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Guidelines for Development of Student Assignment Boundaries

Guidelines for Development of Student Assignment Boundaries. Board of Education Meeting Eugene Street Board Room July 12, 2011. GUIDING PRINCIPLES. Board Policy JBCC – School Assignment (10/30/08) III. Attendance Zone Considerations

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Guidelines for Development of Student Assignment Boundaries

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  1. Guidelines for Development of Student Assignment Boundaries Board of Education Meeting Eugene Street Board Room July 12, 2011

  2. GUIDING PRINCIPLES Board Policy JBCC – School Assignment (10/30/08) III. Attendance Zone Considerations The school attendance plan for Guilford County Schools is designed to foster the mission of public education, to include promotion of higher levels of academic achievement and good citizenship development, by: recognizing and valuing diversity; using clearly defined boundaries, where practical; working toward common feeder patterns throughout the district; organizing schools in a K-5, K-8, 6-8, and 9-12 pattern generally; seeking to avoid changing an attendance zone more often than every four (4) years; and encouraging participation by all citizens in our schools.

  3. GUIDING PRINCIPLES Board Policy JBCC – School Assignment (10/30/08) III. Attendance Zone Considerations The plan should serve the economic interest of taxpayers by: efficiently utilizing transportation dollars; anticipating needs for additional schools or additions to existing facilities in areas of high growth and communicating to the public these needs in a timely way; anticipating and communicating to the public the need to have all facilities meet approved health, safety, environmental, and educational standards applicable to public schools; and seeking to utilize school facilities fully and efficiently.

  4. GUIDING PRINCIPLES GUILFORD COUNTY BOARD OF EDUCATION EDUCATIONAL GUIDELINES Adopted July 29, 2004 It will be the goal of the Board of Education to: Utilize schools equitably throughout the District at an occupied rate of between 80% and 110% of core capacity. Core capacity is defined as the greater of classroom, media center, or dining room capacities. Utilize mobile classrooms on an as needed temporary basis. Ensure that the facilities are equitable throughout the district. Consider the following criteria when siting a new school: the need for additional seats in the area based on current and projected student population; the diversity of potential attendance zones; the effect of the site on surrounding schools; and cost and availability of utilities and other essential resources.

  5. GUIDING PRINCIPLES • Build new elementary schools with 30 standard size classrooms and such additional classrooms as the program requires, new middle schools with 33 standard size classrooms and such additional classrooms as the program requires, and high schools with 46 to 78 standard size classrooms and such additional classrooms as the program requires. When adding permanent seats to an existing school, the Board will, to the extent feasible, seek to add according to capacity formulas for new schools. • Have a lower school enrollment for elementary schools serving an area with a high percentage of free/reduced status students. • Consider the attendance zone guiding principles (as found in Board Policy JBCC), as well as the following factors: • Provide students an equitable opportunity to attend school as close to home as practical while utilizing fully and efficiently all school facilities; • Have the diversity of the affected schools reflect the district-wide average, to the extent feasible; and • Avoid the use of satellite zones.

  6. GUIDING PRINCIPLES Ensure that every student has the opportunity to attend a diverse school. When it is not feasible to provide diversity in an attendance area, the Board will offer opportunities for diversity, such as attendance in magnet or option schools. Ensure that magnets and option school sites are located to ensure equitable access to all students located throughout the district. Ensure that the percentage of attendance zone seats for a magnet school is not greater that 20% of the core capacity of that school, to the extent feasible. Consider replicating a magnet theme at another school in the district when there is more demand for a magnet theme than seats available in an existing school, as demonstrated by the number of students on a waiting list.

  7. GUIDING PRINCIPLES • PROPOSED ADDITIONAL GUIDELINES FOR STAFF • Have minimal impact on established communities. • Impact as few schools as possible. • Efficiently use current and/or logical transportation routes. • As much as possible, use topographical, natural boundaries, highways, existing boundaries. • Consider utilization of schools affected.

  8. DATA USED TO DRAFT ASSIGNMENT ZONES DATA USED TO DRAFT ASSIGNMENT ZONES • Facility capacities • Long range student projections • Feeder patterns • Census data • Three to five year span of historical data including: • Average daily membership (ADM) • School-wide free and reduced meal percentages (FRM) • Geocoded student location data (20th Day)

  9. POTENTIAL TIMELINE POTENTIAL TIMELINE

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