HomeMy WebLinkAboutTwin Bluff Middle School SRTS Plan FINAL
The following key people/entities participated in the Safe Routes to School (SRTS) plan efforts for Twin Bluff
Middle School. Their creativity, energy, and commitment were critical to the success of this planning effort.
Karsten Anderson, Superintendent of ISD256.
Lisa Bayley – Red Wing City Council Member
Ashlyn Christianson - Goodhue County Health & Human Services
Kevin Johnson - Red Wing Public Schools ISD256
Michelle Leise - Live Healthy Red Wing Coordinator
Jay Owens - City Engineer, City of Red Wing
Chris Palmatier - Principal of Twin Bluff Middle School - Red Wing Public Schools ISD256
Brian Peterson - Planning Director, City of Red Wing
Patti Roberts - Principal of Sunnyside Elementary School – Red Wing Public Schools ISD256
Michael Schultz – Red Wing City Council Member
Safe Routes to School (SRTS) is a program with a simple goal: helping more children get to school by walking and
bicycling. Envision active kids using safe streets, helped by engaged adults (from teachers to parents to police
officers), surrounded by responsible drivers.
Safe Routes to School programs use a variety of strategies to make it easy, fun and safe for children to walk and bike
to school. These strategies are often called the “Five Es.”
Education: programs designed to teach children about traffic safety, bicycle and pedestrian skills, and
traffic decision-making.
Encouragement: programs that make it fun for kids to walk and bike. These programs may be
challenges, incentive programs, regular events (e.g. “Walk and Bike Wednesdays”) or classroom
activities.
Engineering: physical projects that are built to improve walking and bicycling conditions.
Enforcement: law enforcement strategies to improve driver behavior near schools.
Evaluation: strategies to help understand program effectiveness, identify improvements, and ensure
program sustainability.
Safe Routes to Schools programs directly benefit
schoolchildren, parents and teachers by creating a safer
travel environment near schools and by reducing motor
vehicle congestion at school drop-off and pick-up zones.
Students that choose to bike or walk to school are
rewarded with the health benefits of a more active
lifestyle, with the responsibility and independence that
comes from being in charge of the way they travel, and
learn at an early age that biking and walking can be safe,
enjoyable and good for the environment.
Safe Routes to Schools programs offer ancillary benefits to
neighborhoods by helping to slow traffic and by providing
infrastructure improvements that facilitate biking and
walking for everyone. Identifying and improving routes
for children to safely walk and bicycle to school is also one
of the most cost-effective means of reducing weekday
morning traffic congestion and can help reduce auto-
related pollution.
In addition to safety and traffic improvements, a SR2S
program helps integrate physical activity into the everyday
routine of school children. Health concerns related to
sedentary lifestyles have become the focus of statewide
and national efforts to reduce health risks associated with
being overweight. Children who bike or walk to school
have an overall higher activity level than those who are
driven to school, even though the journey to school makes
only a small contribution to activity levels. Active kids are
healthy kids. Walking or bicycling to school is an easy
way to make sure that children get daily physical activity.
Although most students in the United States walked or biked to school pre -1980’s, the number of students walking
or bicycling to school has sharply declined. Statistics show that 48 percent of students between 5 and 18 years of age
walked to school in 1969, with 87 percent walking or bicycling within a mile of school. In 2009 fewer than 14 percent
of all students walked to get to school1. This decline is due to a number of factors, including urban growth patterns
and school siting requirements that encourage school development in outlying areas, increased traffic, and parental
concerns about safety. The situation is self-perpetuating: As more parents drive their children to school, there is
increased traffic at the school site, resulting in more parents becoming concerned about traffic and driving their
children to school.
According to a 2005 survey by the Center for Disease Control,
parents whose children did not walk or bike to school cited the
following barriers:
Distance to school 61.5%
Traffic-related danger 30.4%
Weather 18.6%
Crime danger 11.7 %
Prohibitive school policy 6.0%
Other reasons (not identified) 15.0%
A comprehensive Safe Routes to School program addresses the
reasons for reductions in walking and biking through a multi-
pronged approach that uses education, encouragement,
engineering and enforcement efforts to develop attitudes,
behaviors and physical infrastructure that improve the walking
and biking environment.
1 National Safe Routes Partnership, 2009
The planning process for Safe Routes to School (SRTS) at Twin Bluff Middle School has received broad support and
enthusiasm from local partners, and is characteristic of the City of Red Wing’s commitment to supporting bicycle
and pedestrian mobility.
Live Healthy Red Wing (LHRW), a program which started in the fal l of 2008 with a grant through the YMCA of the
USA’s Pioneering Healthier Communities, has emerged as a strong partner for Red Wing’s SRTS program. LHRW is
a collaboration which represents the local support for SRTS, with local partners including the Red W ing School
District and the City of Red Wing, as well as local health, business, and non-profit organizations. Specifically, local
support for SRTS has come from LHRW, the City of Red Wing, Red Wing School District, and the Director of
Building and Grounds/Technology for Red Wing Schools. Additionally, Twin Bluff was included in the MnDOT
SRTS grant which provided planning assistance from the state and consulting agencies in the fall of 2012.
Current conditions were assessed during a walking audit and observations of the dismissal process on October 29,
2012 wherein planning consultants met with school and City staff. During the walking audits, comprehensive
observations and accounts of the infrastructural assets and barriers facing Twin Bluff Middle School were made as a
collaborative effort between local partners and SRTS experts. Additionally, LHRW has completed surveys and
inventories of crosswalks and other issues for Twin Bluff Middle School, as well as a parent survey, counts, and
observations of student walkers and bikers in the fall of 2011 and the spring of 2013.
The district is in the process of discussing its bussing routes and policies, including the current walk zones, with the
potential for more students walking and biking to school.
Sidewalk policy in the City of Red Wing has had a mixed history, resulting in well-connected sidewalk networks in
older parts of the city, and more sporadically connected networks in newer parts of the city, especially those parts
which were developed during the 60’s and 70’s. However, there are generally good sidewalks around Twin Bluff, with
the exception of a couple of small gaps.
Twin Bluff Middle School will receive implementation support from LHRW, the Red Wing School District, the City
of Red Wing.
In 2012, the City of Red Wing received a grant from the Minnesota Department of Transportation Safe Routes to
School Planning Assistance program to help further the goals outlined above. This funding is given to schools that
need to complete a Safe Routes to School plan to help analyze existing conditions, gather public input and identify
potential infrastructure and non-infrastructure solutions at K-8 schools. This plan is a result of that funding and
builds on the existing information and enthusiasm already present for Safe Routes to School at Sunnyside
Elementary School.
In the spring of 2013, the City of Red Wing received a MnDOT Non Infrastructure Implementation Grant to help
support Safe Routes to school programs at Twin Bluff Middle School. The grant will provide funds for a Safe Routes
to School Assistant, Walk and Bike to School maps and posters, National Bike-Walk to School Day incentives, Park
& Walk signs, and bike parts for the Fix a Bike Program."
The following plans, programs, and efforts have taken place in Red Wing separate from this SRTS planning process,
and may have important implications for student walking and biking to area schools:
The City of Red Wing Comprehensive Plan (2007)
A healthy and active community was one of the guiding principal identified in the planning process. The
Comprehensive plan process included substantial analysis about walking access to services and community
assets – or walkability. The plan identified that 21% of households lived within a half mile of the schools, but
noted that not all households have safe and completed facilities for connecting to the school.
Complete Streets Policy Resolution (2010)
Red Wing passed a resolution to declare its commitment to maintaining a “safe, efficient, balanced, and
environmentally sound city transportation system and to support and promote active lifestyles and a
vibrant/healthy community.” The resolution goes on to state that “early consideration of all modes for all u sers
will be important to the success of this Policy. Those planning and designing street projects will give due
consideration to bicycle, pedestrian, and transit facilities from the very start of planning and design work.”
Bicycle and Pedestrian Master Plan (2007)
The 2011 plan documented existing conditions and future needs for bicycle and pedestrian infrastructure in the
areas of engineering, education, enforcement, encouragement, and evaluation. Safety of pedestrians and
bicyclists in neighborhoods with schools was identified as a key concern by citizens. In addition the safety of
crossings and connectivity of the walking and bicycling network were noted as priorities. A number of
intersections that serve schools were identified as difficult crossings. Those that directly serve Sunnyside and
Twin Bluff include Pioneer Rd/Twin Bluff Rd and Pioneer Rd/ Burton Fork.
Sustainability Report (2008)
This report identifies a number of community indicators for sustainability that directly relate to SRTS, suc h as
bicycle and pedestrian safety and connectivity of the sidewalk network. Increased bicycling and walking to
school is aligned with the City’s sustainability objectives.
Policy Change: The Mayor's Task Force on Streets and Sidewalks for a Healthy Red Wing (2014)
This effort, funded by an Active Living for All contract from the Center for Prevention of Blue Cross Blue Shield
of Minnesota, brings together a local Community Advisory Committee, a staff support team, and the engineering
firm Stantec to work on an 18-month initiative that will improve Complete Streets policies citywide. The Task
Force will research best practices regarding transportation policies and ordinances, sidewalks assessments, and
design standards (especially those related to Safe Routes to School); create action plans around steps outlined in
the Bike-Pedestrian Master Plan; and work with City Council to approve changes in 2014 and 2015.
The year- long planning process for this SRTS Plan included building a SRTS team; gathering data and information
about existing conditions; developing recommendation for the 5 E’s; and developing a written document that set
forth a path for the SRTS program at Twin Bluff Middle School. The graphic below depicts key milestones in the
planning process.
This SRTS plan provides an overview of Safe Routes to School with specific recommendations for a 5 E’s approach to
improve the safety and the health and wellness of Twin Bluff Middle School students. The specific recommendations
in this plan are intended to support infrastructure improvements and programs over the next 4-6 years.
It should be noted that not all of these projects and programs need to be implemented right away to improve the
environment for walking and biking to school. The recommended projects and programs listed in this plan should be
reviewed as part of the overall and ongoing strategy for Twin Bluff Middle School. Some projects will require more
time, support, and funding than others. It is important to achieve shorter-term successes while laying the
groundwork for progress toward some of the larger and more complex projects
At the heart of every successful Safe Routes to School comprehensive program is a coordinated effort by parent
volunteers, school staff, local agency staff, law enforcement and community advocates, such as, public health. The
following paragraphs highlight the unique contributions of key partners in Safe Routes to School.
can use this report to understand the conditions at their
children’s school and to become familiar with the ways a SRTS program
can work to make walking and biking safer. Concerned parents or city
residents have a very important role in the Safe Routes to School
process. Parent groups, both formal and informal have the ability and
the responsibility to help implement many of the educational and
encouragement programs suggested in this plan. Parent groups can also
be critical to ongoing success by helping to fundraise for smaller
projects and programs that are implementable without serious effort on
behalf of the district or local agency.
staff can use this report to
prioritize improvements identified on District property and develop
programs that educate and encourage students and parents to seek
alternatives to single family commutes to school.
District officials are perhaps the most stable of the stakeholders for a
Safe Routes to School program and have the responsibility for keeping
the program active over time. District staff can work with multiple
schools sharing information and bringing efficiencies to programs at
each school working on Safe Routes.
have an important role in implementing the
recommendations contained within this SRTS Plan. This plan is unique
to Twin Bluff Middle School; as such the impetus for change and
improvement must be supported by the leadership of the school. School
administrators can help with making policy and procedural changes to
projects that are within school grounds and have the responsibility to
distribute informational materials to parents within school
publications.
can use this report to identify citywide issues
and opportunities related to walking and biking and to prioritize
infrastructure improvements. City staff can also use this report to
support Safe Routes to School funding and support opportunities such
as:
MnDOT Safe Routes to School (SRTS) grants
Federal Safe Routes to School (SRTS) grants
Future Statewide Health Improvement Program (SHIP)
For all infrastructure recommendations, a traffic study and more
detailed engineering will be necessary to evaluate project feasibility,
and additional public outreach will be conducted before final design
and construction. For recommendations within the public right-of-
way, the responsible agency will determine how (and if) to incorporate
suggestions into local improvement plans and prioritize funding to
best meet the needs of each school community.
staff can use this report to understand issues
related to walking and biking to school and to plan for and prioritize
enforcement activities that may make it easier and safer for students to
walk and bike to school. The Police Department will be instrumental
to the success of the enforcement programs and policies recommended
in this plan. The Police Department will also have a key role in working
with school administration in providing officers and assistance to some
of the proposed education and encouragement programs.
staff can use this report to identify specific
opportunities to collaborate with schools and local governments to
support safety improvements and encourage healthy behaviors in
school children and their families.
Twin Bluff Middle School is a Grade 5-7 school located on Twin Bluff Road in Red Wing, a small town/exurban
community of 16,459 people about 45 miles southeast of St. Paul along the Mississip pi River. The school is
immediately surrounded by low density single family housing on the south and east sides. To the west is the Billings
Tomfohr Conservation Area. The average age of Red Wing residents was 41.8 years at the time of the 2010 U.S.
Census, above the state average of 37.4 years. Median household income in Red Wing is $49,145, below the
statewide average of $58,476, based on 2007-2011 American Community Survey 5-Year Estimates. School enrollment
for the 2012-2013 school year was 601 students.
In October and December 2012, head counts of students were collected for Twin Bluff School. Teachers and
volunteers counted student walking and cycling to school. In October, staff counted 70 walkers (12%) and 30
bicyclists (5%). In December, staff counted 43 walkers (7%) and again 30 (5%) bicyclists. Additional baseline data
should be collected using the in classroom hand tallies for all grades in Fall of 2013.
In June of 2013, a paper survey was distributed to parents in students' take-home folders. The survey included
questions about parent attitudes, opinions, and behaviors regarding walking and cycling to school.
The survey was completed in by 151 Twin Bluff parents (of students in grades 5 - 7). Respondents reported that traffic
speed, traffic volumes, intersection safety, the distance from home to school, and weather, in that order, were the issues
that most affected parents’ decision to allow their children to walk or bike to school. 81% of Twin Bluff parents who
responded to the survey thought walking or biking to school was either healthy or very healthy, and 19% were neutral.
Twin Bluff Middle School is located on the southern end of Red Wing. The site is bordered by Pioneer Rd/County
Blvd 66 to the south, Twin Bluff Rd to the east, and a large bluff around the rest of the site. The western portion of
the site is occupied by play fields, a track, and tennis courts, as well as a large bus parking lot/loop. The staff and
visitor parking lot is located on the east end of the site, and the school building in the center. The parent car loop is in
front (south) of the school and is very heavily striped in order to control car movements. Congestion still creates
issues for pedestrians here, however, and turning movements of parents exiting the loop creates complications and
conflict with pedestrians and cyclists trying to cross. Sidewalks are present on the south and east sides of the school
building, and along the bus staging area and tennis courts. Bike racks can be found near the main entrance as well as
at the bottom entrance of the school adjacent to the bus staging area.
The area surrounding Twin Bluff Middle School is primarily low density residential neighborhoods with many
families and students. Across Pioneer Rd/County Blvd 66 is Bevans Circle-Pine Ridge Park which is a green space
that has been used for school and association athletics. Pioneer Rd is a wide two lane road with fast traffic but wide
shoulders. To the west the school on Pioneer Rd is a trailer park and adjacent medium density housing. A sidewalk
on the north side of Pioneer Rd connects the school to the trailer park. To the north of the school campus is a
significant bluff which is now owned by the school.
Sidewalks can be found on at least one side of the road on all
of the major roadways around the school, as well as on many of
the neighborhood streets. It should be noted that on Launa
Ave, the sidewalk ends abruptly heading northeast. No
designated bike routes exist in the area surrounding the
school; however, wide shoulders on Pioneer could be used as a
biking route for stronger cyclists. Bike racks can be found at
the front entrance to the school as well as the bottom entrance
near the bus staging area. Currently there are no crossing
guards employed by the school. However, a crossing guard
pilot (with a daily data report and post-program evaluation
survey) will be implemented from February to June 2014 in a
collaborative effort between the school district and Live
Healthy Red Wing. The school and surrounding
neighborhood is located in a relatively flat area of Red
Wing, making walking and cycling easier for students.
The parent pickup/drop off loop is located on the front/east
side of the school with both its entrance and exit on Twin
Bluff Rd. The loop is a one way in and out and is heavily
striped to control traffic flow. Marked waiting spaces for cars
are found along both sides of the loop, while traffic in motion
uses the middle portion. A crosswalk at the center of the loop
leads to a planted island with no pedestrian facilities. Cars
turning into and out of the loop can create difficulties for
pedestrians and cyclists crossing at adjacent crosswalks.
The bus staging area can be found in the southwest portion of
the campus, between the tennis courts and the play fields. It is
a large, one-way loop with its entrance on Twin Bluff, and its exit on Pioneer Rd/County Blvd 66. An auxiliary
parking lot adjacent to the bus loop is used by high school athletes at the end of the day, many of whom arrive during
dismissal and complicate traffic with buses and pedestrians.
For this plan, current conditions were assessed during a walking audit and observation of the arrival process on
October 29, 2012, during which planning consultants met with school and City staff. During the walking audits,
comprehensive observations and accounts of the infrastructure assets and barriers facing Twin Bluff Middle School
were made as a collaborative effort between local partners, and SRTS experts.
Key issues identified include:
The intersection of Pioneer and Twin Bluff, where significant skew and multiple turning movements create
long crossings for pedestrians and bicyclists and many possible points of conflict.
The mid-block crossing to the east of the school campus on Twin Bluff Rd. The existing condition includes a
marked crosswalk and flashing warning light. There are ongoing conflicts, including cyclists riding in the
road the wrong way, low compliance of drivers yielding to pedestrians at the crosswalk during school pick
up and drop off times. Parked cars on either side of the crosswalk contribute to the conflicts as well by
reducing visibility.
High motorist speeds on Twin Bluff Road – impacting both Twin Bluff Middle and Sunnyside Elementary.
Entrance to the bus loop. At the bus entrance location a turn lane from Pioneer Rd converges with Twin
Bluff Rd. Just east of the entrance, approximately 20-30 feet, is the exit to the parent pickup/drop off loop. In
between these converging roadways and driveways is a marked crosswalk with a pedestrian crossing sign
and a yellow flashing light. Students attempting to cross here must compete with buses turning into their
lot, parents turning out, and cars from Pioneer Rd turning right and left onto Twin Bluff.
The initial study yielded specific recommendations to address the key identified barriers to walking and biking at
Twin Bluff Middle School. This plan does not represent a comprehensive list of every project that could improve
conditions for walking and cycling in the neighborhood – but rather the key conflict points and highest priority
infrastructure improvements to improve walking and cycling access to the school. The recommendations range from
simple striping changes and school signing to more significant changes to the streets, intersections and school
infrastructure. Short term projects that should be addressed in the 2013-2014 school year are noted in the One Year
Action Plan at the end of the infrastructure and programmatic recommendations. Some of the more significant
recommendations for changes to streets and intersections may require policy changes, additional discussion and
coordination, engineering and significant funding sources. Recommendations for Twin Bluff Rd from Pioneer Rd to
Maple St overlap with issues that impact students at Sunnyside Elementary School and collabora tion will be
beneficial during the design and construction of improvements to this segment of both Twin Bluff and Pioneer Rd.
All recommendations are described in Table 1 with locations shown on the Recommended Improvements Map. It
should be noted that funding is limited and all recommendations made are planning level concepts only. Additional
engineering studies will be needed to confirm feasibility and final costs for projects. The MNMUTCD guidelines
(7C.2), encourage the use of crosswalks and signing on school routes in areas where there are likely to be conflicts
and/or the need to delineate student travel paths. While existing traffic controls may meet standards for average
traffic volumes on the roadway, the presence of school aged children should be considered a mitigating factor in
selecting appropriate traffic control infrastructure. Crossings and key access points on school routes should be
enhanced to provide increased legibility of desired travel patterns and behavior for all modes.
School routes and crosswalks should be prioritized for maintenance. To ensure high visibility crosswalks maintain
their effectiveness, review all crosswalks within one block of the school each year. If there is notable deterioration,
crosswalks should be repainted annually. In addition, crosswalks on key school walk routes should evaluated
annually and repainted every other year or more often as needed.
While walking and cycling diminish during the cold winter months, it is particularly important t o prioritize snow
removal and maintenance of school routes. Snow removal is a critical component of pedestrian and bicycle safety.
The presence of snow or ice on sidewalks, curb ramps, or bikeways will deter pedestrian and cyclist use of those
facilities to a much higher degree than cold temperature alone. Families with children will avoid walking in locations
where ice or snow accumulation creates slippery conditions that may cause a fall. Curb ramps that are blocked by ice
or snow effectively sever access to pedestrian facilities. Additionally, inadequately maintained facilities may force
pedestrians and bicyclists into the street. Identified routes to school should be given priority for snow removal and
ongoing maintenance.
This toolkit is intended to provide an introduction to the specific infrastructure improvement commonly used for
Safe Routes to School. It is included directly in the plan in effort to make it an easily available reference point for all
parties using this plan. Not all treatments are appropriate at every school location. In all cases engineering
judgement should be exercised when determining the best infrastructure solution.
The School Sign (S1-1) is used to warn drivers that
they are approaching a school area, or to identify the
beginning of a designated school zone.
The School Sign may be combined with small plaques
to indicate specific crossing locations. A school sign
combined with an AHEAD plaque (W16-9p) creates a
School Advance Crossing Assembly, used to warn road
users that they are approaching a crossing where
schoolchildren cross the roadway.
At specific crosswalks or crossing locations, a School
Crossing Assembly indicates the location of the crossing
point where schoolchildren are expected to cross. It
includes a School sign (S1-1) and a diagonal
downward arrow (W16-7p) must be included.
A School Zone Speed Limit Assembly identifies a
speed limit for used in a specific geographic area.
Speed limits may apply over limited time frames or
conditions as indicated on the sign.
As a supplement to a marked crosswalk, the
SCHOOL word marking may provide additional
warning to drivers about the potential presence of
school children.
Active warning beacons are user-actuated flashing
lights that supplement warning signs at unsignalized
intersections or mid-block crosswalks. Rectangular
Rapid Flash Beacons (RRFBs), a type of active
warning beacon, use an irregular flash pattern similar
to emergency flashers on police vehicles.
In-street pedestrian crossing signs reinforce the
presence of crosswalks and remind motorists of their
legal obligation to yield for pedestrians in marked or
unmarked crosswalks. This signage is often placed at
high-volume pedestrian crossings that are not
signalized. On streets with multiple lanes in each
direction, additional treatments such as median
islands or active warning beacons may be more
appropriate.
The simplest form of marked crosswalk is two
transverse lines, indicating the crossing area. A
marked crosswalk signals to motorists that they must
stop for pedestrians and encourages pedestrians to
cross at designated locations. Installing crosswalks
alone will not necessarily make crossings safer
especially on multi-lane roadways.
A marked crossing typically consists of a marked
crossing area, warning signs and other markings to
slow or stop traffic.
When space is available, a median refuge island can
improve user safety by providing pedestrians and
bicyclists space to perform the safe crossing of one
half of the street at a time.
Median refuge islands are protected spaces placed in
the center of the street to facilitate bicycle and
pedestrian crossings. Crossings of two-way streets
are simplified by allowing bicyclists and pedestrians
to navigate only one direction of traffic at a time. This
may also functions as a traffic calming technique
when configured to manage access to streets.
Pedestrian hybrid beacon are traffic control signals
commonly used to stop traffic along a major street to
permit safe crossing by pedestrians or bicyclists. The
signals provide very high levels of compliance by
using a red signal indication, while offering lower
delay to motorized traffic than a conventional signal.
The Minnesota Manual on Traffic Control Devices
permits Pedestrian Hybrid Beacon installation at both
mid-block and intersection locations. (Section 4F.2)
The Minnesota MUTCD says: “If installed at an
intersection, appropriate side street traffic control
should be considered.” This may include STOP or
YIELD signs as determined by a traffic engineer.
Raised crosswalks are crossings elevated to the same
grade as the multi-use trail. Raised crosswalks may be
designed as speed tables, and have a slowing effect on
crossing traffic.
A raised crossing profile design known as a sinusoidal
profile may be selected for compatibility with snow
removal equipment.
Curb ramps allow all users to make the transition
from the street to the sidewalk. A sidewalk without
a curb ramp can be useless to someone in a
wheelchair, forcing them back to a driveway and out
into the street for access.
Although diagonal curb ramps might save money,
they create potential safety and mobility problems for
pedestrians, including reduced maneuverability and
increased interaction with turning vehicles,
particularly in areas with high traffic volumes.
Advance stop bars increase pedestrian comfort and
safety by stopping motor vehicles well in advance of
marked crosswalks, allowing vehicle operators a
better line of sight of pedestrians and giving inner
lane motor vehicle traffic time to stop for pedestrians.
Bicycle lanes designate an exclusive space for
bicyclists with pavement markings and signage. The
bicycle lane is located adjacent to motor vehicle travel
lanes and bicyclists ride in the same direction as
motor vehicle traffic. Bicycle lanes are typically on the
right side of the street (on a two-way street), between
the adjacent travel lane and curb, road edge or parking
lane.
Buffered bicycle lanes are conventional bicycle lanes
paired with a designated buffer space, separating the
bicycle lane from the adjacent motor vehicle travel
lane and/or parking lane.
Countdown pedestrian signals are particularly
valuable for pedestrians, as they indicate whether a
pedestrian has time to cross the street before the
signal phase ends. Countdown signals should be used
at all signalized intersections.
Signals should be timed to provide enough time for
pedestrians to cross the street. The MUTCD
recommends a longer pedestrian clearance time in
areas where pedestrians may walk slower than
normal, including the elderly and children.
Curb extensions are areas of the sidewalk extended
into the roadway, most commonly where a parking
lane is located. Curb bulbs help position pedestrians
closer to the street centerline to reduce crossing
distances and improve visibility and encourage
motorists to yield at crossings.
A leading pedestrian interval is a condition where a
pedestrian signal displays a WALK signal for
pedestrians prior to displaying a green signal for
adjacent motor vehicle traffic. This early display gives
pedestrians a head start and may increase the
percentage of drivers who yield to crossing
pedestrians.
The size of a curb’s radius can have a significant
impact on pedestrian comfort and safety. A smaller
curb radius provides more pedestrian area at the
corner, allows more flexibility in the placement of
curb ramps, results in a shorter crossing distance and
requires vehicles to slow more on the intersection
approach. During the design phase, the chosen radius
should be the smallest possible for the circumstances.
No Turn on Red restrictions prevent turns during the
red signal indication to reduce motor vehicle conflicts
with bicyclists and pedestrians using the crosswalk.
Shared Use paths may be used by pedestrians, skaters,
wheelchair users, joggers and other non-motorized
users. These facilities are frequently found in parks, or
as neighborhood cut-throughs to shorten connections
and offer an alternative to busy streets.
Reducing speeds or volumes along streets improves
the pedestrian environment by limiting exposure,
enhancing drivers’ ability to see and react, and
diminishing the severity of crashes if they occur.
Common traffic calming techniques include speed
humps, neighborhood traffic circles, chicanes, and
pinch points.
Warning signs call attention to unexpected
conditions on or adjacent to a street or bicycle facility.
Around schools, the School Crossing Assembly is the
most common type of warning sign, used to warn
drivers to expect and anticipate bicycle crossing
activity.
The Safe Routes to School movement has been a leader in acknowledging that infrastructure changes are a necessary
but insufficient condition for shifting school travel behavior. While engineering improvements like sidewalks,
crosswalks, and bikeways are important, equally important are education programs to make sure children and
families have basic safety skills, encouragement programs to highlight walking and biking to school as fun and
normal, enforcement against unsafe and illegal motorist behavior, and evaluation of the impact of investments and
non-infrastructure efforts.
Middle school students are a great audience for a Safe Routes to School program, because they have more developed
cognitive ability than elementary school students, allowing them to judge unsafe conditions and understand why
they need to exhibit safe behavior. Children this age are also likely to have a more comprehensive understanding of
road rules and have the peripheral vision development to judge the speed of cars. Further, middle school students
have an expanded awareness of social, cultural, and environmental issues and are more likely to understand the
values of walking and bicycling.
Planning educational and encouragement activities for middle school students presents opportunities and
challenges. This age group is seeking and gaining more independence, but is vulnerable to self-consciousness and
peer pressure. Bicycling and walking are viable options for many children this age and may help provide their sought -
after independence, but children may perceive walking and bicycling to school as “uncool” or they may be concerned
about gaining peer approval. Fortunately for Twin Bluff Middle School, biking to school is already a popular activity,
and encouragement and education programs can build on this positive behaviour.
The success of educational and encouragement programs lies in providing middle school students with opportunities
for self-expression, hands-on learning, and playing a role in the implementation of their own Safe Routes to School
programs. Students can design and create outreach materials, coordinate logistics for assemblies or publicity
campaigns, and use technology and other skills to understand and share their understanding of the value of walking
and bicycling.
The following six programs have been identified as priority programs for Twin Bluff Middle School. For each
program concept, the recommendation includes the primary intended outcomes, potential lead and partners, a
recommended timeframe for implementation, resources and sample programs, and a short description. Additional
program recommendations not identified as priority are listed in a subsequent section. The City of Red Wing will
direct funds from a 2013 grant to these programs.
Walk and Bike to School Day is an
international event that attracts millions of
participants in over 30 countries in October of
each year. The event encourages students and
their families to try walking or bicycling to
school. Parents and other adults accompany
students, and staging areas can be designated
along the route to school where groups can
gather and walk or bike together. These events
can be held for one or more days.
Walk and Bike to School Day events are often
promoted through press releases,
backpack/folder/electronic mail, newsletter
articles, and posters. Students often earn
incentives for participating, such as healthy
snacks, buttons, or stickers. The event
planning team can work with local businesses, such as grocery stores, to provide donations to students participating
in the events. There can also be a celebration at school following the morning event, such as an awards ceremony,
lunch time party, or a raffle. Some schools have recruited “celebrity” walk leaders, such as local high school football
team members, the mayor, police officers, etc. This can greatly increase participation.
Staff at Twin Bluff Middle School are on board to walk or bike to school on International Walk and Bike to School
Day in support of the event, and the assistant princ ipal is prepared to ride from his home 40 miles away. Students
will make posters to promote the event. This fun event will help demonstrate to kids and parents that walking and
biking are encouraged and that students and their families can feel proud to pa rticipate. Walk and Bike to School
Day will also be a kick-off to the Walking Wednesdays expansion, noted below.
One obstacle currently keeping kids from walking or biking
is the perceived notion by parents that it takes too much
time or is too dangerous. In truth, a high percentage of
students live within two miles of their school (or shuttle
school), and most streets and sidewalks near schools are safe
for walking and biking. The “Open Your Front Door” maps
will start to break down those perceptions by showing
preferred routes through neighborhoods; distance and
average travel time by foot and by bike; difficulty level based
on the topography; locations of crosswalks, stop signs, and
bike racks; and high-traffic areas where extra caution is
needed. The Walk and Bike to School Maps may also show
park and walk locations, traffic signals, bikeways,
paths/trails, school entrances, and crossing guard locations
to encourage walking and biking to school.
Parent education and encouragement tips will be included on the maps, along with contact information for
coordinating a walking school bus. These can be tailored to be directed towards the students themselves as well.
With a range of student ages at Twin including both information for students and parents is appropriate.
Maps will complement the look of the community-wide "Open Your Front Door" campaign that Live Healthy Red
Wing is leading in 2013, which includes a visual marketing campaign and maps of walking routes through
neighborhoods, downtown, and business districts. Based on the resources available, the lead agency will determine
whether the maps will be distributed electronically or in paper form, as well as how the maps will be produced (e.g.,
using mapping or drawing technologies, such as GIS or Adobe Illustrator). The lead agency will also address a ny
liability concerns and get approval from the district and administration. Based on any liability constraints, the lead
will also determine whether the map will show suggested routes or just factual information that allows families to
choose their own routes.
Enforcement tools are aimed at ensuring compliance with traffic
and parking laws in school zones. Enforcement activities help to
reduce common poor driving behavior, such as speeding, failing to
yield to pedestrians, turning illegally, parking illegally, a nd other
violations. Law enforcement actions include school zone speeding
enforcement, crosswalk stings, and other enforcement activities.
Higher than safe speeds are a constant problem at Twin Bluff, and
administration lists traffic congestion and traffic that’s too fast as
top safety issues. This enforcement “wake-up call” will act as a
reminder to drivers about safe school-zone driving expectations. It
will also be a positive media event in an effort to start changing
driving behaviors. It’s planned that by fall of 2013, lower school
speed zones will be implemented, and the City of Red Wing will
provide the electronic monitors to ensure drivers are obeying the
law. Red Wing’s law enforcement bike patrol officer will engage
in speed zone “stings” on high priority streets at the beginning of
September and various days throughout the year. The “Kids on the
Move!” newspaper series described below will begin the first day
of the sting.
This program is designed to encourage
families to park several blocks from school
and walk the rest of the way to school. Not all
students are able to walk or bike the whole
distance to school; they may live too far away
or their route may include hazardous traffic
situations. This program allows students who
are unable to walk or bike to school a chance
to participate in Safe Routes to School
programs. It also helps reduce traffic
congestion at the school.
The team leading the effort will identify
appropriate park-and-walk locations within a
quarter mile of the school, typically parking
lots that are vacant or underutilized during
school drop-off and pick-up times. Once
identified, the team will work with property owners to receive permission to use the parking lots for the park -and-
walk activities.
On Wednesdays, Twin Bluff Middle School will encourage parents to drop their children at a spot at least a quarter
mile from school. To expand the reach, school buses would also drop students off at a park -and-walk location on
Wednesdays so those students can walk a quarter mile before school. Parent park-and-walk locations will be
recommended on the Open Your Front Door maps, and school bus park-and-walk locations will be designated for
the school. Extra crossing guards will be in place to assist with crossing streets within a quarter mile of the school.
Bicycle safety training is generally most appropriate
beginning in or after the third grade and helps children
understand that they have the same responsibility as
motorists to obey traffic laws. In-school curriculum
often includes three parts: in-class lessons, mock street
scenarios or skills practice, and on-street riding.
Various existing curricula are available online from a
number of sources at no cost, or schools may choose to
develop one on their own.
Currently, Twin Bluff Middle School does not provide
bike safety training to students. Red Wing does,
however, have a bike patrol officer who can provide
bike safety training during physical education classes,
and Twin Bluff is ready to open time for that training.
Once the first grade of students receive introductory
bicycle safety training in elementary school and move
on to Twin Bluff, the curriculum can be modified to be a
review of introductory lessons followed by an advanced
bicycle safety unit. Students participating in the
training will receive “door prizes” and reflective
stickers for jackets, backpacks, or bikes.
Some Red Wing residents still view kids on our streets as irregular. The strongest Safe Routes to School efforts are
those that, over time, begin to make change to the community culture by normalizing walking and bicycling. One of
the ways to help promote walking and bicycling as normal, everyday activities is to disseminate consistent, ongoing
communications to the school and surrounding community.
Live Healthy Red Wing has created publicity around walking and biking to school in the last 18 months with
success, but more is needed. Live Healthy Red Wing will spearhead a campaign in April 2014 that includes
newspaper articles, radio spots, Facebook posts, and videos on YouTube and local access Channel 6. The campaign
will give information about the benefits of walking and biking to school and how residents can work as a community
to help students feel safe on our streets and sidewalks.
Three new newspaper segments will be fun and eye-catching, while educating residents about benefits, providing
quotes from kids about why they love walking and biking to school, and showing ways residents can help students
feel safe on our roads.
The following additional programs are recommended as lower-priority options for Twin Bluff Middle School.
Increased walking and bicycling; youth empowerment
Red Wing’s bus system involves frequent bus stops (sometimes every block or two), which means students spend
long periods sitting on their rides and less time moving before and after school. This initiative’s goals are to shorten
bus rides and create an environment that’s convenient, fun, and safe for more walking. We hope to capitalize on our
many safe and pleasant neighborhood parks and make them “bus hubs.” All students living within a half mile of a
park would be required to walk there to be picked up. Consequently, with less stops, rides would be shorter and
students would get more activity (walking and playing at the park while waiting). At least one bike rack will be
available at each park. Volunteers may need to supervise if a bus hub is particularly busy. This system will start as a
pilot to measure successes and challenges and make recommendations before expanding across the city.
Increased bicycling; youth empowerment
Wheels for Winners Program: http://www.wheelsforwinners.org/curriculum.pdf
Community Cycling Center (OR) Bike Club: http://www.communitycyclingcenter.org/index.php/programs-for-
youth/bike-club/
With poverty numbers growing rapidly in Red Wing (on average one-third of the district’s students are on the free-
and-reduced lunch program), many children don’t own a bike. Most neighborhoods, however, are relatively safe for
riding, and the police department and high school mechanics students are ready to partner on this program. The
program will begin as a small pilot in which select middle school students will work with volunteers and high school
students to learn how to fix bikes from the community’s bike retrieval storage, where hundreds of stolen youth bikes
are now being stored. Students will be able to keep the first bike they fix; future bikes will go to other students in
need. The program will include an education segment in which students learn safety, maintenance, and routes in
their neighborhoods. Most importantly, at-risk students will attain bikes, and the “mechanics in training” will gain
pride, ownership, mentors, and confidence.
Evaluation is an important component of any Safe Routes to School effort. Not only does evaluation measure a
program’s reach and impact on a school community, it can also ensure continued funding and provide a path forward
for ongoing and future efforts. Evaluation can measure participation and accomplishments, shifts in travel behavior,
changes in attitudes toward biking and walking, awareness of the Safe Routes to School program, and/or the
effectiveness of processes or programs.
Safe Routes to School evaluation is beneficial in the following ways:
Indicates whether your SRTS efforts are paying off. Evaluation can tell you what’s working well, what’s
not, and how you can improve your program in the future.
Allows you to share your program’s impact with others. Evaluation can demonstrate the value of continuing
your program, with school faculty and administration, the district, parents, and elected officials.
Provides a record of your efforts to serve as institutional memory. The nature of Safe Routes to School teams
is that they change over time, as parents and their children move on to other schools and as staff turns over.
Recording and evaluating your efforts provides vital information to future teams.
Tells you if you are reaching your goals. Evaluation can confirm that you are accomplishing or working
towards what you set out to do. On the other hand, evaluation efforts can reveal that there is a mismatch in
your efforts and your goals or that you need to correct course.
Encourages continued funding for Safe Routes to School programs. Data collected and shared by local
programs can influence decisions at the local, state and national level. In part, today’s funding and grant
programs exist because of the evaluations of past programs.
At a minimum, SRTS evaluation should include the standard classroom hand tallies and parent surveys expected in
order to be consistent with the national Safe Routes to School program. Evaluating the programs can - and should
where possible - delve beyond this, but it need not be burdensome. Evaluating the program can be as simple as
recording what you did and when you did it, and counting or estimating the number of students who participated or
were reached. Recording planning efforts and taking photos is also helpful for the legacy of the program. In most
cases, it is beneficial to measure more, such as school travel mode split and/or miles walked/biked, from which the
school, district or city can estimate environmental, health, and other impacts.
There are two kinds of information that can be collected: quantitative data (numbers, such as counts, logs, and
survey results) and qualitative data (words/images, such as observations, interviews, and records). Further, there are
several different ways to collect information. This includes the following:
1. Conducting tallies/counts
2. Keeping logs (such as for mileage tracking)
3. Conducting surveys and interviews
4. Conducting observations and audits
5. Keeping planning and process records
Regardless of how elaborate you make your evaluation, it is important to pl an ahead for measuring and tracking
results. When you are designing your program, consider how you are going to evaluate it from the beginning, so that
you can build in mechanisms for collecting the necessary data. For example, if showing changes in travel behavior
over time is important to your effort, you will need to start by collecting baseline data s you know how students are
getting to school currently in order to be able to demonstrate any change later.
Below is a series of basic steps to take in designing and executing your program evaluation:
1. Establish your goals and plan the specific program.
2. Decide what, how, and when to measure.
3. Collect baseline information, if necessary.
4. Conduct the program and monitor progress.
5. Conduct any post-program data collection, if necessary.
6. Interpret your data.
7. Use and share your results.
More resources for evaluation can be found on the National Center for Safe Routes to School’s website here:
http://guide.saferoutesinfo.org/evaluation/index.cfm.
Sunnyside has been tracking participation in ongoing programs and this existing data can serve as a partial baseline
for programs such as Walking Wednesdays. At the beginning of each year establi sh which programs and
improvements will be made and what needs to be done to complete basic steps 1-3.
The Action Plan is based on a one year forecast of reasonably attainable goals as determined by the SRTS Team. The
Action Plan is meant to complement the recommendations. The table should be updated periodically with new goals
as the previous goals are met or new opportunities arise. It is important to note that while the overall Safe Routes to
School Plan has a will support action for five years, the Action Plan provides specific recommendations for the first
year of the plan. Annual evaluation should be part of the Safe Routes Programs. Each year the Action Plan should be
updated with recommendations that have been accomplished removed and new annual projects and programs
added. Some education, encouragement and enforcement programs will be ongoing and the action plan should
represent those programs that need increased resources or attention.
MEMO
To: Jay Owens, P.E., City Engineer, City of Red Wing
From: Colin Harris, P.E., Project Engineer, Community Design Group
Cc: Brian Peterson, City of Red Wing
Dana Dickman, Senior Planner, Alta Planning + Design
Antonio M. Rosell, P.E., AICP, Director, Community Design Group
Date: December 11, 2013
Re: Safe Routes to School - Twin Bluff Middle School - Concept Designs
for the Intersection of Twin Bluff Road and Pioneer Road
Twin Bluff Middle School - MnDOT Safe Routes to School Planning
Concept Designs for the Intersection of Twin Bluff Road and Pioneer Road
This memo presents concept intersection design options for Twin Bluff Road and Pioneer Road
in front of Twin Bluff Middle School in Red Wing, Minnesota. Three potential solutions that aim
to address safety concerns at this intersection are provided. The three concepts, along with
the existing condition, are presented as on the following pages.
The concepts and alternatives are:
•Alternative 1: Existing Conditions;
•Alternative 2: Squared Intersections;
•Alternative 3: Single Roundabout; and
•Alternative 4: Double Roundabout.
The approximate right-of-way boundaries—shown in blue dashed lines—are based on aerial
imagery from a mill and overlay plan done by the City of Red Wing in 2009. Geometry for the
roundabout is for a single lane design. Pioneer Road and Twin Bluff Road are each two-way
roadways with a single-lane of traffic in each direction.
community design group
a people-centered, asset-based approach to urban planning, policy and design
Community Design Group, LLC | 212 3rd Avenue North, Suite 515, Minneapolis, MN 55401 | 612-354-2901 | www.c-d-g.org
1
Alternative 1: Existing Conditions
2
Alternative 2: Squared Intersections
Pioneer Road
Twin
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Pioneer Road
Twin
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Alternative 3: Single Roundabout
3
Alternative 4: Double Roundabout
Pioneer Road
Twin
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d
Pioneer Road
Twin
B
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Contact
For questions regarding this memo please contact:
Colin Harris, P.E.
Project Engineer, Community Design Group, LLC
212 3rd Avenue North, Suite 515
Minneapolis, MN 55401
Email: charris@c-d-g.org
Office: 612-354-2901 | Mobile: 612-499-3646
Web: www.c-d-g.org
Attachments
•Image - Alternative 1: Existing Conditions;
•Image - Alternative 2: Squared Intersections;
•Image - Alternative 3: Single Roundabout; and
•Image - Alternative 4: Double Roundabout.
4
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1 Install Rapid Flashing Beacon (as Recommended by Alta Planning + Design) 2 Install High Visibility Crosswalk 3 Remove Driveway Access 4 Change Bus and Parent Drop off Traffic Flows
Twin Bluf
Recomme
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Descript
increases
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Pros:
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Cons:
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h amount of p
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which identifi
anes and add
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MnDOT Sa
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ding bike lan
d from schoo
an impleme
bikes travelin
d
dway with b
afe Routes to
ng Twin Bluf
section prom
at Twin Bluf
. Narrowing
cess for bike
uff Road and
1) which ide
ing’s Existin
Middle school
dheres to the
shoulders on
ave recomme
o adding bum
commended
he City of Re
Road as a fut
nes would he
ol. The Twin
entation plan
ng along bot
bikes
o School Pla
ff Road in fr
motes speed
ff Road be re
travel lanes
es traveling t
d is also in l
entifies Twin
ng and Futur
l should wor
city’s Bicyc
n either side.
ended addin
mp outs at th
d. This will b
ed Wing’s B
ture on-stree
elp to slow d
n Bluff Midd
n that adhere
th roadways
anning Assis
ront of the sc
ding along th
e-striped to a
and adding
to and from
line with the
n Bluff Road
re Bicycle
rk with the C
cle and
Speeding i
ng bump outs
he crosswalk
be a positive
Bicycle and
et bike route
down vehicle
dle school sh
s to the city’
s
tance
chool
he
add
bike
City
d as a
City
s
s to
ks,
e. As
es
hould
’s
Hay Creek
Cannon R i v e r
T r o u t Broo k
S p ri n g Creek
B u lla rd Cree k
S p ring Creek
Cannon R i v e r
Spring Creek
7 T H
4 T H
PION EER
MILL
NSP
HIGHWAY 19
5 T H
COUN
TY 18
3 R D
282ND
LEESON
HIGHWAY 58
EAST
MT CAR MEL
6TH
SPRING CREEK
W
E
S
T
C
O
L
L
I
S
C
H
A
N
BEN
CH PARK
COUNTY 1
HIGHWAY 61
TYLER
287 T H
LEVEE
T
I
L
E
HAY CREEK
BUSH
PLUM
LOCK AND DAM
SEVASTOPOL
C A N N O N D A L E
AS
P
E
N
NEAL
12TH
IDE
21ST
9TH
MAPLE
R
E
D
F
O
X
PEPIN
OLD WEST MAIN
ED
OKA
FRENN
HI PARK
SPRUCE
L
E
H
R
B
A
C
H
KAFF ITZ
280TH
ST URGEON LAKE
MAIN
COUNTY 21
ROSE
H A LL Q UIS T
CHAKYA
BR INK
BLUFF
H
IL
L
FERN
HALLSTROM
PER
LICH
GRAVES
C A D Y
OL D TYL ER
TWIN BLUFF
BU
NC
H
G A D I E N T
PI
N
E
285TH
15TH
PIN
E RID
G
E
COUN
TY 53
C O L L E G E
LORI
OLD HIGHWAY 19
W
E
S
T
W
O
O
D
HIGH
WAY 63
KOSEC
MOUNDVIEW
GRACE
LAUNA
8TH
QU ARRY
SKYLINE
WAKON
ADE
S
O
U
T
H
O
A
K
ALVINA
LAKE
SPAT
E
S
BR
O
O
KS
COUGAR
F E A T H E R S T O N E
DOYLES
CUTLER HILL
D
A
K
O
T
A
SALA
C
H
E
R
R
Y
G O L F L I N K S
F
U
L
T
O
N
VER
A
BU RTON
GO
O
D
HU
E
OAK
28 9 TH
REDING
BAYVIEW
SO U THV I E W
NORWOOD
C
E
N
T
R
A
L
SERVICE IKATA
COUN TY 31
LANGSDORF
POTTERLEARNING
BRYAN
HILLSIDE
COUNTY 41
FRAZIER
PEACEFUL RIDGE
MASON 17TH
DEBRA
FRANC ES
RED WING
HIGHWAY 292
CAROL
CARDINAL
WESTWOOD HILLS
CLEVELAND
LEE
290TH
SNOWBIRD
VI
L
L
AG
E
WR IGH T
POPLAR
235TH ST
JOHNSON
CANNON BOTTOM
RIEDELL
CEDAR
FAIRVIEW
11TH
ARROW
W
O
O
D
L
A
N
D
SU
NS
E
T
ST URTEVAN T
PATCH
OAK HILL
M
A
L
M
Q
U
I
S
T
L
A
R
S
O
N
O
A
K
W
O
O
D
C
E
M
E
T
E
R
Y
GERNENTZ
BO
H
M
BACH
227TH AVENUE
S
W
E
E
T B
RIA
R
H I G H W O O D S
TECHNOLOGY
CLAY
CHALET
HEDIN
OLD ZUMBROTA
COTTON
WOOD
A
U
R
O
R
A
LIDBERG
C L O V E R
JACKSON
WASHINGTON
RHAME
A
R
K
I
N
DANIELSON
5TH
3 R D
C
A
N
N
O
N
B
O
T
T
O
M
GOLF LINKS
LAKE
SERVICE
FAIRVIEW
MAPLE
7TH
BEN
CH
HIGHWAY 61
TYLER
6TH
HIG
H
W
A
Y 61
2
8
5
T
H
KOSEC
7TH
3RDTYLER
BUSH
280TH
Existing and Future Bicycle NetworkLong Term Plan (DRAFT)
Existing Mu lti-use Trails Paved
!
!!
!
!Future Multi -use Trails Paved
!
!!
!
!Future Multi -use Unpav ed Trail
Existing On -street Bike Route
!
!!
!
!Future On-S treet Bike R outes
.1 Miles
Sources: This map document was created from a variety of sources, including City of Red Wing and Goodhue County. Projection: Lambert Conformal Conic Data Disclaimer: The City of Red Wing assumes NO liability for the completeness of this map OR any responsibility for any associated direct, indirect, or consequential damages that may result from its use or misuse. Map updated August, 2011 City of Red Wing Copyright 2011