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Student Assignment Plan

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The Student Assignment Plan is the framework by which families are able to access schools throughout the district.  The framework includes, but is not limited to, school boundaries, educational programs, district-provided transportation and school choice.

All Omaha Public School students are guaranteed attendance at their neighborhood school . Every residential address within the district has an identified home elementary school, middle school and high school (neighborhood school) defined by school boundaries . 

The School Choice process allows families the opportunity to apply to attend another school within the district. Families may apply to any school in Omaha Public Schools. However, the Student Assignment Plan determines a student's transportation eligibility and placement priority during the school choice process. Students are prioritized in the following order:

  • Neighborhood students 
  • Siblings of students already attending the school
  • Students applying to a partner school where they are eligible for transportation
  • All other students 

Guiding Principles

  • The Omaha Public Schools is committed to creating diverse learning environments that offer unique curriculum, programs and opportunities that build upon the interests and talents of students through voluntary school selection.
  • The Omaha Public Schools will work to maintain appropriate enrollments across the district in order to provide the highest quality classroom instruction that supports the educational success of all students.

Belief Statements

We believe the Student Assignment Plan should:

  • Guarantee all students have access to their neighborhood school.
  • Be as transparent and simple as possible while supporting the Guiding Principles.
  • Maintain reasonable and grade level appropriate walk zones.
  • Ensure the transportation plan supports the Guiding Principles while being as efficient and fiscally responsible as possible.
  • At the secondary level, provide other school options to which a student may apply that encourages school selection based on a student’s academic interests and post-secondary plans.
  • Provide a fair and equitable application process that gives all students the possibility of attending a school of their choice .  
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Getting Started

What is student assignment.

JCPS offers a managed choice system that meets the unique needs of our community. The system lets you apply to various schools based on your home address.

How to Explore JCPS School Choice Options

The district offers a variety of options to meet students' individual needs. We are proud that each school and program has unique strengths and that each is designed for particular interests and talents. Many parents consider several different factors in choosing a school. They make decisions based on the family’s needs and what they feel is a good fit for their child.

Be sure to explore your school choice options to determine which is the best fit for your family.

Ways to Explore JCPS Schools

  • School webpages
  • School tours and parent nights
  • Enrollment guides: Check out the  Choices brochures for elementary, middle , and high schools.

Get Involved in School Choice

JCPS annually offers an application period in which students can apply to schools and magnet and optional programs for the next school year:

  • The elementary, middle, and high school application period for the 2024-25  school year begins on  November 6, 2023 , and ends on  December 22, 2023 . Apply here .

Applications are not processed on a first-come, first-served basis. They all are processed at the same time at the end of the period. Applications submitted after the deadline will be processed based on building capacity and admission criteria (if required for optional and magnet programs). 

The Office of School Choice works with families to help students apply to schools. Call us at (502) 485-6250 if you have questions about any of the following:

  • The school that serves your child’s home address
  • Kindergarten registration
  • Magnet schools and programs
  • Student transfers
  • Elementary school zones

Relocation Services

JCPS works to ensure that families who are moving into Jefferson County have information on what school choice options are available and the registration and application process. Please contact the Office of School Choice at (502) 485-6250 for more information.  

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Student Assignment Plan

Charlotte-Mecklenburg Schools has identified a critical set of beliefs in the district's strategic plan, Strategic Plan 2024. This plan serves as the basis for how CMS will educate the students in Mecklenburg County. Though this document aims to present a plan for where students will go to school, we need to be reminded of these beliefs, as they are the foundation for all of the district's work.

  • Every student is entitled to a free, appropriate, and high-quality education.
  • Every student should have access to academic rigor.
  • Every student deserves a competent and caring teacher.
  • Teachers are leaders whose prime responsibility is to lead their students' work.
  • Teaching focuses on accelerating learning for all students.
  • Teachers encourage learners' creativity.
  • Teachers regularly analyze and redesign their instructional strategies to prevent student failure.
  • Students at every school should have equal access to appropriate instructional resources.
  • Learning should take place in facilities that offer each student an equal opportunity.

The foundation established through these core beliefs must be paired with the three essential partners: students, teachers, and families. In the background is the community providing support. All curriculum definitions, instructional materials, and quality facilities are useless without quality faculties. Each school's teaching and learning environment is created and shaped by its principal and faculty. Charlotte-Mecklenburg Schools, and this community, are very fortunate to have such high-quality professionals in our schools. Our principals and teachers do care, and they are constantly seeking strategies that will enable students to be more successful. Our strong professional staff will provide positive learning environments, regardless of what the student assignment plan yields.

Families are the students' first teachers, and we later join in this shared experience with the school faculty. Though formal education takes place in the classroom, continued support and encouragement are provided in the home. The family also shapes the values that a student develops for themselves. The student also has a role. A teacher can teach, a family can provide support, and the student must be an active participant. The individual initiative allows a student to create and explore the possibility of their dreams. Then with the help of teachers and family, the student can achieve those dreams.

The strength of Charlotte-Mecklenburg Schools is not a student assignment plan or the bricks and mortar that create facilities. Student achievement is what matters --- student achievement for all students in every school in every area of Mecklenburg County. This is accomplished through a rigorous and appropriate instructional program.

The platform for delivery of the instructional program is in schools. With the number of schools in Mecklenburg County, it is necessary to determine how students and their families can enroll in the schools of the district. School selection should be the role of the family and the students. The district should provide the platform for access. Therefore, the new student assignment strategy is one of the family options. Families will have the opportunity to select and receive transportation among magnet programs, a "home" school, and other elementary, middle, or high schools within a zone. In addition, families can provide their transportation if the school that meets their needs is outside of their zone. This strategy is a significant shift in how Charlotte-Mecklenburg Schools proposes to serve the children of this community. Families will now be the decision-makers for where their children will attend school.

Over the last few years, we have heard from our community that stability is one of the most critical factors for a new student assignment plan. We recognize that in a child's life, there are lots of changes that occur. While this transition from K-12 happens for a student, we believe that the school should be stable. In the plan, families will know what schools their children will have the option of attending over their school career from elementary through high school. As mentioned above, families will continue to have opportunities throughout the continuum of grade levels if another arrangement best meets the family's needs. Through this type of plan, we hope that students who begin school together will have the opportunity to progress through the grade levels together. Therefore, the proposed plan includes stability and predictability for families.

In developing each student assignment plan since 2002-03, we have used the June 1, 2000 plan and the Resolution adopted by the Board of Education on March 27, 2001, as starting points. The underlying concepts can be summarized as follows:

  • Options: all families will be expected to select from various schools. Transportation will be provided when a family chooses a magnet program, a school within their zone, or their "home" school.
  • Magnet programs: specialized curriculum areas for which a student may have a particular interest or talent;
  • "Home" school: The school a student is assigned based on their residential address and school boundaries;
  • Zone schools: elementary, middle, and high schools included in pairings of high school feeder areas; and
  • Other schools: selection of a school outside of the zone in which seats are available; district transportation not provided;
  • Stability: families will know the progression of schools available for their address; that means the elementary, middle, and high school that will be their "home" school and the progression through the magnet and non-magnet schools;
  • Contiguous boundaries: all satellite zones have been eliminated; efforts have been made to allow families and students who live close together to have the option of going to school together;
  • Utilization: options have been developed that allow for the facilities to be utilized as thoroughly as possible;
  • Diversity: diversity will no longer be mandated by an assignment of students to schools. Instead, it will be based on the family's decisions.

Student Assignment Plan Sections

Student assignment methodology/community overview.

Guiding Principles/Regulation & Policy

Section 1: Boundary Descriptions

Section 2: Non-Magnet Programs School Feeder Chart: This section outlines the elementary school areas that make up the middle school and the high school boundaries. Elementary schools were used as the building blocks to develop middle and high school boundaries.

Section 3: Magnet Programs This section outlines the magnet programs with the alignment from elementary through high school and changes in the magnet programs for the current school year.

Section 4: Transportation Zones This section outlines the feeder high school areas that have been combined to form four transportation zones. The zones can be used to determine which elementary, middle, or high school a student can choose to attend. To receive transportation, admission into a non-magnet school requires that a student lives in the defined zone and that space is available at the requested school. Families can request to have their child or children attend a school outside their zone. Requests will be granted based on seat availability. Students who attend a school outside their zone will not be provided district transportation. The schools available for selection have been listed for each transportation zone.

Section 5: Exceptional Children Self-Contained (EC) Programs This section outlines the methodology used to determine the placement of EC Programs for the current school year. In addition, a summary chart listing the EC Programs and each program's location (map) has been provided.

Section 6: Pre-Kindergarten Program This section outlines the four-year-old pre-kindergarten program. In addition, we have provided a map showing the proposed sites for the current school year.

Student Assignment Methodology The guidelines described earlier served as the foundation for building the "new" student assignment plan. As such, the development of the elementary boundaries served as the building blocks for developing middle and high school boundaries. Developing these boundaries resulted in each elementary school boundary feeding into middle schools and a high school. Where possible, school boundaries were developed using natural boundaries, such as major streets and roadways, railroad tracks, and creeks. Generally, we used major and minor arteries as dividing lines for boundaries.

The current geographic student data was used to represent the population currently being served by the district (as of the 20th Day of school). The student data file was geocoded to determine where students live within the district. Based on where students live, magnet recommendations, exceptional children requirements, and pre-kindergarten programs, we could develop boundaries to accommodate the school population. This plan assumes that magnet students will remain in the magnet program currently serving their educational interests.

The Building Services Department analyzes each school facility to determine the actual number of classrooms and mobile units. Based on this data and estimated completion dates of new classrooms to be in place for the current school year, we were able to identify the capacity of each school building.

Based upon this methodology, we can provide the parents and children we serve a:

  • K-12 feeder system;
  • non-magnet opportunities;
  • guaranteed school assignment; and
  • diversity through choice.

Student Assignment Plan Regulations and Policies

  • Equity B-EQU
  • Student Assignment Plan S-ASGP
  • Student Assignment Plan - School Options Lottery Guarantees and Priorities S-ASGP/E1
  • Student Assignment Plan - Criteria for School Boundaries S-ASGP/E2
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student assignment plan

Board Members

GOALS AND GUIDING PRINCIPLES FOR STUDENT ASSIGNMENT

The Board’s Mission and Vision, shall be the guiding premise for this and every Board Bylaw, Policy, and Exhibit.

Student assignment is the responsibility of the Charlotte-Mecklenburg Board of Education. The Student Assignment Goals represent the Board's priorities for assigning students to schools, while the Guiding Principles provide our superintendent and staff the blueprint for developing the Student Assignment Plan.

Student Assignment Goals

The Board believes that a student assignment plan that promotes the vision and the mission of the Board will, to the extent possible:

A. Provide choice and promote equitable access to varied and viable programmatic options for all children;

B. Maximize efficiency in the use of school facilities, transportation and other capital and operational resources to reduce overcrowding;

C. Reduce the number of schools with high concentrations of poor and high-needs children;

D. Provide school assignment options to students assigned to schools that are not meeting performance standards established by the state; and

E. Preserve and expand schools and programs in which students are successfully achieving the mission and vision of the Board.

Guiding Principles for Student Assignment

Many factors related to student assignment are within the Board's influence and authority, including responding to the valuable input and feedback from our families and broader community. Still, there are many factors driving student assignment that are outside the Board's control. These include but are not limited to housing patterns, public transportation and the local economy. The Board calls on all of our community, especially elected officials in Mecklenburg County, business owners, civic organizations, faith houses and philanthropists, to prioritize our children when making decisions that impact schools. If we are to maximize academic achievement for every child, it must be a community effort.

The Student Assignment Plan will be built on a foundation of equitable access to high-quality schools including home schools, magnet schools and additional types of school options. All schools, regardless of type, should consistently demonstrate high student achievement and must eliminate achievement gaps. The district's portfolio of schools should include a range of theme-based programs as well as instructional models that respond to the various learning styles and preferences of its student body.

The Board will intentionally expand and replicate successful programs and schools throughout the county in ways that increase equitable access to high-demand themes and instructional models.

In order to create and maintain a plan that is sustainable over time, the Board will consider several factors when determining and adjusting assignment patterns. These include but are not limited to current and future population growth and potential demographic shifts, overcrowding and underutilization of facilities. Additionally, the Board will consider undertaking a comprehensive district-wide review of the Student Assignment Plan every six years, while recognizing it may be necessary to make more frequent localized changes to the assignment plan based on the aforementioned factors.

The Student Assignment Goals and Guiding Principles will drive all related student assignment decisions.

I. Types of Schools

A. Home Schools

Home schools are schools with fixed, contiguous attendance boundaries. Every student will be assigned to a designated home school within proximity to where he/she lives.

1. To the extent possible when establishing home-school attendance boundaries and determining proximity, the Board will consider:

a. Facility capacity (based on classroom standards for each school);

b. Travel distance from the home to school;

c. Keeping entire neighborhoods assigned to the same school (staff shall use discretion in considering commonly accepted neighborhood boundaries, zoning decisions, covenant agreements, homeowners associations [HOAs], municipal jurisdictions, etc.);

d. Population density within neighborhoods and school attendance areas; and

e. Keeping whole elementary attendance areas intact as part of middle and high school feeder patterns.

2. In establishing home schools, the Board will consider:

a. Configuring schools with varying grade levels;

b. Constructing attendance boundaries, especially for newly established schools, that contribute to a socioeconomically diverse student population; and

c. Collaborating with other local governmental bodies to inform those policy decisions (e.g., housing, transportation) that directly impact student assignment.

B. School Options

1. Non-Magnet School Options

Non-magnet school options do not have fixed attendance boundaries. Access is within a transportation zone or a choice zone (a geographic area that may or may not correspond with a transportation zone). Broader than magnet schools and not governed by the Board's magnet policies, non-magnet school options include but are not limited to middle and early colleges, innovative small schools and e-Learning academies. Students may apply to attend a non-magnet school option using the district's school options lottery. As provided in Exhibit  S-ASGP/E1 , sibling guarantees and proximity priorities do not apply for admission to non-magnet school options, nor do non-magnet school options have continuation schools.

2. Full and Partial Magnet Schools

Magnet schools do not have fixed attendance boundaries, and access is within a transportation zone or a choice zone (a geographic area that may or may not correspond with a transportation zone). Admission is governed by the Board's magnet policies. Students may apply to attend a magnet school using the district's school options lottery. Magnet schools may be full or partial school programs. Partial magnets are schools where part of the seats are assigned to students residing within a fixed home school attendance area (the "home school guarantee") and the remaining seats are assigned to students who apply via the school options lottery. At full magnet schools, all of the seats are assigned via the school options lottery.

C. In preserving, expanding, replicating and establishing new school options, the Board will consider:

1. Responding to demand as demonstrated by lottery applications and parent and community feedback;

2. Strategically locating school options throughout the county; and

3. Establishing a variety of choice and/or transportation zones.

D. In assuring equitable access to school options, the Board will consider:

1. Establishing priorities in the school options lottery based on socioeconomic status;

2. Streamlining criteria for enrollment and continuation based on programmatic requirements; and

3. Providing varied transportation options.

II. Ensuring Equitable Access to High-Quality Schools

To increase each student's opportunity to access high-quality schools, the Board will:

A. Establish a priority in the school options lottery and the transfer process for students attending a school that has been designated by the state as low performing for three consecutive years; and/or

B. Implement partial magnet, targeted turnaround programs and specialized academic options in low-performing schools to improve outcomes for all students.

III. Operational Efficiency

The Student Assignment Plan must be cost effective and make efficient use of our facilities, transportation and other capital and operational resources. To that end, the Board will strive to:

A. Prioritize ensuring every home school is a high quality and viable school choice;

B. Increase utilization of schools operating under capacity by expanding partial magnet schools and school options;

C. Consider alternative instructional delivery models that maximize student achievement while reducing facility and transportation costs; and

D. Consider modifications to transportation zones and feeder patterns that are designed to provide operational efficiency and equitable access to quality educational programs.

STUDENT ASSIGNMENT PLAN POLICY

As provided by North Carolina law, all students under the age of 21 years who are domiciled in Mecklenburg County and who have not been removed from school for cause or have not yet obtained a high school diploma are entitled to be enrolled in public school. Students shall be assigned to a particular school by the Board of Education in accordance with the student's place of residence and a student assignment plan adopted by the Board.

I. School Attendance Areas

A. The Board of Education shall establish geographic boundaries for home schools, transportation zones and other zones of choice, locations for school options, and feeder patterns for home schools and school options.

1. Attendance areas shall be determined based on the Goals and Guiding Principles set forth at the beginning of this policy.

2. Any such action shall be taken only after the Board has held a public hearing on the initial proposal.

3. With the exception of situations that constitute an emergency threat to the safety of staff or students, the Board will notify students and parents of potential changes to the Student Assignment Plan by the first Board meeting in November prior to the school year in which the changes are scheduled to go into effect.

B. Notwithstanding the above, the superintendent is authorized to make minor changes within a school year to school attendance boundaries in response to the construction of new roads or new subdivisions.

II. Determination of Student Residence

A. Except as set forth below, the residence of a student is defined as the domicile of the student's parent. A student's domicile may be changed only in the event the parent has abandoned the parent's former domicile with no intention of returning to it, established actual residence in another location, and evidenced an intention to remain in the new location permanently or indefinitely. A minor may not select, acquire, or change his/her domicile to a domicile other than that of the minor's parent.

B. Notwithstanding the domicile of a student's parent:

1. The residence of a married student shall be the domicile of the student rather than the domicile of the student's parent.

2. The residence of a student who is an emancipated minor shall be the domicile of the emancipated student.

3. The residence of a student who is residing in a group home, foster home, or pre-adoptive home shall be the group home, foster home, or pre-adoptive home. A pre-adoptive home is one in which a child is placed by a county Department of Social Services or licensed child-placing agency.

III. School Options Lottery

A. Effective with assignments for the 2017-18 school year, assignments for the following categories of schools will be made through the School Options Lottery:

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New data show big enrollment shifts at some JCPS schools with new student assignment plan

student assignment plan

Jefferson County Public School's new student assignment plan will alter schools across Louisville, with some schools anticipating a drastic increase in population and others seeing a decline, enrollment projections show.

The projections, posted ahead of Tuesday night's school board meeting, will guide district leaders in their decisions on school staffing, funding and student programming. While the projections are bound to change as August approaches, the initial projections show one West End school anticipating hundreds of additional students and one new school failing to come close to enrolling its capacity.

More on the plan's details: JCPS will soon vote on a student assignment overhaul

Changes were anticipated given that for the first time, families living in the district's “Choice Zone” — an area in and around the West End — have far more choice in where to send their students next school year, thanks to the assignment plan that was approved by the school board in June.

For decades, students in the West End have been bused to schools across the county to boost diversity with little say in the matter.

The hope is that allowing more West End students to choose their school will lead to higher student belonging rates, which can boost academic achievement. If a school is closer to their homes, students and families may have more opportunities to participate in activities. 

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The plan also shifted school boundaries — including new boundary lines for Atherton and Waggener highs — and created new school clusters , groups of elementaries that feed into upper level schools.

Kindergarten students, along with incoming sixth and ninth graders in the Choice Zone, are required to submit an application indicating whether they'd like to attend a school within or outside the zone. So far, the district has received 91% of those applications, according to district data.

Here are some of the major shifts, based on an analysis by The Courier Journal comparing the projections to this year's enrollment data.

How were the Choice Zone schools impacted?

There are 13 schools identified within the district's Choice Zone, which will see increased funding for at least the next 10 years and will be able to hire teachers before schools elsewhere in the district.

Of the families living within the Choice Zone who have submitted applications, most chose a school inside the zone.

Of the 374 kindergarten applicants, 311 selected the Choice Zone, according to district data. Of the 715 sixth-grade applicants, 551 selected the Choice Zone.

But, more ninth-grade students opted for schools outside the zone. Of the 690 ninth-grade applicants, only 231 selected the Choice Zone.

Of the zone's 13 schools, Kennedy Elementary and The Academy @ Shawnee are anticipating a major jump in student enrollment.

Kennedy is anticipating a 31% increase, jumping from 292 students currently to 421 next year. The school still has more room to grow, with the projection representing 88% of its building's capacity.

At Shawnee, nearly 400 additional students are expected to enroll, an increase of 43% in just one year — the largest jump of any school in the district. The sixth-through-12th-grade school has suffered with low enrollments and even with the jump, the enrollment reaches just 66% of the building's capacity.

A new West End middle school is slated to open in August and projections show 350 students are expected to attend it. The district notes its building capacity at 425, though a location for the school hasn't been picked.

What about the new middle school in the East End?

Three new schools are opening in August — the West End elementary and middle schools, along with a new middle school on Echo Trail in eastern Louisville.

None of the schools have been named yet.

Projections for the Echo Trail middle school show very low enrollment. While the building has the capacity for 1,000 students, the projections show just 200 students enrolling. The reason, JCPS spokesman Mark Hebert said, is because the school will only open to the sixth grade class its first year. The school will add grades seven and eight the following two years.

What other JCPS schools will see big enrollment changes?

Other schools in the district could see drastic changes.

  • Western High in Louisville's South End could lose more than 200 students — a drop of 39% — while Valley High could see 80 more students, an 8% increase. Western’s decrease in enrollment is because the school will no longer enroll a freshman class as it transitions into a magnet.
  • Eastern High anticipates an enrollment decrease as well, though its 140 fewer students represents just a 7% decrease in overall enrollment.
  • Aside from Shawnee (which serves middle and high school students), most of the district's middle schools anticipate fewer students next year. Projections show Crosby, Kammerer and Olmstead South with a 16% decrease in enrollment.
  • Along with Kennedy, Shacklette and Hazelwood elementary schools are expecting more than 100 additional students.
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Boundary and School Assignment Updates for the 2024-2025 School Year

Legacy Students: All 4th and 5th Graders

Over the past two years, Durham Public Schools has worked collaboratively with district leaders, community partners, DPS staff and our families to improve equity and access to schools and programs while managing growth within our community. As a result, our Board of Education adopted a revised school assignment policy to allow for regions of access and new elementary school boundaries.

All students will be reassigned to their new base school for the 2024-2025 school year.

We recognize that change can be challenging for families. However, we want to ensure that we are honoring our current students while preparing for growth. 

Please know that the 2023-2024 school year is a transition year. Elementary school assignments for the 2023-2024 school year are only for one year . Elementary school families who apply for application (magnet) schools for this application period and accept a lottery seat may have to reapply for the 2024-2025 school year and will receive priority for a comparable program in their region.

Following is updated boundary access information:

Legacy Students: All 4 th and 5 th Graders ​

Fourth (4 th ) and Fifth (5 th ) grade students will remain at their current school. Any siblings of 4 th and 5 th graders may request to stay at the current school until the legacy student’s promotion to 6 th grade.​ Transportation for 4 th and 5 th grade students (and siblings) will be provided.​

Legacy Application (Magnet) Students: Rising 1 st – 3 rd Grade

Students attending an application (magnet) school who do not reside in their current school’s updated boundary must reapply in the lottery to the comparable program for their region.  Students will be provided priority in the lottery.​ The lottery will be held in January 2024.

Legacy DLI Students: Rising 1 st –5 th Grade

Rising 1st-5th grade Dual Language Immersion (DLI) students at Bethesda, Lakewood, and Southwest who are no longer in the school boundary may request to stay in the DLI program at their current school through the School Transfer Process.​

Regional Opt-Out Options

Students whose base school is an International Baccalaureate, Montessori, or Year-Round will have an opt-out option to attend a traditional school in their region.

Montessori PreK Enrollment

All seats at Montessori PreK will be allotted through the lottery with priority for students who reside within the boundary.​

​In the 2024-2025 school year, all rising Kindergarten students who do not reside in the Montessori school boundary who wish to continue in the program must reapply through the lottery for Kindergarten with priority seating for those students who attended Montessori PreK.

Year-Round Options

All families are eligible for two Year-Round schools and may rank their choice in the lottery. Families may apply for the Year-Round option in their region and for WG Pearson Elementary.

Little River Middle School Students

The middle school program at Little River will be discontinued for the 2024-2025 school year. All middle school students at Little River will transition to their boundary school or enter the lottery for an application program for which they are eligible. The Office of Student Assignment will support parents through this transition and ensure parents are presented with all possible options.

Holt Elementary Calendar

Holt Elementary will transition to a Dual Language Immersion application school.  Holt will continue to follow the Year-Round calendar.  Students may apply to the DLI program at Holt through the lottery. Students who reside outside of the Holt boundary and who wish to attend Year-Round may apply to the Year-Round school within their region.

School Boundary Map : Click here to access the interactive map to view the new school boundaries. Enter your address and see your child’s base school and application program options. 

Enrollment Information : Click here to enroll your child in Durham Public Schools.

Additional information : For full background information on Growing Together, please visit ENGAGE.dpsnc.net.

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Using Class Agreements to Boost Engagement in Middle and High School

When students and teachers spell out what each side will do to ensure greater learning gains, the results can be powerful.

Teacher leading class

Rather than aspiring to be a sage on the stage or a guide on the side, consider the impact of entering into an agreement with students to build stronger engagement in the work of learning. This agreement is not a signed contract, but a mutual understanding that the teacher will examine their practice to consider the changing needs of students, and, in trade, students will engage fully in four behaviors that lead to success.

Today’s students are sophisticated; they know more about the world and are more connected than ever before. The agreement is not a fix that assumes students are inherently bad or unmotivated, but instead the intention is to normalize agreed-upon behaviors that dictate what teachers do and what students do in order to collaborate effectively. At the core, teachers who enter such an agreement build the trust necessary to partner with students and shift the attention to learning.

4 Agreements to Build Stronger Student Engagement

1. Do all the things. Don’t feed the beast of trading points for completed assignments. Students are often pulled in many directions by outside commitments, which can cause them to shift priorities, and, as a result, they choose only the most “valuable” assignments to complete, letting the others go. To keep the focus on learning, examine the purpose of each assignment.

As teachers, it’s important to evaluate all assignments and eliminate senseless busywork. Then assign only what is essential to learning to increase student willingness to engage in new habits of learning. Assignments worth doing build trust with students.

When students do all the things—and the work is meaningful—they begin to recognize the value in even the smallest task. Doing all the things also helps those students who struggle to scaffold their way to success. When students use a completed assignment again as the base for new learning, they start to see the connection between doing and learning.

Student quote: “I have your voice in my head being like ‘Do all the things.’ I often make jokes from that phrase because it really does help. But in this case I do all the things and by doing them have turned them in on time, and I am prepared with the material for the next day.”

2. Try your best. For years, secondary students have been motivated by our points, stars, or praise. To keep the focus on learning, examine the role you play in measuring student success.

We have to give students control over their own learning. Instead of assigning grades or points that judge student effort, we can use rubrics and exit slips to provide feedback to help students determine if they have done their best work and where to go next. Prioritizing feedback over points strengthens the supportive relationship between teacher and student.

Students who try their best can feel a sense of accomplishment and satisfaction no matter the outcome. A sense of control over effort may also help with anxiety about grades. (If the effort is there, the grade will take care of itself.)

Student quote: “I will continue to try my hardest in this class to leave my comfort zone.”

3. Read. (No, really—read!) We’ve all done it—skimmed an article or read just the headline grabber and kept scrolling. To keep the focus on learning, examine how you select texts, and model close reading.

We need to choose culturally responsive texts or allow student choice, which invites learners to engage in reading and increases their sense of belonging. Modeling first- and second-draft reading teaches students to engage more deeply with a text, boosts understanding, and increases confidence.

Questioning if they have really read the text allows students to openly wonder what it means to read. Students get to determine for themselves if they have really read the text and can apply strategies to read deeper—quickly learning that close reading helps them better understand what they’ve read.

Student quote: “I know we really focused on the importance of reading and fully understanding, but I guess I was lazy and felt like I could get around it in a sense, but now that I’ve experienced not being able to write a strong report when not fully understanding the reading, I really do understand the importance, and it’s honestly made writing so much easier.”

4. Ask for help. Many of us push ourselves to a breaking point, in part because we’re convinced that we should be able to figure things out on our own. Students are no different. Whether in an Advanced Placement class or English 9, students don’t want to appear dumb in front of peers. To keep the focus on learning, examine how you make space for vulnerability in your classroom.

We can model vulnerability by admitting our own confusion or unknowing and show how we seek to find answers. Guide students to be self-advocates in their own learning. Asking for and offering help benefits student learning and builds a stronger classroom community.

When students admit they don’t know, they make themselves vulnerable, which is powerful for perfectionists and reluctant learners alike . Additionally, students learn that there is power in asking for help and in offering support to those in need.

Student quote: “When I’ve been stuck, I ask questions to my group, who are usually able to answer them and help me feel less trapped in my unknowns.”

When we name, define, and incorporate the four agreements into classroom culture, we commit to examining our own practice and invite students to partner with us in their learning. As a collection, the agreements work to support students and build momentum for both teachers and students to achieve success.

Staff Council

Williams champions mental health through teaching, classroom.

Anastasia Williams.jpeg

As the University of Iowa elevates awareness about mental health, a name that surfaces to the top is Anastasia Williams , assistant director at the Center for Teaching.

Mental health is a core part of williams’ work to support teaching practice and course design for faculty, staff, and students. she offers unit-wide workshops, one-on-one consultation, and retreats to improve teaching techniques, syllabus design, and the classroom experience with an eye toward creating a welcoming and inclusive environment. , “supporting student and instructor success and wellbeing is one of my core values and a must-have for true and life-lasting learning,” williams said. “i aim to support classrooms that are humanizing and welcoming to the whole person through fostering sense of belonging and mattering, connection, and co-creation.”, williams joined the university in 2021, amidst the covid-19 pandemic. her journey to iowa via brown university in providence, rhode island, where williams earned a phd, originated abroad. williams’ hometown is st. petersburg, russia, which remains important to her. , “my journey from st. petersburg to the united states was prompted by a desire to expand my horizons and pursue graduate studies,” williams said. “having lived, studied and worked in russia, the czech republic, and now the united states, i consider myself a globally minded educator deeply committed to cross-cultural dialogue.”, at iowa, williams has made numerous contributions, including to the  inclusive teaching program: dei in teaching practice , the center for teaching's  handbook for teaching excellence ,   the inclusive teaching book club, the student as partners program, the tile program, and she founded and co-leads the obermann working group reconceptualizing the mental health crisis in higher education: a mindful journey. , “i am most proud of collaborating to build supportive communities where members with diverse roles and needs feel connected, heard, and empowered,” williams said offering the obermann working group as an example. “my co-founder dr. barry schreier and i provide a space for cross-disciplinary dialogue on trauma-informed pedagogy, positive psychology, and cultivating a culture of care.”, colleagues speak of williams as a “change agent for mental health on campus.”, teresa mangum, professor and director of the obermann center for advanced studies, said of williams: “she offers unusually insightful models, strategies, and concrete assignments that help instructors find practical ways to be attentive to each student, reminding us of the qualitative difference between simply disseminating knowledge, on one hand, and thinking of teaching as a way of speaking with and appreciating the challenges students may be bringing to our classrooms, on the other.”, mirra anson, director of student academic success and strategic initiatives, noted that williams is helping transform large introductory courses in ways that will ultimately impact thousands of university of iowa students every year, in alignment with the university’s 2022-2027 strategic plan. , “we cannot transform courses without centering belonging and inclusion, and integrating key messages for mental health support,” anson stated in a letter nominating williams for a mental health champion award. “dr. williams’ experiences and knowledge about how to center these approaches have been critical to this work, and she has contributed to a foundation for the project to improve student learning and success.”, staff council applauds williams for her contributions..

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Teacher arrested for class assignment about ‘ways to kill’ one of his students.

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A Virginia teacher was arrested and had to give up his license after he gave his class an assignment asking them to come up with different “ways to kill” one of his students, it has emerged.

The unidentified Crestwood Middle School teacher instructed his students to write how they would kill one particular student in the class in January 2022, according to court documents obtained by WTKR Thursday.

The documents state that the assignment came from another student in the class, but the teacher went along with it.

Students then reportedly pulled out their tablets and dutifully listed ways to kill the selected classmate, with court documents describing how the students came up with ideas to chop him up, throw him out a window, burn him alive, and feed him to a dog.

Police became aware of the incident after the bullied child went home that night and told his parents, according to WTKR.

During an ensuing investigation, police reportedly asked what could have prompted the teacher to come up with the writing exercise — to which he said it was hard to engage the class, and the student at the center of the assignment didn’t appear to be upset by it at the time, records show.

Crestwood Middle School is pictured.

The teacher went on to admit it was an inappropriate class assignment and said it was an error in judgment.

He later pleaded guilty to one misdemeanor count of contributing to the delinquency of a minor and voluntarily surrendered his teaching license, according to WTKR, which has been digging into the reasons teachers have lost their licenses throughout the state.

The Chesapeake School District said the teacher was employed at the school from Aug. 31, 2021, through April 8, 2022.

A Virginia State Police vehicle.

In a statement to the local news station, school district officials said they would not comment further “on such situations involving personnel.

“The safety of our students is our top priority and Chesapeake Public Schools expects all employees to act with the utmost professionalism to provide a positive learning environment for all students.”

The Post has also reached out to the Chesapeake School District for more information.

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