Teen Driving Summit Toolkit

TEEN DRIVING SUMMIT TOOLKIT

Sponsored by Crossroads & Children’s Hospital of Wisconsin

Introduction Our Partners

Workshop Lesson Plan

Teen Driving Summit PowerPoint Teen Driving Summit Flier

Teen Driving Summit Sign up Participant Agenda Reference Handout Choosing an Idea

Writing Objectives Planning Evaluations Teen Driving Worksheet

Planning Your School Event

Activities

• Scoot and Text

• Body Outlines

• DIES - Danger in Every Step

• Drive Engaged

• Dodgeball

• Fliers on Windshields

• Spread the Word

Pre-Survey Post-Survey

Summit Evaluations Feedback Form

4

5-6

17-23

INTRODUCTION

Overview:

In 2013 Barron County hosted a one-day youth traffic safety summit. Delegates from every school in the county attended the summit to learn about traffic safety and then took resources back to their respective schools to implement programs. The content of the summit was then expanded to include an advocacy piece which was successfully implemented in Wood County in 2014. This toolkit was designed based on these experiences. Counties throughout the state of Wisconsin can use this toolkit to conduct their own traffic safety summit.

Purpose:

The purpose of a teen driving summit is to increase teens’ knowledge of safe driving practices with the goal of decreasing teen traffic deaths and injuries, which in turn will improve safe teen driving outcomes in Wisconsin.

Students who attend a teen driving summit will have the opportunity to participate in activities, learn about risks specific to teen drivers, brainstorm about traffic safety issues in their own communities, generate ideas about how to address those issues and then plan a school event. The final event plan and corresponding activities can then be brought back and implemented in the students’ respective schools.

How to Use the Toolkit:

There are two sections included in this toolkit: the first section includes the materials and resources that will be needed to conduct the summit and the second section includes the materials and resources that will be used to conduct events in the individual schools.

The first step is to schedule and advertise the summit (see poster on p. 8). The next step is to gather volunteer presenters along with the necessary materials:

· Flip chart paper

· Markers

· Large Post-it notes

· Cafeteria, auditorium or theater to conduct the summit

· Materials listed under the specific activities (p. 17-23)

On the day of the summit, use the workshop lesson plan (p. 5-6) as your guide and HAVE FUN!

OUR PARTNERS

We would like to extend a special thanks to our sponsors who support our efforts every day.

WORKSHOP LESSON PLAN

- DATE -

TIME / TOPIC AND DETAILS / PRESENTER / NOTES/MATERIALS
Preparation
• Room set-up
• Handouts (p. 10 – 27)
Be ready to greet participants at 8:15 / Students and advisors
8:30-9:00 / Registration
• Have students sign in (use p. 9) / Hold registration outside of summit location
9:00-9:05 / Welcome
• Introductions
• Housekeeping - breaks, bathrooms, phones, lunch / Students and advisors
9:05-10:00 / Hands-on activities:
• Simulator (if applicable)
• Scoot and text (p. 17)
• Body outlines (p. 18)
• DIES - Danger in Every Step (p. 19)
• Drive Engaged (p. 20)
• Dodgeball (p. 21)
• Fliers on Windshields (p. 22)
• Spread the Word (p. 23)
Students rotate freely between activities / All / Supplies for activities
10:00-10:45 / • Brief discussion about activities
• Top risk areas for teen drivers (PowerPoint)
• Crossroads’ “Let’s Talk” video
• One other short media
• Crash data summary – from local law enforcement or health department / Law
enforcement
or health
department
10:45-11:00 / Break / Adults meet to review next activity
11:00-1:15 / Work Time and Working Lunch
• See specific activities below with approximated time
• Team should plan a break and lunch time into the work time / Workshop leader, advisors to facilitate small groups / Cafeteria would work well
TIME / TOPIC AND DETAILS / PRESENTER / NOTES/MATERIALS
10 min / • Identify 8-10 major traffic issues for your school/ community
• Write each one on a separate large Post-it note
• Be specific – for example, not just “speeding” but “speeding through the back parking lot at the end of the school day” (p.12) / Students & advisors / NEED: large Post-it notes, markers
Handout (p.12)
15 min / • Swap places with another school
• Put a sheet of flip chart paper on the wall
• Choose one of the school’s issue Post-its and stick it on the flipchart paper
• Label 3 sections on the flipchart: Education, Enforcement, Engineering(p.11)
• Brainstorm solutions for your partner school and write them in the correct area / Students & advisors / NEED: large Post-it notes, markers
Handout with 3 E’s (p.11)
10 min / • Return to your own school notes
• Review the ideas from the other team
• Add any of your own ideas to the lists / Students & advisors / NEED: large Post-it notes, markers
20 min / • Choose 2-3 of your issues and the brainstormed solutions to focus on
• Score them using the SMART criteria (specific, measurable, attainable, realistic, time-sensitive)
• Use a 5 for “meets the criteria most” and 1 for “meets the criteria least”
• Total the scores for each issue (all on p.11) / Students & advisors, workshop leader to facilitate / NEED: large Post-it notes, markers
• Handout with SMART goal info (p.11)
• Have flip chart paper with the grid already made up to hand out at this point
15 min / • Plot each of your 2-3 issues on the Impact/Effort Grid (p.11) / Students & advisors, workshop leader to facilitate / Have flip chart paper with the grid already made up to hand out at this point
15 min / • Choose one idea to implement
• Choose a secondary/backup idea / Students & advisors
50 min / • Choose school event and specific activities
• Write objectives (p.13)
• Plan evaluation (p.14)
• Draft timeline
• Prepare summary for large group (use p. 15) / Students & advisors / Handouts (p.13-15)
1:15 / Share plans in large group / All schools
1:45 / Closing/Return evaluations handed out at beginning (p.26) / Evaluation (p.26)
2:00 / Dismissal

TEEN DRIVING SUMMIT POWERPOINT

TEEN DRIVING SUMMIT TOOLKIT

Date: Location:

Time:

Topics:

• What’s new with teen driving

• Best practices and resources on teen driving programming

• Become an advocate - spread the word

• Create a work plan for your school

• Hands-on activities

Target Audience:

9th-12th grade students

• 3 students per grade from each school OR

• 12 students maximum per school

To register, please contact:

Email:

TEEN DRIVING SUMMIT SIGN UP SHEET

School Name:

Faculty advisor name: Email:

Student Name (First & Last) / Grade

PARTICIPANT AGENDA

8:30 - 9:05

9:05 - 10:00

10:00 - 10:45

10:45 - 11:00

11:00 - 1:00

1:15

1:45

2:00

Welcome

Hands-On Activities Data Summary Break

Work Time and Working Lunch Share Plans in Large Group Closing/Return Evaluations Dismissal

Notes....

REFERENCE HANDOUT

The 3 Es of Traffic Safety:

• Engineering – things that change the environment such as the layout of streets, stop signs, lighting, and crosswalks

• Enforcement – things that make sure existing rules are followed like police presence, tickets, fines, or loss of parking pass

Engineering

• Education – things that help people to learn more or change their behavior like posters, programs, classroom activities, or behind the wheel lessons

Education

Enforcement

Impact vs Effort Grid:

Some things are easy to implement and produce great results. Too bad everything isn’t! This grid can help a team to compare several ideas by looking at the impact and effort for each.

Think about how a program with 100 volunteers handing out safety fliers would look compared to a student who convinces 5 friends to buckle up by sharing how a seat belt prevented a concussion from the windshield in a crash.

SMART Goals:

This chart can help you give a score to each area of SMART goals, by rating them from 1-5. If you want to compare more than one idea, score them and then add up the totals.

• Specific – Is your goal clear (for example, not just “speeding”, but “speeding through the back parking lot at the end of the school day”)?

• Measurable – How will you know if it works? You might use the number of people attending, handouts given out, or the number of students observed who are wearing seat belts.

• Achievable – Is this something that can be done with the available resources?

• Relevant – Why does this goal matter? If your school doesn’t

have a parking lot issue, is a parking lot program the right solution?

• Time-related – Can the activity be given deadlines and broken down into action steps?

CHOOSING AN IDEA

Step 1:

Choose 8-10 traffic issues for your school and write each one on a separate Post-it note. Be specific – not just “speeding” but for who, when, and where is speeding an issue?

Step 2:

Choose one of the issues and stick it onto a piece of flip chart paper. Divide the flip chart into 3 sections: Engineering, Enforcement, and Education.

Step 3:

Use Post-it notes to add possible solutions to each of the three sections. Do not evaluate them, just brainstorm for now.

Step 4:

Choose 1-3 of the ideas on the Post-it notes and rate them using the Impact/Effort grid.

Step 5:

Choose 1 of the ideas and rate it using SMART criteria.

Choose one idea as your change statement and write it in a complete sentence:

WRITING OBJECTIVES

After you have a solid project idea, it’s important to have a plan for what you want your audience to learn. Writing learning objectives is a little bit like a “mad lib”. To write a solid objective, fill in the blanks and then turn it into a sentence.

A good learning objective has three parts: behavior, condition and degree.

• Behavior tells what task the learner will do

• Condition describes what conditions the learner will do the task under

• Degree tells the learner how well they need to do the task

A good way to think of each of these is as a question:

• Behavior - What will they do?

• Condition - How will they do it?

• Degree - How well will they do it?

Take a look at these examples:

Who will do it? / • All students in the school
• The students in the 1st hour health class
• Drivers leaving the school at dismissal time
• All of the people attending
What will they do? / • Sign a pledge
• Wear a seat belt
• Attend an assembly
• Describe, tell, show...
How will they do it? / • When given a choice of two routes
• By the end of the project
• After seeing the video
• By participating in each of the activities
How well will they do it? / • In 60 seconds or less
• Without reminders
• 9 out of 10 times
• At least one new thing

The next step is to use some connecting words (while, at, by) to put those piece into a statement. You can rearrange the parts to make the sentence read clearly:

• After participating in each of the activities, all of the people attending the summit will say/write at least one new thing they learned about teen driving safety.

Write an objective for your program:

PLANNING EVALUATIONS

Strong learning objectives make evaluating a program much easier. It’s important to decide on the evaluation strategy when you are planning the program.

Two questions can help guide evaluation:

• What has changed because of the program?

The change is usually stated as an increase, decrease or improvement in something (for example, an increase in the number of students wearing seat belts or a decrease in the percentage of teens texting while driving).

• How do we know?

Evaluation can be conducted in many ways including surveys, tests, interviews and observations. They can be complex, or as simple as asking a group to raise their hands if they learned something new at the end of a presentation.

One easy way to make sure that evaluation is covered in the planning stage is to add it to the objectives:

Who will do it? / All of the people attending the summit
What will they do? / Will learn about teen driving safety
How will they do it? / Participating in each of the activities
How well will they do it? / Learn at least one new thing
What will change? / Participants will have an increase in knowledge
How will we know? / We will ask them what they learned

Because of how the objective is written, it’s easy to decide how to measure the change.

If the objective is “After participating in the each of the activities, all of the people attending the summit will say/write at least one new thing they learned about teen driving safety”, then our evaluation might be something like one of these:

• We will measure this by asking each person to write the thing they learned on a piece of paper and reading the responses after the program.

• We will measure this by asking each person to share the thing they learned in a small group at the end of the day and leaders will take notes on the comments.

Write an evaluation statement for your program: