A Re sou rce G u i de for Vo lu nt e e rs and Profe ss ional s

Implementing Safe Routes to School in Low-Income Schools and Communities

June2010

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ThisresourceguidewasauthoredbyKristinGavin,researchfellow,withassistancefromMargoPedroso,deputydirector,fortheSafeRoutestoSchoolNationalPar tnership.

Thisresourceguidewasmadepossiblethroughinvaluablecontributionsfromanumberofcontributors,reviewersandfunders.TheSafeRoutestoSchoolNationalPar tnershipisgratefulfortheirassistance.Specialthanksgototherepresentativesofthelocalcommunitiesfeaturedintherepor tforsharingtheirstories.

Reviewers:Anumberofindividualsgraciouslyagreedtoreviewanearlydraf tofthisresourceguide.Theirinputandsuggestionswereex tremelyusefulinensuringthattheresourceguidewasaccessibleandinformative.Reviewersinclude:• MonicaM.Buhlig,MPH;Community&LocalGovernmentRelations,Kaiser

Permanente• KeithHolt;ExecutiveDirector,MilwaukeeBicycleWorks• KyleLegleiter,MPH;DirectorofLiveWellProwersCounty,ProwersCountyPublic

Health• LauraOjeda,MPH;DeputyProgramDirector,LeadershipforHealthy

Communities• Rober tPing;StateNetworkDirector,SafeRoutestoSchoolNationalPar tnership• SolanaRice,MCP;ProgramAssociate,PolicyLink• GlennRobinson;SeniorResearcherandProjectDirector,Environmental

JusticeandTranspor tationProjectGroup,MorganStateUniversity,SchoolofEngineeringandInstituteforUrbanResearch

• SharonZ.Roer ty,AICP/PP;ExecutiveDirector,NationalCenterforBicycling&Walking

• LisaL.Sharma,MPH,MBA;SeniorAssociateofYouthDevelopment,NationalLeagueofCities

• CaseyStanton;CommunityOrganizer,Transpor tationEquityNetworkandtheGamalielFoundation

Funders: Thispublicationwasmadepossiblebygrantnumber5U38HM000459-02fromtheCentersforDiseaseControlandPrevention,throughacontractwiththeAmericanPublicHealthAssociation.Itscontentsaresolelytheresponsibilityoftheauthorsanddonotnecessarilyrepresenttheof f icialviewsoftheCentersforDiseaseControlandPreventionortheAmericanPublicHealthAssociation.

Acknowledgements

S A f e R o u t e S t o S C h o o L

The Safe Routes to School National Partnership is a

fast-growing network of nearly 500 organizations

and professional groups working to set goals, share

best practices, secure funding and inform agencies

that implement Safe Routes to School programs. The

Partnership’s mission is to serve a diverse national

community of organizations that advocates for and

promotes the practice of safe bicycling and walking to

and from schools throughout the United States. The

Partnership is hosted by the Bikes Belong Foundation, a

501(c)(3) nonprofit, which is a sister organization to the

Bikes Belong Coalition. For more information, visit

www.saferoutespartnership.org.

T h i s r e s o u r c e g u i d e w a s i s s u e d by t h e 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 Pa r t n e r s h i p

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Ta b l e o f Co n t e n t s

Foreword............................................................................................................ 4

IntroductionandOver view.................................................................................. 5

TheBasics:GettingStar tedinYourCommunity..................................................... 8

AddressingChallengesThroughPromisingPractices............................................ 14

PersonalSafety:CrimeandViolence........................................................... 16

CommunityReadiness:AwarenessandAttitudes.......................................... 22

AShor tageofProfessionalExper tise ........................................................... 32

LimitedParentalInvolvement..................................................................... 40

TheBarrierofDistancetoSchool................................................................. 48

Traf f icSafetyandtheBuiltEnvironment...................................................... 52

PolicyRecommendations................................................................................... 58

Conclusion........................................................................................................ 60

Appendix:Glossar yofTerms.............................................................................. 61

S A f e R o u t e S t o S C h o o L

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SafeRoutestoSchool(SRTS)isafederalprogramdesignedtomakeitsaferformorechildrentowalkandbicycletoschool.WhileSafeRoutestoSchoolisarelativelynewprogram,all50stateshavefundingtohelpschoolsandcommunitiesimprovetheenvironmentforwalkingandbicycling.Theprogramhelpsgetchildrenmorephysicallyactive,andcanhelpschoolsandcommunitiesstrugglingwithsafety,risingbustranspor tationcosts,traf f icchallengesandalackofconnectionbetweentheschoolandthecommunity.

Childrenfromlow-incomefamiliesaretwiceaslikelytowalktoschoolaschildrenfromhigher-incomefamilies.Andtheyfacegreaterrisks—childrenfromlow-incomehouseholdshaveahigherriskofbeinginjuredorkilledaspedestrians.SoitiscriticalthatasSafeRoutestoSchoolisimplementedacrossthecountr ythatlow-incomeschoolsandcommunitiesareabletoaccessfundsandimplementSafeRoutestoSchoolprograms.

TheSafeRoutestoSchoolNationalPar tnershipispleasedtopresent Implementing Safe Routes to School in Low-Income Schools and Communities: A Resource Guide for Volunteers and Professionals. Ourintentistoinspirenonprof itorganizations,schoolsandcommunityresidentstocometogethertoimplementandsustainsuccessful,culturallysensitiveandinclusiveSafeRoutestoSchoolinitiatives.

Byusingthisguide,parents,professionalsandschoolandgovernmentleaderswillbebetterpositionedtoovercomecommonchallengesandbuildstrongSafeRoutestoSchoolprogramsinlow-incomeschoolsandcommunities.ThisguidecanalsobehelpfultoorganizationsandagenciesthatarealreadyimplementingSafeRoutestoSchoolprogramsbutwanttoexpandtheirreachtolow-incomecommunities.

Asyouwillreadinthepagesthatfollow,parents,nonprof itleaders,schoolpersonnelandlocalgovernmentof f icialsaref indingcreativeandef fectivesolutionstomakeitsaferformorechildrentowalkandbicycletoandfromschoolinlow-incomecommunities.Wehopethatyouf indthesestoriescompellingandinspiring.

Welookfor wardtohearingaboutyoursuccesseswithSafeRoutestoSchool.

Sincerely,

DebHubsmith,DirectorSafeRoutestoSchoolNationalPar tnershipwww.saferoutespar tnership.org

foreword

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SafeRoutestoSchool(SRTS)programsandprojectshelpschoolsandcommunitiesimprovesafetyandgetmorechildrenwalkingandbicyclingtoandfromschool.Communitiesareusingfederal,stateandlocalSafeRoutestoSchoolfundingtoconstructnewbicyclelanes,pathwaysandsidewalks,aswellastoteachchildrenbicycleandpedestriansafetyskills,addresssafetychallengesaroundschoolsandencouragemorechildrentowalkandbicycletoschool.

WhiletherearemanyresourcesthatdocumenthowtoimplementaSafeRoutestoSchoolprogram,fewofthemaddressthechallengesandcircumstancesuniquetolow-incomecommunities.Thisresourceguide,whichfocusesonschoolsandcommunitieswhereatleasthalfofstudentsorcommunityresidentsarelow-income,isintendedtof illthatgap.

Defining Low-IncomeWhilethefederalpover tylimitforafamilyoffouris$22,050in2009,researchsuggeststhatfamiliesneedapproximatelytwicethatlevelofincometomeettheirbasicneeds.1Alow-incomefamilyisgenerallydef inedasoneinwhichthefamilyincomeisnomorethantwicethefederalpover tylimit.Approximately41percentofchildren—29.9millionchildren—arefromlow-incomefamilies.Lookingatincomelevelbywherechildrenlive,halfofchildreninurbanandruralareasliveinlow-incomefamilies.2

Intheeducationsystem,familyincomeisusedtoqualif yforfreeandreducedpricesinthefederalSchoolLunchProgram.Freeorreducedlunchesareavailabletostudentswithfamilyincomesofupto185percentofthefederalpover tylimit.Schoolsareof tencategorizedaslow-incomewhenmorethanhalfoftheirstudentsqualif yforfreeandreducedschoollunch.Approximately38percentofschoolsinAmericafallintothiscategor y.Low-incomeschoolsaremoreprevalentincities:58percentofschoolslocatedincitiesascomparedto31percentofruralschoolsand26percentofsuburbanschoolshaveatleasthalfoftheirstudentsqualif yingforfreeorreducedschoollunch.3

Why Focus on Low-Income Schools and Communities?Low-incomeneighborhoodsorcommunities—par ticularlyinurbansettings—of tenhavegreatertraf f ic-relatedrisks.Residentsinlow-incomeurbanareasaremorelikelytorepor tgreaterneighborhoodbarrierstophysicalactivity,suchashighernumbersofbusythroughstreetsandpoorpedestrianandbicycleinfrastructure.4Ruralcommunitieshavetheirownsetoftraf f ic-relatedchallenges.Manylow-incomeruralcommunitiesarefacedwithchallengessuchasdistancetoschoolandashor tageofsidewalksandsafeplacesforstudentstowalkorbicycle.Inaddition,manylow-incomeneighborhoods,bothruralandurban,lackaccesstoplayareasandparks,resultinginchildrenplayinginandaroundstreetsintheaf ternoonandeveninghours.5,6

Theseneighborhoodfactorshaveanimpactonsafety,physicalactivityandobesityrates.Childrenfromlow-incomehouseholdshaveahigherriskofbeinginjuredorkilledaspedestrians.7Childreninneighborhoodslackingaccesstosidewalks,parks,playgroundsandrecreationcentershavea20to45percentgreaterriskofbecomingobeseandover weight.8Residentsinlow-incomecommunitiesarerepor tedtohaveloweractivitylevelsandhigherbodymassindexes(BMIs).9

Becausechildrenfromlow-incomefamiliesaretwiceaslikelytowalktoschoolaschildrenfromhigher-incomefamilies,10implementingSafeRoutestoSchoolprogramsinlow-incomecommunitiesandschoolscanhaveasignif icantimpactonimprovingsafety.And,sinceSafeRoutestoSchoolprogramsworktoimprovetheinfrastructureandenvironmentaroundschoolsbyinstallingsidewalks,bikepathsandcrosswalks,itcanhelpgivechildrenandresidentssaferoppor tunitiestobemorephysicallyactive.Increatingthisresourceguide,theSafeRoutestoSchoolNationalPar tnershipspokewithawidevarietyofcommunityleaders,

Introduction and overview

I n t r o d u c t i o n a n d O v e r v i e w

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S A f e R o u t e S t o S C h o o L

H ow T h i s R e s o u r c e G u i d e C a n H e l p

parentsandrepresentativesfromschools,nonprof itsandgovernmentagenciesimplementingSafeRoutestoSchoolinlow-incomeschoolsandneighborhoods.Theseinter viewsandconversations,plusconsultationswithnationalorganizationsthatser velow-incomecommunities,helpedidentif ychallengesthatmustbeovercometoreachmorelow-incomechildrenandschoolsthroughSafeRoutestoSchool.

Exper tsidentif iedsomecommonthemesthatmayemergewhenimplementingSafeRoutestoSchoolinlow-incomeschoolsandcommunities:• Fearsofcrimeandviolencenearschoolsthatmayendangerchildrenwalking

andbicycling;• Lackofawarenessaboutthehealthbenef itsofwalkingandbicycling;• Ashor tageofaccesstoprofessionalexper tise,suchasplannersandengineers,

thatarecriticaltoplanningandobtainingfundsforSafeRoutestoSchoolprograms;

• Challengesinrecruitingparentvolunteerstocarr youtSafeRoutestoSchoolprograms;

• Longerdistancestoschooleitherduetoschoolchoiceoraruralsettingpreventingmorechildrenfromwalkingandbicyclingtoschool;and

• Highvolumesandspeedoftraf f iccombinedwithfewsidewalks,crosswalksandpathsthatcreatetraf f icsafetyhazardsforchildrenwalkingandbicycling.

Thesethemesguidedthecreationofthisresourceguide.IthighlightspromisingSafeRoutestoSchoolpracticesandcreativestrategiesthathavebeensuccessfullyemployedinlow-incomecommunities.Mostoftheexamplesinthisguidefocusonurbanschoolsandcommunities,butafewpromisingpracticesforruralcommunitiesareincluded.Ever yschool,neighborhoodandcommunityisdif ferent–andhasitsownchallengesandassets.Thereisnoonesolutiontoaddressanychallengeinlow-incomecommunities.Byshowcasingprogramsandpracticesthathavebeensuccessfulinarangeoflow-incomecommunities,thisresourceguideisdesignedtoprovideyouwithbasicguidancefromprofessionals,teachers,parentsandcommunityorganizersthatcanbeappliedtowardslaunchingaSafeRoutestoSchoolPrograminyourcommunity.

By showcasing programs and practices that have been successful in a range of low-income communities, this resource guide is designed to provide you with basic guidance from professionals, teachers, parents and community organizers that can be applied towards launching a Safe Routes to School program in your community.

7I n t r o d u c t i o n a n d O v e r v i e w

Byusingthisguide,parents,professionalsandschoolandgovernmentleaderswillbebetterpositionedtoovercomecommonchallengesandbuildstrongSafeRoutestoSchoolprogramsinlow-incomeschoolsandcommunities.ThisguidecanalsobehelpfultoorganizationsandagenciesthatarealreadyimplementingSafeRoutestoSchoolprogramsbutwanttoexpandtheirreachtolow-incomecommunities.

TheSafeRoutestoSchoolNationalPar tnershiphopesthisresourceguideinspiresnonprof itorganizations,schoolsandcommunityresidentstocometogetherandcollaborativelydevelopculturallysensitive,inclusiveandsuccessfulSafeRoutestoSchoolinitiatives.Together,wecanensurethatchildrenofallincomelevels,racesandethnicities—par ticularlythosemostinneed—areabletosafelyandsecurelywalkandbicycletoandfromschool.

Educationprofessionalsandpolicymakersarechargedwithoneofthemostcriticalrolesofoursociety—ensuringthatallstudentshavetheoppor tunitytolearninanenvironmentthatissafeandnur turestheirintellectual,socialandphysicalgrowth.

Inthistasktheyarefacedwithconstantobstacles,andmustmakeseeminglyimpossibledecisions;fromtheallocationofanever-shrinkingpoolofresourcestoensuringthatstudentsaremeetingthenecessar yacademicbenchmarks,whichinturnsustainschoolfunding.Moreover,schoolstodayareonthefrontlinesofthebattleagainstthechildhoodobesityepidemic.Morethanonethirdofchildrenandteens,approximately23millionyoungpeople,areover weightorobese,andphysicalinactivityisoneofthemajorcontributingfactors(ActiveLivingResearch,2007).Infact,itisprojectedthatifthecurrentratesofchildhoodover weightandobesitycontinue,thiswillbethef irstgenerationofAmericanswithashor terlifeexpectancythantheirparents(Olshanskyetal.2005).Whilethisstatisticisstaggering,itisasituationthatcanbeamendedthroughraisedawareness,informedpolicies,andimplementationoftargetedprogramsandpracticeswithinschoolcommunities.

Infact,schoolsareinaprimepositiontoinf luencethehealthbehaviorsofchildrenandadolescents.Nootherinstitutionhasasmuchcontinuousandintensivecontactwithyoungpeople.Amajorityofyoungpeopleaged5-17yearsareenrolledinschoolsandspendasignif icantpar toftheday,andmuchoftheyearthere(Longley&Sneed,2009).Schoolstoohaveastakeinthehealthoftheirstudents,asanincreasingamountofpublishedresearchspeakstothepositiverelationshipbetweenhealthandacademicachievement.

Inthisresourceguide,youwillf indareviewofthemostup-to-dateresearchontherelationshipbetweenphysicalactivityandacademicachievement,aswellasthecurrentratesofactivityamongschool-ageyouth.YouwilllearnhowSafeRoutestoSchool(SRTS)isengagingschoolsandfamiliestoincreasephysicalactivityaspar tofthetriptoandfromschool.ThisguidepresentsSRTSwithinthelargercoordinatedschoolhealthmovement,andof fersanumberofpoliciesandactionstepsatthestate,schooldistric tandschoollevelstosuccessfullyimplementandinstitutionalizeaSafeRoutestoSchoolprograminyourcommunity.

W hy Phys i c a l Ac t i v i t y M a t t e r s f o r E d u c a t i o n P r o f e s s i o n a l s

Making the Case

S A f e R o u t e S t o S C h o o L

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R e s o u r c e s

P h y s i c a l A c t i v i t y R e c o m m e n d a t i o n s : w w w. c d c . g o v/p h y s i c a l a c t i v i t y

T h i s i s w h e r e t h e p u l l - o u t q u o t e w o u l d b e p l a c e d : C o l o r a d o s t a t u t e 2 2 -32 -13 6 (2 0 0 5) e n c o u r a g e s l o c a l d i s t r i c t s t o a d o p t a p o l i c y e n s u r i n g t h a t e v e r y s t u d e n t h a s a c c e s s t o d a i l y p h y s i c a l a c t i v i t y .

ThefederalSafeRoutestoSchoolprogramwasf irstcreatedinAugust2005throughtheSAFETEA-LUfederaltranspor tationbill.StateDepar tmentsofTranspor tation(DOT)havereceivednearly$800millionsince2005toprovideawardstolocalcommunitiesandschoolstomakeitsaferandmoredesirableforchildrentowalkandbicycletoandfromschool.EachstateDepar tmentofTranspor tationhastheirownapplicationtimelinesandproceduresforlocalcommunitiesandschoolsinterestedinaccessingthesefunds.Inadditiontothefederalfunding,manySafeRoutestoSchoolprogramsinlow-incomecommunitiesseekalternativefundingsourceslikelocalcommunityfoundations,localhealthagencies,businesses,localgovernmentandotherstatefundingsources.

TheNationalCenterforSafeRoutestoSchoolhasdevelopedaSafeRoutestoSchoolGuide,availableat http://www.saferoutesinfo.org/guide/steps/index.c fm.ItcanbeahelpfulresourceasyouplantogetSafeRoutestoSchoolstar tedinyourcommunity.Astheguideindicates,itisimpor tanttostar tbybringingtogethertherightpeopleandhostingameetingtocreateavisionfortheprogram.Theteammustthenworktogethertogatherinformationandidentif yissues.Solvingchallenges

the Basics: Getting Started in Your Community

S A f e R o u t e S t o S C h o o L

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T h e “ Fi ve E ’s ” o f a S a f e R o u t e s t o S c h o o l P r o g ra m

T h e F e d e r a l H i g h w a y A d m i n i s t r a t i o n ( F H WA ) r e c o m m e n d s t h a t S a f e R o u t e s t o S c h o o l e f f o r t s i n t h e U n i t e dS t a t e s i n c o r p o r a t e — d i r e c t l y o r i n d i r e c t l y — f i v e c o m p o n e n t s , o f t e n r e f e r r e d t o a s t h e F i v e E ’s , o u t l i n e d b e l o w :

E n g i n e e r i n g — C r e a t i n g o p e r a t i o n a l a n d p h y s i c a l i m p r o v e m e n t s t o t h e i n f r a s t r u c t u r e s u r r o u n d i n g s c h o o l st h a t r e d u c e s p e e d s a n d p o t e n t i a l c o n f l i c t s w i t h m o t o r v e h i c l e t r a f f i c , a n d e s t a b l i s h i n g s a f e r a n d f u l l ya c c e s s i b l e c r o s s i n g s , w a l k w a y s , t r a i l s a n d b i k e w a y s .

E d u c a t i o n —Te a c h i n g c h i l d r e n a n d p a r e n t s a b o u t t h e b r o a d r a n g e o f t r a n s p o r t a t i o n c h o i c e s , i n s t r u c t i n gs t u d e n t s o n i m p o r t a n t l i f e l o n g b i c y c l i n g a n d w a l k i n g s a f e t y s k i l l s , a n d l a u n c h i n g d r i v e r s a f e t y c a m p a i g n s i nt h e v i c i n i t y o f s c h o o l s .

E n f o r c e m e n t — P a r t n e r i n g w i t h l o c a l l a w e n f o r c e m e n t t o e n s u r e t r a f f i c l a w s a r e o b e y e d i n t h e v i c i n i t yo f s c h o o l s ( i n c l u d i n g e n f o r c e m e n t o f s p e e d s , y i e l d i n g t o p e d e s t r i a n s i n c r o s s w a l k s a n d p r o p e r w a l k i n ga n d b i c y c l i n g b e h a v i o r s) , s t e p p i n g u p l a w e n f o r c e m e n t a r o u n d s c h o o l s t o p r o t e c t c h i l d r e n a n d i n i t i a t i n gc o m m u n i t y s a f e t y a c t i v i t i e s s u c h a s c r o s s i n g g u a r d p r o g r a m s .

E n c o u r a g e m e n t — U s i n g e v e n t s a n d a c t i v i t i e s t o p r o m o t e a n d i n c r e a s e w a l k i n g a n d b i c y c l i n g , s u c h a s w a l k t os c h o o l d a y s , w a l k i n g s c h o o l b u s e s a n d b i c y c l e t r a i n s .

E v a l u a t i o n — M o n i t o r i n g a n d d o c u m e n t i n g o u t c o m e s a n d t r e n d s t h r o u g h t h e c o l l e c t i o n o f d a t a , i n c l u d i n g t h ec o l l e c t i o n o f d a t a b e f o r e a n d a f t e r t h e i n t e r v e n t i o n ( s) .

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R e s e a r c h S h ows a Po s i t i ve R e l a t i o n s h i p B e t we e n Phys i c a l Ac t i v i t y a n d Ac a d e m i c Ac h i eve m e n t

T h e B a s i c s : G e t t i n g S t a r t e d i n Yo u r C o m m u n i t y

of tentakesacomprehensiveapproach.SuccessfulSafeRoutestoSchoolprogramsincorporatethe“f iveE’s”—evaluation,education,encouragement,engineeringandenforcement.Theteamshoulddevelopanactionplanforhowtoproceedandsecurefundingtomovefor wardwiththeplan.Finally,itisimpor tanttoevaluatetheprogramtomakeimprovementsandkeepmovingfor ward.

Whilethesebasicstepsareapplicabletoanycommunityseekingtostar tSafeRoutestoSchool,thereareadditionalnuancesinlow-incomecommunities.Communityleaders,parentsandnonprof itrepresentativesweinter viewedforthisguidesharedadditionalinsightthatmaybehelpfulasyouthinkaboutstar tingaSafeRoutestoSchoolprograminyourschoolorcommunity.

1. Develop Partnerships. ToestablishasuccessfulSafeRoutestoSchoolprogram,especiallyinlow-incomeneighborhoodsandschoolswithlimitedresources,youwillneedthebuy-inandinvolvementofarangeofpar tners,includingparentsandstudents,themayororcitymanager,yourlocaltranspor tationorpublicworksdepar tment,theschoolnurseandlocalhealthof f icials,schooldistric ttranspor tationof f icialsandschoolpersonnel.Itisimpor tanttoestablishaformalteamwithavarietyofstakeholdersandclearlydef inethegoalsofthecommittee,aswellastherolesofvariousteammembers.

Ifpossible,seeifyoucanworkwithanexistinggroup,suchasacivicassociation,nonprof itorganization,parentteacherorganizationorschoolwellnesscommittee,soyoudon’thavetostar tfromscratch.Of tentherearealreadyorganizationsworkinginlow-incomeneighborhoodsandschoolsthatmayalreadyhavetrustandbuy-infromthecommunity,schoolandparents,especiallythosethatculturallyandeconomicallyrepresenttheneighborhood’sresidents.Theseorganizationsmayalsohaveestablishedrelationshipswithlocalgovernmentof f icials,schoolleadersorfunders.Collaboratewiththeseorganizationsforef fectiveaccesstoandrelationshipswithresidentsandleaders,andengagetheminyourSafeRoutestoSchoolef for ts.Ifyouareanoutsidegrouptr yingtostar taSafeRoutestoSchoolprogram,communitybuy-iniscriticalforsuccess.Bypar tneringwithinf luentialandrespectedcommunityorganizationsandresidents,youmayf inditiseasiertogetcommunitysuppor t.

Anothertacticforengagingresidentsandcommunityorganizationsisthroughface-to-faceconversationsorbyholding“housemeetings,”inwhichasmallgroupofpeoplegatheratthehomeofsomeonetheyknowtodiscussissuesofsharedconcern.Makesureyouaskabouttheirinterests,passionsandissues,andthinkabouthowtheyintersectwithyourconcerns.Thesepersonalinteractionsallowcommunitystakeholdersandresidentstheoppor tunitytovoicetheirconcernsandtohelpbrainstormsolutions.Youmayevendiscoverthatyouhavesimilargoalsforcommunityimprovementthatcanbebestaddressedthroughcollaborativeef for ts.

Of ten there are already organizations working in low-income neighborhoods and schools that may already have trust and buy-in from the community, school and parents, especially those that culturally and economically represent the neighborhood’s residents. These organizations may also have established relationships with local government of f icials, school leaders or funders. Collaborate with these organizations for ef fective access to and relationships with residents and leaders, and engage them in your Safe Routes to School ef forts.

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S A f e R o u t e S t o S C h o o L

2. Know your community. Assessyourcommunity’sneedsandassetsthroughformalandinformalevaluationandassessments.Itisimpor tanttounderstandwhatyourcommunityperceivesasproblems,whattheywantoutofaSafeRoutestoSchoolprogramandwhatyourcommunityhastoof ferinthedevelopmentofaSafeRoutestoSchoolprogram.Workwithcommunitypar tnerssuchaslocalof f icials,activistsandneighborhoodresidentstouseformalobser vationsoftraf f icandcrimepatterns—of tencalledwalkingauditsorwalkabouts—tounderstandtheconditionoftheneighborhood,andfocusgroupsandsur veystounderstandtheconcernsofparentsandstudents.TheNationalCenterforSafeRoutestoSchoolhasresourcesavailabletohelpcommunitiesassesstheirneeds.

Ev a l u a t i o n a n d S u s t a i n a b i l i t y

Itisimpor tanttobeabletodemonstratethatyourSafeRoutestoSchoolprogramishavingapositiveimpactonstudentsandtheschool.Thesesuccessesareanimpor tantpar tofsecuringlonger-termfundingandsuppor tfromvolunteersandschoolandcommunityleaders.Tomakeyourprogramsustainable:

• Document the impac t of your program. Makesureyoukeeptrackofpar ticipationlevelsinevents,contestsandotherencouragementactivitiessuchaswalkingschoolbuses;changesyouhavebeenabletosecuretoenforcementorinfrastructure;andhowmanychildrenaretaughtbicycleandpedestriansafety.Counthowmanychildrenarewalkingandbicyclingtoschoolbeforeyoustar tyourSafeRoutestoSchoolprogramandconductcountseachfallandspringoncetheprogramhasbegun.Workwithlocalhealthdepar tments,publicworksandlawenforcementtoseeiftheycanhelptrackchangesinsafetyaroundtheschoolandhowthatimpactswalkingandbicyclingtoschool.

• Tailor your evaluation method to your goals. Forexample,ifyourcommunityef for tsareaddressingcrimeandpersonalsafety,besuretocollectcrimeratesfrombeforeyourprogrambeginsandaf terprogramminghassuccessfullybeenimplemented.Standardizedparentsur veysandstudenttalliescanshowchangesinhowkidsgettoschoolaswellasparentandstudentconcerns.Becreativeinyourevaluationef for ts–youmaybeabletoworkwithlocalgovernmentandlawenforcementtodocumentincreasesinphysicalactivityandsafetyimprovementssuchascrime,traf f icandvehiclespeedsinschoolzones.

• Use your outcome ef fec tively. Ifandwhenyouhavetangibleresultsthatyourprogramhasmadeapositiveimpactonyourcommunity–sharethatinformationwithstakeholdersandthemedia!BesuretouseyourresultstoasktheschoolsystemandlocalgovernmenttobuildSafeRoutetoSchoolintotheirbudgetstosecureadditionalfunding.Resultscanalsohelpyousecuresuppor tfromlocalcommunityfoundations,localhealthagenciesandlocalbusinesses.Yoursuccesscanalsohelpleadtotheexpansionoftheprogramintonearbyschoolsandcommunities.

Additionalinformationonevaluation,includingdownloadableparentsur veysandstudenttallies,isdetailedintheNationalCenterforSafeRoutestoSchool’sEvaluationGuide,availableathttp://www.saferoutesinfo.org/guide/evaluation/index.c fm.

T h e B a s i c s : G e t t i n g S t a r t e d i n Yo u r C o m m u n i t y 11

Itisalsoimpor tanttoaskresidentswhattheyperceiveasbarriersorchallengestoimprovingsafety—includingtraf f ichazardsandthreatstopersonalsafety,suchasgangs,straydogsorabandonedhouses.Byengagingcommunityresidents,parentsandchildren,youwillbebetterabletocraf taSafeRoutestoSchoolplanthatismeaningfulandresponsivetoyourcommunity’spriorities.

Whengatheringinformation,itisimpor tanttofocusonthepositiveaspectsandassetsofthecommunityinadditiontothechallenges.Catalogthepositiveaspectsofthephysicalandsocialenvironmentaroundtheschool,suchassidewalksorparks,aswellaslocalattitudesandactivities.Identif ycommunitygroupsandorganizationsthathavestrongresidentpar ticipation,suchaschurches,youthgroupsandneighborhoodassociations.Makealistofbusinessesandinstitutionsthatworkinyourcommunityalready,suchashospitals,restaurantsandgovernmentagencies.Buildingonyourcommunity’sassetsandengagingalreadyactivegroupsandindividualswillhelpunitethecommunitybehindSafeRoutestoSchool.

Withastrongunderstandingofyourcommunity,besuretochoosetherightfocusgivenyourcommunity’sassetsandchallenges.Whentherearelimitedresources,star twithsmallandachievablegoals.Tr ytoidentif yoneachievableactivitythatwillbeseenasa“win”byparentsandcommunityresidents.Successinthatareacandrawadditionalenthusiasm,suppor tandvolunteerstomovefor wardwithamorecomprehensiveef for t.

3. Identif y your champions. Teachers,parentsandstudentsareanimpor tantpar tofanySafeRoutestoSchoolinitiative,astheyprovidealotofthevolunteertimeandenergyneededtokeeptheef for tmoving.Thesechampionscanbepar ticularlyusefulinencouragementandeducationef for ts.

However,parents,teachersandstudentscannotalwaysdoitalone.BecauseSafeRoutestoSchoolof teninvolveschangestotheinfrastructureandenforcementaroundtheschool,localgovernmentagenciesandelectedof f icialsmustbeatthetablesincetheymaintaintheroadsandhaveengineering,publicworksandlawenforcementstaf fandotherresources.Inaddition,theschoolprincipalorschooldistric tsuperintendentisthe“gate-keeper”totheschoolsystemandmustbeanallytoensurethattheSafeRoutestoSchoolprogramissustainable.Finally,leadersinschoolsystemsandlocalgovernmentalsohavethepowertopasssuppor tivepoliciesandallocatefundingstreamsthatcanallowformorerobustandsustainableSafeRoutetoSchoolef for ts.

So,thesegovernmentandschoolleadersarever yimpor tanttoengageaschampions.Thechallengeisthatschoolsandgovernmentsinlow-incomecommunitiesareof tenunder-resourced,overburdenedandf inanciallystrapped.Theseleadersarelikelydealingwithmanypriorities,andcanbereluctanttotakeonnewinitiatives.Onestrategyforengagingtheirassistanceistohaveagroupofpar tnersapproachthepotentialschoolorgovernmentchampionwiththelistofassetsandchallengesyouhavegathered.Itisimpor tanttostressthatSafeRoutestoSchoolcanhelpbringgrantfunding,communitymanpowerandnewpar tnerstohelpwithoverallcommunityandschoolgoals.Makesureyoucomepreparedtomakeaspecif icaskforhowthepotentialchampioncanhelpyourSafeRoutestoSchoolinitiative.Someideasareincludedonthenex tpageforrolesdif ferenttypesofchampionscanplay.

Try to identif y one achievable activity that will be seen as a “win” by parents and community residents. Success in that area can draw additional enthusiasm, support and volunteers to move forward with a more comprehensive ef fort.

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C h a m p i o n s a n d T h e i r R o l e s

School Board Members, Superintendents and Principals

• AllowtheSafeRoutestoSchoolprogramtocommunicatewithstaf f,parentsandstudents

• Providevisibleleadershiponwalkingandbicyclingbyparticipatingineventsandreachingouttothemedia

• Makesurethatschoolorschooldistrictpoliciessupportsafewalkingandbicyclingtoschool

• Directschooltransportationstaf ftoassistwithSafeRoutestoSchoolef forts• Stepupstudentsafetypatrolsand/orcrossingguardsaroundtheschools

duringarrivalanddismissal• PartnerwiththecityorcountytoapplyforSafeRoutestoSchoolgrants

Mayor, county executive or local elected of ficials

• BringcommunityattentionandawarenesstotheSafeRoutestoSchoolinitiative

• Directcitystaf f(suchasengineers,plannersandlawenforcement)toassistwiththeef fort

• Buildfundingforlonger-termef fortsintothecityorcountybudget,passpolicieslikecompletestreetsorprioritizeimprovementsandenforcementaroundschoolswithinexistingbudgets

• Partnerwiththeschooldistrictorindividualschools(s)toapplyforSafeRoutestoSchoolgrants

• Partnerwiththeschooldistrict(s)tositeschoolsnearwherestudentslive

Local Transportation and Public Works Staf f

• Provideengineeringandplanningassistancetoidentif ytraf f icsafetyproblemsaroundtheschoolandprioritizesolutions

• Makesmallimprovementslikepaintingcrosswalksandbikelanes,installingsignageorrepairingsidewalks

• HelpwiththeapplicationforSafeRoutestoSchoolgrants,andwithimplementationofanyinfrastructureimprovementsthatreceivefunding

• Passpoliciesthatwillleadtoimprovedsafetysuchascompletestreetsandlowerschoolzonespeedlimits

Law Enforcement Of ficials

• Placea“mobilespeedtrailer”neartheschooltoshowdriverstheirspeeds• Participateinwalkabouts,promotionalprogramsandSafeRoutestoSchool

meetings• Stepuptraf f icpatrolsandcrossingguardsaroundtheschoolsduringarrival

anddismissal• Workwiththemediatoencouragedriverstoslowdowninschoolzones• Utilizecommunitypolicingtoaddresscrimeandtraf f icdangersaroundschools

Local Health Department Staf f

• Helpdevelopamarketingorpublicawarenesscampaignfocusedonwalkingandbicyclingandhealthbenef its

• Providelocaldataonhealth-relatedissuesthatcanstrengthenSafeRoutestoSchoolinitiatives

• Partnerwithcityorcountyelectedof f icialstoconductaHealthImpactAssessmentofthecommunitywithaspecialfocusonlow-incomechildren

• DevelopandcarryoutanevaluationplanfortheSafeRoutestoSchoolef fort

13T h e B a s i c s : G e t t i n g S t a r t e d i n Yo u r C o m m u n i t y

4. Reach out to the state Safe Routes to School coordinator to identif y what kinds of f inancial assistance and support are available. EachstateDepar tmentofTranspor tation(DOT)hasafull-timeemployeespecif icallychargedwithimplementingtheSafeRoutestoSchoolprogram,calledtheSafeRoutestoSchoolcoordinator.ReachouttoyourDOT’sSafeRoutestoSchoolcoordinatortoseeifresourcesandassistanceareavailabletohelplow-incomecommunitiesandschoolsinyourstate.ContactinformationandwebsitesforallstateSafeRoutestoSchoolcoordinatorsareavailableat:http://w ww.saferoutespartnership.org/state/5043.HerearejustafewexamplesofthetypesofassistanceyourstateDOTmayof fer:

• ArizonaDepar tmentofTranspor tationof fersaPlanningAssistanceProgramopentolow-incomecommunities.Ifselected,acommunityispairedwithaconsultantpaidforbythestatewhohelpsthecommunityassessitsneeds,developrecommendationsforneededimprovementsandwriteanapplicationforthenex tSafeRoutestoSchoolfundingcycle.

• IowaDepar tmentofTranspor tationof fersengineeringassistanceatnocosttosmallcommunitiesthatareexperiencingtraf f icproblemsaroundtheschoolbutdonotknowhowtoresolvetheproblem.Communitiescanreceiveupto$10,000topayforassistancefromanengineeringf irm,whichevaluatestheproblemareaattheschool,suggestssolutionsandassiststhecommunityinapplyingforSafeRoutestoSchoolfunding.

• NewHampshireDepar tmentofTranspor tation(NHDOT)of fersupto20bonuspointsona100-pointscoringscaleforapplicationsfromdisadvantagedcommunities.NHDOTalsoof ferstwocategoriesofawardsthatarepar ticularlyusefultolow-incomecommunities:star t-upawardswithasimpleapplicationformandfundstosuppor tdevelopmentofcomprehensivetravelplans.

• NewMexicoDepar tmentofTranspor tation(NMDOT)factorsincommunityresourcesandsizewhenreviewingapplicationstoensurethatcommunitieswithfewerresourcesandstaf farenotdisadvantaged.SincemostNewMexicocommunitiesfallintothelow-incomecategor y,NMDOTof fers$15,000awardsforcommunitiesthatwanttodevelopSafeRoutestoSchoolActionPlans.Thestatealsoprovidesengineeringassistancetoallfundedcommunities,asmostdonothaveaccesstoengineeringstaf f.

• SouthCarolinaDepar tmentofTranspor tation(SCDOT)of fersex trapointsduringtheapplicationreviewprocessforlow-incomeschools.AllschoolsandcommunitiesthatreceivefundinghaveaccesstoplanningworkshopsandtechnicalassistancefromSCDOTtohelpthemimplementasuccessfulprogram.Inaddition,SCDOTprovidesfreeincentivesandeducationalinformationtoschoolsthatpar ticipateinWalktoSchoolDay.

Ad d i t i o n a l R e s o u r c e s

Safe Routes to School National Partnership: The Safe Routes to School National Partnership has a number of reports, guide books and case studies on Safe Routes to School. The Partnership also works on federal and state-level policy that supports Safe Routes to School. http://www.saferoutespartnership.org/

National Center for Safe Routes to School: The National Center for Safe Routes to School assists communities in enabling and encouraging children to safely walk and bicycle to school. The Center strives to equip Safe Routes to School programs with the knowledge and technical information to implement safe and successful strategies. http://www.saferoutesinfo.org

State Departments of Transportation: Contact information for each state’s Safe Routes to School Coordinator is available at http://www.saferoutespartnership.org/state/5043.

Alliance for Biking and Walking: The Alliance for Biking and Walking includes more than 140 member organizations across the country that seek to make it easy and safe for citizens to bicycle and walk. These organizations may be able to help provide expertise and assistance for Safe Routes to School. http://www.peoplepoweredmovement.org/site/index.php/site/memberser vices/C530

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ThissectionfocusesonthemostcommonbarrierstoimplementingsuccessfulSafeRoutestoSchoolprogramsinlow-incomeschoolsandcommunities.Thefollowingtopicsareaddressed:

PersonalSafety:CrimeandViolence............................................................ 16

CommunityReadiness:AwarenessandAttitudes..........................................22

AShor tageofProfessionalExper tise...........................................................32

LimitedParentalInvolvement.................................................................... 40

TheBarrierofDistancetoSchool............................................................... 48

Traf f icSafetyandtheBuiltEnvironment.....................................................52

Eachsectionincludesadescriptionofthechallengefollowedbypromisingpracticesthatcommunitiesacrossthecountr yhaveusedtoaddressthechallenge.Theselocalcasestudieshelpillustratereal-worldsolutionsthatcanbeadoptedbyothers.Eachsectionalsoincludeslinkstowebsitesthatprovideadditionalresourcesorinformation.

Addressing Challenges through Promising Practices

15A d d r e s s i n g C h a l l e n g e s t h r o u g h P r o m i s i n g P r a c t i c e s

S A f e R o u t e S t o S C h o o L

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ManySafeRoutestoSchoolprogramsfocusprimarilyonthedangersthattraf f icposestochildrenwalkingandbicycling.But,inlow-incomeneighborhoods,childrenmayalsobefacingthreatstotheirpersonalsafetyonthetriptoschool.Whenchildrenarewalkingorbicyclingthroughareaswithdrugorgangactivityoralongsideliquorstores,abandonedbuildings,straydogsandpeopleloitering,safetymustbeatoppriorityforSafeRoutestoSchoolprograms.

Fearamongchildrenandparentsabouttheirpersonalsafetycanpreventchildrenfromwalkingorbicyclingtoschool.Inonestudy,19percentofstudentsrepor tedthattheyfearbeingattackedwhilegoingtoandfromschool.11Theseconcernsex tendtoparentsaswell:aSeattlestudyfoundthatchildrenaref ivetimesmorelikelytowalkorbicycletoschoolwhenneighborhoodsafetyisnotaprimar yconcernfortheirparents.12Unfor tunately,manychildrenarewalkingandbicyclingtoschooldespitehighratesofneighborhoodcrimeandviolence.

SafeRoutestoSchoolinitiativesareaddressingbothrisksandfearsassociatedwithcrimeandviolence.Programssuchasthewalkingschoolbushaveshownpromiseinimprovingchildren’ssafetybywalkinginorganizedgroupsunderadultsuper vision,par ticularlywhenpairedwithneighborhoodcrimewatches,parentpatrolsandsafetyzones.

CommunitiesareusingothercreativetechniquestoabatecrimeincludingasafepassagesprograminChicago,IllinoisandacornercaptainprograminAustin,Texas.Communityef for tstocleanupderelic tpublicspacesandabandonedhousescanalsodecreaseneighborhoodcrime,ascanno-tolerancepoliciesonpublicloiteringandgraf f iti.Thefollowingcommunityprof ileshighlightef fectiveandinnovativeef for tstocreatesafercommunitiesforlow-incomestudentstowalkandbicycletoandfromschool.

Flagstaf f, Arizona: A Community Ef fort to Clean Up the ParkUrban community with a population of approximately 60,000 people85 percent of students are eligible for free or reduced lunch33 percent of students are American Indian, 33 percent are Latino, 33 percent are white

ThomasElementar ySchoolser vesapredominantlylow-incomeneighborhoodinFlagstaf f,Arizona,surroundedbyseveralIndianreser vations.About480students

Personal Safety: Crime and Violence

Fear among children and parents about their personal safety can prevent children from walking or bicycling to school. In one study, 19 percent of students reported that they fear being attacked while going to and from school.11

17P e r s o n a l S a f e t y : C r i m e a n d V i o l e n c e

ingradeskindergar tenthroughsix thgradeattendthisneighborhoodelementar yschool.ThomasElementar ySchoolwastargetedthroughtworoundsofSafeRoutestoSchoolgrantfundinggiventotheCoconinoCountyHealthDepar tment.The$42,000and$80,000grantswereusedtopayforaSafeRoutestoSchoolprogramcoordinator,incentiveprogrammingandclassroomeducation.

TheHealthDepar tmentknewthatakeyaspectoftheirinter ventionhadtoaddresssafetyinBushmasterCommunityPark,whichisadjacenttoThomasElementar ySchool.Incidentsofdrugdeals,gangactivityandpublicdrunkennessintheparkwereexposingchildrentoviolenceanddrugsontheirwaytoschool.Parentsandschoolof f icialswerelegitimatelyconcernedaboutallowingchildrentowalkorbicycletoschool.

Toaddressthesesignif icantsafetyissues,theHealthDepar tmentaskedtheprincipal,teachers,employeesfromtheDepar tmentofParksandRecreation,locallawof f icialsandmembersofcitycounciltojointhenewBushmasterParkCommunityTaskForce.TaskForcemembersexaminedthesafetychallengesinthepark,andidentif iedthreespecif icinter ventionsthatwouldimprovesafetyatminimalcost.Theinter ventionswerealsoselectedtoengagecommunityresidentsandbusinessesinmakingitsaferformorechildrentowalkandbicycle.Theirkeyinitiativesincluded:• Police substation: Alocalbusinessdonatedof f icespacejustone-quar ter

milefromtheparksothatapolicesubstationcouldbelocatedthere.Asaresult,policepresenceneartheparkincreased—makingparentsfeelsaferandreducingdrugandgangactivityinthepark.

• Pull the 40s campaign: Asignif icantcontributortopublicdrunkennessintheparkandrelatedbrokenglasswasthewidespreadavailabilityof40s(largebottlesofbeerof tensoldindividually).Withsuppor tfromthecitycouncilandtheMayor,localvolunteerswalkeddoortodoor,accompaniedbypoliceof f icers,toasklocalbusinessestosignapetitionpromisingtheywouldvoluntarilystopselling40s.Morethan150businessespar ticipatedinthecampaign,dramaticallyreducingincidentsofpublicdrunkenness,loiteringandbrokenglasslit teredinthepark.

• Walking school bus: Parents,teachers,communitymembersandpoliceteameduptoreclaimtheparkforchildrenwalkingandbicyclingtoschoolthroughweeklywalkingschoolbusevents.Inthespringof2009,eachWednesdaypolicedidanearlymorningwalk-throughoftheparktoensureitwassafe.Then,communityvolunteers,teachersandparentswalkedwithchildrenthroughtheparktoandfromschool.Between12and20childrenpar ticipatedeachweekoveraneight-weekperiod.Theprogramwasrepeatedinfall2009,andorganizersplantocontinuethewalkingschoolbusonaregularbasis.Theyhavesetagoalofincreasingpar ticipationbyf ivepercenteachyear.

Whilesafetyhasimprovedasaresultoftheseactivities,thereisstillmoreworktobedonetogetmorechildrenwalkingandbicyclingtoschoolonaregularbasis.Eventhoughapproximately80percentofstudentslivewithintwomilesofschool,

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only30percentofstudentswalkandbicycletoschool.ThomasElementar yhasrecentlyimplementedanincentiveprogramtoencouragemorechildrentowalk.Studentsreceiveaholeintheirpunchcardever ytimetheywalktoschool.Af tertheirtenthpunch,childrenearngreenbuckswhichcanbeusedintheSafeRoutestoSchoolstore.Threetimeseachschoolyear,studentscanspendtheirgreenbucksontemporar ytattoos,backpacksandotherSafeRoutestoSchoolitemsorsavetheirmoneyforlargerprizes.

Theschoolisalsoworkingtoencouragebicycling.Studentsinthethirdgradelearnedbicyclesafetyandhelmetusefroma“bikebot ”nameMaggie,arobotthatridesatricycle.Inapar tnershipwithSafeKidsCoconinoCounty,theFlagstaf fBikingOrganization,Flagstaf fPoliceDepar tmentandlocalbicycleshops,theschoolheldabicyclerodeoinMay2010.Therodeogavechildrenanoppor tunitytolearnsafebicycleskillsandpracticetheminasafesetting.

Chicago, Illinois: Parent Patrol and Chicago Alternative Policing Strategy (CAPS) Crack Down on Crime near Elementar y School Urban community with a population of approximately 2.8 million people within city limitsMore than 95 percent of students are eligible for free or reduced lunch68 percent of students are Latino, 26 percent are black

TheDawesSchool,locatedintheAshburnneighborhoodofChicago,ispackedwithmorethan1000pre-kindergar tenthrougheighthgradestudents,nearlytwo-thirdsofwhomwalktoschool.CrimeiscommonintheneighborhoodandconsistentlytrackedbyPrincipalMar yDixonthroughtheChicagoPoliceCitizenLawEnforcementAnalysisandRepor ting(CLEAR)map.TheCLEARmapsystem,whichisupdateddaily,wasdevelopedbytheChicagoPoliceDepar tmentsothatresidentsandcommunityorganizationscanunderstandcrimepatternsnearbyandworktogethertocombatcrime.

PrincipalDixonfoundthatthemappingdataconsistentlyshowedahighprevalenceofgangactivity,robberiesandgraf f itiinthearea,muchofwhichstemmedfromstudentsatBoganHighSchool,locatednex tdoortoDawesElementar y.Havingidentif iedthesourceofmanycrimes,PrincipalDixonrealizedthatshehadtostepupherenforcementef for ts.Inthepast,DawesSchoolhadtriedtouseparentpatrolsandparentvolunteersatcrosswalks,butthehighschoolstudentswouldof tenignoretheparents,posingasafetyriskforthelargenumberofchildrenwalkingandbicyclingtoschool.

PrincipalDixonreachedouttoJimVenckusoftheChicagoPoliceDepar tmentandtheChicagoAlternativePolicingStrategy(CAPS)Programtorevamptheparentpatrol.TheChicagoAlternativePolicingStrategyisapar tnershipbetweenpoliceandthe

19P e r s o n a l S a f e t y : C r i m e a n d V i o l e n c e

community.CAPSrecognizesthatittakesacombinedef for tofpolice,communityandcitygovernmentworkingtogethertosolvecrime.CAPSisfundedthroughtheChicagoPoliceDepar tment ’sannualbudget.

TheCAPSprogramprovidedtheDawesElementar ySchoolParentPatrolwithhatsandvestsforparentpatrolmembersandtaughtaone-dayparentpatrolsafetytraining.DawesSchoolalsopurchasedwalkie-talkieradiosandredjacketsforparentpatrols.Thejacketsgivetheparentslegitimacyandidentif yparentsaspatrolleaders,andthewalkie-talkiesallowparentstoradioforhelpiftheyareconfrontingasituationtheyhavenotbeenabletoresolve.Theschoolemploysthreeof f-dutypoliceof f icerstoassistparentpatrolswithchallengingsituations.Theof f icerscanalsowriteticketsifnecessar y.PrincipalDixonalsochangedtheelementar yschool’sarrivalanddismissaltimeby30minutessothatyoungerchildrenwouldnotbeoutatthesametimeasthehighschoolstudents.

WhilethetimechangeandrevampedparentpatrolhavereducedthenumberofincidentsbetweenDawesstudentsandBoganstudentsbeforeandaf terschool,theparentpatrolhasbeenstrugglingwithtraf f icsafetyissuesaroundtheschool.Aspar toftheCAPSprogram,JimVenckusintroducesparentandschoolleaderstotheirlocalaldermansotheycandiscusschallengesandsolutions.Eachaldermanhasaccesstoasmallbudgettoimprovetheircommunity,soAldermanLolaLaneofthe18thWardhasassuredparentsshewilluseapor tionofherbudgettoinstalltraf f ichumpsonstreetssurroundingtheschoolthisyear.

Austin, Texas: Walking School Buses and Corner Captains Keep Neighborhood Children SaferUrban community with a population of approximately 750,000 people94 percent of students are eligible for free or reduced lunch89 percent of students are Latino, 9 percent are black

ZavalaElementar ySchool,locatedincentraleastAustinneardowntown,ser vesalow-incomeLatinocommunity,withmanyresidentslivinginanearbyhousingproject.Theschoolisaculturalhubandcommunityformanyfamilies.Approximately92percentofthenearly450studentsatZavalaElementar ySchoollivewithintwomilesofschool,andnoschoolbusser viceisprovidedtostudents.Theprevalenceofdrugandgang-relatedcrimeandviolenceintheneighborhoodpromptedZavalaElementar ytoimplementmeasurestogetmoreparentsandvolunteersoutonthestreettohelpprotectchildrenonthetriptoandfromschool.

Theschool’sparentsuppor tspecialist,whoisresponsibleforconnectingparentswithcommunityresourcestohelptheirchildren,wasinstrumentalintheef for t.Thespecialistrecruitedandtrainedparentstobewalkingschoolbusleaders.Parentsandstudentsnowmeetinacentrallocationattwoseparatehousingfacilitiesandwalktoandfromschooltogether.Otheradultshavealsovolunteeredtoser veas“cornercaptains,”whicharestationedonkeystreetcornerstoincreasethepresenceofresponsibleadultsandwatchoverchildrenastheywalkandbicycletoschool.AnunatanearbyCatholicChurchisoneofthecornercaptains.

Ad d i t i o n a l S a f e t y I m p r ove m e n t E f f o r t s i n C h i c a g o t h r o u g h C AP S P r o g ra m

The assistance provided by the Chicago Alternative Policing Strategy (CAPS) at Dawes Elementary is only one aspect of what the Chicago Police Department can of fer to help schools improve safety on the trip to and from school. Through the Safe Passages program, Jim Venckus and the Chicago Police Department support parent patrols, train walking school bus leaders and engage area businesses and agencies as “safe haven” locations.

Safe haven locations are identif ied by a sign in the window indicating that children can f ind a friendly and safe shelter inside, and ask adults for assistance. Any child walking to or from school who feels threatened or in danger can f ind refuge in a safe haven location. CAPS has recruited convenience stores, barber shops, retail establishments, police stations, libraries and other businesses as participants in the save haven program.

Through this three-pronged strategy, the CAPS program has helped more than 200 elementary schools and 12 high schools in inner city Chicago provide “safe passages” for young people in Chicago.

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TheAustin/ TravisCountyHealthDepar tmentalsocommitted$300,000tocarr youtasocialmarketingcampaignattenschoolsacrossAustin,includingZavalaElementar y.ThroughTV,radioandbillboardadspluspostersandpromotionalactivitiesinschools,thecampaignencourageslow-incomeLatinofamiliesandchildrentowalkandbicycletoschoolsafely.Staf fmembersatZavalaElementar yhavenoticedanincreaseinthenumberofstudentspar ticipatinginthewalkingschoolbussincethecampaignlaunched.Theyhavealsonoticedthatthewalkingschoolbushashelpedensurethatmorestudentsarriveatschoolontimefortheschoolbreakfastprogramandclass.Becausethemajorityofchildrenattheschoolpar ticipateinthefreeorreducedschoolbreakfastandlunchprograms,beinglatecanmeanmissingthenutritiousbreakfastandgoinghungr yuntillunch,whichisnothealthyorhelpfulforschoolachievement.  Tobuildontheinitialsuccess,ZavalaElementar yhasaddedanewaf ter-schoolbicycleclubandisworkingtointegrateSafeRoutestoSchoolintotheschool’shealthandwellnessinitiativesandparentalinvolvementprograms.TheAustinDepar tmentofHealthishelpingsustaintheSafeRoutestoSchoolef for tbyprovidingongoingtrainingandsuppor tforparentwalkingschoolbusleadersandbyrunningfrequentpromotionaleventstoencouragemorestudentstopar ticipateinthewalkingschoolbuses.

Martinsburg, West Virginia: Infrastruc ture Improvements Address Crime and Traf fic SafetyRural community transitioning to urban community with a population of less than 20,000 people 65 percent of students are eligible for free or reduced lunch74 percent of students are white, 17 percent are black

Mar tinsburghasrapidlychangedfromaruralcommunitytoamoredenselypopulatedcommunity,locatedinoneofthefastestgrowingcountiesinWestVirginia.OpequonElementar ySchool(kindergar tenthroughthirdgrade)andMar tinsburgNor thMiddleSchool(six ththrougheighthgrade)arelocatedonadjacentcornersofaf ive-wayintersectioninthenor therncitylimitsnearlargeshoppingcentersandmajorroadwayswhichcanbemajorhubsforcrime.Despitethefactthatmoststudentslivewithintwomilesofschool,only20percentofmiddleschoolstudentswalkedorbicycledtoschool.Ver yfewelementar yschoolstudentswalkedtoschoolduetosignif icantconcernsaboutcrime,drugactivity,limitedsidewalksandtraf f icdangers.

21P e r s o n a l S a f e t y : C r i m e a n d V i o l e n c e

Then-PrincipalKit tyCauf fmanidentif iedmultiplesafetyconcernsforstudentswalkingandbicyclingtoandfromschool.Becausetheschoolislocatedonamajorroadway,manystudentswouldcutthroughthebushessurroundingtheschooltomorequicklyreachnearbyhousingdevelopmentsandlargeshoppingcenters.Onesectionjust60feetfromtheschoolwasfrequentlyusedbystudentsasashor t-cut,eventhoughitwasthesiteofregularcrimeanddrugactivity.

Theprincipalworkedwiththerecreationdepar tment,localmerchantsandothercommunitygroupstoapplyforSafeRoutestoSchoolfundingtocreateasafewalkwaytoreplacethetroubledcut-through.A$147,000federalSafeRoutestoSchoolgrantfromtheWestVirginiaDepar tmentofTranspor tationpaidfortheconstructionofasix-footwidewalkwayparalleltotheroadwayadjacenttoschool.Thepathser vesstudentsattheelementar yandmiddleschools.

Sincethepathwasinstalledinfall2009,morestudentsarewalkingandbicyclingtoschool,andcommunitymembersarealsousingthepathway.Themiddleschoolisinstallingabicyclesheltertoaccommodatethegrowinginterestinbicycling.Theincreaseinpedestrianshasprovidedmore“eyesonthestreet ”intheareaaroundtheschool.Asaresult,drugtraf f ic,criminalactivityandvandalismintheareahasdeclineddramatically.

Ad d i t i o n a l R e s o u r c e s

Engaging law enforcement in addressing crime and violence:

• NationalHighwayTraf f icSafetyAdministrationtoolforlawenforcementprofessionals: http://www.saferoutesinfo.org/lawenforcement/

• WalkingSchoolBusGuidefromtheNationalCenterforSafeRoutestoSchool: http://www.saferoutesinfo.org/guide/walking_school_bus/index.c fm

More information on highlighted success stories:

• ChicagoAlternativePolicingStrategy(CAPS):https://portal.chicagopolice.org/portal/page/portal/ClearPath/Get%20Involved/How%20CAPS%20works/ What%20is%20CAPS

• ChicagoPoliceCLEARMap:http://gis.chicagopolice.org/CLEARMap_crime_sums/startPage.htm

• HabitatforHumanity:http://w ww.habitat.org/

Co m m u n i t y Co l l a b o ra t i o n Cr e a t e s a S a f e r N e i g h b o r h o o d f o r S t u d e n t sUrban community with a population of approximately 450,000 people88 percent of students are eligible for free or reduced lunch74 percent of students are black, 26 percent are Latino

Kimberley Park Elementary School in Winston-Salem, North Carolina struggled with neighborhood issues including crime and violence centered around dilapidated buildings. The City of Winston-Salem and Habitat for Humanity partnered to revitalize the area around the school by building ten new homes, f ive of which are occupied by families attending the school.

School and community of f icials capitalized on the initiative to improve safety for children walking and bicycling. Police patrols were increased, and public works regularly pick up trash in the area. More students are walking and bicycling regularly, and over 200 students participated in the most recent walk to school day.

As Habitat for Humanity continues its revitalization ef fort in the neighborhood around Kimberley Park Elementary, school and community leaders hope to establish a neighborhood watch program and expand the walking school bus program—with a goal of eventually eliminating the school bus route serving an apartment complex close to the school.

S A f e R o u t e S t o S C h o o L

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Animpor tantaspectofSafeRoutestoSchoolischangingthetranspor tationhabitsofparentsandchildren.Buildingawarenessofthemanybenef itsofbicyclingandwalkingcanencouragewalkingandbicyclingbychoiceandreinforceaSafeRoutestoSchoolprogram.However,theseef for tsmustbetailoredtotheattitudesandawarenessofthecommunity.Itisimpor tanttounderstandwhetherwalkingorbicyclingiscommonplaceorlessfamiliartocommunityresidents.Whenwalkingorbicyclingislessaccepted,itmaytakeatargetedef for ttoraiseawarenesslevelsandchangehabitsaboutwalkingandbicycling.

Socialmarketingcampaignsemphasizinghealth,safetyandcommunitybenef itscanbuildsuppor tforbicyclingandwalking.Methodsforgettingthemessagetoparentsandresidentscanincluderadioads,billboards,earnedmedia,schoolnewslettersandf lyersinstudents’backpacks.Walkingandbicyclingprogramsandclubscanof ferincreasedoppor tunitiesforparentsandchildrentolearntraf f icsafetyanddevelopskillswhilehavingfun.However,thesepracticesshowthemostpromisewhentheyareculturallysensitiveandendorsedorrunbyrespectedlocalpeopleandorganizations.

Healthandsafetyareof tenmessagesthatarepersuasivetoparents.Researchsuggeststhatparentswhoperceivephysicalactivityasimpor tantfortheirfamilies’healthandwhowalkregularlythemselvesaremorelikelytohavetheirchildrenwalkorbicycletoschool.13Manyfamiliesinlow-incomecommunitiesdowalkregularly,butitisimpor tanttohelpthefamiliesmaketheconnectiontohowwalkingishealthy.Af terall,thereissubstantialevidenceshowingthatphysicalactivityhasapositiveimpactonacademicachievementinbothyoungchildren14andteenagers,15regardlessofotherfactorssuchasage,incomelevelandethnicity.

Ontheotherhand,parentswithsignif icantconcernsabouttraf f icorroadsafetyaremorelikelytohaveover weightchildrenthatarelessphysicallyactive.16Evenaf tersafetyimprovementsaremade,parentsmaystillnotbeawareofthechanges.Itisimpor tantthatanysafetyimprovementsalsobeaccompaniedbymarketingandawarenessef for tstoshowparentsthatwalkingandbicyclingisnowsafer.

Community Readiness: Awareness and Attitudes

Af ter all, there is substantial evidence showing that physical activity has a positive impact on academic achievement in both young children14 and teenagers,15 regardless of other factors such as age, income level and ethnicity.

23C o m m u n i t y R e a d i n e s s : A w a r e n e s s a n d A t t i t u d e s

Thefollowingprof ileshighlightcommunityef for tstoincreaseawarenessofthebenef itsofwalkingandbicyclingtoandfromschoolandtochangeattitudesthatmaybepreventingmorechildrenfrombicyclingandwalkingtoschool.

Columbia, Missouri: Social Marketing Builds Enthusiasm for Walking School Buses Urban community with a population of approximately 100,000 peopleMore than 90 percent of students are eligible for free or reduced lunch55 percent of students are black, 35 percent are white

Overthepastsevenyears,Columbia,Missourihastakengreatstridesincreatingawalkableandbikeablecommunity.Strategiesincludemakingimprovementstothebuiltenvironmentandrunningrobustencouragementprogramssuchasthewalkingschoolbus,inwhichparentsandvolunteerswalkwithgroupsofchildrentoandfromschool.ThePedestrianandPedalingNetwork(PedNet),alocalnonprof itorganization,andtheColumbia/BooneCountyDepar tmentofPublicHealthandHumanSer vices,amongothers,havebeenleadersintheseef for ts.

Columbiawasalsofor tunatetobecomeaFederalHighwayAdministration’sNon-MotorizedTranspor tationPilotprogramcity.Thesepilotfundshavesuppor tededucationalprograms,promotionalef for tsandinfrastructurechangesfocusedonmakingColumbiamorepedestrian-andbicycle-friendly.ColumbiaMayorDar winHindmanhasbeenatremendousadvocateforactivelivingef for tsinColumbiaandisarecentrecipientoftheLeagueofAmericanBicyclists’LifetimeAchievementAwardandthe2009HealthyCommunitiesLeadershipAwardfromLeadershipforHealthyCommunities.

WestBoulevardElementar ySchoolislocatedintheFirstWardofColumbia,oneoftheoldersectionsofColumbiawithahighprevalenceoflow-incomefamiliesandalargeblackpopulation.Despitethefactthatapproximately30percentofchildrenlivewithinawalkabledistance,manychildrenwerenotwalkingtoschool.Parentsperceivedtheretobesafetyrisksfromcrimeandheavytraf f ic,andmanyparentsdidnotconsiderthebenef itsofwalkingtoschool.In2005,PedNetreceivedagrantfromtheRober tWoodJohnsonFoundation(RWJF)andMissouriFoundationforHealthtoimplementwalkingschoolbusesatfourlocalelementar yschoolsinColumbia.PedNetchoseWestBoulevardElementar ySchoolasapilotschoolwiththeRWJFfundingtoprovideser vicestoalow-incomeschoolcentrallylocatedneardowntownColumbia.

PedNetrealizedthatanimpor tantpar tofincreasinglevelsofwalkingandbicyclingtoschoolwastochangeparentperceptions.PedNetworkedwiththeColumbia/BooneCountyDepar tmentofPublicHealthandHumanSer vicestodevelopacommunity-widesocialmarketingcampaigntoencouragemoreparentstowalkwiththeirchildrentoschoolortojointhewalkingschoolbus.Tobetterunderstandtheattitudesoftheparentsandstudents,theteamconductedarandomizedsur vey

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ofmorethan400familiesandchildrenatfourelementar yschools,includingWestBoulevardElementar y.

Twokeyresultsrevealedthatparentsdidnothavetimetoexercise,whiletheirchildrenthoughtwalkingtoschoolwasfun.Thisfeedbackallowedforthecreationofasocialmarketingcampaign.Marketingmessagesaler tedparentsthattheycouldspendtimewiththeirchildrenandgetexercisebywalkingwiththemtoschool.Adstargetedtochildrenplayedupthefunangle,withmessagescomparingwalkingtoschoolwith“recessbeforeschool.”

Messagesweredisseminatedthroughawiderangeofmethods,includingradioads,posters,printadsinlocalnewspapers,magazines,brochures,postcards,fridgemagnets,awebsiteandajingle.Byimplementingawalkingschoolbusprogramalongwithaninnovativesocialmarketingcampaign,thewalkingschoolbushasbuiltabrandandhascreatedquiteabuzzinColumbia.

AsubsequentgrantfromtheMissouriFoundationforHealthisallowingPedNettoengageresidentsattheColumbiaPublicHousingAuthorityproper tynearWestBoulevardElementar y.PedNetcreatedawalkingschoolbusroutebetweenthepublichousingcomplexandtheschool.Aseparatewalkingschoolbusroutewasdevelopedtolinkstudentsfromtheirschooltothelocationofapopularaf ter-schooltutoringprogram,calledMovingAhead,forpublichousingresidents.Familiesarebeingencouragedtojointhewalkingschoolbusthroughfamilyinformationalmeetings,f lyersandletters—allofwhichusethemarketingmessages.

Finally,PedNetisworkingtoaddresssafetychallengesaroundWestBoulevardElementar y.Approximately$15,000inSafeRoutestoSchoolfundssuppor tedacharrette,whichallowsneighborhoodresidentsandparentstosharetheirconcernswithof f icialsandworktogethertodevelopavisionar yplanforwhattheirneighborhoodshouldlooklike.Atthecharrette,residentsindicatedtheywouldliketobeabletoreclaimaneighborhoodparkadjacenttotheelementar yschoolanduseitforwalkingandbicyclingtoschool.Asaresult,schoolbusesnowdropof fstudentsattheparkentrance,andteachersmeetchildrenthereandwalkwithstudentsacrosstheparktoschool.

Thecombinationoftheseef for tstoraiseawarenessandengageneighborhoodresidentsandparentshasbeenver ysuccessfulinColumbia.TenschoolsarenowenrolledinPedNet ’swalkingschoolbusprogram,sixofwhichhavemorethan90percentofstudentsenrolledinthefreeandreducedlunchprogram.Morethan400childrenareregularlypar ticipatinginthewalkingschoolbusprogramacrossthetenschools.

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D i ve r s i f y i n g C yc l i n g i n U r b a n A m e r i c a

TheNationalBrotherhoodofCyclists(NBC)wasfoundedinMarch2008byagroupofgrassrootscyclingclubsfromaroundthecountr ymadeupofblackcyclists.Clubleaderswantedtoprovideasuppor tiveatmosphereandincreaseracialdiversityincycling,promotealoveofcyclingandbringattentiontothehealthbenef itsofcycling.Morethan30cyclingclubsarecurrentlyaf f iliatedwiththeNBC.Theassociationisopentocyclingclubsregardlessofrace,color,ethnicorigin,religion,sex,nationalorigin,ageorhandicap.

Manyoftheclubsandpar ticipantstaketheirinspirationfromMarshallWalter“Major”Taylor.TaylorwasanAmericancyclistwhowontheworldone-miletrackcyclingchampionshipin1899af tersettingnumerousworldrecordsdespitewidespreadracialdiscrimination.Hewasthef irstblackAmericanathletetowinaworldchampionship,andhislegacycontinuestomotivatecyclistsandadvocatesseekingtoengagemorepeopleofcolorincycling.

Eventoday,professionalcyclingtendstoattractprimarilywhiteriders.Onewaytocreategreaterdiversityinthecyclingcommunityistoexposemorechildrenofcolortocycling.AnthonyTayloroftheMajorTaylorClubinMinnesotabelievesthat,“SafeRoutestoSchoolneedstotapintothisorganicmovementthatishappeningthroughoutthecountr y,inwhichdiversecyclingclubswanttoencouragecommunityinvolvementinbicyclingasameansforimprovedqualityoflife.”OrganizationsliketheNationalBrotherhoodofCyclinganditsaf f iliatedclubscanbeimpor tantpar tnersinSafeRoutestoSchoolef for tsincommunitiesofcolor.Threeexamplesofprogramsfollowthatareprovidingurbanyouthofdif ferentracesandcultureswiththeoppor tunitytorideabicycle.Thehopeisthattheseyoungpeoplewillusetheirbicyclestogettoandfromschoolandthroughouttheirlives.

Seattle, Washington: Major Taylor Projec t, Cascade Bic ycle Club Urban community with a population of approximately 600,000 peopleMore than 65 percent of students are eligible for free or reduced lunch 77 percent are students of color

SponsoredbytheCascadeBicycleClubinSeattle,Washington,theMajorTaylorProjectisacollaborativegrassrootspar tnershipofyouthagencies,schoolsandbicycleeducators.Theyhavecreatedamulticulturalbicyclingcommunitywhereteenagershavetheoppor tunitytospendtimeoutdoorsonabicycle.Withthesuppor tofatwo-yeargrantof$20,000providedbytheGroupHealthCooperative,aSeattle-basednonprof ithealthcaresystem,theCascadeBicycleClubopenedMajorTaylorclubsinthespringof2009atahighschoolandseveralcommunityorganizations.

Theclubsengageyoungpeopleofanybicyclingskilllevelwhohaveademonstratedneedforincreasedout-of-school-timeactivity,mentorship,socialsuppor torphysicalactivity.Theprogramintegratesbicycleriding,communityser vice,healthyliving,f itness,safety,bicyclemaintenanceandroadsafetyawareness.Intheyearsincetheclubsbegan,90percentofactiveclubpar ticipantshaveeachcompletedmorethan1,400milesofriding.NineMajorTaylorteenscompletedtheGroupHealthSeattle

“I’m expanding my knowledge of how bikes work, about how bikes are usually better than cars. You get around places easier, you get to know new places…” ~ Major Taylor Project Club Member

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toPor tlandBicycleClassicride,andthreeMajorTaylorteensrecentlycompletedCascade’sHighPassChallengeride(114mileridethatincludes7,500feetofuphillriding).

ThesestatisticsareevenmoreimpressivegiventhatmanyoftheMajorTaylorteenshavesixmonthsorlessridingexperience.ManyoftheseyoungpeoplehavealsolivedintheUnitedStatesforlessthanayearandmanyspeakEnglishasasecondlanguage.Sofar,morethanhalfoftheMajorTaylorProjectteenshavecompletedthe“earn-a-bike”course,aclassinwhichkidsrefurbishadonatedbicycletheythengettokeep,andarecurrentlycommutingtoschoolandworkontheirearnedbicycles.

FromMaytoJune2010,KingCountyMetrosponsoredMajorTaylorpublicbusadsthatwerefeaturedonthesideof48busestravelingthroughdowntownSeattle.TheadsareintendedtoraiseawarenessoftheMajorTaylorprogramasatooltohelpyoungpeopleofcolorlearncriticalbicyclingskillsandtospreadthewordaboutbicyclingasaformoftranspor tation.

Kansas City, Missouri: Urban Kansas City Community of CyclingUrban community with a population of approximately 475,000 people100 percent of students are eligible for free or reduced lunch85 percent of students are black, 10 percent are Latino

KennethWalkerisgettingblackchildrenonbicyclesinurbanKansasCity.Af teryearsofworkingwiththeBoysandGirlsClubandbeingabicyclecommuterhimself,Walkerwantedtogiveurbanyouththeoppor tunitytoridebicycles.WithMajorTaylorasaninspiration,Walker ’sprogram,theUrbanKansasCityCommunityofCycling(UKCCC),workstobuildacultureofbicyclingincommunitiesofcolor.TheUKCCCof fersaneight-weekcourseinchar terschools,communitycentersandaf ter-schoolprograms.Theprogramincludesthreecomponents:• Education: Teachchildrenaboutthehistor yandlegacyofcycling,tailoredto

theaudience,plusbicyclesafety;• Resources: Providechildrenwithequipment,includingbicyclesandhelmets;

and• Opportunity: Showchildrenwheretherearesafeplacestoride.

Thesecomponentshelpchildrenseethevalueinridingabicycle,whichWalkerhasfoundisthekey.Healsobelievesthatparentsandcommunitymembersmusttrustthepersonimplementingtheprogramforittobesuccessfulingettingchildrenridingregularly.

In the year since the clubs began, 90 percent of active club participants have each completed more than 1,400 miles of riding.

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Onalargerscale,WalkerisafoundingmemberoftheNationalBrotherhoodofCyclistsandthe2010MissouriStateAmbassadorfortheLeagueofAmericanBicyclists,demonstratingthatblackcyclistsandadvocatesarebecomingapar tofthe“mainstream”cyclingcommunity.Whenaskedaboutdiversif yingcycling,Walkershares,“wewanttobeabletobringotherindividualsfor thfromourcommunitytobegincrossingintomainstreamcyclingcommunity.”WalkerbelievesthatSafeRoutestoSchoolisanimpor tantmeansofachievingthatvision.Totakestepstowardsthatfuture,Walkerhasbecomeapar tnerinthenewlyestablishedMissouriSafeRoutestoSchoolStatenetwork.  Philadelphia, Pennsylvania: Cadence Cycling FoundationUrban community with a population of approximately 1.5 million peopleMore than 50 percent of participants come from families whose incomes are below the poverty line More than 85 percent of students are black

ThePhiladelphia-basedCadenceCyclingFoundation(CCF)wasestablishedin2007withthemissionofprovidingyoungpeoplewithoppor tunitiesthroughcycling.CCFusesthespor tofcyclingasaplat formforhelpingyoungpeoplerealizetheirpotentialasathletes,studentsandyoungadults.Morethan85percentofCCFpar ticipants,calledCadenceKids,areblackandapproximatelyhalfliveinhouseholdswithasingleparentorrelative.MostCadenceKids,whorangeinagefromnineto18,arefromfamilieswhoseincomesarebelowthepover tyline.

CCFusesthebicycleasagatewaytoalifeenrichedbyphysicalactivity,communityinvolvement,teamworkandacademicachievement.CadenceKidsreceivecoachingandtrainingoncyclingandpar ticipateinbicycleracesontheweekends.Allpar ticipantsreceivebicycles,helmetsandtranspor tationtoracesfreeofcharge.

Throughpar ticipationintheCCFprogram,kidsareexposedtolife-shapingactivitiesandoppor tunitiesthatwouldother wisebeunavailable,includingteamaf f iliation,accesstoequipment,coachingandracing.Togrowtheirskillsoutsidespor ts,CadenceKidscanalsojoinacollegepreparationprogramtohelpthemachieveacademically,learnhowtoapplyforcollegeanddeveloplifeskillsnecessar ytosucceedincollege.

Throughpersonalties,CCFfounderRyanOelkersinitiallyteamedupwithInterstateRealtyManagement,arealestatemanagementcompanythatmanagesproper tiesinPhiladelphiaandacrossthecountr y.InterstateRealityManagementprovidedspaceforbicyclestorageandaccesstoresidentsforseveraloftheOelker ’sinitialprograms.CCFhasgrowntoninecyclingteams,eachconsistingof10to20students,basedatschools,subsidizedhousingcomplexesandnonprof itsthroughoutPhiladelphia.

Withsuppor tfromthebicycleindustr y,CCFhasbeenabletobreakdownoneofthemostdif f icultbarrierstogettinglow-incomeyoungpeopleonbicycles:providethemwithequipment.Fuji/AdvancedSpor ts,Inc.donated$10,000wor thofbicyclesin2008andcontinuestosuppor ttheprogramtodaywithsignif icantlydiscountedbicycles.

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Overthepastfouryears,Oelkershaspedaledwithmorethan350childrenandyouth,andhas120youngpeopleenrolledinspringprogrammingfor2010.WhenOelkersgoestoanewschooltorecruitriders,heisconstantlyremindedthatmanyurbanchildrenandyouthdon’tknowthatbicyclingevenexistsasaspor t.TheCadenceCyclingFoundationexposesthemtocyclingwithhopesofexpandingtheirworldstoincludegoodhealth,independenttranspor tation,disciplineandcommitment.

Wymore-Blue Springs, Nebraska: “No Child Left on Their Behind” in Rural CommunitiesRural community with a population of approximately 2,000 people46 percent of students are eligible for free or reduced lunch 90 percent of students are white

PublicHealthSolutions,adistric thealthdepar tmentser vingf iveruralcountiesinNebraska,hasreceivedtwoSafeRoutestoSchoolgrantsfromtheNebraskaDepar tmentofTranspor tationtotalingapproximately$110,000togetmorechildrenwalkingandbicyclingtoschool.PublicHealthSolutionscallstheirprogram“NoChildLef tonTheirBehind”toemphasizetheimpor tanceofphysicalactivitytochildren’shealth.

OneoftheruralcommunitiesPublicHealthSolutionshasworkedwithisWymore-BlueSprings.Thesetwotowns,whichmakeuptheschooldistric tofSouthernSchools,arelocatedonemileapar t.Butthepopulationisfairlyspreadout,andapproximately70percentofstudentsliveonemileormorefromschool.Distancecombinedwiththelackofsidewalks,speedoftraf f ic,amountoftraf f icandtheneedformanystudentstocrossabusyhighway,makeitdif f icultforparentstoallowstudentstowalkorbicycletoschool.

Wymore-BlueSpringsreceivedfundingfromPublicHealthSolutionstopromotephysicalactivitythroughasocialmarketingcampaignintendedtomodif ywalkingandbicyclingattitudesandbehaviors.Familiesandchildrenwereencouragedtowalkandbicycletoschool,towalkduringschoolandtowalkandbicycleintheeveningsandweekends.Familieswerealer tedthrougheducationalmaterialsdistributedatakick-of fevent,throughbackpackmailsenthomewithchildrenandthroughchurchbulletins.Wymore-BlueSpringsalsoincorporatedwalkingandbicyclingmessagesandactivitiesintoalready-plannedcommunityeventstoreachmoreparentsandstudents:• Fall and Spring Walking Challenge: Theschoolinitiatedamonth-long

walkingchallengetwicethroughouttheschoolyear.Studentscouldaccumulatemilesbywalkingtoschooloronschoolgrounds.Inthefall2009event,275elementar ystudentspar ticipatedinthewalkingchallengethroughoutthemonth.Thewinningclassroomwalkedatotalof1,548milesduringthemonth-longevent.Whentheoutdoorawardspresentationwasrainedout,studentsstillcelebratedbywalkingthehallsoftheschoolforahalf-hour.

29C o m m u n i t y R e a d i n e s s : A w a r e n e s s a n d A t t i t u d e s

• National Night Out: NationalNightOutisapopularcommunityeventfocusedonstrengtheningrelationshipsbetweencommunitiesandpolicetopreventcrimeanddruguse.Morethan500communitymemberscelebratedNationalNightOutin2009.Wymore-BlueSpringsaddedahealthyaspecttoNationalNightOutwithhealthyfoodchoicesandmorethan20dif ferentactivitiesmeanttogetparentsandchildrenmoving.Childrenreceivedatake-homebagincludinghealthandsafetyinformation.

• Pull the Plug On Screen Time: InFebruar y,parentsandstudentswereinvitedtopulltheplugon“screentime”andreplaceitwithonehourormoreofoutdoorphysicalactivity.“Screentime”educationf lyersweresenthometoparentsinbackpackmail,werepostedinpublicbuildingsandwereinser tedinchurchbulletins.ParentswhoreturnedtheformpromisingtocutbackonscreentimewereenteredintoadrawingforaNebraskagamesandparksentr ypermit,andpar ticipatingchildrenreceivedatokentowearontheirbackpack.DuringthemonthofFebruar y,childrenatWymore-BlueSpringsspentnearly1,100hoursbeingphysicallyactiveinsteadofwatchingtelevisionorusingcomputersandvideogames.

Encouragementactivitiesweresuccessfulinraisingawarenessandshif tingattitudesonwalkingandbicyclingtoschoolandphysicalactivity.One-thirdofparentsrepor tedonsur veysattheendoftheyearthattheirchild’sschoolstronglyencourageswalkingandbicyclingtoschool,anincreasefrom19percentatthebeginningoftheyear.

Wymore-BlueSpringsislookingtobuildontheirsuccessbymakinginfrastructureimprovementsaroundtheschool.TheBlueSpringsCityCouncilandtheBlueSpringsStreetSuperintendentrecentlycompletedcrosswalkandschoolzonesignimprovementswithSafeRoutestoSchoolfunds.Thesechangeswillenhancesafetyaroundtheschoolandencouragewalkingandbicyclingtoschoolwellintothefuture.Parentshaveexpressedadditionalconcernsaboutothersafetyandinfrastructureconcerns,sotheschools’HealthandWellnessProgramCoordinatorisworkingwiththeBlueSpringsCityCounciltodiscusswaystoaddressremainingbarrierstowalkingandbicyclingtoschoolinBlueSprings.

New York City, New York: Beyond Walking – Getting Kids and Parents on Bic yclesUrban community with a population of approximately 8.3 million people90 percent of Ride Club participants come from low-income neighborhoods

Foravarietyofreasons,manyparentsinlow-incomecommunitiesdonotridebicycles,whichcanmakeitmorechallengingtogettheirchildrenonbicycles.Accessandoppor tunityareessentialtobuildingacyclingcommunity,especiallyinlow-incomeneighborhoodsthatof tenlackbicycleshops.Recycle-A-Bicycle,acommunity-basedbicycleshopandnonprof itorganizationinNewYorkCity,isgettingoutinthecommunity,buildingrelationshipsandcreatingoppor tunityformoreyoungpeopletoridebicycles.

Recycle-A-Bicycleisabouttoembarkuponitsf if teenthseasonofKidsRideClub.Eachspring,summerandfall,morethan200youthages10to17par ticipateintheKidsRideClub.Theclubisopentoallyoungridersfreeofcharge,andparentsand

During the month of February, children at Wymore-Blue Springs spent nearly 1,100 hours being physically active instead of watching television or using computers and video games.

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educatorsarewelcometojointoo.Thegoaloftheprogramistointroduceyoungpeopletocyclingasasafeandef fectivemeansoftranspor tationthatalsoincreasesphysicalactivityandhealthyliving.KidsRideClubincludesworkshopsonbasicbicyclemechanics,“on-the-bike”ridingskillsandpracticeridingsafelyincitytraf f iconthestreetsofNewYorkCityandbeyond.

In2009,RideClub’syouthpar ticipantscollectivelypedaledmorethan16,000milesandburnedmorethan1.7millioncalories.Forthe2010season,consistingof18rides,Recycle-a-Bicycleprovidedbicycles,helmetsandexperiencedrideleaders.Healthpar tners,includinginsurerHealthFirstandWoodhullHospital,supplyvolunteers,f irstaidandequipment.

Toprepareforeachnewseason,Recycle-A-BicyclevisitslocalmiddleschoolstogiveapresentationaboutKidsRideClub.RepresentativesfromRecycle-A-Bicycleandstaf ffromWoodhullHospital,aswellaspastyouthpar ticipants,giveanover viewoftheprogramtoprospectivepar ticipantsandencouragethemtojoin.ParentsofallinterestedstudentsmustsignapermissionslipandmustalsoattendapresentationgivenbyKidsRideClubstaf f.ThisensuresthatparentslearnaboutthesafetyprecautionsandproceduresofKidsRideClubandarealsoencouragedtopar ticipateandvolunteer.Recycle-A-BicyclerefersparentswhowanttolearntobicycletoBikeNewYork ’sAdultLearn-to-Rideclasses.

S t i l l s t r u g g l i n g t o g e t c o m m u n i t y b u y - i n? H e r e a r e s o m e t i p s t o h e l p yo u g e t s t a r t e d :

Changing attitudes and culture about walking and bicycling takes time – be diligent and be patient!

• Getoutinthecommunitytobuildrelationshipswithstudents,parents,teachersandneighborhoodresidents.Hostoutreacheventsatblockpar ties,communitycenters,churchesandothercommunity-basedevents.

• Listenandunderstandwhereyouraudienceiscomingfrom.Whatareresidents’concernsaroundwalkingandbicycling?Whataretheissuesthatmaypreventcommunitymembersfrombicyclingandwalkingtoschool?Ifyoucanidentif yspecif icconcerns,youhaveabetterchanceofsolvingthoseproblemsandencouragingmorewalkingandbicycling.

• Diversif yyourmessage.Ifyouareworkinginalow-incomecommunityoracommunityofcolor,seekculturalcompetencebyprovidingbilingualinstructorsorlanguage-appropriateinformation.

• Meetwithorganizationsandstakeholdersthatalreadyhaverelationshipswiththecommunityinwhichyouareworking,suchashousingassociations,churches,neighborhoodgroups,culturaloryouthgroups,orcommunitycenters.

• Par tnerwithgroups,of f icialsandbusinessesthathavesimilargoalsandactivities,suchasbicyclingandwalkingclubs,neighborhoodwatch,safetygroupsandcustomerser vicebusinessesintheneighborhood.

In 2009, Ride Club’s youth participants collectively pedaled more than 16,000 miles and burned more than 1.7 million calories.

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Ad d i t i o n a l R e s o u r c e s

More information on highlighted success stories:

• MissouriFoundationforHealth:http://www.mf fh.org/

• ThePedestrianandPedalingNetwork(PedNet): http://w ww.pednet.org/

• NationalBrotherhoodofCyclists: http://www.thenbc.org/

• MajorTaylorProject,CascadeBicycleClub: http://w ww.cbcef.org/youth-major-taylor.html

• UrbanKansasCityCommunityofCycling:http://w ww.urbankccc.com/

• CadenceCyclingFoundation:http://www.cadencefoundation.org/

• Fuji/AdvancedSpor ts,Inc.:http://w ww.fujibikes.com/

• PublicHealthSolutions:http://www.healthsolutions.org/

• Recycle-A-Bicycle:http://w ww.rec ycleabic ycle.org/

• BikeNewYork,AdultLearn-to-Rideclass: http://www.bikenewyork.org/education/classes/learn_to_ride_adults.html

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Applyingforafederally-fundedSafeRoutestoSchoolgrantthroughastateDepar tmentofTranspor tationcanbeatime-consumingendeavorrequiringexper tiseandassistancefromlocalplannersandengineers,aswellascoordinationwiththeschooldistric tandthecityorcounty.Onceaprojectisawardedfunding,localrecipientsmustcomplywithfederalhighwayregulations,whichcanrequireadditionalexper tiseandstaf f ingtocompletepaper workandsubmititforapprovals.Inaddition,allSafeRoutestoSchoolgrantsareactuallyreimbursements,meaningthatschoolsandlocalitiesmayhavetoexpendthefundsf irstandthenwaitforreimbursement.Whilereimbursementscanbemadeinvariousstagesoftheproject,thisstillplacesahighf inancialburdenonthelocalschoolorcommunity.

TheseaspectsoftheSafeRoutestoSchoolprogramcancreatechallengesforlow-incomecommunitiesinanumberofways.Schoolsinlow-incomeareasareof tenunderstaf fed,meaningthattheiravailabilitytospearheadaSafeRoutestoSchoolawardmaybelimited.Thesecommunitiesalsofacesignif icantchallengesinabsorbingthecostsofcarr yingoutaSafeRoutestoSchoolprojectwhilewaitingforreimbursement.Finally,thesecommunitiesmaylackaccesstocityorcountyengineeringstaf fwiththeexper tisenecessar ytoimplementtheprojectandcomplywithfederalandstateregulator yprocesses.Yet,theseschoolsandcommunitiesareof tenthever ylocationswheresignif icantnumbersofchildrenarealreadywalkingtoschoolinareaswithdangeroustraf f icconditionsandotherthreatstopersonalsafety.

Of tentimes,thebestsolutionsrequireastateDepar tmentofTranspor tationtobeproactiveinprovidingadditionalresources,suchastechnicalplanningassistance,toeconomicallydisadvantagedcommunities.Locally,promisingpracticesalsoexist,includingcommunitiespar tneringwithnonprof itorganizations,foundationsandlocaluniversities.Belowarethreeexamplesofcollaborativeef for tstoimplementSafeRoutestoSchoolprogramsincommunitieswithlimitedresources.

A Shortage of Professional expertise

33A S h o r t a g e o f P r o f e s s i o n a l E x p e r t i s e

East Moline, Illinois: Ac tive Transportation Alliance Assists with School Travel PlanSmall urban community with a population just over 20,000 people64 percent of students are eligible for free or reduced lunch50 percent of students are white, 32 percent are Latino

RidgewoodElementar yinEastMoline,Illinois,ser vesnearly400studentsinkindergar tenthroughfour thgrade.Halfofstudentsarechildrenofcolor,and15percenthavelimitedEnglishprof iciency.AsofNovember2009,20percentofstudentswalked,30percentrodethebusandnearly50percentarrivedinafamilycarortruck.Duetoheavytraf f icatanearbyintersection,bicyclingisnotallowedtoRidgewoodElementar ySchool.

Forthepastfewyears,RidgewoodElementar ySchoolhaspar ticipatedinWalktoSchoolDayandfromtimetotimeof feredwalkingschoolbuses.Butlikemanycommunitieswithlimitedresources,theschoolwasunabletodevelopaplanforlonger-termeducationalandencouragementactivitiesandneededinfrastructureimprovements.

Toensurethatmorelow-incomeschoolswereabletopar ticipateinSafeRoutestoSchool,theIllinoisDepar tmentofTranspor tationprovidedfundingtotheActiveTranspor tationAlliance,aChicago-basednonprof ittranspor tationadvocacygroup.FundsallowedtheActiveTranspor tationAlliancetohelptenunderser vedschoolscreateaschooltravelplan,whichisarequiredpar toftheapplicationforSafeRoutestoSchoolfundinginIllinois.ChristyFilby,communitywellnessdirectorattheQuadCitiesYMCAandaparent,attendedaSafeRoutestoSchooltraininginsummer2008wheresheheardoftheprogram.Inearly2009,sheaskedActiveTranspor tationAlliancetoselectRidgewoodElementar ySchoolasoneoftheirtenschools.

TheActiveTranspor tationAllianceprovidedhands-onassistancetoEastMoline.Theyconductedfocusgroupsandparentsur veys,hostedpublicmeetings,inter viewedkeystakeholdersandledacommunity“walkabout ”toassesstheenvironmentaroundtheschool.TheActiveTranspor tationAllianceanalyzedallofthisinformationtohelpthecommunitycreateaschooltravelplan.ThistravelplanmakesRidgewoodElementar ySchooleligibletoapplyforthenex tcycleofSafeRoutestoSchoolfunding.

Inaddition,theprocessofdevelopingtheschooltravelplanwasinstrumentalinengagingcityof f icials.Thecityengineerpar ticipatedinthedevelopmentoftheschooltravelplan,creatingarelationshipbetweentheschoolandthecity.Asaresult,SafeRoutestoSchoolinfrastructureimprovementsneededatRidgewoodElementar ywereincorporatedintothecityimprovementplan.ThecityengineeralsoinvitedtheprincipalofRidgewoodElementar ytoser veontheCityofEastMolineSidewalkTaskforce.

Movingfor ward,RidgewoodElementar ySchoolpar tneredwiththelocalYMCAand

“The best thing about being a part of Safe Routes to School is that it makes our school and our stakeholders step back and really look at how our students are coming to school.  Most schools worry about what happens when the children enter the doors of the school.  SRTS has opened our eyes to the impact we can have on our students BEFORE they get to our doors every morning.  This makes us really examine how we can facilitate getting our kids to school in a safe manner and promote wellness at the same time.” ~ Sheri D. Coder,

Principal Ridgewood Elementary School

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ActivateQuadCitiestohelpimplementWalkingWednesdaysinspring2010.Mediasuppor thasalsohelpedgetparentsandstudentsmoreinvolvedinSafeRoutestoSchoolef for ts.Thankstotheinitiativeofanastuteparentchampionandsuppor tfromaproactivelocalnonprof it,EastMolinedemonstratesthatitispossibleforcommunitieswithlimitedresourcesandfundingtobepar toftheSafeRoutestoSchoolmovement.

Wilmington, Delaware: State, Regional, City and Community Collaboration Improves Walkability in Southbridge Neighborhood Urban community with a population of approximately 70,000 people89 percent of students are eligible for free or reduced lunch82 percent of residents are black, 12 percent are Latino

Theresidentialhear tofSouthWilmingtonisthemostlyblack,working-classneighborhoodofSouthbridge.Theneighborhoodis1.65squaremileswithjustover2,000residentsandoneelementar yschool.Southbridgehasbeenidentif iedbyWilmingtonAreaPlanningCouncil(WILMAPCO)asoneoftheregion’stargetedEnvironmentalJusticeneighborhoods.WILMAPCOisametropolitanplanningorganizationthatcreatestranspor tationplansandprioritiesfortheregion.ThroughitsEnvironmentalJusticeinitiative,WILMAPCOseekstoensurethatfederalfundsarenotusedinwaysthatwoulddiscriminateagainstminorityandlow-incomepopulations.

Since2005,WILMAPCOhaspar tneredwiththeSouthbridgecommunityandotherrelevantagenciestoidentif yandaddresstheneighborhood’stranspor tationissues.Accordingtoa2008SouthbridgeCirculationStudy,residentsweremostconcernedaboutspeedingtraf f ic,heavytruckmovementandwalkability,whichispar ticularlyimpor tantsinceabout90percentofSouthbridgeelementar yschoolstudentswalktoschool.TheSafeRoutestoSchoolProgramwasidentif iedasawaytof inancesomeofthewalkabilityimprovementsneededinSouthbridge,whilealsopromotingwalkingandbicyclingasaformoftranspor tationatElber t-PalmerElementar ySchool.

Tomovefor ward,WILMAPCOestablishedacollaborativepar tnershipbetweentheSouthbridgeCivicAssociation,theCityofWilmington,NemoursHealthandPreventionSer vices,theHOPECommissionandtheDelawareDepar tmentofTranspor tation(DelDOT).Thesepar tnerssecureda$130,000SafeRoutestoSchoolgranttoformallyestablishtheprogramatElber t-PalmerElementar ySchool.BecauseWILMAPCOhadalreadycreatedtheSouthbridgeCirculationStudy,theteamandDelDOThadmuchofthenecessar yinformationaboutinfrastructureneedsalreadyinhand.TheSafeRoutestoSchoolplanningteamfocusedonaslateofwalkabilityimprovementsthatwouldhavethebiggestimpactonstudentsafety,includingreplacingandaddingsidewalks,stripingcrosswalks,addingcurbrampsand

“This program has certainly heightened our awareness of the walking environment around our school. The educational activities have given our students a better understanding of what a safe walking path looks like.” ~ Pat Thomas, Principal,

Elbert-Palmer Elementary School

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enhancingsignage.BecauseDelDOTabsorbsthecostofcarr yingoutSafeRoutestoSchoolprojects,Elber t-PalmerElementar ySchooldidnothavetocomeupwiththefundsfortheprojectandwaitforreimbursement.DelDOT’sproceduresallowedtheplanningphasetobecompletedquickly,andbeginconstructionwithoutdelay.

Mar vinThomas,PresidentoftheSouthbridgeCivicAssociation,expressedexcitementaboutthefundingoppor tunityandfoundthecollaborationwithWILMAPCO,thecityandDelDOTinvaluableinnavigatingtheapplicationprocessandimplementingtheproject.BillSwiatek,aseniorplanneratWILMAPCO,noted,“grantprogramslikeSafeRoutestoSchoolcaninpracticebediscriminator y,astheapplicationprocessesareof tennotdesignedwiththeneedsoflow-incomecommunitiesinmind.” For tunately,betweenWILMAPCO’sEnvironmentalJusticeinitiativeandDelDOT’sinnovativeprocedures,Southbridgereceivedthesuppor titneededtoaccessSafeRoutestoSchoolfundingandimprovesafetyfortheirchildren.

Nowthattheinfrastructureimprovementsarecomplete,theSafeRoutestoSchoolplanningteamisturningtoeducationandencouragementactivitiestogetmorechildrenwalkingandbicyclingsafelytoschool.Approachesincludesafetyeducationassemblies,aSteps Across Delaware programthatprovidesstudentswithpedometersandmaps,dailymorningsafetypedestrianannouncementsatschool,ar ticlesintheelementar yschoolnewsletterandawalkingatrecessprogram.TheSafeRoutestoSchoolteamwillsoonbeginplanningasecondphaseofinfrastructureimprovementsaswellasadditionaleducationactivities.ThesuccessinSouthbridgehasalreadyencouragedanotherlow-incomeschoolinWilmingtontorequesthelpinstar tingaSafeRoutestoSchoolprogram.

Seattle, Washington: Local Nonprofit and AmeriCorps Partner to Implement Safe Routes to School ProgramUrban community with a population of approximately 600,000 people80 percent of students are eligible for free or reduced lunch64 percent of students are Latino, 13 percent are Asian, 55 percent of students are non-native English speakers

In2009,FeetFirst,aSeattle-basednonprof itorganizationpromotingwalkablecommunities,teamedupwithSeattleDepar tmentofTranspor tation(DOT)tosecurea$315,150SafeRoutestoSchoolgrantfromWashingtonStateDOTforConcordInternationalElementar ySchool.ConcordInternationalElementar ySchoolislocatedinthesouthwestSeattleneighborhoodofSouthPark,anindustrialneighborhoodtuckedbetweentwomajorfreeways.

IncollaborationwithSeattleDOT,ConcordInternationalElementar ySchoolparents,theprincipal,localresidentsandrepresentativesofcommunityorganizationstookpar tinthef irststepofSafeRoutestoSchoolprogramimplementationinOctober2009–awalkingaudit.FeetFirstandSeattleDOTworkedhardtoengagetheentireschoolcommunity,andnearly80percentofwalkingauditpar ticipantswereparentsorfamilymembersofchildrenattendingtheschool.ThewalkingauditwasledinEnglishwithsimultaneousSpanishtranslationtoallowallpar ticipantstocontributefully.

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SafeRoutestoSchoolprogramsof tenrelyonagreatnumberofvolunteerhourstocarr youtactivitiesandprograms.Inhigher-incomeschools,stay-at-homeparentsandPTAvolunteersprovidemuchofthemanpower.But,thatisnotarealisticoptionforschoolslikeConcordwhereparentsworkfull-time,sometimesatmultiplejobs.SoforschoolslikeConcordInternationalElementar y,theresourceinshor testsupplyisvolunteertime.Toaddressthischallenge,FeetFirstresourcefullyemploysabilingualAmeriCorpsvolunteertoactasacommunityorganizerforConcordInternationalElementar y.ItcostsFeetFirstapproximately$7,000tohostanAmeriCorpsvolunteerfor1,700hoursofser vicespreadover10months.Becauselanguagebarriershavethepotentialtoparalyzeaprogram,havingabilingualstaf fpersonbreaksdownthelanguagebarrierandhelpsestablishtrust.

TheAmeriCorpsvolunteertakesontheresponsibilitiesoflaunchingandimplementingtheSafeRoutestoSchoolprogram,including:workingwithstaf ftoeducateandencouragethemonSafeRoutestoSchoolprogramming,recruitingvolunteers,engagingpar tners,creatinganddistributingf lyers,translatingdocumentsforparentsandstudentsanddevelopingawalkingschoolbusprogram.TheAmeriCorpsvolunteeralsomeetsdirectlywithparentvolunteersandthePTAtocoordinateavolunteerprogram.FeetFirst ’sgoalistoactascatalyst,createthestructureforSafeRoutestoSchoolandeventuallyturntheprogramovertotheparents.

SinceOctober2009,SafeRoutestoSchoolhasmadenotableprogressattheschool.TheAmeriCorpsvolunteerhashelpeddevelopmanyinroadsintothecommunity.Awalkingschoolbusnowdepar tstheSeaMarHousingUnitever yWednesday,crossingafootbridgethatconnectsthehousingunittotheschool.SeaMarpublichousing,whichisrunbyhealthproviderSeaMarCommunityHealthCenters,ser veslow-incomeandformerlyhomelessindividualsandfamilies,manywithchildrenwhoattendthelocalschool.Infrastructureimprovements,includingtheinstallationofanewsidewalkonakeywalkingroutetotheschool,areexpectedtobecompletedinthesummerof2010.

FeetFirstwillcontinuetoprovideacommunityorganizerthroughDecember2011togettheprogramof fthegroundandwillthentakeastepbackandworkwiththecommunitytodevelopasustainableSafeRoutestoSchoolProgram.AttheendoftheSafeRoutestoSchoolgrantproject,FeetFirstwillleavetheschoolanditspar tnerswithtoolsincludingsuggestedtimelines,samplecommunicationsandtemplatesforwalk-to-schoolcampaigns,aswellasanopeninvitationtoaccessanyofFeetFirst ’sfreeser vices.

In higher-income schools, stay-at-home parents and PTA volunteers provide much of the manpower. But that is not a realistic option for schools like Concord where parents work full-time, sometimes at multiple jobs.

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ConcordInternationalElementar ySchoolhasstrongprincipalandstaf fenthusiasts,andseveralinvolvedparentswithyoungerchildrenwhoarelikelytobeintheschoolforseveralyearslonger.Thepar tnershipwithSeaMarCommunityHealthCentersalsoprovidesamechanismforsustainabilityforyearstocome.SeaMarisinterestedinmaintainingmomentumpastthelifeoftheSafeRoutestoSchoolgrantaspar tofitsmissiontoprovidecomprehensivehealthcareser vicestoSouthParkresidents.ItisexpectedthatSeaMarwillhelpper formsomeofthelegworknecessar ytosustainthewalkingschoolbusprogramatSeaMarHousingUnitintothefuture.

AnotherpositivesignforthefutureofSafeRoutestoSchoolinSeattleisthattheSeattleSchoolDistric tischangingitspoliciesandwillassignmorechildrentotheirneighborhoodschoolsstar tinginthe2010-2011schoolyear.Thiswillreducethenumberofstudentsbusedacrosstownandincreasethenumberofstudentsthatlivenearandattendtheirlocalschool—increasingoppor tunitiesforandtheimpor tanceofwalkingandbicyclingtoschool.

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H ow S t a t e s C a n Fa c i l i t a t e I m p l e m e n t a t i o n o f S a f e R o u t e s t o S c h o o l i n L ow - I n c o m e Co m m u n i t i e s

SeveralstateDepar tmentsofTranspor tation(DOT)areutilizingdif ferentapproachestoaddressthespecialneedsandchallengesoflow-incomecommunities,eitherintheapplicationprocessortheimplementationphase.AsthefederalSafeRoutestoSchoolprogramisstillrelativelynew,stateDOTshavechosendif ferentmechanismsorinitiativestosuppor tlow-incomecommunities.ExamplesofstateDOTbestpracticesinclude:

1. Develop a comprehensive initiative specifically for low-income communities. SomestateshavechosentodevelopandfundaspecialSafeRoutestoSchoolprogramtoensurethatSafeRoutestoSchoolinfrastructureimprovementsandprogramsareimplementedinlow-incomecommunities,andtolearnmoreaboutwhattypesofassistancewouldbemostvaluabletothesecommunitiesinfutureapplicationcycles.

2. Carr y out a special outreach or awareness campaign. Giventhestaf f ingshor tagesmanylow-incomeschoolsexperience,itcanrequireanex traef for ttoensurethatlow-incomecommunitiesareawareofSafeRoutestoSchoolawardsandconsiderapplying.Somestateshavecarriedoutspecialoutreachef for tstoreachlow-incomecommunities.

3. Provide funding for planning awards. Anotherapproachthatsomestatesuseistoprovidesmallplanningawardswithsimplif iedapplications.Theseawardsprovidefundingtohelpsmallerandlow-incomecommunitiesdotheinitialassessmentsanddevelopplansthatarenecessar yforapplyingforalarger-scaleaward.

4. Award extra points on applications. Somestateshavechosentoensureadequaterepresentationoflow-incomecommunitiesbyprovidingex trapointsorconsiderationduringtheapplicationreviewprocessifacommunityorschoolmeetsacer tainincomelevelcriteriaorhasaminimumpercentageofchildrenreceivingfreeorreducedschoollunches.

5. Of fer engineering assistance. Ashor tageofengineersorplannersinlow-incomecommunitiescandeterapplicationsorhindercompletionofprojects.Severalstateshavecontractedwithstatewideplanningorengineeringf irmsthatprovideexper tisetolow-incomecommunitiesatthestate’sexpense,orwithcostsbuiltintotheawardamount,tohelpthemdevelopplansandcarr youtSafeRoutetoSchoolprojects.

Tof indoutwhetheryourstateDOTof fersspecialassistanceforlow-incomecommunities,contactyourstate’sSafeRoutestoSchoolcoordinator.Contactinformationisavailableathttp://www.saferoutespartnership.org/state/5043.Specif icexamplesofstatebestpracticesforaddressingtheneedsoflow-incomecommunitiesareavailableat http://www.saferoutespartnership.org/state/5764/232695.

Youcanalsojointheef for ttoadvocatethatmorestateDOTsof ferspecialsuppor ttolow-incomecommunities.TheSafeRoutestoSchoolNationalPar tnershipmaintainsStateSafeRoutestoSchoolNetworksin20states.Statenetworkpar tnersworktogethertoremovebarrierstowalkingandbicyclingtoschools.Onekeypriorityfortheyears2010and2011istoensurethatSafeRoutestoSchoolprogramsarebenef itinglow-incomeschoolsandcommunities.MoreinformationontheStateNetworks,includingcontactinformation,isavailableathttp://w ww.saferoutespartnership.org/state/network .

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Ad d i t i o n a l R e s o u r c e s

More information on highlighted success stories:

• ActiveTranspor tationAlliance: http://www.ac tivetrans.org/

• WilmingtonAreaPlanningCouncil(WILMAPCO): http://www.wilmapco.org/

• EnvironmentalJusticeInitiative:http://www.wilmapco.org/EJ/

• NemoursHealthandPreventionSer vices:http://www.nemours.org/ser vice/preventive/nhps.html

• HOPECommission:http://w ww.wilmingtonhopecommission.org/

• FeetFirst:http://feetfirst.info/

• SeaMarCommunityHealthCenters: http://www.seamar.org/

• AmeriCorps:http://w ww.americorps.gov/

S A f e R o u t e S t o S C h o o L

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ParentsandcaregiversareheavilyrelieduponasvolunteersforSafeRoutestoSchoolprograms.Buttheycanbehardtoreachandengageinlow-incomecommunitiesforavarietyofreasonsincludinglackoffreetime,languagebarriersandalackofconnectiontotheschool.Evenparentsthatareactivelyinvolvedwiththeschoolarelikelytomoveonwhentheirchildrenchangeschools,soparentrecruitmentisfrequentlyanongoingactivityforSafeRoutestoSchoolprograms.

Manysingle-parentfamiliesorfamilieswhereparentsworkmultiplejobsgivealackofavailabletimeasamajorreasonforlimitedparentalinvolvement.Onestudyonparentalinvolvementinchildhoodeducationatschoolsfoundthat51percentoflow-incomeparentsagreedthattheirjobspreventedthemfrombecominginvolvedinschoolactivities,whereasonly26percentofmiddle-incomeparentsand12percentofhigh-incomeparentsagreed.17Timeconstraintsamongparents,especiallyworkingmothers,reducewalkingandbicyclingtoschoolforchildrenaged5-14.18Incommunitieswithlargeimmigrantpopulations,languagebarriersareof tenrepor tedasareasonforlimitedparentalinvolvement.

Whilethesechallengesmaysounddaunting,SafeRoutestoSchoolprogramsinlow-incomecommunitiesaref indingsuccesses.Parentsandcaregiverscanbereachedthrougharangeoforganizationsandgroups,likeparentteacherassociations,parentresourcecentersandEnglishasaSecondLanguagecoursestargetedtoparents.Manylow-incomeschoolsemployparentliaisonsthatmaybeabletohelpmakeconnectionstoparentsandcaregivers.

Itisimpor tanttolistentoparentsandcaregiversandtof indwaystoengagetheminSafeRoutestoSchoolthatisadirectresponsetotheirconcernsandmotivations.SafeRoutestoSchoolprogramshavearangeofbenef its,includingincreasingphysicalactivityandsafety,andthismayhelppersuadeparentstogetinvolved.Forexample,aparentwithapar ticularconcernabouttheirchild’ssafetymaybemoremotivatedtohelpwithactivitieslikeparentpatrolsspecif icallyfocusedonsafety.Outreachtoparentsmustbeaudience-appropriate,takingintoaccountthevar yinglanguages,backgroundsandeducationlevelsofparents.

Thefollowingprof ileshighlightpromisingpracticestoincreaseparentpar ticipationinSafeRoutestoSchoolprogramsinDetroit,MichiganandAlamedaCounty,California.

Limited Parental Involvement

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Detroit, Michigan: Older Students Step Up to Lead Walking School Buses after Stipend for Parents Runs Dr y Urban community with a population of approximately 900,000 people90 percent of students are eligible for free or reduced lunch99 percent of students are black

LocatedinSoutheastDetroit,NicholsElementar ySchoolissituatedin thehistoricIndianVillageneighborhood,whichborderssomeofthemostblightedareasofthecity.Morethan340studentsattendthekindergar tenthrougheighthgradeschool,whichhasarecordofacademicexcellence.Nearly85percentofstudentsqualif yforfreeorreducedschoollunches,andnearlyhalfthestudentslivecloseenoughtowalkorbicycletoschool.

NicholsElementar yembarkedonaSafeRoutestoSchoolinitiativein2006.Keypar ticipantsintheschoolteamincludedschooladministration,citydepar tmentstaf f,WayneStateUniversity ’sCenterforUrbanStudiesandTheSoutheasternVillage,acommunityorganizationthatincludesleadersfromareaschools,churchesandnonprof its.

In2008,theschoolteamworkedwiththeMichiganDepar tmentofTranspor tation,theMichiganFitnessFoundationandtheMichiganStateHousingDevelopmentAuthoritytodevelopaSafeRoutestoSchoolActionPlan(whichisrequiredinMichigantoreceivefederalSafeRoutestoSchoolfundingthroughthestate)andcompleteaSafeRoutestoSchoolfundingapplication.NicholsElementar ywasawarded$14,749forsidewalkandcurbrepairsandinstallationofbikeracks.Anadditional$27,680suppor tedthecreationofayouth-producedvideo,awalkingschoolbusprogram,parentvolunteertraining,walkandbicycletoschooldayactivitiesandvolunteerstipends.

Walkingschoolbusescanbedif f iculttomaintainovertimegiventheamountofplanningandscheduling,volunteertrainingandencouragement,communicationandongoingoversightthatisrequired.NicholsElementar ySchoolprovidedparentswholedwalkingschoolbuseswith$100monthlystipends,whichdidhelpengageadultsasvolunteersfortheprogram.However,severaloftheseindividualswereunabletocontinuewhenstipendsranoutduetoworkcommitmentsandf inancialchallenges.

Tof illthegapsinthewalkingschoolbuses,olderstudentsatNicholsElementar yhavesteppedupasleaders.Olderstudentsareinvitingyoungerstudentstojointhemonthewalktoschool.Thisishelpingensurethatyoungerchildrenaresafeontheirwalktoschool.Asanoutgrowthoftheadult-ledwalkinggroups,aprogramthatencouragesolderyouthtowalktogethertoandfromschoolwithyoungeryouthispromising.

 “Oneofthebiggestlessonslearned,”repor tstheteacherwhocoordinatedSafeRoutestoSchoolactivitiesattheschool,“isthatwedon’talwayshavetodepend

“One of the biggest lessons learned is that we don’t always have to depend on parents. Now, with lit tle parent involvement in the walking school bus program, seventh and eighth graders are taking on the walking school bus driver role because they believe in the value of students walking together. The most positive part of Safe Routes to School activities at Nichols Elementary is that students are paying attention to safety and following pedestrian safety rules.” ~ Teacher, Nichols Elementary

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onparents.Now,withlit tleparentinvolvementinthewalkingschoolbusprogram,seventhandeighthgradersaretakingonthewalkingschoolbusdriverrolebecausetheybelieveinthevalueofstudentswalkingtogether.Themostpositivepar tofSafeRoutestoSchoolactivitiesatNicholsElementar yisthatstudentsarepayingattentiontosafetyandfollowingpedestriansafetyrules.”

Alameda County, California: Training Parent Advocates Leads to Increased Parental InvolvementUrban county with a population of approximately 1.5 million people95 percent of students are eligible for free or reduced lunch83 percent of students in the county are Latino

BythetimethefederalSafeRoutestoSchoolprogramlaunchedin2005,SafeRoutestoSchoolfeverhadalreadyspreadwellbeyondMarinCounty,California,oneofthef irsttwopilotSafeRoutestoSchoolprogramsinthecountr y.TransForm,anonprof itorganizationbasedinOakland,California,isdedicatedtocreatingworld-classtranspor tationandwalkablecommunities.TheysawaneedtobringSafeRoutestoSchoolstoAlamedaCountyandsteppedupastheleadagencyfortheAlamedaCountySafeRoutestoSchoolprogram.AlamedaCountyisadiverseareathatincludesthecityofOakland,withsignif icantAsian,Latinoandblackpopulations.Twenty-f ivepercentofhouseholdsspeakalanguageotherthanEnglish.

Manyparentsencounterlanguagebarrierswithintheirschoolandcommunities,andsomeparentsareunabletoreadandwrite.Manyimmigrantparentsareafraidtointeractwiththeschools,asimmigrationagentshaveraidedschoolsinrecentyears.Thesesituationscreateuniquechallengeswhenattemptingtorecruitparentstopar ticipateinSafeRoutestoSchoolprograms.

WhilemanytraditionalSafeRoutestoSchoolprogramsfollowthemodelofhavingaparentchampionimplementandleadprogrammingsuchaswalkingschoolbuses,TransForminsteadseekstocreateparentleadersandadvocatesf irst,andthenengagetheminSafeRoutestoSchool.Asparentsbegintounderstandtheirvaluableroleinthecommunityandtheirroleasaparentadvocate,SafeRoutestoSchoolleadersemerge.

TheAlamedaCountySafeRoutestoSchoolprogrampar tnerswithParentLeadershipActionNetwork(PLAN),anonprof itorganizationthatprovidesleadershipdevelopmentandadvocacyskillstolow-incomeparentsandparentsofcolor.Together,theydevelopedamodelofparenttrainingthatdevelopsleadershipskillstailoredtotheSafeRoutestoSchoolprogram.Thefoundationofthetrainingisbasedof fthefollowingvalues:

“It ’s very important to give your time and participate in your school and community because our children will feel proud of us. This will also motivate them to be active just as much as we are. This is the only way to make positive changes in your school and community.” ~ Parent champion Diana De La Hoya

at Global Family School

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• Parentsarenaturalleadersandhavethecapacitytoadvocatefortheirchildren.

• Adultlearningmustbuildonexistingexperiencesandknowledgeofpar ticipants.

• Adultlearningmustbeaction-orientedandbalanceconceptualthinkingwiththechancetotakeconcreteactionsinordertoadvocateforchildrenandfamilies.

TransFormbelievesthattheseparentleadershiptrainingsarecriticaltohavingamoreholistic,equitableandinclusiveSafeRoutestoSchoolprograminAlamedaCounty.

OneexampleistheGlobalFamilySchoolinOakland.GlobalFamilySchoolisakindergar tenthroughf if thgradeschoolwith95percentofstudentseligibleforfreeorreducedlunch.Thestudentbodyis83percentLatino.Tohelptheover whelminglypoorandunderser vedstudentpopulation,theschoolemploysafull-timecommunityliaison.Theroleofthecommunityliaisonistoincreaseparentalinvolvementintheschool,andtobringoutsideresourcesfromthecommunityintotheschool.Parentswereof tenaskingthecommunityliaisonforhelpwithpersonalandtraf f icsafetyconcerns,sotheliaisonreachedouttotheAlamedaCountySafeRoutestoSchoolprogram.

AlamedaCountySafeRoutestoSchoolrespondedbyof feringparentadvocacytrainingsatGlobalFamilySchoolthatalsoincorporatewalkingschoolbusskills.ParentworkshopsareheldmonthlyinEnglishandSpanish,simultaneously.Workshopsareannouncedinnewsletters,f lyersandthroughothercommunitypar tners,suchastheAlamedaPublicHealthDepar tment.

Parentsareusingtheskillslearnedintheworkshopstoformwalkingschoolbusgroupsandspreadthewordtootherparents.Severaloftheseparentshavealsostar tedattendinglocalneighborhoodcrimepreventioncouncilmeetingsandareinformingtheirneighborsabouttheschool’sef for tstobringaboutsafetyintotheschoolandneighborhood.Byincorporatingleadershipskillsintothewalkingschoolbustrainings,TransFormisgivingparentsthetoolstheyneedtobecomestrongadvocatesfortheirchildrenandtheirschool,andtomakechangeshappenintheircommunity.

A l a m e d a Co u n t y S a f e R o u t e s t o S c h o o l ’s G o a l s f o r M a k i n g Co n n e c t i o n s w i t h Pa r e n t s

1. Because the scope of our program is to work directly with parents, our plans should be to develop and build relationships with these parents.

2. Given our values, our goal for connecting with parents is to f irst listen to their stories and then understand their issues and concerns.

3. Find how their issues, concerns, fears and dreams relate to the work that we do with the Safe Routes to Schools Program.

4. Once we present our information and the scope of our program, we need to relate them back to their issues of concern and share that there are ways for them to take action and change some of their situation(s). We should work towards making parents feel inspired to get involved in the Safe Routes to School Program.

5. Once we have inspired and dedicated parents we need to continually nurture those relationships AND f ind creative ways to encourage leadership with the parents. Find ways to also f ind new and motivated parents to help keep the program sustainable. Reproduced with the permission of Karla Perez-Cordero, TransForm

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T i p s f o r S u c c e s s f u l l y E n g a g i n g Pa r e n t s a n d C a r e g i ve r s a s L e a d e r s a n d Vo l u n t e e r s

1. Raise awareness of the REAL rates of crime and violence in the neighborhood. JimVenkusoftheChicagoAlternativePolicingStrategyprograminChicagoof tenusesamapshowingcrimeandviolenceratesaroundschoolsatcivicassociationandschoolmeetings.Thesemapsalsoshowfamiliesandneighborswherecriminalsarelivinginrelationtotheschool.Whenparentsbecomeawareoftherealdangersintheircommunity,theyaremorewillingtogivetheirtimeasavolunteer.

2. Host volunteer trainings during a time when you will need parent volunteers. Manyparentswanttovolunteerandof tenwillattendaneveningvolunteermeeting.But,youneedvolunteersduringschoolhours.Byhostingvolunteermeetingsattimeswhenyouwillneedvolunteers,youwillhavemoresuccessactuallyengagingvolunteersthatareavailablewhenyouneedthemforschool-relatedactivities.

3. Enlist ac tive parent volunteers to recruit other parents. Don’ttr ytoputparentrecruitmentontheplateofteachersandschooladministration–theyof tenhavetoomuchontheirplatesalready.Principalsaretypicallyoverex tended,butaparentcoordinatororliaisonalreadyhasaccesstoparents.Giveactiveparentvolunteersavolunteersign-upformtocarr ywiththemwhiletheythemselvesarevolunteering;wordofmouthisagreatrecruitmentstrategy.

4. Recruit volunteers from parents that are already walking their children to school. Byengagingparentsthatarealreadypar ticipatingindesiredbehaviors,youhavewonmorethanhalfthebattle.Withadirectapproach,youcanaskthatparentorguardianiftheywouldbeinterestedinexpandingorsharingtheirdutiestohelpotherchildren.Parentsthatarealreadywalkingwithchildrenmaybeabletomoreeasilyleadawalkingschoolbus.

5. Be creative — see how you can provide a stipend for parent involvement. Parentstipendscanbeanef fectivetoolforengagingparentsthatareinneedofemploymentbutcan’tbecauseofchildcareresponsibilities.But,becareful–thisapproachcanbackf irewhenfundingrunsdr y,leavingprogramsshor tonparentleadersandvolunteers.

6. Build relationships with parents and residents. Gotoorhostcommunityeventssuchasopenhouses.Theseexperienceswillprovideyouwithoppor tunitiestoengageinconversationswithparentsandcaregivers—listenandlearn.Thesepersonalrelationshipsaremorelikelytomotivateparentstobecomeengagedinleadershipactivities.

7. Partner with other nonprofits and community organizations that work with parents. Housingdevelopments,Englishasasecondlanguageclassesorparentresourcecentersarejustafewofthetypesoforganizationsthathavealreadygainedthetrustofparentsinthecommunityandhaveavoice.Workwiththemtoapproachparentsandcaregiverstheyalreadyknow.

8. Appreciate your volunteers. Whenparentsandvolunteersfeelappreciatedtheywillcomeback,spreadthewordandengageotherparents.Besuretocelebrateandrewardparentinvolvementandenthusiasm.Notonlywillitbeagreatwaytoappreciateyourparentvolunteers,itcanleadtoalargercommunityofvolunteers.

45L i m i t e d P a r e n t a l I n v o l v e m e n t

S t i l l h av i n g a h a r d t i m e f i n d i n g p a r e n t vo l u n t e e r s? L o o k t o o t h e r c o m m u n i t y r e s i d e n t s !

Recruit High School Students. InCrete,Nebraska,PublicHealthSolutionspar tnerswithhighschoolstudentsthroughclubssuchasTeamMates,FellowshipofChristianAthletes,FutureFarmersofAmericaandNationalHonorSocietytoengagevolunteersforWalktoSchoolDayandwalkingschoolbusleaders.Studentvolunteerscanser veasrolemodelsbyleadingwalkingschoolbuses,whilealsodemonstratingsafepedestrianskills.

Recruit College Students. Manycollegeanduniversitystudentsarerequiredtocompletecommunityser vicehoursorinteractivelearningexperiences.Byworkingwithyourlocaluniversityorcollegeyoucancollaborateandincorporatepublichealth,nursing,kinesiology,planningandeducationstudentsinSafeRoutestoSchoolprogramef for ts–of tentimesinexchangeforclasscreditforthestudents.

• InFlagstaf f,Arizona,aspar tofcourserequirementsforhealtheducation,studentsatNor thernArizonaUniversitycompleteSafeRoutestoSchoolprojects.ProjectsincludehelpingoutwithInternationalWalktoSchoolDay,BiketoSchoolDayanddevelopinganinteractivecurriculumforkidsthatincorporatesSafeRoutestoSchoolintheclassroom.Subjecttopicsareage-appropriateandincludetopicssuchasmapping,theenvironmentandinteractiveactivitiessuchasacommunityclean-uppriortoWalktoSchoolDayalongthemosttraveledroutes.

• SharonCanclini,PublicHealthNursingClinicalFacultyatTexasChristianUniversityinFor tWor th,Texas,puthernursingstudentstoworkfortheSafeRoutestoSchoolmovement.Canclinihadnursingstudents,aspar toftheirpublichealthclass,collectdataonSafeRoutestoSchoolandrepor tf indingstothecitycouncil.NursingstudentsevaluatedthewalkabilityandbikeabilityofaschoolneighborhoodintheMansf ieldIndependentSchoolDistric t.Af terseeingthedata,theschoolboardhiredanengineeringcompanytohelpprioritizeinfrastructureissues.Whiletherearemanyobstaclestoovercomebeforetheinfrastructureimprovementswillbecompleted,theSafeRoutestoSchoolmovementhasbeeninitiatedatlit tlecosttocommunity.Italsoprovidedanumberofnursingstudentswithvaluableinsightintohowthebuiltenvironmentcaninf luencephysicalactivitylevels.

• Nutritionandf itnessstudentsattheUniversityofMissouricompletemandator ysafetytraining,leadwalkingschoolbusestoschoolonaconsistentscheduleandjournalthroughouttheirexperiencesforadditionalcreditwithprofessors.Thissimpleapproachprovidesconsistentwalkingschoolbusleaders,promoteswalkingtoschoolandhasresultedinstudentsadoptingthisbehaviorandwalkinghometogetheringroups.

Recruit Seniors and Other Community Groups and Members. Workingwithneighborhoodresidentsandorganizationscanbuildcommunityandprovidesguidanceandsuppor tforSafeRoutestoSchoolprogrammingef for ts.Someideasincludelocalchurchgroups,ser viceorganizations,neighborhoodbusinessemployeesandseniors.MurchElementar yinWashington,DCislocatednex ttoaretirementcommunityandanonprof itorganization,IonaSeniorSer vices.Parentsandschoolof f icialspar tneredwithseniorcitizenslivingnearbytoformaneighborhoodpedestriansafetyworkinggroup.Together,theworkinggroupisraisingawarenessoftheneedforSafeRoutestoSchoolandpedestriansafetyimprovementsthatwillbenef itchildrenwalkingtoschoolandhelpseniorcitizensbemoreindependent.

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Ad d i t i o n a l R e s o u r c e s More information on highlighted success stories:

• WayneStateUniversity ’sCenterforUrbanStudies: http://www.cus.wayne.edu/

• MichiganFitnessFoundation: http://www.michiganfitness.org/

• MichiganStateHousingDevelopmentAuthority: http://michigan.gov/mshda

• TransForm:http://transformca.org/

• ParentLeadershipActionNetwork(PLAN): http://www.parentac tionnet.org/

47L i m i t e d P a r e n t a l I n v o l v e m e n t

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Distancefromschoolisconsistentlyrepor tedasaprimar yfactorinf luencingwhetherchildrenwalkorbicycletoschool.Theoddsofastudentwalkingorbicyclingtoschooldecreasethefar therastudentlivesfromhisorherschool.19

Unfor tunately,distancetoschoolhasbeenincreasingovertime.In1969,justoverhalf(55percent)ofstudentslivedamileormorefromtheirschools.By2001,three-quar tersofchildrentraveledamileormoretoschool.Inruralareas,just2.7percentofstudentslivewithinonemileofschool.20Whilesuburbanizationandtrendstowardsincreasingthesizeofschoolsandcampusesisonereasonfortheincreasingdistancetoschool,ruralandurbanareashaveotherfactors.

Distancetoschoolcanalsobeachallengeinurbanareaswhereachangingeducationalstructuregivesparentsthechoicetosendstudentstomagnetorchar terschools,of tennottheirneighborhoodschool.Thiscanrequirestudentstotravellongerdistancesanduseavarietyoftranspor tationmethodstogettoandfromschool,includingthefamilyvehicle,publictranspor tationorschoolbuses.Onestudyfoundthatone-thirdofstudentsattendingneighborhoodschoolswalkedandbicycledtoschool,whilejust6percentofstudentsattendingschoolsthroughoutthecitywalkedorbicycledtoschool.21Urbanareaswithschoolchoicepoliciesmustusecreativeapproachestoincreasesafetyforchildrenontheirtriptoschool.

Inruralareas,longerdistancestoschoolsareasignif icantbarrier.InWestVirginia,forexample,84percentofstudentsinkindergar tenthroughtwelthgradearebusedtoschoolbecausetheylivetoofartowalkorbicycle.However,manyruralcommunitiesareimplementinginnovativestrategiestoincreasephysicalactivitylevelsbyimplementingremotedrop-of fsforschoolbusesandhavingchildrenwalkfromthedrop-of fpointtoschool,orcreatingwalkingoppor tunitiesbeforeschoolorduringphysicaleducationclass.

Theexamplesbelowdemonstratehowtwover ydif ferenturbanandruralcommunitiesareaddressingthechallengeofdistancetoschool.

the Barrier of Distance to School

Unfortunately, distance to school has been increasing over time. In 1969, just over half (55 percent) of students lived a mile or more from their schools. By 2001, three-quarters of children traveled a mile or more to school. In rural areas, just 2.7 percent of students live within one mile of school.20

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New York City, New York: Safety City Promotes Pedestrian Education for Urban StudentsUrban community with a population of approximately 8.3 million peopleNew York City schools serve 1.1 million students in more than 1,600 schools

Itisnolongerthecasethatkidsalwaysgototheirneighborhoodschool.Withthegrowthofschoolchoice,char terschoolsandmagnetschoolsthroughouttheUnitedStates,itiscommonforparentsandstudentstoapplyforaschoolthatbestf itstheirneeds.Of ten,thisschoolisnotaneighborhoodschool,requiringstudentstotravelacrossthecommunity.ThistypeofstructureprovidesachallengeforschoolstoimplementmoretraditionalSafeRoutestoSchoolencouragementandeducationprogramming,suchasneighborhoodwalkingschoolbuses.

InNewYorkCity,studentsattendschoolsthroughoutthecityandtakeawidevarietyofmodesoftranspor tationtogetthere.Manystudentstakepublictranspor tation,andwalkorbicycletothenearesttransitstop.Tohelpincreasesafetyforstudentsonthetriptoandfromschool,theNewYorkCityDepar tmentofTranspor tationhasdevelopedsix“SafetyCity”facilitiesthroughoutthef ivecityboroughs.

SafetyCityconsistsofasimulated,fenced-inNewYorkcitystreetandintersection,completewithrealisticpavementmarkings,traf f icandpedestriansignalsandstreetsigns.Thesefacilitiesprovidechildrenwithhands-onexperienceandpracticallessonsinhowtomakesafechoiceswhenwalkingtoandfromschool,takingpublictranspor tation,ridinginacarorridingabicycle.

SafetyCityisdesignedforthirdgradestudentswithalearn-by-doingmethodthatkeepsstudentslooking,listening,talkingandexamininginarealistic,yetprotectedenvironment.TheSafetyCityprogramser vesmorethan50,000childrenannuallythroughouttheschoolyearandsummer,andhasbeencreditedwithcontributingtothe90-yearlowrateofpedestrianandvehicular-relatedfatalities.22

SafetyCityisanef fectivelearningandencouragementtoolthatcanbeusedinlargeurbancommunitieswhereschoolchoiceisabarriertomoretraditionalSafeRoutestoSchoolapproaches.

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Crete, Nebraska: “No Child Left Inside” Program Promotes Physical Ac tivity in Rural SchoolRural community with a population of approximately 6,00038 percent of students are eligible for free or reduced lunch55 percent of students are white, 40 percent are Latino

InruralNebraska,distancecanpreventsomestudentsfrompar ticipatinginSafeRoutestoSchoolencouragementactivities.Butratherthanacceptthatruralstudentswillbelessactive,ruralcommunitiesinNebraskaareimplementingbefore-schoolwalkingandbicyclingprogramsandpromotingwalkingduringphysicaleducationtime.Schoolsarealsolookingatalternativedrop-of flocationsforschoolbusesandparentswherechildrencanthenwalktogethertoschool.

In2009,theruralcommunityofCrete,Nebraskaimplementedaprojectentitled“NoChildLef tInside”toencouragekidsandparentstogetoutdoorsandmovemore.Aprimar yfocusofthisprojectistolimitscreentimeandincreaseachild’sphysicalactivity.CreteElementar ypar tneredwithPublicHealthSolutionsDistric tHealthDepar tment,anonprof itwhosemissionistopreventdiseaseandinjur y,topromotewellnessandtoprotectthepersonal,communityandenvironmentalhealthofallpeopleinf ivecountiesinsoutheastNebraska.

CreteElementar ySchoolhostedtwowalkandbicycletoschooldaysincorporatingwalkingschoolbusesthatfeaturedcollegeathletesandhighschoolstudentsasguides.Thesevolunteerssafelywalkedkidstoschoolfromtwolocations.Studentswhorodethebusandhadaparent ’spermissionweredroppedof fatoneofthetwowalkingschoolbussitessotheycouldjointhewalktoschool.Morethan200studentspar ticipatedinthefallandspringevents.

Whilechildrenwholivefarfromschoolmayattimesbeexcludedfromregularencouragementactivities,CreteElementar ySchoolismakingsstridesatincorporatingallstudents,whethertheyliveintownorinthecountr y,inSafeRoutestoSchoolprogramming.

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Ad d i t i o n a l R e s o u r c e s

More information on highlighted success stories:

• NewYorkCity,Depar tmentofTranspor tation,SafetyCity: http://www.nyc.gov/html/dot/html/safety/safecity.shtml

• PublicHealthSolutions: http://www.healthsolutions.org/

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A2008repor tfromtheCentersforDiseaseControlandPreventioninvestigatingwhymorechildrendonotwalkorbicycletoschoolfoundtraf f icsafetytobethesecondmostcommonbarrier,af terdistance.23Traf f icsafetyconcernsencompasshighlevelsoftraf f ic,highvehiclespeeds,crumblingormissingsidewalks,lackofcrosswalksandlackofstreetlights.

Vehiclespeedsareapar ticularthreattothesafetyofpedestriansandbicyclists,asfatalitiesincreaseexponentiallythefasterthevehicleisgoing.Apedestrianhitbyavehicletraveling20milesperhour(mph)hasa95percentofsur viving;at30mphthechanceofsur vivalis55percent,andat40mphthechanceofsur vivaldecreasestoonly15percent.24

Low-incomeneighborhoodsof tenhavegreatertraf f ic-relatedrisks,andchildrenfromlow-incomehouseholdsaremorelikelytobeinjuredorkilledaspedestrians.25

Inruralareas,statehighwaysof tenbisecttowns,creatingabarrierforstudentstowalksafelytoschool.Statehighwayspeedlimitsaveragebetween45and55milesperhourandmaynothavecrosswalks,stoplightsorevensidewalks.Thesestate-managedhighwayscanposeachallengetolocalcommunitiesseekingsafetyimprovementsinthebuiltenvironmentbecauselocalresidentshavelit tletonocontroloverthetraf f icpattern,speedlimitorothertraf f icf lowchangesthatlocalcommunitiesseektoimprovesafety.Manyruralcommunitiesalsodonothaveneighborhoodsidewalks,roadwayshouldersorpavedandlightedstreets,whichmakesitmoredangerousforchildrentowalkandbicycletoandfromschool.

Urbanareascanalsofacethesechallenges,alongwithhighvolumesoftraf f icnearschools.Whilecrossingguardscanof tenbeanef fectivetoolforimprovingpedestriansafetyaroundschools,manyschoolsandcitieslackthef inancialresourcesneededtotrainandemployanadequatenumberofcrossingguards.Urbanareasmayalsolacksidewalksandcrosswalks,ortheymaybeindisrepair.

Infrastructureimprovementssuchasrepairingcrumblingsidewalks,buildingnewsidewalksnearschools,creatingroadwayshouldersorslowingtraf f iccanhaveprofoundef fects.Simplycompletingasidewalkimprovementnearthreeelementar yschoolsinCaliforniaincreasedwalkingratesby38percent.26

traffic Safety and the Built environment

Low-income neighborhoods of ten have greater traf f ic-related risks, and children from low-income households are more likely to be injured or killed as pedestrians. 25

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Thefollowingprof ileshighlighturbanandruralcommunitiesthataddressedtraf f icsafetychallengesthroughimprovementstothebuiltenvironment.Highland Park, Michigan: Local Nonprofit Takes Initiative to Improve Traf fic Safety for Students Small urban community with a population of approximately 14,000 located within Detroit53 percent of students are eligible for free or reduced lunch100 percent of students are black

HighlandParkwashometoHenr yFord’sf irstassemblyplant,butithasbeenineconomicdeclinefordecades.Consequencesofjobandindustr ylossincludeabandonedbuildings,personalsafetyconcerns,crumblinginfrastructure,unsafestreetcrossingsandlowmunicipalgovernmentbudgets.Withasmallfootprintofjustthreesquaremiles,itisf it tingthatHighlandParkisnowpioneeringwaystoimprovesafetyandgetmorechildrenwalkingandbicyclingtoschool.

TheReggieMcKenzieFoundation,anonprof itser vingHighlandParkyouthsincethemid-1970s,tooktheinitiativetostar taSafeRoutestoSchoolprograminlate2006af terFoundationstaf fattendedaSafeRoutestoSchooltrainingprovidedbytheMichiganFitnessFoundation.Immediately,theFoundationbegantorecruitcommunityandschoolleaderstojointheef for t.WiththeassistanceofMichiganDepar tmentofTranspor tation(MDOT)regionalrepresentatives,threeschoolsinHighlandParkser vingnearly1,500studentssubmittedSafeRoutestoSchoolActionPlansandfundingapplicationsin2008.

HighlandParkprioritizedanumberofinfrastructureimprovements,includingsidewalkrepair,replacementandinstallation,demolitionofabandonedbuildingsandcleanupofvacantlots.Fundingwasawardedinlate2008intheamountof$900,000forinfrastructureimprovementsand$53,850fortraf f icsafetyeducation,volunteerrecruitmentandencouragementactivities.ThestateofMichiganprioritizesef for tsinitseightCitiesofPromise,thecitieswiththehighestunemploymentratesandlowestincomelevels.BecauseHighlandParkislocatedinaCityofPromise,MDOTwilldesignandconstructtheinfrastructureprojectsforthecity.Becausethelocalgovernmentbudgetisstressed,itwouldlikelyhavebeenunabletounder takesuchasignif icantprojectother wise.Inadditiontoalleviatingthef inancialburden,thisapproachalsoensuresthatinfrastructureprojectscanbecompletedmorequickly.Infrastructureimprovementswillbecompletedintimeforthestar tofthe2010-2011schoolyear.

TheReggieMcKenzieFoundationusedthesmallerSafeRoutestoSchoolgranttohireaSafeRoutestoSchoolcoordinatorfortheHighlandParkschools.Duringthe2009-2010schoolyear,thecoordinatorrecruitedschool,communityandparentvolunteers

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andpar tners;taughtpersonalandtraf f icsafetytomorethan500studentsthroughstudent-ledSafeRoutestoSchoolpuppetshowsandSafeRoutestoSchoolactivitycoloringbooks;trainedparentsasvolunteercrossingguards;andledacommunity-widerecruitmentofadultpedestrianstowalkcommunitystreetsduringschoolstar tandendtimes.

Safetyhasalreadyimprovedeventhoughthenewinfrastructurehasnotyetbeenbuilt.Uniformedparentcrossingguardshelpstudentssafelycrossstreets,andadultsaremorevisibleonthestreetduringarrivalanddismissaltimes.Olderstudentsareregularlywalkingtogetherwithyoungerstudents,andthepolicehaveincreasedtheirpresencearoundtheschoolsandintheneighborhoods.TheReggieMcKenzieFoundationhasalsodecidedtoprovidestipendstokeeptheparentcrossingguardprogramgoingevenaf terSafeRoutestoSchoolfundingends.

Burlington, Wyoming: Rural Community Making Great Strides to Create a Safer Built Environment Rural community with a population of approximately 250 peopleApproximately 50 percent students are eligible for free or reduced lunch 80 percent of students are white, 20 percent are Latino

BurlingtonisasmallruralWyomingtownlocatedsoutheastofCody.Withapopulationofonly250residents,Burlingtonhasoneschool,ser ving159studentsinkindergar tenthroughtwelf thgrade.One-thirdofstudentslivewithinoneandahalfmilesofschool.Evenforstudentswholiverelativelyclosetoschool,theroadsareunpavedgravel,therearejustafewstreetlightsscatteredthroughtownandtheonlysidewalksintownrunforjustf iveblocksalongathehigh-speedstatehighwaythatbisectsthetown.

SusanDavidson,aparentandalsoatowncouncilmemberfrom2001to2008,workedwiththeschoolprincipaltosubmitthef irstSafeRoutestoSchoolgrantforBurlington.In2007,aSafeRoutestoSchoolgrantof$197,019wasusedtoinstalltenlightsonexistingpolesandtobuild11moreblocksofsidewalk,completedinspringof2008.Davidsonhascontinuedtoser veasaparentchampionforSafeRoutestoSchoolinruralBurlington,andhasworkedwiththeschooltosubmitadditionalSafeRoutestoSchoolgrantapplications.In2009Burlingtonwasawarded$168,900,andhasalreadyconstructedeightblocksofsidewalks,withtworemainingblocksduetobecompletedinthespringof2010.

TheBurlingtonSafeRoutestoSchoolprogramhasmetitsgoalofprovidingsidewalksalongstreetsintown.Studentsnolongerhavetowalkalongthehigh-speedstatehighwayorinthemiddleofgravelroads.A2009sur veyshowedthatabout44percentofkidsnowwalktoschoolandthat14percentofchildrenhaveswitchedfromwalkingtobicyclingnowthatsidewalksareavailable.

The Burlington Safe Routes to School program has met its goal of providing sidewalks along streets in town. Students no longer have to walk along the high-speed state highway or in the middle of gravel roads. A 2009 survey showed that about 44 percent of kids now walk to school and that 14 percent of children have switched from walking to bicycling now that sidewalks are available.

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Parentcommentsonthesur veysexpressedexcitementaboutthenewsidewalksintown.Saidoneparent:“Ibelievethesidewalksleadingtoschoolhavebeenagreatbenef ittothosewhousethem,especiallythosewhobike,rollerblade,skateboardorrideascooter.”Thesidewalkshavealsoprovidedsafeplacesfortheelderlyandmotherswithstrollerstowalkintoandaroundtown.New York City, New York: StreetsEducation Brings Traf fic Dangers in School Zones to Life Urban community with a population of approximately 8.3 million peopleNew York City schools serve 1.1 million students in more than 1,600 schools10 percent of students are English Language Learners

NewYorkCityisnotonlythelargestcityintheUnitedStates;itisalsooneofthemostdiverse.Withapopulationofapproximately8.3millionpeople,nearly50percentofresidentsspeakalanguageotherthanEnglishathome.27

NewYorkCityhasmadeaconcer tedef for tinrecentyearstoimprovepedestriansafety.InJanuar y2009,NewYorkCityTranspor tationCommissionerJanetteSadik-Khanannouncedanall-timerecordyearfortraf f icsafetywith256traf f icfatalities,thelowestlevelrecordedincityhistor y.28

However,pedestrianinjur yandfatalityrates,especiallyforchildren,arestilltoohigh.TheNewYorkCityChildSafetyRepor tfrom2007repor tsthathalfoffatalchildpedestrianincidentsoccurredwithin700feetofacityelementar yormiddleschool.Thisisduebothtotheamountoftimechildrenspendnearschoolsandthehighdensityofschoolsacrossthecity.29

Withsomanychildpedestriandeathsoccurringclosetoschools,StreetsEducation,aNewYorkCity-basednonprof it,isworkingwithschool-agedstudentstoadvocateforthechangetheywanttoseeontheirstreetsandintheirneighborhoods.Throughinteractiveprogramming,StreetsEducationworkswithstudentstoidentif ytraf f icrisksandtorequestthatthecitychangetraf f icpatternsandreducevehiclespeedsintheircommunities.StudentscompleteStreetsEducationlessonsbywritingletterstotheNewYorkCityDepar tmentofTranspor tationrequestingspecif icchangestotheirschoolenvironmenttoimprovesafetyforchildrenwalkingandbicyclingtoandfromschool.BelowarebriefdescriptionsofafewoftheprogramssponsoredbyStreetsEducation.

Community Roots Charter School & PS 67, Brooklyn 91percentofstudentsareeligibleforfreeorreducedlunch74percentofstudentsareblack,21percentareLatino

Aprogramcalled“PaintthePavement ”wasproducedinconjunctionwiththeMyr tleAvenueRestorationProject,thelocalBusinessImprovementDistric t.TheprojectinvolvedstudentsatCommunityRootsChar terandPS67alongwithmorethan40NewYorkCaresvolunteersandresidentsfromnearbyIngersollPublicHousingUnit.Residentsandstudentsworkedtogethertopaintamuralonthestreetnex ttotheschooltocreateamorevisiblecrossingbetweenIngersollPublicHousingUnitand

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thetwoschools.Theschoolshaveseenanimprovementinsafedrivingbehaviorsandagreatersenseofcommunityonthestreet.Inspring2010,theschoolscontinuedthepaintingprojectfur therdownthestreetontheirown,aspar tofacommunitycelebration.PS 75, Manhattan53percentofstudentsareeligibleforfreeorreducedlunch49percentofstudentsareLatino,30percentareblack

PS75islocatednearamajorentranceandexitrampfortheHenr yHudsonParkway,whichrunsalongthewestsideofManhattan.Achildwasinjuredinaseriouscarcrashthereinthefallof2008.WorkingwithStreetsEducation,studentsatPS75studiedtraf f icdangersatthatintersectionandtheimpactoftraf f icpollutiononairqualityandasthma.Studentsstudiedthespeedsofcarsandthebehaviorofdrivers,suchaswatchingtoseeifdriverswouldyieldtostudentsinthecrosswalkbeforeturning.Theyalsowatchedthevolumeoftraf f ic.Studentsalsostudiedairqualitybycollectingpar ticulatematter,usingpeakf lowreaderstodeterminetheirlungcapacityandlearningabouthowtraf f icisamajortriggerforasthmainhigh-traf f icareas.StudentswroteletterstoCommissionerSadik-Khanwiththeirrequestsforimprovements,includingmakingstreetssafer,improvingairqualityandprovidingbettertransitoptions.

Mott Hall II, ManhattanMorethantwo-thirdsofstudentsareeligibleforfreeorreducedlunch47percentofstudentsareLatino,29percentareblack

StreetsEducationledthesemiddleschoolstudentsthroughaCommunitySer vicePhotoSimulationProjectofthestreetssurroundingschool.Aphotosimulationisaphoto-realisticrenderingofanewdesignplacedoveranactualpictureofalocationandcanbeusedtoshowhowastreetcouldbemadesafer,morebeautiful,moreusableand‘greener.’Byusingthese“photosims”,thestudentscreatedadigitalrenderingofthestreetthatimaginedsaferstreetsfortheircommunity.Studentsdrewtheirimprovementsontracingpaperoveractualprintoutsofphotosthattheytook.Theythencollaboratedwithagraphicdesignerwhoturnedthesedrawingsintodigitalrenderings.Allfourofthestudentgroupsworkingonthisprojectwantedmorebikelanes,buslanesandbeautif icationmeasuresinthearea.

Thestudentsalsowroteletterstothecommissioneraskingforspeedreductionsintheimmediateareaaroundtheirschool,improvedsignageandbetterpedestrian

Due in part to the letters from students, the New York City Department Of Transportation has recently announced that it will triple the number of 20 mile per hour speed zones across the city. These changes will slow drivers at 90 schools, many in low-income communities with a high percentage of students receiving free or reduced lunch.

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visibility.TheyalsopresentedtheresultsoftheirworktotheColumbus-AmsterdamBusinessImprovementDistric ttogainsuppor tfortheirideas.

AsaresultofprojectsatthesethreeschoolsandothersacrossNewYorkCity,morethan200studentshavewrittenletterstoNewYorkCityTranspor tationCommissionerSadik-Khan.Onestudentletterreads,“DearCommissionerSadik-Khan,weneedbettersignsaroundourschoolsbecausecarsaregoingtoofast,thankyou.”

Transpor tationCommissionerJanetteSadik-Khanremarks,“StreetsEducationtransformsourstreetsintoclassroomssothateventhelit tlestNewYorkerscanmakeabigdif ferenceintheirneighborhood.StreetsEducation isacreativewayforcommunitiestogetinvolvedinmakingtheirstreetssafer,greenerandmoreattractive.”

Dueinpar ttothelettersfromstudents,theNewYorkCityDepar tmentofTranspor tationhasrecentlyannouncedthatitwilltriplethenumberof20mileperhourspeedzonesacrossthecity.Thesechangeswillslowdriversat90schools,manyinlow-incomecommunitieswithahighpercentageofstudentsreceivingfreeorreducedlunch.

Ad d i t i o n a l R e s o u r c e s

More information on highlighted success stories:

• TheReggieMcKenzieFoundation: http://www.reggiemckenzie.com/

• MichiganCitiesofPromise: http://www.citiesofpromise.org/index.aspx

• MichiganFitnessFoundation: http://www.michiganfitness.org/

• StreetsEducation: http://www.livablestreets.com/about/

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Asthisguideillustrates,manylow-incomecommunitiesareseeingsuccessthroughSafeRoutestoSchool.However,anumberofpolicychangesatthenational,stateandlocallevelscouldimproveequity,accessandsustainabilityforlow-incomecommunities.

¾ Nationally,currentevaluationtoolsandparentsur veysfocusmoreheavilyonassessingwhethermorestudentsarewalkingandbicyclingasaresultofSafeRoutestoSchoolinter ventions.Theseshif tsarenotalwayspossibleinlow-incomecommunitieswherelargenumbersofchildrenarealreadywalkingandbicycling.Instead,thesecommunitiesmustbeabletoeasilymeasureimprovementsintraf f icandphysicalsafety.Simpleevaluationtoolsmustbedesignedtoallowcommunitiestodemonstrateatangibleimpactonsafety.

¾ StateDepar tmentsofTranspor tation(DOTs)shouldtracktheeconomicandgeographicdistributionofapplicationsandawardsfortheirSafeRoutestoSchoolprograms.Iflow-incomeschoolsareunder-represented,stateDOTsshouldprovideplanningassistance,outreachandgrant-writingassistance,suchasthoseoutlinedonpages13and38.Inoneexample,theNewJerseyDOT(NJDOT)assesseditsf irstroundofSafeRoutestoSchoolgrantsandrealizedthatlow-incomeschoolsweresignif icantlyunder-represented.Asaresult,NJDOTstar tedanUrbanDemonstrationProjectinsixlow-incomeschoolsinNewark,TrentonandCamden.NJDOTworkeddirectlywithschoolsandneighborhoodpar tners,developedtheneedsassessmentsandtravelplansandconstructedinfrastructureimprovements.TheseexperienceswillinformNJDOT’sef for tstoensurethatSafeRoutestoSchoolbenef itsschoolsinalltypesofcommunities.

¾ Cityandcountygovernmentsshouldalsobeproactiveaboutbuildingsolutionsforlow-incomecommunitiesintotheirbudgets,policiesandprograms.Citiesandcountiesmustincludethecommunity’sinputintotheirplanningandprojectstoensurethattheneedsofthecommunityareaddressed.Thiscanincludeworkingwithschooldistric tstoensurethatschoolsarelocatednearthestudentstheyser veandthatschoolshavegoodbicycleandpedestrianaccess.Governmentscanprioritizesidewalkimprovementsaroundlow-incomeschools,createcompletestreetspolicies,ensurethatcrossingguardsaredeployedwheretheyaremostneeded,dedicatecommunitypolicingresources

Policy Recommendations

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topatrolschoolsstrugglingwithpersonalsafetychallengesandsuppor tthehiringofparentliaisonsatschools.ThecityofSpringf ield,Missouriprovidesagoodexample.Thecityusesfundsgeneratedfromaquar ter-centcapitalimprovementsalestaxtoconstructsidewalksaroundschools.Already,50milesofsidewalkshavebeenbuiltoverthepasttwentyyears,andthecitycontinuestomakeprogressonitsgoalofprovidingsidewalkswithinahalf-mileradiusofallschoolsinthedistric t.ThecityalsoappliesforSafeRoutestoSchoolgrantsandfoundationfundstosuppor tothersafetyimprovements.

¾ Schooldistric tsshouldalsoensurethattheypasspoliciessuppor tingwalkingandbicyclingatallschools,andthatlow-incomeschoolshavetheadditionalsuppor tandresourcesnecessar ytoapplyforSafeRoutestoSchoolgrants.TheMiami-DadeCountyschoolboardmandatesthatallstudentsintheschoolsystemreceivepedestrianeducationthroughtheWalkSafeTMprogram.Aspar toftheprogram,theWalkSafeTMorganizationalsocollectsincidentrepor tsfromelementar yschoolstoidentif ytraf f icandbuiltenvironmentdangers.Throughteachingchildrenpedestriansafetyandmakingneededinfrastructureimprovementsaroundschools,therehasbeena43percentdecreaseinthetotalnumberofchildrenages0-14hitbycarsinMiami-DadeCountysince2001.

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Thepromisingpracticesidentif iedinthisguideclearlydemonstratethatlow-incomecommunitiescanimplementsuccessfulSafeRoutestoSchoolprogramsthatmakeitsaferforchildrenwalkingandbicyclingandgetmorechildrenphysicallyactive.However,itisclearthatthesesuccessstoriesaremoreeasilyachievedwhenstateandlocalgovernments,foundationsandnonprof itorganizationscollaborateandprovideassistance.

Low-incomecommunitiesareof tenburdenedwithchallengesrangingfrompersonalsafetyandcommunityreadinesstoalackofprofessionalresources,limitedparentalinvolvementandaninadequatebuiltenvironment.Butthelocalstoriesinthisresourceguideshowhowthesechallengescanbeovercometosuccessfullyencourageandsupportsafebicyclingandwalkingtoschool.

Storieshighlightedinthisresourceguideshowcasedparentsandschoolleaderscollaboratingwithlocalbusinesses,citypolicedepartmentsandparentvolunteerstocreatesafestreetsandparksforchildren.Simplemarketingcampaignsincreasedcommunityawarenessofthehealthbenef itsofwalkingandbicycling,andurbangrassrootsinitiativesdiversif iedbicycling.Localnonprof itorganizationsandschoolsworkedtogethertohelpparentsrealizetheirpotentialasadvocatesandleadersinthecommunity,successfullyengagingtheminSafeRoutestoSchoolef forts.Cityandnonprof itorganizationspartneredwithschoolsandneighborhoodassociationstopoolresourcesandef fectivelyapplyforandusefederalSafeRoutestoSchoolgrantfundingtoaddresscommunityneeds.Andcitiesandcountiesworkedtoimprovethebuiltenvironment tomakebicyclingandwalkingtoschooleasierandsaferforstudents.

TheSafeRoutestoSchoolNationalPartnershiphopesthatthesepromisingpracticesandsuccessstoriesareonlythebeginning.Becausetheyfocusonthehealthandsafetyofchildren,SafeRoutestoSchoolinitiativeshavethepowertobringawiderangeofpartnerstogether.Whenalloftheseelementscometogether,low-incomecommunitieshavethepotentialtotransformthemselvesintocommunitieswhereparentsandchildrenareabletosafelywalkandbicycletoandfromschoolandbemorephysicallyactive.SafeRoutestoSchoolcanalsohelpcommunitiesf indsolutionstotraf f iccongestion,safetyconcernsandpoorairqualitytocreatemorevibrant,healthyandlivablecommunities.

Conclusion

61C o n c l u s i o n

Bic ycle Rodeo –aclinicthathelpsteachchildrentheimpor tanceofridingabicyclesafelyandwhatskillsandprecautionstheyneedtodeveloptoridesafely.

Bic ycle Train –avariationonthewalkingschoolbusinwhichadultssuper visechildrenridingtheirbicycletoschool.

Built Environment –thehuman-madesurroundingsthatprovidethesettingforhumanactivityranginginscalefrompersonalsheltertoneighborhoodstothelarge-scalecivicsurroundings.

Charrette –acollaborativesessioninwhichagroupofdesignerscraf tasolutiontoadesignproblem.Charrettesser veasawayofquicklygeneratingadesignsolutionwhileintegratingtheaptitudesandinterestsofadiversegroupofpeople.Inurbanplanning,thecharrettehasbecomeatechniqueforachievingcommunityinvolvementbyconsultingwithallstakeholdersincludingmunicipalof f icers,developersandresidents.

Complete Streets –thesepoliciesensurethattheneedsofallusers—includingpedestrians,bicyclists,publictranspor tationridersanddrivers—areconsideredinalltranspor tationprojects.

Earn-a-bike –ageneraltermusedforprogramminginwhichindividualsf ixupusedbicyclesdonatedbythecommunityand,inturn,earnabicycle.Earn-a-bikepar ticipantsusuallylearnmechanicalandproblem-solvingskillsandof tenreceivementoringfromstaf forvolunteersandpeers.

Health Impac t Assessment (HIA) –acombinationofprocedures,methodsandtoolsbywhichapolicy,programorprojectmaybejudgedastoitspotentialef fectsonthehealthofapopulation,andthedistributionofthoseef fectswithinthepopulation.

National Center for Safe Routes to School –anorganizationthatassistscommunitiesinenablingandencouragingchildrentosafelywalkandbicycletoschool.TheCenterstrivestoequipSafeRoutestoSchoolprogramswiththeknowledgeandtechnicalinformationtoimplementsafeandsuccessfulstrategies.http://www.saferoutesinfo.org

Parent Teacher Association or Organization (PTA or PTO) –aformalorganizationcomposedofparents,teachersandstaf fthatisintendedtofacilitateparentalpar ticipationinapublicorprivateschool.

A p p e n d i x : G l o s s a r y o f Te r m s a n d Ac r o ny m s

S A f e R o u t e S t o S C h o o L

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SAFETEA-LU Federal Transportation Bill –afundingandauthorizationbillthatgovernsUnitedStatesfederalsur facetranspor tationspendingfrom2005to2010.The$286.4billionmeasurecontainsahostofprovisionsandearmarksintendedtoimproveandmaintainthesur facetranspor tationinfrastructureintheUnitedStates,includingtheinterstatehighwaysystem,transitsystemsaroundthecountr y,bicyclingandpedestrianfacilities(includingSafeRoutestoSchool)andfreightrailoperations.

Safe Routes to School National Partnership –afast-growingnetworkofnearly500organizations,governmentagenciesandprofessionalgroupsworkingtosetgoals,sharebestpractices,securefundingandprovideeducationalmaterialstoagenciesthatimplementSafeRoutestoSchoolprograms.TheSafeRoutestoSchoolNationalPar tnership’smissionistoser veadiversenationalcommunityoforganizationsthatadvocatesforandpromotesthepracticeofsafebicyclingandwalkingtoandfromschoolsthroughouttheUnitedStates.http://www.saferoutespartnership.org

Safe Routes to School State Network Projec t –aprojectsponsoredbytheSafeRoutestoSchoolNationalPar tnershipspecif icallyworkingtoremovepolicybarrierstowalkingandbicyclingtoschoolsbyimplementingcompletestreets,changingstatewideschoolsitingandotherpoliciesandbyimplementinglegislationthatwouldresultinfundingorpolicychanges.http://www.saferoutespartnership.org/state/network

School Travel Plan –aschooltravelplancreatessaferroutesforpedestrianandbicycletravelbyidentif yingproblemareasandproposingsolutions.Itser vesasabasisforfundingandisawayforacommunitytoorganizetheirplansforSafeRoutestoSchoolprogramsandprojects.

Social Marketing –thesystematicapplicationofmarketing,alongwithotherconceptsandtechniques,toachievespecif icbehavioralgoalsforasocialgood.

63A p p e n d i x

State Department of Transportation (DOT) –theagencyineachstatethatinstitutesandcoordinatestranspor tationprogramsandfunding.

Walking Audit (walkabout) –areviewofwalkingconditionsalongspecif iedstreetsconductedwithadiversegroupofcommunitymembers,whichcaninclude:cityplanners,citycouncilmembers,citychamberofcommercemembers,localresidents,emergencyresponders,police,developers,businessownersandotherinterestedpar ties.Auditscanlastfromonehourtoanentiredayandcaninvolvewalking,bicyclingandbustravel. 

Walking Wednesdays –aregularevent,of tenheldweeklyormonthly,heldtoencouragelargenumbersofchildrentowalkandbicycletoschoolsafely.

Walking School Bus –agroupofchildrenwalkingtoschoolwithoneormoreadults;itcanbeasinformalastwofamiliestakingturnswalkingtheirchildrentoschooltoamorestructuredapproachconsistingofmultipledesignatedrouteswithmeetingpoints,atimetableandroutemap,sign-upsheetsandaregularlyrotatedscheduleoftrainedvolunteers.

Walk to School Day (WSTSD) –anannual,nationaleventinwhichschoolchildrenareencouragedtowalk,bicycle,scooter,skateboard,wheelchairorskatesafelytoschool.Itisheldannuallyonthef irstWednesdayofthef irstfullweekeachOctober,aspar tofInternationalWalktoSchoolWeek.Formoreinformation,goto http://www.iwalktoschool.org.

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June2010

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