This presentation was provided by Lorraine J. Haricombe of the University of Texas Libraries, during Session Two of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on September 25, 2020.
This presentation was provided by Denise Stephens of Washington University at St. Louis, during Session Four of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on October 9, 2020.
This presentation was provided by Joan Lippincott of The Coalition for Networked Information (CNI), during Session Eight of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on November 6, 2020.
This presentation was provided by Maurini Strub of The University of Rochester, during Session Five of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on October 16, 2020.
This presentation was provided by Keren Stiles and Caroline Barratt of The Open University, during Session Six of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on October 23, 2020.
Part of a panel discussion at Learning Analytics and Knowledge 2014 - LAK14 - in Indianapolis.
This presentation contains the first and last sections of the panel discussion.
This presentation was provided by Erin Daix and Trevor Dawes of the University of Delaware, during Session Four of the NISO event "Assessment Practices and Metrics for the 21st Century," held on November 15, 2019.
[Lefebvre] [Multiple stakes in the ground] IFLA LBES 2016Diane Koen
Presentation made by [Madeleine Lefebvre] at the IFLA Library Buildings and Equipment Satellite Meeting. Illinois Institute of Technology, Chicago, August 10-11, 2016.
This presentation was provided by Lorraine J. Haricombe of the University of Texas Libraries, during Session Two of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on September 25, 2020.
This presentation was provided by Denise Stephens of Washington University at St. Louis, during Session Four of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on October 9, 2020.
This presentation was provided by Joan Lippincott of The Coalition for Networked Information (CNI), during Session Eight of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on November 6, 2020.
This presentation was provided by Maurini Strub of The University of Rochester, during Session Five of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on October 16, 2020.
This presentation was provided by Keren Stiles and Caroline Barratt of The Open University, during Session Six of the NISO training series "Assessment Practices and Metrics in a 21st Century Pandemic," held on October 23, 2020.
Part of a panel discussion at Learning Analytics and Knowledge 2014 - LAK14 - in Indianapolis.
This presentation contains the first and last sections of the panel discussion.
This presentation was provided by Erin Daix and Trevor Dawes of the University of Delaware, during Session Four of the NISO event "Assessment Practices and Metrics for the 21st Century," held on November 15, 2019.
[Lefebvre] [Multiple stakes in the ground] IFLA LBES 2016Diane Koen
Presentation made by [Madeleine Lefebvre] at the IFLA Library Buildings and Equipment Satellite Meeting. Illinois Institute of Technology, Chicago, August 10-11, 2016.
The document discusses calendar and diary products from a sourcing company. It provides details on various wall calendars, desk calendars, diaries, planners and alternative promotional items that can be customized with printing. It encourages contacting the sourcing team for orders or more information and provides the company website, phone number and email for doing so.
Aleister Crowley Every Man And Every Woman Is A Star (2)Kukuasu
Every person is like a star, with their own gravitational pull that influences others. One's personality and experiences make up the objects orbiting their inner star. Strong personalities can alter the paths of others through their gravity. Relationships form binary star systems where two people share gravitational objects and influence each other greatly. Committed couples and families create subsystems as they have children whose paths eventually separate when mature. Understanding personal gravity can help one improve themselves and their influence on others.
This document provides information about products that are popular with students during Freshers' Week at university. It discusses what Freshers' Week is and the type of free, useful, and fun products students look for. It then showcases and describes various product ideas for students, including mugs, bottle openers, travel accessories, stationary, electronics, and confectionery. Contact information is provided at the end to obtain quotes or samples.
What do the best philanthropists in the world do?
This presentation was given by Dr. Nora Silver, Director and Adjust Professor at the Center for Nonprofit and Public Leadership, Berkeley-Haas and Nicholas Hodges of the San Francisco Foundation.
Discover the different avenues to invest for a social impact and work through your possible giving philosophy.
The document summarizes key frames from a student horror film opening and analyzes how they develop and challenge conventions of the horror genre for a teen audience. It discusses 9 frames in detail that set up characters, location, and sense of isolation/vulnerability. Frames include an establishing shot of a house, an over-the-shoulder shot of girls on Facebook, a figure approaching a window, titles introducing the film and a flashback, a bloody hand grabbing a knife, a high-angle shot of a vulnerable victim, a blurred close-up suggesting a character's thoughts, and a final shot of an apparently dead girl. The document also compares one of the film's female victims to a character from Scream to
ORSRTS16: Walk Audits & School Action Plan TrainingHannah Day-Kapell
This presentation describes how to host a walkability audit/assessment and develop an implementable School Action Plan. It covers who to invite, what information to cover,
which checklists or data collection forms to use, how to get stakeholders involved, and how to assign next steps to make infrastructure improvements happen.
Systemic Framework Supports Sustainability: University – Elementary School P...Beth Sockman
This document discusses a university-elementary school partnership project that used a systemic framework to raise academic achievement for children living in poverty in a sustainable way. It describes how the partnership applied systems thinking principles like stakeholder involvement, shared leadership through an advisory board, and identifying shared incentives to gain buy-in from both institutions. The project implemented tutoring, technology nights, and other interventions over multiple years, building trust between the partners and increasing participation each year.
Paul Wild has over 20 years of experience in education, including roles as a teacher, vice principal, and currently acting principal. He holds several academic and professional qualifications related to education leadership. The document outlines his extensive experience with curriculum development, project leadership, adult learning facilitation, and system accountability across a large school board.
Rotary clubs in Rochester, Minnesota convened stakeholders to address early literacy gaps. They assessed community needs which showed only 30% of children were ready for kindergarten. Rotary funded and planned a literacy summit using the collective impact model. This engaged partners to create a cradle-to-career coalition with goals like 3rd grade reading proficiency. A 5-year plan was made and implementation began with data teams, networks, and continued Rotary involvement to align resources and measure progress towards education goals.
The document discusses the process of developing a school development plan. It explains that the plan is a roadmap that sets out changes needed to improve student achievement and shows how and when these changes will be implemented. It emphasizes involving all stakeholders in the planning process. The planning process involves analyzing the current situation through tools like SWOT and setting goals and objectives. Strategies are then developed to achieve the goals along with timelines, responsibilities and evaluation methods. Regular monitoring and review is important for the success of the plan. The overall process requires careful planning, coordination, understanding and harmony between all involved.
This document provides an update on Guided Pathways work at South College. It discusses the vision and goals of Guided Pathways to systematically change how students engage with the college by removing barriers and promoting retention and completion, especially among underrepresented groups. It outlines the college's commitment to using Guided Pathways as an institutional mechanism for creating equity. Recent accomplishments are noted, as well as areas of focus for 2020, including continuing work on critical groups focused on evidence, student voice, and equity.
This document discusses how data informs decision making in education. It provides examples of the different types of data used in education, including input data like student demographics, process data like instructional strategies, outcome data like EQAO results, and satisfaction data from surveys. The document emphasizes that effective data use requires developing a data culture where data is valued and educators are data literate. School leaders play a key role by establishing the purpose of data, providing time and support for analysis, and ensuring data-informed decisions are collaborative and lead to improved instruction.
ATS14- Healthy beginnings – Or how to build active transportation into your c...BTAOregon
The Eugene-Springfield Safe Routes to School program is a community effort funded by ODOT to encourage active transportation to school through encouragement, education, engineering, enforcement and evaluation. A team was formed involving city, school district, university and community members to address walkability and bikeability. The program holds events like Walk and Bike to School Day, provides safety education, works on infrastructure improvements, and evaluates activities through surveys.
The document summarizes the development of a Safe and Active Routes to School Toolkit created by the City of Darwin. The toolkit aims to (1) improve safety for children traveling to school, and (2) encourage active travel. It provides guidance on governance, understanding school catchment areas, suggested activities, and developing a travel plan. Parap Primary School served as a pilot school to test the toolkit and identify potential activities. Evaluation of the pilot program will help refine the toolkit for broader use in encouraging active school transportation.
LCH Annual Report January- December 2010lchprincipal
The annual report from La Costa Heights Elementary School provides information on the school's accomplishments in 2010 and goals for 2011. Key accomplishments included academic awards and recognition for various programs. The report discusses the Single Plan for Student Achievement which is used to identify areas for improvement and create goals and action plans. It outlines steps taken to support academics, enrichment, safety, and use of funding. The report encourages parent involvement through the PTA, SSC, ELAC and other activities. It provides information on communication channels and asks for questions or comments.
San Carlos Traffic Circulation Commitee PresentationDaina Lujan
The document discusses Safe Routes to School (SR2S) programs in San Mateo County. It describes SR2S as a program that encourages children to walk, bike, carpool, or take transit to school. It outlines the structure of SR2S programs in San Mateo County, including collaboration between citizens, schools, and cities to identify infrastructure issues and develop solutions. It provides examples of SR2S project types and explains how the 5 E's of SR2S - education, encouragement, engineering, enforcement, and evaluation - help improve safety, health, air quality and traffic around schools.
The document summarizes the four phases of conducting a needs assessment: 1) Planning - defining the audience, data to be collected, and collection methods; 2) Collecting Data - determining sample size and collecting data via surveys; 3) Analyzing Data - identifying needs categories and prioritizing needs; 4) Compiling a Final Report - with the purpose, process, quantitative and qualitative results, and recommendations. It then provides details of each phase for a needs assessment conducted at San Jacinto College to transition classes online due to COVID-19, finding most staff, instructors, and students were willing and able to participate in the new online environment.
Carroll County United Action Team Kick Off January 13 & 14,2010Carroll County United
The document outlines plans for action teams to work towards making Carroll County a place where all generations can thrive. It discusses establishing five action teams focused on areas like education, self-sufficiency, and health. The roles and values of action team members are defined as accountability, neutrality, engagement, ownership, and leverage. It also presents a model for achieving community outcomes through determining targets, structures, processes, and measures.
This document outlines an agenda and process for a Smarter School Spending project in the SAUSD district. The project team includes Darren Armstrong as project manager and Dr. Maureen Saul and Dr. Katy Schneider as finance coaches. The document provides context on budget challenges in California schools and introduces the Smarter School Spending process to align resources with academic goals. It describes the team structure and roles. The process will refine academic priorities, identify opportunities to reallocate spending to support priorities, and engage stakeholders. The stated goal is to reclassify 75% of English Learners within 5 years through initiatives focused on early literacy, professional development, and leadership around English Learner education.
Learning Analytics: Seeking new insights from educational dataAndrew Deacon
1) Learning analytics seeks new insights from educational data by measuring, collecting, analyzing and reporting data about learners and learning environments to optimize learning.
2) There are three eras of social science research: collecting simple data on important questions; getting the most from little data; and today's "big data" deluge allowing new questions.
3) Educational data can be analyzed through psychometrics, educational data mining, and learning analytics, typically focusing on assessment, learning over time, and wider contexts respectively.
The document discusses calendar and diary products from a sourcing company. It provides details on various wall calendars, desk calendars, diaries, planners and alternative promotional items that can be customized with printing. It encourages contacting the sourcing team for orders or more information and provides the company website, phone number and email for doing so.
Aleister Crowley Every Man And Every Woman Is A Star (2)Kukuasu
Every person is like a star, with their own gravitational pull that influences others. One's personality and experiences make up the objects orbiting their inner star. Strong personalities can alter the paths of others through their gravity. Relationships form binary star systems where two people share gravitational objects and influence each other greatly. Committed couples and families create subsystems as they have children whose paths eventually separate when mature. Understanding personal gravity can help one improve themselves and their influence on others.
This document provides information about products that are popular with students during Freshers' Week at university. It discusses what Freshers' Week is and the type of free, useful, and fun products students look for. It then showcases and describes various product ideas for students, including mugs, bottle openers, travel accessories, stationary, electronics, and confectionery. Contact information is provided at the end to obtain quotes or samples.
What do the best philanthropists in the world do?
This presentation was given by Dr. Nora Silver, Director and Adjust Professor at the Center for Nonprofit and Public Leadership, Berkeley-Haas and Nicholas Hodges of the San Francisco Foundation.
Discover the different avenues to invest for a social impact and work through your possible giving philosophy.
The document summarizes key frames from a student horror film opening and analyzes how they develop and challenge conventions of the horror genre for a teen audience. It discusses 9 frames in detail that set up characters, location, and sense of isolation/vulnerability. Frames include an establishing shot of a house, an over-the-shoulder shot of girls on Facebook, a figure approaching a window, titles introducing the film and a flashback, a bloody hand grabbing a knife, a high-angle shot of a vulnerable victim, a blurred close-up suggesting a character's thoughts, and a final shot of an apparently dead girl. The document also compares one of the film's female victims to a character from Scream to
ORSRTS16: Walk Audits & School Action Plan TrainingHannah Day-Kapell
This presentation describes how to host a walkability audit/assessment and develop an implementable School Action Plan. It covers who to invite, what information to cover,
which checklists or data collection forms to use, how to get stakeholders involved, and how to assign next steps to make infrastructure improvements happen.
Systemic Framework Supports Sustainability: University – Elementary School P...Beth Sockman
This document discusses a university-elementary school partnership project that used a systemic framework to raise academic achievement for children living in poverty in a sustainable way. It describes how the partnership applied systems thinking principles like stakeholder involvement, shared leadership through an advisory board, and identifying shared incentives to gain buy-in from both institutions. The project implemented tutoring, technology nights, and other interventions over multiple years, building trust between the partners and increasing participation each year.
Paul Wild has over 20 years of experience in education, including roles as a teacher, vice principal, and currently acting principal. He holds several academic and professional qualifications related to education leadership. The document outlines his extensive experience with curriculum development, project leadership, adult learning facilitation, and system accountability across a large school board.
Rotary clubs in Rochester, Minnesota convened stakeholders to address early literacy gaps. They assessed community needs which showed only 30% of children were ready for kindergarten. Rotary funded and planned a literacy summit using the collective impact model. This engaged partners to create a cradle-to-career coalition with goals like 3rd grade reading proficiency. A 5-year plan was made and implementation began with data teams, networks, and continued Rotary involvement to align resources and measure progress towards education goals.
The document discusses the process of developing a school development plan. It explains that the plan is a roadmap that sets out changes needed to improve student achievement and shows how and when these changes will be implemented. It emphasizes involving all stakeholders in the planning process. The planning process involves analyzing the current situation through tools like SWOT and setting goals and objectives. Strategies are then developed to achieve the goals along with timelines, responsibilities and evaluation methods. Regular monitoring and review is important for the success of the plan. The overall process requires careful planning, coordination, understanding and harmony between all involved.
This document provides an update on Guided Pathways work at South College. It discusses the vision and goals of Guided Pathways to systematically change how students engage with the college by removing barriers and promoting retention and completion, especially among underrepresented groups. It outlines the college's commitment to using Guided Pathways as an institutional mechanism for creating equity. Recent accomplishments are noted, as well as areas of focus for 2020, including continuing work on critical groups focused on evidence, student voice, and equity.
This document discusses how data informs decision making in education. It provides examples of the different types of data used in education, including input data like student demographics, process data like instructional strategies, outcome data like EQAO results, and satisfaction data from surveys. The document emphasizes that effective data use requires developing a data culture where data is valued and educators are data literate. School leaders play a key role by establishing the purpose of data, providing time and support for analysis, and ensuring data-informed decisions are collaborative and lead to improved instruction.
ATS14- Healthy beginnings – Or how to build active transportation into your c...BTAOregon
The Eugene-Springfield Safe Routes to School program is a community effort funded by ODOT to encourage active transportation to school through encouragement, education, engineering, enforcement and evaluation. A team was formed involving city, school district, university and community members to address walkability and bikeability. The program holds events like Walk and Bike to School Day, provides safety education, works on infrastructure improvements, and evaluates activities through surveys.
The document summarizes the development of a Safe and Active Routes to School Toolkit created by the City of Darwin. The toolkit aims to (1) improve safety for children traveling to school, and (2) encourage active travel. It provides guidance on governance, understanding school catchment areas, suggested activities, and developing a travel plan. Parap Primary School served as a pilot school to test the toolkit and identify potential activities. Evaluation of the pilot program will help refine the toolkit for broader use in encouraging active school transportation.
LCH Annual Report January- December 2010lchprincipal
The annual report from La Costa Heights Elementary School provides information on the school's accomplishments in 2010 and goals for 2011. Key accomplishments included academic awards and recognition for various programs. The report discusses the Single Plan for Student Achievement which is used to identify areas for improvement and create goals and action plans. It outlines steps taken to support academics, enrichment, safety, and use of funding. The report encourages parent involvement through the PTA, SSC, ELAC and other activities. It provides information on communication channels and asks for questions or comments.
San Carlos Traffic Circulation Commitee PresentationDaina Lujan
The document discusses Safe Routes to School (SR2S) programs in San Mateo County. It describes SR2S as a program that encourages children to walk, bike, carpool, or take transit to school. It outlines the structure of SR2S programs in San Mateo County, including collaboration between citizens, schools, and cities to identify infrastructure issues and develop solutions. It provides examples of SR2S project types and explains how the 5 E's of SR2S - education, encouragement, engineering, enforcement, and evaluation - help improve safety, health, air quality and traffic around schools.
The document summarizes the four phases of conducting a needs assessment: 1) Planning - defining the audience, data to be collected, and collection methods; 2) Collecting Data - determining sample size and collecting data via surveys; 3) Analyzing Data - identifying needs categories and prioritizing needs; 4) Compiling a Final Report - with the purpose, process, quantitative and qualitative results, and recommendations. It then provides details of each phase for a needs assessment conducted at San Jacinto College to transition classes online due to COVID-19, finding most staff, instructors, and students were willing and able to participate in the new online environment.
Carroll County United Action Team Kick Off January 13 & 14,2010Carroll County United
The document outlines plans for action teams to work towards making Carroll County a place where all generations can thrive. It discusses establishing five action teams focused on areas like education, self-sufficiency, and health. The roles and values of action team members are defined as accountability, neutrality, engagement, ownership, and leverage. It also presents a model for achieving community outcomes through determining targets, structures, processes, and measures.
This document outlines an agenda and process for a Smarter School Spending project in the SAUSD district. The project team includes Darren Armstrong as project manager and Dr. Maureen Saul and Dr. Katy Schneider as finance coaches. The document provides context on budget challenges in California schools and introduces the Smarter School Spending process to align resources with academic goals. It describes the team structure and roles. The process will refine academic priorities, identify opportunities to reallocate spending to support priorities, and engage stakeholders. The stated goal is to reclassify 75% of English Learners within 5 years through initiatives focused on early literacy, professional development, and leadership around English Learner education.
Learning Analytics: Seeking new insights from educational dataAndrew Deacon
1) Learning analytics seeks new insights from educational data by measuring, collecting, analyzing and reporting data about learners and learning environments to optimize learning.
2) There are three eras of social science research: collecting simple data on important questions; getting the most from little data; and today's "big data" deluge allowing new questions.
3) Educational data can be analyzed through psychometrics, educational data mining, and learning analytics, typically focusing on assessment, learning over time, and wider contexts respectively.
Professor Maria Raciti (USC) presents at a NCSEHE panel discussion: Tips for outreach staff on how to evaluate outreach programs for Aboriginal and Torres Strait Islander students
While more than two-thirds of states already conduct some kind of statewide online assessments, the new assessments of the Common Core State Standards from PARCC and Smarter Balanced are increasing both interest and anxiety in school districts. To help relieve the anxiety, SETDA has created a series of case studies Implementing Online Assessments: Pathways to Success (assessmentstudies.setda.org), with a narrative and resources. Each narrative provides an in-depth look at what it took a district to implement the assessments as well as key factors in each state’s approach to infrastructure and training and communication. There also are downloadable resources that range from training agendas to checklists for technology readiness to sample letters from the state to school districts. Mike Nelson, Director of Curriculum and assessment of Coeur d"Alene School District 271, ID, Patches Hill, Technology Systems Manager of Indian River School District, DE and Scott Smith, Chief Technology Officer of Mooresville Graded School District, NC will explain what they did to get ready for their online assessments and answer your questions.
Fairfax County Attendance Task Force UpdateFairfax County
The document summarizes an update from the Fairfax County Attendance Task Force. It discusses the formation of the task force following a community summit on school attendance issues. The task force is taking a multi-pronged, tiered approach, informed by best practices, to develop a comprehensive attendance improvement plan. This involves establishing consistent policies, early intervention programs, support services, and raising public awareness. The task force has formed committees to address policy, resources, and interventions. It aims to complete a draft plan by May and gather further community input.
The document outlines 10 steps for a school's improvement committee to follow: 1) Form a committee with credible staff; 2) Assign standards for committee members to research; 3) Administer surveys to stakeholders to identify strengths and weaknesses; 4) Develop strategic goals based on data; 5) Select intervention strategies and assessments; 6) Evaluate professional development; 7) Create assessments; 8) Collect data throughout the year; 9) Analyze data from multiple sources; 10) Develop and evaluate a standards assessment report. The steps provide guidance for organizing the school improvement process.
The presentation proposes a project to develop a comprehensive college access framework for metropolitan Atlanta. It introduces the team and their experience in college access and data analysis. The proposed work involves 4 phases: 1) project planning, 2) information gathering through literature review, mapping existing programs, and stakeholder interviews, 3) presenting key findings, and 4) developing an action plan and recommendations. The timeline spans from December 2013 through April 2014. The goal is to better serve underserved students through collaborative, data-driven strategies aligned across stakeholders.
Similar to PATH - Three Steps to SRTS Success (20)
Session 63: How the Nashville Area MPO Bike/Ped Study Changed Funding Decisio...Sharon Roerty
How does a region of 22 municipalities, 3,300 miles of major roadways, and 1.3 million people covering 2,900 square miles determine where to invest in sidewalks, bikeways, and greenways? This session will focus on key successes from middle Tennessee’s first regional bicycle and pedestrian study including a public involvement process that engaged nearly 2,100 participants and the creation of a unique formula-based non-motorized project evaluation process impacting MPO funding.
Session 63: How the Nashville Area MPO Bike/Ped Study Changed Funding Decisio...Sharon Roerty
How does a region of 22 municipalities, 3,300 miles of major roadways, and 1.3 million people covering 2,900 square miles determine where to invest in sidewalks, bikeways, and greenways? This session will focus on key successes from middle Tennessee’s first regional bicycle and pedestrian study including a public involvement process that engaged nearly 2,100 participants and the creation of a unique formula-based non-motorized project evaluation process impacting MPO funding.
Session 20: Incorporating Health into Trans. Planning at the Regional and Sta...Sharon Roerty
Metropolitan Planning Organizations and state Departments of Transportation are two examples of regional and state government where the relationship between health and transportation can be brought in to the transportation planning and project prioritization process. The Nashville Area MPO has several projects related to health and transportation. These include but are not limited to: prioritizing bicycle and pedestrian projects according to areas with populations with highest amounts of health disparities, conducting a Health Impact Assessment of a Transit Oriented Development Project, providing Safe Routes to School bicycle and pedestrian education training to P.E. teachers throughout the MPO area, and conducting a study with Vanderbilt University on energy expenditure by mode of transportation.
The Tennessee Department of Transportation will discuss state level efforts to link transportation and health including adopting language addressing the safety of bicyclists and pedestrians in the State Strategic Highway Safety Plan, adding language and a test question on non-motorized modes to the state Drivers’ License Manual and exam, adopting a rumble stripe policy that addresses the comfort and safety of bicyclists, and training law officers across the state on bicycle and pedestrian laws.
The MPO and TDOT will also discuss efforts to include transportation into the statewide plan to address obesity in Tennessee.
Session 38 - Addressing School Siting in the Greater Nashville RegionSharon Roerty
The Nashville Area MPO hosted a School Siting Symposium in 2010 with keynote speakers Matt Dalbey from EPA and David Salvesen from UNC. Learn about the process the MPO went through to plan the Symposium and learn about school siting decision makers and processes in the region.
Session 69 - Incorporating Health in Regional Transportation PlanningSharon Roerty
This document summarizes work done by the Nashville MPO to incorporate health considerations into regional transportation planning. It identifies high crash corridors for walking and bicycling. Research showed links between lack of physical activity and health issues, and higher risks for low-income, minority, and older adult populations. The study developed a regional vision, prioritization tools, and funding strategies for sidewalk and bikeway improvements. It recommends allocating MPO funds to support active transportation, transit, and road projects. The document discusses future directions like linking transportation and health through food access studies, and agency collaboration on issues like safe routes to school.
Implementing and Promoting Bicycle Sharing in Chattanooga, Tennessee, 2011
After 3 years of planning by a multisector partnership, Chattanooga, Tennessee, will launch a fixed bicycle-sharing system in early 2011. We describe strategies and processes used to bring this innovative transportation approach to a midsized Southeastern city. The socio-ecological model for health promotion, which recognizes multiple levels of individual, social and environmental influences on behavior, will be used to promote bicycling as a desirable means of transportation on surface streets.
Speakers: Kassi M. Webster, MPH, fellow in the Public Health Prevention Service, Centers for Disease Control and Prevention Philip Pugliese, MBA, Outdoor Chattanooga
This document discusses a project to increase bicycling among federal employees. It provides an overview of tasks completed as part of the project, including reinstating an interagency bicycling task force and conducting a survey of federal employees. The survey found that many employees do not bike to work due to insufficient bicycle infrastructure and facilities. Recommendations include developing clear bicycling policies, improving bicycle parking and access to showers, and supporting encouragement programs like Bike to Work Day. The goal is to create guidelines and programs to increase bicycling as transportation and for wellness among federal workers.
The document discusses using the Community Healthy Living Index (CHLI) tool to assess neighborhoods. It describes how public health graduate students piloted the CHLI in a neighborhood near the University of Tennessee. Students recruited community members to complete the CHLI assessment over 2-3 hours. The assessment identified strengths like parks but also barriers like lack of sidewalks and crime that impact physical activity and nutrition. The results can help prioritize issues and inform policy changes to promote health.
The document outlines best practices for implementing complete streets policies based on examples from various cities. It discusses 4 key steps: 1) Changing plans and procedures to integrate complete streets principles. 2) Providing training to staff on new procedures. 3) Addressing design issues by rewriting manuals or augmenting standards. 4) Measuring results to demonstrate impacts and learn lessons. Successful implementation requires an opportunistic approach that makes incremental improvements, as well as advocates within agencies.
Creating Livable Communities Through Smart School SitingSharon Roerty
Session 38 at Pro-Walk/Pro-Bike Conference in Chattanooga; describes policy and practices that encourage walkable, community-centered schools developing through Helping Johnny Walk to School project
Session 54 - Neighborhood Smart Trips: How Individualized Marketing Can Work ...Sharon Roerty
Small cities take heart – education and encouragement work for us too! In 2008 Bellingham, Washington (population 75,000) conducted an Individualized Marketing campaign (also known as Travel Smart or Smart Trips), targeting one-third of the City’s households. People in the targeted area now make 20% of their trips by walking and 11% by bicycling! These exciting results will be presented by the local program manager and Werner Brög, the developer of Individualized Marketing.
This document discusses separated bikeways, which are bike lanes that are physically separated from vehicle traffic and pedestrians. It provides an overview of different types of separated bikeways, including one-way and two-way facilities. It also summarizes research from the ITE Ped/Bike Council that found separated bikeways could attract many new cyclists by addressing safety concerns. Additionally, the research identified locations of existing separated bikeways and highlighted the need for better design guidance. The document concludes by discussing reasons to consider separated bikeways, such as preventing conflicts with vehicles, providing continuity for cyclists, and increasing cyclist comfort on busy roads. It also outlines some common concerns with separated bikeways and ways to address them in design.
The Virginia Creeper Trail in southwest Virginia is a popular way to enjoy fall foliage while getting exercise by biking or hiking. The 34-mile former railroad line runs from Whitetop Station to Abingdon. It passes through scenic woodlands, farms, and streams. In the fall, cyclists can coast downhill for 17 miles from Whitetop Station, taking in colorful views. The lower section from Damascus to Abingdon through farmlands is also suitable for enjoying the changing leaves while exerting some physical effort by pedaling. The Virginia Creeper Trail offers a great outdoor activity for appreciating the natural beauty of autumn.
Targeting economic and health benefits of greenways and trailsSharon Roerty
The document discusses a workshop about the economic and health benefits of greenways and trails, using the Virginia Creeper Trail as a case study. It introduces several speakers who will discuss how the trail promotes healthy lifestyles and economic development in the region through tourism and other initiatives. The speakers will also address the links between the trail and other health and economic efforts in surrounding communities.
The Recreational Trails Program (RTP) provides federal funding for trail projects through gas taxes. In Tennessee, RTP is administered by the Department of Environment and Conservation and provides $1.56 million annually for motorized, non-motorized, and diverse-use trails on public lands. Eligible projects include both natural and paved trails, but not roads or sidewalks. Grants are awarded to state and local agencies and non-profits.
Session 34: Rec Trails California (Haynes)-PWPBSharon Roerty
The Federal Highway Administration’s Transportation Enhancement Activities and Recreational Trails Program
provide funds to the States to develop transportation and recreation infrastructure for walking and bicycling, connecting communities and promoting active living. Attendees will learn how to apply for funds: what works,
what doesn’t.
Session 34: Rec Trails Federal (Douwes)-PWPBSharon Roerty
The Federal Highway Administration (FHWA) provides funding for various transportation projects including pedestrian and bicycle facilities, trails, and recreational trails through programs like the Surface Transportation Program, Transportation Enhancement Activities, and Recreational Trails Program. Eligible projects include rail-trails, canal trails, riverwalks, and wildlife corridors. Funding amounts to hundreds of millions annually and is distributed through state departments of transportation. Project sponsors must follow federal requirements and work with their state to develop and fund eligible projects.
Session 37: Using 2010 HCM for Complete Streets-PWPBSharon Roerty
Using the 2010 Highway Capacity Manual, Multimodal Arterial LOS Methodology to Evaluate and Plan Complete Streets. Martin Guttenplan, Theo Petritsch, Jamie Parks, Peter Costa
Bicyclist and Pedestrian Safety and Mobility in EuropeSharon Roerty
This document summarizes the findings of an international scan tour on pedestrian and bicyclist safety and mobility. The tour visited several cities in Europe and found that they have achieved high rates of walking and bicycling through deliberate policies across engineering, education, enforcement, encouragement, and evaluation. The scan team recommends that US agencies establish policies prioritizing walking and bicycling, develop performance measures to track progress, and implement various engineering and programmatic measures observed abroad to create safer, more convenient conditions for active transportation.
Climate Change: Getting Bicycling, Wallking and SR2S into PlansSharon Roerty
This document discusses plans by the Metropolitan Transportation Commission to promote bicycling, walking, and safe routes to school in the San Francisco Bay Area region. The MTC aims to reduce congestion, emissions, and vehicle miles traveled while improving affordability and sustainability. Key strategies include investing over $3 billion in bicycle, pedestrian, and transit programs and developing a Sustainable Communities Strategy to link land use and transportation policies to meet state-mandated greenhouse gas reduction targets.
Climate Change: Getting Bicycling, Wallking and SR2S into Plans
PATH - Three Steps to SRTS Success
1. PRO WALK / PRO BIKE 2010
Three Steps to SRTS Success
Bringing Livable Communities & Regions to Scale
Chattanooga, Tennessee
September 13-15, 2010
2. Three Steps to Success
A Model to ACCELERATE SRTS
• Achieving
• Comprehensive
• Cost-Effective
• Long lasting
• Evaluative
• Replicable
• Accountable
• Time-bound
• Equitable …SRTS Programs
3. Three Steps to Success
The Three Step Model is intended for:
• Advocacy organizations or other
groups who are working with
multiple communities
• Under-resourced school leaders
who are unsure of where or how to
start
• Informed, well-intentioned but
overwhelmed champion(s)
4. Three Steps to Success
The Three Step Model aims to:
• Build on existing online toolkits &
resources, not duplicate
• Provide a comprehensive SRTS
program that is scalable and also
unique to each community
• Emphasize evaluation &
sustainability
6. Step 1: Form a Team
Understand SRTS
• www.saferoutespartnership.org
• www.saferoutesinfo.org
• State DOT SRTS Coordinator
• State Network Organizer
7. Step 1: Form a Team
Recruit Team Members
• Find an existing group, i.e. PTA
Form a subcommittee or task force
• Form a small, committed stand-alone group
• Help the team understand SRTS
8. Step 1: Form a Team
Host a Kick-Off Team Meeting
• A fun, productive small group strategic
discussion about starting a SRTS program
• Purpose:
• To get clear on Safe Routes to School and
the three steps to success process
• To plan for Step 2: Evaluation Activities
10. Step 2: Evaluation
Prepare Evaluation Activities
• Parent/Caregiver Survey
• Distribution
• Collection
• Data Entry
• Student Travel Tally
• Scheduling Tallies
• Coordination with Teachers
11. Step 2: Evaluation
Prepare Evaluation Activities (Optional)
• Traffic Count / Safety Observation
• Set Date, Time
• Recruit volunteers
• Walk About / Walk Audit
• Set Date, Time, Route
• Recruit participants
12. Step 2: Evaluation
Implement Evaluation Week
Monday Tuesday Wednesday Thursday Friday
Parent AM Traffic Collect
Surveys sent Count, Safety completed
home with Observation surveys
students (expect more
Student Student Student to come in
Travel Tally Travel Tally Travel Tally future days)
PM Traffic After School
Count, Safety Walk Audit
Observation
13. Step 2: Evaluate
Complete the Evaluation “Report Card”
• Collect all evaluation forms
• Parent Survey, Tallies, Audit Forms
• Submit Information to NCSRTS
• Write up Evaluation Report Card
• How students get to and from school
• School safety zone info & route
15. Step 3: Plan & Action
Host the SRTS Town Hall Meeting
• A fun, productive large group meeting
bringing school & community together
• Purpose
• To introduce SRTS to a broad audience
• To present the school’s evaluation results
• To build support and capacity for SRTS
• To identify SRTS solutions
16. Step 3: Plan & Action
Town Hall: Present Evaluation Report
17. Step 3: Plan & Action
Town Hall: “SRTS 101” Speed Dating
18. Step 3: Plan & Action
Town Hall: Solutions Exercise
• A fun, interactive exercise for
everyone in attendance
• Purpose
1. Builds interest
2. Recruit SRTS Team
3. Hear from local residents
19. Step 3: Plan & Action
Compile the SRTS Plan
• SRTS Team Planning Meeting
• Vet solutions from the Town Hall
• Identify a vision for the program
• Write up the Plan
• School profile
• Our Vision
• Evaluation Report Card
• Our Solutions & Next Steps
24. Applying the Three-Step Model
HO’ĀLA:
Hawaii’s
Opportunity for
Active
Living
Advancement Ho’āla means “To Awaken”
in Hawaiian.
25. Applying the Three-Step Model
About the HO’ĀLA Project
• Funded by the Robert Wood Johnson Foundation
Active Living Research Program
• 14 Schools in Hawaii County
All serve low-income
Communities (>50% FRL)
9 Active Schools
5 Comparison Schools
26. Applying the Three-Step Model
Waikoloa Elementary School
o Step 1: Form a Team
Consisted of the PCNC, School
Counselor, PATH Team Leader
o Step 2: Evaluation
Parent Surveys, Traffic Counts, Safety
Observations & Tallies
o Step 3: Plan & Action
Town Hall: Held at Family Fun Night
Planning Meeting: Team tripled in size
Program Consists of: Walking School
Bus, Bicycle and Pedestrian Education
27. Applying the Three-Step Model
Waimea Elementary School
o Step 1: Form a Team
A project of the existing School Community
Council
o Step 2: Evaluation
Parent Surveys, Traffic Counts, Safety
Observations & Tallies
o Step 3: Plan & Action
Town Hall: Held at Family Movie Night
Planning: Added librarian, PATH members
Program Consists of: Walking School Bus,
Bike & Ped Ed, a major sidewalk project
with Federal SRTS funds ($382,000)
28. Applying the Three-Step Model
Pa`auilo Elementary School
o Step 1: Form a Team
Brand new group headed by Principal,
teachers, parents & PATH Team Leader
o Step 2: Evaluation
Parent Surveys, Traffic Counts, Safety
Observations & Tallies
o Step 3: Plan & Action
Town Hall: Held at PTSA Meeting
Planning: Added counselor, 3 teachers
Program Consists of: Signage, New Trail
Bike & Ped Ed, Walk to School Day
29. Thank You
Laura Dierenfield
Executive Director - PATH
Peoples Advocacy for Trails Hawaii
Email: laura@pathhawaii.org
Phone: 808-326-PATH (7284)
Please contact me if you’d like
to learn more about the Toolkit
and the Three Step Model.