New Mexico Safe Routes to School Resource Notebook

New Mexico
Department of Transportation
w w w . n m s a f e r o u t e s . c o m
New Mexico Safe Routes to School
Resource Notebook
Hermosa Heights Elementary School, Las Cruces
Developed with funding from:

w w w . n m s a f e r o u t e s . c o m
Introduction
Will Rogers Elementary School, Hobbs

How to Use this Notebook
Introduction
This New Mexico Safe Routes to School (NM SRTS) Resource Notebook contains information to
help SRTS champions, SRTS team members and other advocates of children’s health and safety
start or enhance a local SRTS program. Coordinators of established SRTS programs in New
Mexico may be specifically interested in the following Notebook sections: “Education
Materials” which includes the WalkSafe curricula for Kindergarten through 5 th grade; the
“Additional Classroom Activities and Incentives” section that provides ideas and support
materials for educational and encouragement activities, and the section on “Walking School
Buses and Bicycle Train Resources.” Newcomers to SRTS will want to begin with, “Starting a
SRTS Program,” a section that provides an overview of the steps to creating a SRTS program and
provides links to additional resources. The “School Resources” section provides a selection of
supportive materials particularly helpful to new programs but established programs should also
review these materials – the SRTS talking points, for example, provide ready, powerful facts to
use when encouraging others to support SRTS and “Involving Students with Disabilities in SRTS”
offers ways to include and accommodate children of all abilities in SRTS programs. The “Walk
and Roll to School Day” section provides all the materials a program needs to organize a Walk
and Roll to School Day celebration in New Mexico. Finally, the “Parents Resources” section
contains information for distribution to parents at events (e.g., Back to School Night, PTA
meetings) or through school newsletter articles. Teachers can also distribute these resources to
parents as background reading material during implementation of the WalkSafe curriculum in
classrooms.

It is important to know that the information contained in this Notebook is a selection of
materials from a large amount of SRTS resources. Therefore, references and links to additional
resources are provided throughout the Notebook, with repeated reference to two of the most
important sources of information about SRTS -- the NM SRTS website at
www.nmsaferoutes.com and the website of the National Center for Safe Routes to School at
www.saferoutesinfo.org. You can find information about other SRTS communities as well as
other SRTS resources, especially new materials and webinar opportunities by joining the NM
SRTS listserv, and the SRTS National Partnership listserv and signing up for the National Center
for SRTS newsletter and the NM SRTS newsletter. To join the NM SRTS listserv, contact Jessica
Frost, NM SRTS Coordinator, at jessica.frost@state.nm.us and ask to join the listserv. As a
member of the listserv you will receive the NM SRTS newsletter. To receive the monthly
newsletter from the National Center for SRTS, go to http://www.saferoutesinfo.org/index.cfm,
scroll to the bottom of the page and click on the tab to sign up for the newsletter. To join the
National SRTS Partnership, go to http://www.saferoutespartnership.org/mediacenter/6576 and
ask to join the listserv.
A CD of the Notebook contents is also provided with the Notebook. For some, the electronic
copies may be more convenient to use and the CD may also make it easier to share the
Notebook content and resources.
The 5E’s
SRTS programs use a combination of the 5E’s - education, encouragement, enforcement,
engineering and evaluation activities - to achieve the following goals:
• enable and encourage children of all abilities to walk and bicycle to school;
• make bicycling and walking to school a safer and more appealing transportation
alternative, thereby encouraging a healthy and active lifestyle from an early age;
and

• facilitate the planning, development, and implementation of projects and activities
that will improve safety and reduce traffic, fuel consumption, and air pollution in
the vicinity of schools, grades K-8.
While it is very important to plan for and include all five E’s into your SRTS program to make it
effective and to achieve the SRTS goals, this Resource Notebook does not provide information
about enforcement, engineering and evaluation activities. Information about those
components of the program can be found in the NM SRTS Handbook at
www.nmsaferoutes.com (available under “Resources”) and on the website of the National
Center for Safe Routes to School at http://www.saferoutesinfo.org/resources/index.cfm.
Starting a SRTS Program
This Resource Notebook provides a brief description of the steps for creating a SRTS program in
the “Starting a SRTS Program” section. The section also refers to the NM SRTS Handbook at
www.nmsaferoutes.com (available under “Resources”) which is especially helpful to new
programs and provides more information specific to NM.
Identifying people to plan and implement the SRTS program is an important first step in
creating a program. Finding a champion among parents, teachers, school administrators or
community members to provide leadership for the team can help to organize the effort and
keep it going. One of the first tasks of the SRTS team is to gather information about current
walking and bicycling conditions around the school neighborhood and identify issues the SRTS
program should address. Solutions to the issues can include a combination of education,
encouragement, enforcement and engineering strategies. Some issues can be addressed
immediately while others may take more time. Safety is the primary consideration – if it is not
safe for children to walk and bicycle to school then they should be encouraged after the unsafe
conditions are addressed.

Walking school buses and bicycle trains, organized and run by trained adult volunteers, are
useful strategies to help children safely walk and bicycle as a SRTS program works at making
routes safe (see the “Walking School Bus/Bicycle Train Resources” section of the Notebook).
Organizers of new SRTS programs may find the information in the “School Resources” section
particularly helpful– there are talking points on the health, safety and environmental benefits
of SRTS and ideas for promoting the program. This section also contains resources for school
administrators with liability concerns or concerns about traffic dangers during student arrival
and dismissal. In addition, there are resources about integrating and accommodating students
with disabilities into local SRTS programs.
Walk and Roll to School Day, an international event celebrated in the United States on the first
Wednesday in October, is a great way to “jump start” a new program. You can use the event to
educate community members about SRTS and generate enthusiasm and support for a SRTS
program, especially among participating children and parents. The “Walk and Roll to School
Day” section provides helpful materials for organizing the event.
If you are trying to establish a new SRTS programs, please contact Jessica Frost, NM SRTS
Coordinator at 505-476-2155 or at Jessica.Frost@state.nm.us with any questions or concerns.
Teaching Children to Walk Safely
This Resource Notebook includes the WalkSafe curriculum, developed by the University of
Miami Miller School of Medicine. WalkSafe teaches children, Kindergarten through 5 th grade,
the basics of pedestrian safety using three curricula for grades K-1, 2-3, and 4-5. Each
curriculum is taught for three days and includes lessons on increasing knowledge as well as skill-
building. Three main learning methods are used – audio, visual and motor. The WalkSafe
curriculum is included in the Notebook as a recommended educational component for SRTS
programs because it is shown to significantly increase the pedestrian safety knowledge of
elementary school children and because it is based on the SRTS 5E model -- the developers of

the curriculum have used WalkSafe successfully as part of a program that includes education,
encouragement, engineering, enforcement and evaluation.
The WalkSafe curriculum has been aligned with the New Mexico educational standards and
benchmarks. In the margin of the first page of each lesson you will find a list of applicable NM
standards contained in the lesson. At the end of each grade level is a table listing the NM
benchmarks to illustrate which benchmarks are covered by the WalkSafe lessons.
The three day curriculum can be used in conjunction with Walk and Roll to School Day – in fact,
the developers of the curriculum encourage its use at that time. The advantage of integrating
the WalkSafe curriculum into the school curriculum at the beginning of the school year is that
students can learn the safety concepts early in the school year and then practice the skills all
year long. It is recommended that the curriculum be repeated on an annual basis. The
Notebook contains additional educational resources to use while the curriculum is taught as
well as throughout the school year to reinforce the initial three days of lessons.
Administrators, teachers, SRTS team members and others interested in the curriculum can find
more information at the WalkSafe website at www.walksafe.us. There is an opportunity to
sign up for email updates about the curriculum and the WalkSafe program and there are
other useful materials as well as an online training for implementing the curriculum.
Children as Pedestrians
Crossing streets safely involves a complex series of as many as 26 tasks. 1
cognitive skills: problem solving skills to identify a safe place to cross, resistance to
1 Rivara FP et al. Prevention of pedestrian injuries to children: Effectiveness of a school training program. Pediatrics
1991; 88 770-775.
It involves multiple
distractibility, judging the rate of movement of cars and the ability to relate the time available

for crossing to the time required to cross. 2 In general, children do not have the needed skills to
cross a street alone until age 10. 3
Parents play an important role in teaching children pedestrian skills, such as how to cross
streets safely. Thus it is important for parents to know the correct procedures and to reinforce
what is taught in school. The “Parent Resources” section of the Notebook contains materials
for distribution to parents while the curriculum is taught and at other times throughout the
school year. For example, “Teaching Children to Walk Safely as They Grow and Develop: A guide
for parents and caregivers” is included in the Notebook. This guide describes the stages of child
development and the appropriate walking safety skills to teach at each level. Parents and
caregivers often overestimate their children’s walking skills which can lead to unsafe situations
for children. 4 A recent review of over 13,156 parent surveys submitted to the National Center
for SRTS by 78 New Mexico schools, showed that about 1/3 of the parents who filled out the
survey identified 3rd grade as the age they would allow their child to walk/bicycle to school
alone. Between 10% and 18% of parents identified 2nd grade as the age at which they would
allow their child to walk/bicycle alone. 5
However, most children are not ready to walk alone
until age 10, according to the guide. It’s also important for parents, caregivers and teachers to
clearly emphasize to children, especially younger children, that even though they are learning
pedestrian skills, such as how to cross a street at school, they may not be ready to do so on
their own.
2
Thomson JA, Tolmie A, Foot HC, MClaren B. Child development and the aims of road safety education: a review
and analysis. Road Safety Research Report No. 1, Department of Transport, UK. 1996. Available at:
http://www.worldbank.org/transport/roads/saf_docs/childdev.pdf. Accessed: September 12, 2010.
3 National Highway Traffic Safety Administration (NHTSA). Resource Guides. Tip #8: Kids on the move: Walking and
Bicycling Safely. Available at: http://www.nhtsa.gov/people/injury/childps/newtips/pages/Tip8.htm. Accessed:
September 12, 2010.
4 Ibid.
5
NM Department of Transportation, NM Safe Routes to School. Evaluation of New Mexico Safe Routes to School,
Program Years 2006-2009. July 2010.

Assistance from the UNM Prevention Research Center
The University of New Mexico Prevention Research Center (PRC) provided assistance to the NM
SRTS program in the development of this Resource Notebook. PRC staff will act as a resource
and point of contact for any questions and concerns related to the Notebook contents. PRC
staff are available at 505-272-4462. They will answer questions as promptly as possible and
when needed, research questions and consult with others to find useful answers. They will also
connect callers with other SRTS team members who might be able to provide assistance.
PRC staff are also available to make two kinds of presentations to promote the curriculum and
walking school bus/bicycle train programs: (1) an informational overview for administrators,
school boards, SRTS teams, community members and (2) a training on implementation for
teachers, parents and community members. The presentations can be scheduled at your school
or in your community at no cost to your school (the NM SRTS program is covering this cost). Call
505-272-4462 and ask for Crystal Romney or Leona Woelk to discuss scheduling a presentation
or training or e-mail them at cromney@salud.unm.edu and at lwoelk@salud.unm.edu.
To evaluate the usefulness of the resources in this Notebook and gather ideas about how to
increase the Notebook’s value to SRTS champions, team members, teachers, administrators
and others using it in their communities, PRC staff will call and/or e-mail individuals that have
received the Notebook. PRC staff will ask to conduct brief telephone interviews with individuals
who use the Notebook contents.
The users of this Notebook should also feel free to contact UNM PRC staff or Jessica Frost, NM
SRTS Coordinator, at the contact information provided above to provide any ideas for changes,
additions or corrections to this Notebook. Any input is appreciated.

w w w . n m s a f e r o u t e s . c o m
Starting a Safe Routes To School Program
Lincoln Elementary School, Gallup

Starting a Safe Routes to School Program
This Section provides resources that are particularly helpful to communities that are developing a new
SRTS program. The NM SRTS Handbook which is available on the NM SRTS website is also especially
helpful to new programs and provides more information specific to NM. For new programs, two of
the most important sources of information about SRTS are the NM SRTS website at
www.nmsaferoutes.com and the website of the National Center for Safe Routes to School at
www.saferoutesinfo.org but this section also includes a list of additional useful websites. Jessica
Frost, NM SRTS Coordinator is an invaluable resource to newly developed SRTS efforts and is available
at 505-476-2155 or at Jessica.Frost@state.nm.us.
In this Section
• Steps to Creating a Safe Routes to School Program
• New Mexico Safe Routes to School Handbook Information
• Helpful Websites

Safe Routes to
School Guide
Steps to Creating a Safe
Routes to School Program
Created February 2007
SafeRoutes
National Center for Safe Routes to School
This guide was developed by the Pedestrian and Bicycle Information Center (PBIC) with support from the National Highway Traffic Safety
Administration (NHTSA), Federal Highway Administration (FHWA), Centers for Disease Control and Prevention (CDC) and Institute
of Transportation Engineers (ITE). This guide is maintained by the National Center for Safe Routes to School at www.saferoutesinfo.org.

Steps to Creating a Safe Routes to School Program
Starting a Safe Routes to School (SRTS) program is an opportunity to make walking and bicycling to school
safer for children and to increase the number of children who choose to walk and bicycle. On a broader level, SRTS
programs can enhance children’s health and well-being, ease traffic congestion near the school, improve air quality
and improve community members’ overall quality of life. The steps outlined in this chapter are meant to provide
guidance by providing a framework for establishing a SRTS program based on what has worked in other communities.
Some communities may find that a different approach or a reordering of these steps works better for them.
Bring together the right people
Identify people who want to make walking and bicycling
to school safe and appealing for children. Sharing
concerns, interests and knowledge among a variety of
community members with diverse expertise can enable
groups to tackle many different issues.
Consider whether the group wants to plan for SRTS in
a single school, district-wide or at another level. Each
has potential benefits; for example, a school districtwide
group could create policies that would impact all
schools while a school-specific group could work on
detailed issues relating to that school and dedicate more
resources to that one location.
Look for existing groups where an SRTS program is a
natural fit, such as a city or school district safety committee,
PTA, school site council, wellness council or a pedestrian
and bicycle advisory board. If there are no appropriate
groups to take on the issue, form an SRTS coalition.
When asking for participation explain why SRTS is
needed and tell people specifically how they can help.
For more information on forming an SRTS coalition, see
the National Highway Traffic Safety Administration’s
Safe Routes To School Toolkit at www.nhtsa.dot.
gov/people/injury/pedbimot/bike/Safe-Routes-2002.
Involve children in the SRTS program to learn what
is important to them with respect to their journey to
school and around their neighborhood. Ask them
questions like: Do they like being driven everywhere
by their parents? Would they rather walk and bicycle
around their neighborhoods? What do they think about
their route to school? What would they change about
their trip to school?
Communities with flourishing SRTS programs have
attributed their success in part to a program champion
— someone who has enthusiasm and time to provide
leadership for the group and keep things moving.
However, a champion can not do it alone, he or she will
need support. Building the next generation of leaders
along the way will assure that the program continues.
This is particularly important when the champion is a
parent who is likely to move on when their child transitions
to another school.
Hurst Elementary School, Hollyhill, Florida.
Steps to Creating a Safe Routes to School Program 2–

Potential Coalition Members
Different communities will find different organizations and individuals ready to be involved. This list is not exhaustive, but is
intended to provide ideas for the creation of a well-rounded group that represents a wide range of interests and expertise
that are related to SRTS.
School:
•
•
•
•
•
•
•
•
Principal and other administrators.
Parents and students.
Teachers (physical education or health
teachers are a good place to start).
PTA/PTO representative.
School nurse.
School district transportation director.
School improvement team
or site council member.
Adult school crossing guards.
Community:
Hold a kick-off meeting
The kick-off meeting has two main goals: to create a
vision and to generate next steps. One approach is to ask
each participant to share a vision for the school five years
in the future. Responses are often statements, such as:
“a school with fewer cars at the entrance,” “more active
children” and “safe walkways.” This focuses the group
on the positive — what they would like to have — rather
than what is wrong. Another way to create a positive
vision is to ask people to share a positive memory of
walking or bicycling to school when they were young.
Provide a presentation on SRTS programs including
issues and strategies related to engineering, enforcement,
education, encouragement and evaluation. The
group can then discuss the appropriate next steps and
best way to work toward their vision. This may include
forming committees to separate out the tasks.
•
•
•
•
Community members.
Neighborhood or community
association members.
Local businesses.
Local pedestrian, bicycle
and safety advocates.
Local Government:
•
•
•
•
•
•
•
Mayor’s office or council member.
Transportation or traffic engineer.
Local planner.
Public health professional.
Public works representative.
Law enforcement officer.
State or local pedestrian
and bicycle coordinator.
PBIC Image Library
Steps to Creating a Safe Routes to School Program 2–2

Forming Committees
Coalitions sometimes create committees to take on the major tasks, allowing members to focus on a specific activity
related to their skills and interest. Some possible SRTS committees include:
Mapping and information gathering committee
Obtains maps, collects information about where children live, the routes they take to school and the condition of the
streets along the way.
Outreach committee
Collects input from parents, teachers and students, and publicizes the program to the school and community.
Education and encouragement activities committee
Works closely with school administration and teachers to put education and encouragement activities in place, gathers
materials for activities and solicits donations for programming and prizes.
Enforcement and engineering committee
Develops recommendations for enforcement and engineering solutions. Works closely with local government and other
resources to find funding and make improvements.
Traffic safety committee
Identifies unsafe drivers’ behavior and develops an education campaign to increase awareness.
Gather information and identify issues
Collecting information can help to:
• Identify needed program elements.
• Provide a means to measure the impact of the
program later.
First, look at walking and bicycling conditions for
students. This can be done by observing or mapping the
routes that lead to school. Collecting traffic counts and
speed and injury data can help identify driver-related
safety issues. Walking around the school as a group to
observe arrival or dismissal time can be one of the best
ways to reach a collective understanding of the issues
and potential solutions. Finding out about existing policies
that may make it easier or more difficult to walk
or bicycle to school can also be useful. For example,
a school may not allow children to bicycle to school.
Understanding and addressing underlying issues for a
policy may be addressed by the SRTS plan.
Second, determine how many children currently walk
or bicycle to school. The school may already know this.
Parent surveys can also be used to understand parents’
attitudes towards walking or bicycling to school and
identify barriers to walking and bicycling that need to
be addressed. See Resources at www.saferoutesinfo.org/
resources for Student In-class Travel Tally and Parent
Survey forms to use. SRTS coalition members can lend
expertise in locating data sources and can help collect
the necessary information.
David Parisi
Steps to Creating a Safe Routes to School Program 2–

Identify solutions
Solutions to issues identified by the group will include a
combination of education, encouragement, engineering
and enforcement strategies. Safety is the first consideration.
If it is not safe for children to walk and bicycle
to school, then they should only be encouraged after
problems are addressed. Some problems will require
engineering solutions; others may require education,
encouragement, enforcement or a combination of strategies.
Here the expertise of the different partners is
especially valuable.
It is likely that the coalition will generate a long list
of potential ideas and solutions. The next step will be
easier if the list is prioritized. Are some issues more critical
to address than others? Are there “quick wins” that
the group can identify that would help to generate additional
enthusiasm early in the program?
Make a plan
The SRTS plan does not need to be lengthy, but should
include encouragement, enforcement, education and
engineering strategies; a time schedule for each part of
these strategies; a map of the area covered by the plan;
and an explanation of how the program will be evaluated.
Strategies that can be implemented early will help
the group feel successful and can build momentum and
support for long-term activities. Be sure to include fun
activities; that is what encouragement is all about.
Fund the plan
Parts of a SRTS program will cost very little money.
For example, most International Walk to School Day
coordinators say they spend less than $ 00 on their
events. There are many low-cost engineering solutions
that can be put into place in a relatively short amount
of time such as new signs or fresh paint on crosswalks.
On the other hand, some changes, such as new sidewalk
construction, may need large amounts of capital. There
are several places to seek funding for SRTS program
activities including:
• Federal programs: SAFETEA-LU (including
funds allocated to SRTS), Congestion Mitigation
and Air Quality, Surface Transportation Program,
Recreational Trail Program and others.
• State SRTS programs.
• Environmental and air quality funds.
• Health and physical activity funds.
• County and city funding.
• Philanthropic organizations.
For more information about these funding resources,
see Legislation and Funding at www.saferoutesinfo.
org/legislation_funding.
Act on the plan
There are things that can be done right away without
major funding, so some parts of the SRTS plan can start
right away while waiting on other parts. Hold a funfilled
kick-off event and invite the media. For example,
participate in International Walk to School Day or
celebrate a Walking Wednesday. If the school is located
too far for children to walk from home, identify places
where families can park and walk part of the way. If
improvements are needed before children can walk to
school, start walking activities before, during or after
school right on the school grounds. Enforcement, education,
encouragement and engineering strategies will all
come together as pieces of the plan are implemented.
Reidville Elementary, Spartanburg, South Carolina.
Steps to Creating a Safe Routes to School Program 2–

Evaluate, make improvements and
keep moving
After the program begins, careful monitoring will
identify which strategies are increasing the number of
children safely walking and bicycling to school. Proper
adjustments can be made as this and other new information
is gathered. One simple evaluation measure is
to re-count the number of walkers and bicyclists and
compare this number to the findings in Step (the baseline
count). See the Evaluation chapter of this Guide
at www.saferoutesinfo.org/guide/evaluation for more
information on how to measure impact.
The coalition also needs to consider how to sustain energy
and interest in the program so that children continue
to walk and bicycle to school safely. Key strategies for
keeping the program going include:
• Identifying additional program champions.
• Letting people know about the successes: Get visibility
for activities through local media and school
communications and publicize your activities.
Making the work fun and positive makes it more
likely that people will want to continue and others
will want to become involved.
• Encouraging policy changes: These might be
school, school district or local government policies
that support children walking and bicycling to
school. For example, local planning departments
may promote new school construction within
walking and bicycling distance of residential areas.
School district adoption of a safety curriculum
means that the pedestrian and bicycle education
will continue to be provided to children.
• Creating a permanent committee: A permanent
committee within the PTA, school site council
or other group means that SRTS will continue to
receive attention and energy.
An SRTS program has the potential to improve walking
and bicycling conditions near a school and spread interest
into other parts of the community. Coalitions that
persist in their efforts and make measurable improvements
based on their evaluation will be rewarded with
safer places for children to walk and bicycle and more
children choosing safe routes to school.
A Safe Routes to School program has the potential to improve walking
and bicycling conditions near a school and spread interest into other
parts of the community.
Steps to Creating a Safe Routes to School Program 2–

New Mexico
Safe Routes to School Handbook
New Mexico Safe Routes to School Program
www.nmsaferoutes.com
August 2008

Helpful Websites
National Center for Safe Routes to School – General Information
http://www.saferoutesinfo.org/
New Mexico Department of Transportation – New Mexico Safe Routes to School Info.
http://nmshtd.state.nm.us/main.asp?secid=15411
Safe Routes to School National Partnership – National Safe Routes to School program information
http://www.saferoutespartnership.org/
National Walk to School Day – Information and Event Ideas
http://www.walktoschool-usa.org/
The National SAFE KIDS Campaign – Activity sheets and information
http://www.safekids.org/
Centers for Disease Control and Prevention – Kids Walk to School Program
http://www.cdc.gov/nccdphp/dnpa/kidswalk/index.htm
League of American Bicyclists – Biking ideas and incentives
http://www.bikeleague.org/

California Walk to Schools – Year Round Activities
http://www.cawalktoschool.com/
Fitness Finders – Incentives
http://www.fitnessfinders.net/
Fitness for Children – Making Physical Activity Fun for youth
http://fitness.suite101.com/article.cfm/fitness_for_children
Walking Programs from other states – Activity guides and Information
www.healthandlearning.org/bikesmart.html
www.saferoutesne.com/educators/srintheclassroom.html
http://saferoutes.ky.gov/LessonPlan.html
http://colo4.orcasinc.com:8081/products/category_list.html?index=12
http://walkboston.org/documents/ToolKitManual.pdf
http://www.fcgov.com/saferoutes/curriculum.php
http://www.walksafe.us/index.html

w w w . n m s a f e r o u t e s . c o m
School Resources
Zimmerly Elementary School, Socorro

School Resources
School administrators, SRTS champions and others involved in the development and promotion of the
SRTS program will find the resources in this section especially helpful. It includes resources that
provide background information as to the value of the program as well as ways to promote a SRTS
program in the community and with the media. There are also practical guides for addressing student
drop-off and pick-up issues, liability concerns and involving students of all abilities in the program. A
resource that describes school bicycling and walking school policies is also included. It encourages
adoption of policies that support SRTS programs and helps to address policies that hinder SRTS
programs. A list of websites provides links to more information.
• Safe Routes to School Talking Points
• The Importance of Physical Activity
In this Section
• How Much Physical Activity do Children Need?
• Involving Students with Disabilities in Safe Routes to School
• 8 Tips for Promoting your Safe Routes to School Program
• School Bicycling and Walking Policies
• Student Drop-off and Pick-up Guide
• 10 Tips for Safe Routes to School Programs and Liability
• Helpful Websites

Safe Routes to School
Talking Points
Creating environments that
allow children to walk safely
to school will improve health
outcomes for children.
www.pedbikeimages.org / Cynecki
For more information and resources on the relationship
between the built environment and public health:
Planning for Healthy Places
A program of Public Health Law & Policy
2201 Broadway, Suite 502
Oakland, CA 94612
(510) 302-3308
www.healthyplanning.org
Primary Message:
Promoting walking to children builds
lifelong healthy habits, and normalizes
walking as part of the family’s lifestyle.
Creating environments that allow children
to walk safely to school will improve health
outcomes for children, potentially reducing
asthma, obesity, and injury rates.
Health problems include:
Obesity. Obesity rates among children have more than
doubled in the past 20 years, according to the National
Longitudinal Study of Youth. Today, one in five children
and one in three teens is overweight or at risk of becoming
overweight.
Asthma. Between 1980 and 1994, the prevalence of asthma
in the United States increased 74 percent among children
ages 5 to 14.
Injuries. In 2002, 599 children ages 14 and younger died
from pedestrian injuries, according to Safe Kids USA. Of
these, 77 percent died in motor vehicle-related traffic crashes.
In 2003, nearly 38,400 children ages 14 and younger
were treated in hospital emergency rooms for pedestrianrelated
injuries.
Some of these health problems are linked to
environmental factors.
• The 1996 Surgeon General’s Report on Physical Activity
and Health reported that 78 percent of children fall short
of the recommended minimum of 30 to 60 minutes of
physical activity daily and an additional daily recommendation
of 20 minutes of vigorous exercise.
• In an October 2002 survey by the Surface Transportation
Policy Project, a transportation safety think tank, 71
percent of Americans said they walked or rode a bike to
school as children, while only 10 to 17 percent of children
do so today. Even among kids living within a mile of their
school, only 25 percent are regular walkers.

• Poor air quality can make it dangerous to walk to school
and engage in other outdoor physical activities, especially
for children with asthma. In 2002, approximately 52
percent of Americans lived in counties that did not meet
Environmental Protection Agency (EPA) air quality standards,
according to the American Lung Association.
How does the built environment contribute to these
problems?
• Child pedestrian injuries occur more often in residential
areas and on local roads that are straight, paved, and dry,
according to Safe Kids USA.
www.pedbikeimages.org / Dan Burden
• A national survey found that nearly 60 percent of parents
and children walking to school encountered at least one
serious hazard, including a lack of sidewalks or crosswalks.
Speeding drivers and wide roads that were difficult to cross
were also problems.
• A national observational survey found that 90 percent of
crosswalks within the vicinity of an elementary or middle
school had at least one of four common hazards:
• Crosswalks were in poor condition or not present
• Curb ramps were outside the crosswalk or not present
• Speed limits during school hours were 35 mph or higher
• Drivers failed to stop, or stopped and made illegal turns
• Speed kills pedestrians. According to one study, a pedestrian
hit by a car traveling 15 mph has a 4 percent chance
of dying, while a pedestrian hit by a car traveling 44 mph
has an 83 percent chance of dying.
• Traffic-calming measures such as speed humps are associated
with an estimated 53 to 60 percent reduction in the
risk of injury or death among children struck by an automobile
in their neighborhood.
• Parents driving their kids to school make up 20 to 25
percent of the morning commute, according to the Local
Government Commission. It’s a vicious cycle: the more
traffic there is, the more parents decide it is unsafe for their
children to walk to school and opt to drive them instead.
• Community design has changed. The number of schools
decreased by about 1,000 between the years 1968 and
2001, while the number of students increased by over
two million, according to the Centers for Disease Control
and Prevention (CDC). Consequently, fewer students live
within a mile of their school.
Effectiveness of Safe Routes to School
The Transportation Authority of Marin County, California,
issued a report on the impact of its Safe Routes to School
program. Over the program’s first two years, the percentage
of children walking or biking to school increased from
21 to 38 percent. Adults reported that they appreciated the
reduced traffic congestion around schools.
What can decision makers do to improve children’s
health and support walking to school?
Safe Routes to School puts forth the “Four Es” as the key to
a solution: Engineering, Enforcement, Education, and Encouragement.
State and local officials can create environments that improve
child safety by revising laws, ordinances, and practices
to promote the following:
• The construction of sidewalks
• Neighborhood schools
• Traffic-calming measures, such as roundabouts and speed
humps
• Requirements that city planners, engineers, real estate
developers, and landscape architects consider pedestrian
safety when designing new communities or modifying
existing ones
Closing Message:
Parents are more likely to allow their
children to walk or bike to school if there
is a safe route. Creating safe routes to
school is a children’s health issue.

Involving Students
with Disabilities in
SRTS
Prepared by the National Center for Safe Routes to School
May 2010

Safe Routes to School (SRTS) programs
are improving children’s lives throughout
the United States — making it safer to walk
and bicycle to school, and encouraging a
generation of young people to consider healthy,
environmentally friendly transportation options.
Walk to School Day participation has steadily
increased since it began in 1997, now with over
3,000 schools in the U.S. participating each
October. It is important that SRTS involve all
students, including children with disabilities.
All children face challenges as they grow and
develop. For children with disabilities, the
scope of these challenges includes a physical,
sensory, emotional or cognitive impairment
that can complicate and magnify the usual
demands of childhood. Safe Routes to School
programs offer opportunities for children with
disabilities to develop social skills and interact
with their peers — and vice-versa. These
programs can also provide opportunities to
teach pedestrian and bicycle safety skills, and
positive experiences to encourage independent
travel later in life.
Involving Students with Disabilities in SRTS
Involving Students with Disabilities
in SRTS
Hiawatha, Kansas
Consider this:
1. Children with disabilities are a part of all
public schools in the U.S. On average, one
out of every seven students has a disability. 1
2. Children with disabilities are at a higher
risk for sedentary behavior than their nondisabled
peers. 2
3. Children with disabilities are more likely to
rely on walking and bicycling in order to
live independently later in life.
Congress emphasized these issues in the legislation that created the federal SRTS program, which states
that the purpose of the program is “to enable and encourage children, including those with disabilities,
to walk and bicycle to school.” 3
This resource is intended to help SRTS organizers include and accommodate children with disabilities
in SRTS. It discusses practical strategies for involving students with disabilities in SRTS, and provides
examples of schools that have done so effectively.
1. U.S. Department of Education, National Center for Education Statistics. Digest of Education Statistics, 2008 (NCES 2009-020),
Chapter 2. Available online at: http://nces.ed.gov/pubs2009/2009020_2a.pdf.
2. Jalpa A. Doshi, PhD, Daniel Polsky, PhD, and Virginia Chang, MD, PhD. “Prevalence and Trends in Obesity among Aged and
Disabled U.S. Medicare Beneficiaries, 1997-2002.” Health Affairs, Vol. 26, no. 4 (2007), pp. 1111-1117.
3. Safe, Accountable, Flexible, Efficient Transportation Equity Act: A Legacy for Users,
Section 1404. Available online at:
http://safety.fhwa.dot.gov/saferoutes/overview/legislation.cfm.
Prepared by the National Center for Safe Routes to School 1

A Primer on Special Education
in the U.S.
Safe Routes to School organizers can learn
a lot from what schools around the country
are already doing to serve children with
disabilities. A series of education laws
since 1975 has required that children with
disabilities receive a “free appropriate
public education” in the “least restrictive
environment.” This means children with
disabilities have the right to a free public
education that addresses each child’s individual
needs. It also means that, to the maximum
extent possible, children with disabilities must
be educated alongside their peers. 1
Special education professionals work with
parents and general education teachers
to identify and accommodate the needs
of children with disabilities through the
development of Individualized Education
Plans (IEPs) for each child with a disability.
Individualized Education Plans address
not only classroom instruction but also
a child’s needs as they relate to travel to
school and extracurricular activities. In
addition to providing specialized training for
children with disabilities, special education
professionals often teach alongside general
education teachers in general education
classrooms, adapting and supplementing
the lesson, so that students with special
needs can achieve the intended objectives.
Since public schools have a variety of
methods for ensuring children with disabilities
are able to access standard education
curricula and school activities, SRTS should
be integrated within existing special education
programs and activities to ensure these
children are included.
1. Individuals with Disabilities Education Improvement Act
of 2004. Available online at: http://frwebgate.access.
gpo.gov/cgi-bin/getdoc.cgi?dbname=108_cong_public_
laws&docid=f:publ446.108.
Involving Students with Disabilities in SRTS
Oceanview, Delaware
Hiawatha, Kansas
Bozeman, Montana
Prepared by the National Center for Safe Routes to School 2

1.
Involve special education professionals and parents of
children with disabilities on the SRTS team. Achieving
the benefits of SRTS for children with disabilities
begins with awareness of their needs and how
the school system is structured to address them.
The people in the best position to know these
things are special education professionals and
the parents of children with disabilities. Invite
them to participate as members of the school’s
SRTS team. Without this perspective, SRTS
organizers may miss important opportunities to
benefit children with disabilities.
2. Consult special education professionals and
parents of children with disabilities when planning
SRTS education activities during the school
day. Communicate with special education
professionals to ensure that inclusive
SRTS activities are scheduled to maximize
participation by special needs students. This
involves knowledge of both class schedules and
times when the special needs professionals are
available to assist. For example, if a pedestrian/
bicycle safety education class is held during
physical education, additional staff or volunteers
may be needed to ensure students with
disabilities are able to fully participate.
3. Seek input and involvement when planning SRTS
encouragement activities. Safe Routes to School
activities, such as Walk to School Day and
Walking and Wheeling Wednesdays, can also
benefit from the input of those who know
children with disabilities best. Parents and
special education professionals can work with
SRTS organizers to determine appropriate
strategies to include their children, as well as
provide a source of volunteers to assist with
the event.
Involving Students with Disabilities in SRTS
Strategies for Creating Inclusive SRTS Programs
There are a number of strategies that can be used to ensure that children with disabilities are an
integral part of a SRTS program:
4. Involve children with disabilities in walking and
bicycling audits. Safe Routes to School programs
can help to make schools more accessible for
children with disabilities by identifying physical
barriers along the route to school, such as
missing curb ramps, steep driveways, sidewalk
gaps and pedestrian signals that are not
accessible. Students with physical disabilities,
and their parents, know these barriers all too
well. They should be invited to participate in
walking and bicycling audits and other “field
activities” throughout the SRTS process.
5. Let the Principal know that including students with
disabilities is a priority for you. Principals have
a unique authority in every school. If you are
having trouble reaching out to special education
teachers and parents, they can often help by
putting you in touch with the right people.
6. Ensure SRTS messages and images are inclusive.
One common mistake that SRTS programs
make is using photographs and images that do
not include students with disabilities, therefore
implying that the program is not intended for
them. Images chosen to represent the program
should always include a balance of students of
all ages, genders, ethnicities and abilities.
7. Establish special programs when necessary. In most
cases, children with disabilities can be included
alongside their peers. All that is required is
proper consultation with parents and special
educators, a little creativity, and perhaps a
change of approach. However, SRTS organizers
should recognize that there are circumstances
under which this arrangement, on its own, does
not achieve optimal results for a student with
disabilities. In these cases, it is best to work with
a special education professional to develop a
custom-tailored program.
Enabling and encouraging children with disabilities to walk and bicycle to school is a central purpose of the
federal SRTS program. Including special needs children not only benefits them but other members of the
school community as well.
Prepared by the National Center for Safe Routes to School 3

Putting it Into
Practice
The following descriptions are real life
examples of how communities and
schools have included children in SRTS
and other walking and bicycling activities.
Walk/Bike to School Day
Heritage School and Woodland Meadows
Elementary School (Saline, Mich.)
Saline, Mich., has long been a pioneer in
developing inclusive education strategies.
When Heritage School and Woodland
Meadows Elementary decided to establish
a SRTS program, this inclusiveness
ethic transferred naturally. The schools
established an SRTS team that included an
advocate for children with disabilities. When
the team conducted a walk audit, they paid
close attention to accessibility issues.
Walk/Bike to School Day, the program’s
signature event, was also planned to
include children with disabilities. Two
remote drop-off locations were identified,
one for children arriving in buses and
another for children arriving by car.
Children with special needs were met by
special education teachers and assistants
who supervised and assisted them during
the walk to school. Walk/Bike to School Day
also included a bike train that catered to
children of all abilities. Children who could
not ride on their own rode tandems piloted
by trained volunteers.
Involving Students with Disabilities in SRTS
Photo resource:
The National Center on Physical Activity and Disability
Developing SRTS for a Special
Education School
Hillside Learning and Behavior Center (Allegan, Mich.)
Hillside Learning and Behavior Center is
located in the small town Allegan, Mich.,
where it serves students with disabilities
from the entire county. Most students live
outside of the Allegan City limits and all are
provided with bus service. However, walking
is an integral part of life at Hillside. Students
regularly walk from school to downtown
Allegan as part of life skills training.
Consequently, while federal funding cannot
be used for this purpose, the Hillside SRTS
program focused on improving the route
between school and downtown rather than
the route between home and school.
The school’s SRTS Action Plan Team
conducted a walk audit that included
special education professionals and
approximately 50 Hillside students. As a
result of the walk audit and other SRTS
action team efforts, enforcement was
increased at one intersection, and students
now take a new, modified route to avoid
another intersection. Students are now
more visible because they wear reflective
vests, and Hillside teachers incorporate
pedestrian safety lessons into their classes.
Prepared by the National Center for Safe Routes to School 4

Swansfield Walk to School Day
Swansfield Elementary School (Columbia, Md.)
Swansfield Elementary School in
Columbia, Md., held its first Walk to
School Day in 2005. The event was so
popular that the school launched a SRTS
program soon afterwards. From the
outset, Swansfield’s program involved
students with disabilities. During Walk
to School days, the school designated
an alternative bus drop-off location a
short distance from the school (along a
school walking route) so that children
who could not walk to school would be
able to participate — including students
with disabilities who arrive at school on a
separate bus.
Teachers and parent volunteers were
posted at the alternative location to
assist special education students so that
they were fully involved in the event and
were able to walk to school with their
peers. In addition to ensuring that SRTS
encouragement programs included
students with disabilities, Swansfield used
SRTS grant money (including federal
and local funds) to improve accessibility
to the campus, including eliminating
key sidewalk gaps and installing ADAcompliant
curb ramps.
Photo resource:
The National Center on Physical Activity and Disability
Involving Students with Disabilities in SRTS
Everyone Can Participate in
Sports Day
Solomon Elementary School (Chicago, Ill.)
Winter weather conditions can be
challenging in Chicago. To shake off the
winter blues and supplement the schools’
participation in International Walk to
School Day and Walking and Wheeling
Wednesdays, Solomon Elementary School
and the National Center on Physical
Activity and Disability (NCPAD) developed
a Sports Day.
Through the SRTS program, several
organizations came together to educate,
enable, and encourage students, parents
and school staff on the inclusion of
students with disabilities in order to foster
a healthy lifestyle for all children. Partners
included NCPAD, Project Mobility, Chicago
Park District, Active Transportation Alliance
and Safe Routes Ambassadors.
The goal of Solomon School SRTS Sports
Day was to provide an inclusive event for
all students to be more physically active
and learn about safe pedestrian travel.
Sports Day involved 390 students of all
abilities rotating through activity stations
such as adaptive cycling, wheelchair
sports, parachute games, nature activities,
pedometer tracking instruction, and
pedestrian safety.
A video clip of Sports Day of Solomon
Elementary School can be viewed on
NCPAD’s website at: http://www.ncpad.org/
fitt/fact_sheet.php?sheet=707
This case study is provided courtesy of the
National Center on Physical Activity and Disability.
Prepared by the National Center for Safe Routes to School 5

A Bike Club for Children with
Special Needs
Amory Middle School (Amory, Miss.)
David Tutor teaches special education for
the Amory School District and the Monroe
County District. His class consists of eight
students — four are in wheelchairs, two are
autistic, one has Down syndrome, and one
is cognitively disabled. Students range in
age from 13 to 16 years old and will stay
in Tutor’s class through the end of their
high school years.
“I felt they needed more physical activity,”
Tutor says. “I felt it would enhance their
academic activity. I wanted to make it a
priority to get active.”
During the 2008-2009 school year, funds
from the special education program were
used to purchase four 20– inch bicycles,
helmets and protective elbow and knee
pads for a total of about $400. One child
knew how to ride a bike, and Tutor taught
the other three who are mobile. They ride
the bicycles on the school’s large football
field. He also takes them to the school’s
fitness room where they use hydraulic
exercise equipment for 30 to 45 minutes
a day, and sometimes more if they are
unable to bike due to the weather. Tutor
says that the benefits of the daily exercise
extended into the classroom. “When we
come in from any type of exercise, they’re
ready to get started and they stay focused
much longer.”
Involving Students with Disabilities in SRTS
Spartanburg, South Carolina
For more resources and information on including
children of all abilities in Safe Routes to School
programs, please visit the National Center for Safe
Routes to School’s website at
www.saferoutesinfo.org.
Prepared by the National Center for Safe Routes to School 6

8 TiPS
Promoting your Safe Routes to School Program
1
4
FoR
Hold a Kick-Off Event
SafeRoutes
National Center for Safe Routes to School
Holding a kick-off event is a great way to officially launch your Safe Routes to School program. It is very important
to tie this event to a Safe Routes program-related event such as a Walk to School Day or bike event.
2
Spread the Word
Engage the Media
Media coverage brings visibility
to the event’s purpose and any
changes that need to be made
to make it safer for kids to walk
and bike to school. The media
help spread the word of the great
health, safety, environmental and
social benefits of more children
walking and bicycling to school
every day. Make sure you also
keep an updated media contact list.
3
Don’t Forget the Photos
Photos are an essential tool in promoting
the excitement and enthusiasm of Safe
Routes to School. Photos can liven up a
presentation or be used to supplement a
feature in your local paper. Please keep
in mind that you must obtain permission
when photographing children. Friends
and neighbors with children can be an
easy way to go.
It is important to create a mechanism for distributing information about your Safe Routes to School program.
Distribute information on your program via a newsletter or email distribution. Use this to send out updates on the
program, upcoming events, information on funding and program accomplishments.
5
Maintain an Updated Web Site
An updated and accurate Web presence for your program
will be a valuable resource for spreading the word about
your program. Web sites are an excellent resource for housing
information on upcoming events, updates on program
progress, news releases and photos. Seek opportunities for
linkage with other popular Web sites in your area, such as
local newspapers and community forums.
TiP SheeT

8 TiPS
Promoting your Safe Routes to School Program (cont.)
6
8
FoR
Make it Newsworthy
As you begin developing program elements, it is important
to identify the “hook” that will be used – the
element that will capture the attention and interest of
your target audiences and the news media. A couple
examples include prominence – including a prominent
person such as the town mayor in a press conference
– or timeliness – holding a key meeting during the
week of Walk to School activities.
Co-promote with Local
Organizations
Join with other individuals and groups that have
similar interests in walking and bicycling. Expand
your program’s reach by reaching out to other key
groups such as law enforcement, public officials and
Parent/Teacher Associations. You might also consider
partnering with your local media to develop public
service announcements.
SafeRoutes
National Center for Safe Routes to School
7
Use Community-based
Communication
Take advantage of the wonderful
community-based resources to
spread the word. Encourage principals
and schools to make announcements
at school and publish articles
in the school newsletter. Business
sponsors may want to hang signs or
provide information in their stores.
For more resources and information on Safe Routes to School, please visit the
National Center for Safe Routes to School Web site at www.saferoutesinfo.org.

School Bicycling and Walking policieS:
addressing policies that hinder and implementing policies that help
As key partners in Safe Routes to School (SRTS) programs,
schools and school districts can play a big role in establishing
a culture of bicycling and walking to school. School policies
that encourage and support bicycling and walking can
substantially boost a SRTS program, both within individual
schools and throughout the community. In contrast, a policy
that discourages or prohibits bicycling or walking can stop
a SRTS program in its tracks. While SRTS programs are
developing and flourishing in many communities around the
country, some communities are discovering barriers to active
transportation due to school policies.
Because school or school district policies can play such a
significant role in starting and continuing a SRTS program,
it’s important to be able to identify both:
1) Barrier policies, which discourage, prohibit, or otherwise present barriers to bicycling and walking to school; and
2) Supportive policies, which encourage, support or enable bicycling and walking to school programs.
For both supportive and barrier policies, the impact may be direct or indirect. A school policy that requires any student
riding a bicycle to school to also wear a helmet is an example of a policy that directly demonstrates support of safe
bicycling. In contrast, a school district policy that provides busing to all students regardless of where they live — including
for those within easy walking or bicycling distance — is an example of a policy that indirectly discourages bicycling
or walking to school. More often, “barrier” policies will directly target bicycling to school. Whether out of fear of
liability, concerns for the security of bicycles on school property, or because of a previous safety incident, schools and
school districts may have a policy that prohibits students from bicycling to school — either entirely, or until a certain
age — regardless of whether or not they are supervised by a parent.
Obviously, if conditions are sufficiently safe for walking and bicycling, it would benefit your SRTS program to work to
have a barrier policy removed or, even better, converted to a supportive policy. However, sometimes significant safety
issues exist that may have played a role in the policy being adopted in the first place. In these instances, the safety issues
should be addressed before considering removal of the barrier policy.
It may seem like a daunting undertaking to get barrier policies removed or converted to supportive policies, but parents
and advocates have had success in doing so. It is important to approach these situations strategically. Below are some
simple steps explaining how to approach and overturn barrier policies that prohibit walking and/or bicycling to school.
Remember, this is only guidance. It is important to assess any school’s situation independently and without bias, paying
special attention to unique circumstances, politics and personalities that may exist.
SafeRoutes
National Center for Safe Routes to School
Developed jointly by the National Center for Safe Routes to School
and the Safe Routes to School National Partnership
Tip SheeT

School Bicycling and Walking policies (continued)
1
2
Research the barrier policy’s history
Questions to ask:
• What was the reason behind the policy?
• When was it adopted?
• Was there a specific incident? If yes, when and what are the specifics of the incident?
• Who enforces the policy, and how strictly is it enforced?
• Who made the policy and what would it take to change the policy?
• Who are the key players? For instance, who is a big supporter, and what is his/her perspective on the policy?
Who else might have an interest in this policy (i.e. risk managers), and what are their perspectives?
Who to approach:
• Parents First learn as much as you can by talking with parents, so that you have as much information as
possible before speaking with school personnel.
• School Administrators Talk to school administrators to gather background information on the policy.
This could include school principals, the school superintendent and/or school board members.
Build awareness and allies among others in your school’s community
Depending on what is found when researching the policy’s history, it may help to talk with others at the
school and in the community. Potential allies include:
• The Parent Teacher Association (and other parents) can be vital allies as you are seeking more likeminded
parent advocates.
• If the school has a Wellness Committee, reach out to them to join your efforts. It is likely they are
already advocating for physical activity opportunities, so the message of walking/bicycling to and from
school should resonate with them.
• Teachers, specifically PE teachers, may help by equipping students with skills for their commutes to
school, such as looking both ways before crossing any street.
• Local non-profit organizations, such as bicycling or walking organizations, will sometimes champion
local issues, particularly if it is related to their organization’s mission. These organizations can also help to
spread the word throughout the community.
• School nurses have student health at the forefront of their minds. What better champion to bring on
board than someone who can speak from professional experience about the risks of physical inactivity?
• A local Neighborhood Association may want to get involved. Who doesn’t want less traffic during
morning and afternoon rush hour in their neighborhoods?
Find people with common concerns and build support for converting the barrier policy into a supportive
policy. Don’t overlook the value of making residents in the school’s surrounding community aware of
the issues at hand, as they may be important allies in facilitating a safe environment for children to walk
and bike to school. Finally, learn from others who have undertaken similar projects to change individual
school or school district policies, such as student health and wellness policies. People who have worked
on comparable efforts in the past often have valuable insight and they may be able alert you to approaches
that work well within your school or community.

School Bicycling and Walking policies (continued)
3
4
Identify the pertinent administrators, both at the school
and district levels.
It is important to figure out which administrators are responsible for establishing policy on students walking
and bicycling to school. Below are descriptions of the typical administrative roles that may be integral links
to addressing policies either allowing or prohibiting students to walk or bike to school. Finding out who can
change this rule will be critical in developing your strategy.
• The school principal may have established the barrier policy at the school, and may be the first point of
contact in your effort to address this policy.
• District superintendents or other administrators at the school district level may be able to play a role
in guiding policy decisions at schools across the entire district.
• School district transportation officials may be in charge of developing or administering policies
related to student transportation. While their primary responsibility may focus on bussing, they may also
be involved in walking and biking issues.
• One or more school board members may support a change in the District’s active transportation
policy. Finding a school board member or person on the inside of the governing body who will be the
champion for moving a new policy forward can be key to making this change.
Develop your strategy and present your case to school administrators
Were the original reasons for the barrier policy
unfounded, or are they no longer applicable because
of changes in infrastructure or practice? Could
SRTS non-infrastructure strategies (education,
encouragement, enforcement) or infrastructure
improvements address any existing concerns? Or do
infrastructure improvements need to be made as a first
step to improve safety before getting others to agree to
a change in policy?
If you can make a compelling case to change the
policy, work to develop relationships with the school
administrators identified in the previous step, and
make sure that they understand the issues and have the
information needed to make informed decisions.
To ensure your efforts are effective, work with the allies you’ve developed to:
• Create a plan for how to approach the school administration – this is a critical step, as you’ll want a strategy
before you start to act. If there is someone on the “inside” of the school who can help you with this strategy,
that information will be very important for navigating school politics.
• Compile documentation and research supporting the goal of walking and/or bicycling to school. Some
universal reasons follow, but you should tailor this list to your community:

School Bicycling and Walking policies (continued)
- Health: The Surgeon General recommends 60 minutes of physical activity each day for children and
walking/bicycling to school is a great way to help meet this goal. Nearly one in three children in the US
is overweight or obese.
- Safety: Some Safe Routes to School Programs have been shown to improve traffic safety issues .
- Environment: Getting more children walking and bicycling to school may help to reduce air pollution
around the school and support efforts to reduce climate change.
- Community: Neighborhood parents are often interested in having groups of children walk and bicycle
with parent chaperones as a way to build community connections.
- Education: Teachers report improved behavior and productivity when students are physically active
before school.
In addition, collecting hard data relevant to the specific reasons behind the school’s or school district’s barrier policy
can be a very useful element of this step.
• Decide if your first contact will be a meeting with the decision-makers, a letter or petition signed by several
different advocates or a phone call. Even if you send a letter or email, follow up with the contact either in
person or via phone in order to put a friendly human face to your request. One approach is to first send a
letter that requests a meeting with the decision-makers, and then follow up with a phone call and future
letters if needed. It will be important to identify one person who will be the primary contact with the school
and will make follow up phone call(s), but if a meeting is scheduled, it may be helpful to bring a few others
to demonstrate community support.
• In all communications with decision-makers, be concise, rationale, reasonable and respectful. Offer to share
the documentation you have collected related to walking and/or bicycling to school.
• In written and verbal communications, be clear in stating your concerns and how you think it could be
handled (such as suggesting a new school policy that supports walking and/or bicycling).
• Consider scheduling a brief walking tour with decision-makers to illustrate your points.
• Listen carefully to the administrator’s concerns and issues, and try to find common ground.
• Follow up and be persistent, yet always patient and polite.
• Bring a group of parents, local residents, bicycle and pedestrian advocates, students, and teachers to a School
Board meeting to show broad support from a wide spectrum of the community, if necessary.
Additional tips:
• Build support with all stakeholders and don’t burn any bridges. As often as possible when making your case,
talk about opportunities and past successes rather than problems and challenges. Be diplomatic, not abrasive,
and try to recognize your listener’s side of the situation. Be a good listener yourself, and you will find that
it will encourage fellow stakeholders to work with and support you. Always send thank you notes after
meetings and include a brief summary of what was discussed.
• Keep in mind that supportive walking and bicycling to school policies often dovetail with wellness policies.
In the Child Nutrition and WIC Reauthorization Act of 2004, Congress established a new requirement that
all school districts with a federally-funded school meals program develop and implement wellness policies
that address nutrition and physical activity by the start of the 2006 –2007 school year. Walking and bicycling
to school have lots of advantages, including physical activity benefits and opportunities for social interaction.
Work to include or strengthen support for active transportation in the school wellness policy.

School Bicycling and Walking policies (continued)
• Even if the school does not currently have a policy that prohibits walking or bicycling to school, work to have
a supportive policy adopted. A supportive policy demonstrates a community’s commitment to healthy lifestyles
for their children. It also provides assurance that children will be allowed to walk and/or bicycle to school.
• After doing some research, you may find that liability is one of the factors behind the school’s barrier policy.
Find out if the School Board and/or municipal insurance carriers or risk managers have a position on the
subject. You can find more information addressing liability concerns specifically from the National Center
for Safe Routes to School at www.saferoutesinfo.org.
• If you are having trouble getting the school’s attention, get media involved. If you are struggling to get the
attention of the school’s administration, work with other allies in the community to alert the media to the
problem. If the school still isn’t listening, you can also talk to local politicians like the mayor or city council
members. Be sure to have the facts and a positive message in place versus using the airtime to attack the
school. You can also point out that more than 5,000 schools throughout the nation are already participating
in official SRTS programs.
Remember, the work doesn’t stop once a barrier policy is changed. Even if a supportive policy is
adopted, continuing with education and encouragement at the school can help influence the attitudes of those
who might still be opposed to students bicycling or walking. Bicycle rodeos and walk/bike to school days are
just two ideas that can be implemented to continue the message. The key is to celebrate by doing exactly what
you have been advocating so tirelessly for — walk and bicycle to and from school! By example, your behavior will
demonstrate the ever-increasing demand for Safe Routes to School.
Alexandria, VA Parents Work with School
to Change Policy That Discouraged
Bicycling and Walking
When it opened in 2000, Samuel Tucker Elementary
School in Alexandria, VA became the city’s first new
public school in 30 years. Surrounded by newly built
townhouses, condominiums, and retailers, it was
also an on-going and active construction site, which
led the Alexandria City Public Schools to provide
“hazard” busing to all students who lived within a
one-mile radius of the school. This busing policy also
led to an unwritten no walking/no bicycling policy.
In 2008, parents told the school administration about
the Safe Routes to School program and asked to have
the busing policy rescinded so that they could apply
for federal SRTS funding. Both the school and school
district were extremely supportive, and in 2009 they
rescinded the busing policy. The parents’ request was
aided by outside factors: nearby construction had ended
and safety conditions had improved and school budget
constraints were helped by reductions in busing.
St. Johnsbury, VT SRTS Program Inspires
Change in Attitudes and Policies
St. Johnsbury School, a Vermont elementary school,
had a no-bicycling policy. By the end of their first
year of a SRTS program, students indicated that they
wanted to bicycle to and from school, so the school
instituted a new policy for students in grades four
and above. The policy stated that if these students
participated in bicycle safety education taught at the
school and pledged to wear a helmet, they would
receive a “license” allowing them to bicycle to school.

School Bicycling and Walking policies (continued)
Waucaonda, IL School Board Plays A Vital
Role in Overturning Barrier Policies
In 2003, a crash between a motorist and a student
bicyclist occurred. Due to liability concerns, this
Chicago suburb school district instituted a policy
that students could no longer bicycle to or from
Wauconda Grade School. Parents of bicycling students
responded immediately: they organized themselves,
started a media campaign to build awareness, and
contacted a local bicycling advocacy organization for
help. Chicagoland Bicycle Federation, now the Active
Transportation Alliance, made a presentation to the
school district’s board, offering SRTS as a process that
would address bicycling safety without prohibiting
bicycling to school. After this presentation, the school
board convened a committee that began collecting
data to help make the case for allowing bicycling to
and from school. The committee’s findings, including
data demonstrating that the crash was an anomaly
for the area and that students wanted to bicycle to/
from school, changed how district staff and school
administrators viewed the problem and they decided to
overturn the barrier policy allowing students to resume
bicycling to and from school.
This resource was developed by the National Center for
Safe Routes to School and the Safe Routes to School
National Partnership.
For more resources and information on Safe Routes to
School, please visit the National Center for Safe Routes
to School Web site at www.saferoutesinfo.org and the
Safe Routes to School National Partnership Web site at
www.saferoutespartnership.org.
Netcong, NJ Superintendent Uses SRTS
to Change Perspectives and Remove
Barrier Policy
Sometimes barrier policies that prohibit walking
or bicycling to and from school exist for no
apparent reason. This was the situation at Netcong
Elementary School in New Jersey, where walking
to school was allowed but bicycling was not. The
policy was brought to light when the superintendent
wanted to apply for SRTS funding. As part of the
application for SRTS funding, the school proposed
to overturn the policy prohibiting bicycling to and
from school should the application be successful.
The school was awarded the funding, and as of April
2009, has a new transportation policy in place. They
met some resistance with a new superintendent, but
the school board, Mayor, and administrator remained
strongly supportive of the policy. To kick off the new
policy and to provide safety education, the school
and municipality sponsored a bicycle rodeo for
students at the school to learn safe bicycling skills and
are working on additional safety programs.
SafeRoutes
National Center for Safe Routes to School

Safe Routes to
School Guide
Student Drop-off and Pick-up
Created February 2007
SafeRoutes
National Center for Safe Routes to School
This guide was developed by the Pedestrian and Bicycle Information Center (PBIC) with support from the National Highway Traffic Safety
Administration (NHTSA), Federal Highway Administration (FHWA), Centers for Disease Control and Prevention (CDC) and Institute
of Transportation Engineers (ITE). This guide is maintained by the National Center for Safe Routes to School at www.saferoutesinfo.org.

Contents
Student Drop-off and Pick-up
Overview....................................................................................................... 7–1
What’s.Wrong.With.This.Picture?.................................................................... 7–2
Student.Drop-off.and.Pick-up.Tools................................................................ 7–4
Encouraging Walking, Bicycling and Carpooling ..........................................................7–5
Curb Striping and Other Pavement Markings ................................................................7–7
Signs ..............................................................................................................................7–8
Separating Motor Vehicles From Pedestrians and Bicyclists ............................................7–8
Drop-off and Pick-up Lane ............................................................................................7–10
Assistants to Help Students In and Out of Vehicles ........................................................7–11
Off-site Queuing Lane ..................................................................................................7–11
Temporary Street Closures and One-way Streets ...........................................................7–12
Temporary Use of School Grounds as a Drop-off and Pick-up Zone .............................7–13
Education ......................................................................................................................7–13
Monitoring and Enforcement of Drop-off and Pick-up Policies .....................................7–14

Overview
The purpose of a Safe Routes to School (SRTS)
program is to encourage and enable more children to
walk and bicycle to school safely. Communities tailor
a combination of engineering, enforcement, education
and encouragement strategies to address the specific
needs of their schools. This includes the walk or bicycle
journey to and from school as well as the drop-off and
pick-up process of children at school who are transported
by motor vehicle. The drop-off and pick-up process
must be safe and efficient for students and parents arriving
by bus or private motor vehicle, as well as those who
arrive on foot and bicycle.
Some parents are reluctant to allow their children to
walk or bicycle to school due to the traffic congestion
and perceived traffic danger during student arrival and
dismissal. This often results in more parents driving their
children to school which adds to the extra congestion
and safety problems at the school, creating an increasing
cycle of more traffic problems and less walking.
By improving the drop-off and pick-up process, traffic
conditions become safer for all, including pedestrians
and bicyclists. Better organized and safer traffic conditions
will ease the concerns of parents, and make them
more willing to allow their children to walk or bicycle.
This chapter will help readers identify problems associated
with the drop off and pick up of students at school,
and identify engineering, enforcement, education
Mike Cynecki
Orangewood Elementary School, Phoenix, Arizona.
and encouragement solutions to these problems. The
purpose of improving the drop-off and pick-up process
is to increase the safety and attractiveness of traveling
to and from school on foot or by bicycle. The drop-off
and pick-up process, as with all components of a SRTS
program, requires coordination with local government
officials, law enforcement, school officials, parents and
the general public.
Improving the drop-off and pick-up process will:
• Increase safety for everyone in route to and from
school, as well as on school grounds.
• Employ engineering, enforcement, education and
encouragement strategies.
• Require a site-specific application of strategies;
each school will have its own set of limitations and
opportunities.
Casselberry, Florida.
Rogers Elementary School, California.
David Parisi
Student Drop-off and Pick-up 7–1

• what’s wrong with these pictures? •
• what’s wrong with this picture? •
What’s Wrong With This Picture?
There are many ways that a drop-off and pick-up zone can become dangerous for children. The next several images
illustrate a variety of situations that are chaotic and potentially unsafe.
David Parisi
David Parisi
This drop-off and pick-up site employs some useful strategies including striping, signs and enforcement, but it is not
working. The pictures show the chaos along the curb and in the street. Note the double parking, erratic behavior and
dangerous mix of pedestrians and motor vehicles.
David Parisi
Motor vehicles are parked in the school crosswalk.
• what’s wrong with this picture? •
David Parisi
Motor vehicles are driving in the wrong direction.
Children are exiting motor vehicles in the middle of
the street.
Student Drop-off and Pick-up 7–2

• what’s wrong with this picture? •
• what’s wrong with this picture? •
David Parisi
This small child is running across a busy parking lot
unaccompanied.
David Parisi
Motor vehicles are parked along the NO STOPPING
zone when they should not be.
• what’s wrong with this picture? •
• what’s wrong with this picture? •
David Parisi
The driver of this motor vehicle is making a U-turn in
the school drop-off and pick-up zone.
David Parisi
The school utilizes orange cones to mark the drop-off
and pick-up lanes and a driver still performs an illegal
U-turn.
Student Drop-off and Pick-up 7–3

Student Drop-off and Pick-up Tools
When assessing the drop-off and pick-up process, activity on school grounds (on-site), as well as activity in the
area surrounding the school (off-site), must be considered. These images depict an on-site drop-off and pick-up
process that is orderly; motor vehicles are approaching single file and releasing students directly to the sidewalk in the
designated drop-off zone.
David Parisi
David Parisi
But off-site, on a street near the same school, the process is chaotic. Notice the backed-up street, delaying commercial
vehicles, school buses and parents wishing to drop off children. Such situations are often accompanied by unsafe driving
behavior as everyone rushes to beat the morning bell or get to work on time. Developing safe routes to schools
requires an orderly process for dropping off and picking up children, both on and off the school campus.
David Parisi
• Encouraging walking, bicycling and carpooling.
• Curb striping and other pavement markings.
• Signage.
• Separating motor vehicles from pedestrians and
bicyclists.
• Adding a drop-off and pick-up lane.
• Assistants to help students exit and enter motor
vehicles.
David Parisi
Numerous tools can be used to improve the safety and efficiency of the drop-off and pick-up process at schools
including:
• Adding an off-site queuing lane.
• Temporary street closures and one-way streets.
• Temporary use of school grounds as a drop-off and
pick-up zone.
• Education, including maps and frequent reminders
using school announcements and newsletters.
• Monitoring and enforcement of drop-off and pickup
policies.
Student Drop-off and Pick-up 7–4

Encouraging.Walking,.Bicycling.and.
Carpooling
Naturally, a Safe Routes to School (SRTS) Program
encourages students to bicycle and walk to school. But,
some students simply live too far from their school to
walk or bicycle, and are not provided with bus service.
For those parents who must drive their children to
school, several strategies can reduce traffic congestion
at the school and in the adjacent streets, including
park and walk and carpool programs. A park and walk
program makes use of an off-site location (such as a nearby
church or park) as a parking area for parents who
then walk their child to school or join a regularly scheduled
walking school bus to complete their journey. The
Encouragement chapter of this guide describes park and
walk and walking school bus programs in detail.
Families that have no alternative to driving their children
to school can also carpool to reduce traffic congestion
at the school.
Communities such as Charlottesville, Virginia (www.
rideshareinfo.org/schoolPool.asp), Fort Collins, Colorado
(www.fcgoc.com/transportation/schoolpool.php),
and Santa Cruz, California (www.commutesolutions.
org/schoolpool.html), have developed “school pool”
programs in which a voluntary group of parents share
the responsibility of getting children to and from school
safely. This can include walking, bicycling, carpooling
or taking the bus, and whether done on a daily basis,
occasionally or in case of an emergency, school pools
help communities address child safety and reduce traffic
congestion.
Many larger metropolitan areas around the nation have
free programs that assist people with forming carpools.
These programs are now extending their reach to include
school related trips. The school pool program, for example,
is a service that provides “matchlists” to parents with
students attending the same school so that students may
carpool, walk or bicycle together. In some cases, participating
schools provide student rosters containing names,
addresses and phone numbers to the agency, which then
provides the computer matching. In other cases, parents sign
up individually and are matched with parents at the same
school. After parents receive a matchlist of other parents
it is up to them to make the arrangements they prefer.
This flier from the Marin County, California,
Safe Routes to School program advertises
their School Pool program that promotes
walking, bicycling and carpooling.
Families that have no alternative
to driving their children to
school can also carpool.
David Parisi
Carpoolers have preferred drop-off and pick-up lanes at St.
Marks School in San Rafael, California.
Student Drop-off and Pick-up 7–5

The Mid-America Regional Council runs the
RIDESHARE program for the greater Kansas City
Region. School Pool is a service of RIDESHARE a
free commuter matching services. Visit www.marc.org/
rideshare/schoolpool.htm to learn more about how this
program works. RIDES for the San Francisco Bay Area
operate a similar program. Bay Area Commuters, Inc. is
a nonprofit organization promoting commute alternatives
to driving alone to school or work.
Walking school buses and bicycle trains can be loosely
structured or highly organized. For example, walking
buses or bicycle trains can be as simple as neighborhood
families deciding to walk or bicycle together. More
formal, organized walking school buses and bicycle have
a coordinator who recruits volunteers and participants,
creates a schedule and designs a walking route. While
requiring more effort, more structured walking school
buses and bicycle trains offer the opportunity to involve
more children.
Putting It Into Practice: “25 or Less” Campaign
Morton Way Public School, Brampton, Ontario, Canada
Tool: Encouraging Walking,
Bicycling and Carpooling
What is it and how does it work?
Urge students and parents to walk and bicycle to school,
and when not possible, to ride the bus or carpool.
Benefits strategy provides
•
•
•
Decrease traffic at school.
Reduce vehicle emissions.
Increase physical activity levels.
Key factors to consider
• Develop encouragement activities to reflect
specific situation at each school and within each
community.
Morton Way Public School in Brampton, Ontario, Canada, has 877 students in junior kindergarten through grade five.
Approximately 50 students travel to school by school bus, and the rest of the students live within walking distance of the
school. During the past four years Morton Way has sustained a successful walk to school program with between 83 and
92 percent of students walking or bicycling to school on specific days.
Despite the success of the program, the Morton Way community still felt there were too many private vehicles dropping off
students. They recently implemented a new initiative to reduce the amount of motor vehicles at the school through a “25
[Cars] or Less” campaign. A “thermometer” is displayed to alert drivers how many vehicles dropped off students the day
before and school PA announcements update the students of progress. There are also signs displayed around the school
promoting the 25 or Less campaign.
See the Encouragement chapter for a description of other Morton Way Safe Routes to School activities.
Student Drop-off and Pick-up 7–

Curb.Striping.and.Other.Pavement.
Markings
Curb striping or painting is used in drop-off and pick-up
zones to clarify parking and other curb use rules. The
color painted on curbs means:
White.(or.no.color).
Parking allowed, unless restricted or limited by
signs.
Blue
Parking for the disabled only. Drivers must have a
disabled person parking placard (typically hanging on
the rear view mirror) or disabled person or disabled
veteran license plate.
Green
Parking allowed for a short time. The time is usually
shown on a sign next to the green zone, or it may be
painted on the curb. Green curb can also be used for
student loading zones if accompanied by the appropriate
signs.
Yellow.
Stop only long enough to load or unload passengers.
Drivers are usually required to stay with their vehicle.
Red
No parking. Red curb may also be used in NO
STOPPING or NO STANDING zones in conjunction
with the appropriate signs. A bus may stop at a
red zone marked for buses. Red is also used to designate
fire lanes at schools.
In some cases it may be helpful to stripe out the loading
area, both for the driver and for the waiting students.
Some schools stripe the path the drivers are supposed to
use for drop off and pick up, and some schools use pavement
arrows and pavement stencils to designate circulation
patterns and where loading is to occur.
Mike Cynecki
Pavement stencil at Monroe Elementary School in Utah.
Mike Cynecki
The blue line used by the Deer Valley School District in the
Phoenix, Arizona, metropolitan area designates parent dropoff
circulation for school parking lots. This sign corresponds to
the blue pavement markings used by the Deer Valley School
District in Phoenix, Arizona.
David Parisi
The combined use of signs and striping on a residential street
adjacent to school property clarifies the intended curb use.
The white curb marking indicates an area in which drop-off
and pick-up of passengers is permissible. Santee, California.
Mike Cynecki
This is part of an on-site drop-off and pick-up zone with
highly visible red striping. The loading and unloading occurs
in a specially marked area beyond the red curb. Orangewood
Elementary School, Phoenix, Arizona.
Student Drop-off and Pick-up 7–7

Tool: Curb Striping
What is it and how does it work?
Delineate zones and intended use with paint.
Benefits strategy provides
•
•
Low cost.
Provides continuous explanation of zone.
Key factors to consider
•
•
•
•
Maintain paint.
Use standard colors.
Educate parents and students on proper use.
Use in conjunction with signing to clarify purpose.
Signs
Signs help define areas in drop-off and pick-up zones
and explain their proper use. Signs should be standard,
highly visible, properly installed and well-maintained.
Some signs can be confusing if improperly placed or
poorly worded. Signs with fewer words are easier to read
and understand. Standard signs should be used on school
property and in the surrounding area for regulating
and guiding traffic. A local traffic engineer can recommend
appropriate signs and their placement. See the
Engineering chapter for more information on signing.
Separating.Motor.Vehicles.From.
Pedestrians.and.Bicyclists
Separating or eliminating conflicts between students
arriving on foot or bicycle from those arriving by buses
and motor vehicles is highly recommended. Adequate
physical space should be provided for each mode by
which students arrive at school. Also, the route provided
for each mode should be separate from other modes.
Provision of sidewalks and bikeways that are separate
from lanes dedicated to buses and lanes dedicated to
motor vehicles will reduce a student’s exposure to traffic.
Students walking or riding to school should not
have to cross busy driveways or roadways to access the
campus. If they do, an adult school crossing guard or
older student should be placed at the crossing to assist
students safely across.
David Parisi
Nonstandard signs are not always understood by drivers. This
sign is often hit by motor vehicles and leads some drivers to
believe the entire street, and not just the crosswalk, is offlimits
to parking.
Mike Cynecki
When worded properly and when parents are educated properly,
some nonstandard signs can be quite helpful in regulating
drop-off zones. Orangewood Elementary School (left)
and Roadrunner Elementary School (right), Phoenix, Arizona.
Tool: Signing
What is it and how does it work?
Clearly indicates intended use of zone.
Benefits strategy provides
•
•
Low cost.
Provides continuous explanation of zone.
Key factors to consider
•
•
•
Use standard signs.
Install signs properly.
Maintain signs.
Student Drop-off and Pick-up 7–8

It may be appropriate to provide a separate travel lane
for buses, a separate lane for private motor vehicles and
specific routes for pedestrians and bicyclists. Separate
bus zones can be established either on the school site, or
on the adjacent street, wherever sufficient room exists.
Preferably, the bus zone is not immediately adjacent to
the private motor vehicle area to ensure that there is no
spillover from the motor vehicles into the bus area.
A separation of arrival and departure times may also be
useful. Staggered bell times for groups of students help to
disperse the traffic peak at schools during the relatively
short drop-off and pick-up periods. Staggered release or
bell times for walkers and bicyclists, and bus riders and
carpoolers can help reduce pedestrian or bicyclist exposure
to, and minimize conflicts with, motor vehicles.
Conflicts often occur when private motor vehicles and
buses arrive at the same time and in the same location.
For example, buses may use a drop-off and pick-up lane
at a certain time, followed by private motor vehicle use
at a later time. Staggered bell times are most applicable
for schools with a large student population or when two
or more schools are in close proximity to one another.
To further reduce conflicts, school facilities can be
arranged to eliminate or reduce the number of children
walking through parking lots. Children should walk
around parking lots on dedicated walkways or sidewalks.
If this is not possible, clearly marked walkways through
parking lots with adult or older student monitors should
Tool: Separating Vehicles From
Pedestrians and Bicyclists
What is it and how does it work?
Provide different school access points in space or time
for various student travel modes.
Benefits strategy provides
• Provide efficient and safe flow of all modes with
minimal mixing.
Key factors to consider
•
•
Can be costly if construction is needed.
New schools and rebuilt or modernized schools
should be carefully reviewed to ensure that separation
is present.
be used, and speed calming treatments, such as humps
or bumps, should be employed in the parking lots.
School bus loading areas should be separated from parent
drop-off and pick-up areas if at all possible. Signs, pavement
markings, gates or orange cones may be used to
provide this separation, but some education and enforcement
will also be needed.
Phoenix, Arizona.
Mill Valley, California.
Mike Cynecki
Mike Cynecki
Traffic cones can be used to keep parents from entering the
bus loading area at Monroe Elementary School in Utah.
David Parisi
Student Drop-off and Pick-up 7–

Drop-off.and.Pick-up.Lane
A drop-off and pick-up lane is an area on a street adjacent
to school grounds or directly on the school grounds that
is dedicated to the loading and unloading of students by
private motor vehicles.
This school created a drop-off and pick-up lane on the
street adjacent to school grounds. The picture to the
left shows a corral where children wait to be picked up.
Motor vehicles with identification tags that correspond
to an individual student line up in the yellow-lined area.
When the motor vehicle progresses to the white-striped
loading area, the appropriate child exits or enters the
vehicle. Signs, such as the one in the picture to the right,
can remind drivers to follow the established process.
Marin Horizon School, Mill Valey, California.
David Parisi
An on-site drop-off and pick-up lane can employ the
same general technique as in the on-street drop-off and
pick-up lane. The system illustrated in the pictures to
the right uses two lanes rather than one, and the lanes
are actually on school grounds. Several motor vehicles
in one lane progress to the unloading zone, release the
children simultaneously and move out when all the children
have cleared the street. The next group of motor
vehicles moves into the loading zone from the other line
of queued vehicles and repeats the process. Curb striping
delineates the areas, signs further explain their proper
use, orange cones mark the lanes and school personnel
orchestrate the entire process.
Tool: On-street and On-site
Drop-off and Pick-up Lane
What is it and how does it work?
• A lane designated for drop off and pick up of students
from private motor vehicles only.
• May be on school grounds or on street adjacent to
school.
Benefits strategy provides
• Speeds up and provides order to the drop-off and
pick-up process.
Key factors to consider
•
•
•
•
Clearly delineate zone and define process.
The student loading area should be at the far end of
the lane to maximize vehicle storage. In some cases
two storage lanes may be used.
Unload or load three or four motor vehicles at a
time.
Do not create a process that negatively impacts students
arriving on foot or bicycle, and do not encourage
more parents to drive students to school.
Monta Vista School, Santa Barbara, California.
David Parisi
Student Drop-off and Pick-up 7–10

Assistants.to.Help.Students.In.and.Out.
of.Vehicles
Providing curb-side assistants in drop-off and pick-up
zones to help students exit and enter motor vehicles can
provide order to the process and decrease its time.
Parents, school personnel, safety patrol or older students
can serve as valets and open curb-side doors for students
to enter and exit motor vehicles and remove bags or other
items. This speeds up the drop-off and pick-up process
by eliminating the need for the parents to get out of the
vehicle and ensures students are directly accessing designated
locations. These assistants should wear safety vests
or belts, and the loading area should be designated by
signs or paint and be located at the far end of the lane. It
is best to have enough assistants to help load three or four
vehicles at a time to speed up the process in a safe manner.
Tool: Assistants to Help
Students In and Out of Vehicles
What is it and how does it work?
Person opens and closes curb-side motor vehicle door
for students entering and exiting vehicles. Parents stay
in vehicle and leave immediately after the child exits.
Benefits strategy provides
•
•
Speeds up drop-off and pick-up process.
Channels students directly from motor vehicle to
pedestrian zone or from pedestrian zone to motor
vehicle.
Key factors to consider
•
•
•
Richman Elementary School, Fullerton School District
Parents, school personnel and safety patrol can all
participate.
Need to educate parents and children on the process.
Assistants should wear safety belts or bright vests.
Off-site.Queuing.Lane
Another strategy to improve the safety and efficiency
of the drop-off and pick-up process is the use of off-site
queuing lanes.
The street in this photograph is a major collector.
During arrival and departure of students, the right
lane is marked no parking and the motor vehicles line
up for drop off and pick up. As students are loaded or
unloaded from the motor vehicles at the drop-off and
pick-up zone the vehicles in the queue advance. Off-site
queuing lanes, in conjunction with drop-off and pickup
lanes and assistants to help students enter and exit
motor vehicles, can speed up and improve the safety of
the loading and unloading process.
In some instances, striping a center turn lane on a collector
street can provide a queuing area for left-turning
drivers waiting to enter the school drop-off and pick-up
area, without blocking other traffic using the street.
Tool: Off-site Queuing Lane
What is it and how does it work?
Orderly line of vehicles on street adjacent to school
waiting to pull into the drop-off and pick-up zone.
Benefits strategy provides
•
•
Reduces conflict with non-school traffic.
Speeds up and provides order to the drop-off and
pick-up process.
Key factors to consider
•
•
•
•
Clearly delineate queue.
Do not block non-school traffic with queue.
Does the public right-of-way provide sufficient space
for the vehicles, or does the needed width infringe
on private property?
Do not extend the motor vehicle queue through a
student crosswalk.
Student Drop-off and Pick-up 7–11

Temporary.Street.Closures.and..
One-way.Streets
Temporary street closures during student arrival and
departure times can improve the efficiency and safety
of the drop off and pick up of students at school.
Temporary street closures eliminate motor vehicles in
areas congested with pedestrians, bicyclists and perhaps
buses. Another similar technique is to designate a street
as one-way during drop-off and pick-up times. Signs are
essential for this method.
Both temporary street closures and temporary use of oneway
streets can work well in densely developed neighborhood
schools. Any proposed street closures must be
approved by the appropriate local transportation agency
and must be coordinated closely with neighbors. It is
also important to ensure that employing either of these
techniques does not create traffic problems on other
streets. Remember that all of these techniques should
improve the safety of the overall process, and not simply
relocate the chaos.
Tool: Temporary Street
Closures and One-way Streets
What is it and how does it work?
Officially close street to traffic, or create a one-way
street only during drop-off and pick-up times.
Benefits strategy provides
• Decreases traffic and chaos at drop-off and pick-up
times with minimal cost.
Key factors to consider
• Coordination with local government and adjacent
property owners is necessary.
• School officials may have to place and remove barricades
and maintain them during the street closure.
• Do not relocate traffic problems to adjacent neighborhood
streets by employing this strategy.
David Parisi
These images illustrate the temporary closures of neighborhood streets adjacent to schools in Seven Trees, California, (right) and
Monroe Middle School, California (left). The closures are marked by the use of movable barricades.
Temporary.Use.of.School.Grounds.as.a.
Drop-off.and.Pick-up.Zone
A section of the school grounds, such as a play area or
parking lot, can be used as a dedicated drop-off and pickup
zone only when children are arriving at, or leaving,
school. Temporary drop-off and pick-up zones can be
useful in older, urban schools that were built without
student loading areas when most children walked to
school rather than being driven to school.
Some schools have received permission from their fire
department or fire marshal to use a gated fire lane that
encircles the school building as a parent pick-up and
drop-off zone. This use requires parents to always stay
in their vehicle, and to use a circulation pattern so that
students load on the building side of the vehicle. At
other times this area is closed to motor vehicle traffic.
Student Drop-off and Pick-up 7–12

Tool: Temporary Use of School Grounds as a Drop-off and Pick-up Zone
What is it and how does it work?
Use school play area, parking lot or other area as a drop-off and pick-up zone.
Benefits strategy provides
• Provides a separate space for drop-off and pick-up by motor vehicle.
Key factors to consider
•
•
•
•
Useful in schools in densely developed areas with space constraints.
Education of parents and students is important.
Need good sign and paint plan; cones may be helpful.
To use a fire lane as a drop-off or pick-up zone, schools need to obtain approval from the fire department beforehand.
Education
Educating parents and students on proper drop-off and
pick-up procedure is essential in developing a safe and
efficient system.
Regular reminders of drop-off and pick-up procedure
from school officials to students and parents is one way to
keep parents informed. Information provided to parents
should be clearly stated, provide consistent messages
and be delivered regularly throughout the school year.
Maps of the drop-off and pick-up area with traffic flow
patterns are very helpful. It is often good to begin a new
drop-off plan at the start of a new school year or after
a break, and after sufficient notice has been given to
parents and students about the new plan.
Some schools hold traffic safety days to provide students
and parents with useful information. Drivers are reminded
of traffic safety principles and school drop-off and
pick-up policies and processes. At this time children can
be recognized and rewarded for walking or bicycling to
school. Drivers who are not following proper process
can receive warnings from school personnel, parents or
law enforcement officers. Giving small rewards, such
as stickers or pencils, to students whose parents follow
proper process may be more beneficial in correcting bad
habits than punishing poorly behaved parents.
Communities with a large non-English speaking
population may benefit from multi-lingual educational
literature, parking lot monitors and events.
David Parisi
David Parisi
Student Drop-off and Pick-up 7–13

Monitoring.and.Enforcement.of.Drop-off.
and.Pick-up.Policies
Enforcement of drop-off and pick-up rules is essential
in creating a safe drop-off and pick-up environment.
Enforcement as it applies to the entire Safe Routes to
School program is discussed in detail in the Enforcement
chapter, so it will be mentioned just briefly here.
Enforcement of drop-off and pick-up policies and process
can be performed by a variety of people. Schools around
the country have had success utilizing law enforcement
officers, school personnel or parent volunteers. When
new drop-off and pick-up plans are implemented assistance
may be requested from law enforcement officers
to make sure traffic flows smoothly during the first few
days. Implementing a new plan may also require more
volunteers or monitors to regulate parent activity in the
first few days.
This notice is placed on a vehicle windshield to inform the
driver that they have illegally parked in a drop-off and pickup
zone for buses.
Tool: Monitoring and Enforcement of Drop-off and Pick-up
What is it and how does it work?
Inform and remind the school community of drop-off and pick-up policies and process.
Benefits strategy provides
• May be the only additional activity necessary to keep drop-off and pick-up safe and efficient.
Key factors to consider
•
•
•
Regular reminders and consistent application of rules are necessary.
Reward students if their parents follow the process.
Police assistance may be requested when implementing a new plan.
Enforcement of drop-off and pick-up rules is essential in creating a
safe drop-off and pick-up environment.
Student Drop-off and Pick-up 7–14

10 TipS
Safe Routes to School programs and Liability
Background and Overview
SafeRoutes
National Center for Safe Routes to School
Forty years ago, nearly 90 percent of children who lived close to their school walked or bicycled to get there.
Today, this number has decreased by about 25 percent. 1 As Safe Routes to School (SRTS) programs have
developed to reverse this trend, some have wondered if encouraging walking and bicycling to school may increase
a school’s liability exposure.
In general, the answer is no. In fact, SRTS programs are
designed to help schools and communities identify and address
potential safety concerns. Taking concrete steps to make walking
and bicycling safer will reduce the likelihood of injury, and
thereby minimize exposure to liability.
A SRTS program that simply encourages or promotes bicycling
and walking to school should not, in most cases, expose schools
to increased liability risk. Even school-sponsored walking and
bicycling programs, such as a Walking School Bus or Bicycle
Train should not expose schools to any greater liability than
other school-sponsored activities. Of course, schools with SRTS
programs must ensure they are meeting their responsibilities
for children’s safety just as they must routinely do with all other
forms of school transportation and with other school activities.
SRTS programs can vary greatly, ranging from programs to encourage walking and bicycling to active sponsorship
of walking and bicycling programs and providing new infrastructure to support these activities. The school’s
responsibility for safety will vary according to the individual elements of the SRTS program and the local legal
context. The information below provides a brief overview of the relevant legal definitions and identifies several issues
you may want to look into as you develop your program to ensure you are addressing any potential liability issues.
This information is not intended as legal advice and should not be used as such. For specific legal
guidance, you should consult with an attorney with relevant knowledge and experience.
Legal Context
FoR
Schools and school districts must regularly address issues of liability for a variety of school programs and school
sponsored activities. Regardless of whether students walk, bike, take the bus, or are driven to school, there is a
possibility that an injury may occur on or off school property. However, not all injuries result in liability. The
extent to which a school will be held legally responsible or “liable” for its negligent actions or omissions depends
on the facts of a given case, on laws and legal principles that vary from state to state, and even from school district
to school district.
In general, to establish liability for negligence, the injured person or someone acting on his or her behalf must
show that the school owed a legal duty of care to that person, that the school breached that duty, and that the
breach was the “proximate cause” of damages or injury. 2 (Visit Law.com and search liability and negligence for
more detailed definitions and descriptions.)
Tip SheeT

10 TipS
Safe Routes to School programs and Liability (continued)
A school’s duty of care to students and resulting legal liability when students are injured is very situational and
can only be assessed in the context of the specific program or activity and with knowledge of the specific facts
giving rise to an injury. Relevant factors are likely to include:
• the degree to which the school controls or directs the activity that results in injury,
• the extent to which the school’s actions conformed to applicable rules, regulations, policies, or procedures, and
• the extent to which the school knew or should have known of a particular hazard and failed to correct or
warn against it.
A school will not ordinarily be held liable for injuries sustained by children while they are walking or bicycling to
school simply because the school encourages children to walk or bike, where injuries occur off school property, and
parents have been reminded that the school is not responsible for supervising children who walk or bike to school.
To avoid liability for negligence, the school must exercise
“reasonable care” under the circumstances. If the school
directly sponsors walking or bicycling activities such as a
Walking School Bus or Bike Train, the school generally has
greater responsibilities just as they would for other schoolsponsored
forms of transportation. At a minimum, the school
should follow the recommended procedures outlined in the
National Center for SRTS publication, The Walking School
Bus: Combining Safety, Fun and the Walk to School
(http://www.saferoutesinfo.org/guide/walking_school_bus/
index.cfm) as well as any rules, policies, or protocols established
by the school district for school-sponsored activities occurring
off school property. (For example, volunteer training,
screening, or adult to child ratios.)
Minimizing Risk
Even though SRTS programs are designed to make walking and bicycling safer for students, there are certain
steps the school should take to minimize the risk that the school will be held liable for negligence in the event
that a student is hurt while walking or bicycling to school. Some key measures are detailed below.
References
FoR
Green Forest’s Safe Routes to School Project
An interim status report – April 23, 2008
Police Chief John Bailey with a “Walking Schoolbus” April 2, 2008
1. “In 1969, 87 percent of children 5 to 18 years of age who lived within one mile of school walked or bicycled
to school. In 2001, 63 percent of children 5 to 18 years of age who lived within one mile of school walked or
bicycled to school.” U.S. Centers for Disease Control and Prevention. Kids Walk-to-School: Then and Now —
Barrier and Solutions. Available: http://www.cdc.gov/nccdphp/dnpa/kidswalk/then_and_now.htm
Accessed: January 17, 2006.
2. Schools Legal Service, Orange County Department of Education. 2001 “School Districts and School District
Employees Liability for Negligence.” Costa Mesa, CA.

10 TipS
Safe Routes to School programs and Liability (continued)
1
2
5
FoR
Work with your school district’s administrative and legal staff to understand
the relevant liability issues and to develop appropriate policies.
Most likely, your school district already has a number of policies in place to help manage its liability for various
school programs and activities. A SRTS program is no different. You should work closely with your school
district’s administrative and legal staff to identify any particular risk management and insurance needs based on
your individual SRTS program and the relevant laws of your jurisdiction.
Be aware of local laws,
regulations, and school policies.
Work with your school’s legal counsel to
identify the laws and regulations in your
jurisdiction that are relevant to walking and
bicycling. These may include laws regarding
school safety patrols, the designation of
school walking routes (some states require
them), student bus transportation, and any
bicycle safety requirements such as helmets,
bells or lights. You should also review the
state and local pedestrian laws and portions
of the local development code regarding
pedestrian safety and provision of pedestrian
accommodations. Make sure you are following
any applicable school policies, such as
parental permission slips, waivers, or required
supervision for school-sponsored activities. If
appropriate, your school may consider making
modifications or exceptions to any school
policies that appear to be in conflict with your
SRTS activities.
Document your efforts.
If you are aware of potential problems, document your
efforts to fix them. For example, if you are made aware of
problems with speeding vehicles in the school area, keep
records of your communication with law enforcement
officials to address the problem and your communications
to parents warning them of any uncorrected problems.
3
4
Take steps to fix problems.
If you are aware of unsafe walking and
bicycling conditions, such as unsafe vehicle
drop off and pick up conditions, take steps
to fix them. Even if the problem is not
subject to the school’s control, such as a
heavily trafficked local street, the school
should warn parents of any known hazards,
and take any prudent steps to address
conditions under the school’s control that
might exacerbate the risk of injury.
Be proactive.
Develop a plan.
Developing a SRTS Plan for an individual
school is a great way to identify potential
safety problems and prioritize needed
improvements. If you identify problems,
take steps to address the problems and
inform the school community of possible
hazards that cannot be or have not yet
been corrected.

10 TipS
Safe Routes to School programs and Liability (continued)
6 Parents
8
9
Be uniform, systematic and
consistent in undertaking
safety improvements.
In making improvements such as new sidewalks or
improved crossings, follow accepted engineering and
design practices. Any design exceptions should be
carefully reviewed so as not to compromise safety.
Consider waivers.
Where a SRTS program sponsors specific
transportation activities, such as a walking school
bus or bicycle train, a school may decide to require
parent volunteers and parents of student participants
to sign waivers or permission slips acknowledging
that the participants are assuming the risk of injury
by engaging in walking and bicycling activities, and
waiving any claims against the school for its negligent
acts or omissions. Keep in mind that waivers need to
be carefully drafted in order to be effective.
Obtain adequate insurance
coverage for your program.
Your school district is likely to have a large
umbrella policy that covers a range of school
programs and school sponsored activities. Review
this policy to ensure the SRTS activities you are
organizing are covered. If they are not, have the
policy adjusted to include these activities.
SafeRoutes
National Center for Safe Routes to School
FoR
7
10
Inform and involve parents.
and designated caretakers are
ultimately responsible for deciding how
their children get to school. Material
promoting SRTS programs should make
clear that parents should determine
their child’s readiness and the best route
for walking and bicycling. Encourage
parents to accompany younger children.
Let parents know the location of
signalized or marked crossings and
locations with crossing guards and
recommend that they use them. Provide
pedestrian and bicycle safety tips to
parents as well as students. (See safety
tip sheets at the National Center’s Web
site at http://www.saferoutesinfo.org/
resources/education_tip-sheets.cfm)
Provide training.
Make sure crossing guards and school
employees working on traffic and safety
issues are well trained regarding pedestrian
and bicycle safety and their responsibilities
for ensuring that children are safe on
their journey to and from school. Provide
training to volunteers, and if appropriate,
screening, where volunteers will be
supervising children as part of a SRTS
activity, such as a formal Walking School
Bus or Bike Train.
For more resources and information on Safe Routes to School, please visit the
National Center for Safe Routes to School Web site at www.saferoutesinfo.org.

Helpful Websites
National Center for Safe Routes to School – General Information
http://www.saferoutesinfo.org/
New Mexico Department of Transportation – New Mexico Safe Routes to School Info.
http://nmshtd.state.nm.us/main.asp?secid=15411
Safe Routes to School National Partnership – National Safe Routes to School program information
http://www.saferoutespartnership.org/
National Walk to School Day – Information and Event Ideas
http://www.walktoschool‐usa.org/
The National SAFE KIDS Campaign – Activity sheets and information
http://www.safekids.org/
Centers for Disease Control and Prevention – Kids Walk to School Program
http://www.cdc.gov/nccdphp/dnpa/kidswalk/index.htm
League of American Bicyclists – Biking ideas and incentives
http://www.bikeleague.org/

California Walk to Schools – Year Round Activities
http://www.cawalktoschool.com/
Fitness Finders – Incentives
http://www.fitnessfinders.net/
Fitness for Children – Making Physical Activity Fun for youth
http://fitness.suite101.com/article.cfm/fitness_for_children
Walking Programs from other states – Activity guides and Information
www.healthandlearning.org/bikesmart.html
www.saferoutesne.com/educators/srintheclassroom.html
http://saferoutes.ky.gov/LessonPlan.html
http://colo4.orcasinc.com:8081/products/category_list.html?index=12
http://walkboston.org/documents/ToolKitManual.pdf
http://www.fcgov.com/saferoutes/curriculum.php
http://www.walksafe.us/index.html

w w w . n m s a f e r o u t e s . c o m
Educational Materials
Rueben S. Torres Elementary School, Deming

Educational Materials
The WALKSAFE curriculum is included in this section. It teaches children, Kindergarten through 5 th
grade, the basics of pedestrian safety. The WalkSafe curriculum was developed by The University of
Miami Miller School of Medicine and has been shown to significantly increase the pedestrian safety
knowledge of elementary school children. It is based on the 5E model and has been used successfully
as part of a program that includes education, encouragement, engineering, enforcement and
evaluation. The WalkSafe curriculum has been aligned with the New Mexico educational standards
and benchmarks to make it easy to integrate into the required NM elementary school curricula.
In this Section
• WalkSafe TM Kindergarten and 1 st Grades Lesson Plans
o Alignment to New Mexico Standards and Benchmarks
• WalkSafe TM 2 nd and 3 rd Grades Lesson Plans
o Alignment to New Mexico Standards and Benchmarks
• WalkSafe TM 4 th and 5 th Grades Lesson Plans
o Alignment to New Mexico Standards and Benchmarks

w w w . n m s a f e r o u t e s . c o m
Kindergarten and 1st Grades
Lesson Plans
Mesa Verde Elementary School, Farmington

www.walksafe.us
Table of Contents
Page
Overview of Program and
Lesson Components 1
Day 1 Video and
Classroom Discussion
Vocabulary & Signals 2
Discussion Questions 3
Day 2 Outdoor Street-
Crossing Simulation
Simulation Setup 5
Simulation Activity 6
Day 3 Poster Contest or
Creative Activity
Creative Activity Ideas 8
Poster Contest in Florida 8
Judging Rubric 9
Reproducible Materials
Vocabulary Flashcards 10
Traffic Signal Flashcards 19
Simulation Flashcards 24
Vocabulary Matching 27
Prepositions Review 29
Board Game 33
Phonics Activity 37
Handwriting Practice 39
Complete the Patterns 40
Connect the Dots 42
Fun Mazes 44
WalkSafe TM
Assessment
K-1 Grade Test 46
Test Answer Key 49
Poster Judging Rubric 51
Teacher’s Guide: Grades K-1
The WalkSafe program aims to improve pedestrian safety and promote student
wellness through walking. This 3-day curriculum contains lessons and activities
that teach pedestrian safety skills through the use of videos, outside simulation
activities and art projects. Supplementary to the 3-day lesson plan, reproducible
materials are included as a way to incorporate pedestrian safety and health
concepts into your academic curriculum.
This basic 3-day curriculum includes the following lesson plans:
• Day 1: Video and Classroom Discussion
• Day 2: Outdoor Street-Crossing Simulation
• Day 3: Poster Contest or Creative Activity
We value your feedback and request that you complete a brief survey after
completion of the program at http://walksafe.us/teacher_survey.html. Thank you
for supporting the WalkSafe TM
program and sharing the importance of pedestrian
safety with your students.
Overview of Lesson Components
Materials
Standards / Objectives
Lesson Vocabulary
Activity / Discussion
Optional Components
Assessments
Reproducible Materials
Teacher Tools
Extended Learning
Key Features of Lessons
Teacher Tools include additional strategies, activities and
resources that support the needs of diverse learners including
students with limited cognitive and/or linguistic abilities.
Extended Learning contains links to optional interdisciplinary
activities and reproducible materials.
1

Teacher’s Guide: Grades K-1
www.walksafe.us Day 1 Lesson Plan: Video and Classroom Discussion
Materials
• “Stop and Look with Willy
Whistle” Video
• TV/DVD Player
• Reproducible Materials from
pages 10-51.
*Optional
Objectives
Students in grades K and 1 will:
1. Demonstrate an
understanding of concepts
covered in “Stop and Look
with Willy Whistle” video by
engaging in a teacher-led
discussion.
2. Identify and explain the
meanings of vocabulary
words and traffic signals.
New Mexico
Standards
• Comprehend the concepts
related to health promotion
and disease prevention.
(HED Benchmarks 1, 4, 6)
• Demonstrate the ability to
access valid health
information and health
promoting products. (HED
Benchmarks 2, 4)
• Demonstrate the ability to
practice health enhancing
behaviors and reduce health
risks. (HED Benchmarks 1, 2,
3, 4, 5)
• Demonstrate the ability to
use goal-setting and
decision-making skills to
enhance health. (HED
Benchmark 3)
• Apply strategies and skills to
comprehend information
that is read, heard and
viewed. (LA Benchmark 1-A)
• Communicate effectively
though speaking and
writing. (LA Benchmark 2-A)
Introduction
Ask students to raise their hands if they have ever walked to school or around
their neighborhood. Inform students that they will be learning about important
rules that help everyone stay safe while walking.
Vocabulary
Discuss meanings of vocabulary words below.
Safe To be careful and avoid danger.
Pedestrian A person who is walking.
Curb/Edge Raised pavement between the edge of the road and the
sidewalk.
Intersection Where two roads meet.
Crosswalk A marked place to cross the street.
Corner Where the road bends or turns.
Signals Lights that tell cars and people when to stop and go.
Left/Right *Have students extend their left arm and form the shape of
an “L” with their hands to practice identifying left and right.
• Post vocabulary flashcards from pages 10-18 on board to illustrate
definitions.
• Complete Vocabulary Matching activity on page 27.
• Use the “Where is Willy?” activity on page 29 to reinforce meanings
of vocabulary words and use of prepositions.
• Trace left and right hands on paper and label with direction.
Traffic Signals
Have students practice identifying the meanings
of important traffic signals using traffic signal
flashcards from pages 19–23.
Video
Play “Stop and Look with Willy Whistle” (8:17 min). Access the video at:
• http://walksafe.us/material.html (WalkSafe website), or
• http://www.youtube.com/watch?v=OGfnWyFEPKg (YouTube), or
• http://www.nhtsa.gov/people/injury/willie/video.html (NHTSA website)
If you have trouble accessing the video, contact the WalkSafe Office at 305-243-8115.
2

www.walksafe.us
Language Arts Page
Vocabulary Matching 27
Prepositions Review 29
Phonics Activity 37
Handwriting Practice 39
Mathematics
Complete the Patterns 40
Fun Stuff
Board Game 33
Connect the Dots 42
Fun Mazes 44
Teacher’s Guide: Grades K-1
Teacher-Led Video Discussion Questions
Question Answer
1 What is the first thing you do when
you come to a curb or edge of a
street?
Stop.
2 Should you stop at the edge of the
street sometimes or always?
3 Is it safer to cross at the corner or in
the middle of the street?
4 Which way(s) should you look before
crossing the street?
5 Can anyone guess why we look left
first?
6 If you see a car coming when you are
going to cross the street, what
should you do?
7 Let’s imagine that there is a car
parked on the side of the street. If
we want to cross the street but we
can’t see because the car is in the
way, what should we do?
8 Why do we make sure that the cars
parked on the street are empty and
not running?
9 Does a green light or “WALK” signal
always mean go?
Always.
It is safer to cross at the corner or
at a crosswalk, never at mid-street
where cars do not expect to stop
for pedestrians.
First look in the direction the cars
are coming, which is usually left,
then look right, and then left again.
Since cars drive on the right side of
the road, the cars coming from the
left will be closer to us than the
ones coming from the right.
Wait for the car to pass, and then
look left-right-left until it is safe to
cross.
1. Stop at the curb/edge.
2. Look and listen for running cars
and make sure no one is inside
them.
3. Go to the edge of the car and
stop.
4. Look left-right-left until it is safe
to cross.
So that they don’t hit us.
No, there might be a car running a
red light or making a fast turn. A
green light or “WALK” signal
means to look left-right-left first,
and then cross when it is safe.
3

Teacher’s Guide: Grades K-1
www.walksafe.us Additional Discussion Questions
Day 1 Summary
Introduce lesson and
vocabulary. Post optional
vocabulary flashcards from
pages 10-18.
Introduce traffic signals
and rules. Post optional
traffic signal flashcards
from pages 19–23.
Play “Stop and Look with
Willy Whistle” video.
Complete video discussion
questions.
Incorporate reproducible
materials, teaching tools,
and extended learning
opportunities into lesson.
*Optional
Review key objectives.
Administer WalkSafe TM
multiple choice test on
page 46.
*Optional
Question Answer
10 What should you do when you get to
a signal that is already at “WALK”?
11 What do you do when you see a red
“DON’T WALK” signal?
12 What do you do when you see a
white “WALK” signal?
13 If the road does not have a sidewalk,
where should pedestrians walk?
14 What should you do while you’re
crossing the street to make sure you
stay safe?
Wait for a new “WALK” signal so it
doesn’t turn red while you are
crossing the street.
Stop and wait for a “WALK” signal
and look left-right-left until it is
safe to cross.
Stop, look left-right-left, then walk
when it is safe.
Walk as far to the left of the road
as possible, facing traffic.
Keep listening for cars and looking
left and right to make sure no cars
are coming.
15 Why is walking good for you? Walking is a form of exercise.
Exercising every day can make you
healthier and stronger, and can
also make you feel better.
16 Should you walk by yourself or with
an adult?
17 What can you wear to help drivers
see you at night?
With an adult. It is much safer.
When walking at night you should
wear white clothing or reflectors to
help cars see you better.
Key Objectives Lesson Review
• Pedestrians should be careful and practice safety steps when walking.
• Safe walkers stop, look, and listen for cars before crossing the street.
• Always stop at the curb, then look left-right-left before crossing the street.
• Walk on the sidewalk and cross at the corner, not the middle of the street.
• If your view is blocked, walk to the edge of the visual screen and then stop
and look left-right-left again before crossing.
• Obey traffic signals and keep looking left-right-left while crossing.
Evaluation
An optional multiple choice test and answer key are available on
pages 46.
4

Teacher’s Guide: Grades K-1
www.walksafe.us Day 2 Lesson Plan: Outdoor Street-Crossing Simulation
Materials
• Outdoor/indoor practice
area
• Cones, sidewalk chalk, rope
or any other materials
necessary for creating a
simulated road.
• Reproducible materials from
pages 10 - 51.
*Optional
Objectives
Students in grades K and 1 will:
1. Practice how to cross streets
safely during a street-
crossing simulation.
2. Understand the role of a
School Safety Patrol
3. Identify the difference
between safe and unsafe
pedestrian behaviors.
New Mexico
Standards
• Comprehend the concepts
related to health promotion
and disease prevention.
(HED Benchmarks 1, 4, 6)
• Demonstrate the ability to
access valid health
information and health
promoting products and
services. (HED Benchmarks
2, 4)
• Demonstrate the ability to
practice health enhancing
behaviors and reduce health
risks. (HED Benchmarks 1, 2,
3, 4, 5)
• Demonstrate the ability to
use goal-setting and
decision-making to enhance
health. (HED Benchmark 3)
• Apply strategies and skills to
comprehend information
that is read, heard and
viewed. (LA Benchmark 1-A)
Introduction
Review: Street-Crossing Safety Steps
1. Stop at the curb/edge of the street.
2. Look left-right-left and listen for cars.
3. Cross when no cars are coming.
Review: Visual Screen Safety Steps
If there is a visual screen – such as a car or bush – blocking your view when
you’re trying to cross the street, follow these safety steps…
1. Stop at the curb/edge of the road.
2. If the screen is not moving, walk to the edge of the screen and stop (i.e.
edge of object that is closest to traffic).
3. Look left-right-left until it is safe to cross.
Review: Safe Places to Walk
1. Always cross at the crosswalk or corner, never mid-street.
2. Always walk on the sidewalk. If there is no sidewalk, walk on the left
edge of the road so drivers can see you.
Review: Traffic Signals
Use flashcards on pages 19 - 23 to identify and review signal meanings.
Introduce the Role of the AAA School Safety Patrol:
Inform students that school safety patrols are important people who can help
keep them safe when walking to, from, and around school. The AAA School
Safety Patrol can help students by:
• Showing them safe areas to cross roads on their way to and from school.
• Helping them safely get on and off the bus.
• Teaching them about traffic safety and how to be a safe pedestrian.
Students should look for patrollers to help keep them safe while walking.
WalkSafe Simulation Activity Set-Up
Schools are encouraged to set-up the simulation on the physical education hard
court (or other safe outdoor area) and schedule the activity during physical
education classes. If necessary, the simulation can also be set-up in an indoor area.
Create a simulated road:
• Use orange cones (or sidewalk
chalk) to simulate an imaginary
road on PE hard court.
• For concrete surfaces, use sidewalk
chalk to draw street lines.
• For grassy surfaces lay out rope or
yarn to simulate street lines.
• Create a visual screen using a
parked vehicle or large item.
5

www.walksafe.us
New Mexico
Standards
• Communicate effectively
though speaking and
writing. (LA Benchmark 2-A)
• Exhibits knowledge and
ability to participate in a
physically active lifestyle.
(PE Benchmark 2)
Use simulation
flashcards from pages
24 - 26 to facilitate
simulation.
WalkSafe TM
Board Game
Materials Page
Board Game 33
How to Play: WalkSafe
Board Game
Instructor draws a question
card from pile and reads to
first player. If player 1
answers correctly, he/she will
move the game piece forward
to the next square. If an
incorrect answer is given,
player one will move the
game piece backward one
square, and player 2 will be
given an opportunity to
respond. The first player to
get his/her game piece across
the street safely wins.
Teacher’s Guide: Grades K-1
Safe or Unsafe? Simulation Activity
The instructor will select a student/adult volunteer to:
1. Demonstrate a street-crossing behavior.
2. Discuss why the behavior is safe or unsafe.
3. Demonstrate the correct street-crossing behavior.
Volunteer
Demonstrates
Behavior
1 Instructor rolls ball into
the street and asks a
volunteer to walk across
the street without
looking left or right to
retrieve the ball.
2 Instructor situates a
visual screen (e.g. car,
bus, van) on the
simulated road.
Instructor asks volunteer
to walk to the edge of
the visual screen, stop,
look left-right-left, then
cross.
3 Instructor asks a
volunteer to cross the
street at the middle of
the road looking leftright-left.
4 Instructor stands at the
curb and holds up
“WALK” signal flashcard
(page 19) and asks
volunteer to cross
without looking.
5 Instructor tells students
that this street has no
sidewalk and asks a
volunteer to walk on the
right edge of the street.
Discuss if behavior is
safe or unsafe, and
why?
Unsafe. The ball was
taken from street
without stopping or
looking left-right-left.
Safe. The pedestrian
followed the Visual
Screen Safety Steps (stop
at the edge of the screen
and look left-right-left)
before crossing.
Unsafe. It is not safe to
cross the street in the
middle of the road.
Unsafe. Always look and
listen when crossing the
street, even when
crosswalk signals tell you
it’s safe to walk.
Unsafe. When there is no
sidewalk, pedestrians
should walk on the left
side of the street facing
cars so that drivers can
see you.
Volunteer
Demonstrates
Correct Behavior
Volunteer stops at
the edge of the
street and looks leftright-left
before
crossing the street to
retrieve the ball.
Volunteer stops at
the corner or
simulated crosswalk
and looks left-rightleft
before crossing.
Volunteer walks to
the crosswalk edge
and looks left-rightleft
to make sure it is
safe to cross.
Volunteer walks
along the left edge of
the street.
6

www.walksafe.us
Day 2 Summary
Summarize key concepts
from Day 1.
Review traffic signals
using pages 19 - 23.
Simulate safe and unsafe
street crossing behaviors
having students:
• Demonstrate a street
crossing behavior.
• Discuss why behavior
is safe or unsafe.
• Demonstrate the
correct street crossing
behavior.
Incorporate reproducible
materials, teaching tools,
and extended learning
opportunities into lesson.
*Optional
Review lessons learned.
Teacher’s Guide: Grades K-1
Safe or Unsafe? Simulation Activity (cont’d.)
Volunteer
Demonstrates
Behavior
6 Instructor stands at curb
and holds up “DON’T
WALK” signal flashcard
(page 20) and asks
volunteer to stop at the
curb.
7 Instructor simulates a
school bus by holding up
Bus flashcard (page 24)
and asks volunteer to
cross behind the bus.
8 Instructor asks one
volunteer to act as an
AAA school safety patrol,
and asks another
volunteer to ignore the
instructions given by the
AAA safety patrol and
run across the simulated
road at mid-street.
Discuss if behavior is
safe or unsafe, why?
Safe. Pedestrian obeyed
crosswalk signal and
stopped at the curb
before crossing.
Unsafe. The driver of the
bus cannot see
pedestrians when they
cross behind the bus.
Unsafe. You should
always walk, not run,
when crossing the street.
It is not safe to cross in
the middle of the road or
ignore instructions given
by AAA school safety
patrols.
Volunteer
Demonstrates
Correct Behavior
Volunteer crosses in
front of bus and
looks and listens for
oncoming vehicles.
Volunteer listens to
the instructions given
by the AAA school
safety patrol, stops at
the corner or
simulated crosswalk,
and looks left-rightleft
before walking
across the street.
Give each student an opportunity to practice crossing the simulated street safely
(using the street-crossing safety steps) at the end of the simulation activity.
Key Objectives Lesson Review
• Knowing the difference between safe and unsafe ways to cross the street
is an important part of being a safe pedestrian.
• Safe walkers look and listen for cars before crossing the street.
• Always stop and look left-right-left before crossing the street.
• Always cross at the crosswalk or corner, not the middle of the street.
• If your view is blocked, follow the visual screen safety steps before
crossing.
• Always walk on the sidewalk, not the street. If there is no sidewalk, walk
on the left edge of the street so drivers can see you.
• Obey traffic signals and continue looking left-right-left while crossing.
• Obey school safety patrols when walking to, from, or around school.
7

Teacher’s Guide: Grades K-1
www.walksafe.us Day 3 Lesson Plan: Poster Contest (or Creative Activity)
Materials
• Art supplies (crayons,
colored pencils, markers,
chalk, and/or paint, etc).
• Paper (any size between 8½”
x 11” and 11” x 17”).
Objective
Students will design and produce
a WalkSafe artwork that
illustrates what they’ve learned
in lesson 1 (video & discussion)
and lesson 2 (street-crossing
simulation).
New Mexico
Standards
• Learn and develop skill and
meet technical demands
unique to dance, music,
theatre/drama and visual
arts. (ARTS Benchmark 1B)
• Uses dance, music,
theater/drama and visual
arts to express ideas. (ARTS
Benchmark 2A).
• Observe, discuss, analyze
and make critical judgments
about artistic works. (ARTS
Benchmark 5A)
Introduction
The WalkSafe poster activity affords students a fun opportunity to express
themselves creatively while illustrating the importance of pedestrian safety and/or
the benefits of walking daily.
Steps
1. Each student designs and produces a creative poster containing a WalkSafe
pedestrian safety/health message.
Poster Theme Ideas
Safety steps to follow before/while crossing the street
Dangers to look out for while crossing the street
Health benefits of walking to/from school
2. Each student describes his/her completed poster and explains its message (if
time permits).
3. Teacher/school personnel select ONE winning poster from each of three grade
categories: (1) Grades K and 1, (2) Grades 2 and 3, and (3) Grades 4 and 5.
Poster Contest Alternatives
If your school chooses not to participate in the student contest, steps 1 and 2 of the
poster activity (above) may be completed without choosing winners. Or
alternatively, students can create another type of artwork to illustrate a pedestrian
safety/health message (e.g., clay figures, 3-D modeling, etc.).
Below is an example of how Florida’s WalkSafe TM program implements its
poster contest. This is not available statewide in New Mexico but consider
organizing a poster contest on an individual school or district level.
WalkSafe Poster Contest in Florida
Students in grades K-5 that attend a school in Florida and have completed the full threeday
program are eligible to enter the statewide WalkSafe poster contest!
Poster Contest Rules & Eligibility:
• Only entries received from Florida schools by the deadline will be accepted.
• Posters must include original student artwork only. Entries with computer clipart,
stickers, or copyrighted material will not be accepted.
• Objects should not be glued or taped onto the poster (e.g., pompoms, pipe cleaners).
Entries with glued or taped objects will not be accepted.
• Write the student’s name, grade, school, and county on the back of the entry. Entries
that cannot be properly identified will not be accepted.
8

www.walksafe.us
Additional Fun
Activities
Page
Connect the Dots 42
Fun Mazes 44
Day 3 Summary
Review key concepts from
Days 1 and 2.
If conducting a contest,
explain the rules clearly.
Ask students to brainstorm
ideas for creating a
WalkSafe poster (or
creative artwork).
Encourage students to
share their completed
poster (artwork) with their
classmates.
Incorporate reproducible
materials, teaching tools,
and extended learning
opportunities into lesson.
*Optional
Use judging rubric to select
the winning posters from
your school.
• If your school is
located in the State of
Florida, submit
winning posters to the
WalkSafe program
office postmarked by
October 22, 2010 in
order to be eligible for
judging at the county
and state levels.
Teacher’s Guide: Grades K-1
WalkSafe Poster Contest in Florida (cont’d.)
Selection and Submission Process
Schools are encouraged to use the rubric on page 51 to select the best posters to submit.
Schools should choose ONE winning poster per grade level category and submit them to
the WalkSafe office for adjudication at the county and state levels.
WalkSafe Poster Contest Grade Level Categories:
1. Kindergarten & Grade 1 (send ONE winning poster from school to WalkSafe office)
2. Grades 2 & 3 (send ONE winning poster from school to WalkSafe office)
3. Grades 4 & 5 (send ONE winning poster from school to WalkSafe office)
Schools should mail their winning entries
(ONE from each grade level category) to
the WalkSafe office. Please contact
WalkSafe with any submission questions
at 305-243-8115 or info@walksafe.us.
WalkSafe Office
Lois Pope LIFE Center (R-48)
1095 NW 14 th Terrace, Suite 1-40
Miami, FL 33136
IMPORTANT: Submission Deadline is Friday, October 22, 2010!
Entries must be sent to the WalkSafe office (postmarked) by the deadline to be eligible
for adjudication. All winners will be announced and contacted by November 30, 2010.
Judging Rubric
The following rubric will be used to judge poster submissions at the county and state
levels. A reproducible version of this rubric is available on page 51.
1 pt = minimum criteria met
5 pts = maximum criteria met
1
Clarity of pedestrian safety/health message conveyed by text
and artwork
1 2 3 4 5
2 Relevance of poster theme to pedestrian safety and health 1 2 3 4 5
3 Creativity, originality, and artistic quality 1 2 3 4 5
4 Visual clarity, ability to easily read text 1 2 3 4 5
5 Brightness and use of color
Total Points
1 2 3 4 5
Prizes and Awards
County and State winners will receive a certificate, their poster framed, and prize package
(contents to be announced).
For questions regarding WalkSafe Poster Contest rules, please contact the
program office at 305-243-8115 or info@walksafe.us.
9

WalkSafe TM Vocabulary Flashcards
2010 © WalkSafe TM may be reproduced for classroom use.
Safe
To be careful and
avoid danger.
10

WalkSafe TM
Vocabulary Flashcards
Pedestrian
2010 © WalkSafe TM may be reproduced for classroom use.
A person who is
walking.
11

WalkSafe TM
Vocabulary Flashcards
Intersection
2010 © WalkSafe TM may be reproduced for classroom use.
Where two roads
meet.
12

WalkSafe TM
Vocabulary Flashcards
Crosswalk
A marked place to
2010 © WalkSafe TM may be reproduced for classroom use.
cross the street.
13

WalkSafe TM
Vocabulary Flashcards
2010 © WalkSafe TM may be reproduced for classroom use.
Corner
Where the road bends
or turns.
14

WalkSafe TM
Vocabulary Flashcards
2010 © WalkSafe TM may be reproduced for classroom use.
Signals
Lights that tell cars
and people when to
stop and go.
15

WalkSafe TM
Vocabulary Flashcards
2010 © WalkSafe TM may be reproduced for classroom use.
Curb
The edge of the street.
16

WalkSafe TM
Vocabulary Flashcards
2010 © WalkSafe TM may be reproduced for classroom use.
Left
He is pointing left.
17

WalkSafe TM
Vocabulary Flashcards
2010 © WalkSafe TM may be reproduced for classroom use.
Right
He is pointing right.
18

WalkSafe TM
Traffic Signal Flashcards
2010 © WalkSafe TM may be reproduced for classroom use.
Walk
Go but always look first.
19

WalkSafe TM
Traffic Signal Flashcards
Don’t Walk
Stop and wait for signal.
2010 © WalkSafe TM may be reproduced for classroom use.
20

WalkSafe TM
Traffic Signal Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Green
Go Green on green means but go be but sure
always to look look first. first.
21

WalkSafe TM
Traffic Signal Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Yellow
Yellow means be careful,
signal is changing.
22

WalkSafe TM
Traffic Signal Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Red
Red means to stop.
23

WalkSafe TM
Simulation Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Bus
Always stand in front of
bus, never behind.
24

WalkSafe TM
Simulation Flashcards
2010 © WalkSafe TM may be reproduced for classroom use.
Car
A car is a type of vehicle.
25

WalkSafe TM
Simulation Flashcards
Visual Screen
Any object that blocks
2010 © WalkSafe may be reproduced for classroom use.
your view when
crossing.
26

WalkSafe TM
Vocabulary Matching Name __________________________________
Directions: Draw a line from the vocabulary word to its matching picture.
1 pedestrian
2
3
4
intersection
crosswalk
curb
5 signals
6 left
7 visual screen
8 right
2010 ©WalkSafe TM
may be reproduced for classroom use.
27

WalkSafe TM
Vocabulary Matching Answer Key
Directions: Draw a line from the vocabulary word to its matching picture.
1 pedestrian
2
3
4
intersection
crosswalk
curb
5 signals
6 left
7 visual screen
8 right
2010 ©WalkSafe TM
may be reproduced for classroom use.
28

WalkSafe TM
Prepositions Review Name ______________________________
2009 ©WalkSafe TM may be reproduced for classroom use.
Where is Willy?
Directions: Read each sentence and draw Willy Whistle where he belongs.
1. Willy is next to the pedestrian.
2. Willy is on the curb.
3. Willy is in front of the bus.
4. Willy is under the signal.
5. Willy is inside the car.
29

WalkSafe TM
Prepositions Review Name ______________________________
2009 ©WalkSafe TM
may be reproduced for classroom use.
6. Willy is above the car.
7. Willy is in front of the cyclist.
8. The car is behind Willy.
9. Willy is in between the children.
10. Willy is outside the car.
30

WalkSafe TM
Prepositions Review Answer Key
2010 ©WalkSafe TM May be reproduced for classroom use.
Where is Willy?
Directions: Read each sentence and draw Willy Whistle where he belongs.
1. Willy is next to the pedestrian.
2. Willy is on the curb.
3. Willy is in front of the bus.
4. Willy is under the signal.
5. Willy is inside the car.
31

WalkSafe TM
Prepositions Review Answer Key
2010 ©WalkSafe TM
may be reproduced for classroom use.
6. Willy is above the car.
7. Willy is in front of the cyclist.
8. The car is behind Willy.
9. Willy is in between the children.
10. Willy is outside the car.
32

WalkSafe TM
Board Game
2010 ©WalkSafe TM may be reproduced for classroom use.
33

WalkSafe TM
Board Game Questions
Question:
What is the first thing you do when
you want to cross a street?
Answer:
Stop at the curb/edge.
Question:
Does a green light always mean go?
Answer:
No!
Question:
What do you do when the “DON’T WALK”
signal is lit up?
Answer:
Wait for a “WALK” signal.
2010 ©WalkSafe TM may be reproduced for classroom use.
Question:
What do you do next (after you stop,
and before you cross)?
Answer:
Look left-right-left.
Question:
What do you do when the “WALK” signal
is lit up at a crosswalk?
Answer:
Look left-right-left, then cross
when it is safe.
Question:
People who walk are known as…
Answer:
Pedestrians
34

WalkSafe TM
Board Game Questions
Question:
Why do we make sure that the cars
parked on the street are empty
and not running?
Answer:
So that they do not hit us.
Question:
What do you do when you see a
red “DON’T WALK” signal?
Answer:
Wait for a white “WALK” signal and look
left-right-left until it is safe to cross.
Question:
If the road does not have a sidewalk,
where should pedestrians walk?
Answer:
The left side of the road so that
you are facing the traffic that
is closest to you.
2010 ©WalkSafe TM may be reproduced for classroom use.
Question:
What should you do when you get to a
crosswalk and there is a signal that is
already at “WALK”?
Answer:
Wait for a new “WALK” signal so the signal
doesn’t turn red while you are
crossing the street.
Question:
What do you do when the “WALK” signal
is lit up at a crosswalk?
Answer:
Look left-right-left, then cross
when it is safe.
Question:
Why is walking good for you?
Answer:
Walking is good exercise.
35

WalkSafe TM
Board Game Questions
Question:
Should you walk by yourself or with an
adult?
Answer:
It is much safer to walk with an adult
Question:
What is an intersection?
Answer:
Where two roads meet.
Question:
True or False: Children are at
the greatest danger of being hurt by a car.
Answer:
True
2010 ©WalkSafe TM may be reproduced for classroom use.
Question:
What is a crosswalk?
Answer:
A marked place to cross the street.
Question:
What is a visual screen?
Answer:
Something that blocks your
view when looking to cross.
Question:
True or False: Always run
across the street.
Answer:
False
36

WalkSafe TM
Phonics Activity Name ______________________________
Directions: Fill in missing vowel sounds and circle the pictures with long vowel sounds.
Remember, long vowels sound like their name.
b_ke
_ dge
cr_sswalk
p_destrian
r_ _d
st _ p
l _ ght
c_ rb
2010 ©WalkSafe TM
may be reproduced for classroom use.
tr _ _
l _ ft
c_ _
w_ lk
str_ _t
r _ ght
_ ntersection
l_ _k
37

WalkSafe TM
Phonics Activity Answer Key
Directions: Fill in missing vowel sounds and circle the pictures with long vowel sounds.
Remember, long vowels sound like their name.
bike
edge
crosswalk
pedestrian
road
stop
light
curb
2010 ©WalkSafe TM
may be reproduced for classroom use.
tree
left
car
walk
street
right
intersection
look
38

WalkSafe TM
Handwriting Practice Name ______________________________
Directions: Copy the sentences using your best handwriting.
2010 ©WalkSafe TM
may be reproduced for classroom use.
39

WalkSafe TM
1
2
3
4
5
6
7 _________
8
Complete the Patterns Name ____________________________
2010 ©WalkSafe TM
may be reproduced for classroom use.
Directions: Draw the missing object to complete the pattern.
_________
_________
_________
_________
_________
_________
_________
40

WalkSafe TM
1
2
3
4
5
6
7 _________
8
Complete the Patterns Answer Key
2010 ©WalkSafe TM
may be reproduced for classroom use.
Directions: Draw the missing object to complete the pattern.
_________
_________
_________
_________
_________
_________
_________
41

WalkSafe TM
Connect the Dots Name ______________________________
2010 ©WalkSafe TM
may be reproduced for classroom use.
Directions: Connect dots 1 – 28 to find a hidden picture.
42

WalkSafe TM
Connect the Dots Answer Key
2010 ©WalkSafe TM
may be reproduced for classroom use.
Directions: Connect dots 1 – 28 to find a hidden picture.
43

WalkSafe TM
Fun Mazes Name ______________________________
2010 ©WalkSafe TM
may be reproduced for classroom use.
Directions: Help Willy and friends find their
way to the finish line safely.
44

WalkSafe TM
Fun Mazes Answer Key
2010 ©WalkSafe TM
may be reproduced for classroom use.
Directions: Help Willy and friends find their
way to the finish line safely.
45

WalkSafe TM
K-1 Test Instructor’s Copy
Directions: Circle the picture that best answers each question. Only circle one picture per question.
Listen carefully as I read each question aloud. Let’s do a sample question together. Look at the gray
rectangle below and listen carefully as I read the sample question aloud.
SAMPLE: Which picture shows a stop signal? Circle the picture of the stop signal. (Check student responses
to ensure directions are understood.)
SAMPLE
You are now ready to begin the test. Put your finger on number one and listen carefully as I read the
question aloud.
1. Which picture shows a pedestrian? Circle the picture of the pedestrian.
2. Which picture shows a boy at the curb or edge of the sidewalk? Circle the picture of
boy at the curb or edge of the sidewalk.
3. Which picture shows a crosswalk? Circle the picture of the crosswalk.
4. Which picture shows a boy looking left? Circle the picture of the boy looking left?
5. Look at the signals in each picture carefully. Which boy is obeying the traffic signal?
6. Circle the signal that means you can cross the street once you have looked to make
sure it is safe.
7. Circle the signal that means you should not cross the street.
8. Circle the picture that shows where you should stand before you cross the street.
9. Which boy is standing in the safest place to look and cross the street? Circle the
picture of the boy who is standing in the safest place to look and cross the street.
10. Which picture shows the safest place to stand when you exit a bus to cross?
2010 ©WalkSafe TM
may be reproduced for classroom use.
46

WalkSafe TM
1
2
3
4
5
SAMPLE
K-1 Test Name __________________________________
Listen carefully as your teacher reads the instructions aloud.
2010 ©WalkSafe TM
may be reproduced for classroom use.
47

WalkSafe TM
6
7
8
9
10
K-1 Test Name _________________________________
2010 ©WalkSafe TM
may be reproduced for classroom use.
48

WalkSafe TM
1
2
3
4
5
SAMPLE
K-1 Test Answer Key
Listen carefully as your teacher reads the instructions aloud.
2010 ©WalkSafe TM
may be reproduced for classroom use.
49

WalkSafe TM
6
7
8
9
10
K-1 Test Answer Key
2010 ©WalkSafe TM
may be reproduced for classroom use.
50

WalkSafe TM
Poster Contest Judging Rubric
Directions: Rate each category from 1 – 5,
where a 1 indicates minimal criteria met
and a 5 indicates maximum.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
2010 ©WalkSafe TM
may be reproduced for classroom use.
Clarity of pedestrian safety
message conveyed by text and
artwork
Relevance of poster theme to
pedestrian safety and health
Creativity, originality, and artistic
quality
Visual clarity, ability to easily read
text
Brightness and use of color
Total
Points
51

Health Education
Kindergarten - First Grade
Standard 1: Students will comprehend the concepts related to health promotion and disease prevention.
Benchmark 1: Identify/ describe/understand the relationships between personal health behaviors and
individual well-being:
Benchmark 2: Identify examples of mental, emotional, social and physical health during childhood:
Benchmark 3: Describe the basic structure and functions of the human body systems
Benchmark 4: Describe how physical, social and emotional environments influence personal health
1
Day 1: Video
and Classroom
Discussion
Day 2: Outdoor
simulation
Day 3: Poster
Contest

Benchmark 5: Identify common health issues of children
Kindergarten - First Grade
Benchmark 6: Identify health problems that should be detected and treated early and explain how childhood
injuries and illnesses can be prevented or treated
Standard 2: Students will demonstrate the ability to access valid health information and health promoting
products and services.
Benchmark 1: Identify characteristics of valid health information and health promoting products and services.
Benchmark 2: Demonstrate the ability to locate resources from home, school and community that provide valid
health information
Benchmark 3: Explain how the media influences the selection of health information, products and services
Benchmark 4: Demonstrate the ability to locate school and community health helpers
2

Kindergarten - First Grade
Standard 3: Students will demonstrate the ability to practice health-enhancing behaviors and reduce health
risks.
Benchmark 1: Identify responsible health behaviors
Benchmark 2: Identify personal health needs
Benchmark 3: Compare behaviors that are safe to those that are risky or harmful
Benchmark4: Demonstrate strategies to improve or maintain personal health
Benchmark 5: Develop injury prevention and management strategies for personal health
Benchmark 6: Demonstrate ways to avoid and reduce threatening situations
3

Benchmark 7: Apply skills to manage stress
Kindergarten - First Grade
Standard 4: Students will analyze the influence of culture, media, technology and other factors on health
Benchmark 1: Describe how cultures within the local community influence personal health behaviors
Benchmark 2: Explain how media influences thoughts, feelings and health behaviors
Benchmark 3: Describe ways technology can influence personal health.
Benchmark 4: Explain how information from school and family influences health.
Standard 5: Student will demonstrate the ability to use interpersonal communication skills to enhance
health. Students will:
4

Benchmark 1: Distinguish between verbal and non-verbal communication
Kindergarten - First Grade
Benchmark 2: Describe characteristics needed to be a responsible friend and family member.
Benchmark 3: Demonstrate positive ways to express needs, wants and feelings.
Benchmark 4: Demonstrate ways to communicate care, consideration and respect of self and others.
Benchmark 5: Demonstrate attentive listening skills to build and maintain health-enhancing relationships.
Benchmark 6: Demonstrate refusal skills and explain why they are important to enhance health
Benchmark 7: Differentiate between negative and positive behaviors used in conflict situations.
5

Benchmark 8: Demonstrate non-violent strategies to resolve conflicts.
Kindergarten - First Grade
Standard 6: Students will demonstrate the ability to use goal-setting and decision-making skills to enhance
health.
Benchmark 1: Demonstrate the ability to apply a decision-making process to health issues and problems.
Benchmark 2: Explain when to ask for assistance in making health-related decisions and setting health goals.
Benchmark 3: Predict outcomes of positive health decisions.
Benchmark 4: Set a personal health goal and track progress toward achievements.
Standard 7: Students will demonstrate the ability to advocate for personal, family, peer and community
health.
6

Kindergarten - First Grade
Benchmark 1: Describe a variety of methods to convey accurate health information and ideas.
Benchmark 2: Express information and opinions about health issues.
Benchmark 3: Identify community agencies/resources that advocate for healthy individuals, families, peers and
communities.
Benchmark 4: Demonstrate the ability to influence and support others in making health-enhancing choices.
Social Studies
History: Standard 1: Students are able to identify important people and events in order to analyze significant
patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and World
History in order to understand the complexity of the human experience.
Benchmark 1-A - New Mexico: Describe how contemporary and historical people and events have influenced
New Mexico communities and regions.
7

Kindergarten - First Grade
Benchmark 1-B - United States: Understand connections among historical events, people, and symbols
significant to United States history and cultures.
Benchmark 1-C - World: Students will identify and describe similar historical characteristics of the United States
and its neighboring countries.
Benchmark 1-D - Skills: Understand time passage and chronology.
Geography: Standard 2: Students understand how physical, natural and cultural processes influence where
people live, the ways in which people live, and how societies interact with one another and their
environments.
Benchmark 2-A: Understand the concept of location by using and constructing maps, globes, and other
geographic tools to identify and derive information about people, places, and environments.
Benchmark 2-B: Distinguish between natural and human characteristics of places and use this knowledge to
define regions, their relationships with other regions, and patterns of change.
Benchmark 2-C: Be familiar with aspects of human behavior and man-made and natural environments in order
to recognize their impact on the past and present.
8

Kindergarten - First Grade
Benchmark 2-D: Understand how physical processes shape the Earth's surface patterns and biosystems.
Benchmark 2-E: Describe how economic, political, cultural, and social processes interact to shape patterns of
human populations, and their interdependence, cooperation, and conflict.
Benchmark 2-F: Describe how natural and man-made changes affect the meaning, use, distribution, and value
of resources.
Civics and Government: Standard 3: Students understand the ideals, rights, and responsibilities of citizenship
and understand the content and history of the founding documents of the United States with particular
emphasis on the United States and New Mexico constitutions and how governments function at local, state,
tribal, and national levels.
Benchmark 3-A: Know the fundamental purposes, concepts, structures, and functions of local, state, tribal, and
national governments.
Benchmark 3-B: Identify and describe the symbols, icons, songs, traditions, and leaders of local, state, tribal
and national levels that exemplify ideals and provide continuity and a sense of community across time.
Benchmark 3-C: Become familiar with the basic purposes of government in New Mexico and the United States.
9

Kindergarten - First Grade
Benchmark 3-D: Understand rights and responsibilities of "good citizenship" as members of a family, school
and community.
Economics: Standard 4: Students understand basic economic principles and use economic reasoning skills to
analyze the impact of economic systems (including the market economy) on individuals, families, businesses,
communities, and governments.
Benchmark 4-A: Understand that individuals, households, businesses, governments, and societies make
decisions that affect the distribution of resources and that these decisions are influenced by incentives (both
economic and intrinsic)
Benchmark 4-B: Understand that economic systems impact the way individuals, households, businesses,
governments, and societies make decisions about goods and services.
Benchmark 4-C: Understand the patterns and results of trade and exchange among individuals, households,
businesses, governments, and societies, and their interdependent qualities.
Science
Scientific Thinking and Practice: Standard 1: Understand the processes of scientific investigations and use
inquiry and scientific ways of observing, experimenting, prediction and validating to think critically.
10

Kindergarten - First Grade
Benchmark 1: Use scientific methods to observe, collect, record, analyze, predict, interpret, and determine
reasonableness of data.
Benchmark 2: Use scientific thinking and knowledge and communicate findings.
Benchmark 3: Use mathematical skills and vocabulary to analyze data, understand patterns and relationships,
and communicate findings.
Content of Science: Standard 1 (physical science): Understand the structure and properties of matter, the
characteristics of energy, and the interactions between matter and energy.
Benchmark 1: Recognize that matter has different forms and properties.
Benchmark 2: Know that energy is needed to get things done and that energy has different forms.
Benchmark 3: Identify forces and describe motion of objects.
11

Kindergarten - First Grade
Standard 2: (Life Science): Understand the properties, structures, and processes of living things and their
environments.
Benchmark 1: Know that living things have diverse forms, structures, functions, and habitats.
Benchmark II: Know that living things have similarities and differences and that living things change over time.
Benchmark 3: Know the parts of the human body and their functions
Standard 3: (Earth and Space Science): Understand the structure of Earth, the solar system, and the universe,
the interconnections among them and the processes and interactions of Earth's systems.
Benchmark 1: Know the structure of the solar system and the objects in the universe.
Benchmark 2: Know the structure and formulation of Earth and its atmosphere and the processes that shape
them.
12

Kindergarten - First Grade
Strand 3: Science and Society: Standard I: Understand how scientific discoveries, inventions, practices, and
knowledge influence, and are influenced by, individuals and societies.
Benchmark 1: Describe how science influences decisions made by individuals and societies.
Language Arts
Standard 1: Students will apply strategies and skills to comprehend information that is read, heard and
viewed
Benchmark 1-A: Listen to, read, react to and retell information.
Benchmark 1-B: Locate and use a variety of resources to acquire information across the curriculum.
Benchmark 1-C : Demonstrate critical thinking skills to comprehend written, spoken, and visual information.
13

Kindergarten - First Grade
Benchmark 1-D: Acquire reading strategies which include phonemic awareness, phonics, fluency, vocabulary
and comprehension.
Standard 2: Students will communicate effectively through speaking and writing.
Benchmark 2-A: Demonstrate competence in speaking to convey information
Benchmark 2-B: Apply grammatical and language conventions to communicate.
Benchmark 2-C: Demonstrate competence in the skills and strategies of the writing process.
Standard 3: Students will use literature and media to develop an understanding of people, societies and the
self.
Benchmark 3-A: Use language, literature and media to gain and demonstrate awareness of cultures around the
world.
14

Kindergarten - First Grade
Benchmark 3-B: Identify and use the types of literature according to their purpose and function.
Math
Standard Number and Operations: Students will understand numerical concepts and mathematical
operations.
Benchmark N.1: Understand numbers, ways of representing numbers, relationships among numbers, and
number systems.
Benchmark N.2: Understand the meaning of operations and how they relate to one another.
Benchmark N.3: Compute fluently and make reasonable estimates.
Standard Algebra: Students will understand algebraic concepts and applications.
15

Benchmark A.1: Understand patterns, relations and functions.
Kindergarten - First Grade
Benchmark A.2: Represent and analyze mathematical situations and structures using algebraic symbols.
Benchmark A.3: Use mathematical models to represent and understand quantitative relationships.
Benchmark A.4: Analyze changes in various contexts.
Standard Geometry: Students will understand geometric concepts and applications.
Benchmark G.1: Analyze characteristics and properties of two- and three-dimensional geometric shapes and
develop mathematical arguments about geometric relationships.
Benchmark G.2: Specify locations and describe spatial relationships using coordinate geometry and other
representational systems.
16

Kindergarten - First Grade
Benchmark G.3: Apply transformations and use symmetry to analyze mathematical situations.
Benchmark G.4: Use visualization, spatial reasoning, and geometric modeling to solve problems.
Standard Measurement: Students will understand measurement systems and applications.
Benchmark M.1: Understand measurable attributes of objects and the units, systems, and process of
measurement.
Benchmark M.2: Apply appropriate techniques, tools, and formulas to determine measurements.
Standard Data Analysis and Probability: Students will understand how to formulate questions, analyze data,
and determine probabilities.
Benchmark D.1: Formulate questions that can be addressed with data and collect, organize, and display
relevant data to answer them.
17

Benchmark D.2: Select and use appropriate statistical methods to analyze data.
Kindergarten - First Grade
Benchmark D.3: Develop and evaluate inferences and predictions that are based on data.
Benchmark D.4: Understand and apply basic concepts of probability.
Physical Education
Content Standard 1: Demonstrates competency in many movement forms and proficiency in a few
movement forms.
Benchmark 1: Demonstrate competency in selected motor skills.
Benchmark 2: Demonstrate competency in selected non-motor patterns.
18

Benchmark 3: Demonstrate competency in selected non-motor patterns.
Kindergarten - First Grade
Content Standard 2: Applies movement concepts and principles to the learning and development of motor
skills.
Benchmark 1: Demonstrate concepts of body, effort, space and relationships in movement.
Benchmark 2: Demonstrate motor skills, motor behaviors and motor learning concepts in increasingly complex
movement situations.
Benchmark 3: Demonstrate critical elements of fundamental and specialized movement skills.
Content Standard 3: Exhibits knowledge and ability to participate in a physically active lifestyle.
Benchmark 1: Select and participate regularly in health-related physical activities for enjoyment.
19

Benchmark 2: Identify the benefits gained from regular physical activity.
Kindergarten - First Grade
Content Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Benchmark 1: Match different types of physical activities with health-related physical fitness components.
Benchmark 2: Participate in moderate to vigorous physical activities in a variety of settings.
Benchmark 3: Begin to interpret the results and demonstrate understanding of the significance of information
provided by measures of physical fitness.
Content Standard 5: Demonstrates responsible personal and social behavior in physical activity settings.
Benchmark 1: Utilize safety principles in physical activity settings.
20

Benchmark 2: Work cooperatively and productively with a partner or small group.
Kindergarten - First Grade
Benchmark 3: Recognize the influence of peer pressure and identify ways of resolving conflict.
Benchmark 4: Work independently and on-task for short periods of time.
Benchmark 5: Recognize classroom and activity rules.
Content Standard 6: Demonstrates understanding and respect for differences among people in physical
activity settings.
Benchmark 1: Explore cultural/ethnic self awareness through participation in physical activity.
Benchmark 2: Recognize the talents that individuals with differences can bring to group activities.
21

Kindergarten - First Grade
Benchmark 3: Experience differences and similarities among people of different backgrounds by participating
in activities of national, cultural and ethnic origins.
Benchmark 4: Recognize how the media, particularly advertising, influences the perception of ideal body types.
Content Standard 7: Understands that physical activity provides opportunities for enjoyment, challenge, selfexpression
and social interaction.
Benchmark 1: Identify physical activities that are enjoyable.
Benchmark 2: Practice physical activities to increase skills.
Benchmark 3: Demonstrate interaction with others while participating in physical activities.
Benchmark 4: Use physical activity as a measure of self-expression.
22

ART/ Visual ARTS
Kindergarten - First Grade
Content Standard 1: Learn and develop skill and meet technical demands unique to dance, music,
theater/drama and visual arts.
Benchmark 1A: Participate in the process of making and looking at works of art to understand the elements of
art, such as: color, form, line, shape, size, texture and value.
Benchmark 1B: Explore and develop skills using art materials, tools and techniques.
Benchmark 1C: Use art materials and tools safely and responsibly
Content Standard 2: Uses dance, music, theater/drama and visual arts to express ideas.
Benchmark 2A: Create art work the expresses ideas, feelings and experiences about self, family, and
community and the world.
23

Kindergarten - First Grade
Content Standard 3: Integrate understanding of visual and performing arts by seeking connections and
parallels among art disciplines as well as other content areas.
Benchmark 3A: Explore connections between the elements of dance and other arts disciplines.
Benchmark 3B: Explore connections between the elements of visual arts and other content areas.
Content Standard 4: Demonstrate an understanding of the dynamics of the creative process.
Benchmark 4A: Understand that artists create works of art based upon their diverse sources of inspiration,
including personal and cultural experiences.
Benchmark 4B: Practice methods of reflection and self-evaluation of one's own art work.
Content Standard 5: Observe, discuss, analyze and make critical judgments about artistic works.
24

Kindergarten - First Grade
Benchmark 5A: Develop necessary skills for identifying the design elements, narrative components and
symbolism in a work of art.
Benchmark 5B: Develop and practice skill necessary for communicating responses to works of art.
Content Standard 6: Show increased awareness of diverse peoples and cultures through visual and
performing arts.
Benchmark 6A: Explore the visual arts of diverse peoples, times, places and cultures.
Content Standard 7: Demonstrate knowledge about how technology and invention have historically
influenced artists and offered new possibilities for expression.
Benchmark 7A: Expand dance horizons through the use of technology.
Benchmark 7B: Explore the role of specific inventions and their influence on art.
25

Kindergarten - First Grade
Content Standard 8: Contribute to communities by sharing expertise in dance, music, theater/drama and
visual arts and by participating in the activities of cultural institutions.
Benchmark 8A: View art in various community settings.
Benchmark 8B: Develop an awareness of how artists have contributed artistically to the community.
26

w w w . n m s a f e r o u t e s . c o m
Grades 2 and 3
Lesson Plans
Pinon Elementary School, Los Alamos

www.walksafe.us
Table of Contents
Page
Overview of Program
and Lesson Components 1
Day 1 Video and
Classroom Discussion
Vocabulary & Signals 2
Discussion Questions 3
Day 2 Video and
Classroom Discussion
Simulation Setup 5
Simulation Activity 6
Day 3 Poster Contest or
Creative Activity
Creative Activity Ideas 8
Poster Contest in Florida 8
Judging Rubric 9
Reproducible Materials
Vocabulary Flashcards 10
Traffic Signal Flashcards 19
Simulation Flashcards 24
Vocabulary Matching 27
Crossword Puzzle 29
Board Game 31
Word search 35
Data Analysis 37
Coordinate Grid 39
Reading Comprehension 41
WalkSafe TM Assessment
2-3 Grade Test 45
Test Answer Key 47
Poster Judging Rubric 49
Teacher’s Guide: Grades 2-3
The WalkSafe program aims to improve pedestrian safety and promote student
wellness through walking. This 3-day curriculum contains lessons and activities
that teach pedestrian safety skills through the use of videos, outside simulation
activities and art projects. Supplementary to the 3-day lesson plan, reproducible
materials are included as a way to incorporate pedestrian safety and health
concepts into your academic curriculum.
This basic 3-day curriculum includes the following lesson plans:
• Day 1: Video and Classroom Discussion
• Day 2: Outdoor Street-Crossing Simulation
• Day 3: Poster Contest or Creative Activity
We value your feedback and request that you complete a brief survey after
completion of the program at http://walksafe.us/teacher_survey.html. Thank
you for supporting the WalkSafe program and sharing the importance of
pedestrian safety with your students.
Overview of Lesson Components
Materials
Standards / Objectives
Lesson Vocabulary
Activity / Discussion
Optional Components
Assessments
Reproducible Materials
Teaching Tools receipt
Extended Learning
Key Features of Lessons
Teacher Tools include additional strategies, activities and
resources that support the needs of diverse learners including
students with limited cognitive and/or linguistic abilities.
Extended Learning contains links to optional interdisciplinary
activities and technology resources.
1

Teacher’s Guide: Grades 2-3
www.walksafe.us Day 1: Lesson Plan: Video and Classroom Discussion
Materials
• “Stop and Look with Willy
Whistle” Video.
• TV/DVD Player.
• Reproducible Materials
Pages 10 – 44.
*Optional
Objectives
Students in grade 2 and 3 will:
1. Demonstrate an
understanding of concepts
covered in “Stop and Look
with Willy Whistle” video by
engaging in a teacher-led
discussion.
2. Read, define, and use
vocabulary words in a
sentence.
New Mexico
Standards
• Comprehend the concepts
related to health promotion
and disease prevention.
(HED Benchmarks 1, 4, 5, 6)
• Demonstrate the ability to
access valid health
information and health
promoting products and
services. (HED Benchmarks
2, 4)
• Demonstrate the ability to
practice health enhancing
behaviors and reduce health
risks. (HED Benchmarks 1, 2,
3, 4, 5)
• Demonstrate the ability to
use goal setting and
decision-making skills to
enhance health. (HED
Benchmark 3)
• Apply strategies and skills to
comprehend information
that is read, heard and
viewed. (HED Benchmarks
1-A, 1-D)
Introduction
Inform students that they will be learning how
to be safe walkers. Create a concept map on
the board that reflects students’ current
pedestrian safety knowledge.
Did you know…
• In the United States 30,000 children are
hit by cars each year while walking.
• Every six minutes a pedestrian is hurt in
traffic.
• Elementary school children are at the
highest risk due to poor judgment of
potentially dangerous situations.
(NHTSA Traffic Safety Facts, 2007)
Concept Map
Vocabulary
Safe To be careful and avoid danger.
Pedestrian A person who is walking.
Intersection Where two roads meet.
Crosswalk A marked place to cross the street.
Curb/Edge Raised pavement between the edge of the road and the
sidewalk.
Corner Where the road bends or turns.
Signals Lights that tell cars and people when to stop and go.
Visual Screen An object that blocks your view when crossing.
SAFE
WALKER
Follows rules Is careful
Crosses only at
the corner or
crosswalk
Walks on
sidewalk or left
side of street
• Use vocabulary flashcards on pages 10-18 to illustrate definitions.
• Use vocabulary matching activity on page 27 as a cooperative
group demonstration.
• Ask students to list synonyms and antonyms for the vocabulary
words and use sentence variety to apply words in sentences.
Traffic Signals
Review important traffic signals using traffic signal flashcards from pages 19 – 23.
Video
Play “Stop and Look with Willy Whistle” (8:17 min). Access the video at:
• http://walksafe.us/material.html (WalkSafe website), or
• http://www.youtube.com/watch?v=OGfnWyFEPKg (YouTube), or
• http://www.nhtsa.gov/people/injury/willie/video.html (NHTSA website)
If you have trouble accessing the video, contact the WalkSafe Office at 305-243-8115.
Stops and looks
Left-Right-Left
before crossing
Looks and
listens for cars
while crossing
2

Teacher’s Guide: Grades 2-3
www.walksafe.us Teacher-Led Video Discussion Questions
New Mexico
Standards
• Communicate effectively
through speaking and
writing. (LA Benchmark 2-a)
• Understand geometric
concepts and applications.
(MATH Benchmark G.2)
Writing
Write a paragraph
explaining to the
reader what steps can
be taken to become a
safe walker.
Reading
Reading
Comprehension
Page
41
Mathematics
Data Analysis 37
Coordinate Grid 39
Fun
Vocabulary Matching 27
Crossword Puzzle 29
Board Game 31
Word search 35
Question Answer
1 What is the first thing you do when
you come to a curb or edge of a
street?
Stop.
2 Should you stop at the edge of the
street sometimes or always?
3 Is it safer to cross at the corner or in
the middle of the street?
4 Which way(s) should you look before
crossing the street?
5 Can anyone guess why we look left
first?
6 If you see a car coming when you are
going to cross the street, what
should you do?
7 Let’s imagine that there is a car
parked on the side of the street. If
we want to cross the street but we
can’t see because the car is in the
way, what should we do?
8 Why do we make sure that the cars
parked on the street are empty and
not running?
9 Does a green light or “WALK” signal
always mean go?
Always.
It is safer to cross at the corner or
at a crosswalk, never at mid-street
where cars do not expect to stop
for pedestrians.
First look in the direction the cars
are coming, which is usually left,
then look right, and then left again.
Since cars drive on the right side of
the road, the cars coming from the
left will be closer to us than the
ones coming from the right.
Wait for the car to pass, and then
look left-right-left until it is safe to
cross.
1. Stop at the curb/edge.
2. Look and listen for running
cars and make sure no one is
inside them.
3. Go to the edge of the car and
stop.
4. Look left-right-left until it is
safe to cross.
So that they don’t hit us.
No, there might be a car running a
red light or making a fast turn. A
green light or “WALK” signal means
to look left-right-left first, and then
cross when it is safe.
3

Teacher’s Guide: Grades 2-3
www.walksafe.us Additional Discussion Questions
Day 1 Summary
Probe students’ prior
knowledge of pedestrian
safety.
Review lesson vocabulary.
Play “Stop and Look with
Willy Whistle” video.
Complete video discussion
questions.
Incorporate reproducible
materials, teaching tools,
and extended learning
opportunities into lesson.
*Optional
Review key objectives.
Administer WalkSafe TM
multiple choice 3-4 grade
test.
*Optional
Question Answer
10 What should you do when you get to
a signal that is already at “WALK”?
11 What do you do when you see a red
“DON’T WALK” signal?
12 What do you do when you see a
white “WALK” signal?
13 If the road does not have a sidewalk,
where should pedestrians walk?
14 What should you do while you’re
crossing the street to make sure you
stay safe?
Wait for a new “WALK” signal so it
doesn’t turn red while you are
crossing the street.
Stop and wait for a “WALK” signal
and look left-right-left until it is
safe to cross.
Stop, look left-right-left, then walk
when it is safe.
Walk as far to the left of the road
as possible, facing traffic.
Keep listening for cars and looking
left and right to make sure no cars
are coming.
15 Why is walking good for you? Walking is a form of exercise.
Exercising every day can make you
healthier and stronger and can also
make you feel better.
16 Should you walk by yourself or with
an adult?
17 What can you wear to help drivers
see you at night?
With an adult. It is much safer.
When walking at night you should
wear white clothing or reflectors to
help cars see you better.
Key Objectives Lesson Review
• Pedestrians should be careful and practice safety steps when walking.
• Safe walkers stop, look, and listen for cars before crossing the street.
• Always stop at the curb, then look left-right-left before crossing the street.
• Walk on the sidewalk and cross at the corner, not the middle of the street.
• If your view is blocked, walk to the edge of the visual screen and then stop
and look left-right-left again before crossing.
• Obey traffic signals and keep looking left-right-left while crossing.
Evaluation
An optional multiple choice test and answer key are available on pages 45-48.
4

Teacher’s Guide: Grades 2-3
www.walksafe.us Day 2 Lesson Plan: Outdoor Street-Crossing Simulation
Materials
• Outdoor/indoor practice
area.
• Cones, sidewalk chalk, rope
or any other materials
necessary for creating a
simulated road.
• Reproducible materials
Pages 10 – 44.
*Optional
Objectives
Students in grades 2 and 3 will:
1. Practice how to cross streets
safely applying WalkSafe
skills in a street crossing
simulation.
2. Understand the role of AAA
School Safety Patrol
3. Identify the difference
between safe and unsafe
pedestrian behaviors.
New Mexico
Standards
• Comprehend the concepts
related to health promotion
and disease prevention.
(HED Benchmarks 1, 4, 5, 6)
• Demonstrate the ability to
access valid health
information and health
promoting products and
services. (HED Benchmarks
2, 4)
• Demonstrate the ability to
practice health enhancing
behaviors and reduce health
risks. (HED Benchmarks 1,
2, 3, 4, 5)
• Demonstrate the ability to
use goal-setting and
decision-making skills to
enhance health. (HED
Benchmark 3)
Introduction
Review: Street-Crossing Safety Steps
• Stop at the curb/edge of the street.
• Look left-right-left and listen for cars.
• Cross when no cars are coming.
Review: Visual Screen Safety Steps
If there is a visual screen – such as a car or bush – blocking your view when
you’re trying to cross the street, follow these safety steps…
• Stop at the curb/edge of the road.
• If the screen is not moving, walk to the edge of the screen and stop (i.e.
edge of object that is closest to traffic).
• Look left-right-left until it is safe to cross.
Review: Safe Places to Walk
1. Always cross at the crosswalk or corner, never mid-street.
2. Always walk on the sidewalk. If there is no sidewalk, walk on the left
edge of the road so drivers can see you.
Review: Traffic Signals
Use flashcards on pages 19 - 23 to identify and review signal meanings.
Introduce the Role of the AAA School Safety Patrol:
Inform students that school safety patrols are important people who can help
keep them safe when walking to, from, and around school. The AAA School
Safety Patrol can help students by:
• Showing them safe areas to cross roads on their way to and from school.
• Helping them safely get on and off the bus.
• Teaching them about traffic safety and how to be a safe pedestrian.
Students should look for patrollers to help keep them safe while walking.
WalkSafe Simulation Activity Set-Up
Schools are encouraged to set-up the simulation on the physical education hard
court (or other safe outdoor area) and schedule the activity during physical
education classes. If necessary, the simulation can also be set-up in an indoor area.
Create a simulated road:
• Use orange cones (or sidewalk
chalk) to simulate an imaginary
road on PE hard court.
• For concrete surfaces, use sidewalk
chalk to draw street lines.
• For grassy surfaces lay out rope or
yarn to simulate street lines.
• Create a visual screen using a
parked vehicle or large item.
5

Teacher’s Guide: Grades 2-3
www.walksafe.us Safe or Unsafe? Simulation Activity
New Mexico
Standards
• Understand geometric
concepts and applications.
(Math Benchmark G.2)
• Exhibits knowledge and
ability to participate in a
physically active lifestyle.
(PE Benchmark 2)
Use simulation
flashcards from pages
24 - 26 to facilitate
simulation.
WalkSafe
Board Game
Materials
Page
Board Game 31
Board Game
32
Questions
How to Play: WalkSafe
Board Game
The goal of the game is to be
the first player or team to get
their game piece across the
street safely. The first player
will draw a card and read the
question aloud for the second
player to answer. If the
second player answers
correctly, he/she can move
the game piece to the next
position on the game board.
Incorrect answers will move
the player backward one
square, and opponent will be
given an opportunity to
respond. The first player to
get his/her game piece across
the street safely wins.
The instructor will select a student/adult volunteer to:
1. Demonstrate a street-crossing behavior.
2. Discuss why the behavior is safe or unsafe.
3. Demonstrate the correct street-crossing behavior.
Volunteer
Demonstrates
Behavior
1 Instructor rolls ball into
the street and asks a
volunteer to walk across
the street without
looking left or right to
retrieve the ball.
2 Instructor situates a
visual screen (e.g. car,
bus, van) on the
simulated road.
Instructor asks a
volunteer to cross the
street without stopping
at the edge of the visual
screen and without
looking left-right-left.
3 Instructor asks a
volunteer to cross the
street at the middle of
the road looking leftright-left.
4 Instructor stands at the
curb and holds up
“WALK” signal flashcard
(page 19) and asks
volunteer to cross
without looking.
5 Instructor tells students
that this street has no
sidewalk and asks a
volunteer to walk on the
right edge of the street.
Discuss if behavior is
safe or unsafe, and
why?
Unsafe. The ball was
taken from street
without stopping or
looking left-right-left.
Unsafe. The visual screen
was blocking the
volunteer’s view of
oncoming traffic.
Unsafe. It is not safe to
cross the street in the
middle of the road.
Unsafe. Always look and
listen when crossing the
street, even when
crosswalk signals tell you
it’s safe to walk.
Unsafe. When there is
no sidewalk, pedestrians
should walk on the left
side of the street facing
cars so that drivers can
see you.
Volunteer
Demonstrates
Correct Behavior
Volunteer stops at
the edge of the street
and looks left-rightleft
before crossing
the street to retrieve
the ball.
Volunteer stops at
the curb and makes
sure that the visual
screen is not about to
move. Volunteer
stops again at the
end of the visual
screen and looks leftright-left
before
crossing.
Volunteer stops at
the corner or
simulated crosswalk
and looks left-rightleft
before crossing.
Volunteer walks to
the crosswalk edge
and looks left-rightleft
to make sure it is
safe to cross.
Volunteer walks
along the left edge of
the street.
6

www.walksafe.us
Day 2 Summary
Summarize key concepts
from Day 1.
Review traffic signals
using pages 19 - 23.
Simulate safe and unsafe
street crossing behaviors
having students:
• Demonstrate a street
crossing behavior.
• Discuss why behavior
is safe or unsafe.
• Demonstrate the
correct street crossing
behavior.
Incorporate reproducible
materials, teaching tools,
and extended learning
opportunities into lesson.
*Optional
Review lessons learned.
Teacher’s Guide: Grades 2-3
Safe or Unsafe? Simulation Activity (cont’d.)
Volunteer
Demonstrates
Behavior
6 Instructor stands at curb
and holds up DON’T
“WALK” signal flashcard
(page 19) and asks
volunteer to stop at the
curb.
7 Instructor simulates a
school bus by holding up
Bus flashcard (page 24)
and asks volunteer to
cross behind the bus.
8 Instructor asks one
volunteer to act as a AAA
school safety patrol, and
asks another volunteer to
ignore the safety patrol
and run across the
simulated road at midstreet.
Discuss if behavior is
safe or unsafe, why?
Safe. Pedestrian obeyed
crosswalk signal and
stopped at the curb
before crossing.
Unsafe. The driver of the
bus cannot see
pedestrians when they
cross behind the bus.
Unsafe. You should
always walk, not run,
when crossing the street.
It is not safe to cross in
the middle of the road or
ignore school safety
patrols.
Volunteer
Demonstrates
Correct Behavior
Volunteer crosses in
front of bus and
looks and listens for
oncoming vehicles.
Volunteer listens to
the school safety
patrol, stops at the
corner or simulated
crosswalk, and looks
left-right-left before
walking across the
street.
Give each student an opportunity to practice crossing the simulated street safely
(using the street-crossing safety steps) at the end of the simulation activity.
Key Objectives Lesson Review
• Knowing the difference between safe and unsafe ways to cross the street
is an important part of being a safe pedestrian.
• Safe walkers look and listen for cars before crossing the street.
• Always stop and look left-right-left before crossing the street.
• Always cross at the crosswalk or corner, not the middle of the street.
• If your view is blocked, follow the visual screen safety steps before
crossing.
• Always walk on the sidewalk, not the street. If there is no sidewalk, walk
on the left edge of the street so drivers can see you.
• Obey traffic signals and continue looking left-right-left while crossing.
• Obey school safety patrols when walking to, from, or around school.
7

Teacher’s Guide: Grades 2-3
www.walksafe.us Day 3 Lesson Plan: Poster Contest (or Creative Activity)
Materials
• Art supplies (crayons,
colored pencils, markers,
chalk, paint, etc).
• Paper (any size between
8½” x 11” and 11” x 17”).
• Clay molding.
Objectives
Students will:
1. Design and produce a
WalkSafe artwork that
illustrates what they’ve learned
in lesson 1 (video & discussion)
and lesson 2 (street-crossing
simulation).
2. Describe completed artwork
and explain its message.
New Mexico
Standards
• Communicate effectively
though speaking and writing
(LA Benchmark 2-B)
• Develop skills and meet
technical demands unique
to dance, music,
theater/drama and visual
arts. (ARTS Benchmark 1B)
• Uses dance, music,
theater/drama and visual
arts to express ideas (ARTS
Benchmark 2A)
• Observe Discuss, analyze
and make critical judgments
about artistic works. (ART
Benchmark 5A)
Introduction
The WalkSafe poster activity affords students a fun opportunity to express
themselves creatively while illustrating the importance of pedestrian safety and/or
the benefits of walking daily.
Steps
1. Each student designs and produces a creative poster containing a WalkSafe
pedestrian safety/health message.
Poster Theme Ideas
Safety steps to follow before/while crossing the street
Dangers to look out for while crossing the street
Health benefits of walking to/from school
2. Each student describes his/her completed poster and explains its message (if
time permits).
3. Teacher/school personnel select ONE winning poster from each of three grade
categories: (1) Grades K and 1, (2) Grades 2 and 3, and (3) Grades 4 and 5.
Poster Contest Alternatives
If your school chooses not to participate in the student contest, steps 1 and 2 of
the poster activity (above) may be completed without choosing winners. Or
alternatively, students can create another type of artwork to illustrate a pedestrian
safety/health message (e.g., clay figures, 3-D modeling, etc.).
Below is an example of how Florida’s WalkSafe TM program implements its
poster contest. This is not available statewide in New Mexico but consider
organizing a poster contest on an individual school or district level.
WalkSafe Poster Contest in Florida
Students in grades K-5 that attend a school in Florida and have completed the full threeday
program are eligible to enter the statewide WalkSafe poster contest!
Poster Contest Rules & Eligibility:
• Only entries received from Florida schools by the deadline will be accepted.
• Posters must include original student artwork only. Entries with computer clipart,
stickers, or copyrighted material will not be accepted.
• Objects should not be glued or taped onto the poster (e.g., pompoms, pipe cleaners).
Entries with glued or taped objects will not be accepted.
• Write the student’s name, grade, school, and county on the back of the entry. Entries
that cannot be properly identified will not be accepted.
8

www.walksafe.us
Additional Fun
Activities
Page
Vocabulary Matching 27
Crossword Puzzle 29
Board Game 31
Word search 35
Day 3 Summary
Review key concepts from
Days 1 and 2.
If conducting a contest,
explain the rules clearly.
Ask students to brainstorm
ideas for creating a
WalkSafe poster (or
creative artwork).
Encourage students to
share their completed
poster (artwork) with their
classmates.
Incorporate reproducible
materials, teaching tools,
and extended learning
opportunities into lesson.
*Optional
Use judging rubric to select
the winning posters from
your school.
• If your school is
located in the State of
Florida, submit winning
posters to the
WalkSafe program
office postmarked by
October 22, 2010 in
order to be eligible for
judging at the county
and state levels.
Teacher’s Guide: Grades 2-3
WalkSafe Poster Contest in Florida (cont’d.)
Selection and Submission Process
Schools are encouraged to use the rubric on page 49 to select the best posters to submit.
Schools should choose ONE winning poster per grade level category and submit them to
the WalkSafe office for adjudication at the county and state levels.
WalkSafe Poster Contest Grade Level Categories:
1. Kindergarten & Grade 1 (send ONE winning poster from school to WalkSafe office)
2. Grades 2 & 3 (send ONE winning poster from school to WalkSafe office)
3. Grades 4 & 5 (send ONE winning poster from school to WalkSafe office)
Schools should mail their winning entries
(ONE from each grade level category) to
the WalkSafe office. Please contact
WalkSafe with any submission questions
at 305-243-8115 or info@walksafe.us.
WalkSafe Office
Lois Pope LIFE Center (R-48)
1095 NW 14 th Terrace, Suite 1-40
Miami, FL 33136
IMPORTANT: Submission Deadline is Friday, October 22, 2010!
Entries must be sent to the WalkSafe office (postmarked) by the deadline to be eligible
for adjudication. All winners will be announced and contacted by November 30, 2010.
Judging Rubric
The following rubric will be used to judge poster submissions at the county and state
levels. A reproducible version of this rubric is available on page 49.
1 pt = minimum criteria met
5 pts = maximum criteria met
1
Clarity of pedestrian safety/health message conveyed by text
and artwork
1 2 3 4 5
2 Relevance of poster theme to pedestrian safety and health 1 2 3 4 5
3 Creativity, originality, and artistic quality 1 2 3 4 5
4 Visual clarity, ability to easily read text 1 2 3 4 5
5 Brightness and use of color
Total Points
1 2 3 4 5
Prizes and Awards
County and State winners will receive a certificate, their poster framed, and prize package
(contents to be announced).
For questions regarding WalkSafe TM poster contest rules, please contact the program
office at 305-243-8115 or email info@walksafe.us.
9

WalkSafe Vocabulary Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Safe
To be careful and
avoid danger.
10

WalkSafe Vocabulary Flashcards
201
0 ©
Wal
kSaf
e
may
be
repr
odu
ced
for
class
roo
m
use.
Pedestrian
A person who is
walking.
11

WalkSafe Vocabulary Flashcards
Intersection
2010 © WalkSafe may be reproduced for classroom use.
Where two roads
meet.
12

WalkSafe Vocabulary Flashcards
Crosswalk
A marked place to
2010 © WalkSafe may be reproduced for classroom use.
cross the street.
13

WalkSafe Vocabulary Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Corner
Where the road bends
or turns.
14

WalkSafe Vocabulary Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Signals
Lights that tell cars
and people when to
stop and go.
15

WalkSafe Vocabulary Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Curb
The edge of the street.
16

WalkSafe Vocabulary Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Left
He is pointing left.
17

WalkSafe Vocabulary Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Right
He is pointing right.
18

WalkSafe Traffic Signal Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Walk
Go but always look first.
19

WalkSafe Traffic Signal Flashcards
Don’t Walk
Stop and wait for signal.
2010 © WalkSafe may be reproduced for classroom use.
20

WalkSafe Traffic Signal Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Green
Green means go but
always look first.
21

WalkSafe Traffic Signal Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Yellow
Yellow means be careful,
signal is changing.
22

WalkSafe Traffic Signal Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Red
Red means to stop.
23

WalkSafe Simulation Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Bus
Always stand in front of
bus, never behind.
24

WalkSafe Simulation Flashcards
2009 © WalkSafe TM may be reproduced for classroom use.
Car
A car is a type of vehicle.
25

WalkSafe Simulation Flashcards
Visual Screen
Any object that blocks
2010 © WalkSafe may be reproduced for classroom use.
your view when
crossing.
26

WalkSafe Vocabulary Matching Name _____________________________
Directions: Draw a line from the vocabulary word to its definition.
1 pedestrian A marked place to cross the street.
2
3
4
intersection
crosswalk
curb
5 signals
6 left
2009 ©WalkSafe TM
may be reproduced for classroom use.
A person who is walking.
The first and last direction to look
before crossing.
Lights that tell cars and people
when to stop and go.
The second direction to look
before crossing
Signals to go, but always look
before crossing.
7 visual screen The edge of the street.
8 right A place where two roads meet.
9 walk
An object that blocks your view
when crossing.
27

WalkSafe Vocabulary Matching Answer Key
Directions: Draw a line from the vocabulary word to its definition.
1 pedestrian A marked place to cross the street.
2
3
4
intersection
crosswalk
curb
5 signals
6 left
2009 ©WalkSafe TM
may be reproduced for classroom use.
A person who is walking.
The first and last direction to look
before crossing.
Lights that tell cars and people
when to stop and go.
The second direction to look
before crossing
Signals to go, but always look
before crossing.
7 visual screen The edge of the street.
8 right A place where two roads meet.
9 walk
An object that blocks your view
when crossing.
28

WalkSafe Crossword Puzzle Name ______________________________
What do you know about walk safety?
Across
3. A car, bus, or trees are examples
of ________ screens.
5. where two roads meet
7. Walking is great _________.
9. a marked place to cross the
street
2009 ©WalkSafe TM
may be reproduced for classroom use.
Down
1. Look left - ______ - left before crossing the street.
2. If your view is ________, walk to the edge of the
screen and look.
4. the edge of the street
6. Lights that tell cars and people when to stop and go.
8. Always ________ when you get to the end of a
sidewalk
10. If there is no _________, walk on the left edge of
the street.
29

WalkSafe Crossword Puzzle Answer Key
What do you know about walk safety?
Across
3. A car, bus, or trees are examples
of ________ screens.
5. where two roads meet
7. Walking is great _________.
9. a marked place to cross the
street
2010 ©WalkSafe TM
may be reproduced for classroom use.
Down
1. Look left - ______ - left before crossing the street.
2. If your view is ________, walk to the edge of the
screen and look.
4. the edge of the street
6. Lights that tell cars and people when to stop and go.
8. Always ________ when you get to the end of a
sidewalk
10. If there is no _________, walk on the left edge of
the street.
30

WalkSafe Board Game
2010 ©WalkSafe TM may be reproduced for classroom use.
31

WalkSafe Board Game Questions
Question:
What is the first thing you do when
you want to cross a street?
Answer:
Stop at the curb/edge.
Question:
Does a green light always mean go?
Answer:
No!
Question:
What do you do when the “DON’T WALK”
signal is lit up?
Answer:
Wait for a “WALK” signal.
2010 ©WalkSafe TM may be reproduced for classroom use.
Question:
What do you do next (after you stop,
and before you cross)?
Answer:
Look left-right-left.
Question:
What do you do when the “WALK” signal
is lit up at a crosswalk?
Answer:
Look left-right-left, then cross
when it is safe.
Question:
People who walk are known as…
Answer:
Pedestrians
32

WalkSafe Board Game Questions
Question:
Why do we make sure that the cars
parked on the street are empty
and not running?
Answer:
So that they do not hit us.
Question:
What do you do when you see a
red “DON’T WALK” signal?
Answer:
Wait for a white “WALK” signal and look
left-right-left until it is safe to cross.
Question:
If the road does not have a sidewalk,
where should pedestrians walk?
Answer:
The left side of the road so that
you are facing the traffic that
is closest to you.
2010 ©WalkSafe TM may be reproduced for classroom use.
Question:
What should you do when you get to a
crosswalk and there is a signal that is
already at “WALK”?
Answer:
Wait for a new “WALK” signal so the light
doesn’t turn red while you are
crossing the street.
Question:
What do you do when the “WALK” signal
is lit up at a crosswalk?
Answer:
Look left-right-left, then cross
when it is safe.
Question:
Why is walking good for you?
Answer:
Walking is good exercise.
33

WalkSafe Board Game Questions
Question:
Should you walk by yourself or with an
adult?
Answer:
It is much safer to walk with an adult
Question:
What is an intersection?
Answer:
Where two roads meet.
Question:
True or False: Children are at
the greatest danger of being hurt by a car.
Answer:
True
2010 ©WalkSafe TM may be reproduced for classroom use.
Question:
What is a crosswalk?
Answer:
A marked place to cross the street.
Question:
What is a visual screen?
Answer:
Something that blocks your
view when looking to cross.
Question:
True or False: Always run
across the street.
Answer:
False
34

WalkSafe Wordsearch Name ______________________________
2010 ©WalkSafe TM
may be reproduced for classroom use.
Can you help Willy find all
the hidden words?
S L W N S I D E W A L K C B I
V I E A O I H H A M A S O U Z
Z O G E L I V B Q K B X R S W
O Z Z N E K T F S T O P N A L
N M M G A J K C X T K C E G D
A Q D G Z L A I E L M N R T H
I E I C C J S Z A S O T M S Q
R X E J J R C W D V R F Y N C
T Q J P J P S S L P N E U E R
S S Y L W S C N X V H W T A F
E B X R O R V F A O X C K N R
D R A R E P O T E E R T S B I
E U C E M F V W X B L K Y H T
P C N S P U A I C K V C I G V
O N E U U Z P S O T L N B S O
BUS
CORNER
CROSSWALK
CURB
EDGE
INTERSECTION
PEDESTRIAN
SAFE
SCREEN
SIDEWALK
SIGNALS
STOP
STREET
WALK
35

WalkSafe
Wordsearch Answer Key
2010 ©WalkSafe TM
may be reproduced for classroom use.
Can you help Willy find all
the hidden words?
S L W N S I D E W A L K C B I
V I E A O I H H A M A S O U Z
Z O G E L I V B Q K B X R S W
O Z Z N E K T F S T O P N A L
N M M G A J K C X T K C E G D
A Q D G Z L A I E L M N R T H
I E I C C J S Z A S O T M S Q
R X E J J R C W D V R F Y N C
T Q J P J P S S L P N E U E R
S S Y L W S C N X V H W T A F
E B X R O R V F A O X C K N R
D R A R E P O T E E R T S B I
E U C E M F V W X B L K Y H T
P C N S P U A I C K V C I G V
O N E U U Z P S O T L N B S O
BUS
CORNER
CROSSWALK
CURB
EDGE
INTERSECTION
PEDESTRIAN
SAFE
SCREEN
SIDEWALK
SIGNALS
STOP
STREET
WALK
36

WalkSafe Data Analysis Name ____________________________
2010 ©WalkSafe TM
may be reproduced for classroom use.
Transportation Home
Directions: All students in a school were surveyed on their transportation to and
from school each day. Use the chart to answer the questions
Key
Walk
Bike
Bus
Car
= 2 students
1. How many students go to school on bike?
__________________________________________
2. How many more students ride the bus than walk?
__________________________________________
3. Which type of transportation is most popular?
__________________________________________
4. How many students go to school on bus and car
altogether?
__________________________________________
5. Which type of transportation is least popular?
__________________________________________
37

WalkSafe Data Analysis Answer Key
2010 ©WalkSafe TM
may be reproduced for classroom use.
Transportation Home
Directions: All students in a school were surveyed on their transportation to and
from school each day. Use the chart to answer the questions
Key
Walk
Bike
Bus
Car
= 2 students
1. How many students go to school on bike?
__________________________________________
2 students
2. How many more students ride the bus than walk?
6 __________________________________________
more students
3. Which type of transportation is most popular?
__________________________________________
Bus transportation is most popular
4. How many students go to school on bus and car
altogether?
__________________________________________
22 students
5. Which type of transportation is least popular?
__________________________________________
Bike transportation is least popular
38

WalkSafe Coordinate Grid Name ____________________________
List the ordered pairs for the symbols on the grid.
( __ , __ )
( __ , __ )
( __ , __ )
2010 ©WalkSafe TM
may be reproduced for classroom use.
( __ , __ )
( __ , __ )
( __ , __ )
( __ , __ )
( __ , __ )
( __ , __ )
39

WalkSafe Coordinate Grid Answer Key
List the ordered pairs for the symbols on the grid.
( __ 3 , __ 9 )
( __ 2 , __ 6
)
( __ 1 , __ 2 )
2010 ©WalkSafe TM
may be reproduced for classroom use.
( __ 9 , __ 9 )
( __ 4 , __ 1 )
( __ 5 , __ 5 )
( __ 6 , 8 __ )
( __ 7 , 4 __ )
( __ 9 , 1 __ )
40

WalkSafe Reading Comprehension Name __________________________
2010 ©WalkSafe TM
may be reproduced for classroom use.
I Am a Safe Pedestrian
A pedestrian is a person who walks. Many children get hurt
because they do not know how to be a safe walker. I am a safe
pedestrian. I stop, look and listen to the traffic all around me. I
know how to cross the street. I always stop at the curb or edge of
the street and look left, right, and left. If no cars are coming, I cross
the street. If a car is coming, I wait for it to pass and look again. A
safe pedestrian knows when to stop and go. I use the crosswalk at
busy intersections. But I still look all directions in case a car is
coming. When I walk on the sidewalk I am careful around driveways.
Sometimes drivers are going in and out of driveways and cannot see
me. A safe pedestrian always pays attention to the traffic.
__1.
What is the main idea of the paragraph?
(a) How to be a safe pedestrian.
(b) Children are playful.
(c) Cars are dangerous.
(d) Walking is important.
__2. What direction should a pedestrian look before crossing the
street?
(a) Right-Left-Right
(b) Left-Right-Left
(c) Up-Down-Up
(d) Down-Up-Down
41

WalkSafe Reading Comprehension Name __________________________
__3. What should pedestrians look out for when walking on the
sidewalk?
(a) Angry dogs
(b) Children on skates
(c) Driveways
(d) Holes on the pavement
__4. Why should pedestrians look in both directions before crossing
any busy intersection?
(a) Bicycles are crossing the street too.
(b) Cars may still be coming.
(c) Traffic signals change quickly
(d) None of the above
__5. According to the article, why do some children get hurt?
(a) They do not know how to be safe pedestrians.
(b) They run on the street.
(c) They swim by themselves.
(d) They talk on the phone.
2010 ©WalkSafe TM
may be reproduced for classroom use.
42

WalkSafe Reading Comprehension Answer Key
2010 ©WalkSafe TM
may be reproduced for classroom use.
I Am a Safe Pedestrian
A pedestrian is a person who walks. Many children get hurt
because they do not know how to be a safe walker. I am a safe
pedestrian. I stop, look and listen to the traffic all around me. I
know how to cross the street. I always stop at the curb and look
left, right, and left. If no cars are coming, I cross the street. If a car
is coming, I wait for it to pass and look again. A safe pedestrian
knows when to stop and go. I use the crosswalk at busy
intersections. But I still look all directions in case a car is coming.
When I walk on the sidewalk I am careful with driveways.
Sometimes drivers are going in and out of driveways and cannot see
me. A safe pedestrian always pays attention to the traffic.
A 1.
What is the main idea of the paragraph?
(a) How to be a safe pedestrian.
(b) Children are playful.
(c) Cars are dangerous.
(d) Walking is important.
B 2. What direction should a pedestrian look before crossing the
street?
(a) Right-Left-Right
(b) Left-Right-Left
(c) Up-Down-Up
(d) Down-Up-Down
43

WalkSafe Reading Comprehension Answer Key
C 3. What should pedestrians look out for when walking on the
sidewalk?
(a) Angry dogs
(b) Children on skates
(c) Driveways
(d) Holes on the pavement
B 4.
Why should pedestrians look in both directions before crossing
any busy intersection?
(a) Bicycles are crossing the street too.
(b) Cars may still be coming.
(c) Traffic signals change quickly
(d) None of the above
A 5. According to the article, why do some children get hurt?
(a) They do not know how to be safe pedestrians.
(b) They run on the street.
(c) They swim by themselves.
(d) They talk on the phone.
2010 ©WalkSafe TM
may be reproduced for classroom use.
44

WalkSafe TM
2-3 Grade Test Name __________________________________
Part 1 Directions: Read each multiple choice question and select the best answer to each question.
___1. Which pedestrian is standing at the curb/edge?
2010 ©WalkSafe TM
may be reproduced for classroom use.
(A) (B) (C)
___2. Which pedestrian is obeying the traffic signal?
(A) (B) (C)
___3. Where should the pedestrian stand to look before crossing the street?
___4.
(A) (B) (C)
When a parked vehicle is blocking your view of the road, where is the safest place
to stand and look before crossing the street?
(A) (B) (C)
45

WalkSafe 2-3 Grade Test Name __________________________________
___5.
Which road has a visual screen?
(A) (B) (C)
___6. What directions should you always look before crossing the street?
(A) Right-left-right
(B) Left-right-left
(C) Left-right-up
___7.
___8.
What should you do when you get to a crosswalk with a signal that is already at
“WALK”?
(A) Wait for a new “WALK” signal.
(B) Cross the street quickly.
(C) Look first and then cross the street.
If you see a car coming before you are going to cross the street, what should you
do?
(A) Cross as quickly as possible before the car hits you.
(B) Wait for the car to pass then cross the street.
(C) Wait for the car to pass then look again and listen to cross the street.
___9. Which is NOT an example of a visual screen?
(A) The sidewalk.
(B) Parked cars.
(C) Trees.
___10. If the road does not have a sidewalk, where should pedestrians walk?
(A) The left side of the road.
(B) The right side of the road.
(C) The middle of the road.
2010 ©WalkSafe TM may be reproduced for classroom use.
46

WalkSafe 2-3 Grade Test Answer Key
Part 1 Directions: Read each multiple choice question and select the best answer to each question.
B1. Which pedestrian is standing at the curb/edge of the sidewalk?
(A) (B) (C)
C2. Which pedestrian is obeying the traffic signal?
(A) (B) (C)
C3. Where should the pedestrian stand to look before crossing the street?
C4.
(A) (B) (C)
Where is the safest place to stand and look before crossing the street?
2010 ©WalkSafe TM
may be reproduced for classroom use.
(A) (B) (C)
47

WalkSafe 2-3 Grade Test Answer Key
C5. Which road has a visual screen?
2010 ©WalkSafe TM may be reproduced for classroom use.
(A) (B) (C)
B6. What directions should you always look before crossing the street?
(A) Right-left-right
(B) Left-right-left
(C) Left-right-up
A7.
C8.
What should you do when you get to a crosswalk with a signal that is already at
“WALK”?
(A) Wait for a new WALK” signal.
(B) Cross the street quickly.
(C) Look first and then cross the street.
If you see a car coming before you are going to cross the street, what should you
do?
(A) Cross as quickly as possible before the car hits you.
(B) Wait for the car to pass then cross the street.
(C) Wait for the car to pass then look again to cross the street.
A9. Which is NOT an example of a visual screen?
(A)The sidewalk.
(B)Parked cars.
(C)Trees.
A10.
If the road does not have a sidewalk, where should pedestrians walk?
(A) The left side of the road.
(B) The right side of the road.
(C) The middle of the road.
48

WalkSafe Poster Contest Judging Rubric
Directions: Rate each category from 1 – 5,
whereas a 1 indicates minimal criteria met
and a 5 indicates maximum.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
2010 ©WalkSafe TM
may be reproduced for classroom use.
Clarity of pedestrian safety
message conveyed by text and
artwork
Relevance of poster theme to
pedestrian safety and health
Creativity, originality, and artistic
quality
Visual clarity, ability to easily read
text
Brightness and use of color
Total
Points
49

Health Education
2nd ‐ 3rd
Standard 1: Students will comprehend the concepts related to health promotion and disease prevention.
Benchmark 1: Identify/ describe/understand the relationships between personal health behaviors and
individual well‐being:
Benchmark 2: Identify examples of mental, emotional, social and physical health during childhood:
Benchmark 3: Describe the basic structure and functions of the human body systems
Benchmark 4: Describe how physical, social and emotional environments influence personal health
1
Day 1: Video
and Classroom
Discussion
Day 2: Outdoor
simulation
Day 3: Poster
Contest

Benchmark 5: Identify common health issues of children
2nd ‐ 3rd
Benchmark 6: Identify health problems that should be detected and treated early and explain how childhood
injuries and illnesses can be prevented or treated
Standard 2: Students will demonstrate the ability to access valid health information and health promoting
products and services.
Benchmark 1: Identify characteristics of valid health information and health promoting products and services.
Benchmark 2: Demonstrate the ability to locate resources from home, school and community that provide valid
health information
Benchmark 3: Explain how the media influences the selection of health information, products and services
Benchmark 4: Demonstrate the ability to locate school and community health helpers
2

2nd ‐ 3rd
Standard 3: Students will demonstrate the ability to practice health‐enhancing behaviors and reduce health
risks.
Benchmark 1: Identify responsible health behaviors
Benchmark 2: Identify personal health needs
Benchmark 3: Compare behaviors that are safe to those that are risky or harmful
Benchmark4: Demonstrate strategies to improve or maintain personal health
Benchmark 5: Develop injury prevention and management strategies for personal health
Benchmark 6: Demonstrate ways to avoid and reduce threatening situations
3

Benchmark 7: Apply skills to manage stress
2nd ‐ 3rd
Standard 4: Students will analyze the influence of culture, media, technology and other factors on health
Benchmark 1: Describe how cultures within the local community influence personal health behaviors
Benchmark 2: Explain how media influences thoughts, feelings and health behaviors
Benchmark 3: Describe ways technology can influence personal health.
Benchmark 4: Explain how information from school and family influences health.
Standard 5: Student will demonstrate the ability to use interpersonal communication skills to enhance
health. Students will:
4

Benchmark 1: Distinguish between verbal and non‐verbal communication
2nd ‐ 3rd
Benchmark 2: Describe characteristics needed to be a responsible friend and family member.
Benchmark 3: Demonstrate positive ways to express needs, wants and feelings.
Benchmark 4: Demonstrate ways to communicate care, consideration and respect of self and others.
Benchmark 5: Demonstrate attentive listening skills to build and maintain health‐enhancing relationships.
Benchmark 6: Demonstrate refusal skills and explain why they are important to enhance health
Benchmark 7: Differentiate between negative and positive behaviors used in conflict situations.
5

Benchmark 8: Demonstrate non‐violent strategies to resolve conflicts.
2nd ‐ 3rd
Standard 6: Students will demonstrate the ability to use goal‐setting and decision‐making skills to enhance
health.
Benchmark 1: Demonstrate the ability to apply a decision‐making process to health issues and problems.
Benchmark 2: Explain when to ask for assistance in making health‐related decisions and setting health goals.
Benchmark 3: Predict outcomes of positive health decisions.
Benchmark 4: Set a personal health goal and track progress toward achievements.
Standard 7: Students will demonstrate the ability to advocate for personal, family, peer and community
health.
6

2nd ‐ 3rd
Benchmark 1: Describe a variety of methods to convey accurate health information and ideas.
Benchmark 2: Express information and opinions about health issues.
Benchmark 3: Identify community agencies/resources that advocate for healthy individuals, families, peers and
communities.
Benchmark 4: Demonstrate the ability to influence and support others in making health‐enhancing choices.
Social Studies
History: Standard 1: Students are able to identify important people and events in order to analyze significant
patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and World
History in order to understand the complexity of the human experience.
Benchmark 1‐A ‐ New Mexico: Describe how contemporary and historical people and events have influenced
New Mexico communities and regions.
7

2nd ‐ 3rd
Benchmark 1‐B ‐ United States: Understand connections among historical events, people, and symbols
significant to United States history and cultures.
Benchmark 1‐C ‐ World: Students will identify and describe similar historical characteristics of the United States
and its neighboring countries.
Benchmark 1‐D ‐ Skills: Understand time passage and chronology.
Geography: Standard 2: Students understand how physical, natural and cultural processes influence where
people live, the ways in which people live, and how societies interact with one another and their
environments.
Benchmark 2‐A: Understand the concept of location by using and constructing maps, globes, and other
geographic tools to identify and derive information about people, places, and environments.
Benchmark 2‐B: Distinguish between natural and human characteristics of places and use this knowledge to
define regions, their relationships with other regions, and patterns of change.
Benchmark 2‐C: Be familiar with aspects of human behavior and man‐made and natural environments in order
to recognize their impact on the past and present.
8

2nd ‐ 3rd
Benchmark 2‐D: Understand how physical processes shape the Earth's surface patterns and biosystems.
Benchmark 2‐E: Describe how economic, political, cultural, and social processes interact to shape patterns of
human populations, and their interdependence, cooperation, and conflict.
Benchmark 2‐F: Describe how natural and man‐made changes affect the meaning, use, distribution, and value
of resources.
Civics and Government: Standard 3: Students understand the ideals, rights, and responsibilities of citizenship
and understand the content and history of the founding documents of the United States with particular
emphasis on the United States and New Mexico constitutions and how governments function at local, state,
tribal, and national levels.
Benchmark 3‐A: Know the fundamental purposes, concepts, structures, and functions of local, state, tribal, and
national governments.
Benchmark 3‐B: Identify and describe the symbols, icons, songs, traditions, and leaders of local, state, tribal
and national levels that exemplify ideals and provide continuity and a sense of community across time.
Benchmark 3‐C: Become familiar with the basic purposes of government in New Mexico and the United States.
9

2nd ‐ 3rd
Benchmark 3‐D: Understand rights and responsibilities of "good citizenship" as members of a family, school
and community.
Economics: Standard 4: Students understand basic economic principles and use economic reasoning skills to
analyze the impact of economic systems (including the market economy) on individuals, families, businesses,
communities, and governments.
Benchmark 4‐A: Understand that individuals, households, businesses, governments, and societies make
decisions that affect the distribution of resources and that these decisions are influenced by incentives (both
economic and intrinsic)
Benchmark 4‐B: Understand that economic systems impact the way individuals, households, businesses,
governments, and societies make decisions about goods and services.
Benchmark 4‐C: Understand the patterns and results of trade and exchange among individuals, households,
businesses, governments, and societies, and their interdependent qualities.
Science
Scientific Thinking and Practice: Standard 1: Understand the processes of scientific investigations and use
inquiry and scientific ways of observing, experimenting, prediction and validating to think critically.
10

2nd ‐ 3rd
Benchmark 1: Use scientific methods to observe, collect, record, analyze, predict, interpret, and determine
reasonableness of data.
Benchmark 2: Use scientific thinking and knowledge and communicate findings.
Benchmark 3: Use mathematical skills and vocabulary to analyze data, understand patterns and relationships,
and communicate findings.
Content of Science: Standard 1 (physical science): Understand the structure and properties of matter, the
characteristics of energy, and the interactions between matter and energy.
Benchmark 1: Recognize that matter has different forms and properties.
Benchmark 2: Know that energy is needed to get things done and that energy has different forms.
Benchmark 3: Identify forces and describe motion of objects.
11

2nd ‐ 3rd
Standard 2: (Life Science): Understand the properties, structures, and processes of living things and their
environments.
Benchmark 1: Know that living things have diverse forms, structures, functions, and habitats.
Benchmark II: Know that living things have similarities and differences and that living things change over time.
Benchmark 3: Know the parts of the human body and their functions
Standard 3: ( (Earth and Space p Science): ) Understand the structure of Earth, , the solar system, y , and the universe, ,
the interconnections among them and the processes and interactions of Earth's systems.
Benchmark 1: Know the structure of the solar system and the objects in the universe.
Benchmark 2: Know the structure and formulation of Earth and its atmosphere and the processes that shape
them.
12

2nd ‐ 3rd
Strand 3: Science and Society: Standard I: Understand how scientific discoveries, inventions, practices, and
knowledge influence, and are influenced by, individuals and societies.
Benchmark 1: Describe how science influences decisions made by individuals and societies.
Language Arts
Standard 1: Students will apply strategies and skills to comprehend information that is read, heard and
viewed
Benchmark 1‐A: Listen to, read, react to and retell information.
Benchmark 1‐B: Locate and use a variety of resources to acquire information across the curriculum.
Benchmark 1‐C : Demonstrate critical thinking skills to comprehend written, spoken, and visual information.
13

2nd ‐ 3rd
Benchmark 1‐D: Acquire reading strategies which include phonemic awareness, phonics, fluency, vocabulary
and comprehension.
Standard 2: Students will communicate effectively through speaking and writing.
Benchmark 2‐A: Demonstrate competence in speaking to convey information
Benchmark 2‐B: Apply grammatical and language conventions to communicate.
Benchmark 2‐C: Demonstrate competence in the skills and strategies of the writing process.
Standard 3: Students will use literature and media to develop an understanding of people, societies and the
self.
Benchmark 3‐A: Use language, literature and media to gain and demonstrate awareness of cultures around the
world.
14

2nd ‐ 3rd
Benchmark 3‐B: Identify and use the types of literature according to their purpose and function.
Math
Standard Number and Operations: Students will understand numerical concepts and mathematical
operations.
Benchmark N.1: Understand numbers, ways of representing numbers, relationships among numbers, and
number systems.
Benchmark N.2: Understand the meaning of operations and how they relate to one another.
Benchmark N.3: Compute fluently and make reasonable estimates.
Standard Algebra: Students will understand algebraic concepts and applications.
15

Benchmark A.1: Understand patterns, relations and functions.
2nd ‐ 3rd
Benchmark A.2: Represent and analyze mathematical situations and structures using algebraic symbols.
Benchmark A.3: Use mathematical models to represent and understand quantitative relationships.
Benchmark A.4: Analyze changes in various contexts.
Standard Geometry: Students will understand geometric concepts and applications.
Benchmark G.1: Analyze characteristics and properties of two‐ and three‐dimensional geometric shapes and
develop mathematical arguments about geometric relationships.
Benchmark G.2: Specify locations and describe spatial relationships using coordinate geometry and other
representational systems.
16

2nd ‐ 3rd
Benchmark G.3: Apply transformations and use symmetry to analyze mathematical situations.
Benchmark G.4: Use visualization, spatial reasoning, and geometric modeling to solve problems.
Standard Measurement: Students will understand measurement systems and applications.
Benchmark M.1: Understand measurable attributes of objects and the units, systems, and process of
measurement.
Benchmark M.2: Apply appropriate techniques, tools, and formulas to determine measurements.
Standard Data Analysis and Probability: Students will understand how to formulate questions, analyze data,
and determine probabilities.
Benchmark D.1: Formulate questions that can be addressed with data and collect, organize, and display
relevant data to answer them.
17

Benchmark D.2: Select and use appropriate statistical methods to analyze data.
2nd ‐ 3rd
Benchmark D.3: Develop and evaluate inferences and predictions that are based on data.
Benchmark D.4: Understand and apply basic concepts of probability.
Physical Education
Content Standard 1: Demonstrates competency in many movement forms and proficiency in a few
movement forms.
Benchmark 1: Demonstrate competency in selected motor skills.
Benchmark 2: Demonstrate competency in selected non‐motor patterns.
18

Benchmark 3: Demonstrate competency in selected non‐motor patterns.
2nd ‐ 3rd
Content Standard 2: Applies movement concepts and principles to the learning and development of motor
skills.
Benchmark 1: Demonstrate concepts of body, effort, space and relationships in movement.
Benchmark 2: Demonstrate motor skills, motor behaviors and motor learning concepts in increasingly complex
movement situations.
Benchmark 3: Demonstrate critical elements of fundamental and specialized movement skills.
Content Standard 3: Exhibits knowledge and ability to participate in a physically active lifestyle.
Benchmark 1: Select and participate regularly in health‐related physical activities for enjoyment.
19

Benchmark 2: Identify the benefits gained from regular physical activity.
2nd ‐ 3rd
Content Standard 4: Achieves and maintains a health‐enhancing level of physical fitness.
Benchmark 1: Match different types of physical activities with health‐related physical fitness components.
Benchmark 2: Participate in moderate to vigorous physical activities in a variety of settings.
Benchmark 3: Begin to interpret the results and demonstrate understanding of the significance of information
provided by measures of physical fitness.
Content Standard 5: Demonstrates responsible personal and social behavior in physical activity settings.
Benchmark 1: Utilize safety principles in physical activity settings.
20

Benchmark 2: Work cooperatively and productively with a partner or small group.
2nd ‐ 3rd
Benchmark 3: Recognize the influence of peer pressure and identify ways of resolving conflict.
Benchmark 4: Work independently and on‐task for short periods of time.
Benchmark 5: Recognize classroom and activity rules.
Content Standard 6: Demonstrates understanding and respect for differences among people in physical
activity settings.
Benchmark 1: Explore cultural/ethnic self awareness through participation in physical activity.
Benchmark 2: Recognize the talents that individuals with differences can bring to group activities.
21

2nd ‐ 3rd
Benchmark 3: Experience differences and similarities among people of different backgrounds by participating
in activities of national, cultural and ethnic origins.
Benchmark 4: Recognize how the media, particularly advertising, influences the perception of ideal body types.
Content Standard 7: Understands that physical activity provides opportunities for enjoyment, challenge, self‐
expression and social interaction.
Benchmark 1: Identify physical activities that are enjoyable.
Benchmark 2: Practice physical activities to increase skills.
Benchmark 3: Demonstrate interaction with others while participating in physical activities.
Benchmark 4: Use physical activity as a measure of self‐expression.
22

ART/ Visual ARTS
2nd ‐ 3rd
Content Standard 1: Learn and develop skill and meet technical demands unique to dance, music,
theater/drama and visual arts.
Benchmark 1A: Participate in the process of making and looking at works of art to understand the elements of
art, such as: color, form, line, shape, size, texture and value.
Benchmark 1B: Explore and develop skills using art materials, tools and techniques.
Benchmark 1C: Use art materials and tools safely and responsibly
Content Standard 2: Uses dance, music, theater/drama and visual arts to express ideas.
Benchmark 2A: Create art work the expresses ideas, feelings and experiences about self, family, and
community and the world.
23

2nd ‐ 3rd
Content Standard 3: Integrate understanding of visual and performing arts by seeking connections and
parallels among art disciplines as well as other content areas.
Benchmark 3A: Explore connections between the elements of dance and other arts disciplines.
Benchmark 3B: Explore connections between the elements of visual arts and other content areas.
Content Standard 4: Demonstrate an understanding of the dynamics of the creative process.
Benchmark 4A: Understand that artists create works of art based upon their diverse sources of inspiration,
including personal and cultural experiences.
Benchmark 4B: Practice methods of reflection and self‐evaluation of one's own art work.
Content Standard 5: Observe, discuss, analyze and make critical judgments about artistic works.
24

2nd ‐ 3rd
Benchmark 5A: Develop necessary skills for identifying the design elements, narrative components and
symbolism in a work of art.
Benchmark 5B: Develop and practice skill necessary for communicating responses to works of art.
Content Standard 6: Show increased awareness of diverse peoples and cultures through visual and
performing arts.
Benchmark 6A: Explore the visual arts of diverse peoples, times, places and cultures.
Content Standard 7: Demonstrate knowledge g about how technology gy and invention have historically y
influenced artists and offered new possibilities for expression.
Benchmark 7A: Expand dance horizons through the use of technology.
Benchmark 7B: Explore the role of specific inventions and their influence on art.
25

2nd ‐ 3rd
Content Standard 8: Contribute to communities by sharing expertise in dance, music, theater/drama and
visual arts and by participating in the activities of cultural institutions.
Benchmark 8A: View art in various community settings.
Benchmark 8B: Develop an awareness of how artists have contributed artistically to the community.
26

w w w . n m s a f e r o u t e s . c o m
4th and 5th Grades
Lesson Plans
Puckett Elementary School, Carlsbad

www.walksafe.us
Table of Contents
Page
Overview of Program
and Lesson Components 1
Day 1 Video and
Classroom Discussion
Vocabulary & Signals 2
Discussion Questions 3
Day 2 Outdoor Street-
Crossing Simulation
Simulation Setup 5
Simulation Activity 6
Day 3 Poster Contest or
Creative Activity
Creative Activity Ideas 9
Poster Contest in Florida 9
Judging Rubric 10
Reproducible Materials
Vocabulary Flashcards 11
Traffic Signal Flashcards 20
Simulation Flashcards 25
Vocabulary Matching 28
Crossword Puzzle 30
Board Game 32
Word search 36
Data Analysis 1 38
Data Analysis 2 40
Reading Comprehension 42
WalkSafe TM Assessment
4-5 Grade Test 46
Test Answer Key 48
Poster Judging Rubric 50
Teacher’s Guide: Grades 4-5
The WalkSafe program aims to improve pedestrian safety and promote student
wellness through walking. This 3-day curriculum contains lessons and activities
that teach pedestrian safety skills through the use of videos, outside simulation
activities and art projects. Supplementary to the 3-day lesson plan, reproducible
materials are included as a way to incorporate pedestrian safety and health
concepts into your academic curriculum.
This basic 3-day curriculum includes the following lesson plans:
• Day 1: Video and Classroom Discussion
• Day 2: Outdoor Street-Crossing Simulation
• Day 3: Poster Contest or Creative Activity
We value your feedback and request that you complete a brief survey after
completion of program at http://walksafe.us/teacher_survey.html. Thank you
for supporting the WalkSafe TM
program and sharing the importance of pedestrian
safety with your students.
Overview of Lesson Components
Materials
Standards / Objectives
Lesson Vocabulary
Activity / Discussion
Optional Components
Assessments
Reproducible Materials
Teaching Tools
Extended Learning
Key Features of Lessons
Teacher Tools include additional strategies, activities and
resources that support the needs of diverse learners including
students with limited cognitive and/or linguistic abilities.
Extended Learning contains links to optional interdisciplinary
activities and technology resources.
1

www.walksafe.us
Materials
• “Walking with your Eyes”
Video.
• TV/DVD Player.
• Reproducible Materials
Pages 11 – 45. *Optional
Objectives
Students in grades 4 and 5 will:
1. Demonstrate an
understanding of concepts
covered in “Walking with
your Eyes” video by
engaging in a teacher-led
discussion.
2. Read, define, and use
vocabulary words in a
sentence.
New Mexico
Standards
• Comprehend the concepts
related to health
promotion and disease
prevention. (HED
Benchmarks 1, 4, 5, 6)
• Demonstrate the ability to
access valid health
information and health
promoting products and
services. (HED Benchmarks
2, 4)
• Demonstrate the ability to
practice health enhancing
behaviors and reduce
health risks. (HED
Benchmarks 1, 2, 3, 4, 5)
• Demonstrate the ability to
use goal-setting and
decision-making skills to
enhance health. (HED
Benchmark 3)
• Apply strategies and skills
to comprehend
information that is read,
heard and viewed. (LA
Benchmarks 1-A, 1-D)
Teacher’s Guide: Grades 4-5
Day 1 Lesson Plan: Video and Classroom Discussion
Introduction
Inform students that they will be learning
how to be safe walkers. Create a concept
map on the board that reflects students’
current pedestrian safety knowledge.
Did you know…?
• In the United States 30,000 children
are hit by cars each year while walking.
• Every six minutes a pedestrian is hurt
in traffic.
• Elementary school children are at the
highest risk due to poor judgment of
potentially dangerous situations.
(NHTSA Traffic Safety Facts, 2007)
Concept Map
Vocabulary
Safe To be careful and avoid danger.
Pedestrian A person who is walking.
Intersection Where two roads meet.
Crosswalk A marked place to cross the street.
Curb/Edge Raised pavement between the edge of the road and the
sidewalk.
Corner Where the road bends or turns.
Signals Lights that tell cars and people when to stop and go.
Visual Screen An object that blocks your view when crossing.
SAFE
WALKER
Follows rules Is careful
Crosses only at
the corner or
crosswalk
Walks on
sidewalk or left
side of street
• Use vocabulary flashcards on pages 11– 19 to illustrate
definitions.
• Use vocabulary matching activity on page 28 as a cooperative
group demonstration.
• Ask students to list synonyms and antonyms for the vocabulary
words and use sentence variety to apply words in sentences.
Traffic Signals
Review important traffic signals using traffic signal flashcards from pages 20 – 24.
Video
Play “Walking With Your Eyes” (14:17 min). Access the video at:
• http://walksafe.us/material.html (WalkSafe website), or
• http://www.youtube.com/watch?v=MfRRCes3xyc (PART ONE-YouTube) &
http://www.youtube.com/watch?v=0BJhlrbl4Ag (PART TWO-YouTube)
If you have trouble accessing the video, contact the WalkSafe Office at 305-243-8115.
Stops and looks
Left-Right-Left
before crossing
Looks and
listens for cars
while crossing
2

Teacher’s Guide: Grades 4-5
www.walksafe.us Teacher-Led Video Discussion Questions
New Mexico
Standards
• Communicate effectively
through speaking and
writing. (LA Benchmark 2-
A)
• Understand geometric
concepts and applications.
(MATH Benchmark G.2)
Writing
Write an expository
essay explaining
what pedestrians can
do to be safe
walkers.
Reading
Reading
Comprehension
Pag
e
42
Mathematics
Data Analysis 1 38
Data Analysis 2 40
Fun
Vocabulary Matching 28
Crossword Puzzle 30
Board Game 32
Word search 36
Question Answer
1 What are the specific safety steps
we follow when we want to cross
the street?
2 Can anyone guess why we look left
first?
3 Does a green light or “WALK”
signal always mean it is safe to
cross?
4 What does a flashing “DON’T
WALK” signal at an intersection
mean?
5 What should you do while crossing
the street to make sure you stay
safe?
6 What is a visual screen, and what
are some examples of visual
screens?
7 What should you do if you’re trying
to cross but there is a visual screen
in the way?
8 If a car has stopped at a stop sign
and the car is creating a visual
screen, what should you do?
9 What are some things to watch out
for in a parking lot?
Stop at the curb/edge of the
street, look left-right-left, and
cross when there are no cars
coming.
Since cars drive on the right side
of the road, the cars coming from
the left will be closer to us than
the ones coming from the right.
No, there might be a car running
a red light or making a fast turn.
A green light or “WALK” signal
means to look left-right-left first,
and then cross when it is safe.
Don’t start crossing, but keep
walking and scanning for cars if
you’ve already started to cross.
Keep looking left-right- left until
you’ve arrived safely on the
other side of the street.
Anything that blocks your view –
such as a car, bus, or bush –
when you are standing on the
curb/edge of the sidewalk, trying
to look left-right-left.
1. Stop at the curb/edge.
2. Check to make sure the
screen is not about to move.
3. Walk to the edge of the
screen.
4. Look left-right-left until it is
safe to cross.
Make eye contact with the
driver; follow the visual screen
safety steps, then cross when it’s
safe.
Open spaces that are like roads,
cars heading for empty spaces,
and back-up lights.
3

Teacher’s Guide: Grades 4-5
www.walksafe.us Additional Discussion Questions
Day 1 Summary
Probe students’ prior
knowledge of pedestrian
safety.
Review lesson vocabulary.
Play “Walking with your
Eyes” video.
Complete video discussion
questions.
Incorporate reproducible
materials, teaching tools,
and extended learning
opportunities into lesson.
*Optional
Review key objectives.
Administer WalkSafe TM
multiple choice 4-5 grade
test.*Optional
Question Answer
10 In what ways can walking be
beneficial (good) for your health?
11 If the road does not have a sidewalk,
where should pedestrians travel?
12 Is it safer to cross at the corner or in
the middle of the street?
13 Why is it important to walk on the
sidewalk instead of in the street?
14 When crossing the street, sometimes
kids act differently in groups than
when they’re alone. When you’re
crossing the street with your friends,
who should follow the safety steps
to make sure it is safe to cross?
Walking is a form of exercise.
Exercising every day can make you
healthy and strong and prevent
children from becoming
overweight, which can help protect
you from many diseases. Walking
is good for your muscles, your
heart, and can even make you feel
better!
Walk as far to the left of the road
as possible, facing traffic.
It is safer to cross at the corner or
at a crosswalk, never at mid-street
where cars do not expect to stop
for pedestrians.
Walking along the street is very
dangerous, especially on busy
roads and at night. It is also against
the law to walk in the street if
there is a sidewalk next to it.
Everyone should follow the safety
steps before crossing the street.
When you’re walking in a group,
each person is in charge of his/her
own safety.
Key Objectives Lesson Review
• Pedestrians should be careful and practice safety steps when walking.
• Safe walkers stop, look, and listen for cars before crossing the street.
• Always stop at the curb, then look left-right-left before crossing the street.
• Walk on the sidewalk and cross at the corner, not the middle of the street.
• If your view is blocked, walk to the edge of the visual screen and then stop
and look left-right-left again before crossing.
• Obey traffic signals and keep looking left-right-left while crossing.
Evaluation
An optional multiple choice test and answer key are available on
pages 46-49.
4

Teacher’s Guide: Grades 4-5
www.walksafe.us Day 2 Lesson Plan: Outdoor Street-Crossing Simulation
Materials
• Outdoor/indoor practice
area
• Cones, sidewalk chalk, rope
or any other materials
necessary for creating a
simulated road.
• Reproducible materials
Pages 11 – 45.
*Optional
Objectives
Students in grades 4 and 5 will:
1. Practice how to cross streets
safely applying WalkSafe TM
skills in a street crossing
simulation.
2. Understand the role of AAA
School Safety Patrol
3. Identify the difference
between safe and unsafe
pedestrian behaviors.
New Mexico
Standards
• Comprehend the concepts
related to health promotion
and disease prevention.
(HED Benchmarks 1, 4, 5, 6)
• Demonstrate the ability to
access valid health
information and health
promoting products and
services. (HED Benchmarks
2, 4)
• Demonstrate the ability to
practice health-enhancing
behaviors and reduce health
risks. (HED Benchmarks 1, 2,
3, 4, 5)
• Demonstrate the ability to
use goal-setting and
decision-making skills to
enhance health. (HED
Benchmark 3)
• Understand geometric
concepts and applications.
(MATH Benchmark G.2)
Introduction
Review: Street-Crossing Safety Steps
• Stop at the curb/edge of the street.
• Look left-right-left and listen for cars.
• Cross when no cars are coming.
Review: Visual Screen Safety Steps
If there is a visual screen – such as a car or bush – blocking your view when
you’re trying to cross the street, follow these safety steps…
• Stop at the curb/edge of the road.
• If the screen is not moving, walk to the edge of the screen and stop (i.e.
edge of object that is closest to traffic).
• Look left-right-left until it is safe to cross.
Review: Safe Places to Walk
1. Always cross at the crosswalk or corner, never mid-street.
2. Always walk on the sidewalk. If there is no sidewalk, walk on the left edge
of the road so drivers can see you.
Review: Traffic Signals
Use flashcards on pages 20 - 24 to identify and review signal meanings.
Introduce the Role of the AAA School Safety Patrol:
Inform students that school safety patrols are important people who can help
keep them safe when walking to, from, and around school. Teachers/principals
can appoint 4 th and 5 th graders as patrol volunteers, who can participate with
parental approval. Students should look for patrollers to help keep them safe
while walking. The AAA School Safety Patrol can help students by:
• Showing them safe areas to cross roads on their way to and from school.
• Helping them safely get on and off the bus.
• Teaching them about traffic safety and how to be a safe pedestrian.
WalkSafe Simulation Activity Set-Up
Schools are encouraged to set-up the simulation on the physical education hard
court (or other safe outdoor area) and schedule the activity during physical
education classes. If necessary, the simulation can also be set-up in an indoor area.
Create a simulated road:
• For concrete surfaces use sidewalk chalk
or orange cones to create street lines.
• For grassy surfaces lay out rope or yarn to
simulate street lines.
• Create a visual screen using a parked
vehicle or large item.
• Separate class into two teams and line up
both teams on the same side of the
practice street.
5

www.walksafe.us
New Mexico
Standards
• Exhibit knowledge and
ability to participate in a
physically active lifestyle.
(PE Benchmark 2)
Use simulation
flashcards from pages
25 - 27 to facilitate
simulation.
WalkSafe
Board Game
Materials
Page
Board Game 32
Board Game
Questions
33
How to Play: WalkSafe
Board Game
The goal of the game is to be
the first player or team to get
their game piece across the
street safely. The first player
will draw a card and read the
question aloud for the second
player to answer. If the
second player answers
correctly, he/she can move
the game piece to the next
position on the game board.
Incorrect answers will move
the player backward one
square, and opponent will be
given an opportunity to
respond. The first player to
get his/her game piece across
the street safely wins.
Teacher’s Guide: Grades 4-5
WalkSafe Simulation Activity: How to Play
The objective of the game is to be the first team to get all of its members across
the practice street safely. The instructor will ask the first person in each line a
question, and whoever raises their hand first and answers correctly will get to
cross the practice street. If an incorrect answer is given, that person will go to the
end of the line and the other team will be given an opportunity to answer
correctly. After answering the question correctly, students will need to
demonstrate safe crossing behaviors while crossing the simulated road. If a
student fails to cross safely, he/she will go to the end of the line and try again. The
game is over when one team gets all of its members across the street safely.
WalkSafe Simulation Activity Questions
Question Answer
1 What is the first thing you do
when you get to a street?
Stop at the curb/edge of the street.
2 What do you do next (after you
stop, and before you cross)?
3 Does a green light or “WALK”
signal always mean go?
4 What do you do when the
“WALK” signal is lit up at a
crosswalk?
5 What do you do when the “DON’T
WALK” signal is lit up?
Look left-right-left.
6 People who walk are known as… Pedestrians.
7 If you’re not sure if a driver can
see you, should you cross?
8 What should you do while crossing
the street to make sure you stay
safe?
9 What is the definition of a visual
screen?
10 Give an example of a visual
screen.
No! You have to stop and look leftright-left
to make sure it’s safe to
cross.
Look left-right-left, then cross when
it is safe.
Wait for a “WALK” signal.
No! Make eye contact with the driver
of the stopped vehicle before you
cross.
Keep looking in all directions to make
sure no cars are coming.
Anything that blocks your view when
you are trying to look left-right-left
before crossing the street.
Car, bus, or bush.
6

www.walksafe.us
Teacher’s Guide: Grades 4-5
WalkSafe Simulation Activity Questions (cont’d.)
Question Answer
11 If you are trying to cross the street
and there is a bus in the way,
where should you cross?
In front of the bus.
12 What safety steps should you
follow if there is a bus in the way
when you’re trying to cross the
street?
14 Is it against the law to walk in the
street if there is a sidewalk next to
the street?
15 If you are walking with a group of
people, who is in charge of
stopping and looking left-right-left
before crossing?
16 If the road does not have a
sidewalk, where should
pedestrians walk?
17 If you need help crossing a street
or to understand pedestrian
signals, who can you ask for help?
18 Why are open areas in parking lots
dangerous?
19 In a parking lot, you should watch
for cars heading for what?
20 In a parking lot, before you walk
behind a parked car, what should
you look for?
Walk ahead until the driver can see
you, then follow the visual screen
safety steps before crossing.
Yes. It is illegal and unsafe.
Everyone in the group is in charge of
their own safety, and should stop
and look left-right-left.
Walk as far to the left of the road as
possible – facing traffic – so that
drivers can see you.
Crossing guards, AAA school safety
patrols, teachers, or other adults
that you know.
Because they are just like streets.
Open parking spaces.
Backup lights, beeping, or any other
indication that the car is backing up.
7

www.walksafe.us
Day 2 Summary
Summarize key concepts
from Day 1.
Review traffic signals
using pages 20 - 24.
Conduct simulation
activity which allows
students to:
• Demonstrate safe
street crossing
behaviors on a
simulated road.
• Reinforce skills
learned in Day 1 by
answering basic
pedestrian safety and
health questions.
Incorporate reproducible
materials, teaching tools,
and extended learning
opportunities into lesson.
*Optional
Review lessons learned.
Teacher’s Guide: Grades 4-5
WalkSafe Simulation Activity Questions (cont’d.)
Question Answer
21 If we look left-right-left, and a car
is coming, what should we do?
23 At an intersection, is it enough to
look left-right-left?
24 Why do we always look left first
before crossing a street?
25 What does it mean to be safe?
26 Why might drivers not always see
you, even if you see them?
27 Where is the best place to cross
the street?
28 It’s good to pay attention with
your eyes, but what other sense
can help you stay safe?
29 What kinds of sounds should you
listen for when crossing the
street?
30 When you’re at an intersection,
where should you stand to wait
for a “WALK” signal?
Wait until it passes, then look leftright-left
until it is safe to cross.
No, because you need to look for
cars coming from all four directions.
Because cars drive on the right side
of the road, so cars coming from our
left will be closer to us.
To be careful so that you don’t get
hurt.
Drivers may not be paying attention,
even if you are.
At the corner or crosswalk.
Hearing.
Engines, horns, backing up, and
beeping sounds.
On the curb/ edge of the street.
Key Objectives Lesson Review
• Knowing the difference between safe and unsafe crossing behaviors is an
important part of being a safe pedestrian.
• Pedestrians need to be careful when crossing the street.
• Safe walkers look and listen before crossing the street.
• Always look left, right, and left when crossing the street.
• Walk on the sidewalk and cross at the curb, not the middle of the street.
• If your view is blocked, walk to the edge of the visual screen and then look.
• Always walk on the sidewalk not the street - If there is no sidewalk, walk
on the left edge of the street.
• Obey traffic signals and always look before crossing.
• Obey school safety patrols when walking to, from, or around school.
8

Teacher’s Guide: Grades 4-5
www.walksafe.us Day 3 Lesson Plan: Poster Contest (or Creative Activity)
Materials
• Art supplies (crayons,
colored pencils, markers,
chalk, paint, etc).
• Paper (any size between
8½” x 11” and 11” x 17”).
• Clay molding.
Objectives
Students will
1. Design and produce
WalkSafe artwork that
illustrates what they’ve
learned in lesson 1 (video)
and lesson 2 (simulation)
2. Describe completed artwork
and explain its message.
New Mexico
Standards
• Communicate effectively
through speaking and
writing. (LA Benchmark 2-B)
• Learn and develop skills and
meet technical demands
unique to dance, music,
theater/dram and visual
arts. (ARTS benchmark 1B)
• Uses dance, music,
theater/drama and visual
arts to express ideas. (ART
benchmark 2A)
• Observe, discuss, analyze
and make critical judgments
about artistic works. (ARTS
Benchmark 5A)
Introduction
The WalkSafe poster activity affords students a fun opportunity to express
themselves creatively while illustrating the importance of pedestrian safety and/or
the benefits of walking daily.
Students will:
Steps
1. Each student designs and produces a creative poster containing a WalkSafe
pedestrian safety/health message.
Poster Theme Ideas
Safety steps to follow before/while crossing the street
Dangers to look out for while crossing the street
Health benefits of walking to/from school
2. Each student describes his/her completed poster and explains its message (if
time permits).
3. Teacher/school personnel select ONE winning poster from each of three grade
categories: (1) Grades K and 1, (2) Grades 2 and 3, and (3) Grades 4 and 5.
Poster Contest Alternatives
If your school chooses not to participate in the student contest, steps 1 and 2 of
the poster activity (above) may be completed without choosing winners. Or
alternatively, students can create another type of artwork to illustrate a pedestrian
safety/health message (e.g., clay figures, 3-D modeling, etc.).
Below is an example of how Florida’s WalkSafe TM program implements its
poster contest. This is not available statewide in New Mexico but consider
organizing a poster contest on an individual school or district level.
WalkSafe Poster Contest in Florida
Students in grades K-5 that attend a school in Florida and have completed the full threeday
program are eligible to enter the statewide WalkSafe poster contest!
Poster Contest Rules & Eligibility:
• Only entries received from Florida schools by the deadline will be accepted.
• Posters must include original student artwork only. Entries with computer clipart,
stickers, or copyrighted material will not be accepted.
• Objects should not be glued or taped onto the poster (e.g., pompoms, pipe cleaners).
Entries with glued or taped objects will not be accepted.
• Write the student’s name, grade, school, and county on the back of the entry. Entries
that cannot be properly identified will not be accepted.
9

www.walksafe.us
Additional Fun
Activities
Page
Vocabulary Matching 28
Crossword Puzzle 30
Board Game 32
Word search 36
Day 3 Summary
Review key concepts from
Days 1 and 2.
If conducting a contest,
explain the rules clearly.
Ask students to brainstorm
ideas for creating a
WalkSafe poster (or
creative artwork).
Encourage students to
share their completed
poster (artwork) with their
classmates.
Incorporate reproducible
materials, teaching tools,
and extended learning
opportunities into lesson.
*Optional
Use judging rubric to select
the winning posters from
your school.
• If your school is
located in the State of
Florida, submit
winning posters to the
WalkSafe program
office postmarked by
October 22, 2010 in
order to be eligible for
judging at the county
and state levels.
Teacher’s Guide: Grades 4-5
WalkSafe Poster Contest in Florida (cont’d.)
Selection and Submission Process
Schools are encouraged to use the rubric on page 50 to select the best posters to submit.
Schools should choose ONE winning poster per grade level category and submit them to
the WalkSafe office for adjudication at the county and state levels.
WalkSafe Poster Contest Grade Level Categories:
1. Kindergarten & Grade 1 (send ONE winning poster from school to WalkSafe office)
2. Grades 2 & 3 (send ONE winning poster from school to WalkSafe office)
3. Grades 4 & 5 (send ONE winning poster from school to WalkSafe office)
Schools should mail their winning entries
(ONE from each grade level category) to
the WalkSafe office. Please contact
WalkSafe with any submission questions
at 305-243-8115 or info@walksafe.us.
WalkSafe Office
Lois Pope LIFE Center (R-48)
1095 NW 14 th Terrace, Suite 1-40
Miami, FL 33136
IMPORTANT: Submission Deadline is Friday, October 22, 2010!
Entries must be sent to the WalkSafe office (postmarked) by the deadline to be eligible
for adjudication. All winners will be announced and contacted by November 30, 2010.
Judging Rubric
The following rubric will be used to judge poster submissions at the county and state
levels. A reproducible version of this rubric is available on page 50.
1 pt = minimum criteria met
5 pts = maximum criteria met
1
Clarity of pedestrian safety/health message conveyed by text
and artwork
1 2 3 4 5
2 Relevance of poster theme to pedestrian safety and health 1 2 3 4 5
3 Creativity, originality, and artistic quality 1 2 3 4 5
4 Visual clarity, ability to easily read text 1 2 3 4 5
5 Brightness and use of color
Total Points
1 2 3 4 5
Prizes and Awards
County and State winners will receive a certificate, their poster framed, and prize package
(contents to be announced).
For questions regarding WalkSafe TM poster contest rules, please contact the
program office at 305-243-8115 or email info@walksafe.us.
10

WalkSafe Vocabulary Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Safe
To be careful and
avoid danger.
11

WalkSafe Vocabulary Flashcards
Pedestrian
2010 © WalkSafe may be reproduced for classroom use
A person who is
walking.
12

WalkSafe Vocabulary Flashcards
Intersection
2010 © WalkSafe may be reproduced for classroom use
Where two roads
meet.
13

WalkSafe Vocabulary Flashcards
Crosswalk
A marked place to
2010 © WalkSafe may be reproduced for classroom use
cross the street.
14

WalkSafe Vocabulary Flashcards
Where the road bends
2010 © WalkSafe may be reproduced for classroom use
Corner
or turns.
15

WalkSafe Vocabulary Flashcards
2010 © WalkSafe may be reproduced for classroom use
Signals
Lights that tell cars
and people when to
stop and go.
16

WalkSafe Vocabulary Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Curb
The edge of the street.
17

WalkSafe Vocabulary Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Left
He is pointing left.
18

WalkSafe Vocabulary Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Right
He is pointing right.
19

WalkSafe
Traffic Signal Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Walk
Go but always look first.
20

WalkSafe
Traffic Signal Flashcards
Don’t Walk
Stop and wait for signal.
2010 © WalkSafe may be reproduced for classroom use.
21

WalkSafe
Traffic Signal Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Green
Go Green on green means but go be but sure
always to look look first. first.
22

WalkSafe
Traffic Signal Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Yellow
Yellow means be careful,
signal is changing.
23

WalkSafe
Traffic Signal Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Red
Red means to stop.
24

WalkSafe Simulation Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Bus
Always stand in front of
bus, never behind.
25

WalkSafe Simulation Flashcards
2010 © WalkSafe may be reproduced for classroom use.
Car
A car is a type of vehicle.
26

WalkSafe
Simulation Flashcards
Visual Screen
Any object that blocks
2010 © WalkSafe may be reproduced for classroom use.
your view when
crossing.
27

WalkSafe Vocabulary Matching Name_______________________________
Directions: Draw a line from the vocabulary word to its definition.
1 pedestrian A marked place to cross the street.
2
3
4
intersection
crosswalk
curb
5 signals
6 left
2010 © WalkSafe May be reproduced for classroom use
A person who is walking.
The first and last direction to look
before crossing.
Lights that tell cars and people
when to stop and go.
The second direction to look
before crossing
Signals to go, but always look
before crossing.
7 visual screen The edge of the street.
8 right Where two roads meet.
9 walk
An object that blocks your view
when crossing.
28

WalkSafe
Vocabulary Matching Answer Key
Directions: Draw a line from the vocabulary word to its definition.
1 pedestrian A marked place to cross the street.
2
3
4
intersection
crosswalk
curb
5 signals
6 left
2009 ©WalkSafe TM
may be reproduced for classroom use.
A person who is walking.
The first and last direction to look
before crossing.
Lights that tell cars and people
when to stop and go.
The second direction to look
before crossing
Signals to go, but always look
before crossing.
7 visual screen The edge of the street.
8 right A place where two roads meet.
9 walk
An object that blocks your view
when crossing.
29

WalkSafe Crossword Puzzle Name ______________________________
What do you know about walk safety?
Across
3. A car, bus, or trees are examples
of ________ screens.
5. where two roads meet
7. Walking is great _________.
9. a marked place to cross the
street
2010 © WalkSafe may be reproduced for classroom use.
Down
1. Look left - ______ - left before crossing the street.
2. If your view is _______, walk to the edge of the
screen and look.
4. the edge of the street
6. Lights that tell cars and people when to stop and go.
8. Always ________ when you get to the end of a
sidewalk before crossing.
10. If there is no _________, walk on the left edge of
the street.
30

WalkSafe
Crossword Puzzle Answer Key
What do you know about walk safety?
Across
3. A car, bus, or trees are examples
of ________ screens.
5. where two roads meet
7. Walking is great _________.
9. a marked place to cross the
street
2009 ©WalkSafe TM
may be reproduced for classroom use.
Down
1. Look left - ______ - left before crossing the street.
2. If your view is ________, walk to the edge of the
screen and look.
4. the edge of the street
6. Lights that tell cars and people when to stop and go.
8. Always ________ when you get to the end of a
sidewalk
10. If there is no _________, walk on the left edge of
the street.
31

WalkSafe
Board Game
2010 © WalkSafe may be reproduced for classroom use.
32

WalkSafe
Board Game Questions
Question:
What is the first thing you do when
you want to cross a street?
Answer:
Stop at the curb/edge.
Question:
Does a green light always mean go?
Answer:
No!
Question:
What do you do when the “DON’T WALK”
Signal is lit up?
Answer:
Wait for a “WALK” signal.
2010 © WalkSafe may be reproduced for classroom use.
Question:
What do you do next (after you stop,
and before you cross)?
Answer:
Look left-right-left.
Question:
What do you do when the “WALK” signal
is lit up at a crosswalk?
Answer:
Look left-right-left, then cross
when it is safe.
Question:
People who walk are known as…
Answer:
Pedestrians
33

WalkSafe Board Game Questions
Question:
Why do we make sure that the cars
parked on the street are empty
and not running?
Answer:
So that they do not hit us.
Question:
What do you do when you see a
red “DON’T WALK” signal?
Answer:
Wait for a white “WALK” signal and look
left-right-left until it is safe to cross.
Question:
If the road does not have a sidewalk,
where should pedestrians walk?
Answer:
The left side of the road so that
you are facing the traffic that
is closest to you.
2010 © WalkSafe may be reproduced for classroom use.
Question:
What should you do when you get to a
crosswalk and there is a signal that is
already at “WALK”?
Answer:
Wait for a new “WALK” signal so the light
does doesn’t turn red while you are
crossing the street.
Question:
What do you do when the “WALK” signal
is lit up at a crosswalk?
Answer:
Look left-right-left, then cross
when it is safe.
Question:
Why is walking good for you?
Answer:
Walking is good exercise.
34

WalkSafe Board Game Questions
Question:
Should you walk by yourself or with an
adult?
Answer:
It is much safer to walk with an adult
Question:
What is an intersection?
Answer:
Where two roads meet.
Question:
True or False: Children are at
the greatest danger of being hurt by a car.
Answer:
True
2010 © WalkSafe may be reproduced for classroom use.
Question:
What is a crosswalk?
Answer:
A marked place to cross the street.
Question:
What is a visual screen?
Answer:
Something that blocks your
view when looking to cross.
Question:
True or False: Always run
across the street.
Answer:
False
35

WalkSafe Wordsearch Name ______________________________
2010 © WalkSafe may be reproduced for classroom use.
Can you help Willy find all
the hidden words?
S L W N S I D E W A L K C B I
V I E A O I H H A M A S O U Z
Z O G E L I V B Q K B X R S W
O Z Z N E K T F S T O P N A L
N M M G A J K C X T K C E G D
A Q D G Z L A I E L M N R T H
I E I C C J S Z A S O T M S Q
R X E J J R C W D V R F Y N C
T Q J P J P S S L P N E U E R
S S Y L W S C N X V H W T A F
E B X R O R V F A O X C K N R
D R A R E P O T E E R T S B I
E U C E M F V W X B L K Y H T
P C N S P U A I C K V C I G V
O N E U U Z P S O T L N B S O
BUS
CORNER
CROSSWALK
CURB
EDGE
INTERSECTION
PEDESTRIAN
SAFE
SCREEN
SIDEWALK
SIGNALS
STOP
STREET
WALK
36

WalkSafe Wordsearch Answer Key
2009 ©WalkSafe TM
may be reproduced for classroom use.
Can you help Willy find all
the hidden words?
S L W N S I D E W A L K C B I
V I E A O I H H A M A S O U Z
Z O G E L I V B Q K B X R S W
O Z Z N E K T F S T O P N A L
N M M G A J K C X T K C E G D
A Q D G Z L A I E L M N R T H
I E I C C J S Z A S O T M S Q
R X E J J R C W D V R F Y N C
T Q J P J P S S L P N E U E R
S S Y L W S C N X V H W T A F
E B X R O R V F A O X C K N R
D R A R E P O T E E R T S B I
E U C E M F V W X B L K Y H T
P C N S P U A I C K V C I G V
O N E U U Z P S O T L N B S O
BUS
CORNER
CROSSWALK
CURB
EDGE
INTERSECTION
PEDESTRIAN
SAFE
SCREEN
SIDEWALK
SIGNALS
STOP
STREET
WALK
37

WalkSafe Data Analysis 1 Name ____________________________
2010 © WalkSafe may be reproduced for classroom use.
Transportation Home
Walk = 5 students
Bike
Bus
Car
1. How many students go to school on bus? ___________
2. How many more students ride the bus than walk? __________
3. Which type of transportation is least popular? ___________
4. How many students go to school on bus and car altogether? ___________
5. What percent of students go to school on bus? ___________
6. What percent of students go to school by car? ___________
7. What is the average number of
students who walked to school
Monday through Friday?
___________
8. How many more students walk
to school on Wednesday than
Thursday? ___________
9. What is the total number of
students who walked to school
Monday through Friday?
___________
10. What two days of the school
week have the most walkers?
______________________
Directions: All students in a
school were surveyed on their
mode of transportation to and
from school each day. Use the
chart to answer questions 1-7.
Directions: The number of students who walk
to school each day is shown below. Use the
graph below to answer questions 7-10.
38

WalkSafe Data Analysis 1 Answer Key
2009 ©WalkSafe TM
may be reproduced for classroom use.
Transportation Home
Walk = 5 students
Bike
Bus
Car
1. How many students go to school on bus? 30
2. How many more students ride the bus than walk? 15
3. Which type of transportation is least popular? bike
4. How many students go to school on bus and car altogether? 55
5. What percent of students go to school on bus? 40%
6. What percent of students go to school by car? 33%
7. What is the average number of
students who walked to school
daily? 4 students
8. How many more students walk
to school on Wednesday than
Thursday? 3
9. What is the total number of
students who walked to school
Monday through Friday? 22
10. What two days of the school
week have the most walkers?
Monday & Tuesday
Directions: All students in a
school were surveyed on their
transportation to and from
school each day. Use the chart to
answer questions 1-7.
Directions: The number of students who walk
to school each day is shown below. Use the
graph below to answer questions 7-10.
39

WalkSafe Data Analysis 2 Name ______________________________
Number
8100
8000
7900
7800
7700
7600
7500
7400
7794
8074
2010 © WalkSafe may be reproduced for classroom use.
Pedestrians Injured
1997 - 2006
7536
7782
7894
7447
7449
7551
7975
7754
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
*2006 statistics published by
www.hsmv.state.fl.us
1. Which year had the greatest number of
pedestrian injuries?
2. What two years had the least number of
injuries?
3. In what two years were the numbers of
injuries between 7800 and 8000?
4. Did the number of pedestrian injuries
increase or decrease between 2005 and
2006?
5. In what three years were the numbers of
injuries greater than 7800?
Year
Number Injured
6. What was the median number of
injuries between 2002 and 2006?
7. How many more injuries were there
in 2001 than 2002?
8. Which statement is true?
(a) the number of injuries in 2005
was less than 7900
(b) the number of injuries in 1998
was greater than 8000
(c) the number of injuries decreased
between 2003 and 2004
(d) All of the above
40

WalkSafe Data Analysis 2 Answer Key
Number
8100
8000
7900
7800
7700
7600
7500
7400
7794
8074
2010 © WalkSafe may be reproduced for classroom use.
Pedestrians Injured
1997 - 2006
7536
7782
7894
7447
7449
7551
7975
7754
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
1. Which year had the greatest number of
pedestrian injuries? 1998
2. What two years had the least number of
injuries? 2002 & 2003
3. In what two years were the numbers of
injuries between 7800 and 8000?
2001 & 2005
*2006 statistics published by
www.hsmv.state.fl.us
4. Did the number of pedestrian injuries
increase or decrease between 2005 and
2006? Decrease
5. In what three years were the numbers of
injuries greater than 7800?
1998, 2001, 2005
Year
Number Injured
6. What was the median number of
injuries between 2002 and 2006?
7,551
7. How many more injuries were there
in 2001 than 2002? 447
8. Which statement is true? B
(a) the number of injuries in 2005
was less than 7900
(b) the number of injuries in 1998
was greater than 8000
(c) the number of injuries decreased
between 2003 and 2004
(d) All of the above
41

WalkSafe Reading Comprehension Name __________________________
2009 ©WalkSafe TM
may be reproduced for classroom use.
Smart Pedestrians are Safe Pedestrians
Always be careful when walking around your neighborhood. Each year thousands of
children are hurt because they are not aware of how dangerous traffic can be. In New
Mexico, from 2004 to 2008, 278 people died in pedestrian-related crashes and 1,948 were
injured. Many organizations have been working to find ways to help decrease these
numbers. Schools have hired crossing guards to help protect children on their way to and
from school each day. Communities have installed more crosswalks and sidewalks for
pedestrians. Most important, organizations have found that teaching children how to be
safe walkers is the best way to help prevent such injuries.
There are many things pedestrians can do to be safe. The most important is to be
aware of the traffic around them at all times. Smart pedestrians look and listen for
oncoming cars, cars entering or exiting driveways, and cars backing in and out of parking
spaces. They also walk on the sidewalk and not the street. When crossing a road, stop at
the curb and look left-right-left until no cars are coming and it is safe to cross. If a car is
coming, wait for the car to pass then look both directions again. You can never be too
careful, for cars are fast and may appear out of anywhere. When crossing a busy
intersection, pedestrians should obey the traffic signals and cross with caution. It is
important to remember that it is still important to look in both directions when crossing
using walk signals. Remember that drivers are not always paying attention and may not see
you. You need to watch out for both cars going straight and cars turning your direction. It is
your responsibility as a safe walker to always look out for your own safety. Following these
safety tips will help keep you safe around your neighborhood.
__1.
According to the article, what is the
best way to help prevent pedestrian
injuries?
(a) Teaching children how to be
safe walkers.
(b) Installing more crosswalks.
(c) Hiring crossing guards.
(d) None of the above
__2. All of the following are things pedestrians
can to do be safe, except:
(a) Be aware of the traffic around
them at all times.
(b) Walk on the sidewalk, not the
street.
(c) Stop at the curb and look both
ways until it is safe to cross
(d) Walk on the street so drivers can
see you
42

WalkSafe Reading Comprehension Name __________________________
__3.
Why do pedestrians need to be
careful when crossing busy
intersections using crosswalks?
(a) Drivers may not be paying
attention to traffic signals.
(b) Drivers may be turning your
direction.
(c) Both A and B
(d) None of the above
__5. Which of the following should
pedestrians watch out for at all
times?
(a) oncoming traffic
(b) cars entering or exiting
driveways
(c) cars backing in and out of
parking spaces.
(d) All of the above
__7. Another good title for this article is:
(a) Walking is Great Exercise
(b) Pedestrians in New Mexico
(c) What is a Pedestrian?
(d) How to be a Safe Walker
2010 © WalkSafe may be reproduced for classroom use.
__4. What should a pedestrian do if a car is
coming when they are looking to cross
the street?
(a) wait for the car to pass and look
both directions again
(b) wait for the car to pass and cross
quickly
(c) cross before the car approaches
(d) None of the above
__6. What is the main idea of paragraph one?
(a) to illustrate how dangerous traffic
can be
(b) to explain how to be a safe
pedestrian
(c) to describe the importance of
exercise
(d) None of the above
__8. What is the main idea of paragraph two?
(a) Describe the importance of daily
exercise.
(b) Describe what pedestrians can do
to be safe.
(c) Give reasons why traffic is
dangerous in New Mexico.
(d) None of the above
43

WalkSafe Reading Comprehension Answer Key
2010 © WalkSafe may be reproduced for classroom use.
Smart Pedestrians are Safe Pedestrians
Always be careful when walking around your neighborhood. Each year thousands of
children are hurt because they are not aware of how dangerous traffic can be. In New
Mexico, from 2004 to 2008, 278 people died in pedestrian-related crashes and 1,948 were
injured. Many organizations have been working to find ways to help decrease these
numbers. Schools have hired crossing guards to help protect children on their way to and
from school each day. Communities have installed more crosswalks and sidewalks for
pedestrians. Most important, organizations have found that teaching children how to be
safe walkers is the best way to help prevent such injuries.
There are many things pedestrians can do to be safe. The most important is to be
aware of the traffic around them at all times. Smart pedestrians look and listen for
oncoming cars, cars entering or exiting driveways, and cars backing in and out of parking
spaces. Walk on the sidewalk, not the street. When crossing a road, stop at the curb and
look left-right-left until no cars are coming and it is safe to cross. If a car is coming, wait for
the car to pass then look both directions again. You can never be too careful, for cars are
fast and may appear out of anywhere. When crossing a busy intersection, pedestrians
should obey the traffic signals and cross with caution. It is important to remember that it is
still important look both directions when crossing using walk signals. Remember that drivers
are not always paying attention and may not see you. You need to watch out for both cars
going straight and cars turning your direction. It is your responsibility as a safe walker to
always look out for your own safety. Following these safety tips will help keep you safe
around your neighborhood.
A 1.
According to the article, what is
the best way to help prevent
pedestrian injuries?
(a) Teaching children how to
be safe walkers.
(b) Installing more crosswalks.
(c) Hiring crossing guards.
(d) None of the above
D 2. All of the following are things pedestrians
can to do be safe, except:
(a) Be aware of the traffic around them
at all times.
(b) Walk on the sidewalk, not the
street.
(c) Stop at the curb and look both ways
until it is safe to cross
(d) Walk on the street so drivers can
see you
44

WalkSafe Reading Comprehension Answer Key
C 3.
Why do pedestrians need to be
careful when crossing busy
intersections using crosswalks?
(a) Drivers may not be paying
attention to traffic signals.
(b) Drivers may be turning
your direction.
(c) Both A and B
(d) None of the above
D 5. Which of the following should
pedestrians watch out for at all
times?
(a) oncoming traffic
(b) cars entering or exiting
driveways
(c) cars backing in and out of
parking spaces.
(d) All of the above
D 7. Another good title for this article
is:
(a) Walking is Great Exercise
(b) Pedestrians in New Mexico
(c) What is a Pedestrian?
(d) How to Be a Safe Walker
2010 © WalkSafe may be reproduced for classroom use.
A 4. What should a pedestrian do if a car is
coming when they are looking to cross the
street?
(a) wait for the car to pass and look
both directions again
(b) wait for the car to pass and cross
quickly
(c) cross before the car approaches
(d) None of the above
A 6. What is the main idea of paragraph one?
(a) to illustrate how dangerous traffic
can be
(b) to explain how to be a safe
pedestrian
(c) to describe the importance of
exercise
(d) None of the above
B 8. What is the main idea of paragraph two?
(a) Describe the importance of daily
exercise.
(b) Describe what pedestrians can do to
be safe.
(c) Give reasons why traffic is
dangerous in New Mexico.
(d) None of the above
45

WalkSafe 4-5 Grade Test Name __________________________________
Part 1 Directions: Read each multiple choice question and select the best answer to each question.
___1. All of the following are examples of safe
pedestrian behaviors, except:
(A) Waiting for a WALK signal at a
crosswalk.
(B) Stopping at the edge of the curb
before crossing.
(C) Looking right-left-right before
crossing the street.
(D) None of the above
___3. When looking to cross the street and a car
is coming, you should:
(A) Wait for the car to pass, and then
look left-right left until there are no
more cars coming.
(B) Wait for the car to pass, then cross
the street.
(C) Begin crossing the street and wave
for the driver to stop.
(D) Quickly cross the street before the
car approaches.
___5. When using crosswalks at busy
intersections, always watch out for:
(A) Cars turning left
(B) Cars turning right
(C) Cars coming straight.
(D) All of the above
2010 © WalkSafe may be reproduced for classroom use.
___2. What is the first thing you should do when
you approach a street you want to cross?
(A) Cross slowly so drivers can see you
and yield.
(B) Stop at the curb and look left-rightleft
until it is safe to cross.
(C) Stop at the curb and look right-leftright
until it is safe to cross.
(D) None of the above
___4. When you come to a crosswalk that has a
signal that is already at WALK, you should
(A) Cross the street immediately.
(B) Wait for a new “WALK” signal.
(C) Watch out for turning cars.
(D) Watch out for cars coming straight.
___6. If the road does not have a sidewalk, where
should pedestrians walk?
(A) The left edge of the road.
(B) The right edge of the road.
(C) The middle of the road.
(D) None of the above
46

WalkSafe 4-5 Grade Test Name __________________________________
___7. Which of the following are pedestrian
hazards in parking lots?
(A) Open spaces that are like roads
(B) Cars heading for empty parking
spaces
(C) Cars backing up
(D) All of the above
Part 2 Directions: Use the picture below to answer questions 9-10.
___9. Which pedestrian in the picture has a
visual screen?
(A) Brian
(B) Lisa
(C) Carlos
(D) Amy
2010 © WalkSafe may be reproduced for classroom use.
___8. How should you cross the street if there is a
bus parked on the side?
(A) Walk in front of the bus so the driver
can see and follow the visual screen
safety steps.
(B) Walk in front of the bus and cross
without looking since cars always
stop for buses.
(C) Walk behind the bus and follow the
visual screen safety tips.
(D) None of the above
___10. Which pedestrian in the picture is not
following pedestrian safety rules?
(A) Brian
(B) Lisa
(C) Carlos
(D) Amy
47

WalkSafe 4-5 Grade Test Answer Key
Part 1 Directions: Read each multiple choice question and select the best answer to each question.
C 1. All of the following are examples of safe
pedestrian behaviors, except:
A 3.
D 5.
(A) Waiting for a “WALK” signal at a
crosswalk.
(B) Stopping at the edge of the curb
before crossing.
(C) Looking right-left-right before
crossing the street.
(D) None of the above
When looking to cross the street and a car
is coming, you should:
(A) Wait for the car to pass, and then
look left-right left until there are no
more cars coming.
(B) Wait for the car to pass, then cross
the street.
(C) Begin crossing the street and wave
for the driver to stop.
(D) Quickly cross the street before the
car approaches.
When using crosswalks at busy
intersections, always watch out for:
(A) Cars turning left
(B) Cars turning right
(C) Cars coming straight
(D) All of the above
2010 © WalkSafe may be reproduced for classroom use.
B 2. What is the first thing you should do when you
approach a street you want to cross?
A 6.
B 4.
(A) Cross slowly so drivers can see you and
yield.
(B) Stop at the curb and look left-right-left
until it is safe to cross.
(C) Stop at the curb and look right-leftright
until it is safe to cross.
(D) None of the above
When you come to a crosswalk that is
already at “WALK”, you should
(A) Cross the street immediately.
(B) Wait for a new “WALK” signal.
(C) Watch out for turning cars.
(D) Watch out for cars coming straight.
If the road does not have a sidewalk, where
should pedestrians walk?
(A) The left edge of the road
(B) The right edge of the road
(C) The middle of the road
(D) None of the above
48

WalkSafe 4-5 Grade Test Answer Key
D 7. Which of the following are pedestrian hazards
in parking lots?
(A) Open spaces that are like roads
(B) Cars heading for empty parking
spaces
(C) Cars backing up
(D) All of the above
Part 2 Directions: Use the picture below to answer questions 9-10.
C 9. Which pedestrian in the picture has a visual
screen?
(A) Brian
(B) Lisa
(C) Carlos
(D) Amy
2010 © WalkSafe may be reproduced for classroom use.
A 8. How should you cross the street if there is
a bus parked on the side?
(A) Walk in front of the bus so the
driver can see you and follow the
visual screen safety steps.
(B) Walk in front of the bus and cross
without looking since cars always
stop for buses.
(C) Walk behind the bus and follow the
visual screen safety tips.
(D) None of the above
D 10. Which pedestrian in the picture is not
following pedestrian safety rules?
(A) Brian
(B) Lisa
(C) Carlos
(D) Amy
49

WalkSafe Poster Contest Judging Rubric
Directions: Rate each category from 1 – 5,
whereas a 1 indicates minimal criteria met
and a 5 indicates maximum.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
2010 © WalkSafe may be reproduced for classroom use.
Clarity of pedestrian safety
message conveyed by text and
artwork
Relevance of poster theme to
pedestrian safety and health
Creativity, originality, and artistic
quality
Visual clarity, ability to easily read
text
Brightness and use of color
Total
Points
50

Health Education
4th ‐ 5th
Standard 1: Students will comprehend the concepts related to health promotion and disease prevention.
Benchmark 1: Identify/ describe/understand the relationships between personal health behaviors and
individual well‐being:
Benchmark 2: Identify examples of mental, emotional, social and physical health during childhood:
Benchmark 3: Describe the basic structure and functions of the human body systems
Benchmark 4: Describe how physical, social and emotional environments influence personal health
1
Day 1: Video
and Classroom
Discussion
Day 2: Outdoor
simulation
Day 3: Poster
Contest

Benchmark 5: Identify common health issues of children
4th ‐ 5th
Benchmark 6: Identify health problems that should be detected and treated early and explain how childhood
injuries and illnesses can be prevented or treated
Standard 2: Students will demonstrate the ability to access valid health information and health promoting
products and services.
Benchmark 1: Identify characteristics of valid health information and health promoting products and services.
Benchmark 2: Demonstrate the ability to locate resources from home, school and community that provide valid
health information
Benchmark 3: Explain how the media influences the selection of health information, products and services
Benchmark 4: Demonstrate the ability to locate school and community health helpers
2

4th ‐ 5th
Standard 3: Students will demonstrate the ability to practice health‐enhancing behaviors and reduce health
risks.
Benchmark 1: Identify responsible health behaviors
Benchmark 2: Identify personal health needs
Benchmark 3: Compare behaviors that are safe to those that are risky or harmful
Benchmark4: Demonstrate strategies to improve or maintain personal health
Benchmark 5: Develop injury prevention and management strategies for personal health
Benchmark 6: Demonstrate ways to avoid and reduce threatening situations
3

Benchmark 7: Apply skills to manage stress
4th ‐ 5th
Standard 4: Students will analyze the influence of culture, media, technology and other factors on health
Benchmark 1: Describe how cultures within the local community influence personal health behaviors
Benchmark 2: Explain how media influences thoughts, feelings and health behaviors
Benchmark 3: Describe ways technology can influence personal health.
Benchmark 4: Explain how information from school and family influences health.
Standard 5: Student will demonstrate the ability to use interpersonal communication skills to enhance
health. Students will:
4

Benchmark 1: Distinguish between verbal and non‐verbal communication
4th ‐ 5th
Benchmark 2: Describe characteristics needed to be a responsible friend and family member.
Benchmark 3: Demonstrate positive ways to express needs, wants and feelings.
Benchmark 4: Demonstrate ways to communicate care, consideration and respect of self and others.
Benchmark 5: Demonstrate attentive listening skills to build and maintain health‐enhancing relationships.
Benchmark 6: Demonstrate refusal skills and explain why they are important to enhance health
Benchmark 7: Differentiate between negative and positive behaviors used in conflict situations.
5

Benchmark 8: Demonstrate non‐violent strategies to resolve conflicts.
4th ‐ 5th
Standard 6: Students will demonstrate the ability to use goal‐setting and decision‐making skills to enhance
health.
Benchmark 1: Demonstrate the ability to apply a decision‐making process to health issues and problems.
Benchmark 2: Explain when to ask for assistance in making health‐related decisions and setting health goals.
Benchmark 3: Predict outcomes of positive health decisions.
Benchmark 4: Set a personal health goal and track progress toward achievements.
Standard 7: Students will demonstrate the ability to advocate for personal, family, peer and community
health.
6

4th ‐ 5th
Benchmark 1: Describe a variety of methods to convey accurate health information and ideas.
Benchmark 2: Express information and opinions about health issues.
Benchmark 3: Identify community agencies/resources that advocate for healthy individuals, families, peers and
communities.
Benchmark 4: Demonstrate the ability to influence and support others in making health‐enhancing choices.
Social Studies
History: Standard 1: Students are able to identify important people and events in order to analyze significant
patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and World
History in order to understand the complexity of the human experience.
Benchmark 1‐A ‐ New Mexico: Describe how contemporary and historical people and events have influenced
New Mexico communities and regions.
7

4th ‐ 5th
Benchmark 1‐B ‐ United States: Understand connections among historical events, people, and symbols
significant to United States history and cultures.
Benchmark 1‐C ‐ World: Students will identify and describe similar historical characteristics of the United States
and its neighboring countries.
Benchmark 1‐D ‐ Skills: Understand time passage and chronology.
Geography: Standard 2: Students understand how physical, natural and cultural processes influence where
people live, the ways in which people live, and how societies interact with one another and their
environments.
Benchmark 2‐A: Understand the concept of location by using and constructing maps, globes, and other
geographic tools to identify and derive information about people, places, and environments.
Benchmark 2‐B: Distinguish between natural and human characteristics of places and use this knowledge to
define regions, their relationships with other regions, and patterns of change.
Benchmark 2‐C: Be familiar with aspects of human behavior and man‐made and natural environments in order
to recognize their impact on the past and present.
8

4th ‐ 5th
Benchmark 2‐D: Understand how physical processes shape the Earth's surface patterns and biosystems.
Benchmark 2‐E: Describe how economic, political, cultural, and social processes interact to shape patterns of
human populations, and their interdependence, cooperation, and conflict.
Benchmark 2‐F: Describe how natural and man‐made changes affect the meaning, use, distribution, and value
of resources.
Civics and Government: Standard 3: Students understand the ideals, rights, and responsibilities of citizenship
and understand the content and history of the founding documents of the United States with particular
emphasis on the United States and New Mexico constitutions and how governments function at local, state,
tribal, and national levels.
Benchmark 3‐A: Know the fundamental purposes, concepts, structures, and functions of local, state, tribal, and
national governments.
Benchmark 3‐B: Identify and describe the symbols, icons, songs, traditions, and leaders of local, state, tribal
and national levels that exemplify ideals and provide continuity and a sense of community across time.
Benchmark 3‐C: Become familiar with the basic purposes of government in New Mexico and the United States.
9

4th ‐ 5th
Benchmark 3‐D: Understand rights and responsibilities of "good citizenship" as members of a family, school
and community.
Economics: Standard 4: Students understand basic economic principles and use economic reasoning skills to
analyze the impact of economic systems (including the market economy) on individuals, families, businesses,
communities, and governments.
Benchmark 4‐A: Understand that individuals, households, businesses, governments, and societies make
decisions that affect the distribution of resources and that these decisions are influenced by incentives (both
economic and intrinsic)
Benchmark 4‐B: Understand that economic systems impact the way individuals, households, businesses,
governments, and societies make decisions about goods and services.
Benchmark 4‐C: Understand the patterns and results of trade and exchange among individuals, households,
businesses, governments, and societies, and their interdependent qualities.
Science
Scientific Thinking and Practice: Standard 1: Understand the processes of scientific investigations and use
inquiry and scientific ways of observing, experimenting, prediction and validating to think critically.
10

4th ‐ 5th
Benchmark 1: Use scientific methods to observe, collect, record, analyze, predict, interpret, and determine
reasonableness of data.
Benchmark 2: Use scientific thinking and knowledge and communicate findings.
Benchmark 3: Use mathematical skills and vocabulary to analyze data, understand patterns and relationships,
and communicate findings.
Content of Science: Standard 1 (physical science): Understand the structure and properties of matter, the
characteristics of energy, and the interactions between matter and energy.
Benchmark 1: Recognize that matter has different forms and properties.
Benchmark 2: Know that energy is needed to get things done and that energy has different forms.
Benchmark 3: Identify forces and describe motion of objects.
11

4th ‐ 5th
Standard 2: (Life Science): Understand the properties, structures, and processes of living things and their
environments.
Benchmark 1: Know that living things have diverse forms, structures, functions, and habitats.
Benchmark II: Know that living things have similarities and differences and that living things change over time.
Benchmark 3: Know the parts of the human body and their functions
Standard 3: ( (Earth and Space p Science): ) Understand the structure of Earth, , the solar system, y , and the universe, ,
the interconnections among them and the processes and interactions of Earth's systems.
Benchmark 1: Know the structure of the solar system and the objects in the universe.
Benchmark 2: Know the structure and formulation of Earth and its atmosphere and the processes that shape
them.
12

4th ‐ 5th
Strand 3: Science and Society: Standard I: Understand how scientific discoveries, inventions, practices, and
knowledge influence, and are influenced by, individuals and societies.
Benchmark 1: Describe how science influences decisions made by individuals and societies.
Language Arts
Standard 1: Students will apply strategies and skills to comprehend information that is read, heard and
viewed
Benchmark 1‐A: Listen to, read, react to and retell information.
Benchmark 1‐B: Locate and use a variety of resources to acquire information across the curriculum.
Benchmark 1‐C : Demonstrate critical thinking skills to comprehend written, spoken, and visual information.
13

4th ‐ 5th
Benchmark 1‐D: Acquire reading strategies which include phonemic awareness, phonics, fluency, vocabulary
and comprehension.
Standard 2: Students will communicate effectively through speaking and writing.
Benchmark 2‐A: Demonstrate competence in speaking to convey information
Benchmark 2‐B: Apply grammatical and language conventions to communicate.
Benchmark 2‐C: Demonstrate competence in the skills and strategies of the writing process.
Standard 3: Students will use literature and media to develop an understanding of people, societies and the
self.
Benchmark 3‐A: Use language, literature and media to gain and demonstrate awareness of cultures around the
world.
14

4th ‐ 5th
Benchmark 3‐B: Identify and use the types of literature according to their purpose and function.
Math
Standard Number and Operations: Students will understand numerical concepts and mathematical
operations.
Benchmark N.1: Understand numbers, ways of representing numbers, relationships among numbers, and
number systems.
Benchmark N.2: Understand the meaning of operations and how they relate to one another.
Benchmark N.3: Compute fluently and make reasonable estimates.
Standard Algebra: Students will understand algebraic concepts and applications.
15

Benchmark A.1: Understand patterns, relations and functions.
4th ‐ 5th
Benchmark A.2: Represent and analyze mathematical situations and structures using algebraic symbols.
Benchmark A.3: Use mathematical models to represent and understand quantitative relationships.
Benchmark A.4: Analyze changes in various contexts.
Standard Geometry: Students will understand geometric concepts and applications.
Benchmark G.1: Analyze characteristics and properties of two‐ and three‐dimensional geometric shapes and
develop mathematical arguments about geometric relationships.
Benchmark G.2: Specify locations and describe spatial relationships using coordinate geometry and other
representational systems.
16

4th ‐ 5th
Benchmark G.3: Apply transformations and use symmetry to analyze mathematical situations.
Benchmark G.4: Use visualization, spatial reasoning, and geometric modeling to solve problems.
Standard Measurement: Students will understand measurement systems and applications.
Benchmark M.1: Understand measurable attributes of objects and the units, systems, and process of
measurement.
Benchmark M.2: Apply appropriate techniques, tools, and formulas to determine measurements.
Standard Data Analysis and Probability: Students will understand how to formulate questions, analyze data,
and determine probabilities.
Benchmark D.1: Formulate questions that can be addressed with data and collect, organize, and display
relevant data to answer them.
17

Benchmark D.2: Select and use appropriate statistical methods to analyze data.
4th ‐ 5th
Benchmark D.3: Develop and evaluate inferences and predictions that are based on data.
Benchmark D.4: Understand and apply basic concepts of probability.
Physical Education
Content Standard 1: Demonstrates competency in many movement forms and proficiency in a few
movement forms.
Benchmark 1: Demonstrate competency in selected motor skills.
Benchmark 2: Demonstrate competency in selected non‐motor patterns.
18

Benchmark 3: Demonstrate competency in selected non‐motor patterns.
4th ‐ 5th
Content Standard 2: Applies movement concepts and principles to the learning and development of motor
skills.
Benchmark 1: Demonstrate concepts of body, effort, space and relationships in movement.
Benchmark 2: Demonstrate motor skills, motor behaviors and motor learning concepts in increasingly complex
movement situations.
Benchmark 3: Demonstrate critical elements of fundamental and specialized movement skills.
Content Standard 3: Exhibits knowledge and ability to participate in a physically active lifestyle.
19

4th ‐ 5th
Benchmark 1: Select and participate regularly in health‐related physical activities for enjoyment.
Benchmark 2: Identify the benefits gained from regular physical activity.
Content Standard 4: Achieves and maintains a health‐enhancing level of physical fitness.
Benchmark 1: Match different types of physical activities with health‐related physical fitness components.
Benchmark 2: Participate in moderate to vigorous physical activities in a variety of settings.
Benchmark 3: Begin to interpret the results and demonstrate understanding of the significance of information
provided by measures of physical fitness.
20

4th ‐ 5th
Content Standard 5: Demonstrates responsible personal and social behavior in physical activity settings.
Benchmark 1: Utilize safety principles in physical activity settings.
Benchmark 2: Work cooperatively and productively with a partner or small group.
Benchmark 3: Recognize the influence of peer pressure and identify ways of resolving conflict.
Benchmark 4: Work independently and on‐task for short periods of time.
Benchmark 5: Recognize classroom and activity rules.
Content Standard 6: Demonstrates understanding and respect for differences among people in physical
activity settings.
21

4th ‐ 5th
Benchmark 1: Explore cultural/ethnic self awareness through participation in physical activity.
Benchmark 2: Recognize the talents that individuals with differences can bring to group activities.
Benchmark 3: Experience differences and similarities among people of different backgrounds by participating
in activities of national, cultural and ethnic origins.
Benchmark 4: Recognize how the media, particularly advertising, influences the perception of ideal body types.
Content Standard 7: Understands that physical activity provides opportunities for enjoyment enjoyment, challenge challenge, self self‐
expression and social interaction.
Benchmark 1: Identify physical activities that are enjoyable.
Benchmark 2: Practice physical activities to increase skills.
22

4th ‐ 5th
Benchmark 3: Demonstrate interaction with others while participating in physical activities.
Benchmark 4: Use physical activity as a measure of self‐expression.
ART/ Visual ARTS
Content Standard 1: Learn and develop skill and meet technical demands unique to dance, music,
theater/drama and visual arts.
Benchmark 1A: Participate in the process of making and looking at works of art to understand the elements of
art, such as: color, form, line, shape, size, texture and value.
Benchmark 1B: Explore and develop skills using art materials, tools and techniques.
Benchmark 1C: Use art materials and tools safely and responsibly
23

4th ‐ 5th
Content Standard 2: Uses dance, music, theater/drama and visual arts to express ideas.
Benchmark 2A: Create art work the expresses ideas, feelings and experiences about self, family, and
community and the world.
Content Standard 3: Integrate understanding of visual and performing arts by seeking connections and
parallels among art disciplines as well as other content areas.
Benchmark 3A: Explore connections between the elements of dance and other arts disciplines.
Benchmark 3B: Explore connections between the elements of visual arts and other content areas.
Content Standard 4: Demonstrate an understanding of the dynamics of the creative process.
Benchmark 4A: Understand that artists create works of art based upon their diverse sources of inspiration,
including personal and cultural experiences.
24

4th ‐ 5th
Benchmark 4B: Practice methods of reflection and self‐evaluation of one's own art work.
Content Standard 5: Observe, discuss, analyze and make critical judgments about artistic works.
Benchmark 5A: Develop necessary skills for identifying the design elements, narrative components and
symbolism in a work of art.
Benchmark 5B: Develop and practice skill necessary for communicating responses to works of art.
Content Standard 6: Show increased awareness of diverse peoples p p and cultures through g visual and
performing arts.
Benchmark 6A: Explore the visual arts of diverse peoples, times, places and cultures.
Content Standard 7: Demonstrate knowledge about how technology and invention have historically
influenced artists and offered new possibilities for expression.
25

Benchmark 7A: Expand dance horizons through the use of technology.
Benchmark 7B: Explore the role of specific inventions and their influence on art.
4th ‐ 5th
Content Standard 8: Contribute to communities by sharing expertise in dance, music, theater/drama and
visual arts and by participating in the activities of cultural institutions.
Benchmark 8A: View art in various community settings.
Benchmark 8B: Develop an awareness of how artists have contributed artistically to the community.
26

w w w . n m s a f e r o u t e s . c o m
Additional Classroom Activities
and Incentives
Sacramento Elementary School, Alamogordo

Additional Classroom Activities and Incentives
This section has resources for teachers and SRTS champions to reinforce the educational components
of a SRTS program and supplement the WalkSafe curriculum. It includes a variety of ideas such as
how to incorporate pedestrian safety into math, social studies and language arts lessons. The
activities range from a yearlong “Walk Across America” activity to a word search puzzle that students
can do at their desks. Teachers can look through the NM standards, listed at the end of each of the
WalkSafe curricula for easy reference, and align the activities in this section to the NM standards.
In this Section
• Integrating Safe Routes to Schools Concepts Into School Subjects – From Massachusetts SRTS
• Red Light, Green Light – From Nebraska SRTS
• Pedestrian Safety Activity Sheet
• Brain Busters
• Wheels Activity Sheet
• Walk Across America
• Ideas from local New Mexico communities

Pedestrian Safety Activity Sheet
1. Fill in the blanks.
When crossing a street, look _______, then _______, then _______ again.
2. Circle the words in the list in the word find grid.
crosswalk
pedestrian
left
right
sidewalk
playground
walk
visible
signal
stop
foot
safe
traffic
car
reflective
3. Match the traffic sign to its meaning.
Go. Don’t
walk.
A P A V A E L A W A T K A S H P
U L O M S A Z V S A F W D O A E
T A T A N A I R I G H T A T D D
R K H G A X N A D S H O E N A E
A S I A E A L J E A I S A W J S
F S H M A R G A W T S B F A M T
F A N A Q U A F A I A L L S A R
I L A Z S A R A L E F T A E A I
C R O S S W A L K A D A S A Q A
A E B O A A D T A E A K S E S N
R E R E F L E C T I V E A T B A
A A I T E A U A O A U X A A O L
T N O A Y A B P A S I A V A L P
J O A P L A Y G R O U N D E A C
F A C A N O E A Z T A B W A L K
Railroad
crossing.
OK to
cross.
Stop. Look
both ways.

“Walk Across America”
Walk Across America is a fun and educational activity that can be used to encourage students to walk
(and bicycle) to and from school. This program charts how far students walk during the school year on
their trips to and from school and the equivalent distance they have “traveled across America.” The
teacher uses a map of the United States to show the children how far they “travel” based on how far
they walk. Older students can do the math to see how far they have traveled, using a proportion such
as 1 block = 1 mile. Teachers can also add in history and geography to this activity by teaching students
about the landmarks and cities “traveled to.” At the end of the year when the charting is complete,
students can do a presentation about the destinations they walked to. This would then meet several
New Mexico language arts standards. This is a simple and fun way to encourage students to walk or
bicycle to school because the more often they walk (or bicycle) the farther they will go across America.

Ideas for Supplemental Educational and Encouragement Activities
from Local NM Communities
Ashleigh Curry, Local SRTS Champion, Mesilla Elementary:
In the spring of 2010, we did a 5 week program with the 2nd graders at Mesilla. Each session was 1/2 an
hour long during classroom hours. Some of it was talking, but I feel that getting up and moving and
practicing makes it much more fun! We use the hallways at school as intersections. Kids get assigned to
be cars, bicycles or walkers and they interact according to the rules of the road they have learned. At
the end of the 5 weeks, we took a short field trip (about 3 blocks each way) up to a real intersection.
We practiced crossing as a group, and also in partners and alone, without an adult. (Of course the
teacher and I were at each side of the crosswalk supervising.)
As an encouragement activity, during a month-long classroom contest, kids got a die-cut piece of paper
with either a footprint or a bicycle with their name on it for each time they walked or rode their bikes to
school (see the examples among the following pages). These footprints and bicycles then get taped low
along the walls of the school. Teachers kept track of the students who participated by using a log like
the one found among the following pages. It's a great reminder that we are an active school, and it's fun
to see how quickly the footprints and bicycles add up. The kids loved finding their names and showing
their friends.
Our school also has a weekly "Two-Wheel Tuesday" (bicycle train) and "Walking Wednesday" (walking
school bus) and kids have opportunities to earn charms for charm bracelets that we distribute to all of
those who participate (see examples of charms among the following pages).
Suzanne McQueen, SRTS Coordinator, Hillrise Elementary:
Mapping Project
Divide the classroom into groups of 4 or 5 students. Provide each group with a map of the school
neighborhood, including streets within a mile and a half radius. Have each student place a "dot" on the
street where they live (assuming they live on a street provided on the map). The students can count
how many live within a mile and a half radius to the school. Then, consolidate the maps onto one big
giant map of the school neighborhood.

The students will be able to calculate the percentage of students that live close enough to walk to
school. They will also be able to establish the best route for students to walk to school, identify students
that could potentially walk together, and figure out how long it will take them to get to school.
Other ideas for this lesson:
1. Distance to school: What are the mean, mode and median distance that the students live from
school?
2. Students may draw pictures of what they see during their route to school.
3. Write a paper about what they like most about walking to and from school, or why they are not able
to walk to school.
Car Counting Project
1. Have a small group of students count the number of cars dropping off students in the morning.
2. Have them observe at least 3 days a week, for two consecutive weeks.
3. Transfer the data to a graph and talk about the results.
Other ideas for this lesson:
1. Have the students develop a hypothesis prior to car counting. On what day will the most cars drop
off students and why?
2. Students will be able to write a paper, reporting their findings.
Cedar McGrath, Dulce Elementary School:
In the beautiful mountains of Northern New Mexico is the reservation of the Jicarilla Apache people.
Since 1869 we have called this place home and have struggled and thrived as other native peoples have
to live “the good life.” But as many people across the country have come to know, consuming the goods
of “the good life” without consideration of the value and benefit to one’s health have cost us dearly. We
once ate deer, berries, root plants and wild vegetation; not the processed foods and sugars of today.
And this, along with other factors, contributes to the 10.3% incidence of Type II diabetes in our
community. So here at Dulce Elementary School we have started with the young children to instill
healthy habits of eating and activity that we hope will last for a lifetime.
A few years ago we started the “Walking Warriors,” a noon recess option for the 3rd, 4th and 5th
graders. We began with the students keeping track of laps around the soccer field and those who
improved their distances received an incentive prize. Each year the program is tweaked to keep it
interesting. This year the students are walking or running around the playground and kickball field,
doing virtual distances to the sacred sites of the Jicarilla people, like Stone Lake where the annual
Go-jii-ya races are held, the White Flint Mountain and Spanish Peaks. When they finish they receive a
certificate, a prize and their name on the wall of “those who have arrived.”

NAME MON
AM / PM
TUES
AM / PM
WED
AM / PM
THUR
AM / PM
FRI
AM / PM

Examples of charms that can be used as incentives to encourage and reward walkers and bicyclists.

w w w . n m s a f e r o u t e s . c o m
Parent Resources
Valle Vista Elementary School, Albuquerque

Parent Resources
Parents are important role models for teaching children pedestrian safety. In this section are
materials for distribution to parents and community members on youth pedestrian and bicycle safety.
These materials can be sent home with students, shared at community functions, or included in
school newsletters or local newspapers. Also included is a guide on how to enforce a school wellness
policy. School wellness policies can include a Safe Routes to School program as a way to promote
student health.
In this Section
• At What Age Can Children Walk to School By Themselves?
• Guide to Teaching Children to Walk Safely as they Grow and Develop
• Tip sheet: Kids on the Move: Walking and Biking Safely
• Tips for Parents and Other Adults for Teaching Pedestrian Safety to Children
• How to Enforce a Wellness Policy: A Guide for Parents and Community Advocates

SafeRoutes
National Center for Safe Routes to School
Safe Routes to
School Guide
Teaching Children to Walk Safely
as They Grow and Develop:
A guide for parents and caregivers
Created July 2008
Prepared by the National Center for Safe Routes to School (NCSRTS) at the University of North Carolina Highway Safety Research
Center with funding from the National Highway Traffic Safety Administration. This guide is part of the Safe Routes to School Guide
maintained by the NCSRTS at www.saferoutesinfo.org

Acknowledgements
Barbara Alberson, M.P.H.
California Department of Public Health, Epidemiology and Prevention for Injury Control
State and Territorial Injury Prevention Directors Association
Jennifer L. Huebner
Traffic Safety Programs at AAA
Eunyoung Lim, M.P.H.
Traffic Safety Programs at AAA
Leah Walton
National Highway Traffic Safety Administration
Jennifer Percer, Ph.D.
National Highway Traffic Safety Administration
Jeffrey Weiss, M.D.
Phoenix Children’s Hospital
American Academy of Pediatrics
The authors would like to thank Barbara Alberson, M.P.H., Jennifer Huebner, Eunyoung Lim, M.P.H.,
Jennifer Percer, Ph.D., Leah Walton, and Jeffrey Weiss, M.D. for reviewing this work.

Contents
Teaching Children to Walk Safely as They Grow and Develop
Introduction ............................................................................................. 10-1
Part 1: Understanding how children learn pedestrian safety skills ........ 10-2
Children age four to six ............................................................................ 10-4
Children age seven to nine ........................................................................ 10-5
Children age ten and older ........................................................................ 10-6
Part 2: Resources for helping children learn pedestrian safety skills ...... 10-7
Overview for parents and caregivers ........................................................... 10-9
For parents and caregivers of children age four to six ................................10-11
For parents and caregivers of children age seven to nine ............................10-13
For parents and caregivers of children age ten and older ............................10-15
References ............................................................................................10-17

Introduction
Walking, first as a child holding the hand of a caring
adult, is a form of transportation used throughout life.
Being able to walk safely is an important skill that
needs to be developed over time, starting with those
first hand-held walks. The process is similar to that of
how teenagers learn to drive. Just as teenagers must first
practice judgment and skills with an adult present and
in simple traffic conditions, children need help learning
and practicing where and how to walk safely. To help
children become safe walkers, adults must look at the
world of traffic from a child’s point of view and have an
understanding of how children’s abilities to learn and
reason develop over time.
This guide is intended to help parents and caregivers
match their guidance and expectations with their children’s
abilities.
Each child grows and develops differently so it is impractical
to expect all children to demonstrate a specific ability
at a specific age. 1, 2, 3, 4, 5, 6, 7 This impracticality makes
time spent walking together when an adult can assess
and guide their child’s learning all the more important.
Although parents and caregivers are usually the most
familiar with their children’s abilities, it is common for
8, 9
them to overestimate their children’s walking skills.
This can lead to children walking in situations that they
are not ready to handle.
This guide leads parents and caregivers through stages of
child development and identifies which walking safety
skills to teach along the way. The guide is divided into
two parts:
Part 1: Understanding how children develop and learn pedestrian
safety skills provides information about how children
develop and what they are ready to learn about
safe walking at different ages. Based on child development
and pedestrian safety research, each age grouping
includes a description of physical, mental and social
skills as they relate to pedestrian safety.
Lincoln Elementary, Mt Vernon, Washington
Part 2: Resources for helping children learn pedestrian safety
skills provides brief assessment tips and age-appropriate
knowledge and skills to teach children about pedestrian
safety. The information is organized into several onepage
handouts for easy sharing with other parents and
caregivers.
Teaching Children to Walk Safely as They Grow and Develop 10–1

Part 1: Understanding how children develop and
learn pedestrian safety skills
Key pedestrian skills for children
What do children need to learn in order to become
aware, traffic-smart pedestrians? Walking skills, such as
choosing where to walk and when and how to cross a
street, can become second nature over time. But children
first need to develop the judgment to see what is
different about every walking situation. In other words,
children can’t just transfer a particular procedure from
one street crossing to the next without needing to use
judgment each time. Children must be able to combine
their mental and physical abilities, as well as their pedestrian
knowledge, to walk safely. 10 Parents and caregivers
can help their children learn and develop these skills and
behaviors by providing repeated instruction and modeling.
10, 11, 12, 13, 14 This section provides a brief overview of
the basics for choosing where to walk and how to cross
streets and how growing children gain abilities in carrying
out these key skills.
Choosing where to walk
When setting foot outside, a pedestrian’s first decision is
to pick where to walk. Sidewalks and paths that separate
walkers from motor vehicles are ideal. When not available,
roads with wide shoulders where a pedestrian can
walk facing oncoming traffic are next best. Roads with
the least traffic and lowest speeds are generally safer for
walking. Some areas will feel safer than others depending
on the presence of other people on the street and
whether there is evidence of criminal activity.
When walking with children, parents can explain why
and how they selected their walking route. As their
child gets older, parents can ask their children to suggest
where to walk and ask them to explain why.
Finding a place to cross
Crossing the street incorporates many different types of
pedestrian skills and knowledge and begins with identifying
a safe place to cross. 15 In general, a safe crossing
location is one that has a clear view of traffic from all
angles, few cars, and crossing aides (like a traffic signal
Lexington, Nebraska
with a “walk” phase or a crossing guard). It’s particularly
helpful if this is a crossing that can be used each
time the child walks to a particular destination.
To choose a safe place to cross along a new route, children
must be able to evaluate the situation, including
the ability to judge the presence of traffic, traffic speed
and the availability of crossing aides. 10 Children also
must evaluate their own abilities as pedestrians to decide
whether they are safe to cross. In other words, children
need to decide if they feel comfortable crossing. Before
being ready to take on these tasks alone, a parent needs
to provide practice time and guidance.
Parents can help teach and reinforce these judgment
skills by walking with their children and modeling safe
pedestrian behavior, such as stopping at the curb and
looking for traffic in all directions before crossing a
street. Young children need to walk with a parent or
caregiver to practice safe crossing behavior. Young children
should also be shown the safest crossing site along
any route that they will walk on a regular basis, such
as the route to school. Parents and caregivers can help
their older children choose the safest crossing location
to use along a route and instruct them to always cross
at that site.
Teaching Children to Walk Safely as They Grow and Develop 10–2

Crossing the street
After children are able to judge a crossing site and decide
it is safe to cross, they must then be able to focus their
attention on crossing the street safely. 10, 15 Two skills
necessary for crossing the street safely are attentionswitching
and concentration.
Attention-switching is the ability to select the most
important parts of a situation, such as a flashing crosswalk
and an oncoming car, while ignoring distractions.
For example, a child must be able to shift attention from
friends playing across the street to oncoming traffic in
order to pay attention to motor vehicles and assess the
safety of the situation. Attention-switching is an important
skill for children to have in order to recognize traffic
when crossing and selecting safe crossing locations
4, 5, 16
and times.
Concentration is also important because a child must
be able to continue watching for traffic while crossing
the street. A loss in concentration while crossing
could mean a child does not see oncoming traffic or
a turning car. Attention-switching and concentration
are cognitive skills that children are developing and
improving throughout childhood, so they often need
extra help focusing on the important information in a
crossing or pedestrian situation.
Consistently applying skills to new
crossing locations
Once children are able to identify safe crossing sites and
maintain focus while crossing, they then must be able
to use their skills consistently to cross safely at different
locations. Children may not always make safe decisions,
even if they have learned pedestrian safety rules and
skills. 16 More specifically, children may learn they need
to stop, wait, listen and look while crossing at a curb,
but they have a hard time repeating the same process
if crossing elsewhere. Consistent, safe crossings require
children to judge and pick a safe crossing site, choose
an appropriate gap in traffic, use coordination skills and
maintain concentration while crossing. Children need
help from parents and caregivers to repeat the process
successfully many times before they can complete it
11, 12, 18, 19,
safely by themselves.
Putting it all together
Deciding where to walk and picking the right time and
place to cross streets are all skills that help prepare children
for a lifetime of safe walking. The ultimate goal
of a parent’s time spent discussing and modeling safe
walking with children and giving them opportunities to
practice is to help children become safe, confident and
independent pedestrians. They will be able to recognize
and pick the best places to walk and cross and behave
as safely as possible near traffic. 4, 18, 20 These children
may also grow up to become better drivers because they
understand how to share the road with people on foot.
The following sections provide more detail of the abilities
of children at different ages.
Growth and Development Key Points
1. Children need to be able to choose
the safest places to walk.
2. Children need to learn where to cross
streets and how to cross safely.
3. Children will demonstrate these skills
some of the time, so continued practice
is needed until they are consistent.
4. Attention-switching and concentration
skills are essential for safe walking
and develop as children mature.
Teaching Children to Walk Safely as They Grow and Develop 10–3

Childen age four to six
Children who are four to six years of age are entering
a time when their physical and mental abilities allow
basic walking safety skills to be introduced, discussed
and practiced. This age group needs to walk with an
adult who will make safety a priority.
Young pedestrians are at particular risk of injury from
running into the road from between parked cars or
other obstacles for several reasons. First, it is hard for
children in this age group to see oncoming cars because
obstacles, such as parked cars, often block their view of
traffic. At the same time, they are still learning how to
use their peripheral vision and how to use the informa-
21, 22
tion they see to identify oncoming cars.
While young children usually wait for a longer period
of time before crossing than older children, there may
be a delay between the time a young child decides it is
safe to cross the street and when he or she actually starts
to cross. 23 Due to that delay, it may no longer be safe to
cross because motor vehicles may be closer than when
the child first decided to cross. 4 Young children are also
at risk for traffic-related injuries because without training
or prompting they may not fully understand why
18, 24
traffic situations are dangerous.
Distraction and impulsivity also are contributors to unsafe
behaviors because they can affect a child’s decision-making
process while walking and may lead to unsafe crossing
choices or other unsafe pedestrian behavior. 19, 23, 25, 26, 27 For
example, a child who chases a ball into the street does not
automatically realize that they have gone from playing in the
yard to running in the street.
While children are becoming more physically independent,
they still are influenced by, and depend on, parents
and caregivers for guidance and assistance in their everyday
lives. As with all children, parental supervision is an
important factor in decision-making for safe walking. 23,
28 Adult-led instruction and modeling of safe pedestrian
behaviors can help children learn by giving an opportunity
for discussion about the safety of real-world walk-
10, 11
ing situations.
McCook, Nebraska
Growth and Development Key Points
Children age four to six:
1. Need supervision.
2. Are ready to practice the basics.
3. May do the unexpected.
4. Need adults to model safe walking behavior.
Teaching Children to Walk Safely as They Grow and Develop 10–4

Children age seven to nine
Children seven to nine years old can continue expanding
their pedestrian abilities and knowledge through more
education and practice with parental or adult supervision.
As with younger children, seven to nine year olds
are developing at different rates and gaining pedestrian
skills at varying times throughout this time period.
By this age range, children can usually reason about past
and future events, which allows for in-depth instruction
about more complex safety behaviors. Parents and other
adults can begin discussing how safe crossing strategies
might differ according to the location. The ability to
understand more complex instruction allows children in
this age group to combine their knowledge and everyday
experiences to strengthen their safe walking habits.
Children seven to nine years old also continue to develop
their attention switching skills and their ability to
scan scenes and identify important information, such as
oncoming traffic. 3, 27, 29 These skills are essential to the
ability to decide when it is safe to cross and to focus on
crossing safely. To cross the road safely, children must be
able to locate and acknowledge traffic and pay attention
to how traffic is moving while ignoring other distractions
in their environment, such as someone walking a
dog or a friend calling to them from across the street. 10
As children develop these skills and are better able
to focus their attention on single tasks, such as stopping
at the curb to check for cars, they can continue to
strengthen their safe walking abilities.
As children in this age range are developing, they should
be supervised and instructed to ensure that they follow
pedestrian safety rules. Despite their increasing abilities,
3, 5, 10
children at this stage should not be in traffic alone.
Niskayuna, New York
Growth and Development Key Points
Children age seven to nine:
1. Still need supervision.
2. Are ready to learn more complicated skills.
3. Benefit from walking with an adult who explains
more complex pedestrian safety tasks, such as
where and when to cross at a new location.
Teaching Children to Walk Safely as They Grow and Develop 10–5

Children age ten and older
Children age ten and older continue to develop their
physical, cognitive and psychosocial abilities. They are
improving their processing, attention and decisionmaking
skills, all of which are essential to pedestrian
safety. 2, 29, 30 Some children in this age group may be
walking with little or no supervision. Therefore, it is
essential for parents to ensure that their children continue
to learn and practice the skills developed throughout
younger childhood. To help their child prepare to walk
alone, parents may want to begin with simple, low traffic
routes. Walk the route with the child and talk about
where to walk and, if necessary, where to cross before
the child tries it alone.
Hillside Elementary School, Niskayuna, New York
Growth and Development Key Points
Children age ten and older:
1. Are usually ready for a mix of
independence and supervision.
2. May need reinforcement and reminders
about safe walking behaviors.
3. Benefit from practicing a specific route with
an adult to talk about where to walk, where
to cross and any other safety considerations
before walking the route alone.
Teaching Children to Walk Safely as They Grow and Develop 10–6

Part 2: Resources for helping children learn
pedestrian safety skills
A. Overview for parents and caregivers
Describes basic pedestrian safety skills and highlights children’s abilities and learning needs at different ages.
B. For parents and caregivers of children age four to six
Provides ways for parents to discuss safe walking with their young child.
C. For parents and caregivers of children age seven to nine
Provides a basic checklist to assist in assessing and building children’s pedestrian safety abilities.
D. For parents and caregivers of children age ten and older
Provides a basic checklist to assist in assessing and building the pedestrian safety abilities of older children.
Teaching Children to Walk Safely as They Grow and Develop 10–7

Helping cHildren learn pedestrian safety skills:
Overview for parents and caregivers
Walking is a fun and healthy way to spend time with your child. You are your child’s most important role model
for walking safely. Children learn by watching others, so your own safe pedestrian behavior is the best way to
teach these valuable skills. Consider these tips as you walk with your child:
1. Obey all traffic signs and signals.
2. Choose routes that provide space to walk and have the least
amount of traffic and lowest speeds.
3. Look for traffic at all driveways and intersections.
4. If possible, cross at a crosswalk or at an intersection with a
walk signal.
5. Stop at the curb and look for traffic in all directions (left,
right, left, to the front and behind). At an intersection, it is
important to look in front and in back to check for turning
vehicles. The second look to the left is to re-check for traffic
that is closest to you.
6. Wait until no traffic is coming and start crossing; keep
looking for traffic as you cross the road.
7. Walk across the road. Do not run.
8. Wear reflective gear if it is dark or conditions limit visibility, such as rain or snow.
9. Talk with your child about what you’re doing and why as you walk.
Although you might be able to see quickly that it is safe to cross the road or make other decisions while walking,
your child may not know or understand why it is safe. Help your child understand and learn safe walking skills by
practicing them each time you walk near or around traffic and taking the time to talk through new situations.
As a driver you can also be a role model for safe behavior. Respect pedestrians and use the drive time to teach
your child about signs, signals and other traffic rules.
Developing pedestrian skills
Children’s ability to understand and make decisions about where to walk and cross the street change as they grow
and develop.
Children age four to six:
1. Have limited judgment, making it hard for them to
know where or when it is safe to cross the road.
2. Cannot gauge the speed of oncoming traffic.
3. Can be impulsive and lose concentration easily.
4. Have a hard time staying focused on one task, such as
crossing the road.
Walk together
This age group needs to walk with adults who will
make safety a priority. Children age four to six still
are learning what it means to be safe. They should
always be with an adult while walking. The best
way for children to learn is by repeating safe walking
skills with an adult.
Prepared by the National Center for Safe Routes to School with funding from the National Highway Traffic Safety Administration

Overview for parents and caregivers (continued)
Children age seven to nine:
1. Need supervision as they learn more complicated
pedestrian safety skills.
2. Can begin to identify safe crossing sites with help and
practice.
3. Can begin to learn how to identify traffic and stay
focused while crossing the street with help and practice.
Children age ten and older:
1. Need specific instruction and modeling as they
learn more complicated pedestrian safety skills.
2. Can identify safe crossing sites with help and practice.
3. With help and practice, can identify traffic and stay
focused while crossing the street.
How can you help?
You can help your children by talking with them and showing
them the correct safe behavior. Consider starting with these tips:
1. Walk with your child to model correct safety behaviors.
2. For routes that will be repeated (like walking to school),
walk with your child to help pick the safest route. Explain
that is important to always follow this route.
3. Stop at every curb and talk with your child about the
importance of stopping to look for traffic in all directions
before crossing.
Teach lifelong skills
These years are the time to teach skills that prepare
children to be safe walkers throughout their lives.
Children age seven to nine can begin to learn more
complicated pedestrian safety tasks. Even though
they are older, they always should be with an adult
while walking near or around traffic. The best way
for children to learn is by repeating safe pedestrian
skills with an adult.
Find a mix of independence
and supervision
Children age ten and older gradually can learn more
complicated pedestrian safety tasks. Even though
they are older, they should still be with an adult
while walking near or around traffic until they
consistently demonstrate safe pedestrian skills. The
best way for children to learn is by practicing safe
pedestrian skills with an adult. As children grow,
revisit these safety issues often to make sure they are
still practicing safe behavior.
How to choose the safest route
1. Choose the route with the fewest streets
to cross.
2. Avoid crossing busy or high-speed streets.
3. Pick places that have sidewalks when
possible. If there are no sidewalks, the
second choice is to walk facing oncoming
traffic as far to the left as possible.
Make sure to always follow this same route
when walking with your child to a particular
destination.
4. Wait with your child at the curb and explain that it is
important to wait until there is no traffic coming in any
direction before crossing the road together. If you are at an intersection with a walk signal, explain that you
wait until the walk sign appears and then look in all directions for traffic before crossing.
5. As you cross, help your child stay focused on crossing safely by holding his or her hand and walking directly to
the other side of the street.
Prepared by the National Center for Safe Routes to School with funding from the National Highway Traffic Safety Administration

Helping cHildren learn pedestrian safety skills:
for parents and caregivers of children age four to six
You know your child’s behavior and
abilities best. Keep in mind that all
children develop differently but young
children always need supervision when
they walk in or near traffic. Help your
child become a safe pedestrian by
practicing these skills.
Help your child safely cross the street
1. Stop at the edge of the road.
Say: We stop here at the edge of the road to look for
cars before we cross.
We only cross where we can see if cars are coming.
2. Look in all directions for traffic.
Say: Before we cross, we look for cars. We look left,
right, left again and behind us. Let’s look together.
3. Cross only when no cars are coming.
Ask: Do you see any cars coming?
4. Hold hands when crossing. Walk across the road
when no cars are coming.
Say: Now we can walk across the road because no
cars are coming. We’re going to keep watching for
cars as we cross.
Help your child understand the traffic
environment
1. Walk with your child and hold hands.
Say: We always hold hands when we walk to stay safe.
2. Explain stop signs, crosswalks, traffic lights and
other pedestrian signs that you see along your walk.
Say: Stop signs are red, they tell cars to stop.
Crosswalks are where people walk across the road.
Traffic lights tell cars when to stop and when to go.
For cars, red means stop and green means go.
3. Show your child the safest place to cross.
Say: This is where we cross the road because we
can see when cars are coming and they can see us.
We cross at a crosswalk or intersection when we can
because that is where drivers expect to see walkers.
Prepared by the National Center for Safe Routes to School with funding from the National Highway Traffic Safety Administration

Helping cHildren learn pedestrian safety skills:
for parents and caregivers of children age seven to nine
You know your child’s behavior and abilities best. While every child’s development is unique,
children in this age group need supervision when they walk near traffic. Make sure your
child is ready for the next step in learning how to walk safely by checking the following:
My child:
Understands that traffic is dangerous.
Uses safe crossing sites we have identified together.
Always stops at the edge of the road.
Always looks in all directions before starting to cross.
Starts crossing when no cars are coming.
Keeps looking for traffic when crossing.
Walks directly across the road.
If your child has trouble with these steps, practice and talk about the following:
1. Safe crossing sites have few cars and clear views of traffic.
2. Always stop at the edge of the road or the curb to look for traffic.
3. It is important to look for cars in all directions before starting to cross.
4. It is safest to cross when no cars are coming in any direction. If you are at an intersection with a walk
signal, wait until the walk signal appears and then look in all directions for traffic before crossing.
5. Keep looking for traffic when crossing to make sure you can see cars coming.
6. Walking directly across the street is the safest way to cross.
Prepared by the National Center for Safe Routes to School with funding from the National Highway Traffic Safety Administration

Helping cHildren learn pedestrian safety skills:
for parents and caregivers of children age ten and older
You know your child’s behavior and abilities best. By age ten, some children are walking with less
supervision or alone. Use this checklist to assess your child’s skills in walking safely near traffic.
My child:
Understands that traffic is dangerous.
Chooses and uses safe crossing sites along all walking routes.
Always stops at the edge of the road.
Always looks in all directions before starting to cross.
Starts crossing when no cars are coming.
Keeps looking for traffic when crossing.
Walks directly across the road.
Uses safe pedestrian behavior in all traffic situations.
If your child has trouble with these steps, go over the following:
1. Safe crossing sites have few cars and clear views of traffic.
2. Always stop at the edge of the road or the curb to look for traffic.
3. It is important to look for cars in all directions before starting to cross.
4. It is safest to cross when no cars are coming in any direction. If you are at an intersection with a walk signal,
wait until the walk signal appears and then look in all directions for traffic before crossing.
5. Keep looking for traffic when crossing to make sure you can see cars coming.
6. Walking directly across the street is the safest way to cross.
When walking together, continue to observe your child’s behavior. While older children may know the rules, they
may not always follow them or may get distracted.
Prepared by the National Center for Safe Routes to School with funding from the National Highway Traffic Safety Administration

References
1. Schieber, R. A. (1996). Developmental risk factors for childhood pedestrian injuries. Injury Prevention,
2(3), 228–236.
2. Vinje, M. (1981). Children as pedestrians: Abilities and limitations. Accident Analysis & Prevention, 13(3), 225–240.
3. Whitebread, D. & Neilson, K. (2000). The contribution of visual search strategies to the development of
pedestrian skills by 4–11 year-old children. British Journal Education Psychology, 70(4), 539–557.
4. Thomson, J. A. (2006). Applied Spatial Cognition: From Research to Cognitive Technology (G. L. Allen, Ed.).
London: Routledge.
5. Dunbar, G., Hill, R. & Lewis, V. (2001). Children’s attentional skills and road behavior. Journal of Experimental
Psychology: Applied, 7(3), 227–234.
6. Tolmie, A.K., Thomson, J.A., Foot, H.C., Whelan, K.C., Sarvary, P. & Morrison, S. (2002). Development
and evaluation of a computer-based pedestrian training resource for children aged 5 to 11 years. (Road Safety
Research Report No. 27). London: Department for Transport.
7. Michon, J.A. (1981). Traffic education for young pedestrians: An introduction. Accident Analysis & Prevention,
13(3), 163–167.
8. Rivara, F. P., Booth, C. L., Bergman, A. B., Rogers, L. W. & Weiss, J. (1991). Prevention of pedestrian injuries
to children: Effectiveness of a school training program. Pediatrics, 88(4), 770–775.
9. Dunne, R. G., Asher, K. N. & Rivara, F. P. (1992). Behavior and parental expectations of child pedestrians.
Pediatrics, 89(3), 486–490.
10. Percer, J. (in press). Child pedestrian safety education: Applying learning and developmental theories to develop safe streetcrossing
behaviors. Washington, DC: National Highway Traffic Safety Administration.
11. Thomson, J. A., Ampofo-Boateng, K., Lee, D.N., Grieve, R., Pitcairn, T.K., & Demetre, J.D. (1998). The
effectiveness of parents in promoting the development of road crossing skills in young children. British Journal of
Education Psychology, 68(4), 475–491.
12. Sandels, S. (1975). Children in traffic. London: Elek.
13. Tolmie, A.K., Thomson, J.A., Foot, H., Sarvary, P., Karagianidou, E. & Banks, M. (2006). The role of skills,
attitudes and perceived behavioural control in the pedestrian decision-making of adolescents aged 11–15 years.
(Road Safety Research Report No. 68). London: Department for Transport.
14. Rothengatter, J. A. (1981). The influence of instructional variables on the effectiveness of traffic education.
Accident Analysis & Prevention, 13(3), 241–253.
15. Tabibi, Z. & Pfeffer, K. (2003). Choosing a safe place to cross the road: The relationship between attention and
identification of safe and dangerous road-crossing sites. Child: Care, Health, & Development, 29(4), 237–244.
16. Demetre, J. D., Lee, D.N., Grieve, R., Pitcairn, T.K. et al. (1993). Young children’s learning on road-crossing
simulations. British Journal of Educational Psychology, 63(2), 348–358.
17. Zeedyk, M. S., Wallace, L., Carcary, B., Jones, K. & Larter, K. (2001). Children and road safety: Increasing
knowledge does not improve behaviour. British Journal of Educational Psychology, 71(4), 573–594.
18. Ampofo-Boateng, K. & Thomson, J. A. (1991). Children’s perception of safety and danger on the road. British
Journal of Psychology, 82(4), 487–505.
19. Briem, V. & Bengtsson, H. (2000). Cognition and character traits as determinants of young children’s
behaviour in traffic situations. International Journal of Behavioral Development, 24(4), 492–505.
Teaching Children to Walk Safely as They Grow and Develop 10–17

20. Van der Molen, H. (1981). Child pedestrian’s exposure, accidents and behavior. Accident Analysis & Prevention,
13(3), 193–224.
21. David, S. S., Foot, H. C. & Chapman, A. J. (1990). Children’s sensitivity to traffic hazard in peripheral vision.
Applied Cognitive Psychology, 4(6), 471–484.
22. Maurer, D. & Lewis, T. L. (2001). Visual acuity: The role of visual input in inducing postnatal change. Clinical
Neuroscience Research, 1(4), 239–247.
23. Barton, B. K. & Schwebel, D. C. (2007). The roles of age, gender, inhibitory control, and parental supervision
in children’s pedestrian safety. Journal of Pediatric Psychology, 32(5), 517–526.
24. Hilll, R. Lewis, V. & Dunbar, G. (2000).Young children’s concept of danger. British Journal of Developmental
Psychology, 18(1), 103–119.
25. Demetre, J. D. & Lee, D.N. (1992). Errors in young children’s decisions about traffic gaps: Experiments with
roadside simulation. British Journal of Psychology, 83(2), 189–202.
26. Foot, H., Tolmie, A., Thomson, J., McLaren & Whelan, K. (1999). Recognizing the hazards. The Psychologist,
12(8), 400–402.
27. Pasto, L. & Burack, J. A. (1997). A developmental study of visual attention: Issues of filtering efficiency and
focus. Cognitive Development, 12, 427–439.
28. Zuckerman, B. S. & Duby, J. C. (1985). Developmental approach to injury prevention. Pediatric Clinics of North
America, 32(1), 17–29.
29. Pearson, D. A. & Lane, D. M. (1991). Auditory attention switching: A developmental study. Journal of
Experimental Child Psychology, 51(2), 320–334.
30. Ridderinkhof, R. K., van der Molen, M.W., Band, G. P. & Bashore, T. R. (1997). Sources of interference from
irrelevant information: A developmental study. Journal of Experimental Child Psychology, 65(3), 315–341.
Teaching Children to Walk Safely as They Grow and Develop 10–18

TIP #8: KIDS ON THE MOVE: WALKING AND BIKING SAFELY
LEARNING TO BE TRAFFIC SMART
Children in kindergarten through third grades (5 to 10 years old) are learning to become independent. They enjoy walking, riding
bikes, and playing outside. They don’t have the judgement to cope with traffi c by themselves yet, but they can begin
to understand safety rules.
WHAT PARENTS NEED TO KNOW:
■ Parents often think their children are able to handle traffi c safely by themselves before they are actually ready.
■ Children don’t have the skills to handle these risky situations until about age 10.
■ Boys are much more likely than girls to be injured or killed in traffi c, on average boys take more risks.
■ Bicycles are vehicles. Children should not ride bikes in the road until they fully understand traffi c rules and show they
can follow them.
■ Children often act before thinking and may not do what parents or drivers expect.
■ Children assume that if they see the driver, the driver sees them.
■ Children can’t judge speed and they think cars can stop instantly.
■ Children are shorter than adults and can’t see over cars, bushes, and other objects.
Many children are hit by cars
when running into the street.
TAKE THESE STEPS TO SAFETY:
WALKING RISKS
Nearly one-third of the 5 to 9 year old children killed by motor vehicles are on foot. They are
hit by cars most often when playing near home. They tend to run into the street in the middle
of the block, where drivers don’t expect them (A).
BICYCLING RISKS
Children can be hurt riding on or off the road. Most
children who are killed in bike crashes are 7 to 12 years
old. The most serious injuries children get while biking
are head and brain injuries. These injuries can cause
death or lifelong disability.
■ Set limits for your child
As your children grow, set appropriate limits on where they can walk or bike safely. Don’t
expect them to be responsible or to start to behave safely until about age 10.
■ Teach safe walking habits
Begin to teach your child how to cross streets safely (see next page). Give them plenty
of chances to practice when you are with them (B).
■ Find safe places for bicycling and walking
Find places away from streets, driveways, and parking lots. Good choices are fenced
yards, parks, trails/paths, or playgrounds.
Hold your child’s hand so she/he
doesn’t run into the street.
■ Set an example yourself
Young children learn by watching their parents and other adults. Cross streets properly and always wear a helmet when you
ride a bike (C). When you are driving, obey speed limits, wear your safety belt and watch for children. Allow your children the
opportunity to practice safe walking and riding when you are with them.
Tip 8 - Page 1 10/04

Show older children how to look both
ways and around parked cars or
objects blocking his/her view.
A child should be able to have his/her
feet fl at on the ground when sitting on
the bike seat.
Correct helmet fi t is very important!
TEACH THE “SAFE STREET CROSSING” METHOD. TEACH YOUR CHILD TO:
■ Cross with an adult or older friend. (Young children still need supervision around
traffi c up to about age 10).
■ Cross at an intersection where there are signals.
■ Use the crosswalk when crossing near a corner. Watch for turning vehicles.
■ Stop at the curb. Look left, right, left, and over your shoulder for traffi c. Continue to
look as you cross the street.
■ Stop to look around parked cars or other objects that block the view of traffi c (D). Let
oncoming traffi c pass, then look again before crossing. as you cross.
■ Make eye contact with drivers to make sure they see you.
HELP YOUR CHILD BIKE SAFELY:
■ A kid-size bike is right
A big bike “to grow into” is not easy to learn on or to ride safely. A child should be
able to sit on the seat with knees straight and feet fl at on the ground (E). Also make
sure the child can straddle the bike with at least one or two inches between the top
bar and the child’s crotch.
■ Insist on bike helmet use
A brain injury cannot be cured! Bike helmets can reduce the risk of head injury by
85 percent when worn correctly. Make it clear to your child that she/he must wear a
helmet on every ride. It also is important to wear a helmet when doing other sports,
like in-line skating and skateboarding.
SELECTING AND FITTING A BIKE HELMET
■ Every new helmet must meet the Consumer Product Safety Commission (CPSC)
Standard and display a label stating that it meets the standard. On older hemets,
look for a CPSC , ASTM 1 , ANSI 2 , or Snell 3 sticker inside the helmet.
■ Use foam pads inside to fi t the helmet snugly so it doesn’t move on the head.
■ Fit the helmet so the front is two fi nger widths above the eyebrows. Teach your child
to wear their helmet the correct way (F).
■ Adjust the two side straps so they meet in a “V” right under each ear.
■ Adjust the chin strap snugly under the chin. Make it tight enough so the helmet pulls
down when the child opens his mouth.
■ Check often to make sure straps stay snug and the helmet stays level on the head.
ENCOURAGE YOUR CHILD TO WEAR HIS/HER HELMET
■ Let your child help choose the helmet.
■ Explain that a helmet is “just part of the gear,” as it is with football, race car driving,
or hockey.
■ Praise your child for wearing his/her helmet.
■ Talk to other parents, so that all neighborhood families encourage the same safety
rules.
■ Be a role model and wear your bike helmet.
1 American Society for Testing and Materials
2 American National Standards Institute
3 Snell Memorial Foundation
For more information, contact the DOT Auto Safety Hotline at 1-888-DASH-2-DOT (1-888-327-4236) or www.nhtsa.dot.gov
Tip 8 - Page 2 10/04

Tips for Parents and Other Adults
For Teaching Pedestrian Safety to Children
Walking is a fun and healthy way to spend time
with your children while teaching them skills that
can serve them well throughout life. The walk to
school is a great time to use these safety tips.
Be a walking role model
Children learn through experience. Walking with
parents or another caregiver is an important way for
children to practice crossing real streets and picking
safe places to walk. There is no magic age when
children are old enough to walk without an adult.
But, as a parent, you should decide when your child
has the skills and experience to deal with traffi c safely
without you.
As you walk with your child, remember these safety tips:
• Wear bright-colored clothes, and carry fl ashlights
or wear refl ective gear if it is dark or hard to see.
• Look for traffi c at every driveway and intersection.
Be aware of drivers in parked cars that may be
getting ready to move.
• Obey all traffi c signs and signals.
• Cross the street safely:
1. Stop at the curb or edge of the street.
2. Look left, right, left and behind you and in
front of you for traffi c.
3. Wait until no traffi c is coming and begin
crossing.
4. Keep looking for traffi c until you have fi nished
crossing.
5. Walk, don’t run across the street.
Choose the safest route to school
Select a walking route with less traffi c and
intersections.
• Pick places where there are sidewalks or paths
separated from traffi c. If there are no sidewalks
or paths, walk as far from the motor vehicles as
possible and, if possible, on the side of the street
facing traffi c.
• Limit the number of street crossings. When
available, cross at a location with an adult school
crossing guard.
• Avoid crossing busy or high-speed streets.
Understand your childs’ limitations
Children are not small adults. It will take time and practice for a child to develop the ability to deal with lots of traffi c.
Over time, children develop the ability to accurately judge the speed and distance of oncoming traffi c. Young children
may think that a car is able to stop, when in fact, it is not. Also, children may think that if they can see a driver, the
driver can see them. But, children are smaller and harder for drivers to see. Get down to a child’s height to experience
their perspective and see what they see.
TIP SHEET
For more resources and information on Safe Routes to School, please visit the National Center for Safe Routes to School Web site at www.saferoutesinfo.org.

www.nplanonline.org
All public school districts
nationwide are required to
implement a “wellness policy”
to promote student health.
This fact sheet is designed to
help parents and community
advocates ensure that their
district’s policy is enforced.
February 2009
How to Enforce a Wellness Policy
A Guide for Parents and Community Advocates
All local educational agencies and school districts receiving federal funding for food
programs are required to have a wellness policy in place. 1 The wellness policy must:
• Set goals for nutrition education, physical activity, and other school-based
activities to promote student wellness
• Establish nutrition guidelines for all foods available on school grounds during
the day, with the intention of promoting student health and reducing childhood
obesity
• Ensure that nutrition guidelines for reimbursable school meals are not less
restrictive than federal guidelines
• Establish a plan for measuring the implementation of the wellness policy,
with one or more people in the district charged with ensuring compliance
(this requirement paves the way for community members to help enforce the policy)
• Involve parents, students, representatives of the school food authority, the
school board, school administrators, and the public in developing the school
wellness policy

How to Enforce a Wellness Policy: A Guide for Parents and Community Advocates
If you are concerned your school or district is not following its wellness
policy, here are some steps you can take.
1. Obtain a copy of the wellness policy.
The policy and its supporting regulations or implementation plan (different districts will
use different terms) should be available at the district or school office. Under state law,
the wellness policy is a public record, and the district must provide a copy upon request.
2. Review the policy.
Become familiar with the requirements, and look at the language used. Does the policy
use mandatory terms like “require” and “must,” or discretionary terms like “recommend”
or “suggest”? Mandatory terms require compliance; discretionary terms do not.
Note whether some of the changes are subject to timelines and when the changes are
required. If the district or school does not appear to be following parts of the policy,
review the section of the policy that indicates how implementation will be measured,
and identify the person(s) at the district responsible for ensuring it will be met.
3. Seek out allies.
Group efforts to make change can be more powerful than individuals working alone.
Identify and coordinate your efforts with parents, students, community groups, teachers,
and others who share your concerns.
4. Notify district personnel about the lack of compliance.
You may want to contact the person(s) identified in the wellness policy, an official at the
school, or both. If only one school is failing to comply, contact the school official first to
make sure the school is familiar with the wellness policy. Noncompliance is often due
to unawareness, not intention.
Obtain a copy of the district’s procedure for filing complaints, and follow it. The
complaint procedure generally will involve telephoning the individual(s), writing an
email or letter, or setting up an appointment to meet with the person(s). Be prepared
to explain what the wellness policy requires and specifically how the district or school
has failed to meet the requirement. Ask how the school will work to ensure compliance:
you may wish to suggest a plan of action, including support (such as increased funding)
for administrative and other changes necessary to support compliance.
If an initial telephone call is unsuccessful, either make the complaint in writing or
schedule a meeting. Be sure to keep a record of all of your written communication with
district personnel, and take notes on any phone conversations.
5. Work up the chain of command.
If you do not get a satisfactory response, contact the person’s supervisor in writing.
In your written complaint, be sure to explain how the school or district has failed to
comply with the wellness policy, as well as the history of your contact with the school
district staff and what response (if any) you received. Follow up with a phone call,
if necessary.
6. Contact the school board.
If your attempts to work with the district or school continue to fail, inform the school
board (which is responsible for reviewing and approving all school policies) so that it
may take action. Contact the board either in writing or by attending a meeting. School
board meetings are open to the public, and there is usually a portion of the agenda during
which the public is entitled to address the board. (Prepare your remarks in advance;
the time to speak is usually quite limited.) Focus your remarks on what the policy
requires, how the district is failing to implement the policy properly, and your suggestions
for a plan of action.
7. Say thanks.
Remember, noncompliance is often unintentional: a school may not know about the
wellness policy or have the funding or time to adequately supervise compliance. In any
case, it is helpful to write a brief thank-you note to the individual(s) responsible for correcting
the violation, sending a copy to the individual’s supervisor. Expressing appreciation
for the correction may help if future problems develop.
2
Photos by Lydia Daniller
NPLAN is a nonprofit organization that
provides legal information on matters relating
to public health. The legal information provided
in this document does not constitute legal advice
or legal representation. For legal advice, readers
should consult a lawyer in their state.
Support for this fact sheet was provided
by a grant from the Robert Wood Johnson
Foundation.
1 Federal Child Nutrition and Women, Infants
and Children (WIC) Reauthorization Act of
2004 (P.L.108-265, 42 U.S.C. 1751). This
requirement, which became effective the first
day of the school year beginning after June 30,
2006, applies to districts participating in the
National School Lunch Program or the Child
Nutrition Act of 1966.

w w w . n m s a f e r o u t e s . c o m
Walking School Bus and
Bicycle Train Resources
Mesilla Elementary School, Mesilla
Photo by Christine Rogel, Las Cruces Sun-News

Walking School Bus and Bicycle Train Resources
The Walking School Bus and Bicycle Train are ways to get students to school safely without driving
them. A Walking School Bus is a group of students walking to school and a bicycle train is a group of
students bicycling to school with adult supervision. Organizing one of these programs on a monthly,
weekly, or even a daily basis is a safe and fun way to encourage students to stay active by walking or
bicycling to school.
• Walking School Bus Guide
In this Section
• Walking School Bus Leader Policies and Responsibilities
• Having Fun on the Walking School Bus
• What is a Bicycle Train
• Guidelines for Bike Train Engineers and Cabooses
• Bike Safety Guide
o Bike Size
o Helmet Use
• Assessing Walking and Bicycling Routes, A Selection of Tools
• Tips for Creating Walking and Bicycle Route Maps
• Walkability Checklist
• Bikeability Checklist
• Focus on Bicycle Safety Newsletter

The Walking School Bus:
Combining Safety, Fun and
the Walk to School
SafeRoutes
National Center for Safe Routes to School
Prepared by the National Center for Safe Routes to School and the Pedestrian and Bicycle Information Center, both part of the
University of North Carolina Highway Safety Research Center, with funding from the National Highway Traffi c Safety Administration

Table of Contents
The Walking School Bus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Deciding If a Walking School Bus Is the Right Fit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Choosing a Program Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Addressing Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Option 1: Starting Simple . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Option 2: Reaching Out to More Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Keeping the Walking School Bus Going . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Measuring Impact . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Bicycle Trains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Promising Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

The Walking School Bus
In the search for ways to make walking to school safer, more fun and more convenient, communities are fi nding
that walking school buses can make a real difference. Safe Routes to School programs, which encourage
and enable children to safely walk and bicycle to school, often include walking school buses in their activities.
For more information about these programs, see the National Center for Safe Routes to School website (www.
saferoutesinfo.org).
What is a Walking School Bus?
A walking school bus is a group of children walking to
school with one or more adults. That may sound simple,
and that is part of the appeal. It can be as informal as two
families taking turns walking their children to school or
as structured as a planned route with meeting points, a
timetable and a schedule of trained volunteers.
A variation on the walking school bus is a bicycle train
where a group of children and adult leaders ride together
to school.
The Walking School Bus Guide
This guide is intended for parents, teachers, public health
educators, bicycle clubs, Safe Route to School coordinators,
law enforcement offi cers and others who care about
increasing the number of children who walk and bicycle
to school in a safe manner. Any one or combination of
these individuals can lead a walking school bus program.
This guide outlines the benefi ts of starting a walking
school bus as well as points to consider before launching
it. Two general ways to conduct a walking school bus
are described: (1) starting simple with a small group of
friends or neighbors or (2) creating a more structured
program to reach more children. The benefi ts, considerations
and variations of each are detailed so that organizers
can choose the approach that matches local needs.
For communities with interest in starting a bicycle train,
additional considerations are highlighted. Examples
of real-life walking school buses and bicycle trains are
included to provide ideas and inspiration.
Olive Chapel Elementary School, Apex, NC
Bailey Gatzert Elementary School, Seattle, WA
The Walking School Bus 1

Deciding If a Walking School Bus Is the Right Fit
Today, fewer children are walking and bicycling to school, and more children are at risk of becoming overweight
and obese than children 30 years ago. 1,2 Encouraging a healthy lifestyle requires creative solutions that are safe and
fun. Implementing a walking school bus can be both.
For many parents, safety concerns are one of the primary reasons they are reluctant to allow their children to walk
to school. 3 Providing adult supervision may help reduce those worries and meet the needs of families who live
within walking or bicycling distance of school. For families that live too far to walk from home, remote parking
and meeting locations offer a way for them to participate in a walking school bus.
A walking school bus offers many benefi ts to different community members. Below are some of the possible ways
that children, adults, the school and the broader community can all profi t.
Children
• Have fun.
• Learn pedestrian safety with adult guidance and
supervision.
• Participate in physical activity as part of their day.
• Foster healthy habits that could last a lifetime.
• Learn more about their neighborhoods.
• Socialize with friends and get to know children of
other ages.
• Gain a sense of independence.
• Arrive at school alert and ready to learn.
Parents
• Meet other families.
• Have concerns addressed which may have kept them from allowing their children to walk to school (such as
traffi c, personal safety or distance).
• Save gas required to drive to and from school.
Volunteers
• Enjoy physical activity.
• Meet other families.
• Provide a service to the school and community.
Central Elementary School, Ellicott, MD
The Walking School Bus 2

Schools
• Reduce traffi c congestion around schools.
• Address reduced or lack of bus service.
• Have students who arrive on time and alert.
All community members
• Travel with fewer cars on the road.
• Live with less air pollution.
• Gain a sense of community.
• Learn that walking is a viable transportation option.
Studies report that children participating in a walking school bus particularly like the chance to socialize and spend
time with friends. 4,5 Parents, on the other hand, appreciate having more time to themselves, making fewer trips to
school and knowing that their children are supervised by an adult on the way to school. 4
The walking school bus concept has been very popular in some communities and not in others. Community characteristics
and issues appear to play a role in whether walking school buses take hold. If very few children live within
walking distance, a walking school bus is not going to greatly increase the number of children able to participate
unless a remote parking area is identifi ed so that families can drive, park and walk. Walking school bus programs
that require several volunteers can be hard to sustain if there is little interest or availability from adults. A pilot Safe
Routes to School program reported that informal, neighborhood-initiated programs sometimes developed where
more structured programs did not succeed. More formally organized programs got off the ground in some areas
that had supportive volunteers available. 6
If traffi c conditions make it unsafe to walk, a walking school bus program should not begin until the problems
have been addressed. An exception is if there are children that are already walking and must do so even though
conditions are unsafe. In this case, the adult supervision provided by a walking school bus can be a way to make
it less dangerous. Safe Routes to School programs are ideal for addressing safety concerns. Generally, these
programs take a broader look at identifying and making necessary changes to establish environments that are
safe and appealing for children to bicycle and walk. See the National Center for Safe Routes to School website
(www.saferoutesinfo.org) for more information about programs and activities.
The Walking School Bus 3

Choosing a Program Structure
Walking school buses vary in level of formality and
structure, but all can help more children walk or bicycle
to school safely. The following are examples of walking
school buses in action in communities around the
country:
• Families in a neighborhood agree to walk to school
together once a week.
• Adult walk leaders pick up children at designated
group meeting spots on a route to school.
• Families meet at a designated location and walk together
to school.
• Trained adult volunteers stop at each participating
child’s home on a planned route to school.
The structure of the walking school bus will depend on
the community’s interests, goals and available resources.
An informal approach for starting simple is ideal for quick start-up with minimal organization. For reaching out
to more children, a more structured approach may be a better fi t. Both can help children walk safely to school.
When deciding on program structure, consider:
• Amount of time available to coordinate the program.
• Level of interest among students and parents.
• Number of volunteers available.
Trumansburg Elementary School, Trumansburg, NY
• Desired impact, such as whether the goal is to reach a neighborhood or an entire school.
• Resources available (if any) to fund the program for items such as recruiting material, safety materials and
incentives for students and volunteers.
All walking school buses, regardless of size or formality, need a safe route and adequate adult supervision and
participants should have an understanding of pedestrian safety behaviors.
The Walking School Bus 4

Addressing Safety
Being sure that the walk to school is as safe as possible is vital. There are several steps involved, including selecting
the safest route, having an adequate number of adults and equipping participants with safety skills.
Selecting a safe route can be simple or complex depending on the distance and school location.
To pick a safe route, consider:
• Where the group will walk.
Choose sidewalks or paths wherever possible, even
if that means the trip will take a little longer.
• Where the group will cross streets.
Minimize the number of street crossings.
Avoid busy, high-speed or multi lane roads,
wherever possible.
• How drivers behave.
Notice if they yield to walkers and drive at
safe speeds. Some roads are more conducive
to producing safer driver behavior.
• How the neighborhood feels.
Forest Park Elementary School, Portland, OR
Use a route that avoids potential problems like
loose dogs, the presence of criminal activity such as gangs, vacant buildings or streets with poor lighting.
A law enforcement offi cer or local traffi c engineer may also have helpful input regarding more complex routes. For
more detailed guidance, see Resources: Route planning.
For adequate adult supervision, the US Centers for Disease Control and Prevention (CDC) recommend:
• One adult per three children for children ages 4 to 6.
• One adult for six children for older elementary children ages 7 to 9.
• Fewer adults may be necessary for children ages 10 and older.
Pedestrian safety skills should be reviewed or taught to adults and children.
Safe walking behaviors can be taught as a parent walks with a child or it may be included as an organized training.
Regardless of how it is taught, children should know the following:
1. Always look for cars.
Drivers are supposed to obey the rules and watch for people walking. But you cannot count on them to always
remember.
2. Choose the safest routes to walk with the fewest and safest streets to cross. Avoid crossing busy or high-speed
roads whenever possible.
The Walking School Bus 5

3. Walk along the street safely. This means:
• Use sidewalks or paths.
• If there are no sidewalks or paths, walk as far from
the cars as possible and face traffi c.
• Watch for cars turning or pulling out of driveways.
4. Cross at signalized intersections whenever possible.
• Obey traffi c signs and signals.
• Remember that just because it is your turn to
cross does not mean that it is safe to cross. Do not
trust that cars will obey the rules or that turning
cars will see you.
• Look for yourself to see if cars are coming. Look
left, right and left and then behind you and in
front of you for turning cars.
• Walk, don’t run across the street.
5. If you must cross the street at mid block:
• Stop at the curb and look left, right and left again for traffi c.
• Wait until no traffi c is coming and begin crossing. Keep looking for traffi c until you have fi nished crossing.
6. If you must cross between parked cars:
Pedestrian signals
A steady WALK (walking person)
signal means that a pedestrian may
start crossing the street (after checking
for vehicles.)
A fl ashing DON’T WALK signal (upraised
hand) means that pedestrians should not
start crossing the street, but if already in
the street, they should fi nish crossing.
A steady DON’T WALK signal (upraised
hand) means that pedestrians should
not cross the street.
• Stop at the curb and check to see if the cars are running or if anyone is in the driver seat.
• If safe, cross to the edge of the parked cars, and look left, right and left again before crossing.
The Walking School Bus 6

Option 1: Starting Simple
It often makes sense to start with one small walking
school bus and see how it works. Most often started by
parents, these simple programs can also be encouraged
by the school, a Safe Routes to School program, health
department or another organization. A single neighborhood
with a core group of parents and children are all
that is needed. The program can always grow as interest
builds.
Steps for starting simple:
1. Families in the same neighborhood decide to walk
together often initiated by a parent.
2. A route is designed and tested by adults. See
Addressing Safety section for guidance on picking a
safe route.
3. The group decides how often to walk together.
4. The walking school bus begins.
Benefits
Offers fl exibility.
Can start up quickly.
Needs less formal promotion, planning and oversight.
Challenges
Reaches fewer potential walkers than a structured,
larger program.
Results in fewer opportunities for families to meet
new families.
Has little to no impact on traffi c congestion near
the school.
Kendallvue Elementary School, Morrison, CO
The Walking School Bus 7

Option 2: Reaching Out to More Children
Success with a simple walking school bus or a desire
to be more inclusive may inspire the development of
a more structured program. This could mean adding
more routes, more days of walking or more children.
These additions generally require a more formalized
structure in order to coordinate, recruit volunteers and
make decisions on other issues, such as safety training
and liability.
Sometimes walking school buses are part of a Safe Routes
to School program and therefore already have support and
a group of people ready and willing to be involved. If no
Safe Routes to School program exists, establishing a working
group before initiating further steps can help move the
process along. The school principal and administration,
law enforcement and other community leaders will likely
be involved along with the students and their parents.
Organizers can decide who will be responsible and how
these steps will be used to start a structured program.
1. Determine the Amount of Support
and Interest
Benefits
Can signifi cantly reduce traffi c congestion if
enough families participate.
Reaches more families than less informal approach.
Increases community interaction.
Challenges
Requires oversight and planning.
Requires recruitment of adult volunteers.
Requires constant promotion to sustain child and
adult involvement.
Establish buy-in from parents, the school and other groups and get a sense of the number of families who might
have interest in the program.
A. Support
At a minimum, secure support from parents and the school administration. If the walking school bus is part of a
Safe Routes to School program, this support most likely already exists.
To reach parents, ask for time on the agenda of a PTA or PTO meeting to talk about the benefi ts of a walking
school bus program and how it might work. Identify concerns and make a plan to address them. Also ask for names
of people who want to be involved, both as working group members and as participants. For schools without PTAs,
identify communication channels that the school uses to reach parents, such as open houses and school newsletters.
See Resources: Recruitment for an example of gathering interest using print materials.
To gain support from school administration, present the idea to the school principal and discuss the benefi
ts. Interested parents can help persuade the principal as well. If the principal has concerns, make a plan to
address them.
The Walking School Bus 8

Seek parents and school staff through other sources, too. The crossing guard supervisor, transportation director,
school nurse and PE teacher could be important allies. Talk to parents who currently walk children to school or are
generally physically active.
To build a network of support and ease the burden on the school, look for partners outside the school such as law
enforcement offi cers, retired community members, local bicycling groups, traffi c safety groups, public health professionals
and other community leaders. Neighborhood association meetings can be a good way to reach community
supporters as well as parents.
See Resources: Getting school and community support for more strategies and tools.
B. Interest
The level of interest among families and volunteers will determine the number of walking routes and how often
they operate. Surveys and informal conversations are ways to gather information.
A written survey can be used to ask about interest in the walking school bus. Questions can also be included to
locate potential volunteers and to discover reasons why families might not choose to participate. Surveys also provide
a way to gather baseline data about how children arrive at school, which will be useful when documenting
the program’s impact later.
A survey can be sent or e-mailed home, distributed at an evening school event such as Back to School Night and
provided to parents who drop off or pick up their child. For examples, see Resources: Parent surveys.
Informal conversations with parents can also be a source of information, and may be an especially important way
to reach families who do not speak English as a fi rst language.
2. Identify the Walking School Bus Route(s)
Route selection will be infl uenced by:
• Locations of interested families.
• Routes that meet the safety considerations described
in the Addressing Safety section, including considering
where the group will walk; where the group
will cross streets; how drivers behave; and how the
neighborhood feels.
• Routes to school already identifi ed as part of a Safe
Routes to School program.
• Routes that include adult school crossing guards.
• Locations of route volunteers.
Choose general meeting points or home-specifi c stops
Inghram Elementary School, San Bernardino, CA
Once the physical route is selected, the number of opportunities
to join the walking school bus on the route will need to be determined. General meeting points require
places large enough for several people to safely wait. Designating a meeting point with a parking lot provides an
The Walking School Bus 9

opportunity for families who live too far to walk to participate. Stopping at each child’s home makes it more
convenient for parents who do not have to accompany their child to a general meeting point, but will require more
time to walk the route and may be more diffi cult to keep children moving.
Take a test walk
Adults should walk the intended route to double check for any potential problems and make changes as needed.
Walk the route with a child to help confi rm how much time is needed.
3. Identify a Suffi cient Number of Adults to Supervise Walkers
The US Centers for Disease Control and Prevention (CDC) recommend one adult per three children ages 4 to 6;
one adult per six children ages 7 to 9; and fewer adults may be necessary for children ten years and older.
Opportunities for recruiting volunteers include:
• When initially asking for support of the school and
other groups.
• When identifying interested families.
• During Back to School night.
• During school arrival and drop off.
Other methods for recruiting volunteers include:
• Writing an article in the school newsletter or local
newspaper.
• Sending a letter home with children.
• Asking other parents to spread the word.
• Asking the school counselor/social worker, nurse
and PE teacher for ideas.
• Providing incentives such as gift cards to volunteers.
• Contacting local community groups such as a senior citizen groups.
For an example letter, see Resources: Recruitment.
Selecting volunteers
Some programs, particularly those sponsored by schools, require a background check for each potential volunteer.
Often the school district will have a system in place that can be used.
4. Prepare and Communicate
Westbrook Elementary School, Westbrook, ME
Before starting the walking school bus, volunteers may need information about pedestrian safety guidelines and
walking school bus logistics and rules. Parents and children will need to know what’s expected of them when they
participate.
The Walking School Bus 10

A. Create a time schedule
Set the departure times for every “stop” on the route based
on what was learned from the test walk. Be generous
with time estimates as groups of children will move more
slowly than a few adults or children. For large walking
school buses and multiple routes, design routes and times
so that groups do not arrive at busy intersections at the
same time.
B. Train volunteers
Training topics vary depending on the school and community.
Equipment may be provided that requires orientation
or checkout, such as refl ective vests and whistles.
In general training includes a review of pedestrian safety
and the route with tips on any areas that may require
extra attention to traffi c conditions. Sometimes local law enforcement offi cers can assist with educating volunteers
about route details. For more information, see Resources: Safety tips, “Walking School Bus: Guidelines for Organizers.”
Volunteers will need other information based on how the program is set up. If a program has rules about the following
topics then the training should inform volunteers about what is expected. Potential additional training topics
include:
• How to handle inappropriate child behavior.
• Any supplies or equipment provided such as fi rst aid kits or refl ective gear.
• Emergency procedures.
• Inclement weather policy.
• What to do if a route is blocked either temporarily or permanently.
• What to do if the volunteer will be unable to lead the walking school bus on a particular day.
• What to do if a child does not meet the walking school bus as expected.
• Length of time to wait for late arrivals.
• Parent contact information for each child.
• What to do if a child who is not an offi cial member of the walking school bus joins the group along the way.
• How to track the number of participants.
Liability
Attitudes toward liability vary considerably. In an
informal, simple walking school bus, participants
generally do not have concerns due to the loose
nature of the group. In a more structured program,
organizers may want to address the issue of liability.
In some cases, PTO/PTA insurance will cover
walking school bus volunteers. School offi cials may
need to ask the district risk management attorney
to help them fi nd solutions to liability concerns
such as the use of parent consent forms.
Depending on how the walking school bus is set up, the training time can also be used to match volunteers to routes
and/or specifi c days.
C. Communicate with families
Families need to know when the walking school bus will begin; rules; the route and meeting times. Some organizers choose
to hold a meeting for families to meet and ask questions. For areas that do not currently have many walkers, neighbors who
live on the route may be reminded to watch for pedestrians.
The Walking School Bus 11

For parents
Depending on the program, parents may need the following information:
• Where children will join the walking school bus.
• Whether parents are required to walk with their child.
• What to do if their child will be absent.
• What to tell their child about pedestrian safety and appropriate behavior when walking to school.
• Consent form for participation.
• Late arrival policy.
• School delay and inclement weather policy.
For children
Children need to know the following information:
• Walking school bus rules. For examples, see Resources: Rules.
• Pedestrian safety behaviors.
While rules for the walking school bus can vary by program, there are some pedestrian safety behaviors that all
children should know. See the Addressing Safety section for pedestrian behaviors that children should know, including
choosing where to walk and how and where to cross streets.
This information may be taught in a combination of the following ways:
1. Parents receive tips to discuss with their children. Encourage parents to practice pedestrian safety skills with
their children prior to participating in the walking school bus.
2. Pedestrian safety training can be incorporated into classroom activities, physical education classes or special
assemblies at the school.
3. Walking school bus leaders review pedestrian safety and walking school bus rules with children.
D. Promote participation
Promoting the walking school bus can be a way to invite children or families to join or to recognize those that are
participating. Ideas for promotion include:
• School newsletter article.
• Posters at the school.
• Local news article.
• Announcement through the PTA.
• School e-mail or web site.
• Neighborhood association meetings and communications.
• Door-to-door invitations to participate.
The Walking School Bus 12

5. Get Walking
A “walk to school day” event to encourage all families
to walk or bicycle to school could be used to kick-off the
walking school bus. Organizers can invite local media,
the school principal and community leaders for the fi rst
walk. This can get the walking school bus off to an energized
start and provides a way for some families to try
out walking without a formal commitment. If they try
it, they may like it and decide to join. Signage along the
route can serve as promotion for the walking school bus
and a reminder to drivers to watch for pedestrians. International
Walk to School celebrations, held in October,
provide an ideal time to launch a program. However, an
event can be held at any time of year. See Resources: International
Walk to School events for planning information,
registration and pictures.
Keep walking, make adjustments as needed and have fun.
Keeping the Walking School Bus Going
Getting a program off the ground requires time and energy. It makes sense to plan how it will continue over
time so that families can continue to benefi t. Because walking school buses are often parent-led, volunteer turnover
may occur as children get older and move on to other schools. Developing leaders and keeping the program visible
and exciting can help the walking school bus thrive.
A. Develop leaders
It can be very diffi cult to have one person responsible
for all of the organizing and leadership for the program.
Not only can it cause burnout but new parents or other
individuals need to be prepared to take over when leaders
move on. Co-leaders, preferably with children of different
ages, are one solution. The next year’s leader “shadowing”
the current leader will also help with a smooth
transition to continue the program.
B. Keep the walking school bus visible and exciting.
Children and adults want to be a part of popular programs
and enjoy being recognized for it. Share the numbers of
walkers with the school and community, reward students
for participating and recognize volunteers for their dedication.
Whenever there is an opportunity to discuss the
Signs placed on the route remind drivers about the
walking school bus.
Olive Chapel Elementary School, Apex, NC
Dunham Elementary School, Tucson, AZ
The Walking School Bus 13

success of the program, there is also a chance to ask for volunteers and educate the public about the benefi ts of a
walking school bus and physical activity in general.
Children and adults both appreciate being recognized for
their efforts. Some ways to do so include:
• At school assemblies and other events, make announcements
about the number of children involved
and miles walked. Encourage students to break
records for the number of walkers and bicyclists.
• Submit school newsletter articles about walking
school bus adventures such as animals seen while
walking. Ask children to write or draw about what
they see on their way to school.
• Recognize regular walkers at school assemblies.
• Reward walkers with prizes after they have walked
a specifi c number of miles or days.
• Provide rewards for children on unannounced “surprise”
recognition days.
• Advertise in school communications and include names of participating volunteers and children.
• Thank volunteers with small gifts. For example, local businesses in one community donated gift cards for
walking school bus leaders.
• Help children write thank you notes to adult volunteers.
Making the walk fun will keep children and adults
involved. Below are a few examples used by other communities:
• Encourage children to name their bus. This makes
it fun and develops a sense of ownership.
• Have a theme day. This might include wearing clothing
in support of a sports team, holding a “sneaker”
day or all walkers wearing the same color.
• Talk to children about why the walking school bus
is important and how they are doing something
good for themselves, their community and their
environment.
• Make it special to be a part of a walking school bus
by providing children with a ‘book bag tag’ or other
emblem.
Woodsdale Elementary School, Wheeling, WV
Students show off their frequent walker cards used as part
of their walking school bus.
C.P. Smith Elementary School, Burlington, VT
The Walking School Bus 14

Measuring Impact
With all the time and effort invested in a walking school bus program, volunteers and other supporters want to
be sure the program is having its desired effect. Simple evaluation methods can be used to track participation and
help identify improvements to enable more children to participate:
1. Before starting the program, count the numbers of children who arrive at school by walking, bicycling, private
vehicle or bus. Conducting a survey as suggested in Step 1 (Determine the Amount of Support and Interest) is
one way to gather this information. After the program has been in place for a school term, do a re-count. For
more accurate information, re-count again after one full year so that the numbers are not impacted by differences
in the weather. For example, if the fi rst count takes place in late fall and it’s rainy and cold and the re-count
takes place in the spring when it’s warm and sunny, it is not possible to know whether any difference is because
of improved weather or the walking school bus.
2. Asking walkers, volunteers, families and school offi cials what they like and don’t like about the walking school
bus can provide insight for improvements and ways to reach more families. For examples, see Resources: Evaluation
tools. Report results to partners and school offi cials and identify ways in which any challenges will be addressed.
Bicycle Trains
For communities that want to encourage bicycling to
school, a bicycle train offers a safe, fun way to ride as
a group. Because of the equipment involved and the potential
need to ride on a road, planning and conducting
a bicycle train is more involved than having a walking
school bus. Basic considerations are outlined below.
• Bicycle trains are best suited for older elementary
children.
• All riders must wear bicycle helmets.
• Before starting the program, providing children
with practice and training on bicycle handling and
rules of the road is recommended.
• More adult supervision is needed than for walking.
One adult for every three to six children is recommended.
See Resources: Bicycle trains for an example of steps to implementing a bicycle train.
Mason Elementary School, Duluth, GA
The Walking School Bus 15

Promising Examples
The programs described here show real-life examples of the variety of ways a walking school bus can be conducted
and the unique approaches used to meet local needs.
Ephesus Elementary School, Chapel Hill, NC
At Ephesus Elementary School, an informal walking
school bus program with self-organized groups works
well. In different neighborhoods, parents and children
meet and walk to school together. Parents watch for the
group to pass by their homes and join when they see them.
If a parent cannot walk on a particular day, he or she contacts
another walking parent to supervise their child on
the way to school. Parents say that walking to school has
been a wonderful way to meet other parents. 7
Olive Chapel Elementry School, Apex, NC
Ephesus Elementary School, Chapel Hill, NC
In 2004, the Olive Chapel Walk to School Coalition began a walking school bus. The program was a safe way to
provide students an opportunity to walk to school despite the construction activities in nearby neighborhoods.
Once a month, “neighborhood captains,” parents and
children walk from each of six departure points around
the area. One route meets in a parking lot so that families
who live too far to walk can participate. Twenty-two
volunteers serve as neighborhood captains and walk with
children and their parents on the six routes to school. The
captains, who receive safety training prior to leading the
walks, wear green vests and use whistles to communicate
to children when they need to stop. Because the program
is designed to be family-oriented, parents are required
to walk with their children to school. Parents arrange
among themselves to supervise other children. Reminders
about the monthly walk are sent home on the previous
Friday and children who participate receive prizes.
A parent and the school PE teacher share leadership of this
growing program. Since it began, one route has as many as 200 people who regularly walk. 8
Olive Chapel Elementary School, Apex, NC
The Walking School Bus 16

Natomas Park Elementary School, Sacramento, CA
At Natomas Park, the parent-led program includes fi ve
routes with a timetable for each stop. In order to participate,
parents register their children in advance.
Walk leaders include parents and employees from a local
business, which is a sponsor of the program. Each volunteer
must have a background check prior to participation.
Training for volunteers, provided by the parent leader,
includes fi rst aid, CPR and pedestrian safety. While
walking, volunteers wear vests and carry fi rst aid kits.
To recognize the walkers’ achievements, parent volunteers
track the total number of miles walked during the
school year and announce it at a year-end assembly. Walkers
also receive T-shirts and certifi cates.
About fi fty children participate and many more children are now seen walking to school. Organizers are considering
expanding the program to include remote sites where parents can drop-off their children with adult volunteers
who walk with children the rest of the way to school. 9
C.P. Smith Elementary School, Burlington, VT
C.P. Smith Elementary School’s walking school bus has
operated every Wednesday since March 2005, as part of
a Safe Routes to School program.
While the bordering neighborhood has a fairly complete
sidewalk system, some families were concerned about
their children walking to school due to considerable traffi
c congestion along their route. Parents initiated and
continue to lead the school’s walking school bus. In winter
2005, they organized a meeting with other interested
families to discuss their concerns and develop guidelines
for a walking school bus. The group determined the
route, departure time, meeting points and other details.
Natomas Park Elementary School, Sacramento, CA
Now, every Wednesday morning the bus departs from a
C.P. Smith Elementary School, Burlington, VT
walk leader’s house with a small group of children. For
late arriving students, a closed garage door indicates that the bus has already departed. The group continues along a
major roadway picking up children along the way. Some parents join in the walk while others drop their children
at the stop and leave when the bus arrives. There is no written schedule; however organizers hope to install signs
along the route indicating stops and schedules.
The Walking School Bus 17

Before the walking school bus began, approximately six children walked this route to school. Now on Walking
Wednesdays there are between 25 and 40 children and the traffi c congestion along the route has all but disappeared. 10
Mason Elementary School, Duluth, GA
Planning their kick-off Walk and Roll to School Day, the Mason Safe Routes to School Team thought they’d
include a bike train, but with only one student ever seen bicycling to school, they didn’t actually expect more
than a rider or two to pedal with the train that morning. To their great surprise, 45 children showed up with bicycles
and helmets, eager to participate in Mason’s fi rst-ever bicycle train.
With that overwhelming start, the Mason bicycle train
has become an integral part of the school’s monthly
“Walk and Roll to School Day” events. The train is
staffed by volunteers from the local Gwinnett County
Bicycle Users Group and a few Mason parents. The
“engineer” leads the group, the “caboose” brings up
the rear. Additional adults are interspersed between the
children with a typical ratio of 1 adult to 4 children.
The train has two starting “stations” in the morning
and then the two groups are intended to meet and form
one large train that rides down the highly traveled road
to the school. In the afternoon, the bicycle trains run
back to their starting “stations.”
Prior to each event, the Safe Routes Team sends a fl yer
Mason Elementary School, Duluth, GA
home with each student announcing the Walking School
Bus and Bike Train schedule. The fl yer includes a permission slip which students must return signed by a parent in
order to participate. Children in grades K-2 must have a parent accompany them. The train leaders are provided a
list of participants at the start of each ride. This procedure helps clarify liability issues and assists in planning for the
number of adults needed for the event.
Riders are asked to bring their own helmet and lock, but the bicycle train leaders always have extra helmets on
hand, just in case. As the group gathers, the leaders distribute bright neon-green refl ective safety vests, generously
provided by the Georgia Department of Transportation. The vests provide high visibility for safety on the road and
have become the “signature” of the Mason bicycle train.
A few years ago, bicycling to school was unheard-of at Mason. The monthly well-supervised bicycle trains have
shown families in the neighborhoods around the school that bicycling can be a transportation option, and many
have now incorporated bicycling into their own daily travel patterns. 11
The Walking School Bus 18

Resources
The following links contain examples and references that offer additional information about walking school buses.
Bicycle trains
• “Guidelines for Bike Train Engineers and Cabooses.” Metro Atlanta Safe Routes to School Project,
http://www.atlantabike.org/Guidelines_for_WaRtS_Bike_Trains.pdf
Consent forms
• “Parental Consent Form.” KidsWalk-to-School: A Guide to Promote Walking to School,
http://www.cdc.gov/nccdphp/dnpa/kidswalk/pdf/kidswalk.pdf (pg. 59)
• “Parent Consent Form.” The Walking School: Bus A Guide for Parents and Teachers. VicHealth,
http://www.vichealth.vic.gov.au/assets/contentFiles/WSB_InteractivePrint.pdf (pg. 34)
• “Parental Consent Form.” Walk There, State of Oregon Dept. of Environmental Quality,
http://www.deq.state.or.us/aq/Education/walkthere/background.pdf (pg. 26)
• “The Walking School Bus: Consent Form.” Energy Effi ciency and Conservation Authority,
http://www.pinnacleresearch.co.nz/wsb/WSB%20GUIDEPARENTS.pdf (pg. 8)
Evaluation tools
• “Student Survey.” Safe Routes to Schools: Marin County,
http://www.saferoutestoschools.org/pdfs/StudentSurvey822.pdf
• “KidsWalk-to-School Participant Evaluation.” KidsWalk-to-School: A Guide to Promote Walking to School,
http://www.cdc.gov/nccdphp/dnpa/kidswalk/pdf/kidswalk.pdf (pg. 61)
Getting school and community support
• “Step One: Identify Interest.” KidsWalk-to-School: A Guide to Promote Walking to School,
http://www.cdc.gov/nccdphp/dnpa/kidswalk/pdf/kidswalk.pdf (pg. 7)
• “Walking and Bicycling to School: Community Presentation.” Centers for Disease Control and Prevention,
http://www.cdc.gov/nccdphp/dnpa/kidswalk/resources.htm
International Walk to School events
• International Walk to School in the USA, http://www.walktoschool.org
• International Walk to School Month, http://www.iwalktoschool.org
Parent communication
• “Information for Parents.” Hertfordshire County Council,
http://www.hertsdirect.org/infobase/docs/pdfstore/walkingbusaug05.pdf (pg. 13)
The Walking School Bus 19

Parent surveys
• “Interest survey.” Energy Effi ciency and Conservation Authority,
http://www.pinnacleresearch.co.nz/wsb/WSB%20GUIDEPARENTS.pdf (pg. 6-7)
• “Walking Bus Questionnaire.” Hertfordshire County Council,
http://www.hertsdirect.org/infobase/docs/pdfstore/walkingbusaug05.pdf (pg. 12)
• “Walk-to-School Survey.” KidsWalk-to-School: A Guide to Promote Walking to School,
http://www.cdc.gov/nccdphp/dnpa/kidswalk/pdf/kidswalk.pdf (pg. 55-56)
Recruitment
• “Parent letter.” Energy Effi ciency and Conservation Authority,
http://www.pinnacleresearch.co.nz/wsb/WSB%20GUIDEPARENTS.pdf (pg. 5)
Route planning
• “Safe Routes to School Online Guide: Engineering, school route maps and the tools to create them.”
National Center for Safe Routes to School, http://www.saferoutesinfo.org/saferoutesinfo.org/guide/
engineering/school_route_maps_and_the_tools_to_create_them.cfm
• “Walkability Checklist.” Partnership for a Walkable America,
http://www.walkinginfo.org/cps/checklist.htm
• “Walkable Routes to School Survey.” Centers for Disease Control and Prevention,
http://www.cdc.gov/nccdphp/dnpa/kidswalk/pedestrian_safety.htm (pg. 57)
Rules
• “Adapt the Following Suggested Rules to Your Own WSB/CSB.” How to Organize a Walking/
Cycling School Bus, Go for Green Canada, http://www.goforgreen.ca/asrts/pdf/How2_WSB.pdf (pg. 13)
• “Rules and Guidelines.” The Walking Bus: A Safe Way for Children to Walk to School, Friends
of the Earth UK, http://www.foe.co.uk/campaigns/transport/resource/parents.html (Ch. 10)
Safety tips
• “KidsWalk-to-School: Pedestrian Safety.” Centers for Disease Control and Prevention,
http://www.cdc.gov/nccdphp/dnpa/kidswalk/pedestrian_safety.htm (pg. 37)
• “Walking School Bus: Guidelines for Organizers.” Pedestrian and Bicycle Information Center,
http://www.walkingschoolbus.org/organizers.pdf
• “Walking School Bus: Guidelines for Talking to Children about Pedestrian Safety.”
Pedestrian and Bicycle Information Center, http://www.walkingschoolbus.org/safety.pdf
Walking school bus guides
• “How to Organize a Walking/Cycling School Bus.” Go for Green Canada,
http://www.goforgreen.ca/asrts/pdf/WSB-booklet-e.pdf
• “KidsWalk-to-School Guide: A Guide to Promote Walking to School.” Centers for Disease
Control and Prevention, http://www.cdc.gov/nccdphp/dnpa/kidswalk/resources.htm
The Walking School Bus 20

• “Safer School Travel – Walking School Bus.” Insurance Corporation of British Columbia,
http://sst.safercity.ca/Schools_Info/newsc/index.php?menuid=2
• “Walking School Bus: A Guide for Parents and Teachers.” VicHealth Australia,
http://www.vichealth.vic.gov.au/assets/contentFiles/WSB_Interactive.pdf
• “The Walking Bus: A Safe Way for Children to Walk to School.” Friends of the Earth UK,
http://www.foe.co.uk/campaigns/transport/resource/parents.html
• “The Walking Bus: A Step by Step Guide.” Road Safety Unit at Hertfordshire County Council,
http://www.hertsdirect.org/roadtrans/rsu/riding/rdsafetyed/roadsafetyprimary/
• “The Walking School Bus Checklist.” Active and Safe Routes to School Canada,
http://www.saferoutestoschool.ca/guide/chapter4/chap4_wsb_checklst1.doc
• “Walking School Bus Guide.” Road Safe Auckland,
http://www.roadsafeauckland.org.nz/Schools/index.cfm?id=1040
• “Walk There.” State of Oregon Department of Environmental Quality,
http://www.deq.state.or.us/aq/Education/walkthere/tool%20kit-full.pdf
Walking school bus programs
• “How do I Start a Walking School Bus Program?” City of Clearwater, Florida,
http://www.clearwater-fl .com/gov/depts/parksrec/bikeways/startwalkingbus.asp
• “Safe Routes to School.” Van Derveer Elementary School, New Jersey,
http://www.activelivingresources.org/assets/VanDerveer_wsb_success.pdf
• “South Hobart Primary School: Walking School Bus Experience.” Hobart City Council, Australia,
http://www.hobartcity.com.au/HCC.131850:STANDARD:1531873604:pc=PC_506
• “Walking School Bus.” Indiana Area School District, http://www.iasd.cc/Walking%20School%20Bus.htm
• “Walking School Bus Schedule.” Olive Chapel Elementary School, Apex, North Carolina,
http://olivechapeles.wcpss.net/walk2school.htm
• “Walking School Bus Program.” VicHealth,
http://www.vichealth.vic.gov.au/Content.aspx?topicID=23
The Walking School Bus 21

References
1 Koplan, J.P. Liverman, C.T. & Kraak, V.A. (eds., 2004). Executive Summary. Preventing childhood obesity:
Health in the balance. Retrieved October 6, 2005, from http://www.nap.edu/execsumm_pdf/11015.pdf.
2 U.S. Centers for Disease Control and Prevention. Kids Walk-to-School: Then and Now—Barrier and Solutions.
Available: http://www.cdc.gov/nccdphp/dnpa/kidswalk/then_and_now.htm Accessed: January 17, 2006.
3 Martin, S. & Carlson, S. (2005). Barriers to children walking to or from school-United States, 2004. Morbidity
and Mortality Weekly Report. 54(38); 949-952, Retrieved October 4, 2005, from http://www.cdc.gov/mmwr/
preview/mmwrhtml/mm5438a2.htm.
4 O’Fallon, C. (June 2001). Walking school bus networks: Evaluation of trial in Christchurch. Pinnacle Research.
Retrieved October 4, 2005, from http://www.pinnacleresearch.co.nz/wsb/WSB%20%trial%20report%June%
202001.pdf.
5 Mackett, R., Lucas, L. Paskins, J. & Turbin, J. (2003). A methodology for evaluating walking buses as an instrument
of urban transport policy. Transport Policy. (10) 179-186.
6 Marin County Bicycle Coalition (2001). Safe Routes to Schools demonstration project fi nal report. Retrieved
October 7, 2005, from http://www.marinbike.org/campaigns/saferoutes/fi nalreport.htm.
7 Personal communication with Greg and Boykin Bell, 2005.
8 Personal communication with Kelly Parsons, 2005.
9 Personal communication with Genise Plessas, 2005.
10 Personal communication with Karen Akins, 2005.
11 Personal communication with Sharon Bagatell, 2006.
The Walking School Bus 22

Introduction:
WSB Leader Policies and Responsibilities
Thank you very much for agreeing to be a volunteer Walking School Bus Leader.
The Walking School Bus (WSB) program is a fun, safe, and effective way to provide children
opportunities for:
• Daily physical exercise;
• Engagement with caring adults outside the family;
• Social interaction with peers.
www.pednet.org
pednet@pednet.org
As a WSB Leader, you will be providing an invaluable service to the children in your team. To
insure the success of the program and the safety of the children, we ask you to agree to carry out
the following responsibilities and uphold the following policies:
General Responsibilities:
1. Before the program, you will complete the WSB Leader Training/Orientation and agree to a
criminal background check.
2. By Friday, September 10, you or your partner will telephone each family on your route to
introduce yourself, confirm the pick-up time and location for their child(ren), and answer any
questions they may have. If children will only walk on certain days, make a note when to expect
those children.
3. On your designated mornings, you will walk the designated route (typically 1 mile) at the
designated time (typically, between 8:00 and 8:30 am), collect children at the designated Walk
Stops and deliver them safely to school.
4. On the first morning of the program and at regular intervals, you will emphasize the importance
of road safety to the children, and review the points on the yellow Safety Card.
5. Throughout the program, you or your partner will lead a Walking School Bus Team of 5-10
children to school every day according to the WSB Leader rotation.
Tracking Policies:
Each day, you will:
• Record which kids walked;
• Note any good or bad occurrences.
Each Friday after completing the walk to school, you will:
• Call or email the WSB Coordinator (__________)to give your weekly report.
Safety Policies (see yellow Safety Card for details)

www.pednet.org
pednet@pednet.org
As the WSB Leader, it is your responsibility to be extremely visible to motorists. Please wear bright
outerwear every day.
Here are the six safety rules to apply to your team of children
* Walk, don't run
* Stay on the sidewalk
* Walk sensibly (no “horsing around”)
* Walk together as a group
* Cross side streets as a group
* Cross main streets at a crosswalk or intersection
If a child fails to follow safety rules:
First Offence: Warning and phone call to parents
Second Offence: Suspension for one week
Third Offence: Expulsion from program
As a Leader, you may use discretion if offences are minor. Please inform WSB Coordinator of any
problems.
Cancellation/Absenteeism Policies:
Bad Weather: The WSB Coordinator (not the Leaders) will cancel the WSB program if:
* Temperature is below 25 degrees;
* It is raining hard enough to wet children’s clothes;
* There is a severe weather warning in the area.
In these cases, the WSB Coordinator will telephone all WSB Leaders before 7:15 a.m. You (the WSB
Leader) will then telephone all families on your route before 7:30 a.m.
Illness or Other Conflict: If you (the scheduled WSB Leader) are ill or otherwise unavailable:
* Telephone your partner and try to make a trade:
* Telephone the WSB Coordinator (___________).
Please give as much notice as possible.
Child Fails to Show Up at Walk Stop: If a child is ill or otherwise unable to walk, the child’s family
should call the WSB Coordinator who will then telephone you. If a child fails to show at the Walk
Stop without prior notice, please wait 1-2 minutes and then continue to school. After delivering
the other children safely to school, please telephone the family to inform them you did not pick up
their child.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Name: _______________________________________________
“I agree to uphold the policies of the WSB Program and carry out the responsibilities of the
WSB Leader.”
Signature: ____________________________________________ Date: __________________

www.pednet.org
pednet@pednet.org
Having Fun on the Walking School Bus
Fun games to play while walking and help keep the group together:
• Eye Spy - I see something you don’t see and the color is _________.
• Animal Game - I’m thinking of an animal that ________ (describe
details about the animal) and have the kids guess.
• “I’m going on a Walk/Picnic and I’m taking a ________” - use the
letters of the alphabet, A-Z.
• Letter of the day: find 10 or 20 things on the way to school that
start with the letter_______ (challenge competition between
Leader and children).
• Count the number of cars with just one person in (educational point
about inefficient transportation system).
Other ideas to keep everyone happy:
• Name your Walking School Bus team.
• Make and decorate a flag to carry on the walks.
• Have a theme day - sports team, school colors/spirit, etc.
• Find a sponsor to pay for some t-shirts to be printed and designate
Friday as “Walking School Bus t-shirt day.”
• Have a favorite color day or a hat day.
• Think of your own creative ideas.

Guidelines for Bike Train
“Engineers” “and Cabooses”
Thanks for volunteering to be part of our Bike Trains on
Walk and Roll to School Day! Bike trains are lots of fun – kids
and adults alike really enjoy them. Here is some important information
to make your journey to school a safe and smooth one.
Your “Job” as the Bike Train Engineer and Caboose
• The Bike Train Engineer rides at the front of the “train ” and sets an example for safe
bicycling behavior. (See “Bike Train Basics” below.) The Engineer knows the route and
the stops along the way, and keeps track of the time.
• The Caboose rides at the back of the train as the “sweep,” to keep an eye on the children
in front of her/him and make sure no one falls behind.
• Both the Engineer and the Caboose wear bright clothing (or vests) so that the group is
highly visible to motorists.
Gathering the Group
• Please arrive at your start location at least 5 minutes before the gathering time for the
children.
• Be sure the children have a place to gather that is out of the way of motorized traffic.
• As children arrive, check their names off the list provided. If a child is not on the list,
but has a permission slip “ticket” in hand, you may allow him/her to ride with the train. If
a child is not on the list and does not have a “ticket,” please assign an adult to accompany
the child to school; the child will not be “officially” part of the Bike Train (for liability
and precedent-setting reasons). Upon arrival at school, the accompanying adult should
bring the child to the office so that the parents can be contacted.
• Be sure that the every participant has a helmet. If they do not, they may borrow a
helmet provided by Safe Routes to School.
• Distribute safety vests to children who are not wearing bright clothing. (Note: this is
for SAFETY, not for fashion). Also make sure that shoelaces are tied, pant legs aren’t
flapping, etc.
Starting Out
• Welcome the group and congratulate them on participating in Walk and Roll to School
Day.
• Call a “Rider’s Meeting” and review the “Bike Train Basics” (below). Though the children
will want to get going, it is worth taking the time to set some basic ground rules for safe
bicycle riding; explain that all adult bike rides start this way, too.
• Line the children up with their bikes, placing an adult BEHIND every 4 to 5 children. Tell
adults that they should keep their eyes on those 4 or 5 children in front of them, and

instruct and assist them as needed. Explain that the adults should also watch and listen
for signs of communication between adults, such as an indication that a child has a
mechanical problem (See “Along the Route”).
• Leave your start location a few minutes later than indicated on the schedule to allow for
latecomers at each point along the way. (It’s better to be late than early to avoid missing
children who want to participate.)
• You might want to begin with a bit of “fanfare,” such as starting a “Walk and Roll to
School-It’s Cool!” chant, calling out “All Aboard the Bike Train!” or blowing a train whistle.
Bike Train Basics
• Adult-supervised Bike Trains travel on the street, not on the sidewalk.
• Ride single file, leaving space between bicycles (just in case of a sudden stop); do not
pass.
• Ride on the right side of the street, generally about an arm’s length from the curb. Stay
to the right and ride as straight as you can so that cars can pass.
• Use hand signals to show you are turning, slowing, or stopping. Calling out “turning right”
“slowing”, or “stopping” is also helpful.
• At major intersections, where there is a traffic light or a crossing guard, GET OFF the
BIKE and WALK IT ACROSS the street. Look for a safe place OFF the road, like a
driveway, for the kids to dismount before crossing and mount again after if possible.
Along the Route
• Stop briefly at the designated Bike Train stops; welcome and check in any waiting
students. (Be sure their name is on the list or they have a permission slip in hand.) Check
the time and modify the pace, if necessary, to reach your next destination just slightly
behind schedule.
• If a child lags behind or has mechanical trouble, move off the road and designate an adult
to stay with that child and assist him/her.
Arriving at School
• Safe Routes to School volunteers will be waiting at the school with stickers for the
students.
• Once the bike train riders have received their stickers, they may proceed to the bike
parking area. Volunteers will help students park and lock their bikes. Please collect all
safety vests.
• Your duties are now complete. Congratulate yourself on a safe journey, relax, have some
refreshments, and celebrate! Thank you!!
Developed by the Metro Atlanta Safe Routes to School Project
and funded by the Georgia Department of Transportation in
association with the Federal Highway Administration.

Bike Safety
• A kid-size bike is right
A big bike "to grow into" is not easy to learn on or
to ride safely. A child should be able to sit on the
seat with knees straight and feet flat on the ground
(E). Also make sure the child can straddle the bike
with at least one or two inches between the top bar
and the child's crotch.
• Insist on bike helmet use
A brain injury cannot be cured! Bike helmets can reduce the risk of head injury by 85
percent when worn correctly. Make it clear to your child that she/he must wear a helmet
on every ride. It also is important to wear a helmet when doing other sports, like in-line
skating and skateboarding.
SELECTING AND FITTING A BIKE HELMET
• Every new helmet must meet the Consumer Product Safety
Commission (CPSC) Standard and display a label stating that
it meets the standard. On older helmets, look for a CPSC ,
ASTM 1 , ANSI 2 , or Snell 3 sticker inside the helmet.
• Use foam pads inside to fit the helmet snugly so it doesn't
move on the head.
• Fit the helmet so the front is two finger widths above the
eyebrows. Teach your child to wear their helmet the correct
way (F).
• Adjust the two side straps so they meet in a "V" right under
each ear.
• Adjust the chin strap snugly under the chin. Make it tight
enough so the helmet pulls down when the child opens his
mouth.
• Check often to make sure straps stay snug and the helmet
stays level on the head.
ENCOURAGE YOUR CHILD TO WEAR HIS/HER HELMET
• Let your child help choose the helmet.
• Explain that a helmet is "just part of the gear," as it is with
football, race car driving, or hockey.
• Praise your child for wearing his/her helmet.
• Talk to other parents, so that all neighborhood families
encourage the same safety rules.
• Be a role model and wear your bike helmet.
Adapted from NHTSA’s TIP #8: KIDS ON THE MOVE: WALKING AND BIKING SAFELY

Assessing Walking and Bicycling Routes
A SelecTion of ToolS
One of the first steps in starting a Safe Routes to School program is to assess
the routes students currently—or could in the future—walk and bicycle
to school. Many tools have been created to assist community members,
transportation professionals and others who might be involved in planning for
safe walking and bicycling travel for children. This table includes a selection
of existing forms to meet different needs. There are many more available than
those included here, but these provide a representation of the most common
questions addressed in an assessment.
When trying to decide between tools, the first step is to consider the physical
scope that would be most helpful to assess. For example, is there a need to
assess the entire school zone or specific routes? Here, the tools are organized
by largest scope (school zone) to most focused location (intersection). All
materials are downloadable from www.saferoutesinfo.org/online_library.
SafeRoutes
National Center for Safe Routes to School
Audit Name and Source Intended User Area Addressed
Michigan Safe Routes to School Handbook, Michigan Fitness Foundation
and Michigan Department of Transportation with funding from the Federal
Highway Administration
Community Groups, Parents,
Students, or School Staff
School Zone,
School Route
• Includes a school property assessment, a walking audit, and a bicycling audit that help users identify safety concerns and record
specific issues on a neighborhood map.
• Addresses sidewalks and bicycling lanes, street crossings, school zone physical conditions, and motorist behavior.
• Includes a section on considerations for students with special needs.
• Addresses bicycling issues.
Pedestrian Road Safety Audit and Guidelines, Federal Highway
Administration
Engineers or other
Transportation Professionals
School Zone,
School Route,
Street Crossing
• Addresses pedestrian safety in general and is not specifically focused on child pedestrians. See page 33 for safety considerations for
child pedestrians.
• Includes images to illustrate particular safety concerns.
• Even users who are not conducting a full road safety audit may find important pedestrian issues presented and described in this
document.
• Refers to resources that describe possible solutions to identified problems.
School Site Assessment for Traffic Safety, Florida Traffic and Bicycle
Safety Education Program
Community Groups, Parents,
Students, or School Staff
School Zone
• Addresses issues beyond physical site, including: administration and policy, school siting policy, safety and education programs as well
as student travel patterns, school traffic design, student pick-up and drop-off areas, and bicycle parking.
• Addresses bicycling issues.
School Site Audit, Delaware Department of Transportation, adapted with
permission from the Maryland Safe Routes to School Guidebook
Community Groups, Parents,
Students, or School Staff
School Zone
• Addresses sidewalks and bicycle routes, student drop-off and bus loading areas, nearby intersections, sight distance, and traffic
control.
•
Addresses bicycling issues.
Tip SheeT

Assessing Walking and Bicycling Routes
A SelecTion of ToolS (continued)
Audit Name and Source Intended User Area Addressed
School Zone Traffic Safety Evaluation, Colorado Department of
Transportation
Community Groups, Parents,
Students, or School Staff
School Zone
• Addresses school population characteristics, physical setting, transportation and education issues, and traffic enforcement strategies.
• Includes an introduction, glossary, instructions, and other supporting materials.
• Some of the information is Colorado-specific.
• Addresses bicycling issues.
Neighborhood Site Audit, Delaware Department of Transportation, adapted
with permission from the Maryland Safe Routes to School Guidebook
Community Groups, Parents,
Students, or School Staff
School Route
• Includes detailed questions to help evaluate the safety of a particular route to school by addressing intersections, crosswalks, road
segments, sidewalks, and security issues.
• Addresses bicycling issues.
Neighborhood Walking/Biking Assessment for urban, suburban, and rural
areas, Keystone Healthy Routes, Pennsylvania
Engineers or Community
Groups, Parents, Students,
School Staff
School Route
• Addresses physical conditions such as trails, sidewalks, street crossing, and types of land uses in three separate neighborhood
assessments for urban, suburban and rural areas.
• Includes instructions for marking physical conditions on neighborhood maps.
• Addresses bicycling issues.
Walkability Checklist, University of North Carolina Highway Safety
Research Center
• Addresses a range of conditions that pedestrians may encounter walking a particular route.
• Includes crossings, sidewalk characteristics, and driver behavior, among others.
• Suggests both immediate answers and long-term solutions to identified concerns.
Walk to School Walkability Checklist, California Center for Physical
Activity
Community Groups, Parents,
Students
School Route
Parents, Students School Route
• Includes questions about the school route for children and adults in a brief checklist.
• Focuses on the child’s experience walking to school, including driver behavior and physical conditions, as well as reasons for choosing a
particular mode of transportation to school.
School Crossing Safety Audit Form, City of Phoenix, Arizona Engineers or other
Transportation Professionals
• Addresses physical and traffic conditions at school crossings using a rating system.
• Helps to evaluate and compare the safety of different intersections within the school zone.
• Describes the process and purpose of conducting an audit in an accompanying set of instructions.
Street Crossing
A note on terminology:
The definition of a school zone can vary. Here the school zone includes the school campus and adjacent streets, sidewalks, trails, and
crosswalks. The school route refers to the streets, paths, crosswalks and other infrastructure encountered in the walking or bicycling
trip from home to school entrance. While there may be some overlap between these two, the former focuses on the school and
nearby areas and the latter addresses neighborhood conditions children might experience while walking from their home to school.
SafeRoutes
National Center for Safe Routes to School
For more resources and information on Safe Routes to School, please visit the
National Center for Safe Routes to School Web site at www.saferoutesinfo.org.

Tips for Creating Walking and
Bicycling Route Maps
One of the best ways to encourage more children to walk and bicycle to school is to provide families with the
information they need to determine the best routes taking into account both safety and convenience. Once you have
addressed basic safety issues in the area around the school, the following tips will help you create maps that families can
use to choose their children’s routes for walking or bicycling to school.
Create User-Friendly Maps
Mapping basic information about the neighborhoods surrounding
the school can be a great tool for selecting a route and also may
be useful in identifying and prioritizing needed pedestrian and
bicycling improvements. These maps may be low-tech or high-tech.
Sometimes the best maps have simple hand drawn symbols over a
commonly used and commercially available map. Maps can also be
computer generated which allows for creating more tailored maps
that can be easily updated. Whatever technology you use, you will
want the maps to provide the same basic information.
At a minimum, route maps should include the following:
• school location (you may also want to consider an inset that shows entrances),
• surrounding streets and location of sidewalks and pathways within a reasonable walking or bicycling distance from school,
• street names,
• landmarks,
• traffic control devices (such as traffic signals, stop signs and yield signs) that may affect the routes,
• crosswalk locations,
• crossing guard locations,
• posted speed limits,
• designated walking or bicycling routes (if they exist).
Whenever possible, the maps should also show:
• the schools designated student walk zone,
• streets with high volumes of vehicles and/or heavy truck traffic, and
• specific areas to avoid or where extra caution is needed such as railroad tracks, four lane roads, drainage ditches,
poorly maintained roads or sidewalks, driveways with heavy truck traffic, etc.
Sometimes this information will be readily available from the school district or local planning or traffic engineering
department. In some cases it may be necessary to gather more information through a walkabout, bikeabout, audit or
other assessment method. See http://www.saferoutesinfo.org/guide/engineering/walking_and_bicycling_audits.cfm
Make sure you keep the map simple and easy to read. The idea is to provide enough information for parents to help their
child choose a route to school. Keep the information as objective and informative as possible, (e.g. indicate “heavy truck
volumes” versus “dangerous road”). Make sure you include the date the map was created (or updated) on the map itself
as well as instructions for parents to select a route with their child. For easy distribution the map will likely be photocopied
on 8 ½ x 11 paper in black and white, so the graphics should be simple and easy to read.
TIP SHEET

Tips for Creating Walking and Bicycling Route Maps (continued)
Here are two examples of walking route maps. Each map displays several
elements related to the journey to school including lines with directional
arrows showing various routes to school. You will notice that the routes
try to minimize the number of large street crossings and to direct
the students to locations near the school where crossing guards and
crosswalks are present.
Ensure the maps are easily accessible.
Once you’ve created your map, send the maps home with students and
post them on the school’s web site. A letter from the school should also
be included with information about the school’s walking and bicycling
program, instructions for using the map to determine the best route, and
basic safety guidelines.
Encourage parents to determine the best route for
their child.
Even if your school designates a specific walking or bicycling route,
strongly encourage parents to walk or bicycle with their children to
determine the best way to school or where they can join the designated
route. Parents should help their children select a walking or bicycling
route with the least amount of traffic and intersections.
• Pick places where there are sidewalks or paths separated from traffic. If
there are no sidewalks or paths, walk as far from the motor vehicles as
possible and, if possible, on the side of the street facing traffic.
• Limit the number of street crossings. When available, cross at a
location with an adult school crossing guard.
• Avoid crossing busy or high-speed streets.
• Make sure there is good traffic visibility especially in locations
with roadway curves or other limitations such as shrubs or parked
cars. Get down to a child’s height to experience what they can and
cannot see.
Parents should also reevaluate the route several times throughout the
school year to ensure the selected route is still the best route.
Use the information you gathered to identify and
prioritize walking and bicycling improvements.
Creating route maps can be a great way to start a dialogue about Safe
Routes to School. Assessing the walking and bicycling conditions
around the school to create route maps provides the added benefit of
helping each school identify and prioritize improvements. Make sure
your maps and assessment feed back into a process for making such
improvements.
From Utah Department of Transportation’s award winning Student
Neighborhood Access Program (SNAP) Operations Guide.
Resources for Making Maps
There are many resources available for mapping. If
you are creating your map yourself, you may want
to start with a commercially available map or draw
on a map you customize through a web site such
as Google Maps (http://maps.google.com/). If you
get outside help in making a map with mapping
software such as GIS, make sure the technicians
helping you know the map must be legible in black
and white and keep it at a scale where street names
can be read on an 8 ½ x 11 copy.
Potential sources for maps include:
• School District facilities planning office
• City and County planning departments
• Local library
• Web sites:
Google Maps
http://maps.google.com/;
USGS (Quad maps)
http://www.usgsquads.com/mapfinder.html
• Aerial photos
• Tourism bureau
For more resources and information on Safe Routes to School, please visit the National Center for Safe Routes to School Web site at www.saferoutesinfo.org.

Walkability Checklist
How walkable is your community?
Take a walk with a child and
decide for yourselves.
Everyone benefits from walking. These benefits include:
improved fitness, cleaner air, reduced risks of certain
health problems, and a greater sense of community. But
walking needs to be safe and easy. Take a walk with your
child and use this checklist to decide if your neighborhood
is a friendly place to walk. Take heart if you find problems,
there are ways you can make things better.
Getting started:
First, you’ll need to pick a place to walk, like the route
to school, a friend’s house or just somewhere fun to
go. The second step involves the checklist. Read over
the checklist before you go, and as you walk, note the
locations of things you would like to change. At the end
of your walk, give each question a rating. Then add up
the numbers to see how you rated your walk overall.After
you’ve rated your walk and identified any problem areas,
the next step is to figure out what you can do to improve
your community’s score. You’ll find both immediate
answers and long-term solutions under “Improving Your
Community’s Score...” on the third page.

Take a walk and use this checklist to rate your neighborhood’s walkability.
How walkable is your community?
Location of walk Rating Scale:
1. Did you have room to walk?
Yes Some problems:
Rating: (circle one )
1 2 3 4 5 6
Sidewalks or paths started and stopped
Sidewalks were broken or cracked
Sidewalks were blocked with poles,
signs,shrubbery, dumpsters, etc.
No sidewalks, paths, or shoulders
Too much traffic
Something else
Locations of problems:
2. Was it easy to cross streets?
Yes Some problems:
Road was too wide
Traffic signals made us wait too long or did
not give us enough time to cross
Needed striped crosswalks or traffic signals
Parked cars blocked our view of traffic
Trees or plants blocked our view of traffic
Needed curb ramps or ramps needed repair
Something else
Rating: (circle one )
1 2 3 4 5 6
Locations of problems:
3. Did drivers behave well?
Yes Some problems: Drivers …
Backed out of driveways without looking
Did not yield to people crossing the street
Turned into people crossing the street
Drove too fastp
Sped up to make it through traffic lights or
drove through traffic lights?
Something else
Rating: (circle one )
1 2 3 4 5 6
Locations of problems:
1
awful
2
many
problems
3
some
problems
4
good
5
very good
4. Was it easy to follow safety rules?
Could you and your child…
Locations of problems:
6
excellent
Yes No Cross at crosswalks or where you could see
and be seen by drivers?
Yes No Stop and look left, right and then left
again before crossing streets?
Yes No Walk on sidewalks or shoulders facing
traffic where there were no sidewalks?
Yes No Cross with the light?
Rating: (circle one)
1 2 3 4 5 6
5. Was your walk pleasant?
Yes Some problems:
Needed more grass, flowers, or trees
Scary dogs
Scary people
Not well lighted
Dirty, lots of litter or trash
Dirty air due to automobile exhaust
Something else
Rating: (circle one )
1 2 3 4 5 6
Locations of problems:
How does your neighborhood stack up?
Add up your ratings and decide.
1. 26–30 Celebrate! You have a great
2.
neighborhood for walking.
3.
4.
5.
21–25
16–20
11–15
Celebrate a little. Your neighborhood
is pretty good.
Okay, but it needs work.
It needs lots of work. You deserve
Total:
better than that.
5–10 It's a disaster for walking!
Now that you've identified the problems,
go to the next page to find out how to fix them.

Now that you know the problems, you can find the answers.
Improving your community's score
1. Did you have room to walk?
Sidewalks or paths started and stopped
Sidewalks broken or cracked
Sidewalks blocked
No sidewalks, paths or shoulders
Too much traffic
2. Was it easy to cross streets?
Road too wide
Traffic signals made us wait too long or did not
give us enough time to cross
Crosswalks/traffic signals needed
View of traffic blocked by parked cars, trees,
or plants
Needed curb ramps or ramps needed repair
3. Did drivers behave well?
Backed without looking
Did not yield
Turned into walkers
Drove too fast
Sped up to make traffic lights or drove through
red lights
4. Could you follow safety rules?
Cross at crosswalks or where you could see
and be seen
Stop and look left, right, left before crossing
Walk on sidewalks or shoulders facing traffic
Cross with the light
5. Was your walk pleasant?
Needs grass, flowers, trees
Scary dogs
Scary people
Not well lit
Dirty, litter
Lots of traffic
A Quick Health Check
Could not go as far or as fast as
we wanted
Were tired, short of breath or had
sore feet or muscles
Was the sun really hot?
Was it hot and hazy?
What you and your child
can do immediately
• pick another route for now
• tell local traffic engineering or public works
department about specific problems and
provide a copy of the checklist
• pick another route for now
• share problems and checklist with local
traffic engineering or public works
department
• trim your trees or bushes that block the street
and ask your neighbors to do the same
• leave nice notes on problem cars asking
owners not to park there
• pick another route for now
• set an example: slow down and be
considerate of others
• encourage your neighbors to do the same
• report unsafe driving to the police
• educate yourself and your child about safe
walking
• organize parents in your neighborhood to
walk children to school
• point out areas to avoid to your child; agree on
safe routes
• ask neighbors to keep dogs leashed or fenced
• report scary dogs to the animal control department
• report scary people to the police
• report lighting needs to the police or appropriate
public works department
• take a walk wih a trash bag
• plant trees, flowers in your yard
• select alternative route with less traffic
• start with short walks and work up to 30 minutes of
walking most days
• invite a friend or child along
• walk along shaded routes where possible
• use sunscreen of SPF 15 or higher, wear a hat and
sunglasses
• try not to walk during the hottest time of day
What you and your community
can do with more time
• speak up at board meetings
• write or petition city for walkways and
gather neighborhood signatures
• make media aware of problem
• work with a local transportation engineer to
develop a plan for a safe walking route
• push for crosswalks/signals/ parking
changes/curb ramps at city meetings
• report to traffic engineer where parked cars
are safety hazards
• report illegally parked cars to the police
• request that the public works department
trim trees or plants
• make media aware of problem
• petition for more enforcement
• request protected turns
• ask city planners and traffic engineers for
traffic calming ideas
• ask schools about getting crossing guards at
key locations
• organize a neighborhood speed watch program
• encourage schools to teach walking safely
• help schools start safe walking programs
• encourage corporate support for flex schedules
so parents can walk children to school
• request increased police enforcement
• start a crime watch program in your
neighborhood
• organize a community clean-up day
• sponsor a neighborhood beautification or treeplanting
day
• begin an adopt-a-street program
• initiate support to provide routes with less traffic
to schools in your community (reduced traffic
during am and pm school commute times)
• get media to do a story about the health benefits
of walking
• call parks and recreation department about
community walks
• encourage corporate support for employee
walking programs
• plant shade trees along routes
• have a sun safety seminar for kids
• have kids learn about unhealthy ozone days
and the Air Quality Index (AQI)

Need some guidance? These resources might help…
Great Resources
WAlking informAtion
Pedestrian and Bicycle Information Center (PBIC)
UNC Highway Safety Research Center
Chapel Hill, NC
www.pedbikeinfo.org
www.walkinginfo.org
National Center for Safe Routes to School
Chapel Hill, NC
www.saferoutesinfo.org
For More Information about Who Can Help
Address Community Problems
www.walkinginfo.org/problems/help.cfm
State Bicycle & Pedestrian Coordinators
http://www.walkinginfo.org/assistance/contacts.cfm
feDerAl PoliCy, guiDAnCe AnD
funDing sourCes for WAlking
fACilities
Federal Highway Administration
Bicycle and Pedestrian Program
Office of Natural and Human Environment
Washington, DC
www.fhwa.dot.gov/environment/bikeped/index.htm
PeDestriAn sAfety
Federal Highway Administration
Pedestrian and Bicycle Safety Team
Office Of Safety
Washington, DC
http://safety.fhwa.dot.gov/ped_bike/
National Highway Traffic Safety Administration
Traffic Safety Programs
Washington, DC
www.nhtsa.dot.gov/people/injury/pedbimot/pedSAFE
siDeWAlk ACCessibility informAtion
US Access Board
Washington, DC
Phone: (800) 872-2253;
(800) 993-2822 (TTY)
www.access-board.gov

Bikeability Checklist
How bikeable is your community?
Riding a bike is fun!
Bicycling is a great way to get around and to get your daily
dose of physical activity. It's good for the environment,
and it can save you money. No wonder many communities
are encouraging people to ride their bikes more often!
Can you get to where you
want to go by bike?
Some communities are more bikeable than others: how
does yours rate? Read over the questions in this checklist
and then take a ride in your community, perhaps to the
local shops, to visit a friend, or even to work. See if you
can get where you want to go by bicycle, even if you are
just riding around the neighborhood to get some exercise.
At the end of your ride, answer each question and, based
on your opinion, circle an overall rating for each question.
You can also note any problems you encountered by
checking the appropriate box(es). Be sure to make a careful
note of any specific locations that need improvement.
Add up the numbers to see how you rated your ride.
Then, turn to the pages that show you how to begin to
improve those areas where you gave your community
a low score. Before you ride, make sure your bike is in
good working order, put on a helmet, and be sure you
can manage the ride

Go for a ride and use this checklist to rate your neighborhood's bikeability.
How bikeable is your community?
Location of bike ride (be specific): Rating Scale:
1. Did you have a place to bicycle safely?
a) On the road, sharing the road with
motor vehicles?
Yes
Some problems (please note locations):
No space for bicyclists to ride
Bicycle lane or paved shoulder disappeared
Heavy and/or fast-moving traffic
Too many trucks or buses
No space for bicyclists on bridges or in
tunnels
Poorly lighted roadways
Other problems:
b) On an off-road path or trail, where motor
vehicles were not allowed?
Yes
Some problems:
Path ended abruptly
Path didn't go where I wanted to go
Path intersected with roads that were
difficult to cross
Path was crowded
Path was unsafe because of sharp turns or
dangerous downhills
Path was uncomfortable because of too
many hills
Path was poorly lighted
Other problems:
Overall "Safe Place To Ride" Rating: (circle one)
1 2 3 4 5 6
1
awful
2
many
problems
3
some
problems
4
good
5
very good
2. How was the surface that you rode on?
Good Some problems, the road or path had:
Potholes
Cracked or broken pavement
Debris (e.g. broken glass, sand, gravel, etc.)
Dangerous drain grates, utility covers, or
metal plates
Uneven surface or gaps
Slippery surfaces when wet (e.g. bridge
decks, construction plates, road markings)
Bumpy or angled railroad tracks
Rumble strips
Other problems:
Overall Surface Rating: (circle one)
1 2 3 4 5 6
3. How were the intersections you
rode through?
Good Some problems:
Had to wait too long to cross intersection
Couldn't see crossing traffic
Signal didn't give me enough time to cross
the road
Signal didn't change for a bicycle
Unsure where or how to ride through
intersection
Other problems:
Overall Intersection Rating: (circle one)
1 2 3 4 5 6
Continue the checklist on the next page…
6
excellent

4. Did drivers behave well?
Good Some problems, drivers:
Drove too fast
Passed me too close
Did not signal
Harassed me
Cut me off
Ran red lights or stop sign
Other problems:
Overall Driver Rating: (circle one)
1 2 3 4 5 6
5. Was it easy for you to use your bike?
Good Some problems:
No maps, signs, or road markings to help
me find my way
No safe or secure place to leave my bicycle
at my destination
No way to take my bicycle with me on the
bus or train
Scary dogs
Hard to find a direct route I liked
Route was too hilly
Other problems:
Overall Intersection Rating: (circle one)
1 2 3 4 5 6
How does your community rate?
Add up your ratings and decide.
(Questions 6 and 7 do not contribute to your community's score)
Total:
1. 26–30 Celebrate! You live in a bicyclefriendly
community.
2. 21–25 Your community is pretty good, but
there's always room for improvement.
3. 16–20 Conditions for riding are okay, but
not ideal. Plenty of opportunity
for improvements.
4. 11–15 Conditions are poor and you deserve
better than this! Call the mayor and
the newspaper right away.
5. 5–10 Oh dear. Consider wearing body
armor and Christmas tree lights
before venturing out again.
6. What did you do to make your ride safer?
Your behavior contributes to the bikeability of your
community. Check all that apply:
Wore a bicycle helmet
Obeyed traffic signal and signs
Rode in a straight line (didn't weave)
Signaled my turns
Rode with (not against) traffic
Used lights, if riding at night
Wore reflective and/or retroreflective
materials and bright clothing
Was courteous to other travelers
(motorist, skaters, pedestrians, etc.)
7. Tell us a little about yourself.
In good weather months, about how many days a month
do you ride your bike?
Never
Occasionally (one or two)
Frequently (5-10)
Most (more than 15)
Every day
Which of these phrases best describes you?
An advanced, confident rider who is
comfortable riding in most traffic situations
An intermediate rider who is not really
comfortable riding in most traffic situations
A beginner rider who prefers to stick to the
bike path or trail
Did you find something that needs to be changed?
On the next page, you'll find suggestions for improving
the bikeability of your community based on the problems
you identified. Take a look at both the short- and long-term
solutions and commit to seeing at least one of each through to
the end. If you don't, then who will?
During your bike ride, how did you feel physically? Could you
go as far or as fast as you wanted to? Were you short of breath,
tired, or were your muscles sore? The next page also has some
suggestions to improve the enjoyment of your ride.
Bicycling, whether for transportation or recreation, is a great
way to get 30 minutes of physical activity into your day. Riding,
just like any other activity, should be something you enjoy
doing. The more you enjoy it, the more likely you'll stick with
it. Choose routes that match your skill level and physical
activities. If a route is too long or hilly, find a new one. Start
slowly and work up to your potential.

Now that you know the problems, you can find the answers.
Improving your community's score
1. Did you have a place to
bicycle safely?
a) On the road?
No space for bicyclists to ride (e.g. no bike lane
or shoulder; narrow lanes)
Bicycle lane or paved shoulder disappeared
Heavy and/or fast-moving traffic
Too many trucks or buses
No space for bicyclists on bridges or in tunnels
Poorly lighted roadways
b) On an off-road path or trail?
Path ended abruptly
Path didn't go where I wanted to go
Path intersected with roads that were difficult
to cross
Path was crowded
Path was unsafe because of sharp turns or
dangerous downhills
Path was uncomfortable because of too
many hills
Path was poorly lighted
2. How was the surface you rode on?
Potholes
Cracked or broken pavement
Debris (e.g. broken glass, sand, gravel, etc.)
Dangerous drain grates, utility covers, or
metal plates
Uneven surface or gaps
Slippery surfaces when wet (e.g. bridge decks,
construction plates, road markings)
Bumpy or angled railroad tracks
Rumble strips
What you and your child
can do immediately
3. How were the intersections you rode through?
Had to wait too long to cross intersection
Couldn't see crossing traffic
Signal didn't give me enough time to cross
the road
The signal didn't change for a bicycle
Unsure where or how to ride through
intersection
• pick another route for now
• tell local transportation engineers or public
works department about specific problems;
provide a copy of your checklist
• find a class to boost your confidence about
riding in traffic
• slow down and take care when using
the path
• find an on-street route
• use the path at less crowded times
• tell the trail manager or agency about
specific problems
• report problems immediately to public
works department or appropriate agency
• keep your eye on the road/path
• pick another route until the problem is fixed
(and check to see that the problems are fixed)
• organize a community effort to clean up
the path
• pick another route for now
• tell local transportation engineers or public
works department about specific problems
• take a class to improve your riding
confidence and skills
What you and your community
can do with more time
• participate in local planning meetings
• encourage your community to adopt a plan
to improve conditions, including a network
of bike lanes on major roads
• ask your public works department to consider
"Share the Road" signs at specific locations
• ask your state department of
transportation to include paved shoulders
on all their rural highways
• establish or join a local bicycle
advocacy group
• ask the trail manager or agency to improve
directional and warning signs
• petition your local transportation agency to
improve path/roadway crossings
• ask for more trails in your community
• establish or join a "Friends of the Trail"
advocacy group
• participate in local planning meetings
• encourage your community to adopt a plan
to improve conditions, including a network
of bike lanes on major roads
• ask your public works department to consider
"Share the Road" signs at specific locations
• ask your state department of
transportation to include paved shoulders
on all their rural highways
• establish or join a local bicycle
advocacy group
• ask the public works department to look at
the timing of the specific traffic signals
• ask the public works department to install
loop-detectors that detect bicyclists
• suggest improvements to sightlines that
include cutting back vegetation; building
out the path crossing; and moving parked
cars that obstruct your view
• organize community-wide, on-bike training
on how to safely ride through intersections

Improving your community's score
(continued)
4. Did drivers behave well?
Drivers:
Drove too fast
Passed me too close
Did not signal
Harassed me
Cut me off
Ran red lights or stop signs
5. Was it easy for you to use your bike?
No maps, signs, or road markings to help me
find my way
No safe or secure place to leave my bicycle at
my destination
No way to take my bicycle with me on the bus
or train
Scary dogs
Hard to find a direct route I liked
Route was too hilly
6. What did you do to make your ride safer?
Wore a bicycle helmet
Obeyed traffic signals and signs
Rode in a straight line (didn't weave)
Signaled my turns
Rode with (not against) traffic
Used lights, if riding at night
Wore reflective materials and bright clothing
Was courteous to other travelers (motorists,
skaters, pedestrians, etc.)
What you and your child
can do immediately
• report unsafe drivers to the police
• set an example by riding responsibly; obey
traffic laws; don't antagonize drivers
• always expect the unexpected
• work with your community to raise
awareness to share the road
• plan your route ahead of time
• find somewhere close by to lock your bike;
never leave it unlocked
• report scary dogs to the animal control
department
• learn to use all of your gears!
• go to your local bike shop and buy a helmet;
get lights and reflectors if you are expecting
to ride at night
• always follow the rules of the road and set a
good example
• take a class to improve your riding skills
and knowledge
What you and your community
can do with more time
• ask the police department to enforce speed
limits and safe driving
• encourage your department of
motor vehicles to include "Share the
Road" messages in driver tests and
correspondence with drivers
• ask city planners and traffic engineers for
traffic calming ideas
• encourage your community to use cameras
to catch speeders and red light runners
• ask your community to publish a local
bike map
• ask your public works department to install
bike parking racks at key destinations; work
with them to identify locations
• petition your transit agency to install bike
racks on all their buses
• plan your local route network to minimize
the impact of steep hills
• establish or join a bicycle user group (BUG)
at your workplace
• ask the police to enforce bicycle laws
• encourage your school or youth agencies to
teach bicycle safety (on-bike)
• start or join a local bicycle club
• become a bicycle safety instructor

Need some guidance? These resources might help…
Great Resources
Bicycling infOrmATiOn
Pedestrian and Bicycle Information Center (PBIC)
UNC Highway Safety Research Center
Chapel Hill, NC
http://www.pedbikeinfo.org
http:// www.bikinginfo.org
National Center for Safe Routes to School (NCSRTS)
UNC Highway Safety Research Center
Chapel Hill, NC
http:// www.saferoutesinfo.org
STrEET DESign AnD BicyclE fAciliTiES
American Association of State Highway and
Transportation Officials (AASHTO)
Washington, D.C.
http://www.aashto.org
Institute of Transportation Engineers (ITE)
Washington, D.C.
http:// www.ite.org
Association of Pedestrian and Bicycle Professionals
(APBP)
Cedarburg, WI
http:// www.apbp.org
Federal Highway Administration (FHWA)
Bicycle and Pedestrian Program
Office of Natural and Human Environment
Washington, DC
http:// www.fhwa.dot.gov/environment/bikeped/index.htm
PATHS AnD TrAilS
Rails to Trails Conservancy
Washington, DC
http:// www.railtrails.org
National Park Service (NPS)
Washington, DC
http://www.nps.gov/index.htm
EDucATiOn AnD SAfETy
National Highway Traffic Safety Administration (NHTSA)
Bicycle Safety Program, Office of Safety Programs
Washington, DC
http://www.nhtsa.gov/portal/site/nhtsa/
menuitem.810acaee50c651189ca8e410dba046a0/
Federal Highway Administration (FHWA)
Pedestrian and Bicycle Safety Team, Office of Safety
Washington, DC
http://safety.fhwa.dot.gov/ped_bike/
SafeKids World-wide
Washington, D.C.
http://www.safekids.org
HEAlTH
Centers for Disease Control and Prevention (CDC)
Division of Nutrition and Physical Activity
Atlanta, GA
http://www.dcd.gov/nccdphp/dnpa
Centers for Disease Control and Prevention (CDC)
Childhood Injury Prevention
Atlanta, GA
http:// www.dcd.gov/ncipc
ADvOcAcy grOuPS
Alliance for Biking and Walking
http://www.peoplepoweredmovaement.org
League of American Bicyclists (LAB)
http://www.bikeleague.org
National Center for Bicycling and Walking (NCBW)
http://www.bikewalk.org
funDing SOurcES
Transportation Enhancement Activities:
http://www.fhwa.dot.gov/environment/te/
Safe Routes to School Program:
http://safety.fhwa.dot.gov/saferoutes/
Recreational Trails Program:
http://www.fhwa.dot.gov/environment/rectrails/
National Scenic Byways Program:
http://www.bywaysonline.org/
Federal Lands Highway Program:
http://flh.fhwa.dot.gov/

w w w . n m s a f e r o u t e s . c o m
Walk and Roll to School Day
Paul D. Henry Elementary School, Las Vegas

Walk and Roll to School Day
New Mexico Walk and Roll to School Day (WRTSD) is the state’s version of International Walk to
School Day, and is held the first Wednesday in October. On WRTSD students, teachers, parents and
community members are encouraged to walk, bicycle or use other non-motorized types of
transportation to travel to school. The purpose of WRTSD is to raise awareness of the benefits of
increased physical activity among school children, demonstrate the importance of providing safe
routes on which to walk and bicycle to school, and promote walking and bicycling as ways to
contribute to a healthier and safer environment around schools.
• What is Walk and Roll to School Day?
In this Section
• New Mexico Walk and Roll to School Day Checklist and Timeline
• Sample Walk and Roll to School Day Proclamation
• Sample Letter for Community Support
• New Mexico Walk and Roll to School Day News Release
• Walk and Roll To School Day Flyers
o Informational Flyer
o Modifiable WRTSD Announcement Flyer 1 (color version)
o Modifiable WRTSD Announcement Flyer 2 (grayscale version)
• Sample Prize Slip for Incentives

WRTSD Introduction 9-2-10
What is Walk and Roll to School Day?
The first walk to school initiative was held in 1994 in a county in Great Britain. Over the next several
years the idea spread throughout Great Britain, with the United States becoming involved in 1997
through organized walks in Chicago and Los Angeles. Interest in the event continued to rise until an
International Walk to School Day was organized in 2000 with seven countries participating, including the
United States. 1 In 2009 a record 40 countries participated in International Walk to School Day,
including over 3368 registered schools from all 50 states in the US. 2
Walk and Roll to School Day, New Mexico’s version of International Walk to School Day, is intended to
encourage New Mexico children of all abilities – those who walk, bicycle, use wheelchairs, skateboard,
roller skate, ride scooters or use any other type of non-motorized transport – to walk or “roll” to school.
It is held the first Wednesday of October and is widely supported across the state. In 2009, 70 schools in
29 cities across New Mexico participated in WRTSD. 3
WRTSD is an excellent way to raise awareness about the benefits of walking and bicycling as ways to
increase student physical activity. Studies have shown that children who are physically active tend to
perform better academically. 4 Promoting programs that support walking and bicycling for
transportation is also a recommended strategy in childhood obesity prevention efforts. 5 When more
children walk and bicycle to school there is less traffic around the schools, which means lower vehicle
emissions and less congestion. 6
WRTSD is also a great way to “jump start” Safe Routes to School
programs at the beginning of the year.
There are many ways to promote and celebrate WRTSD and each school or community decides what
works best for them. Activities often include school assemblies, Walking School Buses or Bicycle Trains
(see Walking School Buses and Bicycle Train Resources section of NM SRTS Resource Notebook), poster
contests, incentive giveaways and other fun events. For more suggestions, please go to the
International Walk to School website at http://www.walktoschool-usa.org/eventideas/index.cfm.
1 http://www.iwalktoschool.org/about.htm
2 http://www.walktoschool.org/who/index.cfm
3 http://www.walktoschool.org/who/seestate-lastyear.cfm?st=NM
4 http://www.rwjf.org/files/research/20090925alractiveeducation.pdf
5 http://www.rwjf.org/files/research/20090901iombrief.pdf
6 http://www.saferoutesinfo.org/resources/marketing_talking-points.cfm

NM Walk and Roll to School Day
Checklist and Timeline
Organizing a Walk and Roll to School Day (WRTSD) can be fun and rewarding for everyone. Each school
finds its own method of creating a safe environment for kids to walk and bicycle to school. Below are
some suggestions for organizing the months and days leading up to WRTSD that can make your event go
smoothly. Find out what works for you. Remember to give each of your volunteers something to do. If
everyone takes on a little bit, then no one is burdened with too much. Some tasks are optional – choose
the ones that make the most sense for your school, your community and the activities you have
planned.
August:
• Review resources and web sites such as www.nmsaferoutes.com, www.walktoschool.org and
http://www.saferoutesinfo.org/guide/encouragement/resources.cfm.
• Assemble a WRTSD planning committee of Safe Routes to School (SRTS) team members, your
local SRTS Champion, PTA members, teachers, students, staff or others who are interested in
organizing WRTSD.
• Identify and approach community volunteers and sponsors who might be interested in helping
with the event (see Sample WRTSD Invitation Letter included in this section of the NM SRTS
Resource Notebook).
• Identify activities to include in your WRTSD, such as a WRTSD parade, Walking School Bus,
poster contest, etc. For more ideas go to www.nmsaferoutes.com and click on the WRTSD link,
or go to http://www.walktoschool.org/eventideas/index.cfm. Be creative!
• Inform the school administration and the PTA about WRTSD.
• Check to make sure that signed parent releases are on file so students can be photographed
during WRTSD.
Early September:
• Conduct walkability and bikeability audits around the school (invite everyone). For
downloadable walkability and bikeability checklists go to
http://www.walktoschool.org/eventideas/checklists.cfm.
• Identify suitable “staging posts” about a half-mile from school, where parents can drop off
children – this could be a church or business parking lot (if necessary, obtain permission) and
should be connected to school by complete sidewalks or streets with low traffic
speeds/volumes. Assign at least four adults to each staging area to walk or bicycle with children
along designated routes.
WRTSD Checklist 9-2-10 1

• Notify police, fire department, EMS or other local emergency responders. Invite them to
participate in your WRTSD event by walking or bicycling with the students, parking their vehicles
along the routes to heighten awareness of the increased numbers of students walking and
bicycling to school or providing age-appropriate safety education to the students during a
WRTSD school assembly.
• Arrange for crossing guards and/or adult monitors.
• Approach local businesses to get donations of healthy snacks, juice or water, or incentive items.
• Register your event on the International Walk to School website at
http://www.walktoschool.org/register/index.cfm.
• Create your WRTSD flyer (see sample WRTSD Flyer in this section of the NM SRTS Resource
Notebook), post it around the school and send copies home with the students.
• Incorporate age-appropriate pedestrian and bicycle safety education in the classroom (see the
Educational Materials section of the NM SRTS Resource Notebook).
Third week of September:
• Include a WRTSD announcement in school or PTA newsletters.
• Ask teachers if they would be willing to talk about WRTSD in class, and build educational
material about the health, environmental and economic benefits of walking and bicycling into
their lesson plans.
• Invite former teachers, elected representatives, local sports or celebrity personalities (especially
those who have connections with the school) to join you at the staging post for the walk to
school. Invite one or two of them to speak at your WRTSD event.
• Identify and approach other groups to participate in WRTSD, like senior groups, bicycling or
walking clubs, hiking clubs, civic organizations or other community groups.
Fourth week of September:
• Announce WRTSD at a school assembly and discuss the benefits of walking and bicycling.
• Follow-up with invited guests and participants to remind them of WRTSD. Make sure they know
the schedule of events and what their role will be during WRTSD activities.
• Remind parents about WRTSD through phone calls, e-mails or flyers sent home with the
students.
Week of WRTSD:
• Have students make signs and flags to carry during WRTSD.
• Have principal make daily WRTSD announcements.
• Notify local media about WRTSD and invite them to send press coverage for the event.
• Invite local radio stations to broadcast live from the school during the morning activities.
• Finalize arrangements for picking up snacks and drinks, gathering incentive items and making
sure audio/visual equipment is available if needed.
• Publish Walking School Bus and Bicycle Train routes with designated stops and send home with
students.
WRTSD Checklist 9-2-10 2

Day before WRTSD:
• Issue a WRTSD press release.
• Send final WRTSD reminder home with students.
• Put up WRTSD signs along roads to school.
• Put up Walking School Bus and Bicycle Train signs along designated routes.
Day of WRTSD:
• Have volunteers set up tables in designated areas for distribution of snacks and incentive items.
• Set out garbage cans and recycle containers around snack area and school entrance.
• Have greeters ready to hand out incentives and tickets for prize drawings.
• Have volunteers gather early at staging post and Walking School Bus and Bicycle Train areas to
meet and accompany students to school.
• Designate volunteers to photograph students and WRTSD events.
• Have fun!
Day after WRTSD:
• Notify media of the total number of students who participated.
• Write a letter to the editor of the local paper to thank all volunteers and sponsors and talk about
how successful WRTSD was and why it is important.
• Write a follow-up article for the school or PTA newsletter.
• Share your photographs and success stories with NM SRTS.
• Celebrate!
WRTSD checklist and timeline adapted from:
Walk to School Day Check List,
available at www.nhtsa.gov/people/injury/pedbimot/bike/Safe-Routes-2002/forms.html
and International Walk to School Day Event Planning Checklist and Timeline,
available through PedNet, Walking School Bus Program Training, www.pednet.org
WRTSD Checklist 9-2-10 3

Sample “Walk and Roll to School Day” Proclamation
Whereas, hundreds of New Mexicans could be saved each year if communities take steps
to make pedestrian safety a priority; and
Whereas, a lack of physical activity plays a leading role in rising rates of obesity,
diabetes and other health problems among children and being able to walk or bicycle to
school offers an opportunity to build activity into a daily routine; and
Whereas, driving students to school by private vehicle contributes to traffic congestion,
fuel consumption, and air pollution; and
Whereas, an important role for parents and caregivers is to teach children about
pedestrian safety, and to become aware of the difficulties and dangers that children face
on their trip to school each day and the health and environmental risks related to physical
inactivity and air pollution; and
Whereas, community members and leaders should plan to make immediate changes to
enable children to safely walk and bicycle in our communities and develop a list of
suggestions for improvements that can be done over time; and
Whereas, children, parents and community leaders in and around the world are
joining together to walk and bicycle to school, and to evaluate walking and bicycling
conditions in their communities; and
Now Therefore, Be It Resolved that I, Mayor , proclaim “Walk and
Roll to School Day” in and encourage everyone in our City to consider the
safety and health of children today and every day.

Invitation Letter 9-2-10
School Letterhead
Sponsor, elected official, local celebrity, business, etc.
Address
City, State, Zip
Date
Dear Insert Name,
Re: New Mexico Walk and Roll to School Day: Date
We are writing to invite you to support New Mexico Walk and Roll to School Day (WRTSD), New Mexico’s
version of International Walk to School Day, which will be held on Day of the Week, Date.
Walking and rolling (on bicycles, skates, skateboards, wheelchairs, scooters or other types of nonmotorized
transportation) to school is a fun and healthy way for kids to get regular exercise and prepare
themselves for a day of learning. With almost one-third of all American children now obese or overweight
(a five-fold increase in the last 40 years), it is more important than ever to model a healthy, active lifestyle.
What’s more, families who walk or roll to school save on gas, as well as reduce congestion and air
pollution around school.
There are many ways you can support this event (select and/or delete as appropriate). For example, you
could:
• Join our WRTSD organizing committee.
• Participate in the walkability audit, scheduled for insert date.
• Walk or roll your own child and other neighborhood children to school.
• Volunteer to meet children being dropped off at the staging post and walk with them.
• Volunteer to set up and serve a healthy snack when the children arrive at school.
• Donate a prize for the drawing (no unhealthy items, please!)
• Write an article about the event for the school district newsletter or local paper.
• Think of another way to help.
After the event, we are planning to set up a daily Walking School Bus or Bicycle Train program from one
or two neighborhoods. We will need adult volunteer to take a short training and then commit a few
mornings or afternoons per week to walking of bicycling with the children. This is a very rewarding
experience. Please let us know how you would like to participate!
Sincerely,
Insert Name Insert Name
Principal WRTSD Event Organizer

New Mexico Walk and Roll to School Day News Release
The following template news releases can be tailored to officially engage the media surrounding
either New Mexico Walk and Roll to School Day (New Mexico’s version of International Walk to
School Day) or another Walk and Roll to School event being organized throughout the year.
Using the Template
• Fill in the bracketed areas with your organization/event information
• Logo: Please feel free to use the New Mexico Safe Routes to School logo or replace it
with your own program logo. You may also choose to print the news release on your
organization’s letterhead.
• Contact Information: It is important to choose a point person for the news release who will
be available both once the release is distributed and throughout the event. Use the
contact phone number that has the greatest likelihood of reaching the person.
• Length: The ideal news release is no longer than one page in length.
• Identify Media Contacts: Use the media lists and instructions available to registered
schools to identify the appropriate contact information for your local media.
• Distribution: A few days or the day before the event, distribute the release to local media
contacts (television, radio, and newspaper). Email, fax, mail and hand-delivery are all
ways to distribute the release.
• Materials: Have copies of the news release available at the event. In addition, you may
also compile a press kit, including fact sheets, backgrounders and biographies.
.
Scroll down to pages 2 and 3 for the news release.
Adapted from National Center for Safe Routes to School News Release, available at
http://www.saferoutesinfo.org/resources/wts_press-releases.cfm.
WRTSD Press Release 9-2-10 1

FOR IMMEDIATE
RELEASE
[Release date]
CONTACT: [Name,
number and email]
[City, county, area] school(s) to celebrate
New Mexico Walk and Roll to School Day on [Date]
[City, State] – [Name of school, participating organizations, etc.] in [city] will be
joining schools from around the state to celebrate New Mexico Walk and Roll to School
Day on [Date].
Approximately [number] students from [name of school(s) participating] will be
walking to school [day(s) of the week] along with parents, teachers and community
leaders. [List any names and titles of participating community leaders or
prominent figures].
The event will begin at [time] with kids, parents and community leaders walking from
[start location]. Walkers will arrive at the school at [time]. Other special activities
associated with the walk include [list any additional event details such as giveaways,
using a walkability checklist or holding a pep rally].
New Mexico Walk and Roll to School day is New Mexico’s version of International Walk
to School Day. Nationally it is expected to include 5,000 schools from all 50 states.
Walkers from the U.S. will join children and adults in 40 countries around the world.
Walk and Roll to School events work to create safer routes for walking and bicycling and
emphasize the importance of issues such as increasing physical activity among children,
pedestrian safety, traffic congestion, concern for the environment and building
connections between families, schools and the broader community.
The event is being organized by [organizing group(s)]. [Include additional
information about your program and how it fits into the larger picture for the
community, whether it is part of a NM Safe Routes to School program, etc.]
For additional local information, please contact [name] at [phone number, if possible,
give a cell phone number or other number that enables the media to contact the
individual during the event].
For additional information, please visit these Web sites:
New Mexico Safe Route to School www.nmsaferoutes.com
International Walk to School in the USA www.walktoschool.org
National Center for Safe Routes to School www.saferoutesinfo.org
International Walk to School www.iwalktoschool.org
WRTSD Press Release 9-2-10 2

About International Walk to School Day and
New Mexico Walk and Roll to School Day (WRTSD)
• Walk to School Day was established in the United States in 1997 by the
Partnership for a Walkable America. Canada and Great Britain already had walk
to school programs in place. In 2000, these three countries joined together to
create International Walk to School Day.
• In May 2006, the National Center for Safe Routes to School was established to
assist communities in enabling and encouraging children to safely walk and bike
to school.
• The National Center for Safe Routes to School serves as the national
coordinating agency for Walk to School activities in the USA.
• Today, more than 5,000 schools in the USA participate in International Walk to
School Day. Nearly 4 million people participate in approximately 40 countries as
part of International Walk to School.
• Walk to School Day began as a simple idea – children and parents, school and
local officials walking to school together on a designated day. It is an energizing
event, reminding everyone of the simple joy of walking to school, the health
benefits of regular daily activity, and the need for safe places to walk and bike.
Schools focus on health, safety, physical activity and concern for the
environment.
• Organizations supporting International Walk to School Day in the U.S. include
America Walks, the Centers for Disease Control and Prevention, the U.S.
Environmental Protection Agency, the Federal Highway Administration, the
Institute of Transportation Engineers, the National Center for Bicycling and
Walking, the National Center for Safe Routes to School, the National Highway
Traffic Safety Administration, Safe Kids Worldwide, and the Safe Routes to
School National Partnership.
• Though some New Mexico communities have been participating in International
Walk to School Day for a number of years, New Mexico Safe Routes to School
(SRTS) has been promoting it as a way to raise school and community
awareness about the benefits of walking and bicycling to school since October
2006.
• In 2009, 76 New Mexico schools participated in WRTSD on October 7. Over
5,000 students walked or rolled to school that day with additional participation
from school staff, SRTS team members, parents, police and fire departments,
city, state and pueblo agency personnel, or other supporters.
• Supporters of New Mexico WRTSD include New Mexico Department of
Transportation, New Mexico SRTS, local SRTS programs, schools, New Mexico
Department of Health, local Metropolitan and Regional Planning Organizations,
local bicycle and pedestrian advocacy groups, local law enforcement and fire
departments, local and county government, and state lawmakers.
WRTSD Press Release 9-2-10 3

Walk & Roll
to School Day
Walking and Bicycling Matter.
• Studies show that children who are
physically active tend to perform
better academically.
• Streets are safer when more people
are out walking or biking. Parents
are part of the solution to “stranger
danger” when they walk or bike their
child to school.
• For children, walking or biking is
an adventure so a walk or bike ride
to school can encourage a child’s
creativity.
• Cars can be isolating. Walking and
bicycling make it easier to meet
neighbors while saving money on gas
• Fewer cars mean less pollution, safer
streets and decreased congestion.
Adapted from Parents Make Choices brochure
produced by Feet First, available at
http://www.saferoutes-wa.org/families/resources.
What is
Walk & Roll
to school day?
✓ WRTSD is NM’s version of an annual
event held around the world on the
first Wednesday in October.
✓ On WRTSD, children, parents,
teachers and others are encouraged
to walk and bicycle to school.
✓ WRTSD activities may include
walking school buses, bicycle trains,
poster contests, bike rodeos, school
assemblies and incentive giveaways.
✓ WRTSD raises awareness about the
benefits of walking and bicycling,
and the importance of a safe
environment in which to walk and
bicycle.
✓ WRTSD is a great way to “jump
start” SRTS programs.
✓ Any school can participate by
registering at www.walktoschool.org.

Join us for
Walk and Roll
to School Day
Enter Date Here
promote safe walking and bicycling to school!
What is it? An annual event held around the world to
Where is it? Enter school name here
skates, scooters, wheelchairs and
skateboards) to school:
Why do it? Because when kids walk and roll (on bicycles
☺They get exercise every day!
☺They get to spend time with their friends and come
to school energized and ready to learn!
☺The streets are safer and the air is cleaner
because there are less cars on the streets!
☺Parents save money on gas!
For more information call ???-????
All students, parents, teachers and staff are encouraged to walk or
“roll” to and from school on Enter Date Here!
Visit www.walktoschool.org for ideas and to see who’s
walking around New Mexico and the USA!
For information about encouraging kids to walk and roll to school every day,
please visit the NM Safe Routes to School website at www.nmsaferoutes.com.

Join us for
Walk and Roll
to School Day
Enter Date Here
promote safe walking and bicycling to school!
What is it? An annual event held around the world to
Where is it? Enter school name here
skates, scooters, wheelchairs and
skateboards) to school:
Why do it? Because when kids walk and roll (on bicycles
☺They get exercise every day!
☺They get to spend time with their friends and come
to school energized and ready to learn!
☺The streets are safer and the air is cleaner
because there are less cars on the streets!
☺Parents save money on gas!
For more information call ???-????
All students, parents, teachers and staff are encouraged to walk and
“roll” to and from school on Enter Date Here!
Visit www.walktoschool.org for ideas and to see who’s
walking around New Mexico and the USA!
For information about encouraging kids to walk and roll to school every day,
please visit the NM Safe Routes to School website at www.nmsaferoutes.com.

New Mexico Walk and Roll to School Day
Name: ___________________________________
I walked or biked to school approximately _______________blocks/miles (circle one).
Fill out this slip and enter it for a prize drawing for:
List prizes here
List prizes here
List prizes here
_________________________________________________________________________________________________
New Mexico Walk and Roll to School Day
Name: ___________________________________
I walked or biked to school approximately _______________blocks/miles (circle one).
Fill out this slip and enter it for a prize drawing for:
List prizes here
List prizes here
List prizes here
__________________________________________________________________________________________________
New Mexico Walk and Roll to School Day
Name: ___________________________________
I walked or biked to school approximately _______________blocks/miles (circle one).
Fill out this slip and enter it for a prize drawing for:
List prizes here
List prizes here
List prizes here

w w w . n m s a f e r o u t e s . c o m
New Mexico
Department of Transportation