WSB Best Practices Report Updated by FabianColon

Walking School Bus Best Practices Report Tim Pehlke Center for Public and Nonprofit Management University of Central Florida February 2015

Table of Contents Executive Summary.............................................................................................3 Introduction...........................................................................................................4 Marketing................................................................................................................5 Partnerships...........................................................................................................6 Site Management................................................................................................7 Walking Routes....................................................................................................10 Risk Management...............................................................................................11 Supplies..................................................................................................................12 Discussion.............................................................................................................13 Appendix...............................................................................................................15 References.............................................................................................................22

Executive Summary

UCF Walking School Bus was founded in April 2013 with funding from the Florida Department of Transportation (FDOT). In a Walking School Bus (WSB) young people, typically elementary aged, walk to school together regularly along a designated route under the supervision of trained adult volunteers. Through involvement with WSB young people learn pedestrian safety, develop health habits and form new friendships. This report attempts to provide an overview of this programâ&#x20AC;&#x2122;s activities and to make recommendations for the future. Topics addressed include marketing, partnerships, site management, walking routes, risk management and supplies. The program was tasked with (1) expanding access to WSB programming in the East Central Florida (FDOT District 5) region and (2) developing program best practices for adoption at other locations across the state. The program grew from three sites developed under a previous Florida Department of Health (FDOH) program serving approximately 100 students in two counties to include nine sites serving nearly 500 elementary school students across a three county region. Overcoming public concerns about the safety of walking conditions represents a significant challenge. This program found success in implementing a multi-modal marketing strategy that included use of a professionally designed logo, photos, print materials, promotional video, traditional media, and social media. These efforts were amplified through the strategic use of partnerships to connect with community decision makers, identify resources and gain access to other helpful tools. Organizations with mutually aligned missions in the area of childrenâ&#x20AC;&#x2122;s health and safety proved most conducive to such arrangements. Another key to success came in developing and maintaining a volunteer management system. Establishing regular lines of communication and conducting regular sites visits were a vital part of this strategy. This program made ample use of new and emerging technologies in an effort to streamline documentation requirements and create a more positive volunteer experience. Use of an online enrollment system and group texting app proved most beneficial to volunteers. The safety of youth participants is a critical concern for WSB programs. It is critical to involve community members in a thorough examination of existing infrastructure as a part of any route development effort. These efforts should be combined with the development of a risk management protocol that includes volunteer screening/training, school agreements, and youth enrollment procedures. Upon formation it is important to outfit sites with adequate safety equipment. This program found safety vests for volunteers, brightly colored t-shirts for youth participants, wagons for student backpacks, and recognition materials to be of greatest need. With regard to the future, it is recommended that further efforts be made to address school district level liability concerns. This would include continuing to refine risk management protocols with input from across the community. Additional efforts should be made to connect with higher risk urban schools, with presentations tailored to address schoolâ&#x20AC;&#x2122;s most pressing concerns (e.g., car loop traffic congestion, student health, etc.). A multi-faced Safe Routes to School regional authority should be formed to provide training, community education and technical expertise. Lastly, the continuing development of mobile technologies should prove helpful in creating more finely tuned walking routes.

Introduction The UCF Walking School Bus program partners with local communities to organize safe walking routes for elementary school students led by trained adult mentors. In a Walking School Bus (WSB) a group of young people (typically elementary aged) meet regularly to walk to school together under the supervision of trained adult mentors. One of the key advantages of the program is its flexibility. WSB may originate from different locations (including individual homes, community centers, parks, etc.), times (AM, PM or both) and days of the week depending on community needs. WSB began in Denmark in the 1970s (Craddock et al, 2012) and have since spread all over the world. There are currently active WSB in England, Germany, Australia, New Zealand and locations across the United States. This program began in April 2013 through a grant from the Florida Department of Transportation (FDOT) and is operated out of the Center for Public and Nonprofit Management, the applied research arm of the School of Public Administration at the University of Central Florida. At the time this program began there were three WSB programs operating in the FDOT District Five region (which includes nine counties located in East Central Florida). These programs were started through an earlier Florida Department of Health (FDOH) initiative. By the spring of 2015 the UCF Walking School Bus program had grown to include nine schools serving nearly 500 youth along 13 walking routes in three counties (see Figure 1). Among the original FDOT sites 66% continued operating for the duration of the project. New programs have been added at seven sites, which include a combination of community schools, charter schools, and after-school programs (see Figure 2).

Marketing A lack of awareness of WSB programming, along with a negative perception of walking in general (Napier et al, 2011; Yu & Zhu, 2013) was identified as a key obstacle early in the implementation process. As a result, a concerted effort was made to create a multi-modal marketing strategy in support of the program. This included the following: Logo: A local graphic design firm donated their services to produce a logo in support of the program.

Print Materials: A series of templates were developed for use across sites. This included brochures, fliers, bookmarks, newsletter advertisements, etc.

Photos: Volunteer and professional photographers were recruited to capture WSB programming, with photos used to support other modes of communication.

Promotional Videos: A local film crew donated their services to produce two promotional videos (long and short form).

Outreach Events: Our staff set up at school health fairs, PTA meetings, and other community events.

Traditional Media: The project received free publicity through outreach to newspaper, radio and television outlets.

Social Media: A Facebook page (now with over 125 â&#x20AC;&#x153;likesâ&#x20AC;?) was developed and actively maintained to provide a steady stream of information.

Newsletter: A quarterly e-newsletter was developed through Mail Chimp (a free online platform) with a distribution list that grew to over 400 subscribers by the end of the project. Through use of multiple modes of media we were able to connect with audiences of different ages and technical abilities. This in turn led to increased public awareness of WSB and, subsequently, greater community demand for WSB programming.

Partnerships

A number of earlier projects have highlighted the importance of developing strong community partnerships (Thomas et al, 2009; FDOH, 2012). We found this to be true in our experiences as well. Here is a sampling of the organizations we have worked with on this project:

- Traffic safety committees - Parent Teacher Association (PTA) - YMCA - Department of Health - Physical Education Teachers - Transportation Planning Organizations (TPO) - School health committees - Parks department - Safe Routes to School network - Bike and pedestrian safety committees - Prevention committees - Neighborhood associations - Childrenâ&#x20AC;&#x2122;s Cabinet - Child safety committees - City Council - School Health Advisory Councils (SHACâ&#x20AC;&#x2122;s) - School Wellness Councils

We found that organizations with like-minded missions in support of child health and safety were most conducive to collaboration. Consequently, these partnerships provided access to decision makers, re-

Site Management

The UCF Walking School Bus program was organized around a “middle management” volunteer model. Under this system volunteers serve in the role of managers providing support to specific sites. In this project, UCF students (paid a small stipend) served in the role of “Coach[es]” with a case load of 3-4 schools (see Figure 3). They were then asked to conduct regular site visits and check in calls in an attempt to monitor the status of the project at each site and to troubleshoot any issues that may emerge. Efforts were made to hire students that lived in the actual communities we served. This was done to aid outreach efforts and promote continuity of programming. Additional students provided support with volunteer management, mapping, resource development and marketing. Weekly staff meetings were held in an effort to coordinate the various aspects of the program. A monthly reporting system for sites was implemented in an effort to ensure that ongoing communication was maintained.

Figure 3: Organizational Chart

Assistant Director

Provides overall leadership to the program. This includes building partnerships with local schools, supervising Coaches, conducting volunteer training, re source development, and program evaluation.

Coach

UCF students whose responsibilities include identifying safe walking routes, serving as point of contact for Walk Team Volunteers, and working with School Liaison to ensure programmatic success.

Principal Designates a School Liaison for the program, provides connection to PTA and other community resources. School Liaison Serves as point of contact with Principal (and other School Administration), distributes marketing materials and other resources, handles disciplinary issues as they arise. Walk Team Volunteers Walks a group of registered youth to school along a designated route, maintains regular communication with parents and Coach, completes evaluation tools

Parents

Completes registration form, drops off youth participant at the designated time, notifies Walk Team Volunteers when their child(ren) will be absent.

Program sustainability was an ongoing point of emphasis. An annual exit interview was conducted with Team Leaders in an effort to get to them to think about succession planning, as many volunteers transition out of the program upon their childâ&#x20AC;&#x2122;s graduation. In addition, a series of resources were developed in an effort to provide guidance to future program efforts in the absence of paid staff. This includes a program handbook and a series of fact sheets that address volunteers most commonly cited concerns.

Figure 4: Walking School Bus Enrollment System

Walking Routes Prior to the launch of each site walking routes were reviewed for walkability. This began with a site visit to assess the quality of pedestrian infrastructure. From there a report was completed noting any potential hazards along the route. In most cases this was done through a partnership with the UCF Urban and Regional Planning program. In this project a group of students was assigned to each of our schools and asked to conduct a walkability audit that documented potential safety hazards (Note: One of our local school districts took note of this work, and went on to hire students to conduct walkability audits at all new elementary schools in the county). Students were then plotted on a map (in most cases through Google Map, though Arc GIS represents a more sophisticated option) and assigned to walking routes. We did so with the goal of limiting routes to 1 mile or less and arranging the stops so younger students walked shorter distances. Upon development of the routes, this information was sent to the Team Leader and School Liaison for review. We typically tried to provide a minimum of two weeks for review. Following this the route was sent out to participating families by the leader in an effort to establish initial lines of communication. In instances where we werenâ&#x20AC;&#x2122;t able to accommodate a family an alternate pickup location was proposed, though this was rarely accepted by the family.

Risk Management Overcoming parent safety and school district related safety concerns is often cited as a barrier to WSB implementation (McDonald et al, 2009; Stewart, 2011). While true to some extent, our greatest challenge came in overcoming school district liability related concerns. Indeed, two of our largest school districts were unwilling to sign off on the program despite numerous efforts. We were able to overcome policy barriers in two counties, where after initial resistance the school districts have

The safe transit of children to and/or from school is the highest priority of any WSB program. Safety procedures were developed following consultation with Safe Routes to School authorities, local school districts and University personnel. This began with procedures related to volunteering. All program volunteers were required to fill out a WSB registration form with a signed waiver and complete background screening through their local school district. In this sense they were both WSB and school district volunteers, as reflected in the MOU document used to register schools (see Appendix 1). From there volunteers completed a one hour training program that covered pedestrian safety best practices, policies and procedures, organization, and related topics. Each volunteer received a Program Handbook that covered these topics in greater depth and provided forms for use in the program. Safety materials were provided to each of the groups. All program volunteers were outfitted with a reflective vest, while youth received a brightly colored program t-shirt. We also distributed pedestrian educational materials at set points throughout the school year in an effort to emphasize five key components of pedestrian safety as noted by local school crossing guards. These concepts were then evaluated through a pre and posttest survey instrument, with results to follow at a later date (Pehlke, n.d.).

â&#x20AC;&#x153;The safe transit of children to and from school is the highest priority of any Walking School Bus program.â&#x20AC;?

Supplies

From our experience the availability of supplies proved to be the major motivational factor for prospective schools. Many viewed the program as a way to promote health and safety among students without expending increasingly scarce resources. Over the course of the project we were able to secure $9,000 in programmatic support through a combination of grants and corporate donations. Community health foundations and governmental safety funds proved most receptive to such overtures. Material support came in one of the following categories: Wagon – A Mac Sports Folding Utility Wagon was presented to each route at the start of the program. This proved an effective tool for transporting backpacks, musical instruments, class projects, and other school related supplies judged too heavy for children to carry over long distances. One school went so far as to use a golf cart to transport supplies at their alternate drop off location. We recommend the use of bungee cords or other materials to secure items to the wagon. Safety – Each route was provided with a backpack that included first aid kit, ponchos, a whistle and reflective arm bands. In addition, reflective vests were provided for all program volunteers and (when requested) participating youth. The latter proved most useful on cool mornings. We also recommend providing bug spray and sunscreen along more wooded routes. One site requested and received a walkie talkie, though many of the sites communicated through cell phones. Branding – Each participating youth and volunteer received a program t-shirt whose bright colors served as an added safety feature. Sites received yard signs to display along their route and water bottles for distribution at program events. Recognition – Sites were encouraged to recognize youth participation. This often took the form of a “Marathon” or “100 Mile” club, where youth who walked the equivalent distance were recognized for their accomplishments. The Fitness Finders charm bracelets were an effective tool for accomplishing this goal. We also provided pencils, stickers, and other “kid friendly” incentive items (as sold through Oriental Trading and other suppliers).

From our experience a school needs approximately $500 - $1,000 annually to initially outfit their WSB program. From then on a budget of $500 is recommended to continue operating the program at a high level. Furthermore, there is a need for adequate resources to building a sustainable WSB program (Hotz et al, 2004), including paid staff to manage the program (Collins, 2005; Mendoza, 2009; Thomas, 2009).

Discussion

The above sections provided an overview of what we consider to be “best practices” for WSB programs. However, these are just a few of the ideas to come out of our experience. The following section will explore areas for future program enhancement. Any effort to expand the availability of WSB options must firm come to grips with liability concerns. Merited or not, these concerns must be overcome if WSB is to become normalized in the community. We recommend the implementation of a mandatory background screening (preferably Level 2) and training program for all WSB volunteers. It is important to recognize that volunteers are an extension of your office and will prove to be either the greatest asset or liability for your program. By investing resources (both financial and not) in these individuals you are setting the stage for successful volunteer experiences. In our case, use of graduate students as “Coach[es]” provided an important ongoing source of support to our sites. Much of this investment took place at the beginning of the project. We were able to shift resources to developing new sites and program evaluation over time as volunteers, especially Team Leaders) became more accustomed to their role. In identifying and approaching potential schools, here are several tactics that proved most successful in our program. First, it is more effective to approach the school directly, as opposed to working through the school district. The latter presented a major stumbling block that in many cases was never overcome. This is often due to the sheer volume of requests that senior administrators must address. In such instances it is often most effective to work through the school PTA or physical education teacher. Some schools also have a health committee that can be a strong advocate of such efforts. A second issue to consider is the issue of school zone traffic congestion. Schools with major car loop concerns are often most willing to try outside the box solutions. In one instance we were able to work with a charter school to remove an estimated 80 cars per day. This proved to be a “win—win” situation, as kids gained access to greater physical activity, parents saved money on gas, and the school built a better relationship with their neighbors. A third point of consideration is the presence of after-school programs such as YMCA and the Parks Department. Many of these sites are located near schools and have missions that are compatible with WSB.

Discussion Continued

Another point of consideration is the adaptation of mobile technologies for use in WSB programming. To our best knowledge this program was the first to utilize an online enrollment platform. This proved a valuable tool for volunteers, who were able to access their roster and take attendance from their mobile device in route to the school. We would recommend further development of “app” based resources, including the route tracking tools used by earlier programs (Norgate et al, 2014; Winstanley et al, 2014; Smith et al, 2015). Such measures should be accompanied by user-friendly training modules and, where necessary, in-person training sessions. Lastly, efforts to implement a sustainable WSB program would be greatly enhanced by the formation of a regional Safe Routes to School authority. This entity could serve as a “hub” for all aspects of youth pedestrian safety programming. Potential areas of programming include (1) professionally facilitated trainings for WSB and Bike Trains, (2) community educational programs on pedestrian safety topics (e.g., Walk to School Day), and (3) a team to identify and develop safe walking routes for students through walkability audits and other tools. At the present time there are numerous agencies working in this field. Additional collaboration would have the benefit of maximizing programmatic impact and strengthening funding proposals. Existing programs in Portland, Oregon and Miami, Florida provide an excellent example of the benefits of such collaborative models. The UCF Walking School Bus program proved successful in increasing the number and quality of WSB program options available in the Central Florida community. A total of 846 youth took part in the program over the course of three school years. These efforts were supported by a team of 135 volunteers. We were able to achieve policy breakthroughs with two school districts, including the nation’s 11th largest. Along the way a number of resources were developed in an effort to support future programming efforts. This includes program handbooks, fact sheets, promotional materials, and educational materials.

Appendix

What is the Walking School Bus? Who are we? Walking School Bus Central Florida partners with local communities to organize safe walking groups for school children led by trained adult mentors. We are a program of the UCF Center for Public and Nonprofit Management funded through the Florida Department of Transportation. What do we do? In a Walking School Bus youth meet regularly to walk to school together under the supervision of trained adult mentors. Walking School Bus travel along a des-ignated route, typically no longer than two miles, picking up youth at different “stops” until they reach the school. Groups can meet anywhere from one morning per month to twice daily depending on community needs. Why is this program needed? Walking School Bus has real world tangible benefits for your community. Partici-pating youth learn pedestrian safety, engage in increased physical activity, and make new friends. The community benefits through decreased traffic congestion and improved air quality. Simply put — it’s a win win! How do I start a group? To be successful, a Walking School Bus requires support from your local commu-nity. We suggest contacting your principal and school PTA to gauge their interest in the program. From there a member of the Walking School Bus group would be happy to meet with you and other interested parties to discuss the specifics of im-plementation. How does Walking School Bus support your school? Participating schools will be assigned a member of our staff to serve as their Site Coordinator. Site Coordinators train and equip program volunteers, develop walking routes, implement youth enrollment systems, and work to ensuring on-going program equality. What is required from schools? In order for a school to adopt the Walking School Bus program we require the fol-lowing commitment: (1) appoint a school liaison who will be responsible for dis-tributing program materials and handling any disciplinary matters, (2) provide avenues to promote the program through school communication channels, and (3) conduct volunteer screening through the school district. Recommended Citation Pehlke, T. A. (2014). What is Walking School Bus? (WSB Fact Sheet No. 1). Orlando, FL: UCF Cen-ter for Public and Nonprofit Management.

How to Get Financial Support by Amber Ferguson What types of materials will you need? Depending on how often your Walking School Bus meets, the amount of children involved, and the number of routes your Walking School Bus takes you may need some supplies to operate on a daily basis. Each Walking School Bus program is unique and may require addi-tional materials while some programs may be able to run just fine with fewer supplies. This list gives you an idea of the supplies a typical Walking School Bus may need. (See “Potential Needs” on page in right sidebar for a list of recommended supplies) Where can we find donations? The list above might have you wondering how you will be able to get everything you need to run a successful Walking School Bus. There are many options for obtaining the necessary supplies in order to keep your Walking School Bus well stocked. In fact, we recommend having diversified sources of revenue for your Walking School Bus. Below are some ideas for potential funding sources: 1) One option for obtaining funding is from your local Parent Teacher Association (PTA). Your local PTA may have funding set aside for as-sisting programs like the Walking School Bus. If the funding is not cur-rently available, PTAs are great organizers of fundraisers like bake sales and car washes. 2) Local businesses often donate supplies to school groups and local nonprofits as part of their charitable giving initiative. A good place to learn about local businesses who might be interested in supporting your Walking School Bus is to start with your local school district’s Partners in Education. These partners are often local businesses that share resources with the school district to improve the health and well being of students. Health and fitness oriented businesses such as health clubs, bike shops, and fitness merchandise stores are most like-ly to be supportive of the goals of your Walking School Bus. 3) Another potential source of funding is your local public school foun-dation. Sometimes foundations award grants for innovative projects, PTA projects, and/or classroom projects. Depending on how your Walking School Bus is supported, you may be eligible for a grant from your local public school foundation. 4) Speaking of foundations, your local community foundation may be able to provide funding for your Walking School Bus or connect you with other foundations and philanthropists that have similar goals and addi-tional funding.

Financial Support Continued What recognition can we offer sponsors? You may be wondering what you can offer to local businesses and other sponsors that are considering donating to your Walking School Bus. The Walking School Bus offers an association with a healthy, positive, child-oriented program that could garner positive media attention for the do-nor. Walking School Bus programs can in turn promote their sponsors through offering to add donorâ&#x20AC;&#x2122;s logos to marketing materials such as t-shirts, flyers, and banners. What are the initials steps to soliciting funding? The first step to soliciting additional funding is to develop a program budget. Your journey to creating a Walking School Bus budget should start with a basic timeline. Determine how often your Walking School Bus will operate in each semester. Once you establish a timeline, create a realistic budget that includes the costs for the materials you will need to operate (see the first question). You may need to do some research to see where you can purchase materials and how much they cost in order to develop your budget. One of the most common overlooked items on Walking School Bus budgets is printing costs. Itâ&#x20AC;&#x2122;s important to include printing costs, as you will need to promote the program and communi-cate with parents, volunteers, teachers, school administrators, and fun-ders often. How should we follow up with donors? One of the best ways to follow up with donors is to invite them to walk to school with you! Walking to school connects your funders directly with the students they are supporting. Another way to recognize funders is to always make sure you thank them during media interviews, on social media, and in newsletters. Funders may have a specific way they would like to be followed up with. Oftentimes, when you receive grant funding the granting organization will require you to submit reports on the pro-gress of your Walking School Bus program. Make sure to pay attention and note any due dates for progress reports. Even if your funding source does not require follow up it is important to recognize them in some way. A thank you letter from you or the students that participate in Walking School Bus can go a long way in establishing an ongoing rela-tionship with your donors. Recommended Citation: Ferguson, A. (2014). Finding resources for Walking School Bus. (WSB Fact Sheet No. 2). Orlando, FL: UCF Center for Public and Nonprofit Management.

Tips for Helping Your Kids Walk Safely by Jessica Palmer Regardless of the city or town that you live in, getting around as a pedestrian can behazardous. However, abiding by and teaching your children the following pe-destrian safety rules can help to reduce you and your family’s vulnerability. Walk Facing Traffic: If there is no sidewalk and you have to walk on the side of the road, walk on the sidewhere you are facing oncoming traffic. This gives you the best chance to see traffic approaching closest to youand will enable you to take evasive action when needed. Walk on the Sidewalk: The safest place for a pedestrian is the sidewalk (if available.) If there is no sidewalk,make sure you always walk on the side of the road facing traffic. Always keep a look out for other sidewalk userssuch as cy-clists and runners who travel faster than runners to avoid a painful collision. Watch out for Bicyclists and Runners: Even though it is assumed that sidewalks are for walkers, manycyclists choose to use the sidewalk as an al-ternative to riding on the road with traffic. Cyclists and runners approaching walkers should alert you with a bell or by calling out, “passing on the left/ right”, but they mightnot. Make sure to keep a lookout for both cyclists and runners on the sidewalk with you and move off to theside to let them pass. Bicycle-pedestrian collisions could result in painful injuries including broken bones and head injuries for those not wearing helmets. Cross Safely: ALWAYS look both ways before crossing any street. At signal-ized intersections, cross only when you have the pedestrian crossing light. However, drivers and bikers may have a green light to turn and may not be expecting you to be in the crosswalk. ALWAYS make eye contact with any driv-ers or cyclists who may beturning AND make sure they see you! If you are un-sure as to whether or not they have seen you, give them a wave and wait for their response. MAKE SURE THEY SEE YOU. When crossing at a non-signalizedintersection or junction (like the entrance to a shopping plaza, driveway or neighborhood street) make sure thatyou check for oncoming traf-fic that may be coming in or out of that intersection. DO NOT cross midblock.Even though you may think that it is the driver’s responsibility to stop for pe-destrians, they might not have thetime and distance to stop, even if they see you. When it comes to vehicle-pedestrian collisions, the pedestrian will always lose. Pay attention to Road Signs: Whether you are a pedestrian, cyclist or mo-torist, road signs and traffic signalsare essential to ensure your safety. If you don’t understand certain signs, you could put yourself in a situation on the road that could lead to an accident. The shape and color of road signs indicate the type of information thatthey convey. Walk Single File: Unless you are on a sidewalk with a good distance of sepa-ration from the roadway, you should try to walk single file. This is especially true if the road you are walking along is curved, where oncoming drivers only have a second or less to react to your presence. While it is nice to walk side-by-side or hand-in-hand, drivers may not expect this and you or your walking buddy could be in danger of being hit.

Safe Wlking Tips Continued Be visible: Make sure you wear bright colors when walking in daytime. When walking at night, wear light-colored and reflective clothing, like a reflective vest. Drivers do not usually expect pedestrians to be out afterdark so you need to give them every chance to see you. This applies even at street crossings that have cross-ing signals. Be just as cautious at dawn and dusk where visibility is still limited. Turn the Volume Down: Many pedestrians prefer listening to music, audio books and podcasts while walkingover the load and irritating din of traffic, yet this can dramatically impact their safety. When you turn up thevolume to a level that drowns out the noise from the surrounding environment, you cannot hear the bells and warnings from cyclists and runners that are approaching from behind. Not only do you not hear ap-proaching cyclists and runners, you may not be able to hear the warning signs of traffic hazards near to you that may causeyou bodily harm. Put your Phone Away: While on you walk, you may receive an important call or text from family, friends or work. If it is absolutely necessary that you respond, make sure you keep your reply as short as possible. Talkingand texting are distractions that cause you to be not as aware of your environment. In this state you are lesslikely to recognize traffic danger, passing runners and cyclists and tripping hazards. Not only are you morevulnerable to accidents but criminals may see you as a distracted easy target. Be aware of Strangers: When choosing your walking route make sure to choose one that is frequented byother walkers, joggers and bikers. Remember that there is safety in numbers. If at any time you see someonesuspicious or feel threatened, go in to a store or public building to avoid them. If a store or public place is not available call 9-1-1. Staying alert and aware can influence bad guys to choose an easier target. Stay Hydrated: Staying hydrated it important, especially on a long walk or during the summer months. Bring a portable water bottle with you to ensure that you will stay hydrated Make sure you know the symptoms of dehydration and call 9-1-1 if your symptoms become severe. Know When to Stop Walking: Heat sickness, dehydration, heart attack or stroke can can strike walkers of any age.Learn the symptoms of medical emergencies and carry a cell phone to dial 9-1-1.

Recognizing Youth Participation Creating an environment that nurtures growth and development includes a care-ful, creative and balanced use of recognition. Recognition is the encouragement and support for learning that is part of participation in the wide array of educa-tional and recreational experiences the program provides. Here are four forms of recognition for Walking School Bus members: 1) Participation Participation-based forms of recognition acknowledge all youth for their involve-ment with the program. Such forms of recognition typically take the form of a certificate or other tangible item. 2) Progress Towards Personal Goals Under this model youth are recognized for achieving an intended goal. For Walk-ing School Bus this may take the form of a â&#x20AC;&#x153;Marathonâ&#x20AC;?, where youth walk the equivalent of the 26.2 mile race, or 100 mile club. Another option involves recog-nizing youth when they achieve certain milestones along the way (e.g., 10 miles, 20 miles, etc.). 3) Peer Competition Competition has proven to be a powerful motivating tool for young people. With that in mind, you might consider holding a contest to recognize the young person(s) who walk the most miles over the course of the school year or answers the most pedestrian safety questions correctly. Do note that peer competition is not considered developmentally appropriate for younger children. 4) Cooperation Through learning and working cooperatively youth develop vital skills for living in our interdependent global society. This can be encouraged through the develop-ment of collective goals. Examples include # of gallons of gasoline saved, # of to-tal calories of burned or# of total miles walked. A special celebration would then be held upon reaching your goal. In summary, recognition is a vital part of a successful Walking School Bus pro-gram. It may be public or private. It can be within the individual or provided by others. Through the acknowledgment, affirmation and positive reinforcement of each personâ&#x20AC;&#x2122;s effort, feelings of competence and capability increase and participa-tion continues. Recommended Citation: Pehlke, T. (2014). Recognizing Youth Participants. (WSB Fact Sheet No. 4). Orlando, FL: UCF Cen-ter for Public and Nonprofit Management.

How to Start a Walking School Bus The UCF Walking School Bus program partners with local communities to organize safe walking groups for schoolchildren led by trained adult men-tors. Programs can meet anywhere from once a week to twice daily de-pending on the level of community need. Walking School Bus teaches young people pedestrian safety, promotes healthy habits and fosters new friendships. Read on for information on starting a program at your school. 1. Walking School Bus staff will meet with school officials to gauge the vi-ability of such a program. Their buy in is key! 2. Walking School Bus staff will assemble a coalition of community part-ners to help publicize and solicit resources in support for the program (e.g., PE teachers, PTA members, health minded nonprofit organiza-tions, etc.). 3. Walking School Bus staff will work with school and/or community partner to establish an MOU that outlines the responsibilities of each party. 4. School and/or community partner will begin recruiting youth and vol-unteers to participate in the program. Individuals can register using paper forms and/or through our website. 5. Walking School Bus staff will conduct a walkability audit of the com-munity that identifies potential pedestrian safety challenges. 6. Walking School Bus staff will map student locations and establish walk-ing routes. As a general rule we work to utilize existing infrastructure (crosswalks, crossing guards, etc.) and limit routes to no longer than one mile 7. Walking School Bus staff will conduct volunteer training and designate volunteer roles (Team Leader, Assistant, and Alternate) and start date. The Team Leader will establish the volunteer schedule and serve as parentsâ&#x20AC;&#x2122; primary contact. 8. Team Leader should contact families at least one week in advance to provide notification of pickup time and location 9. Launch the program 10. Team Leader will distribute pre-test within the first two weeks of pro-gramming. This will be followed up by a posttest in April. For more information on Walking School Bus visit www.walk2schoolcfl.org. Recommended Citation: Pehlke, T. (2014). How to start a Walking School Bus. (WSB Fact Sheet No. 5). Orlando, FL: UCF Center for Public and Nonprofit Management.

References Collins, D., & Kearns, R. (2005). Geographies of inequality: Child pedestrian injury and walking school buses in Auckland, New Zealand. Social Science & Medicine, 60, 61-69. Cradock, A. L., Fields, B., Barrett, J. L., & Melly, S. (2012). Program practices and demographic factors associated with federal funding for the Safe Routes to School program in the United States. Health & Place, 18, 16-23. Florida Department of Health (2012). Walking School Bus initiative: Final evaluation report. Tallahassee, FL: Florida Department of Health. Hotz, G. A., Cohn, S. M., Castelblanco, A., Colston, S., Thomas, M., et al (2004). WalkSafe: A school-based pedestrian safety intervention program. Traffic Injury Prevention, 5, 382-389. McDonald, N., Yang, Y., Abbott, S., & Bullock (2013). Impact of the Safe Routes to School program on walking and biking: Eugene, Oregon study. Transport Policy, 29, 243-248. McDonald, N., & A. (2009). Why parents drive children to school: Implications for safe routes to school programs. Journal of the American Planning Association, 75(3), 331-324. Mendoza, J., Levinger, D., & Johnston, B. (2009). Pilot evaluation of a walking school bus program in a low-income, urban community. BMC Public Health, 9. Retrieved online from www.biomedcentral.com/1471-2458/9/122. Napier, M. A., Brown, B., Werner, C., & Gallimore, J. (2011). Walking to school: Community design and child and parent barriers. Journal of Environmental Psychology, 31, 45-51. Norgate, S., et al. (2014). SMART 2014, The Third International Conference on Smart Systems, Devices and Technologies. Retrieved online from http://www.thinkmind.org/index.php?view=article&articleid=smart_2014_2_40_40086. Pehlke, T. (n.d.). Results from year two of the Walking School Bus research and evaluation project. Orlando, FL: University of Central Florida. Smith, L., et al. (2015). Walking School Buses as a form of active transportation for children -- A review of the evidence. Journal of School Health, 85(3), 197-210. Stewart, O (2011). Findings from research on active transportation to school and implications for Safe Routes to School programs. Journal of Planning Literature, 26(2), 127-150. Thomas, I, Sayers, S., Godon, J., & Reilly, S. (2009). Bike, walk, and wheel: A way of life in Columbia, Missouri. American Journal of Preventive Medicine, 37, S321-328. Winstanley, C., Davies, N., Harding, M., & Norgate, S. (2014) Supporting Walking School Buses. Ubicomp, 14, 291-294 Yu, C. Y., & Zhu, X. (2013). Impacts of Residential Self-Selection and Built Environments on Childrenâ&#x20AC;&#x2122;s Walking-to-School Behaviors. Environment and Behavior, 0013916513500959.

Walkability Guide Developing Walk-able Pedestrian Routes

Why do we need a walking route program? Vehicle-pedestrian causality is the third leading cause of death for children between ages 5-9. Children are usually distracted when walking to school and with an increase in poor vehicle behavior, this combination has resulted to a multidisciplinary partnership between parents, school officials, local government and other stakeholders to create an action plan for pedestrian-friendly routes.

Current Status of a Community Understanding the demographics and characteristics of a neighborhood is essential in this step-by-step best practices report. The reason for this is because each community has a different culture and identity, which results to different pedestrian activity and sidewalk usage. For example, in some older residential neighborhoods there are sidewalk deficiencies from nearby construction or debris on walkways. By identifying these impediments we will recommend appropriate course of action in efforts to create conducive pedestrian routes for all uses.

Community Analysis: • Demographics & Characteristics • Quality of Pedestrian Infrastructure • Route Connectivity • Role of Key Stakeholders

Walkable Checklist 1. Public space or facility

4. Was it easy to cross the street?

___ Yes; within 1 mile

___ Yes

___ No

Rating dependent on the proximity of public space, if checked yes (circle one) least favorable to most 1 2 3 4 5 6 7 8 9 10 2. Sidewalk accessibility

___ Yes ___ No

5. How safe was the route?

___ Very safe ___ Acceptable ___ Unsafe

Explain_____________________________ ____________________________________

Rate difficulty level of sidewalk accessibility from none (10) to very difficult (1)

1 2 3 4 5 6 7 8 9 10

3. Sidewalk condition

___ Great ___ Acceptable ___ Poor

Comments ___________________________________ ___________________________________ Rate sidewalk condition from poor to great (1-10) 1 2 3 4 5 6 7 8 9 10

Rating dependent on the proximity of public space, if checked yes (circle one) least favorable to most 1 2 3 4 5 6 7 8 9 10

Checklist Continued 6. Overall walking experience

___ Very pleasant ___ Accptable ___ Horrible

Rating dependent on the proximity of public space, if checked yes (circle one) least favorable to most 1 2 3 4 5 6 7 8 9 10 Neighborhood Score 56-60 Fantastic walking score 48-55 Great, little work left 42-54 Good 36-41 Acceptable 24-35 Poor 0-23 Very poor

The UCF Walking School Bus program partners with local communities to organize safe walking routes for elemetary school students lead by trained adult mentors. We are a program of the Center for Public and Nonprofit Management with funding from the Florida Department of Education.