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Thank You to our supporters
Safe Routes to School Policy and Resources for Ohio Communities
Kate Moening
Ohio Advocacy Organizer
May 15, 2014 – Active Living for the Body and Brain Series
ODOT SRTS
Update Julie Walcoff
Ohio Department of Transportation
May 15, 2014
“I got lights on my bike. I’m serious. This isn’t a joke. Of course, safety first.” — LeBron James on biking home after a night game: December 2012.
Emerging Trends: Biking, Walking and Transit
National Realtors Association 2013 Survey:
• 60% favor mixed-use, walkable neighborhoods
• 41% are interested in improving public transportation
• 29% prefer communities where people don’t have to drive long distances
• We also know that more teens and young adults are delaying driving or choosing not to drive.
Emerging Trends: Walk to School Increase
Source: U.S. Census Bureau, American Community Survey 2008-2012
Walking to and from school 2007 - 2012 Morning: 12.4% to 15.7% Afternoon: 15.8% to 19.7%
Bicycle Crash…
Since 2006, Ohio has experienced a 20% drop in total fatalities, in the same time period bicycle fatalities have increased by 11.8%
Pedestrian Crash…
Since 2006, Ohio has experienced a 20% drop in total fatalities, in the same time period pedestrian fatalities have increased by 29%
Who Crashes
Bicycle
Pedestrian
Who’s Fault?
Who’s Fault?
What are we doing well?
• SRTS in 74 out of 88 Counties
• ODOT Provides local Match
• ODOT District SRTS Coordinators
What are we doing well?
• SRTS in 74 out of 88 Counties
• ODOT Provides local Match
• ODOT District SRTS Coordinators
What are we doing - SRTS? 25 SRTS Infrastructure Projects Selling This Summer:
What are we doing - SRTS? Need outweighs available funds:
What else are we doing right?
Collaboration
What else are we doing right?
Collaboration:
What Other Initiatives… SRTS Lesson Guides
Walking School Bus Training
• Available Statewide
• Delivered in person by
Ohio LTAP
• Helps communities
create their own walking
school bus programs
What Other Initiatives… SRTS Lesson Guides
What Other Initiatives… Bike Brochure, Collaboration between ODOT, ODNR and Tourism Ohio
What Other Initiatives… USBR 50 • Applied for
designation
• Will know at the end of May
Toledo, Ohio SRTS
Toledo, Ohio Safe Routes to School PSA: WGTE Public Media, April, 2014. http://www.wgte.org/wgte/item.asp?item_id=16633
May 2014 Bike To School Day, Hawkins Elementary
Safe Routes to School: History
James Oberstar, Father of SRTS
• Ranking member of the Transportation and Infrastructure Committee
• 1991: ensured ISTEA transportation bill included money for walking and cycling
• 2000: Concerned about childhood obesity and decline of walking and biking to school, children of the “transportationally challenged” generation. Planned SRTS as a program to change the habits of an entire generation.”
• 2005: SRTS is a national program: $612 million included in SAFETEA-LU transportation bill.
• 2012: MAP-21 replaces SAFETEA-LU as federal transportation bill; merges SRTS into Transportation Alternatives Program (TAP).
Gahanna, Bike Walk to School Day, May 2013
What is Safe Routes to School?
What we TYPICALLY DO see
What we USED to see (and want to see!)
Gahanna Middle School South, any day, really.
In 1969, nearly 50% of
all children walked or bicycled to school.
Today, just 13% walk or
bicycle.
All kids and communities
deserve access to safe, healthy streets and opportunities for physical activity.
The ‘Jenga’ Principle
• Each block is important to the integrity of the of the structure.
• If you pull out too many blocks, the structure will fail.
• Many “blocks” help keep people healthy. • Personal and community health are built
of “blocks”
• Within youth physical activity “structure”, there are blocks being removed:
• Recess • Less outside/free play • Sedentary activities • Walking/biking to school
• Within community health, blocks that are
considered: • Personal health • Safety • Connectivity & Environment • Education
National Physical Activity Plan, “2014 US Report Card on Physical Activity for Children and
Youth” http://physicalactivityplan.org/reportcard.php
33% of US kids are overweight or obese or at risk of becoming so.1
Walking one mile to and from school is two-thirds of the recommended 60 minutes of physical activity a day. 3
Safe Routes on Health
Children who walk or bicycle to school are more physically active and have better cardiovascular fitness; studies show active students perform better academically. 4
6/19/13: 90% of Americans believe their local K-12 school plays the biggest role of any sector in fighting obesity. 5
6/18/13: American Medical Association declared obesity a disease.+9*-
http://www.ajhpcontents.com/doi/abs/10.4278/ajhp.130430-QUAN-210
Research, Studies and Reports
http://www.countyhealthrankings.org/policies/safe-routes-schools-srts
Safe Routes to School Programs are rated “Scientifically Supported” by County Health Rankings and Roadmaps • Increase Active Transportation • Increased physical activity • Improved health outcomes
Volume 28, Issue sp3 January/February 2014 RESULTS: Statistically significant increases in active school travel were observed across projects in all four states (FL, MS, WA and WI) • All modes: 12.9 to 17.6% • Walking: 9.8 to 14.2% • Cycling: 2.5 to 3.0%
In 2009, approximately 23,000 children ages 5-15 were injured and more than 250 were killed while walking or bicycling in the United States.1
Pedestrians are more than twice as likely to be struck by a vehicle in locations without sidewalks.2
Safe Routes On Safety
per 10,000 kids each year to 4.4 per 10,000.”
ODOT/LTAP Crossing Guard Training, Avondale Elementary, Columbus
New York City article, “Pedestrian Safety Program Prevents Student Injuries” “As a result of Safe Routes to School, the NYC DOT undertook safety improvements at the 124 NYC schools with the highest injury rates. A study tracked injury rates around 30 schools that had finished safety projects by early 2009. Between 2001 and 2010, they saw a 44-percent drop in the number of school-aged pedestrians who were injured in the hours just before or just after the school day - from 8 injuries per 10,000 kids each year to 4.4 per 10,000.”
Research, Studies and Reports
Effectiveness of a Safe Routes to School Program in Preventing School-Aged Pedestrian Injury” Pediatrics, January 14, 2013 http://pediatrics.aappublications.org/content/131/2/290.long
Safe Routes on Connectivity
Environmental Health News, July 20101 Traffic air pollution near school associated with onset of asthma “…schools may have higher pollution levels in mornings –
when winter-time air inversions may keep pollution at ground level – and evenings when buses and cars congregate to drop off and pick up kids. “
In 2009, US families drove 30 billion miles to take their children to and from school., at a cost of $5 billion in fuel. During the morning commute, driving to school represents 5-7% of miles driven and 10-14% of traffic on the road. 2
Weaver Middle School , Hilliard Ohio 2014.
Research, Studies and Reports
http://www.saferoutespartnership.org/sites/default/files/pdf/Air_Source_Guide_web.pdf
Techniques to lessen exposure to traffic pollution: • Decreasing the concentration of
pollutants • Reducing the duration of the exposure Tactics: • Reducing the number of drivers on the
road by encouraging them to shift trips to walking, bicycling or mass transit.
• Selecting lower-traffic routes, whether walking, bicycling or driving, means less exposure to the more concentrated pollutants along busy roads.
Safe Routes on Education
Student health effects their ability to learn.
Physical education and recess, two important times for students to be physically active in school, are being drastically reduced, or eliminated.
Safe Routes to School Programs can assist improving student achievement by providing opportunity for physical activity in a safe environment.
A Danish study of 20,000 students showed children who actively commuted to school performed better on tasks demanding concentration.
Weaver Middle School Student Poster, Hilliard Ohio 2014.
• Offer opportunities for children and families to increase their daily physical activity, improve their health and academic performance
• Increase family and community involvement in their schools and neighborhoods
• Improve safety in and around school properties
Why SRTS is important
Activity Break
Stand Up, and Let’s Dance! (or at least walk around!) http://www.nydailynews.com/new-york/video-teaches-kids-proper-ways-cross-street-article-1.1783271
Safe Routes to School programs apply the “5 E’s” to an overall community and school approach to walking and cycling.
Before Lunch: • Enforcement: Crossing Guard Training Program: Raymond Brushart, Program
Manager, ODOT’s Office of Local Programs/LTAP
• Engineering: District 7 Infrastructure Projects: Rodd Hale, Village Administrator, City of Versailes and Justin Yoh, Ohio Department of Transportation
• Evaluation: An Award-Winner: Kathryn Garvey, Safe Routes Chagrin Falls
• Equity: Columbus Public Health – Health Impact Assessment and the STP process: Brian Butler, Epidemiologist, and Alex Smith, Safe Routes to School Coordinator, Columbus Public Health
Let’s Hear from the Experts
Ohio Department of Transportation
w w w. d o t . s t a t e . o h . u s / s a f e r o u t e s
John R. Kasich, Governor • Jerry Wray, Director
Adult School Crossing Guard Training Program
July/August 2014
Raymond Brushart, Safety Circuit Rider Ohio LTAP
Introduction to the Program
Adult School Crossing Guard Training Program
To teach children the proper way to cross a street.
To oversee the safe crossing of children at their assigned location.
Goals of a Crossing Guard
Adult School Crossing Guard Training Program
These goals will be accomplished by:
Encouraging proper crossing procedures.
Discouraging unsafe behaviors.
Alerting motorists to the presence of children.
Observe and report any unsafe conditions or behaviors.
Goals of a Crossing Guard
Adult School Crossing Guard Training Program
The purpose of this training is to:
Explain the importance of being a crossing guard.
Teach the correct crossing procedures.
Evaluate effectiveness as a crossing guard.
Training Objectives
Adult School Crossing Guard Training Program
Training Objectives
Know the responsibilities of a crossing guard.
Understand types of pedestrian crashes.
Understand the limitations of a child’s perspective of traffic and how it’s different from an adult’s.
Adult School Crossing Guard Training Program
Source: Julie Walcoff, ODOT
Training Objectives
Know proper crossing techniques and how to teach them to children.
Understand the reasoning for a crossing guard’s placement and how to be visible.
Know how to identify and create safe gaps in traffic.
Adult School Crossing Guard Training Program
Source: Julie Walcoff, ODOT
Training Objectives
Know how to alert motorists of pedestrians.
Know what to do in an emergency.
Know how to properly report hazards.
Understand expected standards.
Adult School Crossing Guard Training Program
Source: Julie Walcoff, ODOT
Information sheet for crossing guards:
Name & number of supervisor.
Structure of agency.
Local ordinances, policies, and procedures.
Law enforcement and emergency contacts.
School calendar.
School contact(s).
Contact information for other guards.
Governing Organization
Adult School Crossing Guard Training Program
Be familiar with the policies and procedures of the governing organization and always be sure to follow them.
Document anything deemed necessary.
Be sure to report any problems or hazards to a supervisor so as not to be held responsible for anything later.
Legal & Risk Management
Adult School Crossing Guard Training Program
Crossing guards should know and abide by any relevant traffic laws. They should also monitor that motorist abide by these same laws.
Laws to be mindful of relate to:
Motorists yielding to pedestrians.
Motorists obeying school zone laws.
Pedestrian and bicyclist rules.
Relevant Traffic Laws
Adult School Crossing Guard Training Program
In-Class Exam
Adult School Crossing Guard Training Program
Practical Training
Practicing the techniques we have just finished going over.
On-Site Observation
Crossing guards will be observed at a crossing post before being assigned a post of their own.
In-the-Field Training
Adult School Crossing Guard Training Program
Safe Routes to School
Ohio Department of Transportation – District 7
Presenters
Justin A. Yoh, P.E.
SRTS Coordinator
ODOT – District 7
1001 St. Marys Ave.
Sidney, OH 45365
(937) 497-6897
Rodd Hale
Village Administrator
Village of Versailles
177 N. Center St.
Versailles, OH 45380
(937) 526-3294
Project Spotlight
• Village of New Madison
• Tri-Village School District
• Village of West Milton
• Milton-Union School District
• City of Wapakoneta
• Wapakoneta City Schools
• Village of Versailles
• Versailles Exempted Village Schools
• Typical Causes for Delays in Project Delivery
Tri-Village School District
Village of New Madison
Project Spotlight
Phase I Project Details:
Sidewalks, ADA curb ramps and painted
crosswalks
○ Project completed
Summer 2012
Obstacles:
Limited Right-of-Way
Tri-Village School District
Village of New Madison
Project Spotlight
Tri-Village School District
Village of New Madison
Project Spotlight
Phase II Project Details:
Sidewalks, ADA curb ramps and painted
crosswalks
Project in design
Obstacles:
Limited Right-of-Way
Roadside Design
Tri-Village School District
Village of New Madison
Project Spotlight
Milton-Union School District
Village of West Milton
Project Spotlight
Phase I Project Details: Sidewalks, Lighted Campus
Pathway, Pre-Fabricated
Pedestrian Bridge
Project completion
Summer 2014
Obstacles: Environmental
○ Tree Removal
○ Wetland/Stream Area
*Not Actual Bridge
Wapakoneta City Schools
City of Wapakoneta
Project Spotlight
Phase I & II Project Details:
Sidewalks, ADA Curb Ramps,
Painted Crosswalks
Projects completed
Summer 2012 and 2013
Obstacles:
Limited Right-of-Way
Utility Relocations
Wapakoneta City Schools Project Spotlight
Versailles Exempted Village Schools
Village of Versailles
Project Spotlight
Phases I, II & III Project Details:
Sidewalks, ADA Curb Ramps,
Painted Crosswalks, and
Rectangular Rapid Flashing Beacon
Phase I & II Projects completed
Summers 2011 and 2012
Phase III completion Summer 2014
Obstacles:
Roadside Design
Signal Warrants
Versailles Exempted Village Schools Project Spotlight
Versailles Exempted Village Schools Project Spotlight
Typical Causes of Delay in Project Delivery
Unexpected Right-of-Way ($5,000 per parcel)
Environmental Impacts Wetlands
Parks Areas
Floodplains
Tree Removals
Design Revisions
Changes in Project Team and/or Municipal Administrations
Funding Eligibility Signal Warrants
OMUTCD
ODOT District SRTS Coordinators
• District 1
• Beth Clark
• 419-999-6865
• District 2
• Mike Stormer
• 419-373-4472
• District 3
• Kathryn Sharpnack
• 419-207-7177
• District 4
• Chris Surma
• 330-786-4923
ODOT District SRTS Coordinators
• District 5
• Randy Comisford
• 740-323-5184
• District 6
• Herb Ligocki
• 740-833-8350
• District 7
• Justin Yoh
• 937-497-6897
• District 8
• Tom Arnold
• 513-933-6588
ODOT District SRTS Coordinators
• District 9
• Mark Johansen
• 740-774-9057
• District 10
• Alan Craig
• 740-568-3954
• District 11
• Roxanne Kane
• 330-308-3964
• District 12
• John Motl
• 216-584-2085
Questions?
Presenters
Justin A. Yoh, P.E.
SRTS Coordinator
ODOT – District 7
1001 St. Marys Ave.
Sidney, OH 45365
(937) 497-6897
Rodd Hale
Village Administrator
Village of Versailles
177 N. Center St.
Versailles, OH 45380
(937) 526-3294
Kathryn Garvey President - Safe Routes Chagrin [email protected]
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a cohesive program that links together many stakeholders in the Chagrin Falls School District and surrounding communities.
• 2007 Grassroots • 2009 School Travel Plans • 2010 first funding received from SRTS – ODOT • Over a hundred volunteers • Steering Committee of 17 members
Safe Routes Chagrin
2012 National Safe Routes to School Oberstar Award
Recipient
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1) Cooperation & Coordination: • Truly cooperative endeavor • Schools, Village, Police, Merchants, Community
Organizations, Parents, and STUDENTS 2) Student Involvement & Student-to-Student Outreach 3) Multi-faceted and creative approaches to addressing problems utilizing ALL 5 E’s of Safe Routes To School:
• Engineering • Education • Enforcement • Encouragement • Evaluation
What Stands Out… Use of a customized & coordinated approach
that meets our needs
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Safety Improvements • Save lives • Prevent costly accidents
Quality of Life & Health • Walkable communities • Physical Activity – reversing obesity trends – children need 60 minutes/day • Increased Learning: students arrive at school on-time, energized and ready to learn. • Increase sense of neighborhood • Decrease traffic congestion (clean air, unclogged roads)
Why Bother?
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S 1) Safety: Students jay-walking, taking
unsafe shortcuts, darting past cars • over 80 incidents/day observed at one school • mid block and at the signal
2) 67% Live within 2 miles, yet 17% walked 3) Lack of sidewalks from north side of town to the schools & policy against biking
3 Top Issues Identified in School Travel Plan
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Students Jay-Walking….before:
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From School:
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MORE:
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Creating Change…..AFTER:
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Education Enforcement Engineering Encouragement Evaluation …applied creatively and in concert
How did we Improve Safety, Increase Walkers & Change School Policies?
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• Parent Survey (saferoutesdata.org) • Student Tally • Police reports • Observation Studies
Focus Today on Evaluation
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Documented Results Intermediate School
Safety Issue / Barrier Before (2009)
After (2012)
% Change
Students jay-walking
-- measurement is observation study and reports to principal
80 /day Virtually none
99% ↓
Only 17% Walking
-- Student permissions to walk/bike 204 260 27% ↑
-- Student Tally
Walk/Bike To School 11%
18%
64% ↑*
Walk/Bike After School 17%
26.9% 58% ↑*
% leaving school in cars 19% 9% 53% ↓ decrease*
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Increased number of student walkers and bicyclists by 50%
164 students live within 1 mile and 132 of them are now walking regularly = 77% of our target.
Improved safety: increased speed enforcement; driver feedback signs; and launched a volunteer crossing guard program and 50% said the presence of crossing guards was a major positive factor in allowing their child to walk
Partners and Sponsors and Volunteers
Barrier Before After
Lack of Crossing Guards 76% 20%
Safety at Intersections 89% 53%
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Documented Results Middle School
Safety Issue / Barrier to Active Transportation
Before (2011)
After (2012)
% Change
Only 10% Walking
-- Student Tally
Walk/Bike To School 5%
5%
none
Walk/Bike After School 10%
15.9% 59% ↑*
% leaving school by bus 72% 61% 15% ↓*
Policy against Biking allowed
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Planning & Evaluation of Events
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In order to know if you achieved success, you must first determine the primary goal or purpose of the program o Why are you doing the event?
o get kids excited about walking o inform parents about walking school bus or best routes o teach and model safety
o What are the secondary goals?
o get parents involved o raise awareness about your program
o Primary goal should link directly to a strategic goal in your STP
How do you define “success”?
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Once you have a goal… measurement might include: Goal Measurement
get kids excited about walking (at event and year-round)
Number of participants at event Increase in walkers year-round (tally)
inform parents about walking school bus or best routes
Participation in Walking School Buses Increase in walkers year-round (tally)
teach and model safety
Fewer accidents or unsafe behaviors
get parents involved Increase in volunteers
raise awareness about your program
Sponsors, funding, volunteers
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Once you have your purpose, audience and secondary goals defined…. Develop an Action Plan o Specific steps in planning and implementing the program o Target dates for completion o Who is responsible (leader and team members) o Resources Needed o Measurable
Planning, Planning, Planning
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Outcome or impact evaluation examines the effect that a program has on participants. Questions to consider when conducting an outcome evaluation include:
Did the program achieve its goals? What was the level of participation? Were the incentives effective for increasing participation and commitment? (prizes, hang with friends, fun) What difference did the program make for the school/community? Is your community taking more of an active role in improving health, safety & walkability? Did you develop relationships with sponsors and volunteers that will help you sustain future programs? Did the messages you developed effectively reach your target and what was the impact of those messages?
Outcome Evaluation
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Strategic Planning in Chagrin
Which types of programs were most successful (frequency of repeat walkers, greatest numbers participating, etc.)? Does impact on the participants vary across different types of walking programs? How? Which programs are worth sustaining?
Outcome Evaluation (all Programs)
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Student participation numbers 1) Tracked by use of student permission slips to participate in after-school portion of event:
CFMS – Team Registration Forms are required CFIS – Parent permission to attend fun Fitness Fair
2) Raffle tickets – 1 per student for morning participation – redeem for a bagel and hot cocoa Growth in “regular” student walkers Perception of fun Student involvement Community/Merchant involvement
Walk to School – Walk to Town How to Evaluate Success
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Our first Walk to School Day event in 2009: 30 middle school students (11%) 119 intermediate school students (25%) 2010: We involved the middle school student council in planning the event and had a huge increase in participation: 115 middle school students (37%) 339 intermediate school students (70%) We have continued to involve students in planning the event, expanding to include the intermediate school student council, and in fall 2012 we had: 180 middle school students (51%) over 300 Intermediate School students (over 70%)
Walk to School – Walk to Town Success has evolved
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Success is the Result of a Multi-Faceted, Cost-Effective Approach involving all 5 E’s
Engineering
Education
Enforcement
Encouragement
Evaluation
Columbus City Schools Large District School Travel Plan
Columbus Public Health Alex Smith, MCRP – Safe Routes to School
Brian Butler, MPH – Office of Epidemiology
Travel Plan Overview
• 95 schools that have K-8 students
• 38,000+ students
• 1 of 4 Large District School Travel Plans (LDSTP) to date
• First to include a Health Impact Assessment (HIA)
LDSTP Process
• Steering committee • HIA Team • Focus schools • Kick-Off event • School district contacts • Walk assessments/community outreach • Parent surveys/student tallies • Remote observation • Compilation and reporting
Health Equity In SRTS
• Inequities in health exist along the lines of race, ethnicity, income, education levels, and other variables
• Focus SRTS interventions on schools and neighborhoods with health inequities
• Recommendations to improve health outcomes in disadvantaged and vulnerable populations
Literature Review(s)
• What equity indicators and community characteristics do we consider for SRTS?
• How do communities differ in walking and biking behaviors, injury/fatality rates, etc.?
• How does uptake and effectiveness of interventions differ across different communities?
Equity Indicators
• Socioeconomic Status (SES) Index – Crowding
– Home value
– Income
– High education
– Low education
– Unemployment
– Poverty
• Poverty
• Race and Ethnicity
• Language other than English
• Single parent families
• Others – school performance, free/reduced lunch rates…
Walk Assessments
• Performed at each of the 15 focus schools
• Prefaced by community outreach
• Engaged both staff and parents
• Perception mapping documentation
• Common issues
Benefits of a HIA
• Finding the focus schools
• Making predictions
• Equity
• Empirical support
• Non-SRTS lens
• Increasing community outreach
• Diversifying the SRTS team
Questions?
• Box Lunches from Milo’s Deli
• Vegetarian meals for those requested
• Workshop will resume at 12:45pm
Lunch and Networking