2025 UPDATED NCST Manual 9-24.pdf

ON SCHOOL TRANSPORTATION

Adopted by the Seventeenth National Congress on School Transportation

NATIONAL CONGRESS

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NATIONAL SCHOOL TRANSPORTATION

SPECIFICATIONS and PROCEDURES

2025 REVISED FINAL

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October 2025

(All previous versions are considered invalid)

Adopted by:

THE SEVENTEENTH NATIONAL CONGRESS ON SCHOOL

TRANSPORTATION

Airport Holiday Inn Des Moines, Iowa May 4th – 7th, 2025

Co-Sponsored by:

National Association of State Directors of Pupil Transportation Services (NASDPTS)

National Association for Pupil Transportation (NAPT) National School Transportation Association (NSTA)

School Transportation section, National Safety Council (NSC) School Bus Manufacturers Technical Council (SBMTC)

This publication is available from:

National Congress on School Transportation: www.ncstonline.org

Cover art and graphics: Samantha Kobussen http://www.ncstonline.org/ ii iii

TABLE OF CONTENTS

FOREWORD

ABOUT THIS DOCUMENT……………………………………………………………………………………………………………………….16

GUIDING PRINCIPLES……………………………………………………………………………………………………………………………..16

INTENDED USE……………………………………………………………………………………………………………………………………….17

INTERPRETATIONS AND INFORMATION………………………………………………………………………………………………….19

INTERIM INQUIRIES AND AMENDMENT REQUESTS……………………………………………………………………………….19

NEW AND EMERGING TECHNOLOGIES……………………………………………………………………………………………….23

PURPOSE

PROJECT PLANNING AND MANAGEMENT FOR NEW TECHNOLOGY

BUS BODY AND CHASSIS SPECIFICATIONS

INTRODUCTION TO SCHOOL BUS SPECIFICATIONS

AIR CLEANER (FOR INTERNAL COMBUSTION ENGINES ONLY)

AISLE

AXLES

BACK-UP CAMERA (OPTIONAL)

BACK-UP WARNING ALARM

BRAKES: GENERAL

BRAKES: HYDRAULIC

BRAKES: AIR

BUMPER: FRONT

BUMPER: REAR

CERTIFICATION

COLOR

COMMUNICATIONS SYSTEMS

CONSTRUCTION

CROSSING CONTROL ARM

DEFROSTERS

DOORS

DRIVESHAFT

ELECTRICAL SYSTEM

ELECTRIC VEHICLE CHARGING PORT

ELECTRIC VEHICLE DC-DC CONVERTER

ELECTRIC VEHICLE HIGH-VOLTAGE SYSTEM

ELECTRIC VEHICLE IGNITION SYSTEM

ELECTRIC VEHICLE REGENERATIVE BRAKES

ELECTRIC VEHICLE SYSTEM PROTECTION

EMERGENCY EQUIPMENT

EMERGENCY EXITS

EV IDENTIFICATION LABEL

iv

EXHAUST SYSTEM (FOR INTERNAL COMBUSTION ENGINES ONLY)

FENDERS: FRONT

FIRE SUPPRESSION SYSTEMS (OPTIONAL)

FLOORS

FRAME

FUEL SYSTEM (FOR INTERNAL COMBUSTION ENGINES ONLY)

HANDRAILS

HEATING SYSTEM, PROVISION FOR (FOR INTERNAL COMBUSTION ENGINES ONLY)

HEATING AND AIR CONDITIONING SYSTEMS

HINGES

HORN

IDENTIFICATION

INSIDE HEIGHT

INSTRUMENTS AND INSTRUMENT PANEL

INSULATION (OPTIONAL)

INTERIOR

LAMPS AND SIGNALS

METAL TREATMENT

MIRRORS

MOBILE DATA DEVICE (MDD; (OPTIONAL)

MOUNTING

OIL FILTER

OPENINGS

OVERALL LENGTH

OVERALL WIDTH

PASSENGER ADVISORY SYSTEM (OPTIONAL)

PASSENGER LOAD

PUBLIC ADDRESS SYSTEM

RETARDER SYSTEM (OPTIONAL EQUIPMENT)

RETROREFLECTIVE MATERIAL

ROAD SPEED CONTROL

RUB RAILS

SEATS AND RESTRAINING BARRIERS

SHOCK ABSORBERS

SIDE SKIRTS

STEERING GEAR

STEPS

STEP TREADS

STIRRUP STEPS

STOP SIGNAL ARM

STORAGE COMPARTMENT (OPTIONAL)

SUN SHIELD

SUSPENSION SYSTEMS

THROTTLE

TIRES AND RIMS

TOWING ATTACHMENT POINTS

TRACTION ASSISTING DEVICES (OPTIONAL)

TRANSMISSION (FOR INTERNAL COMBUSTION ENGINES ONLY)

TRASH CONTAINER AND HOLDING DEVICE (OPTIONAL)

v

TURNING RADIUS

UNDERCOATING

VENTILATION

WHEEL HOUSING

WINDOWS

WINDSHIELD WASHERS

WINDSHIELD WIPERS

SPECIALLY-EQUIPPED SCHOOL BUS SPECIFICATIONS

INTRODUCTION

DEFINITION

GENERAL REQUIREMENTS

AISLES

GLAZING

IDENTIFICATION

PASSENGER CAPACITY RATING

POWER LIFTS

REGULAR SERVICE ENTRANCE

RESTRAINING DEVICES

SEATING ARRANGEMENTS

SECUREMENT AND RESTRAINT SYSTEM FOR WHEELCHAIRS AND WHEELCHAIR-SEATED OCCUPANTS

SPECIAL LIGHT

SPECIAL-SERVICE ENTRANCE

SPECIAL SERVICE ENTRANCE DOORS

SUPPORT EQUIPMENT AND ACCESSORIES

TECHNOLOGY AND EQUIPMENT; NEW

SCHOOL BUS INSPECTION PROGRAM

STATE INSPECTION PROGRAMS

INSPECTION PROCEDURE

OUT-OF-SERVICE CRITERIA

RESOURCE INFORMATION

SCHOOL BUS RECOMMENDED OUT-OF-SERVICE CRITERIA

BODY EXTERIOR

BODY INTERIOR

BRAKE SYSTEM(S)

BUMPERS

CHASSIS/FRAME

DIFFERENTIAL

DRIVESHAFT/DRIVELINE

ELECTRICAL/HIGH VOLTAGE

ELECTRICAL/LOW-VOLTAGE BATTERY

EMERGENCY EQUIPMENT

vi

EMERGENCY EXITS

ENGINE

EXHAUST SYSTEM

FUEL SYSTEM

LAMPS/SIGNALS

MIRRORS (571.111)

SPECIALLY-EQUIPPED VEHICLES

STEERING SYSTEM

SUSPENSION COMPONENTS

TIRES/WHEELS/HUBS

WINDOWS

WINDSHIELD WIPERS

RECOMMENDED SCHOOL BUS INSPECTION PROCEDURES

BODY EXTERIOR

BODY INTERIOR

BRAKE SYSTEMS

BUMPERS

CHASSIS/FRAME/UNIBODY

DIFFERENTIAL

DRIVESHAFT

ELECTRICAL/BATTERY

EMERGENCY EQUIPMENT

EMERGENCY EXITS

ENGINE

EXHAUST SYSTEM

FUEL SYSTEM

LAMPS/SIGNALS

MIRRORS

SPECIALLY-EQUIPPED VEHICLES

STEERING SYSTEM

SUSPENSION COMPONENTS

TIRES/WHEELS/HUBS

WHEELS/RIMS/SPIDERS

WINDOWS

WINDSHIELD WIPERS/WASHERS

VENTILATION/HEATING/COOLING SYSTEMS

ALTERNATIVE FUELS

INTRODUCTION

GENERAL REQUIREMENTS

OPERATIONS

INTRODUCTION

vii

SCHOOL TRAVEL CHOICES

SCHOOL BUS USE

STATE ADMINISTRATION

LOCAL SCHOOL DISTRICT ADMINISTRATION

RESPONSIBILITIES

OPERATIONAL PROCEDURES

SELECTION AND TRAINING OF BUS DRIVERS

SELECTION AND TRAINING OF BUS ATTENDANTS

STAFFING AND TRAINING OF MAINTENANCE AND SERVICE PERSONNEL

ROUTING, SCHEDULING AND SCHOOL BUS STOPS

MAINTENANCE OF EQUIPMENT

EMERGENCY AND RESCUE PROCEDURES

EVALUATION OF THE STUDENT TRANSPORTATION SYSTEM

SCHOOL SITE SELECTION AND FACILITY PLANNING

EVERY STUDENT SUCCEEDS ACT (ESSA)

MCKINNEY-VENTO HOMELESS ASSISTANCE ACT

ACTIVITY BUS OPERATIONS: TRANSPORTATION OTHER THAN TO AND FROM SCHOOL OR HEAD START ... 205

POLICIES & GUIDELINES TO BE IN PLACE BEFORE TRIPS ARE REQUESTED

POLICIES & GUIDELINES: TRAINING

POLICIES & GUIDELINES: REQUESTING TRIP APPROVAL

POLICIES & GUIDELINES: PLANNING AN APPROVED TRIP

POLICIES & GUIDELINES: PRIOR TO DEPARTURE

POLICIES & GUIDELINES: DURING THE TRIP

NON-RELATED ACTIVITY OPERATIONS

SCHOOL TRANSPORTATION SECURITY AND EMERGENCY PREPAREDNESS

INTRODUCTION

PLANNING AND POLICY CONSIDERATIONS

SECURITY ASSESSMENTS

SECURITY PLANS/POLICIES AND PROCEDURES

TRANSPORTATION PERSONNEL AND THEIR TRAINING

SCHOOL BUS SECURITY EQUIPMENT AND EMERGING TECHNOLOGY

UNAUTHORIZED RIDERS AND VISITORS

CHILD ABDUCTIONS

ROUTE HAZARDS

VULNERABLE ACTIVITIES

WEAPONS

EMERGENCY RELEASE OF STUDENTS

FACILITIES AND BUS PARKING

HIRING PROCESS

SCHOOL BUS EQUIPMENT GUIDE FOR LAW ENFORCEMENT AND FIRE DEPARTMENT PERSONNEL

RESOURCES

TRANSPORTATION FOR STUDENTS WITH DISABILITIES AND SPECIAL HEALTH CARE NEEDS

viii

LAWS AFFECTING THE TRANSPORTATION OF CHILDREN WITH DISABILITIES

INDIVIDUALIZED EDUCATION PROGRAM (IEP)—INDIVIDUALIZED FAMILY SERVICE PLAN (IFSP) PROCESS .. 235

GUIDELINES

SERVICE ANIMALS

SPECIAL EDUCATION TRAVEL TRAINING

TRANSPORTATION OF STUDENTS AGES 18-22/POST GRADUATION

CONFIDENTIALITY

DEVELOPMENT

EMERGENCY EVACUATION OF STUDENTS WITH DISABILITIES

EXTENDED SCHOOL YEAR

TRANSPORTATION FOR INFANTS, TODDLERS, AND PRE-SCHOOL CHILDREN……………………………………...…..261

INTRODUCTION

TRANSPORTATION FOR INFANTS, TODDLERS, AND PRE-SCHOOL CHILDREN WITH DISABILITIES

TRANSPORTATION FOR INFANTS, TODDLERS, AND PRE-SCHOOLERS IN HEAD START

STAFF RESPONSIBILITIES FOR TRANSPORTING INFANTS, TODDLERS, AND PRE-SCHOOL CHILDREN

GENERAL GUIDELINES FOR TRANSPORTING INFANTS, TODDLERS, AND PRE-SCHOOL CHILDREN

EMERGENCY-RELATED GUIDANCE FOR TRANSPORTING INFANTS, TODDLERS, AND PRE-SCHOOL CHILDREN

ALTERNATIVE TRANSPORTATION……………………………………………………………………………………………………..305

DEFINITION………………………………………………………………………………………………………………………………………….305

INTRODUCTION……………………………………………………………………………………………………………………………………305

DRIVER CREDENTIALS…………………………………………………………………………………………………………………………..306

DRIVER TRAINING………………………………………………………………………………………………………………………………..306

VEHICLE DESIGN/EQUIPMENT REQUIREMENTS……………………………………………………………………………………307

SPECIAL EDUCATION POLICY CONSIDERATIONS……………………………………………………………………………………309

OTHER POLICY CONSIDERATIONS (NHTSA 15-PASSENGER VANS)…………………………………………………………311

APPENDIX A: TERMS AND DEFINITIONS

INTRODUCTION

TERMS AND DEFINITIONS

APPENDIX B: SCHOOL BUS BODY AND CHASSIS SPECIFICATIONS……………………………………………………..357

NATIONAL SCHOOL BUS YELLOW STANDARD

BUS BODY HEATING SYSTEM TEST

RETROREFLECTIVE SHEETING DAYTIME COLOR SPECIFICATION

NOISE TEST PROCEDURE

SCHOOL BUS SEAT UPHOLSTERY FIRE BLOCK TEST

APPENDIX C: ALTERNATIVE FUELS ………………………………………………………………………………………………..…381

APPENDIX D: GENERAL OPERATIONS……………………………………………………………………………………………….385

ix

SCHOOL BUS OPERATIONS (GUIDELINE #17)

SCHOOL BUS DRIVER APPLICATION

ACTIONS TO BE TAKEN DURING AND FOLLOWING THE OBSERVATIONS OF SCHOOL BUS ROUTES

GUIDELINES FOR ENROUTE EMERGENCY BUS EVACUATION PROCEDURES

PREPARING AN EMERGENCY EVACUATION PLAN

ASSESSING THE NEED TO EVACUATE

GENERAL PROCEDURES TO FOLLOW FOR EMERGENCY EVACUATION

EQUIPMENT CONSIDERATIONS

LOCAL DISTRICT POLICY

SAMPLE CRASH REPORTING FORM

SCHOOL BUS TYPES

IDENTIFYING SCHOOL BUS STOP RISK

INTRODUCTION:

SCHOOL BUS DESIGN AND SAFETY DEVICES

SCHOOL BUS STOP RISK FACTORS

SCHOOL BUS STOP RISK FACTOR RATING

EXTRA CARE LOADING/UNLOADING PROCEDURES AT HIGH-RISK-SCHOOL BUS STOPS

IDENTIFICATION AND EVALUATION OF SCHOOL BUS ROUTE AND HAZARD MARKING SYSTEMS

PLANNING SCHOOL SITES FOR SCHOOL BUS SAFETY

EVALUATION CHECKLIST FOR SCHOOL BUS DRIVEWAYS IN THE VICINITY OF THE SCHOOL

POLICIES, PROCEDURES AND TOPICS FOR STUDENT MANAGEMENT

STUDENT RULES: SUPERVISION AND DISCIPLINARY GUIDELINES

BUS CONDUCT REPORT

WHEN BOARDING THE BUS

WHEN LEAVING THE BUS

RECOMMENDED LOADING AND UNLOADING PROCEDURES

RECOMMENDED PROCEDURES FOR ESCORTED CROSSING

RECOMMENDED PROCEDURES FOR SCHOOL BUS DRIVERS AT RAILROAD GRADE CROSSINGS

INSTRUCTIONS FOR CONDUCTING EMERGENCY EXIT DRILLS

SAMPLE JOB DESCRIPTIONS

LAP BELT CHART

SAMPLE: CHILDCARE FACILITY PICK UP AND DROP-OFF ASSESSMENT

SAMPLE: SCHOOL DISTRICT WALK DISTANCE POLICY

APPENDIX E: ACTIVITY BUS OPERATIONS:

TRANSPORTATION OTHER THAN TO AND FROM SCHOOL OR HEAD START OPERATIONAL GUIDELINES ... 487

ACTIVITY BUS USE FOR SCHOOL ACTIVITY TRIPS

EVACUATION PROCEDURES FOR ACTIVITY TRIPS AND FIELD TRIPS

SAMPLE TRIP REQUEST FORM

SUGGESTED SCHOOL ACTIVITY TRIP SAFETY STATEMENT

STUDENT TRANSPORTATION GUIDELINES FOR ACTIVITY TRIPS

CHAPERONE AGREEMENT

PRIVATE TRANSPORTATION FOR HIRE – DRIVER & VEHICLE INSPECTION

APPENDIX F: SCHOOL TRANSPORTATION SECURITY & EMERGENCY PREPAREDNESS

x

GENERAL SECURITY

PERSONNEL SECURITY

FACILITY SECURITY

VEHICLE SECURITY

SAMPLE SECURITY AND PLANNING CHECKLIST

APPENDIX G: TRANSPORTATION FOR STUDENTS WITH DISABILITIES AND SPECIAL HEALTH CARE NEEDS .. 531

SPECIAL EDUCATION CONSENT FOR DISCLOSURE

REQUEST FOR MEDICAL VERIFICATION OF HEALTH STATUS AND NEEDS

MEDICAL PROCEDURE AUTHORIZATION

STUDENT TRANSPORTATION CARD-STUDENTS WITH DISABILITIES

TRANSPORTATION REQUIREMENTS FOR PASSENGERS WITH DISABILITIES & HEALTH CONCERNS

TRANSPORTATION CHECKLIST

TRANSPORTING OXYGEN IN SCHOOL BUSES

PROCEDURE FOR LIFTING PASSENGERS

RESOURCES FOR APPENDIX G………………………………………………………………………………………………………………545

CHARACTERISTICS OF DISABILITIES AS DEFINED BY IDEA……………………………………………………………………… 546

IDEA-PART B FINAL REGULATIONS DISCIPLINE PROCEDURES………………………………………………………………..550

U.S. DEPARTMENT OF EDUCATION MEMO…………………………………………………………………………………………..552

NATIONAL ASSOCIATION OF STATE DIRECTORS OF PUPIL TRANSPORTATION SERVICES INFORMATION

REPORT……………………………………………………………………………………………………………………………………………….554

RIDE SAFE - UMTRI DOCUMENT…………………………………………………………………………………………………………..563

APPENDIX H: TRANSPORTING INFANTS, TODDLERS, AND PRE-SCHOOL CHILDREN……………………………572

REQUIREMENTS & BEST PRACTICE RECOMMENDATIONS RELATED TO TRANSPORTING INFANTS,

TODDLERS, AND PRE-SCHOOLERS

TRAINING RELATED TO TRANSPORTING INFANTS, TODDLERS, AND PRE-SCHOOLERS

SUPPORT RELATED TO TRANSPORTING INFANTS, TODDLERS, AND PRE-SCHOOLERS

RESOURCES FOR TRANSPORTING INFANTS, TODDLERS, AND PRE-SCHOOLERS WITH DISABILITIES

RESOURCES FOR USING CHILD SAFETY RESTRAING SYTEMS (CSRS)

APPENDIX I: 17TH CONGRESS RESOLUTIONS…………………………………………………………………………………….584

RESOLUTION A………………………………………………………………………………………………………………………………………….586

RESOLUTION B………………………………………………………………………………………………………………………………………….587

RESOLUTION C………………………………………………………………………………………………………………………………………….588

RESOLUTION D………………………………………………………………………………………………………………………………………….589

RESOLUTION E………………………………………………………………………………………………………………………………………….590

RESOLUTION F………………………………………………………………………………………………………………………………………….591

RESOLUTION G…………………………………………………………………………………………………………………………………………593

ROSTER……………………………………………………………………………………………………………………………………………595

FOREWORD

AVer a 10-year hiatus due to the COVID pandemic, the 17th Naeonal Congress on School Transportaeon (NCST)reconvened on Sunday, May 4, 2025. As part of the NCST process we conenue a tradieon of honoring the origins of pupil transportaeon by reviewing the history of the NCST. In the first document produced in 1939, the importance of pupil transportaeon was idenefied as follows:

“The safe and economical transportaeon of nearly 4,000,000 children to and from school every day of the school year is a mamer of first importance to millions of parents and thousands of school board members in all parts of the naeon. In 1938, [there were] 86,099 school buses in operaeon.”

Today, 86 years later, the pupil transportaeon industry is providing safe, effeceve, efficient and healthy transportaeon for more than 25 million school children who ride more than 480,000 school buses each day. In addieon, millions of school children ride school buses to and from aceviees and field trips each year.

Pupil transportaeon services provide a great reduceon in transportaeon costs, a great reduceon in traffic congeseon and pollueon, and access to educaeon for countless students. These services conenue to provide the safest way to and from school.

The 2025 Naeonal Congress on School Transportaeon was the latest in a series, beginning in 1939 and conenuing in 1945, 1948, 1951, 1954, 1959, 1964, 1970, 1980, 1985, 1990, 1995, 2000, 2005, 2010, and 2015. All congresses (referred to as “conferences” before 2005) have been made up of official representaeves of state departments of educaeon, public safety, motor vehicles, and police or other state agencies having state-wide responsibiliees for the administraeon of student transportaeon; local school district personnel; contract operators; advisors from industry and representaeves from other interested professional organizaeons and groups. Each conference has resulted in one or more publicaeons that contain the recommendaeons of the respeceve conference.

The recommendaeons of specificaeons and procedures for school buses and their operaeon have been a major purpose of all conferences. The 1939 Conference was called for this sole purpose and formulated a set of recommended standards for school buses of 20 or more passengers. The 1945 Conference revised the 1939 recommendaeons and added standards for small vehicles with capaciees of 10 to 18 passengers.

Both standards were further revised by the 1948 Conference. There were addieonal revisions in 1959, and the 1964 Conference added standards for school buses to be used in transporeng students with disabiliees. In addieon to revising standards for larger vehicles, the 1970 Conference refined the standards for school buses designed to transport fewer than 24 passengers.

Other major issues in student transportaeon have received ameneon at these naeonal conferences. On several occasions, recommendaeons concerned primarily with other vehicles overtaking and passing school buses were transmimed to the Naeonal Commimee on Uniform Traffic Laws and Ordinances for consideraeon in conneceon with revisions of the Uniform Vehicle Code. The 1948 Conference made recommendaeons on uniform records and reports for student transportaeon. The major purpose of the 1948 Conference was the formulaeon of recommendaeons related to standards and training programs for school bus drivers. These recommendaeons were revised by the 1959 Conference, and a new publicaeon on the topic was issued. The 1954 Conference gave considerable eme to the discussion of the extended use of school buses in the school program. The 1970 Conference also adopted standards for school bus operaeon (issued in a separate report).

The 1980 Conference updated the standards for school bus chassis and bodies, rewrote the complete standards for the specially equipped school bus, and included definieons for Types A, B, C and D buses.

One of the major tasks of the 1980 Conference was to revise the standards to remove any conflicts with superseding federal regulaeons, many of which were mandated by seceons of the Motor Vehicle and School Bus Safety Amendments of 1974 (Public Law 93-492).

The 1985 Conference updated the standards for school bus chassis, bodies, special educaeon and operaeons procedures. A major project was completed in the adopeon of a uniform school bus accident reporeng form. This form was designed to standardize school bus accident data reporeng throughout the school transportaeon industry. Major issues such as safety inside the vehicle, loading and unloading, emergency procedures and special educaeon were discussed with appropriate resolueons calling for future research and implementaeon being passed.

The 1990 Conference removed the word minimum from the etle of the Conference publicaeon. The format of the conference publicaeon was reorganized into two parts: Standards for School Buses and Standards for Operaeons. All subparts, such as Accident Reporeng and Special Educaeon Transportaeon, were incorporated into the seceon on the School Bus or the seceon on Operaeons. A major change also was incorporated into the procedures for the 1990 Conference. Any mandatory standard could be recommended for a special vote for forwarding aceon to the appropriate federal agency with a request for rulemaking. This rulemaking request would be an amempt to have a standard adopted at the Conference become a federally mandated requirement. For this forwarding aceon to be approved, any such item had to receive a two-third affirmaeve vote. The delegaeon approved forwarding aceon on standards for mirrors, emergency exits, accident-reporeng and special educaeon transportaeon. This procedural change was carried forward for the 1995 Conference.

The 1995 Conference was the first to begin to address the expanded role of student transportaeon, as prescribed in the revised Highway Safety Program Guideline #17 - Pupil Transportaeon Safety. The revised Guideline became effeceve May 29, 1991, and this was the first conference convened since its adopeon.

Transportaeon of pre-kindergarten age students, including infants and toddlers, was addressed for the first eme. A comprehensive seceon dealing with the use of alternaeve fuels in school bus operaeons was discussed and included in the publicaeon. A new seceon, “Terms and Definieons,” was added to the appendices to promote consistency throughout the industry, to consolidate into one resource the acronyms, abbreviaeons and standard terms used in the industry and to provide easy access to definieons of terms used or referenced within the Specificaeons and Procedures document.

The 2000 Conference included significant discussion of the purpose and intended use of the document, which had been known in previous conferences as the Na#onal Standards for School Transporta#on.

Leading up to the 2000 Conference, arguments were made for reteneon in the etle of the term Standards or adopeon of the new term Guidelines. These deliberaeons were an amempt to accurately describe the document to state and local transportaeon providers, industry suppliers, governmental oversight agencies, representaeves of the legal profession and other users. The new etle, approved by the delegates, was the Na#onal School Transporta#on Specifica#ons and Procedures. A significant majority of the delegates believed that etle described the actual contents and intended use of the document more precisely. The Introduceon was expanded to explain clearly that the Na#onal School Transporta#on Specifica#ons and Procedures comprises recommendaeons of the delegates to the states and other poteneal users of the document. It also clarified that these eneees may choose, under their respeceve regulatory authoriees, to adopt all, part or none of the specificaeons and procedures into laws or regulaeons, as they deemed appropriate.

Other significant changes or addieons adopted by the 2000 Conference delegates included a new side-intrusion test for school bus bodies, a strong recommendaeon to states to require the use of school buses or buses having equivalent crash proteceon for all student transportaeon, reorganizaeon of the operaeons seceons into a more user-friendly format, sanceoning of the recent federal guidelines for seaeng of pre-school age students, conformance of the procedures for transportaeon of students with disabiliees with updated federal regulaeons, and a new seceon on school bus inspeceon.

In 2005, the delegates changed the name of the conference to the Naeonal Congress on School Transportaeon to describe more accurately the longstanding nature of the proceedings, involving deliberaeon and decision-making following parliamentary procedure. Significant changes or addieons adopted by the 2005 Congress delegates included a request to the School Bus Manufacturers Technical Council (SBMTC) to develop specificaeons for the fire-blocking performance of school bus chassis firewalls;

clarificaeon of the allowance for either black or yellow trim coloraeon on school bus bodies; augmentaeon of the recently updated Federal Motor Vehicle Safety Standard 217 (Bus Emergency Exits and Windows Reteneon and Release) to include addieonal roof hatches; accommodaeon of the new mulefunceon school acevity bus sub-category of school buses; a recommendaeon to require “high- back” passenger seats in all large school buses as a further improvement to school bus passenger crash proteceon; a recommendaeon to require noise-canceling switches for use by school bus operators during railroad crossings; a recommendaeon, based on research findings, to prohibit the installaeon of two-point lap belts in large school buses, except to secure child safety restraint systems; eliminaeon of requirements that were duplicaeve of recent federal and Society of Automoeve Engineers (SAE) standards for specially equipped school buses; new operaeonal procedures calling for reduced school bus engine idling, use of two-way communicaeons systems, and required post-trip checks of buses by drivers for unamended children; the addieon of new seceons on School Transportaeon Security and School Acevity Transportaeon; and updaeng the seceons “Transportaeon for Students with Disabiliees and Special Health Care Needs” and “Infants, Toddlers, and Pre-school Children” to conform to recent federal reauthorizaeons.

For the 2010 Congress, the Steering Commimee developed and implemented several operaeonal and procedural improvements consiseng of an interim amendment process and new rules for debaeng the recommendaeons of the wrieng commimees.

The amendment process provides the Steering Commimee with a method to address mamers occurring between congresses that are too important to delay unel the next five-year cycle. For example, in 2005 the delegates adopted a new seceon to the Specificaeons and Procedures document on security and emergency preparedness—almost five years aVer September 11, 2001. The Steering Commimee believed that for the congress publicaeon to remain current, be relevant, and serve as a model of the school transportaeon industry’s best praceces, such a process is a necessity.

To encourage greater state delegaeon parecipaeon and debate in the wrieng commimee aceviees, the Steering Commimee adopted new procedures limieng floor debate at the Congress to only those segments of the specificaeons and procedures document where the respeceve wrieng commimee recommended new, amended, or deleted language. As a result of the new procedure, the 2010 Congress completed its work in three days rather than the tradieonal four or five days of previous congresses.

Other significant delegate aceons in 2010 consisted of merging the school bus body and chassis seceons into a new seceon enetled School Bus Specificaeons, and the School Bus Inspeceon seceon, inieally voted down by the delegates, was later re-opened and adopted with language mirroring federal=inspeceon criteria for commercial vehicles and buses. The Operaeons introduceon was amended to state that when transportaeon is provided, students shall be, rather than should be, transported by a school bus. Best praceces recommended by the Transportaeon Security Administraeon of the U.S. Department of Homeland Security were adopted as a new appendix, supplemeneng the “Security and Emergency Preparedness” seceon. A new seceon, “Chronicling Innovaeons in School Transportaeon,” was adopted.

Unlike aceon taken in previous congresses, there were no resolueons.

Like the 2005 Congress, the structure for the 2010 Congress and its operaeng guidelines were carried out by the Steering Commimee. Funding for the Congress was shared solely by each individual parecipant of the Steering Commimee, the wrieng commimees and all delegates at the congress.

Due to changes in economic condieons, and other factors, the partnership with the University of Central Missouri (UCM) was unable to conenue. New ways of facilitaeng NCST were idenefied by the steering commimee. This resulted in the Naeonal Associaeon of State Directors of Pupil Transportaeon Services (NASDPTS) accepeng responsibility for the NCST website as well as managing the budget and funding.

NASDPTS also facilitated a request for proposals process that resulted in the seleceon of the Airport Holiday Inn located in Des Moines, Iowa, as the site for the 16th NCST. Some noted advantages for this site include the close proximity to the airport, a large range of rooms on site, and a large room for facilitaeng the congress proceedings.

These changes also shiVed the responsibility for congress document preparaeon as well as the edieng and publishing of the final document to the steering commimee. New processes were put in place, including professional formazng services, to bring more uniformity to the document. In addieon, a new product was created to show the changes that were made by the congress in color-edit format. This was welcomed by states and others who like to keep up with changes made during congress every five years.

Changes made during the congress include: Interim Inquires and Amendments Requests processes to keep the steering commimee and other commimees in place with vacancies filled as needed so commimees are able to respond during the interim. Significant changes were made to the School Bus Inspeceon seceon, as well as to the Operaeons seceon. Under Security and Emergency Preparedness, the Transportaeon Security Administraeon provided the congress with updates.

For the 2020 Congress, COVID created a worldwide pandemic. This catastrophic situaeon led the steering commimee to consider the very real medical safety concerns for all amendees, thus resuleng in the cancellaeon of what would have been the 17th NCST.

For the 2025 Congress, COVID was no longer a pandemic and the NCST was scheduled for May 4 – 7, 2025 in Des Moines, Iowa. Unfortunately, there is no record of any approvals for the normal interim process for changes in the NSTSP between 2015 and 2025, thus the 2025 NCST, as approved by the steering commimee, is the 17th Naeonal Congress on School Transportaeon.

It is with great honor that the 17th NCST Steering Commimee, the twelve NCST Wrieng Commimees, and the delegates from the states present this document.

Michael A. LaRocco NCST Steering Commimee Chairperson

ABOUT THIS DOCUMENT

Certain objectives and guiding principles have a vital role in the development of the specifications for school buses and procedures for their operation. These objectives and guiding principles have been reaffirmed and emphasized at the National Congresses (formerly Conferences) since 1939. The major objectives, safety, security and efficiency, along with the guiding principles stated herein, have served as guideposts for making decisions regarding the specifications and procedures and in arriving at sound and common agreement.

Adequate state and federal regulations governing school bus specifications and operations provide the key ingredients for the safe, secure and efficient transportation of students. Safety and security include all factors relating to school bus equipment, performance specifications and operational procedures that may directly or indirectly affect the safety, security and welfare of students transported. Efficiency includes the management of specifications, procurement and maintenance of school buses, the operational practices and procedures of staff consistent with the safety and welfare of students and the effective use of financial resources.

GUIDING PRINCIPLES

A. Federal standards and state specifications for school buses and procedures for their operation should:

1. Be consistent with the objeceves of safety, security and efficiency;

2. Ensure the construceon and use of safe buses;

3. Reduce confliceng specificaeons and procedures among states, wherever possible; and

4. Specify exact dimensions, where necessary, to increase the quality and efficiency of manufacture.

B. Any adaptation of these national specifications and procedures should be made by states only in order to adjust to local needs and only when such adaptations do not...

1. Conflict with Federal Motor Vehicle Safety Standards (FMVSSs);

2. Conflict with the Naeonal Highway Traffic Safety Administraeon’s Highway Safety Guideline #17 - Pupil Transportaeon Safety; and

3. Unduly increase operaeon or produceon costs.

C. State specifications for school buses and operational procedures should be written in terms of the performance desired, thus assuring that the resulting state regulations are enforceable.

D. Provisions should be made within each state for periodic review and revision of its specificaeons for school buses and procedures for their operaeon.

E. State specificaeons for school buses and procedures for their operaeon should allow for state approval of the use of new inveneons and improvements that are consistent with safety, security and efficiency.

F. State specificaeons for school buses should provide for a degree of flexibility (consistent with safety, security and efficiency) to accommodate the various manufacturers.

G. State specificaeons for school buses should recognize that the actual design of school buses is a responsibility of the manufacturers.

H. The Na#onal School Transporta#on Specifica#ons and Procedures of the 15th Congress comprise recommendaeons to the states. Revisions of these specificaeons and procedures are made only when evidence indicates that such revisions are needed.

INTENDED USE

These specifications for school buses and operational procedures are available for states to consider when establishing their standards, specifications, recommendations and guidelines. As a general rule, state legislatures should confer upon the appropriate state agency or regulatory body the general responsibility for establishing and revising state-wide rules and regulations regarding the specifications for school bus chassis, bodies and equipment and procedures related to school transportation operations.

The specifications and procedures for school transportation appearing in this report represent the official actions of the delegates to the 17th National Congress on School Transportation and comprise recommendations to regulatory authorities or other parties. Except for restatements of federal standards, laws and rules that may be contained herein, these recommendations are not regulatory until they are officially adopted by the appropriate state regulatory authority or local school district or Head Start authority (if permitted) to become legally effective within that state, the school district or authorized transportation agent. It should be noted that some items in this report are informational only and do not constitute “recommendations” of the delegates.

In considering these specifications and procedures for adoption into state or local regulations, each portion or individual content item should be reviewed by the state or local transportation provider to determine its applicability, as recommended by the delegates. The following terms are used throughout this document to define the recommended applicability within states or local providers adopting these specifications and procedures:

A. SHALL: a mandatory condition. Where certain school bus designs, equipment or operations are described with the shall stipulation, it is mandatory that all school buses and all school bus operations meet those requirements, as written.

Note: The word shall also is used when referring to items that are already adopted into federal laws, standards or regulations.

B. SHOULD: an advisory condi@on. Where certain school bus designs, equipment or opera@ons are described with the word should, such items are considered to be advisable usage. In other words, the item is recommended, but not mandatory, for all school buses or all school bus opera@ons.

C. MAY: a permissive condi@on. Where certain school bus designs, equipment or opera@ons are described with the word may, such items are considered for possible usage. However, there is no intent that the item be required for all school buses or all school bus opera@ons.

Recognizing that many of these specifications and procedures (those using the above definition of shall) are recommended as requirements and will become requirements when they are adopted into regulations by individual states, Head Start agencies or local transportation providers, the principles and guidelines for the intended use of this report are consistent with the following “Statement of Understanding” adopted by the Steering Committee of the 14th National Congress on School Transportation and reaffirmed by the Steering Committee of the 15th Congress for inclusion herein. In the context of this overall report, the following statement reminds persons using the report that until these specifications and procedures are adopted into state regulations, either by reference or directly, adherence to their provisions is voluntary:

The purpose of this publication is to serve as a basis for the separate states to establish specifications, rules and/or regulations for school transportation within those states. This publication is representative of the consensus of professional practitioners from the states represented at the National Congress on School Transportation. Its emphasis on practices, procedures and performance encompasses school transportation in total and includes guidelines for school buses and school bus operations. The material contained herein will provide useful guidance for school transportation specialists in each state; however, it does not establish specifications or standards for any state. Use of this publication in part or in its entirety is completely voluntary.

The vehicle specifications contained herein are intended to apply primarily to new vehicles, including all types of school buses, as defined in: GLOSSARY OF TERMS AND DEFINITIONS, under Bus, School Bus, which lists the various types of “school buses.” It should be noted that vehicles with a capacity of ten (10) or fewer persons, including the driver, cannot be certified as school buses under federal regulations.

States should allow sufficient lead-time between publication of their respective specifications and the effective dates of implementation. Effective dates should be expressed, as in this sample statement:

“These specifications apply respectively to school bus chassis and bodies placed in production on or after (month, day, year).”

INTERPRETATIONS AND INFORMATION

Requests for interpretation of the 2025 specifications and procedures document shall be sent to the Steering Committee Chairman listed at www.ncstonline.org. Interested parties are encouraged to visit the website for the most current information on all aspects of the 2025 17th NCST, the 18th NCST, and for any published interpretations to the 2025 National School Transportation Specifications and Procedures.

INTERIM INQUIRIES AND AMENDMENT REQUESTS

The Interim Steering Committee acts on behalf of the Congress between congresses. Inquiries, requests for modifications and/or amendments of the specifications and procedures document shall be directed to the chairman of the Steering Committee. Contact the Steering Committee Chair as listed at www.ncstonline.org.

The Steering Committee and/or Interim Steering Committee shall develop policies and procedures to implement the “Interim Inquiries and Amendment” process. The “Interim Inquiries and Amendment” process is outlined in the 18th NCST Manual of Operating Procedures (MOP), and Appendix I of the 2025 National School Transportation Specifications and Procedures document.

The Steering Committee will remain in place and will meet a minimum of annually during the NASDPTS/NAPT conference time frame. If vacancies occur in the steering committee, the sponsoring organization will fill these vacancies in a timely manner according to the MOP.

Writing committee chairs shall remain in place as directed by the Steering Committee. The Steering Committee shall consider the needs of each of the various committees, and the ability of the writing committee chairs to provide a continuation of those needs.

If a writing committee chair is unable to continue in the performance of assigned duties, they will notify the assigned coordinator with a copy to the NCST Chair. Writing committee chairs should make recommendations to their coordinators for possible replacements. The coordinator will make recommendations to the Steering Committee through the Steering Committee Chair.

Writing committee chairs will maintain a current listing of persons who are still able to serve on their committees. As vacancies occur, writing committee chairs shall report committee vacancies to their coordinator and discuss possible replacements with them.

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NEW AND EMERGING

TECHNOLOGIES

NEW AND EMERGING TECHNOLOGIES

INTRODUCTION

The New and Emerging Technologies Commimee was established by the 16th Naeonal Congress on School Transportaeon. The Congress idenefied the need to provide guidance pertaining to evaluaeng and implemeneng emerging technologies available to school -transportaeon operaeons.

PURPOSE

This seceon is intended to recommend best praceces and provide guidance for developing a conceptual framework to use when considering adopeng emerging technologies or a technical product or service that is new to the operaeon. The conceptual framework is modeled aVer a project-management approach, including idenefying needs and objeceves, research and informaeon gathering, developing evaluaeon criteria, requests for proposals or quotes, seleceon and contraceng, and planning and implementaeon.

Procurement remains a funceon of each state’s laws and the organizaeon’s policies and processes. School transportaeon administrators should defer to those governing bodies for procurement requirements.

The Commimee recognizes that “new” and “emerging” are relaeve terms based on an organizaeon’s capacity and capability. The recommendaeons and suggeseons provided throughout this seceon try to address a general process for technology evaluaeon, rather than idenefy or classify specific tools or technologies. It is expected that as organizaeons evolve, their individual praceces, methodologies, techniques, and approaches should be refined to reflect more diverse, complex, and integrated products and services.

Each school transportaeon operaeon’s business praceces are unique, and the administraeve and operaeonal decisions regarding new and/or emerging technology must be dynamic and adjustable. Factors such as the organizaeon's operaeonal goals, financial forecasts, industry trends, and regulatory compliance will influence the specifics of how the project is managed. The following conceptual framework serves as a guideline that should be tailored to fit the disenct characterisecs and objeceves of each school-transportaeon operaeon.

The process described below recognizes that there are organizaeons that may not have the resources readily available to undertake large-change-management efforts related to technology, while also managing daily operaeons. The approach promotes a process of idenefying key operaeonal requirements, assessing marketplace capabiliees, creaeng a procurement process that offers best value, and establishing an evaluaeon and seleceon process that maximizes the choice opeons relaeve to the operaeonal needs idenefied by the organizaeon. The Commimee acknowledges that while a formal process involving RFI (Request for Informaeon), RFP (Request for Proposal), and RFQ (Request for Quotaeon) is ideal, there are situaeons where these formal steps may not be feasible or required, especially when dealing with emerging technologies. In such cases, an informal approach may be more pracecal. However, even if a full formal process is not followed, it is highly recommended to sell consider and adapt the outlined steps to the extent possible. This ensures a thorough evaluaeon and informed decision making. The full process is intended as a comprehensive guide and can be modified to best align with the specific needs and context of the technology in queseon, allowing for flexibility while maintaining a structured approach to assessment and implementaeon.

PROJECT PLANNING AND MANAGEMENT FOR NEW TECHNOLOGY

A. Idenefy Needs and Objeceves

1. Idenefy and define the specific needs and goals for the new technology, establish clear objeceves and expected outcomes.

2. Identify the range of systems where integrations may be required and whether the new technology will be compatible or can be integrated.

3. Engage a Data Collection Collaborative, including school bus drivers, transportation staff, the district technology department, human resources department, school administrators, and parents to gather input, and prioritize requirements.

4. Identify personnel (new or existing) required for a successful implementation, maintenance, and process improvement.

B. Research and Informaeon Gathering

The process used for this phase will allow for an organizaeon to determine the most appropriate methodology for pursuing the desired technology. This could be formal, such as a Request for Informaeon (RFI) or informal, such as visieng with another organizaeon that has already implemented the type of technology you are exploring. It can also be some combinaeon of the two. Below are the steps of both formal and informal processes.

1. Request for Information (RFI):

a. DraV an RFI to gather preliminary informaeon about the capabiliees, requirements, and poteneal use cases for the technologies, services, and/or products;

b. Distribute the RFI to poteneal supplier/s; and

c. Review responses to understand market offerings, capabiliees, and opeons.

2. Informal Informaeon Gathering:

a. Conduct supplier presentations and/or demonstrations;

b. Explore pilot program opeons (if possible);

c. Conduct peer organization observation/site visits;

d. Amend conferences, trade shows, and/or webinars;

e. Conduct a thorough review of state and federal regulations to ensure full compliance with the implementation and use of each new technology; and

f. Consult with the State Director of Pupil Transportaeon and/or the state agency responsible for school transportaeon safety.

C. Develop Evaluaeon Criteria

1. Define criteria for evaluaeng technologies and/or products based on the gathered informaeon and idenefied needs. Criteria might include:

a. Cost

b. Lifespan

c. Compaebility with exiseng systems

d. Ease of use

e. Achievable implementaeon emeline

f. Supplier support and training

g. Security and privacy consideraeons

h. Scalability and futureproofing

i. Total Cost of Ownership (TCO)

(1) Return on Investment (ROI)

(2) Cost Benefit Analysis (CBA)

j. Warranees

D. Inieate procurement solicitaeon.

Decide on the issuance of the most appropriate solicitaeon process for any procurement effort including, illustraevely, a Request for Proposal (RFP) or a Request for Quote (RFQ).

Federal laws, state laws, and/or local policies may determine one over the other, such as total contract expenditure, contract length, or other requirements.

1. Request for Proposal (RFP)

a. DraV the RFP:

(1) Clearly outline the project scope, technical requirements, training requirements, system setup support, timeline, and objectives;

(2) Include evaluation criteria and the selection process;

(3) Set deadlines for submission and questions;

(a) Distribute the RFP:

i. Notify supplier/s in accordance with state procurement laws or requirements;

(b) Evaluate Proposals:

i. Form a committee to review and score proposals based on established criteria;

ii. Conduct supplier presentations and/or demonstration; and

iii. Explore pilot program options (if possible).

2. Request for Quotaeon (RFQ)

a. DraV the RFQ:

(1) Clearly outline the project scope, technical requirements, training requirements, system setup support, emeline, and objeceves;

(2) Request detailed pricing from the shortlisted supplier/s;

(3) Ensure that all costs are covered, including implementaeon, training, support, and maintenance;

(a) Evaluate Quotations:

i. Conduct a careful cost analysis to compare all funceonaliees against the organizaeon’s specific needs, ensuring alignment with the budget and overall cost-effeceveness; and

ii. Negoeate terms and condieons with supplier/s.

3. Reference Checks and Case Studies

a. Conduct thorough reference checks with existing customers of the supplier/s;

b. Review case studies and testimonials to understand the technology’s performance and reliability; and

c. Evaluate the supplier/s track record in similar implementations.

4. Final Seleceon and Contraceng

a. Review all gathered information, including proposals, quotations, reference checks, and case studies;

b. Make the final supplier selection based on evaluation criteria;

c. Finalize contract terms and conditions; and

d. Ensure all legal and compliance requirements are met.

5. Implementaeon Planning

a. Develop a detailed implementation plan, including:

(1) Timeline

(2) Milestones

(3) Responsibilities

(4) Communication plan

b. Engage stakeholders to ensure smooth transieon and adopeon.

6. Training and Support

a. Arrange comprehensive training sessions for users;

b. Establish a support system for ongoing assistance; and

c. Create user manuals and resources.

7. Monitoring and Evaluaeon

a. Create a conceptual framework approach for monitoring and evaluation;

b. Continuously monitor the technology’s performance;

c. Gather feedback from users to identify issues and areas for improvement; and

d. Conduct regular evaluations to ensure the technology meets objectives and expectations.

8. Documentaeon and Future Guidance

a. Document the entire evaluation and implementation process;

b. Create a reference guide for future technology evaluations;

c. Develop a process for Congress change form requests to align with this blueprint; and

d. Work with writing committees to update guidelines and standards based on new learnings and technology advancements.

E. Implementaeon Example

Simplified Example:

1. Idenefy Needs: The considered technology will improve safety, service and reliability for all students and staff;

2. Research: DraV RFI, distribute the RFI to poteneal suppliers. Review responses to understand market offerings, capabiliees, and opeons;

3. Criteria: Cost, accuracy of data collected, ease of use, integraeon and vendor support and training, security and privacy, and scalability;

4. RFP: DraV and distribute an RFP to poteneal suppliers;

5. RFQ: Request detailed pricing from shortlisted suppliers;

6. Reference Checks: Contact exiseng customers and review case studies;

7. Final Seleceon: Choose the supplier with the best overall fit based on evaluaeon criteria and reference checks;

8. Implementaeon: Plan and execute the roll-out of the new system;

9. Training: Ensure a comprehensive training plan is in place for all staff and community members who may interact with the technology, including bus drivers, transportaeon staff, and any other relevant stakeholders;

10. Monitoring: Regularly check the system’s performance and user saesfaceon; and

11. Documentaeon: Record the process and create a guide for future implementaeons.

BUS BODY

AND CHASSIS

SPECIFICATIONS

INTRODUCTION TO SCHOOL BUS SPECIFICATIONS

This portion of the report is divided into four sections: Bus Body and Chassis Specifications, Specially Equipped School Bus Specifications, Specifications for School Bus Inspection, and Alternative Fuel School Buses. If these specifications are adopted by a state or states, special attention must be given to them by the v e h i c l e manufacturer, as appropriate or necessary.

Every attempt has been made by the Writing Committees, the Congress itself, and the Editing Committee to eliminate conflicts between these specifications and federal regulations. Should conflicts be found to exist or arise through new federal regulations or legally- binding interpretations of those regulations, they should be brought to the attention of the Interpretations Committee, who, in turn, will report them to the Interim Committee.

For new vehicles, it is the responsibility of the vehicle manufacturer to certify compliance with applicable federal standards by installing a certification plate or label in the driver’s area on each vehicle.

However, as the vehicle is maintained over its useful life, it is the responsibility of those who supervise and perform work on the vehicle to assure ongoing compliance with all applicable federal and state standards and specifications, as well to coordinate recalls. For this reason, maintenance personnel training, quality components, quality workmanship, and thorough maintenance records are essential.

Finally, in order to ensure that specifications are being met by manufacturers, states are urged to adopt and carry out effective pre-delivery inspection programs.

BUS BODY AND CHASSIS SPECIFICATIONS

AIR CLEANER (FOR INTERNAL COMBUSTION ENGINES ONLY)

A. A dry element air cleaner shall be provided.

B. All diesel engine air filters shall include a latch-type restriction indicator that retains the maximum restriction developed during operation of the engine. The indicator should include a reset control so the indicator can be returned to zero when desired.

AISLE

All emergency exit doors shall be…