Safe Routes to School
A plan to make walking and biking to school a safe, fun activity.
JUNE, 2025
BROWNS VALLEY, MINNESOTA
Browns Valley Public School
Acknowledgements
We gratefully acknowledge the participation of the following individuals and organizations in the development of the Browns Valley Safe Routes to School (SRTS) Plan.
SRTS PLANNING TEAM
Jodi Hook-Hansen, City Clerk City of Browns Valley SRTS Team Co-Chair
Denise Pikarski, City Clerk Browns Valley School District SRTS Team Co-chair
Rosemary Bruce-White, MnDOT District 4
Kelli Fonder, School Board Member Browns Valley Public School
Chad Gillespie, County Engineer Traverse County
Sophie Grabow, Health Educator Horizon Public Health
Maggie Johnson, Health Educator Horizon Public Health
Mary Safgren, Planning Director MnDOT District 4
Shelly Steabler, Board Member West Central Initiative - Traverse
Prepared by West Central Initiative
Principal Author – Mallory Jarvi, Transportation Planner with assistance from Wayne Hurley, Director of Transportation Planning and Aaliyah Helland, Minnesota GreenCorps Member
ORGANIZATION OF THIS REPORT
This report is designed to support and be accessible to multiple groups of people involved with Safe Routes to School in Browns Valley, including students, caregivers, teachers, school administrators, city staff, elected officials, and county and state employees. This plan focuses on key information and recommendations, while the appendices document additional participation, analysis, resources, and deliberation that shaped the development of the plan.
The Vision
The City of Browns Valley, along with the Browns Valley School District, are seeking to become a community where it is safe and convenient for all children to walk and bicycle to and from school. We will strive to be a place where our children can travel under their own power, explore, and play in their community safely, and where they learn life-long habits of incorporating physical activity into their daily lives. We will seek to achieve this vision through safety awareness, education, encouragement, and self-evaluation, all while building the infrastructure needed to make walking and bicycling safer and more convenient for all.
THE 6 E’S
Safe Routes to School (SRTS) programs rely on six core strategies, called the “Six Es”, to work towards their vision.
EQUITY – THE OVERARCHING E
Prioritizing positive outcomes for students from lower-income households; Black, Indigenous, and other students of color; students with disabilities; and other students who face disproportionate barriers to walking, biking, and rolling to school because of their group membership. This plan uses the term “priority populations” to refer to disproportionately impacted groups of students and other community members.
ENGAGEMENT
Working with students, families, school staff, and community members and organizations, especially those from priority populations, to identify needs, better understand barriers, and create solutions together for walking, biking, and rolling.
ENGINEERING
Developing Equity-focused changes to the built environment that support youth travel, designed and prioritized through community Engagement.
EDUCATION
Providing students and other community members, especially those from priority populations, with skills and knowledge about walking, biking, and rolling.
ENCOURAGEMENT
Normalizing a culture of walking, biking, and rolling through incentive programs, events, and activities that center priority populations.
EVALUATION
Measuring how Safe Routes to School initiatives are implemented (process evaluation) and what their impacts are (outcome evaluation), especially how initiatives Engage with and support priority populations.
Why Safe Routes to School?
Equity in SRTS
Disparities in access to resources such as high-quality jobs, schools, parks, healthcare, food, and a full range of transportation choices impact the health and wellbeing of communities. These differences are not random they are the results of government policy and funding in the past and present, which has worked to the benefit of some and to the disadvantage of others.
Equity in Safe Routes to School is impacted by transportation system inequities such as limited access to high-quality walking and biking infrastructure or the presence of highways or busy roads in lowerincome neighborhoods and neighborhoods with more BIPOC (Black, Indigenous, and People of Color) individuals as well as inequities in related systems. For example, racial wealth inequities and racial discrimination in housing mean that BIPOC or lowerincome students may live further away from schools than their white peers and those from higher-income families.
Safe Routes to School works to improve walking and biking opportunities for all students, while addressing these inequities through programs, infrastructure, and policy improvements that specifically help priority populations. Priority populations include individuals, groups, and communities who are more likely to rely on walking, biking, or transit for transportation, are more vulnerable to unsafe traffic conditions, or have suffered historic disinvestment in safe, comfortable walking and biking infrastructure. By looking at demographic data, examining existing transportation services and policies, and speaking with members of the community, the Boeckman Safe Routes to School team worked to develop recommendations that support equity in walking and biking to school.
Browns Valley Community in Context
‘The mission of the City of Browns Valley is to welcome new residents and businesses, provide the resource, opportunity, and environment, necessary for growth, manage the City in a responsible manner and maintain a friendly, small town atmosphere.'
Browns Valley is a small rural community in west central Minnesota located along the South Dakota border on Lake Traverse. Browns Valley is located about 25 miles southwest of the county seat, Wheaton and 90 miles south of Moorhead Browns Valley is located in the southwest corner of Traverse County
Browns Valley has a population of 558. The demographic makeup of the population is 62% White, 30.4% American Indian and Alaska/Native, 6.4% Hispanic or Latino, and 6.2% two or more races. The majority of residents speak English only at 93.3%, but 6.7% do speak another language at home. The community is age demographic is older, with the median age being 47 years old, and 24% older than 64 years old.
The median household income is $53,056, and the homeownership rate is 63.4%. Most of Browns Valley’s housing units are occupied, but 20% are considered vacant. 100% of the school-enrolled population is enrolled in kindergarten to 12th grade. In the community 46 46% have a high school degree or equivalent, 18.6% have some college experience, 17% have an associate's degree, 4.7% have a bachelor’s degree, and 0.9% have a graduate or professional degree.
Browns Valley has a high commuting population, with an average commute time of 13 minutes. To travel to work 3.7% walk or bike, 9.8% carpool, 24.3% work from home, and 62.2% drove alone.
Browns Valley is located on the border of Minnesota and South Dakota, and shares a close relationship with the Sisseton Wahpeton Sioux Tribe. Many students, after they graduate 8th grade at Browns Valley Public School, attend secondary school at Sisseton High School.
-City of Browns Valley
Corridor Plans
STATE BIKE PLAN
The Minnesota State Bike Plan was completed in 2016 with goals focused on:
1. Safety and Comfort: Build and maintain safe and comfortable bicycling facilities for people of all ages and abilities.
2. Local Bicycle Network Connections: Support regional and local bicycling needs.
3. State Bicycle Routes: Develop a connected network of state bicycle routes in partnership with national, state, regional and local partners.
4. Ridership: Increase the number of bicycle trips made by people who already bike and those who currently do not.
Browns Valley is located at the head of a state priority corridor that would travel along the Minnesota River. This potential trail network would boost the local economy of Browns Valley, increase biking safety within the community, and create more community connections.
The State Bike’s plan to increase ridership and the safety of the riders aligns with the goal of the Safe Routes to School committee to support the health and safety of the community’s students.
Figure 1: Map from the Minnesota State Bike Plan showing priority routes across the state.
Figure 2: Map from the Minnesota State Bike Plan showing state priority corridors for MnDOT District 4.
Browns Valley Public School
SITE CIRCULATION
Pedestrians: In the morning students were observed traveling from all parts of the community. There were several kids walking to school along Church Street and another group along Ash. North of the school 14 pedestrians were recorded walking south towards school. Some of these students came along 2nd Avenue South, and 2nd Street South. Five students
were recorded to have unsafe crossing behavior, which can include not using a crosswalk if there is one available.
In the afternoon many students cross Church Street in front of the school to access the playground. There were 31 pedestrians with 7 crossing in the middle of an intersection, 5 not using the crosswalk, and 4 walking in the street.
Bicyclists: On observation day, there were no bicyclists observed biking to or from school
School Buses: Bus enter the school pickup and dropoff site heading north on Church Street South, and park in front of the school entrances. During the school day the block of church street directly in front of the school is closed off to through traffic.
Transit: The Rainbow Riders bus service travels to Browns Valley on Mondays and Wednesdays and connects residents to Wheaton. Bus departs from Browns Valley at 10:30AM and 1:45 PM.
Vehicles: Drop-off and pick-up are located in the north parking lot alongside the building. The diagonal
parking should only be accessed when traveling south down Walnut Street, but illegal traffic maneuvers can create congestion and unsafe conditions.
In the morning there were also 31 vehicles observed dropping their students off at the corner of Church Street South, Ash Street South, and 2nd Street South. In this corner, some vehicles would park along the school building, while others would park north of the intersection along the road or partly in the intersection.
More information on site circulation can be seen in Appendix A.
MISSION STATEMENT:
SCHOOL CONTEXT:
Browns Valley Public School
SUPERINTENDENT:
Brenda Reed
PRINCIPAL:
Denise Pikarski
ENROLLMENT:
Browns Valley Public School: 205
GRADES SERVED:
Browns Valley Public School: K-8
DEMOGRAPHICS*
American Indian/Alaska Native 64.4%
White, non-Hispanic, 33.7%
Native Hawaiian or Pacific Islander, 1%
Hispanic, <1%
OTHER DEMOGRAPHIC INFORMATION*
*Source: Minnesota Report Card
“Our schoolfamily will work together to build trusting relationships, foster joy and resiliency, and equip students with skills that enable them to be successful.”
STUDENT DEMOGRAPHICS:
• Browns Valley School District’s enrolled population of 205 is spread across kindergarten through 8th grades. Not all students who are enrolled at Browns Valley Public School are eligible for busing. Students who live north of MN State Highway 28 and west of County Road 4 are not eligible for busing. However, these students are allowed to apply for an exception to be picked up.
• The Browns Valley student population encompasses children and families from a range of demographic groups. Around 30% of students are receiving special education and over 67% are eligible for free and reduced lunch. The student population is 64% American Indian/Alaska Native, 33% white non-Hispanic, less than 1% Hispanic, and 1% Native Hawaiian or Pacific Islander
Infrastructure
Introduction to Infrastructure
Physical changes to the streetscape are essential to making walking, biking, and rolling to school safer and more comfortable.
An in-person walk audit and discussions with the Safe Routes to School Team, school and district staff, caregivers, students, community members, and city and county staff informed recommendations to address key barriers to walking and biking around Browns Valley
Recommendations are prioritized on the basis of community and stakeholder input, traffic and roadway conditions, cost, number of students impacted, and benefit to priority populations. This planning process was designed to address historical and contemporary inequities in who benefits from and who is burdened by transportation systems, and equity considerations accordingly played a central role in the prioritization of infrastructure recommendations. Especially in the winter months, improved maintenance and lighting can contribute to improving equitable access to walking and biking routes, even where a sidewalk or path is present.
WINTER MAINTENANCE
For students and community members with disabilities, winter maintenance is key to accessing sidewalks and trails during snowy months. This is also true for students and families who walk and roll as their primary means of transportation, either because they cannot afford or choose not to own a vehicle, or because other transportation options aren’t accessible to them. Cities can adopt policies that prioritize winter maintenance of existing infrastructure and make it easier for the most vulnerable users of our transportation system including students to get around in winter. These policies help to increase transparency and improve reliability for the active transportation network.
PUBLIC ART
To create outreach to a variety of populations, public art can be used to educate, encourage, and create a sense of place in a community. Public art can be used to demonstrate safe walking, biking, and rolling actions by being incorporated into infrastructure. Examples include enhancing crosswalks or bike lanes, sculptural art within roundabouts, or aesthetic streetlights. It can also be used to create a sense of place where people may be more encouraged to walk to their destinations than to drive. A mural depicting students walking may educate drivers that there are pedestrians in the areas and that they should be more careful.
Public art can be a quick-win solution to promoting Safe Routes to School efforts while beautifying the community. Cities, schools, and local advocacy groups should partner to create more vibrant, safe, and walkable areas within their neighborhoods or communities.
HOW TO USE THIS PLAN
This plan does not represent a comprehensive list of every project that could improve conditions for walking and bicycling, but rather community priorities, key conflict areas, and potential improvements identified in the planning process. Recommendations range from simple striping changes to more significant changes to streets, intersections, and school infrastructure.
For example, they can:
• Adopt policies that prioritize snow clearing and removal on active transportation facilities
• Prioritize clearing of routes that provide access to transit
• Develop and share information publicly regarding sidewalk and shared use pathway snow clearing and removal practices
• Hold a winter maintenance forum or conduct a survey around specific winter engagement concerns
• Work with schools to establish volunteer groups of residents to clear sidewalks on priority routes to school
Recommendations identified in this plan are not necessarily endorsed by MnDOT but planning-level concepts that will require additional engineering design. Additionally, all recommendations for pedestrian and bicycle crossings will be evaluated by the proper road authority’s guidelines.
LIGHTING AND VISIBILITY
Similarly, lighting for people walking and biking is important for both actual and perceived sense of safety and security. In winter climates like Minnesota’s, where darker days mean school arrival and dismissal can occur in the dark, lighting is especially important for mitigating safety concerns and encouraging active transportation throughout the year.
While lighting can sometimes be seen as a costly investment, it is an important step for ensuring equitable access to walking and biking routes. Lighting should be seen as a necessary component of bicycle and pedestrian safety improvements, not seen as a potential add-on or “nice-to-have” feature.
BROWNS VALLEY
Communities can consider:
• Creating a lighting plan for priority pedestrian routes to install trail or sidewalk lighting over time
• Partnerships with or requirements for private development to provide lighting
• Incorporating high-visibility safety vests into crossing guard and Walking School Bus events
• Giveaways that help kids access winter gear such as clothing or bike lights
Lighting in Browns Valley is crucial for the safety of students and residents when traveling in the early mornings and evenings to and from school. High-traffic areas should have adequate lighting, especially when used as a major arterial to school. MN State Highway 28 has adequate lighting, but off the main thoroughfares, community input has noted the streets can be dark and can create unsafe conditions. Note that in some areas where lighting is recommended, there is currently some lighting infrastructure. However, the spacing between streetlights or the types of streetlights may still cause dark spaces. Lighting should be considered, but not limited to, the following highlighted areas.
A: North School Intersections
PRIORITY: High
RECOMMENDATION
Explore opportunities to realign or install new signage to make intersections safer for pedestrians and bicyclists Suggestions include realigning the intersection with curb extensions, installing more signs such as stop signs, yield signs, and pedestrian signs. Also, recommend the installation of a demonstration project at both intersections to gain community support.
WHY IS THIS RELEVANT?
This intersection is a high traffic area during morning drop-off and pick-up. There is also lack of traffic control at these intersection leading to confusion.
WHO WILL MAKE THIS HAPPEN?
City and school, and county leadership, using Safe Routes to School funding, and/or other local, state, or federal funding.
HOW WILL THIS ADDRESS EQUITY?
All ages and abilities would be able to safely cross the intersection due to improved visibility and reduced crossing distance.
B: Washington St S and Ash St S
PRIORITY: Low
RECOMMENDATION
Explore opportunities to improve pedestrian crossings by installing crosswalks and curb extensions at this intersection.
WHY IS THIS RELEVANT?
This intersection is a medium-traffic area with pedestrian, bus, and family vehicle traffic before and after school. This intersection is also the route to the football field for games and after school activities.
WHO WILL MAKE THIS HAPPEN?
City and school leadership, using Safe Routes to School funding, and/or other local, state or federal funding.
HOW WILL THIS ADDRESS EQUITY?
All ages and abilities would be able to safely cross the intersection due to improved visibility and reduced crossing distance
C: 2nd Ave S and 2nd St S
PRIORITY: High
RECOMMENDATION
Explore opportunities to improve pedestrian crossings. Suggestions include installing crosswalks, curb extensions, RRFBs, LED pedestrians signs, and reevaluating other signage at this intersection to be more controlled.
WHY IS THIS RELEVANT?
This is a high-traffic route with drop-off and pick-up in the morning and afternoon. This intersection currently is a four-way stop with crosswalks. Adding additional signage will help to make the intersection safer.
WHO WILL MAKE THIS HAPPEN?
City, school, and county leadership, using Safe Routes to School funding, and/or other local, state, or federal funding.
HOW WILL THIS ADDRESS EQUITY?
All ages and abilities would be able to safely cross the intersection due to improved visibility and reduced crossing distance.
D: 2nd Ave S and 3rd St S
PRIORITY: Medium
RECOMMENDATION
Explore safer connection opportunities crossing at this intersection Suggestions include installing more visible Rectangular Rapid-Flashing Beacon (RRFB) signs with high-visibility crosswalks, in-road warning lights, and curb extensions at this intersection.
WHY IS THIS RELEVANT?
This is a medium traffic route, but this intersection is used by students walking or biking to the public library. Currently there are no crosswalks at this intersection.
WHO WILL MAKE THIS HAPPEN?
City and school leadership, using Safe Routes to School funding, and/or other local, state, or federal funding.
HOW WILL THIS ADDRESS EQUITY?
All ages and abilities would be able to safely cross the intersection due to improved visibility and reduced crossing distance
E:
1st Ave S and 1st St S
PRIORITY: Low
RECOMMENDATION
Explore safer connection opportunities at this intersection Suggestions include installing more visible signs with high-visibility crosswalks, and curb extensions at this intersection.
WHY IS THIS RELEVANT?
This is a medium traffic route with limited sidewalks that is on the way to the school.
WHO WILL MAKE THIS HAPPEN?
City, school, and county leadership, using Safe Routes to School funding, and/or other local, state, or federal funding.
HOW WILL THIS ADDRESS EQUITY?
All ages and abilities would be able to safely cross the intersection due to improved visibility and reduced crossing distance.
F: MN State Hwy 28 and 1st St S
PRIORITY: Medium
RECOMMENDATION
Explore safer connection opportunities crossing at this intersection. Suggestions include installing more visible Rectangular Rapid-Flashing Beacon (RRFB) signs with high-visibility crosswalks, in-road warning lights, and curb extensions at this intersection.
WHY IS THIS RELEVANT?
This road is a high-traffic route due to MN State Hwy 28. The intersection crosses two lanes of traffic with shoulders.
WHO WILL MAKE THIS HAPPEN?
City, school, and state leadership, using Safe Routes to School funding, and/or other local, state, or federal funding.
HOW WILL THIS ADDRESS EQUITY?
All ages and abilities would be able to safely cross the intersection due to improved visibility and reduced crossing distance.
G: MN State Hwy 28 Crossings
PRIORITY: High
RECOMMENDATION
Explore safer connection opportunities crossing at the intersections of MN State Hwy 28 with 3rd and 2nd Streets. Suggestions include installing more visible Rectangular Rapid-Flashing Beacon (RRFB) signs with high-visibility crosswalks, in-road warning lights, and curb extensions at this intersection.
WHY IS THIS RELEVANT?
This road is a high-traffic route due to MN State Hwy 28. The intersection crosses four lanes of traffic with shoulders. There are currently crosswalks with limited signage.
WHO WILL MAKE THIS HAPPEN?
City, school, and state leadership, using Safe Routes to School funding, and/or other local, state, or federal funding.
HOW WILL THIS ADDRESS EQUITY?
All ages and abilities would be able to safely cross the intersection due to improved visibility and reduced crossing distance.
H: MN State Hwy 28 and 6th St
PRIORITY: Low
RECOMMENDATION
Explore opportunities to realign intersections to create fewer conflict points with vehicle traffic and more infrastructure for pedestrians and bicyclists. Suggestions include a roundabout and realignment.
WHY IS THIS RELEVANT?
Reduces potential points and conflict and potentially reducing traffics speeds coming into town off MN State Hwy 28 will make a safer intersection for all roads users.
WHO WILL MAKE THIS HAPPEN?
City, school, state, and county leadership, using Safe Routes to School funding, and/or other local, state, or federal funding.
HOW WILL THIS ADDRESS EQUITY?
All road users, regardless of ages and abilities would benefit from slower traffic speeds and create a safer transportation system.
I: Multi-Use Trail
PRIORITY: Medium
RECOMMENDATION
Explore trail connections and routes that follow the path of the Minnesota River through the community. This trail would connect western neighborhoods to recreation facilities, and a potential future connection to the eastern neighborhoods by crossing CSAH 4.
WHY IS THIS RELEVANT?
This road is a high-traffic route because it can be used as a cut-off to I-94. During arrival and dismissal time periods, this can create congested traffic and unsafe driver behavior.
WHO WILL MAKE THIS HAPPEN?
City, school, and county leadership, using Safe Routes to School funding, and/or other local, state, or federal funding.
J: MN State Hwy 28 Urban Corridor
PRIORITY: Medium
RECOMMENDATION
Explore reconstructing the urban core of Browns Valley to create a corridor for all modes of transportation, including pedestrians and bicyclists. Suggestions include exploring a 4 to 3 road conversion with curb extensions at intersections, narrowing the street width, pedestrian islands, and widening sidewalk widths. Complete Streets design should be followed when reconstructed.
WHY IS THIS RELEVANT?
Narrowing the traffic widths, reducing travel lanes, and widening sidewalks will reduce traffic speeds, shorten crossing distances, and allow for pedestrians and bicyclists to through and across MN State Hwy 28 more safely.
WHO WILL MAKE THIS HAPPEN?
City, school, state, and county leadership, using Safe Routes to School funding, and/or other local, state, or federal funding.
HOW WILL THIS ADDRESS EQUITY?
Students and residents would benefit from safer access by trail to the Browns Valley Recreation Area, and the potential future connection to the eastern neighborhoods which includes the school, library, and community center.
HOW WILL THIS ADDRESS EQUITY?
Currently residents and students north of MN State Hwy 28 have to cross 4-lanes of traffic to reach community resources, including the public library, city hall, the school, and playground. All ages and abilities would be able to safely cross the highway due to slower traffic and reduced crossing distance.
K: City-Wide Sidewalk Development
PRIORITY: Medium
RECOMMENDATION
Explore installing sidewalks or multi-use trails in specific locations to increase the connectivity of Browns Valley.
WHY IS THIS RELEVANT?
Installing sidewalks in strategic locations will close current gaps in city sidewalk infrastructure and give sidewalk users more freedom and safety from road traffic.
WHO WILL MAKE THIS HAPPEN?
City, school, state, and county leadership, using Safe Routes to School funding, and/or other local, state, or federal funding.
HOW WILL THIS ADDRESS EQUITY?
Currently, there are neighborhoods in Browns Valley with incomplete sidewalk networks. Providing equitable access to all residents would create a safer and more resilient Browns Valley.
L: Traffic Garden
PRIORITY: Low
RECOMMENDATION
Explore installing a traffic garden, also called a bicycle playground, on a paved surface adjacent to the public school or by the baseball fields. Other locations within the community can be considered where possible.
WHY IS THIS RELEVANT?
A traffic garden is a skills area where kids can practice safe biking techniques. A traffic garden located near the school will provide a safe space for in-school bike curriculum and an opportunity for students to utilize it during the summer months.
WHO WILL MAKE THIS HAPPEN?
City and school, leadership, using Safe Routes to School funding, and/or other local, state, or federal funding.
HOW WILL THIS ADDRESS EQUITY?
This traffic garden will be free and open to the public to enjoy and utilize. All ages and abilities can practice safe biking techniques.
Examples of Traffic Gardens
Traffic gardens have become more well-known in Minnesota in the past decade. There are now traffic gardens spread across the state, and each has used its own designs and strategies to best suit its schools and communities.
Browns Valley Recreational Area
Browns Valley Public School
New Ulm, MN – New Ulm Public Schools
St. Paul, MN – Johnson A. Johnson Elementary
Fergus Falls, MN – Athletic Park
SRTS Ordinance Change
ADOPT SUBDIVSION INFRASTRUCTURE ORDINANCE
A recently implemented Minnesota State Statute (174.40) requires local jurisdictions to adopt a SRTS infrastructure ordinance in order to qualify for state and federal SRTS funds. This ordinance requires all new subdivisions built within city limits to install infrastructure focused on the safety of pedestrians and bicyclists. This is commonly executed by installing sidewalks. An example city ordinance for reference is in Appendix K.
The Browns Valley Safe Routes to School committee recommends that the City of Browns Valley adopt a city ordinance requiring all new subdivisions built in Browns Valley city limits plan for and install pedestrian and bicycle safety infrastructure.
SRTS Policy Change
ADOPT SCHOOL AND CITY POLICIES TO SUPPORT SRTS EFFORTS
Currently, the Browns Valley School District Transportation Policies do not address supporting students walking and biking to and from school and school related activities. The City of Browns Valley can also support SRTS efforts. An example is Battle Lake’s policy to remove snow and ice on designated safe routes to school.
The Browns Valley Safe Routes to School committee recommends that the City of Brown Valley and Browns Valley School District review their current ordinances and polices, and to add or change ordinances and polices that better support and encourage students to walk, bike, and roll to school.
Examples of Potential Infrastructure Improvements
Curb extensions (sometimes called bump outs or bulb-outs) can improve safety by reducing crossing distances and improving visibility for both people driving and people walking. Image courtesy of the National Association of City Planning Officials (NACTO).
High visibility crosswalks such as this “ladder” style crosswalk “are preferable to standard parallel or dashed pavement markings. These are more visible to approaching vehicles and have been shown to improve yielding behavior” according to the NACTO. Image courtesy Federal Highway Administration.
Sharrows, or Shared-Lane markings, are bicycle symbols indications that a bicyclist has the right to ride in the roadway and to warn drivers that bicyclists may be present. Image courtesy www.pedbikeimages.org / Margaret Gibbs.
Speed tables, or raised crosswalks, are midblock gradual speed bumps that also function as a crosswalk for bicyclists and pedestrians. They help calm traffic speeds and provide more awareness for pedestrians and bicyclists crossing. Image courtesy www.pedbikeimages.org / Brandon Whyte.
An alternate high-visibility crosswalk such as this color treated crosswalk could be installed near the school, utilizing school colors. This type of crosswalk can improve visibility and enhance student pride. This rendering is of a crosswalk being installed in Brainerd. Image courtesy City of Brainerd.
A “Rectangular Rapid Flashing Beacon” (RRFB) is an option to improve safety and visibility for students crossing the street. Image courtesy www.pedbikeimages.org / Lara Justine.
A
can provide a crossing option in areas with many people crossing the street to destinations that are not near an existing crosswalk. Image courtesy NACTO.
An LED sign like this is an option to improve safety and visibility for students crossing the street at crosswalks. Image courtesy of TAPCO.
mid-block crosswalk
A bicycle repair station like this one provides an opportunity for high school students (plus school staff and faculty) to make minor adjustments and repairs to their bicycles before riding. It can serve as an incentive for students to ride their bikes to school. The City of Browns Valley can partner with the Browns Valley District to determine the possible placement and installation of a bicycle repair station on the school or city grounds.
A pinch point can provide a mid-block crossing option which also acts as a speed reduction tool on high speed or traffic road. Pinch points can also add additional space to place amenities such as bike racks or benches. Image courtesy NACTO.
Sidewalks should be a minimum of five feet wide, and potentially wider closer to Browns Valley Public School. Whenever possible, sidewalks should be set back from the street with boulevards. This is a good example from Browns Valley along MN State Hwy 28
Curb ramps should be compliant with PROWAG. PROWAG-compliant curb ramps such as those pictured here improve safety for young children, people with disabilities, or mobility issues to navigate the sidewalk network. This is a good example from Browns Valley across MN State Hwy 28.
Programs
Introduction to Programs
Programs are opportunities to increase awareness, understanding, and excitement around walking, biking, and rolling to school.
Programs are focused on educating students, families, and the broader community about walking and biking, as well as on building a culture that supports and normalizes walking and biking to school and other destinations. Because programs are lowcost and can often be implemented quickly by an individual school or the school district, they represent an important Safe Routes to School strategy that complements longer-term strategies, including infrastructure improvements and policy changes
EXISTING PROGRAMS
The City of Browns Valley and Browns Valley School District have been actively working towards providing safe and inviting spaces around school campuses for students. This foundation of encouraging student travel safety provides a valuable baseline for expanding programs to encourage more students to walk and bike.
PROGRAMS ALREADY ACTIVE AT BROWNS VALLEY PUBLIC SCHOOL:
• Pedestrian Street Closure
• Sidewalk Activity Art
• School Speed Zone
PROGRAM RECOMMENDATIONS
Conversations with school and district staff, caregivers, students, community members, and city and county staff led to the following program recommendations. Programs were tailored to meet the needs, capacities, and interests of the community and were prioritized based on existing programs, input from local stakeholders, the extent to which the program would serve priority equity populations, and the readiness of the school to launch the program.
RECOMMENDED PROGRAMS INCLUDE:
• Bike Fleet
• Bike Mechanic Classes
• Bike Train
• Cocoa for Carpools
• Drop and Walk
• Educational Videos
• In-School Curriculum & Activities
• Inter-School Partnership
• School Communications
• Ongoing Evaluation
• Rainbow Friends Toolkit
• School Streets
• School Curriculum
• Student Patrols
• Student Clubs
• SRTS Education Campaign
• Suggested Route Map
• Walk & Bike Field Trips
• Walk! Bike! Fun!
• Walk and Bike to School Days
EQUITABLE IMPLEMENTATION CONSIDERATIONS
Each of the recommended programs can be implemented to benefit priority populations. In some cases, programs are inherently beneficial, but other times they require intentional thought to make sure they are implemented equitably and reach students who could benefit the most from them.
When working to start a new or update an old program, school staff and partners should ask themselves:
• Who could benefit the most from this program?
• Are there any barriers to participating in this program, including cultural, social, or financial?
• Are there any school resources that can help reduce barriers to participation?
• Are there community partners who could help us spread the word about this program, or help make it more effective?
After an event, it is also important to think about what went well and what could be improved in the future. Helpful questions to consider include:
• Is this a one-off program, or is there a way to provide ongoing support for it?
• Were any student or family groups absent? Is there something that could help them participate in the future?
• What did students think of the event? Families? Staff?
Taking a few minutes before and after an event to check in on these questions can make a big difference in building a culture of walking and biking that is accessible to all students and families.
WALK/BIKE TO SCHOOL DAYS
National Walk to School Day and Bike to School Day attract millions of students and families to try walking, biking, and rolling to school every October and May. In addition, Minnesota celebrates Winter Walk to School Day in February. Additional education, encouragement, and enforcement programming can be used to promote the event, increase awareness, and expand participation. Walk/bike to school days can also take place more frequently (e.g., Walking Wednesdays) if there’s interest and capacity.
When, where, and how will this be implemented? Browns Valley School District leadership will promote and support Fall and Winter Walk to School Day, and May Bike to School Day.
Why is this relevant and recommended? To show students and families that the Browns Valley School District encourages students to walk and bike to school.
How will this address transportation inequities? All children will be supported by the school district to participate in walk and bike to school day.
How will this be evaluated? School will tally how many students participate in the walk and bike to school days.
Who needs to be involved to make this happen? Students, school leadership, and parents.
What is the timeline for implementation? Beginning in the 2025/2026 school year.
DROP & WALK
During a drop and walk event (also called park and walk or remote drop-off) bus drivers and caregivers drop students at a designated off-campus location and students walk the rest of the way to school. Remote drop-off events can help reduce drop-off congestion on campus and provide students who live further from school with an opportunity to walk to school.
When, where, and how will this be implemented?
The Browns Valley School District will hold drop and walk events in conjunction with bike and walk to school days
Why is this relevant and recommended? Many of the students attending Browns Valley Public School live more than two miles from the school. This would give all students the opportunity to walk to school.
How will this address transportation inequities? Not all students have the ability to walk and bike to school due to the distance. A drop and walk allows all students to walk and bike to school as a group.
How will this be evaluated? This will be evaluated by a tally of students who participate.
Who needs to be involved to make this happen? School district leadership, city staff, and leadership, and parents
What is the timeline for implementation? Beginning in the 2025/2026 school year.
WALK! BIKE! FUN!
Walk! Bike! Fun! is a two-part curriculum designed specifically to meet Minnesota education standards. The program helps students 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.
When, where, and how will this be implemented?
Browns Valley School District leadership will implement Walk! Bike! Fun! Curriculum in the school after teachers have attended training sessions.
Why is this relevant and recommended? Walk! Bike! Fun! curriculum can increase ridership in students by raising their confidence and teaching them how to bike in town safely.
How will this address transportation inequities? Not all students have access to bicycles at home or were taught how to ride by their caregivers. By teaching kids in school this ensures all students are given the same opportunities to learn how to ride a bike and walk safely on roadways.
How will this be evaluated? This will be evaluated by the number of students who pass the Walk! Bike! Fun! unit in their physical education class.
Who needs to be involved to make this happen? Physical Ed staff, local health organization, and school leadership.
What is the timeline for implementation? Beginning in the 2025/2026 school year.
RAINBOW FRIENDS TOOLKIT
The Rainbow Friends Toolkit was developed by a team at West Central Initiative along with artist Naomi Schliesman to encourage kids to walk and bike to school through the use of colorful animal footprints, art projects, and games.
When, where, and how will this be implemented?
The Browns Valley School District leadership will work with West Central Initiative to deploy the Rainbow Friends Toolkit on specific walk and bike-oriented days, such as walk/bike to school days or in conjunction with a bike rodeo.
Why is this relevant and recommended? The Rainbow Friends Toolkit makes active transportation more fun and interactive for younger students.
How will this address transportation inequities?
The artwork with the toolkit is includes a variety of methods for active transportation, such as a wheelchair, scooter, or bicycle.
How will this be evaluated?
The use of the Rainbow Friends Toolkit will be evaluated qualitatively by leadership who help with the implementation of the toolkit to see how students and families interact with the games, chalk footprints, and artwork.
Who needs to be involved to make this happen?
School, city, and county leadership, West Central Initiative staff, parents, and students
What is the timeline for implementation?
Beginning in the 2025/2026 school year.
BIKE FLEET
Bicycle fleets are a set of bicycles that a school district, city, or independent entity owns that can be used by students, kids, and/or the general public. Having a bicycle fleet in a community allows students who do not have their own bicycles at home the opportunity to learn how to ride a bike in school or the community. Bicycle fleets should include bicycles of varying sizes, helmets, repair kits, and adaptive bikes.
When, where, and how will this be implemented?
Browns Valley School District leadership, along with support from local partners, will purchase a bike fleet for the school. The Browns Valley School District could explore a partnership with adjacent school districts.
Why is this relevant and recommended?
Not all students have access to a bicycle, and this would allow students the opportunity to ride in and possibly outside of school.
How will this address transportation inequities?
This ensures that all students have access to a bicycle regardless of their socioeconomic background, and inclusion of strider bikes for younger students, and an adaptive bicycle would ensure that students with disabilities can bike as well.
How will this be evaluated?
This would be evaluated by the completion of purchasing and deploying the bicycle fleet in the school.
Who needs to be involved to make this happen?
School district leadership, local health partners, West Central Initiative, and city staff and leadership.
What is the timeline for implementation? Beginning in the 2025/2026 school year.
WALK AND BIKE FIELD TRIPS
A field trip made by foot or by bicycle gives students a supportive environment in which to practice their pedestrian safety or bicycling skills and showcases the many benefits of walking and bicycling for transportation, including health and physical activity, pollution reduction, and cost savings. The destination of the field trip may vary, or the field trip could be the ride itself.
When, where, and how will this be implemented?
Browns Valley School District leadership will hold a bicycle field trip either from the school or drive to a destination where students can then ride their bikes in a bike-friendly location. Browns Valley School District can reach out to local partners for resources and hands-on support during the bicycle field trips.
Why is this relevant and recommended?
Some kids do not have access to bikes at home, and this gives students the ability to take an enjoyable bike ride while practicing their cycling skills.
How will this address transportation inequities? Browns Valley School District would provide standard and adaptive bicycles to all students who may not have access to bicycles at home.
How will this be evaluated?
This will be evaluated by the number of students who participate in the bicycle field trip.
Who needs to be involved to make this happen?
School District Leadership, physical education staff, and parents.
What is the timeline for implementation?
Beginning in the 2025/2026 school year.
ENHANCED SCHOOL COMMUNICATIONS
Existing communication channels can highlight the benefits of active school travel for students and families. Sharing regular SRTS updates and events throughout the school year will keep the benefits topof-mind for families, gradually shift perceptions about safety and convenience, and contribute to a school culture that supports walking and biking.
When, where, and how will this be implemented? Browns Valley School District Leadership will post Safe Routes to School updates and information on the school district webpage, along with supplying handouts to families at the annual open house in the fall and parent teachers conferences.
Why is this relevant and recommended? Caregivers feel uncomfortable with their children walking alone given safety concerns.
How will this address transportation inequities? Not all families have access to the same educational and informational materials. By having a variety of communication platforms, this allows more equitable distribution.
How will this be evaluated?
This will be evaluated by the number of informational handouts are given to district families and clicks/downloads on the district webpage.
Who needs to be involved to make this happen? School District leadership, local health partners, and teaching staff.
What is the timeline for implementation? Beginning in the 2025/2026 school year
Working for Change
Action Steps
This plan provides two critical ingredients for creating a more equitable transportation system in Browns Valley: a prioritized set of infrastructure improvements and program recommendations. To make these recommendations a reality, all members of the Browns Valley community can play a role. The following text provides ideas for where to start.
Priority SRTS Initiatives
• Reduce speed and traffic along MN State Hwy 28 for students who live north of the highway to cross safely to reach school.
• Develop a more inclusive PE experience for students, including a traffic garden, and adding a bike fleet with adaptive bicycles, and youth strider bike program.
• Create a Safe Routes to School network and develop safe intersection crossings and sidewalks to complete the network.
• Develop a safer parent pick-up and drop-off system to reduce potential points of conflicts for students walking and biking to school.
IMPLEMENTING INFRASTRUCTURE CHANGES
DEMONSTRATION PROJECTS
Before investing in a long-term infrastructure change, cities and partners may implement a demonstration project to test out an idea. These temporary projects are quick, have a relatively low installation cost, and build support for a long-term permanent change. Demonstration projects can also help engineers and designers make sure that design details are worked out before any new concrete is installed, such as making sure school buses have enough room to turn.
Demonstration projects can also be paired with programming or educational events to encourage additional behavior change. For example, new curb extensions may be paired with a crossing guard to bring additional attention to tricky crossing locations. Or a school may organize a Walk or Bike to School Day after installing a demonstration project to encourage
students and families to try out the new infrastructure.
A demonstration project can include multiple components. The project shown here includes curb extensions and an on-street walking lane where there is currently a sidewalk gap.
A demonstration project can include multiple components. The project shown here includes curb extensions and an onstreet walking lane where there is currently a sidewalk gap
1his raised crosswalk connects to a school entrance and slows traffic on the adjacent road.
DEMONSTRATION PROJECT EXAMPLES
Demonstration projects can take many forms, with a few examples shown here. In previous SRTS efforts, communities have installed a shared use path on the street where there are no sidewalks (top left photo below), curb extensions at wide and uncomfortable intersections (top right and bottom photos below), and a number of other creative solutions.
Demonstration projects are typically installed in the spring or fall to have enough time to observe their effects before winter arrives. In some cases, a community may be specifically interested in a component of winter maintenance and may design the project to stay in place through the winter.
TAKING COMMUNITY ACTION
A more equitable transportation system that prioritizes safe, comfortable, and fun opportunities to walk, bike, and roll benefits everyone. While this plan is focused on addressing connections to schools, many improvements will benefit people with no relationship to the schools because we all share the same streets, sidewalks, and trails. Likewise, many needed changes, such as reducing speed limits and normalizing walking and biking, extend far beyond the school system.
Your number one role as a community member is to advocate for changes that make walking, biking, and rolling safer, more comfortable, and more fun. Speak to elected officials, show up to community meetings, talk about walking and biking at school events and with school administrators, and organize and vote for candidates who support walking, biking, and public transit.
I AM A STUDENT, CAREGIVER, OR COMMUNITY MEMBER
Students, families, neighborhood associations, advocacy groups, and local businesses can have incredible influence when advocating for change in their school and broader community. This is true both as individuals, as well as when community members come together into groups, such as a Parent Teacher Organization or disability advocacy groups. For example, students, caregivers, and community members can support and lead SRTS initiatives including:
• Advocating for policy change and funding at City Hall
• Developing campaigns to generate enthusiasm and improve social conditions for SRTS
• Volunteering time to lead a Walking School Bus or organize a bike drive
• Fundraising for SRTS programs and small infrastructure projects
I AM A SCHOOL DISTRICT EMPLOYEE
School district staff bring an important perspective and voice to advocating for a more equitable transportation system. By describing challenges and opportunities they see confronting their students and petitioning local elected officials for improvements, school district employees can support policy and infrastructure improvements that benefit their students and the broader community. Staff are also ideally positioned to implement the recommendations in this plan, whether it be a classroom-level curriculum or school district-wide policy around walking and biking.
I WORK FOR THE CITY OR COUNTY
As members of the governments that own, regulate, and maintain the roads, city and county staff can be instrumental in re-orienting transportation policies and infrastructure around walking and biking to schools and other destinations. City and county staff can leverage their expertise to identify, advocate for, and implement changes that contribute toward a more equitable transportation system. Key policies that staff can support include:
• Reducing lane widths and vehicular speed limits
• Eliminating minimum parking requirements
• Revising land use regulations to promote denser and more integrated land uses that promote walkable and bikeable trips
• Prioritizing municipal maintenance and snow clearing of all pedestrian and bike facilities
• Requiring complete streets infrastructure as part of all road resurfacing and reconstruction projects
City staff can also use this report to support Safe Routes to School funding applications to programs such as MnDOT SRTS grants, Federal SRTS grants, and the Statewide Health Improvement Program (SHIP)
Appendices
A. Visuals and Maps - 40
B. Student Travel Tally Results - 51
C. Caregiver Survey - 57
D. Observation Data - 89
E. Public Engagement Data – 93
F. Data Collection Instruments – 97
G. SMART Goals – 100
H. Team Notes – 101
I. School District and City Policies – 107
J. Osakis City Plans – 115
K. Crash Data – 118
L. Sample Subdivision Ordinance - 119
APPENDIX A: VISUALS AND MAPS
West Central Initiative has created online maps via Google My Maps for the use of the Browns Valley Public School Safe Routes to School committee. Visit the Google My Maps website at: https://tinyurl.com/vrx32sej.
This map contains multiple layers for easy viewing, some of which have been manipulated to produce figures A –E. This map was created in May of 2023, based on visual assessments and data obtained during community walk audits.
NO EXISTING SIDEWALKS
Figure A: The map shows the City of Browns Valley and locations where there are currently no existing sidewalks adjacent to developed areas.
Figure B: The map shows the City of Browns Valley and location where there are currently existing sidewalks adjacent to developed areas.
Figure C: The map shows the City of Browns Valley where sidewalks, trail connections, and crossing improvements are recommended.
Caregiver Drop-off and Pickup
Curb Extension
D: This is an example sketch of infrastructure to add to the existing infrastructure at the intersection of Ash Street S, 2nd Street S, and Church Street S.
E: This is an example sketch of infrastructure to add to the existing infrastructure at the intersection of 2nd Avenue S, Walnut Street S, and Church Street S.
Figure
Figure
APPENDIX B: STUDENT TRAVEL TALLY RESULTS
Student Travel Tally Report: One School in One Data Collection Period
School Name: Browns Valley Public School
Month and Year Collected: October 2024
School Enrollment: 205
Number of Classrooms Included in Report: 11
This report contains information from your school's classrooms about students' trips to and from school. The data used in this report were collected using the in-class Student Travel Tally questionnaire from the National Center for Safe Routes to School.
Morning Afternoon Travel Mode Comparison
APPENDIX C: STUDENT AND CAREGIVER SURVEY
STUDENT SURVEY RESULTS
1. i dont bike or walk to school
2. I live in the country.
4. no I live way too far, I live in the country
5. I live the country
6. I live in peever
7. I live in sisseton
8. I live in sisseton.
9. I live peever
10. I live in the country
11. I live in the country.
12. I live in peever
13. I live in the country.
14. I live in the country
15. I live in the country
16. no
17. no
18. no 19. no
3. I live in sisseton
20. No
21. no
22. no
23. no
24. no
25. no
26. if lived
27. not too far to go
28. no
29. no
30. no
31. no
32. no
33. no
34. No.
35. No.
36. I ride the bus
37. none
38. I don't walk.
39. no
40. no I'm in whole diff town
41. I ride the bus
42. I don't walk I take the bus
43. when u exit sisseton
44. to far away!!!!!!
45. I live too far away
46. nahh
47. the main street
48. I live on a Gravel road and the people where I live don't care about hitting animals or things and I learned that the hard way because I grew up losing pets to people like that and the roads are generally unsafe
49. the 8 mile road to browns valley to get to my house
50. not really
51. no
52. no
53. no
54. no I do not live here
55. no
56. Main Street
57. yes
58. 123 East Chestnut
59. no just to far
60. no there is not a street or area that is difficult to walk or bike across on my way to school
61. it takes 25 minutes on car
62. no
63. nope
64. Idk I don't walk to shool
65. no
66. no
67. I live in a different town
68. no I live to far
69. it is hard to cross the street because there is always cars going down the road
70. I don't walk or bike
71. busy roads, traffic
72. no I just live too far away
73. no there is not
74. yes I live in another town
75. the big hill
76. no
77. yes
78. no its just that I live in peever
79. yes
80. mane rode
81. The roads
82. yes I live in the contre and live10 min away
83. bus bus
84. my mom wot let me go by my self
85. snow
86. yar
1. I can't I ride on the sisseton bus
2. dollar general, if I did bike or walk
3. around peever
4. peever
5. a dirt hill
6. to my grandpa and grandma's
7. park
8. no
9. go to the store
10. if lived cloer
11. no
12. Around Brownsvalley.
13. I would like to walk around town at night.
14. ride my bike to the middle of no where
15. idk I dont work
16. no
17. no stop asking same question
18. No favorite place
19. well my town is safe so I ride bike alone
20. no sometimes I walk but when I do I run/jog
21. to far away to walk home!!!!!!!!!!!!!!!
22. no
23. no
24. by the apartment cause its more darker and see the stars more better
25. No
26. the gravel road near my house
27. at my house
28. nope
29. no
30. idk
31. The Library
32. yea I like to just walk around anywhere
33. no
34. My house
35. no I don't bike
36. the park because its quit and I can talk to family
37. No because I do not live in brownsvalley.
38. around the block
39. all over town and at the dg
40. no
41. yes
42. Yea I like to walk around town
43. uhm nope
44. no
45. no
46. my home but my house too far away
47. no. I go by car
48. no I dont
49. no
50. around my house
51. biking around town when its warm after school
52. going down the hill because it is faster
53. the park right next to the school
54. the lake road
55. my alleyway
56. no
57. I don`t have one
58. no not really
59. play game
60. nooooooooooooooooo
61. my hose
62. Bike becus it fun.
63. The park
64. on the farm
65. the park
66. no my mom pick me up or I ride the bus
67. walking be my seef
68. n/a
69. n/a
70. n/a
71. n/a
72. n/a
73. n/a
74. n/a
75. n/a
76. n/a
77. n/a
78. n/a
79. no
1. We don’t live in town, so some are difficult to answer.
2. No
3. Can’t bike living 9 miles from school
4. No
5. We live outside of town so we would never walk or bike because of the highway with no shoulder. It is also dark in the morning most of the school year. If we lived in town my answers would have been much different.
6. Girls bullying other girls
7. We live 7 miles from school. It would be incredibly difficult to walk or bike that distance daily.
8. Winter months make it impossible
9. No
APPENDIX D: OBSERVATION DATA
1. SCHOOL NAME: Browns Valley Public School
2. GRADE: K-8
3. ARRIVAL START TIME: 7:10AM END TIME: 8:15AM
DISMISSAL START TIME: 2:10PM END TIME: 2:55PM
4. CIRCLE APPLICABLE WEATHER CONDITIONS: RAINY, OVERCAST, SNOW OTHER: FOGGY(AM) SUNNY(PM)
5. APPROXIMATE TEMPERATURE: 28 degrees(AM), 52 degrees(PM)
6. IS THERE AN APPOINTED SCHOOL STAFF MEMBER OR VOLUNTEER DIRECTING TRAFFIC FLOW? No
7. IS THERE A SPECIFIED DROP-OFF / PICK-UP AREA? No
8. IS THE DROP-OFF / PICK-UP ZONE SEPARATE FROM OTHER VEHICLES? No
9. IS THERE A SPECIFIED BIKE ARRIVAL / DISMISSAL AREA? No
Location Number Observer Name Which of the following traffic control devices are present at the observation area? Midblock or Intersection
Crosswalk Ped Crossing Signal Stop Sign Crossing Guard School Patrol Other
School Entrance
Church/Ash Mallory X X I
2nd/Walnut Maggie/Sophia X X I
School Entrance Wayne M
2nd/ Broadway Terry X School ahead sign I
APPENDIX E: PUBLIC ENGAGEMENT DATA
West Central Initiative staff held a tabling event on the day of the Browns Valley Santa Days on December 11th , 2024. The staff member was located at the entrance of the gymnasium. The staff members had poster boards where caregivers, students, and faculty could vote on what keeps children from walking or biking to school, and what would help students to walk or bike to school. Here are the results of the survey.
What Would Help Children Walk and Bike to School
Encouragement/Rewards
More Crossing Guards
Slower Car Speeds
Less Traffic
Better Sidewalks/Paths
Safer Intersections/Crossings
Walk! Bike! Fun! Curriculum
Mileage Club
Bus Stop and Walk
Bike Train
Walking School Bus
Figure F: A graph showing caregivers feedback from Viking Elementary to the question, “What would help children walk or bike to school?”
What Keeps Children from Walking or Biking to School
Weather/Climate
Violence or Crime
Lack of Crossing Guards
Safety of Intersections/Crossings
Lack of Sidewalks/Paths
Speed of Cars or Traffic
Childcare
Before/After School Activities
Lack of Adult Supervision
Convenience of Driving Time
Figure G: A graph showing caregiver feedback from Viking Elementary to the question, “What keeps children from walking to school?”
APPENDIX F: SCHOOL ENVIRONMENT AND POLICY ASSESSMENT
APPENDIX F: DATA COLLECTION INSTRUMENTS
A high-quality and text readable version of this document can be found at Parent Survey. (chromeextension://efaidnbmnnnibpcajpcglclefindmkaj/https://saferoutesdata.org/downloads/Parent_Survey_English.pdf)
APPENDIX G: SMART GOALS
Education:
• Browns Valley Public School and local law enforcement with partner to hold a Bike Rodeo
• Browns Valley Public School will hold a bike class during Mrs. Bucklin’s Thursday morning classes beginning in the 2025-2026 school year.
• Browns Valley Public School will implement the Walk! Bike! Fun! in the school's PE curriculum for the 2025-2026 school year.
• The City of Browns Valley and Browns Valley Public School will work to develop safe routes and involve kids in the route-making process. There will then be education provided on where it is safe or not safe to travel in the community by walking or biking beginning in 2025-2026 school year.
• Browns Valley Public School will apply to host a Walk! Bike! Fun! Educator Training in 2026-2027 school year.
Engagement:
• Browns Valley Public School will give out Safe Routes to School resources at the Open House/Parent Teacher Conference.
• Browns Valley Public School will post Safe Routes to School resources on the school Facebook page.
• Browns Valley Public School along with the education foundation will host a walk/bike event in conjugation with Sam Brown Days
Encouragement:
• Browns Valley Public School will partner with the Bonanza Nature Center to hold a nature trail walk for students beginning in the 20205-2026 school year.
• Browns Valley Public School will continue to support walking and biking in the After School Program, such as walking to the library after school.
• Early Childhood Education Foundation along with Browns Valley Public School will look to procure youth bike fleet students in 2025.
• The City of Browns Valley and Browns Valley Public School will look into partnering with local law enforcement to hold a bike rodeo in 2025.
Enforcement:
• Browns Valley Public School in partner with the Traverse County Sherifs Department will hold a school safety campaign about safe walking and biking practices, and safe driving beginning in the 2025-2026 school year.
Engineering:
• The City of Browns Valley, Browns Valley Public School, and Traverse County will seek to install a demonstration project at the 5-point intersections at the north and west corners of the school.
• Traverse County with the City of Browns Valley will install traffic control measures at the intersection of 2nd St and 2nd Ave beginning in 2025.
• Traverse County with the City of Browns Valley will seek to add crosswalks to intersections of 2nd Ave and 3rd St S, and 1st Ave S and 3rd St S beginning in 2025.
• Traverse County will install crosswalks using their stencils to library from Browns Valley Public School in 2025.
Evaluation:
• Browns Valley Public School will send out parent surveys every 2-3 years beginning in 2025-2026 school year.
• Browns Valley Public School will conduct Travel Tallies on an annual basis beginning in the 2025-2026 school year.
Equity:
• Browns Valley Public School will seek to procure a bike fleet or strider bikes for youth education in 2025.
• Browns Valley Public School will have some Safe Routes to School resources translated in the Dakota language beginning in 2025-2026.
• Browns Valley Public School will work to create Non-verbal Walk/Bike accessibility recommendations for walking and biking safety in 2025-2026 school year.
• Browns Valley Public School will work to procure adaptive bikes for its bike fleet, specifically a tandem recumbent for blind students, in the 2025-2026 school year.
APPENDIX H: TEAM NOTES
Browns Valley Safe Routes to School Team Meeting
October 9th, 2024
In-person:
Mallory Jarvi – West Central Initiative
Maggie Johnson – Horizon Public Health
Denise Piekarski – Browns Valley Public School
Jodi Hook-Hansem – City of Browns Valley
Aaliyah Helland – West Central Initiative
Wayne Hurley – West Central Initiative
Shelly Steabler – West Central Initiative Board Member, Traverse County
Kelli Fonder – Browns Valley School Board
Mallory welcomed everyone, and the group did introductions
Mallory shared a short video introducing Safe Routes to School (SRTS). She then gave a presentation explain what the Safe Routes to School program and what the 7 E’s are related to SRTS.
Next Mallory gave an overview of the planning process, including the roles of team members, an overview of the schedule, and data collection.
Mallory shared the draft vision statement with the group and said that the statement can be reviewed again with the committee at the next meeting.
The City of Browns Valley, and Browns Valley School District seek to become communities where it is safe and convenient for students to walk and bicycle to and from school; where our children can travel, explore, and play in their community safely under their own power; and where they learn life-long habits of incorporating physical activity into their daily lives. We will seek to achieve this vision through safety awareness, education, encouragement, and self-evaluation, all while building the infrastructure needed to make walking and bicycling safer and more convenient for all.
Group Discussion:
Biggest barriers to walking and biking to school?
• The weather is a big factor. Cold winters make it hard to walk and bike.
• Poor lighting. Most of the community is dark except for main street which is a Mn State Highway.
Areas in town where walking and biking is particularly difficult?
• Most side streets don’t have sidewalks. The school is also located on top of a hill, so it is difficult for little kids to bike.
Biggest Opportunities?
• The Traverse County Sheriff's Dept is a great partner.
• Parents walk with kids at drop off
• City trail
• Law enforcement would support a bike rodeo
Areas in town where walking and biking is safe and convenient?
• Around the school has sidewalks
• Main street has sidewalks the entire corridor.
• 4th Avenue
• By the football practice field.
• Horizon Public Health has a walking map on its website with walking paths.
• The horseshoe walking track near the cemetery.
What would encourage more people?
• There was group discussion that was not quite sure how to encourage more people in the community to walk and bike.
Mallory reviewed action items for the team.
There was discussion on current enrollment and vehicle usage. There are 203 students, about 22 per class. Two vans, one bus from Askmit and two buses from Sisseton come into town.
Mallory went over observation day details for next Tuesday.
The next committee meeting will be in January with a date sent out at a later time.
Mallory adjourned the meeting.
Browns Valley SRTS Team Meeting
January 22nd, 2025
Virtual
Mallory Jarvi – West Central Initiative
Denise and Staff – Browns Valley Public School
Maggie Johnson – Horizon Public Health
Mallory kicked off the meeting at 7:30AM
Mallory then gave a presentation on previous data collection efforts, including observation day, public input, travel tallies, and the caregiver survey results.
SMART Goals
Mallory gave an overview of what SMART goals are. Specific, Measurable, Attainable, Realistic, and Timely.
SRTS Team members discussed which goals align with the school district’s future goals using a list of examples for each “E.”
Notes for the meeting were recorded on the SMART goal input sheet.
Mallory adjourned the meeting at 8:10AM
Browns Valley SRTS - Feb 20, 2025
Virtual
Denise Piekarski and staff– Browns Valley Public School
Chad Gillsepie – Traverse County Engineer
Mallory Jarvi - West Central Initiative
Wayne Hurley – West Central Initiative
Mallory kicked off the meeting at 7:30 AM.
Mallory began meeting discussing SMART goals for Engineering.
• Demonstration projects at the 5-point corners on the North & West corners of the school
• Traffic control at 2nd St & 2nd Ave by the Catholic Church. Improve crosswalk visibility at that intersection.
• Improvements along the route to the library
• add crosswalks to intersections of 2nd Ave S & 3rd St S, and 1st Ave S & 3rd St S
• Explore possible 4-to-3 conversion on Hwy 28
• Improved crossings of Hwy 28 - at 2nd, 3rd, and 4th as priorities
• Sidewalks & crosswalks near football field
• Intersection of Broadway and 106
Future transportation project will be Highway 28 CHIP project - mill & overlay / ADA improvements. This will take place in 2032 according to the Capital Highway Investment Plan. Chad mentioned that the county can donate time and paint for demonstration projects. MnDOT is also planning to put dynamic speed signs on Hwy 28.
Mallory adjourned the meeting at 8:15AM.
APPENDIX I: SCHOOL DISTRICT AND CITY POLICIES
BROWNS VALLEY PUBLIC SCHOOL WELLNESS POLICY
533 WELLNESS
I. PURPOSE
The purpose of this policy is to set forth methods that promote student wellness, prevent and reduce childhood obesity, and assure that school meals and other food and beverages sold and otherwise made available on the school campus during the school day are consistent with applicable minimum local, state, and federal standards.
II. GENERAL STATEMENT OF POLICY
A. The school board recognizes that nutrition promotion and education, physical activity, and other school-based activities that promote student wellness are essential components of the educational process and that good health fosters student attendance and learning.
B. The school environment should promote students’ health, well-being, and ability to learn by encouraging healthy eating and physical activity.
C. The school district encourages the involvement of parents, students, representatives of the school food authority, teachers, school health professionals, the school board, school administrators, and the general public in the development, implementation, and periodic review and update of the school district’s wellness policy.
D. Children need access to healthy foods and opportunities to be physically active in order to grow, learn, and thrive.
E. All students in grades PreK-8 will have opportunities, support, and encouragement to be physically active on a regular basis.
F. Qualified food service personnel will provide students with access to a variety of affordable, nutritious, and appealing foods that meet the health and nutrition needs of students; try to accommodate the religious, ethnic, and cultural diversity of the student body in meal planning; and will provide clean, safe, and pleasant settings and adequate time for students to eat.
III. WELLNESS GOALS
A. Nutrition Promotion and Education
1. The school district will encourage and support healthy eating by students and engage in nutrition promotion that is:
a. offered as part of a comprehensive program designed to provide students with the knowledge and skills necessary to promote and protect their health;
b. part of health education classes, as well as classroom instruction in subjects such as math, science, language arts, social sciences, and elective subjects, where appropriate; and
c. enjoyable, developmentally appropriate, culturally relevant, and includes participatory activities, such as contests, promotions, taste testing, and field trips.
2. The school district will encourage all students to make age appropriate, healthy selections of foods and beverages, including those sold individually outside the reimbursable school meal programs, such as through a la carte/snack lines, vending machines, fundraising events, concession stands, and student stores.
B. Physical Activity
1. Students need opportunities for physical activity and to fully embrace regular physical activity as a personal behavior. Toward that end, health and physical education will reinforce the knowledge and self-management skills needed to maintain a healthy lifestyle and reduce sedentary activities, such as watching television;
2. Opportunities for physical activity will be incorporated into other subject lessons, where appropriate; and
3. Classroom teachers will provide short physical activity breaks between lessons or classes, as appropriate; and
4. The School District will continue to provide at a minimum the following allotted time frames for physical activity through physical education:
a. K-4 25 minutes per day/5 days a week or 125 minutes
b. 5-8 Five (50) minute periods every 2 weeks or an average of 125 minutes per week; and
5. The School District will provide a daily recess period, which not intended to be used as punishment or a reward. In addition, the School District will consider planning recess before lunch. Research indicates that physical activity prior to lunch can increase the nutrient intake and reduce food waste.
C. Communications with Parents
1. The school district recognizes that parents and guardians have a primary role in promoting their children’s health and well-being.
2. The school district will support parents’ efforts to provide a healthy diet and daily physical activity for their children.
3. The school district encourages parents to pack healthy lunches and snacks and refrain from including beverages and foods without nutritional value.
4. The school district will provide information about physical education and other school-based physical activity opportunities and will support parents’ efforts to provide their children with opportunities to be physically active outside of school.
5. In collaboration with Public Health, the Minnesota Extension Service, Lakes Country Service Cooperative and other appropriate agencies and organizations, the school district will provide resources and educational materials (presentations, tip sheets, fact sheets, newsletter articles, mailing inserts, etc…) about nutrition, physical activity and wellness to students, parents and guardians, and staff.
V. WELLNESS LEADERSHIP AND COMMUNITY INVOLVEMENT
A. Wellness Coordinator
1. The superintendent will designate a school district official to oversee the school district’s wellness-related activities. The P.E./Health Teacher serves as the district Wellness Coordinator. The Wellness Coordinator will ensure that each school implements the policy.
2. The principal of each school, or a designated school official, will ensure compliance within the school and will report to the Wellness Coordinator regarding compliance matters upon request.
B. Public Involvement
1. The Wellness Coordinator will permit parents, students, representatives of the school food authority, teachers of physical education, school health professionals, the school board, school administrators, and the general public to participate in the development, implementation, and periodic review and update of the wellness policy.
2. The Wellness Coordinator will hold meetings, quarterly, for the purpose of discussing the development, implementation, and periodic review and update of the wellness policy. All meeting dates and times will be posted on the school district’s website and will be open to the public.
VI. POLICY IMPLEMENTATION AND MONITORING
A. Implementation and Publication
1. After approval by the school board, the wellness policy will be implemented throughout the school district.
2. The school district will post its wellness policy on its website, to the extent it maintains a website.
B. Annual Reporting
The Wellness Coordinator will annually inform the public about the content and implementation of the wellness policy and make the policy and any updates to the policy available to the public.
C. Triennial Assessment
1. At least once every three years, the school district will evaluate compliance with the wellness policy to assess the implementation of the policy and create a report that includes the following information:
a. the extent to which schools under the jurisdiction of the school district are in compliance with the wellness policy;
b. the extent to which the school district’s wellness policy compares to model local wellness policies; and
c. a description of the progress made in attaining the goals of the school district’s wellness policy.
2. The Wellness Coordinator will be responsible for conducting the triennial assessment.
3. The triennial assessment report shall be posted on the school district’s website or otherwise made available to the public.
D. Recordkeeping
The school district will retain records to document compliance with the requirements of the wellness policy. The records to be retained include, but are not limited to:
1. The school district’s written wellness policy.
2. Documentation demonstrating compliance with community involvement requirements, including requirements to make the local school wellness policy and triennial assessments available to the public.
3. Documentation of the triennial assessment of the local school wellness policy for each school under the school district’s jurisdiction efforts to review and update the wellness policy (including an indication of who is involved in the update and methods the school district uses to make stakeholders aware of their ability to participate on the Wellness Committee).
707 TRANSPORTATION OF PUBLIC SCHOOL STUDENTS
I. PURPOSE
The purpose of this policy is to provide for the transportation of students consistent with the requirements of law.
II. GENERAL STATEMENT OF POLICY
A. The policy of the school district is to provide for the transportation of students in a manner which will protect their health, welfare, and safety.
B. The school district recognizes that transportation is an essential part of the school district services to students and parents but further recognizes that transportation by school bus is a privilege and not a right for an eligible student.
III. DEFINITIONS
A. “Child with a disability” includes every child identified under federal and state special education law as deaf or hard of hearing, blind or visually impaired, deafblind, or having a speech or language impairment, a physical impairment, other health disability, developmental cognitive disability, an emotional or behavioral disorder, specific learning disability, autism spectrum disorder, traumatic brain injury, or severe multiple impairments, and who needs special education and related services, as determined by the rules of the Commissioner of Education. A licensed physician, an advanced practice nurse, or a licensed psychologist is qualified to make a diagnosis and determination of attention deficit disorder or attention deficit hyperactivity disorder for purposes of identifying a child with a disability. In addition, every child under age three, and at the school district’s discretion from age three to seven, who needs special instruction and services, as determined by the rules of the Commissioner, because the child has a substantial delay or has an identifiable physical or mental condition known to hinder normal development is a child with a disability. A child with a short-term or temporary physical or emotional illness or disability, as determined by the rules of the Commissioner, is not a child with a disability. (Minn. Stat. § 125A.02)
B. “Home” is the legal residence of the child. In the discretion of the school district, “home” also may be defined as a licensed day care facility, school day care facility, a respite care facility, the residence of a relative, or the residence of a person chosen by the student’s parent or guardian as the home of a student for part or all of the day, if requested by the student’s parent or guardian, or an afterschool program for children operated by a political subdivision of the state, if the facility, residence, or program is within the attendance area of the school the student attends. Unless otherwise specifically provided by law, a homeless student is a resident of the school district if enrolled in the school district. (Minn. Stat. § 123B.92, Subd. 1(b)(1); Minn. Stat. § 127A.47, Subd. 2)
C. “Homeless student” means a student, including a migratory student, who lacks a fixed, regular, and adequate nighttime residence and includes: students who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; are awaiting foster care placement; have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings; are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings, and migratory children who qualify as homeless because they are living in any of the preceding listed circumstances. (42 U.S.C. § 11434a)
D. “Nonpublic school” means any school, church, or religious organization, or home school wherein a resident of Minnesota may legally fulfill the compulsory instruction requirements of Minn. Stat. §120A.22, which is located
within the state, and which meets the requirements of Title VI of the Civil Rights Act of 1964 (42 U.S.C. § 2000d, et seq.). (Minn. Stat. §123B.41, Subd. 9)
E. “Nonresident student” is a student who attends school in the school district and resides in another district, defined as the “nonresident district.” In those instances when the divorced or legally separated parents or parents residing separately share joint physical custody of a student and the parents reside in different school districts, the student shall be a resident of the school district designated by the student’s parents. When parental rights have been terminated by court order, the legal residence of a student placed in a residential or foster facility for care and treatment is the district in which the student resides. (Minn. Stat. § 123B.88, Subd. 6; Minn. Stat. § 125A.51; Minn. Stat. § 127A.47, Subd. 3)
F. “Pupil support services” are health, counseling, and guidance services provided by the public school in the same district where the nonpublic school is located. (Minn. Stat. § 123B.41, Subd. 4)
G. “School of origin,” for purposes of determining the residence of a homeless student, is the school that the student attended when permanently housed or the school in which the student was last enrolled. (42 U.S.C. § 11432(g)(3)(G))
H. “Shared time basis” is a program where students attend public school for part of the regular school day and who otherwise fulfill the requirements of Minn. Stat. § 120A.22 by attendance at a nonpublic school. (Minn. Stat. § 126C.01, Subd. 8)
I. “Student” means any student or child attending or required to attend any school as provided in Minnesota law and who is a resident or child of a resident of Minnesota. (Minn. Stat. § 123B.41, Subd. 11)
IV. ELIGIBILITY
A. Upon the request of a parent or guardian, the school district shall provide transportation to and from school, at the expense of the school district, for all resident students who reside two miles or more from the school, except for those students whose transportation privileges have been revoked or have been voluntarily surrendered by the student’s parent or guardian. (Minn. Stat. § 123B.88, Subd. 1)
B. The school district may, in its discretion, also provide transportation to any student to and from school, at the expense of the school district, for any other purpose deemed appropriate by the school board.
1. The school will provide transportation to students who live within District 801 and are outside of the city limits.
2. In addition, the school district may provide pickup points within city limits on the north side of Highway 28 Browns Valley and west of County Road 4 in Browns Valley.
3. The city of Beardsley has been deemed an “established route” pickup point. One pick-up point will be established yearly to transport out-of-district students.
4. Pre-kindergarten and open enrolled students may be transported if they live along an existing route.
5. Established routes and pick up points may change yearly, depending on enrolled students living in the district. Beardsley will remain an established route.
6. Drivers are instructed to wait at each destination for a two-minute wait time for students to load the van.
7. District 801 cannot provide transportation to daycares. The district does not receive state transportation aide to transport students to daycares.
8. Children with split custody arrangements will be picked up on established routes or at the designated pick-up point in Beardsley.
9. The city of Sisseton, SD will have one designated pick-up/drop-off point.
10. District parents will be notified by the transportation director prior to the start of each school year to establish a yearly pick-up route. High school students may be put on an established route if they need consistent transportation for the entire school year.
11. The Superintendent cannot change policy. The Browns Valley Board of Education may change these policies/guidelines.
C. In the discretion of the school district, transportation along regular school bus routes may also be provided, where space is available, to any person where such use of a bus does not interfere with the transportation of students. The cost of providing such transportation must be paid by those individuals using these services or some third-party payor. Bus transportation also may be provided along school bus routes when space is available for participants in early childhood family education programs and school readiness programs if these services do not result in an increase in the school district’s expenditures for transportation. (Minn. Stat. § 123B.88, Subd. 10, 11, 12, and 13)
D. For purposes of stabilizing enrollment and reducing mobility, the school district may, in its discretion, establish a full-service school zone and may provide transportation for students attending a school in that full-service school zone. A full-service school zone may be established for a school that is located in an area with higher than average crime or other social and economic challenges and that provides education, health or human services, or other parental support in collaboration with a city, county, state, or nonprofit agency.
V. TRANSPORTATION OF NONRESIDENT STUDENTS
A. If requested by the parent of a nonresident student, the school district shall provide transportation to a nonresident student within its borders at the same level of service that is provided to resident students. (Minn. Stat. § 124D.04, Subd. 7; Minn. Stat. § 123B.92, Subd. 3)
B. If the school district decides to transport a nonresident student within the student’s resident district, the school district will notify the student’s resident district of its decision, in writing, prior to providing transportation. (Minn. Stat. § 123B.88, Subd. 6)
C. When divorced or legally separated parents or parents residing separately reside in different school districts and share physical custody of a student, the parents shall be responsible for the transportation of the student to the border of the school district during those times when the student is residing with the parent in the nonresident school district. (Minn. Stat. § 127A.47, Subd. 3(b))
D. The school district may provide transportation to allow a student who attends a high-need English language learner program and who resides within the transportation attendance area of the program to continue in the program until the student completes the highest grade level offered by the program. (Minn. Stat. § 123B.92, Subd. 3(b))
VI. TRANSPORTATION OF RESIDENT STUDENTS TO NONDISTRICT SCHOOLS
A. In general, the school district shall not provide transportation between a resident student’s home and the border of a nonresident district where the student attends school under the Enrollment Options Program. A parent may be reimbursed by the nonresident district for the costs of transportation from the pupil’s residence to the border of the nonresident district if the student is from a family whose income is at or below the poverty level, as determined by the federal government. The reimbursement may not exceed the pupil’s actual cost of transportation or 15 cents per mile traveled, whichever is less. Reimbursement may not be paid for more than 250 miles per week. (Minn. Stat. § 124D.03, Subd. 8)
B. Resident students shall be eligible for transportation to and from a nonresident school district at the expense of the school district, if in the discretion of the school district, inadequate room, distance to school, unfavorable road conditions, or other facts or conditions make attendance in the resident student’s own district unreasonably
difficult or impracticable. The school district, in its discretion, may also provide for transportation of resident students to schools in other districts for grades and departments not maintained in the district, including high school, for the whole or a part of the year or for resident students who attend school in a building rented or leased by the school district in an adjacent district. (Minn. Stat. § 123B.88, Subds. 1 and 4)
C. In general, the school district is not responsible for transportation for any resident student attending school in an adjoining state under a reciprocity agreement but may provide such transportation services at its discretion. (Minn. Stat. § 124D.041)
VII. SPECIAL EDUCATION STUDENTS/STUDENTS WITH A DISABILITY/ STUDENTS WITH TEMPORARY DISABILITIES
A. Upon a request of a parent or guardian, the board must provide necessary transportation, consistent with Minn. Stat. § 123B.92, Subd. 1(b)(4), for a resident child with a disability not yet enrolled in kindergarten for the provision of special instruction and services. Special instruction and services for a child with a disability not yet enrolled in kindergarten include an individualized education program (IEP) team placement in an early childhood program when that placement is necessary to address the child’s level of functioning and needs. (Minn. Stat. § 123B.88, Subd. 1)
B. Resident students with a disability whose handicapped conditions are such that the student cannot be safely transported on the regular school bus and/or school bus route and/or when the student is transported on a special route for the purpose of attending an approved special education program shall be entitled to special transportation at the expense of the school district or the day training and habilitation program attended by the student. The school district shall determine the type of vehicle used to transport students with a disability on the basis of the handicapping condition and applicable laws. This provision shall not be applicable to parents who transport their own child under a contract with the school district. (Minn. Stat. § 123B.88, Subd. 19; Minn. Rules Part 7470.1600)
C. Resident students with a disability who are boarded and lodged at Minnesota state academies for educational purposes, but who also are enrolled in a public school within the school district, shall be provided transportation, by the school district to and from said board and lodging facilities, at the expense of the school district. (Minn. Stat. § 125A.65)
D. If a resident student with a disability attends a public school located in a contiguous school district and the school district of attendance does not provide special instruction and services, the school district shall provide necessary transportation for the student between the school district boundary and the educational facility where special instruction and services are provided within the school district. The school district may provide necessary transportation of the student between its boundary and the school attended in the contiguous district, but shall not pay the cost of transportation provided outside the school district boundary. (Minn. Stat. § 125A.12)
E. When a student with a disability or a student with a short-term or temporary disability is temporarily placed for care and treatment in a day program located in another school district and the student continues to live within the school district during the care and treatment, the school district shall provide the transportation, at the expense of the school district, to that student. The school district may establish reasonable restrictions on transportation, except if a Minnesota court or agency orders the child placed at a day care and treatment program and the school district receives a copy of the order, then the school district must provide transportation to and from the program unless the court or agency orders otherwise. Transportation shall only be provided by the school district during regular operating hours of the school district. (Minn. Stat. § 125A.15(b); Minn. Stat. § 125A.51(d))
F. When a nonresident student with a disability or a student with a short-term or temporary disability is temporarily placed in a residential program within the school district, including correctional facilities operated on a fee-for-service basis and state institutions, for care and treatment, the school district shall provide the necessary transportation at the expense of the school district. Where a joint powers entity enters into a contract with a
privately owned and operated residential facility for the provision of education programs for special education students, the joint powers entity shall provide the necessary transportation. (Minn. Stat. § 125A.15(c) and (d); Minn. Stat. § 125A.51(e))
G. Each driver and aide assigned to a vehicle transporting students with a disability will be provided with appropriate training for the students in their care, will assist students with their safe ingress and egress from the bus, will ensure the proper use of protective safety devices, and will be provided with access to emergency health care information as required by law. (Minn. Rules Part 7470.1700)
H. Any parent of a student with a disability who believes that the transportation services provided for that child are not in compliance with the applicable law may utilize the alternative dispute resolution and due process procedures provided for in Minn. Stat. Ch. 125A. (Minn. Rules Part 7470.1600, Subd. 2)
VIII. HOMELESS STUDENTS
A. Homeless students shall be provided with transportation services comparable to other students in the school district. (42 U.S.C. § 11432(e)(3)(C)(i)(III)(cc) and (g)(4)(A))
B. Upon request by the student’s parent, guardian, or homeless education liaison, the school district shall provide transportation for a homeless student as follows:
1. A resident student who becomes homeless and is residing in a public or private shelter location or has other non-shelter living arrangements within the school district shall be provided transportation to and from the student’s school of origin and the shelter or other non-shelter location on the same basis as transportation services are provided to other students in the school district. (42 U.S.C. § 11432(g)(1)(J)(iii)(I))
2. A resident student who becomes homeless and is residing in a public or private shelter location or has other non-shelter living arrangements outside of the school district shall be provided transportation to and from the student’s school of origin and the shelter or other non-shelter location on the same basis as transportation services are provided to other students in the school district, unless the school district and the school district in which the student is temporarily placed agree that the school district in which the student is temporarily placed shall provide transportation. (Minn. Stat. § 125A.51(f); 42 U.S.C. § 11432(g)(1)(J)(iii)(II))
3. If a nonresident student is homeless and is residing in a public or private homeless shelter or has other nonshelter living arrangements within the school district, the school district may provide transportation services between the shelter or non-shelter location and the student’s school of origin outside of the school district upon agreement with the school district in which the school of origin is located. (Minn. Stat. § 125A.51(f))
4. A homeless nonresident student enrolled under Minn. Stat. § 124D.08, Subd. 2a, must be provided transportation from the student’s district of residence to and from the school of enrollment. (Minn. Stat. § 123B.92, Subd. 3(c)).
IX. AVAILABILITY OF SERVICES
Transportation shall be provided on all regularly scheduled school days or make-up days. Transportation will not be provided during the summer school break. Transportation may be provided for summer instructional programs for students with a disability or in conjunction with a learning year program. Transportation between home and school may also be provided, in the discretion of the school district, on staff development days. (Minn. Stat. § 123B.88, Subd. 21)
X. MANNER OF TRANSPORTATION
The scheduling of routes, establishment of the location of bus stops, manner and method of transportation, control and discipline of school children, the determination of fees, and any other matter relating thereto shall be within the sole discretion, control and management of the school board. The school district may, in its discretion, provide room and board, in lieu of transportation, to a student who may be more economically and conveniently provided for by that means. (Minn. Stat. § 123B.88, Subd. 1)
XI. RESTRICTIONS
Transportation by the school district is a privilege and not a right for an eligible student. A student’s eligibility to ride a school bus may be revoked for a violation of school bus safety or conduct policies, or violation of any other law governing student conduct on a school bus pursuant to the school district’s discipline policy. Revocation of a student’s bus riding privilege is not an exclusion, expulsion, or suspension under the Pupil Fair Dismissal Act. Revocation procedures for a student who is an individual with a disability under 20 U.S.C. § 1415 (Individuals with Disabilities Act), 29 U.S.C. § 794 (the Rehabilitation Act), and 42 U.S.C. § 12132, (Americans with Disabilities Act) are governed by these provisions. (Minn. Stat. § 121A.59)
XII. FEES
A. In its discretion, the school district may charge fees for transportation of students to and from extracurricular activities conducted at locations other than school, where attendance is optional. (Minn. Stat. § 123B.36, Subd. 1(10))
B. The school district may charge fees for transportation of students to and from school when authorized by law. If the school district charges fees for transportation of students to and from school, guidelines shall be established for that transportation to ensure that no student is denied transportation solely because of inability to pay. The school district also may waive fees for transportation if the student’s parent is serving in, or within the past year has served in, active military service as defined in Minn. Stat. § 190.05. (Minn. Stat. § 123B.36, Subds. 1(11) and 6)
C. The school district may charge reasonable fees for transportation of students to and from post-secondary institutions for students enrolled under the post-secondary enrollment options program. Families who qualify for mileage reimbursement may use their state mileage reimbursement to pay this fee. (Minn. Stat. § 123B.36, Subd. 1(13))
D. Where, in its discretion, the school district provides transportation to and from an instructional communitybased employment station that is part of an approved occupational experience vocational program, the school district may require the payment of reasonable fees for transportation from students who receive remuneration for their participation in these programs. (Minn. Stat. § 123B.36, Subd. 3)
BROWNS VALLEY CITY ORDINANCES
§92.01 ASSESSABLE CURRENT SERVICES.
(A)Definition. For the purpose of this section, the following definition shall apply unless the context clearly indicates or requires a different meaning.
CURRENT SERVICE. Shall mean one or more of the following: snow, ice, or rubbish removal from sidewalks; weed elimination from street grass plots adjacent to sidewalks or from private property; removal or elimination of public health or safety hazards from private property, excluding any hazardous building included in M.S. '§463.15 through 463.26 as they may amended from time to time; installation or repair of water service lines; street sprinkling, street flushing, light street oiling, or other dust treatment of streets; repair of sidewalks and alleys; trimming and care of trees and removal of unsound and insectinfected trees from the public streets or private property; and the operation of a street lighting system. (B) Snow, ice, dirt and rubbish.
(1) Duty of owners and occupants. The owner and the occupant of any property adjacent to a public sidewalk shall use diligence to keep the walk safe for pedestrians. No owner or occupant shall allow snow, ice, dirt or rubbish to remain on the walk longer than 24 hours after its deposit thereon. Failure to comply with this section shall constitute a violation.
(2) Removal by city. The City Administrator or other person designated by the City Council may cause removal from all public sidewalks all snow, ice, dirt and rubbish as soon as possible beginning 24 hours after any matter has been deposited thereon or after the snow has ceased to fall. The City Administrator or other designated person shall keep a record showing the cost of removal adjacent to each separate lot and parcel.
(E) Repair of sidewalks and alleys.
(1) Duty of owner. The owner of any property within the city abutting a public sidewalk or alley shall keep the sidewalk or alley in repair and safe for pedestrians. Repairs shall be made in accordance with the standard specifications approved by the City Council and on file in the office of the City Administrator.
(2) Inspections; notice. The City Council or its designee may make inspections as are necessary to determine that public sidewalks and alleys within the city are kept in repair and safe for pedestrians or vehicles. If it is found that any sidewalk or alley abutting on private property is unsafe and in need of repairs, the City Council may cause a notice to be served, by registered or certified mail or by personal service, upon the record owner of the property, ordering the owner to have the sidewalk or alley repaired and made safe within 30 days and stating that if the owner fails to do so, the city will do so and that the expense thereof must be paid by the owner, and if unpaid it will be made a special assessment against the property concerned.
(3) Repair by city. If the sidewalk or alley is not repaired within 30 days after receipt of the notice, the City Administrator may report the facts to the City Council and the City Council may by resolution order the work done by contract in accordance with law. No person shall enter private property to repair a sidewalk, except with the permission of the owner or after obtaining an administrative warrant. The City Administrator shall keep a record of the total cost of the repair attributable to each lot or parcel of property.
(F) Personal liability. The owner of property on which or adjacent to which a current service has been performed shall be personally liable for the cost of the service. As soon as the service has been completed and the cost determined, the City Administrator, or other designated official, shall prepare a bill and mail it to the owner and thereupon the amount shall be immediately due and payable at the office of the City Administrator. If the bill remains unpaid, after notice and hearing as provided in M.S. §429.061, as it may be amended from time to time, the City Administrator may list the total unpaid charges along with all other charges as well as other charges for
current services to be assessed under M.S. §429.101 against each separate lot or parcel to which the charges are attributable. The City Council may then certify the charges against the property under that statute and other pertinent statutes to the County Auditor for collection along with current taxes the following year or in annual installments as the City Council may determine in each case.
(G) Damage to public property. Any person driving any vehicle, equipment, object or contrivance upon any street, road, highway or structure shall be liable for all damages which the surface or structure thereof may sustain as a result of any illegal operation, or driving or moving of the vehicle, equipment 42 City of Browns Valley CodeGeneral Regulations or object or contrivance; or as a result of operating, driving or moving any vehicle, equipment, object or contrivance weighing in excess of the maximum weight permitted by statute or this code. When the driver is not the owner of the vehicle, equipment, object or contrivance, but is operating, driving or moving it with the express or implied permission of the owner, then the owner and the driver shall be jointly and severally liable for any such damage. Any person who willfully acts or fails to exercise due care and by that act damages any public property shall be liable for the amount thereof, which amount shall be collectable by action or as a lien under M.S. §514.67, as it may be amended from time to time.
APPENDIX L: SAMPLE SUBDIVISION ORDINANCE
