Planning, Design & Construction Institute California Polytechnic State University, San Luis Obispo College of Architecture and Environmental Design
Project 10, Number 2 November 2010 Assessing the Built Environment Conditions for Walking and Biking around Elementary Schools in San Luis Obispo, CA (ABC-­‐SLO) Jun-­‐Hyun Kim, Ph.D. Assistant Professor Landscape Architecture Jkim99@calpoly.edu Summary Childhood obesity has become a major public health challenge in the US. Recent evidence shows that well-­‐designed built environments supporting walking, bicycling and other healthy physical activities can help deal with this challenge. This research examined the overall built environment quality around school properties to determine specific barriers and facilitators of walking and biking among children and adolescents living in San Luis Obispo, CA. In addition, this research refined the school audit instrument based on the review of existing audit tools and the pilot test to identify the quality of the walking/biking conditions in the SLO County. Final Report
Assessing the Built Environment Conditions for Walking and Biking
around Elementary Schools in San Luis Obispo, CA (ABC-SLO)
November 1, 2010
Jun-Hyun Kim, Ph. D.
Assistant Professor
Landscape Architecture Department
College of Architecture and Environmental Design
California Polytechnic State University
San Luis Obispo, CA 93407-0285
Assessing the Built Environment Conditions for Walking and Biking
around Elementary Schools in San Luis Obispo, CA (ABC-SLO)
TABLE OF CONTENTS
Abstract
Acknowledgement
1. Introduction
2. Research Aims
3. Research Methods
4. School Characteristics
5. Results
1) School Audit Instrument
2) The Current Built Environment Conditions for Walking and Biking
6. Discussion and Suggestions
Appendix
1) School Environment Audit Instrument
2) Results of Completed School Environment Audit
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Assessing the Built Environment Conditions for Walking and Biking
around Elementary Schools in San Luis Obispo, CA (ABC-SLO)
Jun-Hyun Kim, Ph. D.
ABSTRACT
Childhood obesity has become a major public health challenge in the US. Recent evidence shows that
well-designed built environments supporting walking, bicycling and other healthy physical activities
can help deal with this challenge. This research examined the overall built environment quality around
school properties to determine specific barriers and facilitators of walking and biking among children
and adolescents living in San Luis Obispo, CA. In addition, this research refined the school audit
instrument based on the review of existing audit tools and the pilot test to identify the quality of the
walking/biking conditions in the SLO County.
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ACKOWLEDGEMENTS
This research is supported by the Planning Design and Construction Institute (PDCI) program housed
in the College of Architecture and Environmental Design (CAED) at California Polytechnic State
University. I would like to thank all of the PDCI grant committee members and reviewers of this
research proposal for the time they’ve spent reviewing my research.
I would also like to express my appreciation to Dr. Chanam Lee at Texas A&M University. From
my first foray into the development of audit instruments, she has provided me with valuable advice
and insight that has proven essential to develope valid audit tools. For this research, she allowed me
to use and modify the School Audit Instrument developed by her research team at the Center for
Health Systems and Design at Texas A&M University. It was my excellent good fortune to have this
opportunity to join her research team. Such involvement was essential to developing the audit tool
used in this research.
I would also like to thank the four auditors of this research: Calandra Chang, Rachel Clare
Drobot, Frida Salcedo, and Helena Wong. Last summer all four contributed greatly by collecting
school audit data, and by shared their invaluable suggestions regarding ways to improve the current
built environment conditions for my various research areas.
Finally, I was quite fortunate to have strong students in my classes at the Landscape
Architecture department at Cal Poly. Last summer they contributed to this research by developing
graphic design guidelines and suggestions. Tyler Baginski, Craig Cousins, Gordon Dang, David Dubois,
and Mary Lewis created wonderful perspectives and generously gave me their permission to use their
work in this report. Thank you all, once again.
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I. INTRODUCTION
Childhood obesity has become a major public health challenge in the U.S. Improving regular physical
activity, along with a balanced diet, is the significant key to respond this challenge. Studies
connecting the built environment with public health concerns have grown rapidly in recent years.
These previous works have focused on how well-designed built environments can support physical
activities such as walking and bicycling, and therefore help reduce obesity. Supportive environments
for physical activity included well-connected sidewalks, safety, accessibility to playgrounds, parks and
other utilitarian destinations, and visual quality.
In addition, there have been efforts, such as the Safe Routes to School program, to create safe
and walkable environments around school properties to be a prerequisite to getting children and
adolescents to walk or bike to school. Providing better environments to walk or bike to school can
offer many health benefits by helping children and adolescents to develop a lifelong habit of a healthy
and active lifestyle.
Knowing the quality of the current built environment around school properties will help
propose the design guidelines to improve health conditions of children and adolescents as well as will
support establishing the planning frameworks to create the sustainable community. In addition, to
evaluate the current quality of the walking/biking conditions, and identify barriers and facilitators in
the built environment around schools, a systematical and objective method will be required.
II. RESEARCH AIMS
A number of previous studies have focused on the built environment condition in different settings
such as urban, sub-urban, and rural areas. However, the built environment conditions around the
school sites have not been fully examined. In addition, many audit instruments have been developed
for measuring the street environment. However, no valid instruments are available to comprehensibly
capture the school environments associated with safety and walkability. This research examined the
current built environment conditions around/at elementary school properties in the City of San Luis
Obispo, CA. By using the environmental audit instrument, this research assessed the 3-dimensional
quality of the environment, which can’t be detected by the general GIS measures. This research
assessed the built environment quality around schools, and provided a school audit instrument to
capture the specific walking and biking conditions in the SLO area. The results from the method can
be modified and regulated by policies.
The primary aims of this study are:
Aim 1: To assess the overall quality of built environment conditions using the school audit
instrument to determine specific barriers and facilitators of walking and biking among children
and adolescents living in San Luis Obispo, CA.
Aim 2: To develop and refine the school audit instrument based on the review of existing audit
tools and the pilot test to identify the quality of the walking/biking conditions in the San Luis
Obispo County and the Central California Coast Region.
III. RESEARCH METHODS
Six elementary schools in San Luis Obispo, CA were selected for this research (see Table 1). The built
environment conditions focusing on safety and walkability for each school were assessed with the
school environment audit tool. Based on the school siting conditions, each school was categorized
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into one of two main groups: a grid pattern (the school surrounded by four frontage streets), and a
non-grid pattern (the school surrounded by less than four frontage streets) (see Figure 1).
Grid Pattern (Pacheco El.)
Non-grid Pattern (Los Ranchos El.)
Figure 1. Examples of Two Different School Siting Patterns
Table 1. Selected Schools
School Siting Patterns
Grid Pattern
Non-grid Pattern
Schools
Hawthorne Elementary School
Pacheco Elementary School
Bishop's Peak Elementary (Teach Elementary) School
Los Ranchos Elementary School
Sinsheimer Elementary School
C.L. Smith Elementary School
The school audit instrument was developed and modified based on a review of existing audit
tools and any relevant literature. The final school audit tool was then tested to develop the school
audit instrument, configuring it for the specific conditions of the SLO area. The school audit tool is
composed of three main components: 1) a street segment audit for school frontage streets, 2) a school
site audit, and 3) a map audit to capture detailed built environment conditions around the school sites.
In June and July, four undergraduate students voluntarily participated in the field audit test.
The students had different academic backgrounds, including majors in landscape architecture,
biology, kinesiology, and health. Before the field study, all students were provided a one-day training
session to learn the basics of the school audit instrument: what it is, and any requirements it has. In
addition to the introduction session, all students were offered a second training session in the field, at
one of the study’s elementary schools and under the PI’s supervision, in order to obtain further
experience in using the school audit instrument. Then all students and the PI conducted field audit
tests from June 29 through July 15, 2010. After completing the field audit study, all auditors received a
$25 gift card.
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IV. SCHOOL CHARACTERISTICS
Table 2. School Characteristics (2009~2010)
School Siting Patterns
Grid Pattern
Non-grid Pattern
Los
C.L. Smith
Ranchos
Hawthorne
Pacheco
Bishop’s
Peak
Grad Level
K~6
K~6
K~6
K~6
K~6
K~6
Number of Students
314
464
287
337
364
414
3.18%
0.42%
2.09%
4.15%
0.27%
3.62%
0.32%
0.0%
0.70%
0.30%
0.0%
0.24%
Asian
3.82%
3.39%
6.27%
4.15%
2.75%
3.86%
Filipino
0.32%
0.64%
0.70%
1.78%
1.10%
1.93%
Hispanic
43.63%
50.42%
13.24%
32.05%
6.59%
13.29%
0.0%
0.21%
0.35%
0.0%
0.0%
0.48%
48.09%
42.58%
73.87%
57.27%
88.46%
75.6%
0.64%
2.33%
0.0%
0.0%
0.82%
0.97%
60%
44%
23%
40%
10%
20%
English Learners
32%
40%
8%
24%
2%
6%
Students with Disabilities
13%
6%
12%
25%
13%
10%
EnglishLanguage
Arts
51%
(2009)
59%
(2009)
71%
(2009)
56%
(2009)
72%
(2008)
74%
(2009)
Mathematics
54%
(2009)
62%
(2009)
74%
(2009)
48%
(2009)
78%
(2008)
73%
(2009)
Science
36%
(2009)
48%
(2009)
56%
(2009)
56%
(2009)
79%
(2008)
75%
(2009)
6
(2008)
4
(2008)
7
(2008)
4
(2008)
9
(2008)
5
(2008)
6
(2008)
3
(2008)
10
(2007)
9
(2007)
8
(2008)
4
(2008)
School Name
Ethnicity
African
American
American
Indian
Pacific
Islander
White (no
Hispanic)
Multiple or
No Response
Socioeconomically
Disadvantaged
California
Standards
Tests (CST)
Results
Academic
Performance
Index (API)
Ranks
Statewide
Similar
School
Sinsheimer
All elementary schools in San Luis Obispo offer a Kindergarten through 6th grade program. In
2009~2010, the Pacheco elementary school showed the largest enrolled student body (464 students),
while the Bishop’s Peak elementary school reported the smallest number (287 students). The two
schools situated in a grid pattern of school siting showed a relatively lower percentage of white
students (48.09% of Hawthorne and 42.58% of Pacheco), a larger percentage of socioeconomically
disadvantaged students (60% of Hawthorne and 44% of Pacheco), and a higher percentage of Englishlearner groups (32% of Hawthorne and 40% of Pacheco).
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V. RESULTS
1) School Audit Instrument
Even though there are many options for measuring built environment conditions using various
resources and techniques (including surveys, GIS, and aerial/field photo analysis), the resulting
secondary data sets have not provided a full spectrum of quality walking and biking environment
conditions. Along with a few previous and on-going efforts to assess the walkability and safety of built
environments both systematically and comprehensively, this research has adopted and refined a
school audit instrument developed by a research team at Texas A&M University. With Dr. Chanam Lee,
associate professor, and Hyungjin Kim, a Ph.D. student at Texas A&M University, I’ve developed several
audit instruments to capture the quality of built environments in terms of different settings such as
school, park, and neighborhood. While recognizing that this area of research suffers from a lack of
audit instruments that focus on school environments and school transportation, this research
endeavored to create instruments that were responsive to a review of any and all existing literature
and instruments. The school audit instrument used in this research consists of three sub-audits: 1) a
street segment audit, 2) a school site audit; and 3) a map audit.
The street segment audit items focus on route-related characteristics, including land uses,
street and traffic characteristics, signage, amenities, and signs of social disorder. Also, perceptual
rating items on a 5-point Likert-type scale were used to detect an overall perception of safety, visual
quality, maintenance, cleanness, and attractiveness along the segment.
For the school site audit items, this instrument investigated the site’s overall conditions in
terms of school amenities and facilities, drop-off/pick-up areas, vegetation, and fence types. Also, the
connectivity from the frontage streets of the school and the adjacent land uses were investigated.
Finally, the map audit items focused on details of the locations and the conditions of the
sidewalks, bike lanes, landscape buffers, drainage ditches, and crosswalks. In addition, the map audit
items included walking and biking barriers and facilitators.
An example of the school audit instrument used in this research has been attached in the
Appendix for further review.
2) The Current Built Environment Conditions for Walking and Biking
1. The Current Street Segment Conditions
Overall, almost all streets adjacent to schools were clean and well-maintained (see Table 3).
However, the crosswalk systems needed to be improved. The current crossing conditions
were difficult to recognize and lacked clarity of instruction. Even though there were some painted
crosswalk markings on each of the intersections, they did not provide clear enough information for
both pedestrians/bikers and drivers.
In addition, except for some speed bumps in front of the Sinsheimer elementary school, there
were no traffic calming devices on adjacent frontage streets near the main entries of the school
properties. Many streets near the school properties did not even have a warning sign designed to
reduce speeds or indicate the presence of a pedestrian crossing. Although some streets did feature a
yellow speed reduction sign painted on the road surface, such signs did not provide enough visibility
to have any real effect on driver awareness.
There were no designated bike lanes around school areas, and the audit results reported that
the current built environments provided environments that were less safe and less attractive for bikers
than walkers (see Table 3). To promote children biking to and from school, separate and designated
bike lanes near school properties should be considered.
In addition to the issue of biking activities, many intersections had only one side of the street
curb-cut for crossing, which caused unsafe biking conditions for children. To enhance walking and
biking comfort, both sides of the street should be curb-cut.
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Los Ranchos elementary school is located in a rural setting, and has only one frontage street on a high
speed and traffic road. This setting is strongly related to a reduction in the value of perception items
reflected on the audit instrument. The audit test for the Los Ranchos elementary school indicated that
almost all perception items showed relatively lower values than those of other schools. Especially
those items that indicated levels of surveillance, safety and attractiveness for walkers and bikers
showed significantly lower values as compared to other schools (see Table 3).
2. The Current School Site Conditions
The grid pattern of school siting was shown to provide better opportunities of entry into the school
building, for both walking and biking students. Since there are fewer chances to divert both
pedestrian and vehicle traffic during peak drop-off and pick-up times, fewer frontage streets would
decrease safety, comfort, and attractiveness for both walking and biking students. Also, providing
more biking-related facilities (including a separated or designated bike lane and bike rack) would
encourage children to become more involved with biking opportunities (see Table 4).
Many schools did not have a clear sign system to facilitate driver awareness or reduce vehicle
speeds around school properties. More effective and systematic traffic calming devices and sign
systems would improve safety for students walking and biking to and from school.
Figure 2. Walking Barriers around School Properties
Missing a Curb-cut
Overgrown weed
Abandoned Stuffs
High-dense Vegetation reducing Sidewalk Width
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Figure 2. Walking Barriers around School Properties (Cont’d)
Reducing Speed Sign on the Road Surface
reducing Visibility, Readability and Awareness
Parked Cars and Abandoned Cars reducing Safety
for Crossing Streets
Excessive power lines
Unclear Sign for Indication a School Zone
Disconnected Sidewalk
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Figure 2. Walking Barriers around School Properties (Cont’d)
Sidewalk blocked by Utilities
Overgrown Vegetation on the Sidewalk
Figure 3. Walking Facilitators around School Properties
Landscape Buffer increasing Safety to Walk
Diverse Plants improving Visual Quality
Well-maintained Sidewalk
Safe Crossing System
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Table 3. Summary of Street Segment Audit Evaluation of the Current Built Environment Conditions for
Walking and Biking around Elementary Schools in San Luis Obispo
School Siting Patterns
Grid Pattern
Non-grid Pattern
Los
C.L. Smith
Ranchos
School Name
Hawthorne
Pacheco
Bishop’s
Peak
Major Land Use
Single /
Multifamily
Single /
Multifamily /
Park /
Church
Single-family
Single /
Multifamily
Singe-family
Single /
Multifamily /
Park
Street Parking
Both sides
Both sides
Both sides
Both sides
No
Both sides
2
2
2
2
2
2
Number of Driveways*
4~10
4~10
11+
11+
1~3
11+
Number of Street Lights*
1~3
1~3
1~3
1~3
0
1~3
Reduced
speed sign
on the road
None
Curb
extension
Reduced
speed sign
Reduced
speed sign
on the road
Speed bump
/ Median
island
None
None
None
None
None
None
Crossing
sign
None
Political
message
Political
message
Crossing
sign /
political
message
Bike route
Abandoned
car
Excessive
power lines
Abandoned
car
Whole or
broken
bottles or
cans
None
None
Surveillance
3.95
4.10
3.95
3.88
1.29
3.58
Maintenance (Garden &
Buildings)
3.40
3.50
3.65
3.80
3.43
3.09
Maintenance (Street)
3.55
3.45
3.75
3.64
2.86
3.26
Cleanliness
3.85
3.90
3.90
3.88
3.43
3.74
Visual Quality
3.35
3.45
3.65
3.72
2.71
3.21
Safety in Walking
3.75
3.60
3.65
3.84
1.71
3.43
Safety in Bicycling
3.35
3.00
3.15
3.28
1.57
3.13
Attractiveness in Walking
3.50
3.50
3.50
3.64
1.71
3.17
Attractiveness in Bicycling
3.20
3.00
3.10
3.48
1.71
3.13
Number of Lanes
Traffic Calming Devices
Amenities
Signs Visible
Unattractive Item Visible
Sinsheimer
Perception**
* Average per segment
** Likert Scale: 5 (Excellent) to 1 (Poor)
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Table 4. Summary of School Site Audit Evaluation of the Current Built Environment Conditions for
Walking and Biking around Elementary Schools in San Luis Obispo
School Siting Patterns
Grid Pattern
Non-grid Pattern
Los
C.L. Smith
Ranchos
Hawthorne
Pacheco
Bishop’s
Peak
Number of Frontage Streets
4
4
2
1
1
1
Vehicular Entries and Exits
2
4
2
3
2
2
0
0
0
0
0
1
4
3
2
5
1
1
Yes
No
Yes
Yes
No
Yes
Sidewalk Connection to
street
Connected
Connected
Connected
Connected
Connected
Connected
Amenities
Benches /
Public trash
can
Bench
Bench
Bench
None
None
Yes, off-site
Yes, on-site
Yes, on-site
Yes, off-site
Yes, on-site
Yes, on-site
6~10 cars
6~10 cars
11+ cars
6~10 cars
11+ cars
3~5 cars
Yes, off-site
No
No
Yes, on-site
Yes, on-site
Yes, on-site
Playground /
Basketball
court / Open
field
Playground /
Basketball
court
Playground /
Basketball
court / Open
field
Playground /
Basketball
court /
Baseball /
Open field
Playground /
Basketball
court
Covered Structure
None
Covered
walkway
Covered
walkway
Covered
walkway
Covered
walkway
Vegetation: Deciduous
A few
A few
Many
A few
Many
Many
Vegetation: Evergreen
A few
A few
A few
A few
A few
Many
Vegetation: Shrubs
Many
Many
Many
Many
Many
Many
Outdoor Amenities
Picnic table /
School garden
Bike rack /
Bench / Public
trash can /
picnic table
Bench /
School garden
/ Drinking
water
fountain
Picnic table
Bench / Picnic
table
Picnic table
Fence Transparency
Fully
transparent
Fully
transparent
Fully
transparent
No fence
Fully
transparent
Fully
transparent
School Name
Sinsheimer
Frontage Streets
Number of School Bus Only
Entries
Number of Pedestrian Only
Entries
Main Entry
Bike Rack
Drop-off / Pick-up Area
Location of Private Car
Area
Capacity of Private Car
Area
Location of School Bus
Only Area
On-Site Facilities
Recreational Facilities
Playground /
Basketball
court /
Baseball /
Open field
Covered
walkway /
Gazebo
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3) Map Audit Evaluation
Figure 4. Map Audit for the Hawthorne Elementary School
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Figure 5. Map Audit for the Pacheco Elementary School
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Figure 6. Map Audit for the Bishop’s Peak Elementary School
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Figure 7. Map Audit for the C.L. Smith Elementary School
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Figure 8. Map Audit for the Los Ranchos Elementary School
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Figure 9. Map Audit for the Sinsheimer Elementary School
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VI. DISCUSSION and SUGGESTIONS
The school audit instrument was developed as a tool to provide effective and efficient assessments of
street and school site environments. This tool could play an important role in capturing the microscale elements of built environment conditions.
The reliability and validity of the school audit instrument has been tested in Texas. For the
inter-rater reliability test, the average of overall Kappa was 0.839 (considered outstanding) and ICC
was 0.602 (moderate). For the test-retest reliability, the average Kappa was 0.903 (outstanding) and
ICC was 0.774 (good). This research provides another opportunity to test the external validity of the
school audit instrument by using it in California areas. Based on the results of this research, both
research teams at Cal Poly and Texas A&M University will conduct another round of reliability and
validity tests in an effort to develop a more rigorous school audit tool that will provide reliable and
accurate information about the current walking and biking environment conditions around schools in
different types of community settings.
This instrument will support various community–based and policy assessment activities. In
addition, this tool will support an identification of modifiable environmental factors that could be
improved or managed to help promote children’s walking or biking to school safely.
Overall, built environments around elementary schools in San Luis Obispo show relatively supportive
conditions for children who walk or bike to school. Almost all street segments have well-maintained
and clean sidewalks of an acceptable width and slope, allowing various population groups an
opportunity to walk or bike to school. The overall perceptions regarding both maintenance and
cleanliness items were also high.
However, to provide safer and friendlier walking and biking environments, there should be more
street facilities. Based on the results provided by the school audit instrument, this research
understands the basic conceptual design framework as follows:
-
Introduce a landscape buffer between roads and sidewalks to secure walking and biking safety
Enhance the current crosswalk system to increase driver awareness
Provide clearly marked crosswalks with both sides curb-cut to improve comfort for walking
and biking
Improve the current sign system for high visibility to allow drivers to easily identify school
zones and accordingly reduce their speed
Provide more effective traffic-calming devices on the frontage streets of schools
Provide more trees to line the streets, in order to improve visual quality and offer a pleasant
micro-climate
Consider more effective drop-off and pick-up systems to reduce traffic congestion during peak
hours
Consider better pavement for sidewalks in order to improve a sense of place, comfort and
visual quality, as well as to help identify school zone areas
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Figure 10. Graphic Guidelines #1 to Improve Walking Conditions around Schools
The Existing Condition
(Hawthorne Elementary School)
Designed by Craig Cousins
Designed by David Dubois
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Figure 10. Graphic Guidelines #1 to Improve Walking Conditions around Schools (Cont’d)
Designed by Gordon Dang
Designed by Mary Lewis
Designed by Tyler Baginski
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Figure 11. Graphic Guidelines #2 to Improve Walking Conditions around Schools
The Existing Condition
(Pacheco Elementary School)
Designed by Craig Cousins
Designed by David Dubois
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APPENDIX 1. School Environment Audit Instrument
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School Name: Hawthorne
Date:
Time Started:
Ended:
Weather:
sunny
cloudy Auditor ID:
Audit Street
Segment ID:
STREET SEGEMENT: Story St.
Note:
①
Start here
■ Land use [check all that are immediately
along the street segment]
Residential:
Single family home
Multifamily housing (e.g., apartment,
condominium, duplex, 4-plex)
Mobile home
Commercial:
Fast food restaurant
Buffet restaurant
Regular sit-down restaurant / taqueria
Supermarket / grocery store
Convenience store with gas station
Convenience store without gas station
Gas station with no convenience store
CD / DVD / video game store or rental
Mall / strip mall / big box retail (e.g., Walmart, Home Depot, IKEA, Toys “R” Us)
Educational, Office & Service:
Boys & girls club / YMCA
School / kindergarten / daycare center
Police station
Bank / post office
Library
Church / other religious institution
Institutional excluding education and
religious (e.g., city hall, court, hospital)
Office (e.g., clinic, dental clinic, law
office, insurance office)
Recreational & Others:
Gym / fitness center / indoor playground
Lake / river / stream / creek
Forest / wooded area
Public plaza / public square
Park (not part of the school) with: [check
all that apply]
playground equipment
trail / path / jogging track
basketball / tennis / volleyball court
baseball / football / soccer field
open field with no facility / equipment
Factory / power plant / junk yard
Warehouse / storage building / self-storage
Parking lot / garage (stand alone)
Vacant / abandoned / undeveloped area
Vacant / abandoned building
Other:_______________________
Other:_______________________
■ School zone
Is the segment designated as school zone?
No
Yes, partly
Yes, entirely
■ Posted speed
None posted
Non-school zone:
miles/hr
School zone:
miles/hr
When flashing
During designated hours / days
When children are present
At all times
■ Street parking
If no marking, check only if cars are parked
No
Yes, one side
Yes, both sides
■ Number of lanes (both directions):___
If no marked lanes, estimate based on
roadway width or driving behaviors
■ Number of driveways & street
intersections (both sides)
0
1-3
4-10
11+
■ One-way street
None
Yes Indicate direction on the map above
■ Number of street lights
0
1-3
4-10
11+
■ Traffic calming devices [check all that
apply] None
Reduced speed sign (excluding school
zone speed sign)
Speed bump or hump
Median island
Roundabout
Curb extension / bulb-out
Pavement change / pavement marking
(e.g., brick-paved roadways)
Other:_______________________
■ Amenities [check all that are immediately
along the street, excluding those near school
buildings / entries and bus stops] None
Bench / seating
Public trash can
Other (e.g., public art, public telephone):
______________________
■ Signs visible [check all that apply]
None
Child safety / child crossing sign
Bike Route / pedestrian or bicyclist
friendly sign
Community / cultural / religious / political
message or event / historical mark
Crime watch / security warning / home
security service (e.g., ADT)
Beware of dog sign / road hazard sign
Cell phone usage restriction sign
Other:_______________________
■ Unattractive items visible
None
Graffiti
Whole or broken bottles or cans
Cigarette / cigar butts or packages
Abandoned cars
Buildings with broken windows or other
vandalism
Condoms, needles, syringes, or drugrelated paraphernalia
Excessive power lines
Unattended dogs
Other:_______________________
1
■ Surveillance (easily observed from the
windows, porches, or gardens nearby)
Poor
Fair
Good Very Good Excellent
■ Maintenance of gardens & buildings
(how clean, well-kept, etc.)
Poor
Fair
Good Very Good Excellent
■ Maintenance of streets & sidewalks
(how free of cracks, holes, overgrown
grass/weeds, etc.)
Poor
Fair
Good Very Good Excellent
■ Cleanliness of streets & sidewalks
(how free of litter, rubbish, broken glass,
discarded items, etc.)
Poor
Fair
Good Very Good Excellent
■ Overall visual quality
Poor
Fair
Good Very Good Excellent
■ Safety in walking
Poor
Fair
Good Very Good Excellent
■ Safety in bicycling
Poor
Fair
Good Very Good Excellent
■ Attractiveness in walking
Poor
Fair
Good Very Good Excellent
■ Attractiveness in bicycling
Poor
Fair
Good Very Good Excellent
MAP AUDIT ITEMS
■ Sidewalk No
Yes
Map A
■ Informal footpath (not part of formal
sidewalks / trails)
No
Yes
Map A
■ Landscaped buffer
No
Yes MAP B
■ Drainage ditch (along either side of the
No
Yes
MAP B
street)
■ Bike lane (exclude Bike Routes)
No
Yes MAP C
■ Off-street trails / paths (for walking,
jogging, running, biking, etc.)
No
Yes
Map C
■ Bus stop (include school & public bus)
No
Yes MAP D
■ Crosswalk
No
Yes MAP D
■ Use MAP E for photo log / notes
School Name: Hawthorne
Date:
Time Started:
Ended:
Weather:
sunny
cloudy Auditor ID:
Audit Street
Segment ID:
STREET SEGEMENT: Branch St.
Note:
■ Land use [check all that are immediately
along the street segment]
Residential:
Single family home
Multifamily housing (e.g., apartment,
condominium, duplex, 4-plex)
Mobile home
Commercial:
Fast food restaurant
Buffet restaurant
Regular sit-down restaurant / taqueria
Supermarket / grocery store
Convenience store with gas station
Convenience store without gas station
Gas station with no convenience store
CD / DVD / video game store or rental
Mall / strip mall / big box retail (e.g., Walmart, Home Depot, IKEA, Toys “R” Us)
Educational, Office & Service:
Boys & girls club / YMCA
School / kindergarten / daycare center
Police station
Bank / post office
Library
Church / other religious institution
Institutional excluding education and
religious (e.g., city hall, court, hospital)
Office (e.g., clinic, dental clinic, law
office, insurance office)
Recreational & Others:
Gym / fitness center / indoor playground
Lake / river / stream / creek
Forest / wooded area
Public plaza / public square
Park (not part of the school) with: [check
all that apply]
playground equipment
trail / path / jogging track
basketball / tennis / volleyball court
baseball / football / soccer field
open field with no facility / equipment
Factory / power plant / junk yard
Warehouse / storage building / self-storage
Parking lot / garage (stand alone)
Vacant / abandoned / undeveloped area
Vacant / abandoned building
Other:_______________________
Other:_______________________
■ School zone
Is the segment designated as school zone?
No
Yes, partly
Yes, entirely
■ Posted speed
None posted
Non-school zone:
miles/hr
School zone:
miles/hr
When flashing
During designated hours / days
When children are present
At all times
②
■ Street parking
If no marking, check only if cars are parked
No
Yes, one side
Yes, both sides
■ Number of lanes (both directions):___
If no marked lanes, estimate based on
roadway width or driving behaviors
■ Number of driveways & street
intersections (both sides)
0
1-3
4-10
11+
■ One-way street
None
Yes Indicate direction on the map above
■ Number of street lights
0
1-3
4-10
11+
■ Traffic calming devices [check all that
apply] None
Reduced speed sign (excluding school
zone speed sign)
Speed bump or hump
Median island
Roundabout
Curb extension / bulb-out
Pavement change / pavement marking
(e.g., brick-paved roadways)
Other:_______________________
■ Amenities [check all that are immediately
along the street, excluding those near school
buildings / entries and bus stops] None
Bench / seating
Public trash can
Other (e.g., public art, public telephone):
______________________
■ Signs visible [check all that apply]
None
Child safety / child crossing sign
Bike Route / pedestrian or bicyclist
friendly sign
Community / cultural / religious / political
message or event / historical mark
Crime watch / security warning / home
security service (e.g., ADT)
Beware of dog sign / road hazard sign
Cell phone usage restriction sign
Other:_______________________
■ Unattractive items visible
None
Graffiti
Whole or broken bottles or cans
Cigarette / cigar butts or packages
Abandoned cars
Buildings with broken windows or other
vandalism
Condoms, needles, syringes, or drugrelated paraphernalia
Excessive power lines
Unattended dogs
Other:_______________________
2
■ Surveillance (easily observed from the
windows, porches, or gardens nearby)
Poor
Fair
Good Very Good Excellent
■ Maintenance of gardens & buildings
(how clean, well-kept, etc.)
Poor
Fair
Good Very Good Excellent
■ Maintenance of streets & sidewalks
(how free of cracks, holes, overgrown
grass/weeds, etc.)
Poor
Fair
Good Very Good Excellent
■ Cleanliness of streets & sidewalks
(how free of litter, rubbish, broken glass,
discarded items, etc.)
Poor
Fair
Good Very Good Excellent
■ Overall visual quality
Poor
Fair
Good Very Good Excellent
■ Safety in walking
Poor
Fair
Good Very Good Excellent
■ Safety in bicycling
Poor
Fair
Good Very Good Excellent
■ Attractiveness in walking
Poor
Fair
Good Very Good Excellent
■ Attractiveness in bicycling
Poor
Fair
Good Very Good Excellent
MAP AUDIT ITEMS
■ Sidewalk No
Yes
Map A
■ Informal footpath (not part of formal
sidewalks / trails)
No
Yes
Map A
■ Landscaped buffer
No
Yes MAP B
■ Drainage ditch (along either side of the
No
Yes
MAP B
street)
■ Bike lane (exclude Bike Routes)
No
Yes MAP C
■ Off-street trails / paths (for walking,
jogging, running, biking, etc.)
No
Yes
Map C
■ Bus stop (include school & public bus)
No
Yes MAP D
■ Crosswalk
No
Yes MAP D
■ Use MAP E for photo log / notes
School Name: Hawthorne
Date:
Time Started:
Ended:
Weather:
sunny
cloudy Auditor ID:
Audit Street
Segment ID:
STREET SEGEMENT: Hutton St.
Note:
■ Land use [check all that are immediately
along the street segment]
Residential:
Single family home
Multifamily housing (e.g., apartment,
condominium, duplex, 4-plex)
Mobile home
Commercial:
Fast food restaurant
Buffet restaurant
Regular sit-down restaurant / taqueria
Supermarket / grocery store
Convenience store with gas station
Convenience store without gas station
Gas station with no convenience store
CD / DVD / video game store or rental
Mall / strip mall / big box retail (e.g., Walmart, Home Depot, IKEA, Toys “R” Us)
Educational, Office & Service:
Boys & girls club / YMCA
School / kindergarten / daycare center
Police station
Bank / post office
Library
Church / other religious institution
Institutional excluding education and
religious (e.g., city hall, court, hospital)
Office (e.g., clinic, dental clinic, law
office, insurance office)
Recreational & Others:
Gym / fitness center / indoor playground
Lake / river / stream / creek
Forest / wooded area
Public plaza / public square
Park (not part of the school) with: [check
all that apply]
playground equipment
trail / path / jogging track
basketball / tennis / volleyball court
baseball / football / soccer field
open field with no facility / equipment
Factory / power plant / junk yard
Warehouse / storage building / self-storage
Parking lot / garage (stand alone)
Vacant / abandoned / undeveloped area
Vacant / abandoned building
Other:_______________________
Other:_______________________
■ School zone
Is the segment designated as school zone?
No
Yes, partly
Yes, entirely
■ Posted speed
None posted
Non-school zone:
miles/hr
School zone:
miles/hr
When flashing
During designated hours / days
When children are present
At all times
③
■ Street parking
If no marking, check only if cars are parked
No
Yes, one side
Yes, both sides
■ Number of lanes (both directions):___
If no marked lanes, estimate based on
roadway width or driving behaviors
■ Number of driveways & street
intersections (both sides)
0
1-3
4-10
11+
■ One-way street
None
Yes Indicate direction on the map above
■ Number of street lights
0
1-3
4-10
11+
■ Traffic calming devices [check all that
apply] None
Reduced speed sign (excluding school
zone speed sign)
Speed bump or hump
Median island
Roundabout
Curb extension / bulb-out
Pavement change / pavement marking
(e.g., brick-paved roadways)
Other:_______________________
■ Amenities [check all that are immediately
along the street, excluding those near school
buildings / entries and bus stops] None
Bench / seating
Public trash can
Other (e.g., public art, public telephone):
______________________
■ Signs visible [check all that apply]
None
Child safety / child crossing sign
Bike Route / pedestrian or bicyclist
friendly sign
Community / cultural / religious / political
message or event / historical mark
Crime watch / security warning / home
security service (e.g., ADT)
Beware of dog sign / road hazard sign
Cell phone usage restriction sign
Other:_______________________
■ Unattractive items visible
None
Graffiti
Whole or broken bottles or cans
Cigarette / cigar butts or packages
Abandoned cars
Buildings with broken windows or other
vandalism
Condoms, needles, syringes, or drugrelated paraphernalia
Excessive power lines
Unattended dogs
Other:_______________________
3
■ Surveillance (easily observed from the
windows, porches, or gardens nearby)
Poor
Fair
Good Very Good Excellent
■ Maintenance of gardens & buildings
(how clean, well-kept, etc.)
Poor
Fair
Good Very Good Excellent
■ Maintenance of streets & sidewalks
(how free of cracks, holes, overgrown
grass/weeds, etc.)
Poor
Fair
Good Very Good Excellent
■ Cleanliness of streets & sidewalks
(how free of litter, rubbish, broken glass,
discarded items, etc.)
Poor
Fair
Good Very Good Excellent
■ Overall visual quality
Poor
Fair
Good Very Good Excellent
■ Safety in walking
Poor
Fair
Good Very Good Excellent
■ Safety in bicycling
Poor
Fair
Good Very Good Excellent
■ Attractiveness in walking
Poor
Fair
Good Very Good Excellent
■ Attractiveness in bicycling
Poor
Fair
Good Very Good Excellent
MAP AUDIT ITEMS
■ Sidewalk No
Yes
Map A
■ Informal footpath (not part of formal
sidewalks / trails)
No
Yes
Map A
■ Landscaped buffer
No
Yes MAP B
■ Drainage ditch (along either side of the
No
Yes
MAP B
street)
■ Bike lane (exclude Bike Routes)
No
Yes MAP C
■ Off-street trails / paths (for walking,
jogging, running, biking, etc.)
No
Yes
Map C
■ Bus stop (include school & public bus)
No
Yes MAP D
■ Crosswalk
No
Yes MAP D
■ Use MAP E for photo log / notes
School Name: Hawthorne
Date:
Time Started:
Ended:
Weather:
sunny
cloudy Auditor ID:
Audit Street
Segment ID:
STREET SEGEMENT: Sandercock St.
Note:
■ Land use [check all that are immediately
along the street segment]
Residential:
Single family home
Multifamily housing (e.g., apartment,
condominium, duplex, 4-plex)
Mobile home
Commercial:
Fast food restaurant
Buffet restaurant
Regular sit-down restaurant / taqueria
Supermarket / grocery store
Convenience store with gas station
Convenience store without gas station
Gas station with no convenience store
CD / DVD / video game store or rental
Mall / strip mall / big box retail (e.g., Walmart, Home Depot, IKEA, Toys “R” Us)
Educational, Office & Service:
Boys & girls club / YMCA
School / kindergarten / daycare center
Police station
Bank / post office
Library
Church / other religious institution
Institutional excluding education and
religious (e.g., city hall, court, hospital)
Office (e.g., clinic, dental clinic, law
office, insurance office)
Recreational & Others:
Gym / fitness center / indoor playground
Lake / river / stream / creek
Forest / wooded area
Public plaza / public square
Park (not part of the school) with: [check
all that apply]
playground equipment
trail / path / jogging track
basketball / tennis / volleyball court
baseball / football / soccer field
open field with no facility / equipment
Factory / power plant / junk yard
Warehouse / storage building / self-storage
Parking lot / garage (stand alone)
Vacant / abandoned / undeveloped area
Vacant / abandoned building
Other:_______________________
Other:_______________________
■ School zone
Is the segment designated as school zone?
No
Yes, partly
Yes, entirely
■ Posted speed
None posted
Non-school zone:
miles/hr
School zone:
miles/hr
When flashing
During designated hours / days
When children are present
At all times
④
■ Street parking
If no marking, check only if cars are parked
No
Yes, one side
Yes, both sides
■ Number of lanes (both directions):___
If no marked lanes, estimate based on
roadway width or driving behaviors
■ Number of driveways & street
intersections (both sides)
0
1-3
4-10
11+
■ One-way street
None
Yes Indicate direction on the map above
■ Number of street lights
0
1-3
4-10
11+
■ Traffic calming devices [check all that
apply] None
Reduced speed sign (excluding school
zone speed sign)
Speed bump or hump
Median island
Roundabout
Curb extension / bulb-out
Pavement change / pavement marking
(e.g., brick-paved roadways)
Other:_______________________
■ Amenities [check all that are immediately
along the street, excluding those near school
buildings / entries and bus stops] None
Bench / seating
Public trash can
Other (e.g., public art, public telephone):
______________________
■ Signs visible [check all that apply]
None
Child safety / child crossing sign
Bike Route / pedestrian or bicyclist
friendly sign
Community / cultural / religious / political
message or event / historical mark
Crime watch / security warning / home
security service (e.g., ADT)
Beware of dog sign / road hazard sign
Cell phone usage restriction sign
Other:_______________________
■ Unattractive items visible
None
Graffiti
Whole or broken bottles or cans
Cigarette / cigar butts or packages
Abandoned cars
Buildings with broken windows or other
vandalism
Condoms, needles, syringes, or drugrelated paraphernalia
Excessive power lines
Unattended dogs
Other:_______________________
4
■ Surveillance (easily observed from the
windows, porches, or gardens nearby)
Poor
Fair
Good Very Good Excellent
■ Maintenance of gardens & buildings
(how clean, well-kept, etc.)
Poor
Fair
Good Very Good Excellent
■ Maintenance of streets & sidewalks
(how free of cracks, holes, overgrown
grass/weeds, etc.)
Poor
Fair
Good Very Good Excellent
■ Cleanliness of streets & sidewalks
(how free of litter, rubbish, broken glass,
discarded items, etc.)
Poor
Fair
Good Very Good Excellent
■ Overall visual quality
Poor
Fair
Good Very Good Excellent
■ Safety in walking
Poor
Fair
Good Very Good Excellent
■ Safety in bicycling
Poor
Fair
Good Very Good Excellent
■ Attractiveness in walking
Poor
Fair
Good Very Good Excellent
■ Attractiveness in bicycling
Poor
Fair
Good Very Good Excellent
MAP AUDIT ITEMS
■ Sidewalk No
Yes
Map A
■ Informal footpath (not part of formal
sidewalks / trails)
No
Yes
Map A
■ Landscaped buffer
No
Yes MAP B
■ Drainage ditch (along either side of the
No
Yes
MAP B
street)
■ Bike lane (exclude Bike Routes)
No
Yes MAP C
■ Off-street trails / paths (for walking,
jogging, running, biking, etc.)
No
Yes
Map C
■ Bus stop (include school & public bus)
No
Yes MAP D
■ Crosswalk
No
Yes MAP D
■ Use MAP E for photo log / notes
School Name: Hawthorne
Date:
Time Started:
Ended:
Weather:
sunny
cloudy Auditor ID:
STREET SITE
School Property Line
Note:
Main Entry
FRONTAGE
■ Number of frontage streets (streets
directly adjacent to the school property):
____
■ Number of all vehicular entries and
exits from all frontage streets (exclude
drop-off bays and include service vehicular
entries): ____
■ Number of school bus only entries
and exits (exclude drop-off bay): ____
■ Number of pedestrian-only entries
and exits (with direct walkway access
from the street to school building
entrance):____
■ School property adjacent / abutting
to (without streets separating)
Park
Direct pedestrian access from
the school to the park: No Yes
Park has: [check all that apply]
playground equipment
trail / path / jogging track
basketball / tennis / volleyball court
baseball / football / soccer field
open field with no facility / equipment
outdoor swimming pool
Vacant / abandoned / undeveloped area
Residential area
Industrial area
Commercial area
None (surrounded by streets on all
sides)
Other:_______________________
Other:_______________________
MAIN ENTRY (indicated in the map)
ON-SITE FACILITIES
■ Bike rack
No
Yes
■ Sidewalk / walkway connection (all
Do NOT include Main Entry items that are
already marked.
■ Recreational facilities [check all that apply]
Playground equipment (e.g., seesaw)
Trail / path / jogging track
Basketball / tennis / volleyball court
Baseball / football / soccer field
Open field with no facility / equipment
Outdoor swimming pool
Other:_______________________
■ Covered structure [check all that apply]
Basketball or other sports court
Covered walkway
Gazebo / pavilion
Other:_______________________
the way to school building entrance)
No
Yes
■ Outdoor amenities nearby [check all
that apply]
Bench / seating
Public trash can
Separated covered structure (e.g.,
gazebo)
Sculpture / art display
Vending machine
Water feature (e.g., pond, fountain)
Tall trees providing shade
Other:_______________________
■ Vegetation
DROP-OFF / PICK-UP AREA
■ Location of private car area
No Yes, on-site
streets)
Yes, off-site(along
■ Type of private car area (if present)
Fully separated area with buffer
Additional designated lane along streets
Existing lane dedicated for drop-off /
pick-up during designated hours
Temporary street closure during
designated hours
■ Capacity of private car area (If
present) (car length, excluding driveways)
1-2 cars
6-10 cars
3-5 cars
11+ cars
■ Location of school bus only area
No Yes, on-site
streets)
Yes, off-site (along
Tall deciduous trees
None A few / some
Many
Tall evergreen trees
None A few / some
Many
Shrubs
None
Many
A few / some
Others excluding grass (e.g., potted
plants, flowers):__________________
_____________________________
■ Outdoor amenities on-site [check all
that apply]
Bike rack
Bench / seating
Public trash can
Picnic table
School garden (e.g., vegetable / flower
garden)
Bird sanctuary
Sculpture / art display
Vending machine
Water feature (e.g., pond, fountain)
Drinking water fountain
Other:_______________________
■ Fence transparency (school fence
visible from streets)
No fence
Not transparent at all
Partly transparent
Fully transparent
5
MAP A. Sidewalk & Informal Footpath
Segment 4: Street Name
Sidewalk Slope
Sidewalk Shade
Sidewalk Width
Holes, cracks
Bumps and uneven surface
Weeds
Litter
Drainage problems
SL0
S0
N
H0
B0
W0
L0
D0
SL1
S1
M
H1
B1
W1
L1
D1
Segment 1: Street Name
Sidewalk Slope
Sidewalk Shade
Sidewalk Width
Holes, cracks
Bumps and uneven surface
Weeds
Litter
Drainage problems
SL2
S2
W
H2
B2
W2
L2
D2
SL0
S0
N
H0
B0
W0
L0
D0
SL1
S1
M
H1
B1
W1
L1
D1
SL2
S2
W
H2
B2
W2
L2
D2
SL1
S1
M
H1
B1
W1
L1
D1
SL2
S2
W
H2
B2
W2
L2
D2
④
③
①
②
Segment 3: Street Name
Sidewalk Slope
Sidewalk Shade
Sidewalk Width
Holes, cracks
Bumps and uneven surface
Weeds
Litter
Drainage problems
SL0
S0
N
H0
B0
W0
L0
D0
SL1
S1
M
H1
B1
W1
L1
D1
Segment 2: Street Name
Sidewalk Slope
Sidewalk Shade
Sidewalk Width
Holes, cracks
Bumps and uneven surface
Weeds
Litter
Drainage problems
SL2
S2
W
H2
B2
W2
L2
D2
Sidewalk condition (Select appropriate options from the tables above)
DRAW the following:
Sidewalk locations: solid lines (–––) along the correct side(s) of
Holes, cracks
Bumps and uneven surface
Weeds
Litter
Standing water or traces of
Drainage problems
the street
Sidewalk connectivity: arrows ( ) indicating the direction(s) of
sidewalk connections for each of the 3 & 4 way intersections
Informal footpaths (narrow, unpaved footpaths not part of formal
sidewalks / trails, often observed across lawn areas): dashed lines
(– – –) indicating approximate locations
Sidewalk Shade
(from trees, buildings, etc.)
Sidewalk Width
SL0:
Flat or gentle
S0:
No shade
N:
<3 feet
none
H0
B0
W0
L0
a few/ some
H1
B1
W1
L1
a lot
H2
B2
W2
L2
D0
D1
D2
Sidewalk obstructions (Indicate approx. location with a dot
INDICATE the following in the above tables and map:
Sidewalk Slope
SL0
S0
N
H0
B0
W0
L0
D0
SL1:
Moderate
S1:
Partly
shaded
M:
3 to <5 feet
Present
P
V
C
T
U
M
Poles (e.g., lighting or signage poles)
Vegetations (e.g., trees, shrubs)
Cars (e.g., abandoned or parked on sidewalks)
Trash can
Utility facilities/equipment
Mail box
SL2:
Steep
S2:
Mostly
shaded
W:
5 + feet
6
Other 1:
.
O1
Other 2:
.
O2
)
MAP B. Landscaped Buffer & Drainage Ditch
④
③
①
②
INDICATE or LOCATE the following using the initials and
symbols provided:
DRAW the following:
Landscaped Buffer locations: solid lines (–––) indicating
approximate locations along the correct side(s) of the street
Landscaped Buffer width:
Drainage Ditch locations: dashed lines (– – –) indicating
N: <3 feet
approximate locations
M: 3 to <5 feet
W: 5 to <10 feet
VW: 10+ feet
Landscaped Buffer Type
Symbol
T
G
Trees
Grass
Other:
7
.
O
MAP C. Bike Lane & Off-street Path
④
③
①
②
INDICATE or LOCATE the following using the initials and
symbols provided:
DRAW the following:
Bike lane locations: solid lines (–––) indicating approximate
locations along the correct side(s) of the street
Bike lane width: N: <4 feet M: about 4 feet W: 4+ feet
Bike lane connectivity: arrows ( ) indicating the correct
direction(s) bike lane connections for each of the 3 & 4 way
intersections
Bike lane type:
Type
Separated or Off-road
Signed and Striped bike lane on road
Off-street trails / paths: dashed lines (– – –) indicating
approximate locations
8
Symbol
SO
SS
MAP D. Crosswalk & Bus Stop
④
③
①
②
DRAW the following:
Curb cuts
Crosswalk locations: solid lines (–––) indicating approximate
locations
For Each Crosswalk, INDICATE or LOCATE the following
using the initials and symbols provided:
Crosswalk type:
OS: on street
WB: overhead walking bridge
Bus stop locations: solid dots (
UP: under pass
) indicating approximate
locations
Crosswalk traffic signals
Pedestrian Crossing Signal
No Signals
Symbol
C0
C1
C2
No curb cuts
Curb cuts on one side
Curb cuts on both sides
Bus stop type
Symbol
S
NS
SB: school bus stop PB: public bus stop
Bus stop facilities
Symbol
S
B
T
ST
Shelter
Bench
Trash can
Shade Tree
Other:
9
.
O
MAP E. Photo Log & Other Notes
④
③
①
②
Photo Log:
DRAW the following:
Photo #
Photo locations: solid dots ( ) )
1
Photo view direction: use arrows (
) indicating the direction
2
toward each photo is taken
3
Photo number: write the number from the Photo Log next to the
4
above symbols
5
COMPLETE the Photo Log:
6
Example:
Photo #
Filename
7
Description
1
Highland_01
Sidewalk cracks
8
2
Highland_02
Drop off area
9
3
Highland_03
Overall visual quality
10
10
Filename
Description
CAED SEED GRANT: ABC-SLO
Jun-Hyun Kim
APPENDIX 2. Results of Completed School Environment Audit
(One completed audit set only; Conducted by Jun-Hyun Kim)
Landscape Architecture Department, College of Architecture and Environmental Design
33
California Polytechnic State University