Safe Routes to School
A plan to make walking and biking to school a safe, fun activity.
JUNE, 2025
CHOKIO-ALBERTA, MINNESOTA
Chokio-Alberta Public School
Acknowledgements
We gratefully acknowledge the participation of the following individuals and organizations in the development of the Chokio-Alberta Safe Routes to School (SRTS) Plan.
SRTS PLANNING TEAM
Tate Jerome, Superintendent Chokio-Alberta Public School SRTS Team Co-Chair
Jeri Ritter, City Clerk City of Chokio SRTS Team Co-chair
Rosemary Bruce-White, Planner MnDOT District 4
Maggie deNeui, Teacher Chokio-Alberta Public School
Sophie Grabow, Health Educator Horizon Public Health
Maggie Johnson, Health Educator Horizon Public Health
Todd Larson, County Engineer Stevens County
Amanda Marty, Parent Chokio-Alberta Public School
Jason Reed, Sheriff Stevens County
Mary Safgren, Planning Director MnDOT District 4
Rachel Schott, Teacher Chokio-Alberta Public School
Carrie Redden, Parent Chokio-Alberta Public School
James Van Kempen, Highway Dept Stevens County
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 Chokio and Alberta, 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 Cities of Chokio and Alberta, along with the Chokio-Alberta School District, are seeking to become communities where it is safe and convenient for all children to walk and bicycle to and from school, and in daily life. 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 selfevaluation, 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.
Chokio Community in Context
‘Chokio is a Dakota word meaning “the middle”. '
Chokio and Alberta are small rural communities in west central Minnesota located along MN State Hwy 28 Chokio is located about 20 miles west of the county seat, Morris and 100 miles south of Moorhead. Chokio is located in the west central portion of Stevens County Chokio is home to the K12 school, after consolidating with Alberta in 1967.
Chokio has a population of 405. The demographic makeup of the population is 97% White, 1% Hispanic or Latino, and 2% two or more races. The majority of residents speak English only at 97.3%, but 2.7% speak another language at home. The community's age demographic is older, with the median age being 40 years old, and 26% older than 64 years old.
The median household income is $50,556, and the homeownership rate is 75.7%. Most of Chokio’s housing units are occupied, but 13% are considered vacant. 83.5% of the school-enrolled population is enrolled in kindergarten to 12th grade. In the community, 32.3% have a high school degree or equivalent, 30.7% have some college experience, 11.3% have an associate's degree, 14.8% have a bachelor’s degree, and 4.3% have a graduate or professional degree.
Chokio has a high commuting population, with an average commute time of 21 minutes. To travel to work 0.4% walk or bike, 6.7% carpool, 3.1% work from home, and 87.1% drove alone.
Chokio is located 30 miles from the border of Minnesota and South Dakota Nestled among the farmland and prairie, Chokio and Alberta residents have access to several wildlife and waterfowl areas, the Pomme de Terre River for water recreation, and arts and culture at the University of Minnesota Morris campus.
-Stevens
County Historical Society
Corridor Plans
STEVENS COUNTY COMPREHENSIVE PLAN
The Stevens County Comprehensive Plan was adopted in 2017. The vision for the county is as follows:
“Stevens County envisions a future where its people have the freedom and resources necessary to pursue productive lives, healthy families, a vibrant community life and meaningful opportunities for work and income. In achieving these goals, the County’s residents will continue to enjoy and sustain the quality of the County’s many natural resources.”
Stevens County has several goals and policies to support the county and its residents. Stevens County’s goal for transportation:
“Coordinate with the county’s cities and townships, as well as the Minnesota Department of Transportation, in ensuring the transportation network serves the needs of the county’s agricultural operations, residents, businesses and employers.”
Policies to support this goal include;
• Make efficient use of existing infrastructure prior to building new infrastructure. Seek to promote new development along existing infrastructure, when appropriate, before allowing development in areas that would require new infrastructure.
• Identify areas particularly susceptible to transportation-related hazards and work to minimize such risks.
o Areas with high crash rates
o Train derailments
o Train-crossing intersections
• Develop road construction standards consistent with safety studies, etc. Identify where noise-related concerns, such as from train traffic or engine braking, are most likely or prevalent and seek ways to reduce these impacts.
• Conduct accurate cost-benefit analyses for new infrastructure projects that are based on sound assumptions and focus as much on local tax base impacts as broader social or economic benefits.
• Continue to maintain an inventory of the county’s infrastructure to help plan future improvements and maintenance (e.g. track year built, when maintenance is expected to be necessary, when replacement is expected to be necessary, anticipated costs for maintenance/replacement activities, etc.)
Additional goals to support Chokio-Alberta’s Safe Routes to School goals include:
• Work with area school districts to maintain and improve educational outcomes for area children, address new challenges associated with immigrant students, and ensure a safe, effective learning environment for all students.
• Work with the county’s cities to ensure adequate and well-coordinated public safety services (sheriff, police, fire, ambulance, etc.)
Chokio-Alberta 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 westbound on 3rd Avenue South crossing Main Street. There were also several students crossing Mn State Hwy 28 on 2nd Street West. Most students entered at the front entrance of the building along 1st Street West
In the afternoon many students again crossed Mn State Hwy 28 using the crosswalk along 2nd Street West. Students were also observed walking north along 2nd Street W to houses north of the school. Four students were observed to walk past the firehall located at 3rd Avenue South and Main Street.
Bicyclists: On observation day, two bicyclists observed near the front entrance of the school. One of the bicyclists was not biking on the correct side of the road.
In the afternoon, one of the bicyclists was observed crossing by the firehall, and the other by Main Street and Mn State Hwy 28. Neither cyclists had a helmet on at the time.
School Buses: Buses enter the school pickup and drop-off site heading north on 2nd Street South, and park along the back side of the school building in the morning and afternoon.
Transit: The Rainbow Riders bus service travels to Chokio on Mondays through Fridays and connects residents to Morris and Hancock. Bus arrives to Chokio at 12:50PM. Due to the timing, public transit may not a feasible transit option for school; however, the Rainbow Rider does allow for pickup outside of normal departing and arrival times.
Vehicles: Currently there is not a specified drop-off or pick-up location. Some vehicles were observed parking southbound on 1st Street West in front of the school, other behind the school on 2nd Street West. There were additional cars parked in the small parking lot near the front entrance of the school, but due to the small area size, it made it difficult for all users to navigate. In the morning there were five cars observed to drop students off a the northwest corner of 1st Street West and 4th Avenue South. This created unsafe conditions for pedestrians, as well as other vehicles navigating the intersection.
In the afternoon there were students picked up behind the school along the street, in the front entrance, parking lot, and along the street in front of the school. Few cars to observed to pick-up students on the corner of 1st Street West and 4th Avenue South. There was one golf cart observed to pick-up a student from school.
More information on site circulation can be seen in Appendix A.
MISSION STATEMENT:
SCHOOL CONTEXT:
Chokio-Alberta
SUPERINTENDENT/PRINCIPAL:
Tate Jerome
ENROLLMENT:
Chokio-Alberta Public School: 142
GRADES SERVED:
Chokio-Alberta Elementary School: K-6
Chokio-Alberta Secondary Schol: 7-12
DEMOGRAPHICS*
95.8%
*Source: Minnesota Report Card
“ …a community enacting its educational adventure, is to provide every individual the opportunity to develop skills necessary for a successful, productive life by designing and delivering innovative and an excellent education experiences.”
STUDENT DEMOGRAPHICS:
• Chokio-Alberta’ School District’s enrolled population of 142 is spread across kindergarten through 12th grades. All students who are enrolled at Chokio-Alberta Public School are eligible for busing. This is despite the fact that almost the entirety of the city limits is less than a mile from the centrally located public school. However, MN State 28 runs through the town, creating a barrier for kids who reside on the south side of town to cross. Students who participate in activities are bused to Morris Secondary after school, as the Chokio-Alberta coops with their athletic department.
• The Chokio-Alberta student population encompasses children and families from a range of demographic groups. Around 25% of students are receiving special education and over 43% are eligible for free and reduced lunch. The student population is 95% white non-Hispanic, 2% Hispanic, and 2% for American Indian/Alaska Native.
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 Chokio and Alberta
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.
CHOKIO
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 Chokio 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 and Main Street have 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: Mn State Hwy 28 Crossings
PRIORITY: High
RECOMMENDATION
Explore opportunities to enhance crossing the intersection and increase signage to make intersections safer for pedestrians and bicyclists Suggestions include realigning the intersection with curb extensions, installing more signs such as stop signs, RRFBs (rectangular rapid-flashing beacons), crosswalks, and pedestrian signs.
WHY IS THIS RELEVANT?
This intersection is a high-traffic area during morning drop-off and pick-up, and through truck traffic. There is one crosswalk at 2nd Street West.
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 ages and abilities would be able to safely cross the intersection due to improved visibility and reduced crossing distance.
B: Main Street Crossings
PRIORITY: Medium
RECOMMENDATION
Explore opportunities to improve pedestrian crossings by installing crosswalks and curb extensions at this intersection.
WHY IS THIS RELEVANT?
These intersections are in a high-traffic area being located in the downtown of Chokio. The street width is also large, approximately 60’, making crossing distances longer. This street bisects the community, with half the population located east of the street.
WHO WILL MAKE THIS HAPPEN?
City, county, 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: 1st Ave S and Main St
PRIORITY: Medium
RECOMMENDATION
Explore opportunities to improve pedestrian crossings. Suggestions include installing crosswalks, curb extensions, and reevaluating signage at this intersection to be more controlled.
WHY IS THIS RELEVANT?
This is a high-traffic intersection being in the downtown of Chokio. This intersection also has heavy truck traffic being located adjacent to the grain bins.
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: Main St Railroad Crossings
PRIORITY: Low
RECOMMENDATION
Explore safer connection opportunities at the railroad crossings. Suggestions include installing pedestrian gates, separated sidewalk or trail facility even with tracks, truncated domes, and advance warning signals.
WHY IS THIS RELEVANT?
This is a medium traffic route, but this intersection is the only connection from the homes north of the tracks to the rest of the community. to the public library. Currently, there is no pedestrian or bicyclist infrastructure at this crossing.
WHO WILL MAKE THIS HAPPEN?
City, county, railroad, state 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:
3rd Ave S and 1st St W
PRIORITY: Medium
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 adjacent to the school. There were several students observed to cross at this intersection 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: 4th Ave S and 1st St W
PRIORITY: High
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 in the morning and afternoon due to school drop-off and pick-up. There were also cars observed dropping students off at this intersection without properly parking their vehicles
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.
G: School Entrance Parking Lot
PRIORITY: High
RECOMMENDATION
Explore alternative designs for a drop-off and pick-up location. This design could include additional sidewalks,
WHY IS THIS RELEVANT?
This parking lot creates conflict points between pedestrians and bicyclists, with vehicle traffic. By redesigning the parking lot to reduce conflict points, students will be able to navigate to and from the front entrance safely.
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 access the front entrance due to improved visibility and reduction in conflict points with vehicles.
K: City-Wide Sidewalk Development
PRIORITY: Medium
RECOMMENDATION
Explore installing sidewalks or multi-use trails in specific locations to increase the connectivity of Chokio.
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 Chokio with incomplete sidewalk networks. Providing equitable access to all residents would create a safer and more resilient Chokio
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 Chokio-Alberta Safe Routes to School committee recommends that the City of Chokio adopt a city ordinance requiring all new subdivisions built in Chokio 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 Chokio-Alberta School District Transportation Policies do not address supporting students walking and biking to and from school and school related activities. The cities of Chokio and Alberta can also support SRTS efforts. An example is Battle Lake’s policy to remove snow and ice on designated safe routes to school.
The Chokio-Alberta Safe Routes to School team recommends that the cites of Chokio and Alberta, and Chokio-Alberta 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 Chokio can partner with the Chokio-Alberta School 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 Chokio-Alberta Public School. Whenever possible, sidewalks should be set back from the street with boulevards. This is a good example from Chokio in front of the school building
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 those with mobility issues to navigate the sidewalk network. Image courtesy www.pedbikeimages.org / Dan Burden
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 Chokio and Chokio-Alberta School District have been actively working towards providing safe and inviting spaces around the school campus 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 CHOKIO-ALBERTA PUBLIC SCHOOL:
• Sidewalk Activity Art
• Children Present Speed Zone
• Community Bike Share
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? Chokio-Alberta 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 Chokio-Alberta 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 Chokio-Alberta 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 Chokio-Alberta 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?
Chokio-Alberta 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 Chokio-Alberta School District leadership will work with West Central Initiative to deploy the Rainbow Friends Toolkit on specific walk and bikeoriented 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?
Chokio-Alberta School District leadership, along with support from local partners, will purchase a bike fleet for the school. The Chokio-Alberta 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?
Chokio-Alberta 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. Chokio-Alberta 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?
Chokio-Alberta 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?
Chokio-Alberta 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 Chokio: a prioritized set of infrastructure improvements and program recommendations. To make these recommendations a reality, all members of the Chokio community can play a role. The following text provides ideas for where to start.
Priority SRTS Initiatives
• Create safer crossing connections across MN State Hwy 28 to connect students from the southern neighborhood to the school.
• Develop community engagement by hosting a bike rodeo or bikes for kids 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 conflict 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 Osakis Public School Safe Routes to School committee. Visit the Google My Maps website at: https://tinyurl.com/4hd63arr and https://tinyurl.com/2bndjnnw.
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 Chokio and locations where there are currently no existing sidewalks adjacent to developed areas.
Figure B: The map shows the City of Chokio and locations where there are currently existing sidewalks adjacent to developed areas along with a marked crosswalk.
C: The map shows the City
where sidewalks, trail connections, and crossing improvements are recommended.
Figure
of Chokio
Bike Share Station Point of Interest
Figure D: The map shows the City of Chokio points of interest and locations of the bike share stations.
APPENDIX B: STUDENT TRAVEL TALLY RESULTS
Student Travel Tally Report: One School in One Data Collection Period
School Name: Chokio-Alberta Public School
Month and Year Collected: October 2024
School Enrollment: 142
Number of Classrooms Included in Report: 16
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
No
no
no
no 5. no 6. no
7. No, I live 12 miles away from school.
8. no 9. No
10. i live in the country so its very hard it takes 3 hours
11. no
12. The side walk by the Spaulding's bar is curved down wards. 13. no 14. NO
15. no 16. No
17. I don't walk or bike to school
18. i live to far away
19. No, I live in the country.
20. no
21. No
22. main seet
23. No
24. a highway
25. no
26. No
27. i live on a gravel road
28. I dont walk or bike to school.
29. there isn't
30. main str
31. All the highways that I would have to cross to get to school.
32. Yes, the busy roads.
33. it would take a few minutes to walk and i would get to paniced that I wouldn't make it on time
34. high way
35. no
36. No
37. No
38. Nope
39. No
40. No
41. No
42. No they are fine
43. No I live in the country
44. No
45. the road somtimes
46. No
47. highway
48. no
49. No
50. none
51. no
52. No
53. No, I live out of town.
54. no
55. No
56. No
57. No
no
no 3. no
no
5. No, I can't bike or walk. 6. no
7. Not really, when I'm in town I like riding town
8. my grove and garden
9. No, but thanks for asking.
10. I longboard but i would go to the pickleball court
11. around town
12. I got no area i like to walk any were 13. No
14. no i live in the country I don't bike or walk anywhere. 15. dirt
16. No, I live in the country.
17. no
18. No
19. no
20. No
21. Down the gravel road
22. my backyard at home
23. No
24. on the gravel road
25. I dont walk or bike to school.
26. around the block
27. home
28. Yes, on the gravel road.
29. The gravel road by my house.
30. home from school after school
31. live in country
32. No
33. No
34. I never bike
35. Nope
36. Not really
37. No
38. No
39. No
40. No
41. No
42. HOME
43. No
44. no
45. no
46. no
47. Work at Willie's
48. no
49. no
50. no
51. County Road 12
52. my bed room or yard
53. No
54. The coop
55. no
56. my house
57. No
58. No
1. No
2. I'd love for my children to be able to walk or bike to school. However, living in a town 7 miles away does not make biking to school an option.
3. Most of this form is not applicable to rural areas where children live a considerable distance from school.
4. .
5. Our son will never be able to walk or bike to school due to the distance we live away from the school, but I feel a safe route for students in town is very much needed.
6. No
7. No
8. We live out side of city limits, not an option
9. No
10. No
11. Because of our distance this is not applicable for us.
12. N/A
13. We are out in the country so hard to answer some of these questions.
14. No
15. The last questions didn't pertain to students out of walking/biking distance but I still had to answer them. That will affect the answers given.
16. No my daughter is to young
17. Specific concerns - the current parking lot is not ideal when parents have to back out and into the street. I also have concerns that high school students leave school and drive the same route as where young children are trying to cross the street. I get concerned that a younger kid will get hit
18. No
19. We live too far out of town to consider our kids walking/biking to school.
20. Very poor survey for a rural area
21. Because of sports travel after school to Morris, it is extremely unlikely that my student will walk or bike to school.
22. I'm more willing to allow walk/bike option than my spouse
23. No
1. We are a community that likes to be outside and walk/bike. The biggest hang up for students is the number of students that live outside of Chokio.
APPENDIX D: OBSERVATION DATA
1. SCHOOL NAME: Chokio-Alberta Public School
2. GRADE: K-12
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: SUNNY
5. APPROXIMATE TEMPERATURE: 52 - degrees
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
2nd/Walnut Maggie/Sophia X X I School Entrance Wayne
2nd/ Broadway Terry X School ahead sign I
- (1 not biking in designated area or correct side of road)
– (5 dropped off at the corner)
–
– Did not stop at stop sign (Comment: some drivers do not drive east in the AM to Federated due to sun in eyes)
– No signal turns 5 – Rolling stops
APPENDIX E: PUBLIC ENGAGEMENT DATA
West Central Initiative staff held a tabling event on the day of the Chokio-Alberta Winter Concert on December 11th, 2024. The staff member was located at the entrance of the lunch room. 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.
Lack of Sidewalks/Paths Safety of Intersections/Crossings
Before/After School Activities
Convenience of Driving
Figure E: A graph showing caregiver feedback from Viking Elementary to the question, “What keeps children from walking to school?”
Would Help Children Walk and Bike to School
Figure F: A graph showing caregivers feedback from Viking Elementary to the question, “What would help children walk or bike 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:
• The Chokio-Alberta School District will encourage staff to attend a Walk! Bike! Fun! training in the 2025/2026 school year.
• The Chokio-Alberta School District will being implementing Walk! Bike! Fun! curriculum in PE classes in the 2025/2026 school year.
• The Chokio-Alberta School District will develop a safe routes map for the community of Chokio for the 2025/2026 school year.
• The Chokio-Alberta School District, City of Chokio, Chokio Fire Department, and Stevens County Sheriff’s office will host or support a regional bike rodeo for the summer of 2026.
Engagement:
• The Chokio-Alberta School District Parent Teacher will share Safe Routes to School information at parentteacher conferences and the annual open house beginning in the 2025/2026 school year.
• The Chokio-Alberta School District will share Safe Routes to School information on the school website beginning in the 2025/2026 school year.
• The Chokio-Alberta School District will include route maps and Safe Routes to School information in the annual welcome packet beginning in the 2025/2026 school year.
• The City of Chokio and Chokio-Alberta Public School will have a bike rodeo and bike events at the Chokio Community Picnic in 2026.
Encouragement:
• The Chokio-Alberta School District will hold a walking/biking contest in the 2025/2026 school year.
• The Chokio-Alberta School District will support the formation of walking school buses in the 2025/2026 school year.
• The Chokio-Alberta School District, along with the Stevens County Sheriff's Department, will hold a School Safety Campaign/SRTS campaign during the 2025/2026 school year.
Enforcement:
• The City of Chokio, Stevens County, and Chokio-Alberta Public School will work to install a Timed Flashing LED Ped sign at the entrances to the city along MN State Highway 28 by 2028.
Engineering:
• The Chokio-Alberta School District and Stevens County will work to increase the quality and amount of sidewalks and curb ramps adjacent to the school beginning in 2025.
• Chokio-Alberta School District will work with MnDOT and Stevens County to increase connectivity across MN State highway 28 by installing pedestrian signs, Rectangular Rapid Flashing Beacons, or LED flashing signs. This group will work to apply for grants in 2025.
Evaluation:
• The City of Chokio, Stevens County, and Chokio-Alberta School District will use the MnDOT counting equipment to analyze pedestrian and bicycle travel by the school by 2027.
• The Chokio-Alberta Public School will send out parent surveys every 2-3 years beginning in 2025-2026 school year.
• The Chokio-Alberta Public School will conduct Travel Tallies on an annual basis beginning in the 20252026 school year.
• The Chokio-Alberta School District will hold an observation day during the 2026/2027 school year.
Equity:
• The Chokio-Alberta School District, Horizon Public Health, and City of Chokio will work to increase the number of bikes and bike stations within the community of Chokio beginning in 2026.
• The Chokio-Alberta School District will look into an early education bike fleet to teach younger ages bike safety and skills beginning in the 2025/2026 school year.
• The Chokio-Alberta School District will hep support efforts to get bike for kids in the community to keep and use at home in 2026.
APPENDIX H: TEAM NOTES
Chokio- Alberta Safe Routes to School Team Meeting
October 2nd, 2024
In-person:
Mallory Jarvi – West Central Initiative
Tate Jerome – Superintendent
Jeri Ritter- Chokio City Clerk
Rachel Schott – Teacher
Shaun McNally - Teacher
Todd Larson – Stevens County Engineer
Jason Reed – Stevens County Sheriff
Maggie deNeui – Teacher
James Van Kempen – Stevens County Highway Dept
Amanda Marty – Parent
Virtual:
Maggie Johnson – Horizon
Sophia Grabow– Horizon
Aaliyah Helland – WCI
Wayne Hurley – WCI
Mallory kicked off the meeting with a welcome and introductions at 3:20.
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.
Mallory went over the roles and expectations of the team members are regarding to those who were present. She then went over the scope of work, and timeline of the planning process. She went over what data will be collected over the next month including: observation day, caregiver survey, student travel tally, public engagement session, and school environment policy assessment.
Mallory presented the drafted vision statement.
The cities of Chokio and Alberta, and Chokio-Alberta 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 selfevaluation, all while building the infrastructure needed to make walking and bicycling safer and more convenient for all.
The team members present approved of the draft statement at this time, but are able to make amendments in the future.
Group Discussion:
Biggest barriers to walking and biking to school?
- Chokio is a very walking and biking friendly community. Many people walk in town for fitness but not for transportation. People will walk around town but drive a block to run errands. Lack of sidewalks and poor sidewalks is the biggest barrier. In the winter there are fairly icy sidewalks and people do not clear what sidewalks there are.
- The community is poorly lit on the side streets. Very dark. Mainstreet is well lit.
- The school does not have a large amounts of students walking and biking to school due to the lack of students living in town.
- Students participate in Morris for sports, so hard to get high schoolers to walk and bike to school when they go to Morris afterschool.
- There is a lack of kids with bicycles and there is not a bike fix-it station in town. There was discussion around strategies to get kids on bikes. The school could apply for a bike fleet to teach kids how to ride a bike in school. To give kids bikes, private funding through fundraising may be an option. Reach out to Sportsman bar and local volunteer organizations, repair old bikes, and pay a bike mechanic.
Areas in town where walking and biking is particularly difficult?
- Downtown there is a section of sidewalk that is very tilted and can be difficult in the winter.
- Todd Larson mentioned that this is a county road and when it reconstructed the sidewalk will need be redone to meet ADA compliance.
Biggest opportunities?
- The side streets in Chokio are fairly quiet and people are respectful of residents walking and biking.
- Anything that is built for Safe Routes to School will benefit the entire community.
- A lot of kids cross Mainstreet by the firehall.
- In front of the school many kids and adults cross in the middle of the school parking lot along the playground fence.
- There are a lot of younger families that live in town south of Hwy 28.
What would encourage more people to walk and bike?
- Some destinations in town that could encourage people to walk and bike more: pickle ball court, Spaulding Sports Bar, C-store, school playground.
Mallory then went over observation day details with members of the team that were able to volunteer tomorrow.
The next committee meeting will be in January with a date sent out at a later time.
Mallory adjourned the meeting at 5:08PM
Chokio- Alberta Safe Routes to School Team Meeting
January 29th, 2025
In-person:
Mallory Jarvi – West Central Initiative
Tate Jerome – Superintendent
Todd Larson – Stevens County Engineer
Shaun McNally - Teacher
Maggie deNeui – Teacher
Maggie Johnson – Horizon Public Health
Sophia Grabow – Horizon Public Health
Carrie Redden – Parent
Mallory kicked off the meeting with a welcome and introductions at 3:20.
Mallory gave an overview of the planning process and gave a presentation on current data collected.
Mallory then gave an overview of SMART goals and how to develop them based on the 6 E’s of SRTS.
The group then had a discussion on each of the categories for SRTS.
There was a deeper conversation on lighting in town. Comments were made that all the side streets needs to replace bulbs. For community engagement the team could coordinate to have SRTS information shared at the community picnic. This is also an opportunity to share information with golf cart users.
Mallory adjourned the meeting at 5:00PM.
APPENDIX I: SCHOOL DISTRICT POLICIES
CHOKIO-ALBERTA WELLNESS POLICY
533 WELLNESS
I. PURPOSE
The purpose of this policy is to assure a school environment that promotes and protects students’ health, wellbeing, and ability to learn by supporting healthy eating and physical activity.
II. GENERAL STATEMENT OF POLICY
A. The school board recognizes that nutrition education and physical education are essential components of the educational process and that good health fosters student attendance and education.
B. The school environment should promote and protect students’ health, well-being, and ability to learn by encouraging healthy eating and physical activity.
C. The school district encourages the involvement of students, parents, teachers, food service staff, and other interested persons in implementing, monitoring, and reviewing school district nutrition and physical activity policies.
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 K-12 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. GUIDELINES
A. Foods and Beverages 1. All foods and beverages made available on campus (including concessions and a la carte cafeteria items) will be consistent with the current USDA Dietary Guidelines for Americans.
2. Food service personnel will take every measure to ensure that student access to foods and beverages meet or exceed all federal, state, and local laws and guidelines.
3. Food service personnel shall adhere to all federal, state, and local food safety and security guidelines.
4. The school district will make every effort to eliminate any social stigma attached to, and prevent the overt identification of, students who are eligible for free and reduced-price school meals.
5. The school district will provide students access to hand washing or hand sanitizing before they eat meals or snacks.
6. The school district will make every effort to provide students with sufficient time to eat after sitting down for school meals and will schedule meal periods at appropriate times during the school day.
7. The school district will discourage tutoring, club, or organizational meetings or activities during mealtimes, unless students may eat during such activities.
B. School Food Service Program/Personnel
1. The school district will provide healthy and safe school meal programs that strictly comply with all federal, state, and local statutes and regulations.
2. The school district shall designate an appropriate person to be responsible for the school district’s food service program, whose duties shall include the creation of nutrition guidelines and procedures for the selection of foods and beverages made available on campus to ensure food and beverage choices are consistent with current USDA Dietary Guidelines for Americans.
3. As part of the school district’s responsibility to operate a food service program, the school district will provide continuing professional development for all food service personnel in schools.
C. Nutrition Education and Promotion
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.
3. Schools will not use foods or beverages as rewards for academic performance or good behavior (unless this practice is allowed by a student’s individual education plan or behavior intervention plan) and will not withhold food or beverages as punishment.
D. Physical Activity
1. Students need opportunities for physical activity and to fully embrace regular physical activity as a personal behavior. Toward that end, health 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.
E. Communications with Parents
1. The school district recognizes that parents and guardians have a primary and fundamental role in promoting and protecting 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.
IV. IMPLEMENTATION AND MONITORING
A. After approval by the school board, the wellness policy will be implemented throughout the school district.
B. School food service staff, at the school or district level, will ensure compliance within the school’s food service areas and will report to the food service program administrator, the building principal, or the superintendent’s designee, as appropriate.
C. The school district’s food service program administrator will provide an annual report to the superintendent setting forth the nutrition guidelines and procedures for selection of all foods made available on campus.
D. The superintendent or designee will ensure compliance with the wellness policy and will provide an annual report of the school district’s compliance with the policy to the school board.
709 STUDENT TRANSPORTATION SAFETY POLICY
I. PURPOSE
The purpose of this policy is to provide safe transportation for students and to educate students on safety issues and the responsibilities of school bus ridership.
II. PLAN FOR STUDENT TRANSPORTATION SAFETY TRAINING
A. School Bus Safety Week
The school district may designate a school bus safety week. The National School Bus Safety Week is the third week in October.
B. Student Training 1. The school district shall provide students enrolled in grades kindergarten (K) through 10 with age-appropriate school bus safety training of the following concepts:
a. transportation by school bus is a privilege, not a right;
b. school district policies for student conduct and school bus safety;
c. appropriate conduct while on the bus;
d. the danger zones surrounding a school bus;
e. procedures for safely boarding and leaving a school bus;
f. procedures for safe vehicle lane crossing; and
g. school bus evacuation and other emergency procedures.
2. All students in grades K through 6 who are transported by school bus and are enrolled during the first or second week of school must receive the school bus safety training by the end of the third week of school. All students in grades 7 through 10 who are transported by school bus and are enrolled during the first or second week of school must receive the school bus safety training or receive bus safety instruction materials by the end of the sixth week of school, if they have not previously received school bus training. Students in grades K through 10 who enroll in a school after the second week of school, are transported by school bus, and have not received training in their previous school districts shall undergo school bus safety training or receive bus safety instructional materials within four weeks of their first day of attendance.
3. The school district and a nonpublic school with students transported by school bus at public expense must provide students enrolled in grades K through 3 school bus safety training twice during the school year.
4. Students taking driver’s training instructional classes must receive training in the laws and proper procedures for operating a motor vehicle in the vicinity of a school bus as required by Minn. Stat. § 169.446, Subd. 2.
5. The school district and a nonpublic school with students transported by school bus at public expense must conduct a school bus evacuation drill at least once during the school year.
6. The school district will make reasonable accommodations in training for students known to speak English as a second language and students with disabilities.
7. The school district may provide kindergarten students with school bus safety training before the first day of school.
8. The school district may provide student safety education for bicycling and pedestrian safety for students in grades K through 5.
9. The school district shall adopt and make available for public review a curriculum for transportation safety education.
10. Nonpublic school students transported by the school district will receive school bus safety training by their nonpublic school. The nonpublic schools may use the school district’s school transportation safety education curriculum. Upon request by the school district superintendent, the nonpublic school must certify to the school district’s school transportation safety director that all students enrolled in grades K through 10 have received the appropriate training.
APPENDIX L: SAMPLE SUBDIVISION ORDINANCE
