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Memo - City Of Hopkins and Hopkins School District Transit Study . . . Administrative Services Department Office of the City Manager Memorandum To: From: Date: Subject: Honorable Mayor and Members of the City Council Steven C. Mielke, City Manager October 26,2001 City of Hopkins and Hopkins School District Transit Study In the fall of 2000, the City of Hopkins and the Hopkins School District successfully received a grant from the Board of Innovation and Cooperation for purposes of studying various transit issues. A task force was established to review transit issues, a survey was completed of various providers and users of transit related services, and ultimately a report has been drafted outlining the results of the study. Attached is a copy of the executive summary of the study completed by LSA Design Inc. The executive summary outlines the study, the focus group process, and recommendations for change. Also attached is a grant proposal that was approved and will be used to help implement one of the proposed findings from the study. Jo Ann Olsen of LSA Design Inc. will be in attendance at the work session to review the transit study and answer questions relative to the work that has been completed. As the study moves into an implementation phase the City of Hopkins, as well as the Hopkins School District, will enjoy benefits from the implementation,. We will outline those during the discussion. mayorcctransitstudy , , . . . CITY OF HOPKINS AND HOPKINS SCHOOL DISTRICT ,U 1 ...3 ....6 .....8 TRANSIT STUDY '" Executive Summary DRAFT .'~"': " . '.. Prepared by: LSA Design, Inc. DRAFT July 2001 DtSIGn -- )f Cont . . . City of Hopkins and Hopkins School District Transit Study Executive Summary PART I -INTRODUCTION Purpose The purpose of this study is to document transit service and transit needs for general education, community education and community service programs within the Hopkins School District. This information will be used to develop recommendations to increase transit service, improve transit performance and optimize transit resources for the City of Hopkins and Hopkins School District. Background In March of 2000, the City of Hopkins (City) and Hopkins School District (District) received a grant from the Board of Government Innovation and Cooperation to determine the feasibility of creating a new transportation system that can be replicated in other communities. The grant stated the study would provide a summary of: . Existing transit services . City and District programs . Transit needs (gaps in current service) And recommendations for: . Revised transit service . Phased implementation plan . Means of measuring effectiveness of the revised service . Potential funding sources Other goals are to design a transit system that provides greater access to the District's school, community educational and recreational programs, to improve transit service to community members, and to minimize duplication of services. Project Team A project team was formed to implement the grant study. The project team is made up of representatives from the City of Hopkins, Hopkins School District (Transportation Department and Service Provider, and Community Education), Metro Transit, City of Minnetonka and a Transportation Consultant. Transit Study - Executive Summary - DRAFT LSA Design, Inc. Part 1- Introduction Page 1 Study Area The study area is defined as the Hopkins School District boundary. The Hopkins School District is fairly complex in that it includes all of Hopkins, and portions of Minnetonka, Golden Valley, St. Louis Park, Eden Prairie and Edina. . Questionnaire/Methodology A questionnaire was created to document transit needs, transit service, unmet needs and willingness to coordinate services. The Project Team created a list of recipients for the questionnaire. The survey was performed in-person, which resulted in 100% participation and beneficial dialog. Questionnaire Recipients As part of the grant application, Hopkins Adult Options in Education was specifically stated as a focus of the study. The project team decided to expand the list of survey participants beyond just those involved with Adult Options in Education to other organized groups. This decision was made to gather data that provides a more encompassing verification of transportation needs and to determine what other groups could be serviced by any expansion of the pilot project. The questionnaire recipients can be divided into four groups: 1) Transportation Providers, 2) Hopkins School District Community Education, 3) Human/Community Service Agencies, and 4) Municipal Government. . Transit Dependent From the beginning, the project team discussed how to define transit dependent and that this definition should be used as one of the criteria for a pilot project population. The conclusion was that transit dependent are those who are not capable of driving (physically, mentally, lack of drivers license, etc.) or do not have a means of transportation. The City of Hopkins and the Hopkins School District have a growing popu:ation of seniors and immigrants, and this population is usually transit dependent. . Transit Study - Executive Summary - DRAFT LSA Design, Inc. Part I - Introduction Page 2 . PART 11- TRANSIT STUDY The following is a summary of questionnaire responses: Community Educationl Community Service . The two types of organizations interviewed were Community Education and Community Service. Both of these groups represent clients who are transit dependent. Community Education provides adult education classes such as English as a Second Language (ESL), GED and Family Learning that are essential for adults of diverse socio-economic and cultural backgrounds. Community Services provides programs that are also critical to the success of the long-term health of the communities and residents. The populations served by these organizations are similar, but it appears that the types of transit trips are different. Community Education has a central location for the majority of classes (Eisenhower Community Center). Although students come from as far as western Hennepin County, they are mostly concentrated in residential complexes in and around Hopkins. With a few exceptions, the classes have set start and end times and are on the same days for the whole session. These conditions can support a fixed-route transit system. Community Service clients have some established locations and schedules, but most of the trips are more random in terms of pick-up locations, destinations and schedules. These conditions require more of a demand responsive type transit service. Full Time Employment An initial assumption, made at the time of the grant application, was if bus driver positions could be expanded from part time to full time there would be a reduced shortage of drivers. . The grant sought to determine if the Hopkins School District transportation system could supplement existing "public" transit (Metro Transit and Hop-A-Ride) and by doing so provide full time/ year round employment opportunities. The results of the questionnaire have shown that full time positions for the district bus drivers is not possible and therefore cannot be used as an incentive to attract additional and low turnover employees. As a company policy, the current transit provider for the Hopkins School district does not have full time positions for bus drivers. The driver may work a full time schedule (40 hours/week), but will always be a part time employee. Even if creating full time positions is not an alternative, adding hours the employee will be paid is a still a viable goal. Currently, a driver may be on site for 12 hours, but only get paid for half of this time. If the driver can be utilized during the down times, they will get paid for more hours. The Transit Company can then use this as an incentive for attracting employees, possibly guaranteeing a consistent number of hours per week for the whole year. . Transit Study - Executive Summary - DRAFT LSA Design, Inc. Part II - Transit Study Page 3 Hopkins School District Community Educationl Hopkins Hop-A-Ride The grant application discussed how insufficient transit service directly affects Community Education's Adult Options in Education programs such as ESL, GED and Family Learning. Hopkins Community Education strives to ensure that the opportunity to learn is equally available to all adults and provides transportation to class participants who are unable to provide their own transportation, or are unable to afford public transportation. . The Community Education Department promotes Hopkins Hop-A-Ride as a transit alternative to public transit through the provision of free Hop-A-Ride tickets. The Community Education Department does not provide tickets/fares for Metro Transit service. Increasingly, Community Education students are using Hopkins Hop-A-Ride as a transit alternative. Hop-A-Ride is more convenient in terms of type of service (door to door) and provision of tickets to use the service. Students from the Adult Options in Education . program (ESL) are using 75% of the Hop-A-Ride capacity. These rides are booked through standing orders which monopolize Hop-A-Ride for the whole year. The responses to the questionnaire confirmed that there is a growing division between the two "lower income transit dependent" populations (seniors and immigrants) and the use of Hopkins Hop-A-Ride. The general public (specifically seniors) is being denied trip requests because Hop-A-Ride is at capacity. Both the City of Hopkins (who manages Hop-A-Ride) and AC Transportation (who provides the Hop-A-Ride service) are receiving complaints that a person needing individual bookings (medical trips, etc.) cannot get on Hop-A-Ride. It . was stated that the City of Hopkins needs to define who Hop-A-Ride is for and decide if restrictions on its use need to be developed. Gaps in Service and.Transit Availability Metro Transit has reduced service in the evening and weekends, Metro Mobility provides the same service hours as Metro Transit, and Hopkins Hop-A-Ride service ends at 5:00PM (Monday - Friday). The highest demand is during weekday mornings and later afternoon hours. During these hours Hop-A-Ride is at capacity and the Hopkins School District transportation fleet is 100% in use. The restructured Metro Transit service has greatly improved accessibility to sites and improved transit routes (more circulators). While performing the survey, some locations were mentioned as lacking transit service. Now many of these locations have transit service through the implementation of the Metro Transit's Three Cities Transit Restructuring Plan. The Shelard area in Minnetonka is still an isolated area. And those wanting to cross-city boundaries have to rely on Metro Transit service (which is limited in Minnetonka). The School District transportation is available during 1 0:00AM to 2:00PM and 5:00PM to 10:00PM. Adding an evening shift is more difficult in that it will require using a split shift. Hopkins Hop-A-Ride stated a second van could meet demand. If the school district transportation is to be utilized during idle times class times will have to be adjusted. . Transit Study - Executive Summary - DRAFT LSA Design, Inc. Part II - Transit Study Page 4 . Barriers City Boundaries: The Hopkins School District contains all or a portion of six cities. The School District transportation provides transit service to all students in this area; crossing city boundaries within the district. Metro Transit public transportation is similar in that it crosses City boundaries within the Metro Transit service area. What complicates this study area is that there are separate transit programs that do have boundaries within the School District and these boundaries become transit barriers. The most significant barriers are with the City of Hopkins and City of Minnetonka. The City of Hopkins has Hop-A-Ride which will only transport within the city limits, plus Park Nicollet, Methodist Hospital and Opportunity Partners. The City of Minnetonka is developing a dial-a-ride service that will only transport Minnetonka residents to and from Minnetonka locations. All of Hopkins is within the Hopkins School District and over half of Minnetonka is located within the School District. A common response to the questionnaire was the difficulty people had getting to locations if it required crossing city lines. There is a population from Minnetonka who needs to get to Hopkins (Open Circle, Family Resource Center, Hopkins Downtown, Eisenhower Community Center, etc.). There is also a population from Hopkins who needs to get to locations in Minnetonka (ICA, Ridgedale, etc.). The pilot project should provide a transit system that eliminates these boundary barriers. . Accessibility: Many of those who are transit dependent also require transit that is accessible. Metro Mobility provides door through door transit service and all new Metro Transit busses are ADA compliant (curb to curb). The van used for Hopkins Hop-A-Ride is lift equipped, but does not take riders who have accessible needs (time constraint). Project SOAR stated many of its clients are isolated, especially during the evening hours. Open Circle stated that many clients couldn't take advantage of their programs because they cannot get to the site without accessible transportation. . Funding: The most critical barrier is lack of funding. The transit providers have the capacity to expand service to meet the needs presented in the study; all that is needed is additional funding. The cost of and demand for transit service is increasing. Therefore, funding for transit must be put to its most economical use. Programs must work together to reduce any duplication of services and transit expenditures. Most who were surveyed were willing to coordinate services, consolidate funding and create a transit cooperative. The only requirement was that their current transit service could not be reduced. In other words the transit service must remain at the current or improved service level and their clients needs must be met. Understandably, all would want their client to have priority in the type and provision of transit service. Any project that tries to consolidate transit programs/service will have to be sensitive to this ownership barrier. Transit Study - Executive Summary - DRAFT LSA Design, Inc. Part II - Transit Study Page 5 PART III - FOCUS GROUP . Designation The study encompasses a large, multi-governing, multi-service area. The goal of the Project Team is to focus onone specific group for the first phase of a transit plan. By taking a "baby step" versus trying to resolve all of the transit issues the Project Team can actually implement an improved transit plan. The population that is chosen as the focus group should meet the following criteria: · Has a transit need. · Supports future expansion of the Transit Plan · The transit plan can be duplicated in other Cities and School Districts. · Effectiveness of transit plan can be measured. The grant application proposed designing a transit system that provides greater access to the District's Community Education programs and to improve transit service to community members. Adult Options in Education was referred to in the grant as a program where transit is a critical factor in its success. Theresults of the questionnaire confirmed Adult Options in Education, primarily ESL, is a population that has growing transit needs, is beginning to monopolize the city transit system Hop-A-Ride and has similar characteristics that will support duplication of the transit plan to other programs. The Project Team agreed to focus on the Adult Options in Education program (ESL and . Family Learning). Both the ESL and Family Learning programs provide transportation to students who do not have a way to get to class and both programs currently have a budget that they spend on provision of transit. Existing Conditions Adult Options in Education (~SL and Family Learning) ESL and Family Learning have specific locations and class times. ESL is located at Eisenhower Community Center and Family Learning is located at Harley Hopkins Family Center. Hopkins Community Education provided a list of the 697 students enrolled in Adult Options in Education programs. The students are mostly concentrated in Hopkins (44%), St. Louis Park (18%) and Minnetonka (13%). The remaining 25% are interspersed throughout Edina, Golden Valley, Plymouth, Eden Prairie, Minneapolis and other remote sites. Besides providing their own transportation the students have access to Metro Transit service and Hop-A-Ride (if they live in Hopkins). The Community Education department can also subsidize taxi service, but this is not commonly used because of the expense. Hop-A-Ride Of the 697 Adult Options in Education students, there are 52 students (ESL) who use Hop- . A-Ride to get to Eisenhower Community Center and there are 15 (Family Learning Transit Study - Executive Summary - DRAFT LSA Design, Inc. Part III - Focus Group Page 6 . . . adults/children) who use Hop-A-Ride to get to Harley Hopkins Family Center. The ESL program provides students with tickets purchased from the City of Hopkins. Family Learning has a separate agreement with AC transportation and is directly billed by AC Transportation. The Hopkins School District has a transit budget of $14,000, which is split evenly between ESL and Family Learning. ESL students are using the regular city provided Hop-A-Ride service. The rides are usually standing orders for the whole year and use 75% of the Hop-A-Ride capacity. AC Transportation provides a second separate van on Mondays and Wednesdays to transport Family Learning students and their children between the hours of 8:00AM to 1 0:00AM and 2:00PM to 4:00PM. On Fridays, AC Transportation uses the Hopkins Hop-A-Ride van since there are no ESL classes and there is capacity available. Metro Transit The Adult Options in Education students were overlaid on a map with Metro Transit routes. For students from all locations (657 total), 73% are within % mile of a metro transit route and 33% are more than % mile from a transit route. For students within the Hopkins School District (377 total), 97% are within % mile of a Metro Transit route and 3% are more than % mile from a transit route. For Family Learning students who use Hop-A-Ride (15 total), 100% are within % mile of a metro transit route. For ESL students who use Hop-A-Ride (52 total), 100% are within % mile of a metro transit route. Beginning in the spring of 2001 , Metro Transit implemented a revised transit service for the Three City area (Hopkins, Minnetonka and St. Louis Park). The revised service improves community-to-community connections. Routes transfer at the Hopkins Station, Knollwood Mall, CR73 Park and Ride and CR 73/Minnetonka Boulevard which allows increased access to locations and reduced trip lengths. All of the major population areas for students of Adult Options in Education are within the Hopkins School District. As mentioned above, 97% of these students are near a metro transit route that will bring them to and from Eisenhower Community Center and Harley Hopkins Family Center. Bus stops are located near high population areas to accommodate shorter walking distances from door to bus stop - usually not more than a block. Many of the bus stops aren't handicap accessible and lack basic facilities such as a sidewalk. There are also very few bus shelters. An investment in upgraded bus stop facilities would make stops more visible and easier to use. In most cases, transit service is available to students that correspond with program schedules throughout the day. Traveling to programs, there is a need for morning, noon, and early evening service. Returning home from programs there is a need for noon, afternoon, and later evening service. In some cases, the service window is limited to one or two potential times requiring timeliness on the part of riders. With Metro Transit's new service plan, most trips require a transfer, but can be made in total of one hour or less. To its benefit, fixed route service has a degree of dependability, and can be planned into riders' daily routines. Transit Study - Executive Summary - DRAFT LSA Design, Inc. Part III - Focus Group Page 7 PART IV - RECOMMENDATIONS . Objectives As alternatives are recommended for improving the transit system for the City of Hopkins and the Hopkins School District (focusing on the Adult Options in Education program) several objectives need to be considered: · Free up Hop-A-Ride for the general public. · Make classes more accessible to current students. · Make classes more accessible to attract new students. · Further define transit dependent: Able to use fixed route service (example - single rider, able-bodied). Prefer door-to-door service (example - parent with infant/toddler, seniors). Require assisted transit service (meet Metro Mobility eligibility). · Design a transit system that can be expanded within the City and District, and can be duplicated by other Cities and School Districts. · Design a transit system that is cost effective, has funding available and the potential to receive additional funding. · Design a transit system that provides measurable outcomes. · Provide increased "paid" work hours for bus drivers. Alternatives . General Alternatives There is not a source of funding currently available to support a completely new transit system. Therefore the alternatives need to build upon an existing transit system. In addition to personal forms of transportation (car, bike, walk, carpool, etc.) students of Hopkins Adult Options in Education have the following public transit systems available to them: Metro Transit · Uses existing transit service. · Provides service beyond the Hopkins City and School District boundary. · Allows current class schedules to remain the same. · Is less user friendly - curb to curb at bus stops. · Does not provide the District opportunity for increased "paid" work hours for bus drivers. . Transit Study - Executive Summary - DRAFT LSA Design, Inc. Part IV - Recom mendations Page 8 . Hop-A-Ride . Would have to expand existing service. . Limits service to just Hopkins residents. . Allows current class schedules to remain the same. . More user friendly - door-to-door. . Does not provide the District opportunity for increased "paid" work hours for bus drivers. School District Transportation . Would have to expand existing service. . Provides service within Hopkins School District. . Requires adjusting class schedules. . More user friendly - door-to-door. . Provides the District opportunity for increased "paid" work hours for bus drivers. Specific Alternatives . A sub-committee of the Project Team was formed to represent the focus group and develop a proposed implementation plan. The sub-committee is made up of representatives from Community Education, ESL, Family Learning and District Transportation. The sub- committee met to review the above alternatives. It was agreed that the most cost-effective alternative is to promote the use of Metro Transit. The Community Education Department will encourage the use of Metro Transit as a preferred alternative to Hop-A-Ride. This can be accomplished through information provided during the intake process, education on using Metro Transit (what routes to take, etc.) during outreach and provision of Metro Transit passes (similar to provision of Hop-A- Ride tickets). The use of Metro Transit is a viable alternative for many of the students, particularly with the incentive of free or reduced cost Metro Transit passes. But there are students who are not as flexible in terms of having to transport infants and toddlers. ESL and Family Learning have students who bring children with them to the sites. These students are best serviced by a door-to-door transit system and the sub-committee wants a transit system to meet these needs. Therefore, the sub-committee reviewed additional transit alternatives. . The door-to-door service as provided by Hop-A-Ride is beneficial for students with children. Rather than continuing to promote Hop-A-Ride for students needing door-to-door service, the sub-committee wants to implement a separate transit service. To meet the guidelines of expanding an existing service and providing additional "paid" work hours for school bus drivers, the sub-committee agreed to focus on the District transportation system. The District transportation system will work the best as a blend between fixed route and demand responsive service. The high population areas will have a designated pick- Transit Study - Executive Summary - DRAFT LSA Design, Inc. Part IV - Recommendations Page 9 up/drop-off time, the bus stop will be located on-site, the route will only run between the . high population areas and Eisenhower or Harley Hopkins, and there will not be any transfers required. The times and routes will be established by the School District and the riders will not be able to choose their own time and day. In order to use the District transportation system certain conditions have to be in place: 1. Classes for Adult Options in Education have to be adjusted to meet the window of available buses/drivers: 10:00AM to 2:00PM and 5:00PM to 10:00PM. · ESL has more flexibility to change class times: Changes in class time could possibly go into effect for the 2001/2002 school year. Would have to add teachers/adjust class structure to condense hours in order to maintain "contact hours". · Family Learning has less flexibility in adjusting class times. Could not change classes for the 2001/2002 school year. Would prefer to work on relocating the Family Learning programs at Eisenhower to consolidate locations. 2. The District transportation alternative requires a contract (new/revised) with the district's transportation provider which in turn requires the following: · Established minimum ridership · Established minimum fares collected · Routes and pick-up, drop-off points · Resolve the 46-week time period for Adult Options in Education versus the 36- week time period for basic student education. . Implementation I. I-hase I (2001/2002 school year - 46 week period): A. Promote use of Metro Transit: 1. Provide free or reduced fee Metro Transit passes. a) Metro Transit is currently researching a program to provide reduced fee passes to adult students and working with education programs (similar to their existing Employer project). Reduced fee passes could be purchased and distributed by Community Education. The passes would be for general Metro Transit use and cannot be limited for only school purposes. 2. Educate students during intake process on the availability and use of Metro Transit. 3. On-site education at high population areas on availability and use of Metro Transit. . Transit Study - Executive Summary - DRAFT LSA Design, Inc. Part IV - Recommendations Page 10 . . . B. Collect base data: 1. Identify needs - where do they live and what type of transit service is best suited for them (during intake process). 2. Identify missed opportunities - who is not taking advantage of the programs due to lack of transportation (during outreach process). Review adjusting class times for ESL program. Begin analysis on relocating the Family Learning program to Eisenhower. Apply for LCTS grant (goal: to better serve families) to fund District transportation. Perform mini-pilot project. See note below. C. D. E. F. II. Phase II (2002/2003 school year - 46 week period): A. Consolidate Family Learning and ESL locations at Eisenhower Community Center. B. Change class times/structure to accommodate District transportation. C. Begin District transit system based on data collected during Phase I. Note: One of the concerns of the Community Education Department is that implementing a District transit system requires changes to established programs. A concern of the District Transportation Department is the need to produce a minimum ridership and collection of fares (for contract purposes). It was suggested to run a mini-pilot project during Phase I to test the potential of a larger District transit system. The Community Education program recommended using Ramsgate as the site and East Indian women who currently attend ESL as the population. Methods of Measurement - Phase I A method of measurement is provided for Phase I. Phases II and III need further definition prior to creating means of measuring success. I. Metro Transit Ridership A. Prior to promoting use of Metro Transit, document existing ridership from major population areas to Eisenhower Community Center and Harley Hopkins Family Center.. (Begin September of 2001 ) 1. Perform survey of students of Adult Options in Education on method of transportation to and from class. 2. Perform route observations (by riding or following bus) on routes servicing Eisenhower Community Center and Harley Hopkins Family Center to determine boarding points, number of riders boarding at each stop, and number of riders exiting at stops for Eisenhower Community Center and Harley Hopkins Family Center. 3. Perform ridership survey on routes servicing Eisenhower Community Center and Harley Hopkins Family Center. · Major population areas are: Shelard Manor, Cedar Ridge/Greenbrier, Brentwood Park, Texas Ave./Mtka Blvd., Ramsgate, Westside Village, Meadowbrook, Hopkins PlazalTown Terrace, Westbrook Park, ElmbrooklMeadow Creek and Minnetonka Heights. Transit Study - Executive Summary - DRAFT LSA Design, Inc. Part IV - Recommendations Page 11 II. B. 4. Perform ridership survey of Hop-A-Ride to determine who is using the service (senior, student, employee, youth), what are pick-up/drop-off points. 5. Document number of, type of and time periods for Hop-A-Ride denials. Perform the above steps after promoting the use of Metro Transit for 6 months (February 2002) and 1 year (September 2002). 1. Determine any change in Metro Transit ridership by students of Adult Options in Education. 2. Work with the City of Hopkins to determine if demand on Hop-A-Ride from students of Adult Options in Education has been reduced. 3. If there is a reduced demand from students of Adult Options in Education, is there now enough capacity or still trip denials? 4. Document and prioritize transit facility improvements (shelters, sidewalks, and accessibility). a) Work with Metro Transit to implement facility improvements. Measure of success. 1. Any increase use of Metro Transit by students of Adult Options in Education will be considered a success. 2. Any reduced demand of Hop-A-Ride by students of Adult Options in Education will be considered a success. C. Mini-Pilot Project (Ramsgate ESL students) A. Design a District Transit route servicing the Ramsgate area during "down times" for school transportation. 1 . Pick-up point 2. Pick-up and drop-off times/days 3. Amount of fare (including how they will be collected) B. Implement the District Transit service. (Beginning September of 2001) C. Promote the District Transit service to population of Ramsgate. D. Document: 1. Number of students using District Transportation service (February 2002/September 2002) 2. Fares collected (February 2002/September 2002) 3. Cost to District (per Contract) 4. Comments on service (Ongoing) 5. How class schedule will need to be adjusted to service more students E. Measure of success. 1. Number of students using the service - Is it meeting a need? 2. Cost versus Fares collected -Is it cost efficient? Are there funds to sustain and expand service? . . . Transit Study - Executive Summary - DRAFT LSA Design, Inc. Part IV - Recommendations Page 12 . . . Funding Options (Phases I and II) . Existing budgets for transit (ESL and Family Learning) . LCTS grant (Community Education) . Evenstart grant (Community Education) . Collection of fares (School District) Expansion of Service 1. Expand the District Transit service to all students of Adult Options in Education with pick-up/drop-off points at all major population areas. 2. Expand the District Transit service to other Community Education and school programs. For example, transport volunteers to and from schools, or students to the community. Note: The survey documented other areas of unmet needs, specifically those served by community service programs. These types of trips are better served by demand responsive transit service. A primary goal of Phase I and Phase II is to reduce demand for Hop-A- Ride. If this goal is met, Hop-A-Ride will have the ability to meet some of this demand. Even with this, there is still the issue of crossing City boundaries. It is recommended that a program be investigated (such as a joint powers agreement) which would allow transfer between City dial-a-ride services. Replication of Transit Service The expansion of District Transit service can be replicated by other school districts. The following conditions should be in place: . Documentation of major population areas and destination points. . Available transit service. . Flexibility in class scheduling to accommodate transit availability. . Cooperation . Funding Summary The proposed plan addresses several transit issues and builds upon existing transit systems. The recommendations support improved transit service to one segment of the transit dependent population. If successful at a micro level, the program can be easily expanded to the larger transit dependent population. Transit Study - Executive Summary - DRAFT LSA Design, Inc. Part IV - Recommendations Page 13 . . . ATTACHMENTS Map 1 Survey Recipients Map 2 Community Education Sites Map 3 Community Service Sites Map 4 Adult Options in Education Students Map 5 Proximity of Adult Options in Education Students to Transit (Major Population Areas) Map 6 Adult Options in Education Students using Hop;.A-Ride Service Transit Study - Executive Summary LSA Design, Inc. Attachments . . . , . ~ k Adult Options ,.In Education ~ Adult Options In Education Local Collaborative Time Study Proposal September 21, 2001 Submitted by Marsha Chall Adult Options In Education 915 Mainstreet Hopkins, MN . Adult Options In Education MISSION Adult Options In Education is Hopkins School District 270's adult basic education program, supported by our community education department. We also serve the school districts of Minnetonka and St. Louis Park. In July 1999, the consortium expanded to include the Hennepin County Adult Correctional Facility located in Plymouth. Adult Options In Education classes focus on basic academic skills such as reading, writing, spelling, math, GED preparation and testing, English as a Second Language, Independent Study, and basic job readiness skills. All classes are free. PHILOSOPHY Adult Options In Education is dedicated to helping families improve their skills to achieve educational and economic independence, and to be productive citizens in the community. Classes are learner-centered, not teacher-directed, to accommodate for each learner's unique learning style and needs. . Adult Options In Education is only as strong and supported as the stake holders we serve -learners, teachers, staff, businesses, organizations, and community members. This support must be based on knowledge about, understanding of, and participation in the mission of the programs and services we offer. Additionally, a goal is to work with immigrant learners from diverse political and cultural backgrounds to develop a citizenry united around core social values. James Bryant Conant, president of Harvard University from 1933 to 1953, said it best in 1943: "Our purpose is to cultivate in the largest possible number of our future citizens an appreciation of both the responsibilities and the benefits which come to them because they are Americans and because they are free." PROGRAMS All learner programs and services are free. We offer: . Family Learning for families wanting to attend education and job readiness classes while their children seven and under benefit from the warm and nurturing environment of their classroom. . English as a Second Language (ESL) classes. . Basic Skills Enhancement (reading, writing, spelling, and math). . General Educational Development (GED) preparation classes and testing. . . Independent Study for learners between the ages of 16-21 who need seven or less credits to earn their high school diplomas. . . Page Two-Hopkins Family Services Collaborative . Workforce Education - Adult Options In Education works with employers to identify basic skills employees need to succeed on the job; classes are provided on-site in the workplace. . Access to a Learning Lab staffed with trained facilitators and equipped with computers, learners study basic computer skills and receive job readiness preparation. . Translation Service to help those interested in translating written materials into different languages. Adult Options In Education benefits: . English Language Learners looking for work and greater literacy skills . Minnesota Family Investment Program (MFIP) clients transitioning from welfare to employment. . Adults who want to improve their reading, writing, spelling, and math skills or who would like to complete their high school diploma or General Educational Development (GED). . Adults seeking job readiness or job retention skills. . At-risk students who are self-motivated and want to earn high school credits (7 or less credits) toward graduation by working in a non- traditional classroom. . REQUEST: Adult Options In Education is requesting a grant for $15,000 in the ongoing project category to expand transportation options for the Adult Options In Education learner population beyond the current and almost exclusive use of Hop-A-Ride, a subscription service, by contracting with Hopkins School District transportation services. Furthermore, we seek additional funding to provide regulated vouchers for our learners in collaboration with Wendy Knight, Metro Transit Employee Program Specialist (Adult Options currently uses the same income voucher eligibility guidelines as the City of Hopkins. We would continue to use those same guidelines to obtain Metro Transit vouchers.). By doing so, we leverage the potential of currently unused or underused transit options in the district communities while reducing transportation costs and increasing available transit space to all members of the community. Through a designated staff person in collaboration with rider advocates from Hop-A-Ride, Metro Transit, and the Hopkins School District, Adult Options In Education will provide learners with ongoing education for transportation options in the community. County-Wide Outcomes: Safe and stable families and communities . TARGETED POPULATION For the purposes of this grant, transportation needs described here will include Adult Options In Education learners and their families who reside within the city of Hopkins, and for the first time, also to those who live in the six other communities served by the Hopkins School District, i.e., Plymouth, Minnetonka, Golden Valley, St. Louis Park, Eden Prairie, and Edina. . Page Three-Hopkins Family Services Collaborative Specifically, this grant targets: . Immigrant residents who attend Adult Options In Education day and evening classes . Adults 16 years of age and older and their children, 8 years and under . Family Learning participants (parents and children enrolled in a special program that serves the most in need) . MFIP (Minnesota Family Investment Plan) clients and families who reside in the Hopkins School District SUMMARY OF NEED Adult Options In Education was not awarded an EvenStart grant for the 2001-2002 school year which would have provided transportation funds for our most in need families. With present funding, Adult Options is able to provide only half the current transportation services requested by learners and their families (approximately 10% of 700 learners served in the 2000-01 school year or 70 Hop-A-Ride spaces). Hop-A-Ride reports turning away 10 to 20 riders per day due to space unavailabilty. Although many learners drive, walk, or arrange their own transportation to classes, as many as 20% of adults and their families face the following barriers that prevent or limit access to the learning opportunities at Adult Options In Education: . . Inability to afford the costs of private transportation . Insufficient literacy skills to obtain a drivers license . Reduced ability to access public transportation due to literacy barriers . Physical or mental limitations . Difficulty walking with young children particularly in inclement weather or for long distances Because 75% of available Hop-A-Ride spaces are filled by Adult Options In Education learners and their children (figure provided by the City of Hopkins), many Hopkins senior citizens are denied this subscription transportation to medical appointments or activity center programs. By expanding transportation options beyond Hop-A-Ride to include Metro Transit and District buses, we would unburden the Hop-A-Ride system to provide more space availability for Hopkins seniors; better utilize available District transportation; better serve those learners who require curb-to-curb service; increase program accessibility to more learners and families; and empower able learners to use the public transportation system. . OVERVIEW GOALS AND OBJECTIVES: The goal of this project is to improve program accessibility to Hopkins School District immigrant and MFIP families. The City of Hopkins and the Hopkins School District have become increasingly aware of the need to ward off potential tensions between Hopkins senior residents and new immigrants in need of transportation. Various population groups are competing for limited transportation resources, e.g., longstanding, Hopkins senior residents who seek transportation to doctor appointments, Activity Center, grocery shopping and new immigrant families in need of similar services and Adult Options classes. , I . Page Four-Hopkins Family Services Collaborative Through the addition of LCTS funds, we wll expand current options, add new options (Metro Transit vouchers for adults who meet income, eligibility guidelines) and act on key recommendations as proposed in the City of Hopkins and Hopkins School District Transit Study. For example, in this study we learned that there are bus stops within a quarter of a mile of where most of our learners / residents live. Increased information and communication about current available public transportation will help greatly. PROJECT TEAM To administer, guide and direct the grant efforts are various stakeholders in the Hopkins School District community: JoAnn Olsen, Land Use Planner, LSA Design (consultant for City of Hopkins transportation study) Steve Mielke, City of Hopkins Manager Ted Sauer, Hopkins Community Education Director Dave Tripp, Hopkins School Transportation Services Manager Wendy Knight, Employee Program Specialist Metro Transit Matt Liveringhouse, Hop-A-Ride Owner /Manager Christine Fehst, Hopkins Early Childhood Coordinator Marsha Chall, Interim Coordinator Adult Options In Education . PROJECT BUDGET i.~.~.~~~..9'p~.'~r:-.~u.u... . . uLJ~i:l.~I.C?r:-u...J~.~.~.PC?r.~i:l~I.C?1'l ut.luJJ.~~uu . I....................................l................u..................:....................................:....................... [Project Costs (reflecting 5% growth; [*112... ...yr~u..a'ig.~...ulearrieruuuaUerid~iiic'er:uu.uu....~u. u 1 I.HOp~A~Ride..to...Eisenhower...COmmiinity...Center.....u:..........i.7.:92.0.001 1....................................,..................................... ...........................,........,.u..................uu.................. ..............................1 I : i..<?J $1.4~4Q.. per. \~.ef}~.. .x..?? .1E3.~~flE3r!).. >.<. .2?''':'f}f}~.~.,(Qr...~!?. yE3~r).......1.... .............. ..u ....u......... I.Metro...Transit...VOUChers...to...Eisenho",erc;om...Ctr,....$1.4,s5Q,OQ. 1~~wkt~teSg'h6~rxdi~{"fiiris~grt"!itT~ritoHHFC\$7,8;8.;2 \ .~.~~~:~~..P~~...~.~y...~...1.1.~i..~~y.~.:($.~pi~4~:~.~:::?:QQ1:-:Qg}tQ:::~H:.:.:.::::'::..r:.::: .:..:...:.....::...:...:.. ..... 1~6inc~sG~rgt'iiiri1"'Me~;~~fiit{per~aY,~?LMerallenclanceLmm \.i~i~f.()'.~..~~()~h.y ~~.::~~~.~~i ~i~g. .~b:r~~..tr~~~PQ~~ii()~:.:QPti:()D~..:.i~....... .;.......... .:.:::$.4Q.C>~ .C>(). \ .~r191 is~)..R '-:l!).~iC3,n,.. $. pC3,ni!).~,. .~.rlc:l. .$.Q~C3,liC3,fl..(<?J.$1. Q().-()Q...)<: ..42..... ... .. ......... .... .u ......$..... .3.... .7.....5....u ....o.u..o........\ \ Jra..rlsl aJQ r!). fQ~ .I:>~()c:~ lJrE3. (RlJ!)~i ~flLu?Pa.rli.~~L?Q~C3,1 i). UU uuuuu . i(@)$2qu)<:Jqp~gLJ~!)). . ...u. . \.PP.puwu . T ota luc:;~.~'t.~....""u"".uu. .u............u...... UU . U .... i.. I ; u... ...f>. q lJIJ.. Qpti () fl ~.. .111 ~K i 11 c:l.. G ().I1~r.i !)LJ~i () fl.... . LCTS Grant .u.$~1,:3.E3:3J? -$16,363.12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I $15,000.00 I , . ~ ~. . Page Five--Hopkins Family Services Collaborative EV ALUA liON During our intake process, our registration specialist would assess the transportation needs of each learner. Learners who request transportation assistance would be evaluated according to income eligibilty guidelines, class schedule and location, proximity to Metro Transit busstops, and special accessibilty needs (e.g., door-to-door service). We could then carefully track monthly Hop-A-Ride, Metro Transit, and School District transit ridership, costs, and program attendance with a targeted annual service increase of 5%, from 10% of our population who have used this service to 15% of our population who need this service. In addition, the City of Hopkins could also track Hop-A-Ride space availability to the senior population who are presently less able to use this service due to Adult Options ridership. The Adult Options Project Team will survey learners who use one of the three transportation options to determine satisfaction with and need for this service as well as its impact on learner retention. By providing affordable, accessible, and reliable transportation service to Adult Options classes, we believe we will more adequately attract and retain the learners who need our services and better serve the literacy needs of the Hopkins School District community. . .