Mapping is the visual representation of geographic data, in both print and electronic formats. Safe Routes to School maps specifically show walking and biking routes to schools and other kid friendly destinations, as well as the progress of the program, in multiple geographies such as school districts, regions, and statewide. Maps can serve multiple audiences such as children, parents, school staff, engineers, planners, and law enforcement. Maps can also be used to illustrate the impact of Safe Routes to School programs to elected officials, state agencies, and other organizations.
Funding refers to the contribution, support, organization, and allocation of financial resources for Minnesota Safe Routes to School campaigns, programs, and initiatives. Funding recipient organizations, programs, and projects should be widespread and varied.
The new Minnesota Walk! Bike! Fun! Pedestrian and Bicycle Safety Curriculum is a two-part curriculum designed specifically for Minnesota’s schools and is structured to meet Minnesota education standards. It helps children 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. Bike Fleets can also help teach students important skills in bicycling safety. Bike fleets are a set of bicycles that is purchased for a school or school district for the use of bike-related student events.
Teaching children about the broad range of transportation choices, instructing them in important lifelong bicycling and walking safety skills and launching driver safety campaigns in the vicinity of schools.
Creating operational and physical improvements to the infrastructure surrounding schools that reduce speeds and potential conflicts with motor vehicle traffic, and establish safer and fully accessible crossings, walkways, trails and bikeways.
Partnering with local law enforcement to ensure that traffic laws are obeyed in the vicinity of schools and initiating community enforcement such as crossing guard programs and student safety patrols.
Monitoring and documenting outcomes, attitudes and trends through the collection of data before and after the intervention(s).
Using events and activities to promote walking and bicycling and to generate enthusiasm for the program with students, parents, staff and surrounding community.
A needs-based approach to allocating resources that aims to achieve fairness in the distribution of benefits and costs.