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
ATS14- Healthy beginnings – Or how to build active transportation into your c...BTAOregon
Rates of active travel to school are 60 percent higher at schools with Safe Routes to School programming compared to those without. The movement to get kids active on their way to school and in daily life is robust; the educational, encouragement and engineering programs are working; and interest from kids, parents, schools, health agencies and communities is rising. Safe Routes to Schools programs can be leveraged as a winning campaign to improve active transportation for all ages in Oregon cities and towns. This session will profile funding, policies, programs and case studies of Safe Routes to School programs and infrastructure in Oregon communities, and give participants the opportunity to share their ideas and challenges to get the next generation moving.
Centering Equity and Resilience in School Bus Electrification by Carla WalkerForth
Carla Walker, Director of Environmental Justice and Equity at WRI-US gave this presentation at the Forth Centering Equity and Resilience in School Bus Electrification webinar on November 09, 2021.
In December 2013, the Jacksonville Public Education Fund released its first Annual Education Perceptions Poll. This is the slide deck used at the press conference. Full poll results and data visualizations are available at www.jaxpef.org.
Team 5 4 Community partnered with Caritas Food Pantry to establish a diaper bank. The team renovated space for the diaper bank, painting and improving the flooring. They then held a district-wide diaper drive involving 13 schools that collected over 10,000 diapers. The diaper bank aims to help the many families in the community that struggle with diaper costs and poverty.
Engaging with the Ecosystem Approach with the built environmetn professions. Alister Scott
This document discusses how built environment professionals like planners can better engage with the ecosystem approach. It identifies communication and using common language as areas that need improvement. Planners are not well-versed in ecosystem terminology. The document recommends finding "hooks" or common interests like place-making, flooding, and green infrastructure to further discussions. Identifying and valuing ecosystem services and incorporating them into existing planning tools can help apply an ecosystem approach while crossing divides between planning and environment fields.
The president of the Bilby Central School Parents and Citizens Association attended a conference where she learned about the BYOD (Bring Your Own Device) program at Valley View High School. Upon returning, she requested a meeting with the Bilby Central School principal to propose implementing a similar BYOD program. Unaware of the challenges, the principal agreed to investigate starting a BYOD program.
Networked Participatory Action Research: How it worked in the first year of t...Alana James
The Future(s) of Education Project puts networked participatory action research in motion using an primarily web based context. this research presentation covers the first year as it discusses the development for the network. Presented at CARN 2009, Athens.
ATS14- Healthy beginnings – Or how to build active transportation into your c...BTAOregon
Rates of active travel to school are 60 percent higher at schools with Safe Routes to School programming compared to those without. The movement to get kids active on their way to school and in daily life is robust; the educational, encouragement and engineering programs are working; and interest from kids, parents, schools, health agencies and communities is rising. Safe Routes to Schools programs can be leveraged as a winning campaign to improve active transportation for all ages in Oregon cities and towns. This session will profile funding, policies, programs and case studies of Safe Routes to School programs and infrastructure in Oregon communities, and give participants the opportunity to share their ideas and challenges to get the next generation moving.
Centering Equity and Resilience in School Bus Electrification by Carla WalkerForth
Carla Walker, Director of Environmental Justice and Equity at WRI-US gave this presentation at the Forth Centering Equity and Resilience in School Bus Electrification webinar on November 09, 2021.
In December 2013, the Jacksonville Public Education Fund released its first Annual Education Perceptions Poll. This is the slide deck used at the press conference. Full poll results and data visualizations are available at www.jaxpef.org.
Team 5 4 Community partnered with Caritas Food Pantry to establish a diaper bank. The team renovated space for the diaper bank, painting and improving the flooring. They then held a district-wide diaper drive involving 13 schools that collected over 10,000 diapers. The diaper bank aims to help the many families in the community that struggle with diaper costs and poverty.
Engaging with the Ecosystem Approach with the built environmetn professions. Alister Scott
This document discusses how built environment professionals like planners can better engage with the ecosystem approach. It identifies communication and using common language as areas that need improvement. Planners are not well-versed in ecosystem terminology. The document recommends finding "hooks" or common interests like place-making, flooding, and green infrastructure to further discussions. Identifying and valuing ecosystem services and incorporating them into existing planning tools can help apply an ecosystem approach while crossing divides between planning and environment fields.
The president of the Bilby Central School Parents and Citizens Association attended a conference where she learned about the BYOD (Bring Your Own Device) program at Valley View High School. Upon returning, she requested a meeting with the Bilby Central School principal to propose implementing a similar BYOD program. Unaware of the challenges, the principal agreed to investigate starting a BYOD program.
Networked Participatory Action Research: How it worked in the first year of t...Alana James
The Future(s) of Education Project puts networked participatory action research in motion using an primarily web based context. this research presentation covers the first year as it discusses the development for the network. Presented at CARN 2009, Athens.
Project: Partner with Community Action to assist and promote building a new playground at the Community Kids Learning Center.
Members: Jake Hess, Dave Kipp, Jean Miller, Jolene Terrones, Shandra Thomas
Description: “Play it Forward” is a partnership with Community Action to assist and promote building a new playground at the Community Kids Learning Center. This will provide children with a safer, development-appropriate learning environment. Improvements to the facility will help Community Action integrate outdoor play with social skills, gross motor skills, and creative training. It may also increase the facility’s rating with the state and provide additional financial opportunities. Our team will obtain sponsors for materials and supplies, build bike barns and Plexiglas fence, organize a work day, and promote community involvement and knowledge of the project and organization. Our project will also demonstrate to the kids and their families a sense of commitment and community pride. This will offer a better-rounded social, physical, and gross motor educational project for years to come.
The document discusses social media and digital citizenship statistics for teens and children, including that 95% of teens use the internet, 81% use social media, and 50% log into social media daily. It also notes that 21% of children under 13 use social media and 26% have a YouTube account. The document then outlines action items for the Dublin Unified School District, including providing comprehensive digital citizenship training for staff using Common Sense Media, educating parents on social media best practices, and informing students and staff about appropriate social media use and reporting.
The document discusses engaging stakeholders in developing Ontario's e-learning strategy. It outlines a school board meeting on September 8th, 2012 that welcomed students, parents, and educators to discuss how recent e-learning initiatives have affected them and how to move forward. The meeting aimed to discuss best practices, challenges, and next steps.
The KidsWalk Coalition in New Orleans worked from 2010 to 2014 to promote walking and bicycling through partnerships between non-profits, the city government, and community organizations. The coalition grew to over 25 partners, published reports on neighborhood walkability, and assisted the city in adopting bikeability and accessibility policies and plans. However, more work is still needed to engage the public, ensure consistent leadership, collect data, and implement improvements to make streets safer for all users.
Banks Go Green by Adopting Paperless OperationsGriffin McGahey
In today’s world, environmental, social, and governance (ESG) issues are among the top priorities for most businesses. Community banks, for example, are shifting toward eco-friendly strategies in accordance with the rise of public awareness of environmental issues. As part of this work, they are initiating sustainability approaches to banking operations such as paperless initiatives.
ESG is an umbrella term that commonly refers to issues impacting the environment, the social aspects of the workplace, and overall corporate governance. Recently, banks have amplified their ESG initiatives to support the growing global sustainability efforts across all industries.
Big banks such as JP Morgan are dedicating banking services to environmentally friendly businesses. Others like Optus Bank and Carver Federal Savings Bank have ceased all financing activities that support fossil fuel extraction or infrastructure.
Community banks are emulating such trends in their own way. Today, 70 percent of American consumers value a brand’s eco-friendly strategies. Catering to the growing young and environmentally aware demographic, community banks are implementing eco-friendly measures by directing their clients to digital paperless transactions. The COVID-19 pandemic served as an impetus for this move, as lockdown measures limited in-person bank visits and accelerated online banking.
By integrating electronic signatures and statements in daily banking transactions, community banks can simultaneously support the environment and their clients. Paperless transactions make a significant impact on the environment by reducing the carbon footprint. For example, after going paperless in 2020, the UK’s National Westminster Bank saved more than 400 million sheets of paper.
Every child is entitled to personal support through Curriculum for Excellence to gain opportunities. Personal support includes reviewing learning, planning next steps, accessing activities to meet needs, and planning for changes with support from pre-schools, schools, and partners. Current developments include a personal support policy group, network, pilot framework, and conference to share practice.
Tammy Toma is a technology instructor and multicultural coach who trains high school and college student interns. She guides 12 high school interns per semester in projects for their school and community events to learn production skills. Through a partnership with BYU Hawaii, she trains 26 students per year from the university's Center for Technology. Toma also directs a multi-cultural spirit program for BYU Hawaii that helps students from around the world work as one team. She is praised for her strong work ethic, analytical approach, and sincere care for people.
This presentation is a report on the ACFE ementor project, conducted in Victoria, Aus during 2008. It involved 9 ementors across the state working with community based organisations looking at how e-learning can support the delivery of their courses.
2018 Southern California Symposium Final Presentation
Group 3: John Bwarie, Rachel Barbosa, Hilda Marella Delgado, Melody Winter Head, and Todd Nguyen
Team Advisor: Sean Knierim
USC Sol Price Center for Social Innovation
socialinnovation.usc.edu
Presentation by Pact on the worst forms of child labour.
Day 3 of the 6th ICGLR-OECD-UN GoE Forum on responsible mineral supply chains, 15 November 2013.
Visit: http://mneguidelines.oecd.org/icglr-oecd-un-forum-kigali-2013.htm
The document summarizes the roadmap and plans of an E-cell (entrepreneurship cell) over the past few years and into the future. It outlines challenges faced like lack of support from authorities and engagement. It then details efforts to invite speakers from industry and tie activities to curriculum. Plans are described to partner with other colleges, develop advisory boards, and support areas like women entrepreneurship, CSR, and business consulting. The E-cell aims to continue growing by connecting with other entrepreneurship groups and developing an allied creators club and mobile application.
Adult students are growing higher education by prompting institutions to change their models to better suit adult learners' needs. Gene Murray from Wiley Education Services notes that adult learners have different needs than traditional teenage students, seeking more career-focused, flexible options. Institutions are responding by offering more specialized, skills-based programs; customizing degrees for part-time study; and introducing remote learning technologies to engage busy adult students who cannot regularly attend in-person. These changes are helping higher education adapt to the current population of adult learners seeking ongoing education for career advancement.
Policies for Pupils: Working with School Boards on Walking and Bicycling Policies
Track: Change
Format: 90 minute panel
Abstract: Engaging schools in walking and bicycling efforts can be difficult given competing education priorities and frequent staff and volunteer turn-over. Attendees will learn about strategies for influencing school boards and policy opportunities at the district level.
Presenters:
Presenter: Sara Zimmerman Safe Routes to School National Partnership
Co-Presenter: Diane Dohm ChangeLab Solutions
Co-Presenter: Bree Romero Leadership Conference on Civil and Human Rights
Co-Presenter: Leigh Ann Von Hagen Voorhees Transportation Center, Rutgers University
We are pioneering an exciting new initiative in which we are inviting members of the community aged 65 and over, with time on their hands, to come and share the benefit of their life experience with us. Some volunteers are teamed with individual students as part of a carefully-monitored project.
Youth Work in Schools - What we have found. Fiona Blacke, CEO, The NYAFDYW
The CEO of The NYA discusses the findings of a commission into youth work in schools. The commission found that 60% of schools currently engage in some form of collaboration with youth workers. However, most partnerships focus on targeted programs rather than open access youth work. Benefits of collaboration include improved student participation, behavior, and attendance. Barriers include a lack of resources and differing perceptions of the roles of youth work and education. The commission's recommendations call for greater recognition of youth work, improved collaboration and communication between schools and youth organizations, and increased understanding of how youth work can support students.
- In 2007, the China Tomorrow Education Fund (CTEF) helped rebuild or renovate 21 schools, donating over 17,000 books across 6 Chinese provinces. CTEF raised over $137,000 from Microsoft employees in China.
- CTEF partnered with InterGlow, an NGO working to reduce poverty, to build a community center and school in rural Sichuan province to provide education and job training.
- CTEF sponsored a teacher, Pan, to create a multimedia lab project bringing computer skills and equipment to local schools.
- In 2007, the China Tomorrow Education Fund (CTEF) helped rebuild or renovate 21 schools, donating over 17,000 books across 6 Chinese provinces. CTEF raised over $137,000 from Microsoft employees in China.
- CTEF partnered with the InterGlow NGO to build a community center and school in rural Sichuan to provide education, skills training, and entrepreneurship opportunities for over 100 children and adults.
- CTEF sponsored a teacher to create a multimedia lab project bringing computer skills and equipment to local village schools.
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 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 39: Pro Cycling - One Small Southern Town's Ticket to Bike FriendlinessSharon Roerty
Spartanburg, South Carolina has transformed itself into a bike-friendly town through hosting an annual professional cycling event and efforts from local organizations. A small city originally known for textiles, Spartanburg drew in globalbike, Inc. to host a cycling race. Representatives from globalbike, the Mary Black Foundation, Active Living Alliance, and Western Carolina University will discuss how Spartanburg has built momentum around biking through its event and partnerships to promote active transportation and public health.
Project: Partner with Community Action to assist and promote building a new playground at the Community Kids Learning Center.
Members: Jake Hess, Dave Kipp, Jean Miller, Jolene Terrones, Shandra Thomas
Description: “Play it Forward” is a partnership with Community Action to assist and promote building a new playground at the Community Kids Learning Center. This will provide children with a safer, development-appropriate learning environment. Improvements to the facility will help Community Action integrate outdoor play with social skills, gross motor skills, and creative training. It may also increase the facility’s rating with the state and provide additional financial opportunities. Our team will obtain sponsors for materials and supplies, build bike barns and Plexiglas fence, organize a work day, and promote community involvement and knowledge of the project and organization. Our project will also demonstrate to the kids and their families a sense of commitment and community pride. This will offer a better-rounded social, physical, and gross motor educational project for years to come.
The document discusses social media and digital citizenship statistics for teens and children, including that 95% of teens use the internet, 81% use social media, and 50% log into social media daily. It also notes that 21% of children under 13 use social media and 26% have a YouTube account. The document then outlines action items for the Dublin Unified School District, including providing comprehensive digital citizenship training for staff using Common Sense Media, educating parents on social media best practices, and informing students and staff about appropriate social media use and reporting.
The document discusses engaging stakeholders in developing Ontario's e-learning strategy. It outlines a school board meeting on September 8th, 2012 that welcomed students, parents, and educators to discuss how recent e-learning initiatives have affected them and how to move forward. The meeting aimed to discuss best practices, challenges, and next steps.
The KidsWalk Coalition in New Orleans worked from 2010 to 2014 to promote walking and bicycling through partnerships between non-profits, the city government, and community organizations. The coalition grew to over 25 partners, published reports on neighborhood walkability, and assisted the city in adopting bikeability and accessibility policies and plans. However, more work is still needed to engage the public, ensure consistent leadership, collect data, and implement improvements to make streets safer for all users.
Banks Go Green by Adopting Paperless OperationsGriffin McGahey
In today’s world, environmental, social, and governance (ESG) issues are among the top priorities for most businesses. Community banks, for example, are shifting toward eco-friendly strategies in accordance with the rise of public awareness of environmental issues. As part of this work, they are initiating sustainability approaches to banking operations such as paperless initiatives.
ESG is an umbrella term that commonly refers to issues impacting the environment, the social aspects of the workplace, and overall corporate governance. Recently, banks have amplified their ESG initiatives to support the growing global sustainability efforts across all industries.
Big banks such as JP Morgan are dedicating banking services to environmentally friendly businesses. Others like Optus Bank and Carver Federal Savings Bank have ceased all financing activities that support fossil fuel extraction or infrastructure.
Community banks are emulating such trends in their own way. Today, 70 percent of American consumers value a brand’s eco-friendly strategies. Catering to the growing young and environmentally aware demographic, community banks are implementing eco-friendly measures by directing their clients to digital paperless transactions. The COVID-19 pandemic served as an impetus for this move, as lockdown measures limited in-person bank visits and accelerated online banking.
By integrating electronic signatures and statements in daily banking transactions, community banks can simultaneously support the environment and their clients. Paperless transactions make a significant impact on the environment by reducing the carbon footprint. For example, after going paperless in 2020, the UK’s National Westminster Bank saved more than 400 million sheets of paper.
Every child is entitled to personal support through Curriculum for Excellence to gain opportunities. Personal support includes reviewing learning, planning next steps, accessing activities to meet needs, and planning for changes with support from pre-schools, schools, and partners. Current developments include a personal support policy group, network, pilot framework, and conference to share practice.
Tammy Toma is a technology instructor and multicultural coach who trains high school and college student interns. She guides 12 high school interns per semester in projects for their school and community events to learn production skills. Through a partnership with BYU Hawaii, she trains 26 students per year from the university's Center for Technology. Toma also directs a multi-cultural spirit program for BYU Hawaii that helps students from around the world work as one team. She is praised for her strong work ethic, analytical approach, and sincere care for people.
This presentation is a report on the ACFE ementor project, conducted in Victoria, Aus during 2008. It involved 9 ementors across the state working with community based organisations looking at how e-learning can support the delivery of their courses.
2018 Southern California Symposium Final Presentation
Group 3: John Bwarie, Rachel Barbosa, Hilda Marella Delgado, Melody Winter Head, and Todd Nguyen
Team Advisor: Sean Knierim
USC Sol Price Center for Social Innovation
socialinnovation.usc.edu
Presentation by Pact on the worst forms of child labour.
Day 3 of the 6th ICGLR-OECD-UN GoE Forum on responsible mineral supply chains, 15 November 2013.
Visit: http://mneguidelines.oecd.org/icglr-oecd-un-forum-kigali-2013.htm
The document summarizes the roadmap and plans of an E-cell (entrepreneurship cell) over the past few years and into the future. It outlines challenges faced like lack of support from authorities and engagement. It then details efforts to invite speakers from industry and tie activities to curriculum. Plans are described to partner with other colleges, develop advisory boards, and support areas like women entrepreneurship, CSR, and business consulting. The E-cell aims to continue growing by connecting with other entrepreneurship groups and developing an allied creators club and mobile application.
Adult students are growing higher education by prompting institutions to change their models to better suit adult learners' needs. Gene Murray from Wiley Education Services notes that adult learners have different needs than traditional teenage students, seeking more career-focused, flexible options. Institutions are responding by offering more specialized, skills-based programs; customizing degrees for part-time study; and introducing remote learning technologies to engage busy adult students who cannot regularly attend in-person. These changes are helping higher education adapt to the current population of adult learners seeking ongoing education for career advancement.
Policies for Pupils: Working with School Boards on Walking and Bicycling Policies
Track: Change
Format: 90 minute panel
Abstract: Engaging schools in walking and bicycling efforts can be difficult given competing education priorities and frequent staff and volunteer turn-over. Attendees will learn about strategies for influencing school boards and policy opportunities at the district level.
Presenters:
Presenter: Sara Zimmerman Safe Routes to School National Partnership
Co-Presenter: Diane Dohm ChangeLab Solutions
Co-Presenter: Bree Romero Leadership Conference on Civil and Human Rights
Co-Presenter: Leigh Ann Von Hagen Voorhees Transportation Center, Rutgers University
We are pioneering an exciting new initiative in which we are inviting members of the community aged 65 and over, with time on their hands, to come and share the benefit of their life experience with us. Some volunteers are teamed with individual students as part of a carefully-monitored project.
Youth Work in Schools - What we have found. Fiona Blacke, CEO, The NYAFDYW
The CEO of The NYA discusses the findings of a commission into youth work in schools. The commission found that 60% of schools currently engage in some form of collaboration with youth workers. However, most partnerships focus on targeted programs rather than open access youth work. Benefits of collaboration include improved student participation, behavior, and attendance. Barriers include a lack of resources and differing perceptions of the roles of youth work and education. The commission's recommendations call for greater recognition of youth work, improved collaboration and communication between schools and youth organizations, and increased understanding of how youth work can support students.
- In 2007, the China Tomorrow Education Fund (CTEF) helped rebuild or renovate 21 schools, donating over 17,000 books across 6 Chinese provinces. CTEF raised over $137,000 from Microsoft employees in China.
- CTEF partnered with InterGlow, an NGO working to reduce poverty, to build a community center and school in rural Sichuan province to provide education and job training.
- CTEF sponsored a teacher, Pan, to create a multimedia lab project bringing computer skills and equipment to local schools.
- In 2007, the China Tomorrow Education Fund (CTEF) helped rebuild or renovate 21 schools, donating over 17,000 books across 6 Chinese provinces. CTEF raised over $137,000 from Microsoft employees in China.
- CTEF partnered with the InterGlow NGO to build a community center and school in rural Sichuan to provide education, skills training, and entrepreneurship opportunities for over 100 children and adults.
- CTEF sponsored a teacher to create a multimedia lab project bringing computer skills and equipment to local village schools.
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 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 39: Pro Cycling - One Small Southern Town's Ticket to Bike FriendlinessSharon Roerty
Spartanburg, South Carolina has transformed itself into a bike-friendly town through hosting an annual professional cycling event and efforts from local organizations. A small city originally known for textiles, Spartanburg drew in globalbike, Inc. to host a cycling race. Representatives from globalbike, the Mary Black Foundation, Active Living Alliance, and Western Carolina University will discuss how Spartanburg has built momentum around biking through its event and partnerships to promote active transportation and public health.
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 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.
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.
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.
Session 23: Bringing Sidewalk Maintenance Up to ScaleSharon Roerty
The presentation highlights costs facing cities who expect property owners to pay for repairs to abutting sidewalks and why such programs are prone to failure.
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.
Dr. David Salvesen - Nashville Area School Siting SymposiumNashville Area MPO
I his remarks to elected leaders, planners, engineers, architects, and school facility managers at the first ever school siting symposium in the Nashville region, Dr. Salvensen stressed the importance of intergovernmental collaboration in school siting.
The document discusses plans for improving active living opportunities in northeast Iowa counties through a food and fitness initiative. It summarizes assessments of the built environment that identify opportunities to make communities more walkable and bikeable. It outlines strategies to ensure school and local policies support healthy living, access to local foods, and a built environment that enables physical activity. It describes tactics to create a regional learning community and advance policy changes to support walking and biking to schools through safe routes to school pilot programs in 6 communities.
Creating Safe Environments For Students to Walk or Bike to School Can Increase Their Daily Physical Activity. How are kids getting to school? What are some of the barriers to walking, biking to school?
The document discusses strategies and tactics to promote physical activity for youth in northeast Iowa counties. It aims to ensure communities have infrastructure for walking and biking, and support getting to schools. Assessments of existing infrastructure identified needs. The strategy involves safe routes to school pilots in 6 communities to create plans promoting walking and biking to school through activities like assessments, speakers and mini-grants. Success will be measured by increased numbers of youth walking and biking to school.
This document outlines a collaborative initiative to improve children's health in rural northeast Iowa through policy, systems, and environmental changes. The initiative focuses on three key strategies: [1] improving school environments to support healthy eating and active living, [2] strengthening the local food system, and [3] increasing opportunities for active transportation and physical activity. Activities include developing school wellness teams, promoting farm to school programs, and supporting infrastructure for walking and biking to school. The goal is to create sustainable changes through community engagement, education, and multi-sector partnerships.
The Missouri Safe Routes to School State Network has over 100 partners working together to promote walking and bicycling to school. Some of their successes include passing complete streets policies in several cities, designating Walk to School Day as a state holiday, and quadrupling participation in Walk to School Day events. They are also working to reform the student transportation funding formula to encourage active transportation options. The network aims to sustain these efforts despite the end of federal SRTS funding through continued coordination and advocacy.
ASSIGNMENT1. discuss software monopoly and its impact with techn.docxrock73
This document discusses how public engagement with the community can help support student achievement in 3 key ways:
1) Involving community stakeholders in identifying academic goals and standards helps ensure community support and provides resources to meet those standards.
2) Public engagement gives schools insight into issues in the community that could impact learning.
3) When the community understands and supports educational standards, parents are better able to help their children meet those standards.
Addressing Obesity In The Latino Community Through Community-based Advocacy In Baldwin Park
Alfred Mata, Local Policy Specialist, California Center for Public Health Advocacy.
The document discusses issues with the Common Core standards including that they were adopted through coercion and federal overreach rather than a transparent process. It argues the standards were not properly validated or evidence-based, and that claims they were internationally benchmarked are misleading. Concerns include the closed development process, conditions placed on reviewers, lack of empirical validation, and experimental math standards that had not succeeded elsewhere.
The document discusses a bond issue for Winton Woods City Schools to raise money to rebuild school facilities. Most of the 11 school facilities are 40-50 years old and in disrepair, with leaky ceilings, falling tiles, and outdated infrastructure. The bond issue would allow the schools to borrow money to construct new buildings and update equipment. Alternatives discussed include postponing the vote to gain support, reallocating current funding, and establishing a bond program to educate the community. The proposed course of action includes forming a committee, being transparent about tax increases, creating an informational website, distributing posters and flyers, and conducting walkthroughs of the outdated facilities.
This document provides guidance on selecting sites for K-12 schools in a community. It emphasizes taking a comprehensive, long-term strategic approach that considers the socioeconomic impacts on communities. Key factors discussed include demographics, infrastructure, transportation, environmental impacts, safety, and developing a community engagement process. The goal is to select sites that strengthen neighborhoods and communities while meeting the educational needs of students.
WASB January 2010: Re Culturing A Visionbradfordgs
1. The document discusses re-culturing a school district's vision using Web 2.0 technologies through community engagement. It describes convening a Community Vision Team to have conversations with stakeholders about changing expectations for public education.
2. The Community Vision Team used tools like MindMeister and gathered data from engagement workshops to analyze themes, trends, and insights from conversations.
3. The recommendations from this process will inform the school board's decisions on adopting a new vision, purpose statements, and district and school goals.
Afterschool programs provide learning opportunities for students after 3pm when the regular school day ends. Research shows that afterschool programs improve student achievement in math and attendance. Students who participate in well-structured afterschool programs for longer durations demonstrate greater improvements. Afterschool programs are also shown to develop students' team-building, leadership, and 21st century skills while keeping them safe and engaged in enriching activities outside of school hours. Leveraging existing school facilities, resources, and community partnerships can help expand access to afterschool programs at a relatively low cost compared to the regular school day.
Building Community Buy-in Through Vision-based Comprehensive PlanningLeslie
The document discusses a comprehensive planning model used in West Carrollton, Ohio that incorporates sustainability principles. It shares how the city built community support for the plan through an inclusive visioning process. Key elements included forming a diverse steering committee, conducting community workshops to identify shared values and goals, and developing a long-term vision and plan that balanced social, economic and environmental factors. The resulting plan addressed issues like downtown revitalization, economic development, housing, parks and transportation through multi-disciplinary workgroups.
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For Social Impact of Open Data - hosted by Center for Data Innovation and Sunlight Foundation
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4. … “ factors such as school location have played a significant role in the decreased rates of walking to school, and changes in policy may help to increase the number of children who are able to walk to school.” Committee on Environmental Health American Academy of Pediatricians (2009) The Built Environment Affects Physical Activity
5. Fewer Vehicle Miles Traveled ( VMT ) Improves Air Quality
8. Helping Johnny Walk to School : Sustaining Communities through Smart Policy Advisory Committee Sub-grants and Technical Assistance Information & Policy Recommendations
9. Nal What Does 100 Acres Look Like? 32 blocks in Old Town Alexandria, Va.
10. Eliminate Minimum Acreage Site Standards and Requirements Location of proposed elementary school Location of current Billings, Montana elementary school
11. New Hampshire Senate Bill 59 New York Smart Growth Act Keene, New Hampshire Encourage Inter-Agency Planning Coordination and Public Input
19. What You Can Do Step # 1 - Research www.preservationnation.org/issues/ www.bestfacilities.org/best-home/ www.epa.gov/schools/siting.html www.ncef.org/rl/site_selection.cfm Step # 2 - Build a Diverse Coalition www.preservationation.org/resources/ Step # 3 - Recommend Changes and Make the Case
20. Renee Kuhlman Center for State and Local Policy Phone: 202-588-6234 Phone: 540-961-1661 renee_kuhlman@nthp.org
21.
Editor's Notes
Thanks. As Brian said, I’m Renee Kuhlman, and I manage special projects for the Center for State and Local Policy at the National Trust for Historic Preservation. This morning, I’d like to talk about the importance of where communities are choosing to “site” or locate their schools and why this decision is important to BOTH preservationists and those encouraging more active transportation choices. To get us started, I will first: Explain why preservationists are interested in this issue; talk about some of the barriers we’ve identified to community-centered schools; and describe efforts undertaken—by folks such as yourselves—to address these problems ; and finally share some recommendations we’ve developed through a program the National Trust is offering through a cooperative agreement with the U.S. Environmental Protection Agency and with funding from the Building Educational Success Together collaborative.
First, I’d like to define a term that we use often in school siting. When we’re talking about community-centered schools like the one pictured here, we’re generally talking about a school that: … is located near the residents it serves which allows students the option of biking and walking to school … is relatively small, so that it fits well within the neighborhood … acts as a community anchor … uses existing buildings, roads, sewers and avoids extending infrastructure wherever possible … whose location is determined through a broad community planning process , in consultation with city and other relevant jurisdictions … shares facilities (such as auditoriums, sports facilities, libraries, computer labs, etc.) … is broadly supported by the community because its facilities are used by residents of all ages We feel that the term “community-centered schools” describes both the location and the position we’d like to see schools take in their community. You should be aware that the term “neighborhood schools” (which we used originally) is a laden term … some feel that if you’re advocating for local schools, you’re then advocating for re-segregation of schools. Others don’t want to feel that the local, under-performing school in their neighborhood is their only choice. Communities in several parts of the country are struggling with this issue – trying to provide walkable schools within neighborhoods while accommodating school choice and ensuring adequate school facilities for all students.
In addition to achieving their educational objectives of providing quality education for all students, school facilities can also help communities meet other goals. From a preservationist’s perspective, schools—more than any other public institution—are critical to the well-being and sustainability of a neighborhood. When the community-centered school is demolished or abandoned, the neighborhood loses a stabilizing force or “anchor” which impacts both property values, public and private investment in the community, and even the spirit of the local residents. From an environmental perspective, if we’re teaching kids to recycle plastic, shouldn’t we also teach them to retrofit our schools which makes a much bigger impact on our landfills? Also, while people typically think of the large amount of carbon emissions that come from the operation of buildings, did you know that the construction process itself produces lots of carbon? For example, researchers have found it takes 35-50 years for a new, energy-efficient home to recover the carbon expended in its construction.
From a health perspective, schools located within neighborhoods provide opportunities for students to get in the recommended 60 minutes a day of physical activity – by (e.g., walking and biking to school) and/or playing on the adjacent playgrounds and/or ballfields. The facilities are also often where local adults can exercise. Last year, the American Academy of Pediatrics acknowledged this relationship between health and school siting when they wrote “f actors such as school location have played a significant role in the decreased rates of walking to school, and changes in policy may help to increase the number of children who are able to walk to school.”
Finally - for those concerned about climate change, locating schools near residents can help communities reduce the number of cars on the road, thereby reducing the amount of greenhouse gasses that’s released into the air. Research, like this 2003 EPA, has found that: The built environment influences travel choices. Students traveling through pedestrian-friendly environments are more likely to walk or bike. Proximity of the school to its students matters. Students with shorter walk and bike times to school are more likely to walk or bike. Because of these travel behavior differences, school location has an impact on air emissions . Centrally located schools that can be reached by walking and bicycling result in reduced air emissions from driving. This is why New Hampshire including school siting recommendations in it’s State Climate Action Plan last year.
Like preservationists, many of those involved in walkability programs believe that keeping these walkable, neighborhood schools in place is critical. One reason is that SRTS projects are eligible for funding if they are within 2 miles of participating elementary and middle schools BUT only about 35% of K-8 students currently live within 2 miles of their school. Another example of where our interests converge comes from Ewing, Kentucky -- a small community, about 300 people, in north central Kentucky. They had just spent $75K of federal money to build new sidewalks to the current school which had opened in 1926 and was centrally-located downtown. But recently, the Fleming County School Board passed a new tax for school construction. With this new tax, Ewing will get the much desired new school but the Superintendent and the school board want to put the new school “in the middle of nothing” according to the town’s former Mayor. There are a lot of points to this story, but the building had been renovated a few years ago with a new elevator and 4 new classrooms but the current renovation cost would exceed 80% of the cost to build a new school, so the Dept. of Education will not fund rehab. Second, they have 4 or 5 sites within the city limits of 15-20 acres but that’s deemed too small for the new school. While we’re not advocating that every older school can or should be renovated, we do believe that the loss of many of these community-centered schools is completely unnecessary like this one in Normal, Illinois in 2003.
We’ve actually been working on this issue since late 1990s when our six regional offices began to get calls asking us to help save older neighborhood schools all across the country. So, we started doing some research into the causes of why these neighborhood schools were being abandoned and tried to raise the visibility of the threat. In 2000, older and historic neighborhood schools were listed on the list of America’s 11 Most Endangered Places (2000); We created advocacy tools such as renovation success stories, The Role of a Feasibility Study; and The Guide to Saving Your Historic School; and And we published our policy findings in the seminal Why Johnny Can’t Walk to School in the Age of Sprawl (2000, 2002); All of these resources can be found on www.PreservationNation.org. Interestingly, we discovered that there wasn’t one policy or set of policies impacting these siting decisions – but instead, it’s a spaghetti bowl of intertwining practices, perceptions, and policy which created barriers to community-centered schools. For example there’s the pervasive assumption that older schools can’t be retrofitted to provide a 21 st century education; a lack of money for much-needed maintenance; a tendency to plan schools in isolation from other development funding formulas that favor new construction ; percentage rules which discourage renovation by insisting new schools be constructed even if the renovation option is less expensive a lack of taking all of the costs into account when making a decision such as increased busing costs and costs to build new roads and sewers.
Today, we’re helping states revise their current policies and practices to encourage more community-centered schools through a cooperative agreement with the US EPA and BEST. A) 27+ orgs advisory committee b) $84K in sub-grants to help organizations research the policies and practices in their states and recommend changes for improving the status quo; c) Provide technical assistance and d) produced a publication with our policy recommendations In fall of 2008, we brought our sub-grantees and advisors together in this room to do 3 things: Define the term “community-centered schools” Identify state-level barriers Come up with recommendations for state reform both in policy and in practice Interestingly, our some sub-grantees have found that perception is as much of a problem as policy. For example, several of these organizations have found out that many school districts and consultants continue to plan using outdated minimum acreage size standards whether or not the state or locality actually has such a policy in place. (e.g., PA -- school districts insist on following the state’s acreage requirements, when in fact none exist).
One of our major public policy findings was that many states and school districts recommend or require big sites for schools. The problem with min. acreage requirements is that they leave you with two bad choices: 1) Either find a large open space and then build a “sprawl school” in the middle of nowhere. 2) Or, destroy perfectly good homes near the school to meet the acreage standards To help you visualize what type of acreages we’re talking about – communities are choosing to site their schools on 100+ acres of land – which means very few people will be biking and walking to school. In addition to site requirements, I also want to share with you the result of our own human nature. JUST LIKE GOING THROUGH A DRIVE THROUGH WINDOW AT A FAST FOOD RESTAURANT, we tend to super-size school sites. A study of South Carolina’s coastal counties for the South Carolina Coastal Conservation League, for example, found that “school site size has increased every decade since the 1950s and school sites built in the last 20 years are 41 percent larger than those built previously. …schools constructed since 1971… are 47 percent larger than the (Council of Educational Facility Planners International) requirement.” Wait for the Bus: How Lowcountry School Site Selection and Design Deter Walking to School and Contribute to Urban Sprawl , a report for the South Carolina Coastal Conservation League, (November 2009), Christopher Kouri, http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/ef/b5.pdf
So you might ask -- how did these site standards become so pervasive? The Council of Educational Facility Planners, International (CEFPI) is an industry organization which for 40 years recommended min. acreage standards in their guidelines. Such policy was subsequently adopted by many states and localities as recommendations or even requirements. But, after urging by the National Trust, EPA, National Center for Preservation Training and Technology and others, CEFPI changed their guidelines in 2004. Now they have a formula where they can figure out how much space to set aside based on what educational programming the district wants to offer. Some states have eliminated this one-size fits all approach – states like MD, RI, ME, SC, MN, and NM. In 2004 South Carolina required that the State Board of Education “promulgate regulations to eliminate minimum acreage requirements for school site selection.” In 2009 the Minnesota legislature voted to “disallow the Commissioner of Education from taking into account any minimum acreage amount or renovation percentage when making decisions on new school construction applications.” New Mexico decided on a less prescriptive approach and has eliminated the use of minimum acreage standards at the state level. Instead of recommending a certain number of acres based on student size, New Mexico now asks school districts to submit information about the planned curriculum and the desired learning environment when applying for state funding for school renovation or construction. LEED-ND – new school campuses must not exceed the following: High school – 15 acres Middle – 10 acres Elementary – 5 acres (page 76 – credit #15 – for neighborhood schools) So check on the policy in your state and school district. If it exists, recommend that they change to LEED-ND with maximum site size or newer CEFPI recommendations. John Bailey, From the Global to the Local: how global warming and school preservation are connected, The Minnesota Preservationist, September/October 2009, pg. 7
Cooperation between local governments and school districts can lead to fewer costly delays. Helps schools meet multiple community goals – such as reducing greenhouse gas emissions. NATIONAL TRUST ADVISOR, SENATOR MARTHA FULLER CLARK INTRODUCED SB 59 bill WHICH -- requires school districts to investigate feasible options, through a public hearing and with input from municipal boards and departments, when deciding whether to renovate or replace an existing school building. -- requires plans for construction or renovation of schools to comply with the states comprehensive plan and the principles of smart growth which have been incorporated into New Hampshire statutes.
Some people have a hard time imaging renovation is possible but there is also a financial bias against old schools. H ere’s an example from Pennsylvania. Materials often found in older schools – like terrazzo and hardwood floors have longer life-cycles than many of the new materials produced today. Did you know that schools today are designed to last 20-30 years? While regular maintenance and technology retrofits can help an older school continue to serve for another 100 years. In terms of funding -- Governor Paterson recently signed the Smart Growth Public Infrastructure Act (A8011B/S5560B), which requires infrastructure agencies, including the Dept. of Ed, "to fund infrastructure in a manner that is consistent with smart growth criteria." It also limits funding to those projects consistent with local government plans for development and stipulates that the agencies are not allowed to "approve, undertake, support, or finance a public infrastructure project unless it meets the established criteria including community-based planning, coordination among state and local governments." Agencies are also required to "confirm in a written Smart Growth Impact statement that the proposed project meets the smart growth criteria, or give reasons as to why it does not meet the criteria." The bill's summary does call out school construction and renovation noting "Consistent with case law, nothing in this legislation should be construed to mean that school building construction or renovation projects be subject to any local zoning laws or ordinances or subject to local planning boards or other mechanisms for local control."
There is also a financial bias against old schools. This is the historic Kirk Middle School in East Cleveland, Ohio where was demolished IN SPITE OF the State’s own assessment that renovation would have cost $3 million less than building a new school. But Ohio had, until advocates worked to change it, an arbitrary “percentage rule” which calls for new buildings to be constructed even if the renovation option is less expensive. If the cost of renovating an existing school exceeds a stated percentage of the cost of building a new one, then the school district is advised or required by the state to build a new facility. But these calculations typically do not include the costs of demolishing or mothballing the existing building, building new infrastructure (sewer $1,000,000 in Alabama), and land acquisition. Michigan Land Use Institute looked at this issue and found “In every case we studied, building a new school cost more than renovating an older one.” Michigan’s School Construction Boom: The Real Costs of New Public Schools, Michigan Land Institute Special Report But state funding barriers go beyond the percentage rule. Some states fund new construction at a higher reimbursement rate than they fund rehabilitation, promoting new buildings. Some states make the process for obtaining renovation funding a more difficult process than building a new facility.
No studies have assessed the full transportation costs. For example, congestion from parents dropping children at school often leads communities to install traffic signals or add turn lanes near schools. These costs are significant, but are not considered in school siting decisions. Americans spend nearly $20 billion per year to bus 25 million elementary and secondary students to school (US Department of Education, 2008). Locally, taxpayers went from paying for 2 school buses to 15 buses at an annual cost of $32,000 per bus when the school district moved the alternative high school in Boise, Idaho to the edge of the city.
No studies have assessed the full transportation costs. For example, congestion from parents dropping children at school often leads communities to install traffic signals or add turn lanes near schools. These costs are significant, but are not considered in school siting decisions. Americans spend nearly $20 billion per year to bus 25 million elementary and secondary students to school (US Department of Education, 2008). Locally, taxpayers went from paying for 2 school buses to 15 buses at an annual cost of $32,000 per bus when the school district moved the alternative high school in Boise, Idaho to the edge of the city.
Parking and athletic fields continue to be challenges and its hard finding solutions that both local residents, parents, local planners, zoning officials and administrators agree on. But I put this image up here to show that good design can help. This is 1919 school in El Paso Texas utilizes a minimum # of acres and still produces good football teams. Parking solutions including having students pay for parking, limiting parking to oldest grades, and sharing parking lots with nearby entities that need parking at different times of the day -- such as religious buildings, theaters, parks and rec depts.
Rosa Parks School in Portland Oregon; built new in older neighborhood; community uses; community planning; joint use Joint use / shared use includes - ballfields, auditoriums, boys and girls clubs, health clinics, parks and rec departments, and after-hour activities 50-state scan conducted by National Policy & Legal Analysis Network to Prevent Childhood Obesity; also legal tools for school districts Joint use Calculator available for download at 21 st Century School Fund website
Kansas City decided to shutter 26 of the district's 61 schools because they had a) half-filled schools and b) a $50 million annual deficit. Enrollment today is less than 18,000 students, half what it was a decade ago. 21 st Century school Fund has helped the District of Columbia devise a good plan and Historic Columbus is also working on developing a good plan. School Choice – discussion – charters are boon for older schools
Step # 1 - Research www.preservationnation.org/issues/ www.bestfacilities.org/best-home/ www.epa.gov/schools/siting.html www.ncef.org/rl/site_selection.cfm Step # 2 - Build a Strong Coalition www.preservationation.org/resources/ Step # 3 - Recommend Changes and Make the Case Keep Learning Join Listserv Comment on EPA voluntary school siting guidelines (due out summer 2010)
Banner that says “Let the choices you make today be choices you can live with tomorrow” hung in one of 4 elementary schools set to be demolished in Minnesota
Would welcome the opportunity to talk with you further about these recommendations and learn how we might be able to work together. Matt Dalbey from EPA and I have a listserve where we send out occasional articles on the topic of community-centered schools. If you’re interested in being on this “non-intrusive” listserv, please let either Matt or myself know.