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STUDENT REASSIGNMENT REPORT

a. STUDENT REASSIGNMENT REPORT . NRMPS BOARD OF EDUCATION. a. STUDENT REASSIGNMENT REPORT . NRMPS BOARD OF EDUCATION. STAFF. IT’S POSSIBLE. STUDENTS. IT’S POSSIBLE. PARENTS. COMMUNITY. POSSIBLITIES. POSSIBILITIES. TIME-LINE. Jan-Aug 2012

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STUDENT REASSIGNMENT REPORT

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  1. a STUDENT REASSIGNMENTREPORT NRMPS BOARD OF EDUCATION

  2. a STUDENT REASSIGNMENTREPORT NRMPS BOARD OF EDUCATION

  3. STAFF IT’S POSSIBLE STUDENTS IT’S POSSIBLE PARENTS COMMUNITY POSSIBLITIES POSSIBILITIES

  4. TIME-LINE • Jan-Aug 2012 • Committee Deliberations/ Monthly Reports to the School Board • Aug - 2012 • Committee Recommendations Presented to the School Board • Aug – Dec 2012 • Public Input/ Community Engagement • Board of Education Approval • August 2013 • Implementation

  5. Board of Education Priorities.

  6. COMBINEDMAP

  7. OUTCOMES • Lessens reassignment impact • Better balances student metrics • Better aligns feeder patterns • Contiguous attendance zones • Addresses many utilization concerns

  8. Student Balance Metrics • Free/Reduced Lunch – percentage of impacted population eligible for Free or Reduced Lunch . Data supplied in aggregate form by NRMPS, calculated across K-12. • Academic Proficiency – percentage of impacted population scoring Proficient in BOTH Reading and Math. 2010 testing data supplied by NRMPS, calculated across 2011-12 grades 4-9. • Minority – percentage of non-white impacted population . Data obtained from NCWISE download, calculated by level (E/M/H) • Data represented in aggregate form only as percentage of school population.

  9. HIGH SCHOOL DATA

  10. PROPOSED HIGH SCHOOL DISTRICTS

  11. High School Attendance Zones Current/Recommended (See data tables in handouts.)

  12. HS Utilization Statistics based on residence (2011 geocode). Does not measure impact of special programs such as IB.

  13. HIGH SCHOOL MOBILE UNIT

  14. HS Minority %

  15. HS Free/Reduced Lunch %

  16. HS Academic Proficiency % These data reflect the percent of students who passed both Math and Reading EOG’s in grades 4-9

  17. HS STUDENTS IMPACTED

  18. STUDENT ACHIEVEMENT

  19. English I Mathematics

  20. HS COMPOSITE

  21. GRADUATION RATE

  22. GRADUATION RATE

  23. MIDDLE SCHOOL DATA

  24. PROPOSED MIDDLE SCHOOL DISTRICTS

  25. Middle School Attendance Zones Current/Recommended

  26. MS Utilization

  27. MIDDLE SCHOOL MOBILE UNITS

  28. MS Minority %

  29. MS Free/Reduced Lunch %

  30. MS Academic Proficiency % These data reflect the percent of students who passed both Math and Reading EOG’s in grades 4-9

  31. MIDDLE SCHOOL STUDENTS IMPACTED

  32. STUDENT ACHIEVEMENT MIDDLE SCHOOLS

  33. READING MATHEMATICS

  34. ALGEBRA I - MS COMPOSITE

  35. ELEMENTARY DATA

  36. PROPOSED ELEMENTARY SCHOOL DISTRICTS

  37. Elementary School Attendance Zones Current/Recommended

  38. ES Utilization

  39. ELEMENTARY MOBILE UNITS

  40. ES Minority %

  41. ES Free/Reduced Lunch %

  42. Academic Proficiency % These data reflect the percent of students who passed both Math and Reading EOG’s in grades 4-9

  43. ELEMENTARY STUDENTS IMPACTED

  44. TOTAL STUDENTS IMPACTED

  45. FEEDER PATTERNS • RMHS • NCHS • NNHS • SNHS • EMS • EMS • PMS • PMS • SNMS • NCMS • ROMS • RMMS

  46. ELEMENTARY PERFORMANCE

  47. READING MATHEMATICS

  48. COMPOSITE

  49. Transportation Analysis

  50. Transportation Analysis • Two models were examined to gauge proposed regular education bus runs with boundaries. • Model 1 - Maintain current school bell times. This model will allow pairing of the maximum amount of runs on same routes morning / afternoon. • Model 2 – Adjust school bell times between secondary and elementary schools by 15 minutes. This will allow pairing of the maximum amount of runs on same routes morning / afternoon.

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