2004 model commercial driver’s license manualversion ... · of the bus . the re is a blind sp ot...

2004 Model Commercial Driver’s License Manual Version 080904

Section 10 – School Buses 0- 1

SECTION 10SCHOOL BUSES

Th is Se cti on Co vers

• Da nger Zones and U se of Mirr ors • Loading and Unloading• Emer gency Ex it and Evac uat ion• Railroad-highway Grade Crossings• Student Management• Antilock Braking Systems• Special Safety Situation

Sc ho ol bus d riv ers must ha ve a comme rcial dr ive r’s lice nse if they dr iv e a ve hicle de signe d to tra nsp or t(s ea t) 16 or mo re pe rso ns, including th e d river .

Sc ho ol bus d riv ers must ha ve a sch oo l b usen do rse men t in add ition to a pa sse ng eren do rse men t on the ir co mme rc ial dr iv er’s lic ens e(C DL ). To ge t the sc hoo l b us en dor se men t, yo umu st pa ss a kno wle dg e test o n s ectio ns 2, 4 and 10 of this ma nu al. (If you r s ch ool bu s has air bra kes ,yo u mus t a ls o p ass a kn owled ge tes t on Sec tion 5.) Yo u mus t a ls o p ass the skills test r equ ire d for th eclas s o f s ch ool bu s you dr iv e o r intend to d riv e.

Th is se ction do es NO T p rov id e info rmation on all the fe de ral an d sta te re quiremen ts nee de d b efo re yo udr iv e a sc ho ol bus . You sh ou ld be th oro ugh ly fa milia rwith all s pe cific sc hoo l b us pr oce du res , law s a ndre gu lation s in you r sta te an d loca l sch ool d istric t.

10 .1 - Dan ge r Z one s and Us e of Mirro rs

10.1.1 - Danger Zones

The d an g er z o ne is the a r ea a ny w he re ou ts id e o fthe b us wh er e c hild r en a r e in th e mo s t da ng e r ofb eing h it, e ith er b y a no the r ve h ic le or the ir ow n b us .The d an g er z o ne s ex ten d a s mu ch as 3 0 fee t fro mthe fro n t bu mpe r, 1 0 fee t fro m the le ft a nd righ ts id es o f the bu s an d 1 0 fee t be h in d the r ea r b ump er o f th e s ch oo l b us . In a d dition , the ar ea to the le ft o fthe b us is a lwa ys c o ns id e re d da n ge ro u s be ca u se o fp as sing ve hic le s. Fig ur e 1 0.1 illus tra te s the se d an ge r z on es .

10.1.2 - Cor rect Mir ror Adjustment

Pr op er adjus tme nt an d u se of all mir ror s is vital to th e safe o pe ration o f the sc hoo l b us in or de r toob se rve th e dan ger z one ar ou nd the b us and look fo r stu den ts , traffic, and o the r o bjects in this a re a.Yo u sho uld a lwa ys ch eck ea ch mirro r before op er ating th e s cho ol bu s to obtain maximum v iew ing ar ea co nsistent with th e v is ion re qu ire men ts ofFe de ral Mo to r Vehicle Safe ty Stand ar d N 0. 11 1,

“Mir ror Sy stems .” If ne ces sa ry, ha ve th e mir ror sad ju ste d.

Figure 10.1

10.1.3 - Out side Lef t and Ri ght Si de Fl atMi rr ors

Th es e mirr or s a re mo unted at th e left a nd right fr on tco rn ers of the bus a t the side or fr ont of thewind shield . Th ey ar e u sed to monito r traffic, che ck clea ran ces a nd stu de nts on the sid es an d to the re ar of the bus . The re is a blind sp ot immed iately b elo wan d in fro nt of ea ch mirro r and dire ctly in bac k o f the re ar bu mpe r. The blind sp ot be hin d the bu s cou ldex te nd up to 40 0 fee t d epe nd ing on the wid th of th ebu s.

En su re tha t the mirr ors ar e pro per ly ad jus te d s o y ou ca n see :

• 20 0 fee t o r 4 b us le ngths be hin d the bu s.• Alon g the sides of the bus .• Th e rea r tir es tou ch ing th e gro und .

Figu re 10.2 sho ws ho w b oth the outside left and righ tside flat mirro rs sh ould b e adjusted .


Section 10 – School Buses Page 10- 2

Figure 10.2

10.1.4 - Out side Lef t and Ri ght Si de ConvexMi rr ors

Th e con vex mirr ors a re loc ated below th e o utsid e fla tmirr ors . Th ey are u sed to monitor the left and righ tside s a t a w ide an gle. Th ey pr ovide a vie w of tra ffic,clea ran ces , and stud ents a t the side of th e bus .Th es e mirr or s p res en t a view of pe op le and o bje cts th at do es no t a ccu ra tely r eflec t the ir siz e and distanc e fro m the bu s.


• Th e entire s ide of the bus u p to the mirro rmo un ts.

• Fr on t o f the re ar tires to uc hin g the gr oun d.• At leas t o ne tr affic la ne on eithe r sid e o f the bu s.

Figu re 10.3 sho ws ho w b oth the outside left and righ tside co nve x mir ror s sho uld b e a dju sted.

Figure 10.3

10.1.5 - Out side Lef t and Ri ght Si de Cr ossVi ew Mi rrors

Th es e mirr or s a re mo unted on bo th le ft and r igh tfr on t c orn er s o f the bu s. They ar e use d to see th e“d an ger zo ne ” a rea d ire ctly in fro nt of th e bus th at is no t vis ible by dir ec t v ision , a nd to view th e “ dan ge rzo ne ” a rea s to the left side an d r ig ht sid e of the b us,in cluding th e s erv ic e d oor a nd fro nt wh eel a rea s.Th e mir ror p res ents a v iew o f p eop le an d o bjectsth at do es no t a ccu ra tely r eflec t the ir siz e and distanc e fro m the bu s. Th e driver must en su re tha tth es e mirr or s a re pr ope rly a dju ste d.


• Th e entire a rea in fron t o f the bu s fro m the fr ontbu mp er at gr oun d lev el to a point wh ere dire ctvision is po ssible . Direc t vis ion a nd mir ro r v iew vision sho uld o ver la p.

• Th e rig ht an d left fron t tir es tou ch ing th e gro und .

• Th e are a fro m the fr ont of the bus to the se rvicedo or .

• Th es e mirr or s, alo ng with th e c onv ex an d fla tmirr ors , s ho uld be v iew ed in a log ic al seq ue nce to e nsu re th at a c hild or ob jec t is not in a ny ofth e dan ger z one s.



Figu res 10 .4 a a nd 10 .4b illu str ate h ow the left an drigh t s ide c ros s v ie w mirr or s s hou ld be ad ju ste d.

Figure 10.4a Figure 10.4b

10.1.6 - Overhead Inside Rearvi ew Mi rror

Th is mirro r is mou nted dir ec tly ab ov e the winds hie ld on the drive r’s side ar ea of th e b us . This mir ror isus ed to mo nitor pa ss eng er ac tiv ity inside th e b us. Itma y pro vid e limite d vis ibility dir ec tly in b ack of thebu s if the b us is eq uip ped w ith a glass -bo ttome d r ea remer gen cy do or. The re is a blind sp ot are a dir ectly be hind the d riv er’s sea t a s well a s a larg e blind sp otar ea th at be gin s a t the re ar bu mpe r and co uldex te nd up to 40 0 fee t o r mor e b ehind th e b us . You mu st us e the ex ter io r s ide mirr ors to monito r trafficth at ap pro ac hes an d enters this ar ea .


• Th e top of the rea r win dow in the to p o f the mirr or.

• All of the s tud ents, in clu ding the h ead s o f the stud ents r ig ht beh in d y ou.

10 .2 - Loa di ng and Unlo adi ng

Mo re stude nts a re kille d w hile getting on or off a sc ho ol bus e ach ye ar th an ar e k illed as pa ss eng ers in side of a sch ool b us. As a r esu lt, k now in g w hat todo b efo re, d uring, a nd after lo ading or un lo adingstud ents is critic al. This sec tio n will g iv e y oupr oc edu res to h elp y ou avo id un safe co nd itions wh ic h c ould res ult in inju ries and fata litie s d uring an dafte r load in g a nd un loa din g stu den ts .

10.2.1 - Approachi ng the Stop

Ea ch sc hoo l dis trict es tab lishe s o fficial ro ute s a nd officia l s ch ool bu s sto ps. All stop s s hou ld be ap pr ove d b y the sc ho ol dis tr ict pr io r to mak ing th estop . You s hou ld ne ver ch an ge the loca tio n of a b us

stop witho ut wr itten ap pro va l from the app ro priate sc ho ol dis tr ict officia l.

You mus t u se ex tr eme c au tio n wh e n ap p ro ac hin g as ch oo l b us s top . Yo u ar e in a v er y d eman din gs itua tio n wh e n en te r in g the se a r ea s. It is cr itica l th a ty ou u nd e rs ta n d an d follo w a ll s tate a nd loc a l la w sa nd r eg u la tio ns r eg a rd in g a pp ro a ch in g a s ch o ol b u ss to p. This w ou ld in vo lv e the p r op er us e of mirr o rs ,a lter na tin g fla sh in g lamp s, a nd wh en eq uipp e d, th emov ea ble s to p s ig na l a rm an d cr o ss in g c on tr o l ar m.

W he n ap p ro ac h in g th e s to p , yo u s ho uld :

• App ro ac h c au tio us ly at a slow r a te o f s pe ed .

• L oo k fo r p ed e strian s , tr a ffic , o r oth er o bje ctsb efor e, du rin g, a nd afte r c omin g to a s to p.

• C on tinu o us ly ch ec k a ll mirr or s.

• If th e s ch oo l b us is s o e qu ip pe d , ac tiv atea lter na tin g fla sh in g a mb e r wa rn ing la mp s be for ethe s ch o ol b u s stop in a c co rd an c e with state law .

• C on tinu o us ly ch ec k mir ro r s to mo nito r the d an ge r z on es fo r stu de nts , tr affic , a nd o th e ro bjec ts .

• Mov e as fa r a s po ss ible to th e r ig ht on the tra ve le d p or tio n of th e r oa dw ay .

• Bring s c ho ol bu s to a fu ll stop with th e fr o ntb umpe r a t le a st 1 0 fee t a wa y fr o m stu de nts a tthe d es ign ate d stop . Th is fo rc e s th e s tu de n ts to w alk to th e b us s o y ou h a ve a b e tter view o fthe ir mo ve me n ts .

• Pla ce tr an smiss io n in Pa r k, o r if th e re is n o Pa r ks hift p o in t, in N eu tra l a nd s et th e p ar king br ak e a t ea ch stop .

• O pe n se r vice do or , if po s sible, en ou g h to a ctiv ate a lte rn atin g r ed la mp s w he n tra ffic is a s afe dis ta nc e fro m the s c ho ol b u s.

• Mak e a fin al ch ec k to se e tha t a ll tr affic h as s to pp ed be fo r e co mp letely o pe nin g th e d oo ra nd s ig n alin g s tu de n ts to a pp ro a ch .

10. 2. 2 - Loading Pr ocedur es

• Per fo rm a sa fe stop as d e sc ribe d in s ub se ction 1 0.2.1.

• Stu de nts s ho u ld w ait in a d es ig n ated lo ca tio nfor the sc ho o l bu s, fa cin g th e b us a s ita pp ro ac h es .



• Stu de nts s ho u ld b oa r d th e b us o n ly w h en s ig na le d b y the d riv er .

• Mon itor all mir ro rs co ntinu ou sly .

• C ou nt th e nu mbe r of stud e nts at th e b us s to p a nd b e s ur e a ll b oa r d th e b us . If p o ss ib le , k no w n ames o f s tu d en ts a t e ac h s to p. If the re is a s tu de nt miss ing , as k the othe r s tu de n ts w he r ethe s tu d en t is.

• H av e th e s tu d en ts b o ar d the s ch o ol b u s slow ly,in sing le file, a nd us e the h an d ra il. Th e d omelig ht s h ou ld be o n w hile lo ad in g in the d ar k .

• W ait un til s tud en ts ar e s ea te d a nd fa cing for wa rd be fo r e mo vin g th e b us .

• C he ck a ll mir ro rs . Ma ke ce rtain n o o ne isr un ning to c a tc h th e b us .

• If yo u c an no t a cc ou n t fo r a s tu d en t o utside ,s ec ur e the b u s, tak e the ke y, a n d ch e ck a ro u nd a nd u nd e rn ea th th e b us .

• W he n all s tu d en ts a r e ac c ou nted fo r, pr ep ar e tolea ve b y :

� C lo sing th e d oo r.� Eng ag in g the tr an smiss io n .

� R elea sin g th e p ar kin g br a ke .

� Tur ning off a lter na tin g fla sh in g r ed la mp s.

� Tur ning on le ft tur n s ig n al.

� Allow in g c on g es te d tra ffic to d isp er s e.

� C he ck in g a ll mirr or s a ga in.

• W he n it is s a fe , mo v e th e b us to e nte r tr affic flo w an d c on tin ue th e ro u te .

The loa d in g p ro ce du r e is es se ntially th e sa mew he re ve r y ou lo ad s tud en ts, b ut th er e a re s lig htd iffe re n ce s. Whe n s tu de n ts a re lo ad ing a t the s ch oo l c ampu s , yo u s ho uld :

• Tur n off the ig nitio n sw itc h.

• R emov e k ey if lea vin g dr ive r’s c ompa r tmen t.

• Pos itio n y ou r se lf to s up e rv is e loa din g as r eq uire d o r r ec omme n de d b y yo ur state o r lo c alr eg ulation s.

10. 2. 3 - Unl oading Procedur es on t he Rout e

• Per fo rm a sa fe stop at d e sign ate d un loa ding a re as a s d es c ribe d in su b se ctio n 1 0.2 .1 .

• H av e th e s tu d en ts r e ma in se ated un til told toe xit.

• C he ck a ll mir ro rs .

• C ou nt th e nu mbe r of stud e nts wh ile u n lo ad in g to co nfirm th e lo ca tio n o f all s tu de n ts b efo re p ulling aw ay fr om th e sto p.

• Tell stu de nts to ex it th e b us a n d wa lk at le as t 1 0fee t aw a y fr o m th e s id e o f th e b us to a p os ition w he re th e dr ive r ca n p la inly se e a ll stud en ts.

• C he ck a ll mir ro rs a g ain. Mak e s ur e n o stud e ntsa re a ro u nd o r r etur n in g to th e b us .

• If yo u c an no t a cc ou n t fo r a s tu d en t o utside th eb us , se c ur e the b us , a nd ch ec k a ro un d a nd u nd er ne a th th e bu s.


� C lo sing th e d oo r.� Eng ag in g tra n smis sio n.� R elea sin g pa r king b r ak e.� Tur ning off a lter na tin g fla sh in g r ed la mp s.� Tur ning on le ft tur n s ig n al.� Allow in g c on g es te d tra ffic to d isp er s e.� C he ck in g a ll mirr or s a ga in.

• W he n it is s a fe , mo v e th e b us , e nter th e tr a ffic flo w an d c on tin ue th e ro u te .

N ot e. If yo u h av e mis se d a s tu d en t’s u nloa d in gs to p, d o n ot ba ck u p . Be s ur e to fo llo w lo c alp ro ce du r es .

A ddit ional Pr oc edur e s for Stude nts That Mus t C ross t he Roa dw ay

You s ho u ld u n de rs ta n d wh a t stud e nts s ho uld d ow he n ex iting a sc ho o l bu s a nd c r os sin g th e s tr ee t infro nt o f the bu s. In ad d itio n, th e s ch oo l b us d r iv er s ho uld u nd er s ta nd th at s tud en ts migh t n ot a lwa ys d o wh at th ey ar e su p po se d to do . If a s tu de n t or s tu de nts mus t c ro ss th e r oa dw ay , the y s ho uld follow the se p r oc ed u re s:

� W alk ap p ro ximately 1 0 fe e t aw ay fr om th es id e of th e s ch oo l b us to a p os ition wh er ey ou c an se e the m.

� W alk to a lo c atio n a t le a st 1 0 fee t in fr on t o fthe r ig h t co r ne r of th e b umpe r, bu t s tillr emainin g aw a y fr om th e fro nt o f the sc ho olb us .

� Sto p at th e r ig ht e d ge o f the r o ad wa y . Yo us ho uld b e ab le to s e e th e s tu de n t’s fee t.



• W he n stu de nts r ea ch th e e dg e of th e r oa dw ay ,the y sh o uld:

� Sto p an d loo k in all d ir e ctio ns , mak ing s ur e the r oa d wa y is clea r a nd is s afe .

� C he ck to s ee if the re d fla sh in g lamp s on the b us ar e s till flas hin g.

� W ait fo r y ou r s ig na l b efo re c ro s sing th er oa dw ay .

• U po n yo u r sig na l, th e stu de nts s ho uld :

� C ro ss fa r en o ug h in fr on t o f th e s ch o ol b us to be in y ou r v ie w.

� W alk to th e left ed g e of th e sc h oo l b us ,s to p, a n d lo o k ag ain for yo ur s ign al to c on tinu e to c ro ss th e ro a dw ay .

� L oo k fo r tra ffic in bo th dire ction s, ma king s ur e ro a dw ay is c le a r.

� Pro ce ed ac ro s s th e r oa dw a y, c on tin uin g to loo k in all d ir ec tio ns .

N otes :1 . The sc ho o l bu s d rive r s ho uld e nfo rc e an y s ta teo r lo ca l r eg u la tion s o r r ec omme n da tio ns c on c er nin gs tu de nt ac tio ns o uts id e the s ch o ol b u s.2 . It is imp or ta nt fo r the d riv er to u nd er s ta nd th ata ny h an d o r o th er s ign al th at is g iv e n to a stud e nta ls o co u ld b e mis in ter pr e te d by mo to r is ts th at a r es to pp ed in th e ar ea .

10. 2. 4 - Unl oading Procedur es at School

Sta te a n d lo c al law s a nd re gu la tio ns re ga rd ing u nloa din g stu de nts a t sc h oo ls , p ar tic ular ly in s itua tio ns w h er e su c h ac tiv itie s tak e p la ce in th es ch oo l p ar kin g lo t o r oth er loc a tion th at is o ff th etra ve le d r oa d wa y, a r e often d iffer en t tha n u nloa d in ga lo ng th e sc h oo l bu s r ou te. It is impo rtan t tha t the s ch oo l b us d r iv er u n de rs tan ds a n d ob e ys s ta te an d loc al la ws a n d re gu latio n s. Th e follow in gp ro ce du r es a r e me an t to b e ge ne r al g u id elin e s.

W he n un loa din g at th e sc h oo l yo u s ho u ld follow the se p r oc ed u re s:

• Per fo rm a sa fe stop at d e sign ate d un loa ding a re as a s d es c ribe d in su b se ctio n 1 0.2 .1 .

• Sec ur e the b u s by :

� Tur ning off the ign ition sw itch .� R emov in g k ey if lea v in g d rive r’s

c ompa rtmen t.

• H av e th e s tu d en ts r e ma in se ated un til told toe xit.

• Pos itio n y ou r se lf to s up e rv is e u nloa d in g as r eq uire d o r r ec omme n de d b y yo ur state o r lo c alr eg ulation s.

• H av e stu de nts e xit in or d er ly fa sh io n .

• O bs er ve stud e nts as th ey step fr om b u s to s e etha t all mov e p ro mp tly a w ay fro m the un lo ad ing a re a.

• W alk th r ou gh th e bu s a nd ch ec k for h id in g/s le ep ing s tu d en ts an d ite ms le ft b ys tu de nts .

• C he ck a ll mir ro rs . Ma ke ce rtain n o s tu de nts a re r etur nin g to th e bu s .

• If yo u c an no t a cc ou n t fo r a s tu d en t o utside th eb us a nd th e b us is s ec ur e , ch ec k a ro u nd a nd u nd er ne a th th e bu s.


� C lo sing th e d oo r.

� Fas te nin g sa fety be lt.

� Sta rtin g e ng ine .

� Eng ag in g the tr an smiss io n .

� R elea sin g th e p ar kin g br a ke .

� Tur ning off a lter na tin g fla sh in g r ed la mp s.

� Tur ning on le ft tur n s ig n al.

� Allow in g c on g es te d tra ffic to d isp er s e.

� C he ck in g a ll mirr or s a ga in.

• W he n it is s a fe , pu ll aw a y fr om th e u nloa din ga re a.

10. 2. 5 - Special Dangers of Loading andUnl oadi ng

D ropped or Forgot te n O bje ct s. Alw ay s foc us on s tu de nts a s the y ap p ro ac h the b u s an d w atch fo ra ny w ho disa p pe ar fr om s igh t.

Stu de nts may dr op a n o bje ct n ea r the bu s du r in gloa ding an d u nloa din g. Sto pp in g to p ic k up th eo bjec t, or r e tu rn in g to p ic k up th e o bjec t, ma y ca u se the s tu d en t to disa p pe ar fr om th e dr ive r’s s ig ht at a v er y da n ge ro u s mo me n t.

Stu de nts s ho u ld b e told to le av e a ny dr op pe d o bje cta nd mov e to a p oint of s a fe ty o u t of th e da n ge r



z on es a n d attempt to g et th e dr ive r’s a tten tio n tor etriev e the ob je ct.

H andr ail H ang-ups . Stu de nts h av e b ee n injur e d or k ille d w he n c lo th in g , ac c es so rie s, o r e ve n p ar ts ofthe ir b o dy g e t ca ug h t in th e ha n dr ail o r do o r as th ey e xite d the b u s. Yo u s ho u ld c lo s ely o bs er ve alls tu de nts e xitin g th e b us to c on fir m tha t th e y ar e in as afe lo c atio n p rior to mo ving th e bu s .

10. 2. 6 - Post -t ri p Inspecti on

W he n yo u r ro u te o r s ch oo l a ctiv ity tr ip is fin is h ed ,y ou s ho u ld c o nd uc t a p os t-trip ins pe c tion o f the bu s.

You s ho u ld w a lk thr o ug h the b us an d a ro un d the b us loo k in g for the fo llo wing :

• Artic le s left o n th e b us .

• Sle ep in g s tu d en ts .

• O pe n win do ws an d do o rs .

• Mec ha nic al/o p er atio n al p r ob le ms with th e bu s ,w ith sp e cial atte ntion to ite ms th at ar e un iqu e tos ch oo l b us es – mirr o r sy s te ms , fla sh ing w ar n in glamps a n d sto p sign a l ar ms.

• D amag e o r va n da lism.

Any p ro b le ms or s pe c ia l s itua tio ns s h ou ld b e r ep or te d imme diately to y ou r su p er vis or o r s ch oo la utho ritie s.

10 .3 - Eme rg enc y Exi t a nd Ev acu ati on An e mer gen cy situa tion can h app en to an yon e,an ytime , a ny whe re. It cou ld be a cr ash , a s talled sc ho ol bus o n a ra ilroa d-h ig hwa y c ro ssing or in ahigh -sp eed inte rse ction , a n ele ctr ic al fir e in the en gine compa rtment, a medica l e mer ge ncy to a stud ent on the sch oo l b us, e tc. Kno win g w ha t to d oin a n e mer ge ncy –be fo re, du ring and a fte r a nev ac uation –c an mea n the differe nce b etw een life an d dea th.

10.3.1 - Planni ng for Emer genci es

De te rmine Ne ed to Ev acuate B us

Th e fir st an d most impo rta nt co nside ration is for yo uto r eco gnize th e h az ard . If time pe rmits, s cho ol bu sdr iv ers sh ou ld con ta ct the ir dispa tc her to e xplain thesitu ation be for e mak ing a de cis ion to e vac ua te the sc ho ol bus .

As a ge n er al ru le , s tu de n t sa fe ty an d c on tr o l is be stmaintain ed b y k ee pin g stu de nts o n th e b us d u ring a n emer g en cy an d/or impe n ding c r is is situ ation , ifs o do in g d oe s n ot e x po se th em to u nn e ce ss ar y r is k

o r in ju r y. Remembe r , th e d ec is ion to e va cu a te th eb us mus t b e a timely o ne .

A de cis ion to e vac ua te sho uld includ e c ons id era tio nof the follo win g c on dition s:

• Is ther e a fire or d ang er of fire?

• Is ther e a s mell o f lea kin g fue l?

• Is ther e a c han ce th e b us co uld be h it by other ve hicle s?

• Is the bus in the pa th of a sig hte d tor nad o orrising water s?

• Ar e the re do wne d p ow er lin es ?

• Wo uld r emo ving stu de nts ex po se the m tosp ee din g tra ffic, se ver e w ea the r, or a dan ge rou sen viron men t suc h a s dow ned p owe r lin es?

• Wo uld moving stude nts c omp licate injuries su chas n eck an d bac k injuries an d frac tu res ?

• Is ther e a h aza rdo us sp ill invo lve d? Some times ,it may be sa fer to r ema in on th e b us an d n otco me in co ntact with th e material.

Ma ndatory Ev acuations. Th e driver must ev ac uateth e bus wh en :

• Th e bus is o n fire o r ther e is a thr eat of a fire.

• Th e bus is s talled o n o r a djace nt to a railr oad -high way cr os sin g.

• Th e pos ition of th e bus ma y cha nge a ndin cr eas e the da nge r.

• Th er e is a n immine nt da nge r of collisio n.

• Th er e is a n eed to q uic kly e vac uate bec aus e ofa ha zar dou s materials s pill.

10.3.2 - Evacuation Procedur es

Be Prepare d and Plan Ahead. Wh en po ssible,as sign two r esp ons ib le, olde r s tud en t a ssistants toea ch emerg en cy exit. Teac h the m h ow to as sist the othe r s tud en ts off the bus . As sig n ano the r stu den tas sista nt to le ad th e s tud en ts to a “sa fe place ” a fterev ac uation . Ho wev er , y ou mu st rec og niz e tha t ther ema y not be o lde r, re spo nsible s tud en ts on th e b us atth e time o f the emer gen cy. The refor e, eme rg enc yev ac uation p roc edu re s must b e e xplained to a llstud ents. This in clude s e ns uring th at the y kno w the lo ca tio n o f and op er ation of th e v ar iou s e me rge ncy ex its, a nd th e imp ortanc e of lis te nin g to and fo llowingall ins tru ction s g iv en by yo u.



So me tips to de ter mine a s afe p lac e:

• A sa fe pla ce fo r the stude nts w ill b e a t lea st 100 fe et off the ro ad in th e d ir ection o f o nco mingtr affic . Th is will kee p the m from b ein g h it by de br is if an oth er ve hic le co llides w ith th e bus .

• Le ad stude nts u pwind of th e bus if fire is pr es ent.

• Le ad stude nts a s far aw ay fr om railr oad tr ac ksas p oss ible and in the dir ec tio n o f any on co min gtr ain.

• Le ad stude nts u pwind of th e bus at leas t 3 00 fe et if th er e is a r isk fr om sp illed ha zar do usma te ria ls.

• If the bus is in the direc t path o f a s igh te dto rn ado an d eva cua tion is or der ed, e sco rtstud ents to a n ear by ditch o r c ulv er t if s he lte r ina bu ild ing is n ot re adily av ailable, an d d ir ectth em to lie fac e d ow n, han ds co ver in g theirhe ad . The y sho uld b e far en oug h a wa y s o the bu s can not topp le on th em. Avo id ar eas th at ar esu bject to flas h flo ods .

Ge ne ral Pr oc edures . De te rmine if ev acu ation is inth e bes t intere st of sa fety.

• De te rmine th e b est type of e vac uatio n:

� Fr on t, rea r or sid e doo r e va cua tio n, or so me co mb ina tio n of doo rs .

� Ro of or wind ow eva cu ation.

• Se cu re the b us by:

� Plac ing tr an smission in Pa rk , o r if the re is no sh ift p oin t, in Ne utral.

� Se tting pa rk ing br ak es.� Sh uttin g o ff th e e ng ine .� Re mo vin g ign ition ke y.� Ac tivating h aza rd- wa rning la mps .

• If time allo ws, no tify dis pa tch office of ev acu ation lo ca tio n, co nditio ns , a nd ty pe of as sis tan ce ne ed ed.

• Da ng le rad io micro ph one or tele pho ne ou t o fdr iv er’s w in dow fo r later us e, if op era ble .

• If n o r adio, or ra dio is ino per able, dispa tc h a pa ss ing mo to ris t o r are a r es ide nt to ca ll fo r h elp .As a la st re sor t, dispa tch two old er , r esp on sib lestud ents to go for h elp .

• Or de r the ev acu ation .• Ev ac uate s tu den ts fr om the b us.

� Do n ot mov e a s tud en t y ou be lie ve ma yha ve su ffe re d a ne ck or sp in al injur y u nle ss his or her life is in imme diate da ng er.

� Sp ec ial pr oc edu res must be u sed to move ne ck sp ina l injury v ictims to p rev en t furthe rin ju ry.

• Dire ct a s tu den t a ss istant to lead s tud ents to the ne ar est sa fe place .

• Wa lk th rou gh th e b us to en su re no stude nts re ma in on th e b us. Retrie ve emerg en cyeq uipme nt.

• Jo in wa iting stude nts. Ac co unt fo r all stud entsan d che ck fo r their safety .

• Pro te ct th e s ce ne . Se t o ut e me r ge nc y w ar nin gd ev ic es as n e ce ss ar y a nd ap pr op r ia te .

• Pre pa re in fo r ma tion fo r e me rg en c y re s po nd er s .

10.4 - Rai lro ad -h i gh wa y Cro ss i ng s

10.4.1 - Types of Crossings

Passive Crossings. This type of crossing doesnot have any type of traffic control device. Youmust stop at these crossings and follow properprocedures. However, the decision to proceedrests entirely in your hands. Passive crossingsrequire you to recognize the crossing, search forany train using the tracks and decide if there issufficient clear space to cross safely. Passivecrossings have yellow circular advance warningsigns, pavement markings and crossbucks toassist you in recognizing a crossing.

Active Crossings. This type of crossing has atraffic control device installed at the crossing toregulate traffic. These active devices can includeflashing red lights, flashing red lights with bells andflashing red lights with bells and gates.

10.4.2 - Warning Signs and Devices

Advance Warning Signs. The round, black-on-yellow warning sign is placed ahead of a publicrailroad-highway crossing. The advance warningsign tells you to slow down, look and listen for thetrain, and be prepared to stop at the tracks if a trainis coming. See Figure 10.5.



Figure 10.5

Pav ement Mar k ings . Pav emen t mar k in gs me an the s ame a s the a dv a nc e w ar ning sign . Th ey c on sist of a n “ X” w ith th e le tte rs “ ” RR ” an d a n o -p as sing ma rk ing o n two -la ne r oa d s. Se e Figu r e1 0.6.

The re is a ls o a n o p as sin g zo ne sign on two - la ne r oa ds . Th er e may b e a w h ite sto p lin e pa in ted o n the p av e me nt be fo re th e r ailr oa d tra c ks . Th e fr o nto f th e s ch oo l b us mu st r e ma in b e hind th is line w h iles to pp ed at th e cr os s in g.

Figure 10.6

C ross buc k Signs . This sig n ma r ks a p a ss iv e c ro ss in g . It r eq uir es y o u to y ield the r ig h t- of- wa y to the tra in. Whe n the r o ad c ro s se s o ve r mo r e th a no ne s et of tr ac ks , a s ig n b elow th e c ro ss bu c kind ic ate s th e n umbe r o f tra ck s. See Figu re 10 .7 .

Fla shing R ed Light Signa ls. At man y ac tiv eh ig hw ay - ra il gr ad e c ro ss ing s, th e cr o ss bu ck sign h as fla s hing re d lig hts a nd b ells. Whe n th e lig h ts b eg in to fla s h, s to p ! A tr ain is ap p ro ac hin g. You a re r eq u ir ed to y ie ld th e r ig ht- of-w a y to th e tr a in . Ifthe re is mor e tha n o ne tr ac k, ma ke s u re a ll tr ac k sa re c le a r be for e cr o ss in g . See Figu r e 10 .8 .

G at es . Ma ny ac tiv e ra ilr oa d- h ig hw ay cr os s in gs h av e ga tes w ith fla s hing re d lig hts a nd b ells. Sto pw he n th e lig h ts b eg in to flas h a nd b e fo re th e ga telow er s a cr os s the r o ad la ne . Re ma in stop pe d u ntilthe g ate s go up a nd th e lig hts h av e s to pp ed fla sh in g . Pr oc ee d w he n it is s a fe . If the ga te stay sd ow n after the tra in pa s se s, d o n ot dr iv e a ro un d the g ate. Ins te a d, c on tac t y ou r dis pa tc h er . Se e Fig ur e1 0.8.

Figure 10.7



Figure 10.8

10.4.3 - Recommended Procedures

Eac h sta te h a s la ws an d r eg ulation s g ov er nin g ho w s ch oo l b us es mu st o p er ate a t ra ilr oa d -h ig hw a yc ro ss in g s. It is impo rta nt for yo u to un de r stan d a nd o be y th e se s tate la w s an d r eg ula tion s . In g en er a l,s ch oo l b us es mu st s top a t a ll c r os sin gs , an d e ns u re it is s a fe b e fo re p r oc ee d in g ac r os s the tra c ks . Th es pe cific p ro c ed ur es re qu ire d in ea ch state v ar y.

A school bus is one of the safest vehicles on thehighway. However, a school bus does not havethe slightest edge when involved in a crash with atrain. Because of a train’s size and weight it cannotstop quickly. An emergency escape route does notexist for a train. You can prevent school bus/traincrashes by following these recommendedprocedures.

• Approaching the Crossing:

� Slow down, including shifting to a lowergear in a manual transmission bus, andtest your brakes.

� Activate hazard lamps approximately 200feet before the crossing. Make sure yourintentions are known.

� Scan your surroundings and check fortraffic behind you.

� Stay to the right of the roadway if possible.� Choose an escape route in the event of a

brake failure or problems behind you.

• At the Crossing:

� Stop no closer than 15 feet and no fartherthan 50 feet from the nearest rail, whereyou have the best view of the tracks.

� Place the transmission in Park, or if thereis no Park shift point, in Neutral and pressdown on the service brake or set theparking brakes.

� Turn off all radios and noisy equipment,and silence the passengers.

� Open the service door and driver’swindow. Look and listen for anapproaching train.

• Crossing the Track:

� Check the crossing signals again beforeproceeding.

� At a multiple-track crossing, stop onlybefore the first set of tracks. When youare sure no train is approaching on anytrack, proceed across all of the tracks untilyou have completely cleared them.

� Cross the tracks in a low gear. Do notchange gears while crossing.

� If the gate comes down after you havestarted across, drive through it even if itmeans you will break the gate.

10.4.4 - Special Situations


Section 10 – School Buses - 10

Bus Stalls or Trapped on Tracks. If your busstalls or is trapped on the tracks, get everyone outof the bus and off the tracks immediately. Moveeveryone far from the bus at an angle, which isboth away from the tracks and toward the train.

Police Officer at the Crossing. If a police officeris at the crossing, obey directions. If there is nopolice officer, and you believe the signal ismalfunctioning, contact your dispatcher to reportthe situation and ask for instructions on how toproceed.

Obstructed View of Tracks. Plan your route so itprovides maximum sight distance at highway-railgrade crossings. Do not attempt to cross thetracks unless you can see far enough down thetrack to know for certain that no trains areapproaching. Be especially careful at “passive”crossings. Even if there are active railroad signalsthat indicate the tracks are clear, you must lookand listen to be sure it is safe to proceed.

Containment or Storage Areas. If it won’t fit,don’t commit! Know the length of your bus and thesize of the containment area at highway-railcrossings on the school bus route, as well as anycrossing you encounter in the course of a schoolactivity trip. When approaching a crossing with asignal or stop sign on the opposite side, payattention to the amount of room there. Be certainthe bus has enough containment or storage areato completely clear the railroad tracks on the otherside if there is a need to stop. As a general rule,add 15 feet to the length of the school bus todetermine an acceptable amount of containment orstorage area.

10.5 - Student Management

10.5.1 - Don’t Deal With On-bus ProblemsWhen Loading and Unloading

In order to get students to and from school safelyand on time, you need to be able to concentrate onthe driving task.

Loading and unloading requires all yourconcentration. Don’t take your eyes off what ishappening outside the bus.

If there is a behavior problem on the bus, wait untilthe students unloading are safely off the bus andhave moved away. If necessary, pull the bus overto handle the problem.

10.5.2 - Handling Serious Problems

Tips on handling serious problems:

• Follow your school’s procedures for disciplineor refusal of rights to ride the bus.

• Stop the bus. Park in a safe location off theroad, perhaps a parking lot or a driveway.

• Secure the bus. Take the ignition key with youif you leave your seat.

• Stand up and speak respectfully to theoffender or offenders. Speak in a courteousmanner with a firm voice. Remind the offenderof the expected behavior. Do not show anger,but do show that you mean business.

• If a change of seating is needed, request thatthe student move to a seat near you.

• Never put a student off the bus except atschool or at his or her designated school busstop. If you feel that the offense is seriousenough that you cannot safely drive the bus,calling for a school administrator or the policeto come and remove the student may beappropriate. Always follow you state or localprocedures for requesting assistance.

10.6 – Antilock Braking Systems

10.6.1 - Vehicles Required to have AntilockBraking Systems

The Department of Transportation requires thatantilock braking systems be on:

• Air b ra k es v e hicles , ( tr u ck s, b u se s, tr aile r s an d c on ve rte r do llies ) b uilt on o r a fter Ma rc h 1 ,1 99 8.

• H yd ra ulica lly b ra ke d tru c ks a nd bu se s w ith a g ro ss v e hicle w eigh t r ating o f 1 0,00 0 lbs o r mor e bu ilt o n o r after Ma rc h 1, 19 99 .

Many buses built before these dates have beenvoluntarily equipped with ABS.

Your school bus will have a yellow ABSmalfunction lamp on the instrument panel if it isequipped with ABS.

10.6.2 - How ABS Helps You

When you brake hard on slippery surfaces in avehicle without ABS, your wheels may lock up.When your steering wheels lock up, you losesteering control. When your other wheels lock up,you may skid or even spin the vehicle.

ABS helps you avoid wheel lock up and maintaincontrol. You may or may not be able to stop faster



with ABS, but you should be able to steer aroundan obstacle while braking, and avoid skids causedby over braking.

10.6.3 - Braking With ABS

When you drive a vehicle with ABS, you shouldbrake as you always have. In other words:

• Use only the braking force necessary to stopsafely and stay in control.

• Brake the same way, regardless of whetheryou have ABS on the bus. However, inemergency braking, do not pump the brakeson a bus with ABS.

• As you slow down, monitor your bus and backoff the brakes (if it is safe to do so) to stay incontrol.

10.6.4 - Braking if ABS is Not Working

Without ABS, you still have normal brake functions.Drive and brake as you always have.

Vehicles with ABS have yellow malfunction lampsto tell you if something is not working. The yellowABS malfunction lamp is on the bus’s instrumentpanel.

As a system check on newer vehicles, themalfunction lamp comes on at start-up for a bulbcheck and then goes out quickly. On oldersystems, the lamp could stay on until you aredriving over five mph.

If the lamp stays on after the bulb check, or goeson once you are under way, you may have lostABS control at one or more wheels.

Remember, if your ABS malfunctions, you stillhave regular brakes. Drive normally, but get thesystem serviced soon.

10.6.5 - Safety Reminders

• ABS does not compensate for bad drivinghabits, such as driving too fast, following tooclosely, or driving less carefully.

• ABS won’t prevent power or turning skids–ABSshould prevent brake-induced skids but not

those caused by spinning the drive wheels orgoing too fast in a turn.

• ABS won’t necessarily shorten stoppingdistance. ABS will help maintain vehiclecontrol, but not always shorten stoppingdistance.

• ABS won’t increase or decrease ultimatestopping power–ABS is an “add-on” to yournormal brakes, not a replacement for them.

• ABS won’t change the way you normallybrake. Under normal brake conditions, yourvehicle will stop as it always stopped. ABSonly comes into play when a wheel wouldnormally have locked up because of overbraking.

• ABS won’t compensate for bad brakes or poorbrake maintenance.

• Remember: The best vehicle safety feature isstill a safe driver.

• Remember: Drive so you never need to useyour ABS.

• Remember: If you need it, ABS could help toprevent a serious crash.

10.7 - Sp ec i al Sa fe ty Co ns id e ra ti on s

10.7.1 - Strobe Lights

Some school buses are equipped with roof-mounted, white strobe lights. If your bus is soequipped, the overhead strobe light should beused when you have limited visibility. This meansthat you cannot easily see around you – in front,behind, or beside the school bus. Your visibilitycould be only slightly limited or it could be so badthat you can see nothing at all. In all instances,understand and obey your state or localregulations concerning the use of these lights.

10.7.2 - Driving in High Winds

Strong winds affect the handling of the school bus!The side of a school bus acts like a sail on asailboat. Strong winds can push the school bussideways. They can even move the school bus offthe road or, in extreme conditions, tip it over.

If you are caught in strong winds:

• Kee p a s tr on g g rip o n th e s te er ing w h ee l. Try to a ntic ip a te g u sts.



• You s ho u ld s low d ow n to les se n the e ffe ct o fthe w in d , or pu ll o ff th e r oa dw a y an d w ait.

• C on ta ct yo ur disp atc he r to ge t mor e infor ma tio no n ho w to pr o ce ed .

10. 7. 3 - Backing

Backing a school bus is strongly discouraged. Youshould back your bus only when you have no othersafe way to move the vehicle. You should neverback a school bus when students are outside ofthe bus. Backing is dangerous and increases yourrisk of a collision.

If you have no choice and you must back your bus,follow these procedures:

• Pos t a loo ko u t, p re fer ab ly in sid e th e s ch oo l b us loo king ou t the r ea r w in d ow . Th e pu r po se o fthe loo k ou t is to w a rn y o u ab ou t o bs tac le s,a pp ro ac h in g p er so ns , a nd othe r v eh ic les . Th eloo ko ut sh ou ld no t g iv e d ir ec tio ns o n h ow to b ac k th e b us .

• Sig na l for q u ie t on th e b us .

• C on stan tly c h ec k all mir r or s an d r ea r w in do w s.

• Bac k slo wly a nd s mo o th ly .

• If no lo ok ou t is av a ilab le:

� Set the pa rk ing b ra k e.

� Tur n off the mo to r a nd ta ke the ke ys with y ou .

� W alk to th e r ea r of th e b us to d eter min ew he th er th e w ay is c le ar .

• If you must back-up at a student pick-up point,be sure to pick up students before backing andwatch for late comers at all times.

• Be sure that all students are in the bus beforebacking.

• If you must back-up at a student drop-off point,be sure to unload students after backing.

10. 7. 4 – Tai l Swi ng

A s ch oo l b us ca n ha v e up to a th re e- foo t ta il sw ing .You n ee d to c he ck y o ur mirr or s b efor e a nd d u ring a ny tur n in g mov emen ts to mo nito r the ta il s w in g.

Section 10Test Your Knowledge

1. D efin e the d a ng er z o ne . Ho w fa r d oe s the d an ge r z on e e xten d a ro un d the b u s?

2. W ha t sh o uld y ou b e a ble to se e if th e o utsid efla t mir ro rs ar e ad jus te d p ro pe r ly ? Th e ou tside c on ve x mir ro r s? Th e c ro s s view mirr o rs ?

3. You a re lo ad ing s tu d en ts alon g the r o ute.W he n sh o uld y ou a ctiva te yo ur a lte rn a ting fla sh in g a mb e r wa rn ing la mp s?

4. You a re un lo a ding s tud en ts alon g y ou r r ou te .W he re s h ou ld stud en ts wa lk to a fte r e xiting th eb us ?

5. After u n lo ad ing a t s ch oo l, wh y s ho uld y ou w a lk thr ou gh th e b us ?

6. W ha t po s itio n s ho uld s tu d en ts b e in fro nt o f the b us b efo re th ey c ro s s th e r oa dw a y?

7. U nd er w h at c o nd itio n s mu s t yo u e va cu a te the b us ?

8. H ow far fr om th e ne a re st ra il s h ou ld yo u sto p ata h ig hw a y- ra il cr os s in g?

9. W ha t is a pa s sive h igh wa y -r ail c ro ss ing ? Wh ys ho uld y ou b e e xtra ca utiou s at th is ty pe o fc ro ss in g ?

10. How should you use your brakes if yourvehicle is equipped with antilock brakes(ABS)?

If yo u c an ’t an sw er th es e q ue stion s, re -r ea d Sec tio n1 0.

2004 model commercial driver’s license manualversion ... · of the bus . the re is a blind sp ot...

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