#56 thinking big about srts: school travel plans in large districts - walcoff
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Julie Walcoff Safe Routes to School Program Manager Ohio Department of Transportation
David Shipps, AICP TranSystems Corporation
Kate Mencarini, AICP Toole Design Group
Don Burrell, AICP Bicycle/Pedestrian Coordinator Ohio-Kentucky-Indiana Regional Council of Government
School Travel Plans For Large Districts
Thinking Big About SRTS
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Project Overview Introductions
Ohio Background
Why We Need Change
The Cincinnati Story
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Julie Walcoff, Ohio Department of Transportation
David Shipps, AICP; TranSystems Corporation
Katie Mencarini, AICP; Toole Design Group
Don Burrell, AICP; OKI Regional Council of Government
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1.2 M K-8 Students’ in more than 3,000 schools
ODE Estimates Pupil
Transportation Funding: $462 M ODOT SRTS Budget: $4 M
$48 M in announced funding
since 2007 (127%) SRTS Announced projects in 75
out of 88 Counties
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Process School Travel Plan required for
further funding ◦ Must address all 5 E’s
Limited to 4 schools per plan ODOT assigns consultants to
help communities through the process
More difficult for large school districts
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Large School Districts have more challenges
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Background and Infrastructure Research and Background
Pilot Project
Cincinnati Challenges
Mapping
Priority Corridors
Project Identification
Prioritization
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Listserv’s ◦ SRTS Coordinators
◦ APBP
◦ SRTS Partnerships
Transportation Research Board’s TRID Database
National Center for SRTS Database ◦ Irvine, California
◦ Danville, California
◦ Black Hawk County, Iowa
SRTS Local Policy Guide
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Gathered useful background information ◦ Non-Infrastructure recommendations
focus of nearly all identified larger district plans
◦ Suggested that plan be completed within 1 school year due to shifting district and staffing needs
◦ Most informative public input was received from Principals
◦ Walk Audits can be a great non-infrastructure conversational starter
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48 K-8 Schools ◦ Neighborhood
◦ Magnet
All of Cincinnati and portions of adjacent communities
Active SRTS Team
Policy: No busing within 1 mile of schools
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How do we obtain a similar level of detail to the current STP process when the School District encompasses almost 100 square miles?
Substantial data gathering was necessary to appropriately identify barriers/solutions
Several Methodologies were developed: ◦ Mapping
◦ Infrastructure Project Identification
◦ Non-Infrastructure Project Identification
◦ Prioritization
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Part 1 – Student Locations ◦ Home address compared to
school attending
◦ Quantified students w/in 1 and 2 mile buffers of the school they attend
Part 2 – Priority Corridors ◦ “Funnels” students on routes
Sidewalks (primary)
Signalized Locations (secondary)
Google Earth (verify)
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Least # of routes while providing access to as many students within 1 mile of schools
Zero to 9 Priority Corridors per school ◦ Neighborhood – larger
concentration of students w/in 1 mile
◦ Magnet – students from all over district
◦ Principals/Parents identified current/preferred routes
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Identified Barriers ◦ Focused on Priority Corridors
Best routes, still had room for improvement
◦ Walk Audits Conducted at 10 schools
Trained Stakeholders
Trained 7th/8th Graders
◦ Surveys – identified issues Principal Survey
Parent Survey
◦ Existing City Plans/Policies
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Barriers to Solutions (Countermeasures) ◦ Focused on Priority
Corridors ◦ Other locations
determined by locals ◦ Identified which
solutions would benefit the most students List of
countermeasures (per school)
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Developed a weighted matrix (scores for each criterion) ◦ Ped/Bike potential, including proximity
to a K-8 school
◦ Ped/Bike deficiency (sidewalk gaps, roadway classification, and crashes)
◦ Support (Individual schools, Steering Committee, and Study Team)
◦ Feasibility (estimated costs and R/W requirements)
◦ Ohio Department of Education School Demographics
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Category Criterion Weight Pedestrian/ bicycle
potential
Project supports priority corridor (on priority corridor = 20 points; within 1/4 mile of priority corridor and on street that connects to
priority corridor = 5 points).
4
Pedestrian/ bicycle
potential
K-8 schools within 1/2 mile of project (2+ schools = 20 points, 1 school = 10 points). 11
Deficiency Sidewalk project is on a block with missing sidewalk (block has no sidewalks and project would provide continuous sidewalk on at
least one side = 20 points; block does not have continuous sidewalks and project would provide continuous sidewalk on at least one
side = 15 points; block has continuous sidewalk on one side and project would provide continuous sidewalk on the other side = 10
points; block has continuous sidewalk on one side and discontinuous sidewalk on the other side and project would complete the
discontinuous sidewalk, 5 points).
4
Deficiency Project is along or facilitates crossing a road where traffic speed or traffic volume may be a concern (road classification is US Highway
= 20 points; road classification is State Highway = 15 points; road classification is collector = 10 points).
4
Deficiency Project is within 500 feet of a pedestrian or bicycle crash location that has occurred within the last 5 years (5 or more crashes = 20
points; 4 crashes = 16 points; 3 crashes = 12 points; 2 crashes = 8 points; 1 crash = 4 points).
7
Feasibility Estimated project cost is categorized as low or medium (estimated project cost is under $20,000 = 20 points; estimated project cost
is $20,000 to $149,999 = 10 points; estimated project cost is $150,000 or more = 0 points ).
9
Feasibility Project requires ROW acquisition (yes = -20) 3
School demographics Percent of students at school closest to project that are classified by the Ohio Department of Education school report card as
economically disadvantaged (over 75% = 20 points; 50-75% = 14 points; 25-50% = 6 points)
3
School demographics Percentage of students with disabilities at school closest to project is above 15% (state average) (yes = 20 points) 2
Support Project is within 1/4 mile of a K-8 school that has delivered a child pedestrian or bicycle safety education program in the last 2 years
(yes = 20)
2
Support Pedestrian or bicycle project identified as a priority project by the study team to address safety concerns (yes = 20) 2
Support Pedestrian or bicycle project identified as priority by local school SRTS leadership (yes = 20 points) 1
Support Pedestrian or bicycle project identified as priority by Cincinnati Team (yes = 20 points) 2
Support Project is within 1/4 mile of K-8 school that has participated in International Walk to School Day in the last 2 years (yes = 20) 2
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Focused on Countermeasures that are Important and Feasible ◦ Short term: 1-3 years
◦ Responsible Party Identified (Steering Committee lead also)
◦ Divided into 3 Categories
School and City Policies – 18 items related to School District/City Support, Student Safety/Comfort, and SRTS Program Sustainability
Non-Infrastructure – 62 items related to Ped/Bike Education, Personal Security, Arrival/Dismissal Procedures, Student Safety/Comfort, and others
Infrastructure – 61 location specific items along Priority Corridors and several other general countermeasures
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Non-Infrastructure Approach Analysis
Identifying Partners
Context
Needs
Countermeasure Examples
Success Strategies
Moving forward
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Non infrastructure ◦ Polices
◦ Practices
◦ Programs
◦ Activities
District Level District sets policy
Not location-specific
Resource efficiencies
Institutionalizes SRTS
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◦ School District
Practices Research
Discussions/interviews with Cincinnati Team Members and “E Captains”
“Track-It” system
Policy Research
Transportation Policies
Buildings Going Green
Facilities Master Plan
Wellness Policy
Liability Issues
Personal Security/Anti-Bullying
CPS Board of Education: Safe Routes to School Resolution
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◦ Local Government
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Importance of Partners ◦ Sustainability
◦ Community support
◦ Take ownership of countermeasures
Partner Contributions ◦ Letter of support
◦ Speaking engagements
◦ Funding
◦ Lead a countermeasure
◦ Donations
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◦ Schools/ Principals
Online Survey
◦ Partners Online survey
Informal conversations
◦ Parents National Center
Survey
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Support for SRTS ◦ School district support ◦ Local school support ◦ Parent support
Student Safety and Comfort ◦ Pedestrians and bicycle safety education ◦ Driver awareness of school zone ◦ Driver behaviors (speed/ distracted driving) ◦ Student safety at intersections and crossings ◦ Student safety along the school route ◦ Arrival and dismissal ◦ Lack of adult supervision ◦ Personal security
Program Implementation and Sustainability
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Issue: Principals do not promote walking/biking
Countermeasure: Encourage local schools to adopt policies supporting safe walking and bicycling to/from school and to inform parents of these policies. Provide principals and SRTS champions with guidance regarding how to formulate and communicate these policies.
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Issue: 24% of principals ranked “concern about violence or crime” as one of the top three barriers at their school
Countermeasure: Implement a program similar to Chicago Public Schools’ Safe Passages, in which adult volunteers in high-crime neighborhoods monitor and report criminal activity during school arrival and dismissal times.
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Issue: Students don’t have the skills they need to make safe judgments and decisions when walking
Countermeasure: Develop a bicycle education program that includes a mobile training unit equipped with bicycles, helmets, etc.
Countermeasure: Work with ODOT to schedule walking school bus training in Cincinnati.
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Integrate SRTS into other initiatives and activities ◦ Public Health Events and Initiatives
We Know Health Matters ◦ University of Cincinnati Programs
Clever Crazes for Kids ◦ CPS Programs
B.R.I.D.G.E.S. Program Eco-Mentoring Program Step Team (Taft Elementary)
◦ City’s Mountain Bike Patrol ◦ Community Programs
Safe Routes to Freedom event
Establish SRTS Coordinator ◦ District-wide liaison with local/community
relationships ◦ Looked for opportunities to promote SRTS outside of
traditional setting
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Contextual Findings ◦ Several related programs and activities exist!
◦ Different approach from infrastructure prioritization
◦ Prioritization is critical
Prioritization Criteria • Steering Committee Lead
• E’s Supported • Potential Partners
• Priority • Status
• Timeframe * Level of Cincinnati Team effort
• Estimated Cost * External partner needed for implementation
• Possible Funding Source * Likelihood of support from key external partners • Responsible Party
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Countermeasure Level of Effort External partners
needed?
Likelihood of support from key external
partners
Reach out to principals…
Low No N/A
Volunteer route monitors…
Medium Yes Don't Know
Develop a bicycle education program...
High Yes Don't Know
ODOT to schedule walking school bus training….
High Yes Likely
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Working on right now! ◦ Anti bullying campaign
◦ Walking school bus program
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Cincinnati Makes Big Strides Community
School Travel Plan Progress
Infrastructure projects
Non Infrastructure Projects
Role of the MPO
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The Right People
Continuous Involvement
Determined Partners
“The Family Outing” by Gary Lee Price
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• 188 Infrastructure projects • 15 Selected for funding
• 62 Non-infrastructure projects • 4 Selected for funding
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39
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Evanston Academy Cincinnati Public Schools
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• 188 Infrastructure projects • 15 Selected for funding
• 62 Non-infrastructure projects • 4 Selected for funding
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http://clevercrazes.com/aboutus
Online SRTS related Curriculum
SRTS specific Learning Objectives
Available Nationally
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Personal Safety
Improved Site Distance
Tripping Hazard
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Cincinnati Plan
Regional Support
Process ◦ Long Range Plan
◦ Transportation
◦ Improvement Program
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Lessons Learned Detail
Local Team
Partners
Surveys
Upper Level Support
Prioritization
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Appropriate level of detail ◦ District-wide Recommendations vs.
Specific Countermeasures
Importance of Local SRTS Team ◦ Must have an overall leader
◦ Local Government Staff be actively engaged
◦ Pre-existing local team shortens STP timeframe
Identify partners early in the process ◦ Keep them engaged
◦ Funding motivates engagement
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Administering Surveys ◦ Parent surveys are time consuming
(start early) ◦ Be aware of school district policies
regarding surveys ◦ Utilize online surveys to collect input
(principals, partners)
Support from School District Central Offices
Walk audits not feasible for every school ◦ Provide training to locals
Development and use of the Prioritization Matrices
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MAP - 21 Longevity
Partnerships
Planning
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Julie Walcoff, Ohio DOT
David Shipps, TranSystem
Kate Mencarini, Toole Design
Don Burrell, OKI
Juana Sandoval, MORPC
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Julie Walcoff Safe Routes to School Program Manager Ohio Department of Transportation
David Shipps, AICP TranSystems Corporation
Katie Mencarini, AICP Toole Design Group
Don Burrell, AICP Bicycle/Pedestrian Coordinator Ohio-Kentucky-Indiana Regional Council of Government