conclusion of public gov.t facilities
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Multi-modal school transportation planning considers walking, cycling, public transportation, and automobiles as transportation mode options. Objectives sought to improve through multi-modal transportation planning includes vehicle congestion, expenditures, health, economic, and environmental impacts on a community. To determine if a community is employing appropriate transportation options, monetary costs, comfort, safety, and environmental impacts should be assessed. School leaders should ensure multi-modal transportation planning is entwined within a school's strategic plans.
Part I and II of the multi-modal school transportation planning lessons have identified that multi-modal transportation planning may help create schools that are easier to access by walking, cycling and public transit. This is a "win-win" opportunity because virtually everybody may benefit when students, parents, and employees drive less and rely more on alternative modes. Of course, every student, school, and community is unique; therefore, multi-modal school transportation must respond to this diversity by creating the combination of transportation facilities and programs needed in a particular community.
In review, the multi-modal school transportation planning process involves program establishment, barrier identification, evaluation of conditions, strategy identification to reduce barriers, promotion of a program, and program evaluation. Through the steps of this process, each school community should have the tools to employ a multi-modal school transportation plan that reflects the school community's wants and needs. The numerous benefits of a multi-modal school transportation plan, health, monetary savings, emissions control, reduced traffic risk, etc. need to be promoted in order to increase support and sustain the changes of creating a multi-modal community. This is an opportunity for school facility managers to provide leadership in creating more multi-modal communities. With a new understanding of the multi-modal transportation planning process and benefits, use the foundation of knowledge developed from Part I and II to inspire facility improvement.
Part I and II of the multi-modal school transportation planning lessons have identified that multi-modal transportation planning may help create schools that are easier to access by walking, cycling and public transit. This is a "win-win" opportunity because virtually everybody may benefit when students, parents, and employees drive less and rely more on alternative modes. Of course, every student, school, and community is unique; therefore, multi-modal school transportation must respond to this diversity by creating the combination of transportation facilities and programs needed in a particular community.
In review, the multi-modal school transportation planning process involves program establishment, barrier identification, evaluation of conditions, strategy identification to reduce barriers, promotion of a program, and program evaluation. Through the steps of this process, each school community should have the tools to employ a multi-modal school transportation plan that reflects the school community's wants and needs. The numerous benefits of a multi-modal school transportation plan, health, monetary savings, emissions control, reduced traffic risk, etc. need to be promoted in order to increase support and sustain the changes of creating a multi-modal community. This is an opportunity for school facility managers to provide leadership in creating more multi-modal communities. With a new understanding of the multi-modal transportation planning process and benefits, use the foundation of knowledge developed from Part I and II to inspire facility improvement.
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