MS BOUNDARY COMMITTEE UPDATE October 8, 2018 Kent Martin Matt - PowerPoint PPT Presentation

MS BOUNDARY COMMITTEE UPDATE October 8, 2018 Kent Martin Matt Lambert

Middle School Boundary Review Committee - Timeline (April – October 2018) Committee Meeting #1 – 4/25/18: Introduction to the boundary review process Committee Meeting #2 – 5/9/18: Committee workshop – Review springboard proposal * School Board Meeting Update – 5/14/18 Committee Meeting #3 – 5/23/18: Committee workshop * Community Open House #1 – 5/30/18 (Evergreen Middle School) * School Board Meeting Update – 6/11/18 Committee Meeting #4 – 6/13/18: Committee workshop Summer Break Committee Meeting #5 – 9/12/18: Committee workshop Committee Meeting #6 – 9/19/18: Committee workshop * Community Open House #2 – 9/26/18 (Location TBD) * School Board Meeting Update – 10/8/18 Committee Meeting #7 – 10/10/18: Committee workshop * School Board Meeting Recommendation – 10/22/18

GUIDING PRINCIPLES Core values serve as guiding principles for the boundary review committee throughout the boundary review process. These are developed from Board policy 3131 Attendance Area Changes, and from insights gained from community surveys, land use studies, and a student enrollment assessment and review.

Guiding Principles CVSD Board Policy 3131 – Attendance Area Changes 1. Maintain a district-wide perspective 2. Consider growth trends and their impact on school capacity 3. Include special education classrooms as part of the analysis of school capacity and reasonable space for staff 4. Consider transportation costs as well as health & safety in transportation and walking. 5. Efforts to minimize the disruption of the students’ established learning programs shall be given priority. 6. Efforts shall be made to keep siblings in the same elementary school. 7. Efforts shall be made to maintain neighborhood schools and, if appropriate, the feeder system. 8. Students residing within an attendance area shall be given preference over nonresident students. 9. Students, except children with disabilities, may be transported to and from the school which is geographically located nearest or next- nearest to the student’s place of residence within the district offering the appropriate grade level, course of study, or special academics program or designated by the school board. 10. Consider natural boundaries if possible.

SUMMARY STATISTICS