Guiding Principles to the Process
The Boundary Review Committee is charged with:
Working to identify, refine and review proposed updates to elementary and middle school attendance area boundaries to support long-term balanced enrollment and facility capacity for the 2019-2020 school year and beyond. The committee will engage with the public during open houses (April 2nd, April 23rd) to receive feedback on their proposed updates. The committee will provide a recommendation to the Superintendent on, or before, the last committee meeting (April 30th). The Superintendent will be responsible for evaluating the Committee’s recommendations and bringing a proposal forward to the HRCSD Board of Directors.
Key values serve as guiding principles for the boundary review committee throughout the boundary review process. These are developed from District Policies, insights gained from community surveys, and student enrollment forecasting. A student is required to attend the school serving his/her place of residence, the “neighborhood school” (Board Policy JECC). Exceptions to this policy are also listed in Board Policy JECC and JECBB-AR.
When considering boundary revisions the committee will consider, to the greatest extent possible, the following guiding principles:
- Prioritize equitable access to high-quality instruction for all children.
- Keep neighborhoods and communities together to the greatest extent possible.
- Avoid splitting up elementary classes in the transition to middle school.
- Take a District-wide perspective by considering individual school capacities and student population projections to alleviate overcrowded schools and balance enrollment for now and the future.
- Consider access to special programming (Dual Language & STEAM).
- Take a District-wide perspective by considering socio-economic factors, linguistic, and racial diversity within schools.
- Minimize disruption to the greatest number of students.
The committee will engage in decision making through an equity lens when revising boundaries:
- Does this decision align with the District’s 20/20 Vision?
- Whom does this decision affect both positively and negatively?
- Does the decision being made ignore or worsen existing disparities or produce other unintended consequences?
- Are those being affected by the decision included in the process?
- What other possibilities were explored?
- Is the decision/outcome sustainable?