LW Conder Elementary Arts Integrated Magnet School – Columbia

Transcription

LW Conder Elementary
Arts Integrated Magnet
School
Safe Routes to School
Action Plan
January 2015
Prepared with assistance from the SC SRTS Resource Center
LW Conder Elementary Arts Integrated Magnet School – Columbia, South Carolina Safe Routes to School Action Plan January 2015 Acknowledgements This report represents the work of the Safe Routes to School (SRTS) Team at LW Conder Elementary Arts Integrated Magnet School in Columbia, South Carolina. In the spring of 2014, the South Carolina Department of Transportation (SCDOT) selected Conder Elementary to receive planning assistance through the South Carolina Safe Routes to School Resource Center. With oversight and input from a team of staff and volunteers, Conder Elementary received technical assistance from transportation consultants in the development of this SRTS Action Plan. The plan can help Conder Elementary identify projects and programs to improve the safety and comfort of children walking and bicycling to school and to encourage more families to do so. Members of the LW Conder Elementary Arts Integrated Magnet School SRTS Team Shawn Suber, Conder Elementary, Principal Paula China, Conder Elementary, Assistant Principal Connie May, Conder Elementary, Assistant Principal Chet Peterson Richland County Sheriff’s Department, School Resource Officer Mironda Perkins, Conder Elementary, Teacher Erica Dowling, Conder Elementary, Teacher Ralph Summer, Conder Elementary, Teacher Jill Stroud, Conder Elementary, Teacher Leighton Harris, Conder Elementary, Teacher Phermella Tullock, Conder Elementary, Teacher Tabatha Rojas, Conder Elementary, Teacher Donna Washington, Conder Elementary, Teacher Stephen Zigmund, City of Columbia, Planner John Fellows, City of Columbia, Planner Suzanne Sanders, SC DHEC Midlands, Program Coordinator Jevettra Devlin, University of South Carolina, Project Coordinator Margaret Holland, University of South Carolina, Program Manager Michael James, SCDOT, Traffic Engineer Tyler Clark, SCDOT, Traffic Engineer SCDOT Safe Routes to School Coordinator Rodney Oldham, CHES, CPT Technical Assistance Team Alia Anderson, Toole Design Group Lauren Kaufmann, Toole Design Group Doris Ford, Midlands School Outreach Coordinator 2
INTRODUCTION & BACKGROUND LW Conder Elementary Arts Integrated Magnet School joins communities in South Carolina and across the country that have developed local Safe Routes to School (SRTS) programs. The federal SRTS program was established in 2005 under the Safe, Accountable, Flexible, Efficient, Transportation Equity Act (SAFETEA‐LU) and, in the 2012 federal transportation bill (MAP‐21), was combined with other bicycle and pedestrian programs into the “Transportation Alternatives Program.” The core purpose of SRTS programs has always been the following:  to enable and encourage children, including those with disabilities, to walk and bicycle to school;  to make bicycling and walking to school a safer and more appealing transportation alternative, thereby encouraging a healthy and active lifestyle from an early age; and  to facilitate the planning, development, and implementation of projects and activities that will improve safety and reduce traffic, fuel consumption, and air pollution in the vicinity of schools. In South Carolina, federal funds that can support SRTS are administered through the South Carolina Department of Transportation. In keeping with best practices, the South Carolina SRTS program emphasizes a comprehensive approach to SRTS, being sure to address the “Five E’s": Engineering, Education, Enforcement, Encouragement, and Evaluation (see sidebar). In the spring of 2014, the South Carolina Department of Transportation selected Conder Elementary School to receive planning assistance through the South Carolina SRTS Program. This SRTS Action Plan, which was developed with oversight and input from a team of staff and volunteers, includes strategies from each of the Five E’s. The Five E’s Engineering strategies create safer environments for walking and bicycling to school through improvements to the infrastructure surrounding schools. These improvements focus on reducing motor vehicle speeds and conflicts with pedestrians and bicyclists, and establishing safer and fully accessible crossings, walkways, trails, and bikeways. Education programs target children, parents, caregivers and neighbors, teaching how to walk and bicycle safely and informing drivers on how to drive more safely around pedestrians and bicyclists. Education programs can also incorporate messages about health and the environment. Enforcement strategies increase the safety of children bicycling and walking to school by helping to change unsafe behaviors of drivers, pedestrians and bicyclists. A community approach to enforcement involves students, parents or caregivers, school personnel, crossing guards, and law enforcement officers. Encouragement activities promote walking and bicycling to school to children, parents, and community members. Events such as Walk to School Day, contests such as a Frequent Walker/Bicyclist challenge, or on‐going programs such as a Walking School Bus or Bicycle Train can promote and encourage walking and bicycling as a popular way to get to school. Evaluation is an important component of SRTS programs that can be incorporated into each of the other E’s. Collecting information before and after program activities or projects are implemented allow communities to track progress and outcomes, and provide information to guide program development. ‐ Excerpted from “Safe Routes to School: A Transportation Legacy”, the report of the National Safe Routes to School Task Force TEAM VISION The Team vision for Conder Elementary School (and the surrounding neighborhoods) is: ‐ To be a place where all students, parents, faculty members, and the community at large travel safely around the school. ‐ To be a place where those with disabilities can travel with ease. ‐ To be a place where walking and bicycling is comfortable and fun. ‐ To be a place where students are educated about safe behaviors and form life‐long skills related to walking and bicycling. This SRTS Action Plan outlines the school’s intentions, priorities and needs related to achieving the vision statements above. SAFE ROUTES TO SCHOOL PLANNING PROCESS The Conder Elementary School SRTS Team met four times during the fall of 2014. The following table summarizes specific meeting content and outcomes. Date Content & Outcomes September  Introduced the federal SRTS program, including the comprehensive, “Five E’s,” 8th approach to SRTS planning.  Discussed the South Carolina SRTS program, planning process, and outcomes.  Discussed potential education, enforcement, encouragement, and evaluation strategies. October 6th  Discussed a vision for the Action Plan.  Discussed challenges and opportunities for walking and bicycling to school.  Observed student dismissal.  Conducted a walk audit of the school environment to evaluate barriers and opportunities for walking and bicycling. October 8th  Confirmed the vision.  Discussed proposed engineering treatments for improving walking and bicycling conditions near schools.  Prioritized engineering treatments. November  Discussed the draft plan. 12th  Discussed next steps for funding and implementing the action plan. 4
ASSESSMENT OF EXISTING CONDITIONS LW Conder Elementary Arts Integrated Magnet School and Richland County Overview LW Conder Elementary Arts Integrated Magnet School is located in Richland County School District Two, outside the city limits of Columbia. The school is located in the residential neighborhood of Woodfield to the northeast of downtown Columbia. The school campus is bounded by Windsor Lane Boulevard to the west, Hunt Club Road to the north, and Brookfield Road to the southeast. Neighborhoods to the southeast and west are laid out in a grid pattern while the neighborhood immediately to the north is a limited‐access, private residential community. Interstate 20 runs through the school boundary to the north and Interstate 77 runs immediately to the east. Conder Elementary School primarily serves students living within the school boundary. However, as a magnet school, Conder Elementary has a limited number of school seats each year for students living elsewhere in the county. These students apply to attend Conder Elementary and must provide their own form of transportation, meaning that school bus service is not provided to them. Approximatley 79% of the students attending Conder Elementary School live within one and one‐half miles of the school campus. Many students who live nearby walk every Conder Elementary School. State law specifies that students living within
day, accessing the school via 1 ½ mile of their school are not eligible for school bus transportation.
the driveway on Hunt Club Students with disabilities or those living near a traffic hazard area may
Road or through one of the qualify for service. two driveway entrances on Brookfield Road. Many of the students who walk are accompanied by parents, guardians, neighbors, or older siblings, though some walk alone. Additionally, many students are driven to the school area and are dropped off along one of the roads adjoining the school. These students, refered to in this report as “park and walk” students, either walk from their parents cars alone or, in some cases, the parents leave the vehicle and escort their child to the school entrance. There are no known regular bicyclists at the school. 5
Crash Data Summary South Carolina Department of Public Safety provided the Conder Elementary SRTS Team with pedestrian and bicycle crash data collected and recorded over the past five years for the area surrounding the school. There were three crashes within one mile of the school involving pedestrians or bicyclists, one of which was within a quarter mile of the school. The age of the involved pedestrians and bicyclists is not known. A brief summary of the data is provided below. Crash Data: Summary of Findings  There were 132 crashes reported in the last five years in the vicinity of the school. The three crashes described in the table below represent the only crashes involving bicyclists or pedestrians.  One crash in the vicinity of the school resulted in a fatality. This crash involved a driver under the influence and wrong way travel at night on Windsor Lake Boulevard east of Oakcrest Drive. This crash did not involve a pedestrian or bicyclist. Reported Crashes within One Mile of Conder Elementary School Involving Pedestrians and Bicyclists Crash Date/Time Crash Location Crash Description 2013 Hunt Club Road approximately A motorist made an improper action and hit 300 feet north of Windsor Lake a pedestrian during school dismissal on a fall Boulevard (within ¼ mile of the afternoon. There was one injury resulting school) from this crash, which is assumed to be the pedestrian. 2011 Hunt Club Road at Hunt Club A motorist failed to yield to a bicyclist in the Forest Drive (1 mile from the early evening during the summer. There was school) one injury resulting from this crash, which is assumed to be the bicyclist. 2011 E Boundary Road at Woodfield A motorist was distracted while driving and Drive (about ½ mile from the hit at pedestrian at dawn on a fall morning. school) There was one injury resulting from this crash, which is assumed to be the pedestrian. 6
About LW Conder Elementary Arts Integrated Magnet School At the first and second SRTS meetings, SRTS Team members discussed demographics, existing student travel patterns, policies and practices, and the Team’s concerns related to walking and bicycling to school. The tables and lists below summarize those discussions. Enrollment Grade: Number of Students Enrolled PK 53 K 121 1 121 2 138 3 117 4 111 5 115 TOTAL 776 Demographics Demographic Count Percentage of student body Free/Reduced Lunch 652 84% Distance From School Students living within 1/4 mile of school 62 8% Students living 1/4 – 1/2 mile from school 117 15% Students living 1/2 ‐ 1 mile from school 347 45% Students living 1 ‐ 2 miles from school 86 11% Counts are based on mapped student addresses from 2014 enrollment. Existing Student Travel Patterns Travel School Family Public Mode Walk Bike Bus Vehicle Carpool Transit Other Number of 93 0 295 349 31 3 4 Students Percentage of Student 12% 0% 38% 45% 4% .4% .5% Body Travel mode estimates are based on data from Parent Surveys and Student Travel Tallies conducted in April 2014. NOTE: Some “park and walk” students may have identified as “walkers” in the surveys, because that is how they are classified by the school for dismissal purposes. Existing Walking Routes  North, Northeast, Northwest– Students travel in both directions along Hunt Club Road and to/from the Arbors at Windsor Lake Apartment Community.  Southeast – Students travel in both directions along Brookfield Road to/from White Pine Road, Locust Road, and Red Oak Road.  Southwest – Students travel southwest along Brookfield Road. Existing Crossing Guard Locations  A uniformed crossing guard is stationed at the intersection of Windsor Lake Boulevard and Hunt Club Road. During SRTS Team observations, his roll focused primarily on directing vehicle traffic. During afternoon dismissal, he was observed helping a number of students cross Windsor Lake Boulevard on the south side of Hunt Club Road. 7
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A uniformed crossing guard is also stationed at the intersection of Brookfield Road, E Boundary Road, and Dartmore/Oakcrest Road. There is a school staff member with a stop paddle who acts as a crossing guard at the school entrance on Hunt Club Road. This attendant was not present during all observation periods and when she is not there, children cross the mid‐block, unmarked crossing at Hunt Club Road without supervision. School Policies and Practices Current school or school district policies that may impact student travel to school are summarized below. School District Busing Policy Students who live within one and one‐half mile of their school are not provided busing unless they have a disability or unless the area is a traffic hazard zone. Parent Communication  Correspondence goes out to parents via handouts sent home with students on an as‐needed basis, generally weekly, as well as ConnectEd calls and online newsletters.  The Parent Teacher Organization The SRTS Team Observes Conditions Around the School (PTO) meets monthly. Concerns identified by SRTS Team: As part of the planning process, the Team discussed issues that deter parents from allowing their children to walk or bike to school.  There are a significant number of parents dropping students off along Brookfield Road, particularly near the NE school driveway. Parents stop in the road, pull in to private driveways and pull over into residents’ yards. These informal drop‐offs create conflicts with students attempting to use the crosswalk across Brookfield Road to the NE school driveway. During observations, a near‐miss was observed where a parent was speeding toward the crosswalk and stopped abruptly for a child in the crosswalk, who was walking alone.  There were some park‐and‐walk drop‐offs and pick‐ups occurring in the church parking lot at Petersen Presbyterian and on‐street near the SE driveway on Brookfield Road. There is not a formal walking route for students from this drop‐off area to the school property, causing some to walk in the street. Students were observed jay walking, walking alone and being escorted by parents.  Drop‐off and pick‐up vehicles queue onto Hunt Club Road and, in some cases, overflow onto Windsor Lake Boulevard and Hunt Club Road west past Windsor Lake Boulevard, creating conflicts at the intersection of Hunt Club Road and Windsor Lake Boulevard. Queuing begins at about 7:05 AM for arrival when doors open at 7:30 AM and before 2:15 PM for dismissal, which begins at 2:45 AM.  Left‐hand turns into the school property are not permitted for westbound traffic on Hunt Club Road. Cars must pass the school, find a place to turn around, and join the eastbound queue on 8
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Hunt Club Road. This restriction may create conflicts for both vehicles and pedestrians at the intersection of Hunt Club Road and Windsor Lake Boulevard. Non‐school‐bound vehicles were observed entering the oncoming travel lane on Hunt Club Road to bypass the queue. Westbound vehicles were also seen pulling into the opposing travel lane to park temporarily and let children out. Both circumstances create unpredictable conditions for pedestrians and the potential for vehicle conflicts. There is an unpaved parking area on the south side of Hunt Club Road, along the school property, which teachers/visitors use during the day and which parents use in the morning to drop off students. Some parents walk with their students from their cars to the school sidewalk. There is space in this area for approximately 12 vehicles. There is no formal walking route for students from this drop‐off area to the school property, and some students were observed walking along the edge of the road in this area – either coming from home or having been dropped off in this area. Parent Survey Summary A parent survey was conducted in Fall 2014 to evaluate opinions on transportation issues related to this effort (see Appendix D for parent survey information and findings). The following were the top five issues cited by parents who do not currently allow their children to walk or bicycle to school: 1. Violence or crime 2. Distance 3. Amount of traffic along route 4. Safety of intersections and crossings 5. Speed of traffic along route 9
SAFE ROUTES TO SCHOOL RECOMMENDATIONS The LW Conder Elementary Arts Integrated Magnet School SRTS Action Plan includes strategies from each of the Five Es: Engineering, Education, Encouragement, Enforcement, and Evaluation. The following section identifies each strategy developed by the Team. Engineering
SRTS engineering strategies create safer environments for walking and bicycling to school through improvements to the infrastructure surrounding schools. These improvements focus on reducing motor vehicle speeds and conflicts with pedestrians and bicyclists, and establishing safer and accessible crossings, walkways, trails, and bikeways. The Engineering Recommendations Table provides a summary of the engineering strategies recommended for Conder Elementary School. The projects recommended range in cost and complexity, including both lower‐cost improvements like signs and pavement markings as well as higher‐cost elements like new sidewalks or paths. Recommendations are identified as immediate term, short term, medium term, or long term based on their relative cost and complexity. However, site, soil, materials, right‐of‐way acquisition, and environmental regulations also impact the cost and complexity of any given project. Accordingly, actual timeframes may vary depending on the lead agency, design, and construction process for each recommendation. The following immediate, short, medium, and long timeframes serve as an approximate guide for potential project completion, but actual timeframes may vary: Immediate term Within the 2014‐2015 school year Short term Within 2 years Medium term Within 5 years Long term Longer than 5 years 10
The following recommendations are for planning purposes only and require further engineering analysis, design, and/or public input before implementation. Engineering solutions should be in full compliance with the Manual on Uniform Traffic Control Devices for Streets and Highways (MUTCD), 2009 edition and other applicable federal, state and local guidelines, standards and policies. A description of these typical SRTS engineering treatments can be found in Appendix B: Glossary of SRTS Engineering Treatments. The Engineering Recommendations Map indicates the location of each recommendation site in relation to the school. The following summary table describes each location and details the components of each recommendation. Considerations for Design, Project Selection, and Funding 
All engineering recommendations in this plan are considered “planning level” and require further engineering analysis, design, and/or public input before implementation. 
The engineering treatments shown are based on national best practice design techniques; however some treatments are not in wide use by SCDOT and may necessitate additional review. The process for implementation of each recommendation will vary depending on the lead agency for construction (e.g. the local municipality, county, or SCDOT). 
Recommended changes to existing traffic patterns will require a study to evaluate the potential impact that the recommendation could have on existing traffic conditions. This study must meet the standards and guidelines of SCDOT. 
Drainage, existing utilities, and Americans with Disabilities Act (ADA) compliance will need to be evaluated for all recommendations at the time of design. ADA guidelines recommend particular design features to accommodate persons with disabilities. ADA design considerations for curb ramps, sidewalks and paths, include appropriate slopes, landing areas, surface conditions, and use of detectable warning materials for visually impaired pedestrians, among other design features. 
Right‐of‐way was not evaluated as a part of this project. Recommendations assume that sufficient right‐of‐way exists or that a method to gain needed right‐of‐way will be identified as the project progresses. 
SCDOT will not be responsible for electric usage or maintenance expenses associated with lighting installation. An agreement would be needed to assign the responsibility of maintenance and electric cost. 
For all recommendations, final approval will require an engineering review of the specific site. More information on the types of projects eligible for SRTS funding is available through SCDOT at http://scsaferoutes.org/about/funding. 11
LW Conder Elementary Arts Integrated Magnet School SRTS Engineering Recommendations Map 12
LW Conder Elementary Arts Integrated Magnet School SRTS Engineering Recommendations The following table provides a summary of the engineering strategies recommended for the LW Conder Elementary Arts Integrated Magnet School. These recommendations were developed by the Resource Center’s planning experts based on input received from the Conder Elementary SRTS Team. All proposed improvements have been prioritized at each site for the Conder Elementary SRTS Team (Team Priority). The Ranking Factors shown indicate the key issues that were used to determine the Team Priority. Map Location/Issue Recommendations*
Team Ranking Factor Timeframe
Key Priority A Intersection of Brookfield Road and NE School Driveway This road borders the school to the southeast. An estimated 80 students were observed using this location to access/exit the site, including both walk‐from‐home and park‐and‐walk students. The walkway to this exit from the school lacks curb ramps and sidewalks. Also, informal parent drop‐offs create conflicts between vehicles and child pedestrians. Add a curb ramp on school sidewalk, a raised High
crosswalk through parking lot and a new sidewalk to connect to gate on Brookfield Road. Install a high visibility crosswalk, curb ramps and an in‐street school zone pedestrian sign at the intersection with Brookfield Road. To shorten pedestrian crossing distance, extend the walkway and curb ramp to the roadside edge. Station a trained, uniformed crossing guard at the intersection of Brookfield Road and the NE school driveway for the full extent of the arrival and dismissal period. Explore the use of new SCDOT signs that read “No Student Loading or Unloading ” in this area. These signs are enforceable. Safety
Existing Walking Route Low‐hanging fruit (in‐street pedestrian sign and “No Student Loading or Unloading” signs)** Medium term Medium term Long term
Short term
Short term
* These recommendations are for planning purposes only and may require further engineering analysis, design, and/or public input before implementation. ** Low‐hanging fruit recommendations are relatively easy to implement. These projects are less expensive (under $2,000), generally do not need extensive design, and will not require augmentations to the existing grade or drainage of the project site. Projects will still need to be evaluated on a case‐by‐case basis, and will need to address local design and installation standards. 13
Map Location/Issue Key Recommendations*
Team Priority Ranking Factor
Timeframe
B Extend the sidewalk along the school building, install curb ramp and high visibility crosswalk through parking lot, and add new sidewalk to connect to Brookfield Road. Medium
Safety
Existing walking route Low‐hanging fruit (in‐street bollard)** Medium term Intersection of Brookfield Road and SW School Driveway Approximately 50 students were observed using this gate to access/exit the school, including both walk‐from‐home and park‐
and‐walk students. There is no sidewalk or curb ramp on the school site. Consider reducing the corner radius on the north side of the crossing, to reduce crossing distance. If this is an issue for deliveries, add “Except Deliveries” plaque below “Do Not Enter” sign on school driveway. Install a high visibility crosswalk, curb ramps, in‐
street school zone pedestrian sign at crossing on Brookfield Road. Medium term Install curb extensions to shorten crossing distance, improve visibility and calm traffic on Brookfield Road. C Brookfield Road Sidewalks are in disrepair. No crosswalks or curb ramps are present where side streets intersect Brookfield Road. Replace the sidewalk on SE side of Brookfield Road from Locust Road to Windsor Lake Boulevard/Boundary Road. Install curb ramps and crosswalks on Locust and Red Oak Road where they intersect Brookfield. Long term
Long term
High
Safety
Existing walking route Medium term Medium term * These recommendations are for planning purposes only and may require further engineering analysis, design, and/or public input before implementation. ** Low‐hanging fruit recommendations are relatively easy to implement. These projects are less expensive (under $2,000), generally do not need extensive design, and will not require augmentations to the existing grade or drainage of the project site. Projects will still need to be evaluated on a case‐by‐case basis, and will need to address local design and installation standards. 14
Install a new sidewalk on Brookfield Road from White Pine Road to road end, and multi‐use trail from road end to Hunt Club Road. D E Intersection at Brookfield Road and Windsor Lake Blvd/E Boundary Road and Dartmoore Lane/Oakcrest Road This is a large intersection of six roads. No pedestrian accommodations exist and geometric design facilitates higher vehicle turning speeds. Windsor Lake Boulevard There are no sidewalks. Inclines create limited visibility for drivers approaching Hunt Club Road from both directions. At some locations, pedestrians must walk in the street due to trees in the grass shoulder. Add pedestrian accommodations (crosswalks, improved crossing islands, pedestrian countdown signals, curb ramps/landing pads and sidewalks). Study the intersection for geometric improvements. Consider redesign options such as a roundabout, slip‐lane redesign to slow turning traffic and shorten crossing distances, and/or partial or full lane closures on Dartmoore or Oakcrest. Add sidewalks on both sides of Windsor Lake Boulevard from Hunt Club Road to Brookfield Road. Add sidewalks on both sides of Windsor Lake Boulevard from Hunt Club Road to Bay Springs Road. Timeframe
Long term
High
Medium
Safety
Existing walking route Medium term Safety
Long term
Long term
Long term
Install a crosswalk and curb ramps on Wessex
and the Church driveway where they intersect Windsor Lake Blvd. F Intersection of Windsor Lake Boulevard and Hunt Club Road Add high visibility crosswalks and curb ramps on all approaches of the intersection. Long term
High
G H Timeframe
Pedestrians use this all‐way stop intersection as part of their trip to/from school. The intersection has limited pedestrian accommodations. A uniformed crossing guard supports traffic flow and pedestrian activity during arrival/dismissal. Hunt Club Road West Add a sidewalk on N side of Hunt Club Road Low
from Windsor Lake Boulevard to Chatsworth The sidewalk network is incomplete. Road. Hunt Club Road East Add a sidewalk on the N side of Hunt Club Road Medium
from Windsor Lake Boulevard to Gavin Drive. Students were observed crossing diagonally at multiple locations and Add a sidewalk on the S side of Hunt Club Road walking along the grass or in the from the school driveway to Gavin Drive. street on both sides of Hunt Club Road. The sidewalk network is incomplete. Safety
Existing walking route Medium term Safety
Long term
Safety
Medium term Existing walking route Medium term Low‐hanging fruit (expand school zone)** * These recommendations are for planning purposes only and may require further engineering analysis, design, and/or public input before implementation. ** Low‐hanging fruit recommendations are relatively easy to implement. These projects are less expensive (under $2,000), generally do not need extensive design, and will not require augmentations to the existing grade or drainage of the project site. Projects will still need to be evaluated on a case‐by‐case basis, and will need to address local design and installation standards. 16
Map Location/Issue Key I Intersection of Hunt Club Road and the School Driveway An estimated 15‐25 students were observed using this location to access/exit the school property. There is a teacher who occasionally serves as a crossing guard in this location. At other times, students cross unassisted and often do not use the crossing location. There are no curb ramps or marked crosswalk. Recommendations*
Timeframe
Expand the size of the school zone to the east on Hunt Club Road. Short term
Install crosswalks and curb ramps on Loch Lane and Cross Court where they intersect Hunt Club Road. Medium term Install a high‐visibility/raised crosswalk, curb ramps on the south side and a paved landing (or curb ramp if sidewalk is installed) on the north side of the street. Also install an in‐
pavement school zone bollard at crossing. Install a formal connection to the gate at the Arbors Community. Coordinate with the property managers as needed to improve student access to the community. Reconstruct the south side curb to extend to the roadside edge, in order to shorten the crossing distance, improve the visibility of pedestrians, and slow vehicle speeds as they turn into the school. High
Safety
Existing walking route Low‐hanging fruit (in‐street bollard)** Medium term Medium term Long term
Station a trained, uniformed crossing guard at the intersection of Hunt Club Road and the school driveway for the full extent of the arrival and dismissal period. J K Intersection of Hunt Club Road and Tarpon Spring Road Students use this intersection which has limited pedestrian accommodations. School Property The bike rack is rusted and is an outdated design. Install high‐visibility crosswalk, school crossing sign, curb ramps and landing pad on both legs of intersection. Timeframe
Short term
Medium
Safety
Medium term Security
Medium term Replace bike rack with a wave‐style or inverted Low
U rack in a visible location. Also provide scooter parking if possible. * These recommendations are for planning purposes only and may require further engineering analysis, design, and/or public input before implementation. ** Low‐hanging fruit recommendations are relatively easy to implement. These projects are less expensive (under $2,000), generally do not need extensive design, and will not require augmentations to the existing grade or drainage of the project site. Projects will still need to be evaluated on a case‐by‐case basis, and will need to address local design and installation standards. 18
L Consider a double‐stacked queue for parent Low
drop‐off. In this option, in the morning, cars would only release students when they reach the front of the queue. Students exiting the second row of cars (further from the school) would walk up a central island/walkway (painted or raised) to a crosswalk at the front of the drop‐off queue. Teacher monitors would closely coordinate the timing of students walking to/from their parents cars, so that no vehicles advance while students are still boarding. This procedure should be clearly articulated to parents (distribute procedure to all parents 2 times per year). This change would limit staff access to some parking spaces during pick‐up/drop‐off time and would require the removal of five parallel parking spaces currently located in the parent drop‐off loop. During observation it was noted that there were always five additional spaces available in the unpaved lot on Hunt Club Road. School Property The parent drop‐off queue extends off school property along Hunt Club Road and on Windsor Lake Boulevard. The long queue encourages some drivers to drive in the opposing travel lane to bypass the queue. This behavior creates the potential for conflicts with pedestrians crossing Hunt Club Road, as well as the potential for vehicle conflicts.. Team Priority Ranking Factor
Timeframe
Safety
Short term
Road Information Table Road/Road Segment
Name
Responsible
Agency1,2
AADT3
Functional
Classification4,5
Speed limit6
Width7
Hunt Club Road
SCDOT
4,400
Local
42’
Windsor Lake
Boulevard
Brookfield Road (S of
East Boundary Road)
Brookfield Road (N of
Locust Drive)
Faraway Drive
SCDOT
2,600
Local
35 mph (25 mph
during school hours)
35 mph
Lanes7
(in each
direction)
2
22’
1
SCDOT
3,600
Local
35 mph
36’
1
SCDOT
3,600
Local
35 mph
22’
1
SCDOT
3,400
Local
35 mph
26’
1
E Boundary Road
SCDOT
N/A
Local
35 mph
45’
1
Data Sources
1. Responsible agency determined from http://www.columbiasc.net/depts/trafficengineering/docs/extprod004841.pdf
2. SCDOT Richland County Map http://206.74.144.9/gismapping//pdfs/FunctionalClass/Richland_County_FC.pdf
3. SCDOT AADT counted in 2012, http://www.scdot.org/getting/annualTraffic.aspx#traffic
4. SCDOT Functional Classification Maps 2006 http://dbw.scdot.org/GISMapping/default.aspx
5. Richland County Transportation Map 2009 http://www.richlandmaps.com/sites/default/files/Transportation.pdf
6. Richland County GIS Portal http://www3.richlandmaps.com/rcgeoportal/
7. Data collected in the field
The following sections include SRTS Education, Encouragement, Enforcement, and Evaluation strategies of interest to Conder Elementary School. It will be important for the SRTS Team to identify a champion to take responsibility for each strategy in order for them to be successfully implemented. Champions (i.e. the person or group who will lead each strategy) were identified during the SRTS Meeting 4 and should be updated as programs are implemented and new champions are identified. Education
Education strategies help children develop safety skills they can apply on the way to school and in other contexts throughout their lifetimes. Education strategies also aim to make parents and community members aware of the goals of the SRTS program and the impacts of their behavior on safety conditions around the school. Education Strategy Champion(s) Host Safe Routes to School kickoff meeting. At this meeting, the team can introduce Xavier Martin, the Action Plan to parents, review walking and bicycling techniques and skills for Teacher’s Aide students, and discuss new event ideas and opportunities. This is also an opportunity for the group to discuss concerns about traffic and violence or crime in the neighborhood. Establish and communicate clear arrival/dismissal procedures. This information Dr. Suber, Principal should describe procedures for walking/bicycling to/from home, park and walk, and (communicate) parent drop off and pick up. Distribute these procedures at least twice per year, Deputy Peterson announce them at back‐to‐school night and post them on the school website. Along (establish) with these procedures, provide parents information on walking and bicycling to school. Develop pamphlets on safe walking/bicycling routes to school, including materials in English and Spanish. Provide walkability checklists for parents on Walk to School Days. Implement interactive pedestrian and bike safety lessons. The School Resource Deputy Peterson, Officer (SRO) should continue to provide weekly safety education to students and add SRO education about personal security. The Child Pedestrian Safety Curriculum produced by the National Highway Traffic Safety Administration (NHTSA) is an example a curriculum that might be used for this instruction. This five‐lesson curriculum is designed to meet national and South Carolina physical and health education standards and includes cross‐curricular activities to in integrate safety messages into other classroom subjects. State standards of learning have been identified as well. The curriculum and the standards of learning that it satisfies are available free from the Resource Center’s website at: http://www.scsaferoutes.org/resources/education. The Palmetto Cycling Coalition’s “Safe Streets Save Lives” curriculum may also be utilized. A resource on education related to personal security can be found here: http://www.saferoutesinfo.org/sites/default/files/Personal_Security_and_SRTS.pdf Implement lessons on car safety. Invite DHEC Injury and Violence Prevention to Deputy Peterson, discuss child passenger safety. Establish a partnership with Safe Kids Midlands to SRO implement buckle buddies and car seat safety programs. Also ask Safe Kids to attend a PTO meeting to educate parents on child passenger safety (Kevin Poore [email protected]). Child passenger safety complements SRTS messages of safe and responsible transportation. 21
Education Strategy Implement lessons on railroad safety. Invite Operation Lifesaver to provide a safety presentation. Free lesson plans areavailable on their website: http://oli.org/. Operation Lifesaver lessons stress safety for pedestrian as well as vehicles around railroad tracks and trains. Host a Bicycle Rodeo for the community. Coordinate with the Columbia Police Department and Safe Kids Midlands to host a bicycle rodeo. The South Carolina Safe Routes to School Resource Center provides a bicycle rodeo manual here: http://www.scsaferoutes.org/files/scsr/public/content/file/1100/upload/bicycle‐
rodeo‐manual‐final.pdf Alternatively, hold smaller events including having students bring helmets to school, watch a video on helmet safety and have the students properly fit their helmets. An example video can be seen here: http://www.nhtsa.gov/Driving+Safety/Bicycles/Ride+Smart+‐+It's+Time+to+Start. Invite a local bike shop to present bicycle safety lessons in the classroom. As the Bike Patrol Unit with the Sherriff’s department to speak with students about South Carolina’s bicycle laws. Use PSAs developed by the Palmetto Cycling Coalition to initiate discussion with older students (http://safestreetssavelives.org/). Champion(s) Janice Cowen, Operation Lifesaver Mironda Perkins, Teacher Coach LaBella, PE teacher Ortega Missouri, Art Teacher 22
Encouragement
Encouragement strategies are aimed at increasing the number of families who walk and bike to school. Potential benefits include healthier, more active children, reduced air pollution, less traffic congestion, and improved conditions for pedestrians and bicyclists. Encouragement Strategy Champion(s) Continue participation with International Walk and Bike to School Day (October) and Mironda Perkins, South Carolina Walk to School Day (March) and schedule additional walk and bike to Teacher school events. Organize a walk to school event in which students and parents meet at a nearby parking lot to walk to school together. http://scsaferoutes.org/walk‐to‐
school‐day. Coordinate with community partners to participate in these events, or even organize new events. Reward students for days/miles walked. Initiate Walk to School with a “Celebrity” Day, where celebrities may include the Principal, PE Teacher, USC Mascot, or High School Mascot. Participate in programs developed by other organizations, such as the Mighty Milers ( http://www.nyrrf.org/programs/mighty_milers/faq.asp), Active Gamecocks (http://www.gamecocksonline.com/activegamecocks/), Coumbia SC Kids Marathon (http://www.columbiascmarathon.com/kidsmarathon.htm), and Walking Works ([email protected]). Participate in National Bike to School Day. Implement a Walking School Bus program. Walking school buses are adult supervised PTO President groups of students walking to school. They can help alleviate parental concerns about personal security and traffic safety. Schedule a Walking School Bus information session with the SC SRTS Resource Center. Plan this information session in conjunction with a PTO meeting and use the session to gauge interest. Resources to support walking school buses can be found on the South Carolina SRTS Resource Center’s website, including a tip sheet and an invitation for parents: http://scsaferoutes.org/resources/encouragement#ongoing. Celebrate Crossing Guard/School Resource Officer Appreciation Week. This event Henrietta Huff, 1st provides an opportunity to thank those who help make it safe for our walkers and grade TA and After bikers on a daily basis. Students will be encouraged to pen a thank‐you note, draw a School Director, A+ picture, or just say “thanks!” on the way to and from school. Besides recognizing girls essential partners in safe walking and bicycling to school, the event reminds students of the importance of crossing safely. In 2014, Crossing Guard Appreciation week is November 17‐21. Information is available on the SC SRTS website: http://www.scsaferoutes.org/events/XGuardApprecationWeek Also consider nominating an outstanding crossing guard: http://www.scsaferoutes.org/node/1077 Celebrate Student Safety Month in October. Include activities and events such as Wanda Cain, 1st International Walk to School Day (http://www.walkbiketoschool.org/) and School Bus grade TA Safety Week. Contact District Transportation to arrange for school bus drivers to come out to the school midday during that week to talk to students about bus safety. Participate in the School Bus Safety Week poster contest: https://netforum.avectra.com/eWeb/DynamicPage.aspx?Site=NAPT&WebCode=SBSW 23
Encouragement Strategy Implement a Caught Being Safe program. Provide the crossing guard and School Resource Officer with stickers to award to students who practice safe pedestrian and bicycling behavior. Also, recognize these students on the morning show and in school newsletters. Establish a student safety patrol program for 4th and 5th graders. Safety Patrol programs offer students a chance to be a peer leader and a role model for younger students. Safety Patrol members can educate fellow students on pedestrian safety by performing safety education skits and providing safety tips on the morning announcements. http://www.aaa.com/aaa/049/publicaffairs/sspmanual.pdf. For more information, see the “Safety Patrol” strategy listed under ENFORCEMENT. Incorporate walking and bicycling encouragement into arts curriculum. Have students write and perform a play to teach each other about bicycle and pedestrian safety and why walking and bicycling is fun. Incorporate walking and bicycling themes into fine arts. Include a video of students and parents walking and bicycling to school on the morning show. Establish a “No Idling” policy. Vehicle idling releases pollution into the air we breathe. Ask parents not to idle though the use of existing and possible additional signage and face‐to‐face interactions with parents. This program can also use environmental messaging to encourage more walking and bicycling. For more information, visit DHEC’s website here: http://www.scdhec.gov/environment/baq/b2/howtob2.asp Champion(s) Deputy Peterson, SRO Administration Ortega Missouri, Arts Teacher Emily Padgett, 3rd grade Teacher Jillian Stroud, 3rd grade teacher Tracy Harden, Administrative Assistant 24
Enforcement
Enforcement strategies improve the safety of children bicycling and walking to school by helping to change unsafe behaviors of drivers, as well as pedestrians and bicyclists. SRTS enforcement is a community effort that involves students, parents, school administration, and others in addition to law enforcement. Enforcement Strategy Champion(s) Reward students for positive and safe behavior. See the “Caught Being Safe” strategy Deputy Peterson, listed under ENCOURAGMENT. SRO Periodically contact the Sheriff’s Department to request a speed‐feedback sign in the Deputy Peteson, Conder Elementary school zone. Speed‐feedback signs show a digital read‐out of the SRO actual driving speed of passing cars. Having a speed‐feedback sign near campus every other month may help reinforce the speed limit during school arrival and dismissal times. Celebrate Crossing Guard/School Resource Officer Appreciation Week. For more Henrietta Huff, 1st information, see the strategy listed under ENCOURAGEMENT. grade TA Dr. Suber, Implement a new school procedure to formalize park and walk. Work with nearby churches to get a written agreement for parents to park in their lot(s) and walk students Principal to school. Prohibit parents from parking or stopping along Brookfield Road during arrival and dismissal. Explore the use of new SCDOT signs that read “No Student Loading or Unloading,” which are enforceable. Tell parents that if they are picking their child up from school in a vehicle, they must either go through the back pick‐up loop, or utilize the new formal park‐and‐walk pickup location. Periodically station the School Resource Officer on Brookfield Road to reinforce this behavior. For more information, see the ENGINEERING recommendations table. Establish a student safety patrol program. Student safety patrols remind their peers to Administration follow safety rules and laws, such as how and where to safely cross the street (while supporting staff and the crossing guards). They can also help student safely enter and exit cars during pick‐up and drop‐off times. For more information, see the “Safety Patrol” strategy listed under ENCOURAGEMENT. Station trained, uniformed crossing guards at the school driveways at both Hunt Club Deputy Peterson, Road and Brookfield Road. For more information on this recommendation, see the SRO ENGINEERING recommendations table. Establish a “No Idling” policy. For more information, see the strategy listed under Tracy Harden, ENCOURAGEMENT. Administrative Assistant 25
Evaluation
Evaluation is an important component of any SRTS program. Use of evaluation tools, such as the student tally and parent survey forms provided by National Center for Safe Routes to School, is encouraged by the South Carolina SRTS Resource Center as they can be used to establish baseline information on student travel behavior and measure the effectiveness of SRTS efforts over time. Survey and tally forms can be found at http://www.saferoutesinfo.org/data/ Evaluation Strategy Champion(s) Maintain a Safe Routes to School Team for Conder Elementary. This can be absorbed by Mironda Perkins, an existing committee within the PTO or can stand alone. Subcommittees can be formed 2nd Grade Teacher
to implement various tasks as a way to distribute responsibility. This team as a whole should meet bi‐annually to conduct evaluation tasks and record progress on the SRTS Action Plan. Conduct annual SRTS parent surveys. The parent surveys help assess parent concerns Mironda Perkins, and perceptions about walking and biking to school. These should be distributed at the 2nd Grade Teacher
beginning of the school year, along with other back‐to‐school information. Make sure that there are Spanish surveys available for parents. Surveys like this can also help track the progress and success of the SRTS program over time. http://www.saferoutesinfo.org/sites/default/files/resources/Parent_Survey_English.pdf Conduct bi‐annual SRTS Student travel tallies. Student travel tallies are an informal, Mironda Perkins, show‐of‐hands assessment of how students travel to school. Conducting these surveys 2nd Grade Teacher
twice a year (in the fall and spring) may track any transportation changes in student population at Conder Elementary. Surveys like this can also help track the progress and success of the SRTS program over time. http://www.saferoutesinfo.org/sites/default/files/resources/SRTS_Two_Day_Tally.pdf Conduct annual Walk Audits and update the engineering section of the Action Plan. By Deputy Peterson, conducting annual walk audits, and observing arrival and dismissal, the Conder SRO Elementary SRTS Team will be able to re‐evaluate and re‐prioritize their engineering recommendations as time passes. These may be conducted informally by passing out Walkability Checklists to families on Walk to School Days: http://www.walkbiketoschool.org/sites/default/files/walkability_checklist.pdf. Survey bus drivers on safety topics such as student behavior at bus stops and student Paula China, behavior while riding on the bus. Adjust bus safety efforts to these survey findings. See Assistant Principal “Bus Safety Education” strategy under EDUCATION. Conduct bicycle and pedestrian safety education needs assessments with parents and School students. These surveys will help gather information on how much safety education is Improvement already known, and what areas of safety need more focus. These survey findings may help Council guide some of the EDUCATION efforts listed above. Follow up after education efforts with post‐tests provided by the NHSTA Child Pedestrian Safety Curriculum. Implement health/fitness tracking program with students. Physical health can be an Ryan LaBella, PE important motivator when it comes to increased walking and bicycling. Some schools Teacher have worked with the Blue Cross Blue Shield of South Carolina to monitor the Body Mass Chris Kavita, PE Index of students, while others have created incentive programs that reward regular Teacher exercise. 26
NEXT STEPS & SRTS PROGRAM SUSTAINABILITY Members of the Conder Elementary SRTS Team provided valuable information, insight, and guidance in the development of this SRTS plan. In order for Conder Elementary’s SRTS program to be successful and sustainable, team members will need on‐going support and assistance from additional community champions and volunteers. Information on implementing SRTS strategies can be found on the South Carolina Safe Routes to School Resource Center website, www.scsaferoutes.org; at the National Center for Safe Routes to School website, www.saferoutesinfo.org; and in Appendix C of this report, the Non‐Infrastructure Strategies Resource Guide. Key Strategies for Creating a Sustainable SRTS Program 
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Present the LW Conder Elementary Arts Integrated Magnet School SRTS Action Plan to County administration. The backing of the County will be critical for implementing many of the recommendations in this Action Plan, particularly those that address pedestrian and bicycle infrastructure. Identify funding sources for high priority projects and programs. Review high priority projects against opportunities to incorporate them within already planned projects that exist from several sources such as the County’s operating budget, the capital budget and development/re‐development projects. Additional information on potential funding strategies can be found on the Resource Center website at www.scsaferoutes.org. It is important to regularly review funding programs to determine if SRTS projects can be submitted for funding, especially if they are connected to a complementary need such as a transit stop improvement. Identify stakeholders. Determine which stakeholders should be informed and involved in SRTS planning and implementation going forward. Maintain and expand the SRTS Team. The Conder Elementary SRTS team has been established to oversee the development of this plan, but it is important to maintain this group over time. Consideration should also be given to recruiting new members. Consider establishing a calendar of SRTS activities. Creating an annual calendar of SRTS activities for the community can be helpful for staying on track. Determine how frequently and where groups involved in SRTS planning and implementation will meet. Include a timeline for evaluations, which should occur at least annually. Monitor and evaluate. Establish and update measurable goals and conduct regular reviews to determine progress toward meeting them. The goals should be coordinated and cross‐
referenced with other stakeholder groups. Current and Potential Partners At the school: 

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Parents Principal PTO members Teachers School Nurses In the community: 
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Neighborhood and Civic Organizations Nearby churches or other community centers Nonprofit organizations focsed on bicycling, walking, community development, health or physical activity At the County level: 
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Richland School District 2 Richland County Administrator Richland County Public Works Richland County Sherriff’s Department At the state level:  DHEC  SCDOT District 2  SC Highway Patrol 27
By completing this action plan, the Conder Elementary SRTS Team hopes to shape the school and the surrounding area into a place where students and community members of all abilities and ages feel safe walking and biking in the neighborhood. APPENDICES A. School Profile B. Glossary of SRTS Engineering Treatments C. Non‐Infrastructure Strategies Resource Guide D. Parent Survey Summary Report E. Student Travel Tally Summary Report F. Presentation, Bicycles: Simple Machines, Rodeos, and Classroom Activities 28
APPENDIX A: SCHOOL PROFILE
SCHOOL PARTNER FOLLOW-UP QUESTIONNAIRE
Outreach Coordinator
_Doris Ford________
Date _____June 16, 2014_________
The Basics
School Name/City:
_L.W. Conder Elementary Arts Magnet School______
School Address:
___8040 Hunt Club Road, Columbia SC 29223_______
Champion:
__Mironda Perkins and SRO Chet Peterson_________
School hours:
Start/end date of
2014-15 School year:
_____7:30-4:00___(arrival at 8pm, first dismissal at 2:42)_______
___August 20-June 5___________________________
Which event(s) have you participated in?
X
X South Carolina Walk to School Day (spring)
International Walk to School Day (fall)
School Profile
1. Do you currently have a Safe Routes to School program? Yes
If so, when did it start? What activities have you put in place to compliment SRTS?
February 2012Certified Green Steps School
Running Club
Girls on the Run
2. What activities related to SRTS does your school promote?
We participate in Fall and Spring Walk to School and Bike to School.
3. How many students attend this school? List total students per grade:
Grade
Number of
Students
PK
53
K
121
1
121
2
138
3
117
4
111
5
115
Total
776
4. Is this a Title 1 School?
Yes
5. What is the percentage of students that qualify for Free and Reduced Lunch?
84%
6. Approximately how many students receive bus service?
344
7. Approximately how many students currently walk or bicycle on a typical day?
123
8. What (if any) are the known walking routes to school? List key roads that our team should review.
We have a Brookfield Road walking routes and a Hunt Club Route.
9. How many students live within ¼ mile, ½ mile, 1 mile, 1.5 miles (this question can be skipped if
student addresses are provided)
350
10. Estimated percentage of students who live within 1.5 miles? (Follow-up: Is there a major barrier like
a railroad crossing or natural feature that is an obstacle for students within a mile and a half radius?)
No obstacle and working on addresses
11. School attendance boundaries (map or description) will attach map
12. There is _2_ crossing guard(s) assigned to the school. If applicable, where are these crossing guards
stationed?
13. Briefly describe the current conditions of sidewalks and paths around your school.
Currently, we have no sidewalks on the property of the school. The only sidewalks around our school
are across the street on the backside of the school. They are worn and overgrown with weeds and
other plants. Our crosswalks are faded and hard to see by drivers.
14. Briefly describe the amount of vehicle traffic and the speed limits of the roads surrounding your
school.
There is lite traffic during the day, but during school drop-off and pick-up the traffic wraps around
the block.
15. Are there physical barriers that prohibit students from walking and biking to school?
There is a lack of sidewalks to safely walk to school.
16. Are there policies in place that prohibit students from walking and biking to school?
No
17. What after school activities occur on campus? (Please list and number of student participants)
Homework Center-65 students
Shining Stars-75
18. Who owns/maintains the roads in town? Local, County, State, Combination. Describe distribution
below: State
19. Did the school complete pre-evaluation data? (Circle either No or Yes)
Parent Surveys: Yes
Student Travel Tallies: Yes
Safe Routes to School Team Members Identified
Name
Dr. Shawn Suber
Deputy Chet Peterson
Mironda Perkins
Mary Roe
Title
Principal
SRO
Teacher
BPAC Member
Kevin Poore
Doris Ford
Safe Kids Midlands Coord.
SOC
Other information:
Organization
Conder Elementary
Conder Elementary
Conder Elementary
City of Columbia Bike/Ped
Advisory Committee
Safe Kids Midlands
SRTS
APPENDIX B: GLOSSARY OF SRTS ENGINEERING TREATMENTS
Accessible Pedestrian Signals:
Accessible Pedestrian Signals (APSs) include pedestrian signal features, including push buttons
that are designed to accommodate persons with disabilities, particularly visually impaired.
Accessible Pedestrian Signals can be appropriate where specifically requested to assist disabled
citizens, or where conditions warrant (i.e. areas where it is difficult to cross using non-visual
cues, complex signal phasing, complex intersection geometry, etc.). The 2009 MUTCD includes
the following guidance: “if a leading pedestrian interval is used, the use of accessible pedestrian
signals should be considered” (2009 MUTCD Section 4E.06).
Leading Pedestrian Intervals:
At signalized intersections, Leading Pedestrian Intervals (LPIs) allow the crosswalk/pedestrian
movement to begin crossing 3-6 seconds before the green light is given to motor vehicle traffic
in the same direction. LPIs are appropriate at signalized intersections where there is relatively
heavy pedestrian volume or significant conflicts with turning vehicles. SCDOT does not use this
treatment on state roads. Recommendations for LPI’s on SCDOT intersections are not likely to
be implemented. Local jurisdictions can apply them to local intersections at their discretion.
Right Turn on Red (RTOR) Restrictions
Restricting right turns on the “red” interval of a signal phase at signalized intersections can
reduce crashes between pedestrians and turning vehicles. These restrictions can provide further
protection for pedestrians during a leading pedestrian interval of a signal phase, if used. The
RTOR restrictions can be limited to certain times of the day or can apply to all hours,
prohibiting motorists from turning right without a green signal. The MUTCD identifies two
conditions related to pedestrians when restricted RTOR may be most effective including;
1. where an exclusive pedestrian phase exists, and
2. where an unacceptable number of pedestrian conflicts result from RTOR, especially
conflicts involving children, older pedestrians, or persons with disabilities.
An engineering study is needed before implementing right turn on red restrictions.
Pedestrian Countdown Signals:
Countdown signals provide a numerical display of time remaining once the “red hand” or
“Don’t Walk” symbol appears, allowing pedestrians to see how much time they have left to
complete crossing the street.
Traffic Controls at Intersections:
Traffic controls at intersections allocates right-of-way for users. This can be accomplished by
installing stop control (i.e. stop signs) or traffic signal control at an intersection. The decision to
provide stop sign control on one or more approaches to an intersection should be based on
engineering judgment following the factors, conditions, and considerations detailed in Chapter
2B of the 2009 MUTCD. An advantage of providing stop control on one or more approaches to
an intersection is that it allows pedestrians to cross the controlled approach without having to
judge gaps in moving traffic. This can be helpful especially for children who may not have the
skills to judge the speed of oncoming traffic. Traffic control signals regulate the flow of all users
through intersections, regardless of mode, by assigning right-of-way to the various traffic
movements. Signals for both motorists and pedestrians are particularly important at high-use,
mid-block crossings on higher speed roads, multi-lane roads, or at highly congested
intersections (2009 MUTCD). Chapter 4C of the 2009 MUTCD details warrants for determining
the need for traffic signal control. An engineering study is needed before implementing a new
stop sign or traffic signal control. Also, these applications would need approval from the
SCDOT before implementation on state roads.
Rapid Flashing Beacons:
Rapid flashing beacons can increase driver awareness of students and pedestrians as they cross
a roadway. This type of flasher can be activated manually by push button (or is triggered
passively by a pedestrian detection system. Local jurisdictions can explore the possibility of
installing rapid flashing beacons on local intersections or roads at their discretion.
Pedestrian Hybrid Beacon
Pedestrian hybrid beacons are a special type of hybrid beacon used to warn and control traffic
at an unsignalized location to assist pedestrians in crossing a street or highway at a marked
crosswalk. Pedestrian hybrid beacons should primarily be considered at locations where
accommodations need to be made for heavy pedestrian flow at special events, intermittent
times or at a midblock crossing. A pedestrian hybrid beacon may be considered an option to
increase pedestrian safety at locations where a signal is not warranted. Chapter 4F of the 2009
MUTCD establishes provisions for pedestrian hybrid beacons and the SCDOT has developed
guidelines (See TG-26) for implementing pedestrian hybrid beacons in South Carolina. An
engineering study is needed following the guidelines, warrants, and requirements detailed in
TG-26.
Curb Extensions:
Curb extensions can improve the ability of pedestrians and motorists to see each other, reduce
crossing distances (and thus exposure to traffic), and can slow motor vehicle turning speeds.
Also, curb extensions are only appropriate where there is on-street parking. Curb extensions
located along school bus routes can effectively calm traffic, but should not impede buses (or
larger design vehicles) from making the turn. The application will need to be studied before
approval may be given to recommendations for curb extensions on state roads.
Curb Radius Reductions:
Curb radius reductions can slow motor vehicle turning speeds, reduce pedestrian crossing
distances, (and thus exposure to traffic) and improve visibility between pedestrian and
motorists. Curb radius reductions involve tightening the turning radius at an intersection
without extending the curb line into the roadway or a parking lane. Curb radius reductions
located along school bus routes can effectively calm traffic but should not impede buses (or
larger design vehicles) from making the turn. The application will need to be studied before
approval may be given to recommendations for radius reductions on state roads.
High Visibility Crosswalks:
High visibility crosswalk striping improves the visibility of pedestrian crossings. Different
striping patterns can be used, most commonly variations of the ladder style. Thermoplastic
material is typically used for higher durability and improved visibility of the markings.
Speed Tables/Raised crosswalks:
Raised crosswalks are flat-topped speed humps with crosswalk markings painted on the top.
Raised crosswalks serve two purposes: they make pedestrian crossings more visible to
motorists; and they cause motorists to slow, where pedestrians cross (The Effects of Traffic
Calming Measure on Pedestrian and Motorists Behavior, FHWA 2001). These can be considered for a
school driveway on school property when new sidewalk or existing sidewalk occurs on both
sides of the drive and it’s necessary for pedestrians to cross when walking to a parking lot, play
area, etc. Offsite, the application would need to be studied and be in compliance to SCDOT’s
Traffic Calming Guidelines, page 7-9 (Traffic Calming Project Process) before approval may be
given.
Crossing Islands
Crossing islands are raised median islands placed in the center of the street at intersection
approaches or midblock. They allow pedestrians to cross one direction of traffic at a time by
enabling them to stop partway across the street and wait for an adequate gap in traffic before
crossing the second half of the street. They can reduce crashes between vehicles and pedestrians
at uncontrolled crossing locations on higher volume multi-lane roadways where gaps are
difficult to find, particularly for slower pedestrians, e.g. disabled, older pedestrians, and
children. The application would need to be studied before implementing crossing islands on
state roads.
Sidewalks and buffers:
A long-term goal of SRTS projects is to establish a well-connected sidewalk network throughout
the neighborhoods so that families can walk for more of their daily trips, rather than drive.
Sidewalks are most effective when they include a buffer. This buffer increases pedestrian
comfort and safety and can also serve as a place for pedestrian “overflow”, especially closer to
the school where groups of walkers are largest. The preferred sidewalk design is a minimum 6’
wide sidewalk with a minimum 2’ wide buffer. Available right of way will impact the ultimate
design.
Sidepaths and Shared-Use Paths
Shared-use paths are facilities that are used to increase the connectivity of the pedestrian and
bicycle network. These can connect neighborhoods directly with schools along a roadway
(sidepath), through a park, or along abandoned rail lines that have been repurposed for
transportation and recreation. Guidelines for the width of paths can range from 8 to 14ft or
more. Typically, a path that is meant to be shared by bicyclists and pedestrians is 10ft wide.
Mini Traffic Circles
Mini traffic circles are a traffic calming measure that can be implemented by constructing a
raised circular island in the center of a low volume residential type street intersection. They
reduce vehicle speeds by forcing drivers to maneuver around the circular island. The slower
speed associated with mini traffic circles can reduce the severity of vehicle crashes, but they
must be properly designed to benefit pedestrians and bicyclists. Mini traffic circles should be
designed to accommodate the necessary design vehicle. The application would need to be
studied and be in compliance to the SCDOT’s Traffic Calming Guidelines, page 7-9 (Traffic
Calming Project Process) before approval may be given to construct on state roads through an
approved SCDOT encroachment permit.
Lighting:
Pedestrian scale lighting may improve safety and visibility when placed along sidewalk. It is
typically recommended that lighting be installed at the same time as sidewalks. If not done at
that time, the highest priority for lighting should be given to those intersections identified
where students cross. The application would need to be studied before implementing the
lighting on state roads. Also, SCDOT will not be responsible for electric usage or maintenance
expenses associated with lighting installation; therefore, an agreement would be needed to
assign the responsibility of maintenance and electric cost.
School Zone Identification:
School pavement markings can increase motorists’ awareness of entering a school zone where
pedestrians may be present both along and crossing the roadway. New pavement markings can
work with existing school zone signs as appropriate to reinforce the message to motorists about
the school zone. The application would need to be studied before implementing the pavement
markings on state roads.
Speed Feedback Signs:
Communities may use a mobile “speed trailer” that can be placed in locations where motorists
exceed the speed limit often enough that passive enforcement is appropriate. Permanently
installed feedback signs provide on-going information to motorists about the speed at which
they are traveling. The application would need to be studied before implementing the
permanent feedback sign on state roads.
Appendix C: Non-infrastructure Strategies Resource Guide
Strategy
E’s
These single-day
events can be held in
the fall to promote
Walk to School Day.
Guest speakers teach
the students
pedestrian and bicycle
safety skills that they
can use when walking
and biking to school.
Education, Encouragement
Walking and Biking
Safety Assembly
Advantages
• Assures all children learn bicycle
and pedestrian safety skills
• Establishes habits that benefit
children throughout their lives,
regardless of whether they
currently walk or bike to school
• Establishes consistent messages
for young pedestrians and
bicyclists
• Provides a refresher for parents
if take home materials are
provided in conjunction with the
assembly. It’s never too late to
correct bad habits.
• Events can make learning fun,
and help strengthen community
ties with event organizers and
participants.
Considerations
• Best taught using a combination of
methods, including one-time instruction
(e.g. assemblies), multi-lesson classroom
curricula, and skills practice (e.g. bike
rodeos).
• Requires able and willing instructors
• Should be age-appropriate
• Bicycle safety education may require an
outside instructor, e.g. a police officer.
Resources
• Pedestrian Safety Lesson Plan and Activities
http://www.scsaferoutes.org/files/scsr/publ
ic/content/file/63/upload/63.pdf
• National Highway Traffic Safety
Administration Pedestrian Safety Lessons
http://www.nhtsa.gov/ChildPedestrianSafet
yCurriculum
• WalktoSchool.org - Classroom activities that
encourage walking and biking.
http://www.walkbiketoschool.org/getset/event-ideas/classroom-activities-andhandouts
• Willie Whistle - The National Highway
Traffic Safety Association has created a
video to help teach children pedestrian safety
skills.
http://www.nhtsa.gov/people/injury/willie/
willie.zip
Strategy
E’s
Generally this event
is scheduled for the
first full week in
October. Why not
use this strategy
multiple times a
year?
Frequent
Walker/Bicyclist
Program or Walking
Wednesdays
Track and reward
students who walk
and bicycle to school.
Can be an individual
competition or a
competition among
classes.
Encouragement
Walk to School Day is
a one-day event that
celebrates walking
and biking to school
that {School Name}
already participates
in.
Education, Encouragement
Continue to
Participate in Walk
to School Day
Advantages
Considerations
Resources
• Excellent kick-off event for Safe
Routes to School program
• Generates enthusiasm for walking
and biking
• Way to raise community
awareness about safety issues
• Can be as simple as a few kids and
parents meeting to walk to school
or very elaborate celebrations
• Can be folded into studies of
international cultures as it is an
international event
• Date is flexible- to be counted by
the National Center for Safe
Routes to school the event need
only take place before Dec 1.
• Preparations for elaborate celebrations
must begin several months in advance
to allow time to identify partners, plan
activities, and promote the event
• Should provide bicycle and pedestrian
safety information to children and
parents
• International Walk to School Day takes
place in October but some schools
organize multiple Walk to School Day (or
“Walk and Roll Day”) events over the
course of the school year (e.g. one in the
fall and one in the spring).
• U.S. Walk to School Day website (provides
resources and event registration):
www.walktoschool.org
• International Walk to School Day website:
www.iwalktoschool.org/
• Walk to School Day Toolkit
http://www.scsaferoutes.org/files/scsr/public
/content/file/935/upload/296.zip
• Provides positive reinforcement
for walking and bicycling.
• Children respond to incentives.
• Can include all students.
• Can include walking and bicycling
beyond the trip to school.
• Necessary to identify a coordinator.
• Establish a simple record-keeping
system.
• Establish age-appropriate goals.
• Consider giving rewards to parents as
well, since parents are often involved in
the commute to school.
• Frequent Walker Punch Card Template
/content/file/54/upload/54.pdf
• Mileage Log for the Classroom
/content/file/55/upload/55.docx
• Walk Across America
/content/file/574/upload/184.pdf
This can be an ongoing
program for school
staff and crossing
guards. This works
well if the school has
an existing reward
point program.
Student Safety Patrol
Program
This can be an ongoing
program for 5th grade
students. Student
safety patrols can
offer educational
literature to offenders
to let them know
about traffic safety
issues (and proper
behavior) surrounding
the school zone.
Education, Enforcement,
Encouragement
Traffic Enforcement
(Staff/Crossing
Guards)
E’s
Education, Enforcement, Encouragement
Strategy
Advantages
Considerations
• Crossing guards play an important
role in helping children cross the
street at key locations, reminding
drivers of the presence of
pedestrians, and making parents
feel more comfortable about
letting their children walk and
bicycle to school.
• Staff and crossing guards can also
reward students who are “caught
being good” by issuing School
Reward Points.
• Requires some training and coordination
with crossing guards
• Students can also issue citations if
condoned by the school.
• Excellent way to educate
parents and encourage
appropriate behaviors while
supporting the school’s SRTS
program.
• Requires an adult organizer such as a
parent, teacher, or law enforcement officer
• Materials such as sashes and badges are
encouraged
• Requires adult supervision while students
are “on-duty”
• Student safety patrols will also be trained
to set the model example for younger
students.
• In the last month of school, student patrols
can “train” 3rd graders who are interested
in being trained in the fall.
• One option is to host an end of the year
party to honor the graduating safety
patrols
• Teaches students valuable
leadership skills.
Resources
• Adult School Crossing Guard Guidelines
(NCSRTS)
http://guide.saferoutesinfo.org/crossing_g
uard/pdf/crossing_guard_guidelines_web.
pdf
• Florida School Crossing Guard Training
Guidelines
http://saferoutesinfo.org/programtools/florida-school-crossing-guardtraining-guidelines
• Lessons from Florida’s Crossing Guard
Program
http://saferoutesinfo.org/events-andtraining/srts-webinars/lessons-floridascrossing-guard-program
AAA Safety Patrol Program:
http://www.aaamidatlantic.com/
Foundation/
SchoolPrograms/SchoolSafetyPatrol
Strategy
E’s
Advantages
•
This is a single-day
event that promotes
bicycle safety. At the
rodeo, students can
borrow bicycles or
bring their own.
•
Education,
Encouragement
Bike Rodeo
•
The team will meet
annually (ideally in
August before school
starts) to review the
accomplishments and
progress from the
previous school year
and set new goals for
the upcoming school
year.
Evaluation
Walk Audit/Parent
Surveys / Student
tallies
Events like bike rodeos make
learning fun and can help
strengthen community ties
with event organizers and
participants.
At the rodeo students learn
safety skills such as how to
properly wear a helmet and
how to behave while bike
riding. The rodeo can also
have a closed “test course” for
the students to ride along.
This helps the students to
practice in a safe environment
and gain confidence in their
decision-making skills.
One possible partner for this is
the local police department.
• Establishes baseline information
on student travel behavior and
perceived barriers to walking
and biking
• Helps determine existing needs
• Helps determine success of SRTS
efforts and identify needed
adjustments
Considerations
Resources
• Requires able and willing instructors
• Should be age-appropriate
• Bicycle safety education may require an outside
instructor, e.g. a police officer.
• These events require planning and materials to
share with students
• SC Bike Rodeo Manual
http://www.scsaferoutes.org/files/scs
r/public/content/file/1132/upload/bic
ycle-rodeo-manual-final.pdf
• An organizer’s guide to bicycle rodeos
http://www.bike.cornell.edu/pdfs/Bik
e_Rodeo_404.2.pdf
• Easy steps to properly fit a bicycle
helmet
http://icsw.nhtsa.gov/people/injury/p
edbimot/bike/doom.EasyStepsWeb.zz
y/doom.index.doom.htm
• Best to conduct initial surveys before SRTS
measures have been implemented
• Requires teacher buy-in and administrative
organization
• Getting parents to fill out and return surveys can
be a challenge. Follow up is necessary. Consider
a contest among classes for highest rate of
return.
• Student In-Class Travel Tally Form:
http://www.saferoutesinfo.org/resour
ces/evaluation_student-in-classtravel-talley.cfm
• Parent Survey Form:
ces/evaluation_parent-survey.cfm
• Instructions for Survey
Administration:
ces/evaluation_instructions.cfm
• Instructions for Data Entry:
ces/evaluation_cover-sheets.cfm
Strategy
E’s
Walking school buses
and bicycle trains are
adult supervised
groups of students
walking and/or
bicycling to school.
Education,
Encouragement
Walking School
Buses/ Bicycle Trains
Some parents are not
aware of how their
driving behavior can
put walking students
at risk. This teaches
parents how their
unsafe driving habits
can put their children
in danger.
Education
Drive Safe Campaigns
Advantages
Considerations
Resources
• Adult supervision on the walk to
school
• Can be loosely structured or
highly organized
• Can include a meeting point in a
parking lot so children and
parents who must drive can
participate.
• Adults can rotate who will lead
each time.
• Need to identify routes where conditions support
walking and there is sufficient demand for supervised
walking
• Requires parents willing to walk with children and learn
about how Walking school buses are organized and
conducted.
• More organized structure requires considerable planning
• Walking School Bus tip
sheet
http://scsaferoutes.org/do
wnloads/Encouragement/
SC-SRTS-TipSheet_WalkingSchoolBus.
pdf
• Bicycle Train guide
http://scsaferoutes.org/do
wnloads/Encouragement/
SC_SRTS_Bike_Train%20G
uide.pdf
• Has the ability to positively
effect change in and community
around the school
• Improves the safety of the
walking environment
• Good drivers can help to set the
example for good behavior. This
is especially true for helping to
control speeds.
• This requires a person to organize and administer the
campaign.
• May not be effective at schools where parent/teacher
organizations are weak
• Law enforcement officers would be great at speaking at
the campaign events. Sometimes, due to their heavy
schedules that can be difficult to pin down.
• A good way to contact parents is at back to school night
and PTA meetings. Starting at the beginning of the year
helps to prevent bad habits from starting. Law
enforcement officers (or other teachers) can hold a brief
assembly to explain the dangers of unsafe driving in
school areas.
• Law enforcement officers can provide a demonstration
of how difficult it is to quickly stop a moving vehicle at
50, 40 and 30 mph. The National Center has information
on how the speed of the vehicle can affect the severity
of injury that the pedestrian experiences in a crash.
• Driving Around Schools:
Keeping Children Safe
http://apps.saferoutesinfo
.org/lawenforcement/reso
urces/driving_tips.cfm
• Parents, Avoid Becoming a
Traffic Hazard
http://www.aaamidatlanti
c.com/FetchFile.ashx?id=e
55bfa26-a70d-4e17-afde073b86cc9975
Strategy
E’s
Crossing guards help
our children cross the
road safely in the
mornings and
afternoons, in all
weather conditions.
Remind them that you
appreciate their
service and
dedication. Students
can create thank you
cards that they deliver
themselves during
their walks home, or
teachers and
administrators can
honor them formally
during a school
assembly.
Encouragement
Crossing Guard
Appreciation Day
Advantages
• Maintains a positive relationship
between the crossing guards and
the school/community.
• Can inspire crossing guards to
continue to be reliable, safety
figures.
• Creates an opportunity to remind
students why it is important to
practice safe walking skills.
Considerations
• Requires coordination between the crossing guards,
school administrators and school instructors.
• May require materials to create the thank-you cards.
• Is most effective with newsletter and in-school
announcements.
• Relatively inexpensive strategy
Resources
•
SC Crossing Guard
Appreciation Week
http://www.scsaf
eroutes.org/even
ts/XGuardApprec
ationWeek
APPENDIX D: PARENT SURVEY SUMMARY REPORT
Parent Survey Report: One School in One Data Collection Period
School Name: LW Conder Arts Integrated Elementary School
Set ID: 11564
School Group: South Carolina SRTS Resource Center
Month and Year Collected: April 2014
School Enrollment: 650
Date Report Generated: 06/10/2014
% Range of Students Involved in SRTS: 76-100%
Tags:
Number of Questionnaires Distributed: 650
Number of Questionnaires
Analyzed for Report: 281
This report contains information from parents about their children's trip to and from school. The report also reflects
parents' perceptions regarding whether walking and bicycling to school is appropriate for their child. The data used in this
report were collected using the Survey about Walking and Biking to School for Parents form from the National Center for
Safe Routes to School.
Sex of children for parents that provided information
Page 1 of 13
Grade levels of children represented in survey
Grade levels of children represented in survey
Grade in School
Responses per
grade
Number
Percent
PreK
10
4%
Kindergarten
52
19%
1
38
14%
2
56
20%
3
31
11%
4
26
9%
5
62
23%
No response: 0
Percentages may not total 100% due to rounding.
Page 2 of 13
Parent estimate of distance from child's home to school
Parent estimate of distance from child's home to school
Distance between
home and school
Number of children
Percent
Less than 1/4 mile
59
24%
1/4 mile up to 1/2 mile
29
12%
1/2 mile up to 1 mile
57
24%
1 mile up to 2 miles
60
25%
More than 2 miles
36
15%
Don't know or No response: 40
Page 3 of 13
Typical mode of arrival at and departure from school
Typical mode of arrival at and departure from school
Time of Trip
Number
of Trips
Walk
Bike
School
Bus
Family
Vehicle
Carpool
Transit
Other
Morning
274
11%
0%
34%
50%
4%
0.4%
0.7%
Afternoon
257
13%
0%
41%
41%
4%
0.4%
0.4%
No Response Morning: 7
No Response Afternoon: 24
Page 4 of 13
Typical mode of school arrival and departure by distance child lives from school
Page 5 of 13
Typical mode of school arrival and departure by distance child lives from school
School Arrival
Distance
Number within
Distance
Walk
Bike
School
Bus
Family
Vehicle
Carpool
Transit
Other
Less than 1/4 mile
57
30%
0%
12%
53%
5%
0%
0%
28
7%
0%
29%
64%
0%
0%
0%
56
13%
0%
29%
54%
5%
0%
0%
60
5%
0%
57%
35%
2%
0%
2%
More than 2 miles
36
0%
0%
22%
72%
3%
3%
0%
School Departure
Distance
Number within
Distance
Walk
Bike
School
Bus
Family
Vehicle
Carpool
Transit
Other
Less than 1/4 mile
52
37%
0%
12%
48%
4%
0%
0%
26
12%
0%
38%
46%
4%
0%
0%
52
15%
0%
37%
44%
4%
0%
0%
58
3%
0%
72%
22%
2%
0%
0%
More than 2 miles
32
0%
0%
19%
72%
6%
3%
0%
Page 6 of 13
Percent of children who have asked for permission to walk or bike to/from school by distance
they live from school
Percent of children who have asked for permission to walk or bike to/from school by distance
they live from school
Asked Permission?
Number of Children
Less than
1/4 mile
1/4 mile up
to 1/2 mile
1/2 mile up
to 1 mile
1 mile up
to 2 miles
More than
2 miles
Yes
80
42%
22%
34%
39%
26%
No
152
58%
78%
66%
61%
74%
Page 7 of 13
Issues reported to affect the decision to not allow a child to walk or bike to/from school by
parents of children who do not walk or bike to/from school
Issues reported to affect the decision to allow a child to walk or bike to/from school by
parents of children who already walk or bike to/from school
Page 8 of 13
Issues reported to affect the decision to allow a child to walk or bike to/from school by
parents of children who already walk or bike to/from school
Issue
Child does not walk/bike to school
Child walks/bikes to school
Violence or Crime
68%
44%
Distance
60%
78%
Amount of Traffic Along Route
59%
22%
Safety of Intersections and Crossings
57%
44%
Speed of Traffic Along Route
57%
22%
Weather or climate
53%
78%
Sidewalks or Pathways
45%
67%
Time
32%
22%
Crossing Guards
24%
67%
Convenience of Driving
22%
0%
Adults to Bike/Walk With
20%
22%
Child's Participation in After School Programs
13%
22%
Number of Respondents per Category
157
9
No response: 115
Note:
--Factors are listed from most to least influential for the 'Child does not walk/bike to school' group.
--Each column may sum to > 100% because respondent could select more than issue
--The calculation used to determine the percentage for each issue is based on the 'Number of Respondents per
Category' within the respective columns (Child does not walk/bike to school and Child walks/bikes to school.) If
comparing percentages between the two columns, please pay particular attention to each column's number of
respondents because the two numbers can differ dramatically.
Page 9 of 13
Parents' opinions about how much their child's school encourages or discourages walking
and biking to/from school
Parents' opinions about how much fun walking and biking to/from school is for their child
Page 10 of 13
Parents' opinions about how healthy walking and biking to/from school is for their child
Page 11 of 13
Comments Section
SurveyID
Comment
1187473
CROSSING GUARD NEVER SEEMS TO BE THERE OR ARRIVES LATE TO CROSS MY CHILDREN ACROSS
THE STREET (MORNING MOSTLY)
1187505
NONE
1187519
N-A
1187535
I THINK THIS IS A GOOD SURVEY.
1187568
MY CHLD CURRENTLY HAS A HOUR LONG BUS RIDE TO AND FROM SCHOOL. THE SCHOOL IS A MILE OR
SO AWAY. I CAN DRIVE THERE IN 4 MINUTES.
1187578
I DON'T FEEL THAT THIS AREA IS SAFE ENOUGH TO ALLOW MY CHILD TO WALK/BIKE TO SCHOOL. IF I
CANNOT GUARANTEE MY CHILD'S SAFETY. SHE WON'T WALK ANYWHERE ALONE.
1187579
I WOULD ALLOW HER TO WALK TO MY CAR IN THE SCHOOL PARKING LOT.
1187661
I FEEL THAT MY KIDS SCHOOL SHOULD HAVE CROSSING GUARS ON EACH CROSS FOR ALL OF THE KIDS
SAFETY.
1187666
TODO ME PARECE BIEN PORQ' ES MUY BUENO HACER EJERCICIO PERO EN LO PERSONAL NO
PERMITIRIA DEJAR CAMINAR A MIS HIJAS POR LA SEGURIDAD.
1187680
DOING A GREAT JOB. MY CHILD LOVES EVERY TEACHERS SHE HAD WHEN BREAK COMES. SHE DON'T
LIKE IT. READY TO GO BACK TO SCHOOL. KEEP THE GOOD WORK UP.
1187703
QUE PONGAN MAS POLICIAS EN LOS CAMINOS HACIA LA ESCUELA Y MAS RESPONSABLE PAR QUE LA
GENTE MANEJE MAS DESPARIO POR LA SEGURIDAD DE TODOR LOS NINO.
1187720
CHILDREN UNDER THE AGE OF 13 SHOULD NOT BE PERMITTED TO WALK/BIKE ALONE DUE TO SO MANY
CHILD PREDITORS IN THE WOODFIELD AREA. AS A MATTER OF FACT NO CHILD. SHOULD WALK/BIKE TO
SCHOOL WHEN THE PARENTS ARE PAYING TAXES FOR BUSES. (SCHOOL BUSES) THERE ARE TOO MANY
CHILD PREDITORS IN WOODFIELD.
1187743
AS MUCH AS I TRIED TO ANSWER EVERY QUESTION TO THE BEST OF MY ABILITY THERE ARE A VARIETY
OF FACTORS THAT ASSIST IN MAKING THIS DECISION AND THEY CHANGE DAILY. OUR NEIGHBORHOOD IS
NOT KNOWN FOR ITS HIGH STANDARDS ALTHOUGH THE CITY TRIES.
1187575
1187633
1187646
WHERE WOULD MY CHILD'S BIKE GO IF THEY BIKED TO SCHOOL? THERE'S NO BIKE RACK.
SERRA ALGO EYELENTE QUE PUDIERA TENER LA CONFIANZA QUE MI HIJO SE VAYA CAMINANDO SOLO A
LOS ESCUELA DESPUES DE LOS 10 NOS PERO ME ATEMORIZA TANTO EL CRIMEN Y LA VIOLENICA Y
TANTA GENTE MANEJARDO IRESOONSABLEMENTE. MUCHAS VECES QUEREMOS COMINAR CON ELLOS...
PERO NO HACEMOS POR FALFA DE TIEMPO.
MY CHILD IS ON THE BUS A HOUR TO AND FROM SCHOOL. WHEN I DRIVE HIM IT TAKE 5 MINUTES.
1187732
IF THERE WERE MORE CROSSING GUARDS I WOULD SURELY LET MY CHILDREN WALK TO AND FOROM
SCHOOL.
1187688
PAGE ONLY HAD BACK SIDE
1187540
I HAVE 3 CHILDREN IN SCHOOL AND I DO NOT FEEL COMFORTABLE TO LET THEM BIKE TO THE SCHOOL
BECAUSE THE DISTANCE AND THEY ARE IN LOW GRADES; SO I PREFER TO RIDE THEM TO SCHOOL.
1187543
A.A. AND ABOVE FROM THE UNIVERSITY OF HAWAII (ALSO EXHUSBAND IS COLLEGE EDUCATED)
1187599
ASSOCIATE DEGREE IN SCIENCE
1187707
IT'S JUST TOO DANGEROUS SOMETIMES THE CROSS GUARD LEAVES EARLY AND THEN WHO'S HELPING
THE CHILDREN?
1187731
NEIGHBORHOOD TRAFFIC & AGE ARE HUGE FACTORS
Page 12 of 13
1187737
WALKING IS VERY HEALTHY AND FUN BUT WITHIN THE AREA MY CHILD IS SITUATED THERE IS A LOT OF
CRIME AND VIOLENCE. I WOULD NOT RECOMMENT MY CHILD WALKING TO SCHOOL FROM HOME.
1187494
NONE
1187497
MY CHILD'S MATURITY AND RESPONSIBILITY LEVELS PLAYS IMPORTANT ROLES IN MY DECISION TO
ALLOW ANY CHILD TO WALK TO AND FROM SCHOOL.
1187518
WITH THE THINGS THAT GO ON IN THE WORLD RIGHT NOW I JUST DO NOT FEEL COMFORTABLE LETTING
MY CHILD WALK TO AND FROM SCHOOL.
1187534
I DON'T FEEL COMFORTABLE WITH THEIR AGE TO BE WALKING TO SCHOOL. OUR HOUSE IS FAR FOR
WALKING DISTANCE. I DON'T TRUST THEM BIKING WITH PEOPLE SPEEDING THROUGH THESE ROADS.
1187556
THANK YOU FOR ASKING FOR THE CHILDREN TO START WALKING IN A HEALTHIER WAY FOR THEM.
1187644
WHAT DOES MY EDUCATION LEVEL HAVE TO DO WITH ME ALLOWING MY CHILD TO WALK OR RIDE A BIKE
TO SCHOOL? (QUESTION 15)
1187713
THE NUMBER OF SEX OFFENDERS IN AREA AS WELL AS CRIME IN AREA ARE PRIMARY REASONS.
1187735
QUESTION #10 - SIDEWALKS OR PATHWAYS - LACK THERE OF
1187536
NO COMMENTS
1187587
NO COMMENTS
1187626
ITS JSUT NOT SAFE THESE DAYS & I SEE MANY YOUNG CHILDREN NOT KNOWING HOW TO SAFELY
CROSS THE STREET AFTER SCHOOL.
1187746
WE STAY TOO FAR FROM SCHOOL TO BIKE. I DO THINK THAT BIKING TO SCHOOL IS GREAT EXERCISE.
WE OFTEN BIKE AT THE STATE PARK AS A FAMILY.
1187654
RIDING A BIKE TO SCHOOL IS NOT AN OPTION UNFORTUNATELY.
1187695
I DO NOT FEEL COMFORTABLE LETTING MY CHILD WALK OR BIKE TO SCHOOL AT ANY AGE. TOO MUCH
TRAFFIC AND PEOPLE DON'T PAY ATTENTION WHILE DRIVING. I'VE ALSO WITNESSED CHILDREN PLAYING
IN THE STREET.
1187725
UNTIL MY CHILDREN ARE OLD ENOUGH RESPONSIBLE ENOUGH SMART ENOUGH TO THINK AND ACT
UNDER EXTREME MEASURES AND KNOW HOW TO BE AND STAY SAFE AT ALL TIMES THEY WILL NOT
WALK/BIKE TO SCHOOL.
1187589
TOO MUCH CRIME HERE AND TOO MANY CHILDREN HAVE BEEN HIT BY A VEHICLE.
1187472
MY CHILDREN ARE MY PRIZED POSSESIONS AND WE NO LONGER LIVE IN A WORLD THAT IS SAFE
ENOUGH TO ALLOW THEM TO WALK TO SCHOOL. I WOULD NEVER TAKE A CHANCE ON SOMETHING I
COULD VERY WELL REGRET LATER.
1187566
ESTIMADA MAESTRA POR FABOR ME PUEDE ENBIAR UNA CAPIA EN ESPANOL
1187736
WE STAY TOO FAR FROM SCHOOL TO BIKE. I DO THINK THAT BIKING TO SCHOOL IS GREAT EXERCISE.
WE OFTEN BIKE AT THE STATE PARK AS A FAMILY.
1187586
N/A
Page 13 of 13
APPENDIX E: STUDENT TALLY SUMMARY REPORT
Student Travel Tally Report: One School in One Data Collection Period
School Name: LW Conder Arts Integrated Elementary School
Set ID: 14723
School Group: South Carolina SRTS Resource Center
Month and Year Collected: April 2014
School Enrollment: 0
Date Report Generated: 06/10/2014
% of Students reached by SRTS activities: 76-100%
Tags:
Number of Classrooms
Included in Report: 39
This report contains information from your school's classrooms about students' trip to and from school. The data used in
this report were collected using the in-class Student Travel Tally questionnaire from the National Center for Safe Routes
to School.
Morning and Afternoon Travel Mode Comparison
Morning and Afternoon Travel Mode Comparison
Number
of Trips
Walk
Bike
School
Bus
Family
Vehicle
Carpool
Transit
Other
Morning
1290
13%
1%
34%
48%
4%
0%
0.4%
Afternoon
1215
14%
1.0%
38%
43%
4%
0%
0.4%
Page 1 of 3
Morning and Afternoon Travel Mode Comparison by Day
Morning and Afternoon Travel Mode Comparison by Day
Number of
Trips
Walk
Bike
School Bus
Family
Vehicle
Carpool
Transit
Other
Tuesday AM
0%
0%
0%
0%
0%
0%
0%
Tuesday PM
0%
0%
0%
0%
0%
0%
0%
Wednesday AM
654
13%
1%
33%
49%
3%
0%
0.5%
Wednesday PM
599
14%
1%
38%
43%
3%
0%
0.5%
Thursday AM
636
12%
1%
34%
47%
5%
0%
0.3%
Thursday PM
616
14%
1.0%
37%
43%
4%
0%
0.3%
Page 2 of 3
Travel Mode by Weather Conditions
Travel Mode by Weather Condition
Weather
Condition
Number
of Trips
Walk
Bike
School
Bus
Family
Vehicle
Carpool
Transit
Other
Sunny
2099
14%
0.1%
36%
45%
4%
0%
0.5%
Rainy
60
17%
0%
35%
45%
3%
0%
0%
Overcast
109
10%
0%
30%
54%
6%
0%
0%
Snow
0
0%
0%
0%
0%
0%
0%
0%
Page 3 of 3
APPENDIX F: PRESENTATION, BICYCLE: SIMPLE MACHINES, RODEOS AND
CLASSROOM ACTIVITIES
Bicycles:
Simple Machines, Rodeos, and
Classroom Activities
The Wheel
• Mesopotamia around 3500 BC.
• Surfaces
• 19th Century’s Industrial Revolution.
• Late 1800’s- vision of
modern bike.
The Ordinary?
• Pedal attachment
• Wheel size
• How did this effect
speed and pedaling?
• Why could this type of
design be dangerous?
The Safety Bicycle
• The bicycle of today
• Developed in 1880’s
• More stable, comfortable,
lower center of gravity =
fewer “headers”.
The Spokes
• Strength/ less weight.
• Why does wt matter?
• Tangential vs. Radial –
form follows function.
• Tension not Compression.
• One of the strongest manmade structures on earth.
Tension Not Compression
• Activity 1- If you've
had the occasion to
hold a spoke that was
removed from a wheel,
you've probably
noticed how flimsy it
is. You could bend one
in half without too
much effort. However,
if you tried to pull one
apart you would not
be able to.
Tension Not Compression
• Activity 2Supplies
1. 1 inch width cross-section of PVC
piping with a diameter of at least 6
inches.
2. Yarn
3. Dowel-1 in diameter x 6 in long
4. Drill and small drill bit.
Procedure
1. Drill 4 holes in the center of the
PVC all the way around. (They
shouldbe opposite one another.)
2. Drill two holes all the way through
the dowel in the dowel. There should
be four holes visible from the outside.
3. One the end of the yarn first through a hole in
the PVC (starting from the outside and going
toward the center. Next, run this same string
all the way through the dowel and into the
opposite side of the PVC from where you
started.Be sure to tie knots where the yarn
enters and exits the PVC
4. Do the same for the other holes on the PVC
and dowel.
5. Now twist the dowel and you can see how
tangential spokes work with tension and not
compression. The wheel will turn.
Tires and Resistance
• Surface
• Fat or Thin? (no.. not the
rider…the tire)
• Tire Treads
Although you can't tell from this
image of a locomotive, a steel wheel
will "flatten out" on a steel rail. All
wheels must overcome this "rolling
resistance."
Drives and Gears
• Chain drives
– Allowed rider to ride
between wheels
• Gears
– Allow cyclist to pedal at
comfortable and efficient
rate while traveling uphill,
downhill, headwind or
tailwind
Chain Drive Activity
• What you need:
1. Thread spools, pair of the same
size,, and one of a larger and/or
smaller size.
2. A flat wooden board
3. Nails
4. Rubber bands
• What to do:
Mount the two
spools onto the board with the
nails, far enough apart that the
rubber band will have to stretch to
connect them, and loosely enough
so that the spools can turn easily.
Then connect the two spools with
the rubber band.
Chain Drive Activity
•
•
(continued)
Explore how turning one spool now causes the
other spool to turn. Do they turn at the same
rate? In the same direction?
Other possible explorations:
1.
Mark a point on both spools and rotate them. Try
using one small and one large spool. How does the
rotation of one relate to the other?
2. Put one twist into the rubber band, so that it forms a
figure-8 between the spools. Does this effect the rate
of rotation? Does it affect the direction of rotation?
3. Look at a bicycle’s chain and gears. How is the spool
contraption similar to a bicycle? How is it different?
Gear Exploration
• Gears make pedaling more
efficient, allowing the
cyclist to travel faster and
more easily handle steep
grades.
• What you need:
– A bike with gears
– A piece of chalk or masking
tape
– Paper and Pencil
Gear Exploration (continued)
• What To Do:
Shift the gears so that the chain is on
the smallest cog in the front, and on the largest cog in the
back. Mark the top of the rear tire with the chalk or tape.
Note the position of the pedals. Have someone hold the
bike upright as you turn the pedals one full revolution, so
that the pedals turn to their original position.
– How many times did the rear tire revolve? Write down the number
of revolutions. (Note: you may have to have a friend control the
rear tire with his hand, so that the tire does not spin freely past the
point that the pedals pushed it.)
Gear Exploration (continued)
• Now try the largest gear in the front combined
with the smallest gear in the rear.
– How many times does the rear wheel revolve for one
turn of the pedals?
• Which of these combinations would be better for
climbing a hill? Which would be better for a sprint
in a flat road?
• Experiment with intermediate gear ranges. Make a
chart of the number of rear wheel revolutions each
combination of gears produces for one pedal
revolutions. Why do you think that bikes have
evolved to have more and more gears?
Count Your Teeth
• Gear Ratio Technique
– Counting the teeth
• If front chain ring has 54
teeth and rear chain ring
has 27 teeth you have a
ratio of 2:1. So for every
one turn of the front you
get two turns of the rear.
If the rear had 11 teeth,
then the ratio would be
5:1.

LW Conder Elementary Arts Integrated Magnet School – Columbia

Transcription

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