About the Speakers
Kari Schlosshauer
Pacific Northwest Regional Policy Manager
Safe Routes to School National Partnership
Suzanne Hidde
School Wellness Policy Coordinator
Oregon Department of Education
Emma Newman
Transportation Planner
City of Springfield
1. Policy 101:
Why and How to Support Safe Routes to School
Oregon Safe Routes to School Conference
June 20, 2016
About the Safe Routes to School
National Partnership
We are a nonprofit organization that
improves the quality of life for kids and
communities by promoting active, healthy
lifestyles and safe infrastructure that
supports bicycling and walking.
2. Agenda & Outline
OUTLINE
Why is policy important to Safe
Routes to School work? Where
can we look and where should
we focus?
(Kari)
How can Safe Routes to School
be integrated into state health,
wellness, and education policy?
(Suzanne)
Case study of Safe Routes to
School policy work in Springfield,
OR – at the district & the city.
(Emma)
About the Speakers
Kari Schlosshauer
Pacific Northwest Regional Policy Manager
Safe Routes to School National Partnership
Suzanne Hidde
School Wellness Policy Coordinator
Oregon Department of Education
Emma Newman
Transportation Planner
City of Springfield
3. WHAT IS SAFE ROUTES
TO SCHOOL?
The long-term goal
of Safe Routes to
School programs is
to increase the
frequency with
which students are
able to walk, bike,
and roll to school.
6. RECENT STUDIES: SAFE
ROUTES TO SCHOOL WORKS
801 schools in DC, FL, OR, TX
• Studied school travel data for five years (2007-
2012)
• Control group without Safe Routes programming
• Walking & bicycling rates increased:
18% due to engineering improvements
+ 25% due to education &
encouragement programs .
= 43% total increase over five years
Crash data in NYC
• 168,806 pedestrian injuries between 2001-2010
• In census tracts with SRTS programs, pedestrian
injury rate decreased 44% between 2009-2010
• No decrease in census tracts without SRTS
programs
Healthy kids learn better
• Physical activity supports academic achievement.
• When programs that support transportation are
implemented, e.g. Walking School Buses, they can
reduce chronic absenteeism rates.
7. THE SIX E’S: EQUITY
The City of Portland developed a ranking process which considers
several criteria to rank schools for Safe Routes to School initiatives.
The matrix is used in two distinct classes: programmatic elements
(encouragement/education) and capital improvements (engineering).
A combination of four basic categories to rank each school:
• school demographics
• existing conditions
• past expenditures
• school support
Children from low-income
families are twice as likely as
children from wealthier families
to walk to school, but they often
face significant traffic and
personal safety challenges on
the trip to school.
8. SAFE ROUTES TO
SCHOOL IN OREGON
2001
first time the state directed local government to work with schools to look at safety issues. In
2005, Oregon Legislature established “Safe Routes to School Program”, in preparation for
federal funding
$1 billion
minimum amount of dedicated funding available federally from 2005-12
to state Departments of Transportation across the country
$15 million
minimum amount allocated for Safe Routes to School infrastructure and non-
infrastructure programming between 2005-14 in Oregon
260
number of schools in Oregon that have received some Safe Routes to School funding.
(There are more than 1300 schools in Oregon.)
83% of schools
in Oregon have not received any Safe Routes to School funding or improvements
9. OREGON POLICY &
FUNDING CONTEXT
• ORS 195.115 – directs local governments to identify barriers to bicycling and walking to
schools in their jurisdiction.
Reducing barriers for pedestrian and bicycle access to schools. City and county governing bodies shall work with
school district personnel to identify barriers and hazards to children walking or bicycling to and from school. The
cities, counties and districts may develop a plan for funding of improvements to reduce barriers and hazards
identified.
• ORS 184.740 & 184.741 / OAR 737-025 – Oregon Legislature established State Safe Routes
to School Program and Safe Routes to School Fund
Managed by Oregon Department of Transportation (ODOT). No funding has been appropriated by the state.
• ODE – School District Transportation Departments (OAR 166-400 Transportation Records)
Records document safety hazards and safe routes and monitor student safety when taking school transportation.
Records may include but are not limited to safety check records which detail pedestrian routes taken by student to
and from school and identify number of traffic lanes, posted speeds, and types of crossings; safe stop reports which
identify bus stops with safety hazards; railroad crossing reports which consist of annual reports to the Oregon Public
Utility Commission which list location of railroad track crossings on school bus routes, name of railroad, and names
of intersecting streets; and related documentation.
• ODE Traffic Patrol – Crossing Guard training for adult and student
While the primary purpose of traffic patrols is ensuring our students’ safety on their way to and from school, these
patrols also provide students with valuable opportunities to develop a sense of responsibility and good citizenship,
foster student leadership, and instill important safety lessons.
• OSBA – Sample District Wellness Policy and Administrative Regulations
10. DISTRICT POLICY WORKBOOK
“I wish I’d had a greater
understanding of how powerful
local school policy could be to
advancing the work of Safe
Routes to School when I began.”
~ Klamath Falls SRTS Coordinator
www.changelabsolutions.org/
safe-routes/welcome
Pro-tip:
Write this down!
13. EVERYTHING IS COMING UP
SAFE ROUTES TO SCHOOL
Thank You!
Kari Schlosshauer
Pacific Northwest Regional Policy Manager
Safe Routes to School National Partnership
kari@saferoutespartnership.org
503-734-0813
saferoutespartnership.org
saferoutespacificnorthwest.org
Next up: Suzanne Hidde, ODE
Then: Emma Newman, Springfield
Editor's Notes
My work is generously supported by Kaiser Permanente, and my work in the Northwest is primarily focused on some of the more populated areas of Portland Metro, Salem-Keizer, and in SW WA, and in each of these places I work with people in communities, schools, cities and counties and regional and state governments.
I also work with a statewide Oregon Safe Routes to School Network – which supports SRTS work that is both ad-hoc as well as grant funded by the state, supporting communities large and small.
My main focus and work is to:
support schools, youth and families to be able to get around actively and safely
Expand Safe Routes to School work
Remove barriers for walking and bicycling – through policy change and funding priorities
AND Share information and best practices to create positive effects on our youth’s health outcomes
Starting a Safe Routes to School program is an opportunity to make walking and bicycling to school safer and more accessible for children, including those with disabilities, and to increase the number of children who are able to walk, bike, or roll to and from school and in their community.
Every community, often every neighborhood, has a school.
Meaning that what helps kids walk to school -- helps everybody access physical activity opportunities in their community. In fact, we partner closely with AARP – because the needs and challenges for older adults are quite similar to those of our youth, and by creating more walkable communities we will benefit everyone.
BUT HOW? And WHY?
A decline that began in the 1970s. (CLICK) take a look at The pink line. Today, just 13% of children ages 5 to 14 walk and bicycle to and from school— a dramatic drop from 1969 when nearly 50% of children walked to school. And, children within a mile of the school, it was close to 90% walking or bicycling.
(CLICK) Now, The blue line. As a result, our children aren’t getting the physical activity they need.
In addition to the health impacts of inactivity from increased screen time and other modern issues, we see an increase in obesity – that is rising.
As we know, physical inactivity is also a key driver of other preventable diseases, such as heart disease, diabetes, breast and colon cancer.
We now have proof of what many have suspected for years: Active Kids Learn Better.
In 2014, a study was published in the Journal of the American Planning Association that confirms what we have long known: Safe Routes to School programs are effective at increasing rates of walking and bicycling to and from school.
This built on a study from 2013 indicating an enormously reduced pedestrian injury rate in areas with SRTS programs as compared to those without.
Importantly, both studies confirmed that comprehensive Safe Routes to School programs that are sustained over time have an ever-increasing impact on rates of walking and bicycling to and from school – that is, to tie the education and encouragement of walking and bicycling to the needed and – hopefully also built infrastructure improvements.
Every community has a school! But not every community is built the same way, and not everyone has the same opportunities or barriers.
***
school demographics (free/reduced lunch rate, communities of color, ESL or newcomer population) –
existing conditions (bike & pedestrian network connectivity, bike & pedestrian crash history, active travel history)
IN: past expenditures (historical SRTS investment - used for engineering projects only)
NI: school support (event participation, school coordinator or principal support - used for programmatic evaluation only)
HISTORICALLY
Program estd in OR >10 years
Between 2005-2014 = $1M/year in OR – sometimes for programming, sometimes for engineering, sometimes both.
Currently $500K/year dedicated to SRTS for “programming” – i.e. the salary for a local coordinator who would assess a district’s needs, conduct surveys, and implement the plan for education and encouragement, and work with the city or county to get engineering projects on their radar and into the queue for funding.
Infrastructure funding – typically occurs through the city or county, which either have a local source of funding (not usually), or would apply for regional or state funding for projects. Not currently a dedicated SRTS funding source for engineering projects.
Successful, popular – more-so in the face of declining dedicated funding.
But – 83% -- what we’re looking at today is additional levers for institutionalizing SRTS so that it is the standard, not the exception.
This is a sample of some of the policy context.
First item is what set the stage for schools to create a School or District Action Plan
The Action Plan gives baseline information about how people are traveling now & what their barriers/opportunities are; and lays out the priorities for education, encouragement, engineering, and so on.
As I said before, many schools have action plans. They’re not always up-to-date, so this could be a good place to start a conversation.
Similarly, School Transportation Departments are required to document safety hazards, which can include pedestrian routes – but doesn’t always. OPPORTUNITY FOR PH.
Crossing Guard – this funding comes from ODE’s Pupil Transportation Department, and is a potential part of every school’s transportation (yellow bus) work. OPPORTUNITY FOR PH.
Finally, some wellness policies are including to/from school travel in their physical activity goals. This is a great opportunity to get involved from the school wellness table.
A long-time SRTS coordinator in Klamath Falls said to me “I wish I’d had a greater understanding of how powerful local school policy could be to advancing the work of SRTS when I began.”
There are many ad-hoc things that can and are done, including attending PE teach meetings, providing updates at school board meetings, and connecting with school wellness committees – as we’ll hear more from Suzanne today.
The District Policy Workbook contains 26 policy provisions.
Each policy provision is categorized as "beginner,“ (just getting started), "intermediate,“ (done some SRTS work), or "advanced“ (significant/long-term impact) to assist in navigating the options and finding policy options that are appropriate for each district.
The star categorizations are based on each policy's complexity and likely impact on levels of walking and rolling.
As I said previously, the years of focus on travel to school has created this beloved program. And while there is not a large or dedicated funding source at the moment, we’re seeing the desire for safer routes begin to emerge – here, Oregon DOT is in the process of updating many of its modal plans, and SRTS has come up as a key priority across the state.
Many of the strategies in plans such as these call out the need for better partnerships – especially with health.
And because of the nature of the program, there are many entry points – education, surveying/evaluation, site assessment and school safety committees.
So… what can public health do?
As I said previously, the years of focus on travel to school has created this beloved program. And while there is not a large or dedicated funding source at the moment, we’re seeing the desire for safer routes begin to emerge – here, Oregon DOT is in the process of updating many of its modal plans, and SRTS has come up as a key priority across the state.
Many of the strategies in plans such as these call out the need for better partnerships – especially with health.
And because of the nature of the program, there are many entry points – education, surveying/evaluation, site assessment and school safety committees.
So… what can public health do?