Post on 07-Jun-2020
SCHOOL TRAVEL PLAN
Maria Montessori Academy
Transportation and Development Division
Final Report - 2018
SCHOOL TRAVEL PLAN Contents
2
PProgram Funders ..................................................... 4
Introduction ............................................................ 5
Summary ...................................................................................... 5
Background .................................................................................. 5
School Travel Planning .................................................................. 5
The School Travel Planning Process ............................................. 6
School Prof i le .......................................................... 7
Neighbourhood Overview ..................................................... 8 Transportation Overview ....................................................... 8
Basel ine Data .......................................................... 9
Methodology and Results ............................................................. 9
Hands-Up Baseline Data ...................................................... 9 Family Survey Baseline Data ............................................... 10 Transportation Walkabout .................................................. 14
School Travel Chal lenges ........................................ 16
1. A culture of driving ....................................................... 162. Traffic safety in front of the school ................................ 173. Pedestrian safety on major roads around the school .... 19
Implementation ...................................................... 21
Education and Engagement ........................................................ 21
Cycling Education Program ................................................ 21 ASRTS in School Newsletter .............................................. 22 Active and Safe Routes to School Working Group .............. 22 Best Routes Map ............................................................... 23 Inspiration Board ................................................................ 23 Drive to Five at Blair Park .................................................... 24 School Bus Promotion Working Group ............................... 24
Engineering ................................................................................. 26
Additional Bike Racks ......................................................... 26
Enforcement ............................................................................... 27
Contents
SCHOOL TRAVEL PLAN Contents
3
ICBC ‘Think of Me Campaign’ ............................................ 27
FFol low-up Data ...................................................... 28
...........................................................
Appendix List ........................................................ 3
Appendix A: School Travel Action Plan Appendix B: Best Routes to School Map Appendix C: Student Hands-up Survey Appendix D: Family Take-home Survey Appendix E: ASRTS Announcement Appendix F: School Travel Planning Membership Appendix G: Base Map Appendix H: Heat Map
SCHOOL TRAVEL PLAN Program Funders
4
The 2016/2017 Active & Safe Routes to School Program is part of People Power, the Active Transportation and Healthy Communities Program, which aims to motivate, support and encourage residents to walk, roll and cycle more often. People Power has been made possible through the generosity of our funding partners.
The Capital Regional District (hereinafter: CRD) is the regional government for 13 municipalities and three electoral areas on southern Vancouver Island and the nearby Gulf Islands, serving more than 377,000 citizens.
The District of Saanich, with a population of 114,000 people, is a sustainable community where providing opportunities for balanced, active and diverse healthy lifestyles is recognized as paramount for ensuring social well-being and economic vibrancy, for current and future generations.
The Real Estate Foundation is a philanthropic organization based in British Columbia. Its mission is to transform land use attitudes and practices through innovation, stewardship, and learning.
The Traffic Safety Commission's purpose is to review traffic safety problems in the capital region and make recommendations for reducing or eliminating them.
The Victoria Foundation is a community foundation that connects visionary donors with causes that truly matter. Its goal is to invest in people, projects, and non-profit organizations that make communities stronger ‒ now and in the long-term.
Program Funders
SCHOOL TRAVEL PLAN Introduction
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SummaryThe purpose of this School Travel Plan is to provide a summary of the 18-month School Travel Planning process at Maria Montessori Academy (hereinafter: MMA). The School Travel Plan is a living document belonging to the school that should be revisited regularly in order to update the status of the School Travel Action Plan and to incorporate future evaluation findings. The School Travel Plan identifies and prioritizes engineering, encouragement, and enforcement actions aimed at creating a safer and more comfortable environment for students and their families to walk, bike, and roll to school.
This document consists of information compiled since the CRD’s Active and Safe Routes to School (hereinafter: ASRTS) program began at MMA in the fall of 2016. Results of the School Travel Planning process indicate an increase in active school travel mode share, with recommendations that support facilitating active options for families to travel to and from school.
Background In 2016, the CRD contracted the Hub for Active School Travel (hereinafter: HASTe) to implement the School Travel Planning process as part of the CRD’s ASRTS program. School districts and municipalities were solicited to identify schools that would benefit from School Travel Planning. Through this process, a total of 20 schools across 10 municipalities and one electoral area were recruited to participate in the program. This report focuses on MMA, located in the District of Saanich (hereinafter: Saanich).
School Travel Planning School Travel Planning (hereinafter: STP) is a community-based planning process that has been used with success to date in communities across Canada to increase the number of families choosing active transportation modes to get to and from school. School Travel Planning uses a collaborative approach, working to involve all relevant stakeholders and enable communities to tackle the root causes of their schools’ transportation challenges.
Introduction
National Active & Safe Routes to School www.saferoutestoschool.ca/ school-travel-planning
HASTe BC www.hastebc.org
Capital Regional District www.crd.bc.ca/project/regional-transportation/active-safe-routes-to-school
District of Saanich www.saanich.ca/EN/main/community/getting-around/walking/safe-routes-to-school.html
SCHOOL TRAVEL PLAN Introduction
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Key benefits of School Travel Planning are:
Improved physical and mental health Improved traffic safety Reduction in pollution Improved air quality
STP involves a network of representatives of key school-transportation stakeholder groups who make up a Stakeholder Committee and inform and support the STP process. Organizations and individuals that contributed to MMA’s STP process included administrators, teachers, staff, parents, and students from the school as well as staff from Saanich, the Greater Victoria School District, Saanich Police, Island Health, and other community partners.
At individual schools, the STP process is led by an STP Facilitator, who convenes a School Committee, comprised of staff, parents, and administration, to outline specific active school travel barriers and solutions, developing the foundation and specifics for each school’s Travel Plan.
The School Travel Planning Process There are five phases of the 18-month STP process.
SCHOOL TRAVEL PLAN School Profile
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MMA is an independent school located at 1841 Fairburn Dr. in Saanich. The school has been enrolling a steadily increasing number of students from kindergarten through grade 12, with 263 students enrolled in the 2016/17 school year. The school was established in 1980 by Angela Martin, who discovered the educational methods and philosophy of Dr. Maria Montessori when studying in England. The school was first located on leased property, moving to its own location on Wilkinson Road in 1991, and later replacing Fairburn Elementary School at its current location in 2007. At first it only offered education from kindergarten to grade eight, but in 2015 it was the first Montessori school in Canada to produce six high school graduates with a secondary-school diploma.
MMA offers before- and after-school care for children ages 3-12 out of their multipurpose room, and the school facility is available for rent to members of the Greater Victoria community. It is also the site of all workshops put on by the Maria Montessori Academy Afterschool Enrichment Program, a parent-funded, volunteer-run program that offers afterschool workshops ranging from computer science to Lego robotics to fitness.
As befits a Montessori school, education at MMA is centered on the child being a self-directed learner. The classroom is a prepared environment that follows a freedom-within-limits approach, which includes independent problem solving, a constructivist or ‘discovery’ model of learning, and uninterrupted study blocks. Classrooms are of mixed ages, typically spanning three years, and students are allowed to learn at their own pace and through the learning styles that best suit them.
MMA offers programs for students from preschool through to grade twelve. It begins with a Preschool/Kindergarten program for children ages 3-5, followed by a Lower Elementary program for 6-to-8-year-olds, an Upper Elementary program for students ages 9-11, a Middle School program for early adolescent students, and a High School program for students ascending through to grade twelve. Beginning at the Kindergarten level, students participate in an outdoor education program that exposes them to a variety of outdoor experiences, and senior students participate in three week-long expeditions each year. The school also runs week-long camps during the month of July for students in grades 1-6.
School Profile
SCHOOL TRAVEL PLAN School Profile
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Neighbourhood Overview MMA is located in the Gordon Head area of Saanich in a residential neighbourhood on Fairburn Dr., a residential road with a sidewalk on its south side. The area received a Walk Score of 39/100 (making it a car-dependent neighbourhood) and a Transit Score of 54/100. Walk Score is a measure of neighbourhood walking and transit accessibility, and is often an indicator of community health and well-being (www.walkscore.com). The school is one block west of Gordon Head Rd. and two blocks south of Feltham Rd., both major truck and transit routes with sidewalks and on-road commuter bike lanes. It is also roughly three blocks north of McKenzie Ave., also a major truck and transit route with sidewalks and an on-road bike lane. The south side of the school property touches Laval Ave., a collector road with sidewalks.
Transportation Overview The school is situated on Fairburn Park and is just north of Mount Douglas Secondary and the Ian Stewart Complex, a recreation centre. It is 1.3 km from Gordon Head Recreation Centre and Lambrick Park, and 2 km from a retail area at the intersection of Shelbourne St. and McKenzie Ave. It is also roughly 2 km from the University of Victoria campus to the south and the Vancouver Island coastline to the east. According to Statistics Canada’s 2011 National Household Survey, 11% of employed Saanich residents over the age of 15 report using active transportation modes to get to work.
SCHOOL TRAVEL PLAN Baseline Data
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Methodology and ResultsBaseline school travel data was collected through a variety of methods, including student hands-up surveys, family take-home surveys, a school site visit and walkabout, and meetings with the school community.
Baseline hands-up surveys and family take-home surveys were completed in October 2016.
The school site walkabout at MMA took place on December 7, 2016 and the neighbourhood walkabout took place on March 13, 2017. The walkabouts were attended by administrators, parents, and various other Stakeholder Committee members, who observed the school’s travel patterns and toured the area to investigate and examine concerns. The walkabouts informed the Travel Challenges section of this report, the Best Routes to School Map (Appendix B) and the School Travel Action Plan (Appendix A).
Hands-Up Baseline Data Nine divisions of students from K-8 participated in hands-up surveys in October 2016. Teachers asked students to raise their hands when identifying their method of travel to and from school, and recorded responses daily over the course of one week. Results from this survey are presented below. A copy of the baseline hands-up survey is attached to this
Baseline Data
Travel Mode to School [Footnote]
Travel Mode from School .
Walk 4%
Walk Part-Way 3%
Car 79%
Carpool 4%
Bicycle 2%
School Bus 5%
Public Transit
3% Walk 5%
Walk Part-Way 4%
Car 77%
Carpool 6%
Bicycle 2%
School Bus 1%
Public Transit
5%
SCHOOL TRAVEL PLAN Baseline Data
10
document as Appendix C.
Family Survey Baseline Data Family take-home surveys were sent home with each student in October 2016. Families were asked to complete the surveys and return them to the school within one week. Families were asked about their child(ren)’s travel choices to and from school, factors that influenced transportation decisions, and local transportation concerns. A copy of the baseline family take-home survey is attached to this document as Appendix D.
The survey was completed by 86 families at MMA. The findings from this survey are presented below.
How does your child(ren) usually get to and from school?
Parents and guardians reported very similar mode share percentages as in the hands-up survey. Driving largely predominates as the transportation mode both to and from school (76-78%), while all other modes make up only a small fraction of mode share usage.
6% 1% 4% 5%
1% 5%
76%
2% 6%
1% 4% 6% 5%
78%
0%
20%
40%
60%
80%
Walk Walk part-way Bicycle School Bus Public Transit Carpool Car Other
% R
esp
ond
ents
To School From School
SCHOOL TRAVEL PLAN Baseline Data
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Who usually accompanies your child on the way to school?
The majority (89%) of students travel to and/or from school with a parent, guardian or other adult, while only 10% travel alone or with a sibling or friend.
How far away from school do you live?
Of families surveyed, only 4% of families live within 0.5 km of the school, but 100% of these students walk. The majority (60%) live over 3 km away.
87%
2% 2% 1% 7%
0%
20%
40%
60%
80%
100%
Parent/ Grandparent
Other adult Sibling Friend Child travels alone
% R
esp
ond
ents
4%
16% 20%
60%
0%
20%
40%
60%
80%
Less than 0.5 km 0.51 to 1.59 km 1.6 to 3 km Over 3 km
% R
esp
ond
ents
“Although we currently drive to school in the fall and winter, we will drive part way to school in the spring and walk or cycle as a family as we live 9 km from the school.”
- MMA Parent
SCHOOL TRAVEL PLAN Baseline Data
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Our neighbourhood is safe for children to walk to school
The majority (79%) of families believe that their neighbourhood is safe. Factors such as distance, convenience and the age of the child(ren) seem to be the largest influencers on active transportation choices, according to the survey data.
What are the main reasons your child(ren) is/are usually driven to/from school?
Parents cited distance (59%) and convenience (45%) as the most common reasons for driving their child(ren) to and/or from school. “Other” responses related to having too much to carry, the child(ren) being too young to walk or cycle, and parents working at the school and having to arrive early.
7%
72%
15% 6%
0%
20%
40%
60%
80%
Strongly Agree Agree Disagree Strongly Disagree
%% R
esp
ond
ents
59%
45%
26% 24% 23%
9% 9%
0%
20%
40%
60%
Distance from home is too far
Convenience/time pressures
Traffic danger Other I'm on my way somewhere else
Personal safety issues
Weather
% R
esp
ond
ents
“We would love to bike to school but we live near UVic and 8 a.m. is very busy with cars, buses and students biking. Once the kids are older we would like to find a bike route away from traffic as much as possible, on quieter streets.”
- MMA Parent
SCHOOL TRAVEL PLAN Baseline Data
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I would allow my child(ren) to walk to school if…
For the 80 families that reported driving their child(ren) to and/or from school, the most common conditions under which parents indicated they would allow them to walk to and/or from school were if they lived closer (65%), if they were older (39%), and to a lesser extent if they were not alone (29%) and there was reduced traffic (25%). Notable “Other” responses generally related to having enough time and whether the child(ren) wanted to walk.
I would allow my child(ren) to cycle to school if...
Similar to walking, parents indicated that they would allow their child(ren) to bike to and/or from school primarily if they lived closer (46%), if there were safe routes (43%), if the child(ren) were older (38%), if they were not alone (33%) and there was reduced traffic
65%
39% 29% 25%
16% 8%
0%
20%
40%
60%
80%
The did not live so far from
school
They were older
He or she did not walk alone
There were reduced traffic
dangers
There was a safer or
improved walking route
Other
% R
esp
ond
ents
46% 43%
38% 33% 33%
13% 11% 11%
0%
20%
40%
60%
They did not live so far away from
school
There was a safer or improved cycling route
They were older They did not cycle alone
There were reduced traffic
dangers
They received bicycle safety
training
They could lock their bicycle in a
safe place
Other
% R
esp
ond
ents
SCHOOL TRAVEL PLAN Baseline Data
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(33%). “Other” responses included whether the child(ren) wanted to bike, if they were better cyclists, if the weather was appropriate, and if they had enough time.
When you walk or cycle as a family, what motivates you?
Among families who walk or cycle together, parents reported being primarily motivated by the benefits of physical activity (80%), not having to worry about parking (57%), and, to a lesser extent, the belief that it is more fun than driving (33%), the associated environmental benefits (24%) and being able to spend time outside (20%).
Transportation Walkabout Two walkabouts were held at MMA to explore transportation challenges facing the school, and begin developing strategies to help the school community overcome them.
A school site walkabout, attended by members of the school community, was held on December 7, 2016 to explore issues pertaining to the school site and campus.
80%
57%
33%
24% 20%
13% 6% 5% 3% 3% 1%
0%
20%
40%
60%
80%
100%
Phys
ical
act
ivity
Not
wor
ried
abou
t pa
rkin
g
Mor
e fu
n th
an
driv
ing
Envi
ronm
enta
l be
nefit
s
Spen
ding
tim
e ou
tsid
e
Setti
ng a
goo
d ex
ampl
e
Mor
e co
nven
ient
th
an d
rivin
g
Spen
ding
tim
e w
ith o
ther
s
Savi
ng ti
me
Che
aper
than
dr
ivin
g
Safe
r tha
n dr
ivin
g
%% R
esp
ond
ents
SCHOOL TRAVEL PLAN Baseline Data
15
A community walkabout, attended by members of both the school community and the external partner network, was held on March 13, 2017 to explore traffic safety issues and potential walking and cycling routes around the school.
Cut-out from the walkabout observation sheet for MMA
Both walkabouts were followed by meetings at which participants debriefed and discussed their experiences, and began brainstorming solutions to the challenges they had observed. The walkabouts and subsequent discussions informed the School Travel Action Plan developed for MMA (Appendix A).
SCHOOL TRAVEL PLAN
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School travel challenges are the barriers to active travel faced by students, families and staff at MMA. These challenges were identified through the take-home surveys where students identified on a map the areas of their highest concern, through focus groups with student leaders; and through conversations with the school administrators and other members of the school community.
This section, along with MMA’s School Travel Action Plan (Appendix A), identifies some of the challenges and presents recommended solutions, drawn from the school community and best practices in the field of ASRTS, to overcome the barriers to active travel at MMA.
1.A culture of driving According to the baseline hands-up survey, 79% of students at MMA are driven to school. MMA is an independent school of choice, and it draws students from a large geographic area. According to baseline family survey data, 80% of students at MMA live more than 1.6 km from the school, and distance is the reason for driving most commonly cited by MMA parents. During meetings at the school, administrators and parents cited busy schedules and extra-curricular activities as another reason many MMA families choose to drive to school.
Through the baseline family survey and during the walkabout, parents expressed concerns about the safety impacts of vehicle congestion in the school zone on MMA students. In initial STP meetings, parents and staff acknowledged that congestion in the school zone is a safety issue, but were unsure of how to address the school’s car culture in a way that did not take away families’ right to choose how they travel.
After the walkabout, the community acknowledged that the school’s reliance on automobile travel is a leading contributor to parents’ traffic safety concerns. A number of solutions aimed at addressing the car
MMA is located on Fairburn Dr., a quiet residential road. Most of the traffic safety issues in front of the school are created by school-related motor vehicle traffic.
School Travel Challenges
SCHOOL TRAVEL PLAN School Travel Challenges
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dependency and culture of the MMA community were developed collaboratively over the course of the STP process and are outlined in the School Travel Action Plan (Appendix A).
To get to the school’s front entrance, students must walk through the pick-up/drop-off loop
2.Traffic safety in front of the school During the school ground walkabout, participants reviewed and discussed the design and layout of the school’s front entrance. Participants commented that the front entrance of the school seemed designed primarily to facilitate motor vehicle traffic, and identified a number of potential conflict areas between vehicles and children travelling actively and independently to school.
MMA’s front entrance is accessible from its parking lots or via a drop-off loop in front of the school. There are no pedestrian paths or walkways accessing the front of the school that do not require crossing at a driveway or vehicle lane. A shared pedestrian/cyclist pathway, south of the entrance to the school’s drop-off loop, leads from the sidewalk on Fairburn Dr. to the school’s bike rack, but does not connect to the front entrance of the school. A paved pathway from the west side of the school site connects Providence Pl. to Fairburn Dr., but does not connect to the front entrance of the school.
At the outset of the STP process, the administration was placing orange safety cones in the school’s parking lot to define a walking path from the school’s front entrance to the sidewalk on Fairburn Dr., in order to allow students not being picked up or dropped off in the drop-off loop to access or exit the school safely.
SCHOOL TRAVEL PLAN School Travel Challenges
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A share pedestrian/cyclist path access to the bike rack, but not the school
A number of solutions to address traffic safety at the school’s front entrance were identified during the STP process. The school committed to purchasing and installing additional bike racks in a prominent location to accommodate and encourage cycling trips to school. Stakeholders discussed painting a permanent walking path through the parking lot, or using concrete bollards to provide a dedicated walking path to the front entrance of the school.
SCHOOL TRAVEL PLAN School Travel Challenges
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3.Pedestrian safety on major roads around the school Through the baseline family survey, parents at MMA expressed concerns about the safety impacts of motor vehicle traffic on roads around the school. Parents mentioned motor vehicle congestion and speed as causes for concern, along with a perceived lack of awareness and dangerous behaviour on the part of drivers.
The locations most commonly cited were Gordon Head Rd. and Feltham Rd., major roads to the north and east of the school, and Fairburn Rd., a two-lane residential road in front of the school. Parents pointed out that the presence of several nearby schools, including École Arbutus Global Middle School, Mount Douglas Secondary, and the University of Victoria, contributed to heavy motor vehicle congestion on major roads in the area around MMA during the periods before and after school. They conceded that the majority of motor vehicle traffic on Fairburn Rd. before and after school was a result of driving trips to and from MMA.
During the walkabout, parents suggested that reduced speed limits and increased enforcement would improve comfort and safety on heavily congested roads around the school. They expressed a desire to work with Saanich Police to place speed-readers on Gordon Head Rd. and Feltham Rd. They also pointed out that sidewalks on Gordon Head Rd. felt narrow and were often obstructed with poles, mailboxes, etc., which made them uncomfortable to walk on and raised concerns about the visibility of pedestrians.
The intersection of Gordon Head Rd. and Edgelow St.
SCHOOL TRAVEL PLAN School Travel Challenges
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Obstructions on the sidewalk on Gordon Head Rd.
SCHOOL TRAVEL PLAN Implementation
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Over the course of the STP process at MMA, a number of interventions were undertaken to address barriers to active school travel and encourage walking and cycling trips to school. Education and Engagement interventions inform members of the school community about active transportation; Encouragement interventions encourage students and families to travel actively; Enforcement interventions compel awareness and compliance with traffic laws and bylaws; and Engineering interventions are physical changes that make walking and cycling safer, more comfortable and more convenient.
Interventions undertaken during the STP process at MMA are detailed in the section below. Interventions identified that have yet to be undertaken can be found in MMA’s School Travel Action Plan (Appendix A).
Education and Engagement Cycling Education Program As part of the CRD’s Active and Safe Routes to School program, instructors from the Greater Victoria Bike to Work Society delivered a bicycle skills and safety course for students in grades 3-5 at MMA. 12 students participated in a 1.5 hour-long afternoon session during the Fall of 2017. The course taught students the essential bike handling and safety skills necessary to develop safe cycling behaviour, knowledge, and attitudes.
Cycling skills and safety training at MMA
Implementation
SCHOOL TRAVEL PLAN Implementation
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ASRTS in School Newsletter As part of MMA’s December newsletter, which was sent home to parents on December 15, 2017, the principal included an article written by the STP Facilitator entitled “Is your commute Montessori?” The article encouraged parents to consider whether their child(ren)’s commute to school included elements of a Montessori supported activity.
Text of the newsletter article
Active and Safe Routes to School Working Group The MMA Parent Advisory Council established an Active and Safe Routes to School working group to focus on implementing the items identified for the school community within the Action Plan. The working group is comprised of two keen parent volunteers who are supported by the PAC, parent volunteers, and the school
SCHOOL TRAVEL PLAN Implementation
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administration as needed. The working group has helped raise the profile of the ASRTS program and goals in the MMA school community.
Best Routes Map The Best Routes to School map features the best walking and cycling routes that connect all areas of the catchment to the school. Routes are selected based on information provided by the take-home survey and during the neighbourhood walkabout, as well as from consultation with the PAC and a review of existing infrastructure. Where applicable, the routes selected feature pedestrian and cyclist infrastructure such as sidewalks, bike lanes, and marked crosswalks.
Cut-out of MMA’s Best Routes to School map (Appendix B)
The school received a poster-sized print out of its Best Routes map, which is now displayed prominently on the inspiration board at the school's main entrance for parents, staff, and students to review at their leisure.
Inspiration Board The school administration created an inspiration board in the main entrance hallway, using a large bulletin board to highlight the ASRTS program. The board, visible as soon as one enters the school, displays the “People Power” pinney flag and the poster-
SCHOOL TRAVEL PLAN Implementation
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sized Best Routes map, along with inspirational quotes from students about why they love to be active or use active travel modes to get to school. There is an additional board by the front office serves to connect parents who are interested in active travel and are looking for support, such as carpooling partners or walking school bus groups.
MMA’s active travel inspiration boad
Drive to Five at Blair Park Once per month, as part of MMA’s Drive to Five program, the school’s principal leads a guided walk to school from the Blair Park Drive to Five location for students who are dropped off. The event is promoted through the school newsletter, website, and Facebook page. The goal of the program is to promote the use of nearby Blair Park as an alternate location at which driving families can park or drop off students within a five-minute walk of the school. The program aims to reduce congestion in the school zone and give students who must travel long distances to school an opportunity to incorporate physical activity into their daily commute.
School Bus Promotion Working GroupRecognizing that many students travel distances to get to MMA, the school purchased two full-sized school buses to facilitate student travel. The cost for students of using the school bus is the
SCHOOL TRAVEL PLAN Implementation
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same as for daily transit travel, but the service includes the added benefit of providing door-to-door service.
MMA’s bus service is featured on the school’s website.
At the outset of the STP program in the fall of 2016, MMA’s school buses were little used by its families: according to baseline hands-up survey data, only 5% of students arrived at school via the school bus, compared to 79% of students who were driven. The administration set a goal of increasing school bus ridership to reach the point where the cost of operating the school buses would be covered by user fees.
A working group of administration, staff, and parents worked together during the 2016/17 school year to routinely promote the school bus service to parents and families through the school’s weekly newsletter, its website, and its Facebook page.
SCHOOL TRAVEL PLAN Implementation
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EngineeringAdditional Bike Racks Cycling is the only active-travel option available to many MMA students, 80% of whom live more than 1.6 km away from the school. During the school ground walkabout, participants noted that there was very little bike parking available at the school, and speculated that the lack of it made cycling an unattractive travel option for MMA students and families.
Full bike racks at MMA on September, 6th 2017. Photo: Cindy Marven
During the summer between the 2016/17 and 2017/18 school years, the PAC and administration of MMA purchased and installed two additional bike racks on campus. The racks were installed under dense evergreen branches to provide shelter from wet weather.
During the first week of the 2017/18 school year, administrators reported that the school’s bike racks were overflowing. One parent commented this was the first time they had ever seen the bike racks so full at MMA, and credited the Active and Safe Routes to School Working Group with raising attention to the benefits of cycling and encouraging students to explore it as a transportation option.
SCHOOL TRAVEL PLAN Implementation
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An additional rack, provided by the CRD’s ASRTS program, will be installed at MMA during the 2017/18 school year.
Enforcement ICBC ‘Think of Me Campaign’ 140 “Think of Me” postcards were distributed to MMA students in the fall of 2017. Each student drew a picture depicting a different message for drivers to keep in mind when driving in the school zone, such as paying attention while driving or obeying posted speed limits.
Copies of these cards were provided to Saanich Police to distribute to motorists during an enforcement campaign held in the area around the school. The campaign aimed to convey the real costs of violating traffic laws to drivers and draw positive attention to the need for caution in school zones.
The images were also used as part of an internal awareness campaign at MMA. The original copies of student artwork were turned into a collage near the Inspiration Board in the school’s front entrance, along with a message to parents and staff about the importance of driving safely.
SCHOOL TRAVEL PLAN Follow-up Data
28
Methodology and Results Online surveys were completed during October and November 2017, a year after baseline data was collected. A total of 59 families completed the follow-up survey.
How does your child usually get to school?
In the baseline survey conducted in the fall of 2016, 76% of families reported driving to school, 4% reported cycling, and another 6% reported walking. In the follow-up survey, 77% of families reported driving to school, 9% reported cycling and 7% reported walking. Overall, the rate of walking and driving remained unchanged, while cycling trips more than doubled, and trips taken by school bus decreased.
Follow-up Data
6% 1% 4% 5%
1% 5%
76%
2% 7%
2%
9%
2% 0% 4%
77%
0% 0%
20%
40%
60%
80%
Walk / Scooter / Skate
Walk part-way Bicycle School bus Public Transit Carpool Car Other
% R
esp
ond
ents
Baseline Follow-up
SCHOOL TRAVEL PLAN Follow-up Data
29
In what ways have your family's school travel habits changed, since the School Travel Planning process began in 2016?
In the follow-up survey, 19% of families reported that they were driving less to school, 2% that they were driving more to school, and 79% that their travel habits were unchanged.
Which School Travel Planning activities do you feel have been most effective for your family?
Parents who completed the survey felt that the Best Routes to School map, infrastructure improvements and the new bike rack were the most effective activities implemented during the STP process.
Less driving 19%
Not changed 79%
More driving 2%
19%
4%
17%
0%
6%
12% 13%
29%
0%
10%
20%
30%
Infrastructure improvements
Signage changes
New bike racks Walk and Wheel to School week
Bike to School week
Newsletter announcements
Bike skills and safety training
Best Routes to School map
%% R
esp
ond
ents
SCHOOL TRAVEL PLAN
SCHOOL TRAVEL PLAN Appendix List
3
Appendix A: School Travel Action Plan
Appendix B: Best Routes to School Map
Appendix C: Student Hands-up Survey
Appendix D: Family Take-home Survey
Appendix E: ASRTS Announcement
Appendix F: School Travel Planning Membership
Appendix G: Base Map
Appendix H: Heat Map
Appendix List
Mar
ia M
onte
ssor
i Ele
men
tary
Act
ion
Plan
31
/10/
2017
M
aria
Mon
tess
ori A
cade
my
is an
inde
pend
ent s
choo
l loc
ated
at 1
841
Fairb
urn
Driv
e in
Vict
oria
. Mar
ia M
onte
ssor
i enr
ols r
ough
ly 2
30 st
uden
ts in
kin
derg
arte
n th
roug
h gr
ade
12 u
sing
the
Mon
tess
ori e
duca
tion
mod
el.
The
Mon
tess
ori m
etho
dolo
gy fo
cuse
s on
the
child
as a
self-
dire
cted
lear
ner u
sing
a co
nstr
uctiv
ist o
r ‘di
scov
ery’
mod
el, a
nd e
mph
asize
s pro
cess
ove
r pro
duct
and
inde
pend
ent p
robl
em so
lvin
g. T
he
scho
ol p
rovi
des m
any
outd
oor e
duca
tion
oppo
rtun
ities
, dyn
amic
sum
mer
cam
ps, a
nd b
oast
s a v
arie
ty o
f stu
dent
-led
clubs
.
KEY
ISSU
ES/A
REAS
OF
CON
CERN
:
High
traf
fic v
olum
e an
d po
or d
river
beh
avio
ur o
n st
reet
ssu
rrou
ndin
g sc
hool
Lack
of p
edes
tria
n in
frast
ruct
ure
on su
rrou
ndin
g st
reet
sNo
def
ined
wal
king
or c
yclin
g pa
ths a
t fro
nt o
f sch
ool
Heav
y bo
ttle
nec
k of
cars
dur
ing
drop
-off
due
to p
arki
nglo
t str
uctu
re a
nd im
prop
er d
river
beh
avio
ur; v
ery
car-
cent
ric cu
lture
BASE
LIN
E M
ODE
SHA
RE: TO
SCH
OO
L FR
OM
SCH
OO
L W
alk/
Scoo
ter/
Skat
e 6%
6%
W
alk
part
-way
1%
1%
Bi
cycle
4%
4%
Sc
hool
Bus
5%
0%
Pu
blic
Tran
sit
1%
6%
Carp
ool
5%
5%
Car
76%
78
%
TRAV
EL D
ISTA
NCE
TO
SCH
OO
L:
< 0.
5 km
4%
0.
51 –
1.5
9 km
16
%
1.6
– 2.
99 k
m
20%
>
3 km
60
%
Loca
tion
Actio
n Ty
pe
Actio
n De
scrip
tion
Prio
rity
Stat
us
Star
t Dat
e /
End
Date
N
ext S
teps
N
otes
Activ
e Tr
avel
Com
mitt
ee/P
aren
t Adv
isory
Com
mitt
ee
Edu.
O
rgan
ize B
ike
Skill
s Co
urse
W
ork
with
GVB
TWS
(if n
o ST
P) to
or
gani
ze b
ike
skill
s cou
rse(
s)
deve
lopi
ng tr
affic
kno
wle
dge
for
stud
ents
(ava
ilabl
e fo
r Gra
des 3
- 5,
6
-8 o
r 9+)
High
In
Pr
ogre
ss
Jan
- Jun
e 20
17
Add
Bike
Ski
lls C
ours
es
as P
AC in
itiat
ive
Secu
re $
1500
ann
ually
fo
r bik
e sk
ills c
ours
e (in
ca
se fr
ee o
ptio
ns a
ren'
t av
aila
ble)
En
c.
Prom
ote
Driv
e to
Fi
ve Z
ones
Id
entif
ied
Driv
e to
Fiv
e zo
nes
1. La
mbr
ick P
ark
Recr
eatio
n Ce
ntre
2.
Pro
vide
nce
St tu
rn-a
bout
beh
ind
scho
ol
3. A
nyw
here
alo
ng La
val A
ve
4. M
onta
gue
Park
5.
Bla
ir Pa
rk
6. S
ierr
a Pa
rk
High
No
t st
arte
d M
ay-1
7 De
velo
p in
itiat
ive
to
enco
urag
e th
e us
e of
the
Driv
e to
Fiv
e Zo
nes
Com
bine
initi
ativ
e w
ith
othe
rs to
incr
ease
im
pact
Pr
omot
e th
e us
e of
ca
rpoo
ling
to su
ppor
t dr
ive
to fi
ve u
se
Inclu
de m
essa
ging
abo
ut D
rive
to
Five
zone
s as m
uch
as p
ossib
le in
as
man
y pa
rent
info
rmat
ion
sour
ces a
s pos
sible
. BC
Rid
eSha
re:
http
://bc
rides
hare
.com
/ BC
Car
pool
Wor
ld:
http
s://w
ww
.car
pool
wor
ld.c
om/c
arp
ool_
Briti
sh_C
olum
bia_
CAN.
htm
l
2
2
Loca
tion
Actio
n Ty
pe
Actio
n De
scrip
tion
Prio
rity
Stat
us
Star
t Dat
e /
End
Date
N
ext S
teps
N
otes
En
c.
Part
icipa
te in
Wal
k an
d W
heel
Wee
k De
velo
p fu
ll ac
tiviti
es &
eve
nts
cam
paig
n fo
r Wal
k an
d W
heel
W
eeke
nd D
rive
to F
ive
Zone
Laun
ch
High
No
t st
arte
d Ju
ne -
Oct
20
17
Org
anize
Wal
ktob
er
even
ts (D
rive
to F
ive)
Fa
cilita
te d
efin
ing
'team
s' Pr
ovid
e re
sour
ces t
o pa
rtici
patin
g cla
ssro
oms
Iden
tify
volu
ntee
rs fo
r ev
ent a
ctiv
ities
Co
nnec
t with
Ext
erna
l Pa
rtne
rs (P
olice
, W
alkO
n, Is
land
Hea
lth,
etc.
) So
urce
reso
urce
s: p
rizes
, en
cour
agem
ent i
tem
s, fo
od &
bev
erag
e,
impl
emen
ts, t
ents
Cont
act M
onk'
s offi
ce fo
r art
, cra
ft or
oth
er su
pplie
s tha
t mig
ht b
e ne
cess
ary
for t
he e
vent
M
onk'
s Com
mun
ity S
uppo
rt:
http
://w
ww
2.m
onk.
ca/d
onat
ions
/
Enc.
Fa
cilita
te
conn
ectio
ns
betw
een
curio
us
activ
e-tr
avel
par
ents
Conn
ect p
aren
ts li
ving
nea
r eac
h ot
her w
ith in
form
atio
n on
dro
p zo
nes +
carp
oolin
g 1.
Orie
ntat
ion
day
(par
ents
) 2.
New
slett
er
3. S
prin
g fli
ng e
vent
4.
Par
ent i
nfo
nigh
t
High
No
t st
arte
d Al
l yea
r En
cour
age
Activ
e Tr
avel
to
all
PAC
even
ts (e
.g.:
To
get h
ere…
) Hi
ghlig
ht A
ctiv
e Tr
avel
in
itiat
ives
at i
dent
ified
ev
ents
Cr
eate
opp
ortu
nitie
s for
pa
rent
s to
mix
-n-m
ingl
e th
roug
h gu
ided
co
nver
satio
ns re
gard
ing
activ
e tr
avel
Activ
ely
conn
ect p
aren
ts to
eac
h ot
her a
nd th
eir c
hose
n m
etho
d of
tr
avel
. Mak
e in
trod
uctio
ns, s
how
th
em th
e m
ap a
nd e
ncou
rage
ac
tive
trav
el, c
arpo
olin
g w
ith th
ese
fam
ilies
. Pr
omot
e us
ing
activ
e tr
avel
to a
ll sc
hool
eve
nts
3
3
Loca
tion
Actio
n Ty
pe
Actio
n De
scrip
tion
Prio
rity
Stat
us
Star
t Dat
e /
End
Date
N
ext S
teps
N
otes
Enc.
In
crea
se sc
hool
bus
us
e Pr
omot
e av
aila
bilit
y an
d us
e of
the
scho
ol o
wne
d bu
ses.
Brin
g in
to
finan
cial v
iabi
lity
with
in o
ne y
ear
High
No
t st
arte
d Co
ordi
nate
with
MM
A Sc
hool
Bus
wor
king
gr
oup
Send
com
mun
icatio
ns
whi
ch h
ighl
ight
M
onte
ssor
i ben
efits
of
busin
g As
sist W
orki
ng G
roup
as
need
ed
Loca
tion
Actio
n Ty
pe
Actio
n De
scrip
tion
Prio
rity
Stat
us
Star
t Dat
e /
End
Date
N
ext S
teps
N
otes
Adm
inist
ratio
n
Fairb
urn
Road
be
twee
n sc
hool
an
d Go
rdon
He
ad R
d
Edu.
Ac
tive
tran
spor
tatio
n in
form
atio
n ca
mpa
ign/
Thin
k of
M
e
Cond
uct a
cam
paig
n ai
med
at
info
rmin
g pa
rent
s abo
ut th
e he
alth
an
d sa
fety
ben
efits
of a
ctiv
e tr
avel
. Co
nnec
t with
Sch
ool L
iaiso
n O
ffice
r an
d Sa
anich
Pol
ice
High
No
t st
arte
d Se
p-17
As
sist w
ith o
rgan
izing
'th
ink
of m
e' ca
mpa
ign
pict
ure
draw
ing
Liaise
with
STP
to
coor
dina
te ca
mpa
ign
even
t Ed
u.
Supp
ort B
ike
Skill
s Co
urse
Lia
ise w
ith S
TP/P
AC to
org
anize
bik
e sk
ills c
ours
es fo
r stu
dent
s (av
aila
ble
for G
rade
s 3 -
5, 6
-8 o
r 9+)
High
In
Pr
ogre
ss
Jan
- Jun
e 20
17
Wor
k w
ith P
AC/G
VBTW
S to
sele
ct d
ates
/tim
es
Wor
k w
ith
teac
hers
/sch
ool t
o se
lect
st
uden
ts to
par
ticip
ate
Prom
ote
to
stud
ents
/par
ents
Ac
cept
regi
stra
tions
(24)
4 4
Loca
tion
Actio
n Ty
pe
Actio
n De
scrip
tion
Prio
rity
Stat
us
Star
t Dat
e /
End
Date
N
ext S
teps
N
otes
En
c.
Prom
ote
Driv
e to
Fi
ve Z
ones
Id
entif
ied
Driv
e to
Fiv
e zo
nes
1. La
mbr
ick P
ark
Recr
eatio
n Ce
ntre
2.
Pro
vide
nce
St tu
rn-a
bout
beh
ind
scho
ol
3. A
nyw
here
alo
ng La
val A
ve
4. M
onta
gue
Park
5.
Bla
ir Pa
rk
6. S
ierr
a Pa
rk
High
No
t st
arte
d M
ay -
June
20
17
Prom
ote
the
use
of D
rive
to F
ive
Zone
s in
pare
nt
new
slett
er (a
ttac
hing
Be
st R
oute
s map
) Us
e Sc
hool
Mar
quee
An
noun
cem
ent i
ts u
se
durin
g m
orni
ng/a
ftern
oon
anno
unce
men
ts
(Adm
inist
rato
r) M
r. Pa
trick
not
ed
that
all
park
s ide
ntifi
ed a
re k
now
n by
the
stud
ents
. Th
e sc
hool
w
alks
/tak
es tr
ips t
o ea
ch o
f the
se
park
s.
En
c.
Part
icipa
te in
Wal
k an
d W
heel
Wee
k En
cour
age
staf
f, st
uden
ts a
nd
fam
ilies
to p
artic
ipat
e in
Wal
k an
d W
heel
to S
choo
l Wee
k.
Wor
k w
ith S
TP/P
AC to
crea
te e
vent
s re
cogn
izing
par
ticip
atio
n
Med
. No
t st
arte
d Ju
ne -
Oct
20
17
Begi
n di
scus
sions
abo
ut
pote
ntia
l act
iviti
es w
ith
STP
& A
TC/P
AC in
June
Enc.
Cr
eate
a cu
lture
of
Activ
e Tr
avel
Di
scus
s act
ive
trav
el in
itiat
ives
with
ex
perie
nced
Adm
inist
rato
rs to
gai
n be
tter
und
erst
andi
ng o
f sch
ool’s
in
volv
emen
t
High
In
pr
ogre
ss
Fo
llow
up
with
cont
act(s
) pr
ovid
ed.
Requ
est f
acili
tate
d di
scus
sion
if ne
eded
Enc.
Cr
eate
a cu
lture
of
Activ
e Tr
avel
Fa
cilita
te g
roup
disc
ussio
ns w
ith
high
er g
rade
stud
ents
rega
rdin
g in
sc
hool
cam
paig
ns
High
No
t st
arte
d
Assis
t with
org
anizi
ng
and
allo
win
g fo
r foc
us
grou
ps w
ith Le
ader
ship
st
uden
ts
Join
into
focu
s gro
up
activ
ities
and
disc
ussio
ns
Enco
urag
e &
allo
w
lead
ersh
ip st
uden
ts to
ta
ke o
n ac
tion
initi
ativ
es
Enc.
In
crea
se sc
hool
bus
us
e In
crea
se u
se o
f the
scho
ol o
wne
d bu
ses.
Brin
g in
to fi
nanc
ial v
iabi
lity
with
in o
ne y
ear
High
No
t st
arte
d
Supp
ort w
orki
ng g
roup
as
nee
ded
Prom
ote
bus p
rogr
am to
pa
rent
s
5
5
Loca
tion
Actio
n Ty
pe
Actio
n De
scrip
tion
Prio
rity
Stat
us
Star
t Dat
e /
End
Date
N
ext S
teps
N
otes
Enc.
Fa
cilita
te
conn
ectio
ns
betw
een
activ
e-tr
avel
curio
us
pare
nts
Conn
ect p
aren
ts li
ving
nea
r eac
h ot
her w
ith in
form
atio
n on
dro
p zo
nes +
carp
oolin
g 1.
Orie
ntat
ion
day
(par
ents
)2.
New
slett
er3.
Sprin
g fli
ng e
vent
4.Pa
rent
info
nig
ht
Med
. No
t st
arte
d Al
l yea
r Cr
eate
Act
ive
Trav
el
sect
ion
of n
ewsle
tter
Ad
d m
ap to
new
slett
er
high
light
ing
alte
rnat
e dr
op zo
nes.
High
light
new
are
a of
m
ap o
r mod
e of
act
ive
tran
spor
tatio
n in
par
ent
new
slett
er
Revi
ew cr
eatin
g liv
e go
ogle
map
of b
est
rout
es o
nto
scho
ol
web
site
Coup
le w
ith W
alk
and
Whe
el W
eek
or 'T
rans
it Tr
ippe
rs' i
nitia
tives
Fron
t ent
ranc
e of
th
e sc
hool
on
Fairb
urn
Dr.
Eng.
Im
prov
e ac
cess
for
pede
stria
ns a
nd
cycli
sts a
ppro
achi
ng
scho
ol o
n Fa
irbur
n Dr
. fro
m th
e ea
st
Raise
ped
estr
ian
path
thro
ugh
the
park
ing
lot/
drop
off
loop
. Ins
tall
light
ing
on p
edes
tria
n pa
thw
ay n
ext
to v
isito
r par
king
lot.
Resu
rface
pe
dest
rian
path
way
nex
t to
visit
or
park
ing
lot (
woo
dchi
ps, e
tc.)
High
No
t st
arte
d So
urce
quo
te fo
r wor
k +
desig
n Co
nduc
t fun
drai
sing
as
nece
ssar
y Co
mpl
ete
proj
ect
Back
pat
hway
from
Pro
vide
nce
Terr
ace
is ex
celle
nt b
ut p
uts u
sers
ou
t dire
ctly
into
exi
ting
traf
fic
Fron
t ent
ranc
e of
th
e sc
hool
on
Fairb
urn
Dr.
Eng.
Im
prov
e ac
cess
for
pede
stria
ns a
nd
cycli
sts a
ppro
achi
ng
scho
ol o
n Fa
irbur
n Dr
. fro
m th
e no
rth
or fr
om P
rovi
denc
e Pl
.
Crea
te p
edes
tria
n pa
thw
ay fr
om th
e no
rth
side
of th
e ex
it dr
ivew
ay o
f the
dr
op o
ff lo
op to
the
scho
ol's
fron
t do
or: d
efin
ed p
ath
runn
ing
alon
gsid
e dr
ivew
ay, r
aise
d an
d pa
inte
d pa
th
thro
ugh
the
park
ing
lot.
High
No
t st
arte
d So
urce
quo
te fo
r wor
k +
desig
n Co
nduc
t fun
drai
sing
as
nece
ssar
y Co
mpl
ete
proj
ect
6 6
Loca
tion
Actio
n Ty
pe
Actio
n De
scrip
tion
Prio
rity
Stat
us
Star
t Dat
e /
End
Date
N
ext S
teps
N
otes
Fron
t ent
ranc
e -
Fairb
urn
Rd
Eng.
Im
prov
e bi
ke
park
ing
facil
ities
M
ove
bike
rack
s to
impr
ove
visib
ility
an
d ac
cess
. In
crea
se n
umbe
r of r
acks
ava
ilabl
e
Plac
es d
iscus
sed:
1.
Dire
ctly
beh
ind
'Sta
ff Pa
rkin
g'bl
ocka
de
2.Un
der t
he 'M
aria
Mon
tess
ori
Acad
emy'
sign
High
No
t st
arte
d Re
view
loca
tions
- pi
ck
new
loca
tion
Facil
itate
com
plet
ing
the
wor
k Hi
ghlig
ht b
ike
park
ing
as
part
of s
choo
l cul
ture
Di
scus
s opp
ortu
nity
to
incr
ease
bik
e pa
rkin
g w
ith A
TC/P
AC
Curr
ently
onl
y sp
ace
for s
ix b
ikes
to
park
. Rac
ks in
stal
led
in w
ell
cove
red
spot
- bu
t are
not
visi
ble
(blo
cked
by
park
ed ca
rs).
Rack
s are
lo
cate
d in
a p
lace
whi
ch
enco
urag
es p
oten
tial c
onfli
cts
betw
een
cycli
sts a
nd m
otor
ists (
as
cycli
st m
ust u
se m
otor
ist e
ntry
)
Fron
t ent
ranc
e of
th
e sc
hool
on
Fairb
urn
Dr.
Eng.
Tr
im h
edge
nex
t to
drop
off
loop
exi
t dr
ivew
ay to
impr
ove
sight
lines
Scho
ol to
ask
its n
eigh
bour
to th
e no
rth
to re
duce
the
heig
ht o
f or b
ack
the
hedg
e bo
rder
ing
scho
ol p
rope
rty
to im
prov
e sig
htlin
es a
nd v
isibi
lity
at
the
exit
driv
eway
of t
he d
rop
off
loop
Low
Di
scus
s rem
ovin
g ve
geta
tion
with
ne
ighb
our a
t 183
5 Fa
irbur
n Rd
Loca
tion
Actio
n Ty
pe
Actio
n De
scrip
tion
Prio
rity
Stat
us
Star
t Dat
e /
End
Date
N
ext S
teps
N
otes
Capi
tal R
egio
n Di
stric
t
Grea
ter V
ictor
ia
Edu.
Ho
st W
alk
and
Whe
el to
Sch
ool
Wee
k
Host
Reg
iona
l Wal
k an
d W
heel
to
Scho
ol W
eek
(Oct
ober
) for
scho
ols t
o pa
rtici
pate
and
eng
age
with
High
No
t st
arte
d Au
g - O
ct
2017
Cr
eate
web
site,
re
sour
ces,
mat
eria
ls an
d re
gion
al p
rese
nce
for
Wal
k an
d W
heel
Wee
k ev
ent
Wal
k O
n, V
icto
ria is
Gre
ater
Vi
ctor
ia’s
pede
stria
n ad
voca
cy
grou
p.
http
://w
ww
.wal
konv
ictor
ia.o
rg/
Fron
t ent
ranc
e of
sc
hool
on
Fairb
urn
Rd
Eng.
Im
prov
e bi
ke
park
ing
facil
ities
Pr
ovid
e on
e bi
ke o
r sco
oter
rack
to
scho
ol a
s par
t of c
ompr
ehen
sive
Activ
e an
d Sa
fe R
oute
s to
scho
ol
High
In
Pr
ogre
ss
Jun-
17
Prov
ide
one
bike
or
scoo
ter r
ack
Prov
ided
info
rmat
ion
for C
ORA
ra
cks p
lus d
iscou
nt p
rovi
ded
from
pe
rson
al re
latio
nshi
p w
ith R
on
Swam
y
7 7
Loca
tion
Actio
n Ty
pe
Actio
n De
scrip
tion
Prio
rity
Stat
us
Star
t Dat
e /
End
Date
N
ext S
teps
N
otes
Dist
rict o
f Saa
nich
Fairb
urn
Dr.
nort
h of
the
scho
ol
Eng.
Re
view
scho
ol zo
ne
signa
ge lo
catio
ns
Dete
rmin
e w
heth
er sc
hool
zone
sign
sh
ould
be
relo
cate
d fu
rthe
r nor
th
from
the
scho
ol to
crea
te a
larg
er
redu
ced-
spee
d zo
ne.
Not
star
ted
Revi
ew v
ehicl
e sp
eeds
on
Fai
rbur
n Dr
. and
Fa
irhur
st A
ve. t
o de
term
ine
whe
ther
sc
hool
zone
nee
ds to
be
expa
nded
*Thi
s ite
m h
as b
een
adde
d to
Engi
neer
ing’
s cal
ls fo
r ser
vice
at
eng
inee
ring@
saan
ich.
ca fo
r re
view
Loca
tion
Actio
n Ty
pe
Actio
n De
scrip
tion
Prio
rity
Stat
us
Star
t Dat
e /
End
Date
N
ext S
teps
N
otes
Grea
ter V
icto
ria B
ike
to W
ork
Soci
ety
(GVB
TWS)
Edu.
O
rgan
ize B
ike
Skill
s Co
urse
W
ork
alon
gsid
e PA
C/ST
P to
org
anize
bi
ke sk
ills c
ours
e(s)
dev
elop
ing
traf
fic
know
ledg
e fo
r stu
dent
s (av
aila
ble
for
Grad
es 3
- 5,
6 -8
or 9
+)
High
In
Pr
ogre
ss
Jan
- Jun
e 20
17
Conf
irm d
ates
/tim
es
Prov
ide:
wai
ver f
orm
, ph
oto
rele
ase
form
and
pr
omot
iona
l inf
orm
atio
n Co
nfirm
inst
ruct
ors
Arra
nge
rent
al b
ikes
(*
avai
labi
lity
depe
nden
t on
spon
sors
hip)
Se
ek a
nnua
l fun
ding
for
bike
skill
s cou
rses
in
scho
ols
Grea
ter V
ictor
ia B
ike
to W
ork
Socie
ty (G
VBTW
S) is
the
regi
on's
fore
mos
t bik
e sk
ills p
rovi
der
http
://bi
keto
wor
kvict
oria
.com
/
Loca
tion
Actio
n Ty
pe
Actio
n De
scrip
tion
Prio
rity
Stat
us
Star
t Dat
e /
End
Date
N
ext S
teps
N
otes
Isla
nd H
ealth
Edu.
Pa
rtici
pate
in W
alk
and
Whe
el W
eek
Prov
ide
info
rmat
ion
and
reso
urce
s he
lpfu
l for
a su
cces
sful
and
safe
W
alk
and
Whe
el W
eek
even
t
Med
. No
t st
arte
d Ju
ne -
Oct
20
17
Prov
ide
nece
ssar
y in
form
atio
n Vo
lunt
eer i
f ava
ilabl
e
2017
cont
act:
Alici
a Gr
een,
al
icia.
gree
n@vi
ha.c
a
8 8
Loca
tion
Actio
n Ty
pe
Actio
n De
scrip
tion
Prio
rity
Stat
us
Star
t Dat
e /
End
Date
N
ext S
teps
N
otes
Saan
ich
Polic
e
Edu.
Ac
tive
tran
spor
tatio
n in
form
atio
n ca
mpa
ign
Cond
uct a
cam
paig
n ai
med
at
info
rmin
g pa
rent
s abo
ut th
e he
alth
an
d sa
fety
ben
efits
of a
ctiv
e tr
avel
High
No
t st
arte
d Se
p-17
In
dica
te a
vaila
bilit
y an
d at
tend
cam
paig
n ev
ents
Ha
nd o
ut 't
hink
of m
e'
ticke
ts a
nd in
form
atio
n to
par
ents
and
mot
orist
s
Loca
tion
Actio
n Ty
pe
Actio
n De
scrip
tion
Prio
rity
Stat
us
Star
t Dat
e /
End
Date
N
ext S
teps
N
otes
Scho
ol T
rave
l Pla
nnin
g Fa
cilit
ator
ST
P Ba
selin
e Su
rvey
Ad
min
ister
bas
elin
e fa
mily
and
in-
class
surv
eys
High
Co
mpl
ete
Sept
- O
ct
2016
Di
strib
ute,
colle
ct a
nd
anal
yze
surv
eys.
Crea
te
sum
mar
y pr
esen
tatio
n cr
eate
d an
d pr
esen
t to
PAC.
Pr
esen
t sum
mar
y to
key
Ex
tern
al P
roje
ct P
artn
ers
ST
P Sc
hool
Site
W
alka
bout
W
alka
bout
of t
he sc
hool
site
to
obse
rve
barr
iers
to a
ctiv
e tr
avel
Hi
gh
Com
plet
e O
ct -
Nov
2016
Fa
cilita
te S
choo
l site
w
alka
bout
. Writ
e co
ncise
w
alka
bout
repo
rt
inclu
ding
reco
mm
ende
d so
lutio
ns
ST
P Ne
ighb
ourh
ood
Wal
kabo
ut
Wal
kabo
ut o
f the
are
a ar
ound
the
scho
ol to
obs
erve
bar
riers
to a
ctiv
e tr
avel
High
Co
mpl
ete
Jan
- Mar
20
17
Facil
itate
disc
ussio
n w
ith
scho
ol a
dmin
istra
tion,
pa
rent
s and
Ext
erna
l Pr
ojec
t Par
tner
s Ne
twor
k.
Crea
te n
eigh
bour
hood
wal
kabo
ut
map
to a
id w
ith d
iscus
sion.
Cr
eate
d in
vita
tion
post
er a
nd
prom
oted
eve
nt o
ppor
tuni
ty to
all
men
tione
d Ex
tern
al P
roje
ct
Part
ners
.
9
9
Loca
tion
Actio
n Ty
pe
Actio
n De
scrip
tion
Prio
rity
Stat
us
Star
t Dat
e /
End
Date
N
ext S
teps
N
otes
STP
Pres
ent S
urve
y &
W
alka
bout
Sum
mar
y Pr
esen
t sur
vey
and
wal
kabo
ut
sum
mar
y to
PAC
and
Sch
ool
Adm
inist
ratio
n
High
Co
mpl
ete
Dec -
Jan
2017
Edu.
O
rgan
ize B
ike
Skill
s Co
urse
Lia
ise b
etw
een
GVBT
WS
and
Adm
in
to o
rgan
ize b
ike
skill
s cou
rse(
s)
deve
lopi
ng tr
affic
kno
wle
dge
for
stud
ents
(ava
ilabl
e fo
r Gra
des 3
- 5,
6
-8 o
r 9+)
High
In
Pr
ogre
ss
Jan
- Jun
e 20
17
Liaise
with
Adm
inist
rato
r to
sche
dule
cour
se
Facil
itate
conv
ersa
tion
betw
een
GVBT
WS
and
Adm
in
Liaise
with
GVB
TWS
as
need
ed
Arra
nge
bike
shop
to
look
ove
r oth
er b
ikes
(1
wk
befo
re co
urse
) Ed
u.
Prom
ote
Driv
e to
Fi
ve Z
ones
Id
entif
ied
Driv
e to
Fiv
e zo
nes
1.La
mbr
ick P
ark
Recr
eatio
n Ce
ntre
2.Pr
ovid
ence
St t
urn-
abou
t beh
ind
scho
ol
3.An
ywhe
re a
long
Lava
l Ave
4.M
onta
gue
Park
5.Bl
air P
ark
6.Si
erra
Par
k
High
No
t st
arte
d M
ay-1
7 W
ork
with
scho
ol o
n m
essa
ging
to p
aren
ts
Add
Driv
e to
Fiv
e Zo
nes
to B
est R
oute
s Map
Fo
llow
-up
with
CRD
on
signa
ge/D
iscus
s sig
nage
w
ith S
choo
l Dist
rict
Prom
ote
Driv
e to
Fiv
e w
ith p
aren
ts.
Laun
ch d
rive
to fi
ve
zone
s with
fun
even
ts
Edu.
Ac
tive
tran
spor
tatio
n in
form
atio
n ca
mpa
ign
Cond
uct a
cam
paig
n ai
med
at
info
rmin
g pa
rent
s abo
ut th
e he
alth
an
d sa
fety
ben
efits
of a
ctiv
e tr
avel
High
No
t st
arte
d Se
p-17
Co
nnec
t with
Sch
ool
Liaiso
n O
ffice
r and
Sa
anich
Pol
ice
Liaise
with
Sch
ool t
o cr
eate
'thi
nk o
f me'
im
ages
from
low
er
grad
es
Obs
erve
d pa
rkin
g on
bot
h sid
es o
f th
e ro
ad in
fron
t of t
he sc
hool
du
ring
pick
up
time.
(the
re is
a
sidew
alk
on E
dgel
ow a
djac
ent t
o th
e w
estb
ound
lane
, whe
n yo
u cr
oss G
ordo
n He
ad th
e sid
ewal
k on
Fa
irbur
n is
adja
cent
to th
e ea
st
boun
d la
ne.)
1010
Loca
tion
Actio
n Ty
pe
Actio
n De
scrip
tion
Prio
rity
Stat
us
Star
t Dat
e /
End
Date
N
ext S
teps
N
otes
Enc.
Bu
ild a
cultu
re o
f Ac
tive
Trav
el
Conn
ect A
dmin
istra
tion
with
Ad
min
istra
tors
at s
choo
ls ex
perie
nced
in A
ctiv
e Tr
avel
in
itiat
ives
for l
earn
ing
oppo
rtun
ity
High
Co
mpl
ete
Mar
-17
Reac
h ou
t to
othe
r STP
s th
roug
h HA
STe
for
reco
mm
ende
d co
nnec
tion
Disc
uss w
ith C
arol
Sar
tor (
Nort
h Va
ncou
ver)
for r
ecom
men
datio
n of
sc
hool
to co
nnec
t with
Enc.
Im
prov
e sc
hool
bus
us
e In
crea
se u
se o
f the
scho
ol o
wne
d bu
ses.
Brin
g in
to fi
nanc
ial v
iabi
lity
with
in o
ne y
ear
High
No
t st
arte
d Jo
in M
MA
Scho
ol B
us
wor
king
gro
up
Use
BC T
rans
it co
st
com
paris
on m
essa
ging
Cr
eate
com
mun
icatio
ns
whi
ch h
ighl
ight
M
onte
ssor
i-rel
ated
be
nefit
s of b
usin
g Le
arn
abou
t oth
er
inde
pend
ent b
us sy
stem
op
erat
ions
Cr
eate
bus
pick
up
loca
tions
Ther
e ar
e cu
rren
tly fo
ur sc
hool
ow
ned
buse
s whi
ch a
re u
nder
ut
ilize
d/no
t use
d by
the
scho
ol
com
mun
ity.
1111
Loca
tion
Actio
n Ty
pe
Actio
n De
scrip
tion
Prio
rity
Stat
us
Star
t Dat
e /
End
Date
N
ext S
teps
N
otes
Enc.
Pa
rtici
pate
in W
alk
and
Whe
el W
eek
Wor
k w
ith P
AC/A
dmin
to cr
eate
sc
hool
bas
ed a
ctiv
ities
en
cour
agin
g/pa
rtici
patin
g in
Wal
k an
d W
heel
to S
choo
l Wee
k
Med
. No
t st
arte
d Ju
ne -
Oct
20
16
Regi
ster
for W
alk
and
Whe
el to
Sch
ool W
eek
Facil
itate
scho
ol d
efin
ing
'team
s' Lia
ise b
etw
een
Scho
ol &
CR
D fo
r res
ourc
es,
mat
eria
ls Fa
cilita
te w
ith
PAC/
Scho
ol w
alki
ng
even
t En
cour
age
use
of D
rive
to F
ive
Zone
s alo
ngsid
e W
alk
and
Whe
el to
Sc
hool
Wee
k Co
nnec
t with
ICBC
re
gard
ing
safe
cros
sing
educ
atio
n (re
cour
ses,
com
mun
icatio
ns,
wor
ksho
ps)
2017
Con
tact
: Col
leen
1212
Loca
tion
Actio
n Ty
pe
Actio
n De
scrip
tion
Prio
rity
Stat
us
Star
t Dat
e /
End
Date
N
ext S
teps
N
otes
Enc.
Fa
cilita
te
conn
ectio
ns
betw
een
activ
e-tr
avel
curio
us
pare
nts
Conn
ect p
aren
ts li
ving
nea
r eac
h ot
her w
ith in
form
atio
n on
dro
p zo
nes +
carp
oolin
g 1.
Orie
ntat
ion
day
(par
ents
)2.
New
slett
er3.
Sprin
g fli
ng e
vent
4.Pa
rent
info
nig
ht
Med
. No
t st
arte
d Al
l yea
r Pr
ovid
e Be
st R
oute
s map
to
use
for
com
mun
icatio
ns
Wor
k w
ith
Adm
inist
ratio
n an
d AT
C/PA
C on
pro
mot
ion
and
mes
sagi
ng
Prov
ide
insp
iratio
n fo
r us
e of
goo
gle
map
Hi
ghlig
ht ca
rpoo
l w
ebsit
es a
vaila
ble
Reco
nnec
t with
eag
er
Fath
er fr
om
Neig
hbou
rhoo
d w
alka
bout
BC R
ideS
hare
: ht
tp://
bcrid
esha
re.c
om/
BC C
arpo
ol W
orld
: ht
tps:/
/ww
w.c
arpo
olw
orld
.com
/ca
rpoo
l_Br
itish
_Col
umbi
a_CA
N.ht
ml
Enc.
Bi
ke T
rain
+ B
ike
Rode
o An
ann
ual b
ike
trai
n is
orga
nize
d w
ith S
aani
ch P
olice
from
UVI
C to
M
MA.
Low
No
t st
arte
d Co
nnec
t with
Ad
min
istra
tion
rega
rdin
g pr
evio
us
orga
nize
rs/y
ears
of B
ike
Trai
n Co
nnec
t with
org
anize
r, do
cum
ent e
vent
A Bi
ke T
rain
was
org
anize
d w
ith
the
Saan
ich P
olice
from
UVI
C to
th
e sc
hool
on
Bike
Rod
eo d
ay.
Abou
t 25
child
ren
from
the
elem
enta
ry le
vel p
artic
ipat
ed in
th
e Bi
ke T
rain
on
June
2, 2
015
as
an a
nnua
l eve
nt.
Scho
ol d
rop
off
loop
Cond
uct d
rop
off
loop
clos
ure
pilo
t Cl
ose
the
drop
off
loop
to
dem
onst
rate
/det
erm
ine
the
impa
ct
it w
ould
hav
e on
traf
fic sa
fety
and
pu
blic
spac
e in
the
scho
ol zo
ne.
Med
. Di
scus
s pilo
t and
logi
stics
w
ith p
rincip
al a
nd A
TC
1313
Why
Wal
k or
Bik
e to
Sch
ool?
BE
NE
FIT
S F
OR
ST
UD
EN
TS
Be
ing
ac
tive
bu
ilds h
ea
lth
y b
on
es a
nd
min
ds. W
alk
ing
or
bik
ing
to
sch
oo
l is
no
t o
nly
a g
rea
t w
ay
to b
e h
ea
lth
y a
nd
ke
ep
mo
vin
g b
ut
ha
s
als
o s
ho
wn
to
in
cre
ase
ale
rtn
ess a
nd
gra
de
s a
t sch
oo
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IEN
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a t
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are
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ILIT
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at
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ur
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en
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RE
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UR
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hic
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re t
he
la
rge
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ality
in
BC
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re in
div
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ve
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embe
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nt. T
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re c
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ap
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016
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en
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oll
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gra
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de
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s a
5-M
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k to
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ool
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for t
his
loca
tion
on y
our
Bes
t Rou
tes
to S
choo
l Map
.
To
o f
ar
to w
alk
or
cycle
? S
tre
tch
yo
ur
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lp r
elie
ve
tra
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on
ge
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rou
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ark
ing
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pp
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off
at
lea
st
five
min
ute
s a
wa
y f
rom
sch
oo
l.
Bus
Ser
vice
Did
you
kno
w th
at M
aria
Mon
tess
ori
oper
ates
a m
orni
ng b
us s
ervi
ce to
pic
k ch
ildre
n up
and
brin
g th
em to
sch
ool?
Fo
r m
ore
in
form
atio
n o
r to
re
gis
ter
yo
ur
ch
ild,
co
nta
ct
the
sch
oo
l a
t
offi
ce
@m
ari
am
on
tesso
ria
ca
de
my.
ne
t.
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500 M MM(((5-10 MINNNNNNNNNSSSSSSSSSS)))))
Maria Montessori Academy – Saanich – BASELINE – Classroom Survey
HANDS-UP SURVEYS Please complete this survey, using stand-up or hands-up methods (ask students to raise
their hand’s or divide in separate corners of the classroom) for the week of: MONDAY OCTOBER 24TH – FRIDAY OCTOBER 28TH 2016
Teacher:____________________ Grade: _______
Division #: ____________ # Students:______
Ask students: “How did you travel to school this morning?” Weath
er Walked /scooter
Walked part-way*
Bicycle School Bus
Public Transit
Carpool (2 or more families)
Car (Just my family)
Other? Total
Mon Example: Rainy/6C
Tues
Wed
Thurs
Fri
Total Avg=Total/5
not for teachers
Ask students: “How will you travel from school today?” Weath
er Walked /scooter
Walked part-way*
Bicycle School Bus
Public Transit
Carpool (2 or more families)
Car (Just my family)
Other? Total
Mon Example: Rainy/6C
Tues
Wed
Thurs
Fri
Total Avg=Total/5
not for teachers
Walked part-way = *Walked at least one entire block. (e.g. Park & Walk)
Maria Montessori Academy – Saanich BASELINE FAMILY SURVEY 1 of 6
Maria Montessori Academy School Travel Planning
Monday October 24th, 2016 Dear Parent (Guardian):
Maria Montessori Academy is taking part in the CRD’s People Power, School Travel Planning process this school year to enable more students and families to walk, scooter or cycle on their journey to and from school.
The benefits of active school travel include:
Increased safetyImproved healthArriving alert and ready to learnLess stress, greater happinessReduced traffic congestion near the schoolLess pollution
Please take 8 to 10 minutes with your child(ren) who attend this school to complete this survey. Your answers will help us better understand the travel choices made by families at Maria Montessori Academy, with the purpose of improving the safety and health of the school community. You only need to submit one survey per family and return it with your youngest child by October 28th, 2016
If you have any questions about the survey or the School Travel Planning project, please contact: Lise Richard at lise@hastebc.org
Thank you,
Patrick Vincentine & Christine Munro Principal & Vice Principal
___________________________________
Maria Montessori Academy – Saanich BASELINE FAMILY SURVEY 2 of 6
To protect your privacy this survey does not require you to provide your name. All information will be kept strictly confidential.
A. Family Transportation Survey
Please include the date (month/day/year) that you filled this survey out
(e.g. October / 25 / 2016): _________________/_____/________
Please complete ONE survey per family.
1. How does your child(ren) usually get to and from school?(If two modes are common, e.g. walking and driving, choose the one they do most often.)
CHOOSE ONLY ONE BOX FROM EACH COLUMN
TO school FROM school
Walk / Scooter / Skate Walk part-way (at least one entire block) Bicycle
School bus
Public transit (BC Transit)
Carpool (2 or more families)
Car (just your family)
Other
If Other (explain)______________________________________________________________
2. Who usually accompanies your child on the way to school?
Parent /Grandparent Other Adult Sibling Friend Child travels alone
3. How far away from school do you live? If you are not sure, check Google Maps.
Less than 0.5 km 0.51 to 1.59 km 1.6 to 3 km Over 3 km
Maria Montessori Academy – Saanich BASELINE FAMILY SURVEY 3 of 6
4. What language does your family speak at home? English Mandarin/Cantonese/Chinese Punjabi/Hindi Spanish Other please specify: ________________________
5. Please fill in the age and gender of your child(ren) attending this school.
Child Age Gender Boy Girl Another Gender Identity
1 2 3 4
6. Our neighbourhood is safe for children to walk to and from school. (Please circle one answer).
STRONGLY AGREE AGREE DISAGREE STRONGLY DISAGREE
ONLY ANSWER Questions 7-9 if your child/ children are usually driven to or from school. If not, please skip to question 10
7. What are the main reasons your child(ren) is/are usually driven to/from school?(Choose up to three)
Distance from home too far Convenience/time pressures Traffic danger Personal safety issues (e.g. bullying, stranger danger, etc.) I’m on my way somewhere else (e.g. to work) Weather Other (explain)___________________________________________________________
8. I would allow my child(ren) to walk to school if… (choose up to three)
He or she did not walk alone There was a safer or improved walking route There were reduced traffic dangers He or she were older He or she did not live so far from school Other (explain)_________________________________________________________
9. I would allow my child(ren) to cycle to school if… (choose up to three) They did not cycle alone There was a safer or improved cycling route
Maria Montessori Academy – Saanich BASELINE FAMILY SURVEY 4 of 6
There were reduced traffic dangers They were older They did not live so far from school They received bicycle safety training They could lock their bicycle in a safe place Other (explain)_________________________________________________________
Everyone continue at question 10 below
10. When you walk or cycle as a family, what motivates you? (choose up to three) Getting physical activity/exercise Environmental benefits Saving time Safer than driving More convenient than driving More fun than driving Cheaper than driving Setting a good example Not having to worry about parking Spending time outside Spending time with other people Other (explain)_________________________________________________________
11. Please share any further comments about your child’s journey to and from school.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
12. Do you support ongoing School Travel Planning efforts to make the school area safer, healthierand better connected to the community, reducing the number of children travelling to andfrom school by car?
YES NO
13. If you would like to help with School Travel Planning efforts at your school (for example attendParent Advisory Council (PAC) Meetings or the school Walkabout), please provide your name,email and telephone (Optional: if you prefer to be called) below:
________________________________________________________________________
Maria Montessori Academy – Saanich BASELINE FAMILY SURVEY 5 of 6
B. Walking / Cycling Routes to School MAPPING EXERCISE: FOR PARENTS & STUDENTS TO ANSWER AS A FAMILY
Please complete the following map with the WALKING or CYCLING route your child/children take to get to and from School. If you usually drive please indicate the route you would walk or cycle. Identify any locations that are of concern to you with a number (e.g. 1, 2, 3) and describe these in the table below.
Maria Montessori Academy – Saanich BASELINE FAMILY SURVEY 6 of 6
Describe any areas of concern in this table.
Location (e.g. nearest intersection)
What do you think is unsafe in this area?
E.g. on ___Rd near ___St
E.g. Cars turn right without looking for pedestrians.
1.
2.
3.
THANK YOU FOR YOUR TIME. PLEASE HAVE THIS SURVEY COMPLETED ON THIS SHEET AND RETURNED TO SCHOOL BY OCTOBER 28th, 2016
HASTe BC (The Hub for Active School Travel) is the provincial lead for School Travel Planning in British Columbia: (www.hastebc.org) School Travel Planning in Saanich is sponsored by The Capital Region District’s People Power Project (http://www.crd.bc.ca/project/regional-transportation/people-power) For more information, please visit both of our websites or join us on Facebook or Twitter.
M
Fwd: Email sent out Wednesday September 282 messages
http://www.saferoutestoschool.ca/programs
Programs | Active & Safe Routesto Schoolwww.saferoutestoschool.ca
1 of 2 2016-11-18, 9:37 AM
Active & Safe Routes to School is a nationalmovement dedicated to children’s mobility, health,and happiness.
Gmail - Fwd: Email sent out Wednesday September 28
2 of 2 2016-11-18, 9:37 AM
HASTe BC STP Facilitator: Lise Richard
District of Saanich Engineering: Troy McKay and Sandra Liddell
Capital Regional District Regional and Strategic Planning: Kate Berniaz
Great Victoria School District #61 Facilities: David Loveridge and Marni Vistisen-Harwood
BC Transit Transportation Planning: Adriana McMullen and Lindsay Taylor
Marketing: Anita Wasuita
Community Organizations Greater Victoria Placemaking Network: Ray Straatsma
Walk On Victoria: Sally Reid
WeBike: Cindy Marven
Greater Victoria Cycling Coalition: Edward Pullman
Greater Victoria Bike to Work Society: Amelia Potvin
Principal Mr. Patrick
Staff Mr. Andy
Ms. Dominique
Ms. Renee
Parent Advisory Council Dennis C.
Grace
Other parents Cindy M.
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ChristianCommunity
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Nellie McClungLibrary
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Glencoe Cove-Kwatsech Park
Gordon HeadNorth Park
Gordon HeadEast Park
MontaguePark
HollydenePark
Mt. TolmiePark
HomerPark
Mt. DouglasPark
1500 M
1000 M
500 M
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Meters
Maria Montessori AcademySchool
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Catchment Area
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CRES
E
BISLEY PL
TRACKSELL AVE
WILLOW ST
CEDAR HILL CROSS RD
STA
MB
OU
L S
T
ST
OC
KT
ON
CR
ES EM
ER
AL
D P
L
PIKE ST
TIFFIN
E PL
ME
RR
IMA
N D
R
AT
HLO
NE
DR
EARLSTON AVE
LLANDAFF PL
CLOVERDALE
BRIDG
EPORT PL
TH
EL
MA
PL
YA
W K
CIR
BM
AL
MA
RJE
AN
PL
URY PL
BA
YL
IS P
L
WAY ST
LOUISE PL
ME
LCR
OF
T S
T
ELISE PL
ORELTON PL
BANFF PL
BROMLEY PL
WO
OD
RD
RD
RE
TS
AC
N
R
DERBY RD
LOC
HS
IDE
DR
TO
RQ
UA
Y D
R
CE
DA
R H
ILL
RD
EV
A L
LA
DN
YT
KENMORE RD
REYNOLDS RD
BO
RD
EN
ST
MCKENZIE AVE
BL
EN
KIN
SO
P R
D
St Margaret'sSchool
Cedar HillMiddle
ReynoldsSecondary
CloverdaleTraditional
QuadraElementary
TorquayElementary
GordonHead Middle
BraefootElementary
DoncasterElementary
Lambrick ParkSecondary
Cross RoadsChristianSchool
St MichaelsUniversitySchools
Mt. DouglasGolf Course
Cedar Hill Municipal Golf Club
Blenkinsop ValleyAdventure Golf
Nellie McClungLibrary
Mt.Tolmie Hospital
Gordon Head Recreation
Centre
ervices
DoncasterElementary
BraefootPark
FelthamPark
BowPark
ReynoldsPark
PlayfairPark
Cedar HillPark
Mt. TolmiePark
HomerPark
LambrickPark
TyndallPark
Mt. DouglasPark
1500 M
1000 M
500 M
0 125 250 375 500
Meters
Braefoot Elementary
¯School
Traffic Signal
Crosswalk
Trail
Park
Catchment Area
Municipal
Recreational/Cultural1 route
15-25 routes
2 - 6 routes
7-14 routes
(n = 37)