There are several prerequisites for answering any question pertaining to the management of very young children on the bus. Before you act, consider:

Responses to some of the FAQs below will describe the preventative measure first and then what we recommend if the situation does occur.

61. What do I do if a child has to use the restroom really badly?

Follow your agency's policy and procedures for this situation which have been developed with guidance from the Health Services Advisory Committee and approved by the Policy Council. School buses don't have on-board lavatories and changing tables so it is a make-do situation at best - but be prepared.

Discussion:
In many cases, with adult encouragement, preschool age children can wait until they get off the bus. When you arrive at the destination, let that child get off the bus first, if necessary, and explain to the receiving adult that the child needs to use the bathroom at once. If possible, call ahead and inform the staff.

Prevention #1 - parents and staff make sure that infants and toddlers leave home or the center wearing clean diapers. With "in-training" toddlers and preschoolers, have them try to use the toilet just before they leave home or the center. (This is a good job for volunteers' "extra hands").

Prevention #2 - keep the length of bus routes to a minimum so children won't have to wait so long when they feel the urge to void. Both bus drivers and bus driver substitutes must be familiar with the route and where they might stop for a child to use the restroom.

Prevention #3 - the transportation staff should be prepared ahead of time to handle the rare instance where the child cannot wait and there is no restroom anywhere (bus breakdown, stalled train at railroad crossing, etc.). There should be a written agency procedure to follow with which parents and staff are familiar. Children need to know, in language that they can understand, what they should do if they need to use the toilet after they are on the bus. There are limited choices.

Advance Preparation - Prepare a Bus Lavatory Pack containing extra clothing for each of the sizes and gender of children aboard in addition to a potty seat with liners, wipes, a roll of paper towels, small trash bags, protective gloves and hand sanitizer.

Dealing with it - Weigh the risks and the circumstances for stopping - we recommend it only as a last resort.

Staff and children should be reminded that using a toilet, either on board or off the bus, is a very unusual exception to the normal routine. Once the decision is made to stop and let a child use the bathroom, staff must make every effort to minimize embarrassment and prevent humiliation of the child. The bus aide should be matter of fact, respectful and protective of the privacy of the child. Kindness and consideration shown toward one child reassures the other children that they would be treated similarly.

The bus should be safely pulled over off the road before the child is released from his/her child safety restraint. All other children should remain restrained and be kept busy with other activities while this is going on. If the child has soiled her or himself, help her/him clean up and change into the extra clothing as quickly as possible, out of view of the other children. (Return to FAQ #72)

62. What is appropriate discipline on the bus?

There are basic rules for the bus just as there are rules for the classroom. Teach children underlying principles such as respect for their own well being and treating others with kindness. "We don't hurt each other" and "We put things back where we found them" are starters. One rule for the bus is, "We always do what the bus driver says", as if (s)he were the captain of the ship. Young children need reminders since they are too young to have internalized the rules. They remember better if they can interpret and state the rules in their own language. The rules (no more than 2-3) need to be developed collaboratively between the classroom and bus staff with input from parents.

Bus rules need to be consistent with the guidance and discipline policies of the program. If program policy permits excluding children from the group with an imposed "time out" or waiting to address behaviors until arrival at home or at the center, then these techniques will not work on the bus. More developmentally appropriate responses which can be used as soon as the behavior occurs need to be developed.

Biting and Scratching.
Biting and scratching are a common developmental behavior for children ages 18-26 months of age. There are several reasons a child may bite. These reasons include:

Exploring by placing objects in their mouths. Sometimes children "accidentally" bite other children in this process. It is common for the "biter" to look shocked at the bitten child's behavior.

A lack of verbal skills to express themselves. Biting is a very powerful release of frustration. Most biting deceases by age three when the child has acquired better verbal skills.

A release of frustration. Occasionally a child bites from teething or when (s)he is hungry or tired.

Biting is not always preventable; however, children need to participate in activities that release frustration such as singing with movement or laughing out loud. Offer safe travel objects that serve as biting substitutes such as teethers, wet washcloths, etc.

Keep a watchful eye on children who are known biters to help understand what may be causing the child to bite so that further incidents can be prevented.

When biting or scratching occurs, separate the children tending to the wounded one first. Tell the biter/scratcher, "You do not bite. It hurts." or "Biting is not allowed. It hurts people." The bitten child is consoled and the bite is quickly cleaned. A cold pack is placed on the bite (not directly on the skin) to decrease the likelihood of swelling or bruising.

Wounds from biting or scratching that break the skin should be documented and reported to the parent, in accordance with agency policy. The parent may consult a physician for possible follow up treatment with antibiotic if necessary.

Things We Will Not Do:

Bite the child back. .
Encourage the other child to bite the child back. .
Call the child names such as "bad", "naughty". .
Tell other parents who did the biting.

Fighting/Hitting.
For older children, ages 4 and 5, suggesting and explaining are more positive forms of handling fighting or arguing, but they are both doing the thinking for the child. When children are fighting, ask, "What happened BEFORE (s)he hit you (or grabbed the toy)?" Then ask each child, "Can either of you think of a DIFFERENT way to solve this problem?" One five-year-old boy said to his three-year-old brother, "You can have this for a little while, but when it's my turn, I'll tell you and you have to give it back." They both smiled, and the boy gave the truck to his brother.

Younger children, two or three years old, need to be reminded, or shown how, to "use your words" to ask for what they want, rather than by grabbing or hitting. Conflict between very young children occurs frequently and without warning. Such behavior in young children often causes strong emotions in adults. Toddlers don't follow accepted social rules. In order to understand how to handle toddler conflict, it is necessary to understand why it happens. If adults or even older children behaved this way, it might be appropriate to think in terms of right and wrong, or good and bad. But toddlers fight simply because they have no other way to deal with social problems. For toddlers, conflict is a skill issue, not a moral issue. Toddlers can't solve multiplication problems because they lack the necessary math skills. Similarly, they can't handle problems with other people because they don't yet have the social skills needed to solve them.

Several skills are necessary to get along successfully with other people. These include the ability to:

See the other persons point of view: to understand how they feel, what they want and need, and to correctly "read" their intentions;

Toddlers, however, have none of these skills. Because of their limited mental abilities, they don't understand that others have a point of view. They certainly don't understand what those feelings or needs might be, and their newly developing language skills don't allow them to communicate well with others. Interpreting toddlers speech is difficult for most adults; it's almost impossible for other toddlers to understand. Toddlers also have a very poor grasp of cause-and-effect relationships. Therefore, they seldom think about how their actions might affect others.

Emotions are also overwhelming to young children. Toddlers have trouble distinguishing between anger, sadness, and fear. It is almost impossible to control what you don't understand. Furthermore, the toddler has few alternatives to try when attempting to solve problems with others. Therefore, when toddlers are faced with social problems, especially ones that raise strong emotions, their immediate reaction is to respond physically. When they want something, they take it. When they are hurt or feel threatened, they lash out or physically defend themselves.

Adults can help toddlers deal with conflict in two ways. First, they can structure the environment (such as arranging seating) t to prevent conflict from occurring in the first place.

Because toddlers are small, it is commonly assumed that they need less space. Toddlers actually require more space than older children because they don't respect the space needs of other children yet. Furthermore, because they do not have good control over their bodies, they may accidentally move into another's space. On the bus, you may have to seat a toddler with a preschooler rather than a toddler with a toddler.

Prevention is the most important part of handling toddler conflicts. No matter how you try, though, there will still be occasional arguments and fights. When conflict occurs, deal first with the strong emotions involved. Let the children know that you understand their points of view, but also tell them about how the other child feels. After the children are calm, you can offer information that will help them understand what happened and why. It is critical that your solution recognizes both children's needs. Punishing one or both children doesn't teach much about how to solve the problem.

It is also a good idea to give children some words to use for next time. These words will give them a way to communicate their needs in a less aggressive way.

You can also encourage children to call to you when they have a problem. Recognize that this is different from "tattling." It's getting needed help. Finally, it is important to make the rules clear. For example, children need to hear that they may not hurt anyone. Remember that very young children can only listen to a few sentences.

Tantrums
The child is showing frustration and his/her inability to deal with it. We caution against trying to calm a child down by giving him things; doing so may establish an unhealthy pattern. Children must be safety seated in child safety restraint systems, even if having a tantrum. The tantrum may seem to take an eternity, but he must calm himself down. If not, let him go on until he winds down and becomes more reasonable. Generally, you only have to do this once, and a child will remember next time.

Verbal Abuse (threats)
The child at three starts feeling more independent and more comfortable sharing with other children. At the same time, the three-year-old frequently feels scared in new situations and as a result strives for control again. Their assertiveness is shown through verbal threats, such as: "You are stupid" or "I hate you." This can be very unsettling for adults that lack understanding of the developmental basis for this behavior. Acknowledge the feelings behind the words. "You must be frightened or scared right now" and let the child respond.

At four, a child will do anything if provoked. Kicking, spitting and even running away is often seen when the child does not get his way. While they need boundaries, the four-year-old enjoys pushing the limits. Verbal aggressiveness increases with four-year-old children by more name-calling. The adult who passively allows a child to belittle her or call her names isn't modeling respect for herself. She must tell the child, "I won't continue to listen to disrespectful language (or be spit upon)," and then calmly move away.

Some children imitate disrespectful behaviors they see in adults at home. Other adult role models can have a profound influence on these children.

Some children inappropriately display anger because they have not yet learned more effective coping strategies. Some children may become violently angry or who may display hazardous behaviors that are dangerous to themselves and others. If there is an increase in a child's anger, determine from the classroom teacher or parent whether any significant changes have occurred which might be upsetting the child.

Handle incidents matter of factly and consistently. Be a positive role model and acknowledge the children's feelings that drive the angry behavior. Children may not always get what they want, but you are teaching them that their feelings matter. You also teach them that there are more acceptable ways to achieve their desired goal or to obtain a desired object. Children who aren't treated with respect have no model for respectful behavior. Getting to know children well and relating to them positively usually improves their behavior towards you.

Some children may have disabilities that influence behavior. In some cases, the child's IEP or IFSP could include behavior on the bus.

Harmful Objects (possession of):
For preschool children, ask for the object while explaining how that object can be dangerous to the child or to others. Make sure families and staff members know rules about what may be brought on the bus.

63. What do you do when the child will not stay in her Child Safety Restraint?

Prevention: if a child rides in a child safety restraint from the beginning, (s)he accepts it and expects it. Occasionally, a child will balk at being secured or will undo the safety clip himself. Be patient, firm, and consistent. The vehicle doesn't proceed unless all passengers are buckled up. Make sure that the straps are adjusted properly and comfortably for the child (no more than one finger should fit between the child and the harness strap), and that the child has something appealing to occupy his attention. In most cases, children will try to unfasten their safety restraints when they are uncomfortable or lack something interesting to do or to look at.

Other approaches: Occasionally, a child doesn't want to travel (be restrained) or he is just tired and cranky. Take a little extra time to focus the child's attention on something that can hold his interest while he is being buckled in like a new soft toy or song and he will usually comply, at least for the moment. When he is properly secured, show him that you are pleased - young children love adult approval.

Modeling: A child who is unaccustomed to riding in child safety restraint system may be uneasy with it at first. Introduce the safety seat to parents and show them how they will be used on the bus. Introduce safety seats in the classroom and demonstrate their correct use. Seeing adults and other children using safety restraints and being clear and pleasantly assertive about their use will communicate that safety restraints are here to stay and are simply part of the daily routine.

Challenging behavior: older children with medically diagnosed hyperactivity, autism, or emotional problems may require a safety restraint that is less likely to be unbuckled by the child. Large child car safety seats with a 5-point harness are available for children weighing over 40 lb. Vests with rear back closure also may be helpful for use with children who have behavioral problems that may interfere with safe travel; however, special permission from parents and other agency officials or school boards may be required before they can be used. These vests are perceived to be a form of "harness" and their use may be prohibited in some jurisdictions.

64. What should the driver do when there is no one to receive the child at the bus drop off point?

Follow your agency's procedures and document what you do. Notify your dispatcher immediately. Remember that the child is anxious and may feel abandoned, so you must reassure the child that (s)he will be taken care of until the parent or other designated person arrives. Your first responsibility is the care and safety of the child. Under no circumstances should you hand a child over to anyone who is not on the list of authorized persons which has been signed by the parent or guardian. You may ask for photo identification if there is any question. Do not release a child to any unauthorized person, adult or child, even if they declare they are a relative and the child recognizes them.

65. If a child is tampering with safety devices (rear door latch, emergency exit windows), how should that be handled?

Prevention:
1. Orient preschoolers to the bus, just as teachers would orient children to the classroom and to the rules of the classroom. In language that children can understand, explain the function of the safety devices, when they are used, and who will be using them.

2. Review instructions on emergency exits prior to emergency evacuation drills including a demonstration of their use. Gear it to the children's level of understanding.

3. If children are secured properly in child safety restraints and not riding in emergency exit rows, they cannot reach rear door latches and emergency exit windows. 3. Mp> Refer to Guidelines for Transporting Preschool Children in School Buses, NHTSA web page www.nhtsa.gov.

Dealing with It: The bus aide explains to the child why those devices should not be handled (alarm goes off, it is dangerous to all the passengers, etc.). Give the child something else that is interesting to do. Last resort - move the child to another seat closer to the driver or ride next to the child until his attention is refocused.

66. Would verbal authorization be sufficient to release a child?

Response:
Verbal authorization is risky and is not recommended; a telephone authorization to release a child would be honored only with prior written authorization from the custodial parent. Always follow your agency's written policy which has been reviewed by legal counsel. See National Health and Safety Performance Standards: Guidelines for Out-of -Home Child Care Programs, Standard AD38.

Comments: The list of authorized persons should name each individual who might be asked to receive the child, even if there is only a remote chance that that person would be asked to do so. Parents should be reminded to include only people who could be at the drop off point at the time that a child would be dropped off.

Your first responsibility is the care and safety of the child. Under no circumstances should you hand a child over to anyone who is not on the list of authorized persons which has been signed by the parent or guardian or has written permission from the parent/guardian. You may ask for photo identification if there is any question, telephone the parent to verify the note if you have a cell phone, or check back with the dispatcher or center. Do not release a child to any unauthorized person, adult or child, even if they declare they are a relative and the child recognizes them. It is important that when a child is released to any one other than the regular caregiver, the parent is aware of the arrangement.

67. Should food, gum, bottles, pacifiers, or toys be allowed on the bus?

There are times that food must be transported such as on field trips. It is best that food not be consumed on the bus. Minimizing the time that the bus ride takes, especially for infants and toddlers, would diminish any need to feed children while en route. Transportation staff should work with the Health Services Advisory Committee to determine whether formula or food needs to be carried in case of emergency and develop a policy and procedures to address it. Obviously, this can be an issue in remote rural areas. Buses need to carry water and paper cups, clean sippy cups for toddlers and clean bottles for infants who cannot drink from a cup. Security objects - consider each child's individual needs and whether the object poses a safety threat to passengers.

Much of the current policy written about the possession of toys and food on school buses was developed for a school age population, not infants, toddlers and preschoolers who have different needs. We know no compelling reason to permit chewing gum; however, a child may be strongly attached to a security item such as a blanket or stuffed animal from home. Rather than making a blanket recommendation for or against their use because of social, hygiene, or risk variables, we suggest that transportation managers work with their child development specialist and the child's parent to consider all of the factors and make a decision for each child based on their needs. The management of a child's security object, particularly during transitions such as the bus ride, should be addressed in the child's Individual Education Plan. Pacifiers - currently, there is no known reason to state that pacifiers are dangerous to children in transit. Source: NHTSA Countermeasures Division.

68. What types of emergency procedures should be practiced with children and how often?

Each agency providing transportation services must ensure that at least two bus evacuation drills are conducted during the program year in addition to the one during the first 30 days which must be conducted on the vehicle the child will be riding.

Other recommendations -

Weather-related: the driver should be aware of the weather at all times and be prepared both physically and mentally to take appropriate action when needed. For example, in tornado seasons, the driver and bus aide should always be on the look out for a tornado and children should have practiced the drill procedure before the season starts . With proper preparation, appropriate response will happen when people know what to do - automatically. Emergency procedures that children will follow can be reinforced by teachers and parents, thus communicating to the children that they will be ready and in safe hands.

Written procedures must be in place and staff and parents trained to respond appropriately to the various emergencies that may necessitate evacuation. Be sure to consult with the local emergency response team when developing emergency policies and procedures and invite them to join your practice emergency evacuations

69. How often should I sanitize the bus and safety seats?

CSRS should be cleaned weekly if used by one child. If seats are interchanged with children should be sanitized between each child following manufacturers instructions. Cloth covers need to be replaced for interchanged use daily. Same child covers washed weekly and after any bodily fluid contact.

70. What types of cleaning solutions should be used?

Follow the manufacturer's instructions - call them if necessary. The bleach solution used in the classroom on furniture and toys may actually degrade safety seat shells and webbing. It is always safe to clean by washing, rinsing with water and air drying.

71. How do I handle blood borne pathogens?

As outlined by OSHA procedures using the same procedures followed in the classroom, field trips and other early care experiences. Transportation staff must be trained in universal precautions.

A "homemade" bloodborne pathogen kit should include the following items:

72. Are we allowed to change a child's soiled diaper while en route?

There is not a clear answer to this question and it is a topic of extensive debate among transportation personnel. Consider: There is no prohibition that we are aware of; however, stopping the bus will delay the route. If the length of the bus route is as short as possible, and children are put on the bus in clean diapers, it is less likely that a child's diaper will have to be changed while en route. See FAQ #61 for more discussion of this topic. If a diaper must be changed while en route, the bus will have to be stopped since the Head Start regulation states that passengers/children must be properly seated and restrained while the vehicle is in motion.

73. How do we include children with disabilities in the bus/vehicle evacuation drills?

According to Individuals with Disabilities Education Act, CFR§300.347, CONTENT OF AN IEP, a statement on how a child "will be educated and participate with other children with disabilities and nondisabled children" and "An explanation of the extent, if any, to which a child will not participate", will give you the information you'll need for planning. The IEP will also contain a statement of "related services and supplementary aids and services to be provided to the child." With this information you should be able to determine if a child will or will not be included in your evacuation drills. If they will, planning will be the key. Input from parents, therapist and transportation coordinators will help you be ready for an emergency and be inclusive of children with disabilities. If the IEP states that a child should not participate, think about using props and/or volunteers to practice evacuations. In the event of a real emergency, transportation staff must be prepared to safely evacuate all children from the vehicle.

74. What systems are in place to assist children with disabilities on routes?

The child's IEP, according to CFR§300.347(a)(6), contains "The projected date for the beginning of services and modifications described in paragraph (a)(3) of this section, and the anticipated frequency, location, duration of those services and modifications", so the key points in developing your system will be found in the IEP. Ultimately, it will be or has been decided how detailed/general the key points will be. This makes it extremely important for parents, teachers or others attending IEP meetings to know what to ask for.

75. Do you know what needs to be included in an IEP regarding transportation?

Transportation is a related service and according to CFR§300.24(b)(15) should include, "(i) Travel to and from school and between schools. (ii) Travel in and around school building, and (iii) Specialized equipment (such as special or adapted buses, lifts and ramps) if required to provide special transportation for the child with disabilities."

76. When would it be necessary to include the transportation representative in an IEP?

If your program develops their own IEP's and transportation will be provided as a related service, yourself or transportation representative should be involved to share important information regarding the bus and bus routes. If the IEP is developed by the school district your program representative should go into the meeting ready to discuss transportation issues. According to CFR§300.344(a)(iii)(6) At the discretion of the parent or agency, other individuals who have knowledge or special expertise regarding the child, including related services appropriately", should be part of the IEP team.

77. Do the children need to be accompanied by a separate individual when a disability is involved?

The IEP team determines that. According to CFR§300.347(3), "A statement of special education and related services and supplementary aid and services to be provided to the child, and a statement of the program modifications or supports for the school personnel that will be provided for the child."

78. What training would bus drivers need to be able to accommodate a child with disabilities?

79. Do you know what an IEP and IFSP are?

CFR§300.340(a) Individualized education program. As used in this part, the term individualized education program or IEP means a written statement for a child with a disability that is developed, reviewed and revised in a meeting in accordance with §§300.41-300.50. An IFSP, CFR§303.340 (b), is an Individualized Family Service Plan. A written plan that outlines the provision of service for the eligible child and family

80. How is medication transported on the bus?

Every Agency should maintain written procedures regarding handling and storage of medication. Prescribed medication is provided in an original, child-resistant container labeled by a pharmacist. Medication of any kind needs In be kept away from food, and stored in sturdy, child-resistant, closed containers that are both inaccessible (under lock and key) to children and that will prevent spillage.

Effort should be made to minimize the transportation of medication; however, if medication does need to he transported, take measures to keep it temperature-controlled if necessary, and ensure that there is an designated, responsible adult in charge of the medication - for example, the bus monitor.

Reference: Head Start Performance Standard 1304.22 (c), (1).

81. How is authorization to transport and give medication handled?

Make sure when a medication is transported with the child on the bus that you obtain a physician instructions and written authorization to administer medication from the parent or guardian, preferably on an official agency form, before accepting the medication from the parent or guardian. Signed authorization forms should be kept with the medication as it is transported. The form and medication is delivered to the person at the center who is designated to administer, handle and store child medications and that person must sign for it as it is transferred to them.

The person who signs for, thereby accepting, medication is responsible for it until it is signed over to the next person.

Generally, medication is not administered to any child while in transit. The only exception would be in a medical emergency such as an asthma attack. Vehicle staff must be properly trained and authorized to handle such an emergency. (see FAQ #106 for more detail).

82. How is breast milk transported?

Head Start Performance Standards require that for programs serving infants and toddlers, facilities must be available for proper storage and handling of breast milk and formula. Staff should work with parents and the Health Services Advisory Committee to develop acceptable and safe methods for transporting, storing and handling breast milk and infant formula. Policies and procedures should be developed in consultation with the transportation supervisor and with input from parents who would be involved. Bus staff including substitutes must receive training in proper transport of breast milk.

83. Do children cross the street to get on the bus?

Crossing the street must be avoided as much as possible. If children must cross the street or highway either to board the bus or to exit the vehicle, they must be escorted across the street by the bus monitor or other adult. Before children are escorted across the street, the driver must turn on the red overhead lights and extend the stop arm if this is allowed by the state. The escortor and child must cross in front of the school bus where they can be seen by the bus driver. .
Reference: Head Start regulation 45 CFR 1310

84. How do you handle potentially violent situations such as an irate parents boarding the bus?

Agency policies and procedures should address this, and staff should receive training on handling upset parents. Do not allow any adult that appears threatening onto the bus. Call for help immediately if any adult on or outside your vehicle becomes violent or seems to be getting out of control.

85. What does the school bus driver do at railroad crossings?

Check state law. Generally, the procedure is: .
At railroad crossings, you must stay in the right hand lane - apply your four-way flashers (if bus is so equipped) at least 100 feet before you stop. Come to a complete stop no more than 15 feet and no more than 50 feet from the crossing - open right hand door and driver's window - and look and listen for trains - than proceed across track with Caution. If you are driving a manual transmission do not shift gears; you may stall the bus. When you clear the crossing shut your four-way flashers off (if applicable) and close the door and window and proceed with caution. See NHTSA's Training Program in "School Bus Driver In-Service Safety Series". Railroad crossing training is available through Operation Lifesaver, Inc. Invite someone from your state chapter to make a presentation. Call 1-800-537-6224.

Reference: Head Start Tool Kit publication, "Railroad Crossing"

Q) What does the allowable alternative vehicle driver do at railroad crossings?

A) Same as above minus operating the flashers and opening the door.

86. How do you load and unload preschool children at a bus stop?

The loading and unloading process is much the same as for school age children. See state requirements for flashers, stop arms which can stop traffic - these vary from state to state. The bus aide helps the child out of or into their child safety seat and makes sure that the child is properly secured in it before proceeding. Help child off the bus and make sure he is only being released to an authorized parent or legal guardian while that person signs the Sign-in-Sign Out Sheet. The bus driver proceeds when all children and adults are observed to be out of the "danger zone" and all passengers are safely seated.

Reference: Head Start Rule 1310.10 (j)

87. What do you do if a wasp or bee is in the bus?

If a wasp or a bee or any stinging insect is trapped on the bus, do not try to "trap" it. A bee or wasp sting could be a Iife threatening danger to some of your children if they are allergic to them. The driver should pick a safe spot to pull over and stop. Have the bus monitor open a window to let the insect out. If this can not be accomplished immediately, kill the insect and dispose of it. If a child is stung, the bus monitor applies first aid and watches the child closely for any allergic reactions.

88. What plans and procedures should be in place in case of natural disaster or weather emergency?

Follow procedures in your written plan. The plan must include procedures to be followed in the event of all disasters which may occur in your programs' geographical area (earthquake, flash flood, forest fire, electrical storm, tornado, mudslide, etc.). While recognizing that every contingency cannot be anticipated, there are several events that could lead to the need to find a different route. The intent is to assure that there are specific procedures in place in the event unplanned re-routing is required by any situation. Possible hazards, in addition to weather conditions such as ice or water build up, include water or natural gas line breaks, emergency road repair, natural disaster damage caused by earthquake, tornado, or flood, a motor vehicle accident, a building fire, or a crime scene. The soon-to-be-released

89. How is a health emergency handled if it occurs en route?

Any health emergencies should be handled according to written procedures established by the Head Start Health Services Advisory Committee. All drivers and bus aides should be certified in pediatric first aid, including rescue breathing and first aid for choking. If the bus driver and bus aide cannot handle the emergency immediately, they should call for assistance following established protocols. Radio or cell phone contact to the program is recommended for guidance prior to administering any emergency medication. In a life threatening emergency, call the correct emergency number (911) and wait for advanced life support. The driver must notify the [dispatcher] of the situation so that appropriate follow-up occurs. See NHTSA's soon-to-be-released training modules in the "School Bus Driver In-Service Safety Series" for additional guidance.

90. What do you do with children if the vehicle breaks down?

Children cannot be left sitting in a disabled vehicle; therefore, a backup vehicle must be dispatched and the children transferred immediately. See National Health and Safety Performance Standards: Guidelines for Out-of -Home Child Care Programs, Standard FA308.

Unless there is a fire, remain in the bus with the children secured in their safety seats. The bus driver tends to the vehicle and the bus aide(s) manages the passengers. The bus driver and bus aide(s) maintain continuous communication with each other during the wait.

The vehicle aide does two things during the wait - keeps the children comfortable/reassured and keeps them occupied. The bus driver explains to children what has happened and reassures the passengers that the problem is being solved. At this point, the vehicle aide takes over managing the children. The vehicle aide should have a "bag of tricks" for such occasions: a repertoire of songs, fingerplays, stories and guessing games suitable to play with children during transitions (these can be written on 5x8 cards). A puppet is entertaining for young children of all ages. A collection of books and small toys not suitable for travel but which are "new" to the children could be distributed and then collected at the end of the wait.

If children are to be transferred to another bus, explain this in advance to the children and plan for transfer and reinstallation of their safety seats according to the seating chart. Remember to transfer the Emergency Cards, seating chart and children's belongings. We recommend training transportation staff in child transfer procedures as part of pre-service training.

91. What do you do with children in case of a crash?

The Bus Driver is in charge and follows the established policies and procedures for this situation, starting with calling for help. Unless there is danger of fire, children remain in the vehicle secured in their safety seats. School buses are quite visible; the children are safer inside the bus than outside it. Also, the transfer process puts children at additional risk from traffic, weather, and becoming separated from the group.

Managing the Children:
Administer first aid as needed in accordance with your level of training until EMS personnel arrive. Reassure children by explaining as calmly as possible what happened and that more help is on the way. Keep children comfortable, reassured, and occupied as much as possible.

Post crash follow-up:
Do not skip either of these steps! .
NHTSA recommends that all child safety seats and seat belts that were involved in a crash must be destroyed as their protective integrity has been compromised.

The program's mental health consultant should be notified so that arrangements can be made for post crash follow-up for the children, staff and parents as needed.

92. What do you do with children if the driver becomes incapacitated?

Preparation: This is a true emergency; when the bus driver isn't functioning at full capacity, the safety of all passengers is at risk. Transportation staff, including volunteers, should be trained in recognizing and dealing with driver impairment, including reporting and how to obtain emergency medical assistance while on the road. First aid and CPR training should be required of all transportation staff. The dispatcher and transportation supervisor should be trained and certified in Reasonable Suspicion and should be diligent about checking out drivers prior to trips. Random drug testing should be routine.

In the rare instance where a bus driver becomes incapacitated while driving the bus, the bus aide needs to take over, drive the bus to the shoulder of the road as far from traffic as possible, and immediately call on the radio or cell phone for help. If the bus aide is not driver certified, and there are no driver-certified passengers on board, the dispatcher can give instructions on how to secure the bus as they wait. The bus needs to remain off the road until assistance arrives. Children remain on the bus in their safety seats attended by the bus aide(s) and other adult passengers. Follow agency policy about whether to proceed or stay until help arrives.

The bus aide will explain to children that the bus driver is sick. Once the bus is secure and the afflicted driver is comfortable, the bus aide(s) explains to children what has happened and reassures all passengers that the help is on the way. An adult should keep an eye on the driver for any change in his/her condition. The bus aide may be able to provide some amusement to the children if all of his/her attention does not have to be devoted to caring for the sick driver. A few songs, fingerplays, stories and guessing games suitable to play with children during transitions (these can be written on 5x8 cards) may keep children occupied while they wait.

93. How do I dispose of old vehicles?

Some dealers will take your old bus as a trade-in on a new bus. You may wish to negotiate this as part of your bid package. You may want to keep an older bus as an emergency back up in case another bus breaks down. Trade magazines such as School Transportation News carries advertisements for companies who will buy old school buses. As capital property purchased with federal dollars, you must follow agency fiscal procedures for disposal of federal property which includes notification of intent to your regional office.

94 What do I do with the non-conforming vans that I replace with buses?

If the vans are not needed in your fleet for non-child transport (parent meetings, staff travel, etc.) or you are unable to trade them in when you purchase the replacement bus, you must follow agency fiscal procedures for disposal of federal property which includes notification of intent to your regional office.

95. Where would I find information on Allowable Alternative Vehicles (AAVs)?

The Head Start transportation regulations define Allowable Alternative Vehicle. The term ``Allowable Alternate Vehicle'' is used to describe a vehicle which complies with the FMVSS applicable to school buses related to crash survivability and mirrors, but does not meet the other FMVSS which apply to crash prevention, such as the requirements for flashing school bus lights and stop arms, or the provisions in Guideline 17 relating to the color of the vehicle and the use of lights and stop arms. Several bus companies are manufacturing AAVs - Collins, Liberty Bus to name a few. Trade magazines such as School Bus Fleet and School Transportation News have information as would your local school bus dealership.

96. How do I figure seating capacity for a bus or AAV used for transporting preschool children?

Start with the width of the seat and the width of the child safety seats that will be placed on the bus seat. Most bench bus seats will only accommodate 2 child safety seats. A child safety seat may not be placed in an exit row nor may the base of a safety seat extend beyond the edge of the bus seat into the aisle. Figure maximum spacing between bus seats. Bus seat width, safety seat base width and seat spacing are the variables that determine capacity for a preschool bus, not the capacity stated by the manufacturer. The use of safety vests may allow more children per seat, but each seating position must have a cam wrap and lap belt or cam wrap with hip fasteners.

97. What transportation information should be gathered in the annual Community Assessment?

98. Are bus drivers and bus monitors required to report suspected child abuse and neglect?

Yes, according to your agency policies and procedures. Head Start grantees are responsible for establishing policies, procedures and provide orientation and training to staff on the identification and reporting of child abuse and neglect in accordance with the provisions of applicable State or local law. (Appendix A to 45 CFR 1301.31.)

99. Will these questions be updated regularly?

The Migrant and Seasonal Head Start Transportation Advisory Work Group will review and update the Frequently Asked Questions annually and retitle them according to the year they were updated; e.g., FAQ 2001, FAQ 2002.

100. Where can I get a copy of these Frequently Asked Questions?

Go to the Migrant Head Start Quality Improvement Center website at http://mhsqic.org or the School Transportation News website at http://www.stnonline.com and download a copy.

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