1 of 105

Safe Routes to School

K-5 Curriculum Training

2019-2020

DAY 2 - Aug 6, 2019

Register

Grab a Bite to Eat

Find Your Area of the Room

2 of 105

Check-In

3 of 105

Morning Check-In

3

1) How are you today? Anything that will impact your ability to collaborate?

2) What did you notice about the transportation system on your commute to and from the institute?

4 of 105

Big Picture Check-In

4

The Peace of Wild Things

When despair for the world grows in me

and I wake in the night at the least sound

in fear of what my life and my children’s lives may be,

I go and lie down where the wood drake rests in his beauty on the water and the great heron feeds.

I come into the peace of wild things

who do not tax their lives with forethought

of grief.

I come into the presence of still water.

And I feel above me the day-blind stars waiting with their light.

For a time I rest in the grace of the world, and am free.

- Wendell Berry

5 of 105

Institute Agenda - Day 2

Morning	Check-In
	Finish Learning Segment 4 and Planning Time
	Learning Segment 5 and Planning Time
Afternoon	Learning Segments 6 and Planning Time
	Learning Segment 7 and Planning Time
	Skill Building and Planning Time
	Closing

Breaks and Lunch will Occur Throughout the Day

6 of 105

PBL Overview

7 of 105

Solutionary Unit Framework

Find Full Description @ tinyurl.com/SMCSolutionaryUnit

PBLs:

Project, Problem, Place, and Phenomenon Based Learning

Inquiry-Based Learning

Systems Thinking

Story Arc

Pedagogical Triangle

8 of 105

Story Arc

9 of 105

K-5 Storyline

Building a Sense of Urgency

Fundamentals: Transportation is a Part of Daily Life and there is a system for transportation

Context and Problems

Vehicles: Human transport themselves with vehicles, which have an impact on human health and the planet → in our community, humans currently rely mostly on cars, which is not healthy for humans or the planet.
Routes in General: The human transportation system requires built landscape → this built landscape impacts the planet in a negative way.
Local Routes: Our local routes have issues OR our local routes are safe but not enough people are walking and rolling.

10 of 105

6-12 Storyline

Building a Sense of Urgency

Fundamentals: Transportation is a Part of Daily Life and there is a system for transportation

Possible Problems to Explore

Vehicles → Contributions to Climate Change
Routes in General → Contribution to Habitat Destruction (and Climate Change)
Local Routes → Safety Issues (including social safety related to gender, race, etc.)
Climate Change Adaptation and the Transportation System
Resilient Communities: Building and Rebuilding

11 of 105

Learning Segment #4

Transportation Routes in my Community

Driving Questions

What is a neighborhood? What is a community? What type of community do I live in? How can we use mapping and modeling techniques to represent our classroom, school and neighborhood?

12 of 105

13 of 105

What is a neighborhood?

14 of 105

Idea Map

Neighborhood

15 of 105

What is a community?

16 of 105

Idea Map

Community

17 of 105

18 of 105

Where in the neighborhood

is our school?

[Mapping the Neighborhood]

19 of 105

20 of 105

Sketch out your school’s neighborhood

Access google maps and search for your school.
Place your school in the center of your screen and sketch out the natural and built landscapes within a quarter-mile radius from your school.

21 of 105

22 of 105

23 of 105

24 of 105

Unit Planning Preparation

Go to the SRTS Curriculum Pilot Website and click on the lesson plan for Learning Segment 4.
What elements are you definitely going to include to drive home the place based context?

Consider your grade level and any other relevant Constraints and Opportunities

Visit: tinyurl.com/SMCOE-SRTS-K5CurriculumPilot

25 of 105

Learning Segment #5

Transportation Routes

Problems in my Community

Driving Questions

Primary: Is my route to school safe enough to walk and roll to school?

Secondary: How does the weather affect my route to and from school? What types of pollution are found along my route to and from school?

26 of 105

Health Framework

Four-Step Decision Making Process

27 of 105

28 of 105

Infrastructure

29 of 105

Infrastructure Definition

How would you define the term transportation infrastructure?

The basic physical and organization structures needed for navigating to and from locations.

What are examples for walking, rolling, and driving to school?

30 of 105

Analyze the number of sidewalks, bike lanes, safe crosswalks, etc. along your typical route to school.

Infrastructure Observations

31 of 105

Based on the evidence (notes and observations), how safe is the infrastructure for walking and rolling to school?

Infrastructure Analysis

32 of 105

Traffic and Crashes

33 of 105

Traffic and Crash Terminology

Define Traffic

Define Crash

34 of 105

Traffic and Crash Data for SMC

Utilize local data to determine the extent to which routes are safe near your school community.

https://tims.berkeley.edu/

→ Go to SRTS Map Viewer

35 of 105

Based on the evidence (notes and observations), how safe is the route for walking and rolling to school?

Traffic and Accident Analysis

36 of 105

Weather

37 of 105

38 of 105

Make observations of the weather report: numbers, symbols, words, etc.

39 of 105

Weather Report Maps and Symbols

40 of 105

What types of weather do we have in our neighborhood?

41 of 105

TYPE OF WEATHER	WEATHER SYMBOL	WALK OR ROLL?
SUNNY
WINDY
RAINY
THUNDERSTORM
FOGGY

Can you walk or roll during those weather conditions?

42 of 105

Based on the evidence (notes and observations) you collected about weather, how safe is the route for walking and rolling to school based?

Weather Analysis

43 of 105

Pollution

44 of 105

What ideas or words come to mind when thinking about pollution?

Pollution Terminology

45 of 105

46 of 105

What types of pollution did you experience on the way to school, and how much pollution did you experience?

Pollution Terminology

47 of 105

Based on the evidence (notes and observations) you collected about pollution, how safe is the route for walking and rolling to school based?

Pollution Analysis: Pollution

48 of 105

Which problems do you believe are most pressing for our community to solve in order to safely walk and roll to school?

Final Analysis

49 of 105

Our Voice - Citizen Science for Health Equity

50 of 105

Stanford Healthy Aging Research & Technology Solutions (HARTS) Lab

Stanford Prevention Research Center

Caroline Zha, Research Assistant

Our Voice:

Citizen Science for Health Equity

Stanford Prevention Research Center

51 of 105

What is “Citizen Science”?

Depends on who you ask!

For us, it’s a way of ensuring that the voices of ordinary people are heard and incorporated into efforts to improve community health.

Stanford Prevention Research Center

52 of 105

Stanford Prevention Research Center

53 of 105

How Does Our Voice Work?

Stanford Prevention Research Center

54 of 105

How Does Our Voice Work?

Stanford Prevention Research Center

55 of 105

The Stanford Healthy Neighborhood Discovery Tool

A simple, mobile app that community members can use to document parts of their neighborhood or community that promote or hinder healthy living.

Buman, Winter, et al., Translational Behav Med, 2012; AJPM, 2013

Stanford Prevention Research Center

56 of 105

How Does Our Voice Work?

Stanford Prevention Research Center

57 of 105

How Does Our Voice Work?

Stanford Prevention Research Center

58 of 105

How Does Our Voice Work?

Stanford Prevention Research Center

59 of 105

How Does Our Voice Work?

Long-term Results

Citizen scientists learn to become advocates
Connections are made with key stakeholders
Advocacy model is sustainable over time!

Stanford Prevention Research Center

60 of 105

Measuring Impact Across Levels

Individual: health behaviors, self-efficacy, civic participation
Social/Community: neighborhood cohesion; new community groups, activities, and resources
Build Environment/Policy: changes in policies, funding, local built environments

King, Winter et al (2016) Translational Journal ACSM

Stanford Prevention Research Center

61 of 105

Stanford Prevention Research Center

62 of 105

Our Voice Success Stories

USA: older adults requested more advocacy training, achieved built environment change in 4 days

Israel: created cross-cultural walking groups, senior walking routes/maps

Mexico: held intergenerational discussions and generated community solutions for animal control, street art

Stanford Prevention Research Center

63 of 105

Our Voice and SRTS

Investigation 2 – Middle school students

Investigation 1 – Elementary school parents

Prompt: What are aspects of the environment that make it harder or easier to bike/walk to school in Gilroy, CA?

Stanford Prevention Research Center

64 of 105

Our Voice and SRTS

Investigation 2 – Middle School Students

Presented data to SCC representatives

Students were invited to speak at Youth for Environment and Sustainability Conference

Participated in advocacy meetings to discuss infrastructural changes

Independently created school clubs to promote walking/biking to school

Investigation 1 – Elementary School Parents

Presented data to SCC representatives

Generated 3-year Safe Routes to School Action Plan

Installed two new bike racks to encourage biking

Student walking/biking rates went from 5.3% to 30%

Students who participated in SRTS/OV were almost 10x more likely to walk or bike compared to peers

Stanford Prevention Research Center

65 of 105

Provides framework to learn and practice advocacy skills using students’ actual day-to-day concerns
Integrates classroom curriculum with real-life learning
Increases feelings of belonging and responsibility towards your own community
Can turn students into lifelong advocates for change!

The Power of Our Voice

Stanford Prevention Research Center

66 of 105

If you’re interested in learning more about whether Our Voice is right for your class, please email:

Caroline Zha (jczha@stanford.edu) and Vanessa Castro (vcastro@smcoe.org)

OR

Go to bit.ly/SRTS-OV and fill out the interest form!

Thank you!

Stanford Prevention Research Center

67 of 105

Unit Planning Preparation

Go to the SRTS Curriculum Pilot Website and click on the lesson plan for Learning Segment 5.
How would you adapt the content and/or activities we just did, and/or what would you add/extend?

Consider your grade level and any other relevant Constraints and Opportunities

Visit: tinyurl.com/SMCOE-SRTS-K5CurriculumPilot

68 of 105

Extensions: Lessons

Stranger Safety

Free Range Child

Pedestrian Safety

Car Pollution

69 of 105

Engineering: Crash Safety

70 of 105

11:45 - 12:45

Engineering Challenge During the Hour

Balloon Throwing at 12:40 Outside the STEAM Center

71 of 105

Engineering: Crash Safety

72 of 105

Learning Segment #6

Solving Problems in my Local Community

Driving Questions

How can we improve the conditions along our routes to school to make a safe route for walking and rolling to school?
Possible Extension: How might we use alternative forms of transportation to reduce the number of cars in our community?

73 of 105

Framing Solutionary Work

74 of 105

Framing Solutionaries

75 of 105

What does it look and feel like to walk or roll to school on the most ideal day and along the most ideal route?

Writing About Safe Routes

76 of 105

Coding a Safe Route

77 of 105

Designing an Ideal Route

Work with a partner to add features on your paper version to create an ideal Route to School

Infrastructure Improvement: bike lanes, sidewalks, racks, speed limit signs, speed bumps, bollard, etc.
Neighborhood Beautification and Trees
No-Idling Zones

78 of 105

Designing a Safe Routes Initiative

79 of 105

Solutionary Campaigns (Initiatives)

Awareness & Knowledge

“Something is Wrong”

Advocacy

“You Should Do Something”

Action

“Join Us in Making a Difference”

80 of 105

Campaign (Initiative) Design

80

Examples

Walking Bus
Infrastructure Improvement: bike lanes, sidewalks, racks, speed limit signs, speed bumps, bollard, etc.
No-Idling Campaigns
Big Dates and Year-Round
Crossing Guards
Neighborhood Beautification and Tree Planting
Collective Transport

Design A Campaign That Involves Awareness AND Advocacy &/or Action

81 of 105

Solutions Constraints & Opportunities

81

	Constraints	Opportunities
Law & Policy
Infrastructure
Funding
Stakeholders
Culture and Tradition
Time & Follow Through
Student Capacity

Analyze the Following for the Idea Your Are Considering

82 of 105

Campaign (Initiative) Design

82

Design A Campaign That Involves Awareness AND Advocacy &/or Action

Examples

Walking Bus
Infrastructure Improvement: bike lanes, sidewalks, racks, speed limit signs, speed bumps, bollard, etc.
No-Idling Campaigns
Big Dates and Year-Round
Crossing Guards
Neighborhood Beautification and Tree Planting
Collective Transport

83 of 105

Campaign Sharing: 1-to-1

83

Take a Picture of Your Poster

INDIVIDUALLY Share Your Action and Advocacy Campaign with One Other Person in the Room

84 of 105

Teacher Debrief

What skills (academic, “real-world,” social and emotional, etc.) do students utilize in designing and implementing an action and advocacy campaign?

85 of 105

Key Dates to Consider

85

Oct 2, 2019: International Walk to School Day
Nov 14, 2019: Ruby Bridges Day
Feb - Mar 2020: Golden Sneaker Competition
Apr 22, 2020: Earth Day/Week/Month
Apr 27 - May 8, 2020: Bike Rack Decorating Contest
May 6, 2020 - Bike to School Day

86 of 105

Change Making Considerations

87 of 105

Importance of a Shared Vision

Sustainable School - “Eco School” or “Green School”

88 of 105

Leveraging Data

88

89 of 105

Change Process Check-In

Change Diffusion Takes Buy-In at Scale

“Set a bold vision and race toward it, otherwise you are just wasting your time.”

- Henrik Malinowski – Aedis Architects

Diffusion of Innovation Theory - E.M. Rogers (1962)

90 of 105

Change Process Check-In

Change Process is Personal to Each Individual

“Set a bold vision and race toward it, otherwise you are just wasting your time.”

- Henrik Malinowski – Aedis Architects

Kubler-Ross Change Curve (1969) - Moss Warner Variation

91 of 105

Change Process Check-In

Change is Hard!

“Set a bold vision and race toward it, otherwise you are just wasting your time.”

- Henrik Malinowski – Aedis Architects

Jeanie Duck - The Change Curve Monster (2002)

92 of 105

Unit Planning Preparation

Go to the SRTS Curriculum Pilot Website and click on the lesson plan for Learning Segment 6.
How would you adapt the content and/or activities we just did, and/or what would you add/extend?

Consider your grade level and any other relevant Constraints and Opportunities

Visit: tinyurl.com/SMCOE-SRTS-K5CurriculumPilot

93 of 105

Learning Segment #7

Reflection

Driving Questions

What is my enduring understanding from this unit?
How did I grow as an individual during this unit?

94 of 105

Possible Reflection Questions

Choose 1-2 Questions to Discuss

Why is a safe route to school important for me, my community, and the planet?
Why do the behaviors and actions of individuals matter?
How can we organize to make a difference in our community?
How did this unit impact me personally, and/or impact my goals for my future?

95 of 105

Essential Question (EQ)

How can learning more about modes of transportation to and from school, and our neighborhoods, keep us and the planet safe and healthy?

96 of 105

Enduring Understanding (Example)

By learning more about the design of our community and safe transportation practices, we can make smart and informed decisions that ensure the health of the members of our community and the planet.

97 of 105

Enduring Understanding (EU)

What is your enduring understanding of the importance of Safe Routes to School?

98 of 105

Unit Planning Preparation

Go to the SRTS Curriculum Pilot Website and click on the lesson plan for Learning Segment 7.
How would you adapt the content and/or activities we just did, and/or what would you add/extend?

Consider your grade level and any other relevant Constraints and Opportunities

Visit: tinyurl.com/SMCOE-SRTS-K5CurriculumPilot

99 of 105

Skillbuilding Learning Segments

100 of 105

Rolling and Pedestrian Skills

101 of 105

Closing

102 of 105

Curriculum Review

Fundamentals: LS1
Problem Exploration: LS 2-5 Modes of Transportation Analysis Routes in General: Built and Natural Landscape Local Routes in My Community
Solutionary Action and Advocacy: LS6
Reflection: LS7

Go to the Scope and Sequence Document

Note “Required” vs Extension Opportunities

103 of 105

Components of SRTS Curriculum Pilot Program

$500 Stipend

2 CEUs

SRTS Curriculum Pilot Overview

Summer Training

2 Days

Aug 2019

Final Reflection and Survey

Webinar - Feb 2020

Survey - May 2020

Curriculum Implementation by Spring 2020

Individual Check-In as Needed

104 of 105

2019-20 Events to Inspire and Celebrate

104

Sep 9, 2019

March 14-15

105 of 105

Closing Out the Institute

105

CLOSING CIRCLE

Fill out the Final Feedback and then Form a Circle