HomeMy WebLinkAboutCC PACKET 07222014 Wilshire Park SRTS PlanN
._ _
Safe Routes
to School Plan
St. Anthony - New Brighton School District I St. Anthony, Minnesota I July 2014
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Funded through a MnDOT federal��
Safe Routes to School Planning Assistance Grant a. ��
Acknowledgements
The following key people/entities participated in the planning efforts for this Safe Routes to School (SATS)
Plan. Their creativity, energy, and commitment were critical to the success of this process.
Chuck Autio - Public Works Superintendent, St. Anthony Village
Mark Casey -City Manager, St. Anthony Village
Tami Felling - Wilshire Park Elementary School Parent
Jay Hartman - Public Works Director, St. Anthony Village
Kelsey Johnson - City Planner, St. Anthony Village
Bob Laney - Superintendent, St. Anthony - New Brighton School District
Justin Messner - Assistant City Engineer, St. Anthony Village
Calvin Metcalf - Wilshire Park Elementary School Student
Emilie Nogosek - Wilshire Park Elementary School Student
John Ohl - St. Anthony Village Police Department
Luke Omodt - Wilshire Park Elementary School Student
Kari Page - Principal, Wilshire Park Elementary
Julie Philbrook - Wilshire Park Elementary School Parent
Plan document prepared by:
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Table of Contents
Introduction................................................................................................................................................................................1
Visionand Planning Background_.....................................................................................................................................6
ExistingConditions..................................................................................................................................................................7
Infrastructure (Engineering) Recommendations....................................................................................................15
ProgramsRecommendations...........................................................................................................................................18
ImplementationStrategy................................................................................................................................................... 31
Appendices
Appendix A: SRTS Infrastructure Glossary
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Introduction
What is Safe Routes to School?
Safe Routes to School (SRTS) is a program with a simple goal: helping more children get to school by walking
and bicycling. Envision active kids using safe streets, helped by engaged adults (from teachers to parents to
police officers), surrounded by responsible drivers.
Safe Routes to School programs use a variety of strategies to make it easy, fun and safe for children to walk
and bike to school. These strategies are often called the "Five Es."
• Education: programs designed to teach children about traffic safety, bicycle and pedestrian skills,
and traffic decision-making.
• Encouragement: programs that make it fun for kids to walk and bike. These programs may be
incentive programs, on-going events (e.g. "Walk and Bike Wednesdays") or classroom activities.
• Engineering: physical projects that are built to improve walking and bicycling conditions.
• Enforcement: law enforcement strategies to improve driver behavior near schools.
• Evaluation: strategies to help understand program effectiveness, identify improvements, and
ensure program sustainability.
Wilshire Park Elementary School Safe Routes to School Plan 11
The Challenge
Although most students in the United States walked or biked to school pre -1980's, the number of students
traveling to school on foot or by bike has sharply declined. This decline is due to a number of factors, including
urban growth patterns, school siting requirements, increased traffic, busy student schedules, and parental
concerns about safety. The situation is self-perpetuating: as more parents drive their children to school, there
is increased traffic at the school site, resulting in more parents becoming concerned about traffic and driving
their children to school.
Safe Routes
to School? Kids who walk
or bike to school: _AAf
• Arrive alert and able to focus on
Within the span of one generation, the percentage
of children walking or bicycling to school has
dropped precipitously.
aei
NUO tai
Kids are not getting enough physical activity.
Ali
Roads near schools are congested, decreasing
safety and air quality for children.
2 1 Wilshire Park Elementary School Safe Routes to School Plan
school
• Get most of their recommended daily
physical activity during the trip to
and from school
• Are more likely to be a healthy body
weight
• Demonstrate improved test scores
and better school performance
• Are less likely to suffer from
depression and anxiety'
The downward cycle of traffic and
reduced walking and bicycling
1 More information, including primary sources, can
be found at http://guide.saferoutesinfo.org.
Benefits of Walking and Bicycling to School
Safe Routes to Schools programs directly benefit
schoolchildren, parents and teachers by creating a safer SRTS benefits children:
travel environment near schools and by reducing motor
vehicle congestion at school drop-off and pick-up zones.
Students that choose to bike or walk to school are rewarded
with the health benefits of a more active lifestyle, with the
responsibility and independence that comes from being in
charge of the way they travel. They learn at an early age that
bicycling and walking can be safe, enjoyable and good for the
environment.
Safe Routes to Schools programs offer ancillary benefits to
neighborhoods by helping to slow traffic and by providing
infrastructure improvements that facilitate bicycling and
walking for everyone. Identifying and improving routes for
children to safely walk and bicycle to school is also one of
the most cost-effective means of reducing weekday morning
traffic congestion and can help reduce auto -related
pollution.
In addition to safety and traffic improvements, a SRTS
program helps integrate physical activity into the everyday
routine of school children. Counteracting the trend towards
sedentary lifestyles have become the focus of statewide and
national efforts to reduce health risks associated with being
overweight. Children who bike or walk to school have an
overall higher activity level than those who are driven to
school, even though the journey to school makes only a small
contribution to activity levels. Active kids are healthy kids.
Walking or bicycling to school is an easy way to make sure
that children get daily physical activity.
1
• Increased physical fitness and cardiovascular
health
• Increased ability to focus on school
• A sense of independence and confidence about
their transportation and their neighborhood
SRTS benefits neighborhoods:
• Improved air quality as fewer children are driven
to school
• Decreased crashes and congestion as fewer
children are driven to school
• More community involvement as parents,
teachers and neighbors get involved and put
"eyes on the street"
SRTS benefits schools:
• Fewer discipline problems because children
arrive "ready to learn"
• Fewer private cars arriving to drop off and pick
up children
• Opportunities to integrate walking, bicycling and
transportation topics into curriculum (e.g. "Walk
& Bike Across America,')
• Increased efficiency and safety during drop off
and pick up times
Wilshire Park Elementary School Safe Routes to School Plan 13
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How to Use this Plan
This SRTS plan provides an overview of Safe Routes to School with
specific recommendations for a 5 E's approach to improve the safety,
health and wellness of students. The specific recommendations in
this plan are intended to support infrastructure improvements and
programs over the next 5 years.
It should be noted that not all of these projects and programs need to
be implemented right away to improve the environment for walking
and bicycling to school. The recommended projects and programs
listed in this plan should be reviewed as part of the overall and
ongoing Safe Routes to School strategy. Some projects will require
more time, support, and funding than others. It is important to
achieve shorter -term successes while laying the groundwork for
progress toward some of the larger and more complex projects.
This plan includes recommendations for infrastructure projects both
long and short term as well as programmatic recommendations. At
the heart of every successful Safe Routes to School comprehensive
program is a coordinated effort by parent volunteers, school staff,
local agency staff, such as, public health, law enforcement and
community advocates. The following paragraphs highlight the unique
contributions of key partners in Safe Routes to School.
Parents can use this report to understand the conditions at their
children's school and to become familiar with the ways a SRTS
program can work to make walking and bicycling safer. Concerned
parents or city residents have a very important role in the Safe Routes
to School process. Parent groups, both formal and informal have the
ability and the responsibility to help implement many of the
educational and encouragement programs suggested in this plan.
Parent groups can also be critical to ongoing success by helping to
fundraise for smaller projects and programs that are implementable
without significant contributions from the district or local agency.
Parents lead students on a walking
school bus from a "Park and Walk" site.
School district and school administrative staff can use this report Parents waiting in queue for students
to prioritize improvements identified on District property and at pick up play a significant role in
develop programs that educate and encourage students and parents to student transportation safety.
seek alternatives to single family vehicle commutes to school.
District officials are perhaps the most stable of the stakeholders for a Safe Routes to School program and have
the responsibility for keeping the program active over time. District staff can work with multiple schools to
share information, bringing efficiencies to Safe Routes programs at each school. In St. Anthony Village the
close proximity of multiple schools lends itself to a coordinated program.
4 1 Wilshire Park Elementary School Safe Routes to School Plan
School Administrators have an important role in implementing the
recommendations contained within this SRTS Plan. The impetus for
change and improvement must be supported by the leadership of the
school. School administrators can help with making policy and
procedural changes, working closely with District staff to spearhead
projects that are within school grounds and distributing informational
materials to parents within school publications.
City and County staff can use this report to identify citywide issues
and opportunities related to walking and bicycling and to prioritize
infrastructure improvements. City staff can also use this report to
support Safe Routes to School funding and support opportunities such
as:
MnDOT Safe Routes to School (SRTS) grants
Federal Safe Routes to School (SRTS) grants
Statewide Health Improvement Program (SHIP)
For all infrastructure recommendations, a traffic study and more
detailed engineering may be necessary to evaluate project feasibility,
and additional public outreach will need to be conducted before final
design and construction. For recommendations within the public
right-of-way, the responsible agency will determine how (and if) to
incorporate suggestions into local improvement plans and prioritize
funding to best meet the needs of each community.
Enforcement is a key component of
successful SRTS programs. Safety
officers can become a key ally of
students walking and bicycling to school.
Police departments can use this report to understand issues related
to walking and bicycling to school and to plan for and prioritize enforcement activities that may make it easier
and safer for students to walk and bike to school. The Police Department will be instrumental to the success
of the enforcement programs and policies recommended in this plan. The Police Department will also have a
key role in working with school administration to provide officers and assistance for some of the proposed
education and encouragement programs.
Public health staff can use this report to identify specific opportunities to collaborate with schools and local
governments to support safety improvements and encourage healthy behaviors in school children and their
families.
Wilshire Park Elementary School Safe Routes to School Plan 15
Vision and Planning Background
City of St. Anthony Vision:
"Our mission is to be aprogressive and livable community, a walkable village, which is sustainable, safe and secure."
St Anthony SRTS Vision:
"The City c f St Anthony's mission will be supported by increasing both resident and visitor awareness of the importance of safe
walking and bicycling routes to school for students, and by providing a physical and social environment that supports active
transportation in the community to enhance our quality of life."
This vision helped to frame the Safe Routes to School planning process for Wilshire Park Elementary and
informed recommended improvements to pedestrian and bicycle infrastructure and programs.
Relevant Planning Background
The City of St. Anthony has a vision that values the safety of pedestrians, especially around important
amenities such as schools. St. Anthony actively works to incorporate trails, sidewalks, and other pedestrian
and bicycle infrastructure in redevelopment and road projects. The school district, principal, and parent
association are strong supporters of efforts to create safe opportunities for walking and bicycling to school.
The City's Comprehensive Plan includes a commitment to provide sidewalks and bicycling routes throughout
the community.
Planning Process
The year-long planning process for this SRTS Plan included building a SRTS team, gathering data and
information about existing conditions, developing recommendation for the 5 E's, and developing a written
document that sets forth a path for the SRTS program. The graphic below depicts key milestones in the
planning process.
Fall December -
InviWtlonsto January
SRTS Team to SRTS Team Meeting
participatein &3; summarize
plan process existing conditions,
dewtoppian
air&natives
SRTS Team Meeting I;
Collect existing conditions
data,conduct
Commmunity, survey and
Walk/Bike Audit
February - April
Discuss preliminary
infrastructure
recommendations and
potential programmatic
needs, assemble draft pians
6 Wilshire Park Elementary School Safe Routes to School Plan
May -July
SRTSTeam Meeting 4; create
action plan with priority
Infrastructure projects and
programs Finalize Plan
Document
August -
October
Follow up with schools
k 4 A" C t�-vk M Ok
Existing Conditions
School Context
Wilshire Park Elementary is a K-5 school located on Highcrest Rd NE on the eastern boundary of the St.
Anthony School District. Enrollment for the 2013-2014 school year was 666 students. The principal of
Wilshire Park Elementary is Kari Page. Arrival time for students is 9:05am, and dismissal time is 3:35pm.
School Enrollment Boundary
I
I
h�
Hennepin St. Anthony Ramsey
County
County
iSchool location
Enrollment boundary
City boundary
Wilshire Park Elementary School Safe Routes to School Plan 17
Surrounding Land Use
Wilshire Park Elementary School is located at the corner of
37th Avenue NE (County Road D) and Highcrest Road. The
school is in St. Anthony Village and Hennepin County, but
the City of Roseville and Ramsey County sit just across
Highcrest Road to the east. St. Anthony Village has a
population just under 8,400 and borders the northeastern
boundary of Minneapolis.
A low-density single-family residential neighborhood sits
south of the school. A church is located just to the
southwest of the school. The church and school have an
arrangement where parents are permitted to drop off and
pick up students in the church parking lot. Students then
walk down the sidewalk from the church to the school.
To the north of the school is 37th Avenue NE. Several multi-
family housing units are located immediately north of the
school across this busy thoroughfare.
Student Walking and Bicycling - Existing
Conditions
Wilshire Park Elementary School has entrances on the west
side, north side, and east side. The west entrance serves
those who are dropped off in the church parking lot or
approach school from the west. Students who are dropped
off by car use the north entrance. The east entrance serves
those who take the bus, and has limited vehicle drop-off and
pick-up.
During observations of arrival, 5th grade student safety
patrols were present where the sidewalk crosses near the
convergence of the school bus loop entrance and the exit to
the car drop-off area. Student safety patrols were also
present at a painted crossing of Highcrest Road just south of
the school. A staff person serves as a crossing guard at the
intersection of 37th Avenue NE and Highcrest Road.
No sidewalks exist in the neighborhood to the south of the
school and west of Highcrest Road. This neighborhood
consists largely of low volume and low speed residential
streets. Sidewalks are present along the western side of
Highcrest Road.
School staff serve as the crossing guard at the
intersection of37th Avenue NE and Highcrest Road.
Student patrols facilitate the crossing of Highcrest
Road near the school.
Agroup ofstudents cross near the bus loop and
parking lot as they walk to the school's east entrance.
The intersection of 37th Avenue NE and Highcrest Road is a
major obstacle to walking and bicycling and is a primary concern among students, parents, and officials. 37th
Avenue NE carries high traffic speeds and volumes. City officials and school parents also reported that some
8 1 Wilshire Park Elementary School Safe Routes to School Plan
k 4 #t, (�tt M x
motorists do not obey the red light at this intersection. Enforcement efforts at this intersection have only
resulted in temporary improvements. High -visibility crosswalk markings are present at this intersection.
A bike rack is present near the north entrance that faces 37th Avenue NE. The rack was observed to be in fair
condition, but is a comb style rack that allows only the front wheel to be easily locked.
School Layout
Wilshire Park Elementary is located at the corner of 37th Avenue NE and Highcrest Road. The primary
entrance to the school is on the north side along 37th Avenue NE, as is the school parking lot. This lot serves
as pick-up and drop-off area for students in parents
vehicles. This is also a staff parking lot.
There is an additional entrance on the east side of the
school along Highcrest Road to serve the bus loop area.
Many students who walk to school from the north,
south, and east use this entrance as well. Furthermore,
an entrance exists on the southwest of the school, and
some students coming from that direction, including
those being picked -up and dropped -off via the shared
church parking lot, use this entrance.
School Travel Patterns
Student Travel Survey Summary
In -classroom tallies of students' arrival and departure
travel modes were conducted at Wilshire Park
Elementary School over three days (Tuesday,
Wednesday, and Thursday) in November of 2013. A
total of 1,472 trips were tallied in the mornings, and
1,467 were tallied during the afternoons.
As shown in the chart on the following page, only about
6% of students typically walk to school, and 0% of
students ride a bike to school on an average day. The
predominant mode of transportation for Wilshire Park
Elementary students is school bus, followed by a fan -Lily
vehicle or carpool.
Student crossing guards patrol a crossing of Highcrest
Road near the school.
37th Avenue NE/County Road D is a busy regional
thoroughfare and is a significant obstacle for
pedestrians and bicysiists coming from the north to
cross.
Wilshire Park Elementary School Safe Routes to School Plan
Wilshire Park Elementary Travel Mode Split
80% I 73%
70%
60%
50%
40%
30%
20%
10%
0%
6% 7%
■ 0% 0%
2% 1% 0%0% 0%0%
Walk Bike School Bus Family Vehicle Carpool Transit Other
■ Morning ■ Afternoon
Parent Survey Summary
In November 2013, Wilshire Park parents were asked to fill out a short survey about how their children travel
to and from school, perceived barriers to walking and bicycling to and from school, and their own attitudes
related to walking and bicycling to and from school. Administrators received 108 total surveys relative to a
school enrollment of over 650 students.
Current Travel Patterns: Mode and Distance
The survey results indicate that students who live closer to the school are more likely to arrive on foot.
Almost half of respondents who live within a quarter mile and about 10% of respondents who live between
one-quarter and one-half mile reported that their children usually walk to/from school. However, none of the
respondents who live more than one-half mile away reported that their child usually walks to/from school.
Since none of the parents who answered the survey reported that their child usually bikes to school, the
parent surveys did not reveal a relationship between bicycling to school and the distance students live from
the school.
Students who live further from the school are more likely to arrive by school bus, family vehicle, or carpool,
according to the survey results. The school bus is the predominant travel mode for children of those who
answered the survey, regardless of trip distance.
Additionally, more than 90 percent of respondents who live between one-half mile and two miles of the school
reported that their children usually take the bus to/from school. Survey responses also indicate that families
who live more than two miles from the school are most likely to drive or carpool. Roughly one-third of
respondents who live more than two miles from school indicated that their children typically arrived and
departed from school via family vehicle or carpool.
10 1 Wilshire Park Elementary School Safe Routes to School Plan
.+i
Proximity to School vs. Children's Walk & Bike to School Rate
41 Q/o of respondents live within a 30 minute walk
of the school (up to one mile)
of respondents' children `usually" walk to
4k6%or from school
0 of respondents live within a 30 minute bike
o ride of the school (up to 2 miles)
0%
of respondents' children `usually" bike to
or from school
Barriers to walking and bicycling
Despite the fact that 41% of respondents' children could walk to school in 30 minutes or less, and 83% of
respondents' children could bike to school in 30 minutes or less, parents rarely reported that their children
walked to or from school and none reported that their child bicycled to or from school. Parents may be
reluctant to allow children to walk and bike to school for a variety of reasons, although in some cases it may
be that the child has not expressed a desire to walk or bike to school or has not asked permission to do so. As
the distance between school and home increases, children may not consider walking or bicycling to school a
realistic possibility.
The parent survey also asked specifically about barriers to walking and bicycling to school. More than half of
respondents who do not allow their children to walk or bike to school reported that the following issues
affected their decision:
• Safety of intersections and crossings (71%)
• Distance (67%)
• Amount of traffic along route (64%)
• Speed of traffic along route (63%)
• Weather (62%)
Other reasons given by respondents for not allowing children to walk or bike include fear of exposure to
violence or crime (38%), a lack of sidewalks or pathways (33%), the additional time required compared to
other modes (33%), a lack of available adults to walk/bike with (32%), child's participation in after school
programs (19%), a lack of crossing guards (12%), and the convenience provided by driving (4%).
Wilshire Park Elementary School Safe Routes to School Plan I I I
Parent attitudes about walking and bicycling
Most parents who answered the survey (83%) think that Wilshire Park Elementary neither encourages nor
discourages walking and bicycling to and from school. Eight percent of parents responded that they believe
Wilshire Park Elementary encourage or strongly encourage walking and bicycling to school, and the
remaining 9% believe that the school discourages or strongly discourages walking and bicycling to school.
The survey also revealed parent opinions about how much fun walking and bicycling is for their children, and
how healthy walking and bicycling is for their children. Eighty five percent of parents felt that walking and
bicyclist to school was very healthy or healthy for their children, while 38% think walking and cycling is fun.
Traffic Conditions and Crash Analysis
37th Avenue NE is a major route connecting Interstate 35W with University Avenue. According to 2012
Minnesota Department of Transportation figures, average annual daily traffic (AADT) volumes on 37th
Avenue NE are 15,600 just west of the school and 18,900 just east of the school. AADT on Highcrest Road is
1,900. Highcrest Road provides connections south to Highway 8 and County Road 88, causing through -traffic
past the school.
An assessment of collisions surrounding Wilshire Park Elementary School was conducted using Minnesota
Department of Transportation (MnDOT) crash data from 2003 - 2013. The primary objective in analyzing this
data is to identify crash patterns and particular locations or corridors that have been unsafe for pedestrian and
bicyclists over a period of time.
Data from 2003 - 2013 included several collisions within 1/2 mile of Wilshire Park Elementary School. Of
these collisions, 11 involved pedestrians or bicyclists.
Crash Locations 2003 - 2013
12 1 Wilshire Park Elementary School Safe Routes to School Plan
i4 <r71
-
37th Avenue NE
aim
Hlc
•
c
o
School property
•
Crashes involving
pedestrians or bicyclists
• Other crashes
Sou
e:MnDOT
12 1 Wilshire Park Elementary School Safe Routes to School Plan
k4#w'A-'tM'x
Site Audit
The audit took place during arrival on October 30, 2013. A
total of ten individuals attended, including representatives
from Wilshire Park Elementary, the City of St. Anthony
Village, the school board, parents and students. In addition
to observing the school arrival process, participants
conducted a thorough walking tour of the area surrounding
the school. Special attention was given to conditions for
pedestrians and bicyclists along 37th Avenue NE and
Highcrest Road, and at the intersection of these two streets.
Walking and Bicycling
Students were observed walking to school from all
directions:
A group of students who frequently walk together
walk along the sidewalk on Highcrest Road south of
the school.
• 6-8 walked along Highcrest Road from the
south, including a "Walking School Bus" group that walks together regularly
• 10-15 students were seen crossing 37th Avenue NE and walking to school from the north,
accompanied by parents
• About 10 students were observed crossing Chelmsford Road from the west, including 6 walkers
and 4 bicyclists
Some students were observed crossing Highcrest Road in the middle of the block and not at a
crosswalk
Bus
Buses enter the bus loop from Highcrest Road and park in
a line to drop off and pick up students. They proceed to
the southern point of the loop to exit back on to
Highcrest Road. Buses have exclusive access to this loop
during restricted bus drop-off and pick-up hours.
Students have direct access to and from the east entrance
from the bus loop. The entrance to the bus loop also
serves as the exit to the car parking lot where parents
pick-up and drop-off students. Students walking from
the north must cross this entrance/exit on their way to
the east entrance of the school creating a potential
conflict point. Student crossing guards are present at this
location.
Theporking lot on the north side of the school is used
for student pick-up and drop-off and can be chaotic.
Wilshire Park Elementary School Safe Routes to School Plan 113
Car
Parent drop-off is permitted in the bus loop on the east side of the building before bus drop-off
hours. Otherwise drop-off occurs in the combined staff parking lot/parent loop on the north side of the
building. According to the school official who assists during pick-up and drop-off, the process can be chaotic,
with as many as 60-70 cars pass through within 10-15 minutes during drop-off. Drop-off is usually more hectic
than pick-up in the afternoon.
Parents are supposed to drop students off in the right lane at one of two designated areas without parked cars
where an opening to the sidewalk is available. However, this does not always happen. An official reported
that some students are dropped off in the left lane and then cut across the right lane of traffic. These drop-off
areas are difficult to see.
School officials report that in addition to parent and student education, there needs to be clearly marked
drop-off and bypass lanes, possibly with painted lanes and arrows on the pavement. The school includes
educational information in parent newsletters, but improvements to traffic flow are only temporary. Traffic
sometimes becomes so congested that it backs up onto 37th Avenue NE. Staff usually park on the south side
of the parking lot closest to the school, while some parents pull into spaces on the north side of the parking lot
and walk their students across the two lanes of traffic into school. Additionally, a sign that reads "No parking
or stopping in the left lane - through traffic only" is posted at the end of the parking lot/drop-off area, but is
not very visible from the parking lot entry.
Some parents drop students off in the church parking lot to
the west/southwest and students walk from there. Drop-
off in the church lot is less common in the winter due to the
stairs and hill.
Additionally, parents were observed dropping students off
along the east side of Highcrest Road. Some parents parked
and exited the vehicle to walk their students to the front
entrance, and some did not. Several students and parents
walked to the marked crossing where student safety patrols
were present near the bus loop exit. Other students cut
across Highcrest Road in unmarked areas. There is no
sidewalk on the east side of Highcrest Road, so students
and parents often walk on the grass.
14 1 Wilshire Park Elementary School Safe Routes to School Plan
Single-family residential land uses exist along
Highcrest Road and the area south of the school.
t 4 Ati �A t Air .k
Infrastructure (Engineering) Recommendations
The initial field review and subsequent meetings yielded specific recommendations to address the key
identified barriers to walking and bicycling at Wilshire Park Elementary School. This plan does not represent
a comprehensive list of every project that could improve conditions for walking and bicycling in the
neighborhood — but rather the key conflict points and highest priority infrastructure improvements to
improve walking and bicycling access to the school. The recommendations range from simple striping
changes and school signing to more significant changes to the streets, intersections and school infrastructure.
Short term projects that should be addressed in the 2014-2015 school year are noted as such in the
Implementation Strategy section of this Plan. Some of the more significant recommendations for changes to
streets and intersections may require policy changes, additional discussion and coordination, engineering and
significant funding sources.
All engineering recommendations are described in Table 1 with locations shown on the Recommended
Improvements Map. It should be noted that funding is limited and all recommendations made are planning
level concepts only. Additional engineering studies will be needed to confirm feasibility and final costs for
projects.
Maintenance
School routes and crosswalks should be prioritized for maintenance. To ensure high visibility crosswalks
maintain their effectiveness, review all crosswalks within one block of the school each year. If there is notable
deterioration, crosswalks should be repainted annually. In addition, crosswalks on key school walk routes
should evaluated annually and repainted every other year or more often as needed.
While walking and cycling diminish during the cold winter months, it is particularly important to prioritize
snow removal and maintenance of school routes. Snow removal is a critical component of pedestrian and
bicycle safety. The presence of snow or ice on sidewalks, curb ramps, or bikeways will deter pedestrian and
bicyclist use of those facilities to a much higher degree than cold temperature alone. Families with children
will avoid walking in locations where ice or snow accumulation creates slippery conditions that may cause a
fall. Curb ramps that are blocked by ice or snow effectively sever access to pedestrian facilities. Additionally,
inadequately maintained facilities may force pedestrians and bicyclists into the street. Identified routes to
school should be given priority for snow removal and ongoing maintenance.
Wilshire Park Elementary School Safe Routes to School Plan 115
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Programs Recommendations
The Safe Routes to School movement has been a leader in
acknowledging that infrastructure changes are a necessary but
insufficient condition for shifting school travel behavior. While
engineering improvements like sidewalks, crosswalks, and
bikeways are important, equally important are education
programs to make sure children and families have basic safety
skills, encouragement programs to highlight walking and
bicycling to school as fun and normal, enforcement against
unsafe and illegal motorist behavior, and evaluation of the
impact of investments and non -infrastructure efforts.
Recommended Programs for Wilshire
Park Elementary School
• International Walk and Bike to School Day
• Walk and Bike to School Route Maps
• Park and Walk Program
• Walking School Bus or Bike Train
• Classroom Lessons
• law Enforcement: Digital Speed Signs
• School/Community Communications
The following programs were identified as priorities for Wilshire Park Elementary School during the SRTS
planning process. These programs were selected to meet the interest and needs of the school community in
the near term (1 to 5 years). For each program concept, the recommendation includes the primary intended
outcomes, potential lead and partners, a recommended timeframe for implementation, resources and sample
programs, and a short description.
18 1 Wilshire Park Elementary School Safe Routes to School Plan
International Walk and Bike to School Day
Increased walking and bicycling; youth empowerment
Wilshire Park Elementary Administrator and Staff, Public Health
WPPA/parents; Wilshire Park Police/Public Safety; partnership with St Anthony Middle
School; local groups/volunteers; students; local businesses; local celebrities; Hennaing
County Medical Center
Twice a year - Annually on or around International Walk and Bike to School Day in
October and in May around Bike to School Day.
International Walk to School: htto://www.iwalktoschool.ora/
Walk Bike to School: htto://www.walkbiketoschool.oro/
Oregon Safe Routes to School: httl2://www.walknbike.or(i/schools
Walk and Bike to School Day is an
international event that attracts millions of
participants in over 30 countries each
October. The event encourages students and
their families to try walking or bicycling to
school. Parents and other adults accompany
students, and staging areas can be designated
along the route to school where groups can
gather and walk or bike together. These
events can be held for one or more days.
Walk and Bike to School Day events are often
promoted through press releases,
backpack/folder/electronic mail, newsletter
articles, and posters. Students often earn International Walk to School Day draws large numbers of
incentives for participating, such as healthy students and families to walk to school.
snacks, buttons, or stickers. The event
planning team can work with local businesses, such as grocery stores, to provide donations to students
participating in the events. There can also be a celebration at school following the morning event, such as an
awards ceremony, lunch time parry, or a raffle. This can require substantial coordination time, as well as time
to develop promotional materials and secure donations. Walk and Bike to school can be combined with other
programs such as Park and Walk for those students that live too far from school to walk or bike.
Wilshire Park Elementary School Safe Routes to School Plan 119
Walk and Bike to School Route Maps
Improved walking and bicycling safety, knowledge of supportive infrastructure
City of St Anthony Village Staff in collaboration with Wilshire Park Elementary
administrator
Wilshire Park Crossing Guards, students;WPPA/parents; Wilshire Park teachers, and
other staff
Distribute when students and families are adjusting to new habits, e.g., back -to -school,
following winter/spring break, as weather gets warmer. Revise and redistribute annually,
if possible.
National Center for Safe Routes to School's Map -a -Route Tool:
httip://mai3s.walkbiketoschool.org/
Bozeman, MT:httr)://www.bozeman.kl2.mt.ustschools/5afe routes/
Santa Clarita, CA: htto://www.santa-clarita.com/index.asi3x?oaae=177
Rochester, NY: htto://www.walkinginfo.org/pedsafe/casestudy.cfm?CS NUM=33
Walk and Bike to School Maps, sometimes called
Suggested Route to School maps, help families choose
the best route for walking or bicycling to school. Maps
show stop signs, signals, crosswalks, sidewalks,
bikeways, paths/trails, school entrances, bike parking,
and/or crossing guard locations around a school. Maps
may also show transit routes and stops, school
enrollment areas, pick-up/drop-off zones, and important
destinations, such as community centers and parks.
Some more subjective elements to consider include
recommended routes, and hazardous locations. These
maps can be used as base maps to support other desired
programs at Wilshire Park Elementary such as a
walking school bus or a park and walk site.
The team leading the mapping effort should decide in
advance whether the maps will be distributed
electronically or in paper form, as this can inform how
the map is produced. Maps may be produced using
mapping or drawing technologies, such as GIS or Adobe
Illustrator, but can also be as simple as hand drawn
maps or marked up Google maps. Students may also be
engaged in the making of maps through classroom or
after school activities. The school can collaborate with
the City of St Anthony Village staff to produce high
quality maps.
20 1 Wilshire Park Elementary School Safe Routes to School Plan
6
r
;are Map - Whittier School =
Walk and Bike to School Maps show the safest streets
and crossings forgetting to school.
i
Park and Walk Program
This program is designed to encourage families to
park several blocks from school and walk the rest of
the way to school. Not all students are able to walk
or bike the whole distance to school; they may live
too far away or their route may include hazardous
traffic situations. This program gives students who
are unable to walk or bike to school a chance to
participate in Safe Routes to School programs. It also
helps reduce traffic congestion at the school.
The team leading the effort should coordinate with
St Anthony Middle School to identify parking lots
within close proximity to the school that are
typically vacant or underutilized during school
drop-off and pick-up times.
A Park and Walk program engages students who live too
far to walk or hike the whole distance to school.
This program can also be developed to include students who are typically bussed. School administration can
work with local property owners to receive permission to use the parking lots as a park and walk and recruit
volunteers/parents to walk with the children. This process may require substantial coordination/recruitment
time and a variety of promotional materials to increase participation.
Walking school buses can be used in combination with park and walk programs to allow students to walk to
school with their peers if parents are unable to walk with their children and have concerns about them
walking to school alone. To begin the program, Wilshire Park can coordinate a park and walk effort in tandem
with a walk to school day.
Wilshire Park Elementary School Safe Routes to School Plan 121
Walking School Bus or Bike Train
•
Improved walking safety behavior, youth empowerment
Parents or other school volunteers, WPPA
Wilshire Park Principal and Staff, St Anthony -New Brighton School District; City of St Anthony
Village; law enforcement; Public Health Staff
Can be associated with an event and build to weekly and daily.
The Walking School Bus Guide: Combining Safety, Fun,
and the Walk to School (SafeRouteslnfo.org)
htt�//uuide.saferoutesinfo ora/walking school bus/index cfm
Portland, Oregon
http,//www.biketrajnodx.orci/
htto://www.00rtiandoreaon.Goy/tra nsoortation/article/232532
A walking school bus involves a group of children
walking to school with one or more adults. The "bus"
follows the same route every time and picks up children
from their homes at designated times. Children like the
walking school bus because it gives them active social
time before the school day begins (or, as one
participating child put it, "it's like recess before school!").
Adults like the walking school bus because they feel
more comfortable when there are trained, trustworthy
adults escorting their children to school. Teachers and
principals like the walking school bus because it helps
kids arrive ready to concentrate on school.
A bicycle "train" is very similar to a walking school bus;
groups of students accompanied by adults bicycle
together on a pre -planned route to school. They may
operate daily, weekly or monthly. Bike trains also help
address parents' concerns about traffic and personal
safety while providing students a chance to socialize, be
active, and develop riding skills while under adult
supervision.
Benefits
An informal walking school bus started by kids at
Wilshire Park.
• Directly addresses two of the most common parental fears regarding walking or bicycling to school:
stranger danger and traffic safety
• Highly convenient for parents and fun for students
• Scalable program that can increase in frequency and/or coverage as participation grows
• Helps develop bonds among classmates and neighbors, which can extend beyond the school day
22 1 Wilshire Park Elementary School Safe Routes to School Plan
Getting started
A walking school bus can be an informal effort begun by a few parents in one neighborhood. For a school -wide
program, however, it is important to designate a coordinator. In some cases a dedicated volunteer coordinator
can be successful, but schools may want this to be a paid position to ensure consistency and reliability. The
walking school bus coordinator can begin by assessing both resources (such as parent volunteers) and
interest. A school -wide survey (paper and/or electronic) distributed to parents can help to identify interested
households and volunteers.
Timing/Frequency
Ideally, a walking school bus or bike train program should run every day so families can count on it. However,
it is possible to start small by selecting one or two days per week, and/or by targeting specific neighborhoods
(e.g. a housing development close to the school) as a way to begin developing the program. You might even
start with a special one-time walking school bus, such as for International Walk (and Roll) to School day in
October. Some programs operate in the morning only, since children have after-school programs or go
somewhere other than their home after school, or may not have a parent waiting for them at home.
Designating Routes and Stops
Walking routes should be sited on streets with complete pedestrian facilities, prioritizing safe crossings and
lower traffic speeds and volumes, as well as low crime streets.
In many cases, these streets will also provide the best route for bicycle trains, although coordinators should
also identify dedicated bicycle facilities that may lead to the school. Stops may either be at each child's house
(which is more convenient for parents but may take longer) or at gathering points (e.g. one meeting place per
block, as well as gathering spaces at parks). Including at least one "stop" with parking facilities is also a good
way to increase participation for families who may live far from the school but can drop off children to join the
walk. Finalized routes and stop locations should be mapped out for parent and volunteer reference.
Wilshire Park Elementary School Safe Routes to School Plan 123
Classroom Lessons (Minnesota Walk! Bike! Fun! Curriculum)
Improved walking and bicycling safety behavior; youth empowerment
Teacher/administrators at Wilshire Park Elementary
St Anthony -New Brighton School District; WPPA/parents; City of St Anthony; local law
enforcement; Public Health
Regularly integrated as viable. Safety training and skills elements twice per year.
Minnesota SRTS Curriculum
I)tti)://www.dot.state.mn.us/saferQutes/
http:Z/www.bikemn.oro/education/srts-education-curriculum
National Center for Safe Routes to School:
http•//wwwsaferoutesinfo.o[g program-tools/NHTSA-pedestrian-curriculum
Oregon Safe Routes to School: http://walknbike.ora/pedestrian-safety/
National Highway Traffic Safety Administration:
http://www.n htsa.gov/ChildPedestrianSafetvCurriculum
Alameda County, CA: http9/www.alamedacountysr2s,orci/principals-and-teachers/educator-
ouides/
Boston, MA: http://www.walkboston.ora/resources/publications/walking-health-
environment-cu rriculum
A variety of existing in -classroom lessons and skills training activities are available to help teach students
about walking, bicycling, health, and traffic safety.
These can include lessons given by law enforcement
officers or other trained professionals, or lessons
delivered by teachers.
Example topic lessons are: Safe Street Crossing, Helmet
Safety, Rules of the Road for Bicycles, and Health and
Environmental Benefits of Walking and Bicycling.
Benefits
• One of the quickest and easiest ways to ensure
all children receive important information on
the safety basics and benefits of walking and
bicycling
• Flexible activities can accommodate a variety of
Pedestrian safety training teaches basic lessons such
as, "look left' right, and left again."
time/ space constraints and grade levels
• Helps institutionalize pedestrian and bicycle safety as a priority life skill (similar to home economics
or driver education)
• Complements environmental lessons and physical fitness/health activities with information and
training on the importance of good travel habits
24 1 Wilshire Park Elementary School Safe Routes to School Plan
In -class lessons introduce the topic of pedestrian and bicycle safety to children, including what types of
situations they may encounter on the road, how to follow street signs, and how to interact with drivers.
Rhymes, songs, and videos can be used to help children remember how to walk and cross streets safely. Mock
street scenarios allow students to practice safe pedestrian behaviors at signalized intersections, unsignalized
intersections, and driveways in a controlled environment. This can be done inside the classroom or on the
blacktop. Once students have mastered the mock streets, they are taken on -street to practice. A short route
with as many types of crossing situations as possible should be mapped before taking students out. At least
one parent/chaperone should be encouraged to attend for increased adult support, though additional
volunteers are recommended. Chaperones should be given safety materials, such as high visibility vests and
stop paddles.
The new Minnesota Walk! Bike! Fun! Pedestrian and Bicycle Safety Curriculum is a two-part curriculum
designed specifically for Minnesota's schools and is structured to meet Minnesota education standards. The
Minnesota Walk! Bike! Fun! Pedestrian and Bicycle Safety Curriculum was developed by the Bicycle Alliance
of Minnesota in collaboration with the Minnesota Department of Transportation and the Center for
Prevention at Blue Cross and Blue Shield of Minnesota.
The curriculum was designed to help children ages five to thirteen learn traffic rules and regulations, the
potential hazards to traveling, and handling skills needed to bike and walk effectively, appropriately and
safely through their community. This curriculum is free for anyone to download and use.
Before teaching this curriculum, it is important to make sure that instructors feel confident and
knowledgeable about bicycle safety skills. The Bicycle Alliance of Minnesota can conduct these trainings and
are a resource for schools throughout the state.
Wilshire Park Elementary School Safe Routes to School Plan 125
Law Enforcement: Digital Speed Signs
Improved driving safety behavior
St Anthony Police Department, City of St Anthony Village, Ramsey County
St Anthony -New Brighton School District; Wilshire Park teachers/administrators/staff;
PTA/parents; Public Health
Periodically, perhaps quarterly, beginning at the start of the school year
Safe Routes to School Online Guide: htto://guide.saferoutesinfo.ora/enforcement/index.cfm
Charles County, MD:htto://www.ccso.us/index.php?option=com content&task=view&id=614
Chicago, IL:
htto•//www cityofchicaao ora/city/en/dents/cdot/ roo vdrs/ped/svcs/crosswalk enforcementin
itiatives.html
Enforcement tools are aimed at ensuring compliance with traffic
and parking laws in school zones. Enforcement activities help to
reduce common poor driving behavior, such as speeding, failing to
yield to pedestrians, turning illegally, parking illegally, and other
violations. Law enforcement actions include school zone speeding
enforcement, crosswalk stings, and other enforcement activities.
Speeding is a constant safety problem along County Road D/37`h
Avenue NE. This enforcement "wake-up call" will act as a
reminder to drivers about safe school -zone driving expectations.
26 1 Wilshire Park Elementary School Safe Routes to School Plan
SPEED
LIMIT
25
YOUR
SPEED
Law enforcement efforts near schools, such
as speed feedback signs, complement
education and encouragement activities,
School/Community Communications
iffAnis will depend on the communications; however, outcomes may include increased
alking, bicycling, transit, and/or carpooling; improved walking, bicycling, and/or driving
fety behavior; and health and/or environmental connections.
thony. achers, administrators, and/or staff, parents
PPA /parents; St Anthony -New Brighton School District, Public Health, City of St.
Recommended Annually on or around International Walk and Bike to School Day in October
Timeframe
Resturcem
s International Walk to School: httmHwww iwalktoschool.oro/
Walk Bike to School: http://www.walkbiketoschool.org/
ProgramSample City of Portland, Safe Routes Newsletters
htttp,//www oortlandorecion aov/transportation/45746
The strongest Safe Routes to School efforts are those that, over time, begin to make changes to the culture of
school transportation by normalizing walking and bicycling. One of the ways to help promote walking and
bicycling as normal, everyday activities is to disseminate consistent, ongoing communications to the school
community. The most effective way to reach parents and other community members is through existing
communications, through media they already see, hear, and pay attention to. For this reason, it is
recommended that Wilshire Park Elementary School identify the most used communication methods and take
advantage of those existing channels for sharing Safe Routes to School facts, tips, education, and
encouragement. Communication channels could include parent emails, backpack mail, WPPA publications,
newsletters, community papers, websites, blogs, or social media. For example, the school may choose to
feature a Safe Routes to School corner or page on their existing website if it is well used by parents and
updated often.
Wilshire Park Elementary School Safe Routes to School Plan 127
Evaluation
Why evaluate?
Evaluation is an important component of any Safe Routes to School effort. Not only does evaluation measure a
program's reach and impact on a school community, it can also ensure continued funding and provide a path
forward for ongoing and future efforts. Evaluation can measure participation and accomplishments, shifts in
travel behavior, changes in attitudes toward bicycling and walking, awareness of the Safe Routes to School
program, and/or the effectiveness of processes or programs.
Safe Routes to School evaluation is beneficial in the following ways:
• Indicates whether your SRTS efforts are paying off. Evaluation can tell you what's working well,
what's not, and how you can improve your program in the future.
• Allows you to share your programs impact with others. Evaluation can demonstrate the value of
continuing your program, with school faculty and administration, the district, parents, and elected
officials.
• Provides a record of your efforts to serve as institutional memory. The nature of Safe Routes to School
teams is that they change over time, as parents and their children move on to other schools and as
staff turns over. Recording and evaluating your efforts provides vital information to future teams.
• Tells you if you are reaching your goals. Evaluation can confirm that you are accomplishing or
working towards what you set out to do. on the other hand, evaluation efforts can reveal that there is
a mismatch in your efforts and your goals or that you need to correct course.
• Encourages continued funding for Safe Routes to School programs. Data collected and shared by local
programs can influence decisions at the local, state and national level. In part, today's funding and
grant programs exist because of the evaluations of past programs.
Basics of Evaluation
At a minimum, SRTS evaluation should include the standard classroom hand tallies and parent surveys
expected in order to be consistent with the national Safe Routes to School program. Evaluating the programs
can - and should where possible - delve beyond this, but it need not be burdensome. Evaluating the program
can be as simple as recording what you did and when you did it, and counting or estimating the number of
students who participated or were reached. Recording planning efforts and taking photos is also helpful for
the legacy of the program. In most cases, it is beneficial to measure more, such as school travel mode split
and/or miles walked/biked, from which the school, district or city can estimate environmental, health, and
other impacts.
There are two kinds of information that can be collected: quantitative data (numbers, such as counts, logs, and
survey results) and qualitative data (words/images, such as observations, interviews, and records). Further,
there are several different ways to collect information. This includes the following:
1. Conducting tallies/counts
2. Keeping logs (such as for mileage tracking)
3. Conducting surveys and interviews
4. Conducting observations and audits
5. Keeping planning and process records
28 1 Wilshire Park Elementary School Safe Routes to School Plan
Regardless of how elaborate you make your evaluation, it is important to plan ahead for measuring and
tracking results. When you are designing your program, consider how you are going to evaluate it from the
beginning, so that you can build in mechanisms for collecting the necessary data. For example, if showing
changes in travel behavior over time is important to your effort, you will need to start by collecting baseline
data so you know how students are getting to school currently in order to be able to demonstrate any change
later.
Below is a series of basic steps to take in designing and executing your program evaluation:
1. Establish your goals and plan the specific program.
2. Decide what, how, and when to measure.
3. Collect baseline information, if necessary.
4. Conduct the program and monitor progress.
5. Conduct any post -program data collection, if necessary.
6. Interpret your data.
7. Use and share your results.
More resources for evaluation can be found on the National Center for Safe Routes to School's website here:
http://euide.saferoutesinfo.org/evaluation/index.cfm.
Before and After Study of Infrastructure
It's also helpful to understand the impact of the specific infrastructure projects on travel behavior and
patterns. When planning to improve the built environment to serve school travel, a simple before and after
study can be completed with minimal resources and in some cases little more than volunteer support.
Document baseline conditions before the project and evaluate a few months after completion.
• A complete traffic count is very helpful but may be cost prohibitive. At a minimum, complete a count
of pedestrians and bicyclists and note any large vehicles. For information on how to conduct a
pedestrian and bicycle count refer to the National Bicycle and Pedestrian Documentation Project,
which can be found online at http:/ibikepeddocumentation.org/
• Document motorist compliance with traffic laws, such as yielding at crosswalks and obeying the
speed limit.
• Note pedestrian and bicyclist behavior that may cause safety concerns, such as wrong way riding or
crossing outside of crosswalks.
n Tasks
At the beginning of each year establish which programs and improvements will be made and what needs to be
done to complete basic steps 1-3.
Wilshire Park Elementary School Safe Routes to School Plan 129
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30 1 Wilshire Park Elementary School Safe Routes to School Plan
A
Implementation Strategy
The following section outlines an estimated implementation timeline for both the infrastructure and
programmatic recommendations. This strategy identifies programs that can be started in first year of plan
implementation and summarizes the estimated timing of infrastructure improvements.
Year One
The programs identified for year one implementation will require the leading organization to take some
immediate actions to make progress and follow this timeline. See the Recommended Programs chapter for
detailed descriptions of each program.
Year one programs were selected based on existing capacity and interest identified during the planning
process. Most education, encouragement and enforcement programs will be ongoing and once started can be
integrated into school programs year after year.
Future Actions
While some recommendations may not be implemented in year one, it is still important to plan and prepare
for future programmatic and infrastructure projects. These future actions are displayed in simplified timeline,
illustrating a potential approach to phasing in certain activities.
Example Project
Planning Implementation
Wilshire Park Elementary School Safe Routes to School Plan 131
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Safe Routes to School Plan
Appendix: SRTS Infrastructure Glossary
June 2014
alta community •
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Appendix A:
Safe Routes to School Infrastructure Glossary
This glossary is intended to provide an introduction to the specific infrastructure improvements commonly used for
Safe Routes to School. It is included as an appendix to the plan in effort to make it an easily available reference point
for all parties using the Safe Routes to School Plan. Not all treatments are appropriate at every school location. In all
cases engineering judgement should be exercised when determining the best infrastructure solution. The glossary
contains information arranged in the following topic areas:
• School Area Specific Signing and Marking - p.2
• Crossing Treatments and Support - p.3
• Traffic Calming - p.7
• Bicycle Facilities - p.10
• Additional Tools - p.11
School Area Specific Signing and
Marking
School Sign (S7-1)
The School Sign (Sl -1) is used to warn drivers that
they are approaching a school area, or to identify
the beginning of a designated school zone.
AHEAD
School Crossing Assemblies
The School Sign may be combined with small
plaques to indicate specific crossing locations. A
school sign combined with an AHEAD plaque
(W16 -9p) creates a School Advance Crossing Assembly,
used to warn road users that they are approaching
a crossing where schoolchildren cross the roadway.
At specific crosswalks or crossing locations, a
School Crossing Assembly indicates the location of the
crossing point where schoolchildren are expected
to cross. It includes a School sign (SI -I) and a
diagonal downward arrow (W16 -7p) must be
included.
SCHOOL
SPEED
LIMIT
20
WHEN
CHILDREN
ARE PRESENT
School Zone Speed Limit Assembly
A School Zone Speed Limit Assembly identifies a
speed limit for used in a specific geographic area.
Speed limits may apply over limited time frames or
conditions as indicated on the sign.
School Crossing Pavement Markings
As a supplement to a marked crosswalk, the
SCHOOL word marking may provide additional
warning to drivers about the potential presence of
school children.
Crossing Treatments
Active Warning Beacon
Active warning beacons are user -actuated flashing
lights that supplement warning signs at
unsignalized intersections or mid -block
crosswalks. Rectangular Rapid Flash Beacons
(RRFBs), a type of active warning beacon, use an
irregular flash pattern similar to emergency flashers
on police vehicles.
s
In -Street Yield to Pedestrian Sign
In -street pedestrian crossing signs reinforce the
presence of crosswalks and remind motorists of
their legal obligation to yield for pedestrians in
marked or unmarked crosswalks. This signage is
often placed at high-volume pedestrian crossings
that are not signalized. On streets with multiple
lanes in each direction, additional treatments such
as median islands or active warning beacons may be
more appropriate.
Standard Marked Crossings
The simplest form of marked crosswalk is two
transverse lines, indicating the crossing area. A
marked crosswalk signals to motorists that they
must stop for pedestrians and encourages
pedestrians to cross at designated locations.
Installing crosswalks alone will not necessarily
make crossings safer especially on multi -lane
roadways.
High Visibility Marked Crossings
A marked crossing typically consists of a marked
crossing area, warning signs and other markings to
slow or stop traffic.
When space is available, a median refuge island can
improve user safety by providing pedestrians and
bicyclists space to perform the safe crossing of one
half of the street at a time.
Safe Routes to School Infrastructure Glossary Page 13
Median Refuge Island
Median refuge islands are protected spaces placed
in the center of the street to facilitate bicycle and
pedestrian crossings. Crossings of two-way streets
are simplified by allowing bicyclists and
pedestrians to navigate only one direction of traffic
at a time. This may also functions as a Traffic
Calming technique when configured to manage
access to streets.
Pedestrian Hybrid Beacon
Pedestrian hybrid beacon are traffic control signals
commonly used to stop traffic along a major street
to permit safe crossing by pedestrians or bicyclists.
The signals provide very high levels of compliance
by using a red signal indication, while offering
lower delay to motorized traffic than a
conventional signal.
The Minnesota Manual on Traffic Control Devices
permits Pedestrian Hybrid Beacon installation at
both mid -black and intersection locations.
(Section 4F.2) The Minnesota MUTCD says: "If
installed at an intersection, appropriate side street
traffic control should be considered." This may
include STOP or YIELD signs as determined by a
traffic engineer.
I..�IIII
Raised Crosswalk
Raised crosswalks are crossings elevated to the
same grade as the multi -use trail. Raised
crosswalks may be designed as speed tables, and
have a slowing effect on crossing traffic.
A raised crossing profile design known as a
sinusoidal profile may be selected for compatibility
with snow removal equipment.
ADA Compliant Curb Ramps
Curb ramps allow all users to make the transition
from the street to the sidewalk. A sidewalk
without a curb ramp can be useless to someone in a
wheelchair, forcing them back to a driveway and
out into the street for access.
Although diagonal curb ramps might save money,
they create potential safety and mobility problems
for pedestrians, including reduced maneuverability
and increased interaction with turning vehicles,
particularly in areas with high traffic volumes.
Safe Routes to School Infrastructure Glossary Page 14
Advance Stop Bar
Advance stop bars increase pedestrian comfort and
safety by stopping motor vehicles well in advance
of marked crosswalks, allowing vehicle operators a
better line of sight of pedestrians and giving inner
lane motor vehicle traffic time to stop for
pedestrians.
Countdown Pedestrian Signal
Countdown pedestrian signals are particularly
valuable for pedestrians, as they indicate whether a
pedestrian has time to cross the street before the
signal phase ends. Countdown signals should be
used at all signalized intersections.
Signals should be timed to provide enough time for
pedestrians to cross the street. The MUTCD
recommends a longer pedestrian clearance time in
areas where pedestrians may walk slower than
normal, including the elderly and children.
Curb Extensions
Curb extensions are areas of the sidewalk extended
into the roadway, most commonly where a parking
lane is located. Curb bulbs help position
pedestrians closer to the street centerline to reduce
crossing distances and improve visibility and
encourage motorists to yield at crossings.
J
Leading Pedestrian Interval
A leading pedestrian interval is a condition where a
pedestrian signal displays a WALK signal for
pedestrians prior to displaying a green signal for
adjacent motor vehicle traffic. This early display
gives pedestrians a head start and may increase the
percentage of drivers who yield to crossing
pedestrians.
Safe Routes to School Infrastructure Glossary
Audible Signals
in addition to the visual cues provided by signal
heads, audible signals provide guidance for vision -
impaired pedestrians. Different audible signals
should be used for different crossing directions to
inform the pedestrian which intersection leg has a
walk signal. Sounds should be activated by the
pedestrian push-button.
NO
TURN
ON RED
No Turn On Red
No Turn on Red restrictions prevent turns during
the red signal indication to reduce motor vehicle
conflicts with bicyclists and pedestrians using the
crosswalk.
Minimize Corner Radii
The size of a curb's radius can have a significant
impact on pedestrian comfort and safety. A smaller
curb radius provides more pedestrian area at the
corner, allows more flexibility in the placement of
curb ramps, results in a shorter crossing distance
and requires vehicles to slow more on the
intersection approach. During the design phase, the
chosen radius should be the smallest possible for
the circumstances.
Offset Crosswalk
Offset crosswalks use staggered pavement
markings and a median refuge island with a
diagonal pathway to direct pedestrians' attention
to oncoming traffic before crossing.
Traffic Signal Timing
Traffic lights must assume that pedestrians walk a
certain speed to calculate the time needed to cross
at a light, often 3.5 feet per second. However,
children may require more time to cross an
intersection than adults. Re -timing signals to 3.25
or even 2.8 feet per second at crossings used by
large numbers of students and seniors can ensure
that everyone has time to cross the intersection
safely.
Safe Routes to School Infrastructure Glossary Page 16
t III V►� �U � ti`'J
Traffic Calming
The term "traffic calming" describes a range of improvements that reduce traffic speeds or traffic volumes
intended to improve safety for all road users. Treatments are mostly appropriate for local streets not meant for
through traffic. Some traffic calming seeks to slow down through traffic, while other traffic calming seeks to
divert through traffic and reduce traffic volumes.
Securing community support before proceeding with a traffic calming project can help to make it more
successful. Benefits to local residents may include a safer neighborhood to walk and bicycle in, though
sometimes at the cost of driving convenience.
Traffic calming measures in the context of a Safe Routes to School program can help reduce driving speeds near
schools, discourage dangerous or illegal driving maneuvers, and encourage the use of appropriate routes when
driving to or from school. They should be combined thoughtfully with the other improvements described in
this glossary.
Safe Routes to School Infrastructure Glossary Page J 7
Gnicanes
A chicane is a curb extension, usually built in
alternating patterns or with intermittent median
strips, that creates an S-shaped curve on a street.
These minor curves require motorists to proceed
with greater caution and slower speeds. They may
also provide additional space for landscaping or
pedestrians. Some chicanes are concrete curbs,
while others are painted on the roadway.
Speed Humps & Speed Tables
Speed humps are rounded vertical traffic calming
features common on residential streets, and may be
used to control speed along a corridor.
Speed tables are similar mesa -shaped features that
may be configured as raised crossings, as shown
above. If configured as a raised crossing, the speed
table should be elevated so that it is flush with the
sidewalk and/or multi -use trail.
Traffic Circles
Traffic circles are generally used to replace a 4 -way -
stop intersection. Traffic circles can improve safety
as well as travel times and intersection efficiency.
Many drivers are not familiar with traffic circles so
signage can help them to navigate the intersection.
Many traffic circles are built with mountable curbs
so that emergency vehicles may quickly and easily
proceed through the intersection.
Diverters
A diverter diverts motor vehicle traffic from one
street to another while allowing pedestrian and
bicycle traffic to proceed normally. They are most
common parallel to arterial streets where
congestion may lead motorists to seek alternative
routes on local streets through a neighborhood.
Common on bike routes, diverters are the most
intense traffic calming treatment applied and
should be implemented only after study and
community outreach.
Safe Routes to School Infrastructure Glossary Page 18
'r.
Lane Narrowing
Lane narrowing utilizes roadway space that
exceeds minimum standards to provide the needed
space for bike lanes. Many roadways have existing
travel lanes that are wider than those prescribed in
local and national roadway design standards, or
which are not marked.
Road Diets
The removal of a single travel lane will generally
provide sufficient space for bike lanes on both sides
of a street. Streets with excess vehicle capacity
provide opportunities for bike lane retrofit
projects.
t � �1l• p, 'c� t 4 'a
Safe Routes to School Infrastructure Glossary Page 19
Bicycle Facilities
Bicycle facility selection depends on a variety of
factors including motor vehicle speeds and
volumes, topography, adjacent land use, available
right of way, and expected bicycle user types.
Children and their parents/guardians may prefer
lower stress bikeways such as bicycle boulevards,
buffered bike lanes, cycle tracks, and multi -use
paths compared to shared roadways without
traffic calming features or conventional bike lanes
Bike Lanes
Bicycle lanes designate an exclusive space for
bicyclists with pavement markings and signage.
The bicycle lane is located adjacent to motor vehicle
travel lanes and bicyclists ride in the same direction
as motor vehicle traffic. Bicycle lanes are typically
on the right side of the street (on a two-way street),
between the adjacent travel lane and curb, road
edge or parking lane.
Buffered Bike Lanes
Buffered bicycle lanes are conventional bicycle
lanes paired with a designated buffer space,
separating the bicycle lane from the adjacent motor
vehicle travel lane and/or parking lane.
Enhanced ® Signs and Pavement Markings
Traffic � Speed
Bicycle Boulevard
curb Mini
Extensions Traffic
Circles
Bicycle boulevards are low-volume, low -speed
streets modified to enhance bicyclist comfort by
using treatments such as signage, pavement
markings, traffic calming and/or traffic reduction,
and intersection modifications. These treatments
allow through movements of bicyclists while
discouraging similar through -trips by non -local
motorized traffic.
Streets should contain a minimum of three traffic
calming enhancements if they are to be considered
bicycle boulevards.
Safe Routes to School Infrastructure Glossary
Additional Tools
I
Painted Intersections
Painted intersections, sometimes called street
murals or "Intersection Repair" are volunteer
driven efforts to transform an intersection into a
plaza like community space by painting artistic
imagery on the street.
Painted intersections generally require permission
from the transportation department and majority
support from the adjacent neighbors.
Shared Use Paths
Shared Use paths may be used by pedestrians,
skaters, wheelchair users, joggers and other non -
motorized users. These facilities are frequently
found in parks, or as a neighborhood cut -through
to shorten connections and offer an alternative to
busy streets.
Warning Signs
Warning signs call attention to unexpected
conditions on or adjacent to a street or bicycle
facility.
Around schools, the School Crossing Assembly is
the most common type of warning sign, used to
warn drivers to expect and anticipate bicycle
crossing activity.
Overpass
Overpasses provide critical non -motorized system
links by joining areas separated by barriers such as
deep ravines, waterways or major streets or
freeways. A Crime Prevention Through
Environmental Design (CPTED) lens should be
followed when designing the underpass.
Underpass
Underpasses provide critical non -motorized
system links by joining areas separated by barriers
such as railroads and highway corridors. In most
cases, these structures are built in response to user
demand for safe crossings where they previously
did not exist.
Safe Routes to School Infrastructure Glossary Paye 111