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<br />Results from Table 6 indicate that all approaches at the critical intersections are expected <br />to operate at an acceptable LOS of C - which exceeds the minimum acceptable LOS D _ <br />for all time periods in 20 I 0, except for the eastbound approach of McCabe Road at <br />Broadway Street. That approach is expected to operate at LOS E during the PM peak <br />hour, with approximately 35 seconds of delay per vehicle. <br /> <br />Pedestrian Considerations <br />Observations at La Porte Elementary indicated that many of the students at that school <br />walked or biked, presumably because of that school's proximity to residential <br />neighborhoods. Although the new site for Bayshore Elementary will probably not be as <br />convenient for walking and biking, most of the school's students will be transferring from <br />the previous Bayshore Elementary site, which was located in the middle of a residential <br />neighborhood and probably attracted many walkers/bikers. Some of those students that <br />previously walked or biked likely will continue to do so, and accommodations should be <br />made to grant them safe and efficient travel to and from school. A sidewalk should be <br />constructed along the north side of McCabe Road for at least the extent of the school <br />property and preferably to Broadway Street, which already has an ample sidewalk that <br />serves many of the neighborhoods zoned to Bayshore Elementary. <br /> <br />Speed Zone <br />School speed limit zones should be established on McCabe Road following Texas <br />MUTCD guidelines. Figure 5 shows the recommended placement of signs along the <br />roadways. The speed limit on McCabe Road should be reduced from 30 MPH to 20 MPH <br />during the speed zone hours. In the morning, the zone should be in effect from 7:15 AM <br />(45 minutes before the start of classes) until 8:00 (the start of school classes). In the <br />afternoon, the zone should be in effect from 3:00 PM (school dismissal) until 3:30 PM <br />(30 minutes after dismissal). <br /> <br />I I <br />