School Bus Bill of Rights

Please note: 2022 version of this Bill is under construction, to reflect the following vision:


A system of route creation that prioritizes upholding students’ human rights, medical needs and legal mandates (under civil rights laws including IDEA, 504, and McKinney Vento) rather than favoring low-bidding companies who may cut wages and quality to maintain their rates of profit.


Responsibility from the City and State government to reverse the pre-Covid staffing shortages by restoring the Employee Protection Provisions (EPP) package of job security, wages and benefits to all school bus workers, and to use Covid relief funds to raise standards of on-the-job safety, training, and compensation. 


Recruit and retain more than enough drivers, attendants, mechanics, bus paraprofessionals and bus nurses to consistently show up and serve the riders well. 


Empower a panel of on-the-ground stakeholders to decide pupil transportation policy. 

Expand and enforce: 

Training (on disabilities, violence/bullying prevention, operation of electric buses, etc.);

Measures to prevent / contain contagion (eg. PPE, Covid testing at bus yards, paid sick leave);

Climate control/ventilation, non-diesel/electric vehicles;

IEP accommodations including wheelchair lifts & harnesses, child safety seats and booster seats;

Communication with families in home languages–not only electronically;

Efficient troubleshooting and conflict resolution that is transparent and unbiased;

Accountability including accurate complaint data and financial audits;

Above all: compassionate routing.

Preferably, transfer ownership of fleets to the City so there is less monetary waste and no excuse for the current lack of regulation, control and uniformity. 


Create union jobs -and better supervision- by hiring attendants for general education routes. Hire more mechanics, dispatchers and receptionists, and personnel to double check vehicles for sleeping children. Factor in SWDs’ need for rides to attend internships and Academic Recovery Services.

Hire more MTA conductors so that city subways and buses are more frequent during the hours of commuting to and from school, to avoid crowding cars during an airborne pandemic. Then resume travel training for students with disabilities so that those who are ready can safely move on from stoop-to-school busing services. For those who will require transportation services past age twenty-one, hire and retain enough paratransit drivers and dispatchers to greatly improve punctuality and communication.

(Scroll down or click for translations.)
Haitian Kreyol:
Nou rele Majistra Bloomberg, Chanselye a; ak Biwo pou transpò elèv anba Chanselye adjwen Grimm nan



NYC Children with and without disabilities need a School Bus Bill of Rights
(updated August 2017)


Problem prevention--Get the students to school and home on time in sound condition so their educational civil rights are not violated!

1. Shorten the maximum route duration times and create routes that adhere to them;enforce limited time travel where granted by an IEP.

2. Create routes that prevent unnecessary travel time and idling time by minimizing number of school sites + pickups per bus; instead, factor in more than the current 90-second grace period for students with disabilities to meet their a.m. bus and enough time for seat belts, wheelchair harnesses, car seats to be secured.

3. No more hot buses or freezing cold buses! Maximize climate control on the vehicles, preferably with HVAC technology that is at least as energy efficient as city buses.

​4. Improved training for all drivers and attendants. Uniform training including first aid, disability awareness/acceptance, bullying, car seats, harnesses, bus evacuation drills.  Update the modules parents created years ago; allow parent leaders to vet the training vendors and to do quality control visits or presentations to training in progress.

5. To further prevent bullying, restrict the range of ages and IEP classifications routed together on each bus (split K-12 category into smaller groupings and be sensitive to needs of those with and without emotional disorders).

6. Hire attendants on ALL routes-- general education students also need supervision.

7. Recruit and retain enough drivers, attendants and mechanics to staff enough buses in advance of school day one (using the number of routes that existed the previous November; apply Employee Protection Provisions across the industry to promote continuity of the workforce.

8.  Proactively inform families (thru backpack mail) & schools on busing rights including: how to get accommodations; how to add busing when changing schools or housing, especially for those in shelter system; how to complain to a borough director; how to seek a variance. Make forms accessible and available in more languages.  

9. Make it practical for bus crew and student´s family to communicate about delays.  Make sure companies and OPT customer service hire people to actually answer the phone, rather than hanging up on parents, lying to us, or insulting us.


SCHOOL BUS Problem Solving and Long term changes:

OPT is not resolving complaints efficiently

1. The Mayor can follow through on his Yes response at 2013 candidate forum that DOE will seek recommendations from an independent commission on school busing, with representation from disability advocates, unions and parent groups, on standards for screening bidders, creating routes, safety, training, and fair labor practices.

2. City can implement civil rights law firm´s proposal that they create Busing Liaison position, independent from OPT and the bus companies, whose only job is resolving bus complaints.

3.  Promote and fund school-by- school team approach involving educators, parents, and bus workers for understanding riders and resolving conflicts in a restorative way.

4. These same parties assess the route rosters toward end of school year and advise OPT on what stays the same / what changes.

5. DOE should share the innovation proposals that were designed after 2013 focus groups but never implemented.   

6. System of Route clinics at start of year with paid time for participating on-the- ground experts like driver, parent coordinator, router (Boston model).


7. Fund a community-based program of monthly borough meetings involving parents, drivers, company, OPT staff to make corrections and share information.

8.  Protocols for special situations eg. accommodating family with siblings in different schools-- or in same school but not all qualify for special education route; grant interim services or metrocard to families (especially in temporary housing) who were not properly advised on paperwork requirements while they wait for forms to be completed by health provider and processed by OPT.

9.  Conduct Feasibility study for de-privatizing NYC school busing (eg DOT or DOE purchase buses and enforce quality standards as a public service / legal right of the children, not for profit). This could include an audit of OPT and bus company books as compared to the bid specifications.


Proposed by Parents to Improve School Transportation


Updated August 2017


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(Otoño 2013)


En la Ciudad de Nueva York Los/as niños/as con y sin discapacidad necesitan un PROYECTO DE LEY DE LOS DERECHOS DE LOS AUTOBÚSES ESCOLARES


Hacemos un llamado al alcalde Bloomberg, Canciller Wilcox, y a la oficina de Transporte Estudiantil bajo el mando del vicecanciller Grimm:


1.Planee con anticipación, evite el caos –¡pare los despidos a finales del verano!

Cualquier vehículo que esté subutilizado el primer día de clases se llenará muy pronto, así que tengalos listos para salir con un equipos completo de trabajadores.

2. Respeto a las órdenes de supervisión adecuada.

En los vehículos de educación especial, la proporsión de estudiantes a adultos y el rango de grado / discapacidad deben agruparse conforme los lineamientos que se aplican durante el día escolar.

3. Parar la creación de rutas que confunden a los niños/as con discapacidad que sistemáticamente les hace perder las lecciones de la mañana y / o por la tarde.

4. Respetar las necesidades físicas y neurológicas de los niños y niñas

a) Enforcen las reglas que limitan el tiemp de viaje y aire acondicionado.

b) Minimice cambios en la ruta sin ser solicitados.

5. Simplifiquen los  itinerarios de los autobuses - limiten el número de escuelas o la hora de salida en cada ruta.


a) Equipar los vehículos para sillas de ruedas con cinturones y cordones de seguridad y reposo de cabeceras.

b) Restablecer el transporte escolar para estudientas de educación general hasta el octavo grado en Staten Island.

c) Enforsar el mandato escolar para trabajar con los conductores y acompañantes para proporcionar ejercicios de evacuación del los autobuses dos veces al año.

d) Inspeccionar en materia de seguridad, no como excusas para multar y hostigar a los trabajadores de los autobuses.

e) Estudiar la posibilidad de usar cadenas para la nieve y otras necesidades para el mal tiempo. ¡Seguridad ante todo!

7. Activamente inform a los padres y educadores  especiales sobre como procurer los derechos en el transporte en el Programa Educacional Individualizado. (IEP en inglés)

8. Mejorar la  comunicación sobre cambios urgentes y de largo plazo.

9. Formar un grupo de representantes de organizaciónes de padres, educadores y empleados del transporte electos para que aprueben or negoceen los planes de OPT para lograr las metas antes mencionadas.

10. Mantener empleados del transporte con experiensa, aptitudes y dedicasión: Apoyar el EPP(Acuerdo Mollen) en Albany.


Para apoyar y  endorsar, comuniquese con Parents to Improve School Transportation en   347-504-3310




(Otó​n 2013)


Nou rele Majistra Bloomberg, Chanselye a; ak Biwo pou transpò elèv anba Chanselye adjwen Grimm nan:

1. Planifye alavans, anpeche dezòd sispann revokasyon fen sezon ete! Nenpòt machin ki pa itilyze sou premye jou nan lekòl la pral ranpli vit ase, pou jwenn yo pare ak woule ak yon konpleman plen travayè.

2. Respè egzije edikasyon pou sipèvizyon apwopriye. Sou machin edikasyon espesyal, elèv-a-granmoun rapò ak seri nan klas / andikap gwoupe ansanm yo ta dwe aliman ak limit ki aplike pandan jounen lekòl la.

3. Youn Stop kreye orè wout ki fè timoun ki enfim toujou manke leson nan maten an ak / oswa apremidi.

4. Respè bezwen fizik ak newolojik timoun yo.
a) Aplike règleman sou vwayaj tan limite ak è-kondisyone.
b) Diminye sou chanjman espontaneman nan woutin.

5. Itinerè otobis Senplifye limite kantite a nan lekòl oswa lè lekòl lage pou chak wout.

6. SEKIRITE pi wo pase tout!
a) Equip machin chèz woulant ak arnachman ak headrests.
b) Renmèt jeneral transpò gratis nan otobis edikasyon nan klas 8yèm ane nan Staten Island.
c) Aplike manda pou lekòl yo travay avèk chofè yo ak eskòt bay egzèsis repetisyon kòmsi otobis de fwa nan yon ane.
d) Enspektè pou zafè sekirite, pa gen eskiz poufè l peye ak arase travayè bis yo.
e) Etid posibilite a nan chèn nèj ak lòt move-tan bezwen.

7. Enfòmasyon Pwovokatif pou paran yo ak edikatè espesyal sou kòman yo dwe sekirize dwa transpò sou Pwogram Edikasyon Endividyalize a.

8. Amelyore kominikasyon sou ijans yo, epi se lon- tèm chanjman.

9. Otorize yon panèl ki eli reprezantan òganizasyon ki nan paran, edikatè yo ak travayè otobis oswa apwouve ou byen renegosye plan OPT pou reyalize objektif ki anwo yo ak plis toujou.

10. Kenbe youn ki gen eksperyans, mendèv kalifye ak dedye transpò: Sipò pou EPP (Mollen Akò) bòdwo a nan Albany.


Paran yo patisipe nan amelyore transpò lekòl






纽约市所有的孩童们包括身心障碍的, 都需要校巴权利法案


我们呼吁市长 Bloomberg, 大臣, 和署办大臣 Grimm 部门下的学生接送服务署是为了 :-

  1. 未雨绸缪, 以防 止, 抑阻后夏裁员的混乱

凡是第一天未用的巴, 应当雇佣人补充驾驶员开驶巴.

  1. 尊守教务范围适当监管

      在特别教育巴, 学生和成人对比,级别等, 身心障碍,应加入上课日.


  1. 终止更改路途线时间表, 会让残疾人经常错过上午和/或下午课.
  2. 尊重有体能缺陷和神经性的孩童们
    1. 强制服务时间规章和冷气空调.
    2.  尽量减少未经请求的更改常规.
  1. 简化巴路线--圉限学校数额或削减每条路线时间.
  2. 安全至上!
    1. 装备轮椅肩带, 头枕.
    2. 恢复一般校车教育年级在 Staten Island直到8年级.
    3. 强制学校和巴驾驶员,护卫每年两次的巴士紧急疏散演练.
    4. 检查安全事项, 不要借故罚和骚扰巴士驾驶员.
    5. 学习,研究可行性的雪防滑链和坏天气不时之需.
  1. 经常通知家长和特别教育工作者, 对怎样牢固交通权利和个人教育课程.
  2. 改善紧急和长期性改变通讯.
  3. 大用当选评委代表家长,教育工作者 和驾驶员团体了批准,或是谈判OPT计划, 实现以上目标或更多其他.
  4. 维持经验丰富, 熟练,专业接流冗: 支持EPP (Mollen Agreement) bill in Albany.


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