SPARE THE AIR YOUTH

MARCH 2015Overcoming language, cultural, and physical barriers to participation

INCLUSION & EQUITY IN

SCHOOL COMMUTE PROGRAMS

Spare the Air Youth is a regional program that aims to

educate, inspire and empower San Francisco Bay Area

youth and their families to walk, bicycle, carpool, and

take transit. A partnership between the Metropolitan

Transportation Commission (MTC) and the Bay Area Air

Quality Management District, Spare the Air Youth promotes

effective ways to reduce transportation-related greenhouse

gas emissions by providing a regional resource for students,

parents, teachers, and program providers.

SPARE THE AIR YOUTH IS PART OF MTC’S CLIMATE INITIATIVES PROGRAM.

LEARN MORE AT www.sparetheairyouth.org

INTRODUCTION01

INCLUSION & EQUITY IN SCHOOL COMMUTE PROGRAMS 1

Safe Routes to School (SRTS) is a national

movement to improve children’s health

and well-being by encouraging them to

walk and bicycle to school. However, well-

meaning SRTS events and activities can

unintentionally leave students out.

This guidebook identifies potential

obstacles to participation and suggests

creative outreach, low-cost solutions,

and flexible program implementation to

overcome language and cultural barriers,

safety concerns, or physical handicaps.

INTRODUCTION

SRTS events and activities should be intentional about including all students and their families.

For more information, and for additional translation resources:

www.sparetheairyouth.org

www.sparetheairyouth.org/

multilingual-resources

This guidebook includes:

Chapter 2: Communicating with Families

Chapter 3:

Addressing Personal Safety Concerns

Chapter 4:

Increasing Access to Active Transportation

Chapter 5: Additional Resources

2 INCLUSION & EQUITY IN SCHOOL COMMUTE PROGRAMS

COMMUNICATING WITH FAMILIES

02

INCLUSION & EQUITY IN SCHOOL COMMUTE PROGRAMS 3

To encourage families that do not speak

English, are learning English, or have

recently immigrated to participate in Safe

Routes to School programs, it is important

to communicate how the program can

COMMUNICATING WITH FAMILIES

Safe Routes to School programs engage diverse communities when materials are offered in multiple languages.

Families do not see participation as important or relevant to them

Non-English speaking families are not participating in activities or events

Low participation rates

Communicate the benefits of

walking or bicycling to their families,

such as improving health and

spending time together

Hire a bilingual staff person or

translator, provide materials in other

languages

Partner with local organizations

that have the confidence of

the community, such as health

organizations and the school family

advocate

Create simple ways for parents to

get involved

Hold events in different locations

throughout the community and at

different times so people can attend

ISSUE SOLUTION

benefit families and address parental

concerns. Hiring a bilingual staff person

is the best way to communicate and form

relationships with a community.

4 INCLUSION & EQUITY IN SCHOOL COMMUTE PROGRAMS

COMMUNICATING WITH FAMILIES

Provide Materials in Multiple Languages

Some concepts can lose their meaning

and be confusing when translated literally,

Also, words may have different meanings

depending on the regional dialect.

• Ask families with native speakers to help

communicate the message to others.

• Use images to supplement words so

that handouts are easy to read and

understand.

CONNECTING WITH NON-ENGLISH SPEAKING FAMILIES

Students from Philadelphia teach

bike safety education.

www.youtube.com/

watch?v=9WTmXq0p8pc

Public Service Announcements

Taller de habilidades de bicicletas para los niñosyEntrenamiento de seguridad para los padresPico Rivera Rutas Seguras a la Escuela tendrá un taller para enseñar a los padres como andar en bici y caminar seguramente con los niños. Durante el taller, los niños aprendarán habilidades de bicicletas de profesionales capacitados.

Bicicletas y cascos se proveerán para aquellos que no los tienen. Se alienta a los niños a traer sus propios si los tienen.

Niños:Vengan a

andar en

bici!

Padres: Que sus

niños sean

seguros!

Gratis!

PREGUNTAS?

Contacta a Jessie Holzer, 949-292-2615, PicoRiverSRTS@gmail.com

Registración:

1:00pm

Plaza de Birney

(al lado de la caf-etería)

Presentación para los padres:

1:30pmCafetería

de abril9

Miércoles

Use a Variety of Media

In schools where families speak different

languages, it can be a good idea to present

information in multiple ways.

• Use a variety of mechanisms to

communicate the benefits of walking and

bicycling to parents.

• Have students perform to their parents,

such as through a school play.

• Encourage youth-produced PSAs to

educate parents on why biking and

walking are fun and healthy events.

• Provide emails, print materials, etc., in

multiple languages.

• Use a phone tree

• Reach out to parents in a phone tree,

PTA, and at events

• Engage an assistant who speaks multiple

languages

• Employ staff from similar ethnic

backgrounds to parents at the school.

• Parents increasingly use texting more

than emails. Find out how parents

communicate with each other and use

their methods.

City of Lights volunteers in Los

Angeles worked with day laborers

to develop this Spanish-language

video “PRECAUCIÓN: Tu Familia

Tam bién Usa La Bicicleta” or

Precaution: Your family also uses

the bicycle.

http://vimeo.com/37971012

INCLUSION & EQUITY IN SCHOOL COMMUTE PROGRAMS 5

COMMUNICATING WITH FAMILIES

CONNECTING WITH COMMUNITIES

Include more parents by:

• Making staff available one-on-one

outside of meetings, such as with

‘coffee and conversation’ meetings

or house meetings

• Attending existing meetings in

their communities

• Starting a focus group to discuss

a variety of issues relevant to the

community

Encourage meeting attendance by:

• Offering and advertising food

• Providing translation, ideally

by having a trusted community

member host or help at the

meeting

• Providing free childcare so that

families can bring their children

• Highlight the benefits of walking

and bicycling: improved health,

building community, saving time

and money.

Meet People Where They Are

Some families may not feel comfortable

coming to your events or participating in

formal PTA and organizations.

• Attend established meetings to reach

groups who may not participate in school

PTAs or other formal meetings.

• State required English Learner Advisory

Committees (ELACs) are good partners.

• Conduct outreach or table at school

events (such as: Movie nights, family

dance nights, Back to School nights, etc.)

Residents are often aware of traffic

and personal safety issues in their

neighborhoods, but don’t know how to

address them.

• Provide a safe place for parents to voice

concerns to start the conversation

about making improvements. Listen to

their concerns, help parents prioritize,

and connect them with the responsible

agency to address the concerns.

• Encourage staff or parent volunteers to

host house meetings, in which a small

group gathers at the home of someone

they know to voice concerns and

brainstorm solutions.

• Seek common goals for community

improvement that can be addressed

through collaborative efforts with all

parent groups.

• Consider inviting law enforcement or

public works staff to build a better

relationship between officers and

residents so they feel comfortable

voicing future concerns. Note that some

groups may have complex relationships

of police mistrust, such as among

undocumented communities. Again,

asking for police representatives who are

from the community works best.

• When looking for volunteers, start by

looking to friends and neighbors to build

your base group.

• Be creative; consider going to community

events like Farmer’s Markets and

neighborhood gathering spots to recruit.

Try different ways of engaging with

participants; the City as Play Design

Workshops have creative ideas for asking

attendees to build their visions.

• Look for small victories: adding a

crossing guard, signage and paint gives

parents confidence that their issues can

be addressed.

6 INCLUSION & EQUITY IN SCHOOL COMMUTE PROGRAMS

COMMUNICATING WITH FAMILIES

Hiring staff from within the community or partnering with community organizations encourages parents to participate.

“Turnover of school staff, principals and even student/parent

populations is greater in low income schools, which makes

identifying program champions/volunteers and maintaining

momentum for activities challenging.”

- SAFE ROUTES TO SCHOOL LOCAL SCHOOL PROJECT: A HEALTH EVALUATION AT 10

LOW-INCOME SCHOOLS, FEBRUARY 2010

Consider a Parent University

The Alhambra Unified School District

organizes one-day Parent University

events about helping their students

succeed that include a variety of

workshop topics, skits performed by

students, free food, and childcare.

Host Parent Workshops

All parents desire for their children to

be successful. Workshops are a good

opportunity to articulate how services and

programs can reduce barriers to students’

success and help them be successful.

• Create simple ways for parents to get

involved and help put on events and

activities with their children, who can

often help navigate the situation.

• Hold a “Parent University,” or workshops

where parents can voice their concerns.

• Listen to and act on parents'

suggestions to build trust in the

community and address concerns

• Include an icebreaker activity to

introduce yourself and to make the

participants more comfortable sharing

their thoughts and opinions.

INCLUSION & EQUITY IN SCHOOL COMMUTE PROGRAMS 7

COMMUNICATING WITH FAMILIES

Communicate that walking and biking for commuting is a good form of exercise and gives parents an opportunity to spend time with their children.

Establish Flexible Programs

Create a trusting and welcoming

environment by not requiring participants

to provide information about themselves,

which could be a deterrent to

undocumented immigrants.

• Establish a training program for

volunteers that does not require

background checks or fingerprints

since some parents who would like

to volunteer may not be able to pass

background checks.

Often working parents have limited time

to volunteer with their children’s schools.

The hours and benefits associated with

many jobs can make it challenging for

parents to be available for school activities

and take paid time off.

• Host meetings and events at varying

times to accommodate differing work

schedules.

• Make specific requests and delegate so

no single person has to do the majority

of the work.

Communicate Health Benefits

Families who are less well-connected

to the school community may not

be as aware of the benefits of SRTS

programming.

• Publicize to parents that walking and

biking to school is exercise and to

children that it is fun, like an additional

recess.

• Health fairs can highlight biking and

walking to create an association

between those commute options

and their benefits. Encouragement

competitions such as the Golden

Sneaker Award and Pollution Punch

Card can show how many calories

students have burned.

8 INCLUSION & EQUITY IN SCHOOL COMMUTE PROGRAMS

03

ADDRESSING PERSONAL SAFETY CONCERNS

INCLUSION & EQUITY IN SCHOOL COMMUTE PROGRAMS 9

“A Seattle study found that children are five times more

likely to use active travel to school when traffic danger and

neighborhood safety are not concerns of their parents” - SAFE ROUTES TO SCHOOL LOCAL SCHOOL PROJECT: A HEALTH EVALUATION AT

10 LOW-INCOME SCHOOLS, FEBRUARY 2010

In some communities, personal safety concerns associated with crime and

gang activity are significant barriers to walking and bicycling. These can

include issues of violence, dogs, drug use, and other deterrents that can take

precedence over SRTS activities in communities. These neighborhoods may

lack sidewalks or other facilities that offer safe access to school, and major

roads may be barriers.

Demonstrate that Safe Routes to School and other youth-focused staff are

allies to community concerns by taking these larger issues seriously and

finding ways of addressing them explicitly through activities and events.

ADDRESSING PERSONAL SAFETY CONCERNS

Students are much more likely to walk and bike if their personal safety is not threatened.

10 INCLUSION & EQUITY IN SCHOOL COMMUTE PROGRAMS

Example community watch programs include:

• The Safe Passages in San Francisco Program places trained

volunteers at high-risk corners

along 11 blocks in the Tenderloin.

www.tenderloinsafepassage.org

• The Safe Passages in Chicago Program has led to a 20 percent

decline in criminal incidents

around participating schools, a 27

percent drop in incidents among

students, and a 7 percent increase

in attendance over the past two

years in high schools that currently

have the program.

www.cps.edu/Pages/

safepassage.aspx

• Safe Passages in Los Angeles organizes parents, teachers, police

and local business owners to staff

street corners, escort students

and patrol routes to school so that

gang members stay away.

www.advancementprojectca.org/

?q=SafeRoutes

ADDRESSING PERSONAL SAFETY CONCERNS

Neighborhood Watch Programs

Establishing neighborhood crime watches,

parent patrols, and safety zones can

involve the community in addressing

personal safety concerns as supervision

reduces the risk of bullying, crime, and

other unsafe behavior

• Set up parent patrols to roam areas

of concern. Safe Passages or Corner

Captain programs station parent or

community volunteers on designated

key street corners to increase adult

presence to watch over children as they

walk and bicycle to school.

• Issue special hats, vests, or jackets

to give the volunteers legitimacy and

identify them as patrol leaders.

• Walkie-talkies allow parents to radio

for help if they are confronting a

situation they have not been able to

resolve.

• Work to identify “safe places” like

a home along the route where

children can go to in the event of

an emergency, or create a formal

program with mapped safe places all

children can go to if a situation feels

dangerous.

COMMUNITY-BASED PROGRAMS

“Reach out to community groups and organizations that have

strong resident participation, such as churches, youth groups

neighborhood associations, hospitals, restaurants and government

agencies. Build on your community’s assets by engaging already

active groups."- IMPLEMENTING SAFE ROUTES TO SCHOOL IN LOW-INCOME SCHOOLS AND COMMUNITIES, JUNE 2010

INCLUSION & EQUITY IN SCHOOL COMMUTE PROGRAMS 11

ADDRESSING PERSONAL SAFETY CONCERNS

A teacher at Acorn Woodland Elementary

in Oakland leads student and parent

volunteer work sessions to pick up trash,

paint over graffiti, and install plantings

around their school.

www.hopecollaborative.net/our-work/

built-environment

Students can join Walking School Buses and Bike Trains to safely use active modes for the school commute.

SchoolPool with a Group

SchoolPool, or commuting to school with

other families and trusted adults, can

address personal safety concerns about

traveling alone.

• Form Walking School Buses, Bike Trains,

or carpools. For information about how

to set up a SchoolPool at your school,

read the Spare the Air Youth SchoolPool

guidebook.

http://www.sparetheairyouth.org/

schoolpool-guidebook

• SchoolPools are a great way of building

community. See resources online at

www.sparetheairyouth.org/walking-

school-buses-bike-trains for more

information.

Sponsor Neighborhood Beautification Projects

Clean neighborhoods free of trash and

graffiti can create a sense of safety and

help reduce crime rates.

• Host neighborhood beautification

projects around schools, such as clean-up

days, graffiti removal, and tree planting to

help make families feel more comfortable

and increase safety for walking or biking

to school.

• Host a community dialogue about

positive and negative uses of public

space.

12 INCLUSION & EQUITY IN SCHOOL COMMUTE PROGRAMS

Sample safety information materials:

• www.sparetheairyouth.org/

multilingual-resources

• www.saferoutesinfo.org/program-

tools/education-tip-sheets

• www.oregon.gov/ODOT/TS/

Pages/saferoutes.aspx

• www.saferoutes.vermont.gov/

resources/tips_tools

Existing bicycle and pedestrian safety curricula:

• www.nhtsa.gov/

ChildPedestrianSafetyCurriculum

• www.saferoutestoschools.org/

curriculum.html

• www.bikeleague.org/ridesmart

• www.btaoregon.org/get-involved/

walkbike-education

EDUCATION PROGRAMS

Teach students and their families about

appropriate safety issues. Parents may not

want students to walk or bike if they are

not confident in their child's abilities.

Safety Information for Students

• Use time at school, such as during recess,

PE, or no-cost after school programs,

to teach children how to bike and walk

safely.

• Utilize either existing curricula or bring in

volunteer instructors from local advocacy

groups and non-profit organizations.

• Teach children what to do in the event

of an emergency and where to report

suspicious activity or bullying.

• Provide helmets and bikes during

the trainings will allow all students to

participate regardless of whether or not

they have access to these items.

• Open Streets events such as San

Francisco's Sunday Streets, Oakland's

Oaklavia, and others are also a great way

of creating safe zones to teach new skills

in the street.

ADDRESSING PERSONAL SAFETY CONCERNS

Safety Information for Parents

• Provide information about how to get to

around safely.

• Develop and distribute suggested routes

to school maps that highlight streets with

amenities like sidewalks, lighting, low

speeds, and less traffic.

• Identify informal shortcuts and cut-

throughs that students may take to

reduce travel time. Consider whether

these routes may put students at risk

(for example, by cutting through a fence,

across a field, or near railroad tracks) and

work with your city planners to improve

the route.

• Provide flyers for parents about how to

find other families groups to commute

with or what to do in the event of an

emergency to educate themselves and

their children.

• Offer pedestrian safety training walks.

Make these fun and interactive and

address parents’ safety concerns as well

as provide tips for them to teach their

children to be safe while walking.

INCLUSION & EQUITY IN SCHOOL COMMUTE PROGRAMS 13

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S AVE

UNDERWOOD ST

LYLE AVE

WADDELL ST

SHEL

LYFI

ELD

RD

ARLE

E AV

E

GAR

RICK

AVE

RIVES AVE

HANAN WAY

TOLA ST

MORRIL

AVE

OLYMPIC WAY

BROO

KPARK RD

N 1

ST S

T

POWERS AVE

HAR

VEST

AVE

GRI

DLE

Y RD

DEC

OST

A AV

E

LEST

ERFO

RD A

VE

TAM

PICO

WAY

PRA DR

SAN

GER

AVE

BOTANY ST

SHEILA CT

BRIAN CT

ELKHURST ST

DAVID

SON D

R

MAN

NIN

G R

D

N SCOTT AVE

MID

WAY

AVE

REDM

AN AVE

SPRUCE ST

GIVEN PL

SPEEDWAY

WEM

AR WAY

MAXINE ST

VALERA DR

BOLL

ENBA

CHER

DR

S SP

RUCE

ST

BELLM

AN AVE

CARMEL CT

RIO DEL S

OL AVE

OAKWOOD ST

N D

ON

ER DR

ELM ST

CEYL

ON

AVE

BIRCHCREST RD

BRAD

LEY

AVE

BROCK AVE

S M

ON

TEBE

LLO

BLV

D

S 3R

D ST

ANDRUSS PL

BEN A

LDER

AVE

CANFORD ST

MAX

WEL

L ST

LOCH LOMOND DR

PIO

NEE

R BL

VD

RIM

BANK

AVE

ILLINOIS ST

JEFFERSON BLVD

MONTE VISTA DR

DO

WLI

NG

AVE

LIND

SEY

AVE

KELLAM LN

NATAS

HA LN

ORCUTT DR

DALE

WO

OD

AVE

LOCH AVON DR

CARLEY A

VE

COLU

MBI

A AV

E

WALNUT AVE

KRIS

TIN

DR

GUATEMALA AVE

ADELE A

VE

E FREMONT SQ

S M

APLE

AVE

VERNER ST

BERMUDEZ ST

KELT

ONVI

EW D

R

NO

RMAN

RD

GUILD

DR

PERKINS ST

SAN

GAB

RIEL

PL

CEDARCLIF

F AVE

SUM

MER

AVE

GRE

ENVA

LE A

VE

N 7

TH S

TBRASHER ST

N 5

TH S

T

FISHMAN RD

BURKE ST

E BURKE DR

LOCHINVAR ST

NEWMARK MALL

BOER AVE

BIRC

H ST

LOWMAN AVE

LEXI

NG

TON

-GAL

LATI

N R

DS

7TH

ST

HOMESTEAD ST

MAIDEN LN

HAMDEN PL

FRANKEL AVE

DULI

N AV

E

DINSDALE ST

CHU

RCH

ST

KATH

ERIN

E D

R

DAN

BY A

VE

RIESHEL ST

HOMEBROOK ST

S CE

DAR

ST

WAMPLER ST

LOS TOROS AVE

DICKY ST

ABBE

YWO

OD

DR

VAN

PORT

AVE

SAN

CHEZ

ST

BALANDA DR

W AVE DE LA MERCED

ENTERPRISE AVE

SAM

OLI

NE A

VE

N ADOBE AVE

SHERRILL ST

BLANDWOOD RD

ROXABEL ST

ALDERDALE ST

S 5T

H ST

S 4T

H ST

INDIANA ST

RUSHMORE ST

LAKE

WO

OD

BLVD

BROOKGREEN RD

WHITLEY ST

S TA

YLO

R AV

E

FREDSON ST

ARRI

NG

TON

AVE

ROSE

MEA

D BL

VD

CAPE

TEN

EZ D

R

DUCHESS D

R

BROADWAY

WILLINS ST

REICHLING LN

WO

ODR

UFF A

VE

HAMDEN ST

WILLAKE ST

NOYES ST

WES

TERN

AVE

DORK ST

GARNIS

H DR

GLENCANNON DR

WO

RKM

AN M

ILL

RD

LOHART AVE

BIRCHLEAF AVE

WESTM

ON

T RD

NAN ST

WINCHELL ST

STOAKES AVE

LEO

NA

JOAN

AVE

SHER

IDEL

L AV

E

IDALENE ST

LOCHINVAR DR

CHAN

EY A

VE

PACIFIC ST

FARM

LAND A

VE

HOLGER DR

THO

RNLA

KE A

VE

ALMO ST

GEA

RY A

VE

ROSE HEDGE DR

MONTEBELO WAY

GAINFORD ST

PLANTER ST

DORLAND DR

OTTO ST

NOVA ST

REDBI

RD D

R

MINES AVE

BALMORAL ST

HAVENWOOD ST

RIDEAU ST

SAN MARINO AVE

LAMPSON ST

PIKE ST

EGLI

SE A

VE

BON

NIE

VAL

E AV

E

WOODHUE ST

BRIERFIELD ST

WHEELOCK ST

DANVILLE ST

POINCIANA ST

HAVENWOOD DR

AERO DR

KILG

ARRY

AVE

CRAV

ELL A

VE

KILG

ARRY

AVE

LEM

ORA

N A

VE

LIN

DSE

Y AV

E

MELDAR AVE

GAG

E RD

ROSEHEDGE DR

MAT

ERN

PL

BURMA RD

RIVERVIEW RD

MAV

IS AV

E

TRIS

TAN

DR

SUM

MER

FIEL

D AVE

LUNDENE DR

CORA

L LN

ABBOTSFORD RD

TOWNLEY DR

SCHOOLING RD

CHAP

IN R

D

BRO

ADW

AY A

VE

LEXINGTON AVE

LOS NIETOS RD

DAVI

S AV

E

FRIENDSHIP AVE

FAIRWAY D

R

REX RD

BLUFF

RD

MERCERY LN

N GREENWOOD AVE

GARETAL ST

MONACO CT

MADRID CT

CATANIA CT

MONTANA CALVA CIR

MICHAEL COLLINS CIR

ADOBE AVE

TIERRA ENCANTADA DR

TIERRA ANTIGUA DR

S WORKMAN MILL RD

HACIENDA PL

TIERRA GRANADA DR

HUGHES ST

PALO ALTO ST

COOLGROVE DR

MOUNTAIN VIEW AVE

ANDALUCIA CT

ORANGE PL

TIERRA MAJORCA DR

E BURMA RD

PEACOCK LN

TIERRA NAVARRA DR

CORDOVA CTCORDOBA CT

WOODLAND CT

ATASCADERO PL

CANTABRIAN CT

TIERRA MONTE DR

EDWIN ALDRIN CIR

W ROCKY HILL AVE

BLANDING ST

REDM

AN AVE

MAR

BRIN

K CT

CASTELOTTE CT

MAYNARD RD

ADVENT AVE

LONG ACRES AVE

DO

NN

YBRO

OK

CIR

VISTA VERDE WAY

TIERRA BONITA DR

VIEWCREST DR

W FREMONT SQ

EDDYSTONE ST

BIRC

HLE

AF A

VE

RAYWOOD PL

SYCAMORE CANYON RD

W WHITTIER BLVD

E HARDING AVE

PRIMROSE LN

N VICTORIA AVE

AGUSTA WAY

W MARIPOSA LN

N LAS FLORES AVE

RICH

MO

ND

DR

N WEMAR WAY

EDU

ARD

O

ALEX

ANDE

R

N ORCUTT AVE

BERNARDINO AVE

TELEGRAPH RD

E CLEVELAND AVE

E OAKMONT DR

CASA GRANDE AVE

DALEBURY DR

WHISPERING PALMS

FLAM

IN GO CIR

ELM

ON

T AV

E

SAN GABRIEL RIVER PKWY

BERKSHIRE RD

OBREG

ON

ST

AVON

CROFT ST

ELFO

RD DR

PEBBLE BEACH CT

GREENGLADE AVEFAIR MONT LN

SARATOGA ST

MASO

NCREST DR

SIDEWALKWEST SIDE

ONLY

MISSING SIDEWALK

NW AND SWCORNERS

SAN

DLO

CK ST

KELTONVIEW DR

MANZANAR AVE

MARIS AVE

BRID

GEVI

EW

TOW

NLEY DR

DUN

LAP CROSSIN

G RD

CARRON DR

CROSSWAY DR

MARIS AVE

COO

LHU

RST D

R

COFFM

AN

AN

D PICO

Pio PicoState

HistoricPark

AmigoCounty

Park

Chet

Park

Dennis theMenace Park

GrantRea Park

LosNietosPark

PicoPark

Reggie

Park

Rio

Park

RiveraPark

Santa FeSprings Athletic

Santa FeSprings

Park

SorensenPark

William ASmith Park

MontebelloParkMontebello

Park

ObregonPark

PalmPark

RioVistaPark

Park

Park

WhittierGreenway

Trail

WhittierNarrows

Recreation Area

WhittierNarrows

Recreation Area

WhittierNarrows

Natural Area

Pico RiveraCity Hall

North

Fork

San

Gabrie

l Rive

r

Rio

Hondo

Rio Hondo

DURFEEELEMENTARY

SCHOOL

NORTH RANCHITOELEMENTARY

SCHOOL

SOUTH RANCHITOELEMENTARY

SCHOOL

RIO VISTAELEMENTARY

SCHOOL

VALENCIAELEMENTARY

SCHOOL

RIVERAELEMENTARY

SCHOOL

MAGEEELEMENTARY

SCHOOL

BURKEMIDDLESCHOOL

BIRNEYELEMENTARY

SCHOOL

NORTH PARKMIDDLESCHOOL

RIVERAMIDDLESCHOOL

605

605

5

19

19

72

15 MIN

WALK / 4

MIN BIKE

7 M

IN W

ALK / 2 MIN BIKE

RIO VISTA ELEMENTARY SUGGESTED WALKING & BIKINGROUTES TO SCHOOL

0 500 1,000 FEET

Suggested Bicycling Route

Suggested Walking Route

Missing or Partial Sidewalk

Crossing Guard Location

Marked Crosswalk

Access Points

Bicycle Parking

Traffic Signal

All-Way Stop

Bus Stop

Enrollment Area

Parks and Open Space

School

LEGEND

This map is intended for informational purposes only. The City of Pico Rivera cannot and does not guarantee the safety of these routes or the persons utilizing them, and assumes no responsibility or liability therefor. The City of Pico Rivera encourages parents and students to use this map to explore options for commuting between home and school, but parents and students are responsible for their own safety and for choosing the most appropriate commuting option based upon their knowledge of route conditions and the specific needs and/or experience level of their student.

ADDRESSING PERSONAL SAFETY CONCERNS

Providing information about how to get around safely can help motivate families to walk and bike.

14 INCLUSION & EQUITY IN SCHOOL COMMUTE PROGRAMS

04

INCREASING ACCESS TO ACTIVE TRANSPORTATION

INCLUSION & EQUITY IN SCHOOL COMMUTE PROGRAMS 15

Boy with mobility impairment testing out a trike at the Tour de Palm Springs 2014 in Coachella Valley, Riverside County. Photo: Josh Zipperman, Burke-Rix Communications

“Children with disabilities are more likely to rely on walking

and bicycling in order to live independently later in life.” - INVOLVING STUDENTS WITH DISABILITIES IN SRTS, MAY 2010

Some students may have less access to

Safe Routes to School programs because

they do not own bikes, helmets, and bike

locks, or may be physically unable to ride a

traditional bike.

GIVE STUDENTS ACCESS

INCREASING ACCESS TO ACTIVE TRANSPORTATION

TO BICYCLES

Before conducting bicycle education or

encouragement programs, help students

and families get bicycles so everyone can

participate.

• Some local bike shops may have earn-

a-bike programs or bike drives where

families can purchase used bicycles

inexpensively.

• Consider hosting a bike swap or bike

drive, in which families bring their

outgrown bicycles and receive a ticket for

a new (to them) bicycle.

• If possible, purchase a bicycle fleet for

your school or school district, so all

students have a bicycle for educational

activities.

• Students can practice the bicycle rules

of the road while holding a piece of

PVC tube in front of them to mimic

handlebars. If you can't provide a bicycle

for all students, consider having all

students using this technique so students

don't feel left out.

16 INCLUSION & EQUITY IN SCHOOL COMMUTE PROGRAMS

The Golden Sneaker Award

In the Golden Sneaker Award contest,

students compete for who can walk

or bike to school most often. The

winning classroom receives a trophy

with a sneaker spray-painted gold

and mounted on a piece of wood.

Each month the trophy rotates to a

different winning room. It includes a

one-time, minimal cost to build the

trophy. For more information visit:

www.alamedacountysr2s.org/events/

golden-sneaker-contest-two/

Latina Women on Wheels

This program empowered women

living in the Canal Area of San

Rafael by giving them access to

independent transportation. Through

a partnership with the nonprofit

Parent Services Project, the Marin

County Bicycle Coalition recruited

participants, provided childcare and

meals during the program, and taught

women how to ride and navigate bike

infrastructure.

www.bikeleague.org/content/recap-

latina-women-wheels

INCREASING ACCESS TO ACTIVE TRANSPORTATION

Low-Cost Incentives

• Encourage students to walk and bike

to school with incentives like ‘front-of-

the-line’ and ‘no homework’ passes,

classroom parties, and extra recess.

Classroom contests that challenge kids to

walk and bike are a fun and easy way to

motivate children.

• Purchase bulk items like stickers,

temporary tattoos, and mood pencils.

• Use stamps to mark participating

student’s hands. Health departments

often have free helmets, while bike shops

may donate helmets, bicycles, or lights

for raffle prizes.

Note: Avoid color combinations, symbols, or

temporary tattoos associated with gangs.

After School Programs

After-school bike clubs can teach safety

skills, bike maintenance, and how to live a

healthy lifestyle.

• Establish free after-school programs so

all students can participate.

• Earn-A-Bike programs teach bicycle

maintenance and safety while increasing

IN-SCHOOL PROGRAMS

Bikes Not Bombs in Boston, MA offers all-girl Earn-A-Bike programs that helps overcome gender discrepancies in bicycling rates.

access to bicycling by letting students

keep the bike they built. Typically

students attend a series of classes

where they learn about bike parts as

they assemble donated parts. Students

also learn how to ride safely on the road.

• Bike donation programs are a great way

to reach more students. Middle school

students can solicit bikes and learn how

to fix them.

• Get parents riding through family biking

programs, which are offered throughout

the Bay Area and KIDical Mass.

INCLUSION & EQUITY IN SCHOOL COMMUTE PROGRAMS 17

Remote Drop-Off

Some students live too far from school to

reasonably walk or bike.

• Suggest remote drop-offs for parents to

drop their children off a couple blocks

from the school so they can walk the

rest of the way. Volunteers wait at the

drop-off and walk with students at a

designated time to ensure they arrive to

school safely and on time. Remote drop-

off sites can be underutilized parking lots

at churches or grocery stores that give

permission for their property to be used

this way.

• Identify potential park and walk areas on

route maps

INCREASING ACCESS TO ACTIVE TRANSPORTATION

Secure Bike Parking

Where bicycle parking is not available,

bicyclists are forced to lock to trees and

signs, which increases the chances of theft.

• Communicate this issue to your school,

school district, or local government.

• Work with them to apply for grants and

purchase bike racks for schools that

children and parents can use.

• Purchase rental locks for students who do

not own a lock. Write donation request

letters to local bike shops.

Bicycle Co-ops

Bicycle co-ops, which are volunteer-run

non-profit organizations that teach bicycle

repair and maintenance, help families

purchase bicycles and accessories.

• Families can rent time from a volunteer

mechanic for a small fee, and learn how

to properly maintain a bike, saving money

in the long term

• Meet with co-op organizers to discuss

respectful coordination, recognizing and

publicizing the community benefits they

are providing.

COMMUNITY PROGRAMS

Including Disabled Students in SRTS Programs

Solomon Elementary School

in Chicago, Illinois, created an

“Everyone Can Participate in Sports

Day” that included wheelchair sports

and pedestrian safety instruction all

students could take part in.

INCLUDING STUDENTS WHO CANNOT WALK OR BICYCLE

Including Students with Disabilities

Some students may not be able to walk

or bike to school because of physical or

mental disabilities, but they can still be

included in SRTS programs.

• Invite children with physical disabilities to

participate in school infrastructure audits

to learn how to improve school access

for all.

• Students with mental disabilities may

have differing capacities for retaining

personal and traffic safety information,

but programs like neighborhood clean-

ups and after-school programs can be

fun ways to socialize and participate with

other students.

• Involve special education instructors

and parents of disabled students in the

planning and implementation of these

programs to better determine the needs

of children with disabilities.

• Create SRTS materials that recognize

students with disabilities. Include pictures

of students with disabilities in program

messaging to highlight that SRTS

programs are suitable for all students.

18 INCLUSION & EQUITY IN SCHOOL COMMUTE PROGRAMS

ADDITIONAL RESOURCES

05

INCLUSION & EQUITY IN SCHOOL COMMUTE PROGRAMS 19

ADDITIONAL RESOURCES

EQUITABLE SRTS

• SRTS National Partnership’s Implementing Safe Routes to School in Low-Income Schools and Communities www.saferoutespartnership.org/sites/default/files/pdf/LowIncomeGuide.pdf

• Austin SRTS’s Taking SRTS to Urban & Low Income Schools www.saferoutespartnership.org/sites/default/files/pdf/Webinar-NikkiTrevino.pdf

• Portland, OR Community Cycling Center’s Understanding Barriers to Bicycling Project www.communitycyclingcenter.org/wp-content/uploads/2012/07/Understanding-Barriers-Final-Report.pdf

• Safe Schools/Healthy Students program’s Strategies for Engaging Immigrant and Refugee Families www.promoteprevent.org/sites/www.promoteprevent.org/files/resources/strategies_for_engaging_immigrant_and_refugee_families_2.pdf

• SafeTREC and SRTS National Partnership’s SRTS Local School Project: A health evaluation at 10 low-income schools www.saferoutespartnership.org/sites/default/files/pdf/Health_Evaluation_Feb_2010.pdf

• National Center for SRTS's Involving Students with Disabilities www.saferoutesinfo.org/sites/default/files/resources/Involving_students_with_disabilities.pdf

• SRTS National Partnership’s: Students with Disabilities www.saferoutespartnership.org/sites/default/files/pdf/Serving_Students_with_Disabilities_SRTSNP_11_4_09_FINAL.pdf

• City as Play Design Works http://vimeo.com/11583278

YOUTH EARN-A-BICYCLE PROGRAMS IN THE BAY AREA

• Cycles of Change's Oakland Upcycle Program (Oakland) http://www.cyclesofchange.org/programs/oakland-upcycle/

• The Crucible's Youth Bike Program (Oakland) http://thecrucible.org/youth-programs/bike-program/

• The Bike Hut (San Francisco) www.thebikehut.com/

• Bike Kitchen (San Francisco) http://bikekitchen.org/

• Trips for Kids Earn-a-Bike Program (San Rafael) www.tripsforkids.org/marin/programs.htm

MULTI-LINGUAL RESOURCES

• California Walk to School Headquarters www.caactivecommunities.org/w2s-resources/multilingual-resources/

• Safe Drop-off and Pick-up Dos and Don'ts English: www.sfsaferoutestoschool.org/wp-content/uploads/2010/08/2009_Pickup_Dropoff_Dos_Donts_Kids_English.pdf Chinese: www.sfsaferoutestoschool.org/ wp-content/uploads/2010/08/Pick-up_Drop-off_Chinese.pdf Spanish: www.sfsaferoutestoschool.org/wp-content/uploads/2010/08/2009_Pickup_Dropoff_Dos_Donts_Kids_Spanish.pdf

• Spare the Air Youth Multilingual Resources www.sparetheairyouth.org/ multilingual-resources

• Safe Walking in Spanish and Tagalog

• Safe Biking in Spanish and Tagalog

• Why SR2S? in Tagalog

• Health Facts in Spanish

• Safety Talking Points in Spanish

ADDITIONAL RESOURCES

THIS GUIDEBOOK WAS PRODUCED FOR THE SPARE THE AIR YOUTH PROGRAM, A PARTNERSHIP OF THE BAY AREA AIR QUALITY MANAGEMENT DISTRICT (BAAQMD) AND THE METROPOLITAN TRANSPORTATION COMMISSION (MTC). LEARN MORE AT WWW.SPARETHEAIRYOUTH.ORG.

SPARE THE AIR YOUTH PROGRAM TEAM:

Yvonna Cazares, BAAQMD Kristina Chu, BAAQMD Leslie Lara-Enriquez, MTC Ursula Vogler, MTC

PRODUCED BY:

Alta Planning + Design Brett Hondorp Hannah Day-Kapell Cat Cheng

Parisi Transportation Consulting David Parisi