School Bus Driver Personnel." Would you please follow the below listed procedures and return one copy of the report to the Supervisor, Safety and Traffic Programs, Michigan Depart­ ment of Education, P.O. Box 30008, Lansing, Michigan 48909. INSTRUCTIONS TO UPDATE SS 4515A 1. The SS4515A enclosed consists of two seperate sections. Section 1 lists individuals employed currently by your unit based on previous correspondence from you to the Traffic & Safety Program, Michigan Department of Edu­ cation. Section 2 provides space for you to record new drivers or to reflect corrections to the license numbers of employed drivers listed in Section 1. 2. It has become increasingly important to assure that the correct license numbers are recorded for each employed individual. This will enable the Traffic & Safety Pro­ gram to more expeditiously advise your unit of drivers whose driving record indicate an accumulation of 7 or more violation points for the last two years. Currently employed drivers who have or will be making a "change In name" will very likely be issued a new license number. 3. Review your school district roster in detail. a) If a listed bus driver will not be employed by your school unit next year, circle the • Action Code Letter D which appears to the left of the driver's license number. b) If a listed bus driver will be employed by you next year, but has an incorrect name and/or blrthdate, circle the Action Code Letter C which appears to the left of the 95 Superintendent Pg. 2 driver's license number and record Immedi­ ately beneath the Incorrect name or birthdate the corrections. If the name change resulted tn the Issuance of a new license number, use procedure C below, not Proce­ dure B. c) d) If a listed bus driver will be employed by your school next year but has an Incor­ rect driver license number or has h a . a name change resulting In the issuance of a new driver's llcnese number. 1) Circle the Action Code Letter D appearing to the left of the involved driver's license number as listed In Section I. 2) Complete a Section II entry for the driver, providing the correct driver license number as well as the name and blrthdate. To identify the indlvduals who will be employed the coming school year who do not appear at all within Section I, complete a Section II entry for each such driver. Changes to your school bus driver roster and requests for driving records following submission of form SS4515A shall be listed on form SS4515, School Bus Driver Identification, and sent to the Michigan Depart­ ment of Education, Pupil Transportation Unit, Box 30008, Lansing, Michigan 48909. If you have any questions regarding the procedures previously listed, please do not hesitate to contact Dr. Philip O'Leary at 517/373-3314. Your cooperation in accomplishing these procedures and returning the document to Dr. O'Leary by September 1, will be greatly appreciated. -ft,ff.10' L e g Jp T W rl mgM)l»ector I t o l *Support Services PJO/DAS/jj Enclosures 96 S S -4 5 1 5 -A J0128 DRIVER SAFETY PROGRAM MICHIGAN DEPARTMENT OF EDUCATION BOX 30008 U N S IN G MICH 48909 UPDATE OF BUS DRIVER PERSONNEL FOR THE SCHOOL YEAR 1 9 8 _ - _ SCHOOL UNIT CODE/NAME_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ , _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ LISTED BELOW ARE BUS DRIVING PERSONNEL OUR FILE S INDICATE ARE EMPLOYED BY YOUR SCHOOL D IS T R IC T . PLEASE TAKE NECESSARY ACTION TO UPDATE TH IS L IS T IN G . UPDATING PROCEDURES.) (SEE ATTACHED COVER LETTER FOR DIRECT QUESTIONS REGARDING TH IS FORM TO DR. P H IL IP O'LEARY AT (5 1 7 ) 3 7 3 -3 3 1 4 . M AILING INSTRUCTIONS: RETURN ONE COPY BY SEPTEMBER 1 , 198 INDICATED ABOVE. TO THE STATE ADDRESS SECTION I..CURRENT ROSTER ACTION * DRIVER LICENSE NO. C D * * C D * * DRIVER NAME (F IR S T MIDDLE LAST) * BIRTH DATE * * * * * * * * * CD* * * * * * CD* * CD* * * * * * * * * * SECTION I I . . PLEASE RECORD BELOW DRIVERS WHO WILL BE EMPLOYED 198 I OR APPEAR IN SECTION I WITH AN INCORRECT LICENSE NUT ACTION * DRIVER LICENSE NO. A A A WHO ARE NOT LISTED IN SECTION * DRIVER NAME (F IR S T MIDDLE LAST) * BIRTH DATE ' * * * * * * * * ★ ★ * * * ★ * * * ★ 97 S & 4 S IS M ic h ig a n D e p a rtm e n t o f E d u c a tio n 4/79 ■ « 0ir>pct P U P IL TR A N S PO RTA TIO N U N IT B o x 30006 L a n s in g , M ic h ig a n q u e s t io n s r e g a r d in g t h i s fo r m to P h i l i p O 'L e a r y a t ( S i 7 ) 3 7 3 - 3 3 1 4 * 46909 SCHOOL BUS DRIVER IDENTIFICATIOH “M r PURPOSE: Legal Name of School D istrict Oistrict Code No. Telephone - Area Code/Local No. Addicts City Zip Code To re p o rt c h an ges to y our B u t D r iv e r R o s te r fo llo w in g th e s u b m is s io n o f S K *4 S IS -A . "Update o f B u s D riv e r P e rs o n n e l fo r th e School Y e ar.** M AILING INSTRUCTIONS: R e tu rn O N E c o p y t o th e S T A T E a d d re s s in d ic a te d abo ve. CODING INSTRUCTIONS: T h e form is used t o AD O n o w d r iv e r s . D E L E T E th e nam es o f p r e v io u s ly e m plo yed d riv e rs no lo n g e r em p lo ye d b y your u n it. C H A N G E th e in fo rm a tio n o r ig in a lly p ro v id e d f o r e x is tin g d riv e rs a n d /o r to O B T A IN D R IV IN G REC O R D S. C o m p le te a ll c o lu m n s fo r eae h e n try , and a s s u re th a t th e A c tio n Code colum n ha s o n e o f th e fo llo w in g co d e s : t) * 'A M - 2) * * 0 * ‘ — to D E L E T E p r e v io u s ly e m plo yed d riv e r to A D D new d r iv e r 3) **C " — to C H A N G E e x is tin g d r iv e r 's d a ta 4; *‘ R** - SCHOOL BUS D R IV E R ID E N T IF IC A T IO N to O B T A IN O R IV IN G R E C O R D (In c lu d e R e g u la r and S u b s titu te D riv e rs ) M IC H IG A N D R IV E R L IC E N S E A C T IO N CODE P r e fix Num ber D A T E O F B IR T H (N u m e ric a l) NAM E f ir s t m id d le l« * t Mo. Day Year , O ete (S ig n a tu re ) C o n ta c t P e rs o n T e le p h o n e A re a C o d e /L o c a l F^e. 99 CUMULATIVE RECORD OF SCHOOL BUS DRIVER SCHOOL DISTRICT__________________________________NAME OF DRIVER ADDRESS ________________________________________ Regular Driver School Year 19 19 19 19 19 19 19 19 Yes __ Date of Employment No _ _ ADDRESS ______ Substitute Driver Date of Medical Exam. Date of X-Ray Yes ___ Name of Examining Physician No ___ Chauffeur License Number SAMPLE ORAL CONVERSATION FORM On this date _______________________________ I had a conversation with (d riv e r's name) ___ regarding (state problem) ___________________ and have been assured that said problem is being resolved. Supervisor ______________ Bus Driver 103 • SAMPLE VACATION REQUEST FORM TOTAL VACATION DAYS ACCRUED EMPLOYEE'S NAME DAY(S) REQUESTED ____________________________________________________ Employee's Signature Date Supervisor's Signature Date Asst. Supt. fo r Instruction & Personnel Date APPROVED No. o f Days Balance o f Vacation Days Remaining 105 SAMPLE REQUEST FOR LEAVE DAY(S) WORK LOCATION NAME WORK ASSIGNMENT Type o f Leave R equested: IS SUBSTITUTE NEEDED? I. II B usiness Leave III. A. W ith S p e c ific s B. W ith o u t Pay S ic k Leave YES NO B ereavem en t Leave __ IV . V a c a tio n __ V. J u ry D uty __ V I. O th e r D a te (s ) R e q u e sted : A) Reason f o r L eave: O p t io n a l: B) P r in c ip a l/S u p e r v is o r i s aw are o f re as o n f o r b u s in es s le a v e . In d iv id u a l w ishes 1 t to be k e p t c o n f i d e n t i a l . P r in c i p a l's / S u p e r v i s o r 's In itia l S ig n a tu r e o f Employee D a te P r in c ip a l 's /'S u p e r v is o r 's A pproval D a te b a te P r in c i p a l's / S u p e r v i s o r 's N on-A pproval D ate A s s t. S u p e r in te n d e n t's A p p ro v a l C harge t o : A pproved w ith pay d a y (s ) B usiness W ith d a y (s ) J u ry D uty d a y (s ) A pproved w ith o u t pay d a y (s ) S ic k Leave d a y (s ) O th e r d a y (s ) N o t approved d a y (s ) B ereavem ent d a y (s ) d a y (s ) D educt Pay d a y (s ) V a c a tio n W h ite : G o ld en ro d : P in k : Y e llo w : Employee P r in c ip a l/S u p e r v is o r A s s t. S u p t. f o r P e rs . P a y r o ll 107 SAMPLE NOTICE OF RESIGNATION N am e_____________________________________ Work L o c a tio n Job C l a s s i f i c a t i o n _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ S h i f t E f f e c t i v e D a te Reason f o r t e r m i n a t io n _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ S ig n a tu r e D a te 109 SECTION I I I FISCAL MANAGEMENT A N N U A L BUS M ILEA G E A N D INSPECTION REPORT O IR E C T IO N S : This report is to be file d w ith th e IS D b y the second Frida y in July. OISTfllCT . N O T E : B u s t s d s t iw f s d s f t s r O t c t m b f f S t h m u s t b * a d d * t lt o t h * 4 t 0 7 li s t i n g . ^ Iw p o c tin g O ffic e r's In itb b Bus N um ber 4107 O rder V e h icle S tatus O dom eter Reeding J u ly 1 , ____ SCHOOL YEAR O dom eter Reeding J u ly 1 , ____ ,■ MOB , OP O dom eter M iles Traveled O w in g S chool Y eer iT o te i) TOTAL M IL E A G E C E R T IF IC A T IO N : I h e r e b y c e r t i f y t h e t t h e o d o m e t e r r e e d i n g i e n d m ile e g e o n t h i s r e p o r t a r e t r u e a n d c o r r e c t a n d s u b s t a n t ia t e d b y r e c o r d s k e p t o n file in o u r s c h o o l d is tr ic t. SUPERINTENDENT o r SCHOOLS o n AGENT OATE IN S P E C T IO N C E R T IF IC A T IO N : T h i s is t o s e rv e a s c e r t if ic a t io n t h a t t h e b u s e s a b o v e b y m y i n i t i a l s h a v e b e e n in s p e c te d b y t h e M ic h ig a n S ta t e P o lic e a n d h a v e b e e n f o u n d t o m e e t a l l M i c h i g a n D e p a r t m e n t o f E d u c a t i o n R e q u i r e m e n t s f o r t h e _______________________________________ d a t e sch o o l y e a r. S I G N A T U R E - S T A T E POLICE INSPECTOR A u dit F o r m I 10/ 8 ? 113 DIRECTIONS: Attach this Activity Report to the corresponding Bus Maps and send to the ISD by the second Friday in February. DESTINATION LISTING Description of all daily travel of the bus Disallowed (by ISD) Disallowed GENERAL EDUCATION Miles Pupils Over/ Non-Pub/ Under Non-Res / (by ISD) N U M B E R S C H O O L D IS T R IC T S C H O O L Y E A R SPECIAL EDUCATION Miles Puf•its 52 53 Over Under Non-Res VO CATIO N AL ED. Miles / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / - Pupils -------- ------- -------- ;MBER 15th ACTIVITY REPORT / / FED. ED. Non-Pub/ Pupils Non-Res Miles / / TOTALS B U S DIRECTIONS: This summary should accompany the maps and corresponding Dec. 15th Bus Activity Reports, and be sent to the ISD by the second Friday in February. S C H O O L D IS T R IC T P A G E .O F SCHOOL YEAR Bus No. 4107 Order Disallowed Map Miles (by ISO) GENERAL EDUCATION Miles Pupils Over/Under Non-Pub/ Non-Res Disallowed Map Miles (by ISD) SPECIAL EDUCATION Miles Pu|ails 52 53 Over/Under VO CATIO N AL EDUCATION Non-Res. Miles Pupils FEDERAL ED. Non-Pub/ Non-Res / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / 1 Pupils - - - ----------- / TOTALS / / C ER TIFIC A TIO N : I hereby certify that the information in this transportation audit report is true and correct and substantiated by maps submitted to the Superintendent of the Intermediate School District with pupil count as of December 15. D A T E ---------- S U P E R IN T E N D E N T O F S C H O O L S O R A G E N T • FLEET SUMMARY / Miles EXTRA TRIP JOURNAL BY PROGRAM D I R E C T I O N S : U t n s e p a ra ta s h a a t ( o r t e c h p r o g r a m c o d a . L is t e a c h t r i p b y p r o g r a m c o d a , a n d f i l e w it h th e IS D b y th e s e c o n d F r id a y in J u ly . GE SE Gtn«ral Education Field Trips: Education Field Trips Athletic Transfer to E w ts Bilingual Education Field Trips Band Trips Alternative Ed. for Pregnant Persons Community Recreation Trips Special Education Field Trips: All Special Ed. Field Trips DATE BUS NO. PROGRAM VE Vocational Education Field Trips FED Federal Program (Hiadnan) Field Trips CAMP Camp Transportation (2 Days or More) MISC Miscellaneous Other Mileage - mileage for which a charge be made such as: Senior Cititen Trips Spectator Trips and. Non-Mandatory Non-Credit Events POINT OF ORIGIN DESTINATION MONTH/VE AH PURPOSE ODOMETER MILES TO T A L 10 / 0 ? 119 EXTRA TRIP JOURNAL SUMMARY D IR E C T IO N S : S u m m a r iz e a ll e x t r a t r i p m ite s b y t h e f o llo w in g p r o g r a m c o d e s a n d f ile w it h t h e IS O b y t h e s e c o n d F r id a y in J u ly . OISTRICT SCHOOL YEAR M IL E A G E C O D E: GE G E N E R A L E D U C A T IO N F I E L D T R IP S : E D U C A T IO N F IE L D T R IP S A T H L E T IC T R A N S F E R T O EVEN TS B IL IN G U A L E D U C A T IO N F IE L D T R IP S B A N D T R IP S A L T E R N A T IV E ' ' SE ED. FO R P R E G N A N T PERSONS R E C R E A T I O N T R I P S ............................................................................... C O M M U N IT Y S P E C IA L E D U C A T IO N F IE L D T R IP S : A L L S P E C I A L E D . F I E L D T R I P S ....................................................................................... VE V O C A T IO N A L E D U C A T IO N FED F E D E R A L PR O G R AM C AM P C A M P T R A N S P O R T A T IO N M IS C M IS C E L L A N E O U S C H A R G E MA Y F I E L D T R I P S ............................................................................... (H E A D S T A R T ) F IE L D O TH ER T R I P S .............................................................. ( 2 D A Y S O R M O R E ! ......................................................................... M IL E A G E IS M IL E A G E FO R W H IC H A BE M A D E SUCH AS: S E N IO R C IT IZ E N T R IP S S P E C T A T O R T R IP S A N D . N O N M A N D A T O R Y N O N - C R E D I T E V E N T S .................................................................. SC H O O L Y E A R TO TA L I c e r t i f y t h a t t h e i n f o r m a t i o n s u b m it t e d h e r e in is t r u e a n d c o r r e c t t o t h e b e s t o f m y k n o w le d g e . DATE S U P E R I N T E N D E N T OF SC H O O L S O R A G E N T Audit F o r m S 121 SUMMARY OF DRIVER CERTIFICATION DIRECTIONS: 1. This report in preliminary form should be sent to the ISD by the socond Friday in February and the updated, final form with additional drivers added, to be filed with the ISD by the second Friday in July. 2 . Briefly indicate at the end of the report the circumstance of any refiular driver who did not drive for a period of time during the year. (Such as sick leave, vacation, disqualification, etc. Give dates). 3. Record newly hired drivers on a separate page. 4. Dates In columns 4 ,5 ,6 .9 ,1 0 , and 12 must be before first driving date (col. 3). ( •i aui LAST FIRST I>» (a) TB A M IN A TIO M P lN O T oaiwiao O A T SIPM O NUHtlR O A T S|« kONtia AIIIONIQ oatviNO fCMOOkVIA! on (int.) W IT HP U P IkO •C N O O k •VI ORIVKR'S N A M K i M O A T S M lltB S A A M (•) O A T S PA»«B0 T O SIAM (•I d is t r ic t '' " sc h o o l y e a r 1*1 M O A T S ewoatNT pasvioua eiAii i o n CMAUMIUII CHAurifuai CM AUPPSuai O CSM tS k ie tw is S A P IO A TIO M S A P IA A TIO N klCSNIt IIIVIB O H O A T S O A TSO H | hs « •« .) MIOOLC It) (« •) O A T S M ine V A S T IN|kk S A A M i«tws (••) (•■1 (l«l S A P lM A TtO M I II U I •ATS O P O A T SO P O A T SO P SH M O kkM IM T SM AO lkM SN T UIT C C BTIPIC A TS C S O TIP IC A TS C O P P i C |m « w oa.) T « O M fwow oa .| S C O T . A D V . oa.| •ATS MDIIPDI C O M P|P M . OPIWta ATM . (IkOWI j j i i i ! ! I c e r t i f y t h a t th e i n f o r m a t i o n s u b m it t e d h e r e in is t r u e a n d c o r r e c t t o t h e b e s t o f m y k n o w le d g e . DATE Audit F o r m 6 SUPERINTENDENT OF SCHOOLS O R AGENT 10/82 SAMPLE MAP PREPARATION FOR AUDIT PURPOSES Following are some suggestions fo r preparation o f transportation maps used in the auditing process: A. Drawing route maps: 1. 2. 3. Approved d is t r ic t maps must be used to show a ll the d aily move­ ments of each bus. Mark school buildings and bus storage lo ts / compounds on the maps. Prepare a map fo r each bus showing a ll routes traveled for mileage check. Use a separate map fo r take home i f mileage or path of travel is d iffe re n t from the pick-up. Id e n tify the bus garage or startin g point and each school served by the bus. (NOTE: audit maps must be retained fo r three years) A ll routes traveled should be color coded for ease o f reading, for example: a. b. c. d. e. f. 4. 5. 6. 7. 8. 9. 10. B. for high school routes (also when combined with lower grades) Use blue fo r J r. High or middle school routes, (also when combined with lower grades) Use green - for elementary routes Use orange - fo r kindergarten routes Use purple - for shuttles Use tan fo r special education Use s o ft, sharpened, colored pencils or sharp pointed nylon tip liq u id pens. Use a ru le r when marking s traig h t lines and draw on or as near the road traveled as possible. Indicate direction or movement o f the vehicle with arrows at the beginning of the route, at the school and along the route. Show a ll mileage covered by the bus each day even though some travel may be disallowed. Summarize the pick-up a c tiv ity o f the bus and the mileage traveled in the upper or lower rig h t hand corner of the map. Number a ll maps for each bus in ordered sequence o f bus movement. Submit maps in order as shown on the Fleet Summary form. Indicating pupil stops: 1. 2. C. Use red Indicate a ll dot as close Indicate a ll stops on the stops on each pick-up map by a corresponding color to the stop as possible. stops on take home route i f d iffe re n t than the pick-up map. Special route drawings: 1. Vocational Education: I f a bus interrupts in d is tr ic t runs to 125 transport pupils to a vocational education center, draw the route to the edge of the map and make a note on the map explaining the run and o u t-o f-d is tric t mileage. 2. 3. Kindergarten: Draw an orange lin e from the s ta rt o f a kinder­ garten run to the completion. Combination pick-up and return runs should be indicated on the summary sheet as a "combination kindergarten run." Shuttles: Draw a purple lin e from the startin g point to the school o f delivery. Shuttles can be scheduled for several purposes and may be id e n tifie d as: a. b. c. SE - A special education shuttle. ST - A shared time shu ttle. NP - A shuttle to tran sfer non-public pupils from the public school to the non-public school or return. d. GE - A shuttle to transport pupils from school of a t­ tendance to another school in the d is tr ic t fo r a class that is not provided in the school of attendance. 4. Special education: Special education pupils may be transported in a variety o f manners: a. b. c. 5. Integrated - with the general education pupil in the general f le e t buses. Special run - pick up run exclusively made for special education pupils by general fle e t vehicles, which make other exclusive general education runs. Special education f le e t - vehicles are used exclusively for special education routes. Pre-school: a. b. c. can be id e n tifie d as: HS - Headstart SE - Special education pre-school Pre-S - Pre-school transportation to nurseries, etc. 6. B ilingual: May be drawn in the color that is appropriate for the grade le v e l. 7. A lternative Education: a. b. 8. May be described as: AEPP - A lternative education for pregnant persons. AE - A lternative education for pupils having serious problems coping with the normal school environment. Contracted Services: Vehicles are generally special contracted vehicles used exclusively fo r special education and p rivately owned or common c a rrie r. 126 ■ STATE OF MICHIGAN DEPARTMENT OF EDUCATION STATE BOARD OP EDUCATION BARBARA ROBERTS MASON P rrn U tn t L a n s in g . M ic h ig a n 48909 NORMAN OTTO STOCKMEYER. SR. V tct P rtH d tn t PHILLIP E. RUNICEL Supcnaundcni ot Public laumctiM DR. GUMECINDO SALAS S trrttu rv December 15, 1981 BARBARA DUMOUCHELLE T re u iu rtr JOHN WATANEN. JR. N A S it M e g a it SILVERENIA 0 KANOYTON ANNETTA MILLER DR. EDMUND F. VANDETTE Governor WILLIAM G MILLIKEN b x - O f f l c it i Dear Superintendent: Enclosed find Form DS-4107, "School Bus Inventory," for updating the Department'a records on your school bus inventory. These data are needed for reimbursement purposes under Chapter 7 of the State Aid Act. The local school district will return TWO copies of Form DS-4107 to the intermediate school district by January 12, 1982. If you have any questions, please call Harriet Cook at CS17) 373-33S0. We appreciate your continuing cooperation. Sincerely, i I Robert Hornberger Director Department Services R H :v h Enclosures 127 >— L a * —^ —s INSTRUCTIONS FOR REVISING THE PRELIMINARY SCHOOL BUS INVENTORY E n clo s e d fo rm D S -4 1 0 7 , School Bus In v e n to r y - P r e lim in a r y P r in t o u t Is f o r you t o r e v is e based upon th e buses you owned o r o p e ra te d on December 1 5 , 1981. As you re v ie w th e In v e n to r y l i s t i n g , you w i l l n o te some c h a r a c te r s 1n th e p r in t e d E n g in e Numbers a r e u n d e r lin e d . U n d e rlin e d c h a r a c te r s a r e a lp h a b e tic s and a re so h ig h lig h te d to a v o id c o n fu s io n w ith s i m i l a r lo o k in g num­ b e rs (S and 5 , B and 8 , D , 0 and O ( z e r o ) , e t c . ) P le a s e em ploy t h i s p ro ­ ced u re f o r h i g h lig h t in g th e a lp h a b e tic c h a r a c te r s o f th e E ngin e Number column 1n any r e v is io n s y ou m ake. PROCEDURES FOR RECORDING REVISIONS 1. ADDING NEW OR UNRECORDED VEHICLES a. b. c. R ecord d a ta on th e b la n k l i n e s p ro v id e d a t th e end o f th e p r i n t ­ o u t in re d p e n c i l . I f n o t enough s p a c e , a tta c h a s e p a ra te p ag e. C om plete d a ta in columns 1 th ro u g h 9 . (C o m p le te a tta c h m e n t b e fo re f i l l i n g in c o s t o f v e h i c l e . ) Use a p p r o p r ia te code (R , S , L , E , N o r V ) in column 9 . CODE DEFINITIO N S (R ) R e g u la r - V e h ic le s used d a il y in tr a n s p o r t in g r e g u la r p u p ils to and fro m th e school w hich th e y a t t e n d . V e h ic le s used f o r r e g u la r and S p e c ia l E d u c a tio n o r Vo­ c a t io n a l E d u c a tio n t r a n s p o r t a t io n s h a ll be coded (R ) R e g u la r. (S ) S pare - V e h ic le s h e ld in r e s e r v e t o be used as re p la c e m e n t o f v e h ic le s used on d a i l y r o u te s . Any s p ares used as S p e c ia l E d u c a tio n s p a re s sh o u ld be in d ic a te d S p e c ia l E d u c a tio n . (L ) Leased - V e h ic le s c o n tr a c te d f o r and re n te d fro m o u ts id e s o u rc e s . These v e h ic le s c o u ld be o p e ra te d by d i s t r i c t o r by a c o n t r a c t o r . Column 8 sh o u ld be l e f t b la n k f o r a l l ty p e s o f le a s e d v e h ic le s ^ (E ) S p e c ia l E d u c a tio n - V e h ic le s used EXCLUSIVELY f o r tr a n s p o r ­ t a t i o n o f S p e c ia l E d u c a tio n P u p ils to and from a p p ro ve d S p e c ia l E d u c a tio n P rogram s. (N ) N o n - E lig ib le V e h ic le s - V e h ic le s used EXCLUSIVELY in th e t r a n s p o r t a t io n o f p u p ils to and from th e school w h ic h th e y a tte n d on ro u te s w h ich a re i n e l i g i b l e f o r s t a t e a id reim b u rs e m en ts o r a school bus w hich i s no lo n g e r o p e ra te d in th e tr a n s p o r t a t io n o f p u p ils b u t has n o t been d is p o s e d . 129 2 (V ) d. .2 . W r ite "ADD" 1n l e f t m a rg in to l e f t o f Bus Number Colum n. DELETING VEHICLES NO LONGER OWNED OR OPERATED a. b. c. 3. V o c a tio n a l E d u c a tio n - V e h ic le s used EXCLUSIVELY f o r t r a n s ­ p o r t a t io n o f s tu d e n ts t o approved S econd ary Vo­ c a t io n a l E d u c a tio n A rea C e n te r s . Run a re d l i n e th ro u g h d a ta from colum ns 1 th ro u g h 9 . P le a s e be c e r t a in t h a t th e v e h ic le e n g in e number re m a in s r e a d a b le . W r ite "DELETE" to th e l e f t o f th e Bus Number Column. In d ic a t e to th e r i g h t o f column 9 how th e school bus was d is ­ posed. (s c ra p p e d - s o ld - tr a d e 1 n , e t c . ) I f s o ld In d ic a t e w hich school bus p u rc h as e th e p ro ceed s o f th e s a le w ere a p p lie d . P le a s e be r .e r t a in to e x p la in each d e le t i o n . CORRECTIONS TO LISTED VEHICLES a. b. c. Run a re d l i n e th ro u g h any P le a s e be c e r t a in t h a t th e R ecord c o r r e c t d a ta 1n re d o u t d a ta . W r ite "CHANGE" to th e l e f t i n c o r r e c t d a ta 1n colum ns 1 th ro u g h 9 . e n g in e number rem ain s r e a d a b le . p e n c il u nder th e in c o r r e c t o r lin e d o f th e Bus Number Colum n. I f no r e v is io n s a r e r e q u ir e d to th e v e h ic le in v e n to r y l i s t i n g , p le a s e w r i t e "NO CORRECTIONS REQUIRED" to th e r i g h t o f t h e School D i s t r i c t Name. S ig n and m a il fo rm D S -4107 a s fo llo w s : DISTR IC T - SEND ORIGINAL AND 1 COPY TO YOUR INTERMEDIATE DISTR IC T BY JANUARY 1 5 , 1 9 8 2 . INTERMEDIATE D IS TR IC T - SEND ORIGINAL TO: MICHIGAN DEPARTMENT OF EDUCATION, DEPARTMENT SERVICES, P .O . BOX 3 0 0 0 8 , LANSING, MICHIGAN 4 8 9 0 9 , BY JANUARY 2 2 , 1 9 8 2 . 130 3 Name o f School School Code Number______ A tta c h m e n t when new buses a re added to In v e n to r y . To e lim in a t e changes in c o s ts o f buses in su b seq u en t y e a r s , t h i s a tta c h m e n t i s t o be f i l l e d o u t f o r each new bus added to y o u r f l e e t . 1. 2. 3. 4. 5. 6. *7 . 8. Bus Number E ngine Number Base c o s t o f b u s . In c lu d e b o th c o s t o f body and c h a s s is . C ost o f two way r a d io . T h is is in c lu d e d in th e c o s t o f bus o n ly when added as new eq u ip m en t on a new b u s. C o s t c a n n o t be changed in l a t e r y e a r s because a r a d io has been add ed. In te re s t. In c lu d e any i n t e r e s t c h arg e s f o r fin a n c in g b u s . T o ta l c o s t o f b u s . L in e s 3 , 4 , and 5 ad ded. D e d u c tio n . Amounts re c e iv e d from th e s a le o f o ld buses in th e p r e ­ v io u s y e a r must be d e d u cted h e r e . C ost f o r A m o r tiz a tio n . T h is is th e amount to be p u t in column 8 (c o s t o f V e h ic le ) o f DS 4 1 0 7 . Bus Number_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ E n g in e N u m b e r__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Base C ost o f Bus C o s t o f Radio__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ In te r e s t__________________________ T o ta l C o s t_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ D e d u c tio n _________ _____________ C ost f o r A m o r tiz a tio n Bus Number______ E ng ine N u m b e r__ Base C o s t o f Bus_ C ost o f Radio_ _ _ “ I n t e r e s t ________ T o ta l C o s t______ D e d u c tio n C ost f o r A m o r tiz a tio n Bus N u m b e r Bus Number E ngine Number E ngine N u m b e r________ _ _ _ _ _ _ _ _ _ _ _ _ Base C ost o f Bus Base C o s t o f Bus_ C o s t o f R adio_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ C ost o f Radio_ _ _ ~ In te r e s t__________________________ I n t e r e s t ________ T o ta l C ost_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ T o ta l C ost______ D e d u c t io n _______________________ D e d u c tio n _ _ _ _ _ _ _ _ _ _ C ost f o r A m o r tiz a tio n ___________ C ost f o r A m o r tiz a tio n Bus Number_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ E ngine N u m b e r__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Base Cost o f Bus C ost o f R adio_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ In te r e s t__________________________ T o ta l C ost__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ D e d u c tio n _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ C o s t f o r A m o r tiz a tio n ___________ Bus Number______ E ngine N u m b e r__ Base C ost o f Bus_ C ost o f Radio__ “ In t e r e s t ________ T o ta l C ost______ D e d u c tio n _______ C ost f o r A m o r tiz a tio n *T h e t r a n s p o r t a t io n r u le s p r o v id e : " D e p r e c ia tio n o f a school bus s h a ll be th e a c tu a l c o s t o f th e b u s , p lu s i n t e r e s t on fund s borrow ed f o r th e p u r­ c h a s e , le s s t r a d e - i n a llo w a n c e s o r amounts r e c e iv e d f o r buses r e p la c e d e q u a lly d iv id e d o v e r a seven y e a r p e r io d . (R 3 4 0 .2 7 6 ( 1 ) ) " 131 MICHIGAN DEPARTMENT OF EDUCATION DEPARTMENT SERVICES BOX 30008. LANSING. MICH. 48909 SCHOOL BUS INVENTORY 06-21-82 OS 4107 FINAL PROG S0603 PAGE 1 SCHOOL CODE......... SCHOOL DISTRICT NAME SCHOOL BUS NO. (1 ) MAKE OF BUS CHASSIS (2 ) BUS OR VEHICLE ENGINE NUMBER (3 ) YEAR BUS PURCHASEO (4 ) YEAR BUS MANUF. (5 ) MAKE OF VEHICLE BODY (6 ) PUPIL CAPACITY (7 ) COST OF VEHICLE (8 ) VEHICLE STATUS (9 ) AMORTIZATION ANNUAL TOTAL 1 INTERNATIONAL BA172KHB24729 BO 80 BLUEBIRD 66 26.318 R 3,759 7,518 2 INTERNATIONAL BAI72KH824762 80 80 BLUEBIRD 66 26,318 R 3,759 7,518 3 INTERNATIONAL BA172KHB24795 BO 80 BLUEBIRD 66 26,318 R 3,759 7,518 10 INTERNATIONAL 1HVBA1727BHB29423 B1 81 BLUEBIRO 66 33,978 R 4,854 4,854 11 INTERNATIONAL 1HVBAI72BBHB29429 B1 81 BLUEBIRD 66 33,978 R 4,854 4,854 12 INTERNATIONAL 1HVBA1722BHB29409 81 81 BLUEBIRD 66 33,978 R 4,854 4,854 13 INTERNATIONAL 1HVBA1720BHB29442 81 81 BLUEBIRO 66 33,978 R 4,854 4,854 R 4,854 4,854 14 INTERNATIONAL 1HVBA1728BHB29432 81 81 BLUEBIRD 66 33,978 15 INTERNATIONAL 1HVBA1720BHB29411 81 81 BLUEBIRD 66 33,978 R 4,854 4,854 4^854 4,854 4,854 4,854 16 INTERNATIONAL 1HV8A1723BHB29418 81 81 BLUEBIRD 66 33,978 R 17 INTERNATIONAL 1HVBA1723BHB29399 81 81 BLUEBIRD 66 33,978 R 90 INTERNATIONAL BA172JHB2B363 79 79 BLUEBIRD 66 23,568 R 3,366 10,098 91 INTERNATIONAL BA172JHB28376 79 79 BLUEBIRO 66 23,568 R 3,366 10.09B 92 INTERNATIONAL BA172JHB28387 79 79 BLUEBIRD 66 23,568 R 3,366 10.09B 93 INTERNATIONAL BA172JH828399 79 79 BLUEBIRD 66 23,568 R 3,366 10,098 94 INTERNATIONAL BA172JHB2B410 79 79 BLUEBIRD 66 23,568 R 3,366 10,098 MICHIGAN DEPARTMENT OF EDUCATION DEPARTMENT SERVICES BOX 30008. LANSING. MICH. 48909 SCHOOL BUS INVENTORY 06-21-82 OS 4107 FINAL PROG S0603 PAGE 2 SCHOOL CODE......... SCHOOL DISTRICT NAME CHOOL * IUS NO. (1 ) HAKE OF BUS CHASSIS (2 ) 95 INTERNATIONAL BUS OR VEHICLE ENGINE NUMBER (3 ) BA172JHB2B422 YEAR BUS PURCHASED (4 ) 79 YEAR BUS MANUF. (5 ) MAKE OF VEHICLE BODY (6 ) BLUEBIRD 79 PUPIL CAPACITY (7 ) 66 COST OF VEHICLE (8 ) VEHICLE STATUS (9 ) AMORTIZATION ANNUAL TOTAL 23,568 R 3,366 10,098 3.366 10,098 96 INTERNATIONAL BA172JHB28431 79 79 BLUEBIRO 66 23,568 R 97 INTERNATIONAL BA172JHB28497 79 79 BLUEBIRD 66 23,568 R 3,366 10,098 98 INTERNATIONAL BA172JHB28512 79 79 BLUEBIRO 66 23,568 R 3,366 10,098 52 INTERNATIONAL D0832EHA41090 75 75 WAYNE 66 13,070 S 1,867 13,069 58 INTERNATIONAL D0832EHA41045 75 75 WAYNE 66 13,070 S 1,867 13,069 66 13,070 S 1,867 13,069 9 4,688 V 669 2,676 S10 3A INTERNATIONAL 00832EHA41039 75 75 WAYNE FORD 8X94T173224 78 78 STA WAGON DISTRICT TOTALS REGULARS SPARES LEASED VOC ED BUSES SPECIAL EDUCATION NON-ElIGIBLE BUSES DEPRECIATED OUT ANNUAL AMORTIZATION AMOUNT 20 3 0 1 0 0 0 80,403 5,601 669 0 BUS ROUTE CERTIFICATION FORM D S -4159 INSTRUCTIONS F o llo w in g a r e th e in s t r u c t io n s f o r c o m p le tin g th e form D S -4 1 5 9 , Bus Route C e r tific a tio n . G en eral In s t r u c t io n s 1. Check th e box in th e u p p e r r i g h t hand c o rn e r to in d ic a t e w h e th e r i t i s : (a ) R e p o rt o f t r a n s p o r t a t io n p ro v id e d by owned o r le a s e d school d is ­ t r i c t v e h ic le s ; o r (b ) R e p o rt o f t r a n s p o r t a t io n p ro v id e d by p r iv a t e c o n t r a c t o r . I f th e d i s t r i c t tr a n s p o r ts p u p ils on i t s own buses and a ls o c o n tr a c ts f o r p u p il t r a n s p o r t a t i o n , two r e p o r ts p r o p e r ly i d e n t i f i e d a r e to be s u b m itte d . 2. The c o u n t day w i l l be December 1 5 , u n le s s i t f a l l s on a day when s c h e d u le d c la s s e s a re n o t h e ld . I f December 15 f a l l s on a non­ s ch e d u le d school d a y , use th e n e x t s ch e d u le d day a f t e r Decem ber 15 f o r th e c o u n t d a y . I f you b e lie v e t h a t th e s p e c if ie d c o u n t day c an n o t p r o v id e re q u e s te d in fo r m a tio n f o r a t y p ic a l school d a y , p e rm is s io n to use a n o th e r day must be s ec u re d from th e p u p il t r a n s p o r ta tio n s e c tio n o f School S u p p o rt S e rv ic e s ( 5 1 7 /3 7 3 - 3 3 1 4 ) . 3 . For a d e f i n i t i o n o f S e c tio n 52 and S e c tio n 53 S p e c ia l E d u c a tio n s tu ­ d e n ts r e f e r to S ta te School A id , A r t i c l e 5 on S p e c ia l E d u c a tio n . 4. D e t a il w ork s h e e ts s h o u ld be made and k e p t by th e in te r m e d ia te d is ­ t r i c t f o r th r e e ( 3 ) y e a r s , a lo n g w ith th e s u p p o rtiv e and v e r i f i c a t i o n d a ta s u p p lie d by each c o n s t it u e n t d i s t r i c t . These w o rk s h e e ts and re c o rd s w i l l be s u b je c t to a u d it by th e D e p a rtm en t o f E d u c a tio n . 135 2 5. The t o t a l o f th e m ile s shown in each column on l i n e 2 m ust be th e same as th e t o t a l f l e e t m ile a g e . 6. The t o t a l o f th e e x t r a t r i p m ile s shown in each column on l i n e 4 must be th e same as th e t o t a l e x t r a t r i p m ile s . T h is t o t a l m ust a g re e w ith th e lo g o f a l l e x t r a t r i p s k e p t by th e d i s t r i c t . 7. The Bus Route C e r t i f i c a t i o n must be in t r i p l i c a t e w ith th e fo llo w in g d is t r ib u tio n : O r ig in a l : 8. M ic h ig a n D e p a rtm en t o f E d u c a tio n D e p a rtm e n t S e rv ic e s P .O . Box 30008 L a n s in g , M ic h ig a n 48909 Copy: To tr a n s p o r t in g d i s t r i c t Copy: To In te r m e d ia te d i s t r i c t The C e r t i f i c a t i o n m ust be s ig n e d by th e in te r m e d ia te s u p e rin te n d e n t o r d e s ig n a te d r e p r e s e n t a t iv e . I n s t r u c t io n s f o r R e c o rd in g M ile a g e D ata on L in e s 1 Through 4 : 1. Use th e p ro p e r co lu m n . A l l m ile s tr a v e le d must be re c o rd e d in th e column a p p lic a b le f o r t h e i r c l a s s i f i c a t i o n : (a ) The m ile s t r a v e le d f o r any bus run o r p o r tio n o f a bus run s ch e d u le d f o r R e g u la r G en eral E d u c a tio n p u p ils must be r e ­ c o rd ed in th e R e g u la r G en eral E d u c a tio n co lu m n , even i f s tu d e n ts in o th e r c la s s i f i c a t i o n s o r program s a r e a ls o on th e bus. (b ) The m ile s t r a v e le d f o r any bus run o r p o r tio n o f a bus run t h a t i s e x c lu s iv e ly f o r S p e c ia l E d u c a tio n s tu d e n ts must be re c o rd e d in th e a p p lic a b le S e c tio n 52 o r S e c tio n 53 S p e c ia l E d u c a tio n colu m n . I f S e c tio n 52 and S e c tio n 53 p u p ils a re com m ingled on th e same r u n , re c o rd a l l m ile a g e f o r t h a t run in th e S e c tio n 52 colum n. 136 3 (c ) The m ile s t r a v e le d f o r any bus run o r p o r tio n o f a bus run t h a t i s e x c lu s iv e ly f o r V o c a tio n a l E d u c a tio n p u p ils m ust be re c o rd e d in th e V o c a tio n a l E d u c a tio n colum n . (d ) The m ile s tr a v e le d f o r any bus r u n , o r p o r tio n o f a bus run t h a t is e x c lu s iv e ly f o r F e d e ra l P ro g ram s , m ust be re c o rd e d in th e F e d e ra l Program s colu m n . (e ) The m ile s t r a v e le d f o r any bus run o r p o r tio n o f a bus ru n t h a t i s used to tr a n s p o r t any c o m b in a tio n o f s p e c ia l e d u c a tio n p u p i l s , v o c a tio n a l e d u c a tio n p u p i l s , o r p u p ils a tte n d in g a F e d e ra l p ro g ra m , m ust be re c o rd e d in th e column t h a t p e r ta in s to th e m a jo r it y o f p u p ils on t h a t ru n . I f a m a jo r it y o f th e bused s tu d e n ts a re in S p e c ia l E d u c a tio n l i s t them in th e Sec­ t io n 52 colum n. (f) The m ile s t r a v e le d f o r any bus run o r p o r tio n o f a bus run t h a t i s n o t o p e ra te d f o r o r in d i r e c t s u p p o rt o f r e g u la r , s p e c i a l , o r v o c a tio n a l e d u c a tio n and is n o t f o r a f e d e r a l l y fund ed p ro g ra m , is to be re c o rd e d in th e M is c e lla n e o u s O th e r colu m n . M ile a g e r e p o r te d in t h i s column i s n o t be be re c o rd e d as " e x tr a t r i p " m ile s in any o th e r colum n. Exam ples o f m ile a g e p r o p e r ly re c o rd e d as M is c e lla n e o u s O th e r a r e s e n io r c i t i z e n t r i p s ; t r i p s f o r non m a n d a to ry , non c r e d i t e v e n ts ; t r i p s f o r s p e c ta to r s o n ly . Do n o t re c o rd in th e M is c e lla n e o u s O th e r colum n, m ile a g e f o r school bus d r i v e r t r a i n i n g , bus s e r v i c i n g , e t c . - (T h is m ile a g e is to be in c lu d e d w ith th e t o t a l m ile s in th e column a p p lic a b le to th e p rim e s ta tu s o f th e b u s .) A ls o , e x c lu d e from t h i s column m ile a g e f o r e d u c a tio n a l f i e l d t r i p s and t r a n s p o r ta tio n 137 4 f o r p a r t i c i p a n t s to an a t h l e t i c c o n te s t . These a r e c o n s id e re d as t r a n s p o r t a t io n f o r r e g u la r , v o c a t io n a l, o r s p e c ia l edu­ c a t io n p u rp o s e s , and a r e r e p o r te d as e x t r a t r i p m ile s in th e a p p r o p r ia te colu m n . (g ) A l l m ile s t r a v e le d f o r m is c e lla n e o u s o th e r purposes a r e con­ s id e r e d to be e x t r a t r i p m ile s f o r m is c e lla n e o u s o th e r p u r­ poses. The number o f m ile s shown on l i n e 2 and " M is c e lla n e o u s O th e r" column w i l l 2. lin e 4 in be th e same. M ile s t r a v e le d a r e to be re c o rd e d on l in e s 1 th ro u g h 4 as fo llo w s : L in e 1 - T o ta l M ile s T r a v e le d on Count Day. T h is i s th e t o t a l o f th e sch e d u le d m ile s as d r iv e n on th e c o u n t day and shown on th e mapso r o th e r s u it a b le r e p o r ts f i l e d w ith th e in te r m e d ia te s u p e r in te n d e n t. Do n o t in c lu d e on t h is l i n e any e x t r a t r i p m ile s . a llo w e d m ile s m ust be in c lu d e d . e s t a b lis h t h i s m ile a g e . A ll sch e d u le d d i s ­ O dom eter re a d in g s sh ould be used to Each amount f o r th e R e g u la r G en eral Edu­ c a t io n , S e c tio n 52 S p e c ia l E d u c a tio n , S e c tio n 53 S p e c ia l E d u c a tio n , V o c a tio n a l E d u c a tio n , F e d e ra l Program s and M is c e lla n e o u s O th e r columns m ust be th e a p p r o p r ia te t o t a l s fro m y o u r d e t a i l p ag es. L in e 2 - T o ta l M ile s T r a v e le d D u rin g School Y e a r . The amounts in each column w i l l be th e t o t a l o f a l l m ile s o f a l l b u s e s , in c lu d in g s p a re s , t r a v e le d d u rin g th e school y e a r f o r t h a t purpose i d e n t i f i e d by th e column h e a d in g . NOTE: These w i l l in c lu d e e x t r a t r i p and d is a llo w e d m ile s . Use odom eter re a d in g s fro m each bus on J u ly 1 A .M . e v e ry y e a r to d e te rm in e th e Grand T o ta l F le e t M ile a g e . The t o t a l o f th e m ile s shown in each column on L in e 2 when summed sh o u ld e q u al th e Grand T o ta l F l e e t M ile a g e . L in e 3 - T o ta l D is a llo w e d M ile s For School Y e a r . 138 These amounts in 5 each column w i l l be d e te rm in e d by th e in te r m e d ia te a u d it o r in ac­ c o rd an ce w ith in s t r u c t io n s f o r a u d it o f r o u te maps o r o th e r s u it a b le r e p o r ts f i l e d by th e lo c a l d i s t r i c t . (T h is w i l l a p p ly o n ly to t r a n s p o r t a t io n f o r R e g u la r G en e ra l E d u c a tio n p ro v id e d d u rin g 1 9 8 1 -8 2 .) L in e 4 - T o ta l E x tra T r i p M ile s D u rin g School Y e a r . M ile a g e is d e te rm in e d fro m a lo g t h a t m ust be k e p t by each t r a n s p o r tin g d i s t r i c t . I t is to be re c o rd e d on t h i s l i n e in th e a p p r o p r ia te column based on th e p rim e purpose o f each e x t r a t r i p . In s t r u c t io n s f o r R e c o rd in g P u p il D ata on L in e s 5 Through 8 1. Use th e p ro p e r column - A ll p u p ils by a c tu a l c o u n t o f th o s e sch ed u led f o r t r a n s p o r t a t io n on th e c o u n t day a re to be re c o rd e d in th e ap­ p r o p r ia t e colum n. (a ) When p u p ils in s p e c ia l e d u c a tio n o r F e d e ra l program s r e c e iv e a l l o f t h e i r t r a n s p o r t a t io n on runs w here th e y a r e com m ingled w ith r e g u la r g e n e ra l e d u c a tio n p u p i l s , th e y a r e to be in c lu d e d as r e g u la r e d u c a tio n p u p ils in th e t o t a l re c o rd e d in th e R e g u la r G en e ra l E d u c a tio n column and n o t (b ) in any o th e r colu m n. When a p u p il e n r o lle d in v o c a tio n a l e d u c a tio n , s p e c ia l edu­ c a t io n , a n d /o r a fe d e r a l program i s p ro v id e d tr a n s p o r t a t io n in p a r t on a s ch e d u le d run w here th e p u p il is com m ingled w ith r e g u la r e d u c a tio n p u p ils and in p a r t on a ru n e x c lu s iv e ly f o r p u p ils e n r o lle d in v o c a t io n a l, s p e c ia l e d u c a tio n , a n d /o r a fe d e r a l p ro g ra m , th e p u p il is to be in c lu d e d in th e t o t a l shown in b o th a p p r o p r ia te colum ns. 2. P u p ils a re re c o rd e d on l in e s 5 th ro u g h 8 as fo llo w s : L in e 5 - T o ta l P u p ils S chedu led f o r T r a n s p o r ta tio n on Count Day. T h is w i l l in c lu d e e l i g i b l e , i n e l i g i b l e , n o n p u b lic and n o n -r e s id e n t 139 6 p u p ils . L in e 6 - T o ta l I n e l i g i b l e P u p ils S chedu led f o r T r a n s p o r ta tio n on th e Count D ay. L in e 7 - T o ta l N o n p u b lic P u p ils S ch ed u led f o r T r a n s p o r ta tio n on th e Count Day. L in e 8 - T o ta l N o n -r e s id e n t P u p ils S ch ed u led f o r T r a n s p o r ta tio n on th e Count Day. In s t r u c t io n s f o r R e c o rd in g Bus D a ta on L in e s 9 Through 11 1. A bus is to be re c o rd e d in th e column r e p r e s e n tin g i t s m a jo r use e x c e p t a bus t h a t i s used on a r e g u la r g e n e ra l e d u c a tio n ru n sh ould be in c lu d e d in th e R e g u la r G en e ra l E d u c a tio n colu m n . 2. A s p e c if ic bus may n o t be shown in more th a n one colum n . A bus is be in c lu d e d in th e t o t a l s on l i n e s 9 th ro u g h 11 as to fo llo w s : ♦ L in e 9 - Number o f Owned Buses on S ched uled R o u te s . ♦ L in e 10 - Number o f Leased Buses on S chedu led R o u te s . ♦ L in e 11 - Number o f Owned and Leased S pare B uses. ♦NOTE: The number o f buses shown on l i n e 9 , 1 0 , and 11 m ust a g re e w it h th e number o f buses re c o rd e d on c o n s t it u e n t 's " f i n a l bus in v e n t o r y " , D S -4107 ( F i n a l . ) I f n o t , p le a s e a tta c h e x p la n a t io n . Im p o rta n t N o tic e T h is form must be s u b m itte d on tim e . A c t p r o v id e s : 140 S e c tio n 162 o f th e S ta te School A id 7 A d i s t r i c t w h ich f a i l s th ro u g h th e n e g lig e n c e o f th e d i s t r i c t 's o ff ic e r s to f i l e r e p o r ts in a cc o rd a n ce w ith A r t i c l e 15 (S e c tio n 152 o f th e S ta te A id A c t) s h a ll f o r f e i t t h a t p r o p o rtio n o f funds to w hich th e d i s t r i c t w ould o th e r w is e be e n t i t l e d u n d er t h i s a c t as th e d e la y in th e r e p o r ts b e a r to th e school te rm as r e q u ir e d by la w f o r th e d i s t r i c t . U n le ss t h i s form is r e c e iv e d by th e M ic h ig a n D epartm en t o f E d u c a tio n by Septem ber 1 , 1 9 8 2 , th e p r o v is io n s o f S e c tio n 162 o f th e s t a t e a id a c t w i l l be a p p lie d to y o u r school d i s t r i c t . 141 8 MILEAGE COMPUTATION R u le 3 4 0 .2 7 3 , S e c tio n ( 1 ) , r e q u ir e s t h a t a school d i s t r i c t p r o v id e I t s in te r m e d ia te s u p e r in te n d e n t f o r each bus p r o v id in g p u p il tr a n s p o r t a t io n f o r w hich a id is re q u e s te d , th e f l e e t number o f th e bus and th e m ile s i t t r a v e l s each day t r a n s p o r t in g p u p ils t o and fro m s c h o o l. T h is in fo r m a tio n 1s re q u e s te d f o r a l l buses in c lu d in g th o s e e x c lu s iv e ly used f o r s p e c ia l e d u c a tio n and v o c a tio n a l e d u c a tio n t r a n s p o r t a t io n . Because map e r r o r s h a v e , in some c a s e s , r e s u lt e d 1n re im b u rsem en t lo s s to lo c a l d i s t r i c t s and t o t a l m ile a g e d a ta has n o t been a v a i la b l e f o r s p e c ia l e d u c a tio n o r vo­ c a t io n a l e d u c a tio n t r a v e l , i t i s re q u e s te d t h a t each d i s t r i c t s u p p ly th e in te r m e d ia te s u p e r in te n d e n t th e f o llo w in g in fo r m a tio n f o r each bus as o p e ra te d December 1 5 . ( I f th e bus o r bus f l e e t does n o t o p e r a te a t y p i c a l s c h e d u le due t o c a n c e lla t io n o f c la s s e s a n d /o r te m p o ra ry d e to u r , a more t y p i c a l a lt e r n a t e d a te as c lo s e as p o s s ib le t o December 15 sho uld be u s ed . Local d i s t r i c t s sh o u ld i d e n t i f y th e a lt e r n a t e d a te and th e reason f o r i t s s e le c t io n .) The in te r m e d ia te a u d it o r may e l e c t to a c c e p t t h i s d a ta f o r d e te r m in a tio n o f t o t a l d a i l y m ile a g e in s te a d o f m e as u rin g th e mapped r o u t e . I f i t ap p ea rs t h a t a s i g n i f i c a n t d if f e r e n c e e x is t s betw een t h i s d a ta and th e maps as f i l e d , th e a u d it o r s h o u ld d e te rm in e th e c a u s e . O dom eter e r r o r can be v e r i f i e d by u s in g a n o th e r v e h ic le to t r a v e l th e same r o u te . I f th e bus i s used f o r no s p e c ia l t r i p s on Decem ber 15 and o n ly one k in d (R e g u la r , o r S p e c ia l E d u c a tio n , o r V o c a tio n a l E d u c a tio n ) o f t r a n s ­ p o r t a t i o n , p r o v id e th e f o llo w in g : Bus # O dom eter re a d in g End o f L a s t Run _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . O dom eter re a d in g S t a r t o f F i r s t R u n _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . T o ta l m ile s d r iv e n December 1 5 __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . _ Bus use ch arg e d t o ____________________________ . (R e g u la r , S p e c ia l, Voc. E d u c a tio n ) I f th e bus i s used f o r s p e c ia l t r i p s o r f o r more th a n one k in d o f tr a n s ­ p o r t a t io n : Bus # _____ O dom eter re a d in g End o f L a s t T r ip O dom eter re a d in g S t a r t o f F i r s t T r ip T o ta l m ile s d r iv e n _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ O dom eter O dom eter O dom eter O dom eter m ile s m ile s m ile s m ile s o th e r in c lu d e d f o r Reg. Educ. in c lu d e d f o r S p ec . Educ. in c lu d e d f o r V oc. Educ. _______ f o r S p e c ia l T r ip s m ile s tr a v e le d ________ 142 DS-4159 Michigan Department of Education 6 /8 2 D ir e c t q u e s tio n s re g a rd in g t h i s fo rm to D E P A R T M E N T S E R V IC E S H a r r ie t C o o k a t Box 30008, Lansing. Michigan 46909 f5i7 ) J7J—1350 or 31"V 173—H I 4. P h ilip O*L e a ry a t f 1381-82 SCHOOL DISTRICT BUS ROUTE CERTIFICATION AS OF DECEMBER IS. IS8I NOTE: Complete a separate form for each type of traniportation chackad * t th« rifM . (Check ONE only) [— ] (Upon of tranaportatlon pre.idad by owned or l i t s i d school d istrict vohiclos. j LOCAL EDUCATIONAL AGENCY Legal Name of School Oistrict District Code No. Telephone - Ares Code/Local No. Address City Zip Code MAILING INSTRUCTIONS I. D ISTR IC T TO TA LS _____ ________ ____________________________________ 1. Total Miles Traveled on Cojnt Day 072 2. 3. 4. 5. 070 07S 080 050 080 OSS 065 039 Total Miles Traveled During School Year Total Disallowed Miles for School Year Total Extra Trip Miles During School Year Total Pupils Scheduled for Transportation on Count Day 6. Total Ineligible Pupils Scheduled for Transportation on Count Day 7. Total Nonpublic Pupils Scheduled for Transportation on Count Day 8. Total Nonresident Pupils Scheduled for Transportation on Count Day 9. Number of Owned Buses on Scheduled Routes (from DS-4107) 10. Number o f Leased Buses on Scheduled Routes (from OS-4107) 11. Number or Owned and Leased Spare Buses (from DS-4107) 12. Control Total (For STATE Use Only) Regular General Education Sec. 52 Special Education Sec. 53 Special Education Voc. Education Federal Program Trans. Misc. Other 037 040 099 TOTAL FLEET DATA 1. 2. 3. 3. Rsport of transportation providsd by PRIVATE contractor. Return ONE copy by SEPTEMBER I. 1982 to tha STATE addrass indicated above. Sand ONE copy to transporting district and retain ONE copy for tha Intermediate D istrict file . DP Code 2. | GrandTotal Fleet Miles (Sum of Line 2) GrandTotal Extra Trip Milas (Sum o f Lina 4) TotalDays Buses Operated During School Year C ER TIFIC A TIO N : I certify that I have in my office bus route maps or other suitable reports prepar'd by tha school district for whom this report is submitted. I have audited the bus routes indicated on the maps or other suitable reports and further certify the data submitted for the school district are true and correct to the best of my knowledge and belief. Date Contact Person Intermediate School District Superintendent or Authorised O fficial (Signature) Telephone Area Code/Local Number Page 1 1 9 8 1 -8 2 TR A N S P O R TA TIO N F I N A N C IA L REPORT IN S T R U C T IO N S D S -4 0 9 4 GENERAL INSTRUCTIONS 1. A ll a m o u n ts 2. R e im b u r s e m e n t ( C o lu m n 3. Page 1, 4. 4. 5 6. E x h ib it A 7. 9. re q u e s te d 12. C la s s codes d e t a il in on page d a ta 14, 17, th e G as m u st n o t be ta x a c a rs 3 a m o u n t m u s te q u a l C o s ts ) , on 1 is on 19 a n d th e s e in c lu d e d fro m 1 and 2 , 2 s h o u ld e n te re d a n o th e r a n d e q u ip m e n t s u c h A m o u n ts th a t w h ic h a r e E x a m p le s : as v e h ic le s , C to i f a re based a p p r o p r ia t e used be in kept 7. C o lu m n ( S p e c ia l ( E x a m p le s o f In s tr u c tio n s It e m iz in g on n e c e s s a ry . s u p p o r t a m o u n ts be ta k e n Page 20. fo r 1 in (fo r (S e e L in e s lin e s . each th e in lin e s 3 , 4, c la s s ific a tio n 14, 15, 6, The g as i f has box a p p ro ­ an e n try ) , C .) 18 and B codes w h ic h B and E x h ib its re p o rt. and c o lu m n E x h ib its (S e e th is fro m c la s s ific a tio n s 19 i f tra n s fe r a n d C .) ta x m ust be re c o rd e d g o v e rn m e n ta l a g e n c y . d r iv e r e d u c a tio n , tra c to rs , re p o rte d under la w n o p e r a tio n m o w e rs fu n c tio n 255 on o th e r d u t ie s d o c u m e n te d tim e as w e ll in in C o lu m n 1 C o lu m n 3 . and as a llo c a t io n buses, p u p ils , b a s is s h o u ld e m p lo y e e s , th e p r e p a r a tio n o f fo r th re e fo r y e a rs th is a n d m a in t e n a n c e s n o w p lo w s . ( tr a n s p o r t a t io n ) (S e e o n F o rm B d e d u c te d o u t i n g a ra g e r e n t a l. p u p il and E x h ib i t A .) (D S -4 1 6 9 ) C o lu m n 3 . (S e e E x h i b i t A . ) tr a n s p o r t a t io n m u s t be s c h e d u le s . A l l o c a t i o n m u s t b e m ade o n a p r o r a t a s h a r e o f e a c h p r o g r a m o r a c t i v i t y r e f l e c t e d i n C o lu im s m ile s , and 4. E x h ib it B in e lig ib le f o r r e im b u r s e m e n t a r e t o b e b u s l o a d i n g a i d e s , e m p lo y e e b e n e f i t s , P e rs o n n e l p e r fo r m in g p ro ra te d 13. C o lu m n s 6 c e n ts . E m p lo y e e s a l a r i e s i n n o n - p u p i l t r a n s p o r t a t i o n a c t i v i t i e s : i n s u r a n c e . r e p a i r s , g a s o lin e a n d s u p p lie s f o r v a r io u s n o n - p u p il t r a n s p o r t a t io n a d m in is t r a tiv e 12. fro m re p o rt A m o u n ts f o r n o n - p u p i l t r a n s p o r t a t i o n c o s t s i n c l u d e d b y e r r o r ( f u n c t i o n 2 5 5 ) m u s t b e re m o v e d fr o m th e l i n e s o f e x p e n d it u r e E x a m p le s : p a rts and 11. C o lu m n A dd A d d it io n a l 18, re c o rd e d r e c e iv a b le th e a nd E x h ib it S c h e d u le in s t r u c t io n s a re m ade Do n o t C .) 3. E x p la in c a r e f u lly be 7 m u s t e q u a l C o lu m n R e im b u r s a b le S c h e d u le a m o u n ts by o f S c h e d u le on L in e s 15, w ill d o lla r . D S -4 0 9 6 .) D is t r ic t s ) , E x h ib it used n e a re s t in s t r u c t io n s . p r ia t e . R ead th e th ro u g h fo r c o p ie s (S e e 7, th e tr a n s p o r t a t io n on 5 B e tw e e n accom pany 8 and to 1 a m o u n t a d ju s te d M ake a d d i t i o n a l as 10. p u p il ( C h e c k lis t ( lo w e r .le ft) 8. ro u n d e d r e im b u r s e d T ra n s fe rs The be s u m o f C o lu m n s S c h e d u le s ) 5. fo r is C o lu m n The fo r s h o u ld be s q u a re re p o rt s e le c t e d fo o ta g e , in c lu d in g a u d it p u rp o s e s . 145 p u p il t r a n s p o r t a t io n c o s ts , to 5 th ro u g h 7 b y lin e ite m . An fo r o r th e v a r io u s o th e r m eans. a llo c a t io n ty p e s A ll s c h e d u le s o f c o s ts : re c o rd s m ust Page 2 COLUMN INSTRUCTIONS Column 1 C o lu m n 2. I n i t i a l A m o u n ts ; (F o rm B ) , T o ta l The a m o u n t a s show n o n th e Ju n e o n L in e 1 3 s h o u ld a g re e w it h th e fo r P u p il fu n c tio n 3 , be to th e re p o rt. T h is is d e te r m in e cost fo r th e p u p il c o s ts c o s ts p ro p e r tr a n s p o r t a t io n th e am ount o f a g iv e n a c c o u n ts a d ju s tm e n t( s ) lin e . w h ic h a re C o s ts e it h e r n e c e s s a ry th a t a re lin e p u p il tr a n s p o r t a t io n is added o r d e d u c te d , show n i n p le a s e b ra c k e ts . A d ju s t e d A m o u n ts : th e d i s t r i c t . A ll d e t a il (S e e on E x h ib it S c h e d u le 1. R e d u c tio n s C .) T h is i s th e t o t a l p u p i l t r a n s p o r t a t io n e x p e n s e o f n o n - p u p i l t r a n s p o r t a t i o n c o s t s h a v e b e e n e x c lu d e d fro m th e r e p o r t a t t h i s p o i n t i n th e r e p o r t p r e p a r a t io n . i t e m a m o u n t i n C o lu m n 4 m u s t b e p r o p e r l y d i s t r i b u t a b l e o r i n t h e a p p r o p r i a t e C o lu m n s 5 t h r o u g h 7 . C o lu m n 5 , to in c lu d e d w h ic h a r e i n e l i g i b l e f o r r e im b u r s e m e n t o r n o n - p u p i l t r a n s p o r t a t i o n m u s t b e d e d u c te d fr o m th e r e p o r t . I f m o re t h a n o n e . ( l ) i t e m p e r s h a ll be 4 added S e r v ic e s . T h e f u n c t i o n n u m b e r f o r a c c o u n ts i n w h ic h p ro p e r p u p il tr a n s p o r t a t io n c o s ts a nd A d ju s t m e n t A m o u n ts t in C o lu m n T r a n s p o r t a t io n A d ju s t m e n t A c c o u n t N u m b e rs : w e re r e c o r d e d c o s ts t h a t a r e s h o u ld C o lu m n 255 3 0 , F o rm D S -4 1 6 9 t o t a l a m ou n t show n S p e c ia l E d u c a t io n - S e c t io n tr a n s p o r t in g h a v e S e c tio n 53; The a m o u n ts in th is c o lu m n s p e c ia l e d u c a tio n S e c tio n 5 3 p u p i l s . 5 3 p u p i l s p le a s e r e a d c a r e f u l l y p a g e s E v e ry lin e a llo c a b le a re fo r I f y p u b e lie v e y o u 6 a n d 7 o f th e s e in s t r u c t io n s . C o lu m n 6 . S p e c ia l E d u c a t io n - S e c t io n a llo w a b le s p e c ia l p o r ta tio n o f th e The S e c tio n w r it te n C o lu m n tr ip and w ill m ile s tr ip tr ip These A v e ra g e m ile s in th is c o s ts c o s ts a re c o lu m n o th e r a re th a n fo r th e r e im b u r s a b le a ll tra n s ­ under fro m th e D ir e c to r , in C o lu m n 6 m ust be in c lu d e d in u n le s s r e p o rte d th e S a fe ty and T ra f­ A m o u n ts i n e x c e s s o f a re to be s u b tra c te d o u t th e on w r it te n th e p e r m ile a p p ro v a l is D S -4 1 5 9 d e d u c tio n as m ade e x tra fo r m ile s . th e b a la n c e p e r m ile and o b t a in e d m ile s be V o c a t io n a l E d u c a t io n fo r is 3 a n d n o t show n F ie ld a re a m o u n ts M ic h ig a n D e p a r tm e n t o f E d u c a t io n . S e c tio n 52 p u p i l s ' t r a n s p o r t a t io n o b t a in e d . e x tra 7. 53 p u p ils . a p p ro v a l f i c S e c tio n , $ 2 ,5 0 0 f o r a C o lu m n The tr a n s p o r t a t io n t r a n s p o r t a t i o n a llo w a n c e o f t h e S t a t e S c h o o l A i d A c t ( S e c t i o n 7 1 ) . c o s t o f t r a n s p o r t in g a S e c tio n 52 p u p il c a n n o t e x c e e d 5 2 ,5 0 0 u n ­ le s s in 52s e d u c a tio n and o f c o s ts d is a llo w e d R e g u la r E d u c a t io n s th e a llo w a b le w ill be m ile s . c o s ts a m o u n ts p u p il th e s ta te fo r p e r p u p il c o s ts w ill d e d u c te d A v e ra g e The fo r by in th is e x tra be tr ip used by th e s t a t e f o r th e d e d u c tio n r e q u ir e d b y th e r u le s f o r i n e l i g i b l e p u p ils . A l l f e d e r a l p ro g ra m m ile s a n d m is c e lla n e o u s o t h e r m ile s p o rte d on in p e r m ile th e th e D S -4 1 5 9 w ill d e d u c tio n be m ade 146 c o n s id e r e d fo r e x tra e x tra tr ip tr ip m ile s . c o lu m n tr a n s p o r t a t io n . m ile s and re ­ in c lu d e d Page 3 LINE INSTRUCTIONS EXPENDITURES UNDER STATUTORY LIMITATIONS L in e 1. S a la r ie s - S u p e r v is io n ; In c lu d e o n ly th e s a la r y p a id to a n e m p lo y e e o r e m p lo y e e s f o r t h a t p o r t i o n o f t h e i r t im e d e v o t e d t o s u p e r v i s i n g a l l tr a n s p o r t a t io n . T h i s c o u l d i n c l u d e o n l y o n e ( 1 ) p e r s o n f o r 100% o f t h e i r t im e o r o n e o r m o re p e r s o n s , s u c h a s a s s i s t a n t s , f o r l e s s th a n 100% o f s a la r y th e ir fo r v is io n , L in e 2. ta r ia l L in e 3. even S a la r ie s f o r o n ly tim e . any I t tim e w hen c a n n o t in c lu d e d e v o te d th e to s u p e r in te n d e n t - S e c r e t a r y / C le r ic a l: t h a t p o r t io n o f t h e ir and c le r ic a l G a ra g e o p e r a t i o n ; d u t ie s and S a la r ie s , and o th e r expe nse fo r th e any o f tr a n s p o r t a t io n is th e o r s u p e r in t e n d e n t 's tr a n s p o r t a t io n r e s p o n s ib le S a la r ie s o f tim e d e v o te d fo r a ll o f s u p e r­ it . s c h o o l d is t r ic t p e rs o n n e l to ‘ t r a n s p o r t a t io n s e c re ­ r e s p o n s ib ilit ie s . p u rc h a s e d g a ra g e s e r v ic e s , o p e r a tio n w h ic h s u p p lie s a n d m a t e r ia ls in c lu d e s school d is ­ t r i c t m e c h a n ic s a n d g a r a g e e m p lo y e e s , b u s r e p a i r p a r t s , s u p p l i e s f o r b u s g a r a g e , a n d m a in te n a n c e o f b u s e s a t p r i v a t e g a r a g e s , th e T ra n s ­ p o r t a t i o n C h e c k l is t - E x h i b i t A s h o u ld b e r e v ie w e d t o d e t e r m in e b u r s a b le a n d n o n - r e im b u r s a b le e x p e n s e s . T h e a p p lic a b le n u m b e rs r u le L in e 4. r e fe re n c e c o lu m n P u rc h a s e d S e r v ic e s le a s e a ll th e th e le a s e d num ber o f re n te d , g iv e 2 4 4 9 .0 , 2 4 5 1 .0 v e h ic le s , v e h ic le s show n and th e num ber re n te d on th e bus th e 2 4 3 2 .S . E x p e n d itu r e s to to buy, re n t o r and th e in a l l ow ned and re n te d o r t h i s a c c o u n t m u s t r e c o n c ile in v e n to r y a m o u n t p a id . and and w it h o u t o p t io n r a d io s ( n o t C . B . 's ) u s e d The v e h ic le s in c lu d e d in v e h ic le s th e 2 4 1 8 .3 , R e n ta l S c h o o l B u s e s ; tr a n s p o r t a t io n r e n t a l o f tw o -w a y le a s e d v e h i c l e s . w it h - a re r e im ­ i n th e I f (D S -4 1 0 7 ). tw o -w a y r a d io s G iv e a re a m o u n t p a id . O THER EXPENSES L in e 5. S a la r ie s - Bus D r iv e r s ; S a la r ie s o f sch o o l d is t r ic t p e rs o n n e l t h e i r tim e to d r iv e r s in v o lv e d in d r iv in g s c h o o l b u s e s , in c lu d in g s a la r ie s a n d p r o s p e c t iv e d r iv e r s w h ile b e in g in s t r u c t e d . O th e rs - 6. S a la r ie s L in e 7. P u rc h a s e d S e r v ic e s - P u p il T r a n s p o r t a t io n : E x p e n d itu r e s t o a g e n c ie s f o r t r a n s p o r t in g a l l s t u d e n t s t o a n d fr o m s c h o o l. p e rs o n s o r T h is i n ­ c lu d e s c h ild r e n , p u p ils d r iv in g th e ir own, s a la r ie s o f bus t h e m s e lv e s , o r d r iv in g a tte n d a n ts p a re n ts o n ly d r iv in g t h e ir own fo r o n ly p a id L in e in c lu d in g The fo r tr a n s p o r t a t io n . g ro u p s c h ild r e n . o f A ls o in c lu d e e x p e n d it u r e s f o r p u b l i c c a r r i e r t r a n s p o r t a t i o n , p r iv a t e s c h o o l c a r r i e r s , a n d t r a v e l a llo w a n c e p a i d t o p u p i l s . D o n o t i n c l u d e c o n t r a c t e d m a in ­ te n a n c e n o r r e n t a l o f b u s e s . tr a n s p o r te d m u s t be d e t a ile d o r agency th e n f i l l p a id . out I f lin e s any 20 am ount is and p e r s o n a l/ p r iv a t e v e h ic le E d u c a t i o n / R e g u l a r c o lu m n C o lu m n The t o t a l a m ount and num ber o f p u p ils o n S c h e d u le 2 o r e a c h a n d e v e r y i n d i v i d u a l 21. p a id tr a n s p o r t a t io n a n d t o t a l fro m 7. 147 fo r S c h e d u le p e r s o n a l/ p r iv a te 3 m u st be c o m p le te d v e h ic le ( s ) , i f any a p p lie s to th e V o c a tio n a l S c h e d u le 3 u s e d o n L in e 2 1 , Page 4 L in e 8. P u rc h a s e d S e r v ic e s in c lu d in g d a ta - O th e r; p r o c e s s in g re p o rt) E x p e n d itu r e s fo r p u p il in c lu d e d w it h M ic h ig a n D e p a r tm e n t o f E d u c a t io n ; re n ta l o f bus a p p ro v e d b y d r iv e r u n ifo r m s ; e lig ib le r o u t in g th e S a fe ty s ta ff fo r r e im b u r s e m e n t ( c o m p le te d Page and T r a f f ic tra v e l expense; in s u r a n c e on 6 m u st be S e c tio n , a d v e r t is in g ; school buses; s c h o o l bus d r iv e r e d u c a tio n p ro g ra m s ; d r iv e r p h y s ic a ls ; a n d o t h e r c o n t r a c te d a llo w a b le p u r c h a s e d s e r v ic e s . R e v ie w t h e T r a n s p o r t a t i o n C h e c k l i s t E x h ib it A L in e 9. L in e 10. 11. d e te r m in e e x p e n d it u r e s e lig ib le fo r r e im b u r s e m e n t. G a s o lin e , O i l a n d G re a s e : E x p e n d itu r e s f o r g a s o lin e , o i l a n d g re a s e f o r th e o p e r a tio n o f p u p il t r a n s p o r t a t io n v e h ic le s . A s c h o o l d is - . tr ic t L in e to m u s t n o t in c lu d e T ir e s , Tubes, tir e s , tu b e s Bus A m o r tiz a t io n ; fo r am ount o f and B a tte r ie s ; fo r ta tio n th e th e th e in th is e lig ib le re p o rt. fo r r e im b u r s e m e n t o n ly . T h a t am ount o f fo r ta x E x p e n d itu r e s and b a tte r ie s year gas use a m o r t iz a t io n o r lo s s in c h a rg e d v a lu e to tr a n s p o r ­ o f b u s in g v e h ic le s . C o lu m n 4 m u s t b e t h e s a m e a m o u n t a s o n t h e f i n a l b u s i n v e n t o r y D S -4 1 0 7 u n le s s y o u c a n p r o v e th e D S -4 1 0 7 i s i n e r r o r . L in e 12. O th e r E xpense - r e im b u r s e m e n t under d r iv e r M is c e lla n e o u s : a w a rd s , and th is E x p e n d itu r e s c a te g o ry , lic e n s e s . such as w h ic h dues a re and R e v ie w T r a n s p o r t a t io n 12 a ll re p o rt, e lig ib le fe e s , fo r to lls , bus C h e c k lis t - E x h ib it A . L in e 13. The to ta ls o f L in e s 1 th ro u g h TR AN SFER S L in e 14. P u p il T r a n s p o r t a t io n ; fo r a m o u n t c o lu m n s . TO O T H ER D IS T R IC T S * The to ta l a m o u n t p a id o r due to o th e r s c h o o l d i s t r i c t s f o r t r a n s p o r t a t io n s e r v ic e s . T he s c h o o l d i s t r i c t w h ic h m a kes a p a y m e n t o r ow e s f o r p u p i l t r a n s p o r t a t io n s e r v ic e s p r o v id e d b y a n o th e r sch o o l d is t r ic t w ill T ra n s fe r sch oo l d is t r ic t in th e re c o rd th e paym ent o r fin a n c ia l p a y a b le as re c o rd s . a n O u tg o in g The b il l i n g fro m th e s c h o o l d i s t r i c t p r o v id in g th e s e r v ic e s h a l l b e it e m iz e d . Those c o s t s w h i c h a r e i n e l i g i b l e m u s t b e d e d u c t e d i n C o lu m n 3 . The e lig ib le e x p e n d i t u r e s w i l l g o i n t o C o lu m n 4 a n d b e d i s t r i b u t e d t o C o lu m n 5 , 6 o r 7. L in e 15. O th e r; I f th e o p e r a tio n s c h a rg e s o il, fo r th e g re a s e , 16. L in e 15 be * P le a s e L in e re a d a n o th e r d i s t r i c t th e b illin g is fo r bus s h a ll show lin e ; r e p a ir s , am ount o f expense ite m s ( la b o r , s u p p lie s , p a rts , e n try w ill p la c e d C o lu m n a re 13 p lu s th e A n e g a tiv e and T ra n s fe rs ; a m o u n ts p ro p e r expense w o u ld to be l i n e a n d th e e l i g i b l e e x p e n d it u r e s a n d d i s t r i b u t e d t o L in e s 1 th r o u g h T o ta l E xpenses 1. v a r io u s e tc .). th e t r a n s f e r t iv e e n t r ie s L in e tra n s fe r o r m a in t e n a n c e , o ffs e t th e re fo re , L in e E x h ib it B i f L in e in in 13 p lu s C o lu m n C o lu m n 148 tra n s fe rs . 14 and 15 d is t r ib u t e d 4 L in e 14. you have w i l l be show n 1 2 , C o lu m n 3 . L in e s 3 and in 16 to ta l in to gas, 3 on as p o s i­ C o lu m n th e expenses Page 5 REVENUE L in e 17. A l l S o u rc e s : R evenue r e c e iv e d o r due fro m n o n - r e s id e n ts t r a n s p o r t a t io n . The f u l l c o s t o f t r a n s p o r t a t io n a s w e ll m ust be c h a rg e d to n o n - r e s id e n ts w ho a tte n d f o r p u p il as t u it io n y o u r s c h o o ls . C .E .T .A . f u n d s f o r t r a n s p o r t a t i o n s a l a r i e s m u s t b e s h o w n a s r e v e n u e i n C o lu m n 1 a n d o f f s e t i n C o lu m n 3 . S a la r y e x p e n s e r e im b u r s e d b y t h e C . E . T . A . fu n d s i s r e d u c e d b y th e sam e a m o u n t a s th e r e v e n u e . T it le I , H eads ta r t The and C .E .T .A . m ile s fo r re v e n u e th e s e D S -4 1 5 9 and w ill d u c t io n a p p lie d . fo r p ro g ra m s be tr a n s p o r t in g s h o u ld c o n s id e r e d be e x tra p u p ils show n tr ip is not to be show n. u n d e r F e d e r a l m ile s m ile s and th e on p e r m ile re ­ IN C O M IN G T R A N S F E R S * Line 18. 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T h e b a la n c e w ill Line The a n o th e r a p o s itiv e e x p e n d it u r e e x p e n d it u r e s , L in e s 1 3. C ar Expense; T o t a l r e im b u r s e m e n t e x p e n s e s i n c l u d e d o n t o in d iv id u a ls f o r t r a n s p o r t in g s tu d e n ts b y f a m ily c a r d is t r ic t . F a m ily C ar E xpenses r e im b u r s e m e n t c o m p u te d in A llo w a b le ; S c h e d u le C o lu m n 3 fo r 1 is th e to ta l a llo w a b le R e g u la r a n d V o c a t io n a l- T e c h n ic a l s t u d e n t s p l u s t h e p a y m e n ts m ade f o r S p e c ia l E d u c a t io n p u p i l s tr a n s p o r te d b y fa m ily v e h ic le f o r y o u r d i s t r i c t . S c h e d u le 3 d o e s n o t have to e x a c t ly Line 22. be c o m p le te d o ffs e t L in e fo r 20 in S p e c ia l E d u c a t io n th e s tu d e n ts . S p e c ia l E d u c a t io n N e t R e im b u r s a b le E x p e n s e s ; L in e 16 le s s L in e s 1 7 , L in e 2 1 e q u a ls L in e 2 2 . T h e a m o u n ts o n L in e 2 2 i n a re th e * P le a s e a m o u n ts re a d e lig ib le E x h ib it B fo r i f r e im b u r s e m e n t you have 149 fr o m tra n s fe rs . L in e 21 w i l l c o lu m n s . 18 a n d 20 C o lu m n s 6 S e c tio n p lu s and 7 71 F u n d s . Page 6 SPECIAL INSTRUCTIONS FOR DS-4094. COLUMN 5. SECTIOH 5 3 PROGRAMS 1. P ro g ra m s S e c tio n a. fo r 53 th e o f f o llo w in g th e R e s id e n ts S ta te o f s tu d e n ts q u a lify S c h o o l A id in s t it u t io n s A ct fo r fo r o p e ra te d th e by 100% r e im b u r s e m e n t u n d e r 1 9 8 1 -8 2 's c h o o l y e a r : th e D e p a rtm e n t o f M e n ta l H e a lth ; b. R e s id e n ts o f n u r s in g h om e s w h o s e b y th e D e p a r tm e n t o f E d u c a t io n - c. R e s id e n ts o r o f o p e ra te d ( r e s id e n ts S e r v ic e s d. P u p ils in g hom es under o f do s ta te p la c e d s ta te The 3. As th a t p u p ils th is as th e th e tim e th e y th e th e cam e a re le a s e d D e p a rtm e n t o f S o c ia l p a re n t fo r p u p il; w e re w h ic h M e n ta l H e a lth p r o v is io n ) ; p a re n t does c o m m u n ity p u p ils d is a b le d D e p a rtm e n t o f c o n t r a c t w it h d is t r ic t by th e th e th e th e n o t p u rp o s e r e s id e in o f seek­ th e sam e and p la c e m e n t p r o g r a m r e s id e n t s under o f o f a n o th e r ju r is d ic t io n o f a c o u rt o r in t e r m e d ia t e th e c o u rt o r agency. s tu d e n ts c a lc u la t in g in d ic a te d c o s ts fo r fo r a t a u n d e r th e i f d e v e lo p m e n ta lly under hom e w h e re p la c e d num ber o f b a s is in d is t r ic t agency d is t r ic t 2. hom es u n d e r a s u it a b le P u p ils th e c o n t r a c t w it h n o t q u a lify in t e r m e d ia t e e . fo r e d u c a tio n p ro g ra m s a re a p p ro v e d S e c t io n 5 3 N u r s in g H om e s; in a re e n r o lle d S e c tio n S e c tio n c le a r ly d e s c r ib e d 53 on th e (1 ) o f , th e and d ir e c t ly in th is F o u rth F r id a y count w ill be th e 5 3 c o s ts . S ta te S c h o o l A id a ttr ib u ta b le s e c tio n ( S e c tio n to 5 3 ), A c t, " o n ly th o s e e d u c a tio n a l p ro g ra m s and t h a t w o u ld n o t in f a c t h a v e b e e n in c u r r e d i f th e p u p ils w e re n o t b e in g e d u c a te d i n th e d i s t r i c t o r i n t e r m e d i a t e d i s t r i c t , s h a l l b e r e im b u r s e d u n d e r t h i s s e c t i o n . " A d m in is t r a t iv e r e la te d to c o s ts d ir e c t o r s s p e c ia l e d u c a tio n r e la te d o f to o p e r a tin g th e s p e c ia l e d u c a tio n , b u ild in g p r in c ip a ls , p ro g ra m s p e c ia l s e c r e ta r ia l o p e r a tin g th e b u s g a ra g e a n d o th e r a d m in is t r a t iv e b y t h e d i s t r i c t a r e n e t c h a r g a h le t o S e c t io n 5 3 . be 4. r e im b u r s e d by fe d e ra l fu n d s a re not to T r a n s p o r t a t io n f o r S e c tio n 5 3 s tu d e n ts i s S e c tio n 5 3 . D i s t r i c t s w h ic h a r e c h a r g in g S e c tio n th e 5 3 m u s t in c lu d e to ta l th a t a re o f th e show n o n a s c r ib e d th e to th e c o s t on D S -4 0 9 4 S e c tio n th e 53 th e be c o s ts s u p e r v is o r s , s u p p o rt s t a f f , cost o f c o s ts n o r m a lly in c u r r e d P ro g ra m c o s ts t h a t can c h a rg e d to S e c tio n 53. e lig ib le f o r r e im b u r s e m e n t u n d e r t r a n s p o r t a t io n c o s t a q a in s t D S -4 0 9 4 . p e rc e n ta g e a n d p la c e in c lu d in g e d u c a tio n th e o f The bus to ta l d is t r ic t d r iv e r c o s t on m ay a d d fr in g e page 4, to b e n e fits lin e 28 DS—4 0 9 6 . The d i s t r i c t s a la r ie s f o r s e r v ic e s m ay n o t i n c l u d e i n t h e r e im b u r s e m e n t a p r o r a t i o n o f t h e s u p e r v is o r s , c l e r i c a l s t a f f , g a ra g e o p e r a tio n s o r p u rc h a s e d (re n ta l o f s c h o o l buses) u n le s s th e d is t r ic t c le a r ly show s th e y in c u r r e d a d d it io n a l a d m in is t r a tio n c o s ts d i r e c t l y r e la t e d t o tr a n s p o r ­ t a t i o n o f S e c tio n 5 3 s t u d e n t s . D i s t r i c t s c la im in g c o s ts i n a n y o f th e s e c a te g o r ie s m u s t a t t a c h t o th e c o s ts as c le a r ly and d i r e c t l y 53 s tu d e n ts . D S -4 0 9 6 r e s p e c t iv e r a t i o n a l e s u p p o r t i n g th e a t t r i b u t a b l e to th e t r a n s p o r t a t io n o f S e c tio n 150 Page 7 D is t r ic t s o f m ay p r o r a te tr a n s p o r t a t io n c o s ts fo r S e c tio n th e fo llo w in g a. D i r e c t C o s t M e th o d - D i s t r i c t s c o n t r a c t i n g f o r o th e r d i s t r i c t s o r p r iv a t e c a r r ie r s can c h a rg e expense 53 s tu d e n ts in any w ays. fo r e a c h S e c tio n 5 3 s t u d e n t w h e re t r a n s p o r t a t io n w it h th e a c tu a l c o n tr a c te d c o s ts a re b ille d on a s tu d e n t- b y - s tu d e n t b a s is . b. P e rc e n t o f to ta l R id e r s h ip num ber o f num ber o f S e c tio n a ttr ib u ta b le th is to p e rc e n ta g e th ro u g h 12 o n - U nder th is s tu d e n ts 5 3 s tu d e n ts S e c tio n by th e w ho th e 53. ro d e to The expenses D S -4 0 9 4 . 151 m e th o d th e th e bus d is t r ic t and d e te r m in e th e d is t r ic t w ill fo r th e bus d iv id e w ill th is ta k e in t o th e th e p e rc e n ta g e o f be m u lt ip ly a b le in c lu d e d on to lin e s c o s ts 5 Page 8 TRANSFER AUTHORIZATION FOR THE COSTS OF CONTRACTED COMPUTER GENERATED OR COMPUTER ASSISTED ROUTING AND REPORTING SERVICES D i s t r i c t . . N um ber a u th o r iz e d 19 - 19 r o u t in g fro m th e and r e p o r tin g s e r v ic e s a c c o u n t used R e p o rt" is D S -4 0 9 4 T r a n s p o r t a t io n The is w hen r e p o r t in g t r a n s p o r t a t io n e x p e n s e s in c u r r e d o n DS—4 0 9 4 t o i n c l u d e t h e c o s t s i n c u r r e d f o r to be to ta l to in re c o rd a c c o m p lis h e d u s in g F in a n c ia l a m o u n t p a id a c c o u n ts , th is as d e s ig n a te d e x p e n d it u r e c o lu m n s d u r in g s c h o o l y e a r c o n t r a c te d c o m p u te r b e lo w . o n F o rm B , 1 th r o u g h 4 as T ra n s fe r "A n n u a l F in a n c ia l d ir e c te d in th e R e p o rt in s t r u c t io n s . m ay b e re p o rte d by in c lu d in g : A m ount • L in e 1 # t 2 in % in 8 % in 8 % in 3 % in a c c o u n t 116X f o r S u p e r v is o r s account f o r C le r ic a l 162X a c c o u n t 42X X fo r E q u ip m e n t R e n t a l account 32X X f o r T ra v e l Expense account 3900 f o r S u p p lie s & Material TOTAL AMOUNT INCLUDED C o m p le te a c c o u n t, O F T H IS fo r th e a m o u n t c o lu m n c o n tra c te d c o m p u te r s h o w in g r o u t in g A U T H O R IZ A T IO N T O FORM D S - 4 0 9 4 th e am ount you r e p o r tin g M ic h ig a n n u m b e r o n D S -4 0 9 4 to be in c lu d e d in used. 152 each a n d A TT A C H A COPY T R A N S P O R T A T IO N F IN A N C IA L R E P O R T. D ir e c to r S a fe ty • L in e have s e r v ic e s & T r a f f ic S e c tio n D e p a r tm e n t o f E d u c a t io n E x h ib it A M IC H IG A N DEPARTMENT O F ED U C ATIO N DEPARTMENT S E R V IC E S TR AN SP O R TATIO N C H E C K L IS T - Items 1 9 8 1 -8 2 Reimb. NonReimb. Acct. No. Line No. Rule Ref. 1 0 0 0 S A L A R IE S S u p e r v is o r T ra n s fe r o f s a la r y fr o m p e r fo r m in g d u t ie s o f s u p e r v is o r o f w hen is th e r e T ra n s fe r o f w hen th e re n o s u p e r v is o r o f s a la r y is - B u s L o a d in g s u p e r v is o r o f 2 4 1 8 .1 X var 1 2 4 1 8 .1 var 1110 N /A N /A N /A N /A 1160 2 2 4 2 8 .0 X tr a n s p o r t a t io n X tr a n s p o r t a t io n X fro m a n y o t h e r c l e r i c a l in tr a n s p o r t a t io n a re a a re a X A id e s X Bus A tte n d a n ts X C r o s s in g G u a rd s S e c u r ity G u a rd s var 2 2 4 2 8 .0 1630 N /A 6 N /A 2 4 1 8 .4 N /A N /A 2 4 1 8 .3 1630 X 1660 1660 M e c h a n ic s X 1550 3 B us D r iv e r s X 1610 5 2 4 1 8 .3 2 4 1 8 .2 X 1670 3 2 4 1 8 .3 X 1640 3 2 4 1 8 .3 N /A X as g a ra g e e m p lo y e e G a r a g e E m p lo y e e s T ra n s fe r o f w o rk 2000 1 t r a n s p o r t a t io n tr a n s p o r t a t io n C le r ic a l T r a n s fe r o f s a la r y p e r fo r m in g d u t ie s 1160 a ny o th e r m anagem ent a re a a s u p e r v is o r o f S u p e r in te n d e n t a s S e c re ta ry fro m X a n y o th e r m anagem ent a re a done EMPLQyEE c u s t o d ia l in & m a in t e n a n c e t r a n s p o r t a t io n s a la r ie s 3 fo r BENEFITS R e t ir e m e n t X 2820 N /A S o c ia l S e c u r it y X 2830 N /A N /A X 2100 N /A N /A In s u ra n c e s — R e im b . Ite m s 3000 N on- A c c t. L in e R u le R e im b . N o. N o. R e f. & 4 0 0 0 PURCHASED S E R V IC E S 3100 P r o f e s s io n a l T e c h n ic a l S u r v e y o f b u s r o u t e s y s te m s D a ta P r o c e s s in q fo r p u p il r o u t in q n o t a p p ro v e d D a ta P r o c e s s in g f o r p u p il r o u t in g a p p ro v e d b y S a fe ty s T r a ff ic L e q a l fe e s P h y s ic a ls fo r fo r 3150 N /A N /A X 3160 N /A N /A X S e c tio n 3160 R e fe r to X 3170 N /A 3190 8 2 4 6 9 .0 X 3160 N /A N /A X 3220 8 2 4 6 1 .0 X 3210 8 2 4 6 1 .0 X 3320 7 2 4 5 9 .0 X 3410 3 2 4 5 1 .0 X 3430 3 2 4 5 1 .0 X 3510 8 2 4 6 9 .0 X 3600 3 2 4 5 1 .0 a tto rn e y s bus X X d r iv e r s C o m p u te r C o s t s E x a m p le N /A 3200 T r a v e l E xp e n se S t a f f H e a ls o f bus a t t e n d in g M ile a g e ta tio n d r iv e r s bus on d r iv e r tr ip s and a nd c o n fe re n c e c o s ts f o r tr a n s p o r ­ s u p e r v i s o r s , m e c h a n ic s , d r i v e r s , c le r k s in and in th e ir th e p e rfo rm a n c e o f t h e ir d u t ie s own i n s t r u c t i o n 3300 P u p il T r a n s p o r t a t io n P a sse s f o r c h ild r e n to 3400 f ie ld tr a in in q r id e buss6 C om m uni c a t i o n s T e le p h o n e - in c lu d in q m o b ile phone P o s ta g e 3500 A d v e r t is in g R e c r u itm e n t a d v e r t is e m e n t s ta tio n 3600 P r i n t in g M aps - P r in t in g , E le c t r ic , in c lu d in q c o m p u te r p re p a r e d a n d S e r v ic e s h e a t and w a te r a n d T ra s h R u b b is h 3900 tra n s p o r­ a n d B in d in q 3800 U t i l i t i e s H a s te fo r s ta ff and X 3800 3 D is p o s a l X 3840 3 2 4 5 1 .0 2 4 5 1 .0 p ic k u p X 3840 3 2 4 5 1 .0 iu n k In s u ra n c e P u b lic L ia b ilit y , p ro p e rty dam age, c o m p r e h e n s i v e , m e d i c a l p a y m e n ts B u ild in g In s u ra n c e P e rs o n a l P ro p e rty c o llis io n , (b u s ) 3930 8 2 4 6 5 .0 X 3920 N /A N /A X 3920 N /A N /A X R e im b . Ite m s 4 1 0 0 R e p a ir s R e p a ir s (G a ra q e ) a n d /o r a d d itio n Im p r o v e m e n t s to p a r k in q bus fo r bus p a r k in q H a t e r pum p a n d / o r w e l l fo r gas S e r v ic in g R u le N o. R e f. tim e to X q a ra q e s X r e p a ir fo r g a ra q e pum ps N /A N /A 2 4 6 9 .0 4110 N /A 4110 3 X 4120 3 2 4 5 1 .0 X 4120 3 2 4 5 1 .0 2 4 3 2 .5 X 4120 3 door X 4120 3 2 4 6 9 .0 F u rn a c e r e p a ir (G a ra q e ) X 4120 3 2 4 6 9 .0 r e p a ir Bus (G a ra q e ) 2 4 6 9 .0 N /A g a ra q e Bus body c lo c k s 3 4110 X lo ts lo ts 4110 R e p la c e Bus a t a p r iv a t e r e p a ir w o rk le t te r in q by q a ra q e b y a p r iv a te o f bus M a in t e n a n c e a q re e m e n t f o r T o rc h o f bus w e ld in g W re c k e r o r R e p a ir s ed r a d io s s e a ts by p r iv a te to w in q s e r v ic e r e la te d by a in s u r a n c e to r a d io shop tw o w a y r a d i o s c o n tra c to r expenses a n d / o r o t h e r s e r v ic e r e p a ir s shop a n d o t h e r dam aqe and o th e r c a rs C ost o f body a c o n tra c to r M a in t e n a n c e R e p a ir s 4200 L in e N o. X Im p ro v e m e n ts R e p a ir s A c c t. R e im b . a n d M a in t e n a n c e B u ild in q R e p a ir s N on- buses fo r X 4150 3 2 4 3 2 .5 X 4150 3 2 4 3 2 .5 X 4150 3 2 4 3 2 .5 X 4150 3 2 4 3 2 .5 X 4150 3 2 4 3 2 .5 X 4150 3 2 4 3 2 .5 X 4150 3 2 4 3 2 .5 X 4150 3 2 4 3 2 .5 4160 N /A N /A 4150 3 2 4 3 2 .5 d r iv e r X v e h ic le s n o t c o v e re d b y ($ 1 0 0 d e d u c tib le ) R e n ta l o f q a ra q e a nd s to ra g e X R e n ta ls R e n t a l o f m a c h in e Bus g a ra g e a la r m ta tio n c o s ts fo r fifth c h a rq e s w heel fo r N /A 4220 3 N /A 2 4 6 2 .0 X 4220 3 2 4 5 1 .0 X 4220 3 2 4 5 1 .0 X 4220 3 2 4 5 1 .0 tra n s p o r­ o n ly R e n ta l o f C ra n e X s y s te m X e ro x c o p ie r p r o - r a te d 4210 X p la c e s t o o ls m o v e m e n t o f e q u ip m e n t B u lld o z e r B u s (e s ) - (D o n o t i n c l u d e q a s o lin e , Two w ay o il, r a d io s a n te n n a in c lu d in g (d o n o t in c lu d e N /A N /A N /A base r a d io s ta tio n 4250 4 2 4 6 2 .0 and te le p h o n e X tr u c k s as R e n ta l o f d r iv e r tr a in in q film s X q a ra q e e x p e n s e X X car X 4250 4 2 4 6 2 .0 4260 N /A 4260 3 N /A 2 4 6 9 .0 4260 N /A N /A 4290 8 2 4 6 9 .0 Page fo o d R e n ta l o f p ic k u p In s e r v ic e N /A 4220 X e tc .) s e r v ic e s ) R e n ta l o f 4220 X m a in te n a n c e /r e p a ir s in s u r a n c e , - X Re i n t o . Ite m s N on. A c c t. R e im b . . N o .___________ N o .__________R e f . L in e R u le 4 90 0 O th e r P u rc h a s e d S e r v ic e s S a fe ty p ro g ra m s U n iv . fo r p u p ils by I.S .D . or 4900 N /A N /A X X 4900 3 2 4 3 2 .5 X 4900 3 2 4 3 2 .5 s ta ff S now p lo w in g W a s h in g and o f bus p a r k in q c le a n in g lo t o f b u se s b y p r iv a t e c o n tra c to rs L a u n d ry c h a rg e to w e ls , m e c h a n ic s u n ifo r m s , shop e tc . P e s t C o n tro l J a c k e ts - fo r q a ra q e o r buses a n d / o r u n ifo r m s c lu d in g upkeep fo r d r iv e r s , ( c o n t r a c t w it h X 4900 3 2 4 5 1 .0 X 4900 3 2 4 6 9 .0 X 4900 8 2 4 5 9 .0 X 5710 9 2 4 4 7 .0 X 5730 3 2 4 4 9 .0 X 5790 3 2 4 5 1 .0 X 5790 3 2 4 5 1 .0 X 5790 3 2 4 5 1 .0 X 5790 3 2 4 5 1 .0 X 5790 3 2 4 5 1 .0 in ­ la u n d r y s e r v ic e ) 5 0 0 0 S U P P L IE S AND M A T E R IA L S 5 7 0 0 T r a n s p o r t a t io n S u p p lie s G a s o lin e , a n d G re a s e O il H e a d liq h ts , T h e rm o s ta ts , B u s A n ti- fr e e z e , B ra k e C it v p in p a rts D e - ic e r s p u lle r d ir e c t o r C le a n in g m a te r ia l f o r b u s e s C u s to d ia l s u p p lie s , b ro o m s , s c ru b a p ro n s , e tc . E le c t r ic d ro p soap, b ru s h e s , c o rd s shop w in d o w and r e e ls t o w e l s , .m o p s , c le a n e r , ( if shop r e p la c e ­ m e n t o f o r i g i n a l e q u ip m e n t) F r e iq h t F ir e c h a rg e s fo r e x tin q u is h e r s F ir s t a id Lum ber - p a rts n o t e q u ip m e n t a n d s e r v ic e ) s to ra g e fo r q a ra q e e q u ip m e n t fla g s S m a ll t o o l s W e ld in q - w re n c h , s u p p lie s Bus s to p T im e C lo c k T im e C a rd s C a s s e tte s e tc . in c lu d in q q o q q le s X 5790 3 2 4 5 1 .0 X 5790 3 2 4 5 1 .0 X 5790 3 2 4 5 1 .0 X 5790 3 2 4 5 1 .0 X 5790 3 2 4 5 1 .0 X 5790 3 2 4 5 1 .0 X 5790 3 2 4 5 1 .0 X 5790 3 2 4 5 1 .0 X 5790 3 2 4 5 1 .0 X 5790 N /A N /A s ig n s S c h o o l Bus O ffic e ( r e fills - s u p p lie s R e p a ir p a r t s S iq n a l s u p p lie s lo a d in q s iq n s ra c k o r ta p e s s u p p lie s , fo r fo rm s T . V . 's and re c o rd s N X X 5790 N /A N /A X 5790 N /A N /A X 5790 N /A N /A X 5900 N /A N /A 5900 3 2 4 5 9 .0 ' R e im b . Ite m s N on- A c c t. L in e R u le F e im b . N o. N o. R e f. 6 0 0 0 C A P IT A L OUTLAY P u rc h a s e o f new e q u ip m e n t o r P u rc h a s e and in s t a lla t io n p a r k in q X r e p la c e m e n t e q u ip m e n t o f p h o to c e lls in 6400 N /A N /A . bus lo t O il Tank X 6400 N /A N /A X 6400 N /A N /A X 7 0 0 0 OTHER EXPENSES In te r e s t on bus p u rc h a s e T ic k e ts T o ll p r ic e fo r (m u s t b e in c lu d e d in o f bus) fe r r ie s R oad fe e s D r iv e r lic e n s e s L ic e n s e B o ile r fe e to o p e ra te tw o w a y r a d i o s 7200 N /A N /A X 7400 12 2 4 6 1 .0 X 7400 12 2 4 6 1 .0 X 7400 12 2 4 6 1 .0 X lic e n s e s U n c o lle c t e d G a s o lin e ta x e s c r e d it A w a rd d in n e r s C la s s e s c a rd d r iv e r o r b a n q u e ts (F e e s ) p ro q ra m r e la tin g to p u p il fin e N /A X 7600 N /A N /A 7900 8 2 4 5 1 .0 7900 N /A N /A X 7900 12 2 4 6 9 .0 X 7900 12 2 4 6 9 .0 X 7900 12 2 4 6 9 .0 X a n d /o r X c o u r t c o s ts M a il b o x H a tc h 2 4 6 9 .0 N /A tr a n s p o r t a t io n m anagem ent T r a ff ic 12 7400 X a w a rd s S u b s c r ip tio n s 7400 X X fe e a n d / o r c o m p e te n c y exam s D r iv e r S a fe ty Bus p u rc h a s e s X d oq s u p p lie s fo r q a ra q e and bus lo t X 7900 12 2 4 6 9 .0 7900 N /A N /A 7900 N /A N /A 7900 12 2 4 6 9 .0 8 0 0 0 OTHER TR AN SAC TIO N S Loss on s a le o f buses X____________ 8 0 0 0 __________ N /A N /A Page 14 E x h ib it B TR AN SFER S BETW EEN SCHO OL D IS T R IC T S FO R P U P IL T R A N S P O R TA TIO N T ra n s fe rs can be o f tw o ty p e s . A. B. F o r tr a n s p o r t in g p u p ils . F o r m a in te n a n c e , o p e r a t i o n A. F o r tr a n s p o r t in g 1. tw o ( fr in g e 2. b e n e fits , w ill (a ) b ill d is t r ic t a llo w a b le o f r e s id e n c e expenses; (b ) s h o w in g d i s t r i c t w i l l sh o w a m o u n t r e c e iv e d fro m d i s t r i c t o f C o lu m n 1 o n L i n e I B a s a n e g a t i v e a m o u n t . I n C o lu m n expenses 5, o r 7. and The th is am ount w il l r e s u lt w i l l p ro p e r n e t am ount expenses am ount to ( fr in g e 14. in F o r m a in t e n a n c e , 3. o p e r a tio n th e and cost to fo r th e 3 a p o s itiv e . f o r th e a llo w ­ p r o p e r C o lu m n p e r bus lim ita tio n s r e im b u r s e m e n t. e tc .) w ill C o lu m n to c a r r ie d p a y th e b i l l i n g (a ) a llo w a b le d is t r ic t c a r r ie d be a p ro p e r s ta te b e n e fits , The C o lu m n be be fo r D is t r ic t o f r e s id e n c e w i l l a t l e a s t th e tw o s u b t o t a ls : L in e a t expenses, e tc .) a b le 6 v e h ic le s . u n a llo w a b le w i l l b e re d u c e d b y u n a llo w a b le e x p e n s e s e n t e r e d a s 1 8 , C o lu m n 4 w i l l t h e n s h o w o n l y t h e r e im b u r s e m e n t 1 on 1. o f p u p il tr a n s p o r t a t io n th is L in e expenses, B. d is t r ic t s u b t o ta ls : T r a n s p o r t in g r e s id e n c e i n and a 3. r e p a ir p u p ils . T r a n s p o r t in g le a s t and The to ta l re d u c e 4 w ill th is th e n p r o p e r C o lu m n r e p a ir o r s e t up expenses; am ount w ill am ount b y show 5, o f p u p il a p a y a b le s h o w in g (b ) u n a llo w a b le o n ly 6 o r be th e th e in C o lu m n u n a llo w a b le r e im b u r s a b le 7. t r a n s p o r t a t io n v e h ic le s . D i s t r i c t d o in g t h e m a in t e n a n c e , o p e r a t i o n o r r e p a i r s b i l l s th e d i s t r i c t o w n in g t h e b u s e s s h o w in g a b r e a k d o w n b y c a t e g o r y : (a ) g a ra g e o p e r a t io n , (b ) gas, b e n e fits , o il a nd g re a s e , e tc . The (c ) d is t r ic t s u p p lie s w ill a n d m a t e r ia ls have th e - o th e r, a m o u n t r e c e iv e d in (d ) fr in g e C o lu m n 1, L in e 19 a s a n e g a t i v e a m o u n t. T h is i s t o b e o f f s e t w it h a p o s i t i v e a m o u n t i n C o lu m n 3 , L i n e 1 9 , a n d a l l o f t h e e x p e n s e c a t e g o r i e s l i s t e d ( g a r a g e o p e r a t i o n s , e t c . ) a r e t o b e r e d u c e d b y e n t e r i n g i n C o lu m n 3 th e 2. p ro p e r am ount D is t r ic t th is w ill o w n in g be th e r e s u lt w i l l n e t am ount 3. fo r be th e b illin g buses w ill show n on i n C o lu m n 3 , L i n e e x p e n d it u r e l i n e s The fr o m L in e 15, as pay n e g a tiv e th e C o lu m n b ill 1. o r T h is a m o u n ts . s e t up a p a y a b le am ount w i l l be 15 a n d t h e e x p e n s e s w i l l b e s h o w n o n t h e i r b a s e d o n th e b i l l i n g , (g a ra g e o p e r a tio n s , a p ro p e r s ta te cost fo r p e r bus lim ita tio n s and o ffs e t p ro p e r e tc .) and a p ro p e r r e im b u r s e m e n t. D i s t r i c t s o p e r a t in g I . S . D . b u s e s f o r s p e c ia l e d u c a tio n ru n s a re t o u se t h i s m e th o d o f b i l l i n g a n d r e p o r t i n g w h e n m i le s a r e c o u n t e d o n I . S . D . DS—4 1 5 9 ( B u s R o u t e C e r t i f i c a t i o n ) . Exhibit C Page 15 EXAMPLES OF ITEMIZING ON SQIEDULESi SOiEDULE 1 - SPECIFIC DATA (Round all amounts to the n etwit dollar.) ACCOUNT NUMBER 1550 4900 5790 254-3000 254-1640 254-4110 4260 4120 SPECIFIC TITLE OR SPECIFIC PURPOSE AMOUNT Lina 3 Mechanic Contracted Repairs Part* $15,700 6.600 5.600 $20,100 Column 1. Lina 3 Total Utilities Custodial Salarv Repairs to Garaqe (from line 4) rental of pickup for oaraae use Cost of repairs to Driver Ed vehicles (non reimb) Column 3. Line 3 Total Column 4. Line 3 Total Line 4 Rental of radios (5) Rental of pickup Column 1. Line 4 Total to line 3 - rental of pickup Column 3. Line 4 Total Column 4. Line 4 Total 3.700 1.200 000 400 (1.500) 4,600 $32,700 2.000 400 2.400 o o V o o V 2.000 SCHEDULE 2 - TRANSFERS - INCOMING AND OUTGOING (Round all amount* to the naaraat dollar.) TOTAL NUMBER OF PUPILS EXPENDITURE TO ______ TRANSPORTED_____ Colunn ACCOUNT OR Living las* Living more Number REVENUE FROM NUMBER than l*i than m fro* EXPENDITURE REVENUE milas from milas from Page 1 ^ O u t g o in g ^ ■mmm SmmS school sdiool * Parent of SpeciTTTT BMBll 3300 Vocational Ed Students Special Transp. Lina 7 Total 3iwr r ■ 1” CLASS CODE® (Saa codas Balowf TT rv 2 .0 0 0 Blank Sch. (Accrued 01-82) Blank Sch. (Balance B0-B1) Line 14 total jt± Blank Sch. (Accrued B1-B2) CLASSIFICATION (Above Class Code) Private Vehicle Family Vehicle Private Contractor Public Transportation (inc. Taxi) Pupil Allowance Intermediate District Another Local District own District Students Senior Citizens •CODE P.V. F.V. P.C. P.T. P.A. I.D. L.D. O.S. S.C. (Attach additional pages, if necessary.) 159 - COL. (7) lisnn 7.) SOtEDULE Paoe 1 MILES SO(OOL (1) o-ii m-2 2-3 3-4 4-5 5-6 Over 6 TOTALS* NO. OF PUPILS 12) PER PUPIL (3) X 0.00 X $47.00 x $53.00 X $60.00 x $67.00 x $73.00 x $80.00 ALLOWANCE (Col. 2 x Col. 3) (4) .00 .00 .00 .00 .00 73.00 160.00 .2-23.00... 1 2 — 2___ •TOTAL PUPILS SHOULD AGREE WITH SCHEDULE 2 ACCOUNT NUMBER 255 133X (PUPILS TRANSPORTED BY FAMILY VEHICLE) DECEMER 15 PUPIL COUNT. M ic h ig a n D e p a rtm e n t o f E d u c a tio n DS-4094 4/82 D ir e c t q u e s tio n s r e g a r d in g t h i s fo ra DEPARTM ENT SERVICES to H a r r ie t C o o k a t (5 1 7 ) Bor 30000, Lansing, M ichigan 48909 373-3350. 1981-82 TRANSPORTATION FINANCIAL REPORT 1 E0U C A TI0N A L | AGENCY D is tr ic t Code No. L e g a l Name o f S c h ool D is tr ic t Telephone - A ies Co m 'Local No. IN T E R M E D IA T E D IS T R IC T - R e ta in O N E c o p y fo r your f ile and send th e o th e r to th e S T A T E address in d ic a te d above by O C T O B E R IS , 1902. S E E L IN E AN D L 1 N E C O LU M N IN S T R U C T IO N S TOR C O M P L E T IN G T H IS DESCRIPTION R E P O R T . ( R o u n d Co N e a r e s t D o l l a r ) Adjustment Account Number (2) Initial Amounts (1) Adjusted Amounts -Col 1 + Col 3 Adjustment Amounts (3) Special Education Section S2 (6) Special Education Section 53 (5) (4) Voc-Tech. Ed. 6 Regular (7) EXPENSES UNDER STATUTORY LIMITATIONS Salaries—Supervision 1 2 Salaries—Secretary/Clerical Garage Operation 0 3 4 5 6 7 8 9 10 II Purchased Services—Rental School Buses * OTHER EXPENSES: Salaries-8us Drivers Salaries—Other • Purchased Services—Pupil Transportation • • Purchased Services—Other * asoline. Oil and Grease ires. Tubes and Batteries Bus Amortization (DS-4107) 12 Other Expense—Miscellaneous • 13 TOTAL EXPENSES (Lines 1-12) TRANSFERS TO OTHER DISTRICTS Pupil Transportation** 14 ( ( Other** IS 16 17 TOTAL EXPENSES AND TRANSFERS REVENUE-ALL SOURCES * * 10 19 INCOMING TRANSFERS: Pupil Transportation * * Other• • 20 21 22 OTHER: Less: Family Car Espense** (from Line 7) Plus: Family Car Expense Allowable NET REIMBURSABLE EXPENSES • E a p la in on S chedule I * • E a p la in o n S chedule 3 * * * E a p la in on S chedule 3 ( ) > ) < ) ( )< ) ( ) - ( ( ) > < ) ( ) ( ) ( ) f > ( ) ( ) ( ■ ■■ )( see ) C E R TIFIC A TIO N : I c e r tify th a t th e in fo rm a tio n s u b m itte d on t h is re p o rt is tru e and c o rre c t to th e b e s t o f my kno w le d g e . T h is re p o rt w a s prepared in c o o p e ra tio n w ith th e B u s in e s s s t a f f and th e c o s ts reporte d are pro p e r charges to p u p il tra n s p o rta tio n . A l l re cords and sc h e d u le s (in c lu d in g p ro ra tio n s ) used in th e p re p a ra tio n o f th is re p o rt w i ll be k e p t fo r th re e ye a rs fo r a u d it purpose s. O ate S u perintenden t or A u th o riz e d O ff ic ia l Contact Person (S ig nature ) Telepho ne Area Code/Local No. DS-4094 (P a t* I ) Diatriet Coda No. I [— | I I I I I NOTES: I. Explain data antorod on P a t* l« Column 4, tin e s 3. 4, 6, 8. and 12. 2. For additional blank copies, duplicate this page. SCHED U LE t - S P E C IF IC D ATA (Round a ll amounts to the nearest d o lla r) ACCOUNT NUMBER SPECIFIC TITLE OR SPECIFIC PURPOSE \ * • ( A t t a c h .iJ x lit io n .il «• n c c c t t . i ' y I 163 AMOUNT OS-4094 (P ate 3) SCHEDULE 2 NOTES: D is tric t Code No. m I. Eaplain data entered on Pag* I, (for each column which has an entry) Line* „7. M. IS. 17. 18. 19 and 20. 2. For additional blank copies, duplicate this page. • SCHEDULE 7 - TRANSFERS * INCOMING AND OUTGOING (Round a ll amounts to the nearest dollar.) TOTAL NUMBE * OF PUPILS EXPENDITURE TO TRANSP )RTED OR ACCOUNT AMOUNT Living less Living more than 1*3 than I1'! REVENUE FROM NUMBER e x p e n d it u r e REVENUE miles from miles from (Outgoing) (Name or Identification) (Incoming) school school CLASS Column Number c o n e * (See from P.tgc 1 Codes Below) . CLASSIFICATION (Above Class Code) Private Vehicle Family Vehicle Private Contractor Public Transportation (inc. T an) Pupil Allowance Intermediate D istrict Another Local D istrict Own O istrict Students Senior Citizens • CODE P V F V PC P.T PA 1D L D. 0 S. s.c SCHEDULE 3 - FA M ILY V E H IC L E • COL. <7) (Eaplain Page 1. Line 21. Column 7.) MILES NO. OF SCHOOL PUPILS « 0.00 a S47.00 a S53.00 a S60.00 a S&7.00 a *73.00 a S80.00 0 - l't !•»-? 2 -3 3-4 4—5 5-0 Over 6 t o t a ls AMOUNT PER PUPIL • MAXIMUM STATE A L LOWANCE (Col. 2 a Col. 3) |At ►00 .00 .00 .00 .00 .00 .00 •• .00 • TO * L PUI’ ll * SHOULD ACI'l l WITH SCHCDUL L . BV FAMILY VCHICLEl DECCMDbH IS PUPIL COUNT. **TIIAN$rCW TMC AMOUNT IN COLUMN 14) TO L1N t 21. 165 DP R 1021-2 0 6 -0 8 -8 2 YEAR OF DATA 8 0 -8 1 MICHIGAN DEPARTMENT OF EDUCATION DEPARTMENT SERVICES BOX 3 0 0 0 8 , LANSING, MICHIGAN 4 8 9 0 9 1 9 8 1 -8 2 REPORT OF STATE A ID REIMBURSEMENT FOR PUPIL TRANSPORTATION SCHOOL NUMBER.. SCHOOL NAME.. 1. BUSES ON SCHEDULED ROUTES . . . 6 0 OWNED/LEASED SPARE BUSES . . . . 6 NET VOC TECH ®ULARTRANSPORTATION (DS 4094 LIN E 2 4 , COLUMN 7 ) EXPENSES REPORTED AMOUNT 2. LESS STATUTORY LIM ITA TIO N S : A . TRANSPORTATION SUPERVISOR B . GARAGE OPERATIONS C . SECRETARIAL AND CLERICAL D . * TOTALEXPENSESDISALLOWED 1 ,1 0 3 ,3 4 2 .0 0 ( 1 ) STATUTORY MAXIMUM 2 9 ,0 6 9 3 6 ,5 2 8 2 1 9 ,3 2 8 1 6 7 ,7 3 1 2 8 ,0 3 4 1 6 ,5 8 8 PERSTATUTORY L IM IT S EXPENSES DISALLOWED 0 5 1 ,5 9 7 1 1 ,4 4 6 6 3 ,0 4 3 .0 0 (2 D ) 3. LESS DISALLOWED AND EXTRA TR IP MILES (DS 4 1 5 9 ) * COST BASE 1 AMOUNT USED IS 1 ,1 0 3 ,3 4 2 (DS 4094 L .1 4 C .7 LESS L .7 C .7 ) TOTAL MILES FOR YEAR 7 5 1 ,0 6 2 COSTS PER MILE 1 .4 7 A . DISALLOWED MILES (DS 4 1 5 9 ) ( 1 ) . DISALLOWED MILES 3 4 ,7 6 4 ( 2 ) . DEDUCTION AMOUNT 5 1 ,1 0 3 .0 8 (3 A 2 ) B . EXTRA TR IP MILES (DS 4 1 5 9 ) ( 1 ) . EXTRA TR IP MILES 1 0 2 ,8 2 3 ( 2 ) . DEDUCTION AMOUNT 1 5 1 ,1 4 9 .8 1 (3 B 2 ) C. * TOTAL PER MILE DEDUCTIONS (3A 2 PLUS 3B2) 2 0 2 ,2 5 2 .8 9 (3 C ) 4. LESS IN E LIG IB LE PUPILS TRANSPORTED DEDUCTION (DS 4 1 5 9 ) ♦COST BASE 2 AMOUNT USED IS 9 0 1 ,0 8 9 (EQUALS COST BASE 1 LESS 3C) TOTAL PUPILS SCHEDULED 7 ,6 5 1 25% OF COSTS PER PUPIL 2 9 .4 4 A . IN E LIG IB LE PUPILS 702 2 0 ,6 6 6 .8 8 (4 B ) B . * DEDUCTION AMOUNT FOR IN E LIG IB LE PUPILS 5. REIMBURSABLE VOC TECH & REGULAR EXPENSES (EQUALS LINE 1 LESS 2D LESS 3C LESS 4B) PRIOR YEAR ADJUSTMENTS GROSS ALLOWANCE (75% OF LINES 5 AND 6 SUM) STATE A ID ALLOWANCE FOR VOC TECH & REGULAR (PRORATION OF LINE 7 BY 5 6.5 0 2 8 2 6 2 8 % ) 9. 10. U. 12. 13. 0 .0 0 ( 6 ) 6 1 3 ,0 3 4 .4 2 ( 7 ) 3 4 6 ,3 8 1 .7 7 ( 8 ) IO 1 1 a 6. 7. 8. 8 1 7 ,3 7 9 .2 3 ( 5 ) 4 9 3 ,0 4 5 .0 0 NET SECTION 52 SPECIAL EDUCATION COSTS (DS 4094 LINE 2 4 , COLUMN 6 ) LESS EXTRA TRIP MILES DEDUCTION * COST BASE 3 AMOUNT USED IS 4 8 8 ,8 4 8 (DS4094 L .1 4 C .6 LESS L .7 C .6 ) TOTAL MILES FOR YEAR 3 1 7 ,9 3 5 COSTS PER MILE 1 .5 4 A . EXTRA TRIP MILES (D S 4 1 5 9 )6 ,0 6 6 9 ,3 4 1 .6 4 i o b ) B . DEDUCTION AMOUNT 4 8 3 ,7 0 3 .3 6 (1 1 ) REIMBURSABLE SECTION 52 SPECIAL EDUCATION COSTS 3 6 2 ,7 7 7 .5 2 (1 2 ) GROSS ALLOWANCE (75% OF LINE 11) 1 8 0 ,1 9 5 .9 7 (1 3 ) STATE A ID ALLOWANCE FOR SECTION 52 (PRORATION OF LINE 12 BY 4 9 .6 7 1 2 0 5 7 4 % ) 14" "TOTAL"STATE*AID"ALLOWANCES (L IN E 8 PLUS*LINE 13_) 167 ' 526", 5 7 7 > 4 T 1 4 )" SECTION IV OPERATIONS DEPARTMENT OF EDUCATION STATE B O A R D OF EDUCATION SAFETY SPECIFICATIONS FOR SCHOOL BUSES Fi l e d with the Se c r e t a r y o f State on July 7, 1981 These rules take effect 15 days after filing with the Secretary o f State. (By a u t hority conferred on the state b o a r d o f education by section 1343 o f A c t No. 451 of the Public Acts o f 1976, as amended, being §380.1343 of the Michi g a n Compiled Laws) R 340.1202 to R 340.1213, R 340.1215, and R 340.1216 o f the Michigan Administrative Code, appearing on pages 399 to 402 of the 1978 Annual Sup p l e m e n t to the Code, are amended to read as follows: R 340.1201 Definitions. Rule 1. As used in these rules: (a) "Model year" means the year o f manufacture. (b) "Passenger van" means a motor vehicle designed to carry n o t more than 16 passengers, b u i l t on a truck chassis, and registered and titled by the secretary o f state as a station wagon. (c) "School bus" means a motor vehicle, other than a station wagon or p a s s e n g e r van, with a manufacturer's rated seating capacity of 17 or more passengers, used for the transportation of school pupils to and from school or related events, which eith e r is owned by a local school district, a local act school district, or an intermediate school district or, if p r i vately owned, is transporting school pupils under a contract with a local school district, a local act school district, o r an inter­ m ediate school district. There are 2 types of school buses: (i) A "type I school bus" means a school bus with a gross vehicle weight rating of more than 10,000 pounds. (ii) A "type II school bus" means a school bus with a gross vehicle w eig h t rating of 10,000 pounds o r less. (d) "Station wagon" means a motor vehicle designed to carry no t more than 10 passengers and b u i l t on a passenger vehicle chassis, in which the seating arrangement extends the full width of the interior of the vehicle. (e) "Year" and "annually" mean a fiscal year beginning July 1 and ending June 30. R 340.1202 Adoption by reference; mi n i m u m standards for school bus; additional equipment. Rule 2. (1) The m i n i m u m standards for a school bus p r o m u l g a t e d by the national commission on safety education, revised edition of 1964, apply to buses manuf a c t u r e d from 1966 to 1971, and the revision o f 1970 applies to buses m a n u f a c t u r ed from 1972 to September 30, 1978. These standards are adopted her e i n b y reference. Copies of the standards are available from the Department o f Education, School Support Services, P.O. B o x 30008, Lansing, Michigan 48909 at no cost and from the National Commission on Safety Education, National Education Association, 1201 Sixteenth Street, N.W., Washington, D.C. 20036 at a cost o f $1.00. 171 2 Specifications p r e s c r i b e d in the boa r d of education's rules, effective Se p t e m b e r 18, 1978, apply to buses manufactured between O c t o b e r 1, 1978, and the effective date o f these rules. (2) A school bus that is operated by a municipally own e d transpor­ tation system o r b y a common p a s s e n g e r carrier certificated by the public service commission shall comply with these rules. A bus that is operated by a m u n icipally owned transportation system o r b y a common passenger carrier certificated b y the public service commission, for an ext r a ­ curricular e v e n t or a trip lease, is n ot required to be painted school bus chrome y e l l o w o r i d e n t i fied as a school bus. (3) The standards set forth in these rules are m i n i m u m safety specifications. Additional safety equipment may be i n s t alled if ap­ p r o v e d by the d e partment o f education. R 340.1203 Painting and lettering specifications; exception. Rule 3. (1) A school bus that is delivered to a contractor or a school district after March 1970 shall be p a i n t e d as specified in section 1344 o f Act No. 451 o f the Public Acts o f 1976, as amended, being §380.1344 o f the Michigan C ompi l e d Laws. Specifications for school bus lettering are available from the Michigan Department o f Education, School S u p p o r t Services, P.O. B o x 30008, Lansing, Michigan 48909. (2) As an exception to the specifications, animal pictures, cartoon figures, and similar insignia may be affixed to the bus in a temporary man n e r n e a r the entrance door to assist in identifying the bus route. (3) A school bus shall be p ainted as follows: (a) The body, cowl, hood, and fenders shall be national school bus chrome yellow. The h o o d may be non-glare school bus chrome yellow. (b) The bumper, body trim, wheels, and lettering shall be black. The wheel rims shall be grey, black, or natural, as p r o v i d e d b y the m a n u ­ facturer. (c) The wheel covers, if painted, shall be black. (d) The grill, if n o t chrome, shall be national school bus chrome yellow. (e) The mirrors, if painted, shall be black o r yellow. (f) E x t erior m o u n t e d equipment, if painted, shall be black or yellow. The e q u ipment shall be approved b y the department o f education. R 340.1204 Required equipment. Rule 4. (1) A school b u s shall have, in operating condition, all e q u i p m e n t required by A c t No. 300 of the Public Acts of 1949, as amended, be i n g §257.1 et seq. o f the Michigan Compiled Laws, a nd section 1344 of A c t No. 451 of the Publ i c Acts o f 1976, as amended, b e i n g §380.1344 of the Michigan C o m p i l e d Laws. (2) A type I school bus shall have an outside body width o f not more than 96 inches; an outside overall length of n o t more than 40 feet; and an inside heig h t o f n o t less than 72 inches, aisle floor surface to ceiling. A type II school bus shall have an outside body width o f n ot more than 96 inches and an inside h e i g h t o f not less than 60 inches, aisle floor sur­ face to ceiling. (3) A bus floor shall be made o f metal at least equal in strength to 14-gauge steel and shall be constructed and maintained so that exhaust gases cannot ent e r the bus. The floor, including wheelhousing, shall be covered a n d m a intained with 1/8-inch smooth rubber. The aisles shall be covered and main t a i n e d with 3/16-inch ribbed rubber. The rib aisle shall continue to the stepwell. Metal longitudinal strips shall be applied to 172 3 the aisle seams. Floors shall be coved to the walls. A ll closures between the body and the engine compartment shall be fitted with gaskets wh i c h e f f ectively p r e v e n t the gas from entering the body. The bus body floor, cross members, a n d skirts shall be completely undercoated. A transmission inspection plate, if any, n e e d no t be rubber-covered, b u t shall be firmly attached and fitted with a gasket. Plywood floors are optional. (4) Sedan-type doors shall n o t be used on type I school buses. When a jackknife-type service door is used, it shall fold forward toward the front o f the bus. If a split-type service door is used, it shall open outward. Sedan-type doors may be used on service entrances o f type II buses. The steps of a service door entrance shall be covered with 3/16inch molded ribbed rubber or other nonslip surface. (5) An emergency e x i t shall be provi d e d as follows: (a) Type I school bus: The upper a nd lower portion o f the central rear emergency door shall be equi p p e d with approved safety glass. The door shall be h i n g e d on the right side and the door handle shall be lo­ cated on the extreme left. Piano hinges shall n o t be used on rear emer­ gency doors. There shall be no e x t e r i o r steps leading to the emergency door. Rear engine school buses shall be e q u i p p e d w i t h a left side emer­ gency exit and a rear e m e r g ency w i n d o w e x i t over the engine compartment. Piano hinges are pe r m i t t e d on the rear emergency w i ndow exit. (b) Type II school bus: Subdivision (a) of this subrule applies to type II buses, e x c e p t that body gauge metal may be substituted for safety glass in the lower portion o f the rear emergency door and double rear e m e rgency doors may be used. A double rear emergency door shall have a 3-point latch. (c) An e m e rgency d o o r m a y b e locked if a k e y - a c t u a t e d ignition inter­ lock system is used wh i c h prevents the engine from starting while the em e rgency door is loc k e d a n d if the emergency door is p r o t ected from locking while the bus is in motion. (6) A bus b o d y shall be lined with fiberglass or a comparable n on­ settling, nonabsorbent insulation. (7) Book racks shall n o t be installed in a school bus. (8) The electrical s y s t e m shall be 12-volt direct current provided through an a l t ernator w i t h a m i n i m u m 100-amp rating and a mi n i m u m battery storage capacity of 500 cold cranking amps with a gasoline engine, or 900 cold cranking amps with a diesel engine, and provided in 1 12-volt battery, 2 12-volt batteries, or 2 6-volt batteries. There shall not be an opening through the floor of the bus to service the battery. (9) A sound eq u i p m e n t speaker in the p a s s e n g e r compartment, if in­ stalled, shall be flush-mounted. (10) School buses that are equi p p e d to be propelled by liquid propane gas shall comply with the "Standards for the Storage & Hand l i n g of Li q u e f i e d P e t roleum Gas" of the national fire protection association. The standards are adopted by reference in these rules and are available from the National Fire Protection Association, Inc., 470 Atlantic Avenue, Boston, Mass. 02210 at a cost o f $5.50. R 340.1212 Brake system. Rule 12. A school b u s that is equipped with an air brake system shall be e q u i p p e d with an e m e rgency stopping system designed and constructed to per m i t m o d u l a t e d control of brake application and release and to p re­ vent release by the driver unless energy is available for r e a p p l i c a t i o n . 173 4 The air brake system shall be provided with an electrically h e a t e d mois­ ture e j e ctor on each a i r reservoir o r shall be provided with an after cooler type air dryer w i t h an electrically h e a t e d purge valve. The use of moisture ejectors together with an air dryer is optional. Each air reservoir in the syst e m shall be equipped with a manual petcock valve on the b o t t o m o f the tank. If the automatic moisture ejection valve is e q u i p p e d with a manual drain control o r built-in petcock, a separate manual petcock is not required. The air reservoir tanks shall be mounted on the chassis frame with not less than 15 inches o f clearence between the grou n d and the lowest p art o f the tank o r tank component. R 340.1213 Lights and signals. Rule 13. (1) A school bus that is man u f a c t u r e d after the effective date of these rules shall be e q u i p p e d w i t h class A turn signal lights. These lights shall be independent units equipped with a 4-way hazard w a r ning switch to cause simultaneous flashing o f turn signal lights when n e e d e d as a vehicular traffic hazard warning. On type I conventional school buses, the front turn signal lights shall be double-faced and fender-mounted. On forward control school buses, the front turn signal lights shall be as p r o v i d e d by the vehicle manufacturer. (2) A l t ernately flashing red lights shall comply w i t h section 682 of A c t No. 300 o f the Public Acts o f 1949, as amended, being §257.682 of the Michigan C o m p i l e d Laws. They shall be controlled b y a manu a l l y o p e r ­ a t e d switch. A black area shall be prov i d e d around the alternately flashing red lights. Lights indicating alternately flashing light o p e r ­ ation shall be visible to the driver. Hoods around the alternately flashing red lights are optional. (3) The location o f all exterior lights and signals shall comply with A c t No. 300 of the P u b l i c Acts o f 1949, as amended. (4) Taillights and signals shall be p o s i t i o n e d as follows: (a) Two red 7-inch d i a meter combination stop-taillights shall be m o u n t e d on the rear of a bus at a h e i g h t o f not less than 15, o r more than 72, inches above the surface upon which the unloaded bus rests and shall be posi t i o n e d as far apart as practicable. (b) Turn signals at the rear of a bus shall be 7 inches in diameter with amber lenses, or w i t h amber lenses incorporating the shape o f an arrow, and shall be m o u n t e d on the same level and o u t b o a r d o f the stoptaillight combination. Type II school buses w i t h double rear emergency doors may incorporate the rear turn signal in the stop-tail unit. (c) School buses m a y also be equi p p e d as an option with an oscillating, rotating or flashing light m ounted on the center line of the roof o f the bus approximately 6 feet from the rear o f the vehicle which displays a white light to the front, sides and rear o f the bus wh i c h may be actuated b y the driver only for use in inclement w eather such as fog, rain, or snow. R 340.1214. Windshields; wipers, washers, and glass. Rule 14. (1) A school bus shall be equipped with 2 w i n d s h i e l d wipers and 2 win d s h i e l d washers. A washer reservoir shall be 70 ounces o r more. (2) A w i n d s h i e l d shall be slanted to prevent glare and large enough to p e r m i t the driver to see the road clearly. (3) All glass shall be safety glass. 174 5 R 340.1215 Mirrors. Rule 15. (1) A r e a rview mirror, convex in shape and n ot less than 7*5 inches in diameter, shall be firmly m ounted on each front fender to provide loc a l i z e d vision along each side of, and adjacent to, a school bus. (2) On a forward control bus without_front fenders, a 7% inch or larger convex mirror shall be firmly m ounted to provide localized vision along the right side of a school bus and a similar m i rror shall be m o u n t e d to provide l o c alized vision along the left side of a school bus. (3) A mirror, convex in shape and not less than 7*j inches in diameter, shall be firmly m o u n t e d at h o o d o r fender top h e i g h t in front o f a bus in conformity with section 682 of Ac t No. 300 of the Public Acts o f 1949, as amended. (4) The i n t e r i o r m i r r o r shall be clear view, tempered safety glass with a reflective surface o f 6 inches in h e i g h t b y 30 inches in width for type I buses, and shall be metal-backed and framed. It shall have roun d e d corners and p a d d e d edges. Interior mirrors for type II buses shall h a v e a reflective surface o f 6 inches in heig h t by 15 inches in w i d t h and shall be p r o t e c t e d by framing and padding as for type I buses. (5) Sun shades, if installed, shall be m ounted so that the mounting b r a c k e t s are not likely to cause injury in the event o f an accident. R 340.1216. Fire extinguisher; first aid kit; reflectors a nd fusees. Rule 16. (1) A school bus shall be equi p p e d w i t h at least 1, 2A-10BC dry chemical fire extinguisher, or its equivalent, which is approved by underwriters' laboratories, incorporated and which has an aluminum, brass, or bron z e valve. The e x t i n g uisher shall be mounted securely in an acces­ sible place in the driver's compartment and shall be in satisfactory o p e r a t i n g condition a t all times. (2) A bus shall be e q u i p p e d with a first a id k i t which shall be firmly m o u n t e d with a quick release bracket in an accessible location in the driver's c o mpartment a n d which shall contain, at a minimum, all o f the following; (a) B a n d a g e compress (sterile gauze p a d s ) , 4 - i n c h .......... 2 packages. (b) Bandage compress (sterile gauze pads). 2 - i n c h ......... 2 packages. (c) Adhesive compress, 1 - inch .................................. 2 packages. (d) T r i a n g u l a r bandage with 2 safety pins, 4 0 - i n c h ......... 1 package. (e) Roll g a u z e 1 package. (f) E l a s t i c bandage, 3-i nch 1 package. A nti s e p t i c s and burn ointments shall n ot be included, except as required by the p u b l i c service commission. (3) A bus shall be e q u i p p e d with 3 bidirectional emergency reflective triangles which are p r o p e r l y cased and securely m o u n t e d and 3 redburn i n g fusees which are capable of bu r n i n g n ot less than 15 minutes a n d w h i c h are properly ca s e d a nd securely mo u n t e d in the driver's compart­ ment. Fusees and reflectors shall comply with the standards set forth in Act No. 300 o f the P u b l i c Acts o f 1949, as amended. R 340.1221— R 340.1226. Rescinded. R 340.1231. Inspection o f school bus. Rule 31. Inspection o f a school bus may be accomplished at any time, at any location, on o r o f f a school district site, a nd as frequently as the dep a r t m e n t o f state police deems necessary to secure p a s s enger 175 6 safety. A bus may be rejected by the inspecting state police official for further use in transportation of school children if it does not me e t the requirements o f these rules o r if the conditions for re­ jection of a school bus are no t corrected while the official is present. However, if a bus is deemed to be safe for operation even though in un­ satisfactory condition, the official may determine that n o t more than 60 days shall be allowed to e f f ect a specific repair. 176 SCHOOL BUS SAFETY SPECIFICATIONS EFFECTIVE JULY 22, 1981 R 340.1202 (1) (2) "School buses" owned by municipally owned transportation systems must meet all of these rules. (3) These rules are MINIMUM requirements. Additional "SAFETY" equipment must be approved by the Department of Education. R 340.1203 R 340.1211 The "National School Bus Standards" of 1970 apply to Michigan school buses manufactured up to September 30, 1978. Michigan has not adopted the 1980 National Stan­ dards due to the adoption of the Headlee Amendment. Non-glare yellow hoods are optional. (c) A n emergency door may be locked only if the locking de­ vice is the ignition interlock system that prevents the engine from being started when the emergency door is locked. (10) R 340.1212 This Rule requires all I.P buses to comply with the National Fire Protection Association Standards. These Standards are also required through Rules promulgated by the State Fire Marshal. Buses of ALL sizes are permitted to be equipped with hydraulic brakes if manufactured after July 1, 1981. A bus chassis manufactured before this date and fitted with a body of 60 passengers or larger capacity must have air brakes; no exception. A i r dryers may be used in place of or in conjunction with moisture ejectors. R 340.1213 The double faced side mounted turn signal is no longer re­ quired on forward control school buses (TRANSIT TYPE AND VAN FRONT END CONVERSION TYPE). The grille mounted turn signal is sufficient. (2) (3) (c) R 340.1215 The alternating red lights are to be activated by a "manual switch". The wiring of the switch is not addres­ sed. The usual wiring is through the ignition switch so that when the ignition is off the lights cannot be ac­ tivated. Also, when the key is out of the ignition (week­ ends), the lights cannot be activated. Strobe lights are optional. Interior mirrors shall be "TEMPERED" glass. Each mirror will be marked as tempered. Glass is cut before it is tempered and every piece is etched. We do not want single sheet vanity glass. A broken mirror will fall out of the frame and land in the driver's lap. That is an exciting experience!!! 177 ■ SPECIFYING VEHICLES The safe, e ffic ie n t and economical operation of a school transportation system depends, in large measure, on the type of transportation equip­ ment purchased by the local school board. This equipmentmust meet the specific needs of the local community. Following are guidelines for developing specifications for transpor­ tatio n equipment. Several tools which can be used to arrive at vehicle specifications are: - Chassis manufacturer data books Body manufacturer data books Michigan's minimum school bus specification requirements National minimum school bus standards Your local p o lic ie s , needs and preferences The route length, hours of operation, climate conditions in which the vehicle needs to operate and the te rrain and roads that w ill be traveled are important factors to consider before w riting specifications. Some areas fo r consideration are: I. II. III. I. The Chassis package The Body package The special equipment/needs and/or accessories CHASSIS: A. Engine: 1. 2. 3. 4. 5. 6. B. or other d ies el, gas, cylinders, etc. rear mount (p u lle r or pusher) - water, o i l , rad iato r, modulated cooling - mufflers Drive tra in : 1. 2. 3. 4. 5. C. V-8, in -lin e 6 Size and type Front, mid, or Cooling system fan, etc. Exhaust system Etc. Transmission and ratios - s tic k , automatic, synchromesh, etc. Drive shaft - bearings D iffe re n tia l Rear axle and ratios Etc. Braking system: 1. 2. Ai r Hydraulic - drum or disc 179 2 3. 4. D. Suspension system: 1. 2. 3. 4. E. Accessories Etc. Front and rear Leaf type or other Tires and wheels - types andsizes, duals Etc. or singles, etc. Steering system: 1. Power assist 2. Steering wheel 3. Etc. F. Weight and/or payload considerations: 1. Passenger weight - under Federal law, eachpassenger is figured at 120 lbs. and the driver is figured at 150 lbs. 2. Wheel base - shorter wheel base may be necessary fo r con­ gested t r a f f ic areas or narrow streets or sharper turns. Shorter wheel base may be more ag ile in close quarter maneuvering 3. Weight reductions - less weight means better fuel economy 4. Weight res tric tio n s - road and bridge weight lim its G. Fuel considerations: 1. 2. 3. 4. H. Cost of d iffe re n t fu els; cost of in s ta llin g a d iffe re n t fuel storage and pumping system; a v a ila b ility of fu els, etc. Miles per gallon records Weather conditions Vehicle tanks - s ize , weight, locations; ease o f refueling; travel distance; etc. E lectrical system: 1. 2. II. t Heavy duty wiring Heavy duty equipment - b atteries; etc. BODY: A. Brand; s tyle; size; capacity; color 1. 2. B. C. D. E. Conventional body Transit or f l a t nosed body Seating arrangements Emergency exits Control panels - operational ease Service door - d river operated or power 180 operated 3 F. G. H. I. J. III. Lighting system components; clearance lig h ts ; re fle c to rs ; etc. Mirrors Windshields; washers; wipers S e rv ic a b ility - hood type; ease of maintenance; etc. Painting - names; numbers; etc. SPECIAL EQUIPMENT/CONSIDERATIONS: A. B. C. D. E. L ifts ; wheel chair slots and anchors Energy saving devices Accessories such as governors, hour meters, tachometers, etc. Standard equipment such as heaters, defrosters, defoggers, turn indicators, back up lig h ts , etc. Emergency equipment and accessories such as backing alarms; 2-way radios; intercom p.a. system; "presence" warning devices; f ir e extinguishers, reflecto rs or tria n g le s , etc. 181 * SCHOOL BUS PAINT AND LETTERING* To include le tte rin g , numbers and other insignia as well as color and design. I. COLORING II. LETTERING: Shall be painted as specified in Section 1344, Public Acts 451 of 1976. Size and placement of markings, A. Body, cowl, hood and fenders shall be National School Bus Chrome Yellow. B. Bumpers, body trim , wheels and le tte rin g shall be black. C. Wheel rims shall be gray, black or n a tu ra l, as pro­ vided by the manufacturer. D. Wheel covers, i f painted, shall be black. Fleet id e n tific a tio n - (a) Fleet id e n tific a tio n number shall be displayed in 6 inch figures on the front-side near marker at roof lin e ; back side near marker at roof lin e ; to be v is ib le from the side o f the bus. (b) Fleet id e n tific a tio n shall be displayed in 3 inch figure numbers displayed in rig h t fro nt cowl and rig h t near opposite license plate; to be v is ib le from the front and rear of bus. E. The g r i l l , i f painted, shall be National School Bus Chrome Yellow. F. M irrors, i f painted, shall be black or yellow. G. There shall be a 3 inch black area around overhead flashing lig h ts . H. Lettering and numbers shall conform to Michigan School Bus Standards. I. Temporary insignia such as cartoons and animals may be affixed to the bus in a temporary manner. School D is tric t - (a) The name of the school d is t r ic t shall be dis­ played on the fro nt above the g r ill opening and on the rear below the upper emergency door glass in 2 inch le tte r s . Emergency Door - The words "Emer­ gency Door" shall be displayed on the rear of the bus on the emergency door above the upper glass in 2 inch le tte rs i f space permits. I f space does not per­ mit the le tte rin g to be on the door, then the le tte rin g may be placed on the header over the emergency door in 2 inch le tte rs . School Bus - The words "School Bus" shal1 be displayed on the fro nt and on the rear of the bus between the two (2) a lte r ­ nating red flashers in 8 inch le tte rs . *Michigan Department of Education, Safecy Handbook For School Transportation Supervisors and School Bus Mechanics, (Lansing: Michigan Department o f Education, 1979) pp. 49, 72, 88-89. 183 ' SUGGESTED PLANNED MAINTENANCE PROGRAM* INTRODUCTION The careful examination o f school bus operations illu s tra te s that the most e ffic ie n t and successful operations c re d it that success to a large degree to th e ir commitment to a comprehensive planned vehicle main­ tenance program. While, a t f i r s t , i t may appear as though scheduled maintenance increases overall cost — ju s t the opposite is true. Why? Because preventive maintenance properly applied w ill assure that a vehicle is safer to operate, experiencing fewer costly road fa ilu re s and is overall more re lia b le and economical to operate than the vehicle maintained on a demand basis. This method also allows you to plan the work schedule of service personnel more e ffic ie n tly and to more accurately forecast maintenance costs so v ita l when budgeting your annual needs. This program has been developed to assist you in the promotion o f school bus safety, and we urge you to take advantage by applying this plan. The sample forms in this section may be duplicated for your use or may be used to improve your present system. WHAT KIND OF INSPECTIONS ARE OFFERED? While the foundation o f a preventive maintenance program is a sound inspection system, i t is important that operators and maintenance personnel understand that no basic inspection can take into account a ll of the variables of vehicle application or component make-up. There­ fo re, i t is necessary to t a ilo r inspections to the specific application i f a ll of the benefits of preventive maintenance are to be realized . The School Bus Maintenance Guide is based on a three-basic in ­ spection concept. The system recognizes that certain services, for example, lu b ric a tio n , are required more often than engine analysis and pressure testing the cooling system. Other items such as inspecting and lubricating wheel bearings should be performed less frequently. Each of the inspections is keyed with a numbered column heading. Inspection begins by roadtesting the bus and moves through other areas o f the vehicle such as under vehicle, under hood, inside and outside of the u n it. The No. 2 inspection is more extensive than the No. 1 in ­ spection; as i t includes a ll o f the No. 1 checks, plus additional neces­ sary operations. The No. 3 inspection is the most detailed and includes each of the operations of the No. 1 and No. 2 inspections, plus equally important inspections and operations. ♦Developed by International Harvester Inc. and revised by the Michigan Department o f Education. 185 ' 2 HOW FREQUENTLY ARE INSPECTIONS MADE? The basic goal in scheduling inspections is to plan them at intervals that w ill neither "underservice" nor "overservice" the bus. Many factors must be considered when developing the in te rv a ls . For example, the te rrain and routes tra v e lle d , mileage per day and month, miles per t r i p , round t r ip time, numbers of trip s per day, d riv e r's e f­ fic ie n c y , road speeds, minimum maintenance requirements fo r p articu lar components as specified by the vehicle manufacturer and a ll applicable ordinances. These are ju s t a few of the variables which may a ffe c t the decision o f timing. In each case, a value judgement must be made con­ sidering the effects o f a ll of the known variables. The benefit of local experience with the p articu la r model in your operation or a sim ilar operation w ill be invaluable. Your d aily d rive r report is another very good source of information and must be a key element of your inspection system. To begin, however, a No. 1 inspection should be performed at the vehicle manufacturer's recommended o il change period, but not ex­ ceeding one (1) month's operation. A No. 2 inspection should be timed to coincide with the vehicle manufacturer's recommended ig n itio n system and performance check periods o r, at le a s t, semi-annually. The No. 3 inspection should be performed at the vehicle manufacturer's recommended wheel bearing inspection lubrication time, but, at le a s t, once annually. I t must be remembered that these suggestions are fo r the typical oper­ ation and local conditions such as consistent stop-and-go d rivin g , high mileage or other severe operating conditions may dictate more frequent inspections and/or judgments. WHAT SHOULD BE DONE AT EACH INSPECTION? We have presented a basic inspection guide which c a lls for specific inspections and adjustments or repairs at given in te rv a ls . This guide is fle x ib le within safe lim its and w ill permit ta ilo rin g to meet the demands of unusual operating conditions. For instance, an analysis o f your operation may indicate a specific operation — such as inspecting the a ir cleaner - - should be done more frequently because of extremely dusty conditions. In those instances, the inspection guide should be modified by adding the oper­ ation in one of the inspection blanks. Or, the analysis may indicate that checking the b e lt condition can safely be done less often than recommended fo r the average bus oper­ ation. In that case, the "All Drive Belts fo r Condition, Adj. & Align­ ment" can be shaded out in the No. 2 inspection box. Properly executed scheduled maintenance provides the basis for efficien cy in operation and more importantly a foundation for safe oper­ atio n. Therefore, the frequency of a given operation, fo r example, brake inspection,should not be decreased from recommended levels i f i t might 186 3 compromise safe vehicle operation. Furthermore, additional inspections may be required in order to properly maintain added accessories, such as a carburetor de-icing system or a two-way radio. These items can be added in the blank spaces on the inspection form. HOW ARE PREVENTIVE MAINTENANCE FORMS USED? When you begin the preventive maintenance program, you w ill decide on a ll of the options we have discussed. As you do th is , a master copy of the Maintenance Inspection Guide should be prepared. To support th is , a master Maintenance Inspection Schedule should be completed which enables you to quickly determine when a vehicle is due an inspection and you are then better prepared to plan vehicle scheduling. Each time a bus is brought in for inspection, a Maintenance In­ spection Guide is prepared from the master for use by the serviceman who w ill actually do the work. As the serviceman performs the inspection, he w ill insert the applicable symbol in each square so you can be sure nothing w ill be overlooked. I f he finds a need fo r a repair or an adjustment, he w ill in ­ sert the proper code — e ith e r the symbol 0 or symbol X in the check block. At the conclusion of the inspection, you should be n o tified of additional work required so you can authorize the work necessary — before i t grows into a more costly rep air. When repairs or adjustments are not required, a check ( / ) mark is shown. To conclude the package, a ll completed inspection forms, repair orders and appropriate d a ily reports should be maintained in a vehicle history folder. This is then used to summarize the repair history and provides a basis for constant review and analysis of your inspection needs. CONSIDER THAT: - A PM program is only e ffe c tiv e when r ig id ly applied — the inspection form won't maintain the bus — only a qu alified informed serviceman can. - Following the manufacturer's recommendations in applicable operators and service manuals is a MUST. - The preventive maintenance plan you decide upon must f i t the vehicle and operating conditions and should be modified when the equip­ ment or operating conditions change. 187 - 4 - Use of q u a lity lubricants specified by the equipment manu­ facturer w ill return that investment with dividends in performance. - A ll forms described are available through your International Truck dealer or branch. CTS-1019 Maintenance History Folder CTS-1127 School Bus Maintenance Inspection Guide CTS-1120M Maintenance Inspection Schedule 188 ill # SAMPLE INTERNATIONAL TRUCKS SCHOOL BUS MAINTENANCE INSPECTION GUIDE SERVICEMAN IS TO INSPECT. MAKE MINOR ADJUSTMENTS, TIGHTEN. AND ADD REQUIRED FLUIDS ON ALL OPERATIONS. FLEET NO. JOB TICKET NO. CUSTOMER: ADDRESS: CHASSIS NO: REPORT ANY UNLISTED ITEMS REQUIRING ATTENTION. CONSULT APPLICABLE SERVICE INFORMATION FOR ADJUSTMENTS AND SPECIFICATIONS.______________________ INSPECTION: INSPECTION CODE: V * OK X-ADJUSTED 0 - REPAIRS REQUIRED 1 2 a I Check cranking m otor operation. Chock choke, accelerator & hand th ro ttle Chock service brake: pedol free trevel, adequate pedal height, booster operation {hydraulic) and brake action/operation (not erratic, etc.), adjusted as required H Y D R AU LIC f t A IR ■ With fu lly charged system, engine o ff and fu ll brake application • observe gauge * loss must not exceed t lb . per m inute in 2 m inute test. Check all glass end door and glass controls. Check transmission and controls fo r proper operation. CTS 1127-P. __ i n 1 Lubricate spring brake chambers. — A IR BRAKES Tighten transmission m ounting and cover bolts snd differential m ounting and pinion cage bolts to spec. /; Changa transmission and differential lubricant end filte r. Tighten fro n t and rear spring U b o tts t o g e e . Drain sediment from fuel tankls). / Inspect radiator core fo r damage, leakage o r obstruction. Check coolant level and snti-freezt in season. Change engine o il end fMter(s). Check and correct battery electrolyte level, each cell. Im pact battery term inal, cables end hold dow n condition. H Im pact exhaust system fo r leakage o r looseness and proper support. Inspect propeller shsft(s) fo r damage. U-joktts, center txM rlngfi), and guards fo r excessive wear o r damage. _ —_ Record fro n t wheel toe-in (correct as required) Lubricate chassis and accessories (refer to lubrication diagram). Inspect axis pinion and trarmnlssion flange fo r looseness. 3 — Inspect all brake, fuel, cooling and morleant lines end sittings end electrical w iring fo r proper routing, clearance and dam ping, signs o f chafing, kinking deterioration o r leakage. Im pact fro n t end rear springs, shackles, Bracks and frame brackets, X members and fasteners fo r looseness o r damage. Check perking brake operation - adjust as required. Check steering fo r excessive backlash, effort or abnormal operation. Im pact engine end transmission m oujitlnp(t) fo r looseness o r deterioration. Im pact entire steering system fo r looseness o r damage, co tte r pins, lo ck bolts and nuts intact and stops properly adjusted. Make operational checks o f anti-lock system end monitoring lamp. Cheek operation o f horn, windshield wipers, heater and defroster. Check engine performance and governor operation. Im pact king pins fo r excessive wear end fro n t wheel bearing fo r looseness. Check low o k pressure warning lamp and audible alarm • must operate at end below 60P .S .I. 2 Inspect fuel and a ir tank mounting. Im pact engine, transmission, differential end steering gear fo r flu id leakage and proper lubricant level and breathers dear. Governor cut o f _____lbs., cut in _____lbs. 1 3 Drain any accumulation from air tanks—A IR BRAKES. Check fo r Improperly hanging hoses o r — A IR : Cheek system b u ild tim e * depleted to fu lly charged system w ith engine at fast idle maximum of 4 minutes. Check d u tc h pedal free travel and action • adjust as required. 2 Check seals et shift lever, accelerator, c lu tch linkage, ate. H Y D R AU LIC ; Check operation o f system failure warning lamp end lo w vacuum warning device (visible end audfclt) If applicable. Check operation o f instruments, lighting and indicator lamps. 1 Check fo r unusual noise, rattles, vibrations o r excessive movement, 1 4 ., sooee/oroken engine mounts, etc. 1 Im pact e l drive baits fo r condition - adjust as required. Inspect eH brake, fuel, cooling end lu b rka n t hoses, lines end fittin g s and electrical w iring fo r proper routing, clearance end dam ping, signs o f chafing, kinking. Im pact steering colum n, d am p b o lts and Universal joints. 3 Check-correct brake master cylinder flu id level H Y D R A U LIC BRAKES. _ __ Replace fuel filte r element. Im pact clutch release bearing clearance (hydraulic operated). e k VIVBIMl VA SFT (d ry type). Smw Ima rra n k ea m Ai it ifiiiiIpmi iii . 0 e *R wiBn— v w t bnhlllitlA iim ir a e*PVMm Inspect body to frame clamps f t cow l hold-down bolts fo r looseness. Perform cylinder balance, compression o r (HC) (CO) test, (exhaust performance analysis). ! __ CONTINUE ON REVERSE SIDE SAMPLE MAINTENANCE INSPECTION SCHEDULE FOR E u S ? o B i E ^ ao o r e ss b *T t CITY, STATE, ZIP MODS. P "151253" [cmaSis" RueT" IHRPRCT10H N O . a m spM n oN n o . i INRPfCTIDN N O . 1 MSPCCTION MTEKVAU — M U t OR MONTHS TIME SCHEDULE TO PERFORM MSPCCHONSi Im ^ rcRw i M w h» M im > VM M * HOURS 09 * AO M l HOURS HOURS R w M fto Om* % • CTS-1130M 191 PRE-TRIP INSPECTION * The preventive maintenance program shall include a d e fin ite system fo r performing an inspection p rio r to each t r ip and reporting the resu lts. Regardless of the engineering s k ill or workmanship put into a school bus, i t cannot continue to d eliver maximum safety, economy and dependability unless i t is adequately maintained. Although the repair o f school buses are wisely l e f t to a s k ille d mechanic, the individual driver can do much to aid the mechanic in locating any trouble and often prolong the l i f e o f the school bus by periodic and frequent in ­ spections. The p re -trip inspection w ill insure that the bus is in con­ dition to make its run. I t w ill also serve to detect the need for repairs or adjustments when conditions are of a minor nature. A ll school bus drivers shall p re -trip th e ir bus completely be­ fore placing i t in operation and a w ritten report shall be made to show that each safety related item has been inspected. The report shall also indicate those items which appear defective, or are in doubt, and require further inspection by a trained maintenance man. No school bus shall be permitted to transport pupils i f the p re -trip inspection indicates any defects which w ill a ffe c t the safe operation o f the school bus. The p re -trip inspection form shall be submitted to the trans­ portation supervisor and kept on f i l e at least 12 months. I f the p re -trip inspection reveals that the school bus is safe to operate, however, a defect or malfunction occurs during the use of the vehicle, the driver w ill complete a vehicle condition report and submit to the transportation supervisor at the completion of the t r ip . UNSAFE OPERATIONS FORBIDDEN No school d is tr ic t shall permit or require a driver to drive any motor vehicle revealed by inspection or operation to be in such condition that its operation would be hazardous or lik e ly to resu lt in a breakdown of the vehicle nor shall any d river drive any motor vehicle which by reason o f its mechanical condition is so imminently hazardous to operate as to be lik e ly to cause an accident or a break­ down of the vehicle. 257.683 Equipment, condition, inspection (MSA 9.2383) Sec. 683. (a) I t is a misdemeanor fo r any person to drive or move or fo r the owner to cause or knowingly permit to be driven or moved on any highway any vehicle or combination of vehicles which is in such unsafe condition as to endanger any person, or which does not con­ tain those parts or is not a t a ll times equipped with such lamps ♦Michigan Department o f Education, Pupil Transportation In fo r­ mation, (Lansing: Michigan Department of Education, 1982) p. 30. 193 ■ and other equipment in proper condition and adjustment as required, in this chapter, or which is equipped in any manner in violatio n of this chapter, or fo r any person to do any act forbidden or f a il to perform any act required under this chapter. (b) Any police o ffic e r shall be authorized on reasonable grounds shown to stop any motor vehicle and inspect the same, and i f any defects in equipment are found, to arrest the driver in the manner provided in this chapter. 194 PRE-TRIP INSPECTION CHECKLIST* A pproach to V e h ic le F lu id Leaks P h y s ic a l A ppearance E ngine Com partm ent G en e ra l A ppearance F lu id s B e lts W ir in g Hoses D r i v e r 's Com partm ent S e r v ic e Door A rea F 1 re E x tin g u is h e r Fusees R e f le c t iv e T r ia n g le s F i r s t A id K 1t D r i v e r 's S e a t A rea M ir r o r A d ju s tm e n t Door O p e ra tio n Ammeter Gauge A lt e r n a t o r /G e n e r a t o r W arning L ig h t V o ltm e te r Gauge O il P re s s u re Gauge O il P re s s u re W arning L ig h t V ac u u m /A ir P re s s u re Gauge W a te r T e m p e ra tu re Gauge Fuel Gauge Horn D e fr o s te r Fans H e a te r Fans W in d s h ie ld Washers and W ip ers S te p W e ll Lamps C e ilin g Lamps A l t e r n a t i n g F la s h in g Red L ig h ts In d ic a t o r L e f t T urn S ig n a l In d ic a t o r C le a ra n c e L ig h ts H ig h Beam H e a d lig h t In d ic a t o r S e r v ic e B ra ke W arning L ig h t/B u z z e r P a rk in g B rake S t a l l T e s t O u ts id e W alk-A round R ig h t F ro n t R ig h t F r o n t T i r e and Wheel W est C o a s t and Convex Mi r r o r s F ro n t A lt e r n a t in g F la s h in g Red L ig h ts L e t t e r in g L e f t T u rn S ig n a l H ig h Beam H e a d lig h ts W in d s h ie ld s W ip e r B lad es L e f t S id e West C o a s t and Convex M lr r o r s Cross O ve r M ir r o r L e f t F r o n t T i r e and Wheel R e fle c to r s C le a ra n c e L ig h ts B a tte r y Door L e t t e r in g L e f t R e ar T i r e and Wheel Emergency Door R ear A lt e r n a t in g F la s h in g Red L ig h ts C le a ra n c e L ig h ts B ra ke L ig h ts L e f t T u rn S ig n a l L ic e n s e P la te s and L ig h t L e tte r in g Em ergency Door E xhau st R ig h t S id e R ig h t R ear T i r e and Wheel R e fle c to r s C le a ra n c e L ig h ts L e t t e r in g Fuel Tank Caps In s id e Check R ig h t T u rn S ig n a l In d ic a t o r A i s le W alk Down G en e ra l C le a n lin e s s S ea ts and S e a t Backs Windows R ear Emergency Door and B u zze r R e ar R ig h t Turn S ig n a l F in a l O u ts id e Check Low Beam H e a d lig h ts F ro n t H azard L ig h ts F ro n t R ig h t Turn S ig n a l R ear H azard L ig h ts S e r v ic e B rake S top T e s t *B ased upon th e p ro c e d u re ta u g h t in th e B e g in n in g School Bus D r iv e r C u r r ic u lu m . ROUTE DESIGNING The design o f bus routes should be undertaken only a fte r board policy on types o f routes, method o f service and basic scheduling have been established. The basic approaches to safe pupil transportation require the same tools and knowledge whether in a large or a small dis­ t r i c t . The sophistication of planning and design is l e f t to each in ­ dividual supervisor. The most important tool needed for route design is an adequate map or a series o f maps o f the transportation service area. Student information available from a school census is worthless unless i t can be shown graphically on a base map. A display map showing the location o f schools, student residences, proposed or established bus stops, classes o f highways and roadways, major t r a f f ic controls and recognized safety hazards should be in every transportation o ffic e . I t may also be helpful to have a map in the drivers' lounge. Following is an outline fo r the preparation of a school d is t r ic t transportation map: A. Map considerations: 1. 2. 3. 4. 5. B. Be current and to scale. The scale size can be anywhere from two to eight inches per m ile, depending on the population density. I t should indicate manmade and natural physical features, in ­ cluding planned as well as present features. Roadways need to be c le a rly id e n tifie d . School service area boundaries should be outlined on the map. What to do: 1. Secure the map(s) from the following agencies: a. b. c. d. e. 2. Have the map(s) enlarged to your desired scale by: a. b. c. 3. Local or county planning agencies. Highway planning agencies. County engineering departments. State highway departments. Map making businesses. Blueprint companies. Printing firms or businesses. Highway departments. Information to be added to the map: a. b. School service boundaries. School locations. 197 c. d. e. 4. Pupil residences and/or bus stops. Highway construction zones or detours. Special arrangements such as one-way streets; road load lim its ; bridge lim ita tio n s ; etc. (you may wish to have a separate notebook fo r each route to record specialin fo r­ mation about that route). Pinpoint students who need to be transportated by: a. b. c. d. Using a variety o f colored map pins or flag s. Using a variety o f colored f e l t tip pens. Using a variety of colored threads or darning yarns. Using d iffe re n t or larg er pins or flags to pinpoint the individual school buildings, etc. While most o f these procedures are self-explanatory, some further discussion might be h e lp fu l. The actual preparation of the map(s) should be preceded by mounting i t on a composition board that w ill easily accept the map pins. Also the map should be covered with p la stic sheeting (laminating i f possible) or sprayed with a p lastic coating. Many stationary stores or a rt supply houses carry these items. Protecting maps in this manner keeps them clean and makes them reusable. Residence locations can be shown by colored map pins or proposed stops can be shown in this manner; routes under study can be shown with colored tape or water-based eraseable colored markers. Map tacks or pins are available in a wide range o f colors, shapes and sizes as well as with d is tin c tiv e markings. Their use makes i t possible to code each student by the school to which he/she is assigned. Pre-school children's locations can also be added to the map la te each semester to aid in planning changes. The f l e x i b i l it y provided by reusable maps and accessories is an invaluable asset. In many cases, the f ir s t routes developed w ill be t r i a l routes. These should be fie ld tested and reviewed with experienced bus drivers and local t r a f f ic a u th o ritie s . This f ie ld check and analysis may sug­ gest changes that would not be apparent from an "office" review o f the route maps. Additional adjustments w ill suggest themselves a fte r school opens and the bus fle e t has been in operation for a few days and had a chance to "run" the routes. 198 SELECTING BUS STOPS 1. Avoid stops on h i l l s , curves, near bridges or at intersections and in congested and high speed t r a f f ic areas. 2. At a stop, be sure the vehicle can be fu lly and completely seen from both directions at a distance o f 400 feet (as of April of 1982) even when stopped on the shoulder of the roadway. 3. Eliminate as many l e f t turn situations as possible. 4. Avoid "crossover" situ atio ns. I f possible, pick up and discharge passengers on th e ir residence side of the roadway. 5. Plan not more than 4 stops per mile and not closer than 200 feet from an intersection. 6. Try to "group" students at one location instead o f making many separate stops. Off-road waiting zones may be necessary fo r some situations. 7. Discourage the use o f transfering students from one bus to another. 8. Refrain from going into t r a ile r parks or subdivisions. stops at or near the main entrances. 9. Establish policies ou tlin ing safe practices a t stop locations for the students and drivers. Establish 10. Periodically reexamine established stops to determine i f any changes have occurred which would constitute a safety hazard. Encourage drivers to report unsafe conditions. 11. Encourage drivers to be consistent and punctual. Late buses en­ courage unsuitable behavior by the waiting groups. 12. Be certain that riders a t each stop have a safe waiting location. 13. Avoid the use of turn-arounds at stoplocations. 14. Avoid backing when possible. 15. Consider hazardous walking conditions locations. when determiningstop 16. I f students must cross, have them cross in front of the bus and in fu ll view of the d riv e r. 199 SAMPLE ROUTE DIRECTIONS DRIVER___________________________________ BUS NO._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ L T . RT. TA. INTO. CIR on L T . RT. TA. INTO . CIR on L T . RT. TA. INTO. CIR on LT. TA. INTO . CIR on LT. INTO. CIR on LT. . HEADING M .S .E .W . STOP NO. L T . RT. TA. INTO . CIR on TA. INTO . CIR on L T . RT. TA. INTO . CIR on L T . RT. TA. INTO . CIR on L T . RT. TA. INTO. CIR on L T . RT. TA, INTO. CIR on L T . RT. TA. INTO . CIR on L T . RT. TA. INTO. CIR on L T , RT. TA. INTO . CIR on L T . RT, TA. IN TO . CIR on L T . RT. TA. INTO . CIR on L T . RT. TA. INTO . CIR ON PAGE NO. _______ ROUTE NO.__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ BUILDING_ _ _ _ _ _ _ _ START ON/AT_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ DESCRIPTION DATE__________________________ AT____________________ PICK UP TIME TIME COMMENTS DISSEMINATION OF INFORMATION* In the operation o f a school transportation system, i t is neces­ sary to keep those who are in charge of the operation, as well as pupils and parents, informed regarding the operational procedures. The school system must ensure that the channels of communication operate in such a way as to disseminate information speedily and e ffe c tiv e ly . The school system must also ensure that a ll in q u iries , requests, suggestions, and recommendations are given prompt and appropriate attention and that they are handled e ffic ie n tly . Some of the ways information regarding school bus operations can be disseminated s a tis fa c to rily and examples of how each of these may be used are: Method of Dissemination o f Information Bulletins Example o f Purposes fo r Which Used To explain the school system's transpor­ tation policy to school administrators, teachers, drivers, parents, students, and others associated with the operation, Meetings To provide an opportunity fo r those associated with the school transpor­ tation operation to share th e ir views regarding a more e ffe c tiv e operation. Public Press To inform parents of policy changes, routes, stops, and schedule changes; and of the safety record o f the operation. Conferences To discuss with each driver solutions to discip lin ary problems that a ris e , new or revised policy decisions that a ffe c t drivers, contractors, etc. C ircular le tte rs To inform parents of new routes that are planned or o f changes that are to be made in routes, stops, and schedules. Telephone calls To provide quick contact between bus drivers and the school, or between parents and the school in the event of emergency situations. Radio, Television To inform the public o f the procedures schools w ill follow in cases o f severe weather conditions. ♦Michigan Department o f Education, Pupil Transportation In fo r­ mation, (Lansing: Michigan Department of Education, 1982) p. 22. 203 . Method o f Dissemination o f Information Example o f Purposes fo r Which Used Letters To reply to inquiries made by parents and others regarding transportation policy and procedure. Public address system To instru ct students regarding rules and regulations they are to follow while waiting fo r and while rid ing in the bus. 204 / SAMPLE BUS RIDER RULES AND REGULATIONS To the parents o f children riding school buses: The rules and regulations lis te d below are the resu lt of careful study based upon the experiences we have had in the operation of a school bus system. Cooperation and courtesy in following these suggestions w ill permit us to better serve your c h ild . Please go over the rules with your children so they w ill know what is expected of them when they ride the bus. 1. Be on time at designated bus stops. pupils. Buses cannot wait for tardy 2. Obey the d riv e r's suggestions. at a ll times. 3. Expect to walk some distance to a bus stop as required by State regulations. 4. Stay o f f roadway while waiting fo r bus. bus. 5. Cross in front o f bus when crossing road or highway. IN BACK OF BUS. 6. Remain seated while bus is in motion. Wait u n til bus has come to a complete stop before attempting to enter or leave the bus. Enter or leave the bus only through the front door, except in case of emergency. 7. Do not leave the bus without the d riv e r's consent, except a t home or school. No unauthorized stops w ill be made. 8. Occupy any seat assigned by the d riv e r. o ff of seats and back of seats. Help the driver to assure safety Form a lin e to get on the DO NOT CROSS Keep feet out o f a is le s , 9. S it three in a seat by f i l l i n g back seats f i r s t when conditions re. quire i t . 10. A ll buses w ill be required to seat s ix ty -s ix (66) passengers when­ ever necessary. 11. Musical instruments must be held by the owner. in aisles or at fro n t or rear emergency door. 12. S it erect with your feet on the flo o r. inside bus. 205 , Do not leave them Keep head, arms and hands 13. Observe classroom conduct. Avoid unnecessary disturbing noises. The driver should not be distracted while bus is in motion. Do not shout at passing persons or vehicles. 14. Be courteous. 15. Help keep bus clean. SMOKING ON BUS! 16. Be considerate o f small children. 17. Inform driver when absence is expected from school. 18. FIGHTING — PUSHING AND SHOVING w ill not be tolerated.. 19. Report any damage you observe to the d riv e r. Damage to the in te rio r or e xterio r o f the bus w ill resu lt in payment for damages and in suspended bus rid ing p rivileg es. 20. Remember, school bus transportation is a p riv ile g e , not arig h t. Use no profane or vulgar language. No gum chewing, no eating, no pop. NO The principal or coordinator o f transportation may suspend pupils from rid ing when such action is advisable. 206 EMERGENCY EVACUATION DRILLS* A school bus may be involved in d iffe re n t types of "Emergency Situations" where evacuation of the entire pupil load is necessary. Due to the increased number of pupils being transported in present day t r a f f ic with a potential increase in accident hazards, there is need to instru ct pupils to vacate a school bus in case of an emergency. Since the bus d river is responsible for the pupils, he/she must direct the emergency d r i l l s . Safety of children is most important and must be considered f i r s t . The school bus d riv e r shall know how to conduct an emergency d r i l l (bus evacuation) and should conduct bus evacuation d r ills on a school s ite every 60 days. This is a Michigan Department of Education recommendation. The school bus d riv e r shall at a ll times maintain a clear and unobstructed path to emergency equipment and exits from the vehicle. No books, chairs, seats, instruments, equipment or any a rtic le s shall be transported in the school bus d riv e r's compartment or placed in the school bus a is le s . There are several d iffe re n t d r ills : a. b. c. Everyone exits Everyone exits The passengers the fro nt door door. through the emergency door. through the front entrance (service door). in the front h a lf of the bus e x it through and the rear h a lf e x it through the emergency The emergency door onthe school bus shall only be opened for an emergency evacuation d r i l l and during the bus d riv e r's p re -trip in ­ spection. Do not permit children to take lunch boxes, books, etc. with them when they leave the bus. The pupils should go to a distance o f at least 100 fe et from the bus and t r a f f ic and remain in a group un til given further instruction from the bus d riv e r. A ll children should be given an opportunity to p a rtic ip a te , including those children who ride a bus on special trip s . Students should be cautioned: a. b. c. to move c a re fu lly , but go quickly. do not shove or push - - take your turn. be quiet and orderly. *Michigan Department o f Education, Pupil Transportation In fo r­ mation, (Lansing: Michigan Department of Education, 1982) pp. 32-33. 207 d. e. duck your head as you jump through the emergency door. bend your knees as you jump. There should be helpers standing on the ground to assist with an extended hand. Responsible pupils should be assigned to open the emergency door and assist younger pupils from the bus. The d river should stay in the bus during the evacuation to be sure that the emergency brake is set, the ign itio n is o f f , and the transmission is in neutral. A ll evacuation d r ills conducted as required by Department of Education regulations shall be properly evaluated by persons responsible for pupil transportation. Each school d is tr ic t shall maintain a f i l e of a ll d r ills with the following minimum information: a. b. c. d. e. f. g. date. where held. bus d riv e r. supervised by. number of students — grades — or age group. time necessary to evacuate bus. remarks section. 208 D t p a r tm m t o f S ka t* H ig h w a y s and T ra n s p o rta tio n SS-2741 (D U P L IC A T E THIS FORM AS NECESSARY.) RAIL S A FE TY SECTION 8 /7 8 H ighw ays B u ild in g Boa 30050, L a n a in g , M ic h ig a n 48909 SCHOOL BUS DRIVER’S REPORT OF DAHGEROUS RAILROAD CROSSING PURPOSE: T o f a c ilit a te th o re p o rtin g o f ha z a rd o u s r a ilro a d c ro s s in g t o th e pro p e r a u th o rity . EDUCATIONAL AGENCY L e g a l Nam e o f S c h o o l D is tr ic t D is tric t Code No. Telephone - Ares Code/Local No. Address C ity Z ip Code N A ILIN G INSTRUCTIONS: R a tu m O NE c o p y t o th e S T A T E a d d re s s in d ic a te d a b o v e . R e ta in O N E c o p y fo r y our re c o rd . I . LO CA TIO N OF DANGEROUS RAILR O A D CROSSING Name o f R a ilro a d A p p ro x im a te S tre e t Num ber S e c tio n Number Name o f S tre e t L o c a tio n C roaa ing 2. C ity C o unty T o w n s h ip IS TH ERE CROSSING PROTECTION? I I □ YES (ir y o u c h e c k e d ‘‘ Y E S /’ p le a s e d e s c rib e .) NO 3. DESCRIBE THE HAZARD: 4. HAZARD WAS FIRST OBSERVED: ________________ __ (d a ta ) 5. D ate ___________ (tim e ) NAME OF PERSON R EPORTING TH E HAZARD: Super in ta n d a n t or A u th o riz e d O f f ic ia l (Signature) T e le p h o n e Number 209 ACCIDENT REPORTING* I t shall be the resp on sibility o f every school d is tr ic t to immediately n o tify the Department o f Education, School Support Services, Pupil Transportation Unit o f any fa ta l or in ju ry accident in which school buses or pupil passengers are involved. This n o tific a tio n shall include the most re lia b le information available as follows: a. b. c. d. e. f. g. h. i. Date and time of accident. Location o f the accident. School D is tr ic t, bus involved, other vehicle/vehicles involved. Name of school bus d riv e r. Name, age of a ll persons k ille d or injured. B rief description o f the accident. Name of person making report. Telephone number at which person making report can be reached. Police agency conducting investigation . In addition to this verbal n o tific a tio n , the superintendent of the school d is tr ic t whose bus was involved, shall submit an accident report to the Department of Education, School Support Services, Pupil Transportation Unit within 10 days from the time of the accident. This report may be e ith e r a copy o f the State o f Michigan o f f ic ia l ac­ cident report from the investigating police agency or submitted on the Department o f Education accident report form. A record o f a ll school bus accidents should be maintained with the local school d is t r ic t . Accurate and complete accident recording is a sound basis fo r the adjustment or expansion o f accident prevention programs. Unless the various problems o f operating school buses in t r a f f ic can be id e n tifie d , i t is very d if f ic u lt to take proper corrective action. Ac­ cident investigation reports have l i t t l e use i f they are merely placed in file s and forgotten. Records w ill indicate which school bus drivers seldom error and those who make frequent driving errors. Factual data from accident records and opinions expressed by those who review the accidents provides the guide to corrective action; individual coaching, a reprimand, praise, reward or d is c ip lin e . Therefore, the primary purpose o f an accident reporting, recording, and analysis system is to determine a ll the factors contributing to accidents in order to eliminate as many of these causes as possible. When a transporting school d is tr ic t cannot t e ll whether its accident experience is getting better or worse, the accident prevention a c tiv ity has h it "rock bottom." I t has been well established th at a person who has had frequent motor vehicle accidents in the past w ill continue to have frequent accidents in the future. The a b ilit y of a person to avoid accidents is largely a result o f the d riv e r's natural a b ilit y , strengthened with in-service trainin g and conditioned by good supervision. *Michigan Department o f Education, Pupil Transportation In fo r­ mation^ (Lansing: Michigan Department of Education, 1982) p. 31. 211 1 Copy - Oept. of Education 1 Copy • Intermediate Si*>t. 1 Copy - Your files DEPARTMENT OF EDUCATION School Management Services ACCIDENT REPORT Fatal ( ) ‘ ; 8 ) Prop. Dam. ( Trnw o f A eeidam O av and O aia o f A c c id e n t Oate Reported Bv S ta te P o lic e C it v P o lic e C ounty S h e riff What Charge? To Whom? Were T ra ffic C iia tio n s Issued7 Y e a ____ c o u n ty In v e s tig a te d By: Was Report Made By P o lic e 7 N o _____ Year M ake Reg. N o. Tvoe P arts of V e h ic le Q wner 3 - ) S ignature o f Softool Superintendent School O is m c t B»: S tate C itv St. o r RR ® a 9 (2 . St. o r RR IC mv . County. Staiei i» E xm ratm n D ata S afatv E ducation C e rtific a te D riv e r's Siaie ftD ar L ie . NwmOar S p e c ify C h eu f. L ie . 1 1 O ate o f B irth im o .. Raainctiona o « v . y *« n Year. N o .. & T ypm u »• 1 "H V e h ic le P a n s of Bv: o® Z 8 St. o r RR •S s St. o r RR S tate C itv ICHV. County. State! I s > fl O per. L ie . 1___ 1 £ C hauf. L ie . r 1 D a te o f B irth D riv e r's Slaia Numbu Specify Reatrrctiene R E M A R K S A N D R E C O M M E N D A T IO N S I N D I C A T E O N T H IS D IA G R A M W H A T H A P P E N E D 1 . D raw h eavy lin e s to sh ow s tre e ts -» «. . . . in d ic a te N o rth 3. O raw arro w p o in tin g n orth b y arrow 4. Show veh. and pad, thus: Vehi cl es— P ed e strian s [ 1 ' 's \ * 1 S. Show a n g le o f c o llis io n '1 \ ✓ / » y ' L _ ~ v ____ ^ < > ' / ' / / ' 1/ i i ! ' ✓ ''N A ' \ / f 1 V 1 / ! 1 i \ S is | \ i ! ' \ 213 U se back fo r more e x te n s iv e rem arks o r diagram . In ju re d , e tc . SAMPLE S C H O O L B U S R ID E R C O N D U C T W A R N IN G O R S U S P E N S IO N N O T IC E S T U D E N T S N A M E ________________________________________________________________________________ S C H O O L ________________________________________________ R O U T E « ___________ C O N D U C T W A R N I N G D A TE IS S U E D TH E F O L L O W IN G V E R Y N O IS Y C H EC KED IM P R O P E R W IL L N O T F O L L O W S A FE TY RU LES LA N G U A G E H A V E W IN D O W U N S A FE C O N D U C T A T BU S STOP L IG H T IN G W IT H BEEN FO LLO W ED A N D B O T H E R S O T H E R S C O N T IN U A L L Y D IR E C T IO N S T A M P E R IN G NO T S U S P E N S I O N ____________ N E E D TO BE CO R R EC TED . R E F U S E D T O S H O W B U S I D _______ M I S U S E __________ T H R O W I N G . P U S H I N G , C R O W D I N G , R U S H I N G M ATC H ES F IG H T IN G V A N D A L IS M - S M O K I N G ________ E M E R G E N C Y E Q U I P M E N T ______________ O T H E R U N S A F E C O N D U C T ___________ D R I V E R ’ S C O M M E N T S : ____________________________________________________________________________________________________________________________________ C O N D U C T TO W A R N IN G c o n d u c t. — ~ c o o p e r a t P A R E N T. i th is bus o I T h is fe e l n in re p o rt, d r iv e r p ro p e r h e lp in g to your w ith conduct th a t c h ild your w a r n in g conduct c o rre c t w ill is th e not be is is s u e d e s s e n t ia l p r o b le m s a llo w e d to by th e to th e BUS in d ic a t e d r id e D R IV E R s a fe ty of aboue. th e bus because your T o u n til c h ild . a s s u re th is o f I th a t fo rm s tu d e n t a p p r e c ia te is you m is your have re tu rn e d seen to th e s ig n a tu r e . D R I V E R ' S S I G N A T U R E _____________________________________________________________________________________________________________ P A R E N T O R G U A R D I A N ' S S I G N A T U R E ______________________________________________________________________________ D A T E S U S P E N S .O N TO PA R E N T: The N O T IC E fo r th e checked s tu d e n t a s s u re fo rm re a s o n s m ay th a t is not you re tu rn e d above re tu rn have to th e nam ed o r s ta te d t o th e se e n th is s tu d e n t has above. school bus re p o rt, y o u r b u s d r iv e r w ith been S in c e your u n til c h ild suspended t h is is a a p p ro v e d w ill s ig n a tu r e , not and fr o m re p e a te d to do be th e so th e school or s e r io u s by th e a llo w e d to p r in c ip a ls bus school r id e by s a fe ty th e th e th e p r in c ip a l. To bus s ig n a tu r e . D R I V E R ’ S S I G N A T U R E __________________________________________________________________________________________________________________________ P A R E N T O R G U A R D I A N ’ S S I G N A T U R E ___________________________________________________________________________ _ D A T E ______________ m a y r e t u r n t o t h e s c h o o l b u s o n _______________________________________________________ ________ __ ______ S TU D E N T N A M E P R I N C I P A L 'S S I G N A T U R E D A Y / d r iv e r , h a z a rd , D A TE T r a n s p o r t a t io n o f f ic e p h o n e # u n t il th is SAMPLE BUS DRIVER VEHICLE COMPLAINT OCCURRENCE D ir e c t i o n Bus T r a v e lin g 197 D a te A .M . _P .M . ; Time l N l s l E ITT ___ D ir e c t i o n A uto T r a v e lin g j L o c a tio n : C i t y , V i l l a g e o r Tow nship R oad, S t r e e t o r Highw ay ( a ) a t I t s I n t e r s e c t io n w lth _ (b ) i f n o t a t i n t e r s e c t i o n , ^ f r o m __ _ __ _ __ _ __ __ _ __ _ __ • fe e t, m ile s I N I S I E l Ul ~ R o a d , S t r e e t , H ighw ay. ALLEGED OFFENDER’ S VEHICLE L ic e n s e N o .____ Number o f O ccupants Make o r M o d e l _________ Can i d e n t i f y d r i v e r ; Ves Name o f d r i v e r ( i f know nj" C o lo r No ALLEGED OFFENSE □ I V e h ic le p a s s in g sto p p ed bus in p ro c es s o f lo a d in g o r u n lo a d in g p a s s e n g e rs . I O th e r :_________ ~ COMMENTS COMPLAINANT Bus d r i v e r ___ School System Above C o m p la in t g iv e n to_ on T5T NOTE TO DRIVER ( I n s t r u c t i o n s f o r fo llo w in g up C o m p la in t): . 1 2 . 3. Make s u re th e above C o m p la in t i s f i l l e d o u t as f u l l y as p o s s ib le . C o n ta c t th e n e a r e s t p o lic e agency as soon as p o s s ib le and r e la y th e above in fo r m a tio n to i t . ( a ) I f i n c i d e n t o c c u rre d in a c i t y o r o th e r in c o rp o r a te d m u n i c i p a l i t y , th e p o lic y agency t h e r e in sh o u ld be c o n ta c te d ; (b ) I f in c id e n t o c c u rre d in an u n in c o r­ p o ra te d a re a ( i . e . to w n s h ip ), c o n ta c t e i t h e r S ta te P o lic e o r S h e r i f f D e p a rtm e n t. I f th e P ro s e c u to r a u th o r iz e s a w a r r a n t , you w i l l be re q u e s te d by th e in v e s t ig a t in g p o lic y agency to s ig n a fo rm a l C o m p la in t b e fo r e th e M a g is t r a t e o r D i s t r i c t Judge in th e c o u n ty w here th e a lle g e d c o m p la in t o c c u rre d . 217 SAMPLE FIELD TRIP GUIDELINES 1. Routing shall be the resp o n sib ility o f the Director of Transpor­ ta tio n . 2. There w ill be a minimum o f one professional s ta ff member per bus, who w ill be in charge of the t r ip . 3. A ll students shall be picked up and discharged at a central point determined by the s ta ff members with the approval of the principal prior to the t r ip . There w ill be no exceptions. 4. In case o f a bus breakdown or other emergency on the highway, the radio system should be used to establish contact for assistance. 5. The principal should establish an emergency contact person and telephone number. 6. The teacher w ill be expected to carry out a ll aspects o f the ap­ proved plan without f a i l . 7. Failure of a teacher to follow these guidelines may resu lt in re­ fusal of approval fo r future trip s requested by said teacher. 8. Bus drivers shall be required to remain with the group at a ll times. 219 • SAMPLE REQUEST FOR FIELD TRIP TRANSPORTATION SCHOOL________________________ • GROUP TRIP DATE DESTINATION DEPARTURE TIME FROM SCHOOL DEPARTURE TIME FROM EVENT NUMBER OF PASSENGERS (INCLUDING CHAPERONES)_________ # OF WHEELCHAIRS DATE # OF CAR SEATS SIGNATURE OF TEACHER SIGNATURE OF PRINCIPAL TRANSPORTATION CENTER □ REQUEST APPROVED DATE f1 NOT APPROVED OFFICIAL 221 REASON TITLE DEPARTMENT OF EDUCATION STATE B O A R D O F EDUCATION PROM U L G A T E D RULES F O R TRANSPORTATION OF H A NDICAPPED PERSONS Fi l e d w i t h the S e c r e t a r y o f State on August 5 r 1982. These rules take effect 15days after filing with the Secretary (By a u t hority c o n ferred on the and 1703 of A c t No. 451 o f the s ection 9 of A c t No. 94 of the §§380.1701, 380.170 3, and 388.1609 o f State. state b o a r d of education by sections 1701 Public Acts o f 1976, as amended, and Public Acts of 1979, as amended, being of the Michigan Compi l e d Laws) R 380.51 Definitions. Rule 1. As used in these rules: (a) "Additional transportation services" means transportation s er­ vices in excess of the distances established by local b o a r d policy for t ransportation to a regular school program. (b) "Specialized transportation services" means transportation ser­ vices p r o v i d e d in vehicles with or wi t h o u t the equipment n e c essary for the adequate and safe transportation o f special education students. R 380.52 Eligibility for transportation services. Rule 2. A h a n d i c a p p e d person shall be eligible for transportation services p r o v i d e d for regular pupils and for additional transportation services o r s p ecialized transportation services, or both, when it is n e c essary for a h a n d i c a p p e d person to attend approved special education p rograms or services. R 380.5 3 Educational p l a n n i ng committee; establishment o f additional or specialized transportation services. Rule 3. (1) Additional transportation services o r specialized trans­ p o r tation services, or both, shall be established by the individualized educational planning committee. (2) The i n dividualized educational planning committee shall include the transportation director or designee if deemed necessary b y the s u perintendent or designee at the time the individualized educational planning committee is scheduled. (3) In establishing additional o r specialized transportation services, the committee shall c o n s i d e r the nature of the hand i c a p condition which m u s t be accommodated b y s p ecialized transportation services. R 380.54 Annual review o f need for additional o r specialized transpor­ tation service. Rule 4. The special e d u cation director and transportation director shall review annually the need for additional transportation services o r specialized transportation services, o r both. R 380.55 Coordination o r provision of transportation services. Rule 5. The intermediate school district shall coordinate o r provide for additional transportation or specialized transportation, o r both, o f an eligible h a n d i c a p p e d person, as determined by the individualized 223 2 educational plann i n g committee specifications, which are designed to m e e t the transportation needs o f these students to programs located either inside or outside the boundaries of the local school district in which the per s o n resides. The plan for coordinated additional trans­ portation services o r speci a lized transportation services, o r both, shall be included w i t h i n the intermediate school district's plan for delivery o f special e d u cation programs and services. The services included in the plan m a y be provided by any local school district, intermediate school district, private contractor, o r any combination thereof, in or d e r to receive state school a id for additional transpor­ tation or s p e cialized transportation, or both. R 380.56 Eligibility for state school aid for transportation of h a n d i ­ capped persons. Rule 6. (1) A school d i s trict is n o t eligible for state school aid for transportation o f h a n d i c a p p e d persons unless the school bus route or ot h e r transportation service is approved by the intermediate school district superintendent o r designee pri o r to the implementation o f ser­ vice. (2) T e m porary approval for a p e r i o d o f n ot more than 30 days may be g r a nted to p e r m i t development and evaluation of alternative routes or services. (3) A p p roval m a y be wi t h d rawn for a route or service if there is a reduction in the number of persons served and if those remaining can be properly serv e d b y another existing route. Approval may b e withdrawn for a route or service if an alternate route o r service w o u l d signifi­ cantly improve services. (4) If approval is wi t h d r awn for any reason stated in subrules (2) a n d (3) of this rule, a vehicle owned or* leased by a district that was used on an a p p roved route may be continued on the inventory for that year as if the route w e r e continued for the balance of that year. Other costs incurred af t e r wit h d r awal of approval are no t eligible for reim­ bursement. R 380.57 Authori z a t i o n of overlapping o r duplicate routes o r services prohibited; exception. Rule 7. The intermediate superintendent shall n ot authorize a school bus route or other transportation service that unnecessarily overlaps or duplicates routes o r services provided by the same or any other school district, unless there are instances when a specialized vehicle is needed to transport a h a n d i c a p p e d student wh o wo u l d otherwise not be able to participate in an appropriate educational program. R 380.58 Intermediate superintendent; maintenance of information o f services required. Rule 8. The intermediate superintendent shall maintain maps o r other suitable descriptions o f all regularly scheduled additional transpor­ tation services o r s p e cialized transportation services, o r both, provided for h a n d i c a p p e d persons attending each approved pr o g r a m for the h a n d i ­ capped. This information shall be reviewed at least annually by the intermediate s u perintendent or his o r her designee. R 380.59 State school aid; prohibited allotments. Rule 9. State school aid for transportation shall n ot be a l l o t t e d for the following: 224 . 3 (a) Addi t i o n a l transportation service o r specialized transportation service, or both, for a h a n d i c a p p e d person in excess o f that which is necessary to permit the h a n d ic a p p e d person to atte n d the nearest avail­ able approved p r o g r a m o r service for persons with similar unique needs in accordance w i t h the le a s t restrictive e nvironment provisions o f the law and the decisions o f the individualized e ducational planning com­ mittee. (b) Transpor t a t i o n o f h a n d i c a p p e d persons to o r from field trips or recreational and athletic activities. R 380.60 Mileage log. Rule 10. The supe r i n t e n d e nt of a district p r o v iding additional transportation services o r s pecia l i z e d transportation services, o r both, wh i c h are eligible for state school aid a n d w h i c h are provided with s c h ool-owned vehicles shall k e e p a log showing the total miles driven and expenditures att r i b u t e d to the eligible miles. R 380.61 B i l l i n g o f charges for ineligible transportation. Rule 11. If ineligible transportation is p r o v i d e d by a private con­ tractor, the charges for this transportation shall be b i lled separately and the paying district shall maintain a record o f all such payments. 225 , HANDICAP CLASSIFICATIONS There are several physical and mental conditions which may a ffe c t the learning cap a b ilitie s of an in d ivid u al. Handicap conditions can be grouped into physical, mental, emotional or social d is a b ilitie s . Some individuals could have a combination o f these conditions. To help you understand the children you transport b e tte r, the ab­ breviations, what the abbreviations mean and the d e fin itio n of that condition follow: E .I, (Emotionally Impaired) D isruptive, have temper outbursts or frequently are disobedient or are withdrawn, may be unable to function in a regular classroom. May be physically abusive or tend to withdraw from others. Sometimes exh ib it symptoms of psychosis, schizoprenia or autism. Be observant, the emotionally disturbed child may send out sparks before he erupts. Aggressive behavior may be a cry for attention so give attention when he is not aggressive. I f the behavior be­ comes so out of control th a t i t distracts you from your driving , you should stop the bus immediately. I t is a p riv ile g e , not a rig h t, to ride the school bus. Be firm , but f a i r . Smile when you are correcting. E .M .I. (Educably Mentally Impaired) One with a below average learning c a p a b ility . I.Q . w ill generally range between 50 and 70. Frequently may have d if f ic u lty so cializing or dealing with new situations. H .I. (Hearing Impaired) Those who suffer a loss of hearing of any degree. They are sometimes referred to as hard-of-hearing or deaf. The hard-of-hearing child w ill have d if f ic u lty understanding conversational speech even though they may be wearing hearing aids. They may turn o ff the hearing aid i f conditions become too loud or uncomfortable. They may often t ir e more quickly than other children since they are straining to understand with th e ir eyes what they miss through th e ir lack of hearing. They may hear better on some days than on others. The distance from the driver and the level of noise w ill in te rfe re with the a b ilit y to understand, so each hard-of-hearing child could have a "buddy" in the vehicle who can help with directions and instructions from the d riv e r. 227 2 For the driver th is means: - Speak n a tu ra lly . Do not exaggerate, overemphasize or speak loudly. - Keep your hands away from your face while speaking. Make sure the child sees your face when you are ta lk in g . - Make sure that the child understands, not ju s t lis te n s , when you give directions or make requests. - I f the child misunderstands, restate the question or state­ ment in other words. Some words are d if f ic u lt to "see" since they require no lip movement. L.D. (Learning Disabled) Have major differences between th e ir in ­ te lle c tu a l a b ilit y and th e ir actual academic achievement. Some­ times they have social and behavioral problems. They experience d iffic u lty learning to read, w rite or do math. In the learning disabled the emotional reactions are often ex­ treme. O veractivity and impuslive behavior are commonly found in this type of c h ild . Keep rules to a very minimum and resign yourself to in f in it e patience and persistence. P .O .H .I. (Physically or Otherwise Health Impaired) Those who are lim ited by physical or health conditions to such a degree that special f a c ilit ie s and/or services are needed. The physically handicapped condition can be further divided into: Severely - Children who are mobile only with a wheelchair. A hydraulic l i f t is used to load and unload the person. Moderately - Children who can walk with crutches or a walker. Most can walk to and from the vehicle with l i t t l e help, but should be closely supervised. S lig h tly - Few cases o f the physically handicapped f a ll into this category because most w ill be integrated into a regular classroom. I f you do transport this type o f c h ild , supervise him/her to and from the vehicle. I f i t is necessary to l i f t a child who cannot assist you, be aware that th is type of child has a tendency to "slip through" one's arms. Get a good grip on his/her trunk and support the head i f necessary. Encourage independence in the child by allowing them to do as much as they can fo r themselves. P P .I. (Pre-Primary Impaired) A child from 3 to 5 years old that is developing s ig n ific a n tly slower than an average child should and who does not f i t the present categories of d is a b ilitie s . S .M .I. (Severely Mentally Impaired) Have the potential for basic s e lfcare and m obility only and w ill always need close supervision. 228 3 S p ./L .I. (Speech and Language Impaired) Unable to understand or use functional language which may in te rfe re with learning or social adjustment. Persons can be recognized by rate of speech, loud­ ness or qu ality o f speech and a rtic u la tio n or distortions of sounds. S .X .I. (Severely M ultiply Impaired) Those who are moderately to severely mentally impaired and who in addition, have physical handicaps such th at they cannot now or may never walk. They have a combination of one or more o f the other single handicap con­ d itio n s. T .M .I. (Trainable Mentally Impaired) Have potential for s e lf-c a re , social adjustment and usefulness within th e ir community. Always w ill need some form of supervision. May be able, as adults, to perform some unskilled tasks or work in a sheltered workshop. I t is not unusual fo r the trainable child to have a history of seizures or other disorders. Some are overly excitable; others may be quite fe a rfu l. Some have l i t t l e or no speech and many have poor eye-hand coordination and poor control of arms or legs. Praise, practice and patience are the key words to remember. V .I. (Visually Impaired) Have problems seeing. May be p a r tia lly sighted or even blind. Visual acuity w ill be 20/70 or less in the better eye, a fte r correction or they may have a res tricted peripheral fie ld o f vision of not more than 20 degrees. The children with to tal vision losses or severe vision losses w ill be using a long white cane. Driver should instru ct the pas­ senger to hold th e ir cane in an upright manner resting the tip on the flo o r while the person is seated, so as not to endanger the other passengers. They should be seated near the fro nt of the bus in view of the driver and must be closely supervised to and from the vehicle. These children should be encouraged to do as much as possible fo r themselves. 229 < EPILEPSY Epilepsy involves adjustment on the part of the child and his family and because epilepsy is a chronic disorder, many children may have to learn to liv e with the p o s s ib ility of life lo n g seizures. Although the m ajority of children with epilepsy are well controlled with medication, and some may even outgrow seizures, none can look forward to a cure. This must be accepted without p ity , both by the individual and by the school bus d riv e r. We should not expect less in behavior because the child has seizures. A child may s t i l l be fearful about having another seizure but the fear w ill be lessened i f the child feels that adequate care during and acceptance a fte r i t w ill be given. What causes seizures to occur is s t i l l somewhat unknown. During most seizures a ll sem­ blance o f s e lf control is lo s t. No one can predict when a seizure w ill happen. Here are some sug­ gestions for d river action or response in handling an on-board seizure: - Pull o ff the road at a safe location. - Remain calm.Use voice control. - Gently prevent the child from further in ju ry by supporting head in your hands so that i t does not c o llid e with near objects. Let the body f l a i l and do not try to control its movements. - Place nothing between the person's teeth. - A fte r the seizure, allow the person to re s t, possibly supported by another passenger. While resting , an excessive amount of saliva may flow from the mouth, therefore position the head so the in ­ dividual w ill not choke on the saliva. - Inform your supervisor. (Be sure you know what your local d is tr ic t directs you to do in this s itu a tio n ). 231 EVACUATION I t is certainly hoped that you w ill never have to evacuate special needs persons from your vehicle. However, the following w ill serve as guide­ lines should this become necessary. - Know when you should evacuate + Check with your supervisor. + What are your local policy guidelines? + At what point in any given emergency or circumstance should you decide to evacuate? - Know where the vehicle's emergency equipment is located and learn how to use i t . - Know your passengers — who would be most stable in a c ris is and most able to help. - Know your own response to a given situation and above a ll remain calm. Use a low, strong slow speaking voice. - Practice evacuation d r ills i f local policy permits. - I f you do evacuate, have the passengers remove to a location at least 100 feet from the vehicle and s it down. + Visually handicapped children need clear verbal instructions and a helping hand. + Hearing impaired children should be taught the basic signs fo r emergency in fo rm a tio n . + Orthopedicall.v handicapped children may need to be carried. 233 MEDICAL INFORMATION CARD I t 1s important that an information card for each passenger be carried on the bus, perhaps in a separate section o f the route book, which con­ tains medical information pertinent to that p a rtic u la r passenger. Sources for this kind o f information are supervisors, appropriate school o ffic ia ls and/or parents. Once the information has been obtained i t must be kept confidential fo r the protection o f the student. A spare copy o f each passenger's card should be kept in the transportation o f­ fic e . Updating th is information should be a cooperative e ffo r t between supervisor, o f f ic ia ls , d riv e r and parent. Suggestions fo r the kind of information that may be lis te d are: - Name o f child . - Address o f child . - Photograph. - Phone number and an altern ate number fo r an emergency. - D is a b ility (s ). - Directions fo r driver to follow fo r an emergency. - Emergency health care information — what to do. - Medication that the student uses. - Child's doctor and phone number. - Any special information about the child that would be helpful in an emergency. See reverse fo r sample 235 ■ TRANSPORTATION INFORMATION CARD D a te Home Name_____________________________________________ BD___________________Phone Address_________________ F a th e r 's work phone____________________________ M other's work phone______ Name, address and phone o f emergency d r o p - o f f: 236 P r o s th e tic devices needed f o r t r a n s p o r ta tio n : Medical Considerations: Behavioral Considerations: This info rm ation is f o r the use o f the bus d r i v e r o n ly . Please r e s t r i c t i t s c i r c u l a t i o n . Return t h is form to the T ra n s p o rta tio n Supervisor when the inform ation is no longer needed. SAMPLE BEHAVIOR MANAGEMENT WITH SPECIAL EDUCATION STUDENTS Restraints and Behavior Management 1. Regular seat belts w ill be used by a ll students while the vehicle is in motion. 2. Sometimes i t is necessary to restrain youngsters while they ride buses. Restraints may be used fo r the physical support of a student or to help insure his safety, the safety o f other students and drivers. 3. Students who leave th e ir seats or become abusive o f themselves or others w ill have temporary special restrain ts designed with verbal approval o f parent or guardian. The parent or guardian w ill be given the option o f attending a conference within ten (10) working days to determine the most appropriate transportation method. The conference shall include the parents, bus d riv e r, school adminis­ tra to r and a physical or occupational th erap ist. 4. In addition to regular seat b e lts , res train ts may include backward buckling seat b e lts , parachute harnesses (is o la tio n ), "Y" harnesses, trunk support devices and car seats. 5. When a student's behavior is unmanageable in spite o f restrain ts and behavior management techniques, the suspension procedure may be in itia te d . This procedure may be in itia te d as a natural consequence o f inappropriate behavior; to protect the student, other students, the driver or equipment; or to provide time to help the student make the adjustment to transportation services. Modifications to School D is tric t Transportation 1. Parents or agencies may be contracted to transport students. Suspension Procedures 1. Suspensions from transportation w ill be in itia te d by the transpor­ ta tio n supervisor on the recommendation of the bus d riv e r, the school p rin c ip a l, or cooperating agencies (Department of Social Services, e t c .) . A preliminary investigation of the facts included • in any complaint o f alleged student misconduct shall be made by the transportation supervisor. The transportation supervisor may, a fte r investigating the fa c ts , place the student on short-term suspension not to exceed 5 days. 2. The student's parents, guardians, agency caseworker, the Department o f Operational Programs, and the building principal shall be n o tifie d o f a ll suspensions before they are imposed. ' 237 3. A conference w ill be called when a student repeatedly displays in ­ appropriate behavior. 4. The principal w ill provide a management plan. a. The principal w ill gather data and design a management program. The behavioral psychologist may be consulted in developing the plan. b. The principal and transportation supervisor w ill be responsible fo r the implementation of the management program in cooperation with the parent or guardian. c. I f a need fo r re s tra in ts or a management plan is indicated, and the parent or guardian is unwilling to have them used, the parent or guardian w ill have the resp o n sib ility o f transporting the student to and from the school program a t his own expense. 5. A follow-up program w ill be conducted by the transportation manager at a time specified in the management program to see i f the student's behavior is appropriate. I f student behavior is not improved and s t i l l is threatening to the student, other students, s ta ff or pro­ p erty, a long-term suspension, not to exceed a to ta l of 10 days may be in itia te d by the transportation supervisor. 6. I f , a fte r the above steps are followed, the student's behavior is such that he cannot be tolerated on the bus, the expulsion procedure may be in itia te d . Appeal Procedure 1. The implementation o f the above policy and procedures may be ap­ pealed to the superintendent in w ritin g . The superintendent w ill respond, in w ritin g , w ithin ten calendar days. 2. The superintendent's decision may be appealed to the board of education. The appeal shall be directed to the superintendent of schools in w ritin g . The appeal w ill be heard at the next regular meeting o f said board and a fin a l decision w ill be made within 21 days o f said hearing. 238 * ONE HUNDRED-TWO WAYS TO CONSERVE ENERGY IN SCHOOL TRANSPORTATION SYSTEMS* Energy conservation in school transportation is a major area of concern to the education cownunity. Since the energy c ris is began, school trans­ portation managers have in itia te d e ffo rts to reduce the amount of fuel required to operate th e ir fle e ts . Rapidly escalating fuel prices and lim ited school budgets are forcing a strong stand for conserving energy. Listed below are 102 ways transportation managers can conserve energy and reduce transportation costs. A. Transportation Policy 1. Coordinate school calendars and s ta rt and dismissal times between schools of each school system. 2. Eliminate staggered dismissal times in the same building. 3. Increase requirements fo r walking distances to school and to bus stops. 4. Establish pick-up and dismissal schedules at schools to support maximum vehicle u tiliz a tio n s . 5. Eliminate buses for detention students. 6. Limit student parking, encourage high school pupils to ride school buses, form car pools, etc. 7. Establish maximum distance for co-curricular trip s (60 miles round t r ip ) . 8. U tiliz e public mass tra n s it where feasible to avoid duplication o f service. 9. Establish travel restriction s for school sponsored a c tiv itie s supporting a th le tic teams (cheerleader, band, pep clubs, e tc .) 10. B. Eliminate buses for a th le tic team practices. School Bus Operation: A c tiv ity and Field Trips 1. Reduce, consolidate or eliminate a ll but the most necessary a th le tic contests. 2. Reduce, consolidate or eliminate a ll but the most necessary cocurricular trip s . ♦Michigan Department of Commerce, Energy Administration. Focus on Energy - A School Transportation Handbook. Lansinq: The Department, 1979. 239 2 3. Combine co-curricular and a th le tic trip s fo r more than one school. 4. Have d is tric ts share buses when feasible. 5. Establish minimum and maximum distances for a ll trip s . 6. Limit co-curricular trip s to fu ll bus loads only. 7. Combine a th le tic schedules so several games can be played at the same location. 8. Eliminate buses for transportation of students involved in after-school a c tiv itie s and for extra curricular a c tiv itie s fo r small groups. 9. Contract with parents to provide transportation when feasible. 10. U tiliz e public transportation on return trip s where feasible rather than return school buses to schools or homes. C. School Bus Operation: General 1. Lengthen distances between pick-up points. 2. Establish collection points. 3. Plan stops on level instead of on grades. 4. Consolidate loads. 5. Plan routes to make as many right-hand turns as possible to save on idlin g time, where safety permits. 6. Use intercoms on buses to reduce stops fo r controlling discipline. 7. Use tr ip recorders to record and monitor driver and vehicle operation for speed control where problems occur. 8. Use smallest available vehicle for long distance, ligh t-load runs. 9. In s ta ll two-way radios to d irect operation or redirection of buses to avoid unnecessary stops and route miles. 10. Route buses to stay on main roads as much as possible. D. School Bus Routing and Scheduling 1. F ill buses to legal capacity. 2. When replacing buses or expanding f le e t , purchase buses with capacities to provide balanced fle e t u tiliz a tio n . 3. U tiliz e proven updating routing techniques, eith er by hand or computer or maintain maximum vehicle u tiliz a tio n at a ll times. 240 3 E. a. Evaluate current system. b. Revise system to reduce mileage, stops, and student riding time and distance. c. Review policy and revise where needed. 4. Consolidate in te r -d is tr ic t transportation systems when possible to meet special transportation demands. 5. Develop an alternate routing plan fo r implementation in emer­ gencies and fuel shortages (weather, e tc .) School Bus Operation: The Driver 1. Retain experienced drivers as longas possible. 2. Re-educate bus drivers toward better fuel economy. 3. Reduce warm-up time on buses to 2 minutes, i n i t i a l l y , and 3 minutes prior to startin g routes. Driver should dress warmer rather than running engines at fu ll id le to heat buses. 4. Drive slowly the f i r s t few miles un til vehicle warms up. 5. Avoid fu ll th ro ttle 6. Avoid the "red line" even in sh iftin g gears. 7. Drive slowly back to bus garage. next to center lin e on curves. 8. Reduce speed lim it to as low as p ractical. 9. Avoid courtesy stops (unauthorized). operation. Drive at steady speeds. Turn corners slowly, drive 10. Train new drivers on existing runs while bus is "deadheading." 11. Use simulators to reduce behind-the-wheel training in vehicles. 12. Increase frequency o f driver in-service programs. 13. Hold jo in t workshops with drivers and mechanics to improve transportation operation. 14. Use driver incentive system fo r reducing vehicle fuel consumption. 15. Review driver times and routes. Determine most e ffic ie n t vehicle u tiliz a tio n , layover and storage plan to determine miles for school as well as personal vehicles. 16. Keep foot o ff accelerator when the bus is approaching a stop or is stopped and o ff brakes when in motion. Reduce braking by anticipating stops. 241 4 F. School Bus Maintenance 1. Tune and maintain engines, plugs, points, timing. 2. Maintain clean pollution controls. 3. Keep gas tanks fu ll to avoid excessive evaporation. 4. Avoid fuel spillage when refueling buses. Do not f i l l to top of f i l l e r tube. 5. Replace buses th at use excessive amounts of fuel as soon as economically feasib le. 6. Keep fuel storage tanks locked with one person in charge of fueling o f buses and other school vehicles. 7. Keep accurate bus records for maintenance and fuel consumption. 8. Analyze cost data, make management decisions to maximize savings and e fficien cy. 9. Inventory a ll parts and supplies and order on a planned-need basis, with best price and based on past experiences, (reduces "parts chasing") Do not "over f i l l . " 10. I f possible, in winter keep a ll buses under cover rather than allowing drivers to take them home. 11. Use engine warmers for easier s ta rts . to minimize use of warmers. 12. Maintain clean o il and a ir f ilt e r s . 13. Keep automatic choke clean. A sticking choke w ill waste fu el. Chemical cleaners save costly down time. 14. Keep a ir-fu e l mixture of carburetor precisely adjusted. 15. Regulate o il change with engine tune-up. 16. Use manufacturer's recommended weight of o i l . A heavier o il w ill force the engine to use more fu e l, too lig h t w ill not pro­ vide the protection required. 17. Check t ir e balance and wheel alignment to avoid "drag" which w ill use more fuel and shorten t ir e l i f e . 18. Check radiator thermostat. A defective thermostat may prolong engine warm-up, increasing fuel consumption. 19. Use proper octane rated fu e l. Using wrong octane w ill result in plug foul-up and reduction of mileage. Using a higher octane than required is a waste o f money. 242 U tiliz e automatic timers 5 20. Use engine analyzing equipment to assure maximum efficiency. 21. Make fu ll u tiliz a tio n of service manuals and maintenance bul­ le tin s to keep updated on maintenance techniques. . 22. Take fu ll advantage of free maintenance trainin g clin ics con­ ducted by s k illed instructors. 23. Keep brakes properly adjusted. 24. Repair engine o il leaks. 25. In s ta ll radiator shutters for retaining engine heat. G. 26. In s ta ll radial tir e s . 27. R e tro fit with electronic ignition system. 28. Properly u t iliz e proven fuel and o il additives. 29. Maintain proper t ir e pressure on a regular basis. Proper t ir e in fla tio n is essential to fuel economy and t ir e wear. 30. U tiliz e new techniques such as rubber suspension systems, wheel balancers, t ir e pressure equalizers, solid state ig n itio n , etc. Transportation Office and Garage 1. Maintain lig h tin g fixtures (a clean fix tu re in good working order can deliver up to 50 percent more lig h t). 2. Clean walls and ceilings and/or paint with lig h t f l a t or semi­ gloss fin is h . 3. Turn o ff a ll lights and other e lec tric al equipment when not in use. 4. Reduce exterior lig h tin g to lowest level consistent with good security and safety. 5. Perform ja n ito ria l services e a rlie r so that e le c tr ic ity may be turned o ff e a rlie r. 6. Check a ll equipment and motors. turn o ff when not in use. Adjust belts fo r proper tension; 7. Limit the use o f e le c tric al space heaters. 8. Tighten and clean a ll e le c tric a l connections from the c irc u it breakers back through the transformers to the main switch. (Should be done annually by an experienced e lec tric ian when building power is o f f ) . 9. Consider the in s ta lla tio n of photo cell controllers to turn exterior ligh ts on and o ff. 243 6 10. Concentrate evening work/meetings in a single heating/cooling zone instead o f heating or cooling the whole o ffic e or garage. 11. Clean up heat exchanger and heating coil surfaces fo r better heat tra n s fe r, change f ilt e r s at regular in te rv a ls , clean fan blades and damper blades. 12. Request v is ito rs and s ta ff to avoid waste o f energy by opening windows, or holding doors open. 13. Consider the in s ta lla tio n o f added insulation to building walls and ceilings to decrease heat tra n sfe r. 14. Consider the in s ta lla tio n o f insulating glass in place o f single pane glass. 15. Consider the in s ta lla tio n o f weather-stripping, caulking, auto­ matic door closers, e t c ., to decrease in f ilt r a t io n o f outside a ir . 16. Close o f f a ll unnecessary openings—unused exhaust fans, broken windows, structural openings. 17. Replace grossly oversized motors. Motors operate more e ffic ie n tly near rated capacity and with a better power facto r. 18. U tiliz e blower system to circ u late warm a ir from the c e ilin g to flo o r o f work areas. 19. Remove thermostats located near doors, windows or heat pro­ ducing sources. 20. Reduce thermostat setting on weekends, holidays and at night. 21. In s ta ll large fuel storage capacities, 10,000 gallons or la rg er. I 244 . BIBLIOGRAPHY A llen, Keith. Guidebook fo r School Bus Transportation Supervisors. Falls ChurcTil American Automobile Association, 197FT Gustafson, Robert E ., Ruth H. Mitman, and Mary L. Allen. Volume I Prerequisites to the Beginning School Bus Driver Curriculum. East Lansing: Highway T ra ffic Safety Center, Michigan State University, 1981. Gustafson, Robert E ., Aubrey 0. Bradshaw, and Frederick E. Vanosdall. Volume I I Model School Bus Road Test and Training Manual. East Lansing: Highway T ra ffic Safety Center, Mi chigan State University, 1981. Gustafson, Robert E ., and others. Volume I I I Technical Report Begin­ ning School Bus Driver Curriculum^ Fast Lansing: Highway T ra ffic Safety Programs, Michigan State University, 1982. Gustafson, Robert E ., and others. Volume IV Instructor's Manual Beginning School Bus Driver Curriculum. East Lansing: Highway T ra ffic Safety Programs, Michigan State University, 1982. Gustafson, Robert E ., and others. Volume V Student's Manual Beginning School Bus Driver Curriculum. East Lansing: Highway T ra ffic Safety Programs, Michigan State University, 1982. Gustafson, Robert E ., Timothy J. VanSusteren, and Michael J. Fedak. Volume VI Advanced School Bus Driver Curriculum and Technical Report. 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