2018 – 2020 zoning and feeder pattern revision proposal€¦ · 2018 – 2020 zoning and feeder...

2018 – 2020 ZONING AND FEEDER PATTERN REVISION PROPOSAL

JULY 24, 2018 BIRMINGHAM CITY SCHOOLS

2015 Park Place Birmingham, AL 35203

1

Table of Contents

Rationale for Feeder Pattern Alignment ......................................................................................... 2

Rationale for School Reconfiguration ............................................................................................. 3

Feeder Pattern Revision Proposal ................................................................................................... 4

Enrollment Summary Definitions .................................................................................................... 5

Specialty School Locations and Zones if Applicable: ...................................................................... 6

Current District and Specialty School Enrollment Summary .......................................................... 7

District Enrollment: ................................................................................................................................... 7

Specialty Schools: (Capacity) ..................................................................................................................... 7

High School Zones with 2-mile radius ............................................................................................. 8

Distance between High Schools (driving distance in miles): .................................................................... 8

Current High Schools Enrollment: (Capacity) ................................................................................. 9

Current Middle & K8 School Zones with High School 2-mile radius overlay ................................ 10

Distance between Middle & K8 and High Schools (driving distance in miles): ....................................... 11

Current Middle Schools Enrollment: (Capacity) ........................................................................... 12

Current K8 Schools Enrollment: (Capacity) ................................................................................... 13

Current Elementary & K8 School Zones with High School 2-mile radius overlay ......................... 14

Miles between Elementary and High Schools (driving distance): ........................................................... 15

Elementary Schools Enrollment: (Capacity).................................................................................. 16

General Zone Changes .................................................................................................................. 17

General Zone Change 1: .......................................................................................................................... 17





Next Steps: .................................................................................................................................... 22

SY 2018-2019: Stakeholder Input ........................................................................................................... 22

SY 2019-2020: Implementation .............................................................................................................. 22

Appendix A: FY2019 LEA Unit Breakdown .................................................................................... 23

Appendix B: Grade Divisors........................................................................................................... 25

2

Rationale for Feeder Pattern Alignment

Several of Birmingham City Schools have been closed during the past decade without detailed

consideration of the zones associated with these schools. Often school zones were combined

without consideration of the feeder pattern from elementary to middle to high school. This has

evolved into a situation in which students may attend elementary together and split between

two different middle schools and return to the same high school or they may attend middle

school together and then split to three high schools. Some children are bused by one high

school to attend another on the opposite side of the city. We even have one school that does

not sit inside its own zone.

In a summary of research on school feeder patterns, Hanover Research found the following:

Transitioning between schools is difficult for many students. Students advancing from

one level of education to the next face more difficult coursework and stricter grading

standards at each level of schooling. School becomes progressively more impersonal,

academically challenging, and socially complex as students move from elementary to

middle to high school. (p. 4)

The following benefits of a direct feeder pattern from Pre-Kindergarten through 12th grade will

be felt by all stakeholders in Birmingham City Schools.

1. Direct feeder patterns are the least disruptive to students’ academic and social stability

2. Direct feeder patterns make planning for transitions from one school to the next easier

for parents, students, teacher and school district employees.

3. Direct feeder patterns allow schools to work together from grades Pre-Kindergarten

through twelfth grade to create a unified educational experience through instructional

vertical planning and instill a common school culture.

4. Direct feeder patterns assist with the continuance of services for students.

5. Direct feeder patterns facilitate the student’s ability to maintain social relationships.

6. Direct feeder patterns strengthen the link between eighth and ninth grade performance.

7. Direct feeder patterns allow for effective planning and implementation of school

orientations.

8. Direct feeder patterns provide a sense of stability for students and parents (Hanover

Research, 2014).

In addition to eliminating split pathways from Pre-Kindergarten to twelfth grade, several other

factors have been taken into consideration in the development of the feeder pattern proposals.

Items such as school capacity, student proximity to school, transportation costs, neighborhood

locations, and natural boundaries such as interstates, highways, railways and waterways have

also been analyzed in the preparation of these proposals.

Hanover Research, (2014, May). School Feeder Patterns: Overview and Impacts. Retrieved April 4, 2018, from

https://www.napls.us/site/handlers/filedownload.ashx?moduleinstanceid=4047&dataid=8331&FileName=School

Feeder Patterns- Overview and Impacts.pdf

3

Rationale for School Reconfiguration

Statistical research related to the reconfiguration of school grade levels and pedagogy is

inconsistent. Some research studies show a positive impact of the grade level structure of a

school while others show a negative impact or no impact at all. Instructional leadership and

high expectations are commonly cited to be the main factors in the success of a school (Dove,

Pearson & Hooper, 2010; Williamson, 2012). “When schools focus on implementing ideas

correctly and with fidelity, positive results can be achieved. Middle schools need to revisit the

middle school philosophy to ensure they are carrying it out completely. (Johnson, 2017 pg. 6)”

With inconclusive research to review, BCS must make decisions for our students based upon

our unique needs in Birmingham.

The Alabama State Department of Education (ALSDE) bases school funding and units on the

grade configuration and enrollment at the school. The ALSDE funds four school types,

elementary, middle, high and career technical centers. This structure negatively impacts our

schools that are configured with grades K through 8 because they are funded as elementary

schools. The base enrollment size for a fully elementary school is 500 students and for a fully

funded middle school is 300 students. Our K-8 schools are often not able to provide the

students in grades 6 through 8 with elective courses that our students in traditional middles

schools are able to access. Often times our 7th and 8th grade students are with the same set of

core academic teachers for both years because of lack of teacher units. Sometimes this even

trickles down to 5th and 6th grade sharing core academic teachers. Additionally funding for

assistant principals, counselors and library/media units are based on the elementary scale

which means that most do earn a full unit. This results in schools utilizing Federal Title funds to

fill in the gaps.

Carolan, B. V., & Chesky, N. Z. (2012). The relationship among grade configuration, school attachment, and

achievement. Middle School Journal, 43(4), 32-39. Retrieved from https://sites.newpaltz.edu/ncate/wp-

content/uploads/sites/21/2014/06/Example-Chesky.pdf

Dove, M. J., Pearson, L. C., & Hooper, H. (2010). Relationship between grade span configuration and academic

achievement. Journal Of Advanced Academics, 21(2), 272-298 Retrieved from URL

https://files.eric.ed.gov/fulltext/EJ880581.pdf

Johnston, K. (2017). Does grade configuration affect middle school students' achievement? (Master's thesis,

Northwestern College, Orange City, IA). Retrieved from URL

http://nwcommons.nwciowa.edu/education_masters/36/

Williamson, R. (2012). Grade configuration. Education Partnerships, Inc. Retrieved from

https://eric.ed.gov/?id=ED538738

4

Feeder Pattern Revision Proposal

Given the history of the Birmingham City Schools zone planning along with changes with housing in the

City of Birmingham combined with research on best practices for school design, it is recommended that

approval be granted for the implementation of a multi-year Feeder Pattern Revision Project beginning with

the 2018-2019 school year with a targeted completion of 2019-2020. The goals of this project are as follows:

Provide clear feeder patterns that are easily understood by all stakeholders.

Increase ALSDE funded units by thoughtfully restructuring schools to meet requirements for additional Assistant Principal, Counselor and Library/Media units.

Increase teacher units, in both core and elective areas by redirecting expenditures.

Decrease transportation costs by reducing travel distances.

Provide equitable course offerings for students.

To achieve these goals the following timeline of events will be implemented with multiple points of

evaluation of the progress.

SY 2017-2018: Initial Investigation

Review research related to school structure and feeder patterns

Conduct In-depth analysis of current enrollment and zones

Create recommendations

Solicit input from principals and stakeholders

SY 2018-2019: Stakeholder Input

Implement General Zone Changes

Select Steering Committee from applications via the website

Set rezoning criteria and develop process

Develop zoning options

Present options to BOE and Community for feedback

Develop and present final recommendation

SY 2019-2020: Implementation

Select Implementation Committee from Steering Committee

Identify areas of change, develop process and timeline

Monitor implementation

Measure success, recommend areas for improvement

5

Enrollment Summary Definitions

On the following pages you will find a summary of the current enrollment at each school. The following

definitions will assist with interpreting this information.

Total Enrollment – This is the current enrollment as of the date indicated in the document footer.

In-District – This is the total number of students enrolled at a school that reside within the city limits of

Birmingham. This covers both In Zone and Out of Zone students.

Attending Zoned School or In Zone – This is the total number of students attending their zoned school.

Transferring within District or Out of Zone This is the total number of students that live in the city limits

of Birmingham, but do not attend the school for which they are zoned.

Out of District – This is the total number of students who do not live in the city limits of Birmingham, but

attend a Birmingham City School.

Potential – this is the number of students who actually live within a school zone.

Specialty Students – These are students who have been accepted at a specialty school. Current Specialty

Schools include Ramsay High School, W.J. Christian K8 School, J.H. Phillips Academy, EPIC Elementary

School and Princeton Elementary

Example:

Inglenook K8 School (530) 86% Inglenook K8 has a capacity of 530 students, they are currently at 86% capacity.

1. Total Enrollment 458 The current enrollment at Inglenook K8 is 458 students.

2. In-District 432 – 94% 432 or 93% of the current enrollment, live in the city limits.

a. In Zone 382 – 83% 382 or 83% of the current enrollment, live in the zone for

Inglenook K8.

b. Out of Zone 50 – 11% 50 or 11% of the current enrollment do not live in the zone for Inglenook K8, but do live in the city of Birmingham. They should be attending another school in BCS.

3. Out of District 26 – 6% 26 or 6% of the current enrollment do not live in the city limits of Birmingham. These students should be attending school in another school district.

4. Potential 431 There are 431 students that live in the zone for Inglenook K8 school that should be attending the school. Note, we can only count students who are currently enrolled in a BCS school.

NOTE: All current enrollment numbers include Pre-K students. All projected enrollments are based upon

enrollment in the 2018-2019 school year, all kindergarten enrollments have been estimated based upon the 2017-

2018 kindergarten enrollments.

6

Specialty School Locations and Zones if Applicable:

All specialty schools have a clearly defined procedure with criteria for selecting students into

the school. A student’s geographic location is not a part of the selection process.

Ramsay high school serves students in grade 9 – 12 and does not have a defined zoned.

W.J. Christian K8 and J.H. Phillips Academy serve students in grades Pre-Kindergarten to 8th.

Both schools have zones for the elementary students and select all students in grades 6 - 8.

They also select students to completely fill the elementary portion of their schools. In the

image below, the elementary zone for W.J. Christian is shaded green and the elementary zone

for J.H. Phillips is shaded yellow.

EPIC and Princeton elementary schools serve students in grades Pre-Kindergarten to 5th and do

not have a defined zone.

W. J. Christian K8

J.H. Phillips Academy

Ramsay High

Princeton Elementary

EPIC Elementary

Western portion of district

No students impacted

7

Current District and Specialty School Enrollment Summary

The following enrollment data is based upon enrollment on April 1, 2017.

District Enrollment:

1. Total Enrollment 23,508 2. In-District

a. In Zone 17,996 – 77% b. Out of Zone 4,854 – 21%

3. Out of District 658 – 3%

Specialty Schools: (Capacity)

Ramsay (750) 105% 1. Total Enrollment 787 2. In-District 685 – 87% 3. Out of District 102 – 13%

W.J. Christian K8 (648) 100% 1. Total Enrollment 648 2. In-District 603 – 93%

a. In Zone 248 – 38% i. Elementary 222 – 34%

ii. Middle 26 – 4% b. Out of Zone 400 – 62%

i. Elementary 160 – 25% ii. Middle 240 – 37%


EPIC (650) 63% 1. Total Enrollment 410 2. In-District 381 – 93% 3. Out of District 29 – 7%

J.H. Phillips Academy K8 (750) 94% 1. Total Enrollment 703 2. In-District 632 – 90%

a. In Zone Students 116 – 16% i. Elementary 106 – 14%

ii. Middle 9 – 1% b. Out of Zone 588 – 84%

i. Elementary 278 – 44% ii. Middle 310 – 44%


Princeton (286) 86% 1. Total Enrollment 247 2. In-District 227 – 91% 3. Out of District 20 – 8%

8

High School Zones with 2-mile radius

Distance between High Schools (driving distance in miles):

School Carver Huffman Jackson-Olin Parker Wenonah Woodlawn

Carver (red) 0 11.3 6.8 4.9 11.5 7.6

Huffman (yellow) 11.3 0 16.7 11.9 19.4 6.5

Jackson-Olin (brown) 6.8 16.7 0 4.3 5.4 10.3

Parker (green) 4.9 11.9 4.3 0 6.2 5.5

Wenonah (blue) 11.5 19.4 5.4 6.2 0 10.4

Woodlawn (purple) 7.6 6.5 10.3 5.5 10.4 0



Parker High

Wenonah High

Jackson Olin High

Carver High

Woodlawn High

Huffman High

9

Current High Schools Enrollment: (Capacity)

The following enrollment data is based upon enrollment on April 1, 2017. The number of Ramsay High Schools

students that live in the zone are not included in any of the school totals.

Carver High School (2000) 38% 1. Total Enrollment 763 2. In-District 736 – 96%

a. In Zone 579 – 79% b. Out of Zone 157 – 21%

3. Out of District 27 – 4% 4. Unknown Location 13 – 2% 5. Potential 675 6. Ramsay 64

Huffman High School (1500) 91%

1. Total Enrollment 1,365 2. In-District 1284 – 94%

a. In Zone 1,125 – 82% b. Out of Zone 159 – 12%

3. Out of District 81 – 6% 4. Potential 1261 5. Ramsay 243

Jackson-Olin High School (1700) 49%

1. Total Enrollment 825 2. In-District 820 – 99%


3. Out of District 5 – <1% 4. Potential 968 5. Ramsay 160

Parker High School (1200) 56% 1. Total Enrollment 675 2. In-District 668 – 99%


3. Out of District 7 – 1% 4. Potential 643 5. Ramsay 80 6. 2019 PreK Units = 2 (Tuggle)

Wenonah High School (1200) 59%



3. Out of District 24 – 3% 4. Unknown Location 4 – <1% 5. Potential 674 6. Ramsay 74

Woodlawn High School (1250) 59%



3. Out of District 24 – 3% 4. Potential 835 5. Ramsay 62

10

Current Middle & K8 School Zones with High School 2-mile radius overlay



Huffman High

Parker High

Wenonah High

Jackson Olin High

Carver High

Woodlawn High

Smith Middle

Huffman Middle

Putnam Middle

O.W. Mitchell Middle

Hayes K8

Inglenook K8

Hudson K8

South Hampton K8

Wylam K8 Bush K8

Wilkerson Middle

Green Acres Middle

Jones Valley Middle

Arrington Middle

Washington K8

Bush Hills Acad.

11

Distance between Middle & K8 and High Schools (driving distance in miles):


Arrington 4.1 2.5

Bush K8 1.2 4.1

Bush Hills

Academy 2.4 2.2

Green Acres 4.1 2.1

Hayes 3.9 1.6

Hudson 1.9 4.0

Huffman MS 1.3

Inglenook 4.4 4.1

Jones Valley 4.9 0.7

Ossie Ware

Mitchell 4.1 2.8

Putnam 3.3

Smith 1.9

South

Hampton 2.2 5.0

Washington 5.2 1.8

Wilkerson 3.6 1.0

Wylam 4.5 5.5

12

Current Middle Schools Enrollment: (Capacity)


Arrington Middle School (675) 47%



3. Out of District 0 4. Potential 314

Green Acres Middle School (530) 62%



3. Out of District 4 – 1% 4. Potential 317

Huffman Middle School (459) 86%




Jones Valley Middle School (740) 50%



3. Out of District 4 – 1% 4. Potential 429 5. 2019 PreK Units = 2

Ossie Ware Mitchell Middle School (594) 56% 1. Total Enrollment 334 2. In-District 333 – 99%


3. Out of District 1 – <1% 4. Potential 339

Putnam Middle School (540) 61%




Smith Middle School (756) 59%



3. Potential 529 Wilkerson Middle School (432) 71%



3. Out of District 1 – <1% 4. Potential 250

13

Current K8 Schools Enrollment: (Capacity)


Bush Hills Academy (K8) School (632) 76% 1. Total Enrollment 480 2. In-District 457 – 94%



Bush K8 School (650) 56%



3. Out of District 2 – <1% 4. Potential 362 5. 2019 PreK Units = 2

Hayes K8 School (900) 90%




Hudson K8 School (740) 93%



3. Out of District 0 4. Potential 589 5. 2019 PreK Units = 1

Inglenook K8 School (530) 86% 1. Total Enrollment 458 2. In-District 432 – 93%


3. Out of District 26 – 6% 4. Potential 431 5. 2019 PreK Units =1

South Hampton K8 School (770) 72%




Washington K8 School (552) 99%




Wylam K8 School (500) 83%




14

Current Elementary & K8 School Zones with High School 2-mile radius overlay



Hayes K8

Inglenook K8

Hudson K8

South Hampton K8

Wylam K8 Bush K8

Washington K8

Bush Hills Acad.

Parker High

Wenonah High

Jackson Olin High

Carver High

Woodlawn High

Huffman High

Minor ES

Brown ES Central Park ES West End Acad.

Hemphill ES

Oxmoor Valley ES

Glen Iris ES

Norwood ES

Tuggle ES

Avondale ES

Phillips Acad.

Sun Valley ES

Huffman Academy

Christian K8

Martha Gaskins ES

Robinson ES

Barrett ES

Oliver ES

15

Miles between Elementary and High Schools (driving distance):


Avondale 2.6

Barrett 1.9

Brown 2.8 3.3

Central Park 3.0 3.0

Christian 2.8 5.1

Glen Iris 2.3

Hemphill 3.8 3.7

Huffman

Academy 1.4

Martha

Gaskins 2.2

Minor 1.6

Norwood 3.2 3.4

Oliver 1.6

Phillips 3.3 1.7

Robinson 3.0

Sun Valley 3.9

Tuggle 3.1 1.0

West End

Academy 3.6 2.5

16

Elementary Schools Enrollment: (Capacity) The following enrollment data is based upon enrollment on April 1, 2017.

Avondale School (638) 91% 1. Total Enrollment 579 2. In-District 566 – 98%



Barrett School (792) 57% 1. Total Enrollment 452 2. In-District 448 – 99%



Brown School (500) 82% 1. Total Enrollment 408 2. In-District 399 – 97%



Central Park School (924) 54% 1. Total Enrollment 498 2. In-District 493 – 99%



Glen Iris School (858) 85% 1. Total Enrollment 733 2. In-District 725– 99%



Hemphill School (792) 63% 1. Total Enrollment 499 2. In-District 490 – 98%



Huffman Academy School (900) 95% 1. Total Enrollment 858 2. In-District 852 – 99%

a. In Zone 815 –95% b. Out of Zone 37 – 4%


Martha Gaskins School (486) 108% 1. Total Enrollment 525 2. In-District 519 – 98%



Minor School (638) 68% 1. Total Enrollment 437 2. In-District 426 – 99%

a. In Zone 344 – 78% b. Out of Zone 82 –19%

3. Out of District 11 –3% 4. Potential 602 5. 2019 PreK Units = 2

Norwood School (310) 98% 1. Total Enrollment 304 2. In-District 303 – 100%



Oliver School (500) 89% 1. Total Enrollment 444 2. In-District 442 – 99%



Oxmoor Valley School (500) 105% 1. Total Enrollment 526 2. In-District 517 – 98%



Robinson School (572) 78% 1. Total Enrollment 445 2. In-District 445 – 100%


3. Out of District 0 4. Potential 462 5. 2019 PreK Units = 2

Sun Valley School (748) 84% 1. Total Enrollment 626 2. In-District 595 – 95%



Tuggle School (528) 101% 1. Total Enrollment 533 2. In-District 529 – 99%



West End Academy School (775) 80% 1. Total Enrollment 623 2. In-District 621 – 100%


3. Out of District 2 – <1%

4. Potential 698

5. 2019 PreK Units = 3

17

osal

General Zone Changes

These zone changes are common amongst all of the proposals. These changes address current zone problems such as

overcrowding and misaligned elementary to middle and middle to high school lines.

General Zone Change 1:

Norwood zone has 494 students and the capacity at Norwood is 310.

Norwood zone is split for middle school between Hudson and Wilkerson

Hudson has a different zone for Middle and Elementary students.

Contributing factor: Lewis and North Birmingham were closed and the zones combined into Norwood.

Solution: The portion of Norwood’s zone that lies within the boundaries of the Hudson Middle school

zone (1. see area shaded in pink within the yellow/red line) is changed to Hudson. Thus Hudson

will have one zoned area for Elementary and Middle and relieve potential overcrowding at

Norwood.

Impact: 99 elementary students from Norwood would be rezoned to Hudson K8. Hudson K8 zoned

enrollment would increase to 688 students. Norwood’s zoned enrollment would decrease to

395 students.

Hudson K8

Norwood

Outline: Hudson K-8

Pink: Norwood K-5

Tan: Hudson K-5

-------------------------------------------

Students living in zone:

Hudson K8:

589 + 99 = 688

Norwood:

494 -99 = 395

18


Bush Hills Academy has two zones, one for middle school and one for elementary school. The

eastern boundary for the middle school extends further than the elementary boundary. i.e.

students who are zoned to Tuggle for elementary school are being zoned to Bush Hills Academy

for middle school.

Solution: 2A. The portion of Bush Hills Academy not contained in the boundary below (the portion east of

Arkadelphia/ Princeton Parkway will be rezoned to Tuggle/Wilkerson).

2B. An additional change will be made to the portion that is east of Princeton Parkway, but in

the boundary. This portion will also be rezoned to Tuggle/Wilkerson.

Impact: 2A affects 10 students who will go to Tuggle.

2B affects 15, 10 students will go to Tuggle and 5 students who will go to Wilkerson.

Bush Hills Academy

Wilkerson

Outline: Tuggle K-5

Pink: Bush Hills Acad. 6 - 8

Green: Wilkerson 6 – 8

-------------------------------------Students living in zone: Wilkerson Middle: 250 +10 = 260

Bush Hills Academy: 239 – 10 = 229

Outline: Section of Bush Hills Acad. to be rezoned

Red: Bush Hills Acad. 6 - 8

Brown: Tuggle K – 5

--------------------------------------- Students living in zone: Wilkerson Middle: 250+ 5 = 255

Tuggle Elementary: 505 + 10 = 515

Bush Hills Academy: 229 -15 = 213

19


Students that live in the Dolomite Community are attending Wylam K8, but then moving on to

Wenonah High School.

Solution: Rezone the Dolomite Community to Jackson-Olin for High School. Current Wenonah students

can grandfather out, i.e. only applicable to current 8th graders at Wylam (currently there are 24

students at Wenonah).

Impact: There are currently 21 students in this area that attend Wenonah High School. They will be

grandfathered out of Wenonah. All current 8th graders in this area will go to Jackson-Olin next

year (currently there are two (2) 8th graders).

20


The south-eastern portion of the city of Birmingham, past Highway 459 is currently zoned to

Woodlawn High School, but the zoning maps indicate that they are zoned to Huffman High

School. This is a cleanup change so that the maps accurately reflect the zone.

Solution: Request that the maps be changed in Guide K12 and in the City of Birmingham GIS.

Impact: No students will be affected.

21


The entire group of Huffman Academy students do not flow together to Huffman Middle School.

Solution: Rezone the Huffman Middle School zone to match the Huffman Academy zone. The yellow/red

outline represents the zone for Huffman Academy. The portion of the Huffman Academy Zone

shaded in yellow will be rezoned from Smith Middle to Huffman Middle.

Impact: This affects 56 students at Smith Middle School. It will increase the enrollment at Huffman

Middle by this amount.

Smith

Huffman Middle

Outline: Huffman Academy K - 5

Yellow: Smith Middle 6 - 8

Tan: Huffman Middle 6 – 8

------------------------------------------- Students living in zone: Huffman Middle: 293 + 56 = 349

Smith Middle: 529 – 56 = 585

22

Next Steps:

SY 2018-2019: Stakeholder Input

August 2018:

Establish a Steering Committee

Steering Committee Meeting #1: Set criteria and develop process

Solicit stakeholder input via community meetings and online survey

September 2018: Steering Committee Meeting #2: Develop zoning options

October 2018: Provide the BOE with a progress update during work session

November 2018: Steering Committee Meeting #3: Review and Revise zoning options

December 2018: Community Dialogue: Present options to board and community for feedback

January 2019: Present final recommendation for approval at BOE meeting

SY 2019-2020: Implementation

February 2019: Select an Implementation Committee (sub-committee of steering committee)

March 2019:

Implementation Committee Meeting #1: Identify areas for change, develop process and timeline

Share final plan with parents and community stakeholders

April 2019: Implementation Committee Meeting #2: Review process and monitor timeline progress

May 2019:

Implementation Committee Meeting #3: Review process and monitor timeline progress

Provide update at BOE work session

June 2019: Implementation Committee Meeting #4: Review process and monitor timeline progress

August 2019: Begin school year with new zones and configurations

September 2019: Implementation Committee Meeting #5: Review student enrollment figures and

identify areas of success, areas for improvement and next steps if applicable

23

Appendix A: FY2019 LEA Unit Breakdown

Retrieved on 5/21/2018 from:

http://www.alsde.edu/dept/data/Foundation%20Reports%20Tabbed/FY%202019%20LEA%20Units.pdf

http://www.alsde.edu/dept/data/Foundation%20Reports%20Tabbed/FY%202019%20LEA%20Units.pdf

25

Appendix B: Grade Divisors

2018 – 2020 zoning and feeder pattern revision proposal€¦ · 2018 – 2020 zoning and feeder...

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