17 CRR-NY 191.4NY-CRR

OFFICIAL COMPILATION OF CODES, RULES AND REGULATIONS OF THE STATE OF NEW YORK
TITLE 17. DEPARTMENT OF TRANSPORTATION
CHAPTER IV. HIGHWAYS
SUBCHAPTER E. SPECIAL PARKWAYS
PART 191. CHILD SAFETY ZONES
17 CRR-NY 191.4
17 CRR-NY 191.4
191.4 Point determination.
An analysis should be completed for the highway sections containing the types of hazards the student encounters. A route to school can involve walking along one or more highways. As a result, it is not always obvious when a new highway segment should be evaluated, especially when conditions may change along that highway. A new highway segment exists whenever the facility type on which a student must walk changes. There are four different types of facilities:
(a) sidewalk (any width) or a shoulder ≥ five feet wide;
(b) shoulder < five feet wide;
(c) roadway with no shoulder; and
(d) roadway with a narrow bridge or overpass.
In some cases, a highway or several highways with the same type of walking facility, may undergo several changes regarding its volume and/or speed limit. To simplify matters, the average volume and/or speed limit that occurs in the segment should be used. For example, over a one mile stretch, the following situation occurs for a series of contiguous hiqhways without adequate shoulders (i.e., shoulder < five feet wide):
Point A to B.15 mileLow Volume40 mph
Point B to C.35 mileMedium Volume35 mph
Point C to D .50 mileHigh Volume30 mph
1.00 mile
The average speed is 35 mph [(40 + 35 + 30) ÷ 3] and would be used in calculating the point totals. Since the average speed is only required to be determined to the nearest five mph interval, it can be easily calculated as simply a straight, unweighted average of all the speeds. The route used between home and school must avoid hazardous locations when a more reasonable route is available. In addition, the analysis is to be based on conditions that will remain basically unchanged throughout the school year. Section 3635-b(2) specifies that transportation will be provided “on the basis that their most direct walking route to school will traverse a hazardous zone”. However, before a CSZ can be established, alternative solutions must be investigated. Sometimes, a hazard can be mitigated by changing the route which the student walks to one that is slightly shorter or longer. Such a route could be deemed more “reasonable” because it avoids the alleged hazards found on the more direct walking route. For routes where a single hazard exists, determine the type of hazard, the number of points produced by the hazard and the highest grade level that would qualify for bus transportation as indicated in the accompanying chart. For routes where several hazards exists, there are two options which can be followed. First, determine the type of hazards that exist and calculate the number of points produced by each hazard. Compare the point totals for each hazard and use the point value of the greatest hazard to determine the highest grade level that would qualify for bus transportation as indicated in the accompanying chart. If an area fails to qualify for a specific grade level, then a combination of hazards should be examined. Determine the types of hazards, the sum of points produced by the two greatest hazards and the highest grade level that would qualify for bus transportation as indicated in the accompanying chart. It should be noted that the two hazards identified may be of the same type or of different types. A school route will be determined to be a hazardous zone for children in certain grades if it produces at least the points indicated in the accompanying chart.
TABLE 1 — NUMBER OF QUALIFYING POINTS REQUIRED
Total number of points required to qualify a student for transportationPOINTS
A.Grades K – 8 with 1 HAZARD12
B.Grades K – 8 with 2 Greatest HAZARDS21
C.Grades 9 – 12 with 1 HAZARD15
D.Grades 9 – 12 with 2 Greatest HAZARDS27
TABLE 2 — HIGHWAYS WITHOUT SIDEWALKS OR ADEQUATE SHOULDERS
SITUATIONPOINTS
1. Student walks on a sidewalk, shoulder or roadway with a given length:
A. Sidewalk or shoulder ≥ 5 feet wide:0
B. Shoulder < 5 feet wide:*
* 1 point for every 500 ft or fraction thereof; examples: 1 to 500 ft = 1 point, 501 to 1000 ft = 2 points
C. Roadway with no shoulder:**
** 1 point for every 300 ft or fraction thereof; examples: 1 to 300 ft = 1 point, 301 to 600 ft = 2 points
D. Roadway with a narrow bridge or overpass:***
*** 1 point for every 25 ft or fraction thereof; examples: 1 to 25 ft = 1 point, 26 to 50 ft = 2 points
2. Student walks on roadway or shoulder < 5 ft wide with 15 minute traffic volumes of:
A. Low (L) — less than 50 vehicles1
B. Medium (M) — 50 to 100 vehicles3
C. High (H) — more than 100 vehicles5
3. Student walks on roadway or shoulder < 5 ft wide with a speed limit ≥ 40 MPH:
A. 40 MPH1
B. 45 MPH2
C. 50 MPH3
D. 55 MPH4
TABLE 3 — HIGHWAY INTERSECTIONS
SITUATIONPOINTS
4. Student crosses a highway intersection with the following degree of traffic control:
A. All way stop signs, an adult crossing guard, or a pedestrian bridge/underpass within 500 feet of the crossing0
B. Traffic signal with pedestrian devices1 per lane*
C. Stop signs, or a traffic signal without pedestrian devices2 per lane*
D. No traffic control measures3 per lane*
5. Student walks on roadway or shoulder < 5 ft wide with 15 minute traffic volumes of:
A. Low (L) — less than 50 vehicles1
B. Medium (M) — 50 to 100 vehicles3
C. High (H) — more than 100 vehicles5
6. Student crosses a highway intersection with a speed limit of:
A. less than 40 MPH0
B. 40 MPH1
C. 45 MPH2
D. 50 MPH3
E. 55 MPH4
*
-Up to 4 lanes may be considered
TABLE 4 — HIGHWAY–RAILROAD GRADE CROSSINGS
SITUATIONPOINTS
7. Student crosses an active railroad crossing during the normal school crossing period:
A. 1 or 2 tracks and0 trains0
1 train5
2 trains9
3 or more trains13
B. 3 or more tracks and0 trains0
1 train7
2 trains11
3 or more trains15

Footnotes

*
-Up to 4 lanes may be considered
17 CRR-NY 191.4
Current through November 30, 2021
End of Document