# Presentation: 766285

## State Panel “Oregon”National Transportation Safety Board Forum on Driver Education and TrainingWashington DC, October 2003

**Presented by **
**John  Harvey, Program Manager**
**Driver Education**
**Transportation Safety Division**
**Oregon Department of Transportation**

## Issues and Concerns for Driver Education in the 21st Century

- Lack of research to support improvements in driver education
- Lack of standards for driver education
- Driver behavior curriculum
- Teacher Competencies
- Lack of state supervision and leadership
- Lack of funding to support quality driver education

## Oregon Overview

**Oregon: Things Look Different Here**
**Oregon Driver Education-The Future is Bright**
**Oregon Driver Education-The Vision for Reaching More**

## Expectations

## Transportation Safety.The Way To Go.

## Our Mission

- To have the safest
- transportation system
- in the world.

## Support for Driver Education as Public Policy Issue

**We must prepare our students to compete,**
** ****contribute and cope in a high tech society**

## Driver and Traffic Safety Education Program Objectives

- Preparation for lifelong learning as a pedestrian, passenger and vehicle operator
- Survival skills, ability to cope
- Social sensitivities

## Male drivers spends an average of 81 minutes a day driving

- If a male receives his license at 16 and drives for sixty years, he will drive 29,565 hours in his lifetime
- That is a equivalent to driving 24 hours a day for 1,232 days or 3.375 years of his life
**USA Today USA Snapshots-10/12/98**

## Female drivers spends an average of 64 minutes a day driving

- If a female receives her license at 16 and drives for sixty years, she will drive 23,360 hours in his lifetime
- That is a equivalent to driving 24 hours a day for 973 days or 2.665 years of her life
**USA Today USA Snapshots-10/12/98**

## System Partnership

**System Partnership**

**HTS**
**ODOT-TSD**

## Systems ApproachCrash Causation Factors

**Notes:**
Numbers are from From Lum & Reagan, Public Roads 58 (3), Winter 1995 “Interactive Highway Safety Design Module”
accidents by causative factor – don’t try to add them up it doesn’t work (Venn Diagram)    Some might want to put weather in as a separate factor.  
actual relationship is extremely complex
Some of the 57% attributed to drivers may be because roadway did not meet drivers needs.  
Have participants list ways vehicle have improved over past 25 years.
Have participants list ways roadways have improved over past 25 years
Ask participants how drivers have improved over the years
DRIVERS DON’T IMPROVE, need to design around the driver as the other parts of the system can be improved – and we expect them to improve
Using systems approach means designing for the weakest link DEISNG AROUND THE DRIVER’S NEEDS
POINT:	accidents have many causes
	interaction is probably the most critical
	emphasize need for considering human element

## Inexperience

- Reduce the representation of inexperienced young drivers involved in crashes.

- Mandatory driver education
- Performance-based driver’s education
- Graduated Licensing
- Parent Guided Practice

## Oregon Crash Clock 2002

- One Traffic Crash
- every 10.9 minutes
- (132Crashes per day)

- One Traffic Fatality
- every 20 hours
- (1.19 Fatalities per day)

- One Traffic Injury
- every 19 minutes
- (76 Injuries per day)

- Source: Oregon Department of Transportation

## Economic Loss Due to Reportable Traffic Crashes

- In Oregon – 2001

- * Figures are based on National Safety Council, Injury Facts, 2002

- Total Economic Loss*

- $1.08 Billion

- Economic Loss*

- Per person

- $311.96

## Oregon Driver Education... Things Look Different Here

**GDL Passed in 1999 creating new system supporting Driver Education**
**Administration of the Driver Education was transferred  from Dept. of Education to Transportation Safety Division of ODOT**
**TSD created the “Action Plan for Change”**
**Created a dedicated funding source for DE**
**Western Oregon University partnered with ADTSEA trained 30 “trainers of trainers”**
**TSD-ODOT conducted yearly public opinion telephone surveys**

## Transportation Safety-The Way to Go

**Transportation**
** ****Safety **
**Survey**

**Intercept Research Corporation**

**August 2002**

**Oregon Department of Transportation**

## Traffic Safety Education Requirement 

**Question:****  Do you believe driver education should be a required course in all high schools? June 1999**

**Notes:**
One-half (52%) of respondents who have children indicate they have a child who has taken a traffic safety education program at school; of these, driver’s training and/or education (33%) is the program recalled most often.

Fifty-five percent (55%) of those responding are unable to recall the name of the program or the subject matter of the traffic safety education program presented at school, particularly residents of Region 2 (63%), male respondents (60%) and those 65 years of age and older (61%).

## Driver Education in High School

**Question:****  How many hours of driver’s education do you believe should be taught to students in high school?**** **

*Mean Number of Hours:  70*

**Notes:**
Respondents believe students in high school should receive an average of 70 hours of driver’s education training.
Respondents are equally likely to believe students in high school should receive 20 hours or less (21%), 21 to 40 hours (21%) or 41 to 100 hours (20%) of driver’s education training.
Geographically, this figure ranges from a high of 104 hours in Region 2 to a low of 43 hours in Region 4.
Respondents 21 to 24 years of age (mean number of hours:  86), high school graduates (84) and those with an annual household income of less than $30,000 (80%) believe students in high school should receive more driver’s education training when compared with the sample as a whole.
One out of three (33%) of those surveyed is unable to offer an opinion regarding the number of hours of driver’s education high school students should receive, particularly respondents 65 years of age and older (52%) and those with an annual household income of less than $30,000 (42%).

## Driver Education in High School

**Question:****  How much training do you believe should be required for driver education instructors?****  May 2002**

**Notes:**
Respondents believe students in high school should receive an average of 70 hours of driver’s education training.
Respondents are equally likely to believe students in high school should receive 20 hours or less (21%), 21 to 40 hours (21%) or 41 to 100 hours (20%) of driver’s education training.
Geographically, this figure ranges from a high of 104 hours in Region 2 to a low of 43 hours in Region 4.
Respondents 21 to 24 years of age (mean number of hours:  86), high school graduates (84) and those with an annual household income of less than $30,000 (80%) believe students in high school should receive more driver’s education training when compared with the sample as a whole.
One out of three (33%) of those surveyed is unable to offer an opinion regarding the number of hours of driver’s education high school students should receive, particularly respondents 65 years of age and older (52%) and those with an annual household income of less than $30,000 (42%).

## Oregon Driver Education... Things Look Different Here

**NHTSA Youth Assessment-Second state in the country to assess youth traffic safety creating a priority list for improvements. Study the various components of GDL  including DE**
**Advisory Groups –DE Advisory, Oregon Transportation Safety Committee and Oregon Traffic Commission review changes**
**Tuning Up Manual provided to parents teaching  100 hours without formal driver education**
**Results of GDL-16 yr. old fatal and injury crashes**

## OREGON TEEN DRIVERS

**In 1998, **_**1,196**_** 16 year old drivers were involved in a fatal or injury crash.**
**In 2000, only **_**898**_** 16 year old drivers were involved in a fatal or injury crash (a 24.9% reduction).**
**In 2001 the reductions continued.  Only **_**810**_** 16 year old drivers were involved in a fatal or injury crash (a 32.3% reduction since 1998).**
**In 2002 the reductions continued.  Only **_**753**_** 16 year old drivers were involved in a fatal or injury crash (a 36.3% reduction since 1998).**
**Nearly ****16,000**** high-school students are receiving driver education, approximately ****30,000**** are not.**

## Oregon Driver Education The Future is Bright

**Dedicated DE Funding Source ($6 per license renewal fee every 8 years) solvent until 2008.**
**Oregon Performance Plan reviews DE performance measures & specific strategies**
**Financial commitment to train the existing 750 teachers.**
**Two research projects sponsored by NHTSA & AAA Foundation are studying the effectiveness of GDL components including driver education **
**In partnership with the Oregon Traffic Safety Education, a model parent involvement resource guide was developed and disseminated.**

## Oregon Driver Education The Future is Bright

**Created a Driver Education Assessment available driver education programs**
**Professional Development-2 years**
**Hosting the National ADTSEA Conference in Portland-2004**
**NIDB Risk Prevention CD Curriculum**

## Oregon’s Graduated Driver Licensing System

**Effective March 1, 2000**
_**Licensing sequence**_
**1.****	****Learner’s permit**
**2.****	****Graduated license**
**3.****	****Full license**

- T-1.5

## Graduated Driver License

**Requirements.**
**Certify that the student has had at least 50 hours of driving experience while being supervised by a licensed driver who is at least 21 years old and has had a valid license for at least 3 years.**
**Complete a traffic safety education course that meets standards developed by the Department of Transportation.**

- T-1.9

## Graduated Driver License

**Requirements.**
**Without a traffic safety education course, an applicant must certify an additional 50 hours of driving experience, for a total of 100 hours of supervised driving with the licensed driver specified above.**
**Must pass a safe practices test.**
**Must pass the behind the wheel driving test.**
**Must pay a fee of $54.50 (eight year license).**

- T-1.10

## Graduated Driver License Cont.

**Requirements.**
**Must show proof of school attendance or other educational progress before DMV can issue driving privileges.**

- T-1.11

## Our Goal

**Standardize & Require Driver Education **

**Oregon’s Performance Plan**

## Changing Role of Driver Education in Oregon

- Need Lifelong Learning for
- Lifetime of Risk Management

## Driver Education in Oregon:

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

## Summary of Recommendations

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

## Task Forces

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

- > Guidelines
- > Scope
- > Timeline
- > Respect
- > Resources

## Administrative Rules

- Curricula Standards
- Reimbursement Requirements
- Instructor Standards
- Operational Guidelines
- Stair-Step Approach

- Timing is everything!

## Policy approval
Position resource
Operational funding
Reimbursement funding 
Formal update and reassurance of implementation 

- Policy approval
- Position resource
- Operational funding
- Reimbursement funding
- Formal update and reassurance of implementation

## Impacting Legislation

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

## Values

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

## Oregon Driver 

**Oregon Driver **
**Education &**
**Training**

**Notes:**
Driver education to be successful, needs a number of components, each working with and for each other in order to achieve success.   First and foremost we need to be clear what we expect our students to know and do when they complete driver education and training.  We are often seen as a necessary evil in order for a teen to get a license at an early age.  Standards vary across the country, across states, and even among programs and instructors.  A teen driver, whether trained in Idaho, Massachusetts, Florida, Texas, North Dakota or Oregon, should all receive a course of instruction based upon consistent knowledge and skill assessments.

## Changing students depends to a

-  large extent on changing teachers.
-  If teachers continue to do the
- same old things, it is unlikely
-  that student performance will improve

## TSE Instructor Standards

- Process
- ODOT established Task Force led by an Oregon Transportation Safety Commission (OTSC) member
- Task Force made recommendations to ODOT for standards
- ODOT relied upon many of the recommendations made to create permanent Administrative Rules in effect as of 9/1/00

- T-1.14

## Educational Facility Instructor Standards

**New standards (9/1/04).**
**Meet all requirements of employer.**
**Hold valid Oregon Driver License.**
**Complete Division approved Traffic Safety Education course of study.  Course of study required will depend upon teaching environment:  classroom or BTW.**
**“****Foundations” course required for everyone.**
**Course focusing on BTW teaching methodology required for instructors in BTW environment.**
**Course focusing on classroom teaching methodology required for instructors in classroom environment.**
**If teaching in both environments, all three courses required.**

- T-1.17

## Educational Facility Instructor Standards

- Current Standards
- Meet the requirements of employer;
- Hold a valid Oregon driver license or a license issued by an adjacent state (OAR 737-015-0070);
- To teach classroom, hold a valid Oregon teaching license or complete a Division approved course  for classroom instruction;

- T-1.15

## Driving SchoolInstructor Standards

- Current Standards
- Curriculum approved by ODOT
- Meet the requirements of employer
- Remain in compliance with OAR 735-160-0000 through 735-160-0130
- Minimum of 21 years old
- Fingerprinted
- Background check

- T-1.19

## Educational Facility Instructor Standards

**Current Standards.**
**To teach BTW:**
**hold a valid Oregon teaching license.**
**OR, complete a Division-approved course of study for BTW instruction that includes an in-car practicum with beginning drivers.**
**OR, hold a waiver for the Division-approved course of study granted by TSD.**

- T-1.16

## Educational Facility Instructor Standards

- New standards (9/1/04)
- Obtain re-certification every 2 years that includes:
- attending a state or national TSE workshop once per certification period
- teach a minimum of 30 hours of classroom or BTW
- retain current first aid/CPR/BBP certification
- physical exam

- T-1.18

## Driving SchoolInstructor Standards

- New standards (9/1/04)
- Remain in compliance with OARs 735-160-0000 through 735-160-0130
- Complete Division approved Traffic Safety Education course of study  [same as for those in educational facility]
- Obtain re-certification every 2 years that includes:
- driver license check for validity and citations
- criminal background check (OAR 735-160-0085)
- attending a state or national TSE workshop once per certification period
- teach a minimum of 30 hours of classroom or BTW
- current first aid/CPR/BBP certification
- physical exam

- T-1.20

## MODEL FOR IMPROVEMENT

**AIM**

**What are we trying to **
**accomplish?**

**Current **
**Knowledge**

**How will we know that a change **
**is an improvement?**

**CYCLE for **
**Learning &**
**Improvement**

***What changes can we make that ***
***will result in improvement?***

***Plan***

***Do***

***Study***

***Act***

## Habit Development

- Knowledge: what to do and why
- Skill: how to do
- Attitude: desire or want to do
- K+A+S=Habit
- Pattern of Behavior Can Be Learned or Unlearned
- Requires Time, Energy and Commitment

*K*

*S*

*A*

*H*

## Oregon’s DE Curriculum

**Oregon’s DE Curriculum**
**(NIDB)**

**Notes:**
Driver education to be successful, needs a number of components, each working with and for each other in order to achieve success.   First and foremost we need to be clear what we expect our students to know and do when they complete driver education and training.  We are often seen as a necessary evil in order for a teen to get a license at an early age.  Standards vary across the country, across states, and even among programs and instructors.  A teen driver, whether trained in Idaho, Massachusetts, Florida, Texas, North Dakota or Oregon, should all receive a course of instruction based upon consistent knowledge and skill assessments.

## Good News - Oregon Teens Compared to National Averages

- Oregon 16 yr. old drivers had a 36.3 % lower fatal and serious injury rate since GDL went into effective
- Oregon Teen Drivers 15-20 had a 51% lower fatality rate than Nat'l average  in 2001

## CHANGE PROCESS

- CHANGE

- LEAVING THE OLD

- ENTERING
- THE NEW

- RESOURCES

- STUDY

- ADMINISTRATION
- SUPPORT

- CHANGE AGENT

- PEER SUPPORT

- LEAVING THE OLD

*CHANGE PROCESS*

***TEACHER***
***DEVELOPMENT***

## Characteristics of High Performing Schools

**Implications for Driver and Traffic Safety Education and the Vision for Reaching More**

## 1.  Clear and Shared Focus

- Staff and students share and commit to common goals
- Shared belief that all students can learn
- Common values and constancy of purpose
- The vision is shared everybody knows where they are going and why

## 2.  High Standards and 	Expectations

- Teachers and staff believe all students can learn and meet high standards
- Recognition that some students must overcome significant barriers
- Offered course of study is ambitious and rigorous

## 3.  Effective Leadership

- Effective leadership is required to implement change processes
- Administrators, teachers, staff and students can have different leadership roles and styles
- Effective leaders cultivate and nurture an instructional program and school culture conducive to learning and professional growth

## 4.  High Levels of Collaboration 	and Communication

- Strong teamwork among public/private providers
- Everybody is involved and connected
- Includes parents, community members, schools, and students
- Problem identification and solution development

## 5.  Curriculum, instruction and assessment aligned with standards

- Agreement between planned and actual curriculum
- Both are aligned with the ADTSEA/NIDB learning requirements
- Use of research based materials and strategies
- Clear understanding of assessment system, what measured in various assessments and how it’s measured

## 6.  Frequent Monitoring of 	Learning and Teaching

- Continuous adjustment of teaching and learning based on frequent monitoring of student progress and needs
- Multiple assessments (types and frequency)
- Results used to focus and improve instructional programs
- Results used to improve student performances

## 7.  Focused Professional 	Development

- Strong emphasis on extensive and ongoing professional development
- Professional development for all educators is aligned with the state’s common focus, objectives, and high expectations
- Professional development based on feedback from learning and teaching evaluations

## 8.  Supportive Learning 	Environment

- Driver Education Program has a safe, civil, healthy, and intellectually stimulating learning environment.
- Students feel respected and connected with the staff
- Students are engaged in learning
- Instruction is personalized
- Small learning environments increase student contact with teachers/instructors

## 9.  High Level of Parent and 	Community Involvement

- Sense that all have a responsibility to educate students, not just teachers and staff in schools
- Parents, businesses, social service organizations, and community colleges/universities all play a vital role
- Shared ownership of concerns and responsibility

## Nationally Driver Education Needs Leadership &Funding

**Teacher training and credentialing**
**Program Administration & oversight including course structure, time allotment and criteria for successful completion**
**Curriculum standards and guidelines, course content with habit development and student  performance measures**
**Technology and methods of instruction**
**Evaluation of Student/teacher/parent performance**
**Parent Involvement**

## Strategic Planning

**Where are we now?**
**Where do we want to be in the future?**
**How do we get there?**
**How do we measure our progress?**

## What Does Driver Education Mean To You And Your Family?

## What Does Driver Education Mean To You And Your Colleagues?

## What Are Your Agency’s Driver Education Goals and Objectives?

## What Are The State’s Safety Goals And Objectives Relating to Driver Education?

## Oregon’s Pioneer

## Oregon’s ParadigmPioneer	Intuition	Courage	Commitment for 	the Long Haul

## Slide 70

- “Never doubt that a small group of committed individuals can change the world. Indeed it is the only thing that ever has.”by Margaret Mead

## For additional informationplease contact

- John L. Harvey, Program Manager Driver Education
- Transportation Safety Division-ODOT
- _[John.l.Harvey@](mailto:John.l.Harvey@odot.state.or.us)__[odot](mailto:John.l.Harvey@odot.state.or.us)__[.state.or.us](mailto:John.l.Harvey@odot.state.or.us)_
- _[www.](http://www.odot.state.or.us/transafety/driver_ed)__[odot](http://www.odot.state.or.us/transafety/driver_ed)__[.state.or.us/](http://www.odot.state.or.us/transafety/driver_ed)__[transafety](http://www.odot.state.or.us/transafety/driver_ed)__[/driver_ed](http://www.odot.state.or.us/transafety/driver_ed)_

## Oregon Driver Education... Things Look Different Here

- GDL Passed in 1999 creating new system supporting Driver Education
- Administration of the Driver Education was transferred  from Dept. of Education to Transportation Safety Division of ODOT
- TSD created the “Action Plan for Change”
- Created a dedicated funding source for DE