“How to Keep Walking Throughout the School Year”

Wednesday, March 20, 1:00pm – 1:45pm

Many schools’ are excited and look forward to International Walk to School Day each year, however keeping schools engaged throughout the year takes work.

Join us for this webinar describing ideas that we focus on to keep schools involved.

This webinar will help participants:

• Learn about the most successful tool in working with school districts
• Explain what programs schools have been most interested in and what has worked best for HARTTMA
• Learn how to build momentum from program to program

Click here to register for this webinar.  If you have any questions or need more information, please let us know at srts@ejb.rutgers.edu.

This problem left Principal Carla Chiarelli with a dilemma—how could her school participate in an initiative which aims to encourage children to walk and reduce the congestion around the school? Principal Chiarelli, along with SRTS Coordinator David Calderetti, devised a plan. Fairgrounds Plaza, located a half mile away, would be used as a satellite drop off location for parents, and teachers would then walk the students to school! One more question came up, would students be willing to walk that far…

In honor of International Walk to School Day 2012, Sacred Heart Elementary launched their satellite walk to school initiative on October 10^th. The event was an instant success! The coveted GOLDEN SNEAKER (a beat up tennis shoe sprayed gold and mounted on an old trophy stand) was awarded to the grade with the most participating walkers. Since then, the school has had numerous satellite walk to school days to raise awareness for health and social issues, including Hurricane Sandy relief and breast cancer.

Watch Mrs. Skelly’s 2nd Grade receive the honor known as THE GOLDEN SNEAKER!

http://www.sacred-heart-school.org/news.cfm?story=105655

What exactly should we take from this:

• Motivating children to make the healthy choice of walking to school does not take much!
• No excuses—whether a school is tucked away in the Pine Barrens of southern New Jersey or located in an urban environment, participating in Safe Routes to School activities can occur anywhere! 

Special thanks to SRTS Coordinator David Calderetti for putting this post together.  Great work Sacred Heart Elementary and great work Cross County Connection! 

To read more about the grants and to see a list of recipients, please see the official NJDOT press release:

http://www.state.nj.us/transportation/about/press/2013/012813.shtm

 New Research

Cost Cutting Strategies

Budget cuts have forced school districts throughout New Jersey to reduce or eliminate school busing for its students, primarily courtesy busing or non-mandatory busing.  Courtesy busing is the transporting of students who do not live remote from their school (less than 2 miles for students in grades K-8 and less than 2.5 miles for high school students).Since these students live relatively close to school according to New Jersey Statutes, their transportation is considered courtesy busingand is not required by or funded by the State of New Jersey.

While eliminating courtesy busing can make sound financial sense for a school district, it is often a controversial topic. Two miles may not seem a great distance to some but most parents cannot imagine their six-year-old child making such a trip unassisted or unsupervised.  To ease parent concerns and to assure a continued smooth school transportation process, schools need to take a well-planned and coordinated approach to school bus cuts.    

Recently, staff at the Alan M. Voorhees Transportation Center interviewed school administrators that were faced with eliminating courtesy busing and found several strategies that schools can and should utilize before, during and after busing cuts are implemented. 

Before school bus cuts are made

If schools are even considering reducing or eliminating buses, they must plan ahead and communicate changes as soon as possible to the school community.  There are some modifications schools districts can try that will decrease costs and increase efficiency without reducing or eliminating busing such as:

1. Perform a detailed transportation study to analyze efficiencies such as stops, routes and load times.  The study should also assess walking and bicycling conditions both to and from the school and the bus stops.
2. Share transportation services with other districts, particularly special education transportation which can be expensive when programs are located out of district.  Sharing transportation personnel, school bus facilities and maintenance costs with neighboring school districts can provide substantial savings. 
3. Change the tiering of buses and have school buses make several runs each day rather than use a separate bus for each run.  School start and dismissal times may have to be staggered; however, operating costs can be reduced while increasing efficiency. 
4. Consolidate bus stops which may result not only in time savings for students and bus drivers but also increased efficiency (less idle time) for the buses.  Students may have to walk farther to their bus stop; however, consolidating stops will cut down on multiple stops and travel time, thereby saving the districts money.

Plan Ahead, Communicate Early

Assessing the conditions of walking and bicycling routes to school is critical before bus reductions are made to ensure the safety of student walkers and bikers.  Conducting walkability/bikeability assessments and documenting and addressing safety issues mustbe implemented before busing is eliminated.   

If busing modifications have already been made and cuts are still needed, busing cuts can be implemented at various levels and stages:

1. Get input from the community by putting the question of eliminating busing on the ballot.  Residents’ voices can be heard and school districts can make appropriate plans based on the outcome of the vote.
2. Gradually increase mileage until the state limit has been reached.  Rather than eliminate all courtesy busing, increase the distance a student must live from school in order to receive busing each year so that costs can be reduced and students and parents have time to prepare for possible further bus cuts. 
3. Eliminate busing for high school students before cutting routes for younger children since many high schoolers are old enough to get to and from class on their own or with friends.
4. Eliminate late or extracurricular buses which only service a portion of the student population.  Other options are to offer late buses 2-3 times per week instead of daily service or to eliminate field trips which can be subsidized by PTAs and parents.
5. Consider subscription or fee-based busing to offset costs as New Jersey school districts are able to charge parents part or all of the costs of courtesy busing.
6. Check school district policies to make sure that they encourage safe walking and biking.  Schools can have policies which discourage students from walking or bicycling to school even when safe facilities exist for such travel.  By changing school policies and procedures to encourage more walking and biking to school, School Boards can play an instrumental role in increasing both the safety and health of their students.

Short Term Improvements that Make a Big Difference

When courtesy busing is reduced or eliminated, short term improvements such as adding crossing guards, painting crosswalks and bike lanes, removing debris and trimming bushes can make a huge impact on student walkers and bikers.  Also, holding workshops on pedestrian and bicycling safety is important to educate students and parents on helmet requirements, bike traffic laws, and safe street crossing techniques.  Communities could also consider organizing walking school buses or bike trains.

After school bus cuts are made

It is important to continue to build strong relationships with your municipality and to partner with them to plan for major infrastructure improvements such as new sidewalks, traffic lights and signals, and traffic calming devices like pedestrian refuge islands or speed humps.  The investment necessary for these improvements will create safer conditions not just for students but for all residents. By encouraging walking and biking, perhaps more cars will be taken off the road, saving energy and reducing pollution in the neighborhood.

Safe Routes to School (SRTS) can assist school districts through the challenging transition of reducing or eliminating busing by focusing on safe alternatives for getting students to and from school.  SRTS resources and activities can help communities build sidewalks and bike paths, reduce speeds in school zones, and educate students and parents on the importance of pedestrian and bike safety.  Funding is available through the New Jersey Department of Transportation for infrastructure improvements such as sidewalks, crosswalks, traffic signals and traffic calming devices.

To read the complete report on Effective Practices to Confront Courtesy Busing Cuts, please click here.

The first phase of the project included an educational portion for small student groups, while also incorporating the student’s perspective on barriers and opportunities to increase walking and biking to school.  The schools either conducted a walkability audit or reviewed maps of their school highlighting routes and existing barriers.  Through the discussion, students learned about opportunities to make the walk to school safer by engaging in a discussion on crosswalks, car speeds and school zones, and pedestrian behaviors. 

Phase two involved conducting workshops at each school.  Stakeholders from within the school, both staff and parents, as well as community members such as the Township Engineer, local police, health and bicycle advocates, board of education transportation representatives, and local crossing guards.  Each attendee participated in hands-on, interactive group exercises that highlighted both existing barriers and areas of opportunity to encourage safe walking and biking to the schools.  Parents and school staff were able to express any concerns or ideas for improvement and explore those ideas with the community stakeholders.

 The final phase of the project is an action plan for each school.  These action plans will document the workshop findings, and present the recommendations and follow-up on and propose new ideas to address each school’s unique location and opportunities.  Short-term, medium-term and long-term strategies will be presented. The Meadowlink SRTS Team will be available as a resource to help implement the strategies identified in the action plans.

Thank you to Nora Shepard and Blythe Eamon from Meadowlink for writing this update on all of the great SRTS work happening in Montclair.

Much of the fear surrounding “stranger danger” comes from second- or third-hand stories, media reports, and educational films. Understandably, this information causes us to worry about our children. Yet, despite all of the attention focused on “stranger danger,” a closer look at child abductions doesn’t necessarily justify our conclusions on the severity of the problem. In the majority of cases, the danger comes not from a stranger, bur rather a perpetrator known to the parent or child. Of the approximately 69,000 abductions reported each year, 82 percent involve a family member, according to data from the U.S. Department of Justice. Non-family abductions account for the remaining 18 percent and, of those, only 37 percent involve a stranger, just 6.7% of the total.

Ignoring these significant distinctions between types of strangers when teaching “stranger danger” may do little to address the actual threats children can encounter, or even deny them an opportunity to get help when needed. This famously happened with a Cub Scout lost in the Utah wilderness in 2005 who initially avoided his rescuers, even after being lost for days, because of fear of approaching strangers. Since most children’s encounters with adults do not involve actual strangers, it is important to teach children to be wary of people they have met only a few times as well as what is appropriate behavior with any adult.

Some organizations, including the National Center for Missing & Exploited Children (NCMEC), believe that society needs to retire the “stranger danger” message, which that group views as incomplete and outdated.  NCMEC has learned that children do not fully understand the concept and are confused by the concept of “good” and “bad” strangers. They will often describe a stranger as someone who is “ugly or mean” and don’t perceive “nice-looking or friendly” people as strangers.  All the same, making it clear to your child that most people would rather help than hurt a child can dispel some of the anxiety children face when being taught about safety.

 Most importantly, perhaps, is teaching children in a way that allows them to understand the situation without scaring them. Going over simple rules of behavior for your child when out playing, whether or not they are being watched by a parent or some other responsible adult is one of the surest ways to avoid danger. Instruct children to always join a friend when going to and from school, and to never take short-cuts or go into isolated areas. Walk the route with your child pointing out landmarks and safe places to go if they need help. A safe place can be as straightforward as a police station, fire station, church or retail shop located along a walking route.

Teach children to trust their feelings if they feel uncomfortable, scared, or confused. Children need to know to get away from that person and tell a trusted adult. Teach your children that it is more important to get out of a threatening or uncomfortable situation than it is to be polite. If an adult approaches a child asking for help or directions, children need to know that it is not impolite to say “no”.   Adults, especially those they don’t know, should not be asking children for help. Children also need to know that they should never go anywhere with someone they don’t know and should never get into cars or go into houses of neighbors they don’t know very well unless you say it is okay.

Parents need to be sure of their family’s rules and procedures and set a good example when out with their children. Greeting the local police officer, crossing guard, or mail carrier when walking with your child makes it clear that casual interaction with people they do not know well isn’t always harmful. Similarly, making a game or teaching experience out of a safe situation can provide good practice in following basic precautions as well as giving you the chance to answer some of their questions, like “Do I need to check first with you if I am going to go somewhere with someone I know?,” “What should I yell if someone is tries to take me?,” and “What should I do if I am lost?”

The most important thing for parents to remember when talking about personal safety and “stranger danger” is that it is both a very real problem and that it should be approached carefully so as to educate children rather than scare them. As with other life-skills, teaching your child how to interact with strangers they will meet every day can be a source of enrichment rather than just another set of rules for your child to follow. Teaching children to make their own good decisions about safety will help keep them out of harm’s way and empower them to seek help when needed.  Teaching personal safety skills can be a way of connecting children to the good parts of our community, rather than simply attempting to shield them from the bad.

Safety Tips for Parents:

• Know your child’s route to and from school.

• Designate “safe” houses in your neighborhood where your child may go if they are in danger.

• Know your child’s after school activities.

• Know your child’s friends and their parents and have a list of their phone numbers and addresses.

• Know what your child is wearing each day.

• Never put your child’s name on the outside of their clothing.

• Keep a current photo and video of your child handy.

• Keep a copy of your child’s fingerprints.

• If your child doesn’t want to be with someone, ask them why, and pursue the topic until you find a reason.

• Make sure your child knows that adults shouldn’t ask children for help and that adult’s shouldn’t ask children to keep secrets. 

 Safety Tips for Kids:

• Make sure you know important information (full name, parent’s full name, address, and phone number).

• Never go anywhere with someone you don’t know, even if they offer you candy or ask for help.

• Don’t get into cars or go into houses of neighbors you don’t know very well unless Mom or Dad says it is okay.

• Have a secret code word that you and only your parents know.  If someone doesn’t know the secret code word, don’t go with them.

• Even trusted people shouldn’t ask you to do something that makes you uncomfortable.

• It’s okay to say “No” to adults.

• Shout “No” or “Stop” if someone touches you inappropriately, then tell your mom or dad.

• Be as loud as possible if you are in danger.

• If you are lost or in danger, you can locate a pay phone or a public phone and dial 9-1-1 for free.

In an effort to encourage walking and reduce traffic congestion and idling around Tatem Elementary, Mini-Grant funding was used to create door-hangs which identify satellite drop off and pick up areas, as well as show statistics which offer the health benefits of walking and reasons to turn off your engine. School Champion Heather Vaughn, along with members from the Haddonfield Green Team, Local Police, and Haddonfield High School’s Environmental Club came together to disseminate the door-hangs and educate parents about the importance of not idling their vehicles around the school and the benefits of using satellite kiss and ride locations.

The Anti-Idling Blitz took place on October 2^nd, just in time for International Walk to School Day 2012 which was held on the 3^rd of this month. The event was a success; over 300 door-hangs were given out to parents and guardians!

Currently, Tatem Elementary has a year round Walking School Bus Program, participates in both International Walk and Bike to School Days, and provides pedestrian and bicycle education courses to all of its students. Safe Routes to School has quickly become a staple in the community and it will remain that way for quite some time through the dedication and coordination of the SRTS Team, led by Heather Vaughn.

For more information on Safe Routes to School programs in South Jersey, contact David Calderetti of Cross County Connection, at Calderetti@driveless.com.  To find your SRTS Regional Coordinator, click here.

We would like to thank David Calderetti of Cross County Connection TMA for preparing this article. To learn more about Cross County Connection TMA, please visit www.driveless.com

L to R: Valdur Kaselaan Haddonfield Green Team; David Calderetti, SRTS Coordinator; Heather Vaughn, SRTS Champion; and Julie Beddington, Co-Chair of the Haddonfield Green Team

Schools and municipalities can work with their Regional Coordinator and NJ SRTS for assistance with applying for nomination and implementing Safe Routes to School programs and events.  Nominees and recipients will be required to implement various programs to receive recognition, such as walk and bike to school events, adopting supportive policies, obtaining support from local constituents, and/or using survey tools to evaluate existing conditions for safe walking and bicycling to school.

It is simple to nominate yourself or someone else for recognition with New Jersey Safe Routes to School.  Just complete a form online and identify a champion who will serve as the point of contact.  Depending on the level of recognition you apply for, you must implement SRTS programs and events to indicate the level of commitment to Safe Routes to School.  Regional Coordinators can also help with nominations and implementing programs and events every step of the way!  Reach out to your Regional Coordinator today to get started!

Regional Safe Routes to School Coordinators from New Jersey’s eight Transportation Management Associations (TMAs) are ready and willing to offer free advice and technical assistance in kicking off Safe Routes to School programs in communities from all 21 counties.  Coordinators can attend meetings with stakeholders and provide visits to local communities, guidance for community action plans, assistance with implementing and evaluating SRTS events and programs, and support in creating school travel plans.

Please visit the New Jersey Safe Routes to School Resource Center website at www.saferoutesnj.org.  For more information on Safe Routes to School Coordinators and how to contact yours, please go to http://www.saferoutesnj.org/about/regional-coordinator-tmas/.  For any additional information or questions about Safe Routes to School, please contact the New Jersey Safe Routes to School Resource Center at srts@ejb.rutgers.edu. 

The new and refined tools are the work of sixteen graduate students from the Bloustein School of Planning and Public Policy who spent the entire spring semester studying the Safe Routes to School program and developing their own school travel plans.

All their work can be seen in a new School Travel Plans section under the website’s Resources tab.  There you can read what a school travel plan is, the reasons to have one and how it can qualify your school for certifications, grants and funding.  Each element of the plan is explained and accompanied with links to the necessary documents.  There are even guidelines for what information is needed and what can be added to go the extra mile.

All the documents are available for download as either PDFs or MSWord files, making them easy to distribute and easy to edit for local concerns.  Lay out a roadmap for progress and implementation with the Goals and Actions Template.  Assign roles and responsibilities with the Working Group Template.  Get parental input with the Parent Survey.  And track how students are getting to school with the Student Travel Mode Survey.  Everything you need to build a great plan is already there. 

Even an archive of existing New Jersey school travel plans is provided.  They are a great resource for guidance and inspiration in crafting your own plan.

A major highlight is the custom walkability and bikeability assessments, which comprise the best elements of assessments nationwide for use in New Jersey.  The forms are made up of eight or nine simple multiple-choice questions with extra space for elaboration.   Keeping assessments concise is crucial to making the process comfortable and manageable for volunteers, and giving them areas for additional comments ensures important observations don’t go unreported.

The assessment page also explains what walkability and bikeability assessments are, how they fit into the plan and the best way to conduct them.  While the assessments are available for download individually, the website explains the value in assessing both walking and biking conditions.

Another incredibly helpful addition is the interactive mapping tool.  The tool generates and prints Google maps at both the neighborhood and site scales.  All you have to do is type in the name and address of the school.

The neighborhood scale is perfect for recording student walking and biking routes and for marking neighborhood assets and obstacles along the way.  The site scale is great for marking out more detailed elements around the school, such as entrances, drop off points, bus zones and bike parking.  Whereas both are useful for walkability and bikeability assessments, the neighborhood scale is the one that should be used for mapping out the routes volunteers will follow.

All the tools described above work for three reasons:                                                               

1. The iterative student led studio environment tested and refined each and every detail focusing on the individuals who will use them, ensuring these tools can be used by anyone and for any school in New Jersey.
2. You don’t have to reinvent the wheel.  The basic travel plan structure is already built into the material, so you can go straight into adding content.
3. They were designed with participation in mind.  Having a plan for involving students, parents, administrators, other stakeholders and the public not only improves the quality of the plan, but ensures its implementation and long-term success.

Access to the new website will facilitate more school travel plan development statewide.  The quality and efficiency of the tools will in turn lead to better plans with less time and energy needed to produce them.  That translates to big smiles on the faces of healthy, active and safe school children in New Jersey.