APPENDIX A: SCHOOL DEMOGRAPHICS

Transcription

1 APPENDIX A: SCHOOL DEMOGRAPHICS The table below shows Ohio Department of Education data for the school year. The list of schools is for Note that n/a signifies that a school has fewer than 10 students fitting a category. No schools have more than 10 students fitting the category American Indian or Alaska Native. Students with Disabilities includes both learning disabilities and physical disabilities. Appendix A School Travel Plan for Cincinnati Public Schools School Academy of Multilingual Immersion Academy of World Languages Bond Hill Academy Carson School Grades Black, non- Hispanic Asian or Pacific Islander Hispanic Multi- Racial White, non- Hispanic Economically Disadvantaged Limited English Proficient Students with Disabilities Pre % n/a 34.8% 3.1% n/a 89.0% 42.1% 13.2% Pre % 7.5% 9.6% 2.3% 5.3% 89.7% 39.5% 13.4% Pre % n/a n/a 2.9% n/a 90.8% n/a 18.6% Pre % n/a 3.7% 7.8% 37.9% 90.6% 3.7% 26.4% Chase School Pre % n/a n/a 5.3% 7.9% 94.0% n/a 21.9% Cheviot School Cincinnati Gifted Academy Clark Montessori High School College Hill Fundamental Academy Covedale School Dater Montessori School Ethel M. Taylor School Evanston Academy Fairview- Clifton German Language School Frederick Douglass School Gilbert A. Dater High School Pre % n/a 2.0% 8.6% 59.1% 83.1% 3.5% 28.9% 3-6 Data Unavailable % n/a n/a 6.2% 41.4% 32.1% n/a 20.9% Pre % n/a n/a 4.1% 3.9% 79.0% n/a 21.8% K % n/a 1.7% 7.6% 60.7% 54.7% n/a 19.2% Pre % 1.8% 2.1% 8.3% 46.3% 49.6% 5.5% 23.3% Pre % n/a n/a 5.3% n/a 83.0% n/a 20.3% Pre-8 Data Unavailable Pre % 5.1% 1.6% 6.9% 62.6% 21.6% 2.3% 10.4% Pre % n/a n/a 3.1% n/a 96.1% n/a 20.0% % n/a n/a 4.0% 42.9% 60.1% n/a 25.1% A

2 Appendix A School Travel Plan for Cincinnati Public Schools School Hartwell School Hayes-Porter School Hughes Stem High School James N. Gamble Montessori High School John P. Parker School Kilgour School Midway School Mt. Airy School Mt. Washington School North Avondale Montessori School Pleasant Hill Academy Pleasant Ridge Montessori School Rees E. Price Academy Riverview East Academy Roberts Paideia Academy Rockdale Academy Roll Hill Academy Roselawn Condon School Rothenberg Preparatory Academy Sands Montessori School Grades Black, non- Hispanic Asian or Pacific Islander Hispanic Multi- Racial White, non- Hispanic Economically Disadvantaged Limited English Proficient Students with Disabilities Pre % n/a 9.9% 6.8% 34.5% 83.2% 10.0% 20.5% Pre % n/a n/a n/a n/a 95.8% n/a 25.8% % n/a n/a 3.4% 9.4% 77.2% n/a 23.2% % n/a n/a 5.2% 27.2% 53.2% n/a 24.3% Pre % n/a n/a 4.9% 5.6% 86.1% n/a 22.3% K % 2.6% 2.6% 9.0% 66.4% 18.1% 3.3% 10.3% Pre % n/a 3.9% 8.3% 27.9% 86.3% 8.5% 20.8% Pre % n/a n/a 4.6% 3.9% 91.3% 3.4% 21.5% Pre % n/a n/a 8.1% 59.9% 64.2% 3.2% 17.2% Pre % 2.5% 2.9% 7.9% 20.8% 45.1% 3.0% 10.5% Pre % n/a n/a 3.8% 1.7% 89.2% n/a 25.9% Pre % n/a 2.1% 6.6% 19.9% 69.4% 3.0% 21.7% Pre % n/a n/a 7.7% 18.4% 90.5% 2.3% 27.3% Pre % n/a n/a 5.3% 50.8% 77.1% n/a 30.8% Pre % n/a 23.6% 7.2% 9.2% 93.5% 22.1% 21.5% Pre % n/a n/a 7.7% n/a 91.5% n/a 28.1% Pre % n/a n/a 3.5% 2.8% 91.2% n/a 19.6% Pre % n/a n/a 3.5% 2.5% 86.0% n/a 32.0% Pre % n/a n/a n/a n/a 95.3% n/a 24.9% Pre % 2.3% 2.3% 8.5% 67.0% 28.1% 3.0% 15.9% A

3 School Sayler Park School School for Creative and Performing Arts Shroder High School Silverton Paideia Academy South Avondale School Walnut Hills High School Westwood School William H. Taft School Winton Hills Academy Winton Montessori School Woodford Paideia Academy Grades Black, non- Hispanic Asian or Pacific Islander Hispanic Multi- Racial White, non- Hispanic Economically Disadvantaged Limited English Proficient Students with Disabilities Pre-8 7.1% n/a n/a 6.8% 85.2% 85.5% n/a 32.4% K % n/a 1.4% 7.6% 31.7% 51.0% 0.9% 8.5% % n/a n/a 3.0% 4.8% 72.5% n/a 26.5% Pre % n/a n/a 8.1% 6.4% 81.9% n/a 22.4% Pre % n/a n/a 2.7% n/a 94.5% n/a 26.2% % 2.8% 1.6% 5.4% 57.2% 19.8% n/a 3.2% Pre % n/a n/a 6.2% 8.0% 89.5% 4.6% 28.2% Pre % n/a n/a 6.9% 3.6% 94.4% n/a 24.8% Pre % n/a n/a 7.1% 2.4% 95.4% n/a 25.6% Pre % n/a n/a 6.3% 13.4% 78.4% 3.2% 21.3% Pre % n/a n/a 4.7% n/a 80.9% n/a 16.1% Districtwide n/a 66.9% 1.0% 2.6% 5.3% 24.2% 69.7% 3.7% 21.0% Statewide n/a 16.5% 1.7% 3.5% 4.2% 74.0% 45.1% 2.0% 14.8% Appendix A School Travel Plan for Cincinnati Public Schools A

4 APPENDIX B: KICK-OFF MEETING MATERIALS Appendix B School Travel Plan for Cincinnati Public Schools B

5 School Travel Plan (STP) Development for Large School Districts Cincinnati STP Kickoff October 5, 2011 Methodology Report Background Information Development of Methodologies Proposed District-wide School Travel Plan Process Cincinnati s School Travel Plan Overall Schedule o Begin STP process in October o Finalize STP in March Surveys o Parent Surveys sent out district-wide on October 15. o In-class Surveys schedule for May, GIS data Interviews begin week of October 10 o Principals o Resource Coordinators o Partners/Champions Priority Corridors o Draft Corridors (October) o Recommended Corridors (January) Walk Audits late Oct/early Nov Website Recommendations Process Coordination

6 Safe Routes to School What is Safe Routes to School? Safe Routes to School (SRTS) is a movement to create safe, convenient, and fun opportunities for children to bicycle and walk to and from schools. Safe Routes to School programs are built on collaborative partnerships among many stakeholders that include educators, parents, students, elected officials, engineers, city planners, business and community leaders, health officials, and bicycle and pedestrian advocates. The most successful SRTS programs incorporate the five E s: Engineering Creating operational and physical improvements to the infrastructure within 2 miles of schools which include children in grades K-8. Education Teaching children and care givers about transportation choices, instructing them in lifelong bicycling and walking safety skills, and launching driver safety campaigns. Enforcement Partnering with local law enforcement to ensure traffic In 1969, approximately 50% of children walked or bicycled to school, with approximately 87% of children living within one mile of school walking or bicycling. Today, fewer than 15% of schoolchildren walk or bicycle to school. laws are enforced in the vicinity of schools and initiating community enforcement such as crossing guard programs. Encouragement Using events and activities to promote walking and bicycling. Evaluation Monitoring and documenting outcomes and trends through the collection of data The goal of Safe Routes to School is to get more children bicycling and walking to schools safely every day. Where it s safe...you should encourage more students to walk or bike. Where it s not safe...you should make it safe. Funding In Ohio, the School Travel Plan (STP) is the guiding document to incorporate SRTS into a community and is a requirement for funding requests. ODOT provides up to $500,000 for engineering projects and up to $100,000 for non-engineering projects per approved STP. Funding is reimbursable and may be awarded at 100%. In early 2011, ODOT announced the awarding of $11.6 million in anticipated federal transportation funds for 90 projects through the SRTS Program. Each project will receive anywhere from $1,000 to nearly $500,000. All totaled, these awards make up the highest amount of funding the program has ever distributed at one time. ODOT has administered the SRTS program since 2004, and has awarded more than $32 million in project funding.

7 Developing a School Travel Plan for Cincinnati The Ohio Department of Transportation (ODOT) is developing a process in which large school districts, such as Cincinnati, can create one School Travel Plan to encompass the entire school district. This is not possible under ODOT s current School Travel Plan process, as described in the column on the right. The large school district process is being developed as a research project. This research project will develop strategies to overcome technical and procedural barriers and attempt to isolate issues that local officials must be mindful of, and best practices regarding navigating the School Travel Plan process. In order to test the effectiveness of the process, the project will guide the Cincinnati Public School District in the completion of a School Travel Plan. Therefore, a district wide Safe Routes to School Plan is in the works and Cincinnati will be the first to benefit from the new planning tool. The goal of the research project is an efficient and effective School Travel Plan process for larger school districts. The tentative schedule for the process is as follows: May August, 2011 Develop the Criteria for the Process (This will entail research of existing programs/data and the development of a methodology to be tested in the Cincinnati Public School District) September, 2011 March, 2012 Evaluate the Cincinnati Public School District (Uses the methodology developed in the prior phase and will include fieldwork, public involvement activities, and development of the School Travel Plan) April October, 2012 Wrap-up the Project (Finalize the Cincinnati School Travel Plan and roll-out the large district process around Ohio) Questions? If you have any questions regarding the Cincinnati District-wide School Travel Plan project please feel free to contact us at any time. David Shipps TranSystems Corporation (513) ext dfshipps@transystems.com What is a School Travel Plan? The School Travel Plan (STP) is the written document that outlines a community s intentions for enabling students to engage in active transportation as they travel to and from school. Active transportation is traveling by means other than a motorized vehicle. This is accomplished by making the walking and bicycling environment safer. The STP is the community developed guideline for a successful SRTS program. The STP is created through a team-based approach that identifies barriers and formulates a set of solutions and countermeasures that encompass all 5 E s. By completing the School Travel Plan, your community will have a guiding document to incorporate SRTS. The STP, a requirement for further funding requests, will be the foundation of the program. The STP can be updated and modified as needed to comply with community values and goals. Typically, the STP encompasses up to 4 schools, but that tends to put Ohio s larger school districts at a disadvantage. Most large school districts have to choose a few schools to include in an STP because they don t have the resources or time to undertake several plans. ODOT has taken note of this growing issue and is currently exploring the creation of district wide STP s. These larger plans will likely include more district wide suggestions and include existing recommendations from local agencies.

8 Meeting Minutes 1105 Schrock Road, Suite 400 Columbus, OH Telephone: (614) Fax: (614) Project: STP Development for Large School Districts Date: October 5, 2011 at 1:30 PM Subject: Cincinnati STP Kickoff Place: Sands Montessori School Attendees Name Carmen Burks Terry Elfers Ralph Ruwan Rod Trombly Don Burrell Don Fisher Julie Walcoff Jim Elliott David Shipps Jennifer Spinosi Organization CPS SRTS Coordinator CPS Chief Operations Officer CPS Security ESCC OKI ODOT ODOT SRTS Program Manager Toole Design Group TranSystems Corporation TranSystems Corporation Discussion The purpose of this meeting was to briefly go through the draft Methodology Report for School Travel Plans (STPs) for Large School Districts and then discuss how the process will be implemented in Cincinnati s Large District School Travel Plan. Discussion of the Methodology Report The report includes 3 major topics: Background Information, Development of Methodologies, and the Proposed District-wide School Travel Plan Process. 1. Background Information Details our process of obtaining information related to potential large district SRTS plans, related travel plan processes, or any prior research conducted. We ended up using listservs, database searches followed with some interviews, and other existing documents. While no district-wide process was unearthed we did gather some great background information such as: Walk audits can be a good non-infrastructure conversation starter Non-infrastructure recommendations were the focus of nearly all of the identified large district plans since they had a great infrastructure foundation in place. Due to shifting staff and district needs, it was recommended that any large district plan be completed within one school year if possible. The most important public input was the principals at every school. They can get you the issues or problems right away saving time. All of the research documents were provided to Jennifer at the YMCA for her use and reference. 2. Methodologies The report identified 4 methodologies: Mapping Identification of Priority Corridors Page 1 of 5

9 Infrastructure Project Identification based on the priority corridors developed from the mapping Non-Infrastructure Project Identification focuses on identifying partners to support the other E s on a district-wide level Prioritization lays out a guide for how to prioritize the identified projects across the district (proximity to school property, number of schools that benefit, etc.) 3. District-wide STP Process Overall the focus of the process is on district-wide recommendations. Since what we are creating is a district-wide plan that includes every K-8 school. The proposed process mirrors ODOT s current STP template; however, we are modifying the process to better suit large school districts. So, we broke down each section based upon the current requirements, large district challenges, and proposed modifications. Some highlights include: Identification and/or hiring of an SRTS Coordinator Project website to broadcast information Identify partners who can support SRTS efforts, particularly non-infrastructure Utilizing mapping to identify barriers, solutions, and assist with prioritization The methodology report will be updated following the completion of Cincinnati s STP in the spring. At that time the report will be reconfigured and become the Large School District STP process document that will be rolled out statewide. It was noted that this plan can be modified as we work to implement the process in Cincinnati the current document that we have will be used as a guideline and can be tweaked as necessary. Question: For identifying the mapping and barriers, will the interviews with principals factor into this? o Yes, we will factor in the barriers they mention as well as any solutions that they may suggest. Discussion of Cincinnati s School Travel Plan Discussion of the overall schedule for the STP (included a handout listing approximate months for completion). o o We will begin the process in October (now). We would like to have the plan finalized in March, although there still may be some items to finish up after March (due to weather and other outside conditions that may prevent certain items from being completed before March). Discussion of parent surveys. o These will be sent out district-wide on October 15. o Went over the standards, per Austin Brown, for how these will need to be submitted to the National Center bound together by individual schools, each with a cover sheet. o o o Also discussed the fact that an overall Cincinnati Public Schools folder should be set up for the surveys with folders for each individual school within this folder. For schools that already have done Parent Surveys in the past (i.e. Rockford), we may need to request permission to view those surveys if we want to compare them to the new ones that come in. There should be a 4-6 week turnaround timeframe Carmen Burks will update with the CPS information for each school (location for cover sheets as well) Page 2 of 5

10 Discussion of in-class surveys. o Currently scheduled for May o Want to do these over 3 days during one week for all schools (so they are all done at the same time of year to get similar data across schools). o Also may want to set up a spreadsheet or database in Cincinnati where info received from the tallies can be quickly entered in for analysis. o Question: Should all the surveys (parent and in-class) be done at the same time? Different types of data are being collected with the 2 surveys, so the info isn t timedependent (meaning the two don t need to be conducted at the same time). Also, we don t want to ask too much of schools (i.e. have them deal with multiple surveys at the same time), nor do we want to have all the surveys come back in at the same time as that will be a lot to handle. Discussion of GIS data. o Already have student data, but waiting on data (release of info needs to be approved). Expected week of 10/10 from Beth Nagy. o Crime data contact Paul Meyer with the Police Department. Rod Trombley and David spoke with Paul on 10/9. The data should be provided within the next week. Want to include data that affects kids and the times that they are outside/active gangs in their area, sex offenders, drug activity; also existing Walking School Bus routes (from Carmen). We can request data on traffic once we have the priority corridors narrowed down. We can then use this info to help ID the areas for noninfrastructure improvements. Discussion of interviews. o Set to begin the week of October 10. (Need Dr. Holtzapple s approval first) o Will send out interview questions to principals/resource coordinators as well as possible partners and champions. Questionnaires will be sent to the principals but it will be noted that they can have a proxy (i.e. the resource coordinator) fill it out. o Questionnaire will be available online; Carmen or Terry will have Dr. Holtzapple review before sending out to the Deputy/Assistant Superintendents to send on to principals. We will also come up with some explanation text for them to send out with these. o The fact that these are online (so easy and convenient to access) and that they will know the importance of getting these done will be incentive enough to the principals to do these (won't need to offer prizes or anything unless it is really wanted to do that). Will want to know the existing policies in place at their schools and the barriers to transportation that they see. May also be able to get more info about the items on the surveys from Track It. o Want to have all surveys back (including calling to follow up on ay surveys that weren t returned) by mid-november. o Let Carmen, etc. know of any of the issues the principals/resource coordinators identify. o Also have surveys that will be sent to the possible partners for the noninfrastructure projects so we can gauge their interest and see what they would want to contribute. Discussion of priority corridors. Page 3 of 5

11 o Compile draft corridors in October and finalize the recommended corridors in January. o Comment: CPS has been thinking more in terms of schools individually, not thinking of corridors. The corridors will overlap and will also be specific to each school. This Large District STP process needs to apply to all large districts in Ohio, and perhaps even across the country, so while it may seem possible to focus on the individual school level in Cincinnati, that may not be possible in Columbus or Cleveland where there are at least twice as many schools. o Question: Will the priority corridor maps be updated yearly by ODOT or by the District? This is something that is good to think about and will have to be figured out in the However, even though the exact locations that students come from will change year to year, the general area where the students live will remain the same and therefore the priority corridors should remain relatively similar. o Question: Many students take public bussing can we include the routes to bus stops and make them safer as part of the STP? The way the federal guidelines are written states that SRTS funds must pertain to walking and biking routes between home and school. So unfortunately we cannot focus on bus routes or locations of bus stops. o Comment: There may be the opportunity to go further with this process in general by utilizing NAPT to handle ways to make busing (and getting to the busing) better. With regards to Bond Hill, the focus here may not be on what needs to be done within the 1-2 mile range because the main barrier here is the highway that separates students from the school (so busing would be the best/safest option here). Discussion of walk audits. o Conduct initial walk audits in late October, early November. Remaining walk audits can be done in mid to late November (weather pending) or in April and May by local officials, once the weather is nice again. o Initial walk audits will be conducted at about 5 school (including ones that have identified interest in the SRTS programs and those that haven t). o Create/provide a walk audit checklist that we will use/ teach on the initial walk audits and the local officials can then use to conduct the later walk audits. o This may be something to include local public health contacts on (Ellen). o Have some kids from each school come along to point out the issues they deal with first-hand. Also may want to bring along someone who is familiar with ADA guidelines to point out any issues with ADA compliance that can/should be improved. Discussion of the website. o The SRTS page needs to be made more prominent on the CPS homepage. o We can come up with a weekly update that can go on the top of the SRTS/CPS page. Perhaps this info can also be posted to the districts other social media pages. Discussion of recommendations. o Will begin formulating recommendations in January. o We will come up with a draft plan of recommendations with priorities; the Cincinnati SRTS team can reprioritize these as they feel necessary. o The recommendations should be finalized in March. Additional questions and comments raised: o Question: For the walk audits, will we need to train a team to do those? Page 4 of 5

12 o o We have people that know how to do these and can do them with people from each school. We will all go out and do the initial walk audits together to make sure everyone is familiar with them; we will also have the checklist that they can follow when they go out for the later walk audits. Question: How will the data obtained on the walk audits be reported/presented back? Need to figure this out still. It would be nice to display this information spatially, perhaps through the use of an online mapping system. With regards to using an online mapping system to get additional feedback: it is believed that most people in the school district have internet access at home or have access to it elsewhere if not at home (all schools have computer labs, also access at libraries). **This might also be a good way to report back information from the walk audits have Carmen/Don/etc input issues they find into an online map.** Page 5 of 5

13 APPENDIX C: PRINCIPAL SURVEYS Appendix C School Travel Plan for Cincinnati Public Schools C

14 GENERAL INFORMATION Please provide us with some basic information about you and your school. * 1. Please let us know your name and position/title. Name: Position/Title: E mail Address: Phone Number: * 2. Please provide some basic information about your school. School Name: Address: ZIP: EXISTING STUDENT TRAVEL PATTERNS Please provide us with some information about the existing travel patterns at your school. 3. Approximately what percentage of students at your school regularly travel to/from school by walking, bicycling, car, and bus? (Please provide an approximation if the exact amount is not known.) % walkers % bicyclists (or other non motorized vehicle) % car riders % school bus riders % SORTA riders 4. Which streets currently serve as key routes for students walking or bicycling to/from school? Which streets could serve as key routes for students walking or bicycling to/from school? 5 6

15 BARRIERS TO WALKING & BICYCLING TO SCHOOL Please provide us with some information about the existing barriers that hinder walking and bicycling to your school. 6. Rank the key barriers to walking and bicycling to/from your school. (Please rank at least the top four barriers.) Distance (i.e. Most students live too far away from school to walk or bike). Convenience (i.e. Parents find it more convenient to drive their children to and from school). Lack of sidewalks or pathways. Safety at intersections and crossings. Lack of crossing guards. Speed of traffic along key student walking and bicycling routes. Volume of traffic along key student walking and bicycling nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

16 routes. Lack of adult supervision. Concern about violence or crime. Before and/or after school activities. Students lack pedestrian and/or bicycle safety skills. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Other. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj If you selected "other" above, please specify Please explain any specific barriers that you can think of. 5 6 EXISTING WALKING & BICYCLING POLICIES Please provide us with some information about the existing walking and bicycling policies that are in place at your school.

17 8. Do you prohibit any students from walking and/or bicycling to school? Yes No Walking nmlkj nmlkj Bicycling nmlkj nmlkj If you selected "yes" to either, please explain If walking and/or biking to and from your school is prohibited, what would need to be done for this prohibition to be relaxed or reversed? 5 6 ARRIVAL & DISMISSAL Please provide us with some information about the arrival and dismissal processes at your school. 10. How well would you say your current arrival process works for pedestrians and bicyclists? nmlkj nmlkj nmlkj nmlkj Excellent Good Fair Poor If you selected "fair" or "poor," please explain why. 5 6

18 11. How well would you say your current dismissal process works for pedestrians and bicyclists? nmlkj nmlkj nmlkj nmlkj Excellent Good Fair Poor If you selected "fair" or "poor," please explain why Would you be interested receiving expert advice on how improve your arrival and/or dismissal processes? nmlkj nmlkj Yes No EXISTING INFRASTRUCTURE Please provide us with some information regarding the existing infrastructure at your school. Below are examples of flashing school zone signs, "SCHOOL" pavement markings, and speed feedback signs that may be used to identify school zones. 13. How is your school s school zone identified for drivers? (Check all that apply.) gfedc gfedc gfedc gfedc gfedc School zone signs. Flashing beacons. SCHOOL pavement markings. Speed feedback sign. Other (please specify). 5 6

19 14. Does your school have bicycle racks? nmlkj nmlkj Yes No If you selected "yes," do you feel that your bicycle racks are inadequate (poorly placed, poorly designed, poor condition, not the recommended style shown below, etc.)? Please explain. 5 6 Below are examples of recommended, inverted U style bicycle racks. EXISTING ACTIVITIES & STRATEGIES Please provide us with some information about the existing activities and strategies that are currently in place at your school.

20 15. Please identify the activities and strategies your school is currently implementing as well as the ones your school would be interested in implementing in the future with support from the Cincinnati SRTS Program. (Check all that apply.) School would like School is to currently implement implementing. in the Pedestrian safety education. nmlkj nmlkj Bicycle safety education. nmlkj nmlkj Personal security education. nmlkj nmlkj Education regarding the health benefits of walking and bicycling to school. Education regarding the environmental benefits of walking and bicycling to school. nmlkj nmlkj nmlkj nmlkj International Walk to School Day. nmlkj nmlkj Regular walking and/or bicycling events (e.g., weekly or monthly Walk on Wednesdays). Walking school buses (adult supervised groups of children who regularly walk to/from school together). Bicycle trains (adult supervised groups of children who regularly bicycle to/from together). Mileage clubs or contests (students track miles walked in return for prizes or incentives). nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Carpools. nmlkj nmlkj Speed reduction campaign. nmlkj nmlkj No phone zone campaign (to discourage cell phone use while driving). Student travel tallies (using form provided by National Center for Safe Routes to School). nmlkj nmlkj nmlkj nmlkj Parent surveys (using form nmlkj nmlkj

21 provided by National Center for Safe Routes to School. Assessment of walkability and bikeability in the area around the school. Observation of school arrival and dismissal. nmlkj nmlkj nmlkj nmlkj Other. nmlkj nmlkj If you selected "other" above, please specify Please specify any additional activities and strategies your school would like to implement that were not listed above Does your school currently use crossing guards and/or safety patrollers? Adult Student Crossing Guard gfedc gfedc Safety Patrol gfedc gfedc 18. Where are crossing guards/safety patrollers located (if already used at your school) or where are they needed (if you would like to implement them in the future)? 5 6 POTENTIAL SUPPORT FOR SRTS STRATEGY IMPLEMENTATION

22 19. Are there any organizations affiliated with your school that are working on Safe Routes to School activities? If so, please specify the organization and the activity Is your school planning on implementing any Safe Routes to School programs in the future? nmlkj nmlkj Yes No If yes, what programs are they? Would you like help implementing them? 5 6

23 StartDate Please let us know your name and position/title. Please provide some basic information about your school. Name: Position/Title: School Name: Approximately what percentage of students at your school regularly travel to/from school by walking, bicycling, car, and bus? (Please provide an approximation if the exact amount is not known.) % bicyclists (or % other nonmotorized walkers vehicle) % car riders % school bus riders % SORTA riders Which streets currently serve as key routes for students walking or bicycling to/from school? Open-Ended Response Which streets could serve as key routes for students walking or bicycling to/from school? 11/21/2011 Robbie Thomas Manager ABLE Program Our students are adults and either drive or take Metro. N/A Open-Ended Response Distance (i.e. Most students live too far away from school to walk or bike). Convenience (i.e. Parents find it more convenient to drive their children to and from school). Lack of sidewalks or pathways. Rank the key barriers to walking and bicycling to/from your school. (Please rank at least the top four barriers.) Safety at intersections and crossings. Lack of crossing guards. Speed of traffic along key student walking and bicycling routes. Volume of traffic along key student walking and bicycling routes. Lack of adult supervisio n. Concern about violence or crime. Before and/or afterschool activities. Students lack pedestrian and/or Other. bicycle safety skills. If you selected "other" above, please specify. Adult students/na 11/22/2011 Jackie Rowedder Principal Academy of World Languages Evanston Ave Fairfax Ave Kinney Ave Pogue Ave Same /21/2011 Sherwin Ealy Principal AMIS Seymour and Reading Road Seymour and Reading Road /05/2011 Thomas Boggs Principal Bond Hill Academy Reading Road California Avenue Laidlaw Avenue Elizabeth Place Paddock Road Same as above /05/2011 Ruthie Jackson Principal Carson School Glenway and Sunset Streets. Glenway and Sunset Streets /12/2012 maria bonavita principal cheviot school Harrison Ave Western Northern Blv Carrie McFarren Washington Robb ave same as above /21/2011 Kristen Rojas Manager Cincinnati Gifted Academy N/A N/A /13/2012 Chris Collier Assistant Principal Clark Montessori Herschel, Observatory, Paxton, Grace, Erie Martin Luther King, Erie Herschel, Observatory, Paxton, Grace, Erie Martin Luther King, Erie /21/2011 B Gordon Principal College Hill Fundamental Academy Llanfair Cedar Llanfair Cedar 1 12/05/2011 Scott Sublett Principal Covedale Elementary Sidney Covedale Sidney Covedale /21/2011 Beth Schnell Principal Datre Montessori Boudinot Ave. Ferguson Ave. Queen City Ave. same as above /28/2011 Laura Sebastian Sr. Support Specialist Ethel M. Taylor Academy /22/2011 Monna Beckford Resource Coordinator Evanston Academy Beekman St, Millvale Cir, Millvale Ct, Moosewood Ave, Bowling Green Ct., Dreman Ave., Llewellyn Ave., 1) Woodburn to Hewitt to Fairfield to Fairfax; 2) Woodburn to Hewitt to Hackberry to Fairfax; 3) Hewitt to Wold to Fairfax; 4) Woodburn to Fairfax; and 5) Evanston Avenue to Fairfax. Beekman St, Millvale Cir, Millvale Ct, Moosewood Ave, Bowling Green Ct., Dreman Ave., Llewellyn Ave., Any of the above streets/routes /22/2011 Karen L Mulligan Principal Fairview-Clifton German Language School Clifton, McAlpin, MIddleton Clifton, McAlpin, MIddleton /21/2011 Jack M. Jose Principal Gamble Montessori Winton Ridge Lane King's Ridge Lane Dutch Colony Winton Ridge Lane King's Ridge Lane Dutch Colony /05/2011 Cheryl Broadnax Principal Hartwell School Galbraith, Vine, Ferndale. Same as above. Limited choices /06/2011 Nedria McClain Principal Hays-Porter Lynn Street, Cutter Street, Ezzard Charles, Mound Street and Clark Street. Lynn Street, Cutter Street, Ezzard Charles, Mound Street and Clark Street /17/2012 Virginia Rhodes Principal Hughes STEM High School McMillan Ave. Calhoun is safer 12/05/2011 Pamela Knox Resource Coordinator John P. Parker Chandler, Anderson Place and Madison Chandler /12/2012 Kimberly Mack Principal John P. Parker School Madison Road Anderson Place Chandler Street Stewart Road Whetsel Avenue Madison Road Anderson Place Chandler Street Stewart Road Whetsel Avenue /21/2011 Angela Cook Frazier Principal Kilgour Elementary School Due to traffic concerns and hazards, students are not permitted to bike to school. Students walking to school use the main street of Herschel Avenue, side streets - Principo, Griest, Suncrest, etc. Same as above /05/2011 Cathy Lutts Principal Midway /25/2012 Nicole Davis Principal Mt. aary Glenmore Avenue, Hanna, Werk, Queen City, Glenway, Schwartz Bouidnot, Montana same as above /11/2012 Debra Klein Principal Mt. Washington School n/a - we are not in our neighborhood. we are in swing space edwards and observatory /05/2011 Roger R. Lewis Principal North Avondale Montessori school Dickson and Clinton Springs same question - Same streets /09/2011 Shauna McDowell Principal Pleasant Hill North Bend Rd Lantana August Rd Hamilton Ave. Daily Rd Hamilton Ave. Daily Rd /12/2012 Christina McDonough Principal Pleasant Ridge Montessori Nothing designated Nothing designated

24 StartDate Please let us know your name and position/title. Please provide some basic information about your school. Name: Position/Title: School Name: Approximately what percentage of students at your school regularly travel to/from school by walking, bicycling, car, and bus? (Please provide an approximation if the exact amount is not known.) % bicyclists (or % other nonmotorized walkers vehicle) 11/28/2011 Bob Myers Resouce Coordinator Quebec Heights % car riders % school bus riders % SORTA riders Which streets currently serve as key routes for students walking or bicycling to/from school? Open-Ended Response Only approximately 2% of our students are walkers. The main streets are: Queen City, Harrison Ave, and White Street. Which streets could serve as key routes for students walking or bicycling to/from school? Open-Ended Response Distance (i.e. Most students live too far away from school to walk or bike). Convenience (i.e. Parents find it more convenient to drive their children to and from school). Lack of sidewalks or pathways. Rank the key barriers to walking and bicycling to/from your school. (Please rank at least the top four barriers.) Safety at intersections and crossings. Lack of crossing guards. Speed of traffic along key student walking and bicycling routes. Volume of traffic along key student walking and bicycling routes. Lack of adult supervisio n. Same three, Queen City, White and Harrison Ave Concern about violence or crime. Before and/or afterschool activities. Students lack pedestrian and/or Other. bicycle safety skills. If you selected "other" above, please specify. 01/27/2012 Helen O'Neal Resource Coordinator Rees E. Price Academy Glenway, Grand, Hawthorne Warsaw, Purcell /14/2012 Helen O'Neal Resource Coordinator Rees E. Price Academy Glenway, Warsaw, Grand, Hawthorne Purcell, Elberon /21/2011 Lin Yates Principal Riverview East Academy Eastern Avenue Stanley Avenue Kellogg Avenue Eastern Avenue Stanley Avenue Kellogg Avenue /12/2012 Vera Brooks Principal Roberts Academy Grand Avenue Glenway Avenue Lehman Avenue Grand, Lehman, Glenway /27/2011 CHERON REID PRINCIPAL ROCKDALE ACADEMY ROCKDALE AVENUE BURNET AVENUE FOREST AVENUE' WILSON AVENUE NORTHERN AVENUE WOOLPER AVENUE VINE STREET PROSPECT AVENUE HARVEY AVENUE 01/17/2012 Vicki Graves-Hill Principal Roll Hill School Baltimore Avenue and President Drive ERKENBRECKER AVENUE CARPLIN AVENUE Baltimore Avenue and President Drive. ( These are the main streets.) /22/2011 Randal Yunker Principal Roselawn Condon Greenland, Crest Hill, Summit Rd & Section Greenland and Section /21/2011 Talli Flanigan Assistant Principal Sands Montessori Corbly, Sussex, Rainbow, Corbly, Sussex, Rainbow, /05/2011 Gary Vale Principal Sayler Park Home City Elco Gracely Same /05/2011 Steve Brokamp Principal, SCPA School for Creative/Performing Arts Central Parkway Central Parkway 10 11/21/2011 Yenetta Harper Principal Shroder High School Red Bank Expressway; Duck Creek Road; Kennedy Avenue Red Bank Expressway; Duck Creek Road; Kennedy Avenue /21/2011 Susan Bunte Principal Silverton Paideia Academy Montgomery, Stoll, Plainfield Same as above /05/2011 Yzvetta Macon Principal South Avondale Selections did not work 12/05/2011 Shay Smith Student Affairs Manage/Principal STEP and A2S/A2E Programs Park Ave, Alms Place, Myrtle, and Gilbert All of the above /05/2011 Wayne Lane Principal Taft Elementary Auburn Ave. Young Street /05/2011 Kelly J. Rozelle Principal (I) Taft I.T.H.S Ezzard Charles Central Ave John Street Liberty Linn Same as above 12/05/2011 Jeff Brokamp Principal Walnut Hills HS Blair, Montgomery, Victory Parkway, Duck Creek, Dana, Woodburn Same /12/2012 Monica Battle Principal Westwood Westwood Northern Blvd. Felicity Montana Same as above Harrison /05/2011 christina M. Russo Principa wintin hills academy Winneste Ave. Dutch COlony Strand Kings Run Winneste Ave. Dutch COlony Strand Kings Run /21/2011 Whitney Simmons Principal Winton Montessori Winton Road and Hand Street Winton Road and Hand Street /22/2011 Sharon Johnson Principal Withrow High School Dana Ave Madison Rd. Duck Creek Rd. Dana Ave Madison Rd. Duck Creek Rd /21/2011 Cindi Menefield Principal, Woodford Paideia Critical Thinking Academy Woodford Paideia Critical Thinking Academy Kennedy Avenue, Lumford Place, Robison Road, Woodford Road, Montgomery Road, Redbank Road, and connecting side streets. When we move to our new building around the corner, all streets listed above except Lumford and Robison /21/2011 Shauna Murphy Principal Woodward Career Technical High School Reading Road Seymour Avenue 1 2

25 StartDate Please let us know your name and position/title. Please provide some basic information about your school. Please explain any specific barriers that you can think of. Do you prohibit any students from walking and/or bicycling to school? If walking and/or biking to and from your school is prohibited, what would need to be done for this prohibition to be relaxed or reversed? How well would you say your current arrival process works for pedestrians and bicyclists? How well would you say your current dismissal process works for pedestrians and bicyclists? Would you be interested receiving expert advice on how improve your arrival and/or dismissal processes? How is your school s school zone iden Name: Position/Title: School Name: Open-Ended Response Walking Bicycling If you selected "yes" to either, please explain. Open-Ended Response Response If you selected "fair" or "poor," please explain why. Response If you selected "fair" or "poor," please explain why. Response School zone signs. Flashing beacons. SCHOOL pavement markings. 11/21/2011 Robbie Thomas Manager ABLE Program 11/22/2011 Jackie Rowedder Principal Academy of World Languages 11/21/2011 Sherwin Ealy Principal AMIS 12/05/2011 Thomas Boggs Principal Bond Hill Academy 12/05/2011 Ruthie Jackson Principal Carson School 01/12/2012 maria bonavita principal cheviot school We are a city-wide school with a large refugee population with parents who do not drive. Distance from school and busy thoroughfares contribute to the issue of walking and biking to school. Students have to walk through areas that are unsafe due to crime. I think that some additional barriers is the lack of respect for traffic and dangerous it can be to near the traffic off of Glenway Avenue. No No Excellent Excellent No School zone signs. No No Excellent Excellent No No No Good Good Yes Flashing beacons. No No Excellent Excellent Yes School zone signs. No No Good Fair Yes School zone signs. 11/21/2011 Kristen Rojas Manager Cincinnati Gifted Academy 01/13/2012 Chris Collier Assistant Principal Clark Montessori 11/21/2011 B Gordon Principal College Hill Fundamental Academy 12/05/2011 Scott Sublett Principal Covedale Elementary 11/21/2011 Beth Schnell Principal Datre Montessori No No School zone signs. No No Poor Dark, busy, narrow entrance from high traffic street. No traffic light to Good Yes School zone signs. slow traffic. No police directing traffic No No Good Good School zone signs. No No Good Good No School zone signs. Flashing beacons. No No Excellent Excellent No School zone signs. SCHOOL pavement markings. SCHOOL pavement markings. 11/28/2011 Laura Sebastian Sr. Support Specialist Ethel M. Taylor Academy No No Good Good No School zone signs. Flashing beacons. 11/22/2011 Monna Beckford Resource Coordinator Evanston Academy In addition to the above barriers, loitering is an issue in hot spot areas (e.g., corner of Montgomery and Hewitt at Jack's Market and corner of Hewitt and Fairfield). No No Excellent Excellent No School zone signs. 11/22/2011 Karen L Mulligan Principal Fairview-Clifton German Language School We are a city-wide school so most of our students live too far away to walk. For those living in the neighborhood without bus service students either go to the recreation center across the street of a parent/friend picks up the child from school and walks with them home. Hinderance to walking/bike riding would be volume of traffic on the main roads/routes. No No Good Good Yes School zone signs. 11/21/2011 Jack M. Jose Principal Gamble Montessori 12/05/2011 Cheryl Broadnax Principal Hartwell School No No Good Good No No No Excellent Excellent No School zone signs. Flashing beacons. SCHOOL pavement markings. 12/06/2011 Nedria McClain Principal Hays-Porter 02/17/2012 Virginia Rhodes Principal Hughes STEM High School The side walk is not complete on Cutter Street leading to Ezzard Charles. Additionally, there are no stop signs at Clark and Cutter Street. This is a major problem because the street is directly connected to the school. No No Good Good Yes 12/05/2011 Pamela Knox Resource Coordinator John P. Parker Community must be informed and engaged in the practice of safe routes to school. It fails if community does not get involved. No Good Good Yes School zone signs. Flashing beacons. 01/12/2012 Kimberly Mack Principal John P. Parker School No No Good Good Yes School zone signs. Flashing beacons. 11/21/2011 Angela Cook Frazier Principal Kilgour Elementary School No Yes Due to the traffic - congestion, speed, lack of support, students are not currently permitted to bike to school. In addition, to space for and monitoring of bike racks. Adult supervision in place for each bike to school route, in addition to support and management of the bike racks including liability. Specific person/team to cover management and coordination of such program. Good Fair Fair based on the available resources and space. Yes School zone signs. Flashing beacons. 12/05/2011 Cathy Lutts Principal Midway 01/25/2012 Nicole Davis Principal Mt. aary 01/11/2012 Debra Klein Principal Mt. Washington School 12/05/2011 Roger R. Lewis Principal North Avondale Montessori school 12/09/2011 Shauna McDowell Principal Pleasant Hill No No Good Good No Flashing beacons. No No No School zone signs. Lack of daylight at certain times during the school year. No Excellent Excellent No School zone signs. No Yes No storage for bikes Bike racks and locks Good Good Yes School zone signs. Flashing beacons. SCHOOL pavement markings. 01/12/2012 Christina McDonough Principal Pleasant Ridge Montessori No No Excellent Excellent Yes School zone signs. Flashing beacons.

26 StartDate Please let us know your name and position/title. Please provide some basic information about your school. Please explain any specific barriers that you can think of. Do you prohibit any students from walking and/or bicycling to school? If walking and/or biking to and from your school is prohibited, what would need to be done for this prohibition to be relaxed or reversed? How well would you say your current arrival process works for pedestrians and bicyclists? How well would you say your current dismissal process works for pedestrians and bicyclists? Would you be interested receiving expert advice on how improve your arrival and/or dismissal processes? How is your school s school zone iden Name: Position/Title: School Name: Open-Ended Response Walking Bicycling If you selected "yes" to either, please explain. Open-Ended Response Response If you selected "fair" or "poor," please explain why. Response If you selected "fair" or "poor," please explain why. Response School zone signs. Flashing beacons. SCHOOL pavement markings. 11/28/2011 Bob Myers Resouce Coordinator Quebec Heights We are in a swing space that is located approximately 2 miles from the neighborhood students that we serve. Our school will be closed permanently at the end of the current school year. No No Good Good Yes School zone signs. 01/27/2012 Helen O'Neal Resource Coordinator Rees E. Price Academy 02/14/2012 Helen O'Neal Resource Coordinator Rees E. Price Academy 11/21/2011 Lin Yates Principal Riverview East Academy To ensure safety, it would be helpful to have more crossing guards at major intersections No No Good Good No No No Good Good No No No Good Good No School zone signs. Flashing beacons. SCHOOL pavement markings. 01/12/2012 Vera Brooks Principal Roberts Academy No No Good Good No School zone signs. 11/27/2011 CHERON REID PRINCIPAL ROCKDALE ACADEMY 01/17/2012 Vicki Graves-Hill Principal Roll Hill School 11/22/2011 Randal Yunker Principal Roselawn Condon 11/21/2011 Talli Flanigan Assistant Principal Sands Montessori Hazzardous crossing at Corbly and unpaved trail in back of school. Yes Yes WALKING - PREK-2ND GRADE STUDENTS ARE NOT PERMITTED TO WALK ALONE. BICYCLING - STUDENTS MUST HAVE A HELMET WALKING - MORE VOLUNTEERS BICYCLING - HELMETS AND SAFETY CLASSES No No Good Fair Good Good Yes School zone signs. Flashing beacons. The students seem to get into trouble one the reach President Drive. They need adult supervision. No School zone signs. No No Excellent Excellent No School zone signs. Flashing beacons. No No Excellent Excellent No School zone signs. Flashing beacons. SCHOOL pavement markings. 12/05/2011 Gary Vale Principal Sayler Park No No Excellent Excellent No School zone signs. 12/05/2011 Steve Brokamp Principal, SCPA School for Creative/Performing Arts 11/21/2011 Yenetta Harper Principal Shroder High School Before and after school activities, downtown area, designated busses not provided for students above 8th grade, traffic volume, security challenges. No No Good Poor Too many students must walk long distances through down-town streets to pick up public transportation. No No Excellent Excellent No Flashing beacons. Yes 11/21/2011 Susan Bunte Principal Silverton Paideia Academy 12/05/2011 Yzvetta Macon Principal South Avondale No Good Good Yes School zone signs. 12/05/2011 Shay Smith Student Affairs Manage/Principal STEP and A2S/A2E Programs No No Good Good No School zone signs. 12/05/2011 Wayne Lane Principal Taft Elementary No No Excellent Fair Yes School zone signs. 12/05/2011 Kelly J. Rozelle Principal (I) Taft I.T.H.S. No Barriers Present No No Good Good Yes School zone signs. 12/05/2011 Jeff Brokamp Principal Walnut Hills HS 01/12/2012 Monica Battle Principal Westwood Safety at the time of day the students would be walking. We are an early school and it is dark. No No Fair No No Fair Traffic and construction make it difficult We currently do not have any one to watch the kids if they arrive early. It is just too dark and not safe. We are tucked away from view. Fair Same Yes Good Yes 12/05/2011 christina M. Russo Principa wintin hills academy No No Good Good No School zone signs. Flashing beacons. 11/21/2011 Whitney Simmons Principal Winton Montessori No No Excellent Excellent No School zone signs. Flashing beacons. 11/22/2011 Sharon Johnson Principal Withrow High School see above No No Good Good No School zone signs. 11/21/2011 Cindi Menefield Principal, Woodford Paideia Critical Thinking Academy Woodford Paideia Critical Thinking Academy No No Fair Staff members complain that parents do not always adhere to traffic guidelines. Cross patterns of traffic are not ideal. Fair Staff members complain that parents do not always adhere to traffic guidelines. Cross patterns of traffic are not ideal. Traffic patters differ in the afternoon from the morning. Parent transportation helpers don't know required traffic patterns. Yes 11/21/2011 Shauna Murphy Principal Woodward Career Technical High School No No Excellent Excellent No School zone signs.

27 StartDate Please let us know your name and position/title. Please provide some basic information about your school. tified for drivers? (Check all that apply.) Does your school have bicycle racks? Name: Position/Title: School Name: Speed feedback sign. Other (please specify). Response If you selected "yes," do you feel that your bicycle racks are inadequate (poorly placed, poorly designed, poor condition, not the recommended style shown below, etc.)? Please explain. Pedestrian safety education. Bicycle safety education. Personal security education. Education regarding the health benefits of walking and bicycling to school. 11/21/2011 Robbie Thomas Manager ABLE Program 11/22/2011 Jackie Rowedder Principal Academy of World Languages No School would like to implement in the School would like to implement in the School would like to implement in the 11/21/2011 Sherwin Ealy Principal AMIS Cones to direct traffic Yes Lack of bicyclist is our only issue. School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the 12/05/2011 Thomas Boggs Principal Bond Hill Academy Yes Yes School would like to implement in the 12/05/2011 Ruthie Jackson Principal Carson School Yes School would like to implement in the School would like to implement in the School would like to implement in the 01/12/2012 maria bonavita principal cheviot school 11/21/2011 Kristen Rojas Manager Cincinnati Gifted Academy Speed feedback sign. Yes just need another one School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the Yes 01/13/2012 Chris Collier Assistant Principal Clark Montessori Yes they are adequate School would like to implement in the School is currently implementing. School would like to implement in the School is currently implementing. 11/21/2011 B Gordon Principal College Hill Fundamental Academy 12/05/2011 Scott Sublett Principal Covedale Elementary Yes Yes No School is currently implementing. School is currently implementing. 11/21/2011 Beth Schnell Principal Datre Montessori Yes new racks 11/28/2011 Laura Sebastian Sr. Support Specialist Ethel M. Taylor Academy No School would like to implement in the School would like to implement in the 11/22/2011 Monna Beckford Resource Coordinator Evanston Academy Speed feedback sign. Yes Located in a new school facility. Bicycle racks are in excellent condition. School would like to implement in the School would like to implement in the 11/22/2011 Karen L Mulligan Principal Fairview-Clifton German Language School Yes The racks are three years old and are placed on the back walkway. School would like to implement in the 11/21/2011 Jack M. Jose Principal Gamble Montessori 12/05/2011 Cheryl Broadnax Principal Hartwell School 12/06/2011 Nedria McClain Principal Hays-Porter 02/17/2012 Virginia Rhodes Principal Hughes STEM High School My school has none of these things. Sure would love some on Winton Ridge Lane! We do not have school zone signs in front of the school. There is a sign on the Court Street side of the building which is located on the far side of the school and is rarely used by students or parents. There should be signs on Cutter and Clark Street. No I turned them down last year This year at least 2 different students have ridden bikes to school and we have kept the bikes inside. School would like to implement in the No School is currently implementing. School would like to implement in the Yes School would like to implement in the School would like to implement in the School is currently implementing. School is currently implementing. 12/05/2011 Pamela Knox Resource Coordinator John P. Parker Yes Only one bicycle rack on campus. If successful may need one more School is currently implementing. School would like to implement in the School would like to implement in the School is currently implementing. 01/12/2012 Kimberly Mack Principal John P. Parker School Yes School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the 11/21/2011 Angela Cook Frazier Principal Kilgour Elementary School Yes Only 1. Poor location. School would like to implement in the School is currently implementing. School is currently implementing. 12/05/2011 Cathy Lutts Principal Midway 01/25/2012 Nicole Davis Principal Mt. aary 01/11/2012 Debra Klein Principal Mt. Washington School 12/05/2011 Roger R. Lewis Principal North Avondale Montessori school Yes School is currently implementing. School is currently implementing. School is currently implementing. School would like to implement in the No Yes School is currently implementing. School is currently implementing. School is currently implementing. School is currently implementing. 12/09/2011 Shauna McDowell Principal Pleasant Hill No School would like to implement in the School would like to implement in the School would like to implement in the School is currently implementing. 01/12/2012 Christina McDonough Principal Pleasant Ridge Montessori Yes School would like to implement in the

28 StartDate Please let us know your name and position/title. Please provide some basic information about your school. tified for drivers? (Check all that apply.) Does your school have bicycle racks? Name: Position/Title: School Name: Speed feedback sign. Other (please specify). Response If you selected "yes," do you feel that your bicycle racks are inadequate (poorly placed, poorly designed, poor condition, not the recommended style shown below, etc.)? Please explain. Pedestrian safety education. Bicycle safety education. Personal security education. Education regarding the health benefits of walking and bicycling to school. 11/28/2011 Bob Myers Resouce Coordinator Quebec Heights No School is currently implementing. School is currently implementing. School is currently implementing. 01/27/2012 Helen O'Neal Resource Coordinator Rees E. Price Academy Yes Bicycle racks were installed in 2006, and are up to code. School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the 02/14/2012 Helen O'Neal Resource Coordinator Rees E. Price Academy Yes Bicycle racks are in good condition 11/21/2011 Lin Yates Principal Riverview East Academy No School would like to implement in the 01/12/2012 Vera Brooks Principal Roberts Academy 11/27/2011 CHERON REID PRINCIPAL ROCKDALE ACADEMY Yes Small, chained to a pool School is currently implementing. School is currently implementing. School is currently implementing. No School would like to implement in the School would like to implement in the School is currently implementing. School is currently implementing. 01/17/2012 Vicki Graves-Hill Principal Roll Hill School Yes School would like to implement in the 11/22/2011 Randal Yunker Principal Roselawn Condon No School would like to implement in the School would like to implement in the 11/21/2011 Talli Flanigan Assistant Principal Sands Montessori Yes Adequate. School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the 12/05/2011 Gary Vale Principal Sayler Park Yes They are conveniently placed outside the main office building. School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the 12/05/2011 Steve Brokamp Principal, SCPA School for Creative/Performing Arts No We need racks! School would like to implement in the 11/21/2011 Yenetta Harper Principal Shroder High School 11/21/2011 Susan Bunte Principal Silverton Paideia Academy 12/05/2011 Yzvetta Macon Principal South Avondale Yes School would like to implement in the School would like to implement in the School is currently implementing. School would like to implement in the Yes School would like to implement in the 12/05/2011 Shay Smith Student Affairs Manage/Principal STEP and A2S/A2E Programs No School would like to implement in the School would like to implement in the School is currently implementing. School would like to implement in the 12/05/2011 Wayne Lane Principal Taft Elementary No School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the 12/05/2011 Kelly J. Rozelle Principal (I) Taft I.T.H.S. Yes Adequate/unique School would like to implement in the School would like to implement in the School is currently implementing. School is currently implementing. 12/05/2011 Jeff Brokamp Principal Walnut Hills HS Yes Yes. Too small. School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the 01/12/2012 Monica Battle Principal Westwood Speed feedback sign. It is not marked enough Yes Poor condition Poorly designed School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the 12/05/2011 christina M. Russo Principa wintin hills academy Yes School is currently implementing. School would like to implement in the 11/21/2011 Whitney Simmons Principal Winton Montessori Yes Poorly placed and porly designed; but we will be moving to our new site next school year. 11/22/2011 Sharon Johnson Principal Withrow High School No School is currently implementing. School is currently implementing. School is currently implementing. 11/21/2011 Cindi Menefield Principal, Woodford Paideia Critical Thinking Academy Woodford Paideia Critical Thinking Academy School Zone marker. No School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the 11/21/2011 Shauna Murphy Principal Woodward Career Technical High School Yes Yes

29 StartDate Please let us know your name and position/title. Please provide some basic information about your school. Please identify the activities and strategies your school is currently implementing as well as the ones your school would be interested in implementing in the future with support from the Cincinnati SRTS Program. (Check all that apply.) Name: Position/Title: School Name: Education regarding the environmental benefits of walking and bicycling to school. International Walk to School Day. Regular walking and/or bicycling events (e.g., weekly or monthly Walk on Wednesdays). Walking school buses (adult supervised groups of children who regularly walk to/from school together). Bicycle trains (adult supervised groups of children who regularly bicycle to/from together). Mileage clubs or contests (students track miles walked in return for prizes or incentives). Carpools. Speed reduction campaign. No phone zone campaign (to discourage cell phone use while driving). Student travel tallies (using form provided by National Center for Safe Routes to School). 11/21/2011 Robbie Thomas Manager ABLE Program 11/22/2011 Jackie Rowedder Principal Academy of World Languages School is currently implementing. 11/21/2011 Sherwin Ealy Principal AMIS 12/05/2011 Thomas Boggs Principal Bond Hill Academy School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the 12/05/2011 Ruthie Jackson Principal Carson School School would like to implement in the School would like to implement in the 01/12/2012 maria bonavita principal cheviot school School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the 11/21/2011 Kristen Rojas Manager Cincinnati Gifted Academy School is currently implementing. 01/13/2012 Chris Collier Assistant Principal Clark Montessori School is currently implementing. School would like to implement in the School is currently implementing. School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the 11/21/2011 B Gordon Principal College Hill Fundamental Academy 12/05/2011 Scott Sublett Principal Covedale Elementary School is currently implementing. 11/21/2011 Beth Schnell Principal Datre Montessori School is currently implementing. School is currently implementing. School is currently implementing. 11/28/2011 Laura Sebastian Sr. Support Specialist Ethel M. Taylor Academy 11/22/2011 Monna Beckford Resource Coordinator Evanston Academy School would like to implement in the School is currently implementing. School would like to implement in the School would like to implement in the 11/22/2011 Karen L Mulligan Principal Fairview-Clifton German Language School School would like to implement in the School would like to implement in the 11/21/2011 Jack M. Jose Principal Gamble Montessori 12/05/2011 Cheryl Broadnax Principal Hartwell School School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the 12/06/2011 Nedria McClain Principal Hays-Porter School is currently implementing. School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the 02/17/2012 Virginia Rhodes Principal Hughes STEM High School 12/05/2011 Pamela Knox Resource Coordinator John P. Parker School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the 01/12/2012 Kimberly Mack Principal John P. Parker School School would like to implement in the School would like to implement in the School would like to implement in the School is currently implementing. School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the 11/21/2011 Angela Cook Frazier Principal Kilgour Elementary School School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the 12/05/2011 Cathy Lutts Principal Midway 01/25/2012 Nicole Davis Principal Mt. aary School would like to implement in the School would like to implement in the School would like to implement in the School is currently implementing. School would like to implement in the 01/11/2012 Debra Klein Principal Mt. Washington School 12/05/2011 Roger R. Lewis Principal North Avondale Montessori school 12/09/2011 Shauna McDowell Principal Pleasant Hill 01/12/2012 Christina McDonough Principal Pleasant Ridge Montessori School is currently implementing. School is currently implementing. School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School is currently implementing. School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the

30 StartDate Please let us know your name and position/title. Please provide some basic information about your school. Please identify the activities and strategies your school is currently implementing as well as the ones your school would be interested in implementing in the future with support from the Cincinnati SRTS Program. (Check all that apply.) Name: Position/Title: School Name: Education regarding the environmental benefits of walking and bicycling to school. International Walk to School Day. Regular walking and/or bicycling events (e.g., weekly or monthly Walk on Wednesdays). Walking school buses (adult supervised groups of children who regularly walk to/from school together). Bicycle trains (adult supervised groups of children who regularly bicycle to/from together). Mileage clubs or contests (students track miles walked in return for prizes or incentives). Carpools. Speed reduction campaign. No phone zone campaign (to discourage cell phone use while driving). Student travel tallies (using form provided by National Center for Safe Routes to School). 11/28/2011 Bob Myers Resouce Coordinator Quebec Heights School is currently implementing. 01/27/2012 Helen O'Neal Resource Coordinator Rees E. Price Academy 02/14/2012 Helen O'Neal Resource Coordinator Rees E. Price Academy School would like to implement in the School would like to implement in the School would like to implement in the School is currently implementing. School is currently implementing. School would like to implement in the School would like to implement in the 11/21/2011 Lin Yates Principal Riverview East Academy 01/12/2012 Vera Brooks Principal Roberts Academy School is currently implementing. 11/27/2011 CHERON REID PRINCIPAL ROCKDALE ACADEMY School is currently implementing. School is currently implementing. School would like to implement in the School is currently implementing. School would like to implement in the School is currently implementing. School is currently implementing. School would like to implement in the School would like to implement in the School would like to implement in the 01/17/2012 Vicki Graves-Hill Principal Roll Hill School School would like to implement in the School would like to implement in the 11/22/2011 Randal Yunker Principal Roselawn Condon 11/21/2011 Talli Flanigan Assistant Principal Sands Montessori School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School is currently implementing. School would like to implement in the School would like to implement in the School would like to implement in the 12/05/2011 Gary Vale Principal Sayler Park 12/05/2011 Steve Brokamp Principal, SCPA School for Creative/Performing Arts 11/21/2011 Yenetta Harper Principal Shroder High School 11/21/2011 Susan Bunte Principal Silverton Paideia Academy 12/05/2011 Yzvetta Macon Principal South Avondale School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School is currently implementing. School would like to implement in the School would like to implement in the School is currently implementing. School would like to implement in the School would like to implement in the School is currently implementing. School would like to implement in the School would like to implement in the 12/05/2011 Shay Smith Student Affairs Manage/Principal STEP and A2S/A2E Programs School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the 12/05/2011 Wayne Lane Principal Taft Elementary School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the 12/05/2011 Kelly J. Rozelle Principal (I) Taft I.T.H.S. 12/05/2011 Jeff Brokamp Principal Walnut Hills HS School is currently implementing. School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School is currently implementing. School would like to implement in the School would like to implement in the School would like to implement in the 01/12/2012 Monica Battle Principal Westwood School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School is currently implementing. School would like to implement in the School would like to implement in the School would like to implement in the 12/05/2011 christina M. Russo Principa wintin hills academy School would like to implement in the 11/21/2011 Whitney Simmons Principal Winton Montessori 11/22/2011 Sharon Johnson Principal Withrow High School School is currently implementing. School would like to implement in the School is currently implementing. 11/21/2011 Cindi Menefield Principal, Woodford Paideia Critical Thinking Academy Woodford Paideia Critical Thinking Academy School would like to implement in the School is currently implementing. School would like to implement in the School is currently implementing. School would like to implement in the School would like to implement in the School is currently implementing. School would like to implement in the School would like to implement in the School would like to implement in the 11/21/2011 Shauna Murphy Principal Woodward Career Technical High School School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the

31 StartDate Please let us know your name and position/title. Please provide some basic information about your school. Please specify any additional activities and strategies your school would like to implement that were not listed above. Does your school currently use crossing guards and/or safety patrollers? Where are crossing guards/safety patrollers located (if already used at your school) or where are they needed (if you would like to implement them in the future)? Name: Position/Title: School Name: Parent surveys (using form provided by National Center for Safe Routes to School. Assessment of walkability and bikeability in the area around the school. Observation of school arrival and dismissal. Other. If you selected "other" above, please specify. Open-Ended Response Crossing Guard - Adult Crossing Guard - Student Safety Patrol - Adult Safety Patrol - Student Open-Ended Response 11/21/2011 Robbie Thomas Manager ABLE Program 11/22/2011 Jackie Rowedder Principal Academy of World Languages Adult Adult We have 2 corners in the direction our students walk that have crossing guards. We have staff members at the end of our bus lot area that monitor our students as they head to the crossing guards. 11/21/2011 Sherwin Ealy Principal AMIS School would like to implement in the School would like to implement in the School is currently implementing. Adult At the crosswalk located in front of the school. 12/05/2011 Thomas Boggs Principal Bond Hill Academy 12/05/2011 Ruthie Jackson Principal Carson School 01/12/2012 maria bonavita principal cheviot school 11/21/2011 Kristen Rojas Manager Cincinnati Gifted Academy School is currently implementing. School would like to implement in the School is currently implementing. School would like to implement in the School would like to implement in the School is currently implementing. We are a city wide magnet school and do not have any neighborhood kids. Adult Adult They are located in front of the school. At the corner of Reading and California There are 3 corners that they are located on,but need one down the street near the Elder High School. Adult We only have 1 crossing gaurd and need 3-4 Adult Major intersections on Kellogg Ave 01/13/2012 Chris Collier Assistant Principal Clark Montessori School would like to implement in the School would like to implement in the School would like to implement in the Adult Used on Erie at middle stairs to building Used on Erie at walk across school driveway Used at top of school driveway to building (from corner to flag pole) Need an adult at top of parking lot to building entrance 11/21/2011 B Gordon Principal College Hill Fundamental Academy 12/05/2011 Scott Sublett Principal Covedale Elementary 11/21/2011 Beth Schnell Principal Datre Montessori School is currently implementing. Adult Adult Adult At intersections that students cross. Adult 11/28/2011 Laura Sebastian Sr. Support Specialist Ethel M. Taylor Academy School is currently implementing. School is currently implementing. 11/22/2011 Monna Beckford Resource Coordinator Evanston Academy School is currently implementing. School is currently implementing. School is currently implementing. Adult Currently corner of Fairfax and Fairfield; across from the school on Fairfax and corner of Fairfax and Wold. Needed: Five point area (Gilbert, Woodburn, Montgomery and Hewitt Avenues). 11/22/2011 Karen L Mulligan Principal Fairview-Clifton German Language School Adult 11/21/2011 Jack M. Jose Principal Gamble Montessori 12/05/2011 Cheryl Broadnax Principal Hartwell School School would like to implement in the School is currently implementing. School is currently implementing. School is currently implementing. Will be more interested once we move into our permanent location Adult Galbraith & Vine Ferndale & Vine 12/06/2011 Nedria McClain Principal Hays-Porter School is currently implementing. School is currently implementing. School is currently implementing. Adult 02/17/2012 Virginia Rhodes Principal Hughes STEM High School 12/05/2011 Pamela Knox Resource Coordinator John P. Parker School would like to implement in the School is currently implementing. Adult 01/12/2012 Kimberly Mack Principal John P. Parker School 11/21/2011 Angela Cook Frazier Principal Kilgour Elementary School 12/05/2011 Cathy Lutts Principal Midway 01/25/2012 Nicole Davis Principal Mt. aary School would like to implement in the School would like to implement in the School would like to implement in the School is currently implementing. School would like to implement in the School would like to implement in the School is currently implementing. Specific plan to address our school needs with regard to dismissal and arrival traffic, along with resources and funding to cover such program. Our school was one of the first schools to do the Walking School Bus program and was highlighted on the Good Morning America Show about 6 years ago. This was parent led. Adult Adult Adult Student Crossing guards are located on Madison Road. Additional Crossing guards are needed at 2 different intersections. Safety patrol incentives are needed for students along with updated training. Schwartz/Glenmore Werk/Glenmore 01/11/2012 Debra Klein Principal Mt. Washington School 12/05/2011 Roger R. Lewis Principal North Avondale Montessori school 12/09/2011 Shauna McDowell Principal Pleasant Hill 01/12/2012 Christina McDonough Principal Pleasant Ridge Montessori School would like to implement in the School would like to implement in the School is currently implementing. School would like to implement in the School would like to implement in the Adult Student Adult Student Adult Adult Adult Corner of Clinton Springs and Dickson. Guard at crosswalk on Dickson in front of school.

32 StartDate Please let us know your name and position/title. Please provide some basic information about your school. Please specify any additional activities and strategies your school would like to implement that were not listed above. Does your school currently use crossing guards and/or safety patrollers? Where are crossing guards/safety patrollers located (if already used at your school) or where are they needed (if you would like to implement them in the future)? Name: Position/Title: School Name: Parent surveys (using form provided by National Center for Safe Routes to School. Assessment of walkability and bikeability in the area around the school. Observation of school arrival and dismissal. Other. If you selected "other" above, please specify. Open-Ended Response Crossing Guard - Adult Crossing Guard - Student Safety Patrol - Adult Safety Patrol - Student Open-Ended Response 11/28/2011 Bob Myers Resouce Coordinator Quebec Heights School is currently implementing. Adult Crossing guard located at the crosswalk. 01/27/2012 Helen O'Neal Resource Coordinator Rees E. Price Academy 02/14/2012 Helen O'Neal Resource Coordinator Rees E. Price Academy 11/21/2011 Lin Yates Principal Riverview East Academy School is currently implementing. School is currently implementing. School is currently implementing. Adult Adult Adult They're located at the intersections of Warsaw/Grand,Glenway/Grand, Glenway/Considine. It would be helpful if coverage could be expanded to include Glenway and Purcell, Warsaw and McPherson. Glenway/Grand, Warsaw/Grand, Considine/Glenway. We could use additional crossing guard at Considine/Warsaw. 01/12/2012 Vera Brooks Principal Roberts Academy Adult 11/27/2011 CHERON REID PRINCIPAL ROCKDALE ACADEMY 01/17/2012 Vicki Graves-Hill Principal Roll Hill School School is currently implementing. School is currently implementing. School would like to implement in the School would like to implement in the Adult Adult CURRENTLY: BURNET AND ROCKDALE, WILSON AND ROCKDALE NEEDED: WILSON AND FOREST 1.President Drive and Baltimore 2. Baltimore and Iroll. 11/22/2011 Randal Yunker Principal Roselawn Condon Adult 11/21/2011 Talli Flanigan Assistant Principal Sands Montessori School is currently implementing. School is currently implementing. School is currently implementing. Adult Two adult volunteers at both school entrances. This is unsafe and illegal for them to stop traffic and direct traffic. 12/05/2011 Gary Vale Principal Sayler Park School is currently implementing. School would like to implement in the School is currently implementing. We have none. 12/05/2011 Steve Brokamp Principal, SCPA School for Creative/Performing Arts 11/21/2011 Yenetta Harper Principal Shroder High School 11/21/2011 Susan Bunte Principal Silverton Paideia Academy 12/05/2011 Yzvetta Macon Principal South Avondale 12/05/2011 Shay Smith Student Affairs Manage/Principal STEP and A2S/A2E Programs 12/05/2011 Wayne Lane Principal Taft Elementary 12/05/2011 Kelly J. Rozelle Principal (I) Taft I.T.H.S. 12/05/2011 Jeff Brokamp Principal Walnut Hills HS School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School would like to implement in the School is currently implementing. School would like to implement in the School would like to implement in the School is currently implementing. School is currentl y implem enting. School would like to implem ent in the This information in this survey pertains to the Spencer Center Program Schools, consisting of: The Step Program The Alternative to Suspension Elementary Program The Alternative to Suspension High School Program Adult The Security Response Team member is considered to be our Safety Patrol. 01/12/2012 Monica Battle Principal Westwood School would like to implement in the School would like to implement in the School would like to implement in the Adult On Westwood Northern Blvd. 12/05/2011 christina M. Russo Principa wintin hills academy 11/21/2011 Whitney Simmons Principal Winton Montessori 11/22/2011 Sharon Johnson Principal Withrow High School School is currently implementing. School would like to implement in the School would like to implement in the School is currently implementing. School would like to I think it might help for us to wait and implem approach this once we move to our new site. ent in the 11/21/2011 Cindi Menefield Principal, Woodford Paideia Critical Thinking Academy Woodford Paideia Critical Thinking Academy School is currently implementing. School is currently implementing. School is currently implementing. Adult Lumford & Kennedy 11/21/2011 Shauna Murphy Principal Woodward Career Technical High School

33 StartDate Please let us know your name and position/title. Please provide some basic information about your school. Are there any organizations affiliated with your school that are working on Safe Routes to School activities? If so, please specify the organization and the activity. Is your school planning on implementing any Safe Routes to School programs in the future? Name: Position/Title: School Name: Open-Ended Response Response If yes, what programs are they? Would you like help implementing them? 11/21/2011 Robbie Thomas Manager ABLE Program 11/22/2011 Jackie Rowedder Principal Academy of World Languages No 11/21/2011 Sherwin Ealy Principal AMIS No No 12/05/2011 Thomas Boggs Principal Bond Hill Academy No 12/05/2011 Ruthie Jackson Principal Carson School No! Yes We are hoping to continue the one program on Walking students to school n the Fall. 01/12/2012 maria bonavita principal cheviot school 11/21/2011 Kristen Rojas Manager Cincinnati Gifted Academy 01/13/2012 Chris Collier Assistant Principal Clark Montessori 11/21/2011 B Gordon Principal College Hill Fundamental Academy No 12/05/2011 Scott Sublett Principal Covedale Elementary First Student- Bus Safety Assembly No 11/21/2011 Beth Schnell Principal Datre Montessori No 11/28/2011 Laura Sebastian Sr. Support Specialist Ethel M. Taylor Academy 11/22/2011 Monna Beckford Resource Coordinator Evanston Academy Yes Restart Walking School Bus this school year and other incentive programs. Yes, we would like help implementing these programs. 11/22/2011 Karen L Mulligan Principal Fairview-Clifton German Language School No No 11/21/2011 Jack M. Jose Principal Gamble Montessori No 12/05/2011 Cheryl Broadnax Principal Hartwell School Not currently. No Currently assessing. 12/06/2011 Nedria McClain Principal Hays-Porter No Yes 02/17/2012 Virginia Rhodes Principal Hughes STEM High School 12/05/2011 Pamela Knox Resource Coordinator John P. Parker Parker has the support of the Madisonville Community Council representative on the school's SRTS committee No 01/12/2012 Kimberly Mack Principal John P. Parker School MADISONVILLE COMMUNITY COUNCIL YMCA ODOT Yes 11/21/2011 Angela Cook Frazier Principal Kilgour Elementary School 12/05/2011 Cathy Lutts Principal Midway 01/25/2012 Nicole Davis Principal Mt. aary 01/11/2012 Debra Klein Principal Mt. Washington School 12/05/2011 Roger R. Lewis Principal North Avondale Montessori school none Yes Would like help no Yes when we return to our neighborhood site No 12/09/2011 Shauna McDowell Principal Pleasant Hill No 01/12/2012 Christina McDonough Principal Pleasant Ridge Montessori No

34 StartDate Please let us know your name and position/title. Please provide some basic information about your school. Are there any organizations affiliated with your school that are working on Safe Routes to School activities? If so, please specify the organization and the activity. Is your school planning on implementing any Safe Routes to School programs in the future? Name: Position/Title: School Name: Open-Ended Response Response If yes, what programs are they? Would you like help implementing them? 11/28/2011 Bob Myers Resouce Coordinator Quebec Heights No No School will be closing down at the end of this school year. 01/27/2012 Helen O'Neal Resource Coordinator Rees E. Price Academy 02/14/2012 Helen O'Neal Resource Coordinator Rees E. Price Academy OKI REGIONAL COUNCIL of GOVERNMENTS CINCINNATI PUBLIC SCHOOLS "SAFE ROUTES to SCHOOL PROGRAM Yes Yes Tto continue to build and improve current SRTS program at Rees E. Price Academy We could use help in increasing the number of volunteers who support the Walking School Bus 11/21/2011 Lin Yates Principal Riverview East Academy No 01/12/2012 Vera Brooks Principal Roberts Academy Yes 11/27/2011 CHERON REID PRINCIPAL ROCKDALE ACADEMY ODOT Yes WALKING SCHOOL BUS 01/17/2012 Vicki Graves-Hill Principal Roll Hill School 11/22/2011 Randal Yunker Principal Roselawn Condon NO. Yes We would like to implement the walking school bus. No 11/21/2011 Talli Flanigan Assistant Principal Sands Montessori SMPO, LSDMC SRTS (Director) ESCC (consultant) Yes We would like help in implementing all SRTS programs. 12/05/2011 Gary Vale Principal Sayler Park No. No 12/05/2011 Steve Brokamp Principal, SCPA School for Creative/Performing Arts Yes 11/21/2011 Yenetta Harper Principal Shroder High School 11/21/2011 Susan Bunte Principal Silverton Paideia Academy 12/05/2011 Yzvetta Macon Principal South Avondale No 12/05/2011 Shay Smith Student Affairs Manage/Principal STEP and A2S/A2E Programs No. No 12/05/2011 Wayne Lane Principal Taft Elementary NA Yes 12/05/2011 Kelly J. Rozelle Principal (I) Taft I.T.H.S. No 12/05/2011 Jeff Brokamp Principal Walnut Hills HS 01/12/2012 Monica Battle Principal Westwood No Yes We are still in the planning phases 12/05/2011 christina M. Russo Principa wintin hills academy Yes 11/21/2011 Whitney Simmons Principal Winton Montessori No. No 11/22/2011 Sharon Johnson Principal Withrow High School Cincinnati Public No 11/21/2011 Cindi Menefield Principal, Woodford Paideia Critical Thinking Academy Woodford Paideia Critical Thinking Academy Yes We will continue parent, student, and community education. We plan to continue the walking school bus and the 11/21/2011 Shauna Murphy Principal Woodward Career Technical High School No

35 APPENDIX D: WALK AUDIT NOTES What is a Walk Audit? Walk audits typically involve a small group of diverse attendees who provide an assessment of the social, built and natural environment that affect walking and bicycling. Audits might focus on a school site or a corridor that students heavily use. Walking and bicycling audits are tools that provide community stakeholders with the information they need to effectively analyze the design and condition of the transportation network. Walk Audits for Safe Routes to School The best way to understand walking and bicycling safety issues at a particular school is by observing students arriving or departing during a normal school day. This includes observing children as they walk or bike the routes to school, how they cross streets, the interactions they have with cars and buses on the school campus, and how they make their way to the school door. The goal is to identify two main things: Physical environment for walking and bicycling both on the school campus and in the surrounding area. Behaviors of pedestrians, bicyclists and motorists. Appendix D School Travel Plan for Cincinnati Public Schools Be at the school 15 minutes prior to school starting and/or the first 15 minutes when school is dismissed. When on the school campus, walk in a loop to make sure you have a chance to observe all locations and forms of behavior. Find time to walk through the surrounding neighborhood to observe routes students are taking and the street environment. Your walk audit will likely include attendees who are not familiar with the Safe Routes to School program. Therefore, you should briefly describe the goal of Safe Routes to School promoting active transportation. Active transportation includes walking and bicycling and is basically any means other than a vehicle. Some additional items to discuss with the attendees (especially if school age children are involved) include: Ask the students or school administrators how many children usually walk or bike to school. Ask how many children regularly carpool or take a bus to school. Brainstorm a list of the safety hazards (barriers) around the school. Examples could include not enough crossing guards, too much traffic, crime, etc. Walk Audit Steps Conducting walk audits in your community involves some minor planning. The following steps offer a guide on preparation, necessary materials, what to do on the walk, and what to do after the walk. Step 1: Preparing for the audit D

36 Decide where you want to walk. For the purposes of the district-wide travel plan we are focusing on the priority corridors which are the major walking and biking routes that would best serve a large percentage of the students at a particular school. However, the local community may determine additional areas to perform the audit. Who will come and do the audit with you? Complement the existing SRTS team with other interested parties or those who would be considered stakeholders (engineers, planners, administrators, etc.). Additionally, include students, teachers, or parents who are familiar with the current walking/biking pathways. Step 2: Before you leave for the audit Print the Walking Audit Checklist. The checklist will help guide the group as you walk around and make notes of things that you see. You may need to bring a notepad as well, in case you want to take extra notes. Print Aerial Mapping. Aerial photos are helpful in guiding the team and are regularly available on a variety of websites or they can be obtained from the local engineering department. ODOT and the consulting team will provide the local communities with mapping related to the priority corridors that will compliment the aerials. Include a Camera. Make sure to obtain a camera to photo-document what you see on the walk audit. It is best to use a camera that has geo-referencing capabilities (coordinates are imbedded in the file) so that the photo may be linked to a website or other software. Most of today s smartphones (Android-based or iphones) have this capability. Include proper Safety Equipment. Make sure that most, if not all, attendees wear retro-reflective safety vests. Additionally, inform local police officers of the walk audit and invite them to attend. Step 3: While you re doing your audit Appendix D School Travel Plan for Cincinnati Public Schools Make notes as you walk using the Walking Audit Checklist and Aerial Mapping. Note down the things you would like to change (and the things which are good as it always helps to praise those responsible). Keep an eye out for other people walking/biking. Ask them if they think the neighborhood is good for walking, and if there are changes they would like to see made. Take pictures. Pictures provide a visual reference of barriers or issues as you conduct your walk audit. Step 4: After your audit Finalize your notes. Read over the notes you made, and if you need to, tidy them up or expand on them while the information is still fresh in your mind. Upload photos and notes. Link your photos and notes to the school district or individual school site on Share your Findings. Share your findings with the SRTS Team and local stakeholders. Determine the top concerns of participants regarding students walking and biking to school. Include information in School Travel Plans. Type up your information and include it in School Travel Plans or other reports. D

37 Walkability Checklist How walkable is your community? Take a walk with a child and decide for yourselves. Everyone benefits from walking. These benefits include: improved fitness, cleaner air, reduced risks of certain health problems, and a greater sense of community. But walking needs to be safe and easy. Take a walk with your child and use this checklist to decide if your neighborhood is a friendly place to walk. Take heart if you find problems, there are ways you can make things better. Getting started: First, you ll need to pick a place to walk, like the route to school, a friend s house or just somewhere fun to go. The second step involves the checklist. Read over the checklist before you go, and as you walk, note the locations of things you would like to change. At the end of your walk, give each question a rating. Then add up the numbers to see how you rated your walk overall.after you ve rated your walk and identified any problem areas, the next step is to figure out what you can do to improve your community s score. You ll find both immediate answers and long-term solutions under Improving Your Community s Score... on the third page.

38 Take a walk and use this checklist to rate your neighborhood s walkability. How walkable is your community? Location of walk 1. Did you have room to walk? Yes Some problems: Sidewalks or paths started and stopped Sidewalks were broken or cracked Sidewalks were blocked with poles, signs,shrubbery, dumpsters, etc. No sidewalks, paths, or shoulders Too much traffic Something else Rating Scale: 1 awful 2 many problems 3 some problems 4 good 5 very good 4. Was it easy to follow safety rules? Could you and your child 6 excellent Yes No Cross at crosswalks or where you could see and be seen by drivers? Yes No Stop and look left, right and then left again before crossing streets? Yes No Walk on sidewalks or shoulders facing traffic where there were no sidewalks? Yes No Cross with the light? Rating: (circle one ) Locations of problems: Rating: (circle one) Locations of problems: 2. Was it easy to cross streets? Yes Rating: (circle one ) Some problems: Road was too wide Traffic signals made us wait too long or did not give us enough time to cross Needed striped crosswalks or traffic signals Parked cars blocked our view of traffic Trees or plants blocked our view of traffic Needed curb ramps or ramps needed repair Something else Locations of problems: 3. Did drivers behave well? Yes Rating: (circle one ) Some problems: Drivers Backed out of driveways without looking Did not yield to people crossing the street Turned into people crossing the street Drove too fastp Sped up to make it through traffic lights or drove through traffic lights? Something else Locations of problems: 5. Was your walk pleasant? Yes Rating: (circle one ) Some problems: Needed more grass, flowers, or trees Scary dogs Scary people Not well lighted Dirty, lots of litter or trash Dirty air due to automobile exhaust Something else Locations of problems: How does your neighborhood stack up? Add up your ratings and decide Celebrate! You have a great 2. neighborhood for walking Celebrate a little. Your neighborhood 3. is pretty good Okay, but it needs work It needs lots of work. You deserve Total: better than that It's a disaster for walking! Now that you've identified the problems, go to the next page to find out how to fix them.

39 Now that you know the problems, you can find the answers. Improving your community's score 1. Did you have room to walk? Sidewalks or paths started and stopped Sidewalks broken or cracked Sidewalks blocked No sidewalks, paths or shoulders Too much traffic 2. Was it easy to cross streets? Road too wide Traffic signals made us wait too long or did not give us enough time to cross Crosswalks/traffic signals needed View of traffic blocked by parked cars, trees, or plants Needed curb ramps or ramps needed repair 3. Did drivers behave well? Backed without looking Did not yield Turned into walkers Drove too fast Sped up to make traffic lights or drove through red lights 4. Could you follow safety rules? Cross at crosswalks or where you could see and be seen Stop and look left, right, left before crossing Walk on sidewalks or shoulders facing traffic Cross with the light What you and your child can do immediately pick another route for now tell local traffic engineering or public works department about specific problems and provide a copy of the checklist pick another route for now share problems and checklist with local traffic engineering or public works department trim your trees or bushes that block the street and ask your neighbors to do the same leave nice notes on problem cars asking owners not to park there pick another route for now set an example: slow down and be considerate of others encourage your neighbors to do the same report unsafe driving to the police educate yourself and your child about safe walking organize parents in your neighborhood to walk children to school What you and your community can do with more time speak up at board meetings write or petition city for walkways and gather neighborhood signatures make media aware of problem work with a local transportation engineer to develop a plan for a safe walking route push for crosswalks/signals/ parking changes/curb ramps at city meetings report to traffic engineer where parked cars are safety hazards report illegally parked cars to the police request that the public works department trim trees or plants make media aware of problem petition for more enforcement request protected turns ask city planners and traffic engineers for traffic calming ideas ask schools about getting crossing guards at key locations organize a neighborhood speed watch program encourage schools to teach walking safely help schools start safe walking programs encourage corporate support for flex schedules so parents can walk children to school 5. Was your walk pleasant? Needs grass, flowers, trees Scary dogs Scary people Not well lit Dirty, litter Lots of traffic A Quick Health Check point out areas to avoid to your child; agree on safe routes ask neighbors to keep dogs leashed or fenced report scary dogs to the animal control department report scary people to the police report lighting needs to the police or appropriate public works department take a walk wih a trash bag plant trees, flowers in your yard select alternative route with less traffic request increased police enforcement start a crime watch program in your neighborhood organize a community clean-up day sponsor a neighborhood beautification or treeplanting day begin an adopt-a-street program initiate support to provide routes with less traffic to schools in your community (reduced traffic during am and pm school commute times) Could not go as far or as fast as we wanted Were tired, short of breath or had sore feet or muscles Was the sun really hot? Was it hot and hazy? start with short walks and work up to 30 minutes of walking most days invite a friend or child along walk along shaded routes where possible use sunscreen of SPF 15 or higher, wear a hat and sunglasses try not to walk during the hottest time of day get media to do a story about the health benefits of walking call parks and recreation department about community walks encourage corporate support for employee walking programs plant shade trees along routes have a sun safety seminar for kids have kids learn about unhealthy ozone days and the Air Quality Index (AQI)

40 Need some guidance? These resources might help Great Resources WAlking information Pedestrian and Bicycle Information Center (PBIC) UNC Highway Safety Research Center Chapel Hill, NC National Center for Safe Routes to School Chapel Hill, NC For More Information about Who Can Help Address Community Problems State Bicycle & Pedestrian Coordinators federal PoliCy, guidance AnD funding sources for WAlking facilities Federal Highway Administration Bicycle and Pedestrian Program Office of Natural and Human Environment Washington, DC PeDestriAn safety Federal Highway Administration Pedestrian and Bicycle Safety Team Office Of Safety Washington, DC National Highway Traffic Safety Administration Traffic Safety Programs Washington, DC sidewalk ACCessibility information US Access Board Washington, DC Phone: (800) ; (800) (TTY)

41 SRTS-focused roadway segment prompt list (adapted from the FHWA Pedestrian Safety Road Audit) Group Presence, Design, and Placement Quality, Conditions, and Obstructions Continuity and Connectivity Lighting Visibility Driveways Traffic Signs and Pavement Markings Prompt Are sidewalks provided along the street? If no sidewalk is present, is there a walkable shoulder (e.g. wide enough to accommodate cyclists/pedestrians) on the road or other pathway/trail nearby? Are shoulders/sidewalks provided on both sides of bridges? Are pedestrian facilities adequate in the area surrounding the school (e.g., do sidewalk widths accommodate peak periods of pedestrian traffic)? Is there adequate separation distance between vehicular traffic and pedestrians? Are sidewalk/street boundaries discernable to people with visual impairments? Are ramps provided as an alternative to stairs? Will snow storage disrupt pedestrian access or visibility? Is the path clear from both temporary and permanent obstructions? Is the walking surface too steep? Is the walking surface adequate and well-maintained? Are there obstructions such as fences, parked vehicles, or vegetation that would prevent a driver from seeing a child at an approaching intersections or driveways? Are drop-off/pickup lanes separated from bus lanes to minimize confusion and conflicts? Are school gates appropriately located to provide convenient and direct access for pedestrians? Are sidewalks/walkable shoulders continuous and on both sides of the street? Are measures needed to direct pedestrians to safe crossing points and pedestrian access ways? Do pedestrian facilities provide connectivity to residential areas or transit facilities? For children that take the bus, do sidewalks provide direct access from the bus loading area for the school, without crossing parking lots or traffic lanes? Is the sidewalk adequately lit? Does street lighting improve pedestrian visibility at night? Is the visibility of pedestrians walking along the sidewalk/shoulder adequate? Are the conditions at driveways intersecting sidewalks endangering pedestrians? Does the number of driveways make the route undesirable for pedestrian travel? Are there any conflicts between bicycles and pedestrians on sidewalks? Are pedestrian travel zones clearly delineated from other modes of traffic through the use of striping, colored and/or textured pavement, signing, and other methods? Is the visibility of signs and pavement markings adequate during the day and night? Is there a school speed limit zone that is adequately posted? Is the school zone marked properly? Is pedestrian signing near schools adequate and effective? National Center for Safe Routes to School (toll-free) SRTS

42 SRTS-focused crossing prompt list (adapted from the FHWA Pedestrian Safety Road Audit) Group Presence, Design, and Placement Quality, Condition, and Obstructions Continuity and Connectivity Lighting Visibility Access Traffic Signs and Pavement Markings Signals Prompt Do wide curb radii lengthen pedestrian crossing distances and encourage high-speed right turns? Do channelized right turn lanes minimize conflicts with pedestrians? Does a skewed intersection direct drivers focus away from crossing pedestrians? Are pedestrian crossings located in areas where sight distance may be a problem such as obstructions from fences, parked vehicles, or vegetation? Do raised medians provide a safe waiting area (refuge) for pedestrians? Are supervised crossings adequately staffed by qualified crossing guards? Are marked crosswalks wide enough? Do at-grade railroad crossings accommodate pedestrians safely? Are crosswalks sited along pedestrian desire lines? Are corners and curb ramps appropriately planned and designed at each approach to the crossing? Is the crossing pavement adequate and well maintained? Is the crossing pavement flush with the roadway surface? Does pedestrian network connectivity continue through crossings by means of adequate, waiting areas at corners, curb ramps and marked crosswalks? Are pedestrians clearly directed to crossing points and pedestrian access ways? Is the pedestrian crossing adequately lit? Can pedestrians see approaching vehicles at all legs of the intersection/crossing and vice versa? Is the distance from the stop (or yield) line to a crosswalk sufficient for drivers to see pedestrians? Do other conditions exist where stopped vehicles may obstruct visibility of pedestrians? Are all intersection traffic control devices (stop signs or signals) visible and appropriately placed to enable approaching motorists to adequately react? Are driveways placed close to crossings? Do turning vehicles pose a hazard to pedestrians? Are there sufficient gaps in the traffic to allow pedestrians to cross the road? Do traffic operations (especially during peak periods) create a safety concern for pedestrians? Is paint on stop bars and crosswalks worn, or are signs worn, missing, or damaged? Are crossing points for pedestrians properly signed and/or marked? Are crossings in school zones marked as school crossings? Are pedestrian signal heads provided and adequate? Are traffic and pedestrian signals timed so that wait times and crossing times are reasonable? Is there a problem because of an inconsistency in pedestrian actuation (or detection) types? Are all pedestrian signals and push buttons functioning correctly and safely? Are ADA accessible push buttons provided and properly located? National Center for Safe Routes to School (toll-free) SRTS

43 Following are notes from the walk audits that were conducted at various CPS schools between October 31 and November 10, John P. Parker 5051 Anderson Place, Cincinnati, OH Enrollment: 453, prek-8 (neighborhood school w/magnet program) Walk audit conducted on Monday, October 31, 2011 (witnessed dismissal) Walk Audit Attendees: Kim Mack (Principal talked with us at school, did not attend walk audit); Pam Knox (Resource Coordinator), Don Burrell (OKI), Rod Trombley and Bill Rohr (ESCC), David Shipps and Jen Spinosi (TranSystems) Walk Audit Notes: The walk audit began approximately 20 minutes prior to dismissal of the students. First, the team met with Principal Mack and she described the arrival and dismissal layout. She had no major concerns. John P. Parker school is set back from Anderson Place. Anderson is a residential street that has stop controlled access with Madison Road. Madison Road is a four lane roadway with a 35 MPH speed limit and considerable traffic throughout the day. The school property connects to Madison Road and Red Bank Expressway (further west). The general observations and discussions on the walk audit are listed as follows: Appendix D School Travel Plan for Cincinnati Public Schools The staff and visitor parking lot is located adjacent to the main entrance via Anderson. A bus parking area is provided north of the school via Chander. Parents use the parking lot and turnaround in front of the school for drop-off/pick-up. There is a sidewalk that connects the front entrance of the school with Anderson. Sidewalk placement at the school is on the far side from the door but it lines up to the crosswalk. Pam Knox mentioned that both arrival and dismissal work well. Dismissal starts at 2 and is staggered with buses and parent vehicles at different times and at different locations. Smallest children have pick-up on the west side of the school. Approximately 60% of the students walk to and from school. A few students bike and some walk with older siblings. Walkers are not allowed to walk up the bus drive after school (many come that way in the morning, but it is monitored in the afternoon and they aren t allowed to leave that way). Crossing guards are located at Anderson and Madison (2) and Stewart and Madison (2). An overhead flashing crosswalk light is located at Anderson crosswalk; crosswalk is on a hill though so it is not highly visible for westbound traffic. Stewart and Madison is an off-set signalized intersection and students are assisted in crossing both streets. The intersection does have existing pedestrian signals. There are three wave racks, but there were no bikes. A large number of children attend after-school programs at the recreation center on Stewart after school. D

44 Stewart is 35 MPH, but cars will travel much faster. Especially people who are test driving new cars from the BMW store located roughly a mile north. Overgrown trees (honeysuckle) can block crosswalk signage (and sidewalks), as well as the school zone signage along Madison. It had been cut recently, but it is not cut regularly. Red Bank and Madison is not a safe location for children to cross. Continuous right turns, left turns, and high speeds/volumes make this a difficult intersection for children to understand. There is an existing Walking School Bus that goes down Chandler (in the AM only). Speeds on Madison are not regularly enforced (cars were exceeding 20 MPH in the school zone, and the 35 MPH speed limit). There are school zone beacons only along Madison Road. The beacon for westbound traffic is located just east of Anderson and is partially hidden behind trees. Also, it is located on a mast arm over the eastbound traffic, so some drivers who are not familiar with the area will most likely be unaware of the 20 MPH zone. The beacon for eastbound traffic is located just east of the Red Bank Expressway intersection and is located behind a large tree. It is not visible to traffic. There are no beacons or school zone signs along Anderson. Chandler has good sidewalks to Kenwood Road; doesn t have crosswalks at every intersection/stop though. Madison has overhead crosswalk signs at unsignalized crossings along the 25 MPH corridor (roughly from Kenwood to the one at Anderson). Suggestions (recommended during the walk audit): Appendix D School Travel Plan for Cincinnati Public Schools There was a question regarding the future expansion plans for the Red Bank Expressway. The school would like the city to consider placing a traffic light at Anderson and Madison because of safety concerns. It is most likely not warranted; however, the crash data may show a problem? It was mentioned that children will cross within the crosswalks on school property and nearby the school; however, adults do not. The school should consider general pedestrian safety and education for children and parents. Or the school could disperse information at student/parent/teacher conferences where the students can explain the SRTS ideas to their parents. The school has considered having a party to get the word out and increase knowledge of SRTS. School has a family fun night that would be a good avenue. There was concern that the school great at getting the information out to parents, but they struggle with making parents learn or retain that information. The City of Cincinnati Transportation Department has suggested turn the intersections of Anderson and Chandler and Chandler and Stewart (before the Recreation Center) into four-way stops. Place the school zone beacons in better locations and perhaps paint school in all four lanes of Madison. D

45 Riverview East Academy 3555 Kellogg Avenue, Cincinnati, OH Enrollment: 473, prek-12 (Community Learning Center) Walk audit conducted on Tuesday, November 1, 2011 (witnessed arrival) Walk Audit Attendees: David Shipps and Jen Spinosi (TranSystems), Jim Elliott (Toole Design Group) Walk Audit Notes: Due to concerns related to flooding, the Cincinnati SRTS Team requested that we view Riverview East Academy. We arrived approximately 25 minutes prior to arrival and observed roughly two dozen students walking to school. The school itself is quite unique as it sits at least one to two stories above the surrounding ground and is supported by concrete pylons. The school is actually three buildings connected by a skywalk. Bus drop off was located to the north along with a handful of parent drop offs. The general parking lot for staff was located on the south side where the majority of walkers arrived. Kellogg Avenue (SR 52) is a four lane roadway that fronts the school to the east. The Ohio River is located on the western side of the school. A small residential neighborhood is located just north of the school property. Other general observations included: Appendix D School Travel Plan for Cincinnati Public Schools Crossing Guards are located at Congress and Kellogg/SR 52 (1) and Stanley and Kellogg/SR 52 (1). Kellogg is 40 MPH, and many cars didn t slow for the school zone. School Zone beacons are located just prior to Congress (traveling northbound) and at the intersection of Delta (traveling southbound). The later location is approximately ¼ mile from the actual school building, but is near the edge of the school property. Crosswalks and signals (traffic and pedestrian) at Stanley and Kellogg and Congress and Kellogg. Crosswalks on all legs at Congress intersection; NOT on the southeast side at Stanley intersection. Crosswalk timing: o Going across Kellogg at Stanley = ~26 sec to cross (Timing may change based on road sensors on Stanley) o Going across Riverside/Kellogg at Delta = sec Suggestions (recommended during the walk audit): The walk audit attendees witnessed numerous vehicles exceeding the 20 MPH speed limit. The crossing guards stated that there is some police enforcement of speeding on Kellogg (they wait in the school drive/parking lot). Increased target enforcement should be considered. In regards to the flooding, the walk audit attendees did not believe there was a simple solution. The school is raised and includes three entry points to the southern building, one to the middle, and two to the northern building (that we could see). Parking is provided under the southern building and there may have been additional entry points that were not visible. The buildings are raised; however, the property slopes slightly down towards the river (away from Kellogg D

46 Avenue). There were no visible signs of flood damage along Kellogg Avenue, but the school property did have locations with standing water and visible signs of flooding (piles of debris and vegetation). Rees E. Price Academy 1228 Considine Avenue, Cincinnati, OH Enrollment: 554, prek-8 (neighborhood school) Walk audit conducted on Tuesday, November 1, 2011 (witnessed arrival) Walk Audit Attendees: Shelly Stein (Principal talked with us at school, didn t do walk audit); Rodney Etters (walking school bus leader, parent, volunteer), Helen O'Neal (Resource Coordinator), four parents, Carmen Burks (CPS SRTS), Don Burrell (OKI), David Shipps and Jen Spinosi (TranSystems), and Jim Elliott (Toole Design Group). Walk Audit Notes: Rees E. Price School is located on the west side of Cincinnati within an area that has numerous elevation changes (hilly). The school is just north of Glenway Avenue and is accessed via Considine Avenue (to the west) and Lehman Road (to the north). Each of the surrounding roadways are at a lower elevation than the school. Considine and Lehman are both two lane residential streets and Glenway is a four lane street with parking allowed in the curb lanes during the overnight hours. The walk audit attendees mentioned that arrival and dismissal worked well. The walk audit focused on the current walking school bus route. Appendix D School Travel Plan for Cincinnati Public Schools Buses drop off kids at the doors on the S side; parents drop of behind the cars parked in the lot between the school and playground. Therefore, kids dropped off by parents must cross in front of/in between the buses. This is the only issue at arrival/dismissal. Child struck and Glenway and Grand 9/10 by car onto sidewalk Walking School Bus meets at the Rec Center (Hawthorne, just S of Warsaw) and walks N on Hawthorne, W on Warsaw, crosses Considine (across from police station; crosswalk on W side of intersection, not school side), N on Considine, crosses E and N at Considine and Glenway. Traffic signal at Glenway and Considine with crosswalks across all legs (and pedestrian signals). Signal timing at Considine 6 second walk light + 6 seconds wait to clear intersection, longer if you push the ped button. City-owned properties along Considine city trims shrubs, etc.; however, they are not good about coming out before they get too big. Crosswalk at the police station (Warsaw and Considine) not at a signalized intersection, but has an overhead crosswalk sign and signage at side of street. There are a few bikers at Price (bike racks are outside the S side doors of the school, by the parking lot). D

47 Crossing Guards are at the intersections of Considine and Glenway, Grand and Glenway (2), and Grand and Warsaw (2). Guards at Grand and Warsaw used to be at Warsaw and Hawthorne but were relocated. Considine sidewalk Gap in sidewalk on east side between Glenway and Warsaw causes children to walk in street (it was stated that police had ticketed kids in the past or warned them). Walking School Bus (WSB) uses west side with sidewalk. Curb to curb is 32 ft. Sidewalks along Grand end mid-way down the W side (school side) of the street (at Considine Ln/Ring Pl). Same property as along Considine. School Zone beacons are on Considine just north of Glenway. There are none on Glenway, where the bulk of the traffic is. There is not much police enforcement around the school. Suggestions (recommended during the walk audit): Appendix D School Travel Plan for Cincinnati Public Schools Possibly would want to bring the curb out on E side of Considine (south of Glenway) to make room for a sidewalk all the way down that side of the street. Other suggestions include: o Cut into hillside to add/extend a sidewalk major cut and retaining wall o Paint stripes for an area next to curb for walking up to top of hill o Curb extension and sidewalk for gap with painted diversion at top of hill o Painted crosswalk at top of hill at Brevier Av. To encourage crossing to sidewalk Crossing Guards need to direct the students to the side of the street that has the sidewalk. o At the Considine and Glenway intersection, they should make kids cross to the west side if going W or S (so cross W across Considine then S across Glenway, if needed) and cross on the east side of Considine if going E (i.e. toward Grand ). Possible traffic calming with road diet on Glenway and Warsaw two travel lanes and full time parking both sides. Consider speed trailers or fixed speed feedback signs on Glenway. Look into School Zone Beacons for Glenway. Remind Carmen to send K-5 pedestrian education NHSTA program. Evanston Academy (formerly Hoffman-Parham) 1835 Fairfax Avenue, Cincinnati, OH Enrollment: 450, prek-8 (neighborhood school) Walk audit conducted on Tuesday, November 1, 2011 (mid-day) Walk Audit Attendees: Monna Beckford (Resource Coordinator), Carmen Burks (CPS SRTS), Don Burrell (OKI), Bill Rohr (ESCC), David Shipps and Jen Spinosi (TranSystems), and Jim Elliott (Toole Design Group). Walk Audit Notes: D

48 Evanston Academy is located along Fairfax Avenue two blocks east of Woodburn Avenue with vehicular and pedestrian access via both Fairfax and Fairfield Avenue. There is visitor parking located in front of the school along Fairfax and a staff parking lot to the west of the school via Fairfield. The Academy of World Languages is located approximately 1/3 mile east of the school along Fairfax Avenue. The following general notes were taken during the walk audit: Appendix D School Travel Plan for Cincinnati Public Schools About 90% of the students are walkers. (About 460 pre-k thru 8 students at the school.) There are bike racks behind the school, but riding is discouraged because of the crime in the surrounding neighborhood. Most kids don t own bikes. There are street lights along Fairfax Ave. Crosswalks are in front of school and across drives at the school; however, the crosswalks on school property (specifically on W side) are back behind the front of the building a little bit, so students will just cross diagonally and not use crosswalk. Crosswalks in front of school and into parking lot have no paved connection grass up hill. There is a crossing guard. There is a Crossing Guard at the intersection of Fairfax and Fairfield. This is a two-way stop (Fairfield stops) with crosswalks on all but the north leg. School Zone beacons are just before the school drives (E and W sides). There is a lot of drug activity around the school (esp the Fairfield-Hewitt-Wold-Kinney block). Want to start a Walking School Bus. Right now, there is one parent who walks with about 12 kids. The school needs to find volunteers. Perhaps from senior housing or local churches? There are concerns with lose dogs (i.e. Pit Bulls) empty homes, drugs. 5 points intersection of Hewitt, Woodburn, Montgomery is problematic. It is located a few blocks to the west of the school and there are numerous children who do (or could) use this intersection to cross. There is no crossing guard (was in past years). This is a hot spot for crime because of retail/food establishments and apartments. Duck Creek to Crane Ave is not a bad area, for kids walking from the north. Kids can use Trimble to get down from Dana Ave. Woodburn first 4 houses N of Montgomery, St. Leger Pl (W side of street) are vacant, but there is new senior housing going in across the street. There are sidewalks on all streets in the area some need to be cleared and better maintained, but they are in good condition overall. There are crosswalks at most of the intersection, many are marked with signage. Crime hot spot TJs carry out Fairfield and Hewitt Cincinnati Rec Center at Woodburn and Hewitt Hartwell 8320 Vine Street, Cincinnati, OH Enrollment: 416, prek-8 (neighborhood school) Walk audit conducted on Tuesday, November 1, 2011 (witnessed dismissal) Walk Audit Attendees: D

49 Carmen Burks (CPS SRTS), Denny Fennema (ESCC), and Jim Elliott (Toole Design Group). Walk Audit Notes: Appendix D School Travel Plan for Cincinnati Public Schools D Intersection of Vine and Galbraith o Pedestrian comfort at this intersection is top issue at Hartwell. o Heavy traffic. Concern about speed and turning conflicts. o School speed limit on Vine is 20 MPH. Drivers don't follow. o Specific concern about left turn conflicts on southbound Vine and eastbound Galbraith (Pfau Ln). o Protected left turns provided for traffic on Vine and eastbound Galbraith; otherwise, permissive. Left turns from westbound Galbraith prohibited. o No police presence. o Crossing guard is unreliable. o Need more lighting. o Northwest corner looking west: o o No sidewalk on Pfau Lane but sidewalk on Galbraith further down. Kids walk along grass. No crosswalks provided where Pfau Lane intersects loop to get on southbound Vine or Pfau Avenue. Curb ramps not ADA. Looking north from northeast corner: Drivers on Vine don't follow school speed limit sign. No police enforcement. Galbraith Issues o Speed limit is 30 MPH east of Vine and 35 MPH west of Vine. o School speed limit flasher at Burns east of school. Do not know what school speed limit is. o Raised median on east leg of Galbraith/Vine intersection removed. o Cars line up on westbound Galbraith for pick-up. o Very difficult for vehicles to exit parking lot onto Galbraith. o No crosswalk, stop sign, or stop bar at driveway exit. o Consider converting driveway to left in, left out to improve pedestrian comfort and traffic flow. o Some students cross Galbraith mid-block east of Vine. o Bike chained to fence. Vine Street at Compton Issues o No crosswalk on south side of intersection. o Crosswalk on north side is barely visible. o Wide turning radii increase crossing distance. o Crosswalks are not high visibility. o City has policy of not putting crosswalks on all sides of some intersections. o No sidewalks on Compton; however, Compton is shortest route for some students living in Williamsburg apartment complex.

50 Woodford Paideia Academy 3500 Lumford Place, Cincinnati, OH (temporary location, about ½-mile from future location) Enrollment: 459, prek-6 (Paideia magnet school) Walk audit conducted on Tuesday, November 1, 2011 (witnessed dismissal) Walk Audit Attendees: Cindi Menefield (Principal talked with us at school, didn t do walk audit), Carmen Burks (CPS SRTS), Don Burrell (OKI), David Shipps and Jen Spinosi (TranSystems). Walk Audit Notes: The walk audit was conducted at the temporary location for Woodford Paideia Academy. The new building is located roughly one mile east on Woodford Road and Red Bank Road and will be occupied in Some of the general walk audit notes include: Appendix D School Travel Plan for Cincinnati Public Schools D Intersection of Woodford and Kennedy: o Crosswalks at all legs with pedestrian signals for each leg (but no push buttons). o NE pedestrian signal is hidden from view when crossing (blocked by utility pole and can only see at a certain angle from opposite corner). o No no right turn during signs at intersection. o Crime (drugs) an issue at Kennedy and Woodford. Crosswalk on Wyatt (un-signalized). o Could be made more visible. Put a Crossing Guard here? o This will be close to the parent entrance to the new school location. o There is signage, but it doesn t meet the current MUTCD standards. Red Bank and Woodford: o Woodford goes through; Red Bank has the stop. o There are (awkwardly placed) curb cuts, but no crosswalks. o Both streets are lower speed (25 and 30 MPH). Red Bank entrance to school sidewalk is on the N side of the entrance (to go straight back to the doors perhaps?) but the crosswalk is on the S side. Crime (drugs) an issue at Kennedy and Woodford. This is also a difficult intersection to cross Woodford carries traffic to/from Red Bank Road expressway so speed is an issue now. Will need to be enforced once the new school opens. Red Bank has a lot of traffic south of Woodford but much lower north of Woodford to back entrance of new school Sands Montessori 6421 Corbly Street, Cincinnati, OH Enrollment: 646, prek-6 (Montessori magnet school)

51 Walk audit conducted on Thursday, November 3, 2011 (witnessed arrival) Walk Audit Attendees: Talli Flanigan (Assist Principal talked with us at school, didn t do walk audit); 2 parents (Kathy and Pete), Carmen Burks (CPS SRTS), Don Burrell (OKI), Bill Rohr (ESCC), David Shipps and Jen Spinosi (TranSystems). Walk Audit Notes: Sands Montessori is located along the south side of Corbly Street approximately 1/3 mile east of Beechmont Avenue. The area around the school is quite hilly and is predominantly residential. The school has two entrances with the main one located to the west which provides access to the parent drop-off/pick-up loop on the west side of the building. Both entrances provide access to the parking area in front of the school. The eastern entrance provides access to the drive along the east side of the school where bus pick-up and drop-off is located. Appendix D School Travel Plan for Cincinnati Public Schools There is an existing crosswalk near the western drive to the school, but no crossing guard. The main crosswalk is on W side of Sussex/school drive and Corbly intersection where there is a guard present. Guard is a volunteer; she is not allowed to be there by the City/police, but the school feels that it is necessary to have her there. Sussex Avenue is located across from the western school entrance (crosswalk location) and has no sidewalks, but slow speed limit (25 MPH) and low volume (although parents on walk audit reported that there are higher volumes in the morning when they walk to school). There are also Watch for Pedestrians in Roadway signs along the street (just N of Corbly, although this one was somewhat hidden by trees, and mid-way down street). However, parents feel that walking along Sussex isn t safe. Coffey (just west of Sussex) has no sidewalks from Suffolk to Kenlee Drive Rainbow to Corbly steep walk (might cause issues in the winter) Walking School Buses are in the works as there are parents that walk from the N and E that can do them from these areas. The school does have afternoon escorts that assist groups of kids. There is a makeshift pathway from the Trailwood neighborhood to the E (off of Spindlewick Ln) that goes through someone s property but he lets them use it to get to the school. o This comes out behind the school (it used to come out where the old school was), and there are some ditches to cross to get from the path to the school. o There have been talks by CRC to put sports fields back here with pathways, so this could maybe be incorporated into that. There is a No Parking zone next to the crosswalk (on Corbly, W of school). Traffic on Corbly 18 ft. lanes which is much wider than necessary. Beacons on for min for school zone, west beacon too close to drive Suggestions (recommended during the walk audit): Perhaps could utilize SCHOOL road paint in front of school on Corbly. D

52 Perhaps put in curb extensions/bulb-outs at the crosswalk at the school entrance/sussex and Corbly, and possibly move to the E side of that intersection. Possible bulb out at east side of drive to shorten crosswalk. This may require moving metro stop. Rockdale Academy 335 Rockdale Avenue, Cincinnati, OH Enrollment: 417, prek-8 (neighborhood school) Walk audit conducted on Thursday, November 3, 2011 (mid-day) Walk Audit Attendees: Shalon Price (Resource Coordinator), Ms. Wilson (Crossing Guard), Ms. Burns (Walking School Bus), Carmen Burks (CPS SRTS), Don Burrell (OKI), Rod Trombley (ESCC), David Shipps and Jen Spinosi (TranSystems). Walk Audit Notes: Appendix D School Travel Plan for Cincinnati Public Schools The school has requested Drug Free Zone signage for school grounds. The area around the school has a very high crime rate and the school often has to lockdown due to shootings in the area. This is the major issue at Rockdale Academy. The school has approximately six or seven Walking School Bus routes with about 15 parents involved. CPS security provided a background check of each parent volunteer. Several parents were denied due to past crimes. Majority of students walk to school. There are numerous streets with drainage issues (collapsing inlets). Children are forced to either walk in the street or grass to avoid standing water. New senior residential building constructed at Harvey and Rockdale (one block east of school). No crosswalks at the Boys and Girls Club intersection (Rockdale and Washington). Major Walking School Bus route on the south side of Rockdale between the school and the Boys and Girls club (located two blocks east). Considerable loitering on the north side of Rockdale along this pathway. Most people will disperse when the Walking School Bus comes by. Forest Avenue meanders down a hill to Vine Street just north of the Cincinnati Zoo and provides a walking route for a large percentage of students. General issues include speeding traffic, elevation changes, and pedestrian/vehicular blind spots due to the curvature of the road. The road is often flooded in the vicinity of the zoo. There is a sidewalk along both sides of Forest; however, there are gaps and buckled segments that making walking and biking hazardous. Additionally, the only marked crosswalks are at Vine and Wilson Avenue, a distance of over a half mile. Erkenbrecher Avenue is located two blocks south of the school and parallels Rockdale Avenue. It is a busy street that connects Burnett Avenue and Vine Street. Furthermore, it provides access to the zoo and Children s Hospital s parking garages. The school has worked with Children s Hospital to slow traffic on Erkenbrecher and make employees aware of the children walking to and from school. D

53 The school wanted to paint or place signage along the Walking School Bus Routes, but were denied by the City. They would like to explore this further. Overall, the school has consistently reached out to students about general safety (including pedestrians and crime) as well as the local businesses. The Wilson Avenue intersection with Rockdale just west of the school has sight distance issues due to elevation changes. Suggestions (recommended during the walk audit): Consider a four-way stop controlled intersection at Wilson and Rockdale. Consider traffic calming measures on Rockdale. Consider school zone beacons with speed feedback on Rockdale. Provide the school with information regarding AAA s student safety patrol. William H. Taft 270 Southern Avenue, Cincinnati, OH Enrollment: 307, prek-6 (neighborhood school w/magnet program) Walk audit conducted on Thursday, November 3, 2011 (witnessed dismissal) Walk Audit Attendees: Wayne Lane (Principal); Joan Packro (Resource Coordinator), Carmen Burks (CPS SRTS), Don Burrell (OKI), David Shipps and Jen Spinosi (TranSystems) Walk Audit Notes: Appendix D School Travel Plan for Cincinnati Public Schools William H. Taft School is located in a combined building with the Cincinnati Recreation Commission s Mt. Auburn Recreation Center. The school is situated just east of the Southern Avenue and Young Street intersection one block east of Auburn Avenue and two blocks north of Dorchester Avenue. A charter school is located next door (to the west) in an old school building. The charter school and Taft Elementary do not work together on issues. In fact, their relationship is quite unpleasant. Just southwest of the school is the William Howard Taft Museum. The facility is surrounded by a security fence and fronts Auburn Avenue. There is a surface parking lot location at the southwest corner of the Southern/Young intersection. This lot is used by the charter school. The school is raised above the surrounding terrain to the north, east, and south of the school which limits the available land for transportation use. Some general notes from the walk audit include: The majority of students take the school bus. There are approximately 160 walkers and roughly half stay for after school activities so all walkers aren t leaving at the same time. Path behind the school (going toward Earnshaw): o Students use this path but it is DANGEROUS (lots of violence and inappropriate activity; also, there are a lot of abandoned buildings where it lets out where people have been known to lurk ). o Boy Scouts have volunteered to clean out paths if needed/wanted. D

54 Crossing Guard at Auburn and Southern intersection, on Christ Hospital (W) side in the AM only. Buses use the drive in front of the school; parents will park on the street/partially on the sidewalk (or in the parking lots leading to the school) and walk up to get their kids. We observed 7-8 buses, including 3-4 special needs buses. Teachers and administrators park on the sidewalk and area in front of the school because of the lack of parking elsewhere. A small lot with approximately spaces is located along Young just south of the school. It was nearly empty during the walk audit. School zone signage placement one sign is on Southern Ave, facing traffic leaving the circle in front of the school (aka facing the school). 3 kids were hit by cars last year 2 on Auburn and one on Young. There were only minor injuries, but there is an obvious safety issue around the school. Suggestions (recommended during the walk audit): Currently, Southern Avenue and Young Street and two-way roads which are approximately feet wide. Sidewalks are located immediately adjacent to the edge of pavement. Both roads and sidewalks are deteriorating. There were several locations where the sidewalk was broken and spalling. Cars appear to park along both roads throughout the day and especially during arrival and dismissal. Perhaps the school district should explore turning both roads into oneway streets from Auburn to Bodman (just south of the school). This would allow parking on one side and reduce traffic issues. The school should coordinate with the adjacent charter school to share the open lot just southwest of the school. Perhaps the lot could be expanded or a parking garage could be considered at this location. To offset the cost of a garage the school could coordinate with the charter school and adjacent William H. Taft Museum to share the garage. Appendix D School Travel Plan for Cincinnati Public Schools Kilgour School 1339 Herschel Avenue, Cincinnati, OH Enrollment: 630, K-6 (neighborhood school) Walk audit conducted on Thursday, November 10, 2011 (witnessed arrival) Walk Audit Attendees: Mr. Shipps witnessed arrival on the school campus and surrounding area and spoke with a crossing guard at the school entrance and Mr. Bell (greeter). Additionally, he met with Angela Cook Frazier (Principal). Walk Audit Notes: The school has city employed crossing guards at the school entrance on Herschel (1), Herschel and Observatory (1), and Herschel and Principio (1). The guards are typically in place from 8:30 to 9:15 in the AM although the guard in front of the school stays until about 9:30. In the evening they are in place from approximately 3:30 to 4:15. D

55 Appendix D School Travel Plan for Cincinnati Public Schools Both arrival and dismissal is located along Herschel. There are two small parking lots located north and south of the school. In the afternoon buses pick-up in the southern parking lot within the playground area. During arrival parents dropped off their children in a somewhat orderly fashion along both east and west side of Herschel (higher volume along the west side of the street). Mr. Bell greets all of the students as they enter school grounds. He is there every morning and also in the afternoon during dismissal. He knew every students name and gave them a high-five or thumbs up. Furthermore, he knew most if not all of the parents who accompanied their children to school. He has a very positive impact on the students and parents. The Principal mentioned that the neighbors complain constantly about the traffic back-ups in the morning and afternoon. Additionally, they have posted signs in their driveways stating not to use them as turn-arounds. She also mentioned that some verbal and physical altercations have occurred in the past because of automobiles blocking driveways. Overall the walking environment is very safe. It was 40 degrees in the morning and more than 100 students and parents were witnessed walking to school. Several parents stopped to speak and mentioned how great the neighborhood was to walk in. The only complaint was that the area is very hilly, so the children can t walk as far compared to more level terrain. Delta Avenue parallels Herschel to the west and has considerable vehicular traffic. The enrollment area for the school is mostly to the west. This was the first school in CPS with a Walking School Bus (7 years ago). They were showcased on Good Morning America ( The parent that started the Walking School Bus is still within the neighborhood, but his children are now in high school. The principal stated that parents ask about doing a walking bus all the time, but no one has volunteered to lead the effort. The principal stated that PM traffic is worse (10-15 minutes of chaos). To facilitate traffic movement a District 2 police officer assists at the school in the afternoon. School does not promote biking or skateboarding to school (unless a parent is with them) as it is too congested and may cause a safety issue. One bike rack at the school right now. The school attempted to have speed humps installed on Herschel (in front of school) but the city didn t approve them. The principal mentioned that she would love to have no parent pick-up and drop-off along Herschel. However, she knows that may just push the issue elsewhere and not solve anything. Suggestions (recommended during the walk audit): Mr. Shipps recommended the consideration of a remote pick-up and drop-off location. Ault Park is located just to the east of the school and is a possible location for remote parent arrival and dismissal. o There is a playground with restrooms located along the north side of Principio Avenue just east of the Heekin Avenue intersection. o The road is over 36 feet wide in this location, which is plenty of room for cars parked on both sides of the street D

56 o Principio has sidewalks along the south side of the street between the park and Herschel. o Principio also has speed humps along the road which will slower the vehicular speeds and therefore provide a safer walking environment. o There is a crossing guard at the Herschel intersection. o Total distance is approximately a half mile which is feasible for even the smallest child. Need to provide the principal information on other locations around the country that have utilized remote arrival and dismissal locations. Clark Montessori 3030 Erie Avenue, Cincinnati, OH Enrollment: 680, 7-12 (Montessori) Walk audit conducted on Thursday, November 10, 2011 (mid-day) Walk Audit Attendees: David Shipps (TranSystems) Walk Audit Notes: The focus of this walk audit was to review the area immediately surrounding the new Clark Montessori campus. Appendix D School Travel Plan for Cincinnati Public Schools Erie Avenue is posted as 30 MPH, but it is straight as an arrow in the vicinity of the school and cars travel at much higher speeds. The road includes 4 travel lanes (two in each direction) with parking lanes on both sides. Parking along Erie is limited during certain hours of the day (AM and PM rush hours); however, the signage is confusing. Within a quarter mile of either side of the school drive there were only 6 cars parked along Erie just prior to lunchtime. The school drive accesses Erie approximately 700 feet west of the intersection with Delta Avenue. There is a crosswalk located approximately 100 feet east of the school drive. There is an overhead sign calling out the crosswalk location. There is a crossing guard at this location during school arrival and dismissal. The school is sited just north of Erie up a slight hill. Because of the elevation change the access drive has sight issues. Signage on the access drive alerts vehicles to be aware of traffic. Due to the sight distance issues vehicle must block the sidewalk or parking lanes (or both) to properly view traffic along Erie. There are additional sets of stairs up to the school from the sidewalk along the north side of Erie, both east and west of the access drive. Suggestions (recommended during the walk audit): D

57 The school should consider petitioning the city for a traffic signal at the school access drive. The signal only needs to be in operation during arrival and dismissal, otherwise it can be a flashing yellow light along Erie during the remainder of the day. Perhaps the crosswalk along Erie should be removed or an overhead crosswalk beacon be installed to further alert drivers to pedestrians in the crosswalk. Bond Hill Academy 1510 California Avenue, Cincinnati, OH Enrollment: 400, prek-8 (neighborhood school) Walk audit conducted on Thursday, November 10, 2011 (mid-day) Walk Audit Attendees: David Shipps (TranSystems) Walk Audit Notes: Appendix D School Travel Plan for Cincinnati Public Schools The focus of the walk audit was to determine how students living south of the Norwood Lateral (SR 562) within the Paddock Hills neighborhood could safely walk/bike to and from school. These students live less than one mile away from the school and are provided hazard busing as a result of a student safety issue. There are sidewalks along both Paddock Road and Reading Road which are the only north-south roadways that connect to the north side of the Norwood Lateral in the vicinity of the school. In general, the crosswalks are poorly marked along both streets including the Tennessee Avenue, SR 562, and California Avenue intersections. Additionally, there is no signage to alert drivers of the crossings. The lack of signage and paint creates a safety issue specifically at the SR 562 on and off-ramps where vehicles are traveling at high speeds. The Paddock and Tennessee intersection is not a safe crossing due to uneven pavement, lack of signage, and left/right turning arrows that disallow a complete pedestrian crossing phase. Sidewalks along Paddock, Tennessee, and Reading are located immediately adjacent to the street providing no pedestrian buffer. This creates real safety issue especially with the higher speeds of traffic. Because of this, parents of school age children will be very hesitant to let their children walk along these routes. Suggestions (recommended during the walk audit): Even though there are adequate sidewalks along both major pathways to the school from the Paddock Hills neighborhood, due to the lack of safe crossings, minimal signage, and location of the sidewalks immediately adjacent to higher speed roads the school should not recommend that children walk or bike to school from these neighborhoods. However, if modification were made to crossing locations then the school may recommend parent volunteers to walk or bike with the children. It should be noted that a very small percentage of the students who attend Bond Hill Academy live within the Paddock Hills neighborhood, so any improvements to the surrounding streetscapes may not be warranted. D

58 APPENDIX E: PARTNER SURVEYS Appendix E School Travel Plan for Cincinnati Public Schools E

59 Welcome! This survey is designed to get a better sense of how community organizations like yours might be willing to support the Cincinnati Safe Routes to School program in the Your responses will help us decide which activities and programs to include in the SRTS Travel Plan we are developing for CPS. The survey is short (just 8 questions!). We very much appreciate your help and feedback. What is a SRTS? Safe Routes to School (SRTS) is a growing movement across the US that brings together parents, schools, and community organizations to accomplish three main goals: 1. Enable and encourage children, including those with disabilities, to walk and bicycle to school; 2. Make bicycling and walking to school a safer and more appealing transportation alternatives, thereby encouraging a healthy and active lifestyle from an early age; and 3. Facilitate the planning, development, and implementation of projects and activities that will improve safety and reduce traffic, fuel consumption, and air pollution in the vicinity of schools. What s a SRTS Travel Plan? A SRTS Travel Plan is a written document that outlines a community's intentions for making travel to and from school safer and more sustainable. The Cincinnati SRTS Travel Plan is being developed with assistance from the Ohio Department of Department of Transportation and will serve as a model for developing SRTS Travel Plans in large school districts across the country. Questions? If you have any questions about Cincinnati s SRTS Travel Plan effort, please Carmen Burks. You can also find information about the program on the CPS website. Please click "next" to get started! * Organization: 1. Please let us know about your organization. Address: City/Town: ZIP: 2. Is your organization interested in supporting the Cincinnati Safe Routes to School (SRTS) program? nmlkj nmlkj nmlkj Yes No Tell me more

60 3. Who is the primary contact person at your organization for communication with the Cincinnati SRTS program? Name: Title: E mail: Phone: 4. The Cincinnati SRTS program is organized around 5 Es: engineering, education, encouragement, enforcement, and evaluation. Which of the 5 Es is your organization most interested in supporting? (Check all that apply.) gfedc Engineering Includes creating operational and physical improvements to the infrastructure surrounding schools that reduce speeds and potential conflicts with motor vehicle traffic, and establishes safer and fully accessible crossings, walkways, trails and bikeways. gfedc Education Includes pedestrian safety education, bicycle safety education, driver education, personal security training, education regarding the health and environmental benefits of bicycling and walking, and other activities. gfedc Encouragement Includes special events, such as International Walk to School Day, and ongoing activities, such as weekly or monthly walk or bike to school events, mileage clubs and contests, walking school buses, and other activities aimed at increasing the number of students who walk or bicycle to school and fostering behaviors that improve the safety and comfort of student pedestrians and bicyclists. gfedc Enforcement Includes efforts to discourage speeding, failure to yield to pedestrians in crosswalks, illegal parking, cell phone use while driving, jaywalking, and other unsafe behaviors. Enforcement efforts typically involve students, parents, school administration, and others in addition to law enforcement, and target pedestrian and bicycle behavior as well as driver behavior. gfedc Evaluation Includes monitoring and documenting outcomes and trends through the collection of data, including the data collection before and after implementation of SRTS programs. 5. What kinds of support can your organization generally provide? (Check all that apply.) gfedc Financial support (i.e., funding) gfedc Material support (e.g., incentive items for students who walk and bicycle, equipment for pedestrian and bicycle safety education, safety vests for adult volunteers, etc.) gfedc gfedc Volunteers for planning an activity or event Volunteers for the day of an activity or event gfedc Volunteer speakers for classroom presentations or assemblies on pedestrian and bicycle safety issues and/or the benefits of walking and bicycling gfedc Willing to write a letter of support for the Cincinnati SRTS program.

61 6. If you are able to provide volunteer support, how often can your organization provide volunteers? nmlkj nmlkj nmlkj nmlkj Weekly Monthly Yearly One time 7. Are there specific schools or parts of the city where your organization would like to focus its support? 5 8. When can your organization begin providing support? 6 nmlkj nmlkj nmlkj nmlkj Within the next 3 months. Within the next 6 months. Within the next year. A year or more from now. If you have a specific "start date" in mind, please state that here.

62 Please let us know about your organization. Is your organization interested in supporting the Cincinnati Safe Routes to School (SRTS) program? Who is the primary contact person at your organization for communication with the Cincinnati SRTS program? The Cincinnati SRTS program education, encouragement, e is your organization most inte Organization: Address: City/Town: ZIP: Response Name: Title: Phone: Engineering IEducation I I Silverton Paideia Academy 6829 Stewart Road Cincinnati Tell me more Jacquelyn Sommer Museum Resource Coordinator jacquelyn.sommer@cincyart.org Education Carson School/Famiies Forward 4323 Glenway Avenue Cincinnati Yes Kathy Painter Resource Coordinator PainteK@cps-k12.org Education Gamble Montessori High School No Madisonville Weed & Seed Sustained, Inc 4917 Whetsel Ave Cincinnati Yes Kathy Garrison Director kgarrison14@cinci.rr.com Madisonville Community Council c/o Eye & I Productions, 5545 Madison Road Cincinnati, OH Yes Bill Collins Chair of the Education Committee bcollins1@cinci.rr.com Engineering Alliance for Leadership and Interconnection (ALI) P.O. Box Cincinnati Yes Ginny Frazier Executive Director nsgreenschool@yahoo.com Education OKI Regional Council of Governments 720 E Pete Rose Way Cincinnati, OH Yes Don Burrell Bicycle Pedestrian Coordinator dburrell@oki.org Engineering Education Growing Well Cincinnati 3101 Burnet Ave #215 Cincinnati/OH Yes Angela Robinson Program Coordinator arobinson@healthfoundation.org Education Executive Service Corps Yes Rod Trombley Project Manager Engineering

63 m is organized around 5 Es: engineering, enforcement, and evaluation. Which of the 5 Es Please let us know about your erested o in supporting? (Check all that apply.) What kinds of support can your organization generally provide? (Check all that apply.) Organization: Encouragement InEnforcement InEvaluation I Financial support Material support Volunteers for planning an activity or event Volunteers for the day of an activity or event Volunteer speakers Silverton Paideia Academy Enforcement Carson School/Famiies Forward Gamble Montessori High School Volunteers for the day of an activity or event Volunteer speakers for classroom presentations or assemblies on pedestrian and bicycle safety issues and/or the benefits of walking and bicycling Madisonville Weed & Seed Sustained, Inc Encouragement Volunteers for planning an activity or event Volunteers for the day of an activity or event Madisonville Community Council Enforcement Volunteers for planning an activity or event Volunteers for the day of an activity or event Volunteer speakers for classroom presentations or assemblies on pedestrian and bicycle safety issues and/or the benefits of walking and bicycling Alliance for Leadership and Interconnection (ALI) Encouragement Volunteers for the day of an activity or event OKI Regional Council of Governments Encouragement Evaluation Volunteers for the day of an activity or event Volunteer speakers for classroom presentations or assemblies on pedestrian and bicycle safety issues and/or the benefits of walking and bicycling Growing Well Cincinnati Encouragement Evaluation Volunteers for planning an activity or event Volunteers for the day of an activity or event Executive Service Corps Volunteers for planning an activity or event Volunteers for the day of an activity or event

64 Please let us know about your o Organization: Silverton Paideia Academy Write a letter of support Willing to write a letter of support for the Cincinnati SRTS program. If you are able to provide volunteer support, how often can your organization provide volunteers? Are there specific schools or parts of the city where your organization would like to focus its support? When can your organization begin providing support? If you have a specific "start date" in mind, please state Response Open-Ended Response Response that here. One time Silverton Paideia Acacdemy Within the next 6 months. Carson School/Famiies Forward Monthly Carson School and the West Price Hill Community. Within the next 3 months. Gamble Montessori High School Madisonville Weed & Seed Sustained, Inc Willing to write a letter of support for the Cincinnati SRTS program. John P Parker School, Madisonville Within the next 3 months. Madisonville Community Council Willing to write a letter of support for the Cincinnati SRTS program. Monthly The Madisonville Community Council (MCC) is a civic organization that is recognized and gains small amounts of public funding from the City of Cincinnati. Because the MCC serves the Madisonville community, our focus for support is the Madisonville community and streets that lie immediately adjacent to Madisonville. Within the next 3 months. We can start in January Alliance for Leadership and Interconnection (ALI) Willing to write a letter of support for the Cincinnati SRTS program. Yearly Within the next 6 months. OKI Regional Council of Governments Monthly OKI serves the 8 county Cincinnati region. Within the next 3 months. Growing Well Cincinnati Willing to write a letter of support for the Cincinnati SRTS program. Monthly Oyler, Western Hills HS, Dater HS, Roll Hill, Aiken, Rockdale, South Avondale, Rothenberg Within the next year. Executive Service Corps Monthly We are providing support now!

65 APPENDIX F: STUDENT MAPS Appendix F School Travel Plan for Cincinnati Public Schools F

66 !(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!(!( Academy of Multilingual Immersion (Pre-8) 485 Students (139 Within 2 Miles) School (Magnet)!(!(!( Student!(!( Feet 0 3,000 6,000 12,000 2 Mile Buffer I

67 Academy of World Languages (Pre-8) 485 Students (103 Within 2 Miles) School (Magnet)!( Student Feet 0 3,000 6,000 12,000 2 Mile Buffer I

68 Bond Hill Academy (Pre-8) 404 Students (349 Within 2 Miles) School!( Student Feet 0 2,500 5,000 10,000 2 Mile Buffer I

69 Carson School (Pre-8) 673 Students (659 Within 2 Miles) School!( Student Feet 0 2,500 5,000 10,000 2 Mile Buffer I

70 Chase School (Pre-8) 364 Students (334 Within 2 Miles) School!( Student Feet 0 2,550 5,100 10,200 2 Mile Buffer I

71 Cheviot School (Pre-8) 583 Students (462 Within 2 Miles) School!( Student Feet 0 2,500 5,000 10,000 2 Mile Buffer I

72 Cincinnati Gifted Academy (3-6) 96 Students (33 Within 2 Miles) School!( Student Feet 0 2,500 5,000 10,000 2 Mile Buffer I

73 Clark Montessori High School (7-12) 273 Students (35 Within 2 Miles) School (Magnet)!( Student Feet 0 5,000 10,000 20,000 2 Mile Buffer I

74 College Hill Fundamental Academy (Pre-6) 470 Students (294 Within 2 Miles) School (Magnet)!( Student Feet 0 3,000 6,000 12,000 2 Mile Buffer I

75 Covedale School (K-6) 579 Students (511 Within 2 Miles) School (Magnet)!( Student Feet 0 2,000 4,000 8,000 2 Mile Buffer I

76 Gilbert A. Dater High School (7-12) 148 Students (94 Within 2 Miles) School!( Student Feet 0 3,000 6,000 12,000 2 Mile Buffer I

77 Dater Montessori School (Pre-6) 643 Students (460 Within 2 Miles) School (Magnet)!( Student Feet 0 3,000 6,000 12,000 2 Mile Buffer I

78 Ethel M. Taylor School (Pre-8) 410 Students (380 Within 2 Miles) School!( Student 2 Mile Buffer Feet 0 2,000 4,000 8,000 I

79 Evanston Academy (Pre-8) 409 Students (352 Within 2 Miles) School!( Student Feet 0 2,000 4,000 8,000 2 Mile Buffer I

80 Fairview-Clifton German Language School (Pre-6) 687 Students (267 Within 2 Miles) School (Magnet)!( Student Feet 0 3,000 6,000 12,000 2 Mile Buffer I

81 Frederick Douglass School (Pre-8) 401 Students (348 Within 2 Miles) School!( Student Feet 0 2,000 4,000 8,000 2 Mile Buffer I

82 James N. Gamble Montessori High School (7-12) 93 Students (15 Within 2 Miles) School (Magnet)!( Student Feet 0 2,500 5,000 10,000 2 Mile Buffer I

83 Hartwell School (Pre-8) 419 Students (407 Within 2 Miles) School!( Student Feet 0 2,000 4,000 8,000 2 Mile Buffer I

84 Hays-Porter School (Pre-8) 345 Students (307 Within 2 Miles) School!( Student Feet 0 2,000 4,000 8,000 2 Mile Buffer I

85 Hughes STEM High School (7-12) 769 Students (195 Within 2 Miles) School!( Student Feet 0 3,000 6,000 12,000 2 Mile Buffer I

86 John P. Parker School (Pre-8) 455 Students (421 Within 2 Miles) School (Magnet)!( Student Feet 0 2,500 5,000 10,000 2 Mile Buffer I

87 Kilgour School (K-6) 623 Students (486 Within 2 Miles) School!( Student Feet 0 2,000 4,000 8,000 2 Mile Buffer I

88 Midway School (Pre-8) 610 Students (566 Within 2 Miles) School!( Student Feet 0 2,350 4,700 9,400 2 Mile Buffer I

89 Mt. Airy School (Pre-8) 631 Students (604 Within 2 Miles) School!( Student Feet 0 2,500 5,000 10,000 2 Mile Buffer I

90 Mt. Washington School (Pre-8) 428 Students (325 Within 2 Miles) School (Magnet)!( Student Feet 0 3,000 6,000 12,000 2 Mile Buffer I

91 North Avondale Montessori School (Pre-6) 503 Students (230 Within 2 Miles) School (Magnet)!( Student Feet 0 2,000 4,000 8,000 2 Mile Buffer I

92 Oyler School (Pre-12) 400 Students (357 Within 2 Miles) School!( Student Feet 0 2,500 5,000 10,000 2 Mile Buffer I

93 Pleasant Hill Academy (Pre-8) 695 Students (517 Within 2 Miles) School (Magnet)!( Student Feet 0 2,500 5,000 10,000 2 Mile Buffer I

94 Pleasant Ridge Montessori School (Pre-6) 517 Students (466 Within 2 Miles) School!( Student Feet 0 2,000 4,000 8,000 2 Mile Buffer I

95 Rees E. Price Academy (Pre-8) 547 Students (510 Within 2 Miles) School!( Student Feet 0 1,500 3,000 6,000 2 Mile Buffer I

96 Riverview East Academy (Pre-8) 239 Students (155 Within 2 Miles) School!( Student 2 Mile Buffer Feet 0 4,000 8,000 16,000 I

97 Roberts Paideia Academy (Pre-8) 647 Students (470 Within 2 Miles) School (Magnet)!( Student Feet 0 2,500 5,000 10,000 2 Mile Buffer I

98 Rockdale Academy (Pre-8) 413 Students (359 Within 2 Miles) School!( Student 2 Mile Buffer Feet 0 2,500 5,000 10,000 I

99 Roll Hill Academy (Pre-8) 548 Students (515 Within 2 Miles) School!( Student Feet 0 2,000 4,000 8,000 2 Mile Buffer I

100 Roselawn Condon School (Pre-8) 439 Students (332 Within 2 Miles) School (Magnet)!( Student Feet 0 2,500 5,000 10,000 2 Mile Buffer I

101 Rothenberg Preparatory Academy (Pre-8) 340 Students (315 Within 2 Miles) School!( Student Feet 0 2,000 4,000 8,000 2 Mile Buffer I

102 Sands Montessori School (Pre-6) 635 Students (297 Within 2 Miles) School (Magnet)!( Student Feet 0 3,000 6,000 12,000 2 Mile Buffer I

103 Sayler Park School (Pre-8) 322 Students (207 Within 2 Miles) School!( Student 2 Mile Buffer Feet 0 2,500 5,000 10,000 I

104 School for Creative and Performing Arts (K-12) 878 Students (105 Within 2 Miles) School (Magnet)!( Student Feet 0 3,000 6,000 12,000 2 Mile Buffer I

105 Shroder High School (7-12) 263 Students (107 Within 2 Miles) School (Magnet)!( Student Feet 0 3,000 6,000 12,000 2 Mile Buffer I

106 Silverton Paideia Academy (Pre-6) 339 Students (164 Within 2 Miles) School (Magnet)!( Student Feet 0 3,000 6,000 12,000 2 Mile Buffer I

107 South Avondale School (Pre-8) 529 Students (490 Within 2 Miles) School!( Student 2 Mile Buffer Feet 0 2,500 5,000 10,000 I

108 Walnut Hills High School (7-12) 751 Students (99 Within 2 Miles) School!( Student Feet 0 4,000 8,000 16,000 2 Mile Buffer I

109 Westwood School (Pre-8) 331 Students (300 Within 2 Miles) School!( Student Feet 0 2,000 4,000 8,000 2 Mile Buffer I

110 William H. Taft School (Pre-8) 311 Students (235 Within 2 Miles) School (Magnet)!( Student Feet 0 2,500 5,000 10,000 2 Mile Buffer I

111 Winton Hills Academy (Pre-8) 413 Students (378 Within 2 Miles) School!( Student Feet 0 2,000 4,000 8,000 2 Mile Buffer I

112 Winton Montessori School (Pre-6) 363 Students (160 Within 2 Miles) School (Magnet)!( Student Feet 0 2,500 5,000 10,000 2 Mile Buffer I

113 Woodford Paideia Academy (Pre-6) 439 Students (235 Within 2 Miles) School (Magnet)!( Student Feet 0 2,500 5,000 10,000 2 Mile Buffer I

114 APPENDIX G: SAFE ROUTES TO SCHOOL LOCAL POLICY GUIDE Appendix G School Travel Plan for Cincinnati Public Schools G

115 Safe Routes to School Local Policy Guide June 2011

116 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P acknowledgements and Background The Safe Routes to School Local Policy Guide was published by the Safe Routes to School National Partnership (National Partnership) to help local communities and schools create, enact and implement policies which will support active and healthy community environments that encourage safe walking and bicycling and physical activity by children. The guide is intended to help community members, policy-makers, parents and advocates to create a healthy built environment that stems from a health in all policies approach. This guide was made possible through contributions from a number of authors and reviewers, and with funding from the Centers for Disease Control and Prevention. The National Partnership is grateful for this assistance. The Safe Routes to School National Partnership is a fast-growing network of more than 500 organizations and professional groups working to set goals, share best practices, leverage infrastructure and program funding, and advance policy change to help agencies that implement Safe Routes to School programs across the nation. The National Partnership s mission is to advocate for safe walking and bicycling to and from schools, and in daily life, to improve the health and well-being of America s children and to foster the creation of livable, sustainable communities. The National Partnership is hosted by Bikes Belong Foundation, a 501(c)(3) nonprofit which is a sister organization to Bikes Belong Coalition. For more information, visit 2

117 Authors David Cowan, program manager, Safe Routes to School National Partnership Deb Hubsmith, director, Safe Routes to School National Partnership Robert Ping, state network director, Safe Routes to School National Partnership Reviewers & Editors Brooke Driesse, communications manager, Safe Routes to School National Partnership Policy Contributors Breen Goodwin, director of education, Bicycle Coalition of Greater Philadelphia Christine Stinson, project manager, WalkSafe TM Program Cindi Patton, senior city planner, Denver Public Works Dan Persky, director of education and advocacy, Active Transportation Alliance Debbie Williamson, parent advocate, Crabapple Crossing Elementary, Milton, GA Diana Owens, assistant director of education Gabe Graff, Safe Routes to School coordinator, City of Portland Jessica Meaney, California policy manager, Safe Routes to School National Partnership Jessica Osborne, Active Community Environments coordinator, Colorado Department of Public Health Karla Hampton, staff attorney, National Policy and Legal Analysis Network to Prevent Childhood Obesity Margo Pedroso, deputy director, Safe Routes to School National Partnership Matt Wempe, transportation planner, City of Fort Collins Stefanie Seskin, state and local policy manager, National Complete Streets Coalition Mia Birk, principal, Alta Planning + Design Michael Jackson, director of bicycle and pedestrian access, Maryland Department of Transportation Renee Kuhlman, director of special projects, National Trust for Historic Preservation Robbie Webber, former alderman, City of Madison Stephanie Smith, state network manager, Safe Routes to School National Partnership Funders This publication was made possible by grant number 5U38HM from the Centers for Disease Control and Prevention, through an agreement with the American Public Health Association. Local Policy Guide 3

118 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P table of contents Letter from the Director, Deb Hubsmith... 6 The Safe Routes to School Movement... 8 From Programs to Policy Policies that Work...12 The Seven P s of Policy Change Model The Seven P s of Policy Change...15 Power...15 Philosophy Policy...17 Procedure Project Partnerships Promotion Equity through Policy Change Policies that Support Safe Routes to School and Healthy Communities Supporting Safe Routes to School through Plans Bicycle and Pedestrian Master Plans Capital Improvement Plans Regional Transportation Plan General Plans/Comprehensive Plans Safe Routes to School Jurisdiction Wide Plans Complete Streets

119 Improving Safety through Fine Based Funding School Bonds Sales Tax Health Impact Assessments Crossing Guards Speed Limits Law Enforcement Bicycle and Pedestrian Education and Curriculum School Busing Cuts School Walking and Bicycling Policies School Siting Policies School Closure/Consolidation Policies School Wellness Policies Joint Use Agreements Arrival and Departure Remote Drop Off No Idling Policies Changing Motor Vehicle and Bicycle Parking Putting Policy Change to Work Appendix A End Notes Local Policy Guide 5

120 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P forward It has been wonderful to see the increased growth in Safe Routes to School programs and policies over the past decade. All throughout the United States, cities and schools are promoting walking and bicycling, and Safe Routes to School is serving as a catalyst for policy-makers to create healthy and active community environments. But we have seen that funding for Safe Routes to School program implementation is limited. It has become clear that if we are to achieve our goals of developing lasting improvements to the built environment that increase physical activity, we will need to go beyond programs and instead help municipalities, planning entities and school districts move towards taking a health in all policies approach. The Safe Routes to School Local Policy Guide provides a primer for what policies can be targeted to influence transportation and land use that benefits children s mobility, how to go about initiating policy change and examples of communities that have successfully enacted policies. The Safe Routes to School National Partnership is excited to bring this resource to the public, as we keep hearing that communities and schools need more examples of how to enact policy changes and develop new funding streams that will create healthy environments for children. We ve had the honor of working with more than 10 communities through the CDC s Communities Putting Prevention to Work program to advance Safe Routes to School through policy change, and we ve worked with the Robert Wood Johnson Foundation and Kaiser Permanente to guide schools, communities, regions and states in enacting policy changes that support Safe Routes to School, and ultimately, safe routes to everywhere! As health in all policies and policy change to impact Safe Routes to School are growing and emerging fields, I invite you to let the National Partnership know how you use this publication, and to make us aware of other policies in place that are benefitting Safe Routes to School outcomes. This guide is just a start we aim to expand and grow the library and list of policies that support Safe Routes to School and healthy environments for children, and create a nationwide learning network to share and create best practices. The ultimate goal of this publication is to provide health practitioners, principals, advocates, parents, policymakers and everyone with the know-how to get started on advancing policy changes at the local level that will lead to healthier, safer and more vibrant communities for children and everyone. Good luck, and thank you for leading the way to a healthier tomorrow! Best regards, Deb Hubsmith, director Safe Routes to School National Partnership 6

121 Local Policy Guide 7

122 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P the Safe Routes to School Movement According to the Centers for Disease Control and Prevention, childhood obesity has more than tripled in the past 40 years. The number of overweight or obese children aged 6 to 11 years old increased from four percent in 1969 to 35% in ,2 During this same period of time, the number of students who walked or bicycled to school decreased from 48% to a mere 13%. 3 While the causes of childhood obesity are complex and involve physical activity and nutrition, the correlation between the increase in obesity and the decrease in walking and bicycling to school cannot be ignored. Research shows that walking to school increases rates of activity throughout the day 4, and further research strongly links a built environment that is conducive to walking and bicycling to increases in physical activity 5. Safe Routes to School is at the heart of a growing national and international movement to increase children s physical activity, to improve safety while walking and bicycling to school, and create healthy environments for children. The first Safe Routes to School programs were initiated in Europe in the 1970 s. Initial efforts to promote walking to school then emerged in the U.S. in the late 1990 s. During the school year, the National Highway Traffic Safety Administration sponsored two pilot programs to test the effectiveness of Safe Routes to School in Marin County, CA and Arlington, MA, using a comprehensive model based on the Five E s. The strong success and national enthusiasm that emerged for the program helped to inspire Congress to establish a federal Safe Routes to School program in The Safe Routes to School federal program is administered by state departments of transportation that provide grant funds and/ or technical assistance to schools and communities interested in improving conditions for walking and bicycling to schools. From August 2005 through September 2011, $974 million has been allocated by the federal government to states for Safe Routes to School projects and programs. In order to effectively build infrastructure, improve safety and change travel behaviors, Safe Routes to School programs institute what is commonly referred to as the Five E s: 8

123 Education Teaching children about the broad range of transportation choices, instructing them in important lifelong bicycling and walking safety skills and launching driver safety campaigns in the vicinity of schools. Encouragement Using events and activities to promote walking and bicycling and to generate enthusiasm for the program with students, parents, staff and surrounding community. Engineering Creating operational and physical improvements to the infrastructure surrounding schools that reduce speeds and potential conflicts with motor vehicle traffic, and establish safer and fully accessible crossings, walkways, trails and bikeways. Enforcement Partnering with local law enforcement to ensure that traffic laws are obeyed in the vicinity of schools (this includes enforcement of speeds, yielding to pedestrians in crosswalks and proper walking and bicycling behaviors) and initiating community enforcement such as crossing guard programs and student safety patrols. Evaluation Monitoring and documenting outcomes, attitudes and trends through the collection of data before and after the intervention(s). The burgeoning Safe Routes to School movement has drawn attention and popularity from numerous stakeholders as it can help address many critical issues including childhood obesity, traffic safety and congestion, personal safety and air quality. Safe Routes to School provides a way to bring together policy-makers, government officials, school districts, administrators, teachers, non-profits, businesses, parents and students. All stakeholders can play important roles in initiating, running and sustaining Safe Routes to School programs and developing policy change techniques to deepen and broaden the desired outcomes. Safe Routes to School is building a movement where parents and students are forging the path toward healthier communities and building awareness about the needs for a health in all policies approach. Safe Routes to School is raising awareness and building the practice for cities and schools to be designed and retrofitted so that people can safely walk and bicycle more often, and participate in healthier lifestyles from youth into adulthood. Local Policy Guide 9

124 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P from Programs to Policy The Safe Routes to School Local Policy Guide was created to aid Safe Routes to School practitioners in making the transition from working on strictly programs to championing and implementing policy which can lead to lasting changes, increased funding, and also support programs for the long term. The Local Policy Guide is intended to help take advantage of the burgeoning energy and commitment toward Safe Routes to School and harness it to help communities enact policies that can support their programs and their goals of creating healthier, more livable schools and communities. As of March 2011, more than 11,000 schools are receiving benefits through federal funding to improve streetscape infrastructure and/or run Safe Routes to School programs to get more students actively commuting to and from school. However, the federal funding is limited; as of Spring 2011, $1.6 billion has been requested through applications nationally and states collectively have only been able to meet only 38% of that need 6. The federal Safe Routes to School program should be considered seed money to help schools, cities, counties and states initiate expansive policy changes to support an improved built environment and Safe Routes to School outcomes. Effective policies that are vigorously implemented can change the systems that currently make longterm Safe Routes to School programs difficult or, in some areas, even impossible. The next step to sustaining Safe Routes to School programs is to work hand-in-hand with local school districts, cities, counties, Metropolitan Planning Organizations, state governments, non-profit organizations, parents and students to create local policy changes that encourage physical activity and active community environments. 10

125 Currently, throughout the United States, there are an emerging number of communities and schools that are invested in Safe Routes to School, and have already taken the leap by deciding to devote their energies to policy, systems and environmental changes. Because Safe Routes to School is relatively new to many areas of the United States, communities have approached policy solutions with ingenuity, inventiveness and creativity. Communities across the country have created and implemented policies that have never existed before, and have utilized existing budgetary processes and personnel at the local level to direct staff and fiscal resources to protecting the health and safety of children. This guide explores many of those examples, and seeks to inspire other schools and communities to take the leap from program to policy. Local Policy Guide 11

126 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Policies that Work For the purpose of this guide, policy will be defined as a highlevel overall plan embracing the general goals and acceptable procedures especially of a governmental body. 7 Policies are most often published in written documents, through laws and ordinances, and also through planning documents and procedures adopted by government agencies such as city councils, county boards, schools boards, metropolitan planning organizations, or departments of municipalities, such as transportation, planning, law enforcement or health departments. Before outlining many of the policies in the Safe Routes to School Local Policy Guide that have been successfully implemented to support Safe Routes to School initiatives there are a couple important concepts to keep in mind. First, there is no single policy that will make walking and bicycling completely safe for children. Instead, it is about changing priorities on how we address transportation demand and land use, which requires a comprehensive approach of political support, coordinated transportation and land use policies, enabling programs, adequate funding, implementation champions, competent agency staff, and clear technical guidance. 8 As policies begin to be enacted that address Safe Routes to School we create an environment and culture that supports more walking and bicycling and improves safety. Many health agencies are now striving for the goal of health in all policies, a framework that encourages policy-makers to incorporate health outcomes into the design and implementation of every policy. As this goal takes hold, communities begin to focus more on prevention-oriented strategies to creating healthier communities for children and adults, such as Safe Routes to School. Second, when creating policies, use powerful language that clearly identifies goals rather than vague or ambiguous language that allows for multiple interpretations. Institutionalizing a policy requires clear and concise language, providing more than just an official position statement; it requires enabling programs, adequate 12

127 funding, technical guidance, and other essential ingredients. 9 It is also critical for policies to identify changes in procedures and enforcement mechanisms to ensure that there are consequences if the policy is not implemented. Third, realize that creating the policy is only part of the process. Policy change also requires working with power brokers and agency staff to ensure that the policy is being implemented. In addition, policy changes can be revoked by new administrations, so it s important to keep watch to ensure that the policy remains on the books and does not get overturned in the Finally, it is important to note that in some cases, you may not be able to implement a desired local policy unless a state law or state policy is first changed. This is because sometimes state policies put parameters around what local municipalities and school districts can do. This may be the case when working on policies such as school siting (if the state has minimum acreage standards), speed limits (if the state has an 85th percentile rule) or creating new funding mechanisms through fines or transportation sales taxes (if there is state law governing how locals can raise fines or taxes). To learn more about state policy, see the National Partnership s website sections on the state network project and state policy best practices. Policy change takes time and diligence, but it is the most powerful way to ensure that that city, county, school and regional staff and public resources are being directed toward processes and procedures that will support safe and healthy communities. Safe Routes to School has proven to be an effective catalyst for galvanizing policy change to enhance and protect children s environment, health, safety and to support lasting modifications within government agencies that result in long-terms goals of increasing physical activity, improving safety and decreasing pollution. Local Policy Guide 13

128 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P the Seven P s of Policy change Model Identifying key policies that will create supportive environments for bicycling and walking to school, and in daily life, is the first step toward institutionalizing Safe Routes to School through local policy. Once targeted policies have been identified it is helpful to apply a framework to bring those policies to fruition. Much like the Five E s model (Education, Encouragement, Engineering, Enforcement and Evaluation), which is applied to successful Safe Routes to School programs, The Seven P s of Policy Change, a concept derived from Colorado Department of Public Health and Environment, is an excellent model for ensuring you are crafting an effective policy campaign. For this guide, the National Partnership added ideas to each of the Seven P s, which fit directly with creating local policy change to support healthy communities for children to engage in physical activity. Each policy change process is different, and will be dependent on the type of policy you are seeking to affect, as well as the specific culture and processes in place within your city, county, school board or Metropolitan Planning Organization. However, once you know what policy you want to enact, you can utilize the guidelines for the Seven P s to create a starting point for launching your policy change initiatives. Use the Seven P s as a framework to get started. You won t know the answers to all of the questions until you dig in and get started building a network of supporters and working to actually change policies. Since each policy change process is different, you may be learning as you go it s an adventure! (The following is a description of the Seven P s that will guide the practitioner in developing a course of action; the leading questions are intended to create conversation with regards to each of the Seven P s. We have also included a Seven P s of Policy Change worksheet in appendix A.) 14

129 the Seven P s of Policy change Power date research on the relationship between physical activity and academic achievement, as well as the current rates of activity Who might be some key power holders/brokers for this among school-age youth. You will learn how Safe Routes to solution (including yourself)? School (SRTS) is engaging schools and families to increase The physical first activity step toward as part affecting of the trip policy to and change from is school. identifying This all of guide the presents key power SRTS people within who the either larger control coordinated the policy, school plan health or procedure movement, under and offers consideration, a number or of are policies required and to action influence steps the at the decision-making state, school district process. and Those school in levels power to vary successfully and are dependent implement and upon institutionalize the policy and a where Safe Routes it is housed. to School When program working your community. with school districts or schools oftentimes the school board, superintendent, principal, Parent Teacher Association or an effective teacher can serve as a power broker. On the other hand, when working on a Regional Transportation Plan or Bicycle and Pedestrian Plan the players are different and could include engineering staff and elected officials on the governing board of the agency that will adopt the Plan. As you start to think about the process of changing a given policy, procedure or project, those in power will be critical for helping you define the key steps in the process, the ways to make recommendations and the best strategies for building support among the ultimate decision-making body. When changing a policy, it is helpful to identify who can be your champions at three levels: the community advocacy level, the agency staff level and the elected body level. Learn which agency is responsible for the policy you want to change and get to know the agency staff who are in charge - these are your power people. You ll have to work with them to get the policy enacted and implemented, so it s critical to develop a good relationship and learn how they do business. Also learn which elected officials will champion your policy, you ll need to work with these policy-makers to understand the best ways to work with their staff, and how the agency will make the decisions at public meetings. Make sure that you have brought in all the various stakeholders, from every sector that may have an interest, and be creative -- you may not yet realize the types of champions that are out there until you start bringing power people to the table and brainstorming who else should be part of your movement. You need to meet with your power people, and work together to make your goals their goals and show how the policy, procedure or project is the right thing for the community. In a bestcase scenario, your champion(s) will help you write the policy Local Policy Guide 15

130 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P 16 language and shepherd it through adoption you don t necessarily have to be the technical expert, even if you are leading the process. It is critical to find and nurture your power people early in the process. Tell them your goals, listen to their advice, support them to lead among their colleagues and respect their time. Work with policy-makers to champion the policy language going before a vote, and if necessary to strengthen it prior to adoption. In working with agency staff and elected officials, it s also important to avoid surprising your champion; make sure to keep your power people in the loop and working together with you. Philosophy What underlying vision or values need to be created/ established/articulated to positively influence and direct this solution? Where will this vision or these values be documented and memorialized? For those working within the realm of Safe Routes to School these questions should help valued stakeholders create or identify the underlying philosophy that drives the work towards policy, which enables more students to walk and bicycle. Each community is unique and will have its own vision and values. Through talking with other advocates and policy-makers you can help find and articulate the philosophy upon which the policy will be established. In many communities, the philosophy relates to creating environments that support healthier, more physically active children. Other communities have big problems with traffic congestion or crime and see Safe Routes to School as a way to decrease congestion and improve safety. Whatever the message or values are, they must resonate with community s vision and goals, tying the policy need back to an overall vision. Memorializing the policy s philosophy in a frequently accessed document once you have collaborated to define the underlining vision or values can help guide internal decisions regarding its use. For instance, creating a platform or fact sheet and/or action plan that describes the problem, the mission or values and goals and objectives designed to solve the problem can give your team a focused tool for collaboration and outreach, and helps the public and decision-makers to understand and be inspired by your position. Also, government and advocacy organization websites along with media articles and op-eds can be a way of memorializing policies, mission statements, vision and values. The critical element to remember is that the community has expressed their shared vision and memorialized it, and the goal now is to find ways to

131 implement the vision in real projects happening around the community that reinforce safe walking and bicycling behaviors and healthy community environments for children. Policy How would policies and regulations need to be addressed and where would they be documented to support this solution? This question guides stakeholders in finding the correct policies to target in order to affect the change that is desired. It is also important to simultaneously identify where this policy will be housed or documented, such as an ordinance, general plan or expenditure plan. Including the original power people in this process will help you readily identify which policies to target for enactment to help achieve your goals of creating safe, accessible communities. Research the history: Is there a poor policy on the books now that needs to be changed? Is there a former plan that is going to be updated, or past staff reports about needs for the policy? Are there newspaper articles pointing to the fact that a policy change could be coming soon? Read everything you can about the history and need for the policy, as the people you will be working with - agency staff and elected officials - will most likely know the history and use that as a starting point for moving forward. Work with implementing agencies and power people to create goals and to draft language for the policy that will lead to the outcomes you desire. Take time to ensure that you re getting the language right. If possible, look to other community s policy successes for examples of best practices. If there is resistance to what you are seeking to do, strive to understand where that is coming from, and collaborate with your power people to either overcome the resistance or to make changes that are acceptable to all parties. It is possible, and even likely, that several policies in place may need to be amended in order to bring the overarching philosophy to fruition. The Safe Routes to School Local Policy Guide describes a number of possible policies for your team to consider. Local Policy Guide 17

132 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P 18 Procedure What processes or procedures would support and enable the community to effectively address this solution? Understanding internal procedures that ultimately use policies to build projects in the community are critical for aiding the practitioner in effectively working within those guidelines, timelines and decision-making cultures. It can be useful to map out a flow chart and timeline of how the system works so that you can identify a strategy which fits within those established procedures. It is also appropriate to work with power brokers to recommend procedures that will help gain public input for the best possible policy solutions. For example, it is much easier to pass a funding mechanism to support Safe Routes to School if a transportation agency is already moving forward with a process to enact new funding for transportation. In that case, it is essential to understand the timeline, how the transportation agency will determine priorities, work to ensure that Safe Routes to School priorities are included, and specifically, to determine in advance how they will be implemented. Another example is around Complete Streets. A community can pass great policies for pedestrian and bicycle safety, and how the roads should include certain elements that ensure this, but if the transportation agency doesn t develop specific methods to add these elements into their development review procedures and road construction/design standards, then these roads won t be built as the policies have intended. Meeting regularly with your power people will help guide you through the procedural considerations and ensure that there is a public process and an understandable public timeline with milestones. Ensure that the process will involve multiple stakeholders including schools, parents and other advocates, and make sure that you bring people to the table to have a voice to support your policy philosophy and need. Attend all meetings that relate to the policy, and work to get the most that you can out of each meeting, realizing that many meetings will lead to the ultimate outcome. As they say, Rome wasn t built in a day. Have patience and persistence! Since policy change takes time, it s important to think about what your goals are for each public and private meeting, and what procedures need to be in place by certain times to advance your goals. It s also important to note that oftentimes advocates cannot dictate the timing of a campaign for policy change. When

133 government decides that it is going to revise its general plan, adopt a regional transportation plan or initiate a transportation sales tax, it is critical for advocates seeking to advance Safe Routes to School to get involved early on, as that is truly the only way to affect policy change. When there is an outside process and timeline, it s time to jump in and act. It s also important to understand that these procedural changes may not be terribly expensive changes to make, and that the time spent ensuring policies have strong procedural direction is an investment in understanding the complex nature of how local government implements the expressed goal of active living. Ultimately, overall awareness and implementation of the policy is essential to its effect. Work to ensure that the policy is employed by staff as envisioned, and if it is not, call attention to the section and language in the plan which dictates the required policy. Project What activities and on the ground actions could be planned and implemented as a solution? When a community has all of the essential ingredients for healthy development in place with a strong philosophy, solid policies and procedures that ensure pedestrians and bicyclists will have equal opportunities to travel in the community, and are working collaboratively with those in power, it s important to have projects built in the community that reflect the efforts made. Whether it s a series of connected, safe trails being constructed, or wider sidewalks and on-street bike lanes that safely convey pedestrians and cyclists, each project is an on-theground example of how well policies and procedures reflect the philosophy of the community. These successful examples provide real opportunities for elected officials and other power people to see the effects of the policy changes in action. Projects require significant collaboration from partners within the agency and in the community, and can be time-intensive and expensive to implement. Most importantly, projects demonstrate the value of working together for shared goals and outcomes that can remove unwanted traffic from the streets, improve air and water quality, and most importantly, provide a healthy alternative for kids to walk and bicycle to school and anywhere else in the community. Local Policy Guide 19

134 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Partnerships What partnerships and internal/external resources would be important to support this solution? To pass a policy, you will need to identify what organizations and people can be partners in working with you as a team to achieve the goals. Most policies are approved by government bodies with elected officials who are in office because they were voted in by constituents. To change policies, you must build broad-based partnerships with respected stakeholders to show busy policymakers why this policy is important to their community. It is a good idea to bring key organizations together early in the process and to create a group that continues to articulate the vision, goals and necessary outcomes of the policy change, attend meetings and work together as a group. By bringing together a variety of organizations, each of which has their own membership, you build a movement and create momentum which allows for policy-makers to take risks and support the policies for which you are advocating. Enacting and utilizing strong partnerships help those in power delegate tasks, manage complex projects more effectively and create strong teams that can advocate for the policy changes, the procedural amendments and project implementation. Those in power could also be partners or potential partners, but it is possible that they may not be. Developing partners who can help create new opportunities to work closer with those in power, leverage additional resources such as time, staff, or capital and share the responsibility of the progression to the overall goal is essential. Promotion To assure results and success, how could the goals and/or activities of this solution be shared and promoted, and with what audiences? Also, how do you maintain the project or infrastructure that supports healthy behavior? Policy change does not happen overnight. Those who regularly operate in the policy realm know that you must continue to champion your cause despite hurdles, roadblocks and outright walls. Initiating incremental steps to policy change can require years of investment in the public process, significant community outreach, public hearings and follow up after policies have been enacted. 20

135 In order to keep your partners together and continue to reach power holders, you must promote your policy goals, and celebrate the small steps that you achieve along the way through decisions at meetings, public opinion polls, trends or successes. Reach out and share ideas via , sell the concept through a website and continue to promote the policy outcomes you are striving for through the media and other means. Advertise each meeting about the policy you are aiming to change, get people to the meeting and advertise the results. Today, social media is an excellent tool for policy promotion, which will also help you to obtain additional partners and power people. Celebrate the passage of the policy or small victories along the way, by working with the media and your partners to publicize the success. Make the policies real by publicizing stories of how the policy is positively impacting the lives of local residents. For example, get opinion pieces submitted to local papers. This will work to build even more momentum for the goal of health in all policies! The Seven P s Conclusion The Seven P s is a framework to guide you toward thinking about the best methods to create policy change, and the best policies to target. It is not intended to be a standalone approach to policy change, and as mentioned above, when changing policies there is no formula as each agency is unique you just need to get started, be persistent, listen, act and have patience. Using the Seven P s of Policy Change worksheet (See Appendix A) with other partners invested in the overarching philosophy will begin to create a blueprint that will help mobilize and grow your established network to begin working to change local policies that will impact transportation, land use and public health. This will create safer opportunities for students to walk and bicycle to school and in daily life. Local Policy Guide 21

136 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P equity through Policy change When creating policy changes to protect and enhance children s environments, it is critical to ensure that equity is included in all advocated policies. Low-income neighborhoods or communities particularly in urban settings often have greater traffic-related risks. Residents in lowincome urban areas are more likely to report greater neighborhood barriers to physical activity, such as higher numbers of busy through streets and poor pedestrian and bicycle infrastructure. 10 In addition, many low-income neighborhoods, both rural and urban, lack access to play areas and parks, resulting in children playing in and around streets in the afternoon and evening hours. 11,12 These neighborhood factors have an impact on safety, physical activity and obesity rates. For example, children from low-income households have a higher risk of being injured or killed as pedestrians. 13 Children in neighborhoods lacking access to sidewalks, parks, playgrounds and recreation centers have a 20 to 45 percent greater risk of becoming obese and overweight. 14 Because children from low-income families are twice as likely to walk to school as children from higher-income families, 15 implementing Safe Routes to School policies equitably through all communities and schools can have a significant impact on improving safety and health. Through the development of policies, make sure to keep asking questions about how the policy will reach underserved communities, and work to ensure that the process for developing the policy includes the people who the policy is intended to benefit. Community participation is critical! 22

137 The data is apparent and the results should significantly impact policy-making. When implementing policies focused on supporting Safe Routes to School, policy-makers and stakeholders should build in language that benefits the communities that are most vulnerable to childhood obesity and to traffic and safety-related concerns. Throughout this guide, there are descriptions of policies that work toward equity such as the examples about crossing guards in Washington DC (pg. 56), the creation of a Safe Routes to School plan in Los Angeles, California (pg. 39), capital improvement plans in Annapolis, Maryland (pg. 32), and joint use agreements in St. Petersburg, Florida (pg. 82). Local Policy Guide 23

138 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Policies that Support Safe Routes to School and healthy communities Through the introduction to this guide, you ve learned about the Safe Routes to School movement, what constitutes policy, the Seven P s for policy change, which provides a framework for successfully advocating and achieving policy change, and the need for equity in policies. In this section of the Local Policy Guide, we describe local policies that can be enacted to support Safe Routes to School and health in all policies, and examples of communities which have created successful policy changes. It s important to realize that policy change for Safe Routes to School is a new and emerging field, so in many cases, we can t yet present a lot of examples, and the examples may not be the ultimate best practices. As you use this Guide and achieve your own policy successes, please notify the National Partnership of your achievements, so that we can continue to update examples of successful policy change. You can send examples of policy change processes and language to: info@saferoutespartnership.org. Supporting Safe Routes to School through Plans Every day, decisions are being made about the future of our cities and counties, including the placement of schools. Through a variety of planning processes key stakeholders should work together to formulate plans that are intended to work in conjunction to improve the built, economic and social environments of their respective communities. The resulting work of these collaborations is an overall blueprint which prioritizes projects, designates the way land can be used and in many cases assigns funding for transportation or land use. Planning process should operate in conjunction with other plans to create continuity throughout the jurisdiction. Getting involved in planning processes is integral to ensuring the prioritization of 24

139 projects that allow children to safely walk and bicycle to school and other destinations. Bicycle and Pedestrian Master Plans Safe Routes to School advocates should advocate for the creation of Bicycle and Pedestrian Master Plans and involve themselves in the planning process early on to promote the connectivity of neighborhoods with their local schools, keeping in mind the specific needs of children. Changing the built environment around your school and community does not happen overnight. Oftentimes, years in advance, cities, counties and regions begin planning for future funding and design improvements to create bicycle and pedestrian connectivity and ideally a complete network that connects homes, schools, workplaces, transit, parks and business establishments with walkways and bikeways as well as safe street crossings. Most frequently referred to as the Bicycle and Pedestrian Master Plan (BPMP), these plans define existing bicycle and pedestrian paths, lanes and routes and develop plans for where future bicycle and pedestrian improvements should be made. Many cities and counties have seen the value in creating a specific plan to guide future bicycle and pedestrian improvements, which can also be adopted by reference in the General, or Comprehensive Plan. Some jurisdictions require a BPMP for a municipality to gain access to certain sources of funding. BPMPs are usually updated more often than General Plans. Those cities that have not yet prioritized the creation of a BPMP can find themselves building without a blueprint which can result in inconsistent connectivity and missed opportunities for connectivity when other capital or infrastructure projects are being designed and constructed. Some cities and counties will use existing staff to create a BPMP, in other cases, the municipality may want to hire a consultant to conduct this process. If this is the case, you may need to advocate for the planning funds to be included in the city budget, before you can begin to advocate on the routes that will go into the plan. Some Metropolitan Planning Organizations have funding for municipalities to create BPMPs. As a plan is being created, it s important to note priorities for implementation. Even once projects are funded, it could still take up to several years for actual installation, depending upon regulatory and public input processes, weather, scheduling prioritization and political will. Local Policy Guide 25

140 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P An effective Bicycle and Pedestrian Master Plan will include but not be limited to: 1. The estimated number of existing bicyclists and pedestrians in the plan area and the estimated increase in the number of bicyclists and pedestrians resulting from implementation of the plan. 2. A map and description of existing and proposed land use and settlement patterns which shall include, but not be limited to, locations of residential neighborhoods, schools, shopping centers, public buildings and major employment centers. 3. A map and description of existing and proposed bikeways and walkways. 4. A map and description of existing and proposed end-of-trip bicycle parking facilities. These shall include, but not be limited to, parking at schools, shopping centers, public buildings and major employment centers. 5. A map and description of existing and proposed bicycle transport and parking facilities for connections with and use of other transportation modes. These shall include, but not be limited to, parking facilities at transit stops, rail and transit terminals, ferry docks and landings, park and ride lots and provisions for transporting bicyclists and bicycles on transit or rail vehicles or ferry vessels. 6. A map and description of existing and proposed facilities for changing and storing clothes and equipment. These shall include, but not be limited to, locker, restroom and shower facilities near bicycle parking facilities. 7. A description of bicycle and pedestrian safety and education programs conducted in the area included within the plan, efforts by the law enforcement agency having primary traffic law enforcement responsibility in the area to enforce provisions of the Vehicle Code pertaining to bicycle operation and pedestrian activity, and the resulting effect on collisions. 8. A description of the extent of citizen and community involvement in development of the plan, including, but not limited to, letters of support. 9. A description of how the bicycle and pedestrian transportation plan has been coordinated, and is consistent with, other local or regional transportation, air quality or energy conservation plans, including, but not limited to, programs that provide incentives for active transportation commuting. 10. A description of the projects proposed in the plan and a listing of their priorities for implementation. 11. A description of past expenditures for bicycle and pedestrian facilities and future financial needs for projects that improve safety and convenience for bicycle commuters in the plan area Adapted from the California Streets and Highway Code on bicycle plans, with additions related to pedestrians.

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142 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Safe Routes to School projects work to prioritize and make improvements to infrastructure surrounding schools in order to make bicycling and walking safer for its students and families. These projects should be linked to larger plans including BPMPs. Safe Routes to School plans should be created through stakeholder meetings, community input, data collection and assessment, and by conducting walkability audits, or walkabouts, around schools to review conditions. These plans generally have more detail than the BPMP but should be adopted by reference into the municipality s BPMP. A wide range of attention and detail can be accorded to Safe Routes to School in the BPMP depending on the plan s budget and desired outcome. At a minimum, schools should be key destinations in a bikeway/walkway network plan and policy language should encourage Safe Routes to School engineering improvements, education and encouragement activities, and enforcement of motor vehicle safety around schools. Preferably, BPMPs can also include specific schoolarea improvement plans, as well as detailed safety education and encouragement activities to get more students walking and bicycling. A well-designed BPMP that includes Safe Routes to School can significantly affect a great deal of future funding for related local projects. BPMP can be generated by several departments: public works, parks and recreation or planning. It is generally helpful to have the department of public works take the lead in creating the BPMP, if feasible, as that is the entity that is responsible in most cases for building and repaving roads, which provides an opportunity to create Complete Streets in the In addition, public works departments will most likely be the entities building the infrastructure improvements recommended in the BPMP, so it s good to get their buy-in early on. If your city or county already has a BPMP ensure that it is updated at least every 5-10 years (check to see if there is a state law mandating the update process), and work with public works departments and policy-makers to remind them of the projects and goals included in the plan. If there is a bicycle and/or pedestrian Advisory Committee, attend their meetings and ask that Safe Routes to School be a part of their recommendations to the city or county. Use your BPMP to create a foundation for active transportation in the General Plan, and to guide Complete Streets. When your plan is adopted or updated, work to ensure that Safe Routes to School plans can be added to the BPMP, and adopted by reference in between official update time periods. 28

143 Policy in Action Santa Clarita, California Bicycle & Pedestrian Master Plan The City of Santa Clarita, California, located in northern Los Angeles County, included Safe Routes to School as a key component of its Non-Motorized Transportation Plan (its version of a Bicycle and Pedestrian Master Plan) in The City first developed a prioritized list of its 26 public elementary schools based on bicycle and pedestrian collision histories, proximity to major arterials, population density and the percent of area households without cars. The City then conducted walkability audits and developed engineering improvement plans for Safe Routes to School for the four highest ranked schools. Including a robust Safe Routes to School component in the Non-Motorized Transportation Plan positioned the City to receive grant funding to construct recommended improvements, and the City has since conducted walkability audits at all of its elementary schools and constructed improvements for bicyclists and pedestrians at nine schools, including the first four schools involved in the Non-Motorized Transportation Plan. The City has also received grant funding to conduct a pilot Safe Routes to School education and encouragement program at the original four pilot schools. Additional Resources Sample Regional and Local Bicycle Master Plans California Streets and Highway Code: (Bicycle Master Plans) A Guide to Transportation Decisionmaking: Federal Highway Administration decisionmaking.pdf Local Policy Guide 29

144 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Capital Improvement Plans The Capital Improvement Plan (CIP) is a short- or long-term plan for towns or cities that is a blueprint for planning a community s capital expenditures and is one of the most important responsibilities of government officials. 17 Generally comprised of two different parts, the capital budget and the capital program, the CIP works to synchronize the capital needs of a community such as streets, bridges, water and sewer systems, traffic control systems, public safety, libraries, parks, recreation and routes for pedestrians and bicyclists with the available funding in the budget. Among other things, the CIP is intended to encourage careful planning, keep the public informed about future needs and projects, focus attention on community objectives and fiscal capacity, as well as increasing opportunities to obtain federal and state aid. 18 CIPs are often adopted at or around the same time that the annual municipal budget is approved. In relation to Safe Routes to School, the CIP is one of many plans that offers Safe Routes to School practitioners the opportunity to prioritize important infrastructure projects surrounding local schools and the development of vital connectivity between communities and their schools. While the CIP doesn t necessarily always allocate funding for projects, it does create a system of prioritization that places these projects on the government and public radar and next in line for available funds. It is not unusual for projects in a CIP to spend several years waiting for funding, but having been added initially queues the project for when funding becomes available. In some cases, a City may require that your project be added to the CIP before it makes it a priority for implementation. 30 To influence CIPs, start out by asking city staff or elected officials for a copy of your jurisdiction s CIP; it may exist online. Learn if there is only a one-year plan, or a multi-year plan. Analyze the list and work with partners to make recommendations about the scope of work for specific projects, or to request that certain projects be added. For example, if your city adopts a list of streets that will be repaved each year, you can analyze this list and recommend that bicycle lanes, sidewalks and crosswalks be included in the project design. Learn what time of year the CIP is adopted and get ahead of the process in future years to influence what goes into the list, and ensure that the streets listed are designed and budgeted for active transportation improvements. Find out who the staff person is at the municipality that maintains the list, and develop a good relationship with that person to hopefully influence the list before it goes public. You can also work with an elected official to try to get

145 your project(s) on the list. Oftentimes agency staff seek to please the elected officials they serve. There is also likely a public input period during the periodic review of the CIP; find out when it is and mobilize supporters to attend meetings, make phone calls, write letters, or any other suitable methods of communicating your Safe Routes to School and related priorities and projects to the decision-makers. Additional Resources Developing a Capital Improvement Program, Colorado Department of Local Affairs improvement_program.pdf Developing a Capital Improvements Program: A Manual for Massachusetts Communities Local Policy Guide 31

146 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Policy in Action Mills-Parole Elementary School, Annapolis, Maryland capital Improvement Plans The student population for Mills-Parole Elementary School in urban Annapolis, Maryland is primarily low-income, with the student body consisting of approximately 40 percent Hispanic and 60 percent African-American children. With the growing Hispanic population, the city has noticed a significant increase in walking to school. Many parents were walking their children to school, accompanied by several much younger siblings so lots of small children and families were walking in unsafe circumstances. There were many areas with missing sidewalks, and those sidewalks that did exist were in bad repair. During heavy rain, many of the paths along the roads fill up with mud and puddles, forcing children to walk in the street. In 2008, in exactly this circumstance, a child walking to school was struck and injured by a car. As a result of that injury, community members started asking for help improving safety. The city traffic engineer and the school worked together to survey the infrastructure around the school and to interview parents. As a result, the city applied for and received a Safe Routes to School grant of $121, $90,000 of which is being used around Mills-Parole Elementary School. New sidewalks are being installed, existing sidewalks are being repaired, crosswalks are being painted and school zone signs with flashing lights and reduced speeds are being added. The new signage now means that the police can issue tickets with doubled fines, which deters drivers from speeding in school zones. Besides the infrastructure improvements, the process of applying for Safe Routes to School has created a meaningful way for the city and the school system to work together. The city has now added an inventory of needed school infrastructure improvements to their capital improvement plans and has prioritized making school zones safer, which will have long-term benefits for Mills-Parole Elementary and other schools throughout Annapolis. 32

147 Regional Transportation Plan The Regional Transportation Plan (RTP) is a federally-required document that must be adopted at least every four years. The plan is usually not very well-known to the public, but is vital to the economy, community and lives of its residents. A region s long-term transportation priorities are represented in their RTP. Conducted by a region s Metropolitan Planning Organization (MPO) or similar entity, these transportation plans are designed to plan for transit, highways and local roads and should include bicycle and pedestrian needs. RTPs estimate the amount of local, state and federal dollars available to the region for years into the future, and set priorities for the region s long-range transportation plan. MPOs revisit the plan at least every four years and make necessary adjustments based on the overall goals of the region and potential shifts in priorities based on available funding. As noted by San Diego s MPO, SANDAG, RTPs are intended to guide their region toward a more sustainable future by integrating land use, housing, and transportation planning to create communities that are more sustainable, walkable, transitoriented, and compact. 19 While RTPs rarely drill down to the specifics of sidewalk improvements or bike lanes near a school they do provide a broader brush of the intended overall use of funding in the region and can, in the long-term, ensure that communities receive resources and enact policies within the Plan that support active transportation. To get started, find out which entity in your region leads the update process for the RTP. Then, identify the staff involved with the RTP, review the prior Plan and learn of the timeline and process for the upcoming Plan review. Once you understand the background and timeline, work with partners to develop a platform for the types of changes you would like to see in the Plan, such as a Regional Bicycle Plan, Regional Bicycle and Pedestrian Funding, Complete Streets policy, data collection and Safe Routes to School funding. With your platform in hand, start to work with agency staff, policy-makers and partners to advocate for your platform. Attend key public meetings, and schedule meetings with key power brokers to find champions for your causes. Local Policy Guide 33

148 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Policy in Action San Francisco, California Regional transportation Plan Policy change to influence the San Francisco Bay Area Metropolitan Transportation Commission s (MTC) Regional Transportation Plan (RTP) began in 1998 when advocates discovered that the RTP included no dedicated funding for bicycle and pedestrian programs. MTC staff indicated that there was no plan for how to advance regional bicycle and pedestrian goals, and therefore could not provide funding in the RTP; however, they offered to conduct a process to create a Regional Bike Plan, which was adopted as part of the 2001 RTP, but still with no funding. Over the subsequent years, advocates worked with MTC staff and commissioners to build support for the adoption of a Regional Bicycle and Pedestrian Program, a Complete Streets policy and a Safe Routes to Transit program, all of which were funded in the 2005 RTP, providing new sources of funding for agencies in the nine Bay Area counties to build bicycle and pedestrian projects. With the passage of state laws regulating greenhouse gas emissions in 2006 and 2008, MTC utilized their 2009 RTP review to also create a Climate Protection Program. Advocates did research and made projections for how Safe Routes to School funding would reduce emissions and serve the RTP goals. Influenced by this new data, MTC adopted a Safe Routes to School funding program for the 2009 RTP (Transportation 2035 Plan for the San Francisco Bay Area) that included $17 million for Safe Routes to School over the first three years of the plan implementation. This established funding streams for Safe Routes to School in all nine Bay Area counties. With the support of local advocates, MTC now requires that the implementing agencies for all road and transit projects funded by MTC fill out a Complete Streets checklist to show how the project will support safe walking and bicycling. 34

149 Policy in Action Bozeman, Montana Regional transportation Plan The City of Bozeman, Montana created detailed Safe Routes to School Improvement Plans for its seven elementary schools concurrently with the update of the Greater Bozeman Area Transportation Plan. Since the Improvement Plans were completed, the City has used them to prioritize its sidewalk maintenance program, including the ADA curb ramp retrofit program near schools. In addition, radar speed signs have been installed near the main entrances for each of the schools, and bike lanes and trails have been added on several roads where recommended. Individual schools have also been successful in using the plans to apply for federal Safe Routes to School funds to support education and encouragement efforts. Additional Resources A Guide to Transportation Decisionmaking: Federal Highway Administration decisionmaking.pdf The Safe Routes to School National Partnership is currently working within three regions, Atlanta, Washington DC and Southern California, to adopt policies as part of the Regional Transportation Plan process that will support active transportation. See webpage for details. TransForm, a non-profit in the San Francisco Bay Area, has been a national leader in working on RTPs to ensure funding and access to public transit, social equity and to support bicycling and walking. Local Policy Guide 35

150 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P General Plans/Comprehensive Plans Local governments must make tough choices regarding housing, transportation, land use and more. The General Plan (sometimes referred to as a Comprehensive Plan) exists to create a planning toolbox for the government staff to use in guiding the writing of ordinances and codes. A city or county general plan is its blueprint for transportation, land use and development over time. Every general plan is adopted for an identified time period as well as for the long-term, although it should be revisited every 5-10 years. General Plans work to establish goals, purposes, zoning and activities permitted on local land. With regards to Safe Routes to School, General Plan policies should at a minimum: Adopt a goal for a bicycle and pedestrian mode-share for the jurisdiction Adopt by reference any Safe Routes to School and/or bicycle and pedestrian plans Include a Complete Streets policy Ensure that new development includes requirements for bike racks and bicycle and pedestrian accessibility to the site General Plans should also include collaboration with the school district to contain mutual goals about where schools are located. Oftentimes, city and county municipalities do not work with school districts on their land use plans, and as a result school building can drive city planning. The plans should be done together, with school officials participating in city/county processes and vice versa. General plans can also develop urban growth boundaries limiting development to city centers to preserve agricultural or open space lands, and can encourage in fill development and transitoriented development. 36

151 Policy in Action Jefferson County, Alabama General Plans/ comprehensive Plans The Jefferson County Commission adopted a Smart Code ordinance for all unincorporated areas of the county, to ensure that future destinations, including those frequented by children, are closer and more accessible by active transportation. This is ensured by allowing mixed use within neighborhoods so residents are not forced to drive to access goods and services. This more traditional neighborhood practice gives developers the flexibility and opportunity to create developments that provide for more walkable communities centered around villages and transportation nodes, and which preserve a greater amount of natural area and open space for the residents of those communities. 20 Policy in Action Marin County, California General Plans/ comprehensive Plans The County of Marin adopted a Countywide Plan in 2007, based upon the theme of sustainability, which includes a goal for 20 percent of trips to be made by walking or bicycling by the year The plan also includes Complete Streets and projects from the Bicycle and Pedestrian Master Plan include Safe Routes to School. Advocates worked within the Plan process for seven years as it went through every stage of development to ensure that their goals were included within the built environment section of the plan. Local Policy Guide 37

152 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Additional Resources A Guide to Transportation Decisionmaking: Federal Highway Administration decisionmaking.pdf Smart Growth Online Safe Routes to School Jurisdiction Wide Plans Making improvements at one school or even a few schools is a great way to get a Safe Routes to School program started, but there are needs for improved infrastructure and programs all across school districts, cities and counties. These jurisdictions have limited resources so having a coordinated jurisdiction-wide approach for Safe Routes to School is necessary for institutionalizing programs and creating broad based policy change. Implementing school district-wide and/or city or countywide Safe Routes to School programs is by far one of the most powerful ways to effect broad based policy change. Through federal Safe Routes to School funds available through state DOTs, or a variety of potential local funding sources, cities, counties or school districts can choose to hire a full-time Safe Routes to School coordinator to manage volunteers, and implement educational programs, infrastructure planning and implementation, and evaluation across an entire jurisdiction. This approach helps to coordinate the resources of public agencies (public works, planning, health, schools and law enforcement) and creates the opportunity to prioritize infrastructure needs. A jurisdiction-wide coordinator also can develop cross-collaboration among different schools in the area, facilitate information-sharing among parent and school leads and generate dialog among different neighborhoods within the jurisdiction. For more information on funding plans and personnel for jurisdiction wide approaches see Improving Safety through Fine-Based Funding(pg. 44), Sales Tax (pg. 49) and regional transportation plans(pg. 47). It s also important to note that many state Departments of Transportation will fund Safe Routes to School plans and program manager personnel through the federal Safe Routes to School funding. 38

153 Policy in Action Los Angeles, California Safe Routes to School Jurisdiction Wide Plans Safe Routes to School National Partnership in collaboration with multiple local organizations, notably the Los Angeles County Bicycle Coalition, and City of Los Angeles Department of Transportation staff, have been working together to develop a comprehensive Safe Routes to School plan for the City s 700 plus schools. This process began in Spring 2011 and is expected to be completed in two years. One of the first steps was to raise this issue with the City s Transportation Committee, who was receptive to the concept. The City had not been competing well for Safe Routes to School funds, and frequently it was found that proposals lacked the overall strategy and vision for making a significant impact as well as making it a strong competitor among other California cities. Another critical step was having it included in the City s recently adopted Bicycle Master Plan. As a result of these collaborative efforts and conversations, in April 2011 the City of Los Angeles allocated $1.2M in local sales tax dollars to fund such a plan (Measure R Local Return). This would have been very challenging to accomplish if it weren t for these source of dollars, which came from the work of the previous two years of dedicated efforts by local advocacy groups (LACBC, StreetsblogLA, Green LA) that were successful having the City of Los Angeles commit 10% of local Measure R returns to funding bicycle and pedestrian projects. That critical advocacy move created a source of funds for this work. A strategic Safe Routes to School citywide plan will allow the City to prioritize and methodically address making it safer for students to walk and/ or bicycle to school, as well as ensure Safe Routes to School funds succeed in Los Angeles, leverage additional resources and achieve regional and state transportation and health goals. Much of this concept is modeled after the work done in New York City in 2003 when they developed their Citywide Safe Routes to School Plan. One of the primary factors in identifying areas of high need will be collision data as recently mapped by the State of California in the new tool, Transportation Injury Mapping System (TIMS). In previous cycles there was no clear process for developing innovative and strategic applications and to see the City of Los Angeles truly work to support students walking and bicycling to school. This process is seeking to remedy that and ensure the areas of highest need, which in many instances are the lowincome areas of the City, are becoming safer for students and their families to walk and bicycle to school. Local Policy Guide 39

154 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Complete Streets The advent of the automobile began a race in the United States to build roads and highways that would allow for ease and freedom of movement throughout the country. The pressure to move as much automobile traffic as possible and quickly resulted in the construction of streets that are often dangerous for pedestrians, bicyclists, and transit riders. Complete Streets in Action Before Complete Streets policies work to reverse this trend by ensuring that roads that are designed to be safe for drivers, bicyclists, transit vehicles and users, and pedestrians of all ages and abilities. 21 The Complete Streets movement, which is growing across the United States, encourages cities, counties, and states to adopt policies to design, build, operate, and maintain roads and transportation facilities that are safer for everyone, provide transportation options to residents, and result in more livable communities. A city with a Complete Streets policy views every transportation project as an opportunity to provide better accommodation for all users. For example, when considering the repaving of a four lane arterial road, the city would evaluate the average daily traffic volumes and peak traffic counts, the nearby land use, and the current safety and comfort of those traveling outside of cars. Based on this information, the city could choose to put the road on a diet by restriping the roadway after paving (work that would need to be done regardless) to reduce the number of travel lanes to two, and add a center turn lane, bike lanes, and well-marked crosswalks. Such a redesign, commonly known as a road diet is an inexpensive, effective, and common way to improve streets for all users. Currently, Safe Routes to School programs nationally are working to install sidewalks, crosswalks, signage, bike lanes, safer street crossings and improve the overall accommodation of pedestrians and bicyclists surrounding schools to make the trip to school safer and more convenient for children walking and bicycling. Instituting a Complete Streets policy at the city and/or county level is a game-changing shift that will support Safe Routes to School improvements by expanding such an approach to destinations After 40

155 across the community. Additionally, such a policy will prevent bike-, pedestrian-, and child-unfriendly infrastructure from being built in the first place, thereby reducing the need for Safe Routes to School funded retro-fix improvements. With a very limited amount of funding available for Safe Routes to School engineering improvements, Complete Streets is a critical policy for creating connectivity between homes, schools, employment, shops, and other destinations. An ideal Complete Streets policy Includes a vision for how and why the community wants to complete its streets Specifies that all users include pedestrians, bicyclists and transit passengers of all ages and abilities, as well as trucks, buses and automobiles. Applies to both new and retrofit projects, including design, planning, maintenance and operations, for the entire right of way. Makes any exceptions specific and sets a clear procedure that requires high-level approval of exceptions. Is adoptable by all agencies to cover all roads. Directs the use of the latest and best design criteria and guidelines while recognizing the need for flexibility in balancing user needs. Encourages street connectivity and aims to create a comprehensive, integrated and connected network for all modes. Directs that Complete Streets solutions will complement the context of the community. Establishes performance standards with measurable outcomes. Includes specific next steps for implementation of the policy 22 Provided by Local Policy Guide 41

156 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Complete Streets policies are generally implemented through departments of planning, engineering and public works, which design and manage the roadways. Complete Streets policies are critical for new developments, new roads and the repaving and redesign of existing streets and highways. Moving forward with Complete Streets policies begins by checking to see if there is a written policy within the transportation department that requires all modes to be considered when building or renovating streets; ask for a copy of the policy. This policy may or may not be called Complete Streets, as some jurisdictions prefer other names. If there is a policy, make sure that it is being followed and the department is actually building facilities for bicycling and walking. If there is a policy on the books that is not being followed, work with local power brokers to ensure that the department follows the policy. If there isn t a Complete Streets policy, meet with the appropriate transportation or planning department leaders to determine their willingness to create a Complete Streets policy internally, and provide examples of good policies. Encourage the department to establish and publicly announce the policy, and to involve local advocates in developing it, or at least reviewing it before finalizing and implementing the policy. An official bicycle and/or pedestrian advisory committee would be ideal in this role. Policy in Action Madison, Wisconsin complete Streets Madison, Wisconsin is the recipient of a Gold Bicycle Friendly Community rating from the League of American Bicyclists. While walking and bicycling has long been an ingrained part of the community s local government culture, advocates began to see the need for a Complete Streets policy. In 2006, when it came time to update the Regional Transportation Plan 2030, the Madison Area MPO s five year RTP, they originally included Complete Streets language under the pedestrian and bicycle section. Robbie Webber, the Madison Common Council representative, asked to move this important policy under the main section, Goals and Objectives so that it was stronger and requested that the agency also change language to include crossing roadways. This plan was adopted and now, when new streets are constructed or old streets are renovated across the region, new sidewalks, bike lanes, paths and safe places for pedestrians and bicyclists to cross are routinely considered. In December of 2009, the City of Madison Common Council adopted a resolution affirming the city s commitment to Complete Streets. The streets that are built or redesigned to better accommodate walking and bicycling are supporting the burgeoning Safe Routes to School program by providing safe places for students to travel to and from school. 42

157 Policy in Action Denver, Colorado complete Streets In 2008, the City and County of Denver was awarded with Smart Growth Implementation Assistance by the US Environmental Protection Agency (EPA). This technical assistance grant funded a team of technical experts who visited Denver and kicked off a conversation about how living streets and Complete Streets principles could improve multi-modal transportation, community development, economic development, environmental quality and support public health and active living on commercial corridors throughout the city. An outcome of the Living Streets Initiative is the recent Complete Streets Policy that establishes a procedure by which Denver Public Works incorporates Complete Streets principles into planning, design and implementation of projects in the City s right of way. The policy language was written in conjunction with Public Works staff to make sure that it was meaningful, feasible and sustainable and was able to both encourage and institutionalize Complete Streets practices as a matter of policy. Denver s Complete Streets policy, instituted in Spring 2011, states that all construction, reconstruction and maintenance projects that impact Denver s transportation system will be reviewed based on the existing and future context of the affected transportation infrastructure with the intention of promoting safe and convenient access for all users. This new policy certainly contributes to the provision of Safe Routes to School for all of Denver s students. Additional Resources National Complete Streets Coalition Complete Streets Policy Analysis 2010: A Story of Growing Strength Public Policies for Pedestrian Bicyclist Safety and Mobility Complete Streets in the United States Complete Streets Safe Routes to School National Partnership Local Policy Guide 43

158 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Improving Safety through Fine-Based Funding Many schools are located on busy streets, and due to the high number of parents who drive their children to school, most schools experience congested arrival and departure times that are wrought with traffic violations. More importantly, there are many dangerous traffic scenarios for children who are walking and bicycling, as well as spikes in air pollution around schools. When drivers speed and commit other moving violations, especially in areas where there are vulnerable populations such as in school zones, they endanger children and other people traveling on foot or by bicycle, along with other road users. Therefore, it is logical that the fine revenue generated in school zones should be used for projects and programs that increase safety around those same schools. Traffic safety concerns have contributed to the bolstering of Safe Routes to School initiatives, especially with the availability of federal funds. Simultaneously, many states and municipalities have seen the benefits of Safe Routes to School, but understand the limits of the small amount of Safe Routes to School money available, and have thus found new and inventive ways to pay for additional Safe Routes to School safety improvements. A municipality may increase the cost of certain types of violations, and the extra revenue used for Safe Routes to School and other traffic safety or bicycle and pedestrian programs. Fine revenue can be generated from school zone-specific violations such as speeding and red light running, parking, passing a loading school bus, by creating or expanding school zones and almost any other traffic infraction in areas where children are traveling to and from schools. Safe Routes to School programs calm traffic and reduce the number of vehicles driven by parents in school zones and other places where children may be walking or bicycling to school. Utilizing finebased revenues creates a permanent and appropriate way to fund Safe Routes to School programs and projects. The first step is to research if your state has a law the permits double fines for school zones, or if there is preclusion for allowing a city to institute a policy. If there are restrictions, the city or county may need to work with the state to gain permission, either 44

159 through legislation or another process. The city or county may also go through a process to determine what program or projects should benefit from increased fines, so it will be important to advocate during that process that the funds be used for Safe Routes to School. It is also important for the funds to be strictly designated for safety improvements, and not to be deposited into a municipality s general funds. Political and government agency leadership will change, and future municipal leaders may try to use the funds for other purposes. Think carefully about what your program actually needs to improve safety. Does it need a coordinator to run the program? Does it need more engineering projects? Does it need additional crossing guards? Be sure to be specific enough in your policy to fund what is truly needed to advance the program and therefore the safety of children walking and bicycling to school. Policy in Action Washington State Improving Safety through fine-based funding Washington State school zone safety legislation, signed in 1996, has provided double fines for speeding in school crosswalks and playground zones. This legislation dictated that half of the doubled fine be attributed to improving safety in school zones, and that judges cannot reduce the fine amounts; more than $3 million was given to local communities in The project aims to increase children s safety in these zones by funding law enforcement agencies to enforce speed limits, fund radar trailers, public education campaigns, minor engineering enhancements and additional funding for school zone improvement projects. Other project results include providing school jurisdictions with reflective vests for school crossing guards, sponsoring community events, installing new fluorescent yellow-green signs, increasing police presence near schools, enhancing community policing, funding mini-grants for Walk to School Day events and fostering a general perception of a safer environment for children. Local Policy Guide 45

160 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Policy in Action Portland, Oregon Improving Safety through fine-based funding In July 2003, the Portland, Oregon City Council tasked a stakeholder group with developing a traffic safety strategy and financial plan, in order to implement the City s Traffic Calming Master Plan. The stakeholder group, known as the Community and School Traffic Safety Partnership, included City staff, police, school district administration, bicycle and pedestrian advocates, insurance agencies and neighborhood associations. The public was demanding traffic safety solutions to speeding and pedestrian and bicycle safety issues. Statistics showed that traffic safety was worse than violent crime rates, with 93% of crashes involving human error. Traffic safety was the second issue besides distance to school for Portland parents responding to Safe Routes to School surveys. The Partnership developed a financial plan that called for a $10-20 state-approved surcharge for all moving violations. This plan would need state-level support to reduce traffic court discretion in reducing traffic fines. The City successfully enlisted the help of an organization of court administrators and the state Senate judiciary committee. Then the City Council approved an ordinance for dedicated traffic increases to be deposited into the City s traffic safety account; this new revenue increased the account from $2 million per year to almost $4 million. Onethird of the funds went to traffic enforcement; one-third to traffic engineering; and one-third to traffic safety education. Within two years, the popularity of the City s pilot Safe Routes to School program inspired the City to allocate one-third of the funds to that growing program. As of 2011, the Portland SRTS program serves 83 schools; saferoutesportland.org, thanks to ongoing funding from traffic violations. Additional Resources National Highway Traffic Safety Administration s link to the National Conference of State Legislature s online tracking database, specific to traffic-oriented legislation Washington Traffic Safety Commission, School Zone Safety Program 46

161 School Bonds Throughout the country, and especially during the economic recession, schools are having a difficult time maintaining budgets that ensure quality education for children. In many cases, schools built in the 1950s or 1960s are in need of serious maintenance, but there are not funds to do so in most general operating budgets. As such, many school districts are initiating school bonds, which are often used to support capital construction projects. School bonds are generally funds that are acquired through property tax increases, for a certain amount of money each year, for a specified number of years. School bonds may result in renovating or modernizing existing schools, or building new schools. As a school district begins the process of developing the expenditure plan for what their school bond will fund, there is an opportunity to get Safe Routes to School capital infrastructure projects, such as pathway and sidewalks leading to and through the campus, and bike racks, into the bond language. It is important to follow the news to learn if there is any type of discussion about school bonds and insert yourself in the process early on. If the school district conducts public polling to see if there is support for a school bond effort, which requires residents to tax themselves, it is a good opportunity to ask that they include questions about whether people would be more likely to support the measure if the bond included facilities to support safe walking and bicycling for students. Generally, Safe Routes to School polls well with the public, and provides opportunities to improve the built environment for both children and adults, which can lead to decreased traffic congestion and improved safety around schools. If a school bond has already been approved, check with the school district to learn more about the specifics of the bond language, and if there might be an opportunity to improve Safe Routes to School infrastructure. Local Policy Guide 47

162 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Policy in Action Marin County, California School Bonds In Marin County, California, the Tamalpais School District passed a school bond to modernize and repair schools. As part of the process for implementing the construction, the school district was examining the circulation plan for the parking lot and drop-off areas at the school. The school was considering a policy where students would have to dismount from their bicycles and walk through the parking lot to get to the bike rack at Tamalpais Elementary School. The Marin County Bicycle Coalition worked with local parents, the principal and the school bond committee to show that this would discourage bicycling to school, and in the process convinced the district to include a separated pathway for pedestrians and bicyclists parallel to the parking lot, with a bike rack installed near the front of the campus. The project was paid for through the school bonds. Policy in Action Portland, Oregon School Bonds In the spring of 2011, Portland residents voted on the largest school bond in state history that requested $548 million dollars to fully rebuild eight schools and provide funding to fix an additional 77 schools. While part of this bond was intended to revitalize neighborhood schools, $5 million dollars was to be set aside for transportation improvements to be administered by Portland s Safe Routes to School program. The bond s program indicated that the City would work with Portland Public Schools to identify and prioritize a list of projects to improve bicycling and walking to school that would be implemented over the six year span of the bond. This bond measure did not pass, but is an excellent example of creatively funding important Safe Routes to School projects through policy change. 48

163 Sales Tax Sales taxes are utilized by many cities, counties, transit authorities and special purpose districts to fund a wide array of public services. Many communities are now instituting transportation sales taxes that are typically either a half-cent or quarter-cent increase, to pay for specific capital improvements and/or program services. Passing such a transportation sales tax makes your municipality a self-help county. In California, one-third of the counties are now self help counties, as they have passed transportation sales taxes, helping to fund roads, transit, bicycle and pedestrian projects and Safe Routes to School. Transportation sales taxes generally need to go through a vote of the public to be enacted. Different states have different laws about transportation sales taxes, so it s important to first learn if there are state requirements or thresholds. For example, a general sales tax in California, which goes into the municipality s general fund, can be passed with a 50 percent majority, but a specific sales tax, such as a transportation sales tax, needs two-thirds voter approval. As mentioned under school bonds, Safe Routes to School polls very well, so as a transportation authority is working to develop an expenditure plan for a sales tax vote, it is important to get involved at the earliest point possible, and advocate for funds to be used for Safe Routes to School, as well as other specific policies such as Complete Streets. It can often take several years from the time a community decides that it will work towards a sales tax until it is passed, so you need to be prepared for the long haul, but these advocacy efforts can truly pay off, as most transportation sales taxes last for years. Local Policy Guide 49

164 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Policy in Action Fort Collins, Colorado Sales tax In 2010, the City placed a ¼ cent sales tax increase on the November ballot. The tax is expected to raise approximately $16 million each year, with money largely going to culture, parks and recreation, the fire authority and street maintenance. There is also approximately $2 million each year for additional priorities determined by City Council. Voters passed the measure by a 2-to-1 margin, one of the only municipal services sales tax increases ever passed in Colorado. This was the result a huge public relations campaign directed by a citizen committee (City staff are prevented from advocating for a ballot issue with City time or resources by Colorado law). In 2009, Fort Collins had 11 serious or fatal crashes involving bicycles and pedestrians. City Council, City staff and the community began a push to create safer streets for all users. To improve bicycle safety, City Council asked Transportation Planning staff to prepare a Bicycle Safety Education Plan. The plan, available at was adopted in March City Council, through the Keep Fort Collins Great sales tax funds, allocated $50,000 annually to implement the plan. Policy in Action Marin County, California Sales tax In November of 2004, Marin County voted to pass a ½ cent, 20-year transportation sales tax which allocates 11 percent for Safe Routes to School programs, crossing guards and infrastructure improvements near schools. The sales tax also included a Complete Streets policy for roads repaved or built with sales tax funds, ensured that all transit vehicles would include bike racks, and provided for $10 million to build a separated bicycle and pedestrian pathway beside congested Highway 101. Bicycle advocates first got involved in 1997 for a sales tax that was on the 1998 ballot which included only 3 percent for bicycle and pedestrian projects, and nothing for Safe Routes to School. After the failure of that measure, public officials worked for five and a half years to conduct a public outreach campaign to craft a ballot measure that would pass the twothirds voter approval threshold. As part of the process, there were committees formed throughout different regions of the County, and public meetings at the County level and within the geographic committees to determine priorities. The Marin County Bicycle Coalition stayed involved the entire time, to ensure that Safe Routes to School and bicycle advocates applied for and attended committee meetings, and they advocated for polling to include questions related to Safe Routes to School and bicycle and pedestrian safety, including Complete Streets. During polls, one of the top publicly supported initiatives was Safe Routes to School. After Measure A was put on the ballot, the Marin County Bicycle Coalition endorsed the measure, and was a vocal advocate for getting it approved, including staging demonstrations, writing op-ed letters, sending s to members and conducting grassroots phone campaigns to get out the vote. Now, Measure A funds a robust Safe Routes to School program for approximately $1.6 million/year. The program serves more than 50 schools. index.aspx?page=126 50

165 Health Impact Assessments The United States is famous for requiring Environmental Impact Reports (EIRs) that require implementing agencies to assess the effects of the project wildlife, riparian corridors and other ecological habitats; however, there is no federally-mandated requirement for assessing the impacts of projects on public health. The Health Impact Assessment (HIA) is an effective tool that originally gained popularity in Europe decades ago and is now becoming prevalent throughout the United States, thanks in large part to encouragement efforts by the Centers for Disease Control and Prevention. Defined by the World Health Organization as a means of assessing the health impacts of policies, plans and projects in diverse economic sectors using quantitative, qualitative and participatory techniques 23, the Health Impact Assessment helps decision-makers make important choices about issues such as connectivity, social justice, environmental justice and reduction of toxins. Local communities that are looking to increase political and public buy-in for increasing active transportation and livability initiatives and concepts such as Safe Routes to School, community-centered schools and Complete Streets can discover how local land use, community design and transportation policies are affecting the public s health by using the HIA. Through a HIA, decision-makers may discover, for example, that their policies are not beneficial for bicycle and pedestrian safety and access, especially among children, thus building the case for increased investment in active transportation and livability. HIA s can be done quickly on a shoestring with the Rapid HIA, or they can range all the way to a major comprehensive assessment of an entire community s (or even state s) policies and planning. Local Policy Guide 51

166 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Getting Started with Health Impact Assessments 1. Contact your local health department staff and health-oriented advocates such as activists, doctors, insurers and medical organizations, and discuss the policy target you would like an HIA to be used for. 2. Determine the best decision-makers to approach with the idea, such as elected officials, city administration, local committees or commissions. Be prepared to explain what a HIA is, and how much time, staff capacity and funding your group estimates will be needed to conduct the HIA. 3. Work with local champions and decision-makers to raise funds, if needed, and to determine who would best suited to conduct the HIA, which may have to be determined through a public procurement process if government-controlled funds are used to conduct the HIA. 4. Ensure that the HIA is implemented and used in decision-making for transportation and land use after the plan is adopted. Policy in Action Clark County, Washington health Impact assessments In December 2010, Clark County Public Health in Washington State did a Rapid Health Impact Assessment of the overall Clark County Bicycle and Pedestrian Plan. They analyzed disparities in access to physical activity by school attendance areas and buffers around schools, partially based on the number of students who qualify for free and reduced price meals at schools - a standard technique to gauge how many low-income children and families are at the school. As a result Safe Routes to School programs were included as one of the eleven key recommendations of the HIA and the results of the HIA have guided the prioritizing of pedestrian improvements, as well as provided an opportunity to fund outlined projects through grants. 52

167 Policy in Action Decatur, Georgia health Impact assessments In an effort to become an active living community, the City of Decatur, Georgia, embarked on a Rapid Health Impact Assessment to gauge the health impacts of City transportation policy options through research, after a 2009 national report showed that Georgia had the third highest amount of overweight childhood in the nation, with 37 percent of Georgia s children considered overweight or obese. 24 The HIA led the City to make many beneficial changes to the City s infrastructure, but perhaps most importantly, identified that Decatur s schools, parents, teachers, the city commission, city manager s office, development services and public works departments should all continue to partner with schools and further integrate city efforts to promote childhood physical activity through the City s Safe Routes to School program. Additional Resources Interactive Map of HIAs in the United States HIA: A tool to ensure that health and equity are considered in transportation policy and systems QDpt-Pew-Health-GroupTeam-FilesHealth-Impact- ProjectWeb-SitePhase-2-DevelopmentResourcesPolicy- BriefsAPHA-HIA-Factsheet-December-2010.pdf The Impact of the Built Environment on Public Health CDC_Creating_A_Healthy_Environment.pdf CDC: Health Impact Assessment Impact_Assessment_factsheet_Final.pdf UCLA Health Impact Assessment Clearinghouse Learning & Information Center Health Impact Assessment Gateway Local Policy Guide 53

168 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Crossing Guards A 2004 CDC survey of parents revealed that 30 percent of parents felt that traffic safety was a major barrier to allowing their children to walk or bicycle to school. 25 In some cases, Safe Routes to School advocates can counteract much of that parental fear by instituting a thorough crossing guard policy or program. Crossing guards are highly visible staff or volunteers who are responsible for the safe passage of students through street crossings near schools. Providing crossing guards at the school or district level eases parental concern about busy intersections and provides the opportunity for students to begin to learn lifelong pedestrian safety skills. Therefore, ensuring that crossing guards are well-trained, understand their role and are deployed at critical intersections can be vital to a successful Safe Routes to School program. Crossing guards are often trained and/or hired by the local police department but also can be part-time employees or volunteers of the school district. In most cases crossing guards are adults, but in some communities older students can also serve as student safety patrols, typically fifth grade and higher. It isn t uncommon for teachers or parents to also work double-duty as a crossing guard in front of the school before and after school, or to supervise the student safety patrol or crossing guard program. Because of the wide variety of people that are crossing guards and the different supervisors that they might have, it is important to create a policy that dictates several facets of the crossing guard position and in many cases, creates a funding stream to ensure its success. Policies that support crossing guards should be developed by a diverse team of stakeholders including school officials, city transportation engineers, traffic safety advocates, parents and teachers. With this team in place, you can focus on the four main components of a successful crossing guard policy location, training, equipment and funding. (see box) Creating and instituting a policy that creates a system to identify locations where guards are needed, regulates the hiring and training of guards in their responsibilities, provides uniforms and proper equipment and secures ongoing funding, is a good way to counteract parental 54

169 fears and create safer routes for students to travel on their way to and from school. 26 Many states have taken the initiative to create widespread crossing guard policies that can be adopted by local municipalities but ultimately, the responsibility of implementing and funding these policies falls on local government. In order to get started with developing a crossing guard policy, first check with your local police, the transportation department and the school district to see if there is already a crossing guard or student safety patrol program or policy in place. If there is, get your school to be added to the program, and work with the local program leaders to implement it at your school. If there isn t, work with local champions, such as school police officers, safety groups, hospitals and others with an interest in the safety of students to get a policy adopted in your community. This may entail raising funds from a local or state source, and getting a local government agency or contracted nonprofit group to lead the program once a policy is in place. Components of a Successful Crossing Guard Policy Identify locations where guards are needed, the number of guards and proper signage for each location and the time period for crossings. Hire and train guards in their responsibilities. Provide uniforms and equipment to help guards effectively perform their duties. Secure funds to manage the program. guard_program.cfm Local Policy Guide 55

170 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Policy in Action Washington, DC crossing Guards In 2008, after the launch of the DC Safe Routes to School pilot program, there was increasing public demand for crossing guards, who play an important role in improving safety and encouraging walking and bicycling to school. The leaders of DC s crossing guard program asked the Safe Routes to School state network to assist them in determining the best placement of crossing guards throughout the city. The network worked closely with the Department of Transportation to overhaul DC s crossing guard location placement policy to ensure that crossing guards were placed at busy intersections where larger numbers of children needed assistance safely crossing the street. By revamping the existing city policy, the DC network contributed to the safety of DC students and addressed parent concerns about traffic safety, setting the DC Safe Routes to School program up for greater success. Washington, DC has also implemented a volunteer Safe Passage program to increase the number of eyes on the street for student safety. See page 60 for the example. Additional Resources National Center for Safe Routes to School: Adult School Crossing Guard Guidelines - Resources resources_crossing_guard.cfm Florida School Crossing Guard Training Guidelines- Florida DOT Safety Office SCG%20Training%20Guidelines2009.pdf Speed Limits 56 Research from the UK Department for Transport has shown that if a pedestrian is struck by a car traveling 40 mph there is an 85 percent chance of death, while pedestrians struck by cars traveling 20 mph have a five percent chance of dying. 27 Meanwhile, the World Health Organization has identified speed control as one of the interventions that would reduce the number of traffic casualties. 28 Statistically, this reveals the ever-present need to find ways to slow traffic down near schools where students are walking and bicycling and thereby increase safety. Naturally, many Safe Routes to School programs look to their police departments to help decrease the speeds near schools. Unfortunately, in many cases, increasing police enforcement of roads with higher speeds isn t a long-term solution to the overall problem.

171 Many roads are designed to accommodate speeds much higher than the speeds posted on these same roads. When a road has a higher design speed than its posted speed limit, cars will naturally gravitate toward the designed speed of the road rather than the posted limit. This can eventually result in traffic engineers raising once reasonable speed limits, based on the 85th percentile rule, to be higher than originally envisioned. There are many ways to deal with high speeds including comprehensive Complete Streets policies, road diets (reducing the number of lanes for motor vehicles), traffic calming (such as speed humps, bulb outs or chicanes), driver awareness campaigns and other education approaches. These approaches can reduce design speed of roads and create safer spaces for pedestrian and bicycle travel. However, creating impactful policies that work in tandem with these efforts are essential to maintaining a safe environment for students and their communities. The first step in addressing policies that affect speed limits is identifying what entity is responsible for the speed limits for the zone in question. For example, states legislate maximum and minimum speeds for various types of roads but sometimes will allow cities and counties to regulate their own speed zones, especially in school and residential zones. There are three outstanding approaches to facing down the issue of speed limits near schools: 1) addressing the speed limits themselves, 2) determining the size of the zones in which they are required and 3) ensuring law enforcement of the speed limits is important to ensure that the safety regulations are being followed. Lowering the speed of a specific street near a school will in most cases require a traffic study; however, creating local policy or legislation that reduces the speed in schools zones can impact several school districts at once. Many cities and counties adopt their own recommended speed limits in school zones, but if there isn t already a policy that explicitly requires the speed to be 20 mph or less in your community, local safety advocates can work together to change that policy or legislate a solution. This is a strong start to affecting speed limits with regards to Safe Routes to School. If local speed limits are already reduced to 20 mph or lower, it may be helpful to consider working to change the definition of the size of school zones or residential areas. This could result in expanding the radius around the school for the school zone from ¼ mile to ½ mile or more. Increasing the size of a school zone or residential area can support Safe Routes to School efforts by increasing the size Local Policy Guide 57

172 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P of these zones creates slower, safer traffic around key areas where students are walking and bicycling. Finally, decreasing speed limits and increasing school and residential zones can only be effective when enforced. Policies that support Safe Routes to School efforts by decreasing speeding must include work with local law enforcement to increase patrols, utilize speed trailers or other enforcement strategies regularly around schools to support safer streets for students. Policy in Action Springfield, Missouri Speed Limits Speed limit monitoring by the Traffic Engineering Division showed that 75 percent of the drivers in Springfield were exceeding posted speed limits by at least 10 mph. With these faster speeds came a significant safety risk for students. In response, the city of Springfield applied for federal Safe Routes to School funds and grants from the FedEx Corporation and the Safe Kids Coalition to install flashing school zone speed limit signs and, to increase visibility, add reflective sleeves to school signs. Shortly thereafter, the City Council passed an ordinance reducing speed limits on all local streets. A ¼-cent capital improvement sales tax has been used to construct more than 50 miles of sidewalks near schools over the past 20 years and engineers now regularly study school zones to identify safety challenges to children and make improvements. Additional Resources National Center for Safe Routes to School: School Area Speed Limit and Signing speed_limit_and_signing.cfm Speed Concepts: Federal Highway Administration Law Enforcement With the goal of the overall safety of the community built into their job description, local law enforcement is an important partner of a successful Safe Routes to School initiative. There are many policy changes with regards to law enforcement that can directly or indirectly support safe opportunities for students to walk and bicycle to school. 58

173 School resource officers (SRO) have the unique opportunity of being based in the school, knowing the students well and understanding the nuances of the traffic and safety issues surrounding the school. In terms of personal safety, SROs are important partners in instituting anti-bullying initiatives which can help students feel safer during all parts of their school day. SROs are a strong power person who can help shape school bicycling and walking policies, policies regarding pick up and drop off routines and can serve as a liaison to other police departments. Local police departments, in conjunction with the SRO, can also work to make the neighborhood more walkable and bikeable for students by improving personal safety. Everyone is on their best behavior when police are present, so as part of your Safe Routes to School program, you can work with law enforcement to encourage a presence during the times when children are commuting to school. Once involved in the program, local police departments can also increase patrols during school commute hours and implement measures to decrease speeding to create safer streets around the school. Police departments also often have a community policing unit which helps with issues such as stranger danger and teaching bicycle and pedestrian safety. Outside of the school, local police departments can work within the community to clean up graffiti, utilize gang task forces, deal with stray dogs or work to help keep local parks safe for children to play. Enforcement is one of the Five E s of a successful Safe Routes to School program because of the numerous ways they can help keep a community safe and welcome to children walking and bicycling. Affecting policies within law enforcement agencies can be an easy and enlightening process that improves the well-being of the overall community. Work with or establish the Safe Routes to School team at your school to invite police and other safety advocates to discuss what enforcement actions would be most necessary to improve student safety while walking and bicycling to and from the school. Incorporate enforcement needs into the Safe Routes to School action plan at the school. There may already be programs or policies in place in your community that can be leveraged to make the trip to school safer and more appealing. Often, enforcement efforts can be handled by existing police department staff, but if not, work with local leaders to determine what policy changes are needed and how much additional funding would be needed to carry out the necessary actions and programs. Local Policy Guide 59

174 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Policy in Action Washington, DC Law enforcement Washington, DC, in order to increase safety while walking or bicycling on city streets, instituted a Safe Passages program at area high schools in The program consists of stationing additional police officers on selected corners in patrol cars during high school dismissal time in order to deter crime and bullying, and to foster confidence among students walking and bicycling to and from school. A network of local advocates, through the DC Safe Routes to School network project, is working with the DC Department of Transportation and the Metropolitan Police Department to expand the program by adopting a model developed in Illinois, and identified a DC pilot school in October In the new model, DC schools will be selected in neighborhoods with high crime rates, and police officers will reach out to residents within an eight-block radius around the school. Residents will volunteer to be either eyes on the street, corner captains at arrival and dismissal times or school volunteers/tutors/mentors. Police trainees, community volunteers and beat patrol officers will conduct door-to-door canvassing, and the DC network will provide door hangers to reach residents who are not home during the canvassing. Policy in Action Maryland Law enforcement In the state of Maryland there was frustration with instances of mistakes being made in vehicular crash investigations and enforcement of traffic laws involving bicyclists by police officers. While analyzing this issue, the Maryland State Police (MSP) agreed that a systematic training approach regarding the application of Maryland vehicle laws to bicyclists suitable for all law enforcement agencies in the State would be helpful. The MSP, taking advantage of an opportunity to improve their quality of service to all roadway users, has partnered with Maryland Department of Transportation to design a training video on traffic safety and enforcement issues related to bicyclists. A reimbursable grant from the Maryland Highway Safety Office was awarded for this project last October. A task force has been established to produce the video, which is expected to comply with the requirements of the Maryland Police Training Commission. It is hoped that it will be used by Maryland police agencies for both entry-level training and in-service (continuing education) training. It is anticipated that the video will be completed by Fall Additional Resources Webinar: Ways to Involve Law Enforcement in Safe Routes to School webinar_ cfm 60

175 Bicycle and Pedestrian Education and Curriculum While planning and creating funding streams for infrastructure changes are an integral piece of Safe Routes to School policy change, there are also other approaches to ensuring that students have a safer trip to and from school. As more Safe Routes to School programs become established, more students need bicycle and pedestrian safety education to help make the trip safer and instill confidence in parents and community members. A comprehensive Safe Routes to School program should include bicycle and pedestrian safety education curriculum, structured for appropriate grade and age levels, which can be implemented as part of a school-wide, district-wide or county-wide program. In some states, state law requires that bicycle and pedestrian safety be taught in schools. There are many examples of traffic safety education curricula currently in use in the US. Some are brief overviews such as a bicycle or traffic safety rodeo, or a class or school assembly, or a Safety Town course. Others are more intensive, providing in-depth instruction and practice sessions that can take up to ten or more hours to complete. The most effective curricula are the latter, since the level of knowledge and skills needed to truly improve the ability of a child to negotiate traffic is much greater than a brief bicycle rodeo or assembly can offer. However, comprehensive curricula can sometimes be too costly for some schools and communities, or they can consume too much class time, so a bicycle rodeo or assembly may be an affordable and agreeable solution to introduce curriculum concepts until other funds are available, or until schools are willing to dedicate the class time to this important knowledge and skill-building. Fortunately, bicycle and pedestrian courses can become very popular once a well-implemented session has been completed at the school. Teachers can find the information important to student safety and most students love getting to be active and outdoors during the school day. Taking bicycle and pedestrian safety concepts and integrating them into the annual curricula of schools and their districts is an effective approach to institutionalizing Safe Routes to School concepts. Many schools have done this successfully through physical education programs. With a focus on bicycle and pedestrian safety and physical activity, a curriculum can help schools to meet wellness goals while others have effectively utilized specially designed Local Policy Guide 61

176 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P curriculum that addresses safety concepts through a cross-curricular approach incorporating safety into math, geography and science lessons. As you begin to think about institutionalizing bicycle and pedestrian curricula for your school or district, it will be important to research your state education standards. If possible, it is good to incorporate lesson plans into your state standards, as this will encourage busy school districts to utilize them. Policy in Action Philadelphia, Pennsylvania Bicycle and Pedestrian education and curriculum The City of Philadelphia partnered with the Bicycle Coalition of Greater Philadelphia through a CDC Communities Putting Prevention to Work grant that allowed this partnership to provide 181 schools with technical assistance in teaching pedestrian and bicycle safety to second and fifth graders. The Bicycle Coalition of Greater Philadelphia developed a broad bicycle and pedestrian safety curriculum and website, and implemented a comprehensive approach which provides the schools with the necessary curriculum, a train-the-trainer program to educate teachers and assistance in launching their Safe Routes to School programs. The goal of the initiative indicates that by March 18, 2012, 70 percent of public elementary schools within the School District of Philadelphia will adopt national standards from Safe Routes to School as part of the PA State Standards of bicycle and pedestrian education under the Self -Confidence, Self -Reliance and Social Responsibility chapter. Policy in Action Miami-Dade, Florida Bicycle and Pedestrian education and curriculum In 2001, WalkSafe in Miami-Dade, Florida implemented a pilot study of pedestrian curriculum in the classroom. Over two years they saw great success with a very simple, flexible program that was taught to district teachers through a train-the-trainer program. The Miami-Dade County Public Schools community traffic safety team and other WalkSafe task force members presented epidemiological data on the problem of child pedestrian hit by car incidents in Miami-Dade County, as well as evaluation data from the educational program which showed that their three-day curriculum is effective in significantly improving K-5 children s knowledge of important pedestrian safety concepts. As a result, the Miami-Dade County Public School Board approved a motion to mandate annual implementation of the educational curriculum in all public schools teaching grades K-5, and now more than 135,000 students at more than 215 schools in Miami-Dade County have received the WalkSafe educational program each year since Since the inception of the program in 2001, according to police crash report data, there has been a 51.9 percent decrease in pedestrians hit by cars for children 14 and younger in Miami-Dade County. 62

177 Additional Resources The Bicycle and Pedestrian Curricula Guide: Making the Case for Bicycle and Pedestrian Youth Education Guide_2011_lo.pdf School Busing Cuts School districts all across the country are struggling to balance budgets and save money. When school districts face financial challenges, such as reduced local funding or increases in fuel costs, a common target for cuts is to reduce the number of bus routes, trimming the number of bus stops or widening the walk radius around a school, as each eliminated bus saves an average of about $37,000/year (based on the average per-pupil expense and average number of riders per bus) for a school district. Nationwide, approximately 22 percent of school districts made busing reductions during the school year due to fuel price increases. 29 When bus routes or stops are eliminated there is parental concern about dangers from traffic, often due to a lack of safe infrastructure, such as sidewalks and crosswalks, and about the so-called stranger danger risk if their children walk or bicycle to school. However, cutting bus routes without a simultaneous and planned effort to address student safety concerns will likely lead to greater traffic congestion, poorer air quality and higher parent transportation costs due to a sharp increase in parents driving children to school. It is essential that school districts collaborate with parents and city officials to make it safer for children to walk and bicycle, particularly when cuts to school bus services are being proposed. Effective school transportation policies recognize that children come to school in a variety of ways (school bus, parent vehicle, walk, bicycle, public transit, etc.) and are designed and funded to ensure the safety of all children. States, cities and counties can also have an impact on busing by how they reimburse local school districts for school transportation costs. Good policies set standards for the types of hazards that are unacceptable for children walking and bicycling while linking hazard bus funding for the children to a fix for the hazard, which can be part of a Safe Routes to School program. When the hazards are repaired, children who live close to a school can safely walk or bicycle, and the school district can save on school transportation costs. Local Policy Guide 63

178 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Good models for local policies around school transportation focus not just on school busing and cars, but also on the safety of children who walk and bicycle to and from school. Many of these policies set conditions for the determination of safe walking zones or identify, areas that are unsafe for walking and bicycling, resulting in those children who need to cross unsafe areas being bused via hazard busing. In the most proactive approach, local communities can seek to fix those safety issues making all zones safe walking zones, which would allow children to walk and bicycle, and reducing busing costs through district-wide policy change. An ideal school district policy would require that every school develop a comprehensive transportation plan that equitably accounts for the safety, health and access of parents and students while in buses and cars, and while walking and bicycling, and includes a city or school district funding mechanism to pay for infrastructure improvements and safety education for school staff, parents and students. To get started with policies regarding busing begin with checking to see if your school or school district has a comprehensive student transportation policy that includes walking and bicycling, not just cars and buses. If so, have the Safe Routes to School team analyze the effectiveness of the policy, and whether the school or schools are actually implementing the policy in a way that accounts for the safety of students who are walking and bicycling to and from the school(s). If there isn t a policy that includes walking and bicycling, work with the Safe Routes to School team at the school or community level to create or find a model policy, or create a group with stakeholders such as bicycle, pedestrian and safety advocates, educational reform advocates, health advocates and parents and students. Set up a meeting with the principal, superintendent, student transportation department leader or even school board members to discuss adding bicycling and walking into existing student transportation policy. Make sure that the school or school district commits to tangible goals and objectives that will actually improve the safety, health and access for students walking and bicycling to school. 64

179 Policy in Action Montgomery County, Maryland School Busing cuts In 2008, when gas prices were soaring, Montgomery County Schools in Maryland saw the school system s fuels costs double over four years from $3.6 million to $7.9 million in In response to these rising costs, the superintendent developed a comprehensive student transportation policy that includes clear policies and expectations regarding bus transportation and walking. The policy sets clear guidelines for the no-transport zone for school bus transportation around schools and for exceptions due to hazardous walking conditions. The policy expanded its walk zones and clearly defined expectations of student walkers. It also makes the school district responsible for assessing the safety of recommended walking zones and school bus stops, and encourages school staff to work with parents and students to teach safe walking and bus-riding behaviors. Policy in Action Auburn, Washington School Busing cuts n 1995, the Auburn School District, developed a safe walking committee at each school made up of parents, community members and school personnel. These committees continually develop walking maps, and make recommendations for needed safety improvements to repair unsafe walking areas, helping avoid hazard busing costs. Each school s recommendations are reviewed by a city-wide district safety committee that prioritizes the requested safety improvements, with a focus on reducing transportation costs where possible, and works with the City to make needed safety improvements and to acquire grant funding as needed. The Auburn School District s transportation department saves $240,000 each year in personnel and fuel costs by reducing hazard bus service. Overall, the safety improvements have allowed 20 percent of students (2,800 children) who live within safe walking areas to no longer be bused to school. Additional Resources School Bus Cuts, Safe Routes to School National Partnership ProgramResources#BusCuts Local Policy Guide 65

180 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P School Walking and Bicycling Policies Students and parents should be able to choose the way they travel to and from school. Unfortunately, many schools and districts, as a result of a past bicycle crash or pedestrian incident decide to disallow walking or bicycling through their written or unofficial school policies. The proactive response to such incidents is to institute a policy that educates students and parents, and seeks to improve routes, rather than attempting to restrict personal choices regarding transportation to school. In either regard, affecting a school or district s walking and bicycling policy is a great first step in advocating for Safe Routes to School. There are two kinds of walking and bicycling policies that are often instituted at schools, supportive policies and barrier policies. Some schools inadvertently discourage walking and bicycling with barrier policies by busing all students regardless of how close they live to the school, encouraging car use by deprioritizing walkers and bicyclists in the morning drop off and afternoon pick up routines, or by omission of a supportive walking and bicycling policy. Supportive policies, on the other hand, foster bicycling and walking by educating parents and students on safe pedestrian and bicycle behaviors, prioritizing walkers and bicyclists with a safe approach and entry to the school and providing secure and reliable storage of bicycles during the school day. In order to work towards school policies that foster walking and bicycling, you must first research to find if any policies currently exist. These are usually available via the school or district administration s office or the school principal. If a barrier policy exists it is important to understand the reason it was originally implemented and work with stakeholders to brainstorm supportive ways to meet the same goals of the original barrier policy - ensuring that students can get to and from the school safely. 66

181 Policy in Action Milton, Georgia School Walking and Bicycling Policies Crabapple Crossing Elementary School, in Milton, Georgia, provides optional busing to all of their students because of the lack of connectivity of sidewalks and major intersections near the school that creates a hazardous situation. As a result, Crabapple Crossing had a no walking and bicycling policy. In 2009, after the completion of some sidewalk construction, the addition of school zone signage and crosswalk improvements and lighting, two fourth grade girls wanted to ride their bicycles to school and petitioned the school principal to rethink the walking and bicycling policy. The policy was reformed to include the ability for students to learn safety concepts, adhere to school safe bicycling and walking policy and ride their bicycles to school. Since then, the school has installed bicycle racks, hired a morning and afternoon crossing guard, regularly participates in International Walk to School Day and Georgia Walk to School Day and, for the 2011 school year, the school promoted a monthly-themed Walk to School Day that saw as many as 200 students a month participating. At the end of the school year Crabapple Crossing was awarded the metro Atlanta Outstanding Partner of the Year award by the Georgia Safe Routes to School program. Additional Resources School Bicycling and Walking Policies: Addressing Policies that Hinder and Implementing Policies that Help policy_tip_sheet.pdf Local Policy Guide 67

182 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P School Siting Policies Decisions about school siting, size, construction and design have significant impacts on the travel mode options for student and parents. Neighborhood, or community-centered, schools can provide many benefits to local communities, such as attracting families, increasing property values, preserving historic buildings, improving student academic performance, reducing infrastructure costs, traffic congestion and air pollution and increasing parent volunteerism and community involvement. Sprawling schools, by contrast, create myriad problems, including increased traffic, reduced opportunities for exercise, weakened community ties, higher taxes and disinvestment and property value decline when older schools are abandoned. But trends indicate that the average school size has instead grown dramatically and that new and consolidated schools have been increasingly located on large sites away from the families in the neighborhoods that they serve. School districts should consider the whole cost to the district and the local community before making a school siting decision. The National Center for Education Statistics notes that the number of schools in the United States decreased from 262,000 in 1930 to 91,000 today, while student population over the same time has risen from 28 million to 53.5 million. 30 In many states and local communities, there is a policy bias in favor of constructing new schools rather than renovating or expanding existing ones. Guidelines, recommendations and standards that encourage or require building large schools on new campuses are embedded in a variety of regulations and laws. Some states will only provide state funding for schools that follow such guidelines. In addition, many states have school construction funding formulas that favor new construction over renovation. Such formulas typically establish a limit on what a district may spend to renovate rather than build new, usually a specific percentage of the cost of new construction. The National Trust for Historic Preservation urges states to eliminate these funding policies because they penalize communities for maintaining and modernizing old schools, even when doing so costs less than building new and revitalizes neighborhood schools. 68

183 Another set of policies that favors construction of large new schools are minimum acreage standards. In an effort to get a clearer picture of the role minimum acreage standards play in school locations, the US Environmental Protection Agency asked the Council of Educational Facility Planners International (CEFPI) to research state minimum acreage requirements in 2003 while CEFPI was updating is facilities guide. Recognizing that a one size fits all approach is dated and can work counter to a variety of goals, CEFPI updated the guide to encourage communities to analyze their needs in order to make appropriate siting decisions. For a complete listing of state policies governing school site size, see As is evidenced by the report, 27 states still have policies that require local communities to build schools on sites that require a certain number of acres, depending on the type of school (elementary, middle or high school) and the number of students it will serve. According to data from the 2009 National Household Travel Survey, in 1969, 41 percent of children lived within one mile of school, but 2009 that declined to only 31 percent. 31 To achieve the Safe Routes to School goal of getting more children to walk and bicycle to school safely, we must address school siting policies at state and local levels. The first step is to see if your state has minimum acreage or student population standards, and if so, it might be necessary to change that policy. Even with minimum acreage or size standards, some states allow for exceptions so in this case, it is important to research the exceptions and educate local school district officials on how they can build community-centered schools. In some states, though, there is no state mandate on minimum acreage or school size, yet school districts make decisions on school sites based on the old CEFPI guide. Local advocates should go to their local school district to see if the district will change its policy to reflect the new thinking on school siting. Local Policy Guide 69

184 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Policy in Action Pomona, California School Siting Policies In Pomona, California much of the city is made up of warehouses or small machine shops that accommodate the blue collar community that lives there. In the 1980s and 1990s the population of Pomona continued to grow and the school district found itself needing to expand, but were lacking facilities and land on which to build. Before searching for a new site, the school district wanted to ensure that they could reduce busing and improve grades K-3 student-to-teacher ratios. Determined not to build on the cities edge but only having old, vacant lots and industrial sites to choose from inside the city, the school district was at an impasse. It was then that the school superintendent, Patrick Leier, noticed a once thriving but now deteriorated mall, the Indian Hill Mall. Building the new school by revitalizing this mall would address the school s siting issue and likely revive the surround neighborhood at the same time. The first phase of the school was completed in 1996, converting classrooms inside the mall for more than 600 students and after two additional phases, completed in 2001, the school now serves almost 2000 students in grades K-12. The redevelopment of the mall helped jump start other neighborhood revitalization efforts. A new transit center is being built in the area as well as a performing arts center. Other changes in the neighborhood include: new housing, rehabilitation of commercial properties, investment in new public infrastructure around the mall, new commercial ventures and an overall decrease in crime. 31 The Pomona Unified School District s solution to their school siting problem took an otherwise deteriorating neighborhood and a serious school facilities issue and rebuilt a vital community that is centered around its community school. 70

185 Additional Resources The National Trust for Historic Preservation s 2002 report Why Johnny Can t Walk to School: Historic Neighborhood Schools in the Age of Sprawl helped to spark national attention to the issue of school siting. additional-resources/schools_why_johnny.pdf The 2010 NTHP report Helping Johnny Walk to School: Policy Recommendations for Removing Barriers to Community- Centered Schools gives policy recommendations for protecting the community-centered school, and was produced with the help of a committee of national experts in the field, including the Safe Routes to School National Partnership. helping-johnny-walk-to-school/helping-johnny-walk-to-school. pdf The 2011 Active School Checklist is a resource created by the Arizona Department of Transportation that provides decisionmakers with a quantitative tool for evaluating the potential long-term health impacts of candidate school sites on the children who will attend them. The EPA report Travel and Environmental Implications of School Siting, released by the EPA on October 8, 2003, was the first study to empirically examine the relationship between school locations, the built environment around schools, how kids get to school and the impact on air emissions of those travel choices. Smart Growth America features several resources on building smart schools including school siting: A 2005 doctoral dissertation from Noreen C. McDonald titled Children s Travel: Patterns and Influences has a lot of information and reference analysis regarding school siting and travel implications: Travel to School: The Distance Factor was published by FHWA s Office of Policy. Local Policy Guide 71

186 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P School Closure/Consolidation Policies School siting policies are significant in areas of growth but since the recent economic downturn, school districts nationwide have been closing and consolidating schools. Consolidation is a familiar strategy used by business management to reduce costs and increase uniformity. In education, the term usually refers to (a) combining districts and (b) closing schools and sending students from the closed schools to other schools (or building a new and larger school). 33 Relying on checklists that primarily address enrollment numbers, conditions of existing facilities, operating costs, transportation costs and the availability of other nearby schools, many schools end up closed without considering their potential as a neighborhood school that supports walking and bicycling. There is also a growing body of research that shows that in many cases, school consolidation actually does not save the district money in the long run 34, such as higher busing costs to the new location and the need for more security, administrators, counselors and nurses, when more students are under one roof. Also, consolidation of schools in a larger school district may result in additional administrative staff, which can cost as much or more than the gain from a reduction in lower-paid teaching staff. 72

187 Tips for Policy Work Related to School Siting, Closure and Consolidation There should be local guidelines available for how the local public process works. If not, then reach out to the school district and ask to be involved early in the process, including getting onto school facilities panel/committee that makes closure and consolidation decisions. Capacity and utilization formulas need to be looked at; find the people in the district who do this planning. Sometimes these formulas were created many years ago and are not relevant to current realities. Locals can get statistical data on schools and student populations to inform advocacy, and regional governments also collect data and do modeling projections, which can help to inform the district s decision making. Local and regional governments should be at the table with school siting planning, but they may need help getting a seat at the table. School siting should be part of a community s general or comprehensive plan. Disassociate the number of kids/enrollment with the actual building; demographics may shift in the future, bringing more families into the neighborhood and increasing demand for the neighborhood school. Co-location should be considered; the building can be shared between a smaller school and other users. Another option is to find a building already in existence that can be used as a school. In a low-income community in New Mexico a strip mall was converted into a school with very little capital investment. Schools can actually share principals and other resources. Many schools think that they have to have one per school, but this is simply a standard practice.. Regulation does not usually drive this, so budgets can be reduced by combining administrators. An impact statement needs to be done before closing a school(s). A Health Impact Assessment (HIA) should be part of that, in order to study the health impacts of school closures and consolidation. Local Policy Guide 73

188 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Policy in Action Providence, Rhode Island School closure/ consolidation Policies In 2006, the school district initially targeted Bishop Middle School for closure due to its shrinking enrollment and low student achievement. Parents and residents campaigned to save the historic neighborhood school and, as a result, the superintendent reversed his decision and engaged parents in planning. Instead, the district renovated the existing school and added connecting sidewalks and bike paths from the neighborhood. They completed the project for $11 million dollars less than what was projected for the new school. Since the renovation, parents have begun to move their children from private school back to Bishop Middle School. Policy in Action Brookville, Pennsylvania School closure/consolidation Policies The Northside Elementary School served its Brookville, Pennsylvania community since While Northside Elementary School has never been closed, the threat of closure was on the minds of community members. The discussion initially centered on finding a different location for a new elementary school. At first, state legislation stated that the State Board of Education would not pay for the rehabilitation of Northside, but only for the construction of a new school building. However, Northside Elementary School employees, community members, the Brookville School District and a team of experienced architects rallied behind the school, proving that older school buildings that met fire code requirements actually had better safety records than new schools, and were successful in changing state legislation. As a result, money was granted for the rehabilitation project. Today, this modernized school building continues to serve its neighborhood. The new guidelines that were established as a result of Northside Elementary School, have encouraged other school districts to continue using historic school buildings and maintain the tradition of the community-centered school. Provided by the National Trust for Historic Preservation

189 Additional Resources Model Policies in Support of High Performance School Buildings for All Children BESTModelPolicies5_7_07.pdf Consolidation of Schools and Districts: What the Research Says and What It Means National Education Policy Center Petrie.pdf Local Policy Guide 75

190 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P School Wellness Policies In June 2004, the federal Child Nutrition and WIC Reauthorization Act was signed into law making it mandatory for local schools participating in the Federal School Meal Programs to create a local wellness policy by July In passing this legislation, Congress recognized the vital role that schools can play in ensuring the health and wellness of their students. The wellness policies are mandated to include: goals for nutrition education, physical activity, nutrition standards for foods sold in schools that are not federally reimbursable meals, plans for measuring implementation of the local wellness policies, and a requirement for community involvement in the development of the policies. The requirement for physical education policies provide an excellent opportunity to insert language regarding Safe Routes to School initiatives that will in turn increase student physical activity through walking and bicycling. The National Association of State Boards of Education has found that at least 45 states are actively providing assistance to local school districts on the formulation of wellness policies and that many have approved legislation or state board policies that provide direction on standards for both physical activity and nutrition at the local level. There are also some predictable barriers to successful implementation, such as financial costs to schools, lack of understanding or commitment on the part of key stakeholders, logistical challenges such as a lack of usable space at the school, or volunteer or staff time, and lack of [policy] clarity, so school personnel and others do not know what to expect, according to Action for Healthy Kids. School wellness policies can be easy to amend. First, find out if your school or school district already has Safe Routes to School as part of its wellness policy(s). Then research who is on the wellness committee at either the school or school district level that developed and/or is implementing the wellness policy. If there is not any Safe Routes to School program language within the wellness policy, find out how you can be involved in the next 76

191 update of the policy, and/or how you can get Safe Routes to School inserted into the policy. If there is already Safe Routes to School in the wellness policy, determine if the school or school district is implementing those policy elements, and whether or not it is effective in getting students safety walking and bicycling to and from school. You may need to bring together experts and stakeholders into the process to help reinforce or create Safe Routes to School language for the wellness policy(s), or to look for resources such as funding or staffing that may be needed in order to implement Safe Routes to School. Policy in Action Cambridge, Massachusetts School Wellness Policies The Cambridge Public School Wellness Policy Guidelines provide clarity to participating schools by outlining the best practices for policy creation in the district. One section dedicated to walking and bicycling, encourages policy to support students walking and bicycling to school in an active manner consistent with the district s transportation policy. Through its main office and principals, the schools are to provide resources such as information about walking and bicycling safely to school, safe bicycle parking, crossing guards and walking maps for families and children. This policy is reviewed every three years for compliance and revised as necessary. Policy in Action Billings, Montana School Wellness Policies In Billings, Montana the school formed a district school health advisory council. The council took what was once a bare bones local wellness policy and revamped it to include more specific plans and steps towards implementation. As a result of this change, the schools are now required to encourage walking and bicycling to school where possible and Safe Routes to School is specifically recommended as a solution. Many of the schools have moved to phase out food fundraisers and are replacing that effort with pledges for walking and bicycling to school. Local Policy Guide 77

192 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Additional Resources Model School Wellness Policies Wellness Policy Tool Public School Wellness Policy Toolkit global/kpnw_publicschoolwellnesspolicy.pdf How to Create and Implement a Local Wellness Policy The School Health Index (SHI) Fit, Healthy, and Ready to Learn. Sample Safe Routes to School Policy from California School Board Association 5F06573.ashx 78

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194 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Joint Use Agreements Through federally-mandated school wellness policies and others, schools are starting to adopt policies that help address this epidemic, but many schools have cut physical education class hours, and countless schools don t have access to fields or play areas for outdoor activities. As a result, many school children are still not engaging in an adequate amount of physical activity during school hours. Historically, schools have had a variety of recreational facilities, such as, gymnasiums, playgrounds, fields, courts and tracks. However, most of these schools close their property to the public after school hours because of concerns about costs, vandalism, security, maintenance and liability in the event of injury. At the same time, during these times of fiscal constraint, building duplicate recreational facilities with others already available in community schools is simply not the best use of resources. Fortunately, a promising tool, known as a joint use agreement, has emerged and addresses many of these concerns. A joint use agreement (JUA) is a formal agreement between two separate government entities, often a school district and a city or county, setting forth the terms and conditions for the shared use of public property. Typically, each party under a joint use agreement helps fund the development, operation and maintenance of the facilities that will be shared. In so doing, no single party is fully liable for the costs and responsibilities associated with the recreational facilities. Furthermore, after regular school hours, schools can continue to provide their students and the local community with the facilities needed to maintain active and healthy lifestyles, while incurring little to no additional costs. Joint use policies can often help to preserve community-centered schools that may not have enough land for fields and sports. In these cases, schools can be preserved within communities if agreements are created with schools and cities for joint-use of public facilities, such as nearby parks and athletic fields. On the reverse side, joint use policies can allow for the school building to be used at night or on weekends for adult education classes, community meetings and other uses that help build community cohesiveness, and promote the school as a unified community resource, not just an educational one. This, in turn, helps to build on the concept of the community-centered school, thus working to 80

195 keep schools in the neighborhoods where people live who can utilize the facilities, and easily walk and bicycle to these schools for various activities. For these reasons, laws have been enacted in many states that encourage or even require schools to open their facilities to the community. The National Policy & Legal Analysis Network to Prevent Childhood Obesity (NPLAN) has developed a 50-State Scan of Laws Addressing Community Use of Schools that is very useful in identifying policies by state that address community use of school property for non-school purposes. Although some schools have been reluctant to move forward with JUAs, many schools and communities have been pleased with the results: increased funding for the school districts, supporting community centered schools, neighborhood revitalization and increased physical and social activity. To begin looking toward utilizing JUAs, first determine the facilities that should be shared, either indoor or outdoor. For instance, a school and adjacent city park could be shared for the benefit of students and the entire community. Then bring together any stakeholders who would be willing to help champion this issue. This may include health, recreation, educational reform and community improvement advocates, neighborhood association, elected officials, police and others. Find out who the appropriate staff members and decisionmakers are at the managing agencies in this case it may be the school district and the parks and recreation department. They should have sufficient knowledge of the facilities and the decision-making authority to carry out a JUA. Assess the needs of the community and the school to determine the additional recreation and other opportunities that would be achieved through a JUA. This will give you inspirational talking points to use when advocating for a JUA with local decision-makers, and helps to focus the agreement. Meet with the governing entities. Bring a model policy and best practices to the discussion to show how the JUA could actually work. Having legal and/or risk management expertise among your stakeholders may help to navigate responsibility and liability concerns among the governing entities. Finally, get the governing entities to formally approve a JUA. This could be as easy as meeting with decisionmakers and getting agreement at the meeting, or it could require extensive advocacy, public involvement or even local legislation. Local Policy Guide 81

196 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Policy in Action St. Petersburg, Florida Joint use agreements St. Petersburg, Florida is a city that is proud of its parks and public spaces. Since 1990, the community has supported their parks and recreation system by approving a 1 percent sales tax increase to fund important improvements throughout the parks. With funding to improve these parks the city s Mayor, Rick Baker, was inspired to create connections from the community to all of the revitalized parks through the City Trails, Bicycle and Pedestrian Master Plan in As a part of this process, the city partook in a parks and playground mapping exercise that demonstrated significant gaps in access to parks throughout the city, especially in underserved communities. Only 49 percent of city residents under the age of 18 lived within a half mile of a playground. Mayor Baker, dismayed by this finding, instituted the Play n Close to Home playground policy that stated the clear standard that every child should live within a half mile of a playground. Since the institution of that policy in 2001, the number of residents under the age of 18 that live within a half mile of a playground jumped from 49 percent to 75 percent in As a part of growing the initiative and expanding their parks system, JUAs were created between the parks department and the school district to utilize available school grounds to build playgrounds that could be accessed by the community outside of school hours. The JUAs for playground spaces not only helped the school by providing them with new facilities, but the playgrounds were also installed and maintained by the parks department, whose more stringent safety standards have reduced liability insurance costs and student injury on the park-maintained playgrounds. With regards to Safe Routes to School, the implementation of the Play n Close to Home policy has worked to further the concept of the community-centered school and then developed plans to increase connectivity and safety for citizens traveling to and from these playgrounds, which just happen to be at schools. 82

197 Additional Resources Joint Use Joint Use Primer CPEHN% pdf Unlocking the Playground: Achieving Equity in Physical Activity Spaces Joint Use of Public Schools: A Framework for a New Social Contract 21 st Century School Fund ConceptPaperJointUseofPublicSchools.pdf Joint Use Cost Calculator for School Facilities 21 st Century School Fund JointUseCalculatorSeptember2010_BETA.xls Liability Risks for After-Hours Use of Public School Property: A 50 State Survey Checklist for Developing a Joint Use Agreement Local Policy Guide 83

198 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Arrival and Departure Policies can be instituted at the school or district level that will significantly improve the often chaotic, unsafe and unhealthy arrival and departure procedures. It is important to note that applying Safe Routes to School policies to the arrival and departure times is not intended make it easier for the drivers of personal vehicles, but safer for bicyclists, pedestrians and drivers. This can have the added effect of making parking lots and school zones safer for drivers and creating a safer, more orderly arrival and departure process at the beginning and end of the school day. City engineers can alter the flow of traffic to reduce driver error and congestion, such as converting streets to one way, either temporarily during school arrival and dismissal times, or even permanently. They can also block off a section of street with traffic cones during arrival and dismissal times. These types of changes can also improve overall traffic flow and increase safety for all neighborhood residents at all times. Locating bicycle racks in convenient and safe places on or near the school campus, and improving the flow for bicyclists and pedestrians approaching or leaving the school are ways to improve the arrival and departure of these vulnerable populations. These improvements may also increase the number of students who walk or bicycle to school by making them feel safer and accepted by the school administration. 84

199 Remote Drop-Off The arrival and departure area in front of a school can include pedestrians, bicyclists, buses and parent drivers all converging on the same entrance with the same idea in mind: getting home or getting to school fast. While no idling policies are one way to address the air quality in front of the schools, some schools in an effort to mitigate the traffic danger caused by the convergence of cars, buses, pedestrians and bicyclists have created remote drop-off areas. Not allowing parent drivers to approach the school at all the remote drop off can help reduce congestion around the school. Parents can be required to drop students off at a nearby park, for example. They would then walk to school, perhaps in a walking school bus with other students, parents or even teachers this method also provides daily physical activity for students that may live too far to walk or bicycle to school. The remote drop off method can even be applied to school buses, especially at schools where a majority of students are arriving by bus and car. School bus drivers and their managers may resist this at first, so you may need to get the school principal or superintendent s office to support or require this change. Policy in Action Columbia, Missouri Remote Drop-off The principal at West Boulevard Elementary school, a K-5 school of 333 students was in search of a solution to the chaotic morning drop off and afternoon pick up. They instituted a successful remote drop off and pick up program at the edge of a park that abutted the school. It included more than a dozen buses and also private vehicles that would normally be dropping off students at the front door. The system reduced traffic congestion, allowed for a more organized drop off system in front of the school and gave students who are normally driven the opportunity to walk through a nearby park on their way to school. The principal at the school attributed improved student behavior to the walk to school and morning exercise. Additional Resources Student Drop-off and Pick-up Tools National Center for Safe Routes to School drop-off_and_pick-up_tools.cfm Local Policy Guide 85

200 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P No Idling Policies Students, parents, school staff and bus drivers are exposed to air and noise pollutants in front of schools each and every school day. Additionally, the exhaust from idling school buses and cars also can enter the air inside the school building through windows, open doors and the ventilation system. It is not just the outside air quality that can be at risk. According to the 2001 Natural Resources Defense Council and Coalition for Clean Air study - NO BREATHING IN THE AISLES: Diesel Exhaust Inside School Buses - levels of diesel exhaust inside a school bus can be four times higher than those found in passenger cars driving just ahead of the bus.35 According to the study, the vast majority of the nearly half a million school buses in this country -- which carry more than 23 million children to and from school every day -- still use diesel fuel, even though less harmful fuels are available. In addition to school bus pollution, morning and afternoon school commutes also include exhaust from private vehicles of parents driving children to and from schools. Exhaust, which exacerbates asthma and existing allergies, can be minimized through the implementation of effective policies which restrict idling while parents wait for their children to be released from school. This then improves the air quality for everyone, especially the children who are walking or bicycling past the waiting cars and buses. The decision about idling would be a school or school board- approved policy. If there is an existing Safe Routes to School program at the school or school district level, talk to the leaders of the program to gauge their interest in adding a No Idling program into the overall Safe Routes to School program. Enlist these leaders and any others who have an interest in the health of students to work with you on developing a school or school district No Idling policy. Students themselves can make great No Idling leaders at a school! Make sure that there are students available to help with this process. The school principal will make the decision to approve or create a No Idling policy at their school; you may need to work with the PTA, health committee, site council or other group at the school to develop the policy, and to work to get the principal s buy in and approval. 86

201 Also check to see if there is a clean air campaign in the community that may provide leadership, resources and/or assistance in developing a No Idling policy at a school or school district. If you are working at the school district level, enlist those with an interest in health of students to work with you on developing a proposal for a No Idling policy that will be presented to the school board. Stakeholders may include local Safe Routes to School champions such as program leaders, bicycle and pedestrian advocates, school staff such as principals, nurses and counselors, local doctors and other medical professionals, health department staff and environmental and clean air advocates. This group would determine the best approach to creating a No Idling policy at local schools, which may include finding a model policy, determining what resources would be needed and how resources such as funding or other assistance would be acquired which you may decide to request from the school board itself. Develop a school board presentation on the No Idling policy that would include an explanation of how the policy would be implemented at schools, and where resources would come from. Submit a written explanation of the policy and supporting information to the board before or during the presentation. Find out how to request time at the next school board meeting to present the No Idling policy request. If there is already a school board member who is likely to be supportive of a No Idling policy, talk to them in advance of the meeting, in order to prepare them for the request, get their advance buy in and give them talking points in the event of a debate or discussion about the policy. A school board member may also be willing to advocate for this policy internally, which could achieve your goal without a presentation, or help to advance the policy before your presentation to the full board takes place. Bring stakeholders with expertise and credibility or access to resources, such as health experts and local advocates, and especially students, to help make the presentation. Having a well-rounded group of presenters will ensure that any questions from school board members can be answered effectively. Having students also ensures that the school board hears from those most affected by a strong No Idling policy. Local Policy Guide 87

202 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Policy in Action Greenville, South Carolina No Idling Policies Greenville County, after being designated a non-attainment area (meaning that the air quality did not meet federal standards), instituted B2, Breathe Better at School project, as a piece of a larger Safe Routes to School program. The program garnered support through No Idling campaigns and signs as well as training the clean air patrol, a group of students who were charged with requesting buses and cars not to idle near the schools and gathering data before, during and after the program. As a result, many of the participating school chose to adopt a voluntary No Idling policy that is implemented through regular school communications and the clean air patrol. Policy in Action Minneapolis, Minnesota No Idling Policies In an effort to improve air quality, save gasoline and minimize noise the Minneapolis City Council, in June 2008, adopted an Anti-Idling Vehicle Ordinance for the entire city, including schools. This ordinance was modeled after policy in Cleveland that originally targeted only city vehicles. The Minneapolis City Council expanded this policy to include private vehicles with the exception of cars idling in traffic, extreme temperatures and for law enforcement and emergency vehicles. It confines vehicles to idling for no more than three minutes within a one hour period and buses, trucks and other diesel fueled engines to a five minute per hour idling limit. The ordinance implementation focuses more on education, rather than enforcement, through the creation of educational warning tickets that were distributed throughout the city. These flyers were distributed and posted by parks and recreation, and the Department of Health and Family Support distributed the flyers to all school principals and Safe Routes to School representatives. The local Metro Transit agency, who enforced the new policy with transit buses, notes that they burn about a gallon of diesel gasoline per hour of idling, and therefore concluded that the Anti-Idling Vehicle Ordinance will save roughly 66,000 gallons of gasoline a year which would result in saving $198,000 annually with $3.00 per gallon gasoline

203 Additional Resources A Guide to Implementation and Maintenance of School Bus No Idling Policy IdleFreeResources/Guide_to_No_Idling_Policy_for_School_ Buses.pdf No Idling at School Kit: Active and Safe Routes to School (Canada) B2, Breathe Better at School Project Background and Policy Resources program_history.pdf Local Policy Guide 89

204 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Changing Motor Vehicle and Bicycle Parking The accommodations that schools make for cars, buses, bicycles, scooters and skateboards are often in conflict with each other. It is unrealistic to encourage students to bicycle or scooter to school when there aren t safe, visible, high-capacity and reliable accommodations for bicycle, skateboard or scooter parking. On the other side of the coin, if a school only provides ample motor vehicle parking for everyone they are encouraging driving over other modes of transportation. Schools and districts that are seriously considering encouraging multi-modal transportation at their schools must rethink their existing policies with regards to parking. Many newer schools, because of the state-mandated acreage requirements find themselves with more than adequate car parking. However, these policies should also dictate an abundance of parking for all modes of transportation, not just personal vehicles. It is possible then to affect either state or district policy to adequately address issues of insufficient parking for bicycles, scooters and skateboards. 1 2 Policies regarding bicycle parking should consider visibility, access, security, lighting and protection from inclement weather. In terms of visibility, policies that require that bicycle parking be located in a visible and accessible place rather than on the side of the school, out back by the dumpster or out of the view of the school population. It should allow easy access for students but also place the parking facilities in a safer area where more eyes are present. Also, providing lighting for the mornings and afternoons during the year where it gets dark early. Simultaneously, it is important to locate bicycle parking in a place where it doesn t conflict with pedestrian walkways or create conflict with automobiles forcing bicyclists to cross parking lots or busy intersections to park their bicycles. Many outdated school policies require that schools install wheel bender racks that were originally used by most school districts but it has since been discovered that by only providing a safe locking place for the front wheel, the bicycles stored on these racks can end up with bent front wheels or the rest of the bicycle, minus the front wheel, end up stolen. Providing a secure, well-located bicycle rack(s) or a fenced, covered bicycle corral with enough capacity to 90

205 safely and conveniently store enough bicycles for the student population is critically important. Parents and students usually will not be confident enough to ride to school if there aren t visible parking facilities. Many schools have experienced an instant demand for bicycle racks when new racks are installed on the school campus. Bicycles, scooters and skateboards are big enough to need outdoor or indoor storage. Some schools may have limited space for bicycle racks, so additional racks could go on adjacent sidewalks or other nearby highly visible locations, including indoors, if there is an underused room or common area available. Schools should provide racks and policies should dictate what kind of racks are installed where, for the benefit of potential riders. State Safe Routes to School programs and other funding sources and volunteers may be a source to pay for or build oncampus or off-campus racks, covers, lockers or corrals. 3 Policy in Action Portland, Oregon changing Motor Vehicle and Bicycle Parking During the school year there was a no bicycling policy in effect, due to perceived safety factors and other problems, at Beach Elementary school in Portland, Oregon. However, with a new, supportive principal, Beach joined the Safe Routes to School program in Portland in They then overturned the no bicycling policy at the school and replaced it with a new, supportive policy. Simultaneously, new infrastructure was completed that connected the Concord Neighborhood Greenway, which uses traffic calming, speed bumps and diversion to create a safe place to walk and bicycle directly to the school. In Spring 2010, students at Beach began participating in a bike train that significantly increased ridership at the school, but there was nowhere safe to secure bicycles leaving students to lock their bicycles to fences. (see photo #1) The city of Portland, who installs bike racks on request, responded to Parent Teacher Association appeals by installing three bike racks at the school (see photo #2). These three racks were immediately filled by bicycles. The City, in an effort to keep up with demand, added four more racks, which were immediately filled. Finally, the City added 13 additional racks leaving a total of 20 racks at the school. (see photo #3) On most days, these racks are full of student bicycles. Local Policy Guide 91

206 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Policy in Action London, England changing Motor Vehicle and Bicycle Parking The Mayor s School Cycle Parking Program aimed to install 5000 secure, visible and accessible bike racks at schools across London. In June 2005, all of the spaces had been installed in more than 200 schools and colleges. Following the installation of the racks at the schools, research at the schools showed that 61 percent of students who already bicycled to school reported bicycling more while an additional 22 percent of those that bicycled to school reported that they used to be driven before the racks were installed. 36 Additional Resources Bicycle Parking Guidelines, 2nd Edition (2010) Cycle Parking for Schools: Information for Schools and School Champions resources/infosheets/srs_cycle_parking_for_schools.pdf 92

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208 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P Putting Policy Change to Work The policy examples included throughout this guide are the beginning of a national push to support Safe Routes to School initiatives and healthier community environments that protect children through policy. The Safe Routes to School movement in the United States is still relatively new and developing. As a result, communities across the nation are creatively supporting Safe Routes to School through new and innovative policy changes each year. The Safe Routes to School National Partnership encourages you to take the ideas from this guide and use them in conjunction with the process of the Seven P s of Policy Change to help improve your communities. Policy change takes time. In the current fiscal environment supporting Safe Routes to School efforts through policy change is the only effective way to ensure its long-term success. The future of the Safe Routes to School movement is dependent on individual advocates armed with data and policy models that can educate and partner decision-makers to create and implement a vision for the To continue to grow Safe Routes to School through funding and policy opportunities, there needs to be a cultural shift that includes formalizing important partnerships to integrate the goals of Safe Routes to School, and a health in all policies approach, into the everyday workings of the city, county and school governments. Policy change is the next wave to serving more students and families through improving safety and increasing opportunities for children to safely walk and bicycle to school, and in daily life. 94

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210 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P APPENDIX A Worksheet: Applying the Seven P Framework Adapted from the Colorado Department of Public Health and Environment POWER Who might be some key power holders/brokers for this solution (including yourself)? PHILOSOPHY What underlying vision or values need to be created/established/articulated to positively influence and direct this solution? Where will this vision or these values be documented and memorialized? POLICY How would policies and regulations need to be addressed and where would they be documented to support this solution? PROCEDURE What processes or procedures would support and enable the community to effectively address this solution? Where would this be documented and by whom? PROJECT What activities and on the ground actions could be planned and implemented as a solution? PARTNERSHIPS What partnerships and internal/external resources would be important to support this solution? 96

211 PROMOTION To assure results and success, how could the goals and/or activities of this solution be shared and promoted, and with what audiences? Also, how do you maintain the project or infrastructure that supports healthy behavior? HEALTH IMPACT What are the potential impacts of this solution upon the health and well-being of the community and children? Implementation Level of this Solution: Context: m Local m State m Regional m Rural m Suburban m Urban Identify the policy champions at the three following levels: Community Advocacy level Agency Staff Level Elected Body Level Local Policy Guide 97

212 S a f e R o u t e S t o S c h o o L N a t I o N a L P a R t N e R S h I P 98 End Notes 1 Prevalence of Obesity Among Children and Adolescents: United States, Trends Through , Centers for Disease Control and Prevention. National Health and Nutrition Examination Survey (NHANES), Accessed: January 25th, Available: 2 Singh, Gopal K., Kogan, Michael, D., and Van Dyck, Peter C. Changes in State-Specific Childhood Obesity and Overweight Prevalence in the United States From 2003 to Archives of Pediatrics and Adolescent Medicine (2010) National Household Travel Survey (NHTS), U.S. Department of Transportation Federal Highway Administration. (January 2010). Accessed: January 25th, Davison, Kirsten K., Werder, Jessica L. and Lawson, Catherine T. Children s Active Commuting to School: Current Knowledge and Future Directions, Preventing Chronic Disease. 5.3 (2008). 5 Giles-Corti, Billie, Wood, Gina, Pikora, Terri, Learnihan, Vincent, Bulsara, Max, Van Niel, Kimberly, Timperio, Anna, McCormack, Gavin, Villanueva, Karen. The Influence of the Physical Environment and Sociodemographic Characteristics on Children s Mode of Travel to and From School. Health & Place (2011): Spring 2011 SRTS Program Tracking Brief, National Center for Safe Routes to School. Accessed: May 22nd, Available: 7 Merriam Webster Online Dictionary. Accessed: May 2nd, Available: dictionary/policy 8 Public Policies for Pedestrian Bicyclist Safety and Mobility, U.S. Department of Transportation Federal Highway Administration. Accessed May 3rd, Available: 9 Public Policies for Pedestrian Bicyclist Safety and Mobility, U.S. Department of Transportation Federal Highway Administration. Accessed May 3rd, Available: 10 Black, Jennifer L., and Macinko, James. Neighborhoods and Obesity, Nutrition Reviews (2008): Sallis, J. F., and Glanz, K. The Role of Built Environments in Physical Activity, Eating, and Obesity in Childhood, The Future of Children (2006): Cooper, J. F., Wilder, T. R., Lankina, E., Geyer, J., and Ragland, D. R. Traffic Safety Among Latino Populations in California: Current Status and Policy Recommendations, UC Berkeley Traffic Safety Center. Paper UCB-TSC-RR (2005). Available: 13 Latest Trends in Child Pedestrian Safety: A Five-Year Review, Safe Kids Worldwide, October Accessed: May 25th, Available: 14 Singh, G.K., Siahpush, M., Kogan, M.D.(2010). Neighborhood Socioeconomic Conditions, Built Environments, and Childhood Obesity, Health Affairs, 29(3), Singh, G.K., Siahpush, M., Kogan, M.D.(2010). Neighborhood Socioeconomic Conditions, Built Environments, and Childhood Obesity, Health Affairs, 29(3), California Streets and Highway Code: 891.2, Accessed: May 10th, Available: california/2009/shc/ html 17 Developing a Capital Improvements Program, Municipal Data Management and Technical Assistance Bureau. (1997) Accessed: May 2nd, Available: 18 Developing a Capital Improvements Program, Municipal Data Management and Technical Assistance Bureau. (1997) Accessed: May 2nd, Available: 19 SANDAG 2050 Regional Transportation Plan, San Diego Association of Governments. Accessed: May 2nd, Available: 20 Alabama Commission Adopts Smart Code, Smart Growth Online. Accessed: June 1st, Available: smartgrowth.org/engine/index.php/news/2010/alabama-commission-adopts-smartcode

213 21 Complete Streets in the United States, John LaPlante, PE, PTOE and Barbara McCann. Accessed: May 23rd, Available: 22 Policy Elements, National Complete Streets Coalition. Accessed: June 3rd, Available: 23 Health Impact Assessment, World Health Organization. Accessed: May 2nd,2011. Available: 24 Jeffery Levi et al., F as in Fat 2009: How Obesity Policies Are Failing in America, (Washington, D.C.: Trust for America s Health and the Robert Wood Johnson Foundation, July 2009). Accessed: June 10th, Available: 25 Barriers to Children Walking to or from School --- United States, 2004, Centers for Disease Control. Accessed: May 2nd, Available: preview/mmwrhtml/mm5438a2.htm 26 Adult School Crossing Guard Guidelines, National Center for Safe Routes to School. Accessed: May 2nd, Available: guard/index.cfm 27 Killing Speed and Saving Lives, U.K. Department of Transportation. London, World Report on Road Traffic Injury Prevention, World Health Organization. Accessed April 28th, Available: publications/road_traffic/world_report/en/index.html 29 STN Fuel Survey: Schools feeling pinch from rise in prices. STN Online. Accessed: March 14, Available: 30 Fast Facts, National Center for Education Statistics. Accessed May 22nd, Available: 31 U.S. Travel Data Show Decline In Walking And Bicycling to School Has Stabilized, Safe Routes to School National Partnership and National Center for Safe Routes to School. Accessed: June 1st, Available: NHTS-SRTS-Press-Release pdf 32 New Schools for Older Neighborhoods: Strategies for Building Our Communities Most Important Assets, Local Government Commission. Accessed: June 2nd, Available: 33 Howley, C.; Johnson, J; Petrie, J. Consolidation of Schools and Districts: What the Research Says and What It Means, Accessed: June 11th, Available: colorado.edu/files/pb-consol-howley-johnson-petrie.pdf 34 Howley, C.; Johnson, J; Petrie, J. Consolidation of Schools and Districts: What the Research Says and What It Means, Accessed: June 11th, Available: colorado.edu/files/pb-consol-howley-johnson-petrie.pdf 35 No Breathing in the Aisles: Diesel Exhaust Inside School Buses, Accessed: June 1st, Available: 36 Minneapolis Anti-Idling Vehicle Ordinance Case Study, American Council for an Energy-Efficient Economy. Accessed: June 1st, Available: sector/local-policy/case-studies/minneapolis-anti-idling-vehicle-ordin 37 Putting It Into Practice: Bicycle Parking, National Center for Safe Routes to School. Accessed: May 3rd, Available: studies/case_study.cfm?cs_id=cs644&chapter_id=c353 Local Policy Guide 99