(RYDA) Programme 2014 Evaluation

RYDA M
Marlborough District Council Road Safety
Programme Evaluation
2014
RYDA M
Seymour Street PO Box 443 Blenheim 7240 NEW ZEALAND Ph: +64 3 520 7400 Fax: +64 3 520 7496 Email: mdc@marlborough.govt.nz www.marlborough.govt.nz RYDA in Marlborough Evaluation 2014
Contents
Timetables ............................................................................... 3 & 4
The Roles ................................................................................... 5
Map of Waterlea Racecourse ..................................................... 6
Sessions
Stopping Distances .................................................................. 7
Plan B ........................................................................................ 8
Crash Survivor........................................................................... 9
Hazards, Distractions and Risks ............................................... 10
Road Choices ............................................................................ 11
My Wheels................................................................................. 12
Evaluations
Rotary Evaluation ..................................................................... 13
Teacher Evaluation .................................................................... 14
Facilitator Evaluation ................................................................ 15
General Notes from the Day Sheets ........................................ 16
RSE Newsletter July 2014 Issue 23 .......................................... 17
Appreciation .............................................................................. 18
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RYDA in Marlborough Evaluation 2014
Timetables
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RYDA in Marlborough Evaluation 2014
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RYDA in Marlborough Evaluation 2014
The Role of the Teacher
The RYDA Road Safety Awareness programme consists of six sessions which deliver a
series of key road safety messages designed to make students think about the options,
choices and consequences before they commence driving, or are passengers in vehicles
being driven by their peers.
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Students to be divided into groups prior to arriving at venue and allocated a
‘colour’. A list of the students and their groups should be retained for reference
Sign in and confirm the students’ numbers with the RYDA Day Manager
A Rotary member will marshal each group to sessions and be responsible for
time keeping
A teacher should be in each session to ensure a ’go-to’ person for students
The teacher at the session will be responsible for behaviour management
The teacher will be responsible for any student leaving the session
Teachers can check student numbers during the day, especially after lunch
Teachers allow facilitators to ‘tease’ out responses/interaction from students
Teachers will have any electronic devices on silent mode during sessions
Teachers or school can distribute a personalized certificate to all attendees
Teachers are asked to complete an evaluation of the event
Teachers will be provided with morning tea and lunch
The Role of the Student
 Students will be issued coloured wrist bands upon arrival and will keep them
 Students will not leave session or venue without permission from teacher in
charge
 Students treat the facilitators, and fellow students with respect
 Students are asked to interact with the group each session and share ideas
and thoughts. Other chatter and distractions can be saved for breaks
 Electronic devices will be turned off during sessions
 Time for eating will be morning tea and lunch breaks
 Students bring their own food and beverages to last the day. Fresh water will
be available. SADD may provide sausage sizzle as a fundraiser. Students are
not to go off site for any reason including to buy lunch.
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RYDA in Marlborough Evaluation 2014
Map of Waterlea Racecourse
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RYDA in Marlborough Evaluation 2014
Stopping Distances
Aim
Through experimental learning, students compare what they think they
know about the distance it takes a vehicle to stop with the actual
stopping distance.
Learning Outcomes
At the conclusion of this session students will:

understand the importance and application of the 2 second rule

understand the impact that speed has as a multiplying effect on the
distance required to stop safely
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understand why different speed zones exist
Session
This high impact session
is designed to challenge
students to put the “2
second gap” rule into
practise by guessing the
distance it would take a car
to stop at 50km/h, 60km/h,
and 80km/h. For this year’s
event the road was wet for
one day and this added
another learning opportunity
with regard to how the
weather conditions can and
do affect stopping distances.
The storm on the second
day meant this session had
to come inside and students
discussed stopping distance
issues while three students
went out at time with the
driving
instructor
to
experience stopping quickly.
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RYDA in Marlborough Evaluation 2014
Plan B
Aim
To develop a culture of pre-planning for unexpected situations by challenging
students’ ideas related to alcohol, medication, and fatigue.
Learning Outcomes
At the conclusion of this session students will:

understand how the side effects of fatigue, alcohol, and medication
compromise driving ability

understand the importance of having a back up plan with workable
strategies
Session
Students
identified
planning
strategies for travelling safely,
so when their original plans
go wrong, they can implement
“Plan B”. Conversations led by
the students directed them
to discover the importance
of pre-planning for unexpected
situations by challenging their
ideas about the role of alcohol,
medication, and/or fatigue in car
crashes.
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RYDA in Marlborough Evaluation 2014
Crash Survivor
Aim
For students to understand that their behaviour on the road may result
in a serious and long–term injury, not only to themselves but to their
loved ones and other road users.
Learning Outcomes
At the conclusion of this session students will:

understand the long–term consequences of a crash

be able to list at least three long-term effects of a brain injury
Session
This powerful presentation by Brain Injury NZ and a crash survivor who has a
brain injury as a result of a car crash, reinforced to students that car crashes
can leave permanent trauma for the survivors, their families and the
community at large.
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Hazards Distractions, and Risks
Aim
Dealing with attitudes and awareness rather than giving a technical
lesson on driving, to promote awareness that every driver needs to be
prepared for the unexpected by eliminating risk, minimising
distractions and anticipating hazards.
Learning Outcomes
At the conclusion of this session students will:
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be able to list at least three things that can distract a driver
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understand how drivers can avoid or minimise distractions
Session
A session aimed at students
familiarising themselves with the most
common crashes involving young
people and how to prepare to avoid or
minimise their impact. Together
students identify distractions (mobile
phone, passengers, music) and then
how to control or remove them in
order to prepare themselves better for
circumstances outside their control.
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RYDA in Marlborough Evaluation 2014
Road Choices
Aim
For the students to leave the session having thought about the
possible consequences of their choices, including road fatalities,
crashes, fines, and penalties.
Learning Outcome
At the conclusion of this session students will be able to:

list their responsibilities at a crash scene

understand the legal and financial ramifications of breaking
road rules
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list three offences that lead to the immediate suspension of
their licence
Session
An open discussion where students
were given the opportunity to ask
questions and hear about the role of
Police in road crashes, common
offences, and the penalties that
come along with them. Students
learn about the real consequences
of road trauma and get the chance
to reflect how they would act.
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RYDA in Marlborough Evaluation 2014
My Wheels
Aim
For students to explore what physical factors keep them safe while
travelling and how the choices they make can help them stay safe.
Learning Outcomes
At the conclusion of this session students will:
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have explored and critiqued the importance of safety features
in vehicles
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know how to ensure that their “ride” is the safest possible
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understand how to access research relating to safety ratings of
both new and used vehicles
Session
Students learn to identify what a safe car
looks like, how to research their options
before purchasing their own car, and how
to make sure that the car they are
travelling is in good condition. Topics such
as ANCAP safety ratings, safety features
and checks, insurance, and registration
are covered.
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RYDA in Marlborough Evaluation 2014
Rotary Evaluation
Things that went well

All sessions were well presented. Some outshone others
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My Wheels, Crash Survivor, Stopping Distances
Things that did not go well

Some points in Road Choices needed more emphasis
How do you think students responded to sessions

Very well
Strongest points of the programme
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Crash survivor account
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Stopping Distances—seeing what actually happens
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Hazards, distractions, and risks
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Awareness of drug and alcohol impairment
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Danger points to be noted and choices for car purchase (Safety)
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Consequences of poor driving
Weakest points
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None
Would you recommend the programme to other Rotary Clubs?

Yes definitely
Suggestions for improvement

Microphones for the speakers especially in Road Choices
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Better lighting
Further Comments

Some good comments in the local newspaper

Making the public aware of yet another good thing Rotary does for the
Community

Very impressed by the instructors and after more than 60 years of
driving, still learned a little more
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RYDA in Marlborough Evaluation 2014
Teacher Evaluation
Student Participation
 Was the excursion compulsory? ........................................ Yes x 2
(NB -Some students opted to stay at school )
 Were students interested in attending? .............................. Yes x 2
 Should RYDA be a compulsory course? ............................. Yes x 2
 What could RSE provide to encourage student attendance?
Colourful posters, provide a video to support, assembly presentation of what
they will experience, spot prizes—eg—lucky draw for existing Learner (win
licence fee), provide lunch for students
Would you recommend to colleague at another school?
Yes—QCC
N/A—Other school is aware of programme
Effectiveness of sessions 2014 (1 is very effective and 4 not effective)
Road
Choices
Crash
Survivor
Plan B
My
Wheels
Hazards,
Distractions
and Risks
Stopping
Distances
1-2
1
2
2
1
1
(NB—Wet weather disrupted all Stopping Distance display on Thursday—visuals would have been good)
Pre-excursion
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Did RSE provide sufficient info to achieve optimal student attendance?
No—would like a pre-video
Yes
Did you receive confirmation letter?
Yes x 2
Did you receive the e-flyer for students?
Yes x 2
Did you receive a follow up call?
Yes x 2
Was the info provided sufficient for easy administration on the day?
Yes x 2
Anything else?
Move to a sunnier, warmer time of year
Following up RYDA back at school
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What resources would help? Brochures for Defensive Driving, internet clips,
safety message follow up.
Resources that you know of that could be shared with teachers? Booklets,
videos/DVD’s.
Any final comments? Great programme, enjoyable day, great course, enjoyed,
worthwhile course that should (hopefully) provide students with the right
thinking needed for driving.
RYDA in Marlborough Evaluation 2014
Facilitator Evaluation
Things that went well
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Time keeping
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Behaviour and participation

Student self management for group work
Things that did not go well
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Some groups quite large
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Non-student sharing of knowledge that pre-empted the information
How do you think students responded to your sessions

Moderately well—difficult to tell without time for reflection—generally a
positive reaction
Strongest points of your session

Enjoyed student participation. It’s always easier when you have a
conversation going to include others
Weakest points

When students were reluctant to participate it was a bit more challenging.
I had hoped not to do all the talking.
What needs to be done to measure or improve students retention of
information?

Follow up in school with a feedback sheet for the students

Make it an on-going topic within the school environment
What changes would you make to your session in the future?
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None
What changes do you recommend RYDA makes to the programme?
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None
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RYDA in Marlborough Evaluation 2014
General Notes from the Day Sheets
General Notes
 Intermittent rain on the first day made being outside for the Stopping Distance set
uncomfortable. Very wet, windy and stormy conditions on the second day made it
impossible
 Some rooms very cold and dark especially on the second day and especially in the
Hazards room. There was no heating or extra lighting available. Having doors closed
to try to retain some warmth made it difficult to access the room. Also the ‘store room’
feel about the room meant that it was not a nice environment and may have impacted
on learning
 Venue change for Stopping Distance set on the second day was challenging and
involved a lot of last minute effort to accommodate students
 In-door Stopping Distance electronic programme could not be accessed and the
training provider did well to ‘ad-lib’ a session. Fortunately he was a professional in the
field and was able to facilitate an in-depth, interesting discussion
Timing
 Started early on the first day
 Spot on the second day
even though the weather
was atrocious
Behaviour
 Fine to excellent
Venue
 Race course facilities are
suitable for what we have to
manage. However, as
alluded to above, bad
weather at this venue made
the event ’poorer’ than it
should be
Facilitators
 New and last minute
arrangements for facilitators this year again added to the organisational challenge. All
facilitators adjusted and reacted well to Marlborough’s event, the changes the weather
forced on us and the trying conditions on the second day. There were great
interactions and support for each other among the group
Rotarian feedback
 Good event and very worthwhile. The problem with the venue is that it is cold in poor
weather.
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RYDA in Marlborough Evaluation 2014
RSE Newsletter July 2014 Issue 23
RYDA ... and the Survey Says?
Terry Birss, CEO/Managing Director
Recent surveys of students, teachers and RYDA In answering the same questions, students rated
facilitators underline how well regarded the reducing crashes (76%), building positive
attitudes for government and community road
RYDA program is by stakeholders.
safety measures (69%) and leading to long-term
The surveys were done as part of the RYDA behaviour change for becoming a safer driver/
review process and asked different stakeholder passenger (81%) as outcomes.
groups how effective they thought the Program
was. They covered New Zealand and most states The RYDA review is part of the regular refresh
of Australia. Over 500 students were involved in and benchmarking of all RSE programs. The last
the surveying and many more in focus groups. RYDA review was in 2012.
We asked them “Thinking about what you were
expecting to get out of RYDA, how did you feel The RSE Advisory Council has contributed to
afterwards?” 60% said they got more or a lot the review in a hands-on way examining program
content and recommending changes based on
more out of it than they expected.
latest research and international best-practice
When students were asked, following RYDA,
about how it changed their awareness of The project has involved consultations with
personal risks, 85% agreed or agreed strongly governments in New Zealand and all Australian
that it increased it. When teachers were asked states and territories on recent changes to road
the same question 71% responded that RYDA law and guidelines on road safety education in
increased student risk self-awareness very schools. This reflects the importance of our
programs being consistent with government
effectively, and 28% effectively.
thinking in areas such as not using fear and
Teachers also said the RYDA was effective in shock tactics.
reducing crashes (89%), building positive
attitudes for government and community road During term three, the RSE team are piloting a
safety measures (87%) and leading to long-term range of new approaches at RYDA Programs in
behaviour change for becoming a safer driver/ New Zealand and Australia, and evaluating each
passenger (90%). The number of teacher in relation to make sure they support positive
attitude and behaviour change.
responses was 150 across both countries
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Thank you to
Marlborough Girls College
Marlborough Boys College
Waterlea Racecourse Management
Pat Clay—Rotary
Rotary Club of Blenheim
Rotary Club of Blenheim South
Nicole Chauval—MDC Support
Damien De Courcy —MDC IT Support
James Morrison—Driver Safety Training
Mike McCann—Driving Instructor
Heather Richards—Driving Instructor
Simon Towle —Driving Instructor
Kevin Bannan—Driving Instructor
Christine McNeil
Diann Brett—Brain Injury NZ
Andy Young—NZ Police
Ru Tari—RSE
Marlborough District Council
SADD—Marlborough
Jimmy Gilmore
Jess Davies
for making RYDA happen in Marlborough
Seymour Street PO Box 443 Blenheim 7240 NEW ZEALAND Ph: +64 3 520 7400 Fax: +64 3 520 7496 Email: mdc@marlborough.govt.nz www.marlborough.govt.nz