Title:اتصال مسیرهای ایمن به پروژه های مدرسه به جامعه بزرگتر

این پخش اینترنتی در حال حاضر فقط برای مشاهده در دسترس است و دیگر برای اعتبارات AICP CM قابل استفاده نیست. ۳ اکتبر ۲۰۱۴ با حمایت: بخش برنامه ریزی حمل و نقل توضیحات: این وبینار بهترین شیوه ها را برای برنامه ریزانی که برای ادغام پروژه های مسیرهای ایمن به مدرسه در تلاش های مرتبط، مانند طرح های خیابان های کامل، تلاش می کنند، شرح می دهد. برنامه ریزان حمل و نقل که در ورمونت، جورجیا، ویرجینیا و آریزونا کار می کنند، مطالعات موردی و درس هایی از همکاری با شهرداری ها، ادارات حمل و نقل ایالتی و سازمان های غیرانتفاعی را برای اجرای پروژه های مشترک ارائه خواهند کرد.

قسمتي از متن فيلم: I can only see that i was muted the broadcast is now starting all attendees are in listen only mode hello everyone and welcome to the broadcast my name is ben frost i’m the professional development officer of the northern new england chapter of apa and one of the coordinators of the planning

Webcast series consortium i’ll be helping to moderate today’s webcast today is friday october 3rd 2014 and we will hear the presentation connecting safe routes to schools to great to the greater community for technical help during today’s webcast please type questions in the chat box found in the webcast toolbar to the

Right of your screen or call the 1 800 number shown on your screen for content related questions that deal with the presentation please type those questions into the questions box also locate located in the webinar toolbar to the right of your screen we will answer those

As time allows at the end of the presentation during the q a portion on your screen is a list of the sponsoring chapters and divisions of the planning webcast series consortium i want to thank all of the participating sponsors for making these webcasts possible today’s webcast is sponsored by the transportation planning division

To learn more about all chapters and divisions please click on the links shown on this screen here’s a list of upcoming webcasts during october we have a full slate of webcasts for the remainder of the year and we’re starting to schedule webcasts also for 2015 so we look forward to another great year

Coming up you can register for any of these webcasts by visiting the utah chapter website at the link shown on the bottom of the screen utahapa.org webcasts to log your cm credits for attending today’s webcast please visit planning.org cm and go to your dashboard select activities by provider for this

Webcast select transportation planning division today’s host and then select connecting safe routes etc etc you can also search for this event by the event number 28413 today’s webcast has been approved for 1.5 cm credits you can also like us on facebook and that may be the best way to get

Up-to-date information on upcoming webcasts we are recording today’s webcast and it will be available on our youtube channel just search planning webcast on youtube a pdf also will be available of the part of the presentation by visiting the ohioplanning dot org website and that can be found at www.ohioplanning.org webcast presentations

And now to introduce today’s speakers i’d like to turn it over to my friend gabriela juarez of the transportation planning division gabriella it’s all yours good morning everyone thanks ben you have one of the most pleasant voices to listen to i could have you read all my reports and enjoy them thoroughly

I wanted to thank all of our participants today and let you know that tpd transportation planning division is out here providing this wonderful webinar for you today as part of our membership benefits and we welcome all of you to do a webinar yourselves everyone works on amazing projects and

We’re all planning nerds so we want to hear about it and we enjoy it thoroughly and hey that’s a easy way to get some cm credits so if you have any ideas for projects that you’re working on let me know and we will set it up with that i’m going to introduce our

Amazing speakers that we have today we’re really excited about taking this perspective to the foreground today on safe routes to school first presenting today we have carol cacchadorian and she’s a senior planner with over 30 years of experience in transit and multimodal transportation planning she is certified in the national complete streets

As an instructor her project work includes pedestrian master plans access to transit plans and safe routes to school program management as well as travel demand the travel plan development and prior to joining her current company tool design group carol has spent 10 years working with the washington metropolitan area transit

Authority and while at metro she led various customer-focused efforts such as planning for non-motorized access to the system as the first manager of alexandria virginia’s office of transit services carol was instrumental in creating dash the city’s local bus system and d.o.t or dot its companion taxi-based paratransit service

Our second speaker today is abby matera and she’s originally from waterbury vermont and she has a background in sustainable community design and spent the last seven years working on safe routes to school services including having helped with the startup and implementation of the georgia and vermont safe routes to school resource

Center projects in her role she works with a variety of school and community stakeholders to develop sustainable programs that enable and encourage children to walk and bike safely to school she holds a masters of science in urban policy and planning and is lead certified and also a certified instructor for safe

Routes to school the national course and our last presenter today is anne chanecka and i probably didn’t pronounce that correctly but she can correct me shortly she is the bicycle and pedestrian coordinator for the city of tucson which is currently a gold level bicycle community a bike friendly community

And established a safe route to school program in tucson in collaboration with the living streets alliance which is the local nonprofit advocacy group and tool design group she has a master’s in public administration and also serves served as a peace corps volunteer in madagascar so she’s got lots of insight and wonderful

Perspectives so with that i’m going to turn it over to miss carroll to take us to the world of safe routes to school thanks carol thank you gabby i’m very pleased to be here today i got to move my presentation back just a tad we were doing some practicing ahead of time

So i’m going to talk a little bit about safe routes to school as from the perspective of a planner which hopefully most of our participants are and i’m going to talk about the kinds of things to think about in terms of trying to participate in safe routes to school in your community

Safe routes to school is not just whether you have a crossing guard at the right location this is a crossing guard named art and he’s at a school of south carolina he’s really really great part of the community it’s also not just about whether you have bike racks and kids biking to

School and parking in them it’s not even about whether you just have sidewalks so kids can walk to school it’s really much broader than that and i want to talk with you about five things to think about as planners to involve the greater community in safe routes to school programs

The first is think about whether you’re a small community or a large community think about whether your community is auto oriented or complete streets oriented next whether you really can look at the easy targets for safe routes to school or whether you can take a little bit harder

Look and and look at targets which are really more in need how your dot distributes its safe routes to school money or whatever money they’re using to support safe routes to school not the infrastructure money but the in the non-infrastructure money and lastly talk a little bit about how

You can reach up reach out reach down to make safe routes to school a thing for your whole community i’m going to provide a framework for you and talk about these things from the safe raft to school programs that i’ve worked with but certainly abby and anne are going to

Give you some much more hands-on real world experience that they have as well so we’ll start with small community versus large community as a planner you’re in a small community your foster school team is likely to include all local leaders your town manager perhaps even your mayor your chief of police your superintendent

Of schools in larger communities your safe routes to school team and those that work on the safe routes to school projects are like more likely to be leaders within that community i’m going to talk about an example in arlington county virginia arlington is a relatively large community and yet they have a partnership

With the county government and the schools to do tdm and site planning pdm work and site planning and this is another benefit that can happen in a larger community you can really knit into the fabric of the larger community safe routes to school the next thing to consider as a planner

Is if your community is auto oriented or complete streets oriented i took a photo of this billboard in standpoint idaho which clearly said they were a walk in town and they did have a lot of things around their schools and their parks that supported walking and biking

You can some of the things that we think about in terms of auto orientation versus complete streets orientation is level of service in terms of road classification versus level of comfort or stress and this is a very quick series of slides that we use sometimes for level

Of service on an existing road that has bus service on it and you can see that typically the level of service for a car is much better than the level of service for people walking or biking or taking the bus but if you’re a more complete street

Oriented community and you begin to add a few things you can move you can move you can add a median you can reduce the corner radius you can add a leading pedestrian interval you can add bus shelters lights and trash cans and eventually everybody kind of gets to each mode kind

Of gets to the same place on that a to f scale bus service may be better but this is an example that depending upon the orientation of your community how you can work to make a difference and all of these things when done near schools help students walking and biking to school

Your community may also have a very active active living program set of programs for example decatur georgia has an active living department as you can see from their website it includes parks dog parks their athletic fields they also run their safe routes to school program out of their active

Living department and they their safe rafter school program includes things such as scheduling and running regular walk walk to school day events walking school buses for example including publishing maps to walk to school another way that you can tell whether or not your community is auto oriented or complete streets oriented and knowing

How you can approach promoting safe routes to school is to think about the interconnectedness of your school campus today with other community assets and i’m going to talk about each of these images on the screen the first one is what i call beyond the pale where you really there is very little

Connection between what’s happening in the broader community in the school i’ve got some quotes here that i have heard working on safe routes to school projects the first one was from a city engineer who came on campus as part of a walkabout and he said gee i

Haven’t i haven’t been here for years that’s not what you want to hear that tells you your community may not be as complete streets oriented as it could be i also had a school principal saying you know we don’t want the general public using our athletic fields they belong to us

That’s another sign that you have to work a little bit harder to get your safe routes to school program integrated with the rest of your community i’ve also been in communities where the city planners say you know we only use the school and the school grounds for

School needs school needs so we don’t need to really be concerned about other people how other people can get there so this this tells you this is a beyond the pale perspective in terms of auto orientation or complete streets or an integrated community internet connected community

On the other hand here’s an example i did kind of a panorama from google maps of a school in alexandria virginia that has a rec center and field and one part of the campus a school and another part of the campus and a library in the third

Part of the campus they’re all connected you can see their bike lanes there’s a very good pedestrian crossing facilities and it really is a community asset but you don’t have to live in a particularly urban community to have that kind of interconnectedness this is a a piece of land in pitt county north

Carolina where as you can see there’s some schools on the bottom there’s the carolina village of yesteryear so there’s a museum there’s a farmer’s market council on aging rec department and a community college greenhouse very multi multiple uses very multi-generational uses and they knew there needed to be connectedness between those so they

Built some trails and they built a street crossing probably could add some rapid flash beacons but they recognized that that they needed to do more to connect all of those community assets together another thing to think about as as planners in your community promoting and supporting safe routes to school is

What schools you choose to work with there are there are those easy target schools that are well resourced they may already you may already know somebody there so it’s an easy contact they may have said we want to start a safe routes to school program can you help us can you help us

They’re reaching out they’re ready to participate and you know you’ll there’s a greater chance of having a successful program there on the other hand as planners think about whether a better target is an under-resourced school where children are at risk for their personal safety while walking to school either real or perceived or

Whether the infrastructure for walking and biking is not as safe as it could be but there are greater numbers of children walking to school schools where there’s been a need identified but due to the fact that the school is under-resourced there’s been no action and as as planners you can you

Can really reach out to those schools target them and try to help it can be considered an issue of equity and dignity for those schools to get a better a good safe route to school program think of it in terms of this uh this triangle that um

It’s a little small it’s kind of hard to read but the higher the level of activity at the school the less direct work you need to do the lower of the level of activity at the school the more work you need to do in order to make a safe route to school program

Successful and sustainable so in terms of picking that target it think of it also in terms of tailoring your safe routes to school program tailoring the work that you do some schools may just need a walkabout if they have parents who are informed and capable of doing more

Some schools are ready to do their own comprehensive school travel plan in georgia in response to these lower resource schools we have developed a plan that we will do where the local government or the mto really is the driver on it though that local government or mpo would need to identify potential funding

Sources for identified infrastructure projects and what the school does is commit to pedestrian and bicycle safety education so think about what school you’re working with and how to tailor your your work to make safe routes to school there another thing to think about is the fourth thing to think about

In terms of your work with safe routes to school is how non-infrastructure funds for safe routes to school are used i will say a safety lieu funds are being spent in states states may be discontinuing these safe routes to school programs they may be replacing some of the money with tax funds

But where that non-infrastructure money does exist i’ve seen two models there’s the dot distributes the money model locally so that the money really is used at the local level to support safe browse to school and then there’s the dot distribute goods and services money um and you might also think of this as

The resource center model where staff is hired at the state level to support local programs versus the get the money out model where where the non-infrastructure money is used to fund local safe routes to school coordinators none of them neither of these is right or wrong it’s a matter of of what works

And you as planners would need to understand how that how that happens in your community so the resource center money is a model as i said um they’re often times they’re state level technical assistance through a school outreach coordinator for example that’s what we call them in georgia and in south carolina oftentimes

That resource center will buy in bulk incentive items and distribute them as an incentive for schools to participate the resource center socs and others may also provide travel plan assistance where they really write the plan they help form a team and they do a lot of the work to develop the plan

On the get the money out model as i ment as i said that non-infrastructure money may go to fund local coordinators so that may be your local contact as planners or your local contact may be that funded coordinator in virginia they use mini grants to encourage activities at the local level and the

Local programs are the ones that decide how that thousand dollar mini grant is used and oftentimes there’s a limited amount of swag for example in virginia they they print and distribute safe routes to school banners that are distributed handed out when a school participates in student travel

Tally week that’s what that sttw means so the last thing i want to talk about is um as a planner working with the schools to reach out to reach up to your governor or your mayor to reach down to to local schools others in the community

And and down might not be the right word to word to use but it kind of reach out reach up reach down reach over is what we’re talking about so the example that i have from virginia is of a reach out we started last academic year funding division safe routes to school division

Coordinators and you can see here we’ve got the virginia department of transportation partnering with the virginia department of education virginia’s state safe routes to school coordinators counterpart in the department of education is the woman that the person that has their health and physical education specialists the coordinators work underneath

Their health and physical education supervisors and we have in virginia what we call ltx local technical assistance coordinators that provide some support but that’s really the support to the division coordinators where much of the work happens this has been a very successful program and has really enriched safe rouster school programs locally

North carolina d.o.t has not has partnered with their health department they have the state health department they have an active safe route to school program funding 10 coordinators through 10 community transformation grants they focus on education and encouragement and you and you can see that their website really is branded as

A partnership between the dot and the division of public health you can see that while there are only 10 of these coordinators they they really do stretch across the state and that’s those are the five things i wanted to share with you uh i want to

Thank you this is this is actually a picture of me doing some field work in savannah georgia to do a travel plan so now i’m going to hand um the the screen over to abby matera who’s going to talk about the program in vermont thank you carol that was great and such

A good setup for safe routes to school and i think the following two presentations um so hello everybody my name is abby matera and i am the state outreach manager for the vermont staff austin school program um throughout this presentation i’m going to tell you a little bit about my

Experience working on safehouse to school across the state so as it’s likely that many of you know that safe houses school is made up of five program elements where the five e’s education enforcement encouragement evaluation and engineering schools undertake activities in each easy to form a robust and sustainable safe house fiscal program

Today i’m going to focus on the areas that planners typically get involved in which are the evaluation and engineering components so evaluation is a crucial component to any safe routes to school program or planning process these methods of collecting data will help to inform safe house to school program activity

For example initial efforts may want to focus on resolving high crash areas along primary routes to school having that hard information available can focus the strategy and provide compelling need for infrastructure upgrades it can also lead to identifying alternative routes that if possible avoid this area

Over the next couple of slides i will explain these evaluation methods in more steps these study and traffic counts are an important tools in identifying traffic issues along school routes these tools are outside of a school’s typical expertise so they rely heavily on local planning staff staff to help gather assist data

Often schools will come up with a solution before properly defining the barrier so as planners you’re it’s really crucial except for you to get involved with these studies and traffic counts can determine if the installation of passive and active control devices are warranted again as a planner you can help schools

Understand what the tools are what available options there are to address congestion and speeding issues including low cost items like statement markings and signage for bigger projects like roundabouts and traffic signals schools tend to feel uncomfortable with the technical details of this work so the more transparent and simplifies the

Same speaker explanations the better maps are powerful tools in communicating and relay relating data when i start working with a school i ask them to collect three types of data one is the student travel tally so we know how kids are currently getting to and from school

One is the parent surveys which helps to identify parental barriers and concerns and one is i ask the schools for student addresses this helps determine how many students live within a walk-in bike shed where there are clusters of students and what are the crucial routes that can settle most kids to school

The map on the left is an example of a student locator map with distance from full measured by the street or path network with this map we can start to id primary routes to school children like adults are often looking for the shortest path to their destination so it’s best to focus

Planning and infrastructure efforts along these routes once we determine primary routes we can assess the infrastructure that currently exists the map on the right shows a parent the primary respite goal and where there is sidewalk infrastructure a parent can find where they are located on the map and choose the closest

Highlighted route to school this is not only great for helping families identify better reps to school but also for funneling your students onto the same route giving them a bigger presence along to rest to school not all routes need pedestrian and bicycle accommodations to make them safe many neighborhood and low volume roads

Can be safe routes in these circumstances education becomes a key factor in making sure students and families know how to navigate these streets safely i another thing i’d like to point out about these maps is one can be used for planning purposes and the other can be used for promotion

The student locator map is usually an internal working document because it contains sensitive information of course it’s showing you where students live so we use that map internally so here’s an example of how you would take an internal working document and create an output that can be utilized by your

Community once you have gathered in that student location you can set up a walking school bus route or bike train that will serve the majority of your students within your walk and bike shed for those not familiar with those terms a walking school bus functions just like an actual school bus business revenue

Process needed out stops along the way and adult supervision riders are on foot instead of being in a vehicle you can join a walking school bus from the start or along any of the stops along the way it’s great to have a starting location that can accommodate parents or bus dropoffs

That way those who live outside the two-mile radius walk shed or bike shed and current or those who currently don’t have a safe route to school have the opportunity to join the walking school west and walk to school another thing i’ll point out about the map on the left

Is that it displays even more information by incorporating the grade of the students so you’ll see in each bubble there’s a number or it says k so that that represents the grade this is helpful when you’re determining how many kids you can anticipate walking or biking to school so older kids typically

Are willing to walk in bikes further this information is also useful if you want to pair older students with younger students informing walking groups as many of you already know walking artists or walkabouts are a powerful tool for community input as much as leaning over a map and discussing barriers is helpful actually

Physically taking people out into the community to look at existing infrastructure results in a much better much better feedback and understanding i urge you when you work with schools to be sure you include the students students have a powerful perspective that is often overlooked their perspective is different than

Adults because of their height and sight length knowledge of local cut-throughs and unmarked unmarked tasks as well as their general familiarity with roots they often um they add crucial information to the conversation that’s often overlooking overlooked by adults with save off the school programs um these are the people we’re planning for

So providing kids opportunities to get involved with with your work makes it much more successful and students make willing and eager participants i hopefully walk audit last week with about 60 5th graders and it was really interesting to see all of the things that they noticed like not being able to

Sit on the sidewalk while walking two by two with a friend or how they prefer the roots with the shades with shade and tree rose how they felt more comfortable when they had greater separation between themselves than the moving traffic and they also pointed out things like the smoother sidewalk was preferred for

Different cut-throughs in that they neighborhood shared their behavior so what do they typically do when they get to school including what crosswalks they avoided and what houses they avoided because of scary dogs and other elements lastly it offered a teaching opportunity to talk to students about how to walk

And bike safely on these routes at varying levels of infrastructure okay all of this data and more can be included in the school travel plan i think as planners this is a great tool for you to begin a safe off the school program or pick up an

Inaccuracy school program or even make a current state after school program more robust um state boston school offers a travel plan meeting offers a unique opportunity to bring together many diverse stakeholders into the same room often i find towns in schools or not communicating about needs and projects i

Found they have a project that i think serves as a school only to find out later that the route is not being used by children or that higher needs exist elsewhere school travel plans define formal meetings between the town school and other stakeholders typically travel plan meetings include health professionals environmentalists law

Enforcement parents school staff and administration local nonprofits and service oriented groups public works planners either firemen children blackboard school boards and the list goes on the relationships built through creating a school travel plan help foster communication that goes well beyond the state foster school program so throughout this process the team

Creates a vision statement and the statement includes guides problem identification and solution through the five e’s many barriers can be overcome by what we’re calling stock ease so it’s important to think beyond infrastructure for example if you have adequate adequate sidewalks but no one’s using them then employing encouragement

Activities like walk to school days and walking school buses will be more effective than widening sidewalks or adding more problems or if the concern is that children are currently walking with traffic and riding facing traffic without helmets then employing a bike and pedestrian education program in pe class and a

Reward system for positive behaviors might be a strategy to use after you’ve collected your data how to walk on it observe your arrival and dismissal and collected feedback from the greater community you can make planning level recommendations these recommendations are incredibly valuable to the school they become short and

Long-term goals that tie schools and local governments together over the long term to take a step back for a minute i want to talk about town and city planning in general it is good practice to plan for our most vulnerable populations childrenis and our seniors the question i have is are you including

These groups or at least keeping in mind these groups when you plan often starting with your schools is a way to improve it the infrastructure and accessibility in your town the bike and pedestrian infrastructure resulting in a safe route to school program will be used by your entire

Community especially when your school is located near your core or share the campus with your library recreation center or other community gathering space not to mention that your school community is one of your most predictable daily commuters any improvements to allow children to safely walk in the system will greatly impact

Your town’s congestion and overall livability so when you plan do you have representatives from the school at the table full route stretch are stretch out wider than you might think so even if you feel like your project is outside the full zone and they very well be on a crucial route for school

Short-term wins are important for long-term buy-in many large projects that take many years to complete so long long-term project takes many years to complete but in the meantime local stakeholders may become frustrated and drop out of participation short-term improvements including updating sidewalks striping narrower travel lanes adding bike lanes stamping

School zone in the pavement painting share rows or improving or updating school of drone signage are easily accomplished accomplishable in the short term and go a long way to improving safety in the short term can you focus your efforts on filling gaps in the existing network and address unsafe crossings

Also consider your off-road system and see if there are opportunities to work with local organizations to create trails or link recreation trails so they become viable transportation networks ideally you would identify and incorporate schools needs into the town master plan or perhaps you have a master bike and pedestrian plan

And provide and also the huge helps with goals is providing grant writing assistance when opportunities become available often safe out to school recommendations fall on town city or state land so the town or city would have to be the applicant for the school in some cases when when the improvements

Fall on school property the town planner can help the school prepare an application some common ways to fund cfs full engineering recommendations include transportation alternatives state bikes and pedestrian programs and grants from metropolitan planning organizations second save up this goal can be used as a tool to build community capacity and

Understanding of local planning efforts and opportunities together a coalition of diverse partners makes a successful state of fiscal program beyond school borders so just a quick example of one of our favorite schools partners here in vermont is in spain albans this is a city of 7 000 people making it our seventh largest

City in the state the state albans city school serves as 701 students in grades k through 8. when i first started working with them last year they only had approximately 25 students walking inside kinder school despite having 95 of their students living within 2 miles of school through their creation and

Implementation of the safe routes to school travel plan the school created seven walking school buses that led by full staff and community volunteers in addition the town prioritized improvements along these routes to make them safer by installing new signage including a rectangular rapid flashing beacon on a busy state road retaining

And upgrading crosswalks and start prioritizing snow clearance along these routes students became involved by requesting the talent to use a more durable paint for soft block markings since then the town has purchased new equipment to be able to paint thermal plastic instead of the water-based paint previously used their first event was international

Walkthrough school day last year we had 80 students and 18 adults participate they have these met these these events each month even throughout our pretty harsh winter um and every month they added more and more students their final event was in june and it was 250 people arriving to

School by foot or bikes this year they are kicking off weekly walk-through school days with the with the seven walking school buses and they’re seeing 200 students regularly walking and biking to school so really i encourage you all to get involved with your school to determine if they have a space obstacle program

And engage these schools through a school chapel plans process and then of course to incorporate the school priorities into the greater big pedestrian plan or master plan so with that i will turn it over to ann all right uh thanks abby i definitely learned a lot from your presentation and took some notes

Uh my name is ann schnecke and i’m a trans transportation planner for the city of tucson as a planner with the local government i really appreciate those that work at the regional state and federal levels because all of your efforts make it possible for me to get projects going on the ground

My present my presentation today will talk about tucson’s safe routes to school program and specifically we’ll focus on one particular school and several projects in the surrounding area of the school the projects not only make it easier for students to walk and bike to that school but also connect the neighborhoods in

That area to key destinations into the larger bicycle and pedestrian network in the city so before i jump into the safe routes i do want to take this opportunity to make a plug for tucson i of course encourage everyone to visit tucson and experience the unique sonoran desert bicycle planning and investing and

Bicycle infrastructure in the city of tucson is not new the first bike master plan was adopted in 1975 and the city hired its first bicycle and pedestrian coordinator in 1989 so decades of bike planning has resulted in over 1 000 miles of bikeways in the tucson region and in our county

So we’re a gold rated bicycle-friendly community from the league of american bicyclists tucson has had a strong safe routes to school program for over a decade thanks primarily to the county in the region so in 2002 tucson and the county were awarded a joint transportation enhancement grant for five hundred

Thousand dollars to launch safe routes to school with this initial grant there were eight pilot schools who received assistance developing school travel plans which both carol and abby talked about that they also worked with schools on coordinating walking school buses and much more at this point this county led program

Doesn’t have the capacity to work comprehensively with the schools however this educator right here who’s wonderful at what he does he does go into about 30 schools each year he does a second grade curriculum focused on walking and then a fourth grade curriculum focused on bicycling however

As one person in a city of about 600 000 people it’s been a challenge for me when i have schools and other people calling and saying they’re they want to let their kid walk and bike to school but it’s challenging for them because of various barriers

And so i don’t have the capacity myself to go meet with schools all the time and to develop school travel plans and so one of the first things i did when i took this job with the city of tucson was sought funding to create our own safe routes to school program

And so fortunately thanks to transportation alternative program funding i was able to secure funding for a tucson safe routes to school program and as i mentioned being one person i knew i wasn’t going to be capable of doing this new program and so through an rfp process we were able to get the

Local nonprofit advocacy group living streets alliance in partnership with tool design group to run and operate the program for us so this is still relatively new the program really just started working with the schools in august there are four pilot schools which will provide comprehensive services a menu of safe routes to school

Options and then there also help coordinate regional events and provide regional resources to any k-8 school throughout the region that asks for help you can see in this picture here this is actually the living streets alliance safe routes to school coordinator sarah preparing this was taken this week she’s

Preparing for the international walk to school day next week and they also have organized a walktober challenge for the for the pilot schools they’re working with one great thing about living streets alliance administering this program is the aims of safe routes to school closely align with their mission as you can see here

The partnership’s a great example of how the safe routes to school program enhances both the city of tucson bicycle and pedestrian initiatives but also living streets alliances existing goals and programs and how those goals and programs can complement the safe routes to school efforts so for example living

Streets alliance has already been doing neighborhood walkability assessments they organized monthly critical mass rides and they coordinate our open streets event sql via tucson so now throughout these pilot schools and and hopefully in the future more schools they’ll be doing walkability assessments in the school neighborhoods they’ll host

Critical math rides starting at the schools in which they’re working with and they also do a lot of outreach to encourage the students and their families to attend the sequovia events so now i’m going to move into talking about one particular school to really provide an example of what i mean by

Safe routes and the different partnerships that make this type of program really successful so the school i’m going to talk about is robeson elementary it is a classic neighborhood school and you can see i know it’s a little hard to read but this chart over here

Shows that at the time in which we made this chart there were 240 students um who live within one mile of the school and another 93 that live between one to two miles away so that’s almost 350 students that have the ability to walk or bike if they have the resources

To do it and so right now there’s only 32 of them that have been walking in four of them that have been biking so you can see there’s a lot of potential there however you can see the crash information for this area these are reported crashes there’s a striking strikingly high number of

Reported pedestrian and bicycle crashes within a half mile the school so given that you can see why parents may be hesitant to allow their student to walk or bike thanks to google i threw this map together really quickly this is to get more context of how the school fits into

The surrounding area here’s a map that covers roughly a three-mile range and you can see this is robison elementary here you can see there are a ton of destinations within a few miles of the school so some of the key ones university of arizona is over here downtown is over here there’s a

Community college up in this top left there’s key parks there’s commercial activity along these major streets libraries and there’s a major employment center over here as well so here’s a zoomed in few of what the current bicycle and pedestrian facilities look like near the school so over here is a

Big park and there’s a shared use pass that surrounds the park it’s about a quarter mile from the school currently over here northwest of the school is kind of a dangling very tiny shared use path piece and then down here south of the school on on what’s called

۲۲nd street we have a couple pedestrian hybrid beacons that’s because this is a major arterial it carries about 45 000 cars a day and so these were put in within the last five years to connect the neighborhoods south of the school to the school and to the different destinations north of that road

So you can see right now there’s not a ton of infrastructure to help walking and biking but today i’m going to talk about four key projects that we have that hopefully will change that in the next couple years the first one i’ll talk about some residential streets adjacent to the

School that will be enhanced to become bicycle boulevards i’ll talk about a safe routes to school grant that will fund some key improvements to connect the area to the school i’ll also talk about a green infrastructure project that’s going on right now where we’re working on capturing storm water and adding shade

In the area around the school and finally i’ll talk briefly about how we’re going to connect that dangling shared use path so that it’s so that it enhances the connectivity of the whole region so first up i’ll talk about the bike boulevard projects you see here in red i’m guessing

Almost everyone on this call is familiar with bicycle boulevards or they’re also called neighborhood greenways but here’s a summary of what we consider to be a bicycle boulevard in tucson it’s a local residential street that prioritizes bicycle travel and also the improvements that go into a bike boulevard also really enhance the walkability

And so tucson’s really looking at bicycle boulevards is a great way to get out new riders since the alternative in the city which is definitely carol mentioned auto oriented versus complete streets tucson developed around the automobile so we have a lot of bike lanes on really busy arterial streets so we’re looking

At the bike boulevard network as a way to really enhance our bike ability and try to get our ridership even higher we know that tapping into our existing grid residential street network is one of the most viable cost-effective ways to do that the nacto urban bikeway design guide fortunately has has some information

About bike boulevards and the design elements that go into them in a city like tucson i will say i want to point out number six that the major street crossings are really important for us we can’t have a neighborhood bike boulevard that is really nice biking in the neighborhood

But when you get to one of those major streets and you have no way to get across it so the street crossings is what ends up taking a lot of our time and energy so at this point tucson has identified a bicycle boulevard network for the entire

City um so far we only have 10 miles on the ground however there’s about another 20 miles that are funded that are in design right now and we’re hoping within the next two years we’ll have more around the lines of 40 miles worked out you can see that these two bike

Boulevard corridors that have been identified are the ones that link to robison elementary school so i know this map on the left is is a little hard to read but i’m going to talk about one of those bike boulevards tree avenue so treat but tree avenue we are we do have

Some funding to convert it into a bicycle boulevard unfortunately we don’t have all the funding we need to do all the elements that are desired um but so that’s a prioritization process that we’re going through now but so this bike boulevard will connect to a major shared use path on the north up

Here and then also connects to a bike path on the south here goes along the entire stretch north south part of the city lots of neighborhoods you can see over here a lot of schools within a quarter mile and then a lot of tucson falls within one mile of this bicycle boulevard

Today this is what the corridor looks like for the most part along most of it working with several planners we developed a master plan for the treat bike boulevard and i pulled out the section that’s close to the school on this side so here’s the

School you can see that there are a lot of improvements that we’re hoping to put in near the school to make the bike boulevard really serve young students walking or bicycling to school just wanted to point out a few key ones that will appear in a few minutes here’s a traffic circle

Up here there’s some additional traffic circles some chicanes and also a pathway connection to connect this pedestrian hybrid beacon to this neighborhood down here and so in preparation for planning for the open house for the bicycle boulevard we took a photo of this intersection which is really close to robeson elementary and

Gave an idea of what the bicycle boulevard improvements could look like and how that will enhance the school environment so related to the bicycle boulevard project there is a separate specific project specifically to helping getting the students to and from robeson elementary uh the background image on this for some reason isn’t working

Um that’s weird anyways tucson applied and received safe routes to school infrastructure funding under the last round of safety safe routes to school funding that was administered through our state dot this project includes some of the bicycle boulevard improvements but also has additional safety features surrounding the school fortunately you

Can’t see a lot of the ones i’m going to pull out for you right now but improvements include traffic coming along that treat bike boulevard such as traffic circles and chicanes it also includes ada ramps and that was a specific request from the school principal they had a student a couple

Years back who was in a wheelchair who was unable they lived pretty close to the school but because of missing ada ramps was not able to travel along the sidewalk network to get there it also includes a new walking path and an alley and a new pedestrian hybrid

Beacon that will link the school to the park and this is a photo of where that new pedestrian hybrid beacon will be going to connect the neighborhood with the school to one of our largest parks in the city here’s a picture of the existing hawk

However you can see that if you’re in a wheelchair or a young kid on a bicycle you either have to travel right now into the traffic or be on the dirt path which much of the year is traversable but when we have monsoon season it’s really challenging

So as part of the safe routes to school project they’ll be connecting the path and making it something that’s easier for everyone to access the pedestrian hybrid beacon so another project i’ve been working on lately is a green infrastructure project where we’re looking at how to capture storm water and enhance the landscaping

On the tree avenue bicycle boulevard near robison elementary school this green infrastructure project is a collaborative effort led by a local non-profit called the watershed management group or wmg so watershed management group has a lot of local planners their primary goals are water working on enhancing water and

Also sustainability for tucson so they work on capturing rainwater and creating more desert landscaping and shade in tucson they’ve been getting more involved in green streets work lately and last year they applied and received a grant through the arizona state forestry department to inventor inventory shea

Trees along a bike boulevard and get in a couple pilot planting locations working with the neighborhoods and surrounding communities this has been a great collaboration for many reasons and we plan on duplicating this project for other bike boulevards so to kick off the grant we invited the surrounding neighbors on a walking tour

You can see here and so during that walking tour we not only talked a lot about rainwater harvesting and aspects of that part of the project but it also gave me an opportunity to talk about the bicycle boulevard and the different elements that will be going on the bike boulevard

And here is actually the lawn of robeson elementary school so one of the first stops for this project watershed management group created this map created the the shade idea of how much shade currently exists and doesn’t exist along the bicycle boulevard there was enough funding in the grant to

Select two locations and actually create basins with landscaping including shade trees one of the two that was selected was at robison elementary so as part of this grant the pier is the principal actually digging away to prepare for a shade tree as part of this grant the

Principal had decided it was time to get rid of the lawn that required a lot of water and instead to put in some native desert landscaping while the grant only had funding for two sites fortunately the local ward office in the area had received a lot of calls from this particular neighborhood asking

That a traffic circle be put in this intersection and one that was pretty with landscaping and shade trees and so the local ward office had some unused unused funding at the end of the fiscal year and so they called me and said if you have funding to put in the

Traffic circle wolf on the landscaping and the labor to make it a nice traffic circle so this picture shows watershed management group working with the local neighborhood associations to vegetate this traffic circle so this green infrastructure project not only involved the elementary school but the city department transportation

Who i work for the ward office in the area funding from the arizona state forestry department the neighborhood association and of course the ringleader was watershed management group and so last but not least when talking about the different projects in the area i’m going to talk

About that shared use path and how we’re going to connect it so that it can actually serve students and residents in the area so this is an initiative from the city tucson park and recreation department and they’re working on connecting the large large park here east of the school

Through the neighborhoods through the school and into downtown you can see here this is the school this section is not built yet it has been designed it has been permitted still looking for a funding source to make it happen but part of the shared use path actually will be on the school

Property and the school has already indicated that it’s fine to use the right-of-way to connect this path and so in summary tucson safe routes to school project helps educate and encourage thousands of students to walk or bike to school however through collaborations with many different organizations and efforts safe

Routes to school efforts help work towards the city’s overall goals of increasing walking and biking across the city while improving safety and so with that thanks for listening and we’re going to take questions and i believe gabriella is going to moderate the questions hello yes i’m

Like wowed by tucson right now i think that anne needs to get a badge for like being such an incredible um champion of tucson there’s really great stuff happening there um i just find that tucson would be a very challenging place to do amazing planning and that’s awesome that they can do that

Um so i’m gonna start the question and answer section with some of the things you’ve already touched upon but essentially i’m curious to know what techniques you all have implemented in projects that have resolved multi-modal conflicts particularly bike and pedestrian conflicts in los in los angeles we have

Um the majority of our bicyclists being very militant still because they’re still establishing their presence as our city-wide adopted bike plan is pretty much brand new and so i’m wondering what we could do to help resolve the conflict between you know the militant bicyclists and safe rights as we established these uh

Safe routes to schools anyone oh this is ann i’ll jump in and i’ll say that’s a great question and something that i think is will continue to be a challenge um i will say that i think my approach towards that is really focusing on this new wave of cyclists in families in

Schools and really promoting things like critical mass rides and the sql via tucson and and those events that make biking fun and really reach to a way broader audience and i think through that community hopefully we can help balance the the folks who are a bit more militant in their writing and

In the types of infrastructure that they’re asking for and i guess i would i would add to that that we it’s a lot a lot of our work is just educating people on actually who has the right of way and making sure people understand that bicyclists are considered vehicles that

Are offered the same roles and responsibilities as cars so ideally from a planning perspective you would have it very clearly defined where if if bikes and cars can share lane or if there’s a separate swag lane or bypass for bikes making that making that clear and

Offering that space i tend to see a lot of the conflicts are happening in places that don’t have the width to accommodate both and and that’s okay on low volume roads but on high volume roads where where bikes are often passed by cars you have to move into oncoming traffic it’s

A really dangerous situation frustrating for everybody so i’m not familiar with the particulars of la but i would say that if they’re actually providing the infrastructure i think fights probably should exert their role as vehicles until everybody is comfortable with the process of both being legally and rightfully

So this is carol and i i understood the question also to include places where bicyclists are not yielding to pedestrians and i think part of the solution that we’ve seen is to build it where appropriate and where there is the need parallel facilities that serve two different writer types or

Pedestrians and writers so instead of relying on a shared use path for example that might lead to a school and assume that bicyclists and pedestrians are going to use that path go ahead and build the path but really focus on on it for pedestrians and and maybe less comfortable bicyclist but then build

Build a buffered bike lane or or just a regular bike lane in the street if there’s room for those bicyclists that are more vehicular bicyclist style so that you separate them by facility i agree with abby that education is really important and i think where appropriate enforcement can be important

And then from the softer side get some of those bicyclists involved in the safe route to school program perhaps leading bike trains so that they become invested in or even walking school buses so that they become invested in those those kids and their well-being great um so kind of tangential to that

We have a question from charles that says this these are techniques that seem to be more easily adaptable to smaller communities or neighborhoods where children most children walk to school however in more urban districts especially those with large attendance zones most parents are driving their children or having them take a bus

So how would this program best be applied in these circumstances i can actually jump in on that this is abby um so i would say that across the board um the reason the state foster school program exists is because those children the parents default is to drive them for

Them to take the bus to school and coming working on this program in vermont which is very rural we have to do a lot of adaption of the program to make it work for different communities so i would suggest spencer urban on starting really mapping and starting

With the kids who are within safe walking biking distance so i typically say kids will walk up to a mile and they’ll bike up to two miles and then um for those outside of those radius or outside um the routes that are currently safe um having some opportunity for them to

Park at a church at a grocery store finding some place for the parking lot so that parents can park and walk to school there like i mentioned in my presentation if you have a walking school left out start it in a place where either a bus can

Pull in and drop off children or your parents can park and walk part of the way to school so at least you’re reducing the congestion and the pollution around school and letting kids have the experience of walking and biking to school that’s the way that we find we can include everybody in the

Program but they’ll incorporate a walking school bus that can serve the kids that are within spacewalking and making distance to school this is carol let me add a little bit to that as well first of all we the safe routes to school program has a number of goals and some

Smaller objectives and and one of the things it tries to do is reduce congestion around schools during arrival and dismissal much of which is caused by parents feeling that they are being responsible by driving their kids to school and picking them up so we it certainly encouraged taking the bus and would

In in larger districts where the attendance zone is is large is very large maybe you start by encouraging parents to have their kids take the bus a walk to the bus stop program so that’s one thing the other thing is where you have in rural areas a single large campus with

All schools on it i know in virginia for example oftentimes there is a a lowly small populated county that has a single campus with an elementary a middle and a high school on it and children can learn good walking and biking skills and become more active by having a good on campus

Non-motorized transportation program so pay attention to the sidewalks and um and and bike lanes you got you’ve got the large campus with lots of schools and there may be administrative buildings as well think of it as as a mini city and develop that network and then as abby said have some have some

Walk and bike at school events so kids can practice the skills uh as well the last thing i’d like to point out is something that anne mentioned which as whatever else you’re doing in terms of transportation trails repaving um sidewalk repair or construction it’s it can be related to

Getting to school and so capitalize that on capitalize on those things as well where it makes sense um you know in in the city of los angeles which is the jurisdiction i work in primarily dealing with the land use perspective and zoning we have when schools come in to establish themselves particularly

Charter schools and we make a requirement of the school that the parents have an adopted pickup and dropout drop-off route and so it involves them being part of the process by taking turns with being the crossing guard and things like that but also um the really good charter schools take it

Upon themselves to have contracts with parents educating them about the bicycle route and how the drop-off and pickup works and so they work with our transportation aspect and requirements in order to create the circulation because a large amount of our new charter schools are going into really densely urban areas and so

We work collectively to kind of come up with the best route to minimize the conflicts with cars and pedestrians because it’s los angeles yeah so um awesome uh moving to another fun uh moving towards the funding aspect of this um we had a great question from brian

And he was asking if you know of any safe routes to school programs that are being funded or structured by states to replace the safe accountable flexible efficient transportation equity act a legacy for users or the sec the safety lu act um i’m i’m wondering if any of you have that information so

This is anne um i will say our state govern for the state i will say no want safety loo and dedicated safe routes to school funding went away it was our state has decided not to continue with the safe routes program however as if working with the local government and

With the regional government now that the regional government has a set aside now that mpos have a set-aside transportation alternative program funding pot that is the pot that we look to to continue our safe routes to school program in our case the pot’s not really big enough anymore to really do infrastructure projects

So small programmatic projects are perfect for that mpo pod of transportation alternative program funding this is carol oh thanks carol yeah this is carol in virginia we um in anticipation of um expending all of the non-infrastructure safety loom money the state dot wanted us to continue our work and identified an on-call mechanism

To have us continue and that was some planning money that they would be using and so they were willing to do that because they felt it was in they were very pleased with the way the program was progressing after they had you know funded local safe routes to school

Coordinators with some of their non-infrastructure money and saw the benefit at the local level for that i will say they did they learned after they had we were under we were about to be under contract to continue the program with that planning money through the on-call mechanism that they did have

Enough lou money to continue the program through the on-call mechanism but not having to use planning money and i don’t know if in a year after the all the safety loo money is used up that they’ll choose to continue and and go back to the original plan of using planning

Money but they were certainly willing to do that when you have a good program going people seem to loosen their pockets we find um everywhere so that’s just the nature of our field and they need some proof um so here’s a little bit more of a more creative funding opportunity for these

Programs given that some schools are reluctant to participate in broader community projects can joint use agreements help to bridge that gap i would i would say yes maybe anne has some experience with that the multi-use trail or the special um yeah in near the school that you

Profiled is that by joint use agreement yes it is okay and we’re finding with some of our work in virginia that um there are schools that are co-located with recreation centers and the recreation centers have an agreement with the school to use the school gym for some activities

So you know it gets back to that orientation um or the values of that community where the school is considered a community asset and you look for opportunities to to do those joint use agreements yeah in los angeles given how little land we’re dealing with in terms of new opportunities we’re

Struggling with our local unified school district to to be creative and have those joint uses where we’re able to have a good bridge between lack of open space and community space provided in the after hours that our schools are not being used so it’s kind of achieving a lot of really good goals

When we’re able to to coordinate that and make it happen um so thinking about school location being paramount should should resources be directed to those communities that locate schools well to help them improve a good situation or should resources be directed to those that place schools poorly

Away from where in a distance from where children are mainly centered to help overcome their quote unquote error of judgment is that a trick question it’s more of an ethical technical question this this is and i’m gonna jump in here i didn’t say anything during the question

About what happens if you have charter schools or a lot of schools in which um students live really far away and and i think these two questions in my opinion can be related in tucson we absolutely have that situation we tend to our state doesn’t

Value education at all and so we have a situation where parents are driving their students 15 miles to a school that’s of better quality and so i still feel like and in the case with a school being cited really far away i still personally see a lot of value in having

Safe routes to school programs in those schools and that’s because the tools that you learn through safe routes to school may not be employed by parents allowing their kids to walk or bike to school but as soon as they come home and they want to go to their friend’s house or they

Want to go to the local store or all of those to me those skills are still really important to keeping kids safe biking and walking and teaching them that it’s really fun to walk and bike and this is happy go ahead and say that if there could be money going towards um

Preventing school these small neighborhood schools from shutting down and locating a mega school in the fringe that would be ideal but i agree with ann being in vermont we have some very rural schools with with enrollment sheds 30 40 miles out um so obviously those kids aren’t going to be walking

And breaking to school but they can still learn how to walk and bike safely it doesn’t mean that they’re not walking and biking around their neighborhoods um and there’s an opportunity with the education to happen at the school but then also these schools love the ability to do a

Parking walk or a walk at school events they still participate on their own level so i think it’s it’s more about directing the money where there is for us it’s been about where there’s a passion um to get people walking and picking school and that’s turned out to be a

Variety of rural to urban urban schools but that’s a tough question i would like to see these small neighborhood schools not be closed down so that we don’t have to worry about these mega consolidated schools on the fringes this is carol i i also didn’t say anything about the charter schools and i

I’ve experienced in washington dc you know you either have a charter school that takes over in a building that was a public school and in a community like dc the walking and biking network is in most cases pretty good but sometimes in dc i’ve i’ve noticed there have been charter schools that

Have started at new locations and they pick a piece of land that’s relatively inexpensive which the one that i worked with was in kind of a light industrial community and on a busy road and there weren’t good pedestrian walking facilities so i looked up what the requirements were for

A charter school and there were no sighting provisions at that time this was about five years ago there were square footage requirements and you know things inside the space and on the campus but the citing criteria was absent so in the case of charting charter schools i would say

You know take a look at take a look at the criteria and and try to avoid a problem that’s like a really great set of responses they think that are really useful and practical um i’m amazed still that tucson has cyclovia that’s like really awesome i think that’s incredible

I will say i went to l.a seek lavia and i was overwhelmed so oh so okay because i’m imagining it’s like ours and you know ours are pretty substantial so i’m imagining that in tucson and then like wow tucson you’re so into it what happened how did this happen awesome

Um i think that covers everyone’s questions oh i think we just got one more oh we got a couple more actually um can you discuss how school start times impact the number of walkers especially during non-daylight savings months from alisa um this is abby i think it hugely hugely

Impacts the number of kids um who walk in bike to school our schools that start early you’ll see an afternoon they almost double their number of kids who walk home but get to school by cars and through the parent surveys and other mechanisms of collecting data it comes

Up all the time that it’s really difficult with an early start time to get their child up eat breakfast and out the door in time to leave enough time to walk to school um so in saint albans the example that i showed these kids are catching up off at

۶ ۳۰ in the morning to get to school because of the route and how it stops at every child’s store so implementing the walking school bus actually let the child sleep in more because it was shorter it took less time for that student to walk to school than

It did for it for them to get on the bus and back to school so either the child was sitting on the bus for a long time um and getting up really early or the parents said forget it i’m gonna drive the to school so having that walking

School less and providing an opportunity where the parent didn’t have to drive the school where the parent could drop their child off or walk their child through a walking school bus stop and watch people kind of affected a lot of barriers but we had a couple schools

This year that that turned their start time up so they they went from an eight o’clock start to a 7 30 start and they’re walking and making populations and dramatically reduced because of that and like i said you’ll we see more walking inviting home for that same reason so it’s been interesting with

This discussion that’s come up about how kids are getting up too early and teenagers need longer time sleep and all of this stuff is really pushing towards a later start time i think that’ll help both with daylight but also allowing parents and families the time in the morning to get their children out

The door this is carol i you know i see this question as not only an issue of the start time of schools but a more local government issue about whiting we we often times in our travel plans hear from when we do travel plans hear from parents that there needs to be

Lighting along this sidewalk or it’s inadequate or lighting at an intersection and i would just encourage all the participants to say to themselves who’s responsible for the lighting in my community and oftentimes it’s not you it’s it’s you know some a power company or it’s the state dot or it’s the county and

The ability to have light where it’s needed and pedestrian-oriented lighting not those big cobras that go over the street but lights that actually light the area where kids are walking that’s a challenge and i think it needs to be it’s one thing to work on one of the many things to work on

Great well i think that we’ve addressed everyone’s questions and you know i can’t tell you how much we from transportation planning division appreciate our presenters who did an amazing job and really know their stuff and are able to communicate it in a way in a way that planners can understand and so

You know from the bottom of my heart thank you ladies you are incredible and so i encourage anyone to please think of their great work and submitted for a webinar because we learn best from each other i don’t know if anyone else has anything to add but again thank you very much

We are very excited to have this as part of our transportation planning division webinars and hope that you become a member of our division if you aren’t one now thanks gabby and from the planning webcast consortium thank you for organizing today’s webcast and to our speakers for providing such

Uh deep and intimate knowledge on safe routes to schools i want to encourage people to log their credits and when when the credits are available we found that they’re still pending actually and you can go to your apa dashboard look by provider which is the transportation planning division and

Find the title connecting safe routes schools to the greater community or search by the number 28413 and we do have more webcasts coming up and if you have an idea for a webcast as gabby said please contact us either through the utah website or through you can email me directly at bfrost at

Nhhfa.org thanks very much and that concludes today’s webcast oh one quick reminder carol is telling me that next wednesday is walk to school day so take advantage of it awesome get out and walk yay you

ID: b1aAb16wEJY
Time: 1413231979
Date: 2014-10-13 23:56:19
Duration: 01:25:00

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