Hancock Safe Routes to School Plan

Safe Routes to School A plan to make walking and biking to school a safe, fun activity.

JUNE 2022 HANCOCK, MINNESOTA

Hancock Elementary, Hancock Secondary School

The Vision The City of Hancock, along with the Hancock School District, seek to become a community where it is safe and convenient for all children to walk and bicycle to and from school and school facilities, where our children can travel, 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.

ENGAGEMENT

Working with students, families, school staff, and community members and organizations, especially those from priority Equity groups, to create and implement Safe Routes to School initiatives.

ENGINEERING

Developing Equity-focused changes to the built environment, designed and prioritized through community Engagement.

EDUCATION

Providing students and other community members, especially those from priority Equity groups, 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 Equity groups.

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 Equity groups.

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Acknowledgements We gratefully acknowledge the participation of the following individuals and organizations in the development of this Safe Routes to School Plan.

SRTS PLANNING TEAM

Paul Carlson, Superintendent Hancock Public School SRTS Team Chair Tim Pahl, Principal Hancock Public School Scott Ver Steeg, Director of Maintenance Hancock Public Schools Todd Larson, County Engineer Stevens County Jodi Bedel, City Manager City of Hancock Jason Reed, Chief Deputy Stevens County Sheriff Department Troy Hausmann, School Board Hancock School Board Noah Luthi, Student Hancock Public School

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Maggie Johnson, Health Educator Horizon Public Health / Horizon SHIP Kendra Koehl, Student Hancock Public School Bruce Malo, Mayor City of Hancock Alex Nelson, Parent Hancock Public School Kayla Rinkenberger, Elementary School Teacher Hancock Public School Mary Safgren, Planning Director MnDOT District 4 Jane Butzer, Program Director MnDOT District 4 West Central Initiative Planning Staff Wayne Hurley, Director of Transportation Planning Mallory Jarvi, Assistant Transportation Planner Kallan Sandahl, Minnesota GreenCorps Member

Table of Contents Why Safe Routes to School? ..............................................................................................5 Infrastructure ................................................................................................................... 11 Programs .......................................................................................................................... 25 Working for Change ........................................................................................................ 32 Appendices ....................................................................................................................... 36

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 the City of Hancock, including students, caregivers, teachers, school administrators, public works staff, elected officials, and county and state employees. To help make the body of this report relevant to all readers— while also documenting all of the participation, analysis, and deliberation that went into development of the plan—some content has been moved to the Appendices.

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Why Safe Routes to School?

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Equity in SRTS Particular groups and communities in the US have disproportionate access to resources such as highquality jobs, schools, parks, healthcare, food, and bike and pedestrian infrastructure. Meanwhile, other groups of people have limited access to these resources, negatively impacting their health and wellbeing. These differences are not random—they are the results of government policy in the past and present, which has worked to the benefit of some and to the disadvantage of others, often along race, income, and gender lines. These group-based differences are forms of inequity.

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 in lowerincome and Black, Indigenous, and People of Color (BIPOC) neighborhoods—as well as inequities in related systems. For example, racial wealth inequities and racial discrimination in housing mean that BIPOC

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students may live further away from schools than their white peers from higher-income families.

Safe Routes to School works to address these inequities by prioritizing programs, infrastructure, and policy improvements that help individuals and groups with less access to resources, in particular those who don’t have safe, convenient, and fun routes to school.

By looking at demographic data, examining existing transportation services and policies, and speaking with members of the community, the City of Hancock Safe Routes to School team worked to develop recommendations that support equity in walking and biking to school.

Hancock Community in Context Community You Know, Place to Grow Hancock is a small rural town in west central Minnesota located at the intersection of State Hwy 9 and Stevens County Hwy 1. Hancock is just south of the City of Morris and about 150 miles east of the St. Paul/Minneapolis metropolitan area. Hancock is located in the southwest corner of Stevens County surrounded by prairie and farmland.

Hancock has a population of 748 residents. The demographic makeup of the population is 85.53% white, 2.39% Hispanic, 6.92% Asian, 3.77% Native American, and 0.88% African American.

The median age is 31 years old, and with an average household size of 2.96. The median household income is $59,250, and 77.9% of residents own their home. For level of education, 91.6% of residents have a high school degree or higher.

The majority of residents speak only English at 89%, 10.9% also speak another language. Around 7.6% speak an Asian or Pacific Island language, and 3.2% speak Spanish.

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Hancock Public School

SITE CIRCULATION

Pedestrians: Many students were observed walking to and from campus along several routes including Hancock Avenue North and South of the school; the alley between 3rd and 2nd Street; and a walking path between Hancock Public School and Sunset Lane.

Pedestrians included elementary school students as well as high school students. There are many high school students who park their cars in the parking lot along the east corner of Hancock and 3rd Street and cross midblock directly to the school.

Bicyclists: A few students were observed biking around the school area on the day of the walk audit.

The most common locations were north and south along Hancock Avenue.

School Buses: Buses approach the school southbound on 2nd Street adjacent to the school.

The school blocks off the street to north and southbound traffic during drop off and pickup times.

All K-12 students are dropped off and board the buses on 2nd Street.

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Transit: The Rainbow Rider public transit serves Hancock from 7:00 AM to 5:00PM, Monday through Friday.

Vehicles: Parent drop off is in the main parking lot in front of the high school entrance. During pickup and drop off times the parking lot turns into a oneway loop. All students who are picked up or dropped off are required to use the front entrance.

SCHOOL CONTEXT:

Hancock Public School PRINCIPAL:

Tim Pahl SUPERINTENDENT:

Paul Carlson

ENROLLMENT:

415

GRADES SERVED:

PK-12 31% of elementary and 27 % of secondary students eligible for free or reduced lunch

DEMOGRAPHICS*

White, non-Hispanic, 84.5% Hispanic, 12% Asian 1% American Indian/Alaska Native 1% Black/African American, 1.5%

LANGUAGES SPOKEN BY STUDENTS IN DISTRICT**

Limited English Proficient: 5%

*Source: School district records **Source: School district records

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S TU D E N T D E M O G R A P H I C S :

• Hancock’s enrolled population of 415 students includes pre-K through 12th grade. Hancock is an open enrollment school with about 29% of the student body enrolling through open enrollment.

All students are eligible for free busing to and from Hancock Public School.

• Hancock’s student population encompasses children and families from a range of demographic groups. Around 5% of students have limited English proficiency. The student population is 84.5% white non-Hispanic, 12% Hispanic, 1.5% Black, 1% Asian, and 1% American Indian.

• Most of the students who attend Hancock Public School live more than 2 miles or less than a ¼ mile from the school. The parent survey noted that 42% live more than 2 miles from school, and 38% live less than a ¼ miles from school.

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 walking and biking audit helped to inform specific recommendations to address the key identified barriers to walking and bicycling in Hancock. Discussion with the Safe Routes to School Team and conversations with school and district staff, caregivers, students, community members, and city and county staff led to additional recommendations. Recommendations were prioritized based on community and stakeholder input, traffic and roadway conditions, proximity to schools, and proximity to and use by equity priority populations.

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This plan does not represent a comprehensive list of every project that could improve conditions for walking and bicycling in the neighborhood. Instead, it calls attention to key conflict points and potential improvements. Recommendations range from simple striping changes and signing to more significant changes to the streets, intersections, and school infrastructure.

Engineering recommendations are described on the following pages. Recommendations are planninglevel concepts and will require additional study to confirm feasibility and to finalize project prioritization.

Infrastructure Opportunities

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A: Hancock Avenue and 3rd Street P R I O R I T Y : High RECOMMENDATION

Enhance and realign crosswalk at the intersection of Hancock Avenue and 3rd Street, including curb bump outs and realignment of the parking lot driveway.

WHY IS THIS RELEVANT?

The crosswalk does not align directly with the school entrance which discourages users from using the crosswalk. There were observations that the crosswalk users would start at the beginning of the crosswalk and then walk the opposite direction to take a more direct route to the school.

WHO WILL MAKE THIS HAPPEN?

City and school leadership, using Safe Routes to School funding, and/or local, state, or federal funding.

HOW WILL THIS ADDRESS EQUITY?

Updating the crosswalk and making the route to the front entrance more direct would increase usage and provide an easier path for those with disabilities.

B: Hancock Avenue between 2nd and 3rd Street P R I O R I T Y : Medium RECOMMENDATION

Install a midblock crosswalk between 2nd and 3rd Street along Hancock Ave to connect the parking lot to the front entrance of the school. A potential addition could be curb bump outs on either side of the crosswalk.

WHY IS THIS RELEVANT?

This is a high traffic area that currently does not have bike or pedestrian infrastructure in the midblock section.

WHO WILL MAKE THIS HAPPEN?

City and school leadership, using Safe Routes to School funding, and/or local, state or federal funding.

HOW WILL THIS ADDRESS EQUITY?

Creating a crosswalk would give students, faculty, and visitors of all ages and abilities improved visibility to traffic and reduce traffic speed.

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C: School Parking Lot P R I O R I T Y : High RECOMMENDATION

Explore opportunities to connect bicyclists and pedestrians to the front entrance of the school when traveling north along Hancock Avenue and south from the surrounding neighborhoods. Also explore adding sidewalks on the southern edge of the parking lot.

WHY IS THIS RELEVANT?

There currently aren’t any connecting sidewalks on the southern side of the school parking lot. There were observations of students traveling from southern neighborhoods and taking a direct route to the front entrance where there aren’t any sidewalks.

WHO WILL MAKE THIS HAPPEN?

School leadership using Safe Routes to School funding, and/or local, state, or federal funding.

HOW WILL THIS ADDRESS EQUITY?

A path with a direct route to the front entrance from the south would give southern neighborhoods safer access to the school when walking or biking.

D: Hancock Avenue and 2nd Street P R I O R I T Y : High RECOMMENDATION

Explore opportunities to improve pedestrian crossing by installing curb bump outs.

WHY IS THIS RELEVANT?

The intersection of Hancock Avenue and 2nd Street is very wide which leaves pedestrians in the intersection longer than necessary. A curb bump out would decrease time crossing the intersection and improve visibility of students who are walking and biking.

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?

Installing curb bump outs would decrease crossing distances, which is important for those who may need more time to cross such as young kids, the elderly, or those with disabilities.

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E: Railroad Tracks between 2nd and 3rd Street P R I O R I T Y : Low RECOMMENDATION

Explore opportunities for a grade separated crossing of the railroad.

WHY IS THIS RELEVANT?

There is limited access to walk or bike to school from the west side neighborhoods due to the train tracks.

WHO WILL MAKE THIS HAPPEN?

City and county leadership, using Safe Routes to School funding, and/or other local, state, or federal funding.

HOW WILL THIS ADDRESS EQUITY?

The west side neighborhood has limited access to the school due to the railroad, a more direct and safer route would increase access for those residents.

F: Hancock Ave and 6th Street P R I O R I T Y : Low RECOMMENDATION

Explore opportunities for improved pedestrian crossing. There is a possible opportunity to install crosswalks at the intersection. Another option would be to explore the feasibility of a mini roundabout.

WHY IS THIS RELEVANT?

Drivers at this intersection have poor visibility of pedestrians and bikers when crossing the street. The angles of the curb ramps do not align with the opposite curb ramp causing an indirect line of travel through the intersection which can be difficult for some users.

WHO WILL MAKE THIS HAPPEN?

City 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 shorter crossing distances.

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G: City Wide Sidewalk Development P R I O R I T Y : High RECOMMENDATION

Explore installing sidewalks in specific locations to increase the connectivity of Hancock.

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?

County, city, and school leadership, with funding from Safe Routes to School funding, and/or other local, state, or federal funding.

HOW WILL THIS ADDRESS EQUITY?

There have been observations of pedestrians walking in the roadway due to lack of sidewalk infrastructure. This includes parents with strollers, younger children, and elderly walkers.

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Current Infrastructure Project DEMONSTRATION PROJECT

Hancock School District was awarded a SRTS Demonstration Grant by MnDOT to address the intersection of Hancock Avenue and 2nd Street. The demonstration project should improve safety and pedestrian visibility. This project will take place in the 2022/2023 school year.

The goal of the demonstration project is to make crossing to school more accessible to all ages and abilities and make it safer to cross Hancock Avenue due to the wide road width and high speeds of traffic.

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 L. The Hancock Safe Routes to School committee recommends that the City of Hancock adopt a city ordinance requiring all new subdivisions built in Hancock city limits plan for and install pedestrian and bicycle safety infrastructure.

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Infrastructure Recommendations

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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 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.

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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.

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An LED sign like this is an option to improve safety and visibility for students crossing the street at crosswalks.

Image courtesy of TAPCO.

A mid-block crosswalk 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.

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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 bicycle before riding. It can serve as an incentive for students to ride their bikes to school. The City of Hancock can partner with the Hancock School District to determine the possible placement and installation of a bicycle repair station on the school or city grounds.

A pedestrian and bicycle bridge provides safe and accessible travel over dangerous obstacles such as train tracks.

It can bridge neighborhoods that were once separated and provide more direct access to school.

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Sidewalks should be a minimum of 5’ wide, and potentially wider closer to Hancock Public School. Whenever possible, sidewalks should be set back from the street with boulevards. This is a good example from Hancock Avenue and 2nd Street near the school.

Curb ramps should be compliant with the Public Right-of-Way Accessibility Guidelines (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.

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Programs

Introduction to Programs Programs are opportunities to increase awareness, understanding, and excitement around walking, biking, and rolling to school.

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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 low-cost 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 Hancock and Hancock School District have been actively working towards providing a safe and inviting space 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 HANCOCK PUBLIC SCHOOLS:

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Automated speed feedback sign.

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Positive enforcement program with Stevens County Sheriff’s Department.

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:

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Bike Fleet

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Revive Bicycle Safety Day/Bike Rodeo

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School Curriculum

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Bike Mechanic Classes

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Student Patrols

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Crossing Guards

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Student Clubs

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Educational Videos

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SRTS Campaign

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In-School Curriculum & Activities

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Suggested Route Map

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School Communications

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Walk & Bike Field Trips

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Ongoing Evaluation

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Walk! Bike! Fun!

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School Streets

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Walk and Bike to School Days

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Park & Walk

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Walking School Bus and Bike Train

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WALK/BIKE TO SCHOOL DAYS

DROP & WALK

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.

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?

Hancock 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 Hancock 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 2022/2023 school year.

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When, where, and how will this be implemented?

The Hancock School District will hold drop and walk events in conjunction with bike and walk to school days.

Why is this relevant and recommended? Around 42% of the students attending Hancock Public Schools live more than 2 miles from school.

How will this address transportation inequities?

Not all students have the ability to walk and bike to school due to 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 2022/2023 school year.

WALK! BIKE! FUN!

RAINBOW FRIENDS TOOLKIT

Pedestrian and Bicycle Safety Curriculum is a twopart curriculum designed specifically for Minnesota’s schools. It is structured to meet Minnesota education standards and is an important part of the Safe Routes to School Program in Minnesota. Walk!

Bike! Fun! 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.

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?

Hancock 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 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 and school leadership.

What is the timeline for implementation? After WBF teacher training is completed.

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When, where, and how will this be implemented?

Hancock 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 inclusive with 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 and city leadership, WCI staff, parents, and students.

What is the timeline for implementation?

Beginning in the 2022/2023 school year.

BICYCLE RODEO

BICYCLE PLAYGROUND

Bicycle Rodeos are events where bicycle skills and safety stations are offered for children, parents, and community members. Examples are obstacle courses, bicycle safety checks, helmet fittings, and rules of the road instructions. Events can be held during or after school, can be administered by adult volunteers or through the local police and/or fire department.

A bicycle playground, also called a traffic garden or safety village, is a park where children can learn the rules of the road and bicycle handling skills. Traffic gardens include a miniature street network where students can learn about traffic safety and practice walking, bicycling, and “driving” along roadways and through intersections and crossings in an environment that is free of motorized traffic.

When, where, and how will this be implemented?

The Hancock School District will collaborate with local partners to host a bicycle rodeo in the City of Hancock

When, where, and how will this be implemented?

Hancock School District along with the City of Hancock will partner together to create a plan for a traffic garden that includes location, funding sources, and implementation process.

Why is this relevant and recommended?

Caregivers sometimes feel uncomfortable with their children walking alone given safety concerns.

How will this address transportation inequities?

A bike rodeo will give all children access to bicycle education and a proper helmet fitting.

How will this be evaluated? This will be evaluated by a tally of attendees.

Why is this relevant and recommended? There currently is not a designated paved area within Hancock designed for bicyclists to practice road skills away from traffic.

How will this address transportation inequities?

Traffic gardens provide a space for all ages and abilities to practice how to ride a bike and learn how to safely ride a bike on roadways.

Who needs to be involved to make this happen?

School district leadership, city staff and leadership, local health organization, and local volunteer organizations.

How will this be evaluated? This will be evaluated by the successful installation of the traffic garden, and tally of people using it.

What is the timeline for implementation?

Beginning in the spring/summer of 2023.

Who needs to be involved to make this happen?

School leadership, city staff and leadership, local health partners, and West Central Initiative.

What is the timeline for implementation? Begin planning process in next 5 years.

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BICYCLE FLEET

WALKING SCHOOL BUS

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.

A Walking School Bus is a group of students walking to school, often with one or more adults. Caregivers can take turns leading the bus, which follows the same route each time and picks up students from their homes or designated bus stops at specified times. Ideally, buses run every day or on a regular schedule so families can count on it, but they often begin as a one-time pilot event. Older students or “walking buddies” could also be used once a safe route has been established with the help of a trusted adult.

When, where, and how will this be implemented?

Hancock School District leadership along with support from local partners will purchase a bike fleet for the school. The Hancock 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 an adaptive bicycle would ensure that students with disabilities can bike as well.

When, where, and how will this be implemented?

Hancock School District leadership along with local parents and community volunteers could partner to create a walking school bus in the community.

Why is this relevant and recommended? In the caregiver survey around 15% of parents commented that having a group of students would increase the likelihood of their child walking or biking to school.

How will this address transportation inequities?

This would make walking and biking more accessible for students who may not have a support network to travel with them, and improve safety for younger students to travel in a group.

How will this be evaluated? This would be evaluated by the completion of purchasing and deploying the bicycle fleet in the school.

How will this be evaluated? This will be evaluated by the number of walking school buses are at the school and the number of students who participate.

Who needs to be involved to make this happen?

School district leadership, local health partners, West Central Initiative, and city staff and leadership.

Who needs to be involved to make this happen?

School district leadership, students, parents, and community volunteers.

What is the timeline for implementation?

Beginning in 2023/2024 school year.

What is the timeline for implementation?

Immediately

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Working for Change

Action Steps This plan and planning process provide

P R I O R I TY S R T S I N I T I A T I V E S

two critical ingredients for creating a

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Participate in Walk/Bike to School Days in the Fall, Winter, and/or Spring.

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Develop safer crossing infrastructure primarily at the intersection of Hancock Avenue and 2nd Street, a midblock crosswalk at auxiliary parking lot, and realignment of crosswalk at Hancock and 3rd Street.

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Strengthen SRTS outreach to students’ families by sharing information on school webpage, at parent/teacher conferences, and fall open house.

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Increase biking opportunities for students through the implementation of Walk! Bike! Fun! curriculum and acquisition of a bicycle fleet.

more equitable transportation system in Hancock: a prioritized set of infrastructure and program recommendations, and a network of caregivers, school staff, local government employees, and community members committed to improving walking and biking.

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FOR ALL COMMUNITY MEMBERS 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 OR CAREGIVER

Students and their families can have incredible influence when advocating for change in their school and broader community. For example, students and caregivers can support and lead SRTS initiatives including:

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 W O R K F O R TH E C I TY O R C O U N TY

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.

•

Advocating for policy change and funding at City Hall.

•

Prioritizing municipal maintenance and snow clearing of all pedestrian and bike facilities.

•

Developing campaigns to generate enthusiasm and improve social conditions for SRTS.

•

•

Volunteering time to lead a Walking School Bus or organize a bike drive.

Requiring complete streets infrastructure as part of all road resurfacing and reconstruction projects.

•

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

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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

APPENDIX A: CAREGIVER SURVEY RESULTS

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Other Responses for Question 36: Ninguno (none) None because Covid-19 isn’t real Horse Riding

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Other comments on Caregiver survey: We open enroll into Hancock, we live in Morris, MN. Walking and Biking to school is not an option for us at this time.

I would like to see general area bus stops located throughout the town. Neighborhood bus stops. This would help the length of time county kids would have to be on the bus and help with bussing issues we seem to have.

We live further than 10 miles from school-walking and or biking is not an option-however if more students did walk it would free up bus drivers times and routes, making it more likely I would send my child on the bus if they did not have to get on so early in the morning or be dropped off so late For rural students, this doesn't make any sense. For city students, I believe they should either walk or ride a bus. In my 40 plus years as an adult I can't remember a child getting serious frostbite or death from walking to school. Our kids are overweight and need more exercise.

The pandemic is only as big as you decide to make it. If we all join together and fight to get back to normal, our kids will suffer less in the long term. Sickness will come and go. Next year there'll be something new... just like the previous 2000 years Covid has nothing to do with anything in this survey.

City needs to repair existing sidewalks along with putting in more sidewalks. Our closest one is a block away and is broken and overgrown with grass/weeds. The closest functioning sidewalk is two blocks away and the street to walk that way is heavy with traffic in the morning and after school. We have to cross one intersection to get to it that has a stop sign that gets blown thru by multiple vehicles. Would love to see a sidewalk on at least one side of the street throughout town.

El paso de trailers y camiones de carga, demasiado grandes es otro factor importante por el que no me gustaría dejar ir solo a mis hijos. (The passage of large trailers and cargo trucks is another important factor for which I would not like to let my children go alone) We live 10 miles from the school. The distance makes it not feasible for my kids to bike to school.

Cross walk should be placed on 2nd st where the city sidewalk come out to cross to the school.

This survey didn’t seem to apply as my children live outside the distance they would even be able to walk or bike to school.

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APPENDIX B: STUDENT TRAVEL TALLY RESULTS Student Travel Tally Report: One School in One Data Collection Period School Name: Hancock Elementary School

Set ID: 32086

School Group: West Central Minnesota / MnDOT D4

Month and Year Collected: October 2021

School Enrollment: 0

Date Report Generated: 05/28/2022

Number of Classrooms Included in Report: 14

This report contains information from your school's classrooms about students' trip 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.

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Student Travel Tally Report: One School in One Data Collection Period School Name: Hancock Secondary School

Set ID: 32087

School Group: West Central Minnesota / MnDOT D4

Month and Year Collected: October 2021

School Enrollment: 0

Date Report Generated: 05/28/2022

Number of Classrooms Included in Report: 9

This report contains information from your school's classrooms about students' trip 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.

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APPENDIX C: DATA COLLECTION INSTRUMENTS

A high-quality and text readable original version of the can be found at Safe Routes to School Student Travel Talley (https://saferoutesdata.org/downloads/SRTS_Two_Day_Tally.pdf).

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A high-quality and text readable version of this document can be found at Safe Route to School Parent Survey (https://saferoutesdata.org/downloads/Parent_Survey_English.pdf).

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APPENDIX D: HANCOCK PUBLIC SCHOOL SMART GOALS Education: •

• •

The Hancock School district, with potential collaboration with local Lions Club, will hold a bicycle rodeo in Spring/Summer 2023. Potentially using own bike rodeo kit. (Check with Steven’s County police dept.)

Hancock school district with send teachers to attend WBF training in the 2022/2023 school year.

Hancock school district will implement WBF curriculum in school in 2023/2024.

Engagement: • • • •

Hancock school district will deploy WCI’s Rainbow Friends toolkit in 2022/2023 Hancock school district will share SRTS information at the November parent/teacher conferences in the 2022/2023 school year.

Hancock school district will share SRTS information on their social media platforms and school district website in 2022/2023.

Hancock school district will share SRTS information at Fall Open House in the 2022/2023 school year.

Encouragement: •

•

Hancock school district will take students to Glacial State Park for a walking field trip, and potentially bring bike fleet if available beginning in 2024/2025 school year. (Separated bike trail in Starbuck to park) Hancock school district will participate in Walk/Bike to school day in the 2022/2023 school year.

Enforcement: • •

The city of Hancock and Hancock school district will make speed feedback signs near the school more visible in 2023.

The Stevens County Sheriff Dept will engage in positive ticket program beginning in the 2022/2023 school year.

Engineering: • • •

•

•

The City of Hancock and Hancock school district will create/designate a safe route to school in 2022/2023 school year.

The city of Hancock and Hancock school district will improve/relocate crosswalk on 3 rd St. and Hancock Ave beginning in the 2024/2025 school year.

The city of Hancock and Hancock school district will apply for Demonstration project assistance for midblock crossing between school and parking lot, and 2nd St. and Hancock Ave in the 2022/2023 school year.

The city of Hancock and Hancock school district will highlight/improve the sidewalk that cuts between school and Sunset Ln beginning in the 2024/2025 school year.

The city of Hancock and Hancock school district will create a safe route from the school to baseball and football fields beginning in the 2024/2025 school year. Sidewalks, crosswalk, signage, curb ramps.

Evaluation: • •

The Hancock school district will engage in an ongoing assessment of walking/biking behaviors and routes beginning in 2022/2023 school year.

The Hancock school district will engage in an ongoing assessment to measure progress of program activities in 2023/2023 school year.

Equity: •

The Hancock school district will apply for the procurement of a Bike Fleet in the 2023/2024 school year.

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APPENDIX E: HANCOCK SRTS TEAM MEETING NOTES Hancock – Safe Routes to School Kickoff Meeting, 4pm, September 27, 2021 In person and online via Zoom Wayne Hurley, Kallan Sandahl, Mallory Jarvi, Alex Nelson, Troy Hausmann, Paul Carlson, Maggie Johnson, Tim Pahl, Scott Ver Steeg, Kendra Koehl, Noah Luthi, Bruce Malo, Jodi Bedel. (In person) Mary Safgren, Kayla Rinkenberger, Jane Butzer (over zoom)

3:56 – SRTS Video 3:58 PowerPoint Presentation – Mallory School siting is a major factor, in town or out of town Jason Reed is contact from sheriff’s office 4:30 - Roles and expectations of SRTS Team members.

Walk Bike Fun! – walking and biking education for younger elementary aged kids. Nice with a bike fleet, many schools incorporate into phys. ed classes Crossing guards not used here in Hancock.

4:36 – scope of work, timeline. We are on task 3, the Kick-off meeting!! Next task is surveys! Parent survey, student survey, school zone hazard observation assessment, school environment and policy assessment. These last two will be filled out by Paul Carlson (superintendent), he will send those to us.

Electronic participation is pretty good! In a perfect world, these would be conducted in fall and spring, will probably just do spring here in Hancock.

Hancock will do in person parent teacher conferences, we can investigate setting up an information booth for parents, boards to identify problem areas.

Wikimap – company that takes google maps, anyone can open the map and pin comments, can reply to others comments as well. Good way to gather information, very accessible, parents can draw lines of school routes, point out concerns, draw where they want stuff to be.

4:51 – action items for team, homework to be done before next meeting Subdivisions need to have sidewalks!! This is bare minimum to receive MNDOT funding, only inside city limits.

For now, let’s plan on public input to happen through parent teacher conferences, in the future we will set a time for the second meeting Jodi will be the contact from the city of Hancock!!

5:02 – Discussion time Read thru the draft vision statement, mostly walking and biking to and from school, not between schools. Maybe between school facilities would be better wording. Also get rid of under their own power, it’s a given that children can travel and explore their communities safely. It’s to distinguish that they are traveling by their own power, not in a vehicle.

Many children play at the school playground, not too many in the community, this is something the school wants to encourage, even not during school hours.

What are the biggest barriers to walking and biking?

Not a lot of crosswalk paintings, the only one painted is across the school, to the parking lot. Lack of painted crosswalks to indicate where pedestrians will be crossing. (BOOST GRANT). There are many different styles of crosswalks, recommended is “continental” crosswalk, stand out to drivers more than other types. Can 68 | Minnesota Safe Routes to School

crosswalks be painted on any road? How does that work? Legally every intersection is a crosswalk in MN, drivers legal must stop. Cities have the authority to lower speed limit to as low as 20 mph on city streets.

Hancock has a flashing speed limit sign on the main road coming to the school, as time goes on it seems less effective, people get used to it and don’t pay attention.

Any areas where walking and biking is particularly difficult?

Railroad tracks are the main barrier. Kids cut thru city parking lots to save time, not the safest. Children do travel on the new sidewalk across the railroad crossing, it seems most of them use that. Kids do walk down to take the sidewalk and back down to the school. Intersection on Hancock Ave, which is a large intersection. There isn’t a real good way to cross that. Second street is an awkward street to cross. Also, no sidewalks on certain sides of the road, you need to cross to take the sidewalk. Only one stop sign on second street, which is a bit dangerous. Hancock and 6th Ave, right on a curve, lots of people driving fast.

What are the biggest opportunities for walking and biking to school?

Hancock is a very small community, which makes it easy to get from one place to another quickly. The school is also right in town which is nice.

Are there areas that are relatively safe and convenient for walking and biking?

The stretch from the school to 6th street, 6th street itself has some safe, accessible sidewalks, in town even though there are sidewalks, many people will walk on the street. Maybe too narrow for bikes or strollers, habit to walk on the street, streets are wide, not a lot of traffic to worry about. Especially in neighborhoods.

Some neighborhoods DO NOT want sidewalks to be added.

What would encourage more people to walk and bike in these areas?

SMART Goals (specific, measurable, achievable, realistic, and time bound) Will be talked about at next meeting more

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Hancock SRTS Team Meeting January 10, 2022 4pm via Zoom and at the Hancock Public School Attendees: Paul Carlson, Troy Hausmann, Maggie Johnson, Kayla Rinkenberger, Todd Larson, Jane Butzer, Tim Pahl, Noah Luthi, Scott Ver Steeg, Mallory Jarvi, Kallan Sandahl, Wayne Hurley Mallory Jarvi kicked off the meeting at 4:00PM, with participants introducing themselves.

Mallory reviewed the SRTS timeline with the team and highlighted several of the tasks that have been completed to-date. She also reviewed the tasks that remain, along with the estimated timeline for completion.

Mallory led a discussion about observation day and encouraged team members to share their thoughts and anything that stood out from the day. Mallory stated that she was stationed at Hancock Ave & 2nd Street and saw quite a few kids walking and biking. She noted that the large intersection seemed daunting for students to cross. Paul and Wayne were stationed at Hancock Ave. & 3rd Street; Paul noted that vehicle speeds seemed high and that driver yielding behavior was less than desirable. Wayne mentioned that several students and staff were observed crossing mid-block across Hancock Ave. and that some students used the alley between 2nd & 3rd to access the school campus.

Next, Mallory gave an overview of the public input process. She and WCI’s Minnesota GreenCorps member Kallan Sandahl attended the Hancock Winter Choir Concert on December 6th and were able to talk to several families about Safe Routes to School. Among the concerns noted were distance, lack of infrastructure, and vehicle speeds. Families also expressed interest in the idea of a walking school bus.

Mallory then led a discussion about SMART goals. The team developed several SMART goals which were recorded in a memo that Mallory shared on-screen. The SMART goals followed the 7-E’s that will be the basis for Hancock’s SRTS plan. One additional item that generated some discussion – but was not specifically included as a SMART goal – was the idea of a pedestrian overpass over the BNSF railroad tracks.

Mallory mentioned that we will be scheduling the third team meeting for some time in April after the draft plan is completed.

There being no further business, the meeting was adjourned at 5:40PM.

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Hancock Safe Routes to School Team Meeting Wednesday, June 15th, 2022 4:00p.m. – 6:00p.m.

In Person: Hancock STEM Lab

Mallory kicked off the meeting at 4:10. In attendance Paul Carlson, Maggie Johnson, Troy Hausmann, Wayne Hurley, Mallory Jarvi, Kallan Sandahl.

Mallory began with an overview of the infrastructure recommendations and maps. Mallory explained the map symbols, sidewalk recommendations and crosswalk recommendations. The SRTS Team discussed changes to be made to the different infrastructure recommendations. City must approve all sidewalk changes. To qualify for SRTS funding the City of Hancock must pass an ordinance that any new city subdivision that is build must have bike/pedestrian infrastructure (sidewalks).

No changes to program recommendations, all these were brainstormed during earlier planning meetings. The school will keep encouraging walk/bike to school days. PartnerSHIP4Health could help put on a breakfast or hot chocolate outside the school for those children who attend Winter Walk to School Day. There was discussion about going in with Morris School to share a bike fleet. Teacher and faculty should attend Walk Bike Fun! trainings to utilize the bike fleet to its fullest potential. WCI could apply to host two or three trainings for the 9county area. SHIP could help with substitute teacher pay while teachers attend training Before submitting the final plan, sidewalk inventory maps will need to be updated and the school transportation policies added to the appendices. There will also be a sample city ordinance added to the appendices.

With no further items, meeting adjourned at: 5:46pm

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APPENDIX F: PUBLIC HEALTH LAW CENTER, SRTS POLICY AMENDMENTS

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APPENDIX G: MINNESOTA SRTS MODEL POLICIES TIP SHEET

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APPENDIX H: HANCOCK PUBLIC SCHOOLS DISTRICT TRANSPORTATION POLIC Y HANCOCK ISD NO. 768 HANCOCK, MINNESOTA MSBAIMASA Model Policy 707

Adopted: 11/15/2004

707

TRANSPORTATION OF PUBLIC SCHOOL STUDENTS

I.

PURPOSE The purpose of this policy is to provide for the transportation of students consistent withthe requirements of law.

II.

Ill.

GENERAL STATEMENT OF POLICY

A.

It is the policy of the school district to provide for the transportation of students in amanner 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 byschool bus is a privilege and not a right for an eligible student.

DEFINITIONS A.

"Disabled student" includes every child who has a hearing impairment, visual disability, speech or language impairment, physical handicap, other health impairment, mental handicap, emotional/behavioral disorder, specific learning disability, autism, traumatic brain injury, multiple disabilities, or deaf/blind disability and needs special instruction and services, as determined by the standards of the Department of Education. 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 standards of the Department of Education, 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. (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, 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 bythe student's parent or guardian, if the facility or residence is within the attendancearea of the school the student attends. (Minn. Stat. §123B.92, Subd. l(b)(l))

C.

''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. §l 20A.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. § 2000a). (Minn. Stat. §123B.41, Subd. 9)

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IV.

V.

VI.

D.

"Nomesident 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 parents share joint physical custody of a student and the divorced parents reside in diirerent 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 aresidential or foster facility for care and treatment is the district in which the student resides. (Minn. Stat. § 123B.88, Subd. 6; Minn. Stat. § 12SA.51; Minn. Stat. § 127A.47, Subd. 3)

E.

"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)

F.

"Shared time basis" is a program where students attend public school for part of theregular 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)

G.

"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)

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.

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. This includes part-time secondary students, early childhood family education participants andarea learning center students. The cost of providing such transportation must be. paid by those individuals using these services or some third-party payor, with the exception of early childhood family education participants and area-learning center students if the provision of such transportation services can be provided without an increase in the school district's expenditures. (Minn.

Stat.§ 123B.88, Subd. 10, 11, 12, and 13)

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. The school district may provide transportation to a nonresident student outside its borders only after written noticeto the resident district. (Minn. Stat. § 124D.04, Subd. 7; Minn.

Stat. § 123B.92, Subd. 3; Minn. Stat. § 123B.88, Subd. 6)

B.

If the school district decides to transport a nonresident student within the studenfs 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 parents 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))

TRANSPORTATION OF RESIDENT STUDENTS TO NONDISTRICT SCHOOLS A.

In general; the school district shall not provide transportation between a resident student's home

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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.

VII.

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 thewhole 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)

SPECIAL

EDUCATION/DISABLED TEMPORARY DISABILITIES.

STUDENTS/STUDENTS

A.

WITH

Upon a request of a parent or guardian, a resident disabled student who is not yetemailed in kindergarten, who requires special education services in a location other than the student's home, shall be provided transportation to and from the student's home at the expense of the school district and shall not be subject to any distancerequirement. (Minn. Stat.§ 123B.88, Subd. 1) B.

Resident disabled students 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. The school district shall determine the type of vehicle used to transport disabled students 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.

Rules Part 7470.1600)

C.

Resident disabled students 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 disabled student 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. § · t25A.12)

E.

When a disabled student 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. Transportation shall only be provided by the school district during regular operating hours. (Minn. Stat. § 125A.15(b); Minn. Stat.§ 125A.51(d))

F.

When a nonresident disabled student or a student with a short-term or temporarydisability 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

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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 powersentity shall provide the necessary transportation. (Minn. Stat. § 125A.15(c) and (d); Minn. Stat. § 125A.51(e)) G.

VIII.

Any parent of a disabled student 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)

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)

IX.

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 lieuof transportation, to a student who may be more economically and conveniently provided for by that means. (Minn. Stat. § 123B.88, Subd. 1)

X.

RESTRICTIONS Transportation by the school district is a privilege and not a right for an eligible student. Astudent'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. § 14IS·(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)

XI.

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. I(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 transportationof 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. (Minn. Stat. § 123B.36, Subd. 1(11))

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 thepayment of reasonable fees for transportation from students who receive remuneration for their participation in these programs. (Minn. Stat. § 123B.36, Subd. 3)

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Legal References:

Minn. Stat. § 120A.22 (Compulsory Instruction) Minn. Stat. §§ 121A.40-121A.56 (Pupil Fair Dismissal Act) Minn. Stat. § 121A.59 (Bus Transportation is a Privilege Not a Right)Minn. Stat. § 123B.36 (Authorized Fees) Minn. Stat. § 123B.41 (Educational Aids for Nonpublic School Children;Definitions) Minn. Stat.§ 123B.44 (Provision of Pupil Support Services) Minn. Stat. § 123B.88 (Independent School Districts, Transportation) Minn. Stat. § 123B.92 (Transportation Aid Entitlement) Minn. Stat. § 124D.03 (Emollment Options Program) Minn. Stat.§ 124D.04 (Emollment Options Programs in Border States)Minn. Stat. Ch. 125A (Children With a Disability) Minn. Stat. § 125A.02 (Children With a Disability, Defined)Minn. Stat. § 125A. l 2 (Attendance in Another District) Minn. Stat.§ 125A.15 (Placement in Another District; Responsibility) Minn. Stat. § 125A.51 (Placement of Children Without Disabilities;Education and Transportation) Minn. Stat. § 125A.65 (Attendance at Academies for the Deaf and Blind)Minn. Stat.§ 126C.01 (General Education Revenue - Definitions) Minn. Stat. § 127A.47 (Payments to Resident and Nonresident Districts)Minn. Rules Part 7470.1600 (Transporting Pupils with Disability) 20 U.S.C. § 1415 (Individuals With Disabilities Act)29 U.S.C. § 794 (Rehabilitation Act) 42 U.S.C. § 2000a (Prohibition Against Discrimination or Segregation in Places of Public Accommodation) 42 U.S.C. § 12132 (Americans With Disabilities Act)

Cross References:

MSBA/MASA Model Policy 708 (Transportation of Nonpublic SchoolStudents) MSBA/MASA Model Policy 709 (Student Transportation Safety Policy) MSBA/MASA Model Policy 710 (Extracurricular Transportation) MSBA Service Manual, Chapter 2, Transportation

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HANCOCK ISD NO. 768 HANCOCK, MINNESOTA Adopted: 10/20/2003 MSBAIMASA Model Policy 709 709

STUDENT TRANSPORTATION SAFETY POLICY

I.

PURPOSE The purpose of this policy is to provide safe transportation for students and to educatestudents on safety issues and the responsibilities of school bus ridership.

II.

PLAN FOR STUDENT TRANSPORTATION SAFETY TRAINING A.

School Bus Safetv Week The school district may designate a school bus safety week. The National SchoolBus Safety Week is the third full 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 thefollowing concepts:

2.

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.

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 by the end of the sixth week of school, if they have not received school bus training in grades K through 6. 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 must provide students enrolled in grades K through 3 school bus safety training twice during the school year.

4.

Students in grades 9 and 10 must receive training in the laws and

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proper procedures for operating a motor vehicle in the vicinity of a school bus.

S. The school district will make reasonable accommodations in training for students known to speak English as a second language and students with disabilities.

III.

6.

The school district may provide kindergarten students with school bus safety training before the first day of school.

7.

The school district may provide student safety education for bicycling andpedestrian safety for students in grades K through S.

8.

The school district shall adopt and make available for public review a curriculum for transportation safety education.

9.

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. 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.

CONDUCT ON SCHOOL BUSES AND CONSEQUENCES FOR MISBEHAVIOR A.

Riding the school bus is a privilege, not a right. The school district's general student behavior rules are in effect for students on school buses.

B.

Consequences for school bus/bus stop misconduct will be imposed by the school district under adopted administrative discipline procedures. In addition, all schoolbus/bus stop misconduct will be reported to the school district's transportation safety director. Serious misconduct may be reported to local law enforcement.

1.

School Bus and Bus Stop Rules. The school district school bus safety rules are to be posted on every bus. If these rules are broken, the school district's discipline procedures are to be followed.

Consequences are progressive and may include suspension of bus privileges.

It is the school bus driver's responsibility to report unacceptable behavior to the school district's Transportation Office/School Office.

2.

Rules at the Bus Stop a.

Get to your bus stop five minutes before your scheduled pick uptime. The school bus driver will not wait for late students.

b.

Respect the property of others while waiting at your bus stop.

c.

Keep your arms, legs and belongings to yourself.

d.

Use appropriate language.

e.

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Stay away from the street, road or highway when waiting for the bus.

3.

4.

f.

Wait till the bus stops before approaching the bus.

g.

After getting off the bus, move away from the bus.

h.

If you must cross the street always cross in front of the bus where the driver can see you. Wait for the driver to signal to you before crossing the street.

i.

No fighting, harassment, intimidation or horseplay.

J.

No use of alcohol, tobacco or drugs.

Rules on the Bus a.

Immediately follow the directions of the driver.

b.

Sit in your seat facing forward.

c.

Talk quietly and use appropriate language.

d.

Keep all parts of your body inside the bus.

e.

Keep your arms, legs and belongings to yourself.

f.

No fighting, harassment, intimidation or horseplay.

g.

Do not throw any object.

h.

No eating, drinking or use of tobacco or drugs.

1.

Do not bring any weapons or dangerous objects on the school bus.

j.

Do not damage the school bus.

Consequences a.

Consequences for school bus/bus stop misconduct will apply to all regular and late routes. Decisions regarding a student's ability to ride the bus in connection with cocurricular and extracurricular events (f9r example, field trips or competitions) will be in the sole discretion of the school district. Parents or guardians will be notified of any suspension of bus privileges.

(I)

Elementary (K,-6) 1st offense

- warning

2nd offense - 3 school-day suspension from riding thebus 3rd offense - 5 school-day suspension from riding thebus 4th offense - 10 school-day suspension from riding the bus/meeting with parent Further

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offenses - individually considered.

Students may be suspended for longer periods of time, including the remainder of the school year.

(2)

Secondary (7-12) 1st offense - warning 2nd offense - 5 school-day suspension from riding bus 3rd offense - 10 school-day suspension from riding bus 4th offense - 20 school-day suspension from riding bus/meeting with parent 5th offense - suspended from riding the bus for remainder of the school year

Note: When any student goes 60 transportation days without a report, thestudent's consequences may start over at the first offense.

(3)

Other Disci line Based on the severity of a student's conduct, more serious consequences may be imposed at any time.

Depending on the nature of the offense, consequences such as suspension or expulsion from school also may result from school bus/bus stop misconduct.

(4)

Records Records of school bus/bus stop misconduct will be forwarded to the individual school building and will be retained in the same manner as other student discipline records. Reports of student misbehavior on a school bus or in a bus-loading or unloading area that causes an immediate and substantial danger to the student or surrounding persons or property will be provided by the school district to the Department of Public Safety in accordance with stateand federal law.

(5)

Vandalism/Bus Damage Students damaging school buses will be responsible for the damages. Failure to pay such damages (or make arrangements to pay) within two weeks may result in the loss of bus privileges until damages are paid.

(6)

(7)

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Notice School bus and bus stop rules and consequences for violations of these rules will be reviewed with students annually and copies of these rules will be made available to students. School bus rules are to be posted on each school bus.

Criminal Conduct

the the the the

In cases involving criminal conduct (for example, assault, weapons, possession or vandalism), the appropriate school district personnel and local law enforcement officials willbe informed.

IV.

PARENT AND GUARDIAN INVOLVEMENT

A.

Parent and Guardian Notification The school district school bus and bus stop rules will be provided to each family.

Parents and guardians are asked to review the rules with their children.

B.

Parents/Guardians Res1mnsibilities for Transportation Safety Parents/Guardians are responsible to: 1.

Become familiar with school district rules, policies, regulations, and the principles of school bus safety, and thoroughly review them with their children; 2.

Support safe riding and walking practices, and recognize that students are responsible for their actions;

3.

Communicate safety concerns to their school administrators;

4.

Monitor bus stops, if possible;

5.

Have their children to the bus stop five minutes before the bus arrives;

6.

Have their children properly dressed for the weather; and

7.

Have a plan in case the bus is late.

V.

SCHOOL BUS DRIVER DUTIES AND RESPONSIBILITIES

A. School bus drivers shall have a valid Class A, B, or C Minnesota driver's license with a school bus endorsement.

A person possessing a valid driver's license without a school bus endorsement may drive a vehicle with a seating capacity of 10 or fewer persons used as a schoolbus, but not outwardly equipped or identified as a school bus as set forth in Section VII.B., below. Drivers with a valid Class D driver's license, without a school bus endorsement, may operate a "Type A" school bus as set forth in Section VII.C., below.

B. The school district shall conduct mandatory drug and alcohol testing of all school district bus drivers and bus driver applicants in accordance with state and federal law and school district policy.

VI.

SCHOOL BUS DRIVER TRAINING A.

Training All new school bus drivers shall be provided with pre-service training, including in-vehicle (actual driving) instruction before transporting students and shall meet the competency testing specified in the Minnesota Department of Public Safety Model School Bus Driver Training Manual. All school bus drivers shall receive in-service training annually. The school district shall retain on file an annual individual school bus driver "evaluation certification" form for each school district driver as contained in the Model School Bus Driver Training Manual.

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B.

Evaluation School bus drivers with a Class D license will be evaluated annually and all otherbus drivers will be assessed periodically for the following competencies:

6.

1.

Safely operate the type of school bus the driver will be driving;

2.

Understand student behavior, including issues relating to students with disabilities;

3.

Ensure orderly conduct of students on the bus and handling incidents of misconduct appropriately;

4.

Know and understand relevant laws, rules of the road and local school bussafety policies;

5.

Handle emergency situations; and

Safely load and unload students.

The evaluation must include completion of an individual "school bus driver evaluation form" (road test evaluation) as contained in the Model School Bus Driver Training Manual. ·

VII.

OPERATING RULES AND PROCEDURES A.

General 1.

5.

School buses shall be operated in accordance with state traffic and school bus safety laws and the procedures contained in the Minnesota Department of Public Safety Model School Bus Driver Training Manual.

2.

Only students assigned to the school bus by the school district shall be transported. The number of students or other al.J:thorized passengers transported in a school bus shall not be more than the legal capacity for thebus. No person shall be allowed to stand when the bus is in motion.

3.

The parent/guardian may designate, pursuant to school district policy, a day care facility, respite care facility, the residence of a relative or the residence of a person chosen by the parent or guardian as the address of the student for transportation purposes. The address must be in the attendance area of the assigned school and meet all other eligibility requirements.

4.

Bus drivers must minimize, to the extent practical, the idling of school busengines and exposure of children to diesel exhaust fumes.

Bus drivers must park and load school buses at a sufficient distance from school air-intake systems to avoid diesel fumes from being drawn into the systems.

[Note: A school district is not required to comply with Section VII.A.5. if the school board determines that alternative locations block traffic, impair student safety, or are not cost effective./

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B.

Tvpe III Vehicles

1.

Type III vehicles are restricted to passenger cars, station wagons, vans, and buses having a maximum manufacturer's rated seating capacity of 10 or fewer people including the driver and a gross vehicle weight rating of 10,000 pounds or less. A van or bus converted to a seating capacity of 10 or fewer and placed in service on or after August 1, 1999, must have been originally manufactured to comply with the passenger safety standards.

2.

Type III vehicles must be painted a color other than national school bus yellow.

3.

Type III vehicles shall be state inspected in accordance with legal requirements.

4. law.

A Type III vehicle cannot be older than 12 years old unless excepted by state and federal

5.

If a Type III vehicle is school district owned, the school district name will be clearly marked on the side of the vehicle. The Type III vehicle must not have the words "school bus"in any location on the exterior of the vehicle or in any interior location visible to a motorist.

6.

A "Type III school bus" and "Type III Head Start bus" must not be outwardly equippedand identified as a Type A, B, C, or D bus.

7.

Eight-lamp warning systems and stop arms must not be installed or used on Type III vehicles.

8.

Type III vehicles must be equipped with mirrors as required by law.

9.

Any Type III vehicle may not stop traffic and may not load or unload before making a complete stop and disengaging gears by shifting into neutral or park. Any Type III vehicle usedto transport students must not load or unload so that a pupil has to cross the road, except where not possible or impractical, then the driver or assistant must escort a pupil across the road. If the driver escorts the student across the road, then the motor must be stopped, the ignition key removed, the brakes set, and the vehicle otherwise rendered immobile.

10.

Any Type III vehicle used to transport students must carry emergency equipment including: a Fire extinguisher. A minimum of one lOBC rated dry chemical type fire extinguisher is required. The extinguisher must be mounted in a bracket, and must be located in the driver's compartment and be readily accessible to the driver and passengers. A pressure indicator is required and must be easily read without removing the extinguisher from its mounted position. a.

First aid kit and body fluids cleanup kit. A minimum of a ten-unit first aid kit, and abody fluids cleanup kit is required. They must be contained in removable, moisture- and dust-proof containers mounted in an accessible place within the driver's compartment and mustbe marked to indicate their identity and location. b.

A Type ill bus must contain at least three red reflectorized triangle road warning devices.Liquid burning "pot type" flares are not allowed. c.

Passenger cars and station wagons may carry a fire extinguisher, a first aid kit, andwarning triangles in the trunk or trunk area of the vehicle if a label in the driver and front passenger area clearly indicates the location of these items.

11.

Students will not be regularly transported in private vehicles that are not state inspected as Type III vehicles. Only emergency, unscheduled

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transportation may be conducted in vehicles with a seating capacity of 10 or fewer without meeting the requirements for a Type m vehicle. The school district has no system of inspection for private vehicles.

12.

All drivers of Type III vehicles will be licensed drivers and will be familiar with the use of required emergency equipment. The school district will not knowingly allow a person to operate a Type III vehicle if the person has been convicted of an offense that disqualifies the person from operating a school bus.

1.

The holder of a Class D driver's license, without a school bus endorsement, may operate a Type A-II school bus under the following conditions:

a.

The operator is an employee of the school district or an independent contractor with whom the school district contracts for the school bus and is not solely hired to provide transportation services under this paragraph.

b.

The operator drives the school bus only from points of origin to points of destination, not including home-to-school trips to pick upor drop off students.

c.

The operator is prohibited from using the eight-light system.

d.

The operator has submitted to a background check and physical examination as required by Minn. Stat. § 171.321, Subd. 2.

e.

The operator has a valid driver's license and has not sustained a conviction of adisqualifying offense as set forth in Minn. Stat.§ 171.02, Subd.

2a(b).

f.

VIII.

The operator has been trained in the proper use of child safety restraints as set forth in the National Highway Traffic Safety Administration's "Guideline for the Safe Transportation of Pre-school Age Children in School Buses" in addition to the training required in Part VI., above.

2.

The school district shall maintain annual certification of the requirements listed in this section for each Class D license operator.

3.

A school bus operated m1der this section must bear a current certificate of inspection.

4.

The word "School" on the front and rear of the bus must be covered by a sign that reads "Activities" when the bus is being operated under authority of this section.

SCHOOL DISTRICT EMERGENCY PROCEDURES

A.

If possible, school bus drivers or their supervisors shall call "911" or the local emergencyphone number in the event of a serious emergency.

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B.

School bus drivers shall be meet the emergency training requirements contained in Unit Ill "Crash & Emergency Preparedness" of the Minnesota Department of Public Safety M del School Bus Driver Training Manual. This includes procedures in the event of a crash (accident).

C. School bus drivers and bus assistants for special education students requiring special transportation service because of their handicapping condition shall be trained in basic first aid procedures, shall within one month after the effective date of assignment participate in a programof in service training on the proper methods for dealing with the specific needs and problems of pupils with disabilities, assist pupils with disabilities on and off the bus when necessary for their safe ingress and egress from the bus; and ensure that protective safety devices are in use and fastened properly.

D. Emergency Health Information shall be maintained on the school bus for students requiring special transportation service because of their handicapping condition. The informationshall state:

I.

the pupil's name and address;

2.

the nature of the pupil's disabilities;

3.

emergency health care information; and

4. the names and telephone numbers of the pupil's physician, parents, guardians, or custodians, and some person other than the pupil's parents or custodians who can be contacted incase of an emergency.

IX.

SCHOOL DISTRICT VEHICLE MAINTENANCE STANDARDS

A.

All school vehicles shall be maintained in safe operating conditions through a systematic preventive maintenance and inspection program adopted or approved by the school district.

B.

All school vehicles shall be state inspected in accordance with legal requirements.

C.

A copy of the current daily pre-trip inspection report must be carried in the bus. Daily pre-trip inspections shall be maintained on file in accordance with the school district's record retention schedule. Prompt reports of defects to be immediately corrected will be submitted.

D.

X.

Daily post-trip inspection shall be performed to check for any children or lostitems remaining on the bus and for vandalism.

SCHOOL TRANSPORTATION SAFETY DIR.ECTOR The school board has designated an individual to serve as the school district's school transportation safety. director. The school transportation safety director shs1l have day-today responsibility for pupil transportation safety, including transportation of nonpublic school children when provided by the school district The school transportation safety director will assure that this policy is periodically reviewed to ensure that it conforms to law. The school transportation safety director shall certify annually to the school board that each school bus driver meets the school bus driver training competencies

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required by Minn. Stat. § 171.321, Subd. 4. The transportation safety director also shall annually verify or ensure that the private contractor utilized by the school has verified the validity of the driver's license of each person who transports students for the school district with the National Driver's Register or the Department of Public Safety. The school transportation safety director also shall confirm annually to the superintendent that students have received school bus safety training in accordance with state law. The name, address and telephone number of the school transportation safety director are on file in the school district office. Any questions regarding student transportation or this policy may be addressed to the school transportation safety director.

Legal References:

Minn. Stat. § 123B.42 (Textbooks; Individual Instructor or Cooperative Learning Material; Standard Tests) Minn. Stat. § 123B.885 (Diesel School Buses; Operation of Engine; Parking) Minn. Stat.§ 123B.90 (School Bus Safety Training) Minn. Stat.§ 123B.91 (School District Bus Safety Responsibilities) Minn. Stat.§ 169.01, Subd. 6(5) (Definitions) Minn. Stat.§ 169.454 (Type III Vehicle Standards) Minn. Stat. §169.4582 (Reportable Offense on School Buses) Minn. Stat. § 171.02, Endorsements,Restrictions)

Subd

2a (Licenses;

Types,

Minn. Stat. § 171.321 (Qualifications of a School Bus Driver) Minn. Rules Part 7470.1000- 7470.1700 (School Bus Inspection) Cross References:

MSBA/MASA Model Policy 416 (Drug and Alcohol Testing) MSBA/MASA Model Policy 707 (Transportation of Public Students) MSBA/MASA Model Policy 708 (Transportation of Nonpublic Students)MSBA/MASA Model Policy 710 (Extracurricular Transportation)

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APPENDIX I: CRASH DATA Crash data from within the Hancock city limits was gathered using the online Minnesota Crash Mapping Analysis Tool. (MCMAT2) (https://mncmat2.dot.state.mn.us/web) MCMAT2 is MnDOT’s crash database that includes all crashes involving a motor vehicle where a crash report was filed. It includes crash reports form the past ten years.

However, a crash involving a solo cyclist, the most common type of bicyclist crash, would not be recorded even if emergency services responded because the crash did not involve a motor vehicle.

Hancock The MCMAT data for Hancock was accessed, June 3rd, 2022. As of that date, there was data available from January 1st, 2012, through March 31st, 2022, all of which were included in this analysis. Typically, the lag time between crash occurrence and data entry into the MCMAT2 database can be approximately 2-3 months with the data updated four times per year, approximately quarterly.

Figure A: Map of the City of Hancock with marked locations of pedestrian and bicyclist crash sites.

The staff at WCI felt that collecting crash data within the city limits of Hancock would provide the most utility.

There was a total of 26 crashes with two of those involving a bicyclist or pedestrian.

1: On May 28, 2015, at 20:28 under dry, clear daylight conditions, a 10-year-old male bicyclist heading south on the sidewalk failed to yield before entering an intersection and collided with a 67-year-old male driving a pickup heading west. There were no contributing factors, and the bicyclist received a minor injury.

2. On July 4, 2015, at 13:16 under dry, clear daylight conditions, a 15-year-old female rollerblading was heading south when she was struck by a westbound passenger car that failed to stop at a stop sign. The passenger car left the scene. There were no contributing factors, and the rollerblader received a possible injury.

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APPENDIX J: VISUALS AND MAPS West Central Initiative has created online maps via Google My Maps for the use of the Hancock Public School Safe Routes to School committee. Visit the Google My Maps website for first map (https://tinyurl.com/y477t8rd) and second map (https://tinyurl.com/rtmtsm5t) West Central Initiative also created a WikiMap for the Hancock community that was open to the public for input.

Visit the Hancock WikiMap (https://wikimapping.com/hancockmn.html).

The maps contain multiple layers for easy viewing, some of which have been manipulated to produce figures A –I and table A. These maps were created in May of 2022, based on visual assessments and data obtained during community walk audits.

Figure B: Evaluations of sidewalks could be placed in these four categories

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Figure C: Evaluations of curb cuts could be placed in these three categories

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Figure D: The map below shows existing sidewalks in the City of Hancock as of May 2022.

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Figure E: The map shows the City of Hancock and locations where there are currently no existing sidewalks adjacent to developed areas.

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Figure F: The map below shows locations where there are no existing sidewalks in the City of Hancock and where West Central Initiative recommends sidewalks and crosswalks be installed.

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Figure G: The following are areas in the City of Hancock where connections to the school could be potentially installed.

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APPENDIX K: PUBLIC PARTICIPATION

Figure H: The following are marked locations from community members on areas in the City of Hancock where they feel there are walking or bicycling issues that need to be addressed.

Figure I: The following is a close-up of the marked locations centered around Hancock Public School.

Category

Comment

Add Cycling Route to Improve

Kids Bicycling down the alley

Pedestrian Barrier

Cars speed too fast

Improvement Opportunity

Mid-block crosswalk

Add Walking Route to Improve

Kids walking through houses on sidewalk

Table A: The following is a list of comments that community members addressed on the Wikimap for the City of Hancock.

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Figure J: A poster that public participant could mark what keeps children from walking or biking to school.

Figure K: A poster that public participants could mark what would help children walk or bike to school.

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Appendix L: Sample Subdivision Ordinance

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