Laserfiche WebLink
STATE OF MiNN ER) TA <br />DEPARTMENT OF HIGHWAYS <br />DISTRICT 9 <br />3485 HADLEY AVENUE NORTH <br />BOX 2050 <br />NORTH ST. PAUL, MINN. SE1OS <br />May 18, 1976 <br />Mr. Joseph Chlebeck <br />Clerk <br />City of Little Canada <br />515 Little Canada Road <br />Little Canada, Minnesota 55117 <br />In reply refer to: 319 <br />School Speed Limits <br />Little Canada <br />Dear Mr. Chlebeck: <br />The 1975 Legislature gave local authorities additional responsibility and <br />control of school zone safety by means of a "School Speed Limit ". School <br />speed limits within a school zone can now be established by Little Canada <br />on roads under its jurisdiction. The school speed limit must be based <br />upon an engineering and traffic investigation as prescribed by the <br />Commissioner of Highways. The attached booklet, "A Guide to Establishing <br />Speed Limits in School Zones ", prescribes this investigation. <br />The investigations outlined in this booklet show that school speed limits <br />themselves do not automatically reduce vehicular speeds or accidents. A <br />thorough investigation of the child's walking environment must be taken <br />into consideration if any improvement in safety is to result. Also, the <br />child should be educated to this environment. This booklet can be a very <br />valuable tool in making a school zone safe not only for the child, but for <br />the motorist and other pedestrians as well. <br />The investigation outlined in the booklet is very similar to our "School <br />Pedestrian Safety Program". This program was introduced about four years <br />ago and involved not only school zones on trunk highways, but also included <br />zones on local streets. The program has given us the opportunity to work <br />very closely with many of the various School Districts. Our "School <br />Pedestrian Safety Program" basically includes a school route plan and a <br />school zone hazard evaluation. Proper evaluation of the school area will <br />enable you to determine which walking routes can be made safest with the <br />most assurance that these routes will be used. <br />/1 <br />AN EQUAL OPPORTUN;TY EMPLOYE-F' <br />