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6 <br /> 2. Existing Conditions <br /> Introduction <br /> Defining the existing conditions of the study area is an important ' <br /> first step towards creating an SRTS Action Plan. It documents the <br /> physical conditions of the study area, participant observations <br /> and the pedestrian and vehicle norms within each individual <br /> school that eventually decide the issues the Action Plan must <br /> mitigate. The existing conditions were documented through on- ; ,, <br /> site visits, publicly available Geographic Information Systems (GIS) <br /> data, and information provided by each school. Infrastructure r. <br /> barriers and deficiencies were identified using the policies and <br /> patterns of the area around each school community. Using this <br /> information, a school overview was created to define the existing <br /> infrastructures strengths and deficiencies. <br /> A comprehensive approach was used to analyze existing <br /> conditions including the collection of data from site work, field <br /> interviews,and area mapping.Athorough inventory of the existing <br /> conditions at each school was compiled to provide a baseline to <br /> measure the outcomes of the SRTS Program. Field assessments <br /> and Geographic Information Systems (GIS) data were used to jN <br /> develop the baseline profiles of the existing conditions. <br /> Field assessments were used to assess the existing infrastructure, <br /> travel patterns, and user behavior.This included a thorough <br /> on-site assessment of existing infrastructure within the school <br /> zone, and an evaluation of both traffic and behavioral patterns <br /> exhibited by roadway users during drop off and pick up. Staff <br /> logged the important features of both the physical and behavioral <br /> components of the transportation environment within the school <br /> zone and spoke with police officers,teachers, and administrators. <br /> The field assessments broadly analyze school traffic patterns, <br /> characteristics of the transportation network users,and the existing <br /> infrastructure strengths and weaknesses within the school zone. <br /> GIS data was used to find relevant points-of-interest, crash <br /> histories, existing bike and pedestrian facilities, and walk and bike <br /> zones. GIS data was also used to analyze bicycle and pedestrian <br /> facilities and gaps. <br /> Safe Routes to School <br /> Orange County,North Carolina LF <br />