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Step 1: Agency/Public Engagement Plan - Public Involvement Plan

Public Involvement Plan

A key requirement for developing or updating a TSP is a public involvement effort that brings members of the public into the planning process. Early and continued public involvement can lend support throughout the process. Effective engagement plans can help identify important community goals and issues, develop community understanding and confidence in the planning process, and, ideally, bring about broad local support for the plan. Effective engagement can also ensure underserved populations are meaningfully engaged in the planning process and have the opportunity to be involved at all stages of the decision-making process. The level and type of public involvement will depend on the jurisdiction, the available planning project budget, and the type and scale of the planning process. Jurisdictions are encouraged to consider the scope of the project and anticipate the level of public interest it will generate when developing a public involvement plan. The number of meetings, open houses, virtual open houses, other events, and distribution of materials can be tailored to match public interest in the project.

The public involvement effort is typically summarized in a Public Involvement Plan, which defines the means and methods by which Statewide Goal 1, Public Involvement, will be met in developing the TSP. Special effort should be made to involve underserved populations as defined below (additional populations not included in the definition below may be identified as underserved populations in some communities and in the future). Most TSP processes will also include outreach to transportation interest groups, businesses, property owners, and other interested parties.

In addition, cities and counties within metropolitan areas that update a TSP are required to include an equity analysis to more holistically integrate equity throughout the TSP and to specifically determine benefits and burdens on Title II, Title VI, Environmental Justice (EJ), and underserved populations. There are two types of equity analysis: a major equity analysis and an engagement-focused analysis. A summary of what's required in each is provided in the sections below.

Focused public engagement may also be required for these jurisdictions if a project in the TSP is subject to an enhanced review process based on OAR 660-012-0830 (see Enhanced Review of Select Roadway Projects for more information). This may be integrated into the general TSP update schedule for projects known early in the process or may be added to the update schedule after the projects are identified in Step 5: Solution Development & Evaluation.

     Definition of underserved populations

 Shall

The process in which the general public is engaged is flexible and should be tailored to the community.

For all agencies, the minimum public involvement efforts and the Public Involvement Plan Shall:

  • Include Workshops and Community Meetings (in-person or virtual/online):
    • Ensure that workshops and community meetings are structured to solicit feedback from participants
    • Include workshops and community meetings at strategic times throughout the planning process (e.g., existing conditions and future needs, transportation system solutions, financially constrained project list, draft TSP)
    • Be inclusive of Title II, Title VI and Environmental Justice (EJ), populations within the community (Environmental Justice is the fair treatment and meaningful involvement of all people regardless of race, color, national origin, or income, with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies)
    • Per ODOT Title VI Guidance, identify Title II, Title VI, and EJ populations early in the planning process so demographic information can inform the Public Involvement Plan.
    • The local jurisdiction will often have insight into the Title II, Title VI, and EJ populations; however, US Census data can be used to understand the different populations within the community. Census data can also be mapped to illustrate the location and concentration of Title VI and EJ populations within the community. See the Regional Equity Atlas for an example of how to map and use interactive mapping tools to identify various equity-based measures
    • Engage existing community organizations such as local churches or advocacy groups that work with or serve Title II, Title VI, and EJ populations.
    • Partner with nonprofits and established community groups, in particular those that provide assistance to minorities (e.g., speak the language, are established community partners), to conduct outreach. See Centro Cultural for an example of a representatives organization of this type.
    • Ensure the planning process does not result in projects that have a disproportionate negative impact on Title II, Title VI, and EJ populations, such as displacing or creating barriers between them and the rest of the community.
  • Include opportunities for Title II, Title VI, and EJ population input at public engagement meetings that are inclusive of key user groups within the community.
  • Provide interpreters at public meetings and translated materials as required by fund source and federal safe harbors.
  • Ensure the project website and public-facing materials are formatted for accessibility

In addition to the minimum public involvement efforts listed above, agencies in metropolitan areas Shall:

  • Be inclusive and make efforts to center the voices of underserved populations within the community. Underserved populations are defined above and generally include minorities, low-income residents, disabled, seniors, youth, and tribal groups.
  • Complete a major equity analysis or an engagement-focused equity analysis, depending on the size of the urban area and type of update.
  • Evaluate the effectiveness of the Title II, Title VI, EJ, and underserved population engagement and make changes as needed throughout the planning process. 
  • Include engagement-focused equity analysis of roadway projects that will be moved into the updated TSP and that will be subject to an enhanced review process based on OAR 660-012-0830 (see Enhanced Review of Select Roadway Projects for more information). This may be integrated into the general TSP update schedule for projects known early in the process or may be added to the update schedule after the projects are identified in Step 5: Solution Development & Evaluation.

 Should

Although not formally required, the following public involvement efforts should be included in the public involvement process when locally appropriate and when funding allows (jurisdictions should mix and match the right types of involvement efforts for their communities):

  • Virtual/Online Engagement:
    • Project websites provide a one-stop location for:
      • Project overview/schedule
      • Latest news (project updates, meeting announcements, etc.)
      • Meetings and meeting materials (agendas, presentations, etc.)
      • Project documents (tech memos, reference materials, etc.)
      • Project team contact information
    • Interactive project maps can be used to solicit feedback on transportation-related issues and potential solutions within the jurisdiction.
    • Virtual open houses can be used in conjunction with in-person open houses. They can and should provide participants with the same opportunities to provide feedback on meeting materials. Virtual open houses are particularly effective in larger communities where the population is dispersed over a large area (e.g., rural communities).
  • Title II, Title VI, and Environmental Justice
    • Advertise upcoming meetings in locations where Title II, Title VI, and EJ populations live and work.
    • Ensure advertisements are translated appropriately or include bilingual content to indicate how people can participate.
    • Host public meetings in locations that are accessible and where Title II, Title VI, and EJ populations will feel comfortable entering and participating, such as a community space or non-governmental facility.
    • Provide interpreters at public meetings, translated materials, and simultaneous interpretation for presentations beyond what is required.
    • Evaluate the effectiveness of the Title II, Title VI, and EJ population engagement and make changes as needed throughout the planning process.
  • Workshops and Community Meetings
    • Identify locations for workshops and open houses that are sufficient to meet the needs of the community (e.g., centrally located, accessible on foot, by bike, and by public transportation, ADA accessible, etc.).
    • Attend meetings of community organizations to discuss the TSP and gather feedback
    • Consider meeting people where they and tailoring outreach efforts and communication strategies to the specific needs, preferences, and contexts of the community.
  • Public Engagement that targets the following groups:
    • Residents
    • Traditionally underserved residents (e.g., minorities, low-income residents, disabled, seniors, youth)
    • Transportation providers (e.g., transit operators, shuttle service providers, rideshare providers, freight operators, ports, railroads)
    • Transportation options providers (i.e., entity providing services that work to change travel behavior in order to increase transportation system efficiency).
    • Transportation interest groups (e.g., road advisory committees, traffic safety committees, bicycle and pedestrian advocates, special interest advocacy groups)
    • Community economic interests (e.g., neighborhood associations, business associations, main street coalitions, chambers of commerce, local real estate boards)
    • Local public health organizations (e.g., county health departments, regional health equity coalitions, and public health focused nonprofits)
    • Local health care organizations (e.g., hospitals, clinics, and coordinated care organizations)
    • Affordable housing organizations (e.g., community development corporations, community action agencies, social service providers)
    • State transportation and planning agencies (e.g., ODOT, Oregon Health Authority and the Oregon Department of Land Conservation and Development)
    • Other jurisdictions (e.g., metropolitan planning organizations, councils of governments, adjacent cities)
    • Federally recognized tribes and tribal groups.  
    • Elected and non-elected officials (e.g., mayors, city councilors, county commissioners, planning commissioners, etc.)
    • Community based organizations (i.e., non-profit entities that operate at the local level to address specific needs within a community)

 Could

Although not typically required or critical to the development of most TSPs, public involvement efforts Could include these additional tools when locally appropriate and when funding allows (jurisdictions should mix and match the right types of involvement efforts for their communities):

  • Design Charrettes
    • Though not a common part of the TSP public involvement process, a design charrette could be used as a valuable inclusionary feedback tool when dealing with complex transportation or land use issues.
  • Virtual/Online Engagement
    • Go a step further and livestream community or committee meetings and presentations.
    • Use online polling that allows participants to vote on an issue by sending a text message or electronic comments. The results can be updated in real time and displayed in a presentation.
  • Workshops and Community Meetings
    • Provide supervised activities for children so parents can focus on the open house.
    • Include refreshments.
  • Transportation ambassadors
    • Recruit volunteers to help spread the word about transportation resources and programs through community events, and outreach. Ambassadors can take the lead on developing and implementing culturally relevant engagement activities in communities they are part of or connected with. The City of Portland and Beaverton are examples of communities which have implemented these programs.
  • Incentives
    • Provide incentives or stipends for focus group or advisory committee participation. One of the most significant barriers to community participation and feedback is unpaid time for participation in an activity. 

Public Involvement Considerations/Best Practices
Workshops, community meetings, and online engagement invite the general public to participate in the planning process. They provide people with opportunities to learn about the TSP, ask questions, review project materials and progress to date, and provide feedback. Turnout at in-person workshops and community meetings can vary; however, they continue to play an important role in many public engagement efforts. This is due, in part, to the importance of providing participants with the opportunity to meet face-to-face with project planners, local staff, and other key project leaders. Virtual and online engagement is a widely accepted and expected form of engagement that accommodates busy families, social media–focused generations, and those who are uncomfortable providing input in a public setting.

Many practices and approaches are common to all public involvement efforts. The following list of best practices should be considered when engaging in workshops/community meetings, public engagement activities, and charrettes.

  • Advertise workshops and community meetings two or more weeks in advance so people can plan to attend. Effective advertising methods include:
    • Placing ads on social media and in local newsletters or newspapers
    • Creating posters to hang in civic buildings, local businesses, and on community bulletin boards
    • Creating flyers to pass out at local events
    • Creating display boards and putting them in vacant storefronts
    • Sending emails to project or community list-serves
    • Using social media to advertise meetings and engagement opportunities
    • Interviews or ads on local radio stations popular among specific communities
  • Identify locations for workshops and community meetings that meet the needs of the community. Effective workshop locations used in practice include:
    • Locations where people feel comfortable (e.g., churches, senior centers, schools, banquet facilities)
    • Well-lit and visible locations with adequate Americans with Disabilities Act–access
    • Popular locations (e.g., parks, high school football games)
    • Booths at local farmers markets, street fairs, or other events
  • Select workshops and community meeting locations away from government buildings to attract populations that are sensitive or suspicious of government programs and regulations. Consider partnering with local organizations to host public events in tandem with established meetings of local groups/committees.
  • Ensure that workshops and community meetings are structured to solicit feedback from participants. Effective meeting structures used in practice include:
    • Providing a rolling PowerPoint presentation that people can watch independently to get acclimated to the project
    • Creating stations that focus on different travel modes or elements of the TSP
    • Providing participants with specific direction on the type of feedback you are looking for both prior to and at the meeting
    • Providing appropriate staff to answer questions and provide clarification
    • Encouraging dialogue and discussion with staff
    • Providing opportunities for people to give feedback on maps, flip charts, comments cards, and other media
    • Incorporating a survey
    • Providing a place for people to sit down and fill out comment cards


  • Define goals and objectives for public engagement that are agreed upon ahead of time and communicated throughout the planning process.
  • Develop evaluation criteria to determine public engagement effectiveness and make changes as needed throughout the update.
  • Develop procedures and strategies for public engagement and periodically review their effectiveness to ensure a full and open participation process.
  • Public engagement meetings should occur at strategic times throughout the planning process (e.g., existing conditions and future needs, alternative development and screening, financially constrained project list, draft TSP).
  • Report back final engagement results and outcomes to interested parties​.
          • Charrettes should include a facilitator that leads and coordinates the work of the group.
          • When possible, charrettes should be hands-on events where participants are encouraged to provide input on a variety of materials.
          • Materials should be displayed so they are visible to the entire group. As work progresses, so should the displays, so people can visualize things moving forward.
          • Prepare a schedule for the charrette and communicate it to all participants in advance. 
          • Prepare a timeline for each day of the charrette that identifies how much time will be spent on each activity.
          • Separate participants into multiple groups to address different issues or aspects of an issue.
          • Encourage participants to focus on one area throughout the charrette.
          • Have breakout sessions where participants discuss the issue or aspects of an issue, develop solutions, and report back to the larger group.
          • Ensure that a professional planner, engineer, and public involvement specialist leads the breakout sessions to help people understand potential trade-offs.

          Resources

          Woodburn TSP open house poster (bilingual)
          Woodburn TSP open house handout (bilingual)
          EPA's Environmental Justice Screening and Mapping Tool (Version 2.2)

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