School Travel Plan Cloverdale FINAL - SaanichGovernment... · School District No. 61 and is located...

SCHOOL TRAVEL PLAN

Cloverdale Traditional School

Transportation and Development Division

Final Report - 2018

SCHOOL TRAVEL PLAN Contents

2

PProgram Funders ..................................................... 4

Introduction ............................................................ 5

Summary ...................................................................................... 5

Background .................................................................................. 5

School Travel Planning .................................................................. 5

The School Travel Planning Process ............................................. 6

School Prof i le .......................................................... 7

Neighbourhood Overview .............................................................. 7

Transportation Overview ............................................................... 7

Basel ine Data .......................................................... 9

Methodology and Results ............................................................. 9

Hands-Up Baseline Data ...................................................... 9 Family Survey Baseline Data ............................................... 10 Transportation Walkabout .................................................. 14

School Travel Chal lenges ........................................ 16

1. A culture of driving ....................................................... 16 2. Pedestrian access from Quadra St. ............................. 17 3. Pedestrian safety on Quadra St. .................................. 19

4. Pedestrian safety at the intersection of Quadra St., Cook St. and Cloverdale Ave. ...................................................... 20 5. Pedestrian safety on Linwood Ave. .............................. 21

Implementation ...................................................... 22

Engineering ................................................................................. 22

New sidewalk on Linwood Ave. .......................................... 22 Education and Engagement ........................................................ 23

Bike skills course ................................................................ 23 Best Routes Map ............................................................... 23 ASRTS on the school website ............................................ 24 Active Travel Committee – Parent Advisory Council ............ 24

Encouragement .......................................................................... 25

Contents

SCHOOL TRAVEL PLAN Contents

3

Bike to School Week .......................................................... 25 Walk and Wheel to School Week ........................................ 25 Walking School Bus ........................................................... 25

FFol low-up Data ...................................................... 27

........................................................... 2

Appendix List ........................................................

Appendix A: School Travel Action Plan Appendix B: Best Routes to School Map Appendix C: Student Hands-up Survey Appendix D: Family Take-home Survey Appendix E: ASRTS Announcement Appendix F: School Travel Planning Membership Appendix G: Base Map Appendix H: Heat Map

SCHOOL TRAVEL PLAN Program Funders

4

The 2016/2017 Active & Safe Routes to School Program is part of People Power, the Active Transportation and Healthy Communities Program, which aims to motivate, support and encourage residents to walk, roll and cycle more often. People Power has been made possible through the generosity of our funding partners.

The Capital Regional District (hereinafter: CRD) is the regional government for 13 municipalities and three electoral areas on southern Vancouver Island and the nearby Gulf Islands, serving more than 377,000 citizens.

The District of Saanich, with a population of 114,000 people, is a sustainable community where providing opportunities for balanced, active and diverse healthy lifestyles is recognized as paramount for ensuring social well-being and economic vibrancy, for current and future generations.

The Real Estate Foundation is a philanthropic organization based in British Columbia. Its mission is to transform land use attitudes and practices through innovation, stewardship, and learning.

The Traffic Safety Commission's purpose is to review traffic safety problems in the capital region and make recommendations for reducing or eliminating them.

The Victoria Foundation is a community foundation that connects visionary donors with causes that truly matter. Its goal is to invest in people, projects, and non-profit organizations that make communities stronger ‒ now and in the long-term.

Program Funders

SCHOOL TRAVEL PLAN Introduction

5

SummaryThe purpose of this School Travel Plan is to provide a summary of the 18-month School Travel Planning process at Cloverdale Traditional School (hereinafter: Cloverdale). The School Travel Plan is a living document belonging to the school that should be revisited regularly in order to update the status of the School Travel Action Plan and to incorporate future evaluation findings. The School Travel Plan identifies and prioritizes engineering, encouragement, and enforcement actions aimed at creating a safer and more comfortable environment for students and their families to walk, bike, and roll to school.

This document consists of information compiled since the CRD’s Active and Safe Routes to School (hereinafter: ASRTS) program began at Cloverdale in the fall of 2016.

Background In 2016, the CRD contracted the Hub for Active School Travel (hereinafter: HASTe) to implement the School Travel Planning process as part of the CRD’s ASRTS program. School districts and municipalities were solicited to identify schools that would benefit from School Travel Planning. Through this process, a total of 20 schools across 10 municipalities and one electoral area were recruited to participate in the program. This report focuses on Cloverdale, located in the District of Saanich (hereinafter: Saanich).

School Travel Planning School Travel Planning (hereinafter: STP) is a community-based planning process that has been used with success to date in communities across Canada to increase the number of families choosing active transportation modes to get to and from school. School Travel Planning uses a collaborative approach, working to involve all relevant stakeholders and enable communities to tackle the root causes of their schools’ transportation challenges.

Introduction

National Active & Safe Routes to School www.saferoutestoschool.ca/ school-travel-planning

HASTe BC www.hastebc.org

Capital Regional District www.crd.bc.ca/project/regional-transportation/active-safe-routes-to-school

District of Saanich www.saanich.ca/EN/main/community/getting-around/walking/safe-routes-to-school.html

SCHOOL TRAVEL PLAN Introduction

6

Key benefits of School Travel Planning are:

Improved physical and mental health Improved traffic safety Reduction in pollution Improved air quality

STP involves a network of representatives of key school-transportation stakeholder groups who make up a Stakeholder Committee and inform and support the STP process. Organizations and individuals that contributed to Cloverdale’s STP process included administrators, teachers, staff, parents, and students from the school as well as staff from Saanich, the Greater Victoria School District, Saanich Police, Island Health, and other community partners.

At individual schools, the STP process is led by an STP Facilitator, who convenes a School Committee, comprised of staff, parents, and administration, to outline specific active school travel barriers and solutions, developing the foundation and specifics for each school’s Travel Plan.

The School Travel Planning Process There are five phases of the 18-month STP process.

SCHOOL TRAVEL PLAN School Profile

7

Cloverdale Traditional Elementary is part of the Greater Victoria School District No. 61 and is located at 3427 Quadra St. in Saanich. The school enrols a steadily increasing number of students from Kindergarten to grade 5, with over 300 students enrolled in 2016/2017. The school building received seismic upgrading in 2016.

Cloverdale is a school of choice with no designated catchment area; according to its website, it accepts students from anywhere in south Vancouver Island. As a traditional school, Cloverdale is defined by an emphasis on the traditional values of citizenship, responsibility and respect, student uniforms, active parent involvement, and educational structure. The school offers a variety of programs and clubs including a Student Leadership Team, a Green Team, reading club, and multiple sports teams. The school is also the location of the Cloverdale Traditional School Child Care Centre, a non-profit society that offers preschool classes for 3- and 4-year-olds as well as before- and after-school care for students attending Cloverdale.

Neighbourhood Overview Cloverdale is located in the Quadra area of Saanich in a mixed residential-commercial area. The Quadra area has a Walk Score of 70/100; Walk Score is a measure of neighbourhood walking accessibility, and is often an indicator of community health and well-being (www.walkscore.com). The school is just south of a commercial intersection that includes gas stations, a grocery store, and a medical clinic. The school is 600 meters from Rutledge Park to the west, 850 meters from Camrose Park to the east, 1.2 km from Peacock Hill Park to the south, and 3.1 km from 53.4-hectare Cedar Hill Park. Cloverdale is also approximately 2 km from the Cedar Hill Recreation Centre and 1.5 km from Mayfair Shopping Centre, a large mall in a commercial area containing many other retail stores.

Transportation Overview Cloverdale is just south of the intersection of Quadra St., Cook St., and Cloverdale Avenue, all of which are major roads and truck routes with sidewalks and dedicated cycling facilities. Quadra St. is also a major transit route. Highway 17 and the Trans Canada Highway are both within 2 kilometres of the school. According to

School Profile

SCHOOL TRAVEL PLAN School Profile

8

Statistics Canada’s 2011 National Household Survey, 11% of employed Saanich residents over the age of 15 report using active transportation modes to get to work.

SCHOOL TRAVEL PLAN Baseline Data

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Methodology and ResultsBaseline school travel data was collected through a variety of methods, including student hands-up surveys, family take-home surveys, a school site visit and walkabout, and meetings with the school community.

Baseline hands-up surveys and family take-home surveys were completed in October and November 2016.

The school site walkabout at Cloverdale took place on December 6, 2016, and the neighbourhood walkabout was conducted on February 20, 2017. The walkabouts were attended by administrators, parents, and various other Stakeholder Committee members. The participants observed the school’s travel patterns and toured the area to investigate and examine concerns. The walkabouts informed the Travel Challenges section of this report, the Best Routes to School map (Appendix B), and the School Travel Action Plan (Appendix A).

Hands-Up Baseline Data 13 divisions from grades K-5 participated in hands-up surveys in October 2016. Teachers asked students to raise their hands when identifying their method of travel to and from school, and recorded responses daily over the course of one week. Results from this survey are presented below.

Baseline Data

Travel Mode to School Travel Mode from School .

Walk 19% Walk Part-

Way 2%

Car 71%

Carpool 5%

Bicycle 1%

Public Transit

2% Walk 22% Walk Part-

Way 2%

Car 66%

Carpool 7%

Bicycle 1%

Public Transit

2%

“[Walking is a] great way to get fresh air and wake up in the morning. It’s fun to experience the environment and burn off some energy before sitting all day.”

- Cloverdale Parent


10

A copy of the baseline hands-up survey is attached to this document as Appendix C.

Family Survey Baseline Data Family take-home surveys were sent home with each student in October 2016. Families were asked to complete the survey and return it to the school within one week. Families were asked about their child(ren)’s travel choices to and from school, factors that influenced transportation decisions, and local transportation concerns. A copy of the baseline family take-home survey is attached to this document as Appendix D.

147 families completed the survey at Cloverdale, a return rate of 49%. The findings from this survey are presented below.

How does your child(ren) usually get to and from school?

Parents and guardians reported very similar mode share percentages as in the hands-up survey, but with slightly lower rates of driving and higher rates of walking.

23%

1% 2% 2% 5%

67%

22%

1% 2% 3% 6%

66%

0%

20%

40%

60%

80%

Walk Walk part-way Bicycle Public Transit Carpool Car

% R

esp

ond

ents

To School From School


11

Who usually accompanies your child on the way to school?

Nearly all (93%) students travel to and/or from school with a parent, grandparent, or other adult. Only 6% travel alone, or with a friend or sibling companion.

How far away from school do you live?

Over half of Cloverdale students (56%) live within 1.6km of the school. Of the 34 families (24%) that live within 0.5 kilometres of the school, 44% – almost half – are regularly driven to and from school.

90%

3% 1% 2% 3%

0%

20%

40%

60%

80%

100%

Parent/ Grandparent

Other adult Sibling Friend Child travels alone

% R

esp

ond

ents

24%

32%

20% 24%

0%

10%

20%

30%

40%

Less than 0.5 km 0.51 to 1.59 km 1.6 to 3 km Over 3 km

% R

esp

ond

ents


12

Our neighbourhood is safe for children to walk to school

The majority (71%) of families believe their neighbourhood is safe for children to walk to school, while just over a quarter (28%) do not agree with this statement,

What are the main reasons your child(ren) is/are usually driven to/from school?

Parents cited being on the way to somewhere else (50%), distance (49%), and convenience (44%) as the most common reasons for driving their child to and/or from school. Notable “Other” responses related to the age of the child and having various afterschool activities.

9%

62%

26%

2% 0%

20%

40%

60%

80%

Strongly Agree Agree Disagree Strongly Disagree

%% R

esp

ond

ents

50% 49% 44%

22% 16%

12% 6%

0%

20%

40%

60%

I'm on my way somewhere else

Distance from home is too far

Convenience/time pressures

Traffic danger Weather Personal safety issues

Other

% R

esp

ond

ents

“Time is a huge factor in the mornings and afternoons…If we had the luxury of time (i.e., didn’t work) then we would probably choose to cycle using a less direct but less busy route to school.”

- Cloverdale Parent


13

I would allow my child(ren) to walk to school if…

Among the 117 families who reported driving their child(ren) to and/or from school, the most common conditions under which parents indicated they would allow their child to walk to and/or from school were if the child were not alone (59%), if they were older (56%), and if they lived closer (50%).

I would allow my child(ren) to cycle to school if...

Parents indicated that they would allow their child(ren) to bike to and/or from school primarily if they were older (59%), if there were safer routes (50%), and if they were not alone (35%). “Other” responses related to the difficulty and steepness of terrain on the route to and from school.

59% 56% 50%

29% 26%

4%

0%

20%

40%

60%

He or she did not walk alone

They were older

The did not live so far from

school

There were reduced traffic

dangers

There was a safer or

improved walking route

Other

% R

esp

ond

ents

59% 50%

41% 36% 35%

23%

10% 6%

0%

20%

40%

60%

They were older There was a safer or improved cycling route

They did not cycle alone

There were reduced traffic

dangers

They did not live so far away from

school

They received bicycle safety

training

They could lock their bicycle in a

safe place

Other

% R

esp

ond

ents


14

When you walk or cycle as a family, what motivates you?

Families who walk or cycle together reported being primarily motivated by the benefits of physical activity (82%), not having to worry about parking (57%), and to a lesser extent the environmental benefits (28%) and the level of fun (21%) associated with walking or cycling as a family.

Transportation Walkabout Two walkabouts were held at Cloverdale to explore transportation challenges facing the school, and begin developing strategies to help the school community overcome them.

A school site walkabout, attended by members of the school community, was held on December 6, 2016 to explore issues pertaining to the school site and campus.

87%

71%

29% 28% 20% 19%

15%

5% 5% 5% 3%

0%

20%

40%

60%

80%

100%

Phys

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ivity

Not

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abou

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Envi

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Mor

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Spen

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Che

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Safe

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g

% R

esp

ond

ents


15

Parents, staff and stakeholders on the community walkabout

A community walkabout, attended by members of both the school community and the external partner network, was held on February 20, 2017 to explore traffic safety issues and potential walking and cycling routes around the school.

Both walkabouts were followed by meetings at which participants debriefed and discussed their experiences, and began brainstorming solutions to the challenges they had observed. The walkabouts and subsequent discussions informed the School Travel Action Plan developed for Cloverdale (Appendix A).

SCHOOL TRAVEL PLAN School Travel Challenges

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School travel challenges are the barriers to active travel faced by students, families and staff at Cloverdale. These challenges were identified through the take-home surveys where students identified on a map the areas of their highest concern, through focus groups with student leaders, and through conversations with the school administrators and other members of the school community.

This section, along with Cloverdale’s School Travel Action Plan (Appendix A), identifies some of the challenges and presents solutions, drawn from the school community and best practices in the field of ASRTS, to overcome the barriers to active travel at Cloverdale.

1. A culture of driving According to baseline survey results, 67% of students at Cloverdale are driven to and from school – among the highest rates of driving of all Saanich schools that have completed school travel planning. Even among Cloverdale students who live within 1.6 km of the school (generally considered a walkable distance for primary- and intermediate-aged children), driving is the most common form of transportation to school.

When asked why they drive their children to school, Cloverdale parents chose “convenience” (44%), “distance” (49%), and the fact that they were “on their way somewhere else” (50%) over factors such as traffic and concern for personal safety. The school’s designation and broad geographical reach, along with its families’ reliance on motor vehicles for trips to and from school, have combined to foster a culture of driving that has put access by motor vehicle ahead of other competing considerations in recent key decisions.

In 2015, when given an opportunity to provide input into the plans for Cloverdale’s seismic upgrade, parents advocated for the school’s pick-up/drop-off loop to be enlarged. This change was incorporated into the design, annexing what had previously been

In 2015 Cloverdale parents asked for, and received, more space for car parking and circulation at the school

School Travel Challenges


17

play space to provide more room for motor vehicles.

Parents and staff on the school site walkabout

2. Pedestrian access from Quadra St. Cloverdale’s front entrance faces west towards Quadra St., a four-lane major road. Quadra St. has sidewalks both north and south of the school, but pedestrian access to the school itself is limited.

Walkabout participants review the alignment of the sidewalk on Quadra St. and the pedestrian pathway to the school on the south side of the pick-up/drop-off loop

A combined pick-up/drop-off loop and parking lot provides access to the school’s front entrance. At the southern driveway (entrance), there is a gap between the sidewalk on Quadra St. and the pedestrian pathway on school grounds. At the northern driveway (exit) there is no dedicated pedestrian path: walking students and families must navigate moving and parked cars in order to access the school.


18

On the north of the pick-up/drop-off loop, pedestrians must walk through the driveway to get to the school

Through the take-home survey and at the school walkabout, parents and administrators expressed concerns about the safety and visibility of walking and cycling students, as well as students accessing the transit bus stop situated between the two driveways, sharing space with motor vehicles. During the walkabout, parents mentioned that they often observe drivers leaving the school “looking for cars rather than pedestrians” as they exit the pick-up/drop-off loop driveway onto Quadra St.

In the spring of 2017, Saanich restricted parking in front of the school along Quadra St. to improve sightlines for drivers exiting the school’s driveway, but concerns about the safety of students persist. Providing a dedicated pedestrian pathway on the north end of the pick-up/drop-off loop, either by installing a raised curb or using bumper curbs, would separate walking students and families from motor vehicles and improve comfort and safety in front of the school. In the near term, paint could be used to


19

delineate pedestrian and motor vehicle space in the pick-up/drop-off loop.

3. Pedestrian safety on Quadra St. Over a quarter of the written comments provided by Cloverdale parents through the baseline take-home survey related to traffic and pedestrian safety concerns on Quadra St., which borders the school to the west.

Through the take-home survey, parents commented that drivers frequently disregard traffic signals, fail to look for or give right of way to pedestrians at intersections and driveways, and often exceed the speed limit. Of Quadra St. itself, parents remarked on its narrow sidewalks that feel to close to vehicle lanes, long crossing distances at intersections, and lack of bike lanes.

The two four-way intersections on Quadra St. closest to the school have full traffic signals, and the stretch of Quadra St. around the school is a school area, marked by warning signs to identify to drivers that they are in the presence of a school and the possibility of children entering the roadway.

The Best Routes to School map developed for Cloverdale highlights quieter and lower traffic alternatives to Quadra St. as preferred pedestrian routes to and from Cloverdale. Linwood Ave. in particular, which lies to the east of the school and recently received upgrades to its pedestrian infrastructure, was highlighted as a best walking route to school.

Quadra St. looking north towards the school


20

The intersection of Quadra St., Cook St. and Cloverdale Ave.

4. Pedestrian safety at the intersection of Quadra St., Cook St. and Cloverdale Ave. Many of the safety concerns raised by parents about Quadra St. related specifically to the irregular intersection of Quadra St., Cook St., and Cloverdale Ave. situated just north of the school.

Parents expressed concern that the intersection’s irregular orientation reduced visibility and impeded sightlines for pedestrians and drivers alike, and noted that the intersection experiences heavy vehicle traffic, especially during the periods before and after school.

During the school travel planning process, a crossing guard patrolled this intersection, facilitating pedestrian crossings. However, during the debrief meeting that preceded the school walkabout, parents mentioned that the crossing guard position is not always staffed.


21

5. Pedestrian safety on Linwood Ave. At the outset of the school travel planning process, parents expressed concerns about pedestrian safety and the lack of pedestrian infrastructure on Linwood Ave., a residential road that borders the school to the east.

Linwood Ave. had a sidewalk on its west side between Cook St. and the school – but the sidewalk did not continue south of the school. In that direction, parents expressed concerns that the street was too narrow to be safely shared by pedestrians and motor vehicles, and that motor vehicles often exceeded the 30 km/h school-zone speed limit.

At the outset of the STP process at Cloverdale, the District of Saanich had a plan to upgrade active travel infrastructure on Linwood Ave. already in place. Details are included in the Implementation section of this document. Linwood Ave. south of the

school

SCHOOL TRAVEL PLAN Implementation

22

Over the course of the STP process at Cloverdale, a number of interventions were undertaken to address barriers to active school travel and encourage walking and cycling trips to school. Education and Engagement interventions inform members of the school community about active transportation; Encouragement interventions encourage students and families to travel actively; Enforcement interventions compel awareness of and compliance with traffic laws and bylaws; and Engineering interventions are physical changes that make walking and cycling safer, more comfortable and more convenient.

Interventions undertaken during the STP process at Cloverdale are detailed in the section below. Interventions identified that have yet to be undertaken can be found in Cloverdale’s School Travel Action Plan (Appendix A).

Engineering New sidewalk on Linwood Ave. In the spring of 2017, Saanich installed 420 meters of sidewalk on the west side of Linwood Ave., extending the sidewalk south of the school to Tolmie Ave. and providing a high-quality route to walking families approaching the school from the south.

New sidewalk on Linwood Ave. south of the school

Implementation


23

Education and EngagementBike skills course One division at Cloverdale participated in the kids' bike skills course, which featured three hours of on-bike practical training, teaching them bike handling skills through fun games and interactive activities. The course is a fundamental tool in helping students safely use their bikes to commute to school. The bike skills course was held at Cloverdale in May 2017.

Cloverdale will be hosting a bike skills course each year to continue developing the school’s cycling culture.

Cycling education at Cloverdale

Best Routes Map A Best Routes Map was created for each of the schools that participated in the Active and Safe Routes to School initiative. The routes on the map were selected based on the information gathered through the School Travel Planning process, and input and recommendations from school stakeholders. In addition to an electronic version, the map was printed as a large-scale poster. The map is laminated and displayed in the main foyer entrance of the school to let students know about the most comfortable routes to travel actively to school.

Students were introduced to the Linwood corridor upgrades, once they were complete in the spring of 2017, by using the Best


24

Routes to School map and touring the sidewalk with their teachers.

ASRTS on the school website The administration at Cloverdale worked with the school’s STP facilitator to incorporate information and messaging about active travel on to the school’s website.

On its “getting to school”, Cloverdale tells families how and why to do so actively

Active Travel Committee – Parent Advisory Council The Parent Advisory Council at Cloverdale established an Active Travel Committee to coordinate the school’s ASRTS efforts. The committee was coordinated by a parent volunteer, who focused on implementing the School Travel Action Plan and provided updates back to the PAC as needed throughout the project; this volunteer was supported by the PAC overall, as well as by other parent volunteers as needed.


25

The work of the PAC’s Active Travel Committee helped ingrain the ASRTS program within the fabric and culture of the Cloverdale school community, and raised the profile and priority of the program.

Encouragement Bike to School Week A week after hosting the bike skills course, Cloverdale participated in the Greater Victoria Bike to School week. From May 29-June 2, 2017, students and teachers tracked the number of students riding their bicycles for the purposes of school travel (traveling by bike one way or part-way counted as participation) on a large bulletin board in the main hallway of the school. This public display of participation was intended to encourage and inspire others to also participate.

Walk and Wheel to School Week Walk and Wheel to School Week is a program designed to celebrate active travel, and is an opportunity for schools to encourage students and families who currently drive to school to explore active travel options.

The campaign was held from October 2-6, 2017. Schools that registered for the program received help from CRD staff with events and resources such as travel tracking sheets, giveaways and prizes, and information on the benefits of active travel.

Cloverdale Traditional School participated in Walk and Wheel to School Week by tracking student participation. Students were given a wheel or a shoe sticker each day that they walked or wheeled to school. The stickers were put onto a tracking poster that is now located at the front foyer of the school.

The CRD’s Active and Safe Routes to School Education and Engagement Coordinator attended a school assembly during Walk and Wheel to School Week to promote the program and the use of active transportation for the journey to and from school.

Walking School Bus A walking school bus involves a group of students, chaperoned by an adult, walking to school along a set route and picking up


26

students along the way, similar to how a school bus would drive them to school. Drive to Five is a program that encourages parents to drop their children off at designated locations that are within a 5-minute safe and comfortable walk to school.

A Drive to Five signs marks the meeting spot for the Rutledge Park Walking School Bus

A parent volunteer at Cloverdale is organizing a monthly walking school bus that would leave from the school’s Drive to Five location in Rutledge Park, which takes advantage of the newly completed sidewalk on Linwood Ave. November was the first month for the walking school bus. The parent volunteer will be hosting it again in December. The CRD’s ASRTS programprovided newsletter content and a walking school bus sign for the group leader to carry on the walk to school.

SCHOOL TRAVEL PLAN Follow-up Data

27

Methodology and Results Online surveys were completed during October and November 2017, a year after baseline data was collected. A total of 58 families completed the follow-up surveys.

How does your child usually get to school?

In the baseline survey conducted in the fall of 2016, 67% of families reported driving to school and another 23% reported walking. In the follow-up survey, 52% of families reported driving to school, 29% reported walking, and 9% reported cycling. Overall, the rate of walking increased slightly, the rate of cycling increased dramatically, and the rate of driving decreased by almost a quarter.

Follow-up Data

23%

1% 2% 0% 2% 5%

67%

0%

29%

2%

9%

0% 2% 5%

52%

2%

0%

20%

40%

60%

Walk / Scooter / Skate

Walk part-way Bicycle School bus Public Transit Carpool Car Other

% R

esp

ond

ents

Baseline Follow-up

SCHOOL TRAVEL PLAN Follow-up Data

28

In what ways have your family's school travel habits changed, since the School Travel Planning process began in 2016?

In the follow-up survey, 22% of families reported that they were driving less to school, 4% that they were driving more to school, and 74% that their travel habits were unchanged.

Which School Travel Planning activities do you feel have been most effective for your family?

Parents who completed the survey felt that infrastructure improvements, the Best Routes to School map, and Walk and Wheel to School Week were the most effective activities implemented during the school travel planning processes.

Less driving 22%

Not changed 74%

More driving 4%

31%

6% 4%

14%

6%

11% 11%

18%

0%

10%

20%

30%

Infrastructure improvements

Signage changes

New bike racks Walk and Wheel to School week

Bike to School week

Newsletter announcements

Bike skills and safety training

Best Routes to School map

%% R

esp

ond

ents

SCHOOL TRAVEL PLAN

SCHOOL TRAVEL PLAN Appendix List

Appendix A: School Travel Action Plan

Appendix B: Best Routes to School Map

Appendix C: Student Hands-up Survey

Appendix D: Family Take-home Survey

Appendix E: ASRTS Announcement

Appendix F: School Travel Planning Membership

Appendix G: Base Map

Appendix H: Heat Map

Appendix List

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hrou

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arki

ng lo

ts a

ndsc

hool

gro

unds

Fron

t ent

ry a

s are

a of

mos

t pot

entia

l con

flict

s bet

wee

npe

dest

rians

and

veh

icles

Impr

oper

use

of d

rop-

off z

one

by p

aren

tsLa

ck o

f acc

essib

le b

ike

park

ing

facil

ities

des

pite

hea

vybi

ke u

se d

urin

g ni

ce w

eath

er

BASE

LINE

MO

DE S

HARE

: TO S

CHO

OL

FRO

M S

CHO

OL

Wal

k/Sc

oote

r/Sk

ate

23%

22

%

Wal

k pa

rt-w

ay

1%

1%

Bicy

cle

2%

2%

Publ

ic Tr

ansit

2%

3%

Ca

rpoo

l 5%

6%

Ca

r 67

%

66%

TRAV

EL D

ISTA

NCE

TO

SCH

OO

L:

< 0.

5 km

24

%

0.51

– 1

.59

km

32%

1.

6 –

2.99

km

20

%

> 3

km

24%

Loca

tion

Actio

n Ty

pe

Actio

n De

scrip

tion

Prio

rity

Stat

us

Star

t Dat

e /

End

Date

N

ext S

teps

N

otes

Adm

inist

ratio

n Edu.

Su

ppor

t Bik

e Sk

ills

Cour

se

Liaise

with

STP

/PAC

to o

rgan

ize b

ike

skill

s cou

rses

for s

tude

nts i

n Gr

ades

3

- 5

High

In

Pr

ogre

ss

Jan

- Jun

e 20

17

Wor

k w

ith P

AC/G

VBTW

S to

sele

ct d

ates

/tim

es;

wor

k w

ith te

ache

rs/s

choo

l to

sele

ct st

uden

ts to

pa

rtici

pate

; pro

mot

e to

st

uden

ts/ p

aren

ts; a

ccep

t re

gist

ratio

ns (2

4)

Loca

tion

Actio

n Ty

pe

Actio

n De

scrip

tion

Prio

rity

Stat

us

Star

t Dat

e /

End

Date

N

ext S

teps

N

otes

Ed

u.

Wal

king

Sch

ool B

us

Iden

tify

cham

pion

s and

use

re

sour

ces a

vaila

ble

to e

duca

te

pare

nts o

n ho

w to

lead

a w

alki

ng

scho

ol b

us fr

om th

eir a

rea

Med

. No

t st

arte

d M

ay -

Oct

20

17

Assis

t with

iden

tifyi

ng,

educ

atin

g an

d en

cour

agin

g ch

ampi

on p

aren

ts

Assis

t with

org

anizi

ng

pare

nt in

fo n

ight

/eve

nt

Enco

urag

e w

alki

ng to

sc

hool

thro

ugh

new

slett

er

Enco

urag

e pr

actic

ing

wal

king

sc

hool

bus

ove

r the

sum

mer

and

pl

an fo

r Fal

l lau

nch

Ed

u.

Tran

sit u

se

educ

atio

n fo

r st

uden

ts

BC T

rans

it ha

s dev

elop

ed E

lem

enta

ry

scho

ol e

ngag

emen

t cam

paig

n. B

ring

that

cam

paig

n to

Clo

verd

ale.

Low

No

t st

arte

d Se

p-17

Lia

ise w

ith A

TC/P

AC &

STP

Pr

ovid

e as

sista

nce

whe

re

nece

ssar

y Su

ppor

t Tea

cher

s usin

g BC

Tr

ansit

mat

eria

ls

En

c.

Part

icipa

te in

Wal

k an

d W

heel

Wee

k En

cour

age

staf

f, st

uden

ts a

nd

fam

ilies

to p

artic

ipat

e in

Wal

k an

d W

heel

to S

choo

l Wee

k.

Wor

k w

ith S

TP/P

AC to

crea

te e

vent

s re

cogn

izing

par

ticip

atio

n

High

No

t st

arte

d Ju

ne -

Oct

20

17

Begi

n di

scus

sions

abo

ut

pote

ntia

l act

iviti

es w

ith

STP

& A

TC/P

AC in

June

En

c.

Prom

ote

Driv

e to

Fi

ve Z

ones

Pr

omot

e id

entif

ied

Driv

e to

Fiv

e zo

nes

1. R

utle

dge

Park

2.

Par

kdal

e Pa

rk (b

otto

m o

f Lin

woo

d)

3. T

olm

ie P

ark

4. C

amro

se P

ark

High

No

t st

arte

d M

ay -

June

20

17

Prom

ote

the

use

of D

rive

to F

ive

Zone

s in

pare

nts’

new

slett

er (a

ttac

hing

Bes

t Ro

utes

map

) Us

e Sc

hool

Mar

quee

An

noun

cem

ent i

ts u

se

durin

g m

orni

ng/a

ftern

oon

anno

unce

men

ts

2

Loca

tion

Actio

n Ty

pe

Actio

n De

scrip

tion

Prio

rity

Stat

us

Star

t Dat

e /

End

Date

N

ext S

teps

N

otes

Linw

ood

Ave

east

of

the

scho

ol

Enc.

Hi

ghlig

ht Li

nwoo

d ac

tive

trav

el co

rrid

or

High

light

Linw

ood

impr

ovem

ents

, en

cour

agin

g its

use

as m

uch

as

poss

ible

High

No

t st

arte

d De

c-17

In

clude

Linw

ood

upda

tes

in n

ewsle

tter

Us

e AT

C/PA

C co

mm

unica

tion

blur

bs in

ne

wsle

tter

, ass

ist

high

light

ing

Linw

ood

Liaise

with

STP

& D

istric

t re

: con

stru

ctio

n up

date

s Q

uadr

a St

wes

t of

the

scho

ol

Enf.

Tact

ical U

rban

ism

Thre

e pa

rkin

g sp

aces

hav

e be

en

rem

oved

from

fron

t of s

choo

l in

front

of b

us st

op to

impr

ove

visib

ility

. En

sure

thes

e sp

aces

don

’t be

com

e an

enf

orce

men

t iss

ue b

y ad

ding

pla

nter

box

es o

r bik

e pa

rkin

g in

thos

e sp

aces

inst

ead

Low

No

t st

arte

d Ju

n-17

Nort

h sid

e of

the

scho

ol

Eng.

In

stal

l doo

rbel

l or

'dire

ct li

ne' p

hone

In

stal

l doo

rbel

l or d

irect

line

pho

ne

outs

ide

of th

e ex

terio

r doo

r on

the

nort

h sid

e of

the

scho

ol to

facil

itate

en

try

by th

ose

in w

heel

chai

rs o

r with

m

obili

ty re

stric

tions

, and

stud

ents

us

ing

the

bike

rack

s.

High

No

t st

arte

d Pr

incip

al m

entio

ned

an in

ciden

t w

here

a p

aren

t in

a w

heel

chai

r w

as w

aitin

g fo

r ~ 2

0min

s bef

ore

som

eone

hea

rd.

3

Loca

tion

Actio

n Ty

pe

Actio

n De

scrip

tion

Prio

rity

Stat

us

Star

t Dat

e /

End

Date

N

ext S

teps

N

otes

Activ

e Tr

avel

Com

mitt

ee /

Pare

nt A

dviso

ry C

ounc

il

Ed

u.

Org

anize

Bik

e Sk

ills

Cour

se

Wor

k w

ith G

VBTW

S (if

no

STP)

to

orga

nize

bik

e sk

ills c

ours

e(s)

de

velo

ping

traf

fic k

now

ledg

e fo

r st

uden

ts in

Gra

des 3

- 5

High

In

Pr

ogre

ss

Jan

- Jun

e 20

17

Add

Bike

Ski

lls C

ours

es

as P

AC in

itiat

ive

Secu

re $

1500

ann

ually

fo

r bik

e sk

ills c

ours

e (in

ca

se fr

ee o

ptio

ns a

ren'

t av

aila

ble)

Ed

u.

Wal

king

Sch

ool B

us

Iden

tify

cham

pion

s and

use

re

sour

ces a

vaila

ble

to e

duca

te

pare

nts o

n ho

w to

lead

a w

alki

ng

scho

ol b

us fr

om th

eir a

rea.

Wor

k w

ith C

hris

McD

erm

ott (

pare

nts w

ho

has l

ead

a W

SB a

t CTS

for f

ive

year

s)

to b

uild

capa

city

of o

ther

par

ents

to

repl

icate

his

achi

evem

ent

Med

. No

t st

arte

d M

ay -

Oct

20

17

Crea

te o

ppor

tuni

ty fo

r Ch

ris M

cDer

mot

t to

educ

ate/

trai

n ch

ampi

on

pare

nts

Prov

ide

Best

Rou

tes

map

s to

Cham

pion

pa

rent

s In

corp

orat

e re

cogn

ition

of

par

ents

’ effo

rts i

n es

tabl

ished

PAC

eve

nt(s

)

*Enc

oura

ge a

s par

t of W

alk

and

Whe

el W

eek

activ

ities

En

c.

Prom

ote

Driv

e to

Fi

ve Z

ones

Pr

omot

e id

entif

ied

Driv

e to

Fiv

e zo

nes

1. R

utle

dge

Park

2.

Par

kdal

e Pa

rk (b

otto

m o

f Lin

woo

d)

3. T

olm

ie P

ark

4. C

amro

se P

ark

High

No

t st

arte

d M

ay-1

7 De

velo

p in

itiat

ive

to

enco

urag

e th

e us

e of

the

Driv

e to

Fiv

e Zo

nes

4

Loca

tion

Actio

n Ty

pe

Actio

n De

scrip

tion

Prio

rity

Stat

us

Star

t Dat

e /

End

Date

N

ext S

teps

N

otes

Enc.

Pa

rtici

pate

in W

alk

and

Whe

el W

eek

Deve

lop

full

activ

ities

& e

vent

s ca

mpa

ign

for W

alk

and

Whe

el W

eek

com

bini

ng W

alk

on W

edne

sday

and

Dr

ive

to F

ive

Zone

Laun

ch

High

No

t st

arte

d Ju

ne -

Oct

20

17

Org

anize

eve

nts (

Driv

e to

Fi

ve, B

lock

par

ty,

Side

wal

k of

Fam

e,

Wal

kOn

Wed

nesd

ay

revi

taliz

atio

n...)

Fa

cilita

te d

efin

ing

'team

s' Pr

ovid

e re

sour

ces t

o pa

rtici

patin

g cla

ssro

oms

Iden

tify

volu

ntee

rs fo

r ev

ent a

ctiv

ities

Cont

act M

onk'

s offi

ce fo

r art

, cra

ft or

oth

er su

pplie

s tha

t mig

ht b

e ne

cess

ary

for t

he e

vent

M

onk'

s Com

mun

ity S

uppo

rt:

http

://w

ww

2.m

onk.

ca/d

onat

ions

/

Linw

ood

Ave

east

of

the

scho

olEn

c.

High

light

Linw

ood

activ

e tr

avel

corr

idor

Hi

ghlig

ht Li

nwoo

d im

prov

emen

ts,

enco

urag

ing

its u

se a

s muc

h as

po

ssib

le

High

No

t st

arte

d De

c-17

En

cour

age

activ

e tr

avel

on

Linw

ood

thro

ugh

com

mun

icatio

ns a

nd

PAC

even

ts

Liaise

with

STP

, Adm

in

re: c

onst

ruct

ion

upda

tes

Qua

dra

St w

est

of th

e sc

hool

E

nf.

Tact

ical U

rban

ism

Thre

e pa

rkin

g sp

aces

hav

e be

en

rem

oved

from

fron

t of s

choo

l in

front

of b

us st

op to

impr

ove

visib

ility

. En

sure

thes

e sp

aces

don

’t be

com

e an

enf

orce

men

t iss

ue b

y ad

ding

pla

nter

box

es o

r bik

e pa

rkin

g in

thos

e sp

aces

inst

ead

Low

No

t st

arte

d Ju

n-17

Nort

h sid

e of

the

scho

ol

Eng.

In

crea

se b

ike

park

ing

facil

ities

Fu

ndra

ise to

pur

chas

e m

ore

bike

ra

cks

High

In

Pr

ogre

ss

5

Loca

tion

Actio

n Ty

pe

Actio

n De

scrip

tion

Prio

rity

Stat

us

Star

t Dat

e /

End

Date

N

ext S

teps

N

otes

BC T

rans

itW

est s

ide

of

scho

ol o

n Q

uadr

a St

Relo

cate

curr

ent

Tran

sit st

op

Curr

ent l

ocat

ion

of tr

ansit

stop

ca

uses

bus

ing

stud

ents

and

fam

ilies

to

cros

s acc

ess t

he sc

hool

by

wal

king

th

roug

h th

e dr

op o

ff lo

op. M

ove

the

tran

sit st

op n

orth

or s

outh

of t

he

drop

off

loop

to a

lign

it w

ith sa

fe a

nd

sepa

rate

d w

alki

ng p

athw

ay to

the

scho

ol. S

top

No. 1

0059

9

High

Lin

dsay

will

revi

ew lo

catio

n w

ith B

us S

top

Com

mitt

ee

at Ju

ne M

eetin

g. Li

ndsa

y w

ill th

en e

ngag

e w

ith

Saan

ich to

disc

uss.

Edu.

Tr

ansit

use

ed

ucat

ion

for

stud

ents

BC T

rans

it ha

s dev

elop

ed E

lem

enta

ry

scho

ol e

ngag

emen

t cam

paig

n. B

ring

that

cam

paig

n to

Clo

verd

ale.

Med

In

Pr

ogre

ss

17-S

ep

Conn

ect w

ith A

nita

for

laun

ch d

ate

of p

rogr

am

and

how

it co

uld

be u

sed

at C

love

rdal

e

Loca

tion

Actio

n Ty

pe

Actio

n De

scrip

tion

Prio

rity

Stat

us

Star

t Dat

e /

End

Date

N

ext S

teps

N

otes

Dist

rict o

f Saa

nich

Linw

ood

Ave.

ea

st o

f the

sc

hool

Eng.

Im

prov

e pe

dest

rian

conn

ectiv

ity o

n Lin

woo

d fro

m

Tolm

ie to

Coo

k St

reet

Upgr

ade

sidew

alks

Lo

w

Com

plet

e .

Wes

t sid

e of

sc

hool

on

Qua

dra

St

Eng.

Im

prov

e pe

dest

rian

acce

ss fr

om Q

uadr

a St

.

Impr

ove

conn

ectiv

ity o

f the

side

wal

k on

the

sout

h sid

e of

dro

p lo

op

entr

ance

driv

eway

. Sid

ewal

k an

d pe

dest

rian

entr

ance

to sc

hool

cu

rren

tly d

o no

t con

nect

and

are

not

at

the

sam

e gr

ade

Med

. No

t st

arte

d As

prio

ritie

s an

d bu

dget

pe

rmits

Cons

ider

impr

ovin

g co

nnec

tivity

of t

he

sidew

alk

on th

e so

uth

Pare

nts c

urre

ntly

pus

hing

bug

gies

up

gras

s pat

ch o

r are

wal

king

into

the

driv

ing

traf

fic o

f the

dro

p lo

op.

*Thi

s ite

m h

as b

een

adde

d to

the

Dist

ricts

side

wal

k pr

iorit

y lis

t

6

Loca

tion

Actio

n Ty

pe

Actio

n De

scrip

tion

Prio

rity

Stat

us

Star

t Dat

e /

End

Date

N

ext S

teps

N

otes

5-w

ay

Inte

rsec

tion

of

Cook

St.,

Qua

dra

St.,

and

Clov

erda

le A

ve

Eng.

In

stal

l cyc

ling

infra

stru

ctur

e Cu

rren

tly th

ere

are

no b

ike

lane

s on

Qua

dra

St. b

etw

een

Tatt

ersa

ll Dr

. an

d th

e 5-

way

inte

rsec

tion.

High

No

t st

arte

d As

prio

ritie

s an

d bu

dget

pe

rmits

Cons

ider

inst

allin

g ne

w

cycli

ng in

frast

ruct

ure

on

Qua

dra

Stre

et a

s pr

iorit

ies a

nd b

udge

t pe

rmit.

*Cyc

ling

infr

astr

uctu

re p

roje

cts w

illbe

prio

ritize

d up

on co

mpl

etio

n of

th

e Di

stric

ts A

ctiv

e Tr

ansp

orta

tion

Plan

.

Stob

a La

ne

Eng.

Im

prov

e pe

dest

rian

path

Up

grad

e th

e pe

dest

rian

path

co

nnec

ting

Stob

a La

ne to

Elli

ston

Pl.

Med

. No

t st

arte

d As

prio

ritie

s an

d bu

dget

pe

rmits

Cons

ider

upg

radi

ng

path

way

as p

riorit

ies a

nd

budg

et p

erm

its.

*Thi

s ite

m h

as b

een

adde

d to

the

Dist

ricts

side

wal

k pr

iorit

y lis

t

Eval

. Re

view

Sur

vey

&

Wal

kabo

ut S

umm

ary

Pres

enta

tion

Revi

ew p

rese

ntat

ion

and

prov

ide

sugg

estio

ns o

n w

hich

are

as o

f co

ncer

n m

unici

palit

y ca

n ad

dres

s (s

hort

, med

ium

& lo

ng te

rm)

High

No

t st

arte

d Re

view

Act

ion

Plan

s af

ter C

RD +

HAS

Te

revi

ews

Loca

tion

Actio

n Ty

pe

Actio

n De

scrip

tion

Prio

rity

Stat

us

Star

t Dat

e /

End

Date

N

ext S

teps

N

otes

Scho

ol D

istric

tNo

rth

side

of th

e sc

hool

En

g.

Impr

ove

bike

pa

rkin

g fa

ciliti

es

Repl

ace

curr

ent b

ike

rack

s with

ne

wer

mod

el; r

eloc

ate

som

e ra

cks t

o w

est s

ide

(fron

t) of

scho

ol cl

ose

to

the

front

doo

r, an

d fin

d su

itabl

e sit

e on

the

east

side

of t

he sc

hool

that

is

safe

and

acc

essib

le fr

om Li

nwoo

d

High

In

Pr

ogre

ss

Liaise

with

Sch

ool T

rave

l Pl

anne

r reg

ardi

ng b

ike

rack

s fro

m C

RD

Inst

all b

ike

rack

s whe

n re

ceiv

ed; p

rovi

de

HAST

e's b

ike

rack

sitin

g an

d in

stal

latio

n gu

idel

ines

Bike

rack

s cur

rent

ly lo

cate

d at

the

side

of th

e sc

hool

nea

r a lo

cked

, in

acce

ssib

le d

oor.

Mov

ing

bike

rack

s w

ill p

rovi

de e

asie

r acc

ess t

o th

e sc

hool

for c

yclis

ts a

nd p

rom

ote

a cu

lture

of c

yclin

g.

Furt

her i

nsta

llatio

n of

bik

e ra

cks

need

s to

occu

r via

a sc

hool

fund

ed

requ

est.

Prin

cipal

s nee

d to

subm

it th

is re

ques

t

7

Loca

tion

Actio

n Ty

pe

Actio

n De

scrip

tion

Prio

rity

Stat

us

Star

t Dat

e /

End

Date

N

ext S

teps

N

otes

Nort

h sid

e of

the

scho

ol

Eng.

In

stal

l doo

rbel

l or

'dire

ct li

ne' p

hone

In

stal

l doo

rbel

l or d

irect

line

pho

ne

outs

ide

of th

e ex

terio

r doo

r on

the

nort

h sid

e of

the

scho

ol to

facil

itate

en

try

by th

ose

in w

heel

chai

rs o

r with

m

obili

ty re

stric

tions

, and

stud

ents

us

ing

the

bike

rack

s.

High

No

t st

arte

d W

ork

with

scho

ols t

o su

bmit

"sch

ool f

unde

d re

ques

ts"

Prin

cipal

men

tione

d an

incid

ent

whe

re a

par

ent i

n a

whe

elch

air w

as

wai

ting

outs

ide

bang

ing

on th

e do

or

for a

lmos

t 20m

ins b

efor

e so

meo

ne

hear

d.

Nort

h sid

e of

the

scho

ol

play

grou

nd

Eng.

Re

pair

stai

rs fr

om

Thrif

ty's

food

St

airs

are

in d

isrep

air b

ut a

re h

eavi

ly

used

by

stud

ents

who

acc

ess t

he

scho

ol fr

om th

e Th

rifty

's pa

rkin

g lo

t

Low

No

t st

arte

d De

term

ine

owne

rshi

p of

st

airs

W

ork

with

scho

ols t

o su

bmit

"sch

ool f

unde

d re

ques

ts"

Nort

h dr

ivew

ay

(exi

t) of

dro

p lo

op o

n Q

uadr

a St

.

Eng.

Im

prov

e pe

dest

rian

acce

ss fr

om th

e no

rth

on Q

uadr

a St

.

Crea

te se

para

ted

pede

stria

n w

alkw

ay th

roug

h ex

it dr

ivew

ay u

sing

curb

ing

and

pain

t

High

No

t st

arte

d W

ork

with

scho

ols t

o su

bmit

"sch

ool f

unde

d re

ques

ts"

Pare

nts a

nd A

dmin

istra

tion

have

st

ated

they

feel

stud

ents

wal

king

in

the

driv

eway

and

thro

ugh

the

drop

lo

op is

ver

y da

nger

ous.

Wes

t sid

e of

sc

hool

on

Qua

dra

St

Eng.

Im

prov

e pe

dest

rian

acce

ss fr

om Q

uadr

a St

.

Impr

ove

conn

ectiv

ity o

f the

side

wal

k on

the

sout

h sid

e of

dro

p lo

op

entr

ance

driv

eway

. Sid

ewal

k an

d pe

dest

rian

entr

ance

to sc

hool

cu

rren

tly d

o no

t con

nect

and

are

not

at

the

sam

e gr

ade

Med

. No

t st

arte

d W

ork

with

scho

ols t

o su

bmit

"sch

ool f

unde

d re

ques

ts"

Pare

nts e

nter

ing

this

way

mus

t wal

k be

hind

gar

bage

bin

s to

get t

o fro

nt

door

.

Eval

. Re

view

Sur

vey

&

Wal

kabo

ut S

umm

ary

Revi

ew su

gges

tions

on

whi

ch a

reas

of

conc

ern

scho

ol d

istric

t can

ad

dres

s (im

med

iate

ly, m

id-te

rm &

lo

ng-te

rm)

High

No

t st

arte

d Ap

r-17

Revi

ew A

ctio

n Pl

ans

afte

r CRD

+ D

istric

t of

Saan

ich re

view

8

Loca

tion

Actio

n Ty

pe

Actio

n De

scrip

tion

Prio

rity

Stat

us

Star

t Dat

e /

End

Date

N

ext S

teps

N

otes

Scho

ol T

rave

l Pla

nner

STP

Base

line

Surv

ey

Adm

inist

er b

asel

ine

fam

ily a

nd in

-cla

ss su

rvey

s Hi

gh

Com

plet

e Se

pt -

Oct

20

16

Dist

ribut

e, co

llect

and

an

alyz

e su

rvey

s. Cr

eate

su

mm

ary

pres

enta

tion

crea

ted

and

pres

ent t

o PA

C.

Pres

ent s

umm

ary

to k

ey

Exte

rnal

Pro

ject

Par

tner

s ST

P Cr

eate

Sch

ool A

ctiv

e Tr

avel

Com

mitt

ee

(ATC

)

Iden

tify

1.1*

Adm

inist

rato

r2.

2* T

each

ers/

Staf

f3.

2* P

aren

ts4.

2* S

tude

nts (

if po

ssib

le) t

o cr

eate

Scho

ol A

ctiv

e Tr

avel

Com

mitt

ee w

ho

are

'go

to' p

eopl

e fo

r the

pro

ject

High

Co

mpl

ete

Sept

- O

ct

2016

Scho

ol S

TP

Scho

ol S

ite

Wal

kabo

ut

Wal

kabo

ut o

f the

scho

ol si

te to

ob

serv

e ba

rrie

rs to

act

ive

trav

el

High

Co

mpl

ete

Oct

- No

v 20

16

Facil

itate

Sch

ool s

ite

wal

kabo

ut. W

rite

conc

ise

wal

kabo

ut re

port

in

cludi

ng re

com

men

ded

solu

tions

STP

Pres

ent S

urve

y &

W

alka

bout

Sum

mar

y Pr

esen

t sur

vey

and

wal

kabo

ut

sum

mar

y to

PAC

and

Sch

ool

Adm

inist

ratio

n

High

Co

mpl

ete

Nov

- Dec

20

16

9

Loca

tion

Actio

n Ty

pe

Actio

n De

scrip

tion

Prio

rity

Stat

us

Star

t Dat

e /

End

Date

N

ext S

teps

N

otes

STP

Neig

hbou

rhoo

d W

alka

bout

W

alka

bout

of t

he a

rea

arou

nd th

e sc

hool

to o

bser

ve b

arrie

rs to

act

ive

trav

el

High

Co

mpl

ete

Jan

- Mar

20

17

Facil

itate

disc

ussio

n w

ith

scho

ol a

dmin

istra

tion,

pa

rent

s and

Ext

erna

l Pr

ojec

t Par

tner

s Ne

twor

k.

Crea

te n

eigh

bour

hood

wal

kabo

ut

map

to a

id w

ith d

iscus

sion.

Cre

ated

in

vita

tion

post

er a

nd p

rom

oted

ev

ent o

ppor

tuni

ty to

all

men

tione

d Ex

tern

al P

roje

ct P

artn

ers.

Edu.

O

rgan

ize B

ike

Skill

s Co

urse

Lia

ise b

etw

een

GVBT

WS

and

Adm

in

to o

rgan

ize b

ike

skill

s cou

rse(

s)

deve

lopi

ng tr

affic

kno

wle

dge

for

stud

ents

in G

rade

s 3 -

5

High

In

Pr

ogre

ss

Jan

- Jun

e 20

17

Liaise

with

Adm

inist

rato

r to

sche

dule

cour

se

Facil

itate

conv

ersa

tion

betw

een

GVBT

WS

and

Adm

in

Liaise

with

GVB

TWS

as

need

ed

Edu.

W

alki

ng S

choo

l Bus

Id

entif

y ch

ampi

ons a

nd u

se

reso

urce

s ava

ilabl

e to

edu

cate

pa

rent

s on

how

to le

ad a

wal

king

sc

hool

bus

from

thei

r are

a

Med

. No

t st

arte

d M

ay -

Oct

20

17

Facil

itate

ed

ucat

ion/

even

t op

port

unity

with

AT

C/PA

C &

Chr

is M

cDer

mot

t En

c.

Prom

ote

Driv

e to

Fi

ve Z

ones

Pr

omot

e id

entif

ied

Driv

e to

Fiv

e zo

nes

1.Ru

tledg

e Pa

rk2.

Park

dale

Par

k (b

otto

m o

f Lin

woo

d)3.

Tolm

ie P

ark

4.Ca

mro

se P

ark

High

No

t st

arte

d M

ay-1

7 W

ork

with

scho

ol o

n m

essa

ging

to p

aren

ts

Add

Driv

e to

Fiv

e Zo

nes

to B

est R

oute

s Map

Fo

llow

-up

with

CRD

on

signa

ge/D

iscus

s sig

nage

w

ith S

choo

l Dist

rict

Prom

ote

Driv

e to

Fiv

e w

ith p

aren

ts.

Laun

ch d

rive

to fi

ve

zone

s with

fun

even

ts

10

Loca

tion

Actio

n Ty

pe

Actio

n De

scrip

tion

Prio

rity

Stat

us

Star

t Dat

e /

End

Date

N

ext S

teps

N

otes

Enc.

Pa

rtici

pate

in W

alk

and

Whe

el W

eek

Wor

k w

ith P

AC/A

dmin

to cr

eate

sc

hool

bas

ed a

ctiv

ities

en

cour

agin

g/pa

rtici

patin

g in

Wal

k an

d W

heel

to S

choo

l Wee

k

High

No

t st

arte

d Ju

ne -

Oct

20

16

Regi

ster

for W

alk

and

Whe

el to

Sch

ool W

eek

Facil

itate

scho

ol d

efin

ing

'team

s' Fa

cilita

te w

ith

PAC/

Scho

ol w

alki

ng

even

t En

cour

age

use

of D

rive

to F

ive

Zone

s alo

ngsid

e W

alk

and

Whe

el to

Sc

hool

Wee

k Lin

woo

d Av

e -

behi

nd sc

hool

Enc.

Hi

ghlig

ht Li

nwoo

d ac

tive

trav

el co

rrid

or

High

light

Linw

ood

impr

ovem

ents

, en

cour

agin

g its

use

as m

uch

as

poss

ible

High

No

t st

arte

d De

c-17

Lia

ise w

ith D

istric

t on

cons

truc

tion

timel

ines

W

ork

with

ATC

to cr

eate

an

eve

nt o

r cam

paig

n hi

ghlig

htin

g Lin

woo

d ac

tive

trav

el co

rrid

or

Assis

t with

eve

nts

enco

urag

ing

activ

e tr

avel

on

Linw

ood

Crea

te ca

nned

"Get

to th

is ev

ent

usin

g ou

r Lin

woo

d Co

rrid

or…

" In

corp

orat

e Lin

woo

d in

to 'W

hat a

nd

Whe

el to

Sch

ool W

eek'

eve

nts,

Bike

to

Sch

ool W

eek,

Par

ent i

nfo

nigh

t, Sp

ring

Flin

gs

Qua

dra

St w

est

of th

e sc

hool

En

f. Ta

ctica

l Urb

anism

Th

ree

park

ing

spac

es h

ave

been

re

mov

ed fr

om fr

ont o

f sch

ool i

n fro

nt o

f bus

stop

to im

prov

e vi

sibili

ty.

Ensu

re th

ese

spac

es d

on’t

beco

me

an e

nfor

cem

ent i

ssue

by

addi

ng p

lant

er b

oxes

or b

ike

park

ing

in th

ose

spac

es in

stea

d

High

No

t st

arte

d Ju

n-17

Fo

llow

up

with

Dist

rict o

f Sa

anich

re. r

egul

atio

ns

on p

lacin

g ite

ms i

n ex

-pa

rkin

g sp

ots/

on-s

tree

t; W

ork

with

ad

min

istra

tion

and

ATC

to d

evel

op id

eas o

f wha

t to

pla

ce in

this

area

11

Clo

verd

ale

Trad

ition

alSe

ptem

ber 2

017

Bes

t Rou

tes

To S

choo

l M

apB

est

Ro

ute

s t

o S

ch

oo

l a

re d

eve

lop

ed

ba

se

d o

n

info

rma

tio

n w

e’v

e r

ece

ive

d f

rom

pa

ren

ts, yo

ur

sch

oo

l co

mm

un

ity a

nd

th

e m

un

icip

alit

y’s

tra

ns-

po

rta

tio

n d

ep

art

me

nt. T

he

y a

re c

ho

se

n t

o u

se

the

sa

fest

cro

ssin

g p

oin

ts a

nd

to

en

ab

le m

ore

pe

op

le w

alk

an

d c

ycle

to

ge

the

r.

Th

e B

est

Ro

ute

To

Sch

oo

l m

ap

is a

pro

du

ct

of

the

Ca

pit

al R

eg

ion

al D

istr

ict’s 2

016

-17 A

cti

ve

an

d S

afe

Ro

ute

s t

o S

ch

oo

l p

rog

ram

, to

en

co

ura

ge

an

d e

na

ble

stu

de

nts

an

d f

am

ilie

s t

o w

alk

, b

ike

an

d r

oll

to a

nd

fro

m s

ch

oo

l. T

he

pro

gra

m is f

un

de

d b

y t

he

Ca

pit

al

Re

gio

na

l D

istr

ict,

th

e R

ea

l E

sta

te F

ou

nd

atio

n o

f B

C

an

d t

he

CR

D T

raffi

c S

afe

ty C

om

mis

sio

n, a

nd

de

live

red

by H

AS

Te

, th

e H

ub

fo

r A

cti

ve

Sch

oo

l Tra

ve

l. V

isit c

rd.

bc.c

a f

or

mo

re in

form

atio

n.

Why

Wal

k or

Bik

e to

Sch

ool?

BE

NE

FIT

S F

OR

ST

UD

EN

TS

Be

ing

ac

tive

bu

ilds h

ea

lth

y b

on

es a

nd

min

ds. W

alk

ing

or

bik

ing

to

sch

oo

l is

no

t o

nly

a g

rea

t w

ay t

o b

e

he

alt

hy a

nd

ke

ep

mo

vin

g b

ut

ha

s a

lso

sh

ow

n t

o

incre

ase

ale

rtn

ess a

nd

gra

de

s a

t sch

oo

l.

FA

MIL

Y A

ND

FR

IEN

D T

IME

Tim

e s

pe

nt

wa

lkin

g t

og

eth

er

allo

ws f

am

ilie

s a

nd

frie

nd

s t

o c

on

ne

ct

wit

ho

ut

str

essfu

l d

istr

ac

tio

ns. It is

a t

ime

to

un

win

d, p

lay o

r sh

are

sto

rie

s a

bo

ut

ea

ch

oth

er’

s d

ay.

CO

MM

UN

ITY

LIV

AB

ILIT

Y

Kn

ow

yo

ur

co

mm

un

ity.

Wa

lkin

g a

nd

cyclin

g is a

gre

at

wa

y t

o m

ee

t yo

ur

ne

igh

bo

urs

. P

eo

ple

fe

el sa

fer

wh

en

the

y k

no

w o

the

r p

eo

ple

in

th

eir

co

mm

un

ity.

CA

RE

FO

R O

UR

EA

RT

H

Ve

hic

le e

mis

sio

ns a

re t

he

la

rge

st

ca

use

of

po

or

air

qu

ality

in

BC

an

d a

re in

div

idu

al C

an

ad

ian

s’

gre

ate

st

so

urc

e o

f g

ree

nh

ou

se

ga

s e

mis

sio

ns. E

ve

ry v

eh

icle

tri

p

rep

lace

d b

y w

alk

ing

re

du

ce

s o

ur

co

ntr

ibu

tio

n t

o c

lima

te c

ha

ng

e.

Use

You

r Str

eet

SMA

RTS

Side

wal

ks: W

alk

on

th

e s

ide

wa

lks, if p

ossib

le. S

tay o

n

the

in

sid

e e

dg

e, a

nd

sta

nd

ba

ck f

rom

th

e c

urb

wh

en

wa

itin

g t

o c

ross t

he

str

ee

t. N

o s

ide

wa

lk? W

alk

fa

cin

g

tra

ffic s

o y

ou

ca

n s

ee

ap

pro

ach

ing

ve

hic

les.

Mus

ic: I

f yo

u a

re lis

ten

ing

to

mu

sic

, re

mo

ve

an

ea

r

pie

ce

be

fore

cro

ssin

g t

he

str

ee

t o

r w

alk

ing

in

le

ss

po

pu

late

d a

rea

s.

Att

entio

n: L

oo

k o

ut

for

mo

vin

g v

eh

icle

s a

t d

rive

wa

ys,

ba

ck la

ne

s, a

nd

in

pa

rkin

g lo

ts.

Roa

d C

ross

ing:

Alw

ays c

ross a

t a

n in

ters

ec

tio

n o

r

cro

ssw

alk

if

ava

ilab

le. M

ake

eye

co

nta

ct

wit

h t

he

dri

ve

rs t

o m

ake

su

re y

ou

are

se

en

. B

e b

old

; e

xte

nd

yo

ur

arm

to

in

dic

ate

yo

u w

an

t to

cro

ss!

Team

-Up:

It

is s

afe

r a

nd

fu

n t

o w

alk

to

sch

oo

l w

ith

fam

ily o

r fr

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Quadra Elementary

The Capital Regional District (CRD) does not warrant or guarantee the safety or suitability of any route depicted. This information is provided for general information

purposes only and the use of this document by any person or entity will be entirely at their own risk.

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Cloverdale Traditional – Saanich – Classroom Survey

HANDS-UP SURVEYS Please complete this survey, using stand-up or hands-up methods (ask students to raise their hand’s or divide in separate corners of the classroom) for the week

of:MONDAY OCTOBER 31st – Friday November 4th 2016

Teacher:____________________ Grade: _______ Division #: ____________ # Students:______

Ask students: “How did you travel to school this morning?” Weather

Example: Rainy/6C

Walked /scooter

Walked part-way*

Bicycle School Bus

Public Transit

Carpool (2 or more families)

Car (Just my family)

Other? Total

Mon

Tues

Wed

Thurs

Fri

Total

Avg=Total/5 not for teachers

Ask students: “How will you travel from school today?” Weather

Example: Rainy/6C

Walked /scooter

Walked part-way*

Bicycle School Bus

Public Transit


Car (Just my family)

Other? Total

Mon

Tues

Wed

Thurs

Fri

Total

Avg=Total/5 not for teachers

Cloverdale Traditional – Saanich BASELINE FAMILY SURVEY 1 of 6

Cloverdale Traditional School Travel Planning

Monday October 31st, 2016 Dear Parent (Guardian):

Cloverdale Traditional is taking part in the CRD’s People Power, School Travel Planning process this school year to enable more students and families to walk, scooter or cycle on their journey to and from school.

The benefits of active school travel include:

• Increased safety• Improved health• Arriving alert and ready to learn• Less stress, greater happiness• Reduced traffic congestion near the school• Less pollution

Please take 8 to 10 minutes with your child(ren) who attend this school to complete this survey. Your answers will help us better understand the travel choices made by families at Cloverdale Traditional, with the purpose of improving the safety and health of the school community. You only need to submit one survey per family and return it with your youngest child by November 7th, 2016 There will be a prize for the first classroom with the highest level of participation.

If you have any questions about the survey or the School Travel Planning project, please contact: Lise Richard at [email protected]

Thank you, Renee Pick & Sandra Jost Principal & Vice Principal

___________________________________

To protect your privacy this survey does not require you to provide your name. All information will be kept strictly confidential.


A. Family Transportation Survey Please include the date (month/day/year) that you filled this survey out (e.g. October / 31 / 2016): _________________/_____/________

Please complete ONE survey per family. 1. How does your child(ren) usually get to and from school? (If two modes are common, e.g. walking and driving, choose the one they do most often.)

CHOOSE ONLY ONE BOX FROM EACH COLUMN

TO school FROM school

Walk / Scooter / Skate Walk part-way (at least one entire block)

Bicycle School bus

Public transit (BC Transit)


Car (just your family) Other

If Other (explain)______________________________________________________________

2. Who usually accompanies your child on the way to school? Parent /Grandparent Other Adult Sibling Friend Child travels alone 3. How far away from school do you live? If you are not sure, check Google Maps.

Less than 0.5 km 0.51 to 1.59 km 1.6 to 3 km Over 3 km 4. What language does your family speak at home? English Mandarin/Cantonese/Chinese Punjabi/Hindi Spanish Other please specify: ________________________

5. Please fill in the age and gender of your child(ren) attending this school.

Child Age Gender


Boy Girl Another Gender Identity 1 2 3 4

6. Our neighbourhood is safe for children to walk to and from school. (Please circle one

answer). STRONGLY AGREE AGREE DISAGREE STRONGLY DISAGREE

ONLY ANSWER Questions 7-9 if your child/ children are usually driven to or from school. If not, please skip to question 10

7. What are the main reasons your child(ren) is/are usually driven to/from school? (Choose up to three)

Distance from home too far Convenience/time pressures Traffic danger Personal safety issues (e.g. bullying, stranger danger, etc.) I’m on my way somewhere else (e.g. to work) Weather Other (explain)___________________________________________________________ 8. I would allow my child(ren) to walk to school if… (choose up to three) He or she did not walk alone There was a safer or improved walking route There were reduced traffic dangers He or she were older He or she did not live so far from school Other (explain)_________________________________________________________

9. I would allow my child(ren) to cycle to school if… (choose up to three) They did not cycle alone There was a safer or improved cycling route There were reduced traffic dangers They were older They did not live so far from school They received bicycle safety training They could lock their bicycle in a safe place Other (explain)_________________________________________________________


Everyone continue at question 10 below 10. When you walk or cycle as a family, what motivates you? (choose up to three) Getting physical activity/exercise Environmental benefits Saving time Safer than driving More convenient than driving More fun than driving Cheaper than driving Setting a good example Not having to worry about parking Spending time outside Spending time with other people Other (explain)_________________________________________________________ 11. Please share any further comments about your child’s journey to and from school. _______________________________________________________________________

_______________________________________________________________________ _______________________________________________________________________

_______________________________________________________________________ 12. Do you support ongoing School Travel Planning efforts to make the school area safer,

healthier and better connected to the community, reducing the number of children travelling to and from school by car?

YES NO 13. If you would like to help with School Travel Planning efforts at your school (for example

attend Parent Advisory Council (PAC) Meetings or the school Walkabout), please provide your name, email and telephone (Optional: if you prefer to be called) below:

_______________________________________________________________________

_______________________________________________________________________


B. Walking / Cycling Routes to School MAPPING EXERCISE: FOR PARENTS & STUDENTS TO ANSWER AS A FAMILY

Please complete the following map with the WALKING or CYCLING route your child/children take to get to and from School. If you usually drive please indicate the route you would walk or cycle. Identify any locations that are of concern to you with a number (e.g. 1, 2, 3) and describe these in the table below.


Describe any areas of concern in this table.

Location (e.g. nearest intersection)

What do you think is unsafe in this area?

E.g. on ___Rd near ___St

E.g. Cars turn right without looking for pedestrians.

1.

2.

3.

THANK YOU FOR YOUR TIME. PLEASE HAVE THIS SURVEY COMPLETED ON THIS SHEET AND RETURNED TO SCHOOL BY

OCTOBER 28th, 2016

HASTe BC (The Hub for Active School Travel) is the provincial lead for School Travel Planning in British Columbia: (www.hastebc.org)

School Travel Planning in Saanich is sponsored by The Capital Region District’s People Power Project (http://www.crd.bc.ca/project/regional-transportation/people-power)For more information please visit both of our websites or join us on Facebook or Twitter.

M

HASTe BC STP Facilitator: Lise Richard

District of Saanich Engineering: Troy McKay and Sandra Liddell

Capital Regional District Regional and Strategic Planning: Kate Berniaz

Great Victoria School District #61 Facilities: David Loveridge and Marni Vistisen-Harwood

BC Transit Transportation Planning: Adriana McMullen and Lindsay Taylor

Marketing: Anita Wasuita

Community Organizations Greater Victoria Placemaking Network: Ray Straatsma

Walk On Victoria: Sally Reid

WeBike: Cindy Marven

Greater Victoria Cycling Coalition: Edward Pullman

Greater Victoria Bike to Work Society: Amelia Potvin

Principal Renee Pick

Staff Amanda M.

Fiona J.

Jenna H.

Parent Advisory Council Marilyn K.

Maureen A.

Other parents Chris M.

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SPEED AVE

REDBRICK ST

KAREN CRES

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GIN

S S

T

MCKENZIE AVE

MA

PL

E S

T

TRACKSELL AVE

NIGEL AVE

DELA

TRE ST

PIKE ST

MCNAIR ST

SPRUCE AVE

TAINE PL

ME

RR

IMA

N D

R

AT

HLO

NE

DR

AUDLEY ST

CLOVERDALE

BRIDG

EPORT PL

SLATER PL

CE

NT

RA

L SP

UR

RD FIELD ST

MA

RJE

AN

PL

MALLEK CRES

RIDGEWAY ST

BANFF PL

BROMLEY PL

MA

PL

EW

OO

D R

D

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GR

AH

AM

ST

RALPH ST

MARKET ST

RD

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TS

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NO

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BL

AC

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TH

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UG

LA

S S

T

PR

IOR

ST

SUMMIT AVE

BAY ST

SA

AN

ICH

RD

BURNSIDE RD E

FINLAYSON ST

REYNOLDS RD

BO

RD

EN

ST

TATTERSALL DR

BOLESKINE RDG

OV

ER

NM

EN

T S

T

DO

UG

LA

S ST

HILLSIDE AVE

TS

DR

AH

SN

AL

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BL

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CO

OK

ST

ReynoldsSecondary


QuadraElementary

SelkirkMontessori

BurnsideCommunity

BraefootElementary

BlanshardElementary


itytianool

St Andrew'sRegional High

Greater VictoriaDistrict 61


School


School

The CridgeCentre forthe Family


Emily CarrLibrary

Aberdeen Hospital


Centre

Oak Bay Kiwanis Pavilion

Saanich Fire Dept

Station 1

Burnside Gorge

Community Centre

ouver nd onal

Saanich Recreation Community

Services

Cedar HillPark

PlayfairPark

CamrosePark

Peacock HillPark

RutledgePark

TolmiePark

Swan LakePark

BraefootPark

ReynoldsPark

RuddPark

TopazPark

SummitPark Oswald

Park

1500 M

1000 M

500 M

Cloverdale Traditional

0 125 250 375 500

Meters

School

Traffic Signal

Crosswalk

Trail

Park

Catchment Area

Municipal

Recreational/Cultural1 route

10-15 routes

2 - 3 routes

4 - 9 routes

(n = 33)

School Travel Plan Cloverdale FINAL - SaanichGovernment... · School District No. 61 and is located...

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Transcript of School Travel Plan Cloverdale FINAL - SaanichGovernment... · School District No. 61 and is located...