HEALTHY COMMUNITIES ELEMENT | SAFE ROUTES TO SCHOOL
STRATEGY – OPPORTUNITIES FOR THE CITY OF COVINA
A Project
Presented to the
Faculty of
California State Polytechnic University, Pomona
In Partial Fulfillment
Of the Requirements for the Degree
Master
Of
Urban and Regional Planning
By
Brandy A. Turnbow
2019
SIGNATURE PAGE
PROJECT: HEALTHY COMMUNITIES ELEMENTS | SAFE ROUTES TO SCHOOL STRATEGY - OPPORTUNITIES FOR THE CITY OF COVINA
AUTHOR: Brandy A. Turnbow
DATE SUBMITTED: Spring 2019
Department of Urban and Regional Planning
Dr. Alvaro Huerta Project Committee Chair Professor of Urban and Regional Planning
Lecturer Steven A. Preston, FAICP Project Committee Member Department of Urban and Regional Planning
Brian K. Lee, AICP Director of Community Development Community Development Department, City of Covina - Client
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ACKNOWLEDGEMENTS
Big thank yous to both Brian Lee, AICP, Director of Community Development and
Nancy Fong, Assistant Director of Community Development at the City of Covina, for taking interest in this project. To Branden Ip, Graphic Designer that created the layout to
this report. To Dr. Alvaro Huerta and Steven A. Preston, FAICP for your thoughtful
feedback and patience. And lastly, to my husband Carlos Alvarez for supporting me
throughout the completion of my studies.
Without you, this project would not exist. Thank you all for making this project
rewarding and most importantly, fun!
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DISCLAIMER
This report was prepared in partial fulfillment of the requirements for the Master in
Urban and Regional Planning degree in the Department of Urban and Regional Planning at the California State Polytechnic University, Pomona. It was prepared at the direction of
the Department and with the approval of the City of Covina, Community Development
Division Director, Brian Lee, AICP as the client. The views expressed herein are those of
the authors and not necessarily those of the Department, the College of Environmental
Design, California State Polytechnic University, Pomona as a whole, or the client.
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EXECUTIVE SUMMARY
The City of Covina is working towards a healthier community to improve the quality of life for residents. The executive summary highlights the City, the project’s scope of work and how the City can achieve its goals and objectives.
The City of Covina is a mature, suburban community located in the eastern portion of the
San Gabriel Valley, approximately 23 miles east of downtown Los Angeles and just north of the San Bernardino Freeway (Interstate 10). With nearly a population of 49,000 residents1, Covina has retained its pleasant small-town flavor and has preserved and improved its vibrant, quaint downtown, centered on Citrus Avenue and Badillo Street, as the focus of the community. The nearby San Bernardino (Interstate I-10), Foothill
(Interstate I-210), and Orange (California State Route SR-5) Freeways and the Metrolink commuter rail line link the City to other areas of metropolitan Los Angeles.
Covina is a rising community within the San Gabriel Valley looking for ways to improve its General Plan through mobility and public safety strategies, to create an even healthier community atmosphere for residents. One way of contributing to a healthier community is implementing a healthy communities element to the City’s existing general plan. This report dives deeply into considering the development of a Safe Routes to School (SRTS)
Program for schools within the City limits as a strategy for the healthy communities element.
1 “Covina, California.” Crime in Pine Bluff, Arkansas (AR): Murders, Rapes, Robberies, Assaults, Burglaries, Thefts, Auto Thefts, Arson, Law Enforcement Employees, Police Officers, Crime Map, Onboard Data, Jan. 2019, www.city- data.com/city/Covina-California.html. v
There are two school districts within the City of Covina; Covina Valley Unified School
District and Charter Oak Unified School District. This report may be seen as a preliminary study for a potential pilot program that can be implemented into the school systems as a foundation for future Safe Routes to School (SRTS) Programming. The project focuses on two high schools and one elementary school:
Northview High School
Charter Oak High School
Badillo Elementary School
Traffic data, pedestrian counts and walk audits of all three schools were conducted as the methodology for this report. Because there are no current safe routes to school (SRTS) programs within the City, the walk audits and pedestrian counts in this report are original data. This report will analyze how a safe routes to school (SRTS) programming strategy can be implemented towards a healthy communities element as an addition to the City’s general plan. Goals and objectives have been created to achieve the City’s wants:
CURRENT GOALS
GOAL #1 | PRELIMINARY STUDIES
The researcher will gather and collect data to see where improvements can be made to
benefit both the City and the students at the participating schools.
o Objective 1 | Walk Audits
Performing an initial walk audit and counts of bicyclist, pedestrians and
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private vehicle usage will allow the researcher to understand the built
environment of each studied school.
o Objective 2 | Traffic Data Collection
Collecting traffic data of major intersections surrounding studied schools will
allow the researcher to understand issues associated with vehicle usage and
traffic flow.
GOAL #2 | OUTLINE FOR REQUIREMENTS
After the walk audits and analysis, the researcher will create an outline of items
needed so the City may apply for a Safe Routes to School (SRTS) funding grant.
o Objective 1 | Analyze Data
After reviewing the walk audits and traffic collision data, the researcher will
discuss the findings to show the significance of the current conditions and
how this information can be used towards applying for a Safe Routes to
School (SRTS) Program.
o Objective 2 | Strategies for Safety
Reviewing traffic data of major intersections around studied schools, will
allow the researcher will be able to observe the key issues associated with
traffic flow and recommend solutions to create a safer walking environment.
FUTURE GOALS
GOAL #3 | COLLABORATIVE PARENT & SCHOOL EDUCATION
Education of safe routes to school (SRTS) topics such as laws of the road and
bicyclist and pedestrian safety can be facilitated by the City in collaboration with
school officials and parents to create an open dialogue to address concerns from all
vii participant aspects.
o Objective 1 | Public Involvement
Allows parents and school officials the opportunity to learn and address
concerns that will be considered throughout the decision making process. The
goal is to create a network between the City, the school and parents where all
parties can learn and be transparent with a safe routes to school (SRTS)
program.
o Objective 2 | Balance of Information & Education
Providing the school and parents with balanced and impartial information of a
safe routes to school (SRTS) program is critical. This continuous dialogue on
defining a healthy community will allow parents to partner with the City in
this process.
GOAL #4 | RAISE AWARENESS / PROMOTE WELLNESS
During Parent Teacher Association (PTA) meetings, the City will be able to give parents a delegated power to expand and sustain a Safe Routes to School (SRTS)
Program.
o Objective 1 | School District Involvement
Having the school district on board with a Safe Routes to School (SRTS)
Program is critical for the City and schools participating in the program
because it creates awareness of the overall goal to become a healthier
community.
o Objective 2 | Pilot Programs
Implement a pilot program that has a data analysis component and a proposed
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nine month program and an educational plan for the City, Schools and
Parents.
SIGNIFICANCE
The significance of this client project is to show how a Safe Routes to School (SRTS) program can be used as a strategy for the City’s healthy communities element.
Implementation measures such as a senior center, Bicycle Master Plans (BMP) and further development of parks and medical facilities have been put in place and adding a program like this targets the youth of the community to become healthier and more actively involved.
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TABLE OF CONTENTS Signature Page ...... ii
Acknowledgements ...... iii
Disclaimer ………………………………………………………………………………….……..iv
Executive Summary ...... ………………………………………………v
List Of Tables ...... xi
List Of Figures ...... xii
Chapter 1 ...... 1
Chapter 2 ...... 7
Chapter 3 ...... 22
Chapter 4 ...... 29
Chapter 5 ...... 33
Chapter 6………………………………………………………………………………...... 73
References ...... 73
Appendix A ...... 80
Appendix B……………………………………………………………………………………….82
Appendix C……………………………………………………………………………………….83
Appendix D……………………………………………………………………………………….86
Appendix E……………………………………………………………………………………….89
Appendix F………………………………………………………….……………………………92
Appendix G……………………………………………………………………………………….95
Appendix H……………………………………………………………………………………….98
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LIST OF TABLES
Table 1. Correlation between Elements……………………………………………….…...5
Table 2. Signage - Northview High School………………………………………….…...37
Table 3. Northview High School Count Totals…………………………………………..39
Table 4. Signage - Charter Oak High School…………………………………………...... 48
Table 5. Charter Oak High School Count Totals………………………………………….52
Table 6. Signage - Badillo Elementary School…………………………………………...63
Table 7. Badillo Elementary School Count Totals……………………...……………...... 65
Table 8. Badillo Elementary School Parking Lots...... 70
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LIST OF FIGURES
Figure 1. Map - Borders and Studied School Locations…………………………………....1
Figure 2. K-12 Public School Student Enrollment: 2000 – 2016……………………..……9
Figure 3. Obesity/Physical Activity Rates (18 & Over): 2014…………………………..…9
Figure 4. Chronic Disease Rate (18 Years & Over): 2014………………….………….....10
Figure 5. Covina - Journey to Work (Transportation Mode Choice)……...……………....11
Figure 6. Covina - Journey to Work (Average Travel Time)……………………….....….11
Figure 7. ATP Purpose ad Goals……………………………………………………….…18
Figure 8. Northview HS Front Parking Lot…………….…………………………………36
Figure 9. Northview HS Main Parking Lot……………………………………………….36
Figure 10. Cypress Street and Azusa Avenue Intersection……………………………….39
Figure 11. Northview High School Main Parking Lot Entrance………………….………41
Figure 12. Northview High School Undesignated 1……………………………………...41
Figure 13. Northview High School Undesignated 2……………………………………...42
Figure 14. Railroad Crossing, Northview High School…………………………………..48
Figure 15. Aerial view of Monitored Entrances at Charter Oak High School (red dots)...46
Figure 16. Charter Oak High School Driveway…………………………………………..53
Figure 17. Aerial view of Charter Oak High School - School Zones...... 54
Figure 18. Cypress Entrance - Charter Oak High School………………………………....55
Figure 19. Undesignated Drop-off Zone (Cypress St.)...... 55
Figure 20. Charter Oak Main Parking Lot Undesignated Drop-Off Zone…………….....55
Figure 21. Aerial view of Charter Oak Main Parking Lot Flow of Vehicle Traffic……..55
Figure 22. Cypress Street Railroad Crossing at Charter Oak High School...... 57
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Figure 23. Aerial view of Badillo Elementary Main & Second Parking Lots………...... 62
Figure 24. Old Badillo Road & N. Reeder Avenue Intersection...... 65
Figure 25. Intersection Old Badillo Street & N. Reeder Avenue...... 66
Figure 26. N. Henton Avenue…………………………………………………………....67
Figure 27. Unmarked Crosswalk 1……………………………………………………....68
Figure 28. Unmarked Crosswalk 2……………………………………………………....68
Figure 29. Badillo Elementary Main Parking Lot; Vehicle Left Turn………………...... 71
Figure 30. Badillo Elementary School Undesignated Drop-off Zone…………………...72
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CHAPTER 1
1.1 | RESEARCH QUESTIONS
TOPIC
This project centers on how a Safe Routes to School (SRTS) program can be incorporated as a strategy into the City’s Healthy Communities element as the newest element in the
General Plan. Key factors for this strategy include:
❏ Conducting walk audits and pedestrian counts;
❏ Observing modes of transit and traffic flow;
❏ Analyzing traffic collision data;
The study perimeters include the East and West borders of Lark Ellen Avenue and
Sunflower Avenue and the North and South borders of Cienega Avenue and Puente
Street.
Figure 12 Map - Borders and Studied School Locations
2 Turnbow, Brandy. Borders and Studied School Locations. 2019. Google Maps. March 2019. 1
These borders represent the center of the City and hold eight schools ranging from elementary, middle and high schools. The schools for this study are within these borders and are parallel to major corridors such as Covina Boulevard, Cypress Street and Badillo
Street. Northview High School, Charter Oak High School and Badillo Elementary School are being studied because of their proximity to these corridors and at the request of the
City.
There are two questions this study seeks to answer:
❏ Question 1: How can a Safe Routes to School (SRTS) Program contribute to a
Healthy Communities Element to the community of Covina?
❏ Question 2: Will walk audits identify critical factors that are contributing to the
decline of youth walking and bicycling to school?
1.2 | AUTHORIZATION
The creation of a Safe Routes to School (SRTS) program as a strategy for the healthy communities element addition to the City’s general plan is one that will have lasting impacts on the City and community because it will be a focal point for students at a young age to live healthier lives and expose them to alternative modes of transportation.
Authorization was given to the researcher by the City’s Director of Community
Development, Brian Lee, AICP as a means to see how this research could benefit the residents of Covina.
LEGAL AUTHORITY
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According to California Government Code section 65302:
The general plan shall consist of a statement of development policies and shall
include a diagram or diagrams and text setting forth objectives, principles,
standards, and plan proposals.3
The mandatory elements for all jurisdictions include: land use, circulation, housing, conservation, open space, noise, and safety. A jurisdiction may organize its general plan in any format, including consolidated elements, so long as all of the relevant statutory issues are addressed. With respect to the City, a healthy communities element is looking to be implemented. With respect to Government code section 65303 which states;
The general plan may include any other elements or address any other subjects
which, in the judgment of the legislative body, relate to the physical development
of the county or city.4
1.3 | PURPOSE
The City has expressed interest in finding alternative strategies that can benefit the healthy communities element addition to the City’s current general plan. The Safe Routes to School (SRTS) program strategy is being focused on as it ties into the City’s existing healthy initiatives. Within the past six months, the City:
Updated code amendments;
3 “Code Section.” Law Section, leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=GOV§ionNum=65302. 4 “Code Section.” Law Section, leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?sectionNum=65303&lawCode=GOV. 3
Entered into preliminary discussions with numerous clients on the development of
a medical campus that can host farmer markets and education on healthy eating
habits such as organic alternatives;
Is developing a memory care and senior living facility;
Is developing a park at the vacant lot adjacent to Charter Oak High School.
These strategies, accompanied by ongoing strategies such as the development of a Senior
Center and the City’s Bicycle Master Plan (BMP) are deeply connected with a healthy communities element. The addition of a Safe Routes to School (SRTS) program will help connect all existing and future goals of the City.
As previously stated, general plans contain the community vision for future growth and
California codes also require each plan to address the mandated elements listed in
Government Code section 65302. The mandatory elements for all jurisdictions are land use, circulation, housing, conservation, open space, noise and safety5. Local jurisdictions that have incorporated health considerations into their general plans have used one of three formats: a separate health element; an integrated approach which has health woven throughout all elements; or a hybrid approach that weaves health throughout a local jurisdictions general plan and uses a health element to frame the importance of health issues6.
5 California, State of. “General Plan Guidelines: 2017 Update.” Governor's Office of Planning and Research, opr.ca.gov/planning/general-plan/guidelines.html. (Required Elements) 6 California, State of. “General Plan Guidelines: 2017 Update.” Governor's Office of Planning and Research, opr.ca.gov/planning/general-plan/guidelines.html. (Healthy Communities) 4
The table below shows how healthy communities relate to the required elements according to Government code section 65303:
Table 17 Correlation between Elements
A Safe Routes to School (SRTS) program is a form of active transportation which in turn, is a strategy for a healthy communities element. This study will focus on the foundation needed to implement a Safe Routes to School (SRTS) Program as a strategy to a healthy communities element. This study will conduct walk audits to identify traffic issues and safety barriers surrounding the studied schools. Lastly, this study will create a template for the City of Covina on how to apply and obtain grant monies for a Safe Routes to
School (SRTS) program if the City should want to expand to multiple schools.
1.4 | KEY FINDINGS
The key findings of this project show that many students travel by private vehicle to get to and from school. From the walk audit results, many schools are in need of traffic monitors, crossing guards and signage. Further, parents are using undesignated drop-off areas to drop-off students despite the traffic concerns associated with these areas. Both
Northview High School and Charter Oak High School are located on transit corridors that makes vehicle presences more apparent. Despite Northview cornering Azusa Avenue and
Cypress Street, they had a fair amount of pedestrian and cyclist travel. Charter Oak High
7 California, State of. “General Plan Guidelines: 2017 Update.” Governor's Office of Planning and Research, opr.ca.gov/planning/general-plan/guidelines.html. (Healthy Communities) 5
School has designated areas for bicycling on Cypress Street, however, there was almost no bicycle presence at this school. Badillo Elementary school is located off a major transit corridor, however the intersections of Old Badillo Street and N. Reeder Avenue made it hard for pedestrians to cross as many experienced vehicles stopping half way into the intersection before noticing there was a pedestrian. Chapter 5 of this report will go into detail explaining the walk audits of each individual school.
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CHAPTER 2
2.1 BACKGROUND: COVINA
The City is already significant because children in California have the advantage of living in a greater proximity to the schools they attend. According to data collected by the
National Household Travel Survey, two thirds of children live within a two mile radius of the schools they attend, making it suitable for students to walk or bicycle to school8. Of these children, nearly 39 percent walk or bicycle to school making policymakers consider this significant student population when creating safe transportation alternative legislation.
The City will benefit from a healthy community element for all ages of the community.
However, due to the shortage of city staff and financial resources, the City has not had the opportunity to take on this initiative despite the implementation of healthy community strategies.
While the number of students walking and bicycling to school has sharply declined, there has been an increase in childhood obesity and physical inactivity within the Los Angeles
County region with the City falling into this category. Recommended physical activity, according to the United States Department of Health and Human Services, includes aerobic activities and muscle-strengthening activities on two or more days a week. The community underperforms in physical activity, having a population that is 26 percent
8 McGuckin, Nancy. “Active Living Research.” Neighborhood Environment Walkability Survey (NEWS) & Neighborhood Environment Walkability Survey – Abbreviated (NEWS-A) | Active Living Research, Feb. 2013, activelivingresearch.org/travel-school-california-findings-california-national-household-travel-survey. 7
obese and 12 percent diagnosed with diabetes, making it higher than the County’s averages9. By addressing obesity, depression and other chronic illnesses through healthier strategies such as a Safe Routes to School (SRTS) program, the City may see these percentages decrease.
The below section will focus on several topics that characterize the City such as: education, health, active transportation and the socioeconomic circumstances.
2.1.1 | EDUCATION
When trying to implement a Safe Routes to School (SRTS) strategy as a portion of a healthy communities element, it is important for the community to be educated about alternative modes of transportation available to them.
Data provided below shows a broad picture of education in the City. Looking at data from the Southern California Association of Governments (SCAG), from 2000-2016 the
City saw a decline in the enrollment of students across all grade levels, K-12. From 2000-
2016, the total K-12 public school enrollment for schools within the City decreased by
3,488 students or about 25.1 percent10. The City also has a large percentage of the population 25 years and over completing a Bachelor’s Degree or higher at 23.4 percent in
2016 seen in the Figure 211.
9 Larsen, Lisbeth Runge, et al. “Motor Performance as Predictor of Physical Activity in Children.” Medicine & Science in Sports & Exercise, vol. 47, no. 9, 2015, pp. 1849–1856., doi:10.1249/mss.0000000000000604. 10 The Southern California Association of Governments (SCAG). “Local Profiles Report 2017.” Profile of the City of Covina, May 2017, pp. 1–40. 11 Source: California Department of Education, 2000 - 2006 8
Figure 2 K-12 Public School Student Enrollment: 2000 - 2016 2.1.2 | HEALTH
The health of the community is a critical factor when considering a strategy for a healthy communities element. By making walking and bicycling safe and convenient, the City can make it much easier for people to build routine physical activity into their daily lives.
According to SCAG, and seen in the graphs below, obesity and the rate of physical activity are below the Los Angeles County average while asthma, heart disease and diabetes are higher than the Los Angeles County average.
Figure 312 Obesity/Physical Activity Rates (18 & Over): 2014
12 Source: California Health Interview Survey, 2016 9
Figure 413 Chronic Disease Rate (18 Years & Over): 2014 Chronic diseases such as the ones mentioned above can be reduced through the implementation of a more integrated program of active transportation planning starting at the local level. Developing more walkable options, such as a safe routes to school (SRTS) program, may enhance opportunities for physical exercise at a young age and therefore reducing the rate of obesity and chronic diseases associated with physical inactivity later in life.
2.1.3 | ACTIVE TRANSPORTATION
Due to the freeway system built in Southern California, the main mode for transportation is the use of private automobiles and in 2018, Los Angeles County was the fifth most congested area in the United States14. Commuters spend on average, eighty-one hours in their commute and when looking at congestion through an economic lens, the cost of congestion per driver is nearly $1,788 dollars per driver15. While residents of Covina do
13 Source: California Health Interview Survey, 2016 14 Nelson, Laura J. “Los Angeles Area Can Claim the Worst Traffic in America. Again.” Los Angeles Times, Los Angeles Times, 15 Mar. 2016, www.latimes.com/local/lanow/la-me-ln-la-worst-traffic-20160314-story.html. 15 Inrix. “Los Angeles, CA's Scorecard Report.” INRIX - INRIX, 2018, inrix.com/scorecard-city/?city=Los Angeles, CA&index=47. 10
not share these statistics with their fellow Southern California commuters, commute averages have increase to 36 minutes for drivers16. Nearly 80 percent of residents drive alone whereas only 11 percent carpool.
Figure 517 Covina - Journey to Work (Transportation Mode Choice)
Figure 618 Covina - Journey to Work (Average Travel Time)
16 The Southern California Association of Governments (SCAG). “Local Profiles Report 2017.” Profile of the City of Covina, May 2017, pp. 1–40. 17 Source: 2000 US Decennial Census; 2010 US Census American Community Survey; Nielsen Co. 2016 18 Source: 2000 US Decennial Census; 2010 US Census American Community Survey; Nielsen Co. 2016 11
Active transportation offers the promise of improving the health of residents and the community. It creates healthy people, a healthy environment, a healthy economy and mobility for all.
The City has begun its active transportation initiatives with the creation of its Bicycle
Master Plan (BMP). The City’s Bicycle Master Plan (BMP) provides a broad vision of actions and strategies to improve conditions for bicycling in the City and the surrounding region. The promotion of bicycling as a priority will provide benefits in the form of improved air quality, better public health, and enhanced quality of life. Replacing automobile trips with bicycling will reduce vehicle miles traveled, congestion, and emissions associated with automobiles, while also encouraging active lifestyles.
By making walking and bicycling safe and convenient, the City can make it much easier for the community to build routine physical activity into their daily lives. Active transportation systems also foster economic health by creating dynamic, connected communities with a high quality of life that catalyzes small business development. This offers economic benefits to families by providing transportation alternatives that do not require a car.
2.1.4 | SOCIOECONOMIC CIRCUMSTANCES
Many factors influence health habits in the City: nutrition, access to open recreational space, access to healthcare, income and housing burdens. The statistics indicate that there is a strategic financial struggle that is correlated to the less of a healthy lifestyle.
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(1) Nutrition & Access Open Space
Poor diet and the lack of physical activity have contributed to the obesity epidemic,
however, it can be hard for the citizens of Covina to achieve a healthy lifestyle if they
do not have access to nutritious and affordable food options. Only 70 percent of those
living in Covina live in close proximity to a grocery store. Proximity to recreational
space is only 1.21 acres per 1,000 people. Within the seven-mile radius of the City,
only 59.4 acres is available for open space.
(2) Healthcare, Income and Housing Burden
Healthcare is also a contributing factor to the wellbeing for those living in Covina.
With the median income being $64,800 dollars, residents have to decide where and
how money will be spent. Twenty percent of the population from newborns to age 64
are uninsured. Data also shows that nearly 46 percent of those living in Covina have
more than 30 percent of their income contributing to housing and 19 percent
contributing more than 50 percent of their income to housing19. Households owning
versus renting is a split of 56 percent to 44 percent respectively.
These five factors can potentially explain why students and adults have their current health habits. Many families are experiencing the teetering balance of paying rent or having enough food and because of this, families do not always have the luxury of maintaining a healthy lifestyle.
2.2 GENERAL PLANS
General Plan, California
19 Larsen, Lisbeth Runge, et al. “Motor Performance as Predictor of Physical Activity in Children.” Medicine & Science in Sports & Exercise, vol. 47, no. 9, 2015, pp. 1849–1856., doi:10.1249/mss.0000000000000604. 13
According to Government Code section 65302, a City’s general plan allows for a community to envision its future growth and development through mandatory elements such as: land use, circulation, housing, conservation, open space, noise and safety to created livable communities. For cities to be successful, the Governor’s Office of
Planning and Research (OPR) has created General Plan Guidelines (GPG) to with content for local jurisdiction general plans. As of 2015, more than half of local jurisdictions within the state have general plans that are over 15 years old, often do to the costs and time associated with updating a general plan20. As recent as 2017, the state has taken measures to provide new GPG tools to make it easier for local jurisdictions to update general plans by using local, regional and statewide data.
Some of these tools include expanded sections of community engagement, new sections on healthy communities, equitable and resilient communities, economic development and climate change as additional elements and the GPG Mapping Tool. Community engagement is vital to updating a general plan as it provides a partnership for community involvement. This is done through many public agencies and public utilities companies21 as well as considering all economic groups when implementing a housing element22. New sections of healthy communities can be implemented into a general plan as there is no mandatory amount of elements that can be included. These new sections provide information on topics that keep communities vibrant and help address some of the issues
20 Shirazi, Sahar, et al. “State of California 2017 General Plan Guidelines.” State of California 2017 General Plan Guidelines, 27 July 2017, pp. 2–9. opr.ca.gov/docs/OPR_COMPLETE_7.31.17.pdf. 21 “Code Section 65351.” Law Section, 6 Jan. 2006, leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?sectionNum=65351.&lawCode=GOV. 22 “Code Section 65583.” Law Section, 1 Jan. 2019, leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=GOV§ionNum=65583. 14
local communities face. Because this project is related to strategies for a healthy communities element, there can be policies to help ensure changes in the built environment improve health disparities. Other policies that can be included into a healthy communities element include complete streets, climate change and environmental justice.
Lastly, in 2017, the GPG includes a free General Plan Mapping tool that incorporates the requirements for the mandatory elements as well as themes and provides Geographic
Information Systems (GIS) resources for city and county planners to use when drafting a general plan23. The tool provides access to data such as parcel-level information to help inform the decision-making process as well as enhance public participation.
General Plan, City of Covina
The General Plan for the City was last updated in 1997 making the document 22 years old. In 1997, the City planned for a long-term general plan which acts as a constitution for both public and private development. The Covina General Plan focuses on guiding future redevelopment activities, limited new construction, and expected additions and modifications to existing public and private facilities24. The General Plan currently has six chapters that focus on: land use, circulation, housing, natural resources and open space, safety, and noise. The General Plan also includes an Environmental Impact Report
(EIR), which documents how the general plan would affect the environment following the requirements of the California Environmental Quality Act (CEQA). Each of the six elements identifies and analyzes various planning matters warranting attention and
23 Shirazi, Sahar, et al. “State of California 2017 General Plan Guidelines.” State of California 2017 General Plan Guidelines, 27 July 2017, pp. 2–9. opr.ca.gov/docs/OPR_COMPLETE_7.31.17.pdf. 24 The City of Covina General Plan [PDF]. (1992, January 1). Covina: The City of Covina. 15
contains long-term goals and objectives, day-to-day decision-making policies, plans and maps, and implementation measures.
2.3 METRO’s SAFE ROUTES TO SCHOOL PROGRAM
2.3.1 | THE SIX E’s PLUS
In order to have youth educated on walking and bicycling, Metro Los Angeles in partnership with the Safe Routes to School Program (SRTS) Program has developed the
Six E’s PLUS Program to promote youth education on traffic safety. The six E’s include:
Encouragement
Education
Engineering
Enforcement
Evaluation
Equity
plus Partnership
The first step is to encourage the public to attend events and activities that spark interest in both students and parents walking and bicycling to school by making it fun. The second step is education which involves working with students, teachers and various parties to educate them on safe walking and bicycling skills as well as safe driving behavior. The third step is engineering, which involves infrastructure improvements to improve the safety of people walking, bicycling and driving along safe routes.
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The fourth step becomes enforcement, which is used as a strategy to keep all users obeying traffic laws, following drop-off and pick-up procedures and deter unsafe behaviors that come from all users. The next step is evaluation which is used to track progress through counts and surveys to determine impacts on student travel behavior. The last step is equity which is integrated throughout the Safe Routes to School (SRTS) programs as it address the difficulty and challenges of students. Finally, partnership has been added in recent years as a key role into the extensive sustainability of a Safe Routes to School Program (SRTS) program.
2.3.2 | ACTIVE TRANSPORTATION PROGRAM
The Active Transportation Program (ATP) was created into legislation in September,
2013 as a way to consolidate existing federal and state transportation programs, including the Transportation Alternatives Program (TAP), Bicycle Transportation Account (BTA), and State Safe Routes to School (SR2S), into a single program as a means to make the state of California a national leader in active transportation25. These various programs were both compilations from Senate Bill (SB) 99 and Assembly Bill (AB) 101.The purpose of Active Transportation Program (ATP) is to encourage active modes of transportation and to provide various projects to benefits all active transportation users.
In order to accomplish this goal, the program focuses on making more local trips by walking or bicycling, increasing safety for non-motorized users, reducing greenhouse gasses (GHG), and enhance public health for the local communities. The Active
25 “Active Transportation Program (ATP).” California Department of Transportation (Caltrans Title), Caltrans, www.dot.ca.gov/hq/LocalPrograms/atp/. 17
Transportation Program (ATP) also has a social equity element to protect disadvantaged communities and ensures that they are included in the benefits of the program.
Caltrans has created the flowchart below as a visual representation of the purposes and goals set for the Active Transportation Program (ATP).
Figure 7 ATP Purpose ad Goals26 2.3.3 | ATP EXAMPLE: SAFE ROUTES TO SCHOOL-LA
The Active Transportation Program (ATP) has helped many schools secure funding since its inception; however, more recently, on February 20, 2019 the City of Los Angeles secured $33.4 million in funding from the Active Transportation Program (ATP) for Safe
26 California Department of Transportation. 18
Routes to School (SRTS) Los Angeles27. Combined with the matching funds from the
City of Los Angeles, the total amount of investment for Safe Routes to School (SRTS)
Los Angeles totals $42 million over the next four years. These funds will implement safety improvements to eight high-need city neighborhoods. Some of this includes new signals, signal modifications, flashing beacons, speed humps, crosswalks and bicycle facilities.
"When it's safer to walk and bike, it's more welcoming to walk and bike. Our work
with LAUSD to build these simple, effective safety measures aims for students to
arrive ready to focus on learning and to protect all the potential that each one of
them represents." - LADOT General Manager Seleta Reynolds
2.4 CASE STUDY: MIAMI-DADE COUNTY
The Miami-Dade County community is an example of applying for grant funding and developing Safe Routes to School (SRTS) programs for schools in need for surrounding infrastructures improvements. The Miami-Dade County Public Schools (MDCPS) has partnered up with multiple departments such as the Miami-Dade County of Public Works and Waste Management Department (PWWMD) and the Miami-Dade County
Metropolitan Planning Organization (MPO) to apply annually for funding to improve all
220 elementary schools within the County. As of 2011, funding has been secured for 63 elementary schools and the County is focused on continuing their Safe Routes to School
27 “LADOT and Los Angeles Unified Secure Funds for Street Safety Upgrades near Schools.” LADOT - Press Releases, LADOT, 20 Feb. 2019, ladot.lacity.org/what-we-do/about-us/press-releases. 19
(SRTS) programs so that all 220 schools provide education, awareness, and an alternative mode to getting to school28.
To implement the 2011 Safe Routes to School (SRTS) pilot program study, the MDCPS narrowed their search from 150 elementary schools to 10 schools to prepare infrastructure grant applications. To narrow the search, a prioritized method was considered to find schools with the greatest needs for improvement. The two steps considered were, first, ranking schools on quantitative factors such as students living within a half mile radius of the school, bicycle and pedestrian crash data, percentage of students walking to school, traffic volume on roads near the school, and automobile ownership. The second step was conducting field reviews to ascertain the potential for Safe Routes to School (SRTS) improvements for the highest ranked schools.
From this method, 10 schools were selected and the MDCPS and its partners began improvements within the half mile radius of schools to have a greater impact for student walkability. To facilitate the identification of improvements, GIS maps were created to visualize land use, street network, traffic signal locations, and bicycle and pedestrian crash locations. Along with this, field reviews were conducted to observe the walking patterns of students. Additional information was collected from students, parents, school staff and MDCPS’ Community Traffic Safety Teams (CTST) in meetings and through surveys. Meetings were conducted to help understand the perspective of students and the
28 Kimley-Horn and Associates, Inc. “Safe Routes to School Plan 2011.” Miami-Dade MPO Executive Summary #GCP IV-18, Aug. 2012, pp. 1–8. 20
challenges they faced when walking to school as well as to encourage WalkSafe programs.
2.5 CONCLUSIONS FROM LITERATURE
The reviewed literature provides background information on how Safe Routes to School
(SRTS) programming can provider safer and healthier alternatives for students traveling to school. Safe Routes to School (SRTS) programs implemented as a strategy through a healthy communities element for the City of Covina may empower a sense of community belonging and support childhood development into engaged, active adults. Safe Routes to
School (SRTS) programs must engage and reflect the City’s needs. Strategic planning can be implemented by working on quantitative approaches and field reviews to ensure when grant funding is sought. Safe Route to School (SRTS) initiatives must also produce strategies for incorporating youth feedback on the challenges seen on their daily walking or bicycling commutes. Finally, Safe Route to School (SRTS) programming that support safer communities should encourage parent education programs and safety improvements and consider how a neighborhood’s entire built environment can be used to support safer travels and actively contribute to a healthier community.
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CHAPTER 3
This project surrounds three methods in order to identify, create and establish working programs to understand the patterns of each school, how to create a safe routes to school
(SRTS) program and to gather financial support to make them sustainable.
3.1 | WALK AUDIT
For this project, walk audits of all three studies schools will be conducted. The purpose of a walk audit is to analyze and identify the current walking and bicycling conditions within the school zone. These walk audits also provide an opportunity to identify improvements to increase safety. As a result, walk audits can be used to develop a safe routes to school (SRTS) map for all three school locations.
The series of steps included in the walk audit will be:
1. Counts on pedestrians, cyclist and vehicles at each school;
2. A school to provide background information on the school;
3. Travel patterns;
4. Walk audit results.
This methodology is used when Metro and the City of Los Angeles’ Department of
Transportation conduct studies of schools in need of safety enhancements. Please see appendix A-B of this document for a clean version of the walk audit and pedestrian count forms.
3.2 | PROGRAMMING FOR SRTS
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The programming entailed to create a successful Safe Routes to School (SRTS) program involves many from the community such as parents, teachers, school representatives, stakeholders and community leaders. Metro has created a trainee program that brings the community together to create lessons to educate the community on safe walking and bicycling. While this portion of the methodology was not fully executed due to time constraints, it will have greater effects for a longer program duration. It will also highlight lessons that can be used for a potential pilot program.
In order to create lessons it is important to create steps for success. When developing a
Safe Routes to School (SRTS) program, the first step is to have support from parents and school administrations as it is essential and will allow for the program to be successful and sustainable. Next, it is important for city staff to present research on school commute activity. This allows for communication between city staff and administrators to have a dialog on what challenges are facing the schools. In doing this, the next step requires the
City to be an active listener and allow for parents and administrators to voice their concerns of traffic commutes. Having this dialog be a two-way conversation creates an environment for both organizations to collaborate on walk audits and travel plans. Lastly, it is important for city staff, parents and administrators to make bicycling and walking to school fun for students. Planning activities that encourage walking and bicycling through the help of parent and volunteers can have students feel safe and more willing to choose healthier options for getting to school. These steps are incorporated through a series of lesson plans to be conducted at Parent Teacher Association (PTA) meetings. The three
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below have been picked as they promote and educate students on walking and bicycle safety tips.
3.2.1 | LESSON #1: TIPS FOR WALKING SAFE29
To promote safe walking to and from school one lesson plans directly calls for parents to educate their children on tips for walking.
Always walk on the sidewalk, but if there is not a sidewalk, walk as far left as
possible while facing traffic so drivers may see pedestrians
Students under the age of 10 years will need to walk with an adult
Obey all traffic signals and signs; wait to make sure it is safe to cross the street
Make eye contact with drivers before entering the crosswalk
Put away headphones and cell phones while crossing the street
Cross at safe corners and not between parked cars
Pay attention to driveways, turning cars and parking lot entrances
3.2.2 | LESSON #2: HELMET BASICS & PROPER FIT30
To promote safe bicycling to and from school one interactive lesson plan calls for parents to practice on how to properly put on a helmet. City staff is to use a helmet as a prop and demonstrate how a helmet is to properly be worn.
29 “Safe Routes to School - Resource Manual.” LA Metro Home, Metro Los Angeles, 1 Oct. 2016, www.metro.net/projects/srts-manual/. 30 “Safe Routes to School - Resource Manual.” LA Metro Home, Metro Los Angeles, 1 Oct. 2016, www.metro.net/projects/srts-manual/. 24
While many parents may feel it is as easy as purchasing and snapping into place, many do not know that it is a requirement that all students under the age of 18 are required to wear helmets every time they bicycle in California. It is also important for parents to know that they should buy a helmet that fits their child now rather than having their child grow into it. For this lesson everyone will pair up and follow the steps below when purchasing and putting on a helmet:
Choose a bright visible helmet
For proper fitting, place the helmet on your partners head with a two fingers space
between the helmet and your partners eyebrow
Adjust the helmet straps under your partner's ear to form a “V” shape
Tighten or loosen the chin strap on your partner so they are able to open their
mouth and the strap fitting snugly
3.2.3 | LESSON #3: RULES FOR THE ROAD31
To promote safe walking and bicycling to and from school another lesson the City can provide safety cards to parents and have an open dialogue regarding these rules. The rules that would be discussed in this lesson and located on the safety card include:
❏ Children under 10 should stay on the sidewalk
❏ Use extra caution at driveways and street corners
❏ People on bicycles must follow all posted and painted signs and signals
❏ Cyclist should ride on the far right-hand side of the road in the same direction as
traffic
31 “Safe Routes to School - Resource Manual.” LA Metro Home, Metro Los Angeles, 1 Oct. 2016, www.metro.net/projects/srts-manual/. 25
❏ Always stop for students walking
3.3 | GRANT APPLICATIONS FOR FUNDING A SRTS PLAN
For the needs of the client, this methodology section will center on the factors needed in an application process to acquire grant funding for both infrastructure and non- infrastructure related projects. Infrastructure projects include: sidewalk improvements, on-street and off-street bicycle facilities, remote drop-off sites, crosswalk improvements and secure bicycle facilities32. Non-infrastructure related projects include programming and education such as: student pedestrian safety education, bicycle rodeos, personal safety education, map development for proposed SRTS and parent education33.
Funding becomes critically important for the successful implementation of a Safe Routes to School (SRTS) program. While many Safe Routes to School (SRTS) programs are carried out through activities by parents, administrators and community organizations, funding is eligible on federal, state, regional and local platforms. The history of funding a safe routes to school (SRTS) program has been through the process of Caltrans’ Active
Transportation (ATP) Program through the collaboration of Senate Bill (SB) 99 and
Assembly Bill (AB) 101 and executed through the Division of Local Assistance in the
Office of State Programs. Through the expansion of safe routes to schools (SRTS) and its importance to local jurisdictions, funding opportunities have become available through various organizations such as: Caltrans, ATP, SGAG and SafeTREC in partnership with
32 “Infrastructure & Non-Infrastructure Eligibility.” Safe Routes to School, Michigan Fitness Foundation, 2016, saferoutesmichigan.org/infrastructure-non-infrastructure-eligibility/#eligible-non-infrastructure. 33 “Infrastructure & Non-Infrastructure Eligibility.” Safe Routes to School, Michigan Fitness Foundation, 2016, saferoutesmichigan.org/infrastructure-non-infrastructure-eligibility/#eligible-non-infrastructure. 26
SRTS National Partnership. The factors below need to be included and are seen throughout these four application criteria’s.
(1) Project Information: This includes general information, project details, a project
description and background information. The project information provides an
opportunity for the applicant to introduce themself and communicate who they are
and why they are seeking grant funding. This information includes the project name,
agency name, location, contact information, start and end dates, a summary of the
project and depending on what grant an applicant applies to, they will want to know
the background information of the region. For example, Caltrans will want to know
where in the state, and SGAG will want to know the county region.
(2) Project Justification: This includes notifying the grant agencies of the deficiencies
the project is attempting to address and how the project will address the identified
deficiencies. It is important that during this section the City addresses the
ramifications of not funding this project and how it will affect the community. To be
a competitive applicant, it is critical to support the project justification with data. For
the case of a Safe Routes to School (SRTS) program as a healthy communities
element, this would be providing the background information of the community as
well as the results of the walk audits, pedestrian counts and traffic collision data.
(3) Project Objectives: Each application is uniquely different as its objectives may
clearly be stated, however, if they are not, this section can be used to explain the
goals and objectives. It is important to reference the communities general plan
guidelines, how this project may address disadvantaged communities, social equity
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concerns and a reduction in greenhouse gasses. It is critical the applicant
demonstrates a continued collaboration between different jurisdictions.
(4) Project Management: This includes providing a scope of work, project timeline and
funding accountability. This is important as it shows the applicant has a schedule to
execute the goals and objects in a set amount of time. This section promotes
accountability from the applicant as quarterly reports of funding, research and
programming.
While all applications have a specific process for filing, these are the core criteria’s needed to successfully complete an application for grant funding.
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CHAPTER 4
4.1 | SURVEYING
One alternative to analyzing the Safe Routes to School (SRTS) program strategy for a healthy communities element is to do parent surveying. The 15 question parent survey provided by the National Center for Safe Routes to School (SRTS), is used by school organizations as a way to understand parents on travel behaviors and personal opinions on how students travel to and from school34. The survey begins with travel behavior questions by asking the location of the school, the grade, gender and how many students they have. The survey continues with how far students live from school and how they arrive and leave school. The next eight questions focus on the issues that affect their decision to allow or deny their students from walking, bicycling etc. to and from school as well as questions that see if parents are open to other modes of transportation.
4.2 | PROGRAMMING FOR SAFE ROUTES TO SCHOOL
Another alternative to analyzing the Safe Routes to School (SRTS) programming strategy for a healthy communities element is to do a nine month student and parent programming that engages both groups to encourage walking and bicycling to school. Metro has created a Safe Routes to School Resource Manual for the 88 cities that make up Los
Angeles County as guiding principles to create local safe routes to school. The Metro
Resource Manual provides local jurisdictions, school officials and parents with an encouragement and educational campaign for every month, steps for success, an action route plan and resources needed to fund a Safe Routes to School (SRTS) program.
34 “SRTS Data Tools - Online Data Entry and Analysis System.” SRTS Data Tools - Online Data Entry and Analysis System, National Center for Safe Routes to School Data Collection System, 2019, saferoutesdata.org/. 29
This differs from the parent survey as it provides the next step for parents, school officials and local jurisdictions to get involved through the steps of success. The resource manual is perfect for local jurisdictions that want to advocate for Safe Routes to School
(SRTS) as a strategy to a healthy communities element as it contains a trainer manual for getting parents and school officials to join the cause. The trainer program provides steps for success, an instructor manual, participant workbook, safety tip activities, certificates of achievements and a post-training survey35. This trainer manual carried out through school officials and PTA’s can help navigate the safety concerns parents and school officials encounter with students and work with the City to address these concerns to make a safer environment.
4.3 | WALK AUDITS & PEDESTRIAN COUNTS
Another alternative to analyzing the Safe Routes to School (SRTS) program strategy for a healthy communities element is to conduct walk audits to identify and track issues and safety barriers around the studied schools.
This plan allows for the local jurisdictions survey the studies schools and identify traffic concerns. The purpose of a walk audits is to describe walking and bicycling conditions in and around school zones and discover potential areas for improvement to increase safety and convenience36. Metro provides a walk audit form in the resource manual and a new
35 “Safe Routes to School - Resource Manual.” LA Metro Home, Metro Los Angeles, 1 Oct. 2016, www.metro.net/projects/srts-manual/. 36 “Safe Routes to School - Resource Manual.” LA Metro Home, Metro Los Angeles, 1 Oct. 2016, www.metro.net/projects/srts-manual/. 30
form37 was created for the purpose of this client project by the researcher. The audit form provides a place to inventory and evaluate the facility conditions and travel behaviors such as: sidewalk and bicycle routes; student, parent and driver behavior, adjacent intersections; school zone signs and pavement markings; student drop-off and pick-up areas; and bus loading zones and bus stops. Pedestrian counts38 are also conducted to see how people use different modes of transportation to get to and from school. This also allows for the researchers to notice any traffic pattern behavior surround the schools being studied.
4.4 | RECOMMENDED PLAN - WALK AUDITS & PEDESTRIAN COUNTS
For the purpose of this client project, walk audits and pedestrian counts will be the recommended plan for the researcher as it provides original data, an in depth analysis of the each studied school and the limitation to this plan were minimal compared to the other proposed strategies.
The City wanted the focus of the study to look at Northview High School, Charter Oak
High School and Badillo Elementary as potential schools that could have a Safe Routes to
School (SRT) program because of the close proximity to transit corridors and railroad crossings. The researcher conducted pedestrian counts over a course of three consecutive days that showed traffic patterns of each school. An in depth analysis of the criteria in the walk audits were researched and will be discussed in Chapter 5.
37 Please see appendix A for a blank Walk Audit Forms associated with the study. 38 Please see appendix B for a blank Pedestrian Count Form associated with the study. 31
4.5 | LIMITATIONS
As previously mentioned, the limitations to the walk audits were minimal as it provided an in depth understanding of the schools traffic patterns and pedestrian counts. With both the surveying and programming for Safe Routes to School (SRTS) alternatives, the researcher was faced with major limitations. Surveying and interviews required an
Institutional Review Board (IRB) certificate which was not obtained and as a result, interviews and surveys were not to be conducted. Surveying and interviews can be used for future studies as they provide the parent perspective and school official perspective to a Safe Routes to School (SRTS) program. Programming for a Safe Routes to School
(SRTS) as seen in the Metro Resource Manuel was another limitation to the researcher as it was a time constraint and also relied on a large portion of parent activities and school officials to become invested in the client project.
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CHAPTER 5
5.1 | NORTHVIEW HIGH SCHOOL
5.1.1 | School Profile - Northview High School
Northview High School is a public high school, grade levels 9-12, located in the valleys of the San Gabriel Mountains and is part of the Covina-Valley Unified School District.
Orange groves once covered the area that is now inhabited by the school which now sits on 43 acres. Northview High School is home to a mixture of different ethnic backgrounds and continues to strive for a definitive multicultural atmosphere.
The campus, which is admired for its park like atmosphere teeming with beautiful blossoming trees and shrubs, garden areas and benches, accommodates a population close to 1,600 students and 123 staff, faculty and administrative members. The site is comprised of 57 permanent classrooms and laboratories, 10 portable classrooms, one administrative building, a cafeteria, a gymnasium, a library, a music building, a pool, a track and field course, a junior varsity football field, varsity and junior varsity baseball and softball fields and multiple tennis courts.
Northview high School has maintained strong ties with both of the major communities it serves. Irwindale and Covina are both communities that provide an array of support to the school. The school works closely with both the Irwindale and Covina Lions Clubs through their annual scholarship speech contest. The communities work closely with the schools to offer supplemental tutoring programs through the Irwindale and Covina libraries. Many business located in downtown Covina, provide the sport teams with
33
sponsorships and meal services. Northview High School takes pride in working with the
Rotarians and Kiwanis clubs in the community.
Elected Officials Representing the School Include:
Grace Napolitano, U.S. Congress, District 32
Blanca E. Rubio, State Assembly, District 48
Senator Susan Rubio, State Senate, District 22
Kathryn Barger, Los Angeles County, District 5
5.1.2 | Collision Analysis
Collision data was analyzed through a report generated by the State of California,
Department of California Highway Patrol for the year 2017. The limitation of collecting traffic data is it takes six months from an initial traffic collision to be processed in the system. The researcher was going to look at data sets for 2017 and 2018, however, data was not fully proposed by the department for 2018 and as a result, only 2017 data was analyzed. With respect to Northview High School, traffic data was collected for the intersection of Azusa Avenue and Cypress Street. In 2017, 13 traffic collisions were reported due to unsafe speeds of vehicles and improper turns39. There were no fatalities at this intersection, however 15 passengers and drivers experience injuries40.
5.1.3 | Walk Audit Results (Barrier & Field Observations)
A week long walk audit and pedestrian counts were conducted in March 2019 to examine
Northview High School. On Monday, March 4, initial observations were gained to locate
39 Traffic Collision 2017. March, 2019, pp. 1–97, Traffic Collision 2017. 40 Traffic Collision 2017. March, 2019, pp. 1–97, Traffic Collision 2017. 34
where the pedestrian counts would be conducted. On Tuesday, March 5, Wednesday,
March 6, and Thursday, March 7, pedestrian counts were conducted on the Northeast corner of Cypress Street and Azusa Avenue which counted bicyclist, pedestrians and cars. On Friday, March 8, pictures were taken to document the signage, signals, and travel patterns that were happening on two major intersections near the high school.
Highlighted Observations41
The initial observations gathered on Monday highlighted a few of the traffic concerns surrounding pedestrians and cyclist traveling to Northview High School as well as health concerns.
First, the high school is subject to fast moving traffic on both Cypress Street and Azusa
Avenue. There are two driveway entrances to the school, the first being, the front parking lot which is a half-moon shaped one way entrance and the second, is the main parking lot which is rectangular shaped creating an “L” shaped traffic flow within the parking lot.
Both entrances are located on Cypress Street. Both parking lots are unmonitored which causes drop-off traffic to flood Cypress Street in both directions (East and west) causing clogged intersections.
41 Please see appendix C for Walk Audit associated with Northview High School. 35
Figure 842 Northview HS Front Parking Lot
Figure 943 Northview HS Main Parking Lot Second, there are undesignated drop-off locations on the Southwest corners of Cypress
Street and Azusa Avenue and the Southwest corner of Cypress Street and Homerest
Avenue. This becomes a concern because students are being dropped off on these corners with moving traffic speeding by.
Third, Northview High School is located in an area with nine fast food restaurants within the 0.25 mile radius. During the observations, many students walked to either Jack in the
Box or McDonald’s before they entered the campus. Lastly, the South (back) perimeter
42 Turnbow, Brandy. Northview High School Front Parking Lot. 2019. Google Maps. March 2019. 43 Turnbow, Brandy. Northview High School Main Parking Lot. 2019. Google Maps. March 2019. 36
of the school parallels railroad tracks causing concerns for students who walk and cycle to school as they need to cross the tracks.
Signal, Signage and Traffic Patterns
Northview High School has a fair amount of signage surrounding its school:
Table 244 Signage - Northview High School
Speed Limits No Parking Permit Parking Main Parking Lot Entrances
Crosswalk Button Parking Rules Right Turn Photo Enforcement
44 Turnbow, Brandy. Table 2 - Signage Northview High School. March 2019. PNG. 37
Foothill Bus & No Photo Enforcement No Parking Speed Limit Parking w/ Cameras
These are signs and traffic signals seen throughout the Northview High School area. The signs provide information for all encountering them however, during the school rush hour, many drivers violated the signage causing concerns for students, cyclist and pedestrians. These will later be discussed in the Section 5.1.4.
Pedestrian Counts45
To measure the baseline on how students arrived at school, pedestrian counts were conducted to record the mode of transit to and from school on three consecutive days.
Pedestrian counts were conducted on the corner of Cypress Street and Azusa Avenue between 7:10a.m. to 7:40a.m. This area was selected because there were many modes of transportation that included cyclist, pedestrian and vehicle travel; it was a corner that had three fast food locations; and it provided a clear view of both parking lot driveway entrances. The timing selected was based on the researcher because it allowed for a 35 minute travel window for students to get to school with a five minute carryover. The five
45 Please see appendix D for Pedestrian Count Forms associated with Northview High School. 38
minute carryover was implemented to account for student arriving late after the initial bell ringing at 7:45am. With respect to weather, both Tuesday, March 5 and Thursday,
March 7 were blue skies while Wednesday, March 6 was a rainy day. This weather may have impacted the way students and parents traveled. Pedestrian counts were recorded after a bicyclist, private vehicle and pedestrian entered the Cypress Street and Azusa
Avenue intersection. The results showed the following:
Figure 1046 Cypress Street and Azusa Avenue Intersection
Table 347 Northview High School Count Totals
46 Turnbow, Brandy. Cypress Street and Azusa Avenue Intersection. March 2019. PNG. 47 Turnbow, Brandy. Totals from Pedestrian Count Forms for Northview High School. March 2019 39
The table results show that the high school experiences a high volume of private vehicle traffic on both Azusa Avenue and Cypress Street with nearly 1,741 vehicles crossing this intersection 35 minutes prior to the beginning of the school day.
5.1.4 | Discussion
This section will discuss the initial observation in detail as well as the pedestrian counts and signage.
Traffic Congestion
Traffic congestion occurred at the front parking lot and the main parking lot with entrances and exits leading to Cypress Street. An additional exit in the main parking lot exits on Azusa Avenue. Traffic builds up causing a backup of private vehicles waiting in the center left turn lane for both entrances. The center lane becomes clogged with vehicles and as a result, traffic in the left lane obstructs the flow of traffic. This backup of traffic is due to vehicles not pulling all the way forward in the drop-off zone and two, cars traveling Eastbound on Cypress Street block the driveway entrances when enough cars buildup at a red light. As a result, vehicles are forced to stop abruptly in the Cypress
Street and Azusa Avenue intersection. This puts pedestrians in danger when walking into the crosswalk when a vehicle has not made it past the intersection. The same thing is said for those vehicles traveling Eastbound on Cypress Street trying to enter the parking lot driveways. In this scenario, the right lanes become nonfunctional as vehicles wait to enter the driveways. This was mostly seen between the 7:30-7:50 a.m.
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Figure 1148 Northview High School Main Parking Lot Entrance Undesignated Drop-Off Locations
There are two consistently used locations on the Southwest corners of Cypress Street and
Azusa Avenue and Cypress Street and Homerest Avenue where parents drop-off students in the middle of traffic.
Figure 1249 Northview High School Undesignated 1
48 Turnbow, Brandy. Northview High School Main Parking Lot Entrance. March 2019. PNG. 49 Turnbow, Brandy. Northview High School Undesignated 1. March 2019. PNG. 41
Figure 1350 Northview High School Undesignated 2 Traffic builds up when students are being dropped-off in these undesignated locations and as a result, students are being asked to exit a vehicle when there is oncoming traffic.
The first picture shows Homerest Avenue which is a residential street with unmarked one-way traffic directions. Students exit the vehicles and either us the crosswalk or jaywalk into the street to get to the campus which is on the left. In the second picture, parents drop off student on Azusa Avenue which has a speed limit of 40 miles per hour
(mph) within the school zone. While students are able to access and enter through the main parking lot driveway exit, in every instance, there is oncoming traffic from behind the parked car on Azusa Avenue.
Proximity to Fast Food
Third, Northview High School is located in an area with 9 fast food restaurant locations within the 0.25 mile radius. At the corner of Cypress Street and Azusa Avenue, there is:
Manny’s El Loco, Jack in the Box, McDonald’s and Senior Alberto. Within the 0.25 mile
50 Turnbow, Brandy. Northview HS Undesignated 2. March 2019. PNG. 42
radius is Pepe’s Finest Mexican Food, Chuck E. Cheese’s, Carl’s Jr., Yoshinoya and
BMC Pho. As mentioned previously in the background of Covina, many adults face chronic illnesses and part of the reason is fast food restaurants are within a 0.25 radius of high school campuses. Northview High School is at risk of having more students stop by these restaurants to eat breakfast, lunch or after school more often because it is more easily accessible.
Railroad Crossings
Lastly, the South (back) perimeter of the school parallels railroad tracks causing concerns for students who walk and cycle to school as they need to cross the tracks on Azusa
Avenue. From the picture seen below, pedestrians must walk around the railroad traffic signals as it is centered in the crosswalk. There is nothing stopping pedestrians or cyclists from crossing the railroad track when a train is traveling. The City of Covina is interested in improving the safety around this railroad crossing for students.
Figure 1451 Railroad Crossing, Northview High School
51 Turnbow, Brandy. Railroad Crossing, Northview High School. March 2019. PNG. 43
5.2 | CHARTER OAK HIGH SCHOOL
5.2.1 | School Profile - Charter Oak High School
Charter Oak High School is a public high school, grade levels 9-12, located in the San
Gabriel Valley and is part of the Charter Oak Unified School District. Located within the
City, it also serves students in residing in Glendora and San Dimas. Charter Oak High
School is home to a mixture of different ethnic backgrounds with a 61 percent majority of its students coming from a Hispanic background52.
The campus, accommodates a population close to 1,560 students and 100 staff, faculty and administrative members53. Charter Oak High School has maintained strong ties with the three communities it serves; Covina, being west of the school; Glendora being northeast of the school; and San Dimas being east of the school. All three communities provide an array of support for college readiness and has a graduation rate of 98 percent.
The communities work closely with the schools to offer support in Advance Placement courses in both English and Social Science and also has a competitive Science,
Technology, Engineering, and Mathematics (STEM) Program.
Elected Officials Representing the School Include:
Grace Napolitano, U.S. Congress, District 32
Blanca E. Rubio, State Assembly, District 48
Senator Susan Rubio, State Senate, District 22
Kathryn Barger, Los Angeles County, District 5
52 “Explore Charter Oak High School in Covina, CA.” GreatSchools.org, 4 Jan. 2019, www.greatschools.org/california/covina/1626-Charter-Oak-High-School/#Neighborhood. 53 “Explore Charter Oak High School in Covina, CA.” GreatSchools.org, 4 Jan. 2019, www.greatschools.org/california/covina/1626-Charter-Oak-High-School/#Neighborhood. 44
5.2.2 | Collision Analysis
Collision data was analyzed through a report generated by the State of California,
Department of California Highway Patrol for the year 2017. The limitation of collecting traffic data is it takes six months from an initial traffic collision to be processed in the system. The researcher was going to look at data sets for 2017 and 2018, however, data was not fully proposed by the department for 2018 and as a result, only 2017 data was analyzed. With respect to Charter Oak High School, two intersections were analyzed. The first was Covina Avenue and Mangrove Street and the second was Cypress Street and
Banna Avenue. Both intersections experienced two traffic collisions each due to improper lane changes on Covina Avenue and improper turns and high speeds on Cypress Street54.
As the report continues, these traffic collisions fit the behavior patterns of vehicles traveling on these roads.
5.2.3 | Walk Audit Results (Barrier & Field Observations)
A week long walk audit and pedestrian count was conducted in March 2019 to examine
Charter Oak High School. On Monday, March 11, initial observations were gained to locate where the pedestrian count would be conducted. For Charter Oak High School, three individual walk audit locations were picked as this school had three entrances for students. This method was selected to capture a snapshot of each entrance. On Tuesday,
March 12, a pedestrian count was conducted in the faculty parking lot near the main entrance of the school. On Wednesday, March 13, a pedestrian count was conducted on the Southeast corner of the Cypress Street and Banna Avenue intersection (as there is a
54 Traffic Collision 2017. March, 2019, pp. 1–97, Traffic Collision 2017. 45
field entrance to the high school). On Thursday, March 14, a pedestrian count was conducted in a private parking lot across Cypress Street at the one-way entrance into school. On Friday, March 15, pictures were taken to document the signage, signals, and travel patterns that were happening on the transit corridors surrounding the high school.
Figure 1555 Aerial view of Monitored Entrances at Charter Oak High School (red dots)
Highlighted Observations56
The initial observations gathered on Monday, March 11 highlight a few of the traffic concerns pedestrians and cyclist encounter when traveling to Charter Oak High School.
First, the school is subject to fast moving traffic on both Cypress Street and Covina
55 Turnbow, Brandy. Aerial view of Charter Oak HS entrances monitored. 2019. Google Maps. March 2019. 56 Please see appendix E for Walk Audit associated with Charter Oak High School. 46
Boulevard. There are multiple driveway entrances to the school, the first being, the front parking lot which is a half-moon shaped one-way entrance; the second, is the main parking lot which creates an “E” shape; and lastly, the one-way entrance from Cypress
Street that connects to a one-way exit to Covina Boulevard through the school. The first two entrances are located on Covina Boulevard and the last entrance is located on
Cypress Street. Both parking lots are unmonitored which causes drop-off traffic to flood
Covina Boulevard in both directions (East and West). This ultimately causes a backup of traffic at the intersection of Covina Boulevard and Mangrove Avenue producing gridlock.
Second, undesignated drop-off locations on both Cypress Street and within the school’s main parking lot make it unsafe for students to exit vehicles and cause traffic concerns on both Covina Boulevard and on Cypress Street. Theses undesignated drop-off locations make students exit their vehicles onto these fast moving transit corridors with other traffic speeding by.
Lastly, the South (back) perimeter of the school parallels railroad tracks causing concerns for students who walk and cycle to school as they need to cross the tracks. The location of the railroad tracks intersects at a diagonal angel at the corner of Banna Avenue and
Cypress Street; concerns that will be addressed in the section 5.2.4.
Signal, Signage and Traffic Patterns
In Table 457 below, Charter Oak High School has a fair amount of signage:
57 Turnbow, Brandy. Table 4 Signage – Charter Oak High School. March 2019. PNG. 47
Table 4 Signage - Charter Oak High School
Speed Limits Speed Limits No Stopping No Stopping (Res.)
Crosswalk Button Crosswalk Sign Yield to Pedestrian Arrow Paint w/ Reflectors
Painted Crosswalk w/ No Crosswalk Pedestrian Ahead Bike Route Lights
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Bike Route Painted RR crossing Do Not Cross Tracks RR-XING at Cypress St. & Banna Ave.
One Way Share the Road Pedestrians Metrolink Signage
“Stop” Painted “School” Painted Crosswalks “RxR” Painted
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Photo Enforcement Flashing Lights Foothill Bus Stop No Stopping Any w/ Cameras Time
Thru Way Thru Way Right Turn One-way Signage “Exit” Painted Only
These are signs and traffic signals seen throughout the Charter Oak High School area.
The signs provide information for all encountering them. The amount of signage the school has surrounding its perimeter provides for a safer commuter on all modes of transit. These signs will later be discussed in the Section 5.2.4.
Pedestrian Counts58
To measure the baseline on how students arrived at school, a pedestrian count was conducted to record the mode of transit to and from school on three consecutive days.
58 Please see appendix F for pedestrian counts associated with Charter Oak High School. 50
Pedestrian counts were conducted on the three separate locations as the school had multiple entrances that could not be seen from one angle.
The locations included:
Tuesday, March 12 | In the faculty parking lot near the main entrance of the
school on Covina Boulevard;
Wednesday, March 13 | On the Southeast corner of the Cypress Street and Banna
Avenue intersection;
Thursday, March 14 | in a private parking lot across the one-way entrance to the
school on Cypress Street.
These pedestrians count were recorded by the researcher between 7:15a.m. to 7:50a.m.
These areas were selected because there were many entrances to the school so it became important to record from the different entrances. The timing selected was based on the researcher because it allowed for a 35 minute travel window for students to get to school with a 5 minute carryover. The five minute carryover was implemented to account for student arriving late after the initial bell ringing at 7:55am.
With respect to weather, all three days, Tuesday, March 12 to Thursday, March 14 were blue skies and no rain occurred during the recording period. Pedestrian counts were recorded after a bicyclist, private vehicle or pedestrian entered the intersection of Covina
Boulevard and Mangrove Avenue (Tuesday); enter the intersection of Cypress Street and
Banna Avenue (Wednesday); and crossed the one-way driveway entrance on Cypress
Street.
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Table 559 Charter Oak High School Count Totals
The table results show that the high school experiences a higher volume of private vehicle traffic on Cypress Street over Covina Boulevard. While the researcher only reviewed the entrances on Covina Boulevard on Tuesday, March 12, a reason for the higher number of private vehicles can be due to private vehicles avoiding the front and main parking lot entrances on Covina Boulevard. The pedestrian counts also show that bicyclist are not utilized on these major street despite the bicycle routes laid out by the
City’s BMP.
5.2.4 | Discussion
This section will discuss the initial observation in detail as well as the pedestrian counts and signage.
Multiple Entrances & Fast Moving Traffic
The first observation made was the multiple entrances on both the North side of the high school (Covina Boulevard) that hosts the front and main parking lots as well as the South side of the high school (Cypress Street) that hosts the one-way driveway entrance. To begin, traffic builds up on Covina Boulevard causing a backup of private vehicles waiting
59 Turnbow, Brandy. Totals from Pedestrian Count Forms for Charter High School. March 2019 52
in the center left turn lane for both entrances. The center lane becomes clogged and as a result, vehicles begin to wait in the left lane. This causes more vehicles to obstruct the flow of traffic. This backup of vehicles is due to cars not pulling forward in the drop-off zone and two, cars traveling Eastbound on Covina Boulevard block the driveway entrances when vehicles buildup at a red light. This was mostly seen between the 7:30-
7:50 a.m.
Figure 1660 Charter Oak High School Driveway
60 Turnbow, Brandy. Charter Oak High School Main Parking Lot Driveway. March 2019. PNG. 53
Figure 1761 Aerial view of Charter Oak High School - School Zones Undesignated Drop-Off Locations
Second, undesignated drop-off locations on both Cypress Street and within the high school’s main parking lot cause unsafe student exits from vehicles. On Covina
Boulevard, these undesignated drop-off locations become unsafe for students exiting vehicles. Students who enter the school through the one-way entrance on Cypress Street are exposed to unsafe exits because of the high speed of traffic on this street.
61 Turnbow, Brandy. Aerial view of Charter Oak High School – School Zones. 2019. Google Maps. March 2019. 54
Figure 1862 Cypress Entrance - Charter Oak HS Figure 1963 Undesignated Drop-off Zone (Cypress St.)
Figure 2064 Charter Oak Main Parking Lot Figure 2165 Aerial view of Charter Oak Main Parking Undesignated Drop-Off Zone Lot Flow of Vehicle Traffic
In the top two pictures, traffic builds up on Cypress Street during the school rush hour and students are being dropped off at this undesignated area. Students are forced to exit the vehicle with oncoming traffic and then with high speed traffic moving adjacent to them. Picture 12 shows how vehicles traveling Westbound on Cypress Street begin to drop off students and create a small line of drop-off vehicles along the curb. In some cases, vehicles traveling Eastbound on Cypress Street make an illegal U-turn to enter this forming line to drop of students instead of entering the one-way driveway. The concern is vehicles are traveling 40 plus miles per hour on Cypress Street along the City’s designated bike lane. While the pedestrian counts show bicyclist as non-existent along
62 Turnbow, Brandy. Cypress Entrance Charter Oak HS. March 2019. PNG. 63 Turnbow, Brandy. Aerial view of Undesignated Drop-off Zone (Cypress). 2019. Google Maps. March 2019. 64 Turnbow, Brandy. Charter Oak Main Parking Lot Undesignated Drop-off Zone. March 2019. PNG. 65 Turnbow, Brandy. Aerial view of Charter Oak Main Parking Lot Flow of Vehicle Traffic. 2019. Google Maps. March 2019. 55
this transit corridor, there may be a potential correlation between the speed of travel and the current safety conditions of the road.
The bottom two pictures show the main parking lot entrance and its “E” shaped parking direction outline. Picture 14 shows two paths a vehicle can take; one, driving straight towards the drop-off zone or two, making an immediate left. The walk audit showed that instead of vehicles pulling forward into the drop-off zone, many vehicles are making an immediate left and parking so they can be closer to one of the two exits. This causes multiple traffic concerns as it creates a backup of vehicles outside the driveway entrance.
Students traveling Westbound on Covina Boulevard are stuck waiting for vehicles to clear the driveway before they proceed to walk. Another issue is crosswalks are not designated in the main parking lot. When students who exit vehicles that made the immediate left turn are now faced with oncoming traffic from vehicles traveling enter the designated drop-off zone.
Signage
Signage surround Charter Oak High School is the best out of the three studied schools.
There is enhanced signage that trails nearly every 25-30 feet on both Cypress Street and
Covina Boulevard. Both these streets also have flashing beacon lights that worn vehicles to slow down on the streets when school is in session. Both painted and posted signage encourage pedestrians and cyclist and inform private vehicles that Cypress Street is a designated bike lane. The high school is located in the middle of two fast moving transit
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corridors and both the City and the school has taken its first steps to ensure the safety of students.
Railroad Crossings
Lastly, Cypress Street has a diagonal railroad track crossing the middle of the street. This railroad track parallels a back portion of the high school. As seen in the pedestrian counts, many students do not walk on Cypress Street despite the signage reinforcement surrounding this area of the corridor. From the picture seen below, pedestrians must walk around the railroad traffic signals as it is centered in the crosswalk and then cross the tracks.
Figure 2266 Cypress Street Railroad Crossing at Charter Oak High School
66 Turnbow, Brandy. Cypress Street Railroad Crossing at Charter Oak High School. March 2019. PNG. 57
There is nothing stopping pedestrians or cyclists from crossing the railroad track when a train is traveling. To add to the complexity of this railroad crossing, there is also the intersection at Banna Avenue which has no pedestrian or cyclist safety measures. Similar to the railroad crossing on Azusa Avenue seen at Northview High School, the City is interested in improving safety around this railroad crossing for students.
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5.3 | BADILLO ELEMENTARY
5.3.1 | School Profile - Badillo Elementary
Badillo Elementary is a public elementary school, grade levels transitional kindergarten to sixth grade, located in the City of Covina and is part of the Charter Oak Unified School
District. Badillo Elementary school has nearly 460 students enrolled and with the help of faculty, the school’s goal is to empower and inspire all children to learn67.
Badillo Elementary school has secured funding for iPads for all students from 2nd - 6th grade to promote technological learnings. Badillo Elementary is striving to have students become familiar with technology, equip students for extra practice and on-line learning and promote Family Technology Nights so students and families can take advantage of these opportunities to get connected.
Badillo Elementary school is also an Advancement via Individual Determination (AVID) elementary school as it promotes student success by implementing specific skills that enable all students to be prepared and organized68. These skills are habits, behaviors, and strategies that students can learn, strengthen and maintain throughout their academic careers that lead to high school and college. Badillo Elementary also promotes a successful school experience as a responsibility shared between the home and the school.
The belief becomes that when the home and school work together as a team, students gain immeasurable benefits.
Elected Officials Representing the School Include:
67 “Welcome Message / Basic.” Welcome Message / Basic, www.cousd.net/domain/323. 68 “Welcome Message / Basic.” Welcome Message / Basic, www.cousd.net/domain/323. 59
Grace Napolitano, U.S. Congress, District 32
Blanca E. Rubio, State Assembly, District 48
Senator Susan Rubio, State Senate, District 22
Kathryn Barger, Los Angeles County, District 5
5.3.2 | Collision Analysis
Collision data was analyzed through a report generated by the State of California,
Department of California Highway Patrol for the year 2017. The limitation of collecting traffic data is it takes six months from an initial traffic collision to be processed in the system. The researcher was going to look at data sets for 2017 and 2018, however, data was not fully proposed by the department for 2018 and as a result, only 2017 data was analyzed. With respect to Badillo Elementary School, two intersections were analyzed.
The first intersection was Old Badillo Street and N. Reeder Avenue and the second was
Old Badillo Street and Henton Avenue. There were only three reported traffic collisions at both these locations, two and one respectively due to improper turns and high speeds of travel69. However, all three traffic collisions experienced injuries. While the traffic collision count is low compared to other locations, these two intersections are on two concerns of the school, meaning these collisions are happening at both the entrance and exit of the school area.
5.3.3 | Walk Audit Results (Barrier & Field Observations)
69 Traffic Collision 2017. March, 2019, pp. 1–97, Traffic Collision 2017.
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A week long walk audit and a pedestrian count was conducted in March 2019 to examine
Badillo Elementary. On Monday, March 17, initial observations were gained to locate where the pedestrian count would be conducted. On Tuesday, March 18, Wednesday,
March 19, and Thursday, March 20, pedestrian counts were conducted on the Northeast corner of Old Badillo Street and N. Reeder Avenue which counted bicyclist, pedestrians and vehicles. On Friday, pictures were taken to document the signage, signals, and travel patterns that were happening on two major intersections near the elementary school.
Highlighted Observations70
The initial observations gathered on Monday, March 17, highlighted a few of the traffic concerns for pedestrians traveling to Badillo Elementary. It is important to note that
Badillo Elementary was unique as the schools main entrance is located on the backside of a residential community. This differs to the first two schools in this study as their main entrances were located on a large transit corridor. Traffic was less at the location, however pedestrians faced major traffic concerns at the Old Badillo Street and N. Reeder
Avenue intersection. The first concern associated with this school was the Old Badillo
Street and N. Reeder Avenue intersection. This is a four-way stop intersection, however, many drivers experience confusion on whose turn it was to proceed through the intersection. When a pedestrian entered this intersection, it complicated matters as vehicles would have to stop midway into the intersection before a vehicle realized a pedestrian was walking. During the observations, there was no crossing-guard on duty.
70 Please see appendix G for Walk Audit associated with Badillo Elementary. 61
Second, in the picture below, Badillo Elementary school has a triangle shaped parking lot where drop-off vehicles travel around the perimeter of the parking lot and thru-traffic travels in the middle of the parking lot. This parking lot was not monitored and creates a back flow of traffic as vehicles are trying merging from both the drop-off zone lanes and the thru-traffic lane. This merger of vehicles was experienced at both the entrance and exit of the main parking lot driveways. This is important because vehicles begin blocking the driveway and students have to walk on the driveway sidewalk between vehicles to enter the school.
Figure 2371 Aerial view of Badillo Elementary Main & Second Parking Lots
Lastly, undesignated drop-off locations were located on N. Reeder Avenue and at the Old
Badillo Street and at the Henton Avenue intersection. Students are being dropped off at both these intersections causing traffic concerns and unsafe cross walking. North Reeder
Avenue experiences traffic because vehicles trying to make the left from N. Reeder
71 Turnbow, Brandy. Aerial view of Badillo Elementary Parking Lots. 2019. Google Maps. March 2019. 62
Avenue to Old Badillo Street are waiting behind parked vehicles or are behind vehicles that are looking to park. This side of the street has been marked with “no parking” signs.
Unsafe cross walking also occurs at the Old Badillo Street and Henton Avenue intersection because there is not a designated crosswalk for students.
Signal, Signage and Traffic Patterns
In Table 672 below, Badillo Elementary Charter has a low amount of signage surround the school:
Table 6 Signage - Badillo Elementary School
Stop Signs & Paint No Pedestrian & School Speed Limit Speed Limit No Horse Trail
Commercial Vehicle Do Not Enter Unauthorized Parking Drop-off / Pick-up Signage Sign Signage
72 Turnbow, Brandy. Table 6Signage – Badillo Elementary School. March 2019. PNG. 63
These are signs seen throughout the Badillo Elementary school area. The signs provide information for all encountering them however, during the school rush hour, many drivers violated the signage causing concerns for students and pedestrians. These will later be discussed in the Section 5.3.4.
Pedestrian Counts73
To measure the baseline on how students arrived at school, a pedestrian count conducted to record the mode of transit to and from school on three consecutive days. Three separate pedestrian counts were conducted on the corner of Old Badillo Street and N.
Reeder Avenue between 7:20a.m. to 8:00a.m. This location was selected because there were only two modes of transportation that included pedestrian and vehicle travel observed. A bicyclist was only seen once throughout the observation period. The timing selected was based on the researcher because it allowed for a 35 minute travel window for students to get to school with a 5 minute carryover. The five minute carryover was implemented to account for student arriving late after the initial bell ringing at 7:55am.
With respect to weather, all three days from Tuesday, March 19, to Thursday, March 21, were blue skies. Pedestrian counts were recorded after a bicyclist, private vehicle or pedestrian entered the Old Badillo Street and N. Reeder Avenue intersection.
73 Please see appendix H for Pedestrian Counts associated with Badillo Elementary.
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Figure 2474 Old Badillo Road & N. Reeder Avenue Intersection
Table 775 Badillo Elementary School Count Totals
The table results show that the Badillo Elementary school experiences a high volume of private vehicle traffic on both Old Badillo Street and N. Reeder Avenue with nearly
74 Turnbow, Brandy. Old Badillo Road and N. Reeder Avenue Intersection. March 2019. PNG 75 Turnbow, Brandy. Totals from Pedestrian Count Forms for Badillo Elementary School. March 2019 65
1,176 vehicles crossing this intersection within 35 minutes leading up to the beginning of the school day.
5.3.4 | Discussion
This section will discuss the initial observation in detail as well as the pedestrian counts and signage. Badillo Elementary faces similar issues such as the lack of crossing guards, crosswalks and signage, a complicated drop-off system and undesignated drop-off locations.
Cross Walks & Crossing Guards
Badillo Elementary School only has one intersection crosswalk at Old Badillo Street and
N. Reeder Avenue. This 4-way stop intersection becomes impacted with vehicle travel causing students and parents to proceed with attention and caution. There is also another crosswalk located at Henton Avenue paralleling Old Badillo Street.
Figure 2576 Intersection Old Badillo Street & N. Reeder Avenue
76 Turnbow, Brandy. Intersection - Old Badillo Street & N. Reeder Avenue. March 2019. PNG. 66
Figure 2677 N. Henton Avenue When vehicles are traveling through the Old Badillo Street and N. Reeder Avenue intersection, both the drivers and the pedestrians need to be aware of whose turn it is to proceed. In many cases where pedestrians were walking through this intersection, vehicles would get half way into the intersection before realizing they needed to stop because of the pedestrian crossing. Many times the pedestrians are students or parents walking with students to enter the front of the school.
Also observed on Henton Avenue was parents and students began crossing the right side of Old Badillo Street to get to the left side of the street to walk their students to school.
This was done by jaywalking and can become dangerous for the pedestrians. Parent use the residential neighborhoods surround the school to park their vehicles and walk their students to school. However, crosswalks are not currently in place at the intersection of
Old Badillo Street and Henton Avenue despite the three-way stop intersection. As one can see, the pictures below show that there is only a crosswalk on Henton Avenue and none crossing Old Badillo Avenue.
77 Turnbow, Brandy. N. Henton Avenue. March 2019. PNG. 67
Figure 2778 Unmarked Crosswalk 1
Figure 2879 Unmarked Crosswalk 2
Complex Drop-off System & Undesignated Drop-Off Locations
78 Turnbow, Brandy. Unmarked Crosswalk 1. March 2019. PNG. 79 Turnbow, Brandy. Unmarked Crosswalk 2. March 2019. PNG. 68
As mentioned previously, the drop-off system for Badillo Elementary school is not monitored and it has a very short driveway with a thru-traffic component causing vehicles to overflow outside the driveway and within the main parking lot. As vehicles are exiting the drop-off lane, they are also met with vehicles traveling in the thru-traffic lane. As a result, parents have opted out of the traffic and began to park and drop-off students at undesignated drop-off locations on the curb of N. Reeder Avenue. This causes travel confusion for vehicles proceeding to continue on N. Reeder Avenue or for vehicles proceeding to make a right turn on Old Badillo Street. This undesignated drop-off row is mostly used by parents who walk their students to the front entrance on Old Badillo
Street.
Badillo Elementary also has another parking lot adjacent to the exit driveway which also complicates travel for pedestrians and vehicles. This second parking is slightly raised to prevent vehicles accessing each parking lot. This second parking lot also uses the same driveway for vehicles both entering and exiting. Pedestrians have to be mindful of both this second parking lot driveway and the exit driveway of the main parking lot before being able to enter the school. As seen in picture table 4 below, this can become complicated for pedestrians traveling to school.
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Table 880 Badillo Elementary School Parking Lots
As a result of the thru-traffic experienced in both the main and second parking lot, traffic builds up on Old Badillo Street in both directions and the N. Reeder Avenue curb becomes an undesignated drop-off zone. Vehicles traveling Westbound on Old Badillo
Street naturally block the main driveway entrance as they have the right of way to enter.
Vehicles traveling Eastbound on Old Badillo Street have to cross thru-traffic into the main parking lot driveway causing a backup of traffic traveling Eastbound. In some cases, vehicles making the left into the driveway will block traffic to get in, causing
80 Turnbow, Brandy. Table 8 Badillo Elementary School Parking Lots. March 2019. PNG. 70
gridlock at the Old Badillo Street and N. Reeder Avenue intersection which is less than
100 feet away.
Figure 2981 Badillo Elementary Main Parking Lot; Vehicle Left Turn Another result of the thru-traffic experienced in both the main and second parking lot, is the buildup of parked vehicles on N. Reeder Avenue. Many parents are avoiding the traffic build up at Old Badillo Street and N. Reeder Avenue intersection. This area is marked as with “No Parking Anytime” signs and is causes further traffic for vehicles traveling past the intersection as seen in the picture below.
81 Turnbow, Brandy. Badillo Elementary Main Parking Vehicle Left Turn. March 2019. PNG. 71
Figure 3082 Badillo Elementary School Undesignated Drop-off Zone Signage
The signage surrounding Badillo Elementary School had the least seen in the three studied schools. A total of eight signs were photographed and drivers did not obey the signage. The majority of the signage were “No Parking Anytime” signs found on both sides of N. Reeder Avenue and the eastbound side of Old Badillo Street. Speed signage was only found on N. Reeder Avenue. This avenue also had warning signs for both commercial vehicles and horse trails as it turns into a steep road after the school zone.
Ultimately, pedestrians have to be cautious of traveling between driveways and within crosswalks because the vehicle traffic was dominating every intersection. There was not any signage indicating a crosswalk ahead or pedestrian travel signs.
82 Turnbow, Brandy. Badillo Elementary School Undesignated Drop-off Zone. March 2019. PNG. 72
CHAPTER 6
6.1 | RECOMMENDATIONS
For students to feel safe walking or bicycling to school, officials need to create an environment that is safe for all modes of transit. By doing so, the City can implement a
Safe Routes to School (SRTS) strategy to their overall healthy communities element.
This recommendation section will include a narrative of potential improvements that can be implemented at a future date to help make a safe and walkable community for students at these schools.
6.1.1 | Northview High School
At Northview High School, the major concerns are the buildup of traffic in intersections, undesignated drop-off areas, the fast food restaurants in close proximity to the campus and the railroad crossing. One major improvement the City can improve is getting a crossing guard at the Cypress Street and Azusa Avenue intersection as a means to slow down the speed of vehicles entering the intersection. This will calm the flow of traffic into the school’s driveways. The City can also work with Northview High School to hire a traffic attendant at the main parking lot of the school. Having both a crossing guard and traffic monitor will improve the safety of travel for pedestrians, cyclist and drivers.
Second, the City can look for healthier vendors to move into the various vacant locations within the shopping center diagonally across the street from the school. This will provide healthier selections for students and parents. The City can also look into changing the zoning codes for the lot diagonally across the high school to promote healthier vendor options such as a gym, recreation center or after school tutoring. Lastly, the City can look
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at ways to render the current pedestrian sidewalks near the railroad tracks on Azusa
Avenue by implementing passive devices such as fencing and swing gates to help keep pedestrians safe at the railroad crossing.
6.1.2 | Charter Oak High School
At Charter Oak High School, the major concerns are the undesignated drop-off areas and the railroad crossing. One major improvement the City can do is work with Charter Oak
High School to hire a traffic attendant at the main parking lot of the school. Having both a traffic monitor will improve the safety of travel for pedestrians, cyclist and drivers.
Specific to this school, the City may want to consider the engineering aspect of traffic and how it affects pedestrian safety at this campus. As the walk audit showed, many students did not walk or bike to school. Second, the City can look at ways to render the current pedestrian sidewalks by implementing passive devices such as fencing and swing gates near the railroad tracks on Cypress Street and Banna Avenue. While the City has made great efforts in putting up multiple signs, the transit corridor is still experiencing high speeds of travel, low pedestrian and cyclist counts and an exposed railroad crossing.
6.1.3 | Badillo Elementary
At Badillo Elementary School, the major concerns are the lack of crossing guards, undesignated drop-off areas and limited signage. One major improvement the City can help with is getting a crossing guard at the Old Badillo Street and N. Reeder Avenue intersection as a means to keep parents and students safe when walking to school. This intersection is in critical need of a crossing guard to help facilitate the flow of traffic.
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Many parents are choosing to park and walk their students to the front and it is important they feel safe. The City can also work with the school to get a traffic monitor to keep the flow of traffic moving so pedestrians do not hesitate when crossing both parking lot driveways. Second, the City should explore an alternative plan for the signage on the curb side parking that is happening on N. Reeder Avenue. An example can be for the “no parking anytime” signage can be exemption between the schools rush hour times. The
City should look into implementing a crosswalk at the Old Badillo Street and Henton
Avenue intersection as well as posting more signage throughout the school zone. Lastly, flashing stop signs at both intersections will help drivers be more aware of pedestrians and notify them they are entering a school zone.
6.2 | CONCLUSION
I have grown to love this project and I do believe implementing a Safe Routes to School
(SRTS) program is doable project for the City of Covina. With the right implementation and outreach from the City, a safe routes to school program will only add to the City’s growing list of healthy strategies. Many of these schools are well connected with the community that implementing a program of this caliber is something the City should consider. The walk audits and pedestrian counts showed that many schools are in need of traffic monitors and crossing guards as the City has major transit corridors. The City can also look into ways of making sure there are more healthy options such as markets, gyms, after school programs. While there were limitations that need to be addressed such as parent surveys and collaboration with the school districts, the City can slowly work their way into making schools apply and achieve funding for these programs.
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Turnbow, Brandy. Aerial view of Badillo Elementary Parking Lots. 2019. Google Maps. March 2019.
Turnbow, Brandy. Aerial view of Charter Oak High School entrances monitored. 2019. Google Maps. March 2019.
Turnbow, Brandy. Aerial view of Charter Oak High School – School Zones. 2019. Google Maps. March 2019.
Turnbow, Brandy. Aerial view of Charter Oak High School Main Parking Lot Flow of Vehicle Traffic. 2019. Google Maps. March 2019.
Turnbow, Brandy. Aerial view of Undesignated Drop-off Zone (Cypress). 2019. Google Maps. March 2019.
Turnbow, Brandy. Badillo Elementary School Main Parking Vehicle Left Turn. March 2019. PNG.
Turnbow, Brandy. Badillo Elementary School Undesignated Drop-off Zone. March 2019. PNG.
Turnbow, Brandy. Borders and Studied School Locations. 2019. Google Maps. March 2019.
Turnbow, Brandy. Charter Oak High School Main Parking Lot Driveway. March 2019. PNG
Turnbow, Brandy. Charter Oak Main Parking Lot Undesignated Drop-off Zone. March 2019. PNG.
Turnbow, Brandy. Cypress Entrance Charter Oak HS. March 2019. PNG.
Turnbow, Brandy. Cypress Street and Azusa Avenue Intersection. March 2019. PNG.
Turnbow, Brandy. Cypress Street Railroad Crossing at Charter Oak High School. March 2019. PNG.
Turnbow, Brandy. Intersection - Old Badillo Street & N. Reeder Avenue. March 2019. PNG.
Turnbow, Brandy. N. Henton Avenue. March 2019. PNG.
Turnbow, Brandy. Northview High School Front Parking Lot. 2019. Google Maps. March 2019.
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Turnbow, Brandy. Northview High School Main Parking Lot. 2019. Google Maps. March 2019.
Turnbow, Brandy. Northview High School Main Parking Lot Entrance. March 2019. PNG.
Turnbow, Brandy. Northview High School Undesignated 1. March 2019. PNG.
Turnbow, Brandy. Northview High School Undesignated 2. March 2019. PNG
Turnbow, Brandy. Old Badillo Road and N. Reeder Avenue Intersection. March 2019. PNG
Turnbow, Brandy. Railroad Crossing, Northview High School. March 2019. PNG.
Turnbow, Brandy. Table 1 Signage Northview High School. March 2019. PNG
Turnbow, Brandy. Table 4 Signage – Charter Oak High School. March 2019. PNG.
Turnbow, Brandy. Table 6 Signage – Badillo Elementary School. March 2019. PNG.
Turnbow, Brandy. Table 8 Badillo Elementary School Parking Lots. March 2019. PNG.
Turnbow, Brandy. Totals from Pedestrian Count Forms for Charter High School. March 2019
Turnbow, Brandy. Totals from Pedestrian Count Forms for Badillo Elementary School. March 2019
Turnbow, Brandy. Totals from Pedestrian Count Forms for Northview High School. March 2019
Turnbow, Brandy. Unmarked Crosswalk 1. March 2019. PNG.
Turnbow, Brandy. Unmarked Crosswalk 2. March 2019. PNG.
“Welcome Message / Basic.” Welcome Message / Basic, www.cousd.net/domain/323.
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APPENDIX A
Date: ______School Name - Walk Audit Form
THINGS TO OBSERVE Sidewalk & Bicycle Routes: Existing Sidewalk & Bicycle Facilities Or Obstacles on Sidewalks/Bicycle Facilities
Sidewalk Conditions Or Missing Curb Ramps
Access to School Entrances Or Lack of Lighting
Students, Parents & Driver Behavior: Parents having children cross midblock
Use of Crosswalks
Bike Helmet Usage
Traffic Signs & Signal Compliance
Drivers failing to yield, blocking driveways
Truck Traffic
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Adjacent Intersections: Location of Automobile Traffic
Location of Pedestrian/Bicycle Traffic
Blocked Visibility (due to trees or street curve)
Lack of misplaced Crossing Guards
School Zone Signs & Pavement Markings: Placement of Fluorescent Yellow Green Signs
Placement of Other Signs
Placement of Crosswalks and Pavement Markings
Placement of Traffic Control and signals
Formal (Painted/Signed) and Informal Student Drop-off and pick-up Areas: Loading Zone Length
Presence of monitor to assist with drop- off/pick-up
Bus Loading Zones & Bus Stops: Location of Bus Loading Zones
Kids Crossing in front of Busses
81
APPENDIX B
WORKSHEET - COUNTING TOTALS
SCHOOL: ______DATE: ______
BICYCLIST CARS PEDESTRIAN
82
APPENDIX C
Date: Friday, March 8, 2019 Northview High School - Walk Audit Form
THINGS TO OBSERVE Sidewalk & Bicycle Routes: Existing Sidewalk & Bicycle Facilities There is existing sidewalks on the perimeter Or of the high school except the area (South Obstacles on Sidewalks/Bicycle side) in which the school parallels the Facilities railroad tracks. The obstacles surrounding the school are there are no bicycle lanes for students on the road or as they approach the school grounds.
Sidewalk Conditions Curbs on the corners of Azusa Ave. and Or Cypress St. and Homerest Ave. and Cypress Missing Curb Ramps St. are all ADA compliant curbs. Sidewalk conditions are good, however, pedestrians and cyclist have to share the sidewalk
Access to School Entrances There are two access entrances at the front Or of the school. The first is the main parking Lack of Lighting lot and the second is the front parking lot. Entering the parking lots becomes traffic congested between the 7:30am-8am time span.
Students, Parents & Driver Behavior: Parents having children cross midblock Yes. This is happening on the corner of Homerest Ave. and Cypress St. . Parents are parking on the West side of Homerest Ave. and students are either using the crosswalk or are crossing the street illegally to get to the school.
Use of Crosswalks Yes. Students are using the crosswalks at the corner of Cypress St. and Azusa Ave. and Cypress St. and Homerest Ave. Both intersections have yellow painted crosswalks
Bike Helmet Usage Not many students are following the laws of helmet usage. During the count exercise. Only 3 students were wearing helmets.
Traffic Signs & Signal Compliance Yes. Traffic signs and signals are heavily
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influenced at the intersection of Azusa Ave. and Cypress Street. There are signs and cameras in use.
Drivers failing to yield, blocking During the count exercises, there were many driveways cars running the yellow lights at the Azusa Ave. and Cypress St. intersection despite the cameras. There is also a backup of cars on Cypress St. (traveling West) trying to make left turns into both parking lots of the school. The backup is due to cars traveling East on Cypress St. not keeping the driveway entrances clear.
Truck Traffic None. There are two Foothill transit bus stops on Azusa Ave. and the Cypress St. Intersection.
Adjacent Intersections: Location of Automobile Traffic Two. ● Azusa Ave. & Cypress St. ● Homerest Ave. & Cypress St.
Location of Pedestrian/Bicycle Traffic Two. ● Azusa Ave. & Cypress St. ● Homerest Ave. & Cypress St. There is also a lot of pedestrian/ bicycle traffic traveling on Azusa Ave. to get to Cypress St.
Blocked Visibility (due to trees or street None. curve)
Lack of misplaced Crossing Guards Yes. At the intersections of: ● Azusa Ave. & Cypress St. ● Homerest Ave. & Cypress St.
School Zone Signs & Pavement Markings: Placement of Fluorescent Yellow Green None. Signs
Placement of Other Signs Yes. Crosswalks are yellow painted. Signs
Placement of Crosswalks and Pavement Yes. At the intersections of:
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Markings ● Azusa Ave. & Cypress St. ● Homerest Ave. & Cypress St.
Placement of Traffic Control and signals Yes. Cameras at the intersections of: ● Azusa Ave. & Cypress St.
Formal (Painted/Signed) and Informal Student Drop-off and pick-up Areas: Loading Zone Length N/A
Presence of monitor to assist with drop- None. Adding one will help the backup of off/pick-up traffic on Cypress St.
Bus Loading Zones & Bus Stops: Location of Bus Loading Zones Yes. In the main parking lot. Traffic backups are happening; a traffic monitor would be useful.
Kids Crossing in front of Busses Yes. Cars are trying to get in front of the busses and as a result, students are walking in front of the busses.
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APPENDIX D WORKSHEET - COUNTING TOTALS
SCHOOL: Northview High School DATE: Tuesday, March 5, 2019 TIME: 7am - 7:50am LOCATION: Northeast Corner of Cypress and Azusa Avenue BICYCLIST CARS PEDESTRIAN
l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l TOTAL: 32 TOTAL: 11 TOTAL: 1,572
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WORKSHEET - COUNTING TOTALS SCHOOL: Northview High School DATE: Wednesday, March 6, 2019 TIME: 7am - 7:50am LOCATION: Northeast Corner of Cypress and Azusa Avenue BICYCLIST CARS PEDESTRIAN
l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l TOTAL: 35 l l l l l l l l l l l l l l l l l TOTAL: 2 TOTAL: 1,867
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WORKSHEET - COUNTING TOTALS SCHOOL: Northview High School DATE: Thursday, March 7, 2019 TIME: 7am - 7:50am LOCATION: Northeast Corner of Cypress and Azusa Avenue
BICYCLIST CARS PEDESTRIAN
l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l TOTAL: 85 l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l ------l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l DROFF OF & WALK l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l TOTAL: 7 l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l TOTAL: 85 l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l TOTAL: 7 l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l TOTAL: 15 l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l TOTAL: 1,786
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APPENDIX E
Date: Monday, March 11, 2019 CHARTER OAK HS - Walk Audit Form THINGS TO OBSERVE Sidewalk & Bicycle Routes: Existing Sidewalk & Bicycle Facilities Yes. Charter Oak has sidewalks on all sides Or of the school minus the portion that parallels Obstacles on Sidewalks/Bicycle the railroad tracks as theses are the HS’s Facilities field area. Bicycle facilities were not seen as they were inside the campus. One obstacle students faced is the railroad track crossing on Cypress St.
Sidewalk Conditions Sidewalks are in good condition. All curbs Or are not in ADA compliant. Missing Curb Ramps
Access to School Entrances There are multiple entry points of this school Or that made it difficult to get accurate Lack of Lighting numbers. There is the the front parking lot, the main parking lot and two side roads.
Students, Parents & Driver Behavior: Parents having children cross midblock This happened occasionally when there was a red light at the intersection of Covina Blvd and Mangrove Ave.
Use of Crosswalks Crosswalks are used by pedestrians and there are many of them: Covina Blvd. & Mangrove Ave Cypress St. & Glendora Ave Cypress St. & Kidder Ave
Bike Helmet Usage Of the limited bicyclists that were recorded, none were wearing helmets
Traffic Signs & Signal Compliance Charter Oak High School has traffic signs and signals everywhere along the perimeters of the school. Cameras are located on Covina Blvd. & Mangrove Ave
Drivers failing to yield, blocking Yes. There are two instances where this has driveways happened. (1) Cross traffic on Cypress St when cars are making a left turn into the 1- way entrance. This caused on coming traffic
89
to slow down and in some cases stop abruptly (2) As cars are entering the main parking lot, some cars stop right when they enter the driveway as there is a cut on the road that leads to the exits faster. This caused delay on the streets
Truck Traffic None seen on Cypress St. or Covina Blvd.
Adjacent Intersections: Location of Automobile Traffic Seen on Cypress St. or Covina Blvd and in the main parking lot.
Location of Pedestrian/Bicycle Traffic Seen at the intersection of Covina Blvd and Mangrove Ave.
Blocked Visibility (due to trees or street Yes. On one of the HS’s 1-way roads, there curve) is major parking concerns that can cause blocked visibility because of its street curve.
Lack of misplaced Crossing Guards Each Crosswalk mentioned above does not have a crossing-guard, however, two of them are monitored by signals
School Zone Signs & Pavement Markings: Placement of Fluorescent Yellow Green Yes. Cypress St. & Kidder Ave Signs
Placement of Other Signs Yes.
Placement of Crosswalks and Pavement All Crosswalks have pavement markings on Markings them
Placement of Traffic Control and signals Yes. Signal w/ cameras at Covina Blvd. & Mangrove Ave. Signals at Cypress St. & Glendora Ave and railroad safety guards at Cypress St. & Banna Ave
Formal (Painted/Signed) and Informal Student Drop-off and pick-up Areas: Loading Zone Length 20 car length
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Presence of monitor to assist with drop- No. And there needs to be one. off/pick-up
Bus Loading Zones & Bus Stops: Location of Bus Loading Zones Yes. Within the main parking lot however, it needs to be managed better.
Kids Crossing in front of Busses Yes. Because there is not a distinguished way to drop off students, people are getting in front of the busses to cross onto the sidewalk to get into the campus.
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APPENDIX F
WORKSHEET - COUNTING TOTALS
SCHOOL: Charter Oak High School DATE: Tuesday, March 12, 2019 TIME: 7am - 7:50am LOCATION: Southeast Corner of Cypress Street & Banna Avenue
BICYCLIST CARS PEDESTRIAN
0 l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l TOTAL: 0 TOTAL: 454 TOTAL: 47
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WORKSHEET - COUNTING TOTALS
SCHOOL: Charter Oak High School DATE: Wednesday, March 13, 2019 TIME: 7am - 7:50am LOCATION: Southeast Corner of Cypress Street & Banna Avenue
BICYCLIST CARS PEDESTRIAN
l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l TOTAL: 1 TOTAL: 584 TOTAL: 3
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WORKSHEET - COUNTING TOTALS
SCHOOL: Charter Oak High School DATE: Thursday, March 14, 2019 TIME: 7am - 7:50am LOCATION: Private Parking lot between Glendora Ave & Banna Ave on Cypress St.
BICYCLIST CARS PEDESTRIAN
1 l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l TOTAL: 1 TOTAL: 459 TOTAL: 16
--ADDITIONAL NOTES ON PRIVATE VEHICLES-- ENTERING THE HS ON CYPRESS ST 1-WAY ENTRANCE
CARS MAKING A RIGHT TURN INTO DRIVEWAY (DRIVING WESTBOUND ON CYPRESS ST) l l l l l l l l l l l l l = TOTAL 13
CARS MAKING A LEFT TURN INTO DRIVEWAY (DRIVING EASTBOUND ON CYPRESS ST) l l l l l l l l l l l l l l l* = TOTAL 15 | *Bus
CARS DROPPING STUDENTS OFF BEFORE THE ENTRANCE l l l l l l l = TOTAL 7
These Counts were included in the overall 459 recorded.
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APPENDIX G
DATE: Monday, March 18, 2019 BADILLO ELEMENTARY - Walk Audit Form
THINGS TO OBSERVE Sidewalk & Bicycle Routes: Existing Sidewalk & Bicycle Facilities There is sidewalks alongside Old Badillo Or Street and Reeder Avenue. There were no Obstacles on Sidewalks/Bicycle obstacles on the sidewalks and no bicycle Facilities facilities at the front of campus. Sidewalks were ADA Compliant
Sidewalk Conditions The sidewalks are in good conditions, but Or the sidewalks are not ADA compliant. Missing Curb Ramps
Access to School Entrances There are multiple access points to the Or school. The main entrance with a parking lot Lack of Lighting and drop-off zone, a second parking lot and a side pedestrian entrance.
Students, Parents & Driver Behavior: Parents having children cross midblock This does not happen. Parents either use the drop-off zone or they park their cars along Reeder Street and walk their children to the main entrance or to the side pedestrian entrance.
Use of Crosswalks There is one crosswalk that is used at the intersection of Old Badillo Street and Reeder Avenue by pedestrians.
Bike Helmet Usage There is was no bike helmet usage as there was zero bicyclist
Traffic Signs & Signal Compliance While there were traffic signs located at the intersection of Old Badillo Street and Reeder Avenue many cars struggled with the 4-way stop. And it complicated things when pedestrians entered the intersection. There were no signals.
Drivers failing to yield, blocking Yes. This happens at the intersection of Old driveways Badillo Street and Reeder Avenue. During 7:40am-8am the entrance of the main lot
95
becomes blocked causing traffic on Old Badillo Street in both directions as vehicles try to turn into the driveway.
Truck Traffic There is not a lot of truck traffic. Only shipping delivery services.
Adjacent Intersections: Location of Automobile Traffic Yes, there is three locations. The first is the traffic that builds up along Reeder Avenue when parents park their cars to walk their children to the school. The second is the backup of traffic in the driveway on Old Badillo Street. And lastly, the roundabout parking lot on Old Badillo Street.
Location of Pedestrian/Bicycle Traffic There is no bicycle traffic however there is pedestrian traffic traveling on Old Badillo Street because pedestrians need to enter the school’s driveway to get to the front of the school.
Blocked Visibility (due to trees or street There is no blocked visibility. curve)
Lack of misplaced Crossing Guards Yes, at the intersection of Old Badillo Street and Reeder Avenue
School Zone Signs & Pavement Markings: Placement of Fluorescent Yellow Green There was only 1 sign 50 feet away from the Signs Reeder Avenue and Old Badillo Street Intersection (Northeast side of sidewalk)
Placement of Other Signs There were speed signs and stops signs at and near the Reeder Avenue and Old Badillo Street Intersection. Signs were very limited at this location
Placement of Crosswalks and Pavement There was crosswalks at the Reeder Avenue Markings and Old Badillo Street Intersection. But there should have been Henton Avenue and Old Badillo Street
Placement of Traffic Control and signals There is no traffic control and signals as this school is located in a residential community
96
of the City.
Formal (Painted/Signed) and Informal Student Drop-off and pick-up Areas: Loading Zone Length 400 Feet
Presence of monitor to assist with drop- There was not a monitor to assist with the off/pick-up drop=off or pick-ups, however they had a crosswalk safety barrier that encouraged cars to slow down.
Bus Loading Zones & Bus Stops: Location of Bus Loading Zones It was inside the driveway of the school (but this location was extremely impacted and I only sa the school bus do one drop-off).
Kids Crossing in front of Busses Yes. This happens frequently as the driveway where the bus parks, students cross both in front of and behind the bus
97
APPENDIX H
WORKSHEET - COUNTING TOTALS
SCHOOL: Badillo Elementary DATE: Tuesday, March 19, 2019 TIME: 7:20am - 8am LOCATION: Northeast Corner of Old Badillo Street and Reeder Avenue
BICYCLIST CARS PEDESTRIAN
l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l TOTAL: 1 TOTAL: 420 TOTAL: 17
VEHICLE DROP-OFF ADDITIONAL NOTES l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l TOTAL: 61
98
WORKSHEET - COUNTING TOTALS
SCHOOL: Badillo Elementary DATE: Wednesday, March 20, 2019 TIME: 7:20am - 8am LOCATION: Northeast Corner of Old Badillo Street and Reeder Avenue
BICYCLIST CARS PEDESTRIAN
l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l
TOTAL: 0 TOTAL: 336 TOTAL: 28
VEHICLE DROP-OFF ADDITIONAL NOTES l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l TOTAL: 79
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WORKSHEET - COUNTING TOTALS
SCHOOL: Badillo Elementary DATE: Thursday, March 21, 2019 TIME: 7:20am - 8am LOCATION: Northeast Corner of Old Badillo Street and Reeder Avenue
BICYCLIST CARS PEDESTRIAN
l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l TOTAL: 0 TOTAL: 420 TOTAL: 12
VEHICLE DROP-OFF ADDITIONAL NOTES l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l TOTAL: 64
100