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    Utah StateDepartment of Public SafetyDriver License Division

    40-Hour Parent/TeenDriving GuideWith Freedom

    Comes Great ResponsibilityUtah Revision - August 2012

    Adapted from the Virginia Department of Education 45-Hour Parent/Teen Driving Guide, With Freedom

    Comes Great Responsibility.Revised August 2011. All Rights Reserved. Reproduced by permission.

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    Parenting the Driving ExperienceYour child has reached an important milestone;A LEARNERS PERMIT. It is our hope thatacquiring mature driving skills and judgment

    will be a rewarding experience for you and yourteenager. With your involvement, it can also be asafe experience. This 40-hour parent/teen drivinghandbook provides suggestions for in-car lessonsto help you guide your child in making this step toadulthood more successful for both of you.

    How do you teach a teenager not to be ateenager behind the wheel of an automobile?

    Unfortunately, there is no magic formula to prepareyour teenager for the responsibilities of driving.

    Driver education at its best is a team effort involvingschools, communities, students, and families.

    Cars do not crash; people crash them. The driver,especially the young driver, continues to be a weaklink in automotive safety. Motor vehicle injuriesaccount for more years of productive life lost bystudents than all other causes of death. In addition,hospitalization and rehabilitation costs, lost time fromschool, and other costs associated with long-terminjuries create substantial emotional, physical, andfinancial problems for students, schools, and their

    families.

    To address traffic crashes involving teenagers,action was taken by the Utah Legislatureto require parents, foster parents, or guardians tocertify that their children have driven motor vehiclesfor at least 40 hours, 10 of which must be aftersunset, before they are eligible for a provisionallicense.

    The ability to move a car skillfully is not the same

    thing as the ability to drive safely. Steering thevehicle is a relatively simple skill that most peoplecan master in a short period of time. Driving is acomplex psychomotor task requiring mastery ofvarious performance skills. It requires processingand accurately evaluating risks in the drivingenvironment, developing appropriate responses tominimize risks, and gaining experience to predictwhat action others may take.

    This assistance guide provides you witha systematic approach to guide your child towardsremaining collision-free in both low and high-riskdriving environments. The suggested lessons inthis guide follow a sequential learning pattern that

    progresses from the parking lot to neighborhoods, tolight traffic, to rural highways, to freeways andthen to city driving. Each lesson provides you with

    an estimated amount of time the student will needto achieve mastery; however, because studentshave different abilities and learning styles you needto spend as much time as necessary to allow yourchild to master the skills before moving on to thenext lesson. Research shows that in order to remaincollision-free, parents must model safe drivingbehaviors and invest in meaningful guided practice

    over a long period of time to turn these skills into

    good driving habits!

    If neither parent has a valid drivers license, afriend or relative can conduct the guided practicesessions. Because parents and guardians playsuch a significant role in the development of safedriving habits, parents should remain involved in thelearning process as observers in the car during theguided practice sessions. Knowing your child is askilled, safety-conscious driver will give you peaceof mind in years to come.

    In addition to sharpening your driving skills, it is ourhope the guided-practice sessions presented in thisguide will provide your child with a solid foundationto develop safe, collision-free driving habits that willlast a lifetime. At the end of this assistanceguide is a 40-hour log to help you keep track of yourdriving time together.

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    The Provisional Licensing Process as of 2012To reduce young driver crashes in Utah andto save lives, the Utah Legislature enacted agraduated licensing process that requires new

    drivers to have more driving experience prior toobtaining a license.

    Eligibility for a learners permit andprovisional drivers license An individual may apply for a learners permit ifhe or she is at least 15 years of age. An individual who fails the DLD knowledgetest three times must pay a new application fee

    before being eligible to take the test a fourthtime (each application fee covers 3 attempts to passthe knowledge test).

    An individual may apply for a drivers licensewhen he or she becomes 16 years, and An individual must hold a learners permit forSix Months, or until the learners permitholder turns 18 (whichever comes first).

    Students younger than 18 must have theirparents, foster parents, or guardians certifythat they have driven a motor vehicle forat least 40 hours, at least 10 of which wereafter sunset. Students younger than 19 must successfullycomplete a state-approved driver educationprogram. Those 19 and older must hold thepermit for a minimum of three months.

    Most High Schools and some private driving

    schools are authorized to administer the drivingskills test. Skills test at a DLD Field Office aregiven by appointment only. If under 19, skills testswill not be scheduled or given until after the completionof a state-approved driver education program and thepermit has been held for six months. If 19 or older,the permit must be held for 3 months.

    Learners permit andprovisional drivers licenserestrictionsUtah law: Prohibits driving with any passenger who isnot an immediate family member untilthe holder has held a provisional license forsix months or until the driver turns 18,whichever is first. Exceptions to this rule are:

    o If accompanied by a licensed driver at least 21 yearsof age;

    o On assignment of a farmer or rancher and the driveris engaged in an agricultural operation;

    o In an emergency Restricts licensed drivers younger than 18years old from operating a vehicle betweenmidnight and 5 a.m., except:

    o When accompanied by a licensed driver at least 21years of age who is occupying a seat next to thedriver;

    o Driving is in connection with the driver's employment,including the trip to and from the driver's residenceand the driver's employment;

    o The driver drives directly to the driver's residencefrom a school-sponsored activity by a school or school

    district, and the provided transportation commencedfrom and returns to the school property where thedriver is enrolled;

    o The driver is on assignment of a farmer or rancherand the driver is engaged in an agricultural operation;

    o In an emergency

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    The Parents Role in theProvisional Licensing ProcessThe family, not the school, is in the best position to

    have a sustained effect on minimizing risks faced byinexperienced drivers and encouraging responsiblebehavior. Parents must:

    Grant the DLD permission to issue yourchild a learners permit and a driverslicense.

    Grant the school permission to enroll yourchild in driver education.

    Provide your child with at least 40 hours of

    guided practice, 10 of which must be aftersunset. Verify that your child has completed the required40 hours of observed drive time and sign a perjurystatement to that effect.

    Determine when your child is ready to driveun-chaperoned.

    Withdraw your minor childs driving privilege

    if he or she is not demonstrating responsiblebehavior.

    Notify your insurance agent when your childreceives their Provisional Drivers License.

    Continue to monitor your childs driving afterreceipt of a provisional license and reinforcesafety belt use, limit passengers, and otherdriving distractions.

    Establish rules for cell phone usage whiledriving and zero tolerance for text messaging

    while driving.

    Model safe driving behaviors.

    Parenting Tips for In-CarGuided Practice SessionsParental reinforcement of basic driving skills and gooddecision making will lead to safe driving habits that

    will last a lifetime. Enjoy your time together. Have fun!This is a great bonding opportunity. Focus on thedriving task and leave family issues at home.

    When you drive, set a good example tomodel. Always wear your safety belt. Try tocorrect any unsafe driving habits that you

    may have acquired; such as rolling throughstop signs, accelerating through yellowlights, exceeding the speed limit, etc.

    If possible, the initial guided practice

    sessions should begin in a car withautomatic transmission so your child canfocus on mastering basic vehicle controlmaneuvers.

    Select driving environments thatcomplement the lesson objectives and thenovice drivers ability. Start in parking lotsand progress to quiet neighborhoods. Stay ina safe, low-risk driving environment as longas needed and, in the beginning, practicedriving routes that are familiar to your child.

    Check to make sure your child has theirlearners permit, vehicle registration card,and insurance information with him or herwhen operating a vehicle.

    Explain the objectives of the lesson andreview what was learned in the last lesson.

    Feedback should be precise and immediate.If a mistake is made, repeat the maneuvertaking the driver step by step through the

    process, and then allow practice withoutassistance.

    Be patient, calm, and alert at all times. Makepositive remarks frequently.

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    Have short, well-planned practice sessions.Thirty minutes is the optimum learningperiod for beginning drivers. The first 30minutes of each one-hour session shouldbe used to introduce and practice the newskills. Assess the childs understanding ofthe lesson objectives during the secondhalf of the session. Set high standards andevaluate each driving session together.

    Be prepared to and, in a parking lot,practice steering the car with your lefthand from the passenger seat.

    If you have a car with a parking brakebetween the seats, practice stopping the carby depressing the release button and raising

    the parking brake.

    To prepare yourself to regain control of thevehicle in the event your child panics andaccelerates too much, practice shifting thetransmission from drive to neutral from thepassenger seat.

    Adjust the mirror on the passengers sunvisor so you can use it as a rearviewmirror. If the right outside mirror is properlyadjusted to reduce blind spot and glare, you

    can also use that mirror to monitor traffic tothe rear from the passenger seat.(see page 7)

    Keep instructions simple and concise. Firstdirect where to go, and then state the actionto take (e.g., At the next intersection, turnright.).

    Check mirrors, and the space to the sidesand ahead of the vehicle before giving

    directions.

    Emphasize driving with a large anticipationzone by looking at least 20 seconds ahead.

    Play the what if game; what if a carsuddenly changes lanes, stops, turns, etc.

    Encourage commentary driving! This is the

    most valuable tool you have for checkinghow your child is processing the drivingenvironment. Ask your child to read thetraffic picture aloud describing anythingthat may affect your path of travel. Forexample, when your child changes speed,your child may say: red light, check mirror,head check, ease foot off accelerator and beginbraking. Actually, you should hear check mirror ,head check and ease off accelerator a lot!

    Reinforce that a green light means one mustscan the intersection before proceeding.

    Encourage your child not to panic whenapproached by an emergency vehicle and tofocus on looking for a safe area to pull over.

    Discuss the rules for encountering a stoppedschool bus with flashing lights and emergencyvehicles on the side of the road.

    Encourage your novice driver to changetheir route to avoid making a difficult leftturn.

    There is a lot to learn in each lesson, so your child may need extra time to attain adequateskill proficiency. Mastery at each level

    is important before moving on to the nextlesson.

    If possible, integrate night driving into eacharea of instruction.

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    Driving in the 21st CenturyImprovements in vehicle and highway design haveincreased highway safety. Many new cars areequipped with safety features that dictate basic

    vehicle control procedures. Drivers must understandthese new technologies and the need for basicvehicle maintenance.

    Tires, wheels, brakes, shock absorbers, drive train,steering and suspension systems function togetherto provide a safe, comfortable ride and good gas

    mileage.

    TiresProperly inflated tires are critical to vehiclecontrol and good gas mileage. Tires should

    be inflated to the vehicle manufacturersrecommended pressure printed on thevehicles door placard or in the ownersmanual, not the maximum limit listed on thetire sidewall. Under-inflated tires flex toomuch and build up heat, which can lead

    to blowouts or the tread separating andpeeling off. The actual size of the tire patchin contact with the road is about the size of adollar bill. These four dollar bill size patchesof rubber in contact with the road surface

    allow the vehicle to respond to acceleration,braking, and steering. With this narrowmargin of safety, it is important to check

    tire pressure at least once a month. Propertire tread reduces traction loss on wetsurfaces by channeling waterthrough the tread. Tire treaddepth can be measured byplacing a penny in the tread,and if the tread does not reachthe top of Lincolns head,driving in wet weather is very

    dangerous.

    Government tire ratings arelisted on the side of the tire.The AA rating is the toptraction, speed, and loadrating, and C is thelowest tire rating.

    Steering ControlDue to changes in steering ratios and effortneeded to turn the wheel, smooth, controlledsteering requires a balanced hand positionon the lower half of the steering wheel.

    Hand positionPlacing the left hand at the 8 oclockposition, and the right hand at the4 oclock position improves the driversstability by lowering the bodys centerof gravity, and reduces unintended andexcessive steering wheel movement whichis a primary causeof young driverfatalities. Thismore natural

    seating positionalso helps thedriver to keepboth hands on thewheel and reducesback pain often associated with trip driving.

    Steering: Push-pull-slide steeringThis steering technique keeps both hands onthe wheel at all times and reduces excessivesteering wheel movement. In the event of afrontal crash with a vehicle equipped with

    an air bag, this steering method also reducesthe chance of injury to the arms and facebecause the arms do not cross over thesteering wheel where the air bag is housed.

    To push/pull steer: the right hand begins at 4 oclock; the left hand begins at 8 oclock; the right hand moves between the 4 and2 oclock position; and the left hand moves between the 8 and

    10 oclock positions.

    To reverse the push-pull-slide process,allow the steering wheel to slide through the

    hands until the vehicles wheels move to thestraight-ahead position. At very low speeds,the driver may need to assist the wheels toreturn to the straight ahead position.

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    Driver and Front Passenger Air Bags aredesigned to inflate in a frontal impact.Drivers should sit at least 10 inches fromthe air bag because it inflates to six orseven inches in size at speeds up to 200mph. Tilt the steering wheel as far downas comfortable to point the air bags at yourchest, not your face.

    Always wear a seatbelt and secure children inthe rear seat. To reduce forearm and handinjuries, hands should be placed on the lowerhalf of the steering wheel, with knuckles onthe outside and thumbs stretched along therim of the wheel.

    Side Impact Air Bags are designed to protectthe torso and head in side impact collisions.Care should be taken not to sit too close tothe door or to lean towards the air bag.

    BrakesBrake pads or shoes last about 18,000- 30,000 miles, depending on the drivingconditions.

    Anti-lock Braking System (ABS)Cars with anti-lock braking systems

    automatically check the system when thecar is started. To safely stop and maintainsteering control in an ABS-equipped vehicle,one must use firm brake pressure andmaintain this pressure on the brake pedaleven if you feel the pedal pulsating or heara grinding noise. The ABS system rapidlyengages the brakes 15 times a second to

    avoid lockup and allows your wheels tokeep rolling. Rolling wheels allow you tosteeryou cannot change direction if yourwheels are sliding.

    You and your child should practice engagingthe ABS system in a vacant parking lot beforehaving to use this crash-avoidance technologyin a real emergency.

    Electronic stability control (ESC) is acomputerized technology that improves the

    safety of a vehicles stability by detecting andminimizing skids. When ESC detects loss ofsteering control, it automatically applies thebrakes to help steer the vehicle in thedirection the driver intended to go.

    Braking is automatically applied toindividual wheels, such as the outer frontwheel to counter oversteer or the inner rearwheel to counter understeer. Some ESCsystems also reduce engine power untilcontrol is regained. ESC does not improvea vehicles cornering performance, but itdoes help minimize the loss of control.

    ESC incorporates yaw rate control into theAntilock braking system (ABS). Yaw is a

    Rotation around the vertical axis, (i.e.,spinning left or right). Anti-lock brakes enableESC to brake individual wheels. Many ESCSystems also incorporate a traction controlSystem (TCS or ASR), which senses drive-wheelslip under acceleration and individually brakesthe slipping wheel or wheels and/or reducesexcess engine power until control is regained.Electronic stability control, however, achievesa different purpose than ABS or Traction Control.

    Traction Control Systems monitor any differencein rotational speed between the front andrear wheels. This differential in wheelrotation may occur on uneven or slipperysurfaces. When the system is activated,an automated combination of brake and/orengine control comes into play to providecontrolled acceleration and tire traction.

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    Contemporary mirror setting (BGE)Adjust the inside mirror so that it frames the

    entire rear window and becomes the primarymirror for viewing whats behind the vehicle.Adjust side mirrors to reduce the blind spotand headlight glare from the rear. Adjust theleft side mirror by leaning your head slightlytowards the left side window, and set the leftmirror so that the driver can barely see theside of the car. To adjust the right side mirror,lean to the right over the center console, andset the right mirror so the driver can barelysee this side of the car. This mirror settingreduces the overlap between the inside andsideview mirrors and allows the driver tomonitor the adjacent lane.Tips for Driving in Adverse Conditions

    Driver inattention is a primary cause ofcrashes. Distractions, such as interactingwith passengers, talking on the phone, textmessaging, or adjusting the audio system, areespecially dangerous for young drivers. Limitdistractions by pulling off the road to perform

    activities not related to the driving task.

    Fatigue severely limits your reaction time anddecision-making ability, and is caused by lack

    of sleep, the bodys circadian rhythm, anddriving for long periods of time. Circadianrhythm is the bodys natural downtime,which for most people is between 1:00 p.m.

    and 5:00 p.m. and around your normalbedtime. To avoid fatigue, take scheduledbreaks, keep the vehicle cool, and be awareofyour downtime. Sixteen to 24-year-oldscomprise 14 percent of all drivers but areinvolved in 50 percent of crashes caused bydriving while fatigued.

    GlareSources of glare include headlights ofoncoming or following vehicles, misalignedheadlights, improperly loaded vehicles, adirty windshield, paper on the dashboard,facing the sun at dusk or dawn, snow-coveredlandscapes, and traditional versuscontemporary side mirror settings. Tocombat glare, wear sunglasses during the

    day only, adjust sun visor as needed, keepwindows clean, reduce speed, and look tothe right-hand side of the road when meetinga vehicle with high beam headlights on.

    FogDuring foggy conditions, reduce speed,use low beams, windshield wipers, defroster/defoggerand flashers if needed. Look for a safe area topull off the road.

    Heavy smoke, rain, or snow, and other lowervisibility conditionsReduce speed, turn onlow-beam headlights,emergency flashers,and windshieldwipers when necessary; make gentle steering,accelerating, or braking actions; be alertfor stopped vehicles on the highway, andbe prepared for wind gusts or strong steadycrosswinds; turn on the radio to monitorweather and road conditions, and if possible,

    leave the highway.

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    Low water crossingNearly half of all flash flood fatalities arevehicle related. In severe rainstorms watchfor flooding at bridges and low areas.Driving too fast through low water will causethe vehicle to hydroplane and lose contactwith the road surface.

    Hot or cold temperatures place demands ontires, radiator coolant, hoses, connections,drive belts and increase driving risks.Check these items prior to and after drivingduring these conditions.

    Strong wind conditions create a problem calledbuffeting. This condition occurs on bridges,through mountain passes and ravines, and

    when being passed by large trucks. Reducespeed, check traffic, be prepared to steerwindward, and counter steer in the directionyou want the vehicle to go.

    Head-on collisionsThe possibility of serious injury or death isgreat. This type of collision is more likely tooccur on two-lane highways, narrow lanes,curved roads, and in construction zones.

    Rear-end collisions are one of the mostcommon types of multiple-vehicle collisions.Tailgaters cause many rear-end collisions.Adverse conditions such as dense fog orsmoke, heavy rain, and snow also increaserisks to motorists because some drivers stoptheir vehicles while still on the highway.

    Side-impact collisionsMost vehicles are not well-equipped towithstand a side impact. If your vehicle isin danger of being hit, your best option is toaccelerate out of danger if the way ahead isclear rather than apply brakes.

    Changing traction conditionsTraction or adhesion is the grip the tireshave on the road surface, which allowsthe vehicle to start, stop, and/or changedirections. As speed increases, tractionbetween the tires and the road decreases.

    Three kinds of traction influence motorvehicle control: static, rolling (dynamic),and sliding. Road surface conditions that

    decrease the level of traction are ice,snow or frost, wet surfaces or standingwater, mud or even wet leaves, uneven surfaces,sand, gravel, and curves. Speed should bereduced in such conditions.

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    Sessions 1 and 2: Getting Ready, Starting,Placing the Vehicle in Motion, and Stopping

    Sessions 1 and 2 should be divided into four

    30-minute periods. These sessions will introduceyour child to the instrument panel, vehicle controls,and mirror blind spots. The vehicle owners manualis the best source of information for these sessions.

    You will need a measuring tape, cones, plastic cups,or chalk to use in these and future lessons.

    Begin in a large, level parking lot free of obstacles.Use the checklist on page 11 to help organize yourlessons and assess learning.

    Show your child how to check tire pressure,

    engine oil, radiator, and other fluid levels.

    Prior to entering the vehicle, the studentshould be taught to check for fluid leaks,

    broken glass, etc.

    Enter the vehicle and review interiorcontrols; turn on the ignition switch todiscuss functions of lights, gauges, andaccessories. Ask your child to operateand explain all controls and to simulate

    monitoring the path ahead while operatingthe controls.

    Discuss how the proper seating position

    is essential for control of the vehicle. Thedriver should sit with his or her back firmlyagainst the seat with at least 10 inchesbetween the steering wheel and the drivers

    chest. The air bag should point towardsthe drivers chest. The top of the steeringwheel should be no higher than the top of

    the drivers shoulders. Adjust the seat tomaintain heel contact with the floor to pivotthe foot between the brake and acceleratorpedals. Short drivers may need a seatcushion or pedal extenders to sit in a safe

    position at least 10 inches from the air bag.

    Adjust the head restraint to align with the

    center of the back of the drivers head.

    Adjust the inside mirror so that it frames theentire rear window and is the primary mirrorfor viewing traffic behind the vehicle. Adjust

    side mirrors to see the lanes next to yourvehicle and to reduce headlight glare fromthe rear (see page 7).

    Practice starting the vehicle and adjustingaccessories.

    The following exercise illustrates the area

    around the car the driver cannot see whilesitting in the drivers seat. While your child issitting in the drivers seat with the engine off,get out of the car and stand close to the frontbumper facing your child. Begin taking stepsbackward and ask your child to tap the hornwhen he or she can see your feet. Place

    a cone, cup, or mark the spot with chalk.This is the pavement area in front of thevehicle that cannot be seen when lookingout of the windshield. Ask the driver to usethe inside mirror and to look over the rightshoulder, and repeat this process to the rearof the vehicle. Walk backwards from thepassenger doors on the left and right sides

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    of the vehicle and mark the areas to the sidethat are visible to the driver. Have your childexit the vehicle, measure and record these blind spotdistances on the illustration above.

    With the right foot firmly on the brake, andparking brake engaged, have your child shiftthrough the gears and explain how, when andwhy each gear is used.

    If the vehicle does not have daylight runninglights, turn on the low-beam headlights.

    Press the brake pedal, release parkingbrake and shift to drive.

    Ask the new driver to move the vehicle todifferent points in the parking lot using little to noacceleration. Have your child stop at designatedlines. Focus on smooth acceleration and stopping.Ask your child to drive around the perimeter of thelot and focus on push-pull-slide steering. Coachyour child by saying slow until the vehicle comes

    to a stop. Once you have developed that skill into ahabit, progress to saying slow to a stop. Use thecommand stop only when you need your child tomake a hard, emergency stop. Treat these practicemaneuvers as simulating stopping and turning at anintersection. Using commentary driving, ask yourchild to say, clear left, clear right, clear left, clearahead from a stop and clear left, clear right, clear

    Front pivot point(middle of car)Rear pivot point(center of rear axle)

    ahead while moving. Make sure your child signals

    and checks mirrors and head checks blind spots prior tochanging speed, position or direction. Focus on continuousand smooth steering wheel movements into the turn,and returning (sliding) the wheel through the handsusing the same smooth continuous movementsuntil the vehicle is in the proper position in the lane.

    Discuss the vehicles forward pivot point, which onmost cars is even with the drivers body. Coach yourchild to focus on looking at and steering towards atarget in the center of your intended path of travel.

    Remember to enjoy this time with your new driver!

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    Checklist for Sessions 1 and 2Place S for satisfactory or NP for needs practice to complete the following tasks:Area around the vehicle that the driver cannot see

    _____ Distance in front of the vehicle that the driver cannot see_____ Distance to the rear of the vehicle that the driver cannot see

    _____ Distance to the left side of the vehicle that the driver cannot see

    _____ Distance to the right side of the vehicle that the driver cannot see

    Getting Ready to Drive_____ Approaches the vehicle with awareness; checks tires, fluid leaks, etc._____ Locks doors and checks all occupants for safety belt use

    _____ Adjusts head restraints, seat position, safety restraints, steering wheel position_____ Adjusts mirrors to reduce blind spots_____ Identifies vehicle controls (refer to owners manual for explanation)

    Starting the Vehicle_____ Checks the parking brake

    _____ Selects proper starting gear

    _____ Pivots heel and places foot securely on brake pedal

    _____ Demonstrates proficient use of ignition switch_____ Demonstrates ability to select and use appropriate accessories

    _____ Starts the vehicle and makes appropriate gear selection for movement_____ Puts headlights on day and night to increase safety

    Placing Vehicle in Motion_____ Visually identifies open space and target before moving foot from brake to gas

    _____ Communicates with other users_____ Puts the vehicle in motion smoothly and uses commentary driving

    Stopping Vehicle in Motion_____ Searches ahead of the vehicle to determine deceleration or braking needs

    _____ Uses controlled braking efficiently with heel of foot on floorboard

    _____ Checks rear zone space prior to braking_____ Applies adequate force at the beginning of the braking process

    _____ Brings the vehicle to a smooth stop

    _____ Eases off brake pressure during the last second of braking to reduce vehicle pitch_____ Checks the rear zone space before, during, and after braking

    Steering_____ Uses a balanced 8 and 4 hand position on the steering wheel

    _____ Uses steering methods effectively

    _____ Turns head and visually checks whats ahead prior to turning_____ Visually checks the rear/side view mirrors and head checks blind spots

    Securing the Vehicle_____ Sets parking brake; shifts into appropriate gear before removing foot from brake

    _____ Turns off appropriate accessories prior to turning off ignition and removing key_____ Visually checks traffic flow before opening door

    _____ Locks doors and activates alarm system if the vehicle is equipped with this device

    We certify that we have practiced the above tasks to a satisfactory level of competence.

    Student signature ____________________Parent/Guardians signature _______________________ Date __________________

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    Sessions 3-5: Moving, Stopping, Steering and Knowing Where You AreSessions 3-5 focus on learning the correctprocedures for moving, stopping, steering thevehicle at different speeds and using reference

    points. Review previous lesson objectives, and dividesessions into six 30-minute periods. If possible,drive at night during one session. Assess learningthroughout the process. Begin in a large, levelparking lot that is free of obstacles. Place cones orother targets at selected locations on the lot.

    The student should practice driving around theperimeter of the lot at 10 and 15 mph. Using

    commentary driving, have your child focus onsmooth push-pull-slide steering and stops. Your child

    should be coached to ease off the accelerator or usethe brake to reduce speed before entering a curve,and to use slight acceleration to overcome inertiaand pull the vehicle out of the curve. This techniquecan be practiced using a figure eight pattern. Novicedrivers have a tendency to overuse the brake andunder use the accelerator to control speed.

    Ask the student to move the vehicle to specifiedtargets in the parking lot at 10 and 15 mph. Focuson smooth acceleration, proper speed, and smoothstops. Explain to your child that curling the toes

    back to ease pressure off the brake just beforestopping results in smoother stops. Practice normalsmooth stops and hard smooth stops which are doneat a slightly higher speed.

    Reference points: To know exactly where the vehicleis located, the driver can align some part of thevehicle with the roadway. Practice establishingleft, right, and front reference points 8 or 10 timesduring each session. Exchange places with yourchild to demonstrate using left, right and front

    reference points.

    Left-side reference point: To align the vehicle 3-6inches from a pavement line or curb on thedrivers side of the vehicle, the driver shouldstop when the line or curb appears to intersect apoint located about one foot from the left edge ofthe hood of the car. After stopping the vehicle,the student should place it in park, set the

    parking brake, turn off the engine, and get out ofthe vehicle to check whether the vehicle is in thedesired position. If it is not, the student should

    try again.

    Right-side reference point: To align the vehicle3-6 inches from a pavement line or curb onthe passengers side of the vehicle, the drivershould stop when the pavement line appearsto intersect the center of hood. The studentshould get out of the vehicle to check whetherthe tires are 3-6 inches from the line, and make

    adjustments as needed.

    Front reference point: To align the front bumper 3-6inches from a pavement line or curb, the drivershould stop when the line appears under thepassenger side mirrors. Ask your child to get outof the vehicle to check to see whether the frontbumper is 3-6 inches from the pavement line orcurb. Adjust as needed and re-establish the sidemirror reference point.

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    Checklist for Sessions 3-5During session 5, parents should begin evaluating whether the driver can perform the following tasks in anefficient sequence without hesitation. Your child should also be able to explain why each step is performed.

    Place S for satisfactory or NP for Needs Practice for the following tasks:_____ Uses commentary driving_____ Approaches the vehicle with awareness_____ Enters the vehicle and makes appropriate checks and adjustments_____ Identifies and operates all controls (blows horn, turns wipers on and off, etc.)_____ Prepares to drive (see lessons 1-2)_____ Follows steps to put vehicle in motion (see lessons 1-2)_____ Places heel on floor and accelerates smoothly_____ Establishes balanced hand position on the lower half of the steering wheel

    _____ Looks well ahead of the vehicle to identify risks in the path of travel_____ Maintains lane position_____ Exhibits smooth push-pull-slide steering_____ Looks at target in the center of the turn_____ Maintains 10 mph speed_____ Maintains 15 mph speed_____ Checks inside mirror before braking and stops smoothly_____ Demonstrates smooth stop at 10 mph_____ Demonstrates smooth stop at 15 mph_____ Aligns the vehicle 3-6 inches from a line or curb on drivers side of the vehicle_____ Aligns the vehicle 3-6 inches from a line or curb on passengers side of the vehicle

    _____ Aligns the front bumper 3-6 inches from a pavement line or curb_____ Properly secures the vehicle

    We certify that we have practiced the above tasks to a satisfactory level of competence.

    Student signature ____________________Parent/Guardians signature _______________________ Date __________________

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    Sessions 6 and 7: BackingRepeat the tasks listed in sessions 3-5 with thevehicle in reverse gear at idle or slow speeds. Manynovice driver crashes are backing crashes. Backingfrom one target to another allows your child to

    practice seeing, steering, and speed control skillswith the vehicle in reverse gear. Switch places withyour child to demonstrate each backing task.

    One-hand steering. Movement of the steeringwheel with one hand is recommended only forbacking maneuvers that do not require full left orright turns. Backing and steering with one handrequires shifting ones hips and seating position so

    the drivers head can be turned to see beyond thehead restraint. One loses depth perception when

    using the mirrors to guide the vehicle when backing.Sharp turns while backing may require use of bothhands. Since it is more difficult to maintain steeringcontrol and vehicle balance when the vehicle ismoving in reverse, emphasize backing at slowspeeds. Reverse is a more powerful gear than drive,so coach your child to use the accelerator pedalcarefully, if at all.To practice backing the vehicle in a straight line,have your child: check

    all areasbehindthevehicleprior toand whilebacking;

    pivot the heel, place the right foot on thebrake, and shift to reverse;

    grasp the steering wheel at 12 oclockwith the left hand;

    look over right shoulder through theback window;

    use the brake and acceleratoreffectively for speed control;

    make frequent quick checks to the frontto monitor vehicle position; and

    stop at a designated line.

    To practice backing and turning the vehicle, haveyour child: grasp the steering wheel at 12 oclockwith the right hand if turning to the left,or with the left hand if turning to theright;

    look in the direction you are movingthrough the rear, side, and backwindows;

    keep speed slow using brake and

    accelerator effectively for speed control;

    make quick checks to the front and sidesto monitor vehicle position; and

    remind driver when backing the frontof the vehicle moves in the oppositedirection.

    Rear bumper reference points: To align the rearbumper 3-6 inches from a line or curb, the drivershould stop when the line or curb appears near the

    middle of the rear right window when looking overthe right shoulder. Have the student get out of thecar to see whether the rear bumperis 3-6 inches from the designatedline. Adjust the vehicles positionas needed, and reestablish the rearside window reference point fromthe inside of the car.

    When backing around a corner to the left, the pivotpoint is the center of the rear axle between your reartires. To establish a three-foot pivot point, the driverlooks over the left shoulder and aligns the cornerof the turn with the rear left tire. If excessivesteering is necessary, the driver may need to usepush-pull-slide steering.

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    Checklist for Sessions 6 and 7Place S for satisfactory or NP for needs practice for the following tasks:_____ Approaches the vehicle with awareness_____ Enters the vehicle and makes appropriate checks and adjustments_____ Identifies controls_____ Prepares to drive

    _____ Follows steps to put vehicle in motion_____ Controls speed_____ Uses commentary driving

    Backing straight_____ Checks all areas around the vehicle prior to putting it in reverse and while backing_____ Pivots foot to brake pedal and shifts to reverse_____ Grasps steering wheel at 12 oclock with left hand

    _____ Looks through the back window and targets path of travel_____ Uses accelerator and brake effectively for speed control_____ Demonstrates effective steering technique_____ Makes frequent quick checks to the front_____ Stops with rear bumper 3-6 inches from a designated line using reference points_____ Stops the vehicle completely before turning back around to face the front of the car

    Backing and turning_____ Searches all areas prior to putting the vehicle in reverse and while backing_____ Grasps steering wheel at 12 oclock position with the right hand for a left turn_____ Grasps steering wheel at 12 oclock position with the left hand for a right turn

    _____ Demonstrates effective one-hand and push-pull-side steering techniques_____ Searches path of travel through rear, side, and back windows_____ Keeps speed slow using idle speed or slight acceleration_____ Makes frequent quick checks to the front and sides opposite the direction of the turn_____ Stops at the rear tire pivot point prior to turning_____ Steers in the correct direction gradually and straightens the direction of the car_____ Looks to the rear and front and stops at designated line_____ Stops the vehicle completely before turning around_____ Properly secures the vehicle

    We certify that we have practiced the above tasks to a satisfactory level of competence.

    Student signature ____________________Parent/Guardians signature _______________________ Date __________________

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    Sessions 8-10: Turning, Lane Position, and Visual SkillsParents and teens should review the drivers manual.Focus on signs, signals, pavement markings, yield

    and speed laws. If possible, begin integrating night

    driving into these sessions.

    During these three sessions practice 10-15 rightand left turns from stopped and moving positions ina parking lot. Left turns should be squared and

    right turns should be rounded. Emphasize propersignals, mirror checks, head checks, side-positionreference points, speed and steering control, and theneed to look ahead of the vehicle at a selected targetin the center of the path of travel.

    Warn young drivers to search the driving environment

    and not to fixate on any one thing. Prior to progressingto driving in a quiet neighborhood, your child should beable to demonstrate the ability to move and stop the carsmoothly, maintain a given speed, and steer withreasonable precision. If your child is ready, practiceright and left turns in a residential area.

    When turning out of a parking lot, help the newdriver maintain proper lane position by askinghim or her to identify a target 15 and 20 secondsahead of the vehicle (approximately one block), andusing commentary driving, explain what he or she

    sees and the proper reaction to it. Ask the newdriver to verbalize the need to change speed or

    position, and to identify potential risks in the path oftravel.

    This will enhance awareness of signs andpavement markings, and help your child developvisual search and risk identification skills. If theroad has pavement markings, discourage the novicedriver from looking at the lines to try to center thevehicle. Any eye motion away from the target in thecenter of the path of travel should be quick; delayed

    eye movement or looking at the pavement directlyin front of the vehicle will often cause the vehicle todrift in the lane.

    Coach your child to constantly scan/search and notfocus on anything at the sides of the path of travel.Drivers have the tendency to steer in the directionthey look, especially young drivers.

    Using commentary driving while approaching anintersection, your child should:

    search all corners of the intersection for

    vehicles, pedestrians, traffic controls,etc.;

    check traffic to the rear, put on turnsignal 2-4 seconds before turning;

    at a signal-controlled intersection,identify who has the green light; and

    select the best lane and lane positionand yield to pedestrians and othervehicles.

    Right turns from a stop

    The steps are the same whether turning onto aone-way or two-way street.

    Position the vehicle 3 feet from the curb(any closer the rear tire may hit curb).

    Stop with the front bumper even with thecurb line, wheels angled slightly to theright.

    Yield and search intersection to the left,

    front, right, and back to the left.

    Select a gap in traffic, avoid hesitation,and look at the target in the center of thepath of travel.

    Please note, selecting a gap in traffic is a verydifficult skill for most novice drivers and requiresa lot of practice!

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    Coach the novice driver to look downat the tires of approaching vehicles tobetter judge distance and speed of theapproaching vehicle.

    Using push-pull-slide steering, beginto turn the steering wheel when thevehicles right-side corner post isaligned with curb and target the centerof the closest open lane.

    Allow the steering wheel to recover byletting it slide through the hands.

    Select a target 15-20 seconds ahead andaccelerate gradually.

    Left turns on two-way streets from a stop Position the vehicle 3-6 inches from theyellow line in the middle of the road.

    Stop with wheels pointed straightahead behind the stop line, pedestriancrosswalk, or before entering anintersection.

    Search the intersection to the left, front,right, and back to the left.

    Select a gap, avoid hesitation, pullstraight forward towards the middle ofthe intersection.

    Use the yellow line as the turning target,select gap and turn into the travel laneclosest to the yellow line.

    At the steering recovery point, allowthe steering wheel to slide through thehands.

    Select a new target 15-20 secondsahead in the center of the path of traveland accelerate gradually.

    NOTE: Right of way is a gift.You do not have it unlesssomeone gives it to you.

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    Checklist for Sessions 8-10Place S for satisfactory or NP for needs practice for the following tasks:_____ Approaches the vehicle with awareness

    _____ Enters the vehicle and makes appropriate checks and adjustments_____ Identifies controls_____ Prepares to drive_____ Follows steps to put vehicle in motion

    _____ Checks mirrors frequently_____ Uses commentary driving

    Vehicle position for right and left turns_____ Selects the best lane and lane position; understands the correct path of travel_____ Positions vehicle 3 feet from the curb for a right turn_____ Stops with the front bumper even with curb or behind stop line_____ Angles wheels slightly to the right when stopped for a right turn

    _____ Positions the vehicle 3-6 inches from the center line to prepare for a left turn_____ Maintains at least a three-second space cushion at all times_____ Turns into the closest open travel lane

    Visual skills_____ Looks 15-20 seconds ahead of the vehicle_____ Looks at target in the center of the path of travel_____ Selects targets_____ Recognizes signs by their shape well in advance_____ Understands meaning of yellow and white pavement markings_____ Understands meaning of solid and broken pavement markings

    _____ Recognizes a green arrow, left turn only, and no left turn signs_____ Searches all areas of the intersection_____ Selects a target in the center of the travel path_____ Judges driving space in traffic; has good gap selection_____ Uses proper steering techniques_____ Yields to pedestrians and oncoming traffic_____ Uses proper signals_____ Checks mirrors before slowing or stopping_____ Avoids hesitation_____ Controls speed

    _____ Maintains speed_____ Properly secures vehicle

    We certify that we have practiced the above tasks to a satisfactory level of competence.

    Student signature ____________________Parent/Guardians signature _______________________ Date __________________

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    Sessions 11-13: Searching Intended Path of TravelIn a residential area, or, if ready, on roads withlight traffic, continue working on basic visual skills,negotiating curves, and right and left turns. Practice

    judging space in seconds, identifying a target, andsearching the target area and target path. Ask your

    child to comment prior to changing speed or position.

    Novice drivers have the tendency to monitor the road

    immediately in front of the vehicle. The target is afixed object that is located 15-20 seconds ahead ofthe vehicle, in the center of the path of travel, andis what the driver steers toward. It can be a car ablock ahead, a traffic signal, a crest of a hill, etc. Topractice this skill, use commentary driving for two tothree minutes, and have your child identify targets.

    Having a target helps the new driver to:

    visualize the space the vehicle will be occupying;

    look far ahead to begin a search to identify risks;

    improve steering accuracy.

    The SEEiT system: Search, Evaluate, and Execute inTime, is a simple space management system yourchild can use to minimize or control driving risks.When Searching the path of travel, the new driver

    should look for open, changing, and closed areas.Examples of a closed area would be a stop sign,stopped traffic, red light, etc. Examples of changing

    area would be a car pulling out of a driveway, aleft-turning vehicle, a bicyclist, etc. Ask your childto use commentary driving to identify and Evaluatechanging or closed space when approaching

    intersections, and then Execute a speed or positionchange in Time to reduce risk.The need for adjustments in following time occurswhen speed or road conditions change. You cansteer around a risk in much less time than you canbrake to stop and avoid colliding into the risk. Thedistance needed for steering is much shorter than

    the distance for stopping. Coach the new driver tolook for open space, or an escape route, not atwhat he or she is trying to avoid. Remember, westeer in the direction we look.

    We teach a two-second interval, but consider the following:A two-second interval provides the driver timeto steer out of problem situations at postedspeeds on a dry surface and brake out ofproblems at speeds under 35 mph.

    A three-second interval provides the driver timeto steer out of problem areas and to brakeout of problems at speeds under 45 mph on adry surface.

    A four-second interval provides the driver timeto steer or brake out of problems at speedsunder 65 mph on a dry surface.

    Judging Space in SecondsWhen traveling at25 to 30 mph, looking 12 to 15 seconds aheadtranslates into about one city block. This is

    the targeting area the driver must monitor.Stopping zones are 4 to 8 seconds ahead,and following distance is 3 to 4 seconds. Tocalculate space in seconds, have the newdriver select a fixed target, count one-onethousand, two-one thousand, etc. Have yourchild practice judging space in seconds.

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    Coaching your child to control a vehicle througha curve On approach, position the vehicle in thelane to try to establish a sightline to theapex and exit of the curve, and reduce

    speed (observe warning sign speedwhich is calculated on the angle andbank of the curve).

    Reduce speed before entering the curve,and slowly lighten the pressure on thebrake until reaching the apex point(where the car is closest to the insideof the curve line). At the apex or exitpoint, coach the new driver to apply lightacceleration to pull the car out of thecurve.

    The vehicles speed and load along with the sharpnessand bank of the curve affect vehicle control. TractionLoss when entering a curve is often caused by excessivespeed, braking, or steering. Front tire traction lossis referred to as under-steer, and is more likely tooccur in front-wheel drive vehicles. Over-steeris when there is traction loss by the rear tires andoccurs more often in vehicles with rear-wheel drive.

    Vehicle balance refers to the distribution ofthe vehicles weight on all four tires. Idealbalance and tire patch size is only reachedwhen the vehicle is motionless. As soon asacceleration, deceleration, cornering, or acombination of these actions occur, vehiclebalance and weight on the tires change.

    However, if the vehicle is traveling at aconstant speed, and the suspension is seton center, steering and traction control isconsidered to be in balance.

    Changing vehicle balance from side to side(roll)Sudden steering, accelerating, braking, orroad elevation can affect a vehicles side-to-sidebalance.

    Changing vehicle balance from front to rear(backward pitch)When acceleration is applied, weight orcenter of mass is transferred toward therear of the vehicle. More rapid accelerationresults in greater weight transfer, and

    reduced front tire traction.

    Changing vehicle balance from rear to front(forward pitch)When brakes are applied, weight or centerof mass is transferred toward the front ofthe vehicle. If braking is hard, there is anoticeable drop of the hood and reducedrear tire traction.

    Changing the vehicles rear load to the right orleft (yaw)Sudden steering, braking, slippery roadsurface or a right or left elevation of thehighway can affect rear vehicle balanceand result in the loss of tire traction. Whenthe vehicle losses traction to the rear, thevehicle tends to move to the left or rightaround its center of gravity.

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    Checklist for Sessions 11-13Place S for Satisfactory or NP for Needs Practice for the following tasks:_____ Approaches the vehicle with awareness_____ Enters the vehicle and makes appropriate checks and adjustments

    _____ Uses proper signals_____ Checks mirrors before slowing or stopping_____ Avoids hesitation_____ Maintains at least a 3-4 second space cushion at all times_____ Controls speed_____ Maintains and adjusts speed to flow of traffic_____ Uses commentary driving

    Searching the Intended Path of TravelTarget_____ Identifies a stationary object or area in the center of the intended path of travel

    Judges Space in Seconds_____ Searches the space the vehicle will occupy at least 15-20 seconds ahead_____ Continually evaluates the immediate 4-6 second travel path_____ Adjusts speed and/or lane position as needed when search areas cannot be maintained

    _____ Maintains a 3-4 second following interval at all times

    Identifies Open, Closed or Changing Spaces_____ Identifies the intended travel path as open, closed or changing, and adjusts speed and position as needed

    Searches Intersections_____ Looks for open zones/space to the left, front, and right when approaching and entering an intersection_____ Identifies closed or changing zones/spaces and makes necessary speed and/or lane adjustments

    _____ Stops in proper position; stops completely; tires are motionless_____ Yields; understands right-of-way rules_____ Comments prior to changing vehicle speed or position

    Curves_____ Positions the vehicle to increase line of sight_____ Slows to the speed posted on the warning sign before entering curve_____ Slowly lightens pressure on the brake until reaching the middle of the curve_____ Applies light acceleration to pull the car out of the curve

    _____ Properly secures vehicle

    We certify that we have practiced the above tasks to a satisfactory level of competence.

    Student signature ____________________Parent/Guardians signature _______________________ Date __________________

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    Sessions 14-16: ParkingSessions 14-16 focus on learning the correctprocedures for angle, perpendicular, and parallelparking using reference points and commentary

    driving. Review previous lesson objectives and thedrivers manual section on parking. Begin Session14 in a large, level parking lot free of obstacles.During each session have your child practice angle,perpendicular, and parallel parking on the right andthe left 8-10 times.

    Angle Parking Steps Signal intention and position the vehicle 3-4feet from the space in which the vehicle willbe parked.

    Move forward until the steering wheel isaligned with the first pavement line.

    Visually locate the middle of the parkingspace and turn the wheel sharply at a slow,controlled speed.

    Steer toward the target in the center of thespace to straighten the wheels and stopwhen the front bumper is 3-6 inches from thecurb or end of the space.

    If you have a choice, parking on the left

    gives you more room to maneuver and abetter view of traffic if you have to back outof the space.

    Exiting an Angle Parking Space Place foot on brake, signal intention, shift toreverse, look over your shoulder and searchpath of travel.

    Back until your vehicles front tire is evenwith the bumper of the vehicle locatedon the turning side, and begin turning thesteering wheel in the direction you want the

    rear to go.

    Monitor your front bumper on the oppositeside of the direction you are turning.

    When your front bumper clears the back ofthe vehicle by several feet, stop, and shift toDrive.

    Perpendicular Parking Steps (parking at a90-degree angle)

    Signal intention and position the vehicle 5-6feet away from the space.

    Move forward until the drivers body isaligned with the first pavement line. Turn the wheel rapidly left or right controllingspeed.

    Steer towards the target in center of spaceand straighten the wheels.

    Position the front bumper 3-6 inches from thecurb or end of the space.

    Exiting a Perpendicular Space Place foot on brake, signal intention, shift toreverse, and look through the rear window.

    Back until your windshield is even with thebumper of the vehicle located on the turningside, and begin turning the steering wheel inthe direction you want to go.

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    Monitor your front bumper on the oppositeside of the direction you are turning.

    When your front bumper clears the back ofthe vehicle by several feet, stop, and shift toDrive.

    Parallel Parking Steps Signal stopping and turning.

    Stop 2-3 feet parallel to the car in front.

    Shift to Reverse. Check traffic and pathof travel, and back slowly steering sharplyleft or right as appropriate; stop whenthe steering wheel is in line with the rear

    bumper of the vehicle you are parkingbehind.

    Continue backing slowly while steeringrapidly in the opposite direction using quickglances to the front and the rear of thevehicle until you straighten the vehicleswheels.

    Center vehicle in space. Wheels should be6-12 inches from the curb.

    Exiting a Parallel Parking Space Brake, shift to Reverse, and back as near aspossible to the vehicle behind you.

    Check traffic, signal, and shift to Drive.

    Move forward slowly while steering rapidlyout of the space.

    Begin straightening wheels when yourvehicles front seat is even with the backbumper of the car in front and look at the

    target in the center of your path of travel.

    Parking on a HillWhen parking uphill or downhill, make sure yourchild places the vehicle in REVERSE or FIRST gearfor manual transmissions, and PARK for automatictransmissions, and that the parking brake is properlyengaged.

    To further ensure that the vehicle doesnot roll into traffic, turn the front wheels:

    towards the curb when parking downhill; towards the curb when parking uphillwithout a curb; and away from the curb when parking uphillwith a curb.

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    Checklist for Sessions 14-16Place S for Satisfactory or NP for Needs Practice adjacent to the following tasks:_____ Approaches the vehicle with awareness_____ Enters the vehicle and makes appropriate checks and adjustments_____ Checks mirrors before slowing or stopping

    _____ Avoids hesitation_____ Uses commentary driving

    Angle Parking_____ Signals intention_____ Approaches space at proper distance, and aligns the vehicle with the reference point_____ Controls speed and monitors all four corners of the vehicle_____ Centers the vehicle in the space_____ Positions the front bumper 3-6 inches from the curb or end of the space

    Exiting Angle Parking Space_____ Signals intention_____ Aligns the vehicle with the reference point before turning the steering wheel_____ Controls speed and monitors all four corners of the vehicle and the path of travel_____ Steers into closest lane after the front tire clears the back of the parked vehicle

    Perpendicular Parking_____ Signals intention_____ Establishes proper distance from parked vehicle and uses reference point to begin turn_____ Controls speed and steers to target in center of space_____ Centers vehicle in the space_____ Positions the front bumper 3-6 inches from the curb or the end of the space

    Exiting a Perpendicular Parking Space_____ Signals intention and aligns vehicle with the proper reference point_____ Controls speed and monitors all four corners of the vehicle and path of travel_____ Backs until the windshield is even with the bumper on the side which turning toward_____ Stops when the front tire clears the back of the vehicle and shifts to Drive.

    Parallel Parking_____ Signals intention and stops the vehicle 2-3 feet parallel to the car in front_____ Stops at reference point and steers rapidly in the opposite direction_____ Centers vehicle in parking space, 6-12 inches from the curb

    Exiting Parallel Parking Space_____ Backs as near as possible to the vehicle which is parked behind the space_____ Checks traffic, signals, and shifts to Drive_____ Controls speed and steers out of the space_____ Straightens wheels gradually when front seat aligns with the back bumper of vehicle in front

    We certify that we have practiced the above tasks to a satisfactory level of competence.

    Student signature ____________________Parent/Guardians signature _______________________ Date __________________

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    Sessions 17 and 18: TurnaboutsSessions 17 and 18 will focus on recognizing thedifferent types of turnabouts and selecting the appropriatetype of turnabout for a given situation. Review previous lesson

    objectives and the drivers manual section on turnabouts.Begin Sessions 17 and 18 in a large, level parking lot freeof obstacles. Remember Head Checks and Signals!Practice 2-point, 3-point, and U-turns in a parkinglot. Progress to a lightly traveled residential area,and practice visual search skills, turns and eachturnabout at least 10 times.

    The easiest and safest way to change directions is todrive around the block. The 2-point turnabout to the

    right rear is the next best option. This maneuver willgive useful practice to your student for pulling intoand out of parking spaces and driveways.

    Two-point turns require the driver to head into,or back into, a driveway or parking space on thesame side or on the other side of the roadwayto reverse direction. If using a driveway, it is safestto execute a 2-point turnabout by backing into adriveway on the same side of the street.REMEMBER TO USE PROPER SIGNALS AND HEADCHECKS during each maneuver!Three-point turns are an option if no drivewayis available, traffic is light, you cannot drivearound the block, or the available space

    prevents a U-turn. To begin a 3-point turn,pull over next to the curb on the right .When safe, move forward while turning thewheel sharply to the left towards the oppositeside of the road.

    Stop approximately a foot from the curb. Shiftto Reverse. Check traffic and back slowly turningthe wheel to the right until your front bumperis in the center of the road. Shift to Drive andtarget the center of your path of travel.REMEMBER TO USE PROPER SIGNALS AND HEADCHECKS during each maneuver!

    U-turns are very dangerous. On a two-waymultiple-lane highway, the driver begins theU-turn in the left lane closest to the centerline or median. The driver completes theturn in the lane furthest to the right in theopposite flow of traffic and accelerates tothe appropriate speed. If making the U-turnon a divided highway with a median, stay onthe right side of the opening of the median.REMEMBER TO USE PROPER SIGNALS AND HEADCHECKS during each maneuver!

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    Checklist for Sessions 17-18Place S for Satisfactory or NP for Needs Practice for the following tasks:_____ Approaches the vehicle with awareness

    _____ Enters the vehicle and makes appropriate checks and adjustments_____ Checks mirrors before slowing or stopping_____ Avoids hesitation_____ Maintains a safe following distance at all times_____ Uses commentary driving

    Approach to Intersections_____ Sees and responds to open/closed space areas_____ Checks and responds to rear space conditions_____ Establishes and maintains proper lane usage and speed control_____ Searches left, front, and right zones for line of sight or path of travel changes, and

    identifies open spaces before entering_____ Safely stops when necessary

    Precision Turns_____ Successfully executes several 2-point turns_____ Successfully executes several 3-point turns_____ Successfully executes U-turns_____ Is able to select the appropriate type of turnabout for a given situation_____ Demonstrates and explains the proper starting position_____ Demonstrates and explains the proper forward position_____ Searches left, front, and right of intersections to determine open spaces_____ Looks through the turn before turning the steering wheel

    _____ Identifies a target at the end of the path of travel

    Visual Skills_____ Looks well ahead of the vehicle_____ Selects target at the end of turn_____ Recognizes signs by shape and color_____ Understands meaning of pavement markings_____ Judges adequate gap in traffic prior to executing maneuver_____ Uses proper signals_____ Checks mirrors before slowing or stopping_____ Avoids hesitation

    _____ Controls speed_____ Secures vehicle

    We certify that we have practiced the above tasks to a satisfactory level of competence.

    Parent/Guardians signature ___________________________________ Date ________________________

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    Sessions 19-21: Multiple Lane RoadwaysSessions 19-21 focus on lane position, lanechanging, following distance, and mirror blindspots. If possible, choose a time when the four laneroadway on which you select to practice hasminimal traffic, such as during early morning hourson Saturday or Sunday.

    There are several lane position choices a driver canmake without changing lanes. Practice driving inlane position 1, 2 and 3 for several miles during eachsession.

    Position 1: The vehicle is centered in the laneand is the lane position most often used.

    Position 2: The vehicle is 6-12 inches fromthe lane line on the drivers side, is thelane position for a left turn, and allows fora margin of safety on the right side of thevehicle.

    Position 3: The vehicle is 6-12 inches from thepassenger side pavement line or curb and isthe best position to approach a hill or curve.

    Position 4 and 5: The vehicle straddles eitherlane line due to an obstruction in the path oftravel.

    Your most important safety margin, and the oneover which you have the most control, is the spacein front of the vehicle. Maintaining at least a 2 to

    4 second space margin from the vehicle aheadprovides the driver with visibility, time, and space toavoid frontal crashes, and allows the driver to steeror brake out of danger at moderate speeds.

    Coach your child to accelerate or decelerate if the gapIn the space cushion widens or decreases. This willalso help the novice driver travel at the speed of theflow of the traffic. When stopping behind another

    vehicle, coach your child to stop in a position thatallows the driver to see the back tires of the car in

    front for an adequate space margin.

    Mirror blind spot - As a bike rider, before makinga turn or changing lanes, your child wastaught to check over the shoulder in thearea next to and behind the bike to makesure there were no cars. As a driver, coachyour child to monitor the area to the rearwith the inside mirror, to the sides with theside view mirrors, and to make a blind spotcheck with a head check in the area slightlybeyond the drivers peripheral field of vision.

    Coach the driver to look out of the front sidewindows, not the rear side windows, when checkingthe mirror blind spot areas. New drivers have atendency to move the steering wheel in thedirection they move their head. Before thehead check, coach your child to focus on NOTmoving the steering wheel.

    Blind Area

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    Blind Area

    Changing lanes should not be done too oftenor unnecessarily. Ask your child why one would

    need to change lanes. Answers may include: toavoid an obstacle in your lane; to make a turn;exit the road; park; or to pass another vehicle.Emphasize that passing another vehicle on atwo-lane, two-way roadway with limited line ofsight is extremely dangerous.

    Practice changing lanes at least 20 times duringthese three sessions. Lane change steps are:

    check traffic flow to rear and sides forappropriate gap;

    signal intentions by placing gentlepressure on the turn signal lever;

    recheck traffic flow to the rear and sides;

    steady hands and make a quick glancein the mirror blind spot area and do aquick head check; maintain speed or accelerate slightlybefore and during the lane change;

    make a gradual move into the lane(front and rear tires should glide almostsimultaneously across 3-5 brokenpavement lines);

    regain space around the vehicle andadjust following distance as needed.

    Right turns are always made from the right turnlane(s) or the travel lane farthest to the rightto the first open lane.

    Left turns can be one of the most hazardousmaneuvers your child will perform. To judgewhich lane a vehicle is in, the speed, anddistance of the vehicle, tell your child to lookdown at the vehicles tires in contact withthe road, not at the body of the approachingvehicles.

    When making a left turn from a two-wayfour-lane street, begin and end the turn inthe lane closest to the yellow line. The yellow

    line should serve as your childs target. Aprotected left turn is one made from a turnlane marked with an arrow, accompanied bya left-turn traffic signal.

    Use commentary driving to make sure your childunderstands the traffic controls at each intersection.New drivers have difficulty judging the speed anddistance of multiple lanes of oncoming traffic.Practice judging oncoming vehicles space inseconds. Novice drivers also have difficultyidentifying protected and unprotected intersectionsand determining who must yield.

    Passing and being passed - Review the legalresponsibilities placed on the passingdriver and the driver being passed. Usingcommentary driving, practice the followingpassing steps with your child:

    position your vehicle a safe distancebehind the vehicle to be passed;

    check mirrors and oncoming traffic;

    check ahead making sure there is plentyof space before you try to pass;

    signal intentions, recheck mirrorsand head check blind spot and accelerateto an appropriate speed;

    monitor front and rear space and checkthe rearview mirror for the front of thecar being passed;

    signal intentions; and when you see thefront of the car, change lanes, cancelsignal, and maintain speed.

    NOTE: If drivers are trying to pass you, help them.This is not a good time to become competitive!

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    Checklist for Sessions 19-21Place S for Satisfactory or NP for Needs Practice for the following tasks:_____ Approaches the vehicle with awareness_____ Enters the vehicle and makes appropriate checks and adjustments

    _____ Checks mirrors before slowing or stopping_____ Avoids hesitation_____ Maintains an adequate following distance_____ Uses proper signals_____ Controls speed

    Lane Change/Passing_____ Checks traffic flow_____ Signals intentions

    _____ Rechecks traffic flow to the rear and sides using mirrors_____ Checks mirrors and blind spot

    _____ Maintains speed or accelerates slightly before and during the lane change_____ Makes a gradual move into the lane (wheels cross 3-5 broken lines)_____ Checks rearview mirror for front of car being passed_____ Adjusts following distance as needed and regains space around the vehicle

    Vehicle Position_____ Selects the best lane_____ Selects the best lane position_____ Positions the vehicle correctly for a right turn_____ Stops the vehicle with the front bumper even with curb line or behind stop line_____ Angles wheels slightly to the right when stopped for a right turn_____ Positions the vehicle 3-6 inches from the center of the road to prepare for a left turn

    _____ Maintains at least a 3 second space cushion at all times_____ Recognizes and adjusts when being tailgated

    Visual Skills/ Commentary Driving_____ Looks well ahead of the vehicle_____ Looks into turns_____ Selects targets_____ Recognizes regulatory and warning signs by shape well in advance_____ Understands the meaning of yellow and white pavement markings_____ Understands the meaning of solid and broken pavement markings_____ Searches all corners of the intersection

    _____ Selects a target in the center of the path of travel_____ Judges gap in traffic_____ Identifies Protected and Unprotected Intersections_____ Can explain each position and appropriate reference points_____ Monitors other highway users

    We certify that we have practiced the above tasks to a satisfactory level of competence.

    Student signature ____________________Parent/Guardians signature _______________________ Date __________________

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    Sessions 22-24: City DrivingSessions 22-24 focus on driving on urban roadways.During these three sessions have your child examinethe importance of searching ahead, lane position,covering the brake, and the hazards associated with

    parked cars, traffic congestion, and distractions.

    Decision making is the most important skill used indriving. A driver operating in city traffic flow makes50-60 decisions per mile. Drivers need visibility,space, time, and adequate traction to perform allmaneuvers in city traffic whether crossing, turning,passing, or adjusting speed and/or position. Duringthese sessions ask your child to focus on controlling

    speed and space around the vehicle to the front toenhance visibility, space, time, and traction.

    Driving on congested roadways allows a very smallmargin for driver error. Effective searching skills anddriver alertness are both essential. Every secondcounts in this driving environment.

    Have your child identify city driving hazards.Examples ofcity driving hazards include: parked cars; cars entering or exiting parkingspaces; doors opening, etc.;

    delivery trucks; drivers racing to and fromthe trucks, stopping suddenly, etc.;

    buses; loading and unloading passengers;

    blind alleys; cars or bicyclists darting out ofalleys;

    pedestrians; moving to and from officebuildings, stores, crossing streets illegally,etc.;

    limited sight distance and intersections

    spaced at shorter intervals;

    aggressive, impatient drivers competing forlane space or a parking spaces; and

    stop and go traffic flow.

    When the new driver identifies a hazard, coach thedriver to cover the brake to be prepared to stop orslow suddenly. Covering the brake involves takingyour foot off the accelerator and holding it overthe brake pedal. Remind your child not to rest thefoot on the brake pedal. This is called riding thebrake, and will both confuse other drivers and add

    unnecessary wear to the brakes.

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    Lane position - have your child position thevehicle in the lane to provide the greatestamount of space between your vehicle anda potential hazard. Ask your child to identifythe least congested lane. On a three-laneroadway, the middle lane usually has thesmoothest flow of traffic.

    Hazards in the right lane include stopped buses,Parked cars, bicyclists, etc. Hazards in the leftLane include vehicles waiting to make a leftturn, oncoming vehicles crossing over the centerline, etc.

    The dangers of changing lanes in city trafficinclude:

    intersections are spaced at shorter intervals;

    cars may pull into or out of parking spaces;

    traffic flow is irregular;

    oncoming drivers may drift over the centerline.

    Distractions while driving can be deadly, especiallyfor young drivers. Ask your child to give examples

    of driving distractions. Typical driving distractionsinclude:

    changing the radio, CD, texting, dialing ortalking on the phone;

    passengers or pets;

    eating, drinking, smoking, looking at the GPS,or reading a road map;

    searching for an item in a purse, glovecompartment, backpack, etc.;

    having books slide off the seat or carryingother unstable items in your car;

    engaging in intense or emotionalconversations;

    putting on makeup or looking at yourself inthe mirror;

    driving an unfamiliar vehicle without firstadjusting the mirrors and seat, selecting

    entertainment options, locating the lights,windshield wipers, or other vehicle controls.

    In heavy traffic, coach your child to avoid distractingactivities, to search the traffic scene, not fixate onany one thing, and to focus on keeping as muchspace as possible around the vehicle at all times.

    During these sessions, have the driver usecommentary driving and identify potential risks 15seconds ahead of the vehicle.

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    Checklist for Sessions 22-24Place S for Satisfactory or NP for Needs Practice for the following tasks:_____ Approaches the vehicle with awareness

    _____ Enters the vehicle and makes appropriate checks and adjustments_____ Checks mirrors before slowing or stopping_____ Covers the brake when necessary_____ Maintains at least a 3-4 second space cushion at all times

    Approach to Intersections_____ Identifies and correctly responds to open/closed spaces_____ Checks and correctly responds to tailgaters_____ Establishes and maintains proper lane usage and speed control

    _____ Stops safely when necessary_____ Adjusts speed to arrive in an open zone (e.g., green light)

    City Driving____ Recognizes potential hazards____ Selects appropriate lane position____ Covers the brake____ Maintains a margin of safety____ Turns into the correct lane

    Visual Skills/ Commentary Driving_____ Looks well ahead of the vehicle_____ Identifies potential risks at least 15 seconds ahead of the vehicle_____ Looks into turns

    _____ Selects targets_____ Recognizes signs by shape and color_____ Understands the meaning of pavement markings_____ Selects a target in the center of the travel path_____ Judges gap in traffic_____ Uses proper signals_____ Avoids hesitation_____ Controls speed

    We certify that we have practiced the above tasks to a satisfactory level of competence.

    Student signature ____________________Parent/Guardians signature _______________________ Date __________________

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    Sessions 25-28: FreewaysSessions 25-28 focus on complex risk drivingenvironments at speeds up to 70 mph. Trafficflow on freeways can be heavy and at times

    unpredictable. They are called limited accesshighways because there are only certain locations,called interchanges, where a driver can enter andexit the freeway. Freeways have a relativelylow frequency of collisions, but often have high injuryseverity rates when a collision does occur because ofthe higher speeds.

    Make sure your child understands the different

    kinds of freeway interchanges, freewaysigns, signals, lane markings, speed limits, and the

    importance of maintaining a 20-30 second visual lead.

    Entering an freeway - freeway entrancesinclude three areas: the entrance ramp,the acceleration lane, and the merge area.The entrance ramp allows the driver timeto search the freeway and evaluatespeed and available space before entering.Entrance ramps may be uphill, downhill, orlevel with the freeway. Each of theseroadway conditions presents a differentchallenge when trying to search the traffic

    flow on the freeway. Using commentarydriving, practice entering and exiting thefreeway several times during eachsession.

    Steps for entering the freeway: Check for ramp speed and warning signs;

    On the entrance ramp, begin searchingfor gaps or open spaces in the traffic flow

    on the freeway;

    In the acceleration lane, continuemonitoring the traffic for open spaces,signal to indicate your desire to enterthe freeway, and adjust speed to the

    flow of traffic on the freeway;

    In the merge area enter the flow oftraffic;

    Cancel the signal;

    Establish space around your vehicle anda new target.

    Steps for exiting the freeway: Know your exit number and identify itwell in advance;

    Move into the lane closest to the exit;

    Check traffic to the rear; do not reducespeed on the freeway;

    Signal intentions 4-6 seconds in advanceof the ramp;

    Enter the exit ramp, tap brakes andrapidly begin reducing speed;

    Continue decelerating to the postedspeed before entering the curve on theramp.

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    Freeway driving tips Adjust the vehicles position and speedto road and weather conditions.

    Maintain a minimum 4 second followinginterval when merging onto thefreeway, changing lanes, and exitingthe freeway.

    Minimal steering inputs are needed athigher speeds to change lanes, enter, orexit the freeway; excessive steeringcan easily lead to a loss of control at

    higher speeds.

    Make room for vehicles entering thefreeway from an entrance rampby moving out of the lane next to themerging area if it is safe to do so.

    Always move over one lane at a timewhen moving across multiple lanes.

    Be alert for crosswinds when drivingon bridges or through open mountainpasses.

    When another driver tailgates, increaseyour 4-second following interval and, ifpossible, change lanes.

    When driving over a long period oftime, be aware of a condition knownas highway hypnosis. This results indriving in a dulled, drowsy, trance-likecondition.

    You can determine if the exit is on the

    right or left side of the freeway bythe position of the exit number on thesign.

    Route NumberingMost routes are one- and two-digit numbers.

    North-south routes have odd numbers.

    East-west routes have even numbers.

    The greater the even number, the farthernorth the road is in the United States.

    The greater the odd number, the farthereast the road is in the United States.

    Exit numbers correlate with mile markernumbers.

    Alternate routes are usually three-digit numbers,

    with the last two numbers designating themain two-digit route.

    If the first digit is even, the alternateroute is a loop that goes around a city(ie, I-215 is an alternate route to I-15that goes around Salt Lake City).

    If the first digit is odd, the alternate routegoes into a city.

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    Checklist for Sessions 25-28Place S for Satisfactory or NP for Needs Practice for the following tasks:_____ Approaches the vehicle with awareness_____ Enters the vehicle and makes appropriate checks and adjustments

    _____ Checks mirrors before slowing or stopping_____ Uses commentary driving

    Entering the Freeway_____ Checks for ramp speed and warning signs_____ Maintains safe approach speed on entrance ramp to maximize search time and options_____ Evaluates gap prior to entering_____ Uses turn signal_____ Reaches the speed of the freeway traffic on the acceleration lane

    In the Merge Lane_____ Maintains speed/acceleration_____ Checks front, rear and left rear areas around the vehicle_____ Identifies gap/space

    Entering the Flow of Traffic_____ Merges into lane position_____ Cancels signal_____ Establishes space around vehicle and new target in path of travel

    On the Freeway_____ Selects proper lane and lane position_____ Maintains at least a 4-second space cushion at all times

    _____ Searches 20-30 seconds ahead of the vehicle_____ Adjusts speed for weather and traffic conditions

    Exiting_____ Plans ahead_____ Checks traffic behind and signals well in advance_____ Does not decelerate on the freeway_____ Adjusts speed on the exit ramp_____ Secures vehicle properly

    We certify that we have practiced the above tasks to a satisfactory level of competence.

    Student signature ____________________Parent/Guardians signature _______________________ Date __________________

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    Sessions 29-30: Crash AvoidanceSessions 29 and 30 focus on crash avoidance skillsthat incorporate vision, steering, and vehicle brakingtechniques. Conduct the following drills in a large,

    level parking lot free of obstacles. Place cones orother targets at selected locations on the lot. Thenew driver will practice compensating for side toside, front to rear, and rear to front vehicle weightshifts that affect vehicle balance and performance.

    Straight-line braking drill. Once your childreaches 15-20 mph, instruct him or herto stop in the shortest distance possible.

    Sudden braking causes the vehicle load toshift from the rear to the front wheels. If

    the brakeslock, coachyour childto releasejust enoughpressure toget the wheels rolling again. Once they arerolling again, have the novice driver reapplypart of the brake pressure. If the vehicle isequipped with anti-lock brakes and goes intothe hard braking mode, coach your child tomaintain pressure on the brake pedal even

    if the pedal pulsates or makes a grindingsound. Practice this drill several times.

    Braking in a curve. In an area free of obstacles,set up a series of cones or other markersto simulate a curve in the roadway. Askyour child to decrease the vehicles speedto increase control prior to entering thecurve, to visually target the exit point, and toaccelerate midway through the curve. Nowhave your child approach the curve without

    reducing speed, and coach the driver to tryto maintain/regain vehicle balance. Do thisexercise several times.

    Progress to having your child approach thecurve without slowing and instruct him or herto stop abruptly in the middle of the curve.

    The weight of the vehicle will transfer to thefront tire on the outside of the curve, and thatfront tire may slide (under-steer). If the tirebegins to slide, coach your child to releasea slight amount of brake pressure to get thetires to roll to regain steering control. Withlimited weight on the inside rear tire, this tiremay also lose traction. If this occurs, askyour child to look in the direction he or shewants the vehicle to go and counter steer inthat direction. Mastery of emergency braking

    while turning skill requires a lot of practice.

    Hydroplaning happens when a film of watercollects between the tires and the roadsurface and can occur at slow speeds

    depending on tire pressure, tire tread, angleof the turn, and water depth. Simulatinghydroplaning can be done on a rainy day ina large parking lot free of obstacles. Usingcones, or another object, have your childdraw a figure eight around them at a veryslow speed. Have the novice driver increasespeed gradually to the point of hydroplaning.When this occurs, coach your child to reducespeed and to look and steer in