American Driver And Traffic Safety Education Association Wednesday, August 2, 2006

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American Driver And Traffic Safety Education
Association Wednesday, August 2, 2006

• Embracing Change
• Oregon Taking Driver Education to the Next Level

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• Shaping the Future
• Data in Results-oriented
• Decision Making

John L. Harvey, Program Manager Driver Education
ODOT-TSD 235 Union Street Salem, Oregon
97301 John.l.harvey_at_odot.state.or.us www.oregon.go
v/ODOT/TS
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Driver Education in Oregon

• An Action Plan for Change
• Approved by the Oregon Transportation Safety
  Committee on September 13, 1999

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Partners in Prevention

• What is the concern about teen drivers?
• Who should be involved to make a difference?
• Are there any guarantees that anything will work?

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Menu selections to consider

• License restrictions
• Parental involvement
• Curfew
• Media push
• Different marketing strategies and messages
• Victim conversations
• Three year cycles

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Some samples and ideas
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An Oregon Approach

• Second phase of a graduated driver license
• data driven restriction proposals
• passenger restrictions are the key
• nighttime curfew eliminates the most severe
  crashes
• direct tie to driver education
• Driver education
• new focus, attention, standards, and attention

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Summary of Recommendations

• Task Forces
• Town Hall Meetings
• Administrative Rules
• Legislative Emergency Board
• Other Impacting Legislation

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Task Forces

• Overall goal
• Membership
• Subject areas to cover
• Curriculum
• Instructor
• Operations
• Public Outreach

gt Guidelines gt Scope gt Timeline gt Respect gt
Resources
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Town Hall Meetings

• Format
• Agenda
• Locations
• Invitations
• Speakers
• Media

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Impacting Legislation

• Proof of School Attendance
• Additional Funds for Driver Education
• Driver License Cycle Expanded
• Graduated Driver License

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Values

• Customer Satisfaction
• Listening to Others
• Participative Decision Making
• Valuing Individuals
• Diversity
• Excellence
• Public Trust

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Administrative Rules

• Curriculum Standards
• Reimbursement Requirements
• Instructor Standards
• Operational Guidelines
• Stair-Step Approach

• October 1999
• Meetings begin
• February 2000
• Temporary review
• March 2000
• Adoption of initial rules
• June 2000
• Final review
• September 2000
• Adoption of final rules

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Legislative Emergency Board

• Policy approval
• Position resource
• Operational funding
• Reimbursement funding
• Formal update and re-assurance of implementation

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An Action Plan for Change

• We are changing the culture of what it is to be
  a teen driver in the State of Oregon.
• You will continue to get what you are getting,
  if all you do is what has been done before.

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People and data need each other.

• What people say need to be informed by what data
  say.
• What data say need to be balanced with what
  people say.

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Good planning seeks the ideal marriage.
Analysis
Dialogue
Where are we?
Where do we want to go?
Planning
How did we do?
How do we get there?
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Do the right things.Do them well.
ALIGNMENT
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Many Layers of PlanningAll Equally Important
All RequireData

• 60,000 ft view Nation
• 30,000 ft view State
• 25,000 ft view Region
• 20,000 ft view County
• 15,000 ft view Community
• 10,000 ft view School
• 5,000 ft view student/parent

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• The Unfocused Organization

Strategic Planning
Information Data Analysis
Customer focus and satisfaction
Organizational Leadership
Systematic Learning
Human Resource Policies Practices
Work Process Management
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• The Focused Organization

Human Resources
Customer focus and satisfaction
Organizational leadership
Work process management
Strategic planning
Systematic learning
Information and data analysis
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• The Unfocused Enterprise

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• The More Focused Enterprise
• - Achieving Internal Alignment -

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• The Well-focused Enterprise
• All legs require good data.

Shared Strategies
Unified Vision
Meaningful Measures
Outcome-based Evaluations
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• What has Oregon DE learned?

• It has to matter to the boss
• Be clear about the purpose
• Keep it simple
• Link goals and measures
• Its never too late to start
• Be inclusive
• Be relentless
• Be patient
• Be realistic

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An Action Plan for Change

• We are changing the culture of what it is to be
  a teen driver in the State of Oregon.
• You will continue to get what you are getting,
  if all you do is what has been done before.

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Our job is to change the culture of what it
means to be a teen driver.
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Inexperience

• Reduce the representation of inexperienced youth
  drivers involved in crashes.

• Graduated Driver Licensing
• Requiring Driver Education
• Habit Training
• Parent Guided Practice

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On July 21, 2005 the Oregon Legislature increased
funding for driver education from 150 to 210
per student completing an ODOT-TSD approved
course.
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• So has the teen driver situation improved
  dramatically, how have the students that take
  driver training faired as compared to those
  taking all 100 hours of training from their
  parents?

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Study of ORs GDL

• The crash rate for the teens taking formal DE was
  11-21 lower than those taking the 100 hour
  parent program
• The traffic conviction rate for teens taking
  formal DE was 39-57 lower than those taking the
  100 parent program.
• The driver license suspension rate for teens
  taking DE was 51-53 lower than the parent program

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Our job is to change the culture of what it
means to be a teen driver.
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Teenage Drivers - 16

• In 1998, 1,158 16 year old drivers were involved
  in a fatal or injury crash.
• In 2000, only 873 16 year old drivers were
  involved in a fatal or injury crash (a 24.9
  reduction).
• In 2001 the reductions continued. Only 793 16
  year old drivers were involved in a fatal or
  injury crash.
• In 2002 the reductions continued. Only 727 16
  year old drivers were involved in a fatal or
  injury crash.
• In 2003, the reductions continued. Only 734 16
  year old drivers were involved in a fatal or
  injury crash (a 37.2 reduction since 1998).
• In 2004, the reductions were confirmed. Only 679
  16 year old drivers were involved in a fatal or
  injury crash (a 41.4 reduction since 1998).

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Teenage Drivers - 17

• In 1998, 1,497 17 year old drivers were involved
  in a fatal or injury crash.
• In 2000, only 1,201 17 year old drivers were
  involved in a fatal or injury crash (a 19.8
  reduction).
• In 2001 the reductions continued. Only 1,179 17
  year old drivers were involved in a fatal or
  injury crash.
• In 2002 the reductions continued. Only 1,204 17
  year old drivers were involved in a fatal or
  injury crash.
• In 2003, the reductions continued. Only 1,075 17
  year old drivers were involved in a fatal or
  injury crash (a 28.2 reduction since 1998).
• In 2004, the reductions were confirmed. Only 960
  17 year old drivers were involved in a fatal or
  injury crash (a 35.9 reduction since 1998).

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Teenage Drivers 18 and 19

• In 1998, 2,905 18 and 19 year old drivers were
  involved in a fatal or injury crash.
• In 2000, only 2,469 18 and 19 year old drivers
  were involved in a fatal or injury crash (a 15.1
  reduction).
• In 2001 the reductions continued. Only 2,376 18
  and 19 year old drivers were involved in a fatal
  or injury crash.
• In 2002 the reductions continued. Only 2,442 18
  and 19 year old drivers were involved in a fatal
  or injury crash.
• In 2003, the reductions continued. Only 2,439 18
  and 19 year old drivers were involved in a fatal
  or injury crash (a 16.1 reduction since 1998).
• In 2004, the reductions were confirmed. Only
  2,270 18 and 19 year old drivers were involved in
  a fatal or injury crash (a 21.9 reduction since
  1998).

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Helping parents to grow up low risk drivers takes

• Cultivated Partnerships Teen/Parent/Program
• Systems of Accountability
• Increased Awareness of
• High-risk Perceptions Actions
• Low-risk Behavioral Patterns
• Investments of Time, Talent and Resources

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Transportation Research Board Mid-year
ReportSeptember, 2005 A. James McKnight

• Focusing the content of driver education upon
  those errors that account for the largest share
  of novice crashes offers the opportunity to
  make significant inroads upon the high initial
  crash rate.

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16-17 Year Olds Deficiencies in Specific Driving
Behaviors that Cause Crashes (McKnight 2002)
1) Attention-23 2) Adjusting Speed-20.8 3)
Search Ahead-19.1 4) Search To The Side-14.2 5)
Maintaining Space-9.8 6) Tie-Search to
Rear/Emergencies 9.4
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Driver Education is a Positive Influence in the
Lives of Oregon Teen Drivers When We

• Have a clear understanding of
• novice driver/parent needs
• how to meet those needs
• Actively involve parents in all phases of TSE
• Help students to acquire accurate perceptual
  guidance and vehicle control skills
• Utilize student centered activities for a higher
  level of learning and retention
• Are provided adequate support and resources

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Oregons Driver Risk Prevention Education Core
Curriculum

• Goal of Risk Prevention Habit Formation
• Perceptual Guidance Car Control Techniques
• Behavior Based
• Simple to Complex
• Concurrent Class and In-car Sessions
• Conscious Level of Learning
• Teacher Directed Student Centered Activities

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Oregon Driver Risk Prevention Curriculum

• Meets NIDB ADTSEA Minimum Standards of
  Performance
• Designed to Help Students Acquire Accurate
  Perceptual Guidance and Vehicle Control Skills
• And In-car Habit Formation

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Time Space Management

• Is Not Compartmentalized Oregon TSE Subject
  Matter
• It Encapsulates all Oregon TSE Subject Matter
• Is Not the Focus of One Lesson or Module
• It is the Root of Every Lesson and Module

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Parents Need To

• Be Educated
• about the risks of teen driving
• about the defining behaviors of a low-risk
  driving style
• Be Engaged
• Throughout and following TSE
• Be Activated
• With the necessary tools
• Provide Specific Guided Practice
• Require Student Accountability

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Perceptual Guidance System Failures 96.3
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ODOT-TSD TOPICS

• Oregon Transportation Safety Action Plan TSAP
  Whats Next? DE a top 10 Priority
• Result of the Oregon GDL Study
• University of Oregon Telephone Survey
• Oregon Administrative Rules Revision for Driver
  Education
• OR Driver Risk Prevention Curriculum 1-10

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Driver Education Program
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Oregons Driver Education Goal
Performance Plan
Standardize Require Driver Education
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Oregon TSAP

• Establish licensing and training standards
• Same standards for all DE programs
• Oversight Management standards
• Commitment to improve driver performance

• Require DE
• Increase permit fees
• 2015 require DE for all new drivers
• Establish new standards for DE
• Define a model driver
• Standards for instruction preparation

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Driver Education and Training
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The Future

• Data driven standards
• Singing from the same page.
• Transparent decision process, but, with one-way
  gates.
• We have not served parents and teens as well as
  we could have.
• Its all about the kids.

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