We have implemented area pickups. Drivers pick up all special-ed students in a designated area regardless of what school they attend. The buses meet in a central location and transfer students onto [a] bus servicing their assigned school. This reduces the students’ ride time and reduces cost through mileage and driver time.
COLLEEN MURPHY
Director of Transportation
Austintown Local School District
Youngstown, Ohio

With our geography pattern, we were able to combine Head Start students, pre-K and as many elementary students as feasible on the same routes in the mornings.
DENNIS NEWTON
Supervisor of Transportation
King George (Va.) County Public Schools

One of the procedures we have in place is taking daily attendance. If a student does not ride the bus three consecutive days, we will discontinue their transportation until a parent/guardian calls in. This has been a big help to us.
LU REDDIN
Director of Transportation
Tolleson (Ariz.) Union High School District

Looking at programs and bringing students to placements that are closer to the home district when possible has helped reduce some costs. ... Co-oping with [a] neighboring district has had a significant impact on our special-education routes for both our district and the neighboring district. Each of us has been able to eliminate some one-on-one transportation problems. We either trade services or bill each other for services.
BARBARA RIZZO
Director of Transportation
Peotone (Ill.) Community School District 207-U

Set [a] two-tier bell schedule that is universal for all student populations at one school site. If they share a campus, then they often can share the school bus.
RONALD HILL
Transportation Fleet Supervisor
Sacramento (Calif.) City Unified School District