On behalf of New York City families whose children depend on safe, reliable school transportation, we would like to share with the new administrators of our city our collective determination to achieve:
(a) Policies and practices that respect the civil rights of pre-school and school age students with disabilities and toddlers receiving early intervention (EI) services, whose specialized transportation is an aspect of their Individualized Education Programs (IEP). You have seen the recommendations of Attorney Norman Siegel (attached) in response to complaints of violations. Organizations of parents, disabled self-advocates, unions of school bus drivers and attendants, Early Intervention therapists and other educators are well equipped to advise on implementing these suggestions or variations on them;
(b) A commitment that the approximately 1500 routes being abandoned by the owners of Atlantic Express sometime between now and January continue to function, with the current experienced workforce, at least through June. We must prevent any potential disruption of school attendance for tens of thousands of NYC schoolchildren this wintereven if the DOE budget has to be tapped to sustain fair wages and Employment Protection Provisions. Our community cannot tolerate a repeat of the virtually useless contingency plan your predecessors invoked with the 2013 school bus strike;
(c) A hearing and/or confidential surveys to gather data about the quality of training and conditions at school bus companies, including those who were collectively awarded some 1100 special education routes in February 2013 and had to hire inexperienced people. We need to hear from those who work or attempted to work at those companies, as well as from families of riders, and school staff, well in advance of the next round of bid proposals;
(d) A commitment to reinstate EPP. We find it disturbing that the experienced multicultural school bus workforce--60% women who have achieved some financial empowerment over many years--are pushed towards poverty as the systematic dismantling of seniority hiring proceeds. You have the legal power to withdraw awarded routes without EPP for Summer 2014 and Fall 2014 and start over with Request for Proposal with EPP intact; likewise for the 4000 routes for Fall 2015 that are up for bid next. Recent experience and common sense tell us that devaluing the school bus professionals who enable our childrens educational access will increase turnover, attrition, burnout, and risk of accidents and incidents.
We look forward to progress on all these fronts; we are available to meet as needed. !
Signed,
Parents to Improve School Transportation, pistnyc@gmail.com
(for Bronx PIST: Milagros Cancel, Rosa Maria de la Torre; for Harlem PIST: Journelle Clark, Amy Herren; for Manhattan PIST: Sara Catalinotto, Johnnie Stevens; for Queens PIST: Sharlene Figueroa, Susan Valdes-Dapena)
Carin van der Donk, school bus parent
Suzanne Peters, Board of Directors, Resources for Children with Special Needs*
Comite Timon de Madres de Educacion Especial, Rosa Lydia Velez class action chapter, Bronx
Ms. Nicole Job, President, Community Education Council 17, CEC17@schools.nyc.gov Tiffany Caldwell ASD HORIZON PROGRAM* parent, taylorsmom78@gmail.com Valerie Williams, 2 nd Vice President, District 75 Council*
Norman Siegel, Civil Rights Attorney
Sandra Sanchez-Rolon, Military Women In Power, Ltd.
Queens: Sabretta Alford, school bus parent
Julia D'Amico, school bus parent
Beth Torin, school bus parent
Madeline Sinor, school bus parent
Loren Lockwood, school bus parent
Fatima Prioleau, school bus parent
Anita Parker, CEO, Treat Me Right, Inc.
Larry Littman, Chelsea Coalition on Housing
(List in formation; Organizations with * listed for identification purposes)
CC: Public Advocate-elect Letitia James Comptroller-elect Scott Stringer Bronx Borough President Ruben Diaz, Jr. Brooklyn Borough President-elect Eric Adams Manhattan Borough President-elect Gale Brewer Queens Borough President-elect Melinda Katz Staten Island Borough President-elect James Oddo
Attachment follows! SIEGEL TEITLBAUM & EVANS, LLP 260 Madison Avenue - 22 nd Floor New York, New York 10016
Telephone: (212) 455-0300
Facsimile: (212) 455-0301
Novembei 26, 2u1S
Nayoi Nichael R. Bloombeig City Ball New Yoik, NY 1uuu7
Bennis N. Walcott Chancelloi, New Yoik City Bepaitment of Euucation S2 Chambeis Stieet New Yoik, NY 1uuu7
Beai Nayoi Bloombeig anu Chancelloi Walcott, In August, 2u1S oui fiim was contacteu by a coalition of paients who iely on the Bepaitment of Euucation's 0ffice of Pupil Tianspoitation (0PT) to tianspoit theii special neeus chiluien to anu fiom school. 0PT is iequiieu to pioviue auequately foi theii tianspoitation unuei the Inuiviuuals with Bisabilities Act (IBEA), but these paients iepoiteu that seiious systemic anu inuiviuual pioblems with the bus seivice pioviueu by 0PT weie having an auveise affect on theii chiluien. Repoits fiom the stait of the 2u1S-14 school yeai incluue fiequent violations of allowable tiavel time anu Inuiviuualizeu Euucation Plans (IEP), unannounceu anu fiequent ioute changes, last minute cancellations anu late pickups, excessive waiting time on buses, inauequate tiaining of uiiveis anu mations, impiopei oi inauequate oveisight of chiluien, communication bieakuowns between 0PT anu the bus companies, anu pooi communication with paients. These inciuents ieflect a failuie by 0PT anu the Bepaitment of Euucation to uelivei seivices that meet theii own stanuaius anu legal obligations. Chiluien have suffeieu physically anu emotionally, anu this has ueeply uistuibeu paients who aie alieauy unuei stiess caiing foi theii vulneiable chiluien anu seeking to fostei theii euucation anu socialization. Since the stait of the school yeai oui fiim, woiking togethei with Paients to Impiove School Tianspoitation (PIST) anu inuiviuual paients, has met with 0PT staff membeis anu wiitten letteis uetailing specific pioblems to Ni. Eiic uolustein, CE0 of the 0ffice of School Suppoit Seivices at the Bepaitment of Euucation. This joint effoit not only hasteneu the iesolution of most paiental conceins, but ievealeu the neeu foi an inuepenuent auvocate to woik with 0PT on behalf of paients anu chiluien. Accoiuing to many paients, the busing pioblems uocumenteu at the stait of this school yeai iecui annually. In oiuei foi 0PT to change this pattein, quickly solve pioblems as they aiise, anu limit the haim to chiluien, we iecommenu the appointment of an inuepenuent liaison to woik with the families anu 0PT. This yeai two people, woiking pait time in oui office on behalf of almost foity families, helpeu to quickly iesolve a wiue iange of pioblems while pioviuing paients with a much- neeueu inuepenuent auvocate. Summaiy At the stait of each school yeai, paients anu chiluien aie seveiely impacteu by a wiue iange of pioblems with bus iouting anu staffing. These incluue: 1. Transportation for special needs children requires that buses have adequate air conditioning and heating, and be staffed by drivers and matrons who know their routes and the needs of the children they serve. However, buses frequently lack adequate air conditioning, causing children to arrive at school or home dangerously dehydrated. And because of the OPT contracting process, the bus companies, drivers, matrons, and routes change from year to year. Each fall new drivers learn their routes while school is in session, leading to weeks or months of significant lateness in the morning and afternoon. Matrons are similarly unfamiliar with the children in their care. Some lack the training and experience required to assist special needs children properly, who often cannot adequately communicate their needs or their fears. To function effectively in school, at home, and in various therapeutic activities after school, it is critical that the children have a stable routine, and familiarity with those who assist them. Lateness and other schedule disruptions whose cause they cannot fully comprehend, and being entrusted to strangers who do not know them or understand their needs, make the beginning of each school year a fearful ordeal.
Among many dlsLurblng reporLs we recelved aL Lhe sLarL of Lhe 2013 school year! bus drlvers operaLed Lhelr vehlcles ln an unsafe manner, maLrons were overheard by parenLs uslng abuslve language Lowards Lhe chlldren, younger speclal needs chlldren were sub[ecLed Lo abuslve language by older chlldren on Lhe bus, one parenL observed a maLron lmproperly buckllng her chlld's wheelchalr lnLo poslLlon, poslng a serlous safeLy LhreaL, and ln anoLher lnsLance, a maLron lncorrecLly lnslsLed LhaL a chlld on her bus be dropped off aL Lhe wrong home address, desplLe belng Lold by Lhe doorman LhaL Lhe chlld dld noL llve Lhere, Lo make maLLers worse, Lhe chlld's parenL was noL noLlfled and spenL franLlc hours Lrylng Lo locaLe her chlld.
Some problems orlglnaLe wlLh Lhe managemenL of Lhe bus companles. Chlldren on one rouLe were sub[ecLed Lo unusually long Lrlps Lo and from school LhaL vlolaLed Lhelr lL and LhaL caused Lhem Lo mlss hours of schoollng each day, slmply because Lhe bus company had lmproperly lnsLrucLed lLs drlvers Lo avold Lhe MldLown 1unnel ln order Lo save on Loll cosLs. When we and Lhe parenLs broughL Lhls maLLer Lo Lhe aLLenLlon of C1, Lhe company was reprlmanded and ordered Lo Lake Lhe 1unnel, buL lL was Loo laLe Lo remedy a more Lhan a week's worLh of mlssed school and long, hoL days ln Lrafflc.
2. We received many complaints about the excessive number of children assigned to a bus route and overcrowding on busses. When too many children are assigned to one bus route, problems result: travel times violate their IEP, they are chronically picked up late, arrive late to school, are delayed coming home, and often arrive in a debilitated condition that impairs their capacity to learn or to participate in therapy. Similarly, when buses are over-crowded the drivers and matrons cannot attend to the children in their care adequately, often fail to communicate with parents as required when a child will be picked up or delivered home late. More than a month of disruption, worry, suffering, and lost learning resulted from such overcrowding and over-scheduling of routes. It required hundreds of phone calls and emails by parents, and a series of letters from our office detailing the problems, before OPT adjusted the schedules, redesigned routes, and assigned additional buses. 3. Related but not exclusive to the problem of overcrowding is the excessive waiting time that children experience on the bus before and after school. Many bus routes deliver and pick up children at two schools. Problems arise when the schools have different opening and closing hours. Although a child may have been picked up at home on time, he/she is delivered to school late because other children on the bus are being dropped off first at a school whose opening hour is later than their own. The delay causes them to arrive at their own school after classes have begun. The problem occurs again at the end of the school day: some children must wait on the bus, often in hot or cold conditions, for others whose dismissal time is later than that of their own school. Cnce agaln, afLer some weeks of efforL, C1 addressed Lhese problems by addlng more rouLes, and asslgnlng one bus per rouLe, per school. uesplLe Lhe facL LhaL slmllar and predlcLable problems arlse each year, parenLs and chlldren were sub[ecLed Lo conslderable hardshlps before soluLlons were found. 4. 8ecause Lravel and walL Llmes are long, even a chlld who has planned ahead and addressed Lhelr needs prlor Lo boardlng Lhe bus wlll occaslonally requlre a resLroom en rouLe. C1 should work wlLh Lhe famllles, schools, and bus companles Lo creaLe a proLocol Lo address Lhls need. Lnclosed ls a sample of 38 cases ln whlch we represenLed parenLs and chlldren whose concerns were resolved by C1. ln connecLlon wlLh LhaL efforL we wanL Lo menLlon Lhe work of Lwo C1 sLaff, 8lchle Scarpa and !on-Lrlk Arenas, whose efforLs Lo resolve problems meL wlLh parenLal approval.
ln llghL of Lhe efforL made by Lhe parenLs, Mellssa 8usso of Wn8C -1v, our offlce, and C1, we belleve LhaL mosL lssues of Lhe klnd ouLllned above could be avolded Lhrough a serles of reforms. We recommend LhaL:
1. SLandards for drlvers and maLrons should be sLrengLhened, and LhaL all bus employees who work wlLh speclal needs chlldren be properly Lralned and cerLlfled, 2. 1he bus conLracLlng process should be reformed Lo ensure LhaL Lhe companles and Lhelr employees are able Lo meeL Lhelr obllgaLlons before Lhe sLarL of Lhe school year, 3. C1 musL slgnlflcanLly lmprove lLs rouLe plannlng and schedullng, and beLLer anLlclpaLe Lhe recurrlng need for more buses and more rouLes Lo serve Lhe chlldren ln lLs care adequaLely, 4. 8ecause problems wlll always arlse, an lndependenL llalson/advocaLe should be auLhorlzed Lo work wlLh C1, parenLs, and school sLaff Lo anLlclpaLe and resolve lssues as Lhey arlse.
1he documenLed hardshlps lmposed on parenLs and chlldren for almosL Lwo monLhs aL Lhe sLarL of Lhe 2013-14 school year are noL lnevlLable. lf our recommendaLlons are followed, all sLudenLs, especlally Lhose mosL ln need, are far more llkely Lo arrlve aL school and home safe, happy and ready Lo learn.
Sinceiely,
sNoiman Siegel Noiman Siegel Cal Snyuei }onathan Langei
Awareness and Practices of Self-Management and Influence Factors Among Individuals With Type 2 Diabetes in Urban Community Settings in Anhui Province, China