From the web page
http://www.projectaction.org/acb/97-01440.htm

                          Final Report

ADA Stop Announcement Program
Training Transit Operators and Supervisors
on Calling Out Stops
Final Report And Training Modules

Doc No: 97-0144    Project ACTION
700 13th Street N.W., Suite 200
Washington, DC 20005    February 1998

This document is disseminated under sponsorship of Project
ACTION of the National Easter Seal Society in the interest of
information exchange. Neither Project ACTION, National Easter
Seal Society, nor the Federal Transit Administration assumes
liability for its contents or use thereof. The contents of this
report reflect the opinion of the author.

Acknowledgments

The development of this ADA stop announcement training program
and related guidelines involved the contributions of many
individuals and many hours of hard work. ACB and the project
consulting team would like to gratefully acknowledge their
efforts and support. Central to the program's completion, the
Project Steering Committee members were involved throughout this
effort, and they should be recognized for their valuable time
and assistance:

  * Thomas Urban, American Public Transit Association
  * Carolyn Jesky, Community Transportation Association of
    America
  * Dixie Horning, Gray Panthers
  * Carmel Cang, American Association of Retired Persons
  * Rick Berkobien, The ARC

ACB and the consulting team would especially like to thank
Project ACTION. Without Project ACTION's support and
cooperation, this program would never have become a reality.

The following individuals contributed to the development of the
ADA Training Handbook on Calling Out Stops, the Consumer Self
Advocacy Reference Guide, and the formulation of an overall
program strategy for achieving full compliance with the ADA
civil right guarantee of calling out stops:

  * Oral O. Miller, Executive Director, American Council of the
    Blind
  * James D. Flemming, Principal of JDF & Associates
  * Dr. Robert Schmitt, Principal of RTR
  * Deborah Dubin-Rosenberg, Principal of Dubin-Rosenberg &
    Associates

ACB and the project team would also like to recognize key staff
personnel of the Greater Cleveland Regional Transit Authority
and the Port Authority of Allegheny County in Pittsburgh,
Pennsylvania; the presidents and members of the Amalgamated
Transit Union in Cleveland and Pittsburgh; and members of ACB
affiliates as well as other blind and visually impaired persons,
older individuals, and self-advocates with cognitive
impairments. However, we are especially grateful to the
following individuals who devoted considerable time and effort
in reviewing the training and other materials for this project,
planning the pilot trainings, and participating in the trainings
themselves:

Consumers:

  * Arlene Cohen, ACB Affiliate Member, Cleveland
  * Joyce Driben, ACB Affiliate Member, Pittsburgh

Port Authority of Allegheny County staff:

  * Paul Skoutelas, Executive Director
  * Don Bell, Acting Division Director of Operations
  * Cathy Williams, Transit Planner
  * Ron Francis, Union Steward, Pittsburgh Amalgamated Transit
    Union Local 85

Greater Cleveland Regional Transit Authority staff:

  * Ron Tober, General Manager
  * Ron Barnes, Deputy Director
  * Melanie Slater, Training Coordinator
  * Ron Jackson, Sr., Collective Bargaining Representative,
    Cleveland

Amalgamated Transit Union - Local 268

ú Willie White, Superintendent, Brooklyn Facility

TABLE OF CONTENTS

Introduction    Page Numbers Refer to Printed Copy Only    1

Background    2

Key Components for Developing an Effective ADA Stop Announcement
Program    3

A Model Training Program for Transit Operators and Supervisors
on Calling Out Stops    5

Purpose and Goals of the Training    5

Labor-Management Commitment and Supervisory Support    6

Consumer Participation    10

Identifying Trainers and Facilitators    15

The Operator Selection Process    18

Delivering the Training: The Effective Use of Training Modules
 20

The Training Curriculum    .

Module I - The ADA and Calling Out Stops as a civil Right    27

Module II -Roadblocks and Obstacles to Calling Out Stops    33

Module III - Simulation Experience of Standing in the Shoes of
the Consumer    39

Module IV - Practice on Calling Out Stops    45

Operator Evaluation of the Pilot Trainings and Attitudinal
Changes    49

Monitoring Operator Compliance on Calling Out Stops    50

A Suggested Approach    50

Pilot Site Monitoring Results    52

The Role of Consumer Advocacy in Achieving Stop Announcement
Compliance:    .

Consumer Advocacy Guide    54

Appendix A: Training Evaluation Form    .

Appendix B: Operator Pre- and Post-Attitudinal Test Forms    .

Appendix C: Summary of Pilot Site Pre- and Post-Monitoring
Results    .

Appendix D: Self Advocacy Guide    .




----------

INTRODUCTION

This final report identifies and describes the essential
components for developing and carrying out an ADA stop
announcement implementation program and a training program for
operators and supervisors on calling out stops. The foundation
for these programs is based on knowledge and information
gathered in the course of conducting this demonstration project
at two pilot sites.

The purpose of this final report is three-fold. First, this
report is intended to serve as a guide for transit agencies and
consumer groups on the critical elements needed for developing
an effective program for achieving full compliance with the ADA
civil right guarantee of calling out stops. To achieve full
compliance, the ACB Project Team has found that it is necessary
to first conduct an ADA Stop Announcement Program Needs
Assessment before an effective implementation strategy can be
carried out.

Second, this report identifies and describes each of the
elements that are needed for developing and carrying out a model
training program including the training curriculum for transit
operators on calling out stops. For each of these elements, key
principles and guidelines are discussed so that transit agencies
and consumer groups will have a clear idea of what to do in
implementing the training program and course. Project findings
and results also are discussed for each of the key elements. ACB
has included in this report the four training modules, a
description of operator evaluations of the two pilot trainings,
pre- and post-test results on operator attitudes, and actual
operator compliance rates with respect to calling out stops
based on monitoring by the two transit agencies and consumer
advocates.

While the training program and curriculum on calling out stops
stands alone as a highly effective training tool, ACB strongly
recommends that this program and course be implemented ONLY
after an ADA Stop Announcement Program Needs Assessment has been
conducted. The newly founded National Center on Calling Stops
(NCCS) is working extensively with other communities around the
country in preparing such assessments and in implementing long
range stop announcement implementation initiatives. Transit
agencies and consumers should contact Project ACTION or the
American Council of the Blind for information regarding this
material.

Finally, ACB refers readers of this report to and strongly
recommends an important document prepared by the Project Team
entitled "Self Advocacy Guide".

BACKGROUND

This demonstration effort stems from a widely acknowledged
perception among both transit professionals and consumers that
far too many operators of fixed route bus and even rail services
are failing to call out stops. No systematic research has been
undertaken to actually identify the extent of compliance with
the ADA stop announcement guarantee among transit agencies.
However, there is ample anecdotal evidence that the extent of
non-compliance is long standing and pervasive. The impact of
such non-compliance on the lives and travel experiences of
people who are blind, visually impaired, or who have cognitive
impairments or who have other hidden disabilities is
unmistakable. Calling out stops is for scores of people with
disabilities analogous to the lift for people with mobility
impairments. The failure to call out stops effectively renders
fixed route service inaccessible to people who depend on the
consistent and accurate announcement of major intersections,
transfer points, and destination points. It is a violation of an
individual's civil right. Getting off at the wrong stop can
result in missing a crucial job interview, not getting to work
on time, missing an important medical appointment or social
engagement, disorientation and confusion or even injury.

Until recently, no training or technical assistance programs
have been available to transit agencies to assist in achieving
greater compliance with the ADA stop announcement guarantee.
Local transit agencies have been left to their own devices in
developing and implementing initiatives aimed at reversing the
pattern of non-compliance. While some agencies have achieved
success, especially with the procurement of automated stop
announcement systems, the vast majority of agencies lack the
funding resources to immediately equip fixed route vehicles with
automated stop announcement systems. In the meantime, many
transit agencies have not known what to do or instituted
measures that have yielded at best limited results.

The policy implications of long standing non-compliance are
significant. Since consistent non-compliance by fixed route
operators in calling out stops renders fixed route vehicles
inaccessible for those who depend on stop announcements, blind
and visually impaired persons and others with disabilities would
be legally entitled to retain their ADA paratransit eligibility
or be deemed eligible for such service.

The guidelines and suggestions contained in this report, the
training curriculum, and the consumer self advocacy reference
guide will help fill a programmatic void that has existed for
more than seven years since the signing of the ADA.

KEY COMPONENTS FOR DEVELOPING AN EFFECTIVE ADA STOP ANNOUNCEMENT
PROGRAM

To achieve full compliance with the ADA stop announcement
guarantee, transit agencies need to develop a comprehensive
strategy and program that will lead to system-wide compliance
and maintain high compliance rates on an on-going basis.

To do this, agencies need to be aware of the key components in
the transit service delivery system that are crucial to
designing an effective program. The principal components that
make up an effective stop announcement program include:

  * Labor-Management Commitment and Supervisory Support: The
    adoption of clear and unequivocal policies directed at
    implementing the ADA stop announcement guarantee and the
    willingness of managers, union representatives, and
    supervisors to meeting the goal of full compliance as
    evidenced by pro-active initiatives.
  * A Well-Developed Monitoring System for Tracking Operator
    Compliance: An objective monitoring program for evaluating
    the extent of operator compliance with the stop announcement
    requirements and that generates reliable data at periodic
    intervals on individual operator compliance rates and a
    database on system-wide compliance rates.
  * Consumer Complaint Process: A fair and efficient system for
    processing consumer complaints and an informed and
    pro-active disability community that is fully aware of its
    ADA rights and responsibilities and knowledgeable in the
    proper use of the complaint process.
  * Operator/Supervisor Training: A well organized program
    including a teaching curriculum for training and coaching
    operators and supervisors on calling out stops.
  * The Disciplinary Process: Enforcement of the disciplinary
    process and the incorporation of non-punitive measures that
    help achieve positive changes in operator behavior and
    enhance labor management relations.
  * Disability Community Input: A process for involving
    (including the sharing of information on system-wide
    compliance rates) blind and visually impaired consumers and
    other persons with disabilities at key junctures in the
    transit agency's overall program for promoting operator
    compliance with stop announcement requirements.
  * Customer Information Services: A courteous, responsive, and
    well trained customer information staff that provides
    accurate and complete route, destination, and other trip
    information to customers with disabilities including blind
    and visually impaired persons.

When sound strategies are adopted and implemented by transit
agencies for each of these components, significant improvements
in compliance rates for calling out stops can be achieved and
sustained on a long term basis. Conversely, low compliance rates
or insufficient progress for achieving full compliance with
respect to calling out stops usually means that one or more of
the above components are either not in place or not working.
Thus, the development and implementation of a training program
for calling out stops should be considered in the context of a
coordinated and comprehensive program that includes all of the
components listed above. By itself, a training program, no
matter how well conceived or implemented, is likely to be
limited at best in its impact on operator behavior unless other
key program components are initiated.

A MODEL TRAINING PROGRAM FOR TRANSIT OPERATORS AND SUPERVISORS
ON CALLING OUT STOPS

The ACB model training program has been developed and tested at
two pilot sites. Similar approaches and methodologies were used
at the two sites so that findings and results could be compared
and contrasted from site to site. For example, one of the
strategies employed by ACB in developing and testing the
training program and curriculum focused on involving consumers,
transit managers, operators and supervisors, and collective
bargaining representatives. The ACB Project Team encouraged
maximum participation by persons representing these interests at
each site based on the premise that the quality of the planning
process, the training, and the training materials would be
enhanced as a result. On the whole, all these major interests
were represented throughout the conduct of the project, and this
made it possible for the Project Team to identify key factors
that contributed to the success of the training effort and
achieving the goal of full compliance with calling out stops.

Purpose and Goals of the Training

The overriding purpose of the training effort was to develop a
model training program that would significantly alter
non-compliant behavior among transit operators and result in the
consistent and ongoing calling out of stops by operators after
completing the training course. The specific goals identified by
ACB in pursuit of this overriding purpose were to:

  * Develop an innovative and replicable ADA training program
    that specifically addresses the issue of calling out stops;
  * Create and test a training program that enhances the
    awareness of transit operators and supervisors regarding the
    impact of compliance and non-compliance with calling out
    stops; and
  * Develop a practical handbook to be used by transit personnel
    and representatives of disability organizations to train
    transit operators and supervisors to call out fixed-route
    stops on a consistent basis.

The ACB Project Team concluded early in the planning phase of
the project that the final training program had to be simple and
easy to administer and designed in such a way that the training
could be given by both supervisory staff and professional
training staff. This was considered critical because it became
clear to ACB after consultation with transit agency
representatives that large numbers of operators could be trained
only if the training modules were simply constructed and could
be easily given by transit staff with varied training skills.
The training curriculum that has emerged is, therefore,
comparatively short and carefully scripted so that virtually any
member of a transit agency's staff can give the training with
some advanced instruction one-on-one, in small groups, or
classes as large as 30 operators and supervisors.

Labor-Management Commitment and Supervisory Support

Principles and Guidelines. Ideally, strong commitment and
support from labor and management all but insure the successful
development and implementation of a training program on calling
out stops. An effective program can still be carried out with
strong management commitment and support so long as the local
transit union is not resistant to implementation. In the absence
of strong commitment from either party, however, it is likely
that any training effort will be at best short lived.

The key to cultivating commitment and support from managers,
supervisors, and collective bargaining representatives is
initially a dialogue among all concerned parties on the need for
cooperation before the training effort begins. Advanced
consultation and open discussion of barriers may not generate at
the outset immediate agreement on the specific details of
enforcing compliance after training, but it can help set in
motion a process for identifying key areas of agreement and a
consensus on the importance of the calling out stops civil right
guarantee.

One of the primary purposes of initiating early dialogue is to
enlist the participation of managers and union representatives
in the training sessions themselves. Given the many competing
demands on transit staff, it will be important to choose times
and select a limited number of training sessions that fit into
the schedule of union representatives and managers. At the very
least, one manager or supervisor should be present at each
training and several trainings should be attended by one union
representative.

After each training, the supervisor should follow-up with
operators who have completed the training in one or more
informal ways to encourage compliance and promote the message
that they can do it. This can be done in a number of ways but
the most effective approach is personal communication. If the
supervisor taking the training does not have direct daily
contact with operators who have completed the training,
front-line supervisors should be instructed to personally
encourage operators to call out stops. In addition to one-on-one
encouragement, other approaches can include:

  * posting notices on bulletin boards in garages
  * inserting messages in operator pay envelopes
  * placing posters in break rooms encouraging operators to call
    out stops
  * acknowledging operators who call out stops (operator of the
    month, awards, etc.)

Project Findings and Results. The Project Team found that
obtaining labor management commitment and supervisory support
for the training effort and on the broader goal of achieving
full compliance occurred at two levels. First, the Team found
that obtaining a commitment from managers and union
representatives to participate in the training was fairly
straight forward and easy. Securing the involvement of these
individuals was simply a matter of scheduling the training
sessions at times that were convenient. Second, securing labor
management commitment and supervisory support in doing the
follow-up work after the training and providing the necessary
coaching and encouragement presented a greater challenge.

At both sites, letters of cooperation were submitted at the
request of Project ACTION by labor-management representatives
indicating their willingness to work together in planning the
training, delivering the training, and conducting follow-up
after the training. At the outset, all parties expressed
considerable enthusiasm and a sincere willingness to develop and
test a training program that would achieve substantial increases
in compliance rates.

At Pilot Site 1, management assumed a strong leadership role in
many aspects of developing and testing the program and the union
assumed a supportive but largely silent role. One of the
superintendents of a garage facility from which operators had
been selected for the training played a pivotal role in
providing follow-up coaching and encouragement after completion
of the pilot training. This superintendent advised the Project
Team that his goal was to get all of the operators who took the
training to achieve full compliance on calling out stops. Soon
after the pilot training, this superintendent worked directly
with front-line and other supervisors to encourage operators to
call out all required stops. Using the curriculum developed by
the Project Team, he also began to give the training on calling
out stops to other operators in his facility who had not taken
the training. The efforts of this supervisor played a
significant role in galvanizing support among operators and
front-line supervisors for achieving the goal of full
compliance. His efforts also appeared to have a positive
rippling effect on the superintendents of other garage
facilities. The Project Team developed and maintained a close
working relationship with this superintendent throughout the
latter half of the project period.

At Pilot Site 2, both management and union leaders appeared to
vacillate at times in their commitment and support of the
program as a result of major changes in the composition of the
transit board and changes in top management personnel and union
leadership. Preoccupied with organizational changes within the
transit agency and leadership changes in the union, transit
staff and union stewards could not always give the pilot program
the time and attention needed.

Another critical factor affecting the progress and outcome of
the pilot training effort at this second site concerned the
nature of the labor-management relationship itself. The extent
of the management-union commitment to working with operators
after the training to encourage compliance appeared to be
affected by the dynamics of the transit union relationship.
Managers, supervisors, and union representatives appeared to be
reluctant to work one-on-one with operators or informally
encourage compliance due to fears that such coaching might
affect the delicate and on-going negotiations between the two
parties on "larger" issues. Interestingly, the point of contact
for the Project Team was a mid-level staff person and there was
no contact at any time throughout the course of the project with
supervisors of any garage facilities. This made it difficult if
not impossible to determine the extent to which front-line and
other supervisors influenced operator behavior and attitudes
about the training and compliance with the ADA stop announcement
civil right guarantee.

Based on the Project Team's experience at both pilot sites, our
conclusion is that the development and implementation of an
effective training program on calling out stops is largely a
function of the commitment and support provided by transit
managers and supervisors. In an environment, however, where
there is a history of strained labor-management relations,
management may be reluctant to commit itself wholeheartedly to
implementing such a program unless there is a strong advocacy
effort by the disability community.

Consumer Participation

Principles and Guidelines. Consumer participation in the actual
conduct of the training is as important as obtaining strong
labor management commitment and support. Involving consumers in
the training generates healthy dialogue between operators and
consumers. It helps operators put themselves "in the shoes" of
consumers and promotes a greater understanding among consumers
of the challenges facing operators on a daily basis. Involving
consumers also promotes a greater degree of honesty and personal
responsibility in the content of the dialogue among operators
and between operators and consumers. This is especially true
with respect to that part of the training in which operators are
asked to discuss the obstacles and barriers that prevent or make
it difficult for them to call out stops.

Effective consumer involvement in the training requires advanced
planning. If transit agencies attempt to involve consumers late
in the process, agencies run the risk of getting poor attendance
or possibly no attendance at all. Advanced planning and outreach
promotes communication, credibility, and constructive
transit-disability relations. The following guidelines should be
implemented, therefore, to insure effective participation by
consumers in the planning process and in the actual conduct of
the training:

  * identify a few months before the first training one or
    several leaders who are generally recognized by the blind
    community as effective advocates on transit issues.
  * make every effort to identify one advocate who is a member
    of the American Council of the Blind and one who is a member
    of the National Federation of the Blind.
  * contact the identified leaders and brief them on the
    upcoming training program on calling out stops and let them
    know that the transit agency needs constructive and
    responsible suggestions on how to best involve the
    community.
  * get leaders from the blind community, other members of the
    disability community who regularly use fixed route service,
    and members of the Consumer Advisory Committee involved in
    the operator selection process.
  * ask the community leaders if they would be willing to
    identify and contact other responsible members of the blind
    community to invite their participation in training
    sessions. Attempt to work through and with the community
    leaders as much as possible to avoid the time consuming
    process of directly contacting potential participants.
  * ask for a list of all community members who have indicated a
    willingness to participate in the trainings with phone
    numbers so that the transit agency can contact individuals
    to determine their transportation needs in getting to the
    trainings. Make sure community leaders ask potential
    participants for their permission to give phone numbers to
    transit agency staff.
  * contact the local ARC, your Area-Wide Agency on Aging, and
    members of the Consumer Advisory Committee and ask for the
    names and phone numbers of consumers who would also be
    interested in participating in the training sessions.
  * once the location of the training facility is known, the
    transit agency should contact potential participants to
    determine whether arrangements need to be made for securing
    transportation to and from the trainings. For many blind and
    visually impaired persons, traveling on an unfamiliar route
    to get to the training usually means that paratransit needs
    to be provided (assuming stops are not being called out on
    the route.) ADA paratransit also would need to be provided
    if any of the routes to be used by consumers are
    inaccessible by virtue of the fact that operators
    consistently fail to call out stops.
  * if any of the potential participants are not eligible for
    ADA paratransit service, the transit agency should work
    closely with consumers to achieve a mutually satisfactory
    solution to resolving transportation problems.
  * the transit agency should make an early determination as to
    whether, as a matter of policy, it can cover the cost of
    consumer transportation to and from the trainings. Consumers
    may not be able to afford the cost of transportation and may
    expect the transit agency to cover these costs since they
    are being invited and are volunteering their time.
  * be sure to inform consumers early regarding the dates and
    times of the trainings to determine as soon as possible
    which consumers are free to participate.
  * for larger group trainings (10-30), about three consumers
    should be selected although a greater number is always
    desirable. Ideally, attempt to obtain the participation of
    two persons representing the ACB , NFB or other
    organizations representing blind or visually impaired
    persons. People with other disabilities, such as wheelchair
    users, are strongly encouraged to participate.
  * for small group trainings and one-on-one trainings, one
    consumer with a disability (preferably a blind or visually
    impaired person) is recommended.
  * ask consumers well in advance of their arrival what their
    accommodation needs are at the training sessions. Handouts
    should be made available in alternative accessible formats
    for blind and visually impaired consumers (braille or large
    print). Advise trainers to call on persons by name, avoid
    pointing, describe what they are doing when moving about or
    making gestures, and read out loud information on flip
    charts. Make sure training room is accessible to wheelchair
    users and that restrooms and the building itself are
    accessible.

Project Findings and Results. The Project Team began the process
of involving the blind community, especially local ACB members,
early and found that three major obstacles had to be overcome in
securing effective participation in the training sessions.

First, the Project Team had no difficulty in identifying a local
leader at each site who was generally recognized as a respected
advocate by the blind community on transit issues. These leaders
were referred to the Project Team by the American Council of the
Blind in Washington, D.C. One of the major problems facing these
local leaders or coordinators was determining the availability
and generating the interest of members of the local blind
community in participating in the training sessions. Many
community members had demanding and busy work schedules that
made it difficult to set aside the time to attend the trainings.
Many also had a long standing distrust of the transit agencies
and skepticism about the commitment of transit management and
unions to implement the training program and enforce stop
announcement requirements after the trainings were concluded.
There appeared to be a general feeling of disenfranchisement and
alienation and a history of having little or no contact with
management, union representatives, operators, and supervisors.

After a great deal of time and energy was expended by
coordinators, a sufficient number of consumers participated in
the conduct of the pilot training sessions. Six consumers
participated in one pilot session and three consumers
participated in the other session. All of the consumers reported
that they found the training experience to be of great value.
Many consumers indicated that the trainings generated a
tremendous sense of connection with operators and felt that
their opinions and experiences were well received by operators.
After learning about the experiences of consumers participating
in the training, many other consumers from the community
expressed great interest in participating in future sessions.

Second, many consumers expected that the transit agency would
reimburse them for their transportation costs since they were
invited and were volunteering their time. Neither of the transit
agencies were able to cover these costs but they did make
arrangements to pick up consumers and take them back home after
the sessions. As it turned out, virtually all of the consumers
were more concerned about how they were to get to and from the
sessions than with the cost of transportation. The Project Team
found it necessary to work very closely with the transit
agencies and the consumers to insure that the lines of
communication were kept open so that the transportation issue
could be satisfactorily resolved.

Third, blind consumers at one site who wanted to participate in
the training were previously declared ineligible for ADA
paratransit service. This meant that ADA paratransit could not
be used to pick them up and take them home. This would have
prevented all of the potentially interested consumers in
participation from attending the training if the transit agency
had not gone the extra mile and provided "other" transportation
for them. Transit vehicles were used but they were not
paratransit vehicles. It is noted that all of the consumer
participants would have been ADA paratransit eligible if a
finding had been made that operators on the routes to and from
the training consistently failed to call out stops. This would
have rendered those vehicles inaccessible.

The Project Team found that effective consumer participation in
the training sessions had to do with establishing trust and
communication between transit staff and consumers and coming up
with practical and creative solutions for overcoming real
obstacles. In the end, local consumer leaders and transit
management at both sites did whatever it took to make sure that
consumers were able to attend the training sessions.

Identifying Trainers and Facilitators

Principles and Guidelines. One of the fundamental principles
guiding the Project Team in the development of the training
curriculum was the need to design the training modules in such a
way that they could be taught by transit agency staff and
consumers who are not necessarily professional trainers. This
guiding principle is based on the premise that the training
course on calling out stops cannot be truly effective unless it
can be taught by the greatest possible number of individuals at
any given transit site to help insure that the training reaches
a large number of operators.

It is recommended that the transit training staff instruct
non-training staff on teaching all or several of the training
modules. The training modules most suitable and adaptable to
non-training staff are Modules I and II. The other training
modules can be given by non-training staff as well if they are
both trained by an experienced trainer on how to teach these
modules and if they team teach these modules several times with
an experienced trainer.

Identifying trainers and facilitators is a function of the
transit agency's commitment to designate individuals to do the
training as well as the willingness of staff to provide
training. At the outset, transit managers should first consult
with their training staff and develop a simple approach for
canvassing supervisors and other transit staff to determine
staff interest in and receptivity to doing the training.
Individuals who are not members of the transit training staff
are likely to have time constraint considerations and may
initially have some reservations about their ability to give the
training. Managers should advise non-training staff that the
modules are simple, easy to understand, and fully scripted so
that they can be given by most transit staff personnel. To
address concerns about staff time constraints, managers should
advise non-training personnel that Modules I and II are stand
alone components (as are all the modules) and can be
administered in an especially short period of time.

Transit agencies also should tap the resources of consumers,
particularly blind and visually impaired persons, in the
community who would be interested in giving the training. In
identifying potential trainer candidates from the community,
transit managers should consider using one or a combination of
the following outreach approaches:

  * announce at Consumer Advisory Committee meetings the transit
    agency's interest in identifying trainer candidates with
    information on how to apply;
  * send flyers or notices to local groups representing the
    interests of blind and visually impaired persons, persons
    with cognitive impairments, older persons, and other persons
    with disabilities; and
  * contact directly disability leaders especially blind
    persons, individuals with visual impairments, self-advocates
    with cognitive impairments, and older persons.

Once a pool of potential trainer candidates is identified, it is
suggested that the transit agency's training staff informally
talk to potential candidates and then identify 3 or 4 who show
particular promise. These candidates should be invited to
participate in a briefing on the training program and training
on how to teach the modules. The following simple steps are
recommended for guiding this process:

  * a member of the transit agency training staff should brief
    candidates on the curriculum and "walk" them through each
    module;
  * the staff trainer should get an idea from the candidate as
    to which modules they are most interested in teaching;
  * the trainer should provide each candidate with a copy of the
    curriculum and ask each person to review the modules on
    their own;
  * the trainer should set up a training session and ask each
    candidate to give at least one of the exercises in the
    module to be taught and participate with the trainer who
    would serve as lead facilitator in a team teaching effort;
  * give at least two trainings with one candidate participating
    using the approach described above;
  * if the candidate is comfortable, have the candidate give one
    or several modules as the lead facilitator in a team
    teaching effort with the experienced trainer; and
  * allow the candidate to teach the modules for which they have
    received training on their own after final approval by the
    trainer.

It is suggested that transit agencies identify in the beginning
a few supervisors and consumers who could conduct the training
in the presence of at least one manager or member of the
training staff. After giving the training several times in the
presence of at least one experienced manager or trainer, this
cadre of individuals should be ready and able to do the training
on their own. However, a designated manager or in-house trainer
should be available for answering questions and check in on the
progress of other trainers from time to time.

Project Findings and Results. The Project Team found that, for
budgetary constraint reasons, it was not possible to identify
and train perspective trainers and facilitators on how to teach
the course curriculum. The curriculum, therefore, was designed
in such a way that it could be easily taught by both transit
agency non-training staff and consumers with advanced
preparation. Two modules (I and II), are especially designed so
that they can be easily taught by non-training staff. During the
course of the project, the superintendent of a major garage
facility at one of the pilot sites initiated an ongoing training
program for all operators under his supervision by teaching
Modules I and II. Feedback from the superintendent indicated
that the modules were easy to understand and apply in the field.

Since the scope of work to be performed under this project did
not include a train-the-trainer component, these modules were
designed so that they would be largely self-explanatory. These
modules were purposely scripted so that individuals with little
or no prior experience as trainers could teach the course
curriculum with relative ease.

The Operator Selection Process

Principles and Guidelines. The operator selection process should
be structured to incorporate the following key principles and
guidelines:

  * the operator selection process should begin with an analysis
    of the results of monitoring efforts conducted by the
    transit agency and complaints received from consumers;
  * the selection process should include an outreach effort by
    the transit agency to the Consumer Advisory Committee and/or
    individuals in the community who use regularly scheduled
    public transportation for the purpose of obtaining their
    recommendations on which routes or garages should be given
    priority for training;
  * operators who are substantially non-compliant but whose
    non-compliance rates are not 90 percent or more should
    constitute the bulk of the participants in larger group
    trainings (10-30). The training is likely to have an impact
    on operators who may be substantially non-compliant but who
    are not highly resistant to changing their behavior and
    attitudes with respect to calling out stops. It is
    recommended that only a limited number of operators with
    extremely high non-compliance rates be included in trainings
    for larger groups;
  * for maximum results, include in both small and larger group
    trainings one or two operators who are known to consistently
    call out stops and who can talk about the value of making
    stop announcements;
  * one-on-one trainings or small group trainings should be
    reserved for operators who are known to be repeatedly
    non-compliant; and
  * each perspective participant should be briefed on the
    training and given a short handout explaining the purpose of
    the training and asked several important questions about
    their willingness to apply the training after the course is
    given.

Project Findings and Results. The operator selection process at
both sites played a critical role in the conduct of the
trainings. Both transit agencies assumed complete control over
the selection of the operators for the training based on general
direction given by the Project Team. Both transit agencies were
asked to select a combination of operators who consistently
failed and intermittently failed to call out stops. In addition,
the two agencies were asked to select a few operators who had a
good record in consistently calling out stops. The idea was that
a few operators might have a positive effect in the training on
non-compliant operators and also help reinforce the work of the
trainers throughout the actual course of the trainings.

Early in the planning process for one site, local ACB members
thought that the transit agency might be attempting to "load"
the training with too many compliant operators. As it turned
out, the issue had more to do with which non-compliant routes
should be selected over others. ACB members at this pilot site
felt that a number of non-compliant operators who were well
known by the blind community should have been included in the
training. One or two of these non-compliant routes were included
in the first "cut" of operator training candidates but they were
then dropped without any reason given by the transit agency.
Even though there were a sufficient number of non-compliant
operators selected for the training, some of the ACB members
felt that their recommendations had not been taken into account
in the operator selection process.

The operators selected for the two pilot trainings were drawn
from different parts of the service area at each site rather
than from a few specific routes. The Project Team originally
requested that the two transit agencies select operators from a
few major routes but the operations staff at both sites
indicated that this would have resulted in too many operators
being pulled out of service at the same time on a few routes.
Virtually all of the operators participating in the two pilot
trainings were veteran drivers. The Project Team specifically
requested that veteran operators be chosen because transit
agencies operations staff advised that resistance to calling out
stops tends to come from veterans rather than new operators.

One of the most important conclusions drawn from the Project
Team's experience with the operator selection process is that
highly resistant operators who have zero or very low compliance
rates and who therefore are extremely resistant to calling out
stops should be trained one-on-one or in small groups. Larger
group trainings were found to be especially effective when the
number of highly resistant operators was limited to not more
than three or four.

Delivering the Training: The Effective Use of Training Modules

Principles and Guidelines. The effective delivery of the
training depends primarily on two important factors. First, the
training will be most effective if it is given to the greatest
number of transit operators within any given system. Several of
the modules, therefore, have been especially tailored so that
they can be given in a short period of time while still having a
strong impact on participants. Other modules are more time
consuming in their delivery but can have a very significant
impact on certain groups of operators.

The following is a description of the approximate amount of time
each module can take, with a description of the groups of
participants each module is designed to address.

Module I: The ADA and Calling Out Stops as a Civil Right

Target Audience: All operators (new and veteran) and supervisors

Number of Participants: Up to 30. Can be given one-on-one and to
small groups (under 10)

Approximate length: Larger groups (10-30), 45-60 minutes;
smaller groups (under 10), 20-30 minutes; one-on-one, 15 minutes

Module II: Roadblocks and Obstacles to Calling Out Stops

Target Audience: All veteran operators and all supervisors

Number of Participants: Up to 30. Can be given one-on-one and to
small groups (under 10)

Approximate length: Larger groups, 60 minutes; smaller groups,
30-45 minutes; one-on one, 15-20 minutes

Module III: Simulation Experience of Standing in the Shoes of
the Consumer

Target Audience: All operators especially operators who are
consistently non-compliant

Number of Participants: Up to 30

Approximate Length: 11/2 - 2 hours

Module IV: Practice on Calling Out Stops

Target Audience: All operators

Number of Participants: Up to 30. Can be given to smaller groups
(5-10)

Approximate Length: Larger groups, 30 minutes; smaller groups,
15-20 minutes

Second, the effective delivery of the training on calling out
stops also is dependent on the active participation of operators
and supervisors in the training exercises. The trainer or
facilitator will undoubtedly bring to the teaching effort his or
her own individual style and unique approach to delivering the
training. The training, however, is less dependent on the
personal style of each trainer than on the willingness and
commitment of the trainer to closely follow the script provided
for each module. Each module has been tested and refined to
maximize the involvement of training participants.

There are a number of guiding principles, nevertheless, that are
important for each trainer to keep in mind that can enhance not
only participant involvement but the quality of participation.
It is recommended that, for best results, trainers:

  * set the proper tone for the training by explaining why
    calling out stops has become such a serious issue and
    balance the seriousness of the issue with the use of humor
    wherever appropriate;
  * share with training participants at the beginning of the
    training why the training on calling out stops is important
    to the facilitator. Tell a story or share an experience of
    the impact on the trainer's travel experience when an
    operator called out or failed to call out stops;
  * ask participants to share a little bit about their
    experience of calling out stops or what they think the
    impact is when stops are not called out. Pick three or four
    operators to briefly share at the beginning of the training;
  * go over some simple rules for the training with participants
    and ask for their agreement (example: "Please follow
    instructions for the exercises, give everyone a chance to
    share and avoid stories and long speeches. Will you agree to
    these rules in working together today?");
  * keep the interaction and discussion among the participants
    going by getting numerous participants to make brief
    comments and by avoiding long stories or speeches (example:
    "Excuse me, you are making some good points but let's hear
    from some others in the room to get their reaction.");
  * always make direct contact with participants by calling on
    them by their first name and by repeating briefly what they
    said;
  * stay on track and follow the scripted exercises. Stay on
    time and avoid the extended erring of complaints --
    especially those pertaining to labor management issues. Let
    participants know the training is not a forum for discussing
    labor management disputes or concerns;
  * always reinforce the positive and thank participants
    throughout the training for their comments (example: "Good
    point, Bill! Thanks for your comment.");
  * be sure to summarize what the group is saying at periodic
    intervals (example: "So, what the group seems to be saying
    at this point is ... Is that right?");

Trainers should not:

  * allow one or a handful of participants to monopolize the
    training session
  * argue with, reprimand, or threaten with disciplinary action
  * single out a participant who has failed to call out stops or
    who has not supported operators in calling out stops; and
  * allow any participant to disrupt the training or refuse to
    follow exercise instructions.

Project Findings and Results. The pilot training at Site 1 was
attended by approximately 21 operators and three supervisors as
well as top management personnel. From its inception, the tone
of the training was set by the Deputy General Manager who spoke
at length about how much the transit agency valued the service
of each operator and their contributions to making the ADA work.
The Deputy GM underscored the importance of calling out stops
and the importance of the pilot training. He noted that this was
an unusually innovative approach to calling out stops because it
brought all of the key players together in one room--operators,
supervisors, union and management representatives, and
consumers--to share views about obstacles and to explore
opportunities for solving problems with respect to calling out
stops.

Perhaps as a result of the upbeat tone set by the Deputy GM, the
training appeared to be well received by virtually every
operator in the room and there was very extensive positive
participation by operators and supervisors throughout the day.
Consumers from the blind community played a central role in
making the training relevant to operators and supervisors. Every
consumer shared extensively about their experience in the use of
fixed route service and the importance of calling out stops.
Consumer-operator interaction was not only free of conflict but
it appeared that new relationships were formed during the day
and that each participant had developed a deeper understanding
of each other's situation and the importance of calling out
stops.

As a result of the highly interactive nature of the training and
the positive effect of each of the modules on participants, many
operators and consumers shared at length about how much they had
gotten from each other during the day. A number of operators
asked if they could come back the next day for more training,
and training participants gave the training team a standing
ovation at the end of the day.

At Pilot Site 2, the training was attended by the Director of
Operations, a union representative, several supervisors, and 20
operators. One of the principle concerns of the Project Team was
that operators might not actively participate in the training.
Actually, the operators from the very outset jumped into the
training and participated fully throughout the entire day.

One of the most significant facets to the training was the
participation of consumers from the blind community and a
self-advocate from the local ARC Center. These consumers were
highly effective in explaining to operators and supervisors the
importance of calling out stops. The interaction between
consumers and operators was also very productive and free of
conflict. The Project Team believes that the involvement of
operators, supervisors, and consumers was responsible for making
the training successful. It appeared that operators were able to
understand the views of consumers and that consumers were able
to understand the difficulties experienced by operators in their
attempts to comply with the calling out stops requirement.

A small group of operators--three or four--were extremely vocal
about labor management issues. These operators attempted to side
track the training throughout the day and redirect the attention
of the participants to labor management concerns. Several of
these operators also appeared to misunderstand the purpose of
the training. These operators were under the impression that the
training was intended to be a forum for operators to express
their views on calling out stops and other related labor
management issues.

At the conclusion of the training, many operators asked if the
training could be given to other operators and several operators
spoke very eloquently about the importance of operators taking
personal responsibility for calling out stops. It is significant
that one of the union shop stewards emphasized the importance of
providing this type of training to all operators and the
importance of calling out stops.

The Training Curriculum

Four training modules have been developed based on the Project
Team's experience in providing the training for operators and
supervisors on calling out stops at the two pilot sites. The
four modules are:

Module I - The ADA and Calling Out Stops as a Civil Right

Module II - Roadblocks and Obstacles to Calling Out Stops

Module III - Simulation Experience of Standing in the Shoes of
the Consumer

Module IV - Practice on Calling Out Stops

----------

Module 1: The ADA and Calling Out Stops as a Civil Right

Instructional Objectives

  * To present trainees with an overview of the civil rights
    nature of the Americans with Disabilities Act.
  * To provide trainees with an understanding of what the
    Americans with Disabilities Act says about calling out
    stops.

Facilitators' Instructions

The theme of this module will be to get operators and
supervisors to understand why calling out stops was declared a
civil right in the ADA and why calling out stops is necessary.
First, operators and supervisors will be asked what they
understand to be the actual ADA requirements with regard to
calling out stops. The facilitator will briefly summarize the
major requirements. Second, blind and visually impaired
consumers and others will be asked to share their experiences
about what it is like to ride buses and not have stops called
out. Operators and supervisors will be invited to ask questions
and make comments and to imagine what it might be like to be a
consumer with a disability to use public transportation. The
focus will be on the theme of operator/supervisor empathy and
the experiences of consumers.

The trainees for this module should include all supervisors,
newly hired operators, and those operators who are known by
management or the disability community to not call out stops.
The estimated time frame for completing the exercises for this
module is one hour. The exercises have been structured so that
they can be adapted for presentation to one person at a time or
give as is to classes of 30 operators and supervisors. The
exercises also have been designed in such a way that the
facilitator need not be a professional trainer. In other words,
managers can train supervisors and supervisors can train
operators by simply following the instructions for each
exercise.

Brainstorm Session with Operators and Supervisors: What Does the
ADA Say About Calling Out Stops?

This exercise is designed to help facilitators understand the
level of knowledge among trainees on what the ADA actually says
about calling out stops. This exercise also will help trainees
compare what they think the ADA says with what the ADA actually
says about calling out stops. Use a flip-chart or note pad to
record group responses for each question. Avoid leading the
group and be sure to give every trainee an opportunity to fully
respond. Encourage trainees to give reasons for their answers
and discuss any major differences in the responses given.

Lecture: A review of the ADA Calling Out Stops Guarantee

This lecture is intended to emphasize the importance of the
civil rights guarantee under the ADA with regard to calling out
stops. The facilitator should first emphasize that the ADA is a
civil rights law and that the need to call out stops is part of
the ADA civil rights guarantee. Encourage discussion and
questions and resolve any differences between what the ADA
actually says and what trainees thought the ADA said in the
brainstorm session. Distribute the attached handout, ADA Calling
Out Stops Civil Rights Guarantees. Work with trainees to insure
that they have a clear understanding of these guarantees before
moving on to the next exercise.

Consumer-Sharing Exercises

Identify one to two consumers to participate in these exercises.
It is suggested that the facilitator select one blind and one
visually impaired person. Be sure to brief consumers ahead of
time to focus on the actual impact on their travel experiences
resulting from past failures to call out stops. Advise consumers
to avoid making any comments that suggest blame on the part of
an operator. Brief consumers to be as descriptive and factual in
their sharing as possible.

Operator and Supervisor Training Exercises

1. The ADA and the Calling Out Stops Guarantee: What is it?

(Brainstorm session with operators and supervisors: what does
the ADA say about calling out stops?)

We are going to begin this session by spending a few minutes
talking about what you think the ADA says about calling out
stops. We would like to have you, the operators and supervisors,
briefly share with us what you think the ADA really says about
this subject. So let's start with a few questions to get us
going:

  * Do you think the ADA says operators need to call out all
    stops or just certain types of stops?
  * For those who think that just certain types of stops need to
    be called out, what do you think they are?
  * Does the ADA say that operators need to call out these stops
    only for passengers with disabilities?
  * If there is a long distance between regular stop
    announcements, does ADA say that operators need to make
    "fill-in" orientation announcements if a blind or visually
    impaired person is on the bus?
  * Does the ADA say that an operator needs to call out stops
    requested by any passenger with a disability even if those
    stops are not regularly called out by the operator?

2. Lecture: a review of the ADA calling out stops guarantee

Now let's review for a few minutes some important facts about
the ADA and what the ADA actually says about calling out stops.
Most important, remember that the ADA is a civil rights law and
that calling out stops is part of the ADA civil rights
guarantee. Specifically, what does the ADA say about calling out
stops? You can compare the answers you gave in the brainstorm
session with the ADA information we are about to present. Feel
free to ask any questions as we go along.

The ADA says that operators of fixed route services (bus and
rail) need to:

a. Announce stops at all major intersections, transfer points,
and major destinations. The ADA does not say that stops need to
be called out for every intersection nor does it define major
intersections or destination point; this is a judgment call best
left to the local planning process. Any time a vehicle is to
stop where passengers can get off and transfer to another bus or
rail line (or to another form of transportation such as commuter
rail or ferry), the stop should be announced.

b. Make announcements at sufficient intervals along a route to
orient visually impaired passengers to the vehicle's location.
The other required announcements may serve this function in many
instances, but if there is a long distance between other
announcements, fill-in orientation announcements are necessary.

c. Announce any stop requested by a passenger with a disability,
even if it does not meet any of the other criteria for
announcements. Announcements can be made personally by the
vehicle operator or mechanically by a recording system. If the
vehicle is small enough so the operator can be heard without a
PA system, it is not necessary to use the system.

3. Calling Out Stops as a Civil Right: Why?

Now that we have a clear idea of what the ADA actually says
about calling out stops, let's explore why calling out stops is
so necessary for people with disabilities. What we will be doing
is hearing from consumers with disabilities about their travel
experiences and what calling out stops means to them in their
daily lives. In other words, we want to take a look at why
calling out stops is a civil right and then have a discussion
with each other about our experiences on this subject.

a. Consumer sharing exercise on what calling out stops means to
them when they travel and why it is a civil right.

Let's listen for a moment to some of our consumers on what
calling out stops means to them today when they travel and why
it is a civil right. Lets begin with our first consumer.
(Consumer sharing.)

b. Operator and supervisor comments and questions.

Let's open up our session to some discussion about the subject
of calling out stops as a civil right, the travel experiences of
consumers, and your experiences as operators and supervisors on
the subject of calling out stops. Please feel free to make
whatever comments and ask whatever questions you have. Who would
like to go first? (Discussion.)

----------

Module II: Roadblocks and Obstacles to Calling Out Stops

Instructional Objectives

  * To create an environment in which operators and supervisors
    will openly discuss the roadblocks to call out stops from
    their perspective.
  * To identify solutions for overcoming barriers related to the
    calling of stops.

Facilitators' Instructions

The theme for this module is to enhance operator and supervisor
understanding of the real roadblocks and obstacles to calling
out stops. The facilitator will guide operators and supervisors
in a free and open discussion on "what is going on" with regard
to calling out stops and what is preventing operators from doing
this. All of the roadblocks and obstacles will be listed and
then trainees will be asked to identify those obstacles that
they can do something about and those that are beyond their
control. Since the focus of this module is on personal
responsibility, trainees will be asked to identify solutions for
overcoming obstacles and the steps needed to translate suggested
solutions into action. Operators will be informed that they will
have an opportunity to bring themselves into full compliance
immediately after the training and put their suggested solutions
into practice. Supervisors will be asked to commit themselves to
a specific date for initiating management support activities.

The trainees for this module should include all supervisors and
those operators who are known by management or the disability
community to not call out stops. The estimated time frame for
completing the exercises for this module is one hour. The
exercises have been structured so that they can be given to one
person at a time or to classes of 30 operators and supervisors.
The exercises also have been designed in such a way that the
facilitator need not be a professional trainer. In other words,
managers can train supervisors and supervisors can train
operators by simply following the instructions for each exercise.

The exercises follow a specific sequence leading to the
identification by each supervisor and operator of specific
actions that will result in full compliance with the stop
announcement requirements. It is suggested that supervisors or
transit training staff give this training first to operators who
will identify specific action steps for fully complying with the
ADA and overcoming operator obstacles to calling out stops. Once
a sufficient number of operators have taken the training and
offered suggestions for the types of management support
activities needed, the training exercises should be given to
supervisors who in turn will be asked to identify the actions
they intend to take to provide management support to operators.

Facilitators need to inform operators that putting solutions
into practice offers both an opportunity to bring themselves
into full compliance with the stop announcement requirements and
an opportunity to work closely with their supervisor to obtain
support and encouragement. In this regard, facilitators should
bear in mind two important points. First, the opportunity
offered to operators to bring themselves into full compliance is
also an expectation by management based on the fact that calling
out stops is an essential part of the operator's job duties.
Second, all operators are not likely to bring themselves into
full compliance after the training even though they will be
informed that full compliance is both an opportunity and an
expectation. It is crucial, therefore, that the facilitator
obtain suggestions from operators on how management can
constructively support their compliance efforts to obtain as
much "ownership" on the part of operators in the process as
possible and to promote a sense that they are working together
with management as a team.

The note cards filled out by supervisors indicating dates for
initiating management support activities should be turned into
top management staff who should meet with each supervisor
individually after the training to discuss management support
efforts and establish benchmarks for assessing progress.

Operator and Supervisor Training Exercises

1. Identifying obstacles to calling out stops.

I would like take a little time to get your thoughts and
opinions on what you consider to be the major obstacles you face
as an operator in calling out stops or in getting operators to
call out stops if you are a supervisor. In your opinion, what
things prevent you as an operator from consistently calling out
stops or, if you are a supervisor, what prevents you from
getting operators to call out stops? You probably can think of
many things but I would like you to write down what you think
the major obstacles are. So lets get as many obstacles as
possible listed in the next few minutes and then we will discuss
them. Let's begin. (List obstacles.)

We have quite a few obstacles on our list now. Are there any
more you would like to put down before we move on? (List
additional obstacles if any.)

2. Identifying obstacles you can do something about.

If there are no more to be put on the list, lets identify which
of these obstacles you can do something about yourself and which
ones are totally outside your control and require the help of
others. I would like you to take a sheet of paper and draw a
line down the center making two columns. In the right hand
column, I would like you to list all of the obstacles that you
think you can do something about. In the left hand column, I
would like you to list all the obstacles that require the help
of others. Let's begin now. When you think you are finished, I
would like you to take a last look at the left hand column and
see if any of those obstacles can be moved to the right hand
column. Sometimes, we first think that the removal of an
obstacle requires the help of others but after closer
examination, we may conclude that we can do something about this
obstacle ourselves after all.

3. Identifying solutions for obstacles you can do something
about.

Now that you have identified obstacles you can do something
about, I also would like you to identify the solutions to those
obstacles. Pick the three or four most important obstacles that
get in the way of your calling out stops or supporting operators
in calling out stops, and give me some ideas of how you can
overcome those obstacles. I would like you to write down your
ideas and I then will go over with you how you think your ideas
can be put into action. (Record suggested solutions and discuss.)

4. Putting solutions into practice.

Operators

Now that we have identified the steps you intend to take to put
your suggested solutions into action, you will have an
opportunity after this training to bring yourself into full
compliance with the ADA stop announcement requirements. The ADA
says that the stop announcement requirements are to be put into
effect right now. In fact, the stop announcement requirements
were to have been implemented upon the signing of the ADA way
back in 1990. Calling out stops, therefore, is an essential part
of your job duties. You as an operator also should know that
management and the disability community will be monitoring your
performance with respect to calling out stops. We will let you
know how you are doing from time to time. Now I would like you
to give me some ideas as to how management can support you in
doing the best job possible in calling out stops. Be sure to
give me ideas that also address the obstacles you identified
earlier which are beyond your ability to solve and which can
only be resolved by other departments within the transit agency.
Record answers on a flip chart or note pad if a group of
operators are being trained or on a note card if an individual
operator is being trained.

After the training, management intends to work closely with you
to support you in calling out stops. We especially want you to
know that we will seriously consider your ideas for providing
you support.

Supervisors

Now that we have identified the steps you intend to take to put
your suggested solutions into action, please write down on a
note card your name and the date by which you plan to put your
management support ideas into action. You will be asked
periodically to report on your progress, highlight any
obstacles, and discuss any needed changes for improving operator
performance with respect to calling out stops. Be sure to
incorporate in your list of management support actions the
recommendations made by operators as noted above.

----------

Module III: Simulation Experience of Standing in the Shoes of
the Consumer

Instructional Objectives

  * To provide trainees an experience of what it is like to not
    have stops announced and not know the correct bus route and
    destination when boarding.
  * To give trainees a heightened awareness of the importance of
    viewing stop and route announcements as an essential part of
    the operators job.

Facilitators' Instructions

The theme of this module is to give operators and supervisors an
"on the street" experience of the kinds of obstacles and
barriers encountered by blind and visually impaired persons and
other persons with disabilities who are let off at the wrong
stop or who are not given the route and destination information
requested when boarding. Operators and supervisors will be given
the opportunity to experience first hand the actual impact of
the failure to comply with the ADA stop announcement
requirements through a series of exercises conducted while
riding a bus in the community. Emphasis will be placed on
encouraging operators and supervisors to share their views and
reactions after participating in the "on street" exercises.

The trainees for this module should include but not be limited
to all supervisors and those operators who are known by
management or the disability community to not call out stops.
The estimated time frame for completing the exercises for this
module is 2-3 hours depending on the number of trainees
participating in the exercises. The exercises have been
structured so that they can be given either to several persons
at a time or to 20 persons at a time. The exercises also have
been designed in such a way that the facilitator need not be a
professional trainer. In other words, managers can train
supervisors and supervisors can train operators by simply
following the instructions for each exercise.

The facilitator for this module needs to make arrangements with
the transit agency to provide a fixed route bus and operator for
the conduct of this exercise. The exercises are designed to give
trainees the experience of getting off at a familiar stop and an
experience of unexpectedly getting off at an unfamiliar stop.
Facilitator may go directly to Exercise 2 and skip Exercise 1 if
time constraints make it difficult to do the whole module. It is
important that the facilitator, however, give trainees the
impression that they are getting off at a stop that is familiar
to them even though they will be let off at an unfamiliar stop.
Be sure to encourage trainees to express their reactions to
being put in this situation.

The practice exercise on calling out stops is intended to serve
as a screening process for identifying operators who may need
more regular practice after the training and one on one coaching
by supervisors on calling out stops on a regular basis. Let
other trainees give feedback on what each trainee needs to do to
call out stops clearly. The facilitator should stress to
trainees that the feedback must be positive and constructive.

Note: These two exercises require some preparation beforehand.
Participants need to be given some instruction in guiding a
blind or visually impaired person. Blindfolded individuals need
a guide that will provide them information they need to
negotiate the environment. Also the guide needs to move at the
pace of the person wearing the blindfold. The guidelines at the
end of this module may be incorporated into the preparation
participants will receive before leaving the classroom. Also,
blindfolds made of cloth need to be washed in a solution of
laundry detergent and 1/2 cup of bleach after each use for
safety and health reasons (OSHA). Each blindfold should only be
used by one person between washings. Therefore, you will need
enough blindfolds for each participant.

Operator and Supervisor Training Exercises

. Getting Off at the Right Stop

We are going to begin this part of the training by taking a ride
on a bus and getting off at a stop that is familiar to most of
you. I am going to ask that half of you here put on blindfolds
and the other half serve as a sighted guide for those who are
blindfolded. Lets count off by twos and all of the persons who
count off number 2 will put on blindfolds. I would like for each
sighted person to pair up with someone who is blindfolded and
escort that person to the bus waiting for us on the street.
(Group is escorted to the bus with facilitator.)

Now that we are all here on the street, I would like each
sighted guide to escort your partner onto the bus and find a
seat. (Trainees board the bus.) Now that all of you are seated I
am going to take you to a stop with which most of you are
familiar. Don't worry if you are unfamiliar with this stop, your
sighted guide and I will explain where everything is. The whole
idea of this exercise is to have you experience what it is like
to get off at a familiar stop.

(Bus departs and approaches familiar stop.) Now I would like the
sighted guides to escort their partners out of the bus and on to
the sidewalk. Sighted guides, please describe what you are doing
and where you are going to your partner as you get off the bus
and then describe the physical surroundings.

Do all of you have a mental picture of what this bus stop looks
like? When you do, let your sighted guide know and then have
your sighted guide escort you back on the bus. (Trainees board
the bus.)

Now we are going to switch partners and have the sighted guides
put on their blindfolds and the other partners serve as sighted
guides. Lets repeat this process again making sure that each
sighted guide describes what is going on and what the physical
environment is like at the bus stop. (Repeat process and
re-board trainees onto the bus.)

Now please let me know what your reactions were to getting off
at this familiar stop. Who would like to go first? (Brief
discussion by trainees on bus.)

. Getting Off at the Wrong Stop

Now I would like to take you to another familiar stop but this
time I would like to ask that the sighted guides not tell their
blindfolded partners what is going on or what the bus stop looks
like. Your function as a guide is to protect your partner from
harm and help him/her negotiate the immediate environment such
as getting off the bus. This bus stop is pretty familiar to most
of you (mention a very familiar bus stop).

We are approaching the stop, and I am going to ask the sighted
guides to get ready to escort your partners off the bus. (Bus
stops and trainees disembark).

I have gotten off the bus to tell you that in case you have not
figured things out, you have just been let off at the wrong
stop. I would like each of you who are blindfolded to have your
guides walk you around a little bit and see if you can find
someone who can tell you where you are and how to get back to
where we started (allow trainees approximately 3-5 minutes to
orient themselves. It may take them longer to ask passers by for
directions).

Now I would like to ask the guides to escort their partners back
onto the bus. As you get on the bus, ask the operator to
indicate the route and destination of the bus (operator remains
mute or gives wrong information as trainees board bus.)

Now that all of you are seated, what are your reactions to being
let off at the wrong stop and either not being told the bus
route upon boarding or being given the wrong information? (Brief
discussion.)

Now that all of you know that we are purposely letting you off
at the wrong stop, I would like the sighted guides to put on
blindfolds and the others to serve sighted guides. We are going
to repeat this process again so that everyone can experience
what it is like to get off at the wrong stop and be given no
route information or the wrong information. I will take you,
however, to another stop (repeat exercise and hold discussion on
reactions).

. Practice Using the Public Address System and Calling Out Stops

Now that you know what is like to be let off at the wrong stop,
I am going to give each of you a little time to practice calling
out stops while using the PA system and not using the system.
Your supervisor will be working with you later if you feel you
need more practice. When the bus stops at our starting point, I
am going to ask each of you to come up and announce 5 or 6 stops
on your route. The other trainees are to make only positive and
constructive comments about each person's performance. I will
ask you if you think you need more practice and also ask the
group if they think you need more practice and coaching from
your supervisor (pull up to the bus stop and begin practice).

We are going to return to the classroom where we will be talking
about some of the lessons you learned during these exercises.

Assisting Blind and Visually Impaired Individuals

Guidelines

  * ALWAYS SAY WHO YOU ARE and what you are about to do.
  * ASK THE PERSON IF HE/SHE NEEDS ASSISTANCE.
  * ASK THE PERSON TO TAKE YOUR ARM. Never take a person's arm
    and propel him/her by the elbow.
  * NEVER TAKE HOLD OF A PERSON'S WHITE CANE.
  * STAND ON THE OPPOSITE SIDE OF THE WHITE CANE.
  * STAY ONE-HALF PACE AHEAD of the person you are leading.
  * TELL THE PERSON THE DIRECTION OF MOVEMENT (up, down, over)
    and THEN THE DISTANCE OF MOVEMENT ( for example, step down
    six inches).
  * DROP YOUR LEAD ARM BACK when you and the person you are
    leading are WALKING THROUGH NARROW AREAS.
  * TALK THE PERSON THROUGH THE WALK BY ALERTING HIM/HER OF
    CHANGES in the regularity of the environment (different
    heights of steps, changes from hard to soft surfaces, etc.).
    Avoid giving directions such as "the chair is right over
    there."
  * CALL OUT MANEUVERS to be made, (going up steps, etc.)
    approximately 20 feet ahead.
  * MAKE SURE THE STOP COMMAND BECOMES AUTOMATIC. You may not
    have time for explanation in a real emergency.
  * SPEAK CLEARLY, IN A NORMAL TONE OF VOICE. Many people make
    the mistake of shouting or speaking very loudly to a person
    with a disability in the mistaken belief that this will
    somehow enhance their communication.

----------

Module IV: Practice on Calling Out Stops

Instructional Objectives

  * To give trainees experience in calling out stops.
  * To provide trainees with feedback on their calling out of
    stops.

Facilitators' Instructions

The purpose of this module is to provide operators with
experience in the calling out of stops. In addition, each
operator will get feedback on how well they call out stops from
other operators and supervisors. Operators often claim shyness
as an excuse for not calling stops. Consumers sometimes complain
that operators' calling of stops cannot be heard especially on
vehicles with no P.A. system. In this module the facilitator
sets up a simulation in which operators can practice the calling
of stops in a near-to-life situation.

The simulation in this module works best in a relatively large
room with at least eight participants. In order for this
exercise to work, a member of the training department needs to
make an audio tape of the typical sounds and noises encountered
on a transit vehicle in service during a busy time of day. This
tape should have enough sound recorded on it to last at least 30
minutes. It will also be necessary to have a tape player or
sound system with tape playing capability in the room prior to
the training. Before the training session, prepare a list of bus
stops to be used in the training. Enough stops need to be
selected so that each trainee can be given at least three stops
to call in the training session. Prepare a set of 3 by 5 index
cards with three stops printed on each card. The stops you
choose can be actual stops in the service area or you can make
up names for stops.

Begin the exercise by asking one of the operators to come to the
front of the room. Have a chair ready and ask the operator to
sit facing away from the other operators. The human voice does
not carry as well when the speaker is facing away from the
listener as is the case on a transit vehicle. Have the tape
player ready and place it between the operator who will be
calling the stops and the trainees in the audience. Prior to the
training session set the volume on the tape player so that the
audience will have to pay close attention in order to hear which
stop was called, especially if the operator calling the stops
does not project his/her voice.

As each operator calls out stops from the front of the room,
instruct the other participants to write down the stop
announcement only if they have heard it clearly. After the stop
announcements, stop the tape and select three people from the
audience to repeat the name of each of the three stops. If the
operator doing the calling could not be heard, suggest that
he/she project his/her voice more fully. If a person slurs his
words, ask him to speak slower and more clearly. Provide an
opportunity for more practice. If the operator was heard be sure
to provide positive feedback immediately. Select another
operator from the group to come to the front of the room for the
next practice session. Start the tape and have the operator
announce three stops. Turn off the tape. Continue in this manner
until all of the operators have had a chance to announce stops.

Operator Training Exercises

The training session today is designed to give each of you some
experience in announcing stops. If you are somewhat shy, the
experience will help to overcome your shyness. If you have a
soft voice the exercises will help you to project your voice so
you can be heard by passengers. Whatever your situation, today's
exercises will be of benefit in announcing stops.

Each of you will have a turn at announcing three stops. When it
is your turn, I want you to come to the front of the room and
announce three stops. You'll be given a card with the three
stops written on it. To make the situation realistic, I'm going
to ask you to sit facing away from the group. To make things a
little more interesting, I will introduce some competition by
playing a tape of sounds typically heard on a bus during rush
hour. Use a tone of voice that you think people will be able to
hear clearly. But, do not shout.

As you announce the three stops, I'm going to ask the rest of
the group to write down each of the stops. When you complete the
stop announcements I will turn off the tape player and ask three
people in the group to repeat a different one of the stops. If
your announcements are heard clearly, you will have done a good
job and may return to your place in the group. If people do not
hear your stop announcement clearly, you'll be given time for
more practice. (Have extra stop announcement cards ready). I
will also give you some coaching on how to improve your
announcements.

The next person will then come to the front of the room to
announce three stops and so on until everyone has had a turn.
Your job as a member of the audience is to listen for each stop
announcement and write it down only if you heard it clearly. If
you did not hear it clearly do not write anything down.

I want to remind you to take this practice session seriously.
Announcing stops is part of customer service and is very
important to people who are blind or visually impaired. Before
we begin, are there any questions? (answer questions). OK let's
begin.

[Select one member of the group to come to the front of the room
and announce stops. Follow the plan laid out above until
everyone has had some practice. Monitor the progress of the
session and maintain a moderate pace.]

[At the end of the session, ask each participant what they
learned in this session. Take a few minutes to allow people to
share what they have learned. Close the session by thanking
participants for their cooperation.]

Now that everyone has had an opportunity to practice announcing
stops, I want to bring this training session to a close by
thanking you for your cooperation and participation. I also want
to remind you that calling out stops is a civil right for people
who are blind or visually impaired as well as others with
disabilities. It is also an important part of customer service.
Again, thank you.

----------

Operator Evaluation of the Pilot Trainings and Attitudinal
Changes

Pilot Training Evaluations. At the conclusion of the pilot
training for both sites, participants were asked to fill out an
evaluation form indicating the extent to which they were
satisfied with the training. Each participant was requested to
rate each module of the training using a scale numbering 1-5. A
rating of 5 indicated that the participant was completely
satisfied with the training module.

For Pilot Site 1, 14 participants filled out evaluation forms of
which 100% gave the training modules a rating of 4/5. It is
noted that this session was free of labor management tension.
For Pilot Site 2, 16 participants filled out evaluation forms
and 81% or 13 participants gave each training module a rating of
4/5. Three participants or 19% of those filling out evaluation
forms gave the training a rating of 2/3. It is noted that the
three participants giving the training a 2/3 rating corresponds
to the number of participants who felt at Site 2 that it was
more important to address labor management issues than to
provide training on calling out stops.

Participants at both pilot training sessions were asked to
indicate what they learned from the session. Here are a few of
the comments made from participants at both sites:

  * "Not all people with disabilities have noticeable handicaps
    so we should call out stops for everyone."
  * "I especially appreciated the interaction with consumers and
    have a better understanding of what they need and how much
    they appreciate our service."
  * "It all boils down to the value of providing service."
  * "I learned how dependent people with visually impairments
    are on calling out stops and the need to be kind to all
    passengers."

Participants were asked to make recommendations on how the
training can be improved. The single most frequently made
suggestion was that the training should be given to other
operators and that management and consumers should continue to
be involved in the training effort.

Pilot Training Attitudinal Assessment. In addition to asking
participants to fill out the evaluation form at each site, they
also were asked to complete a pre- and post-training test to
measure the extent to which the training had a positive effect
on operator attitudes. In general, it appears that operators
entered the training with a positive attitude and completed the
training with the same or slightly improved attitudes. For
example, operators generally seemed to feel before the training
that they understood the service needs of people with
disabilities and acknowledged the importance of calling out
stops and that operators are personally responsible for stop
announcements. Operators appeared to have a high degree of
empathy for people with disabilities before the training and an
even higher degree of empathy after the training. Interestingly,
many operators before the training felt that their peers had a
fairly high degree of empathy toward people with disabilities
but fewer felt after the training that their peers were
empathetic. The Project Team concludes that the training
resulted in raising operator awareness of the needs of people
with disabilities while also raising the awareness that their
peers may not be as empathetic as originally believed before the
training.

MONITORING OPERATOR COMPLIANCE ON CALLING OUT STOPS

A Suggested Approach

The original ACB proposal for this project sought to use the
services of blind and visually impaired persons to conduct
pre-training monitoring and post-monitoring activities. The
Project Team found that a more workable approach to monitoring
had to be developed which would involve the joint efforts of
both transit agency undercover checkers and members of the blind
and visually impaired community. The basic reason for the
Project Team's decision to pursue a more collaborative approach
was that many of the consumers volunteering their time indicated
that they did not believe that they could perform all of the
monitoring tasks for unfamiliar bus routes. There appeared to be
too many logistical problems involved in monitoring an
unfamiliar route.

The approach adopted by the Project Team and recommended for use
by other transit agencies involves the use of undercover
checkers in monitoring operators on a random basis and the use
of blind and visually impaired persons as monitors on familiar
routes. Using this approach, transit undercover checkers would
do the bulk of the monitoring and blind and visually impaired
persons (and others from the disability community) would
supplement the work of transit checkers. Members of the
community also could do spot checks from time to time on
unfamiliar routes with some advanced planning and preparation.
Both transit checkers and community advocates need to make sure
that they both use the same data collection techniques in
carrying out monitoring activities. At a minimum, the techniques
used and data collected should include:

  * checks on stops called and not called for major
    intersections, transfer points, and destination points;
  * written recordings of compliance rates for each
    operator--total number of stops called versus the total
    number of stops required;
  * written recordings of operator compliance rates for at least
    three-four trips or one long trip; and
  * written recordings of trip date, time boarded, bus route
    number/rail line, and boarding stop/disembarking stop.

In enlisting the assistance of blind and visually impaired
consumers in the monitoring process, transit agencies should:

  * provide each consumer information on the route number (rail
    line) to be monitored. If a specific operator is to be
    monitored, the consumer should be given a specific time for
    boarding the bus or train to insure that the right operator
    is monitored; and
  * provide each consumer a list of the required stops to be
    announced in braille or large print for each route or rail
    line.

Pilot Site Monitoring Results

The Project Team worked closely with the transit agencies at
both pilot sites at developing and applying a monitoring
strategy that would provide a reasonably accurate picture of
operator compliance rates before and after the pilot trainings.
Both transit agencies were asked to monitor each participating
operator before and after the pilot trainings. Blind consumers
were asked to monitor routes that were familiar to them.

The two transit agencies were able to conduct undercover checks
of operators before the trainings on a sample basis. Data from
these checks were combined with undercover checks made by
consumers to get a picture of individual operator compliance
rates and the average compliance rate for all operators before
the training. The pre-monitoring for both sites took place about
one-two weeks before the actual training.

Post-monitoring activities were conducted immediately after the
trainings (one-two weeks) and follow-up checks were conducted at
subsequent intervals. The training for Pilot Site 1 was held in
mid-February and the training for Pilot Site 2 was held at the
end of January, 1997. The transit agency at Pilot Site 1
monitored all of the operators taking the training one last time
in the months of July and August. The transit agency at Pilot
Site 2 monitored a selected number of operators in July and
August who either continued to show low compliance rates or who
were not monitored a sufficient number of times immediately
after the training.

Before conducting the last July-August post-monitoring, both
transit agencies were asked by the Project Team to provide
one-on-one coaching and/or small group coaching to encourage
compliance and build operator confidence that they could call
out stops consistently. The transit agency at Pilot Site 1 did
conduct extensive coaching using front-line supervisors and
inspectors. During a three to four month period before the last
monitoring effort, inspectors periodically rode with operators
to encourage calling out stops. The transit agency at Pilot Site
2, elected not to provide coaching or directly encourage
operators.

The following table shows the average compliance rates with
respect to calling out stops for operators before and after the
trainings at the two pilot sites:

AVERAGE COMPLIANCE RATES FOR CALLING OUT STOPS AT TWO PILOT
SITES

Sites    Pre-Training Compliance Rates    Post-Training
Compliance Rates

Pilot Site 1    43%    100%

Pilot Site 2    55%    73%

Note: Compliance rates represent an average of individual
compliance rates for all operators monitored. These rates were
calculated based on the total number of stops called out versus
the total number of stops that should have been called out.

Compliance rates resulting from pre-training monitoring are
based on a sampling of operators. Neither transit agency was
able to monitor all operators before the training.

The post-training compliance rate for Site 1 is based on
monitoring conducted in July/August 1997 for all operators who
took the training. The post-training compliance rate for Site 2
is based on a sample monitoring of operators in July/August 1997
and other post-training monitorings conducted prior to July.

The Project Team's analysis of pre- and post-monitoring data
revealed two significant findings. First, full compliance with
respect to calling out stops or significant increases in
compliance rates can be expected through a combination of
training and follow-up coaching by supervisors. The transit
agency that opted to provide one-on-one coaching and
encouragement after the training experienced a 100% compliance
rate toward the end of the monitoring period. The other transit
agency experienced an 18% increase or a 73% compliance rate
based on the training and no follow-up coaching or
encouragement. Second, the Project Team found that operators at
both sites called out stops upon request 100% of the time but
did not consistently call out stops at major intersections,
transfer points, and destination points without training and
follow-up coaching.

THE ROLE OF CONSUMER ADVOCACY IN ACHIEVING STOP ANNOUNCEMENT
COMPLIANCE: CONSUMER ADVOCACY GUIDE

Responsible consumer advocacy can play a positive and
significant role in assisting transit agencies on ADA compliance
issues. The Self Advocacy Guide (Appendix D) provides practical
guidance and suggestions to consumer advocates on achieving this
goal especially with respect to obtaining compliance on calling
out stops. This guide spells out step-by-step how consumers can
advocate on behalf of themselves and also work responsibly with
transit agencies. It is recommended that this guide be made
available to local advocacy groups representing the interests of
blind and visually impaired persons, individuals with cognitive
impairments, older persons, and others with disabilities.

----------

Appendix A

Evaluation

Calling Out Stops and the ADA: Training Handbook and Facilitator
Guide

Your name (optional):

I am: ..    an operator    a supervisor

Circle the number to show your reactions to this workshop, on a
scale of 5 (completely satisfied) to 1 (not at all satisfied).

Not at all    Completely

1. Module I ("The ADA and Calling Out Stops as a Civil Right")
met my objectives and I was satisfied with it.

1    2    3    4    5

2. Module II ("Roadblocks and Obstacles to Calling Out Stops")
met my objectives and I was satisfied with it.

1    2    3    4    5

3. Module III ("Simulation Experience of Standing in the Shoes
of the Consumer") met my objectives and I was satisfied with it.

1    2    3    4    5

4. Module IV ("Practice on Calling Out Stops") met my objectives
and I was satisfied with it.

1    2    3    4    5

7. Were the topics covered adequately?       . Yes . No

8. How helpful were the exercises? . Very helpful . Helpful .
Not helpful

9. List one or two things you learned from this training that
will be helpful for you.

10. List one or two suggestions for improving this training.

Thank you

----------

Appendix B

Pretest for:

Training for Operators and Supervisors on Calling Out Stops

Directions: Please circle the number that best represents your
thoughts or feelings, according to the scale in each question.

1. In terms of my understanding of the transportation service
needs of blind and visually impaired persons, I would rate
myself (please circle the number)

I need a lot more information.       I completely understand
their needs.

1    2    3    4    5

2. If I call out every stop:

It won't make much difference.       My passengers will
appreciate it.

1    2    3    4    5

3. The success of calling out stops is primarily the
responsibility of:

Maintenance and management

Drivers

1    2    3    4    5

4. I rate my empathy towards people with disabilities:

Low       High

1    2    3    4    5

5. I rate other drivers' empathy towards people with
disabilities:

Low       High

1    2    3    4    5

6. I rate the understanding of my job by people with
disabilities:

Low       High

1    2    3    4    5

7. People with disabilities should be responsible for making
sure drivers know their needs.

Agree       Disagree

1    2    3    4    5

Posttest for:

Training for Operators and Supervisors on Calling Out Stops

Directions: Please circle the number that best represents your
thoughts or feelings, according to the scale in each question.

1. In terms of my understanding of the transportation service
needs of blind and visually impaired persons, I would rate
myself (please circle the number)

I need a lot more information.       I completely understand
their needs.

1    2    3    4    5

2. If I call out every stop:

It won't make much difference.       My passengers will
appreciate it.

1    2    3    4    5

3. The success of calling out stops is primarily the
responsibility of:

Maintenance and management

Drivers

1    2    3    4    5

4. I rate my empathy towards people with disabilities:

Low       High

1    2    3    4    5

5. I rate other drivers' empathy towards people with
disabilities:

Low       High

1    2    3    4    5

6. I rate the understanding of my job by people with
disabilities:

Low       High

1    2    3    4    5

7. People with disabilities should be responsible for making
sure drivers know their needs.

Agree       Disagree

1    2    3    4    5

Thank you

----------

APPENDIX C

  Pre- and Post-Training Monitoring Results for Individual
Operators

Pilot Site 1    Pilot Site 2

Pre-Training Compliance Rates    Post-Training Compliance Rates
  Pre-Training Compliance Rates    Post-Training Compliance
Rates

100%
 20
 0
 100
0
 0
 67
 100
 100
 20
 10
 23
 18
42.9%
 avr. rate

100%
 100
 100
 100
100
 100
 100
 100
 100
 100
 100
 100
100
 100
 100
 100
 100
 100
 100
 100
100
 100%
 avr. rate

81%
 0
 100
 0
80
 50
 84
 49
 50
 52
 54.6%
avr. rate

100%
 33
 100
 100
83
 100
 38
 100
 100
 0
 41
 100
 100
0
 100
 48
 100
 73%
 avr. rate

----------

APPENDIX D

Calling Out Stops and the ADA:
Self Advocacy Guide


 Table of Contents

Acknowledgments (page numbers refer ony to printed copy)    2

I.    Introduction    3

II.    Being Prepared    4

III.    Be Assertive -- Communicate with the Driver    5

IV.    Providing Positive Feedback    7

V.    When All Else Fails -- How to File a Complaint    8

About Project ACTION    10

About the American Council of the Blind    10

About the Self Advocacy Guide    11

Appendix A:    Local Telephone Numbers for Selected Transit
Systems    12

Appendix B:    Local and National Transit Coalitions    17

Appendix C:    ADA Compliance Complaint Form (not included in
this version)    26



Acknowledgments

The development of this self advocacy guide involved the
contributions of several individuals who committed the time to
provide input on various aspects of this guide. Their expertise
is tremendously appreciated. They include:

Karen Luxton Gourgey, Ed.D, Director, Computer Center for
Visually Impaired People, Baruch College, City University of New
York, New York, NY

Ellen Rubin, Coordinator for Disability Issues, Educational
Equity Concepts, New York, NY

Anna McEachrin, Talking Book Coordinator, Cincinnati Association
for the Blind, Cincinnati, Ohio

Roberta Wolgast, ADA IHU Team leader, Federal Transit
Administration, Washington, D.C.

Peggy Glenn, Director, Advocacy and Coalitions, American Public
Transit Association, Washington, D.C.



I. Introduction

This guide is intended to provide current and prospective
transit riders with vision impairments with information about
their rights and responsibilities regarding the use of fixed
route public transportation as specified by the Americans with
Disabilities Act (ADA). More specifically, this guide is
intended to provide consumers with disabilities, such as
yourself, with the information necessary to feel empowered to
confidently use public transportation with the expectation that
bus operators will comply with the ADA requirement of announcing
stops.

According to the 1996 edition of Statistical Abstract of the
United States, in 1994 there were 8,601,000 Americans with
vision impairments. Although the ADA requirement of announcing
stops improves the usability of public transportation for all
passengers, it is a necessity for riders with vision
impairments.

On July 26, 1990, the Americans with Disabilities Act was signed
into law, as Public Law 101-336. The ADA mandates the
elimination of discrimination against people with disabilities
and requires that public transportation providers operate
accessible service. The ADA indicates that one element of
accessible fixed route bus service is the announcement of stops
by bus drivers. Fixed route bus service is that service provided
on a repetitive, fixed schedule basis along a specific route
with vehicles stopping to pick up and deliver passengers to
specific locations. Each fixed-route trip serves the same
origins and destinations. Specifically, the ADA requires that
stop announcements be made at all transfer points with other
fixed routes. At every stop where passengers can get off and
transfer to another bus line, those stops must be announced. The
announcements can be automated or made personally by the bus
driver. Either method can be used as long as the announcements
can be clearly heard by passengers at all locations within the
vehicle. In some cases, it may be necessary for drivers to use a
public address system if they cannot be heard throughout the
vehicle.

In addition to transfer points, stops must also be announced at
major intersections or destination points. The definitions of
major intersections and destination points are not specified in
the regulations, but are defined at the local level. The
regulations further require that announcements be made at
sufficient intervals along each route to orient a visually
impaired rider to his or her location. In some cases, other
required announcements may serve this purpose. However, if there
are long distances between other announcements, "fill-in"
orientation announcements are required.

It is important to note that announcements must also be made
upon request. Any stop requested by a passenger with a
disability must be announced, even if it does not meet any of
the above described announcement criteria. The ADA mandates that
drivers be trained to an acceptable level of proficiency.

Section II of this guide outlines the necessary information
riders with vision impairments should obtain prior to using
fixed route public transportation. Section III addresses the
need for assertiveness in communicating with bus operators.
Section IV discusses the importance of providing positive
feedback to drivers who correctly announce stops. Section V of
this guide addresses suggested procedures for filing compliance
complaints when bus operators do not comply with the ADA
requirements or local rules of announcing stops.



II. Being Prepared

 Prior to using public transportation, it is helpful for each
rider, and imperative for any rider with a vision impairment, to
obtain as much information as possible about his community's
public transportation system and the trip he is about to take.
The following is a brief check list of the information that you
should obtain before utilizing your public transit system:

 1. Route Information

  2. Hours of Service

  3. Bus Stop Locations

Before taking a fixed route bus trip, contact the local transit
system to obtain schedule and route information. Information
concerning the route numbers, stop locations, hours of service
and frequency of service is often available to riders via
telephone from a customer service representative or a tape
recorded message.

Upon request, every transit system is required to provide riders
with schedule and route information in alternative formats.
Alternative formats include Braille, large print, computer disks
and tape recordings. Furthermore, some transit systems have
published their schedules and route information on the Internet.

In order to safely navigate your way using any transit system,
it is especially important for riders with vision impairments to
secure information about the bus stops located at the beginning
and end of each trip. On which side of the street are the bus
stops located? Are there bus shelters located at the bus stops
that you will be using? Do the bus stops you will be using serve
more than one route? If so, how will you identify these
different buses and routes?

See Appendix A for a list of telephone numbers of selected
transit systems. These telephone numbers can be used to request
schedule and route information in alternative formats.



III. Be Assertive -- Communicating with the Driver

 It is necessary for riders with vision impairments to learn how
to constructively interact on a one-to-one basis with bus
operators in order to maximize their level of confidence in
using fixed route public transportation.

Many riders with vision impairments have found that greeting the
driver each time they board a bus is helpful in developing a
positive rapport. If you are a visually impaired rider who has
never taken a particular bus route, you may want to tell the
driver where you want to disembark.

One example of how a blind rider personally explained the
importance of stop announcements to a driver was to provide him
with a comparison that he could relate to. As the rider
disembarked from the bus, she said, "thanks for announcing the
stops. Your announcements allow me to 'look' out the window. I
know exactly where I am as you call out the stops."

Another visually impaired rider illustrated the helpfulness of
stop announcements by telling the driver, "When you announce
stops, I can make a last minute decision to get off the bus to
do some shopping on my way home from work."

A low vision rider who has a guide dog explained to the bus
driver that "if stops are announced, I can sit anywhere on the
bus and not worry about missing my stop and at the same time I
can sit in a location where my dog is not going to be tripped
over by other riders."

It may also be helpful to inform drivers that some visually
impaired riders have experienced trips where drivers forget
riders' individual stops. If drivers consistently and routinely
announce stops, then drivers shouldn't have to remember
somebody's individual stop and those riders will feel their
needs are being accommodated.

Many bus drivers are professional and courteous. They try to be
customer service oriented and fulfill not only the stop
announcement criteria of the ADA, but also the spirit of the
ADA. However, in some cases, effectively communicating with bus
drivers may be challenging. It may be necessary for you to
become firmly assertive.

Several riders with vision impairments were asked to provide
constructive suggestions on how to best handle situations in
which drivers resisted complying with the stop announcement
requirements. A blind rider who uses public transit daily was
recently asked by a bus driver which stop she needed. He told
her that he would let her know when they reached her bus stop,
but would not be announcing other stops. She replied to the
driver by saying, "I would prefer to hear you announce the
stops. I would really like to know where I am, not just when to
get off." If you find yourself in a similar circumstance this
response may be sufficient to remind the driver of his
responsibilities.

Another rider who is blind, indicated that she was successful in
getting a driver who initially refused to announce stops to
comply with the stop announcement requirements by saying, "I
know you are supposed to announce stops. If you don't agree to
announce stops, as you are supposed to, due to my inability to
recognize street signs, I may miss my stop. Then you and I will
have to work out a solution to the problem of getting me back to
my correct stop."

Visually impaired riders, on occasion, have reported that bus
drivers have indicated that they are taking a "break" from
announcing stops. Several riders have succeeded in getting the
driver to resume the stop announcements by politely saying,
"please don't take a rest while I am on the bus. Your
announcements are critical for me to be able to know where I
am."

A visually impaired rider who found himself on a bus in which
the driver was not announcing stops successfully got the driver
to begin announcing stops by turning to the rider sitting next
to him and saying in a moderately loud voice, "I see the driver
is not announcing stops, can you tell me where we are?"

A rider who uses a seeing eye dog recently found herself on a
bus when the driver responded to the request to announce stops
by saying that he had a sore throat and would not be able to
announce stops. The rider promptly responded by saying "if you
just announce the stops quietly, I will hear them." This
response may also be appropriate if drivers indicate that their
public address systems are not functioning.

As you may know, some transit systems have installed automated
stop announcements on their vehicles. These vehicles are
sometimes referred to as "Talking Buses." Some riders of talking
buses have reported that bus drivers, on occasion, turn off the
automated announcements. One rider who found herself in this
situation responded to the bus driver by saying, "Gee, I didn't
hear the bus route being announced when you approached the bus
stop." The driver replied, "Oh, it's not working properly." The
rider continued by saying, "Oh, I don't mind helping you out. I
should report that the bus isn't working properly so you can
drive a bus that has been well maintained." Shortly thereafter,
the automated announcements were reactivated.



IV. Providing Positive Feedback

 It is extremely important for riders with vision impairments to
provide drivers with positive feedback when they properly
announce stops. Taking a moment to express your thanks as you
disembark will reinforce the importance of announcing stops.
Whenever possible, riders should also indicate in a personal way
how the driver's announcements impact them.

In addition to providing positive feedback to the driver,
positive feedback should also be provided to the transit
authority. On occasion, when a driver has done a good job in
announcing stops or goes out of his way to be accommodating, the
rider should take a moment to call or write a letter to the
transit system to commend the driver. Whenever possible, specify
the bus route that was being used and the name of that driver.
If you don't know the name of the driver, indicate the time of
day and direction the bus was traveling.

Riders with vision impairments may want to join forces with
senior citizen alliances and other disability related
organizations to provide drivers with positive feedback when
stops are properly announced. Working as a team with riders with
mobility impairments, senior citizens, and the organizations
that represent them will assist drivers in seeing that stop
announcements are as essential to access as, for example,
wheelchair lifts.

Community organizations can also participate in providing
transit systems and specific bus operators with positive
feedback. This can be accomplished in several ways.
Organizations can invite transit systems to speak at community
forums about how they have trained their drivers to incorporate
the stop announcement requirements into bus operators' jobs.
Organizations can also honor a transit system, specific drivers
or unions with special awards acknowledging their good work in
announcing stops. Local societies and associations can publish
advertisements in local newspapers or on local radio stations
thanking transit systems and specific drivers for meeting the
ADA requirements of announcing stops. All of these actions
should encourage increased compliance and raise awareness by
drivers and the public.

Each year the transit industry makes a special effort to promote
the use of public transportation by acknowledging transit
employees, transit riders and the communities that support
public transportation during a week-long celebration called Try
Transit Week. Try Transit Week is usually held in May of each
year. This is an excellent time to individually and collectively
recognize those bus drivers who have been particularly committed
to announcing stops. See Appendix B for information on local and
national transit coalitions that may be organizing and/or
participating in Try Transit Week programs. Individuals with
vision impairments and the organizations that represent them may
be able to coordinate their efforts to acknowledge ADA
compliance with local transit coalitions.

Most importantly, never underestimate the long term impacts of
acknowledging drivers individually and collectively for
complying with the ADA requirement of announcing stops.



V. When All Else Fails -- How to File a Complaint

 The most important means of ensuring that stop announcements
are made on fixed route bus service is to develop a positive
relationship with bus drivers as well as transit system
management. However, riders with vision impairments who find
themselves in situations where bus drivers refuse to announce
stops, forget to announce them, or announce them inconsistently
may find it necessary to file a formal compliant with the
transit system.

It is important to recognize that transit systems have an
obligation mandated by the ADA to train their drivers to an
acceptable level of proficiency in meeting all of the
requirements of the law, including announcing stops.

Typically, transit systems have customer service departments
that field concerns about their services, including complaints
and compliments. It is common for complaints to be accepted by
telephone or in writing. If your transit system is unwilling to
accept a complaint over the telephone, you may want to consider
filing a complaint with the Federal Transit Administration. See
below. If it is necessary to submit a complaint, be as specific
as possible. The more information you provide to the transit
system, the better chance there is of obtaining a satisfactory
response to your complaint and, of course, to seeing an
improvement in service by the transit system. For example, be
sure to include in your complaint as much of the following
information as possible:

1. Bus route number

2. Date and time of day

3. Bus number

4. Location of incident

5. Name or number of the driver

For obvious reasons, it may be difficult for riders with vision
impairments to obtain all of this information. Just be as
specific as possible.

When submitting a complaint, specifically indicate what you want
done. If appropriate, for example, specify that you think the
driver needs additional training. Also request that you receive
a telephone call or written response to your complaint. Most
transit systems attempt to address complaints as soon as
possible, especially if there is a safety concern involved in
the complaint.

Also noteworthy is that all public transit systems regularly
schedule advisory committee meetings that are open to the
public. Typically, the transit management's team is present at
these meetings. Riders with vision impairments may find it
beneficial to attend these meetings and raise concerns about the
training of bus drivers to announce stops if problems are
occurring throughout the transit system.

When all else fails, riders with vision impairments who have
been unsuccessful in getting a transit system to comply with the
stop announcement requirements of the ADA can submit a formal
complaint to the Federal Transit Administration (FTA) in
Washington, D.C. The FTA is an agency of the U. S. Department of
Transportation. The FTA's Office of Civil Rights oversees the
transit industry's compliance with the ADA.

A complaint can be filed with the FTA in writing or by
telephone. As mentioned above, the more information you can
provide regarding the circumstance which is being complained
about, the more comprehensively it can be addressed. Once a
complaint has been submitted to the FTA, the Office of Civil
Rights determines whether the complaint falls in its
jurisdiction. If so, a complaint number is assigned and it is
logged into the FTA investigation system. The complaint is then
referred to the Initial Handling Unit, which determines if the
problems referenced in the complaint can be dealt with within a
relatively short time, usually within four months. In most
cases, complaints are resolved at this stage. If a complaint is
more complex it is forwarded to the Continuous Handling Unit,
which is expected to take longer and may require an on-site
investigation of the transit system. The FTA has expressed its
commitment to evaluating all complaints that are formally
submitted to the Office of Civil Rights. See Appendix C for a
copy of the FTA Civil Rights Complaint Form. Completed complaint
forms can be submitted to:

Federal Transit Administration
Office of Civil Rights
400 Seventh Street, SW, Room 7412
Washington, D.C. 20590

(202) 366-2285
(202) 366-0153 (TDD)
(888) 446-4511



About Project ACTION

Project ACTION (Accessible Community Transportation in Our
Nation) is a national program designed to improve access to
transportation services for people with disabilities and assist
transit providers in implementing the Americans with
Disabilities Act (ADA). Funded through a cooperative agreement
with the United States Department of Transportation, Federal
Transit Administration, Project ACTION is administered by the
National Easter Seal Society (NESS).

National Easter Seal Society

National Easter Seal Society is a private nonprofit agency
dedicated to helping people with disabilities reach their
fullest potential. Easter Seal Societies serve individuals of
all ages having all types of disabilities and provide a wide
range of services including medical and vocational
rehabilitation, special education, recreation, and social
services. Every year, more than one million people receive
Easter Seal services through its nationwide network of more than
100 affiliate societies.

Project ACTION partners with national and local organizations
representing public transit operators, the transit industry, and
people with disabilities in the development of cooperative model
programs promoting greater access to public transportation
services for people with disabilities.

About the American Council of the Blind

The American Council of the Blind (ACB) is a national membership
organization established to promote the independence, dignity,
and well-being of blind and visually impaired people. Members
include blind, visually impaired, or fully sighted people from
all walks of life. The vast majority of the organization's
employees are blind or visually impaired. They have the
responsibility for governing, administering, and setting
organizational policy.

ACB was formed in 1961 and has experienced dramatic growth
during the last three decades. Today, it is one of the largest
organizations of and representing blind people in the U.S., with
more than 70 state and special-interest affiliates and a
national network of chapters and members. The Washington, D.C.
office of ACB serves as headquarters for the organization where
all Council programs and services are administered.

The numerous programs and services provided by ACB enables many
blind people to live and work independently, contribute
significantly to their communities, and learn to advocate for
themselves. ACB has also helped improve the lives of blind
Americans by working to enhance civil rights, employment,
rehabilitation services, safe and expanded transportation,
travel and recreation, Social Security benefits, accessibility,
and much more. Frequently, ACB coordinates its efforts with
other advocacy groups promoting similar goals.

The unique concerns of various professions and special
populations are addressed by ACB's many national special
interest affiliates and committees. These affiliates help ACB
address the special interests and concerns of women, minorities,
students, families, guide-dog users, Braille readers, and many
other groups. Like the national organization and all state
affiliates, special interest affiliates sponsor annual meetings,
publish newsletters, and undertake other meaningful projects.
For more information contact ACB at (202) 467-5081.



About the Self Advocacy Guide

 This Self Advocacy Guide was developed with assistance from the
Federal Transit Act, as amended, through a Cooperative Agreement
with the U.S. Department of Transportation, Federal Transit
Administration, and Project ACTION of the National Easter Seal
Society.


To obtain more information about Project ACTION, to order
additional copies, or to request an alternative format for the
Self Advocacy Guide, contact:

Project ACTION
National Easter Seal Society
700 13th Street, NW, Suite 200
Washington, D.C. 20005

(202) 347-3066 Voice
(800) 659-6428
202-347-7385 (TTY)

E-Mail: [log in to unmask]

www.projectaction.org




Appendix A: Local Telephone Numbers for Selected Transit Systems

Following is a list of main telephone numbers for select transit
systems throughout the United States, which were current at the
time of this printing. In some cases, to obtain schedule and
route information in alternative formats, it will be necessary
to request the telephone number of the department that is
responsible for accessibility services.

Birmingham, AL
(205) 322-7701

Anchorage, AK
(907) 786-8402

Phoenix, AZ
(602) 262-7242

Los Angeles, CA
(213) 623-1194

San Francisco, CA
(510) 464-6000

Sacramento, CA
(916) 321-2800

San Diego, CA
(619) 231-1466

Denver, CO
(303) 628-9000

Hartford, CT
(203) 522-8101

Washington, D.C.
(202) 962-1234

Miami, FL
(305) 375-5675

Atlanta, GA
(404) 848-5050

Honolulu, HI
(808) 935-8241

Boise, ID
(208) 336-1019

Chicago, IL
(312) 664-7200

Indianapolis, IN
(317) 635-3344

Des Moines, IA
(515) 283-8111

Topeka, KS
(913) 233-2011

Louisville, KY
(502) 561-5115

New Orleans, LA
(504) 242-2600

Portland, ME
(207) 774-2666

Baltimore, MD
(410) 333-3434

Boston, MA
(617) 722-5000

Detroit, MI
(313) 833-7670

Minneapolis, MN
(612) 373-3333

Jackson, MS
(601) 948-7140

St. Louis, MO
(314) 982-1400

Omaha, NE
(402) 341-7560

Las Vegas, NV
(702) 262-1000

Newark, NJ
(201) 491-7000

Albuquerque, NM
(505) 764-6105

Albany, NY
(518) 482-1125

Buffalo, NY
(716) 855-7300

New York City, NY
(212) 878-7000

Charlotte, NC
(704) 336-2420

Fargo, ND
(701) 241-8140

Cincinnati, OH
(513) 621- 9450

Cleveland, OH
(216) 566-5100

Columbus, OH
(614) 275-5800

Oklahoma City, OK
(405) 297-2484

Seattle, WA
(206) 684-1441

Milwaukee, WI
(414) 344-4550

Portland, OR
(503) 238-4915

Pittsburgh, PA
(412) 237-7000

Philadelphia, PA
(215) 580-4000

Providence, RI
(401) 784-9570

Florence, SC
(803) 665-2227

Sioux Falls, SD
(605) 339-7130

Memphis, TN
(901) 722-7100

Houston, TX
(713) 739-4000

Dallas, TX
(214) 749-3278

Salt Lake City, UT
(801) 262-5626

Burlington, VT
(802) 864-0211

Richmond, VA
(804) 358-3871



Appendix B: TRANSIT COALITIONS

(Alphabetical by State)

National America's Coalition for Transit NOW

P.O. Box 34690
 Washington, DC 20043
 (202) 898-0332
 Fax: 898-4049

Birmingham, AL Citizens for Transit Coalition

Jan Bell
 c/o Alabama Kidney Foundation
 P.O. Box 12505
Birmingham, AL 35201
 (205) 934-0608

Phoenix, AZ Greater Phoenix Area Coalition for Transit NOW

Carl Whaley
 P.O. Box 27374
 Tempe, AZ 85285-7374
 (602) 839-7636

Riverside, CA Transportation NOW Coalition of Western Riverside
County

 Cathy Child
Riverside Transit Agency
 1825 Third Street
 Riverside, CA 92507-3484
 (909) 684-0850
 Fax: 684-1007

San Jose, CA Citizens Coalition for Traffic Relief

Leslee Coleman
 c/o Santa Clara Valley Manufacturing Group
 5201 Great America Parkway, Suite 426
 Santa Clara, CA 95054-1176
(408) 496-6801

Santa Rosa, CA  Sonoma County Transportation Coalition

David Knight
 Sonoma County Transit
 355 W. Robles Avenue
Santa Rosa, CA 95407-8126
 (707) 585-7516

Stockton, CA  SMART Coalition for Transit NOW

Alane Wong
 San Joaquin Regional Transit District
 1533 East Lindsay Street
 Stockton, CA 95205-4498
 (209) 948-5566, ext. 624

Colorado Colorado Resort Transit Coalition (CREST)

Jeanne Erickson
 Colorado Association of Transportation Agencies
225 E. 16th Avenue
 Suite 1000
 Denver, CO 80203-1614
 (303) 839-5197

Ft. Lauderdale, FL Broward's Coalition for Transit NOW

Liz Brisset
 Broward County Division of Mass Transit
 3201 West Copans Road
 Pompano Beach, FL 33069-5199
 (954) 357-8366

Miami, FL Transit Coalition 2020

Patrice Rosemond
 Metro-Dade Transit Agency
 111 N.W. First Street
Suite 910
 Miami, FL 33128
 (305) 375-2995

Pensacola, FL Citizens for Better Transportation

Mary Beth LaCoste
 Escambia County Area Transit
 1515 West Fairfield Drive
 Pensacola, FL 32501
 (904) 436-9383, ext. 15

Tampa, FL Citizens for Transportation

 Sharon Dent
 Hillsborough Area Regional Transit Authority
 4305 East 21st Avenue
 Tampa, FL 33605
 (813) 623-5835

Atlanta, GA Clean Air Coalition of Atlanta

 American Lung Association of Georgia
 2452 Spring Road
 Smyrna, GA 30080
(770) 434-5864
 Fax: 434-0349

Chicago, IL Chicagoland Transportation & Air Quality Commission

Jacky Grimshaw
 Center for Neighborhood Technology
 2125 West North Avenue
 Chicago, IL 60647
 (312) 278-4800
 Fax: 278-3840
E-mail: [log in to unmask]

Peoria, IL Peoria Needs Transit Task Force

Steve Tarter
 Greater Peoria Mass Transit District
 2105 N.E. Jefferson Avenue
 Peoria, IL 61603-2960
 (309) 676-8015

Lexington, KY Bluegrass Coalition for Transit NOW

Jenny Williams
 Lexington Transit Authority
 109 West Loudon Avenue
 Lexington, KY 40508
 (606) 255-0804
 Fax: 233-9446

Louisville, KY Kentuckiana Rail Task Force

Jack Fish
 10332 Bluegrass Parkway
 Louisville, KY 40299
(502) 491-5600

New Orleans, LA Greater New Orleans Regional Transit Task Force

Deslie Isidore
 Regional Transit Authority
 6700 Plaza Drive
 New Orleans, LA 70127-2677
(504) 242-2600

Maryland Maryland Transit Coalition

Denny Donaldson
 Chesapeake Bay Foundation
 164 Conduit Street
Annapolis, MD 21401
 (410) 268-1544

Montgomery County, MD Keep Montgomery County Moving

Thomas Pogue
 Montgomery County Transit Services
 8601 Georgia Avenue, Suite 703
 Silver Spring, MD 20910
 (301) 565-7317

Silver Spring, MD Action Committee for Transit

 Harry Sanders
 P.O. Box 7074
 Silver Spring, MD 20907
 (202) 226-6260

Springfield, MA Western Massachusetts Coalition for Transit NOW

Marlene Connor
 Pioneer Valley Transit Authority
 2808 Main Street
Springfield, MA 01107
 (413) 732-6248

Grand Rapids, MI Mobility Options Vital to the Expansion of
Greater Grand Rapids (MOVE Greater Grand Rapids)

Ron Koehler
 Partners in Communication
 1884 Breton SE, Suite 388
Grand Rapids, MI 49506
 (616) 243-0008

Duluth, MN Friends for Transit

Barbara Soder
 1920 East Sixth Street
 Duluth, MN 55812-1303
(218) 728-1690

St. Cloud, MN Central Minnesota Shared Transportation Coalition

Tom Cruikshank

St. Cloud Metropolitan Transit Commission

665 Franklin Avenue, N.E.

St. Cloud, MN 56304

(612) 251-1499

Linda Elfstrand

Tri-CAP Heartland Express

700 Mall Germain

St. Cloud, MN 56301

(612) 251-1612

St. Louis, MO Citizens for Modern Transit

Tom Shrout
 911 Washington Avenue
 Suite 140
 St. Louis, MO 63101
 (314) 231-7272
 Fax: 231-7380
 E-mail: [log in to unmask]

New Jersey New Jersey's Coalition for Transit NOW

 Herman Volk
 New Jersey Transit Corporation
 One Penn Plaza East
Newark, NJ 07105-2246
 (201) 491-7000, ext. 8073

Buffalo, NY Niagara Frontier Transit NOW Coalition

Daryl Rasuli
 Niagara Frontier Transportation Authority
 181 Ellicott Street
 P.O. Box 5008
 Buffalo, NY 14205
 (716) 855-7218
 Fax: 855-6677

New York, NY New York "Transit NOW" Coalition

Mary Kate Adams
 Metropolitan Transportation Authority
 347 Madison Avenue, 5th Floor
 New York, NY 10017-3706
 (212) 878-7313

Rochester, NY Greater Rochester Area Coalition for Transit NOW

Barbara Wilson
 Rochester-Genesee Regional Transit Service
 1372 East Main Street
 P.O. Box 90629, Beechwood Station
 Rochester, NY 14609
 (716) 654-0243

Akron, OH Summit County Chapter, America's Coalition for Transit
NOW

Louwana Oliva
 Metro Regional Transit Authority
 416 Kenmore Boulevard
 Akron, OH 44301-1099
 (330) 762-7267 ext. 3115
Fax: 762-0854

Cincinnati, OH Greater Cincinnati Transportation Alliance

Sallie Hilvers
 Southwest Ohio Regional Transit Authority (The Metro)
1014 Vine Street, Suite 2000
 Cincinnati, OH 45202
 (513) 632-7681
Fax: 621-5291

Cleveland, OH Northeast Ohio Transit Coalition

Richard Enty
 Greater Cleveland Regional Transit Authority
 615 Superior Avenue, W.
 Cleveland, OH 44113-1877
 (216) 566-5260

Dayton, OH Citizen Advocacy Committee (CAC)

Keith Sims
 Miami Valley Regional Transit Authority
 600 Longworth Street
 P.O. Box 1301
 Dayton, OH 45401-1301
 (513) 443-3034

Oklahoma City, OK Transit NOW Coalition for Central Oklahoma

Sharon Harrell
 1811 Industrial Boulevard
 Norman, OK 73069
(405) 329-5550

Tulsa, OK Public Transportation Coalition

 Hannibal B. Johnson
 Metropolitan Tulsa Transit Authority
 510 South Rockford
Tulsa, OK 74152
 (918) 585-1195
 Fax: 582-5209

Allentown, PA Lehigh Valley Coalition for Transit NOW

Denis Meyers
 Lehigh & Northampton Transportation Authority
1201 W. Cumberland Street
 Allentown, PA 18103
 (610) 435-3646
Fax: 435-6774
 E-mail: [log in to unmask]

Philadelphia, PA Southeastern Pennsylvania Area Coalition for
Transportation (ACT)

Lauren Townsend
 ACT
 P.O. Box 36
 Philadelphia, PA 19105
(215) 580-7013

Pittsburgh, PA Southwestern Pennsylvania Transit Coalition

Larry Bowin
 Port Authority of Allegheny County
 2235 Beaver Avenue
 Pittsburgh, PA 15233
 (412) 237-7309

Reading, PA Reading Area Coalition for Transit NOW (REACT NOW)

Lisa Rozycki
 Berks Area Reading Transportation Authority
 1700 North 11th Street
 Reading, PA 19604-1599
 (610) 921-0601, ext. 209

Nashville, TN Transit NOW -- Nashville

Steve Tocknell
 c/o Metropolitan Transit Authority
 130 Nestor Street
 Nashville, TN 37210
 (615) 862-6147

Fort Worth, TX North Central Texas Clean Air Coalition

John P. Bartosiewicz
 Fort Worth Transportation Authority (The T)
P.O. Box 1477
 Fort Worth, TX 76101-1477
 (817) 871-6225
 Fax: 871-6217
 E-mail: [log in to unmask]

Salt Lake City, UT Citizens for Balanced Transportation

Coralie A. Alder
 Utah Transit Authority
 3600 South 700 West
P.O. Box 30810
 Salt Lake City, UT 84130-0810
 (801) 262-5626, ext. 2135

Hampton Roads, VA Hampton Roads Public Transportation Alliance

Janette Crumley

Tidewater Regional Transit

1500 Monticello Avenue

Norfolk, VA 23510

(757) 640-6295

Fax: 640-6303

Richard Drumwright

James City County Transit

109 Tewning Road

Williamsburg, VA 23188-2639

(757) 220-1621

Allison LeCuyer
 Peninsula Transportation Dist. Commission
 3400 Victoria Blvd.
 Hampton, VA 23661
 (757) 722-2837

Seattle, Washington Alt-Trans (Washington Coalition for
Transportation Alternatives)

Preston Schiller
 Alt-Trans
 P.O. Box 131
 Seattle, WA 98111-0131
 (206) 803-0308
 E-mail: [log in to unmask]

Milwaukee, WI Southeastern Wisconsin Coalition for Transit NOW

Dolly Clark
 Executive Director
 Southeastern Wisconsin Coalition for Transit NOW
 P.O. Box 05738
 Milwaukee, WI 53205
 (414) 873-6400 ext. 218

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