2018 – 2020 ZONING AND FEEDER PATTERN REVISION PROPOSAL

JULY 24, 2018 BIRMINGHAM CITY SCHOOLS 2015 Park Place Birmingham, AL 35203 CONFIDENTIAL DRAFT: CONFIDENTIAL DRAFT: Not for Dissemination Not for Dissemination

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 General Zone Change 2: ...... 18 General Zone Change 3: ...... 19 General Zone Change 4: ...... 20 General Zone Change 5: ...... 21 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

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CONFIDENTIAL DRAFT: CONFIDENTIAL DRAFT: Not for Dissemination Not for Dissemination 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

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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

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CONFIDENTIAL DRAFT: CONFIDENTIAL DRAFT: Not for Dissemination Not for Dissemination 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

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CONFIDENTIAL DRAFT: CONFIDENTIAL DRAFT: Not for Dissemination Not for Dissemination 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.

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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 Western portion of district No students impacted

J.H. Phillips Academy

Princeton Elementary Ramsay High EPIC Elementary

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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% J.H. Phillips Academy K8 (750) 94% 1. Total Enrollment 648 1. Total Enrollment 703 2. In-District 603 – 93% 2. In-District 632 – 90% a. In Zone 248 – 38% a. In Zone Students 116 – 16% i. Elementary 222 – 34% i. Elementary 106 – 14% ii. Middle 26 – 4% ii. Middle 9 – 1% b. Out of Zone 400 – 62% b. Out of Zone 588 – 84% i. Elementary 160 – 25% i. Elementary 278 – 44% ii. Middle 240 – 37% ii. Middle 310 – 44% 3. Out of District 45 – 7% 3. Out of District 72 – 10%

EPIC (650) 63% Princeton (286) 86% 1. Total Enrollment 410 1. Total Enrollment 247 2. In-District 381 – 93% 2. In-District 227 – 91% 3. Out of District 29 – 7% 3. Out of District 20 – 8%

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CONFIDENTIAL DRAFT: CONFIDENTIAL DRAFT: Not for Dissemination Not for Dissemination High School Zones with 2-mile radius

Huffman High

Western portion of district No students impacted

Carver High

Woodlawn High

Jackson Olin High Parker High

Wenonah High

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

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CONFIDENTIAL DRAFT: CONFIDENTIAL DRAFT: Not for Dissemination Not for Dissemination 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% Parker High School (1200) 56% 1. Total Enrollment 763 1. Total Enrollment 675 2. In-District 736 – 96% 2. In-District 668 – 99% a. In Zone 579 – 79% a. In Zone 520 – 77% b. Out of Zone 157 – 21% b. Out of Zone 148 – 22% 3. Out of District 27 – 4% 3. Out of District 7 – 1% 4. Unknown Location 13 – 2% 4. Potential 643 5. Potential 675 5. Ramsay 80 6. Ramsay 64 6. 2019 PreK Units = 2 (Tuggle)

Huffman High School (1500) 91% Wenonah High School (1200) 59% 1. Total Enrollment 1,365 1. Total Enrollment 712 2. In-District 1284 – 94% 2. In-District 684 – 96% a. In Zone 1,125 – 82% a. In Zone 612 – 86% b. Out of Zone 159 – 12% b. Out of Zone 72 – 10% 3. Out of District 81 – 6% 3. Out of District 24 – 3% 4. Potential 1261 4. Unknown Location 4 – <1% 5. Ramsay 243 5. Potential 674 6. Ramsay 74 Jackson-Olin High School (1700) 49% 1. Total Enrollment 825 Woodlawn High School (1250) 59% 2. In-District 820 – 99% 1. Total Enrollment 743 a. In Zone 795 – 96% 2. In-District 719 – 97% b. Out of Zone 25 – 3% a. In Zone 676 – 91% 3. Out of District 5 – <1% b. Out of Zone 43 – 6% 4. Potential 968 3. Out of District 24 – 3% 5. Ramsay 160 4. Potential 835 5. Ramsay 62

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

Huffman High

Western portion of district No students impacted Smith Middle

Carver High Huffman Middle

Inglenook K8 O.W. Mitchell Middle Jackson Olin High Hudson K8

South Hampton K8

Hayes K8 Putnam Middle Wilkerson Middle

Bush Hills Acad. Woodlawn High Wylam K8 Bush K8 Washington K8

Parker High Arrington Middle Green Acres Middle

Jones Valley Middle

Wenonah High

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

School Carver Huffman Jackson-Olin Parker Wenonah Woodlawn Arrington 4.1 2.5 Bush K8 1.2 4.1 Bush Hills 2.4 2.2 Academy 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 4.1 2.8 Mitchell Putnam 3.3 Smith 1.9 South 2.2 5.0 Hampton Washington 5.2 1.8 Wilkerson 3.6 1.0 Wylam 4.5 5.5

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CONFIDENTIAL DRAFT: CONFIDENTIAL DRAFT: Not for Dissemination Not for Dissemination Current Middle Schools Enrollment: (Capacity) The following enrollment data is based upon enrollment on April 1, 2017.

Arrington Middle School (675) 47% Ossie Ware Mitchell Middle School (594) 56% 1. Total Enrollment 316 1. Total Enrollment 334 2. In-District 316 – 100% 2. In-District 333 – 99% a. In Zone 246 – 78% a. In Zone 299 – 90% b. Out of Zone 70 – 22% b. Out of Zone 34 – 10% 3. Out of District 0 3. Out of District 1 – <1% 4. Potential 314 4. Potential 339

Green Acres Middle School (530) 62% Putnam Middle School (540) 61% 1. Total Enrollment 331 1. Total Enrollment 330 2. In-District 327 – 99% 2. In-District 320 – 96% a. In Zone 248 – 75% a. In Zone 262 – 78% b. Out of Zone 79 – 24% b. Out of Zone 58 – 18% 3. Out of District 4 – 1% 3. Out of District 10 – 3% 4. Potential 317 4. Potential 305

Huffman Middle School (459) 86% Smith Middle School (756) 59% 1. Total Enrollment 395 1. Total Enrollment 446 2. In-District 382 – 97% 2. In-District 446 – 100% a. In Zone 267 – 70% a. In Zone 428 – 96% b. Out of Zone 115 – 29% b. Out of Zone 18 – 4% 3. Out of District 13 – 3% 3. Potential 529 4. Potential 293 Wilkerson Middle School (432) 71% Jones Valley Middle School (740) 50% 1. Total Enrollment 306 1. Total Enrollment 371 2. In-District 305 – 99% 2. In-District 367 – 99% a. In Zone 238 – 77% a. In Zone 330 – 89% b. Out of Zone 67 – 22% b. Out of Zone 37 – 10% 3. Out of District 1 – <1% 3. Out of District 4 – 1% 4. Potential 250 4. Potential 429 5. 2019 PreK Units = 2

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CONFIDENTIAL DRAFT: CONFIDENTIAL DRAFT: Not for Dissemination Not for Dissemination Current K8 Schools Enrollment: (Capacity) The following enrollment data is based upon enrollment on April 1, 2017.

Bush Hills Academy (K8) School (632) 76% Inglenook K8 School (530) 86% 1. Total Enrollment 480 1. Total Enrollment 458 2. In-District 457 – 94% 2. In-District 432 – 93% a. In Zone 188 – 38% a. In Zone 382 – 83% b. Out of Zone 269 – 56% b. Out of Zone 50 – 11% 3. Out of District 23 – 5% 3. Out of District 26 – 6% 4. Potential 239 4. Potential 431 5. 2019 PreK Units = 2 5. 2019 PreK Units =1

Bush K8 School (650) 56% South Hampton K8 School (770) 72% 1. Total Enrollment 361 1. Total Enrollment 552 2. In-District 359 – 99% 2. In-District 540 – 98% a. In Zone 246 – 68% a. In Zone 502 – 91% b. Out of Zone 113 – 31% b. Out of Zone 38 – 7% 3. Out of District 2 – <1% 3. Out of District 12 – 2% 4. Potential 362 4. Potential 560 5. 2019 PreK Units = 2 5. 2019 PreK Units = 2

Hayes K8 School (900) 90% Washington K8 School (552) 99% 1. Total Enrollment 806 1. Total Enrollment 546 2. In-District 797 – 99% 2. In-District 537 – 98% a. In Zone 697 – 86% a. In Zone 347 – 63% b. Out of Zone 100 – 12% b. Out of Zone 190 – 35% 3. Out of District 9 – 1% 3. Out of District 9 – 1% 4. Potential 784 4. Potential 420 5. 2019 PreK Units = 1 5. 2019 PreK Units = 1

Hudson K8 School (740) 93% Wylam K8 School (500) 83% 1. Total Enrollment 685 1. Total Enrollment 414 2. In-District 685 – 100% 2. In-District 408 – 99% a. In Zone 551 – 80% a. In Zone 336 – 81% b. Out of Zone 134 – 20% b. Out of Zone 72 – 17% 3. Out of District 0 3. Out of District 6 – 1% 4. Potential 589 4. Potential 358 5. 2019 PreK Units = 1 5. 2019 PreK Units = 1

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

Huffman High

Sun Valley ES

Huffman Academy

Martha Gaskins ES Carver High

Christian K8 Western portion of district No students impacted Robinson ES

Inglenook K8 Jackson Olin High Barrett ES Hudson K8

South Hampton K8 Norwood ES Hayes K8 Oliver ES

Tuggle ES Phillips Acad.

Avondale ES Bush Hills Acad. Woodlawn High Wylam K8 Bush K8 Minor ES

Washington K8 Glen Iris ES Hemphill ES

Brown ES Central Park ES West End Acad. Parker High

Oxmoor Valley ES

Wenonah High

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Miles between Elementary and High Schools (driving distance):

School Carver Huffman Jackson-Olin Parker Wenonah Woodlawn 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 1.4 Academy Martha 2.2 Gaskins 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 3.6 2.5 Academy

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CONFIDENTIAL DRAFT: CONFIDENTIAL DRAFT: Not for Dissemination Not for Dissemination Elementary Schools Enrollment: (Capacity) The following enrollment data is based upon enrollment on April 1, 2017.

Avondale School (638) 91% Hemphill School (792) 63% Oliver School (500) 89% 1. Total Enrollment 579 1. Total Enrollment 499 1. Total Enrollment 444 2. In-District 566 – 98% 2. In-District 490 – 98% 2. In-District 442 – 99% a. In Zone 445 – 77% a. In Zone 419 – 84% a. In Zone 389 – 87% b. Out of Zone 121 – 21% b. Out of Zone 71 – 14% b. Out of Zone 53 – 12% 3. Out of District 13 – 2% 3. Out of District 9 – 2% 3. Out of District 2 – <1% 4. Potential 505 4. Potential 562 4. Potential 425 5. 2019 PreK Units = 3 5. 2019 PreK Units = 1 5. 2019 PreK Units = 2

Barrett School (792) 57% Huffman Academy School (900) 95% Oxmoor Valley School (500) 105% 1. Total Enrollment 452 1. Total Enrollment 858 1. Total Enrollment 526 2. In-District 448 – 99% 2. In-District 852 – 99% 2. In-District 517 – 98% a. In Zone 410 – 91% a. In Zone 815 –95% a. In Zone 464 – 88% b. Out of Zone 38 – 8% b. Out of Zone 37 – 4% b. Out of Zone 53 – 10% 3. Out of District 4 – <1% 3. Out of District 6 – 1% 3. Out of District 9 – 2% 4. Potential 515 4. Potential 873 4. Potential 520 5. 2019 PreK Units = 2 5. 2019 PreK Units = 2 5. 2019 PreK Units = 1

Brown School (500) 82% Martha Gaskins School (486) 108% Robinson School (572) 78% 1. Total Enrollment 408 1. Total Enrollment 525 1. Total Enrollment 445 2. In-District 399 – 97% 2. In-District 519 – 98% 2. In-District 445 – 100% a. In Zone 302 – 74% a. In Zone 475 – 90% a. In Zone 396 – 89% b. Out of Zone 97 – 24% b. Out of Zone 44 – 8% b. Out of Zone 49 – 11% 3. Out of District 9 – 2% 3. Out of District 6 – 1% 3. Out of District 0 4. Potential 388 4. Potential 553 4. Potential 462 5. 2019 PreK Units = 2 5. 2019 PreK Units = 1 5. 2019 PreK Units = 2

Central Park School (924) 54% Minor School (638) 68% Sun Valley School (748) 84% 1. Total Enrollment 498 1. Total Enrollment 437 1. Total Enrollment 626 2. In-District 493 – 99% 2. In-District 426 – 99% 2. In-District 595 – 95% a. In Zone 404 – 81% a. In Zone 344 – 78% a. In Zone 560 – 89% b. Out of Zone 89 – 18% b. Out of Zone 82 –19% b. Out of Zone 35 – 6% 3. Out of District 5 – 1% 3. Out of District 11 –3% 3. Out of District 31 – 5% 4. Potential 479 4. Potential 602 4. Potential 640 5. 2019 PreK Units = 3 5. 2019 PreK Units = 2 5. 2019 PreK Units = 2

Glen Iris School (858) 85% Norwood School (310) 98% Tuggle School (528) 101% 1. Total Enrollment 733 1. Total Enrollment 304 1. Total Enrollment 533 2. In-District 725– 99% 2. In-District 303 – 100% 2. In-District 529 – 99% a. In Zone 642 – 87% a. In Zone 289 – 95% a. In Zone 412 – 77% b. Out of Zone 83 – 11% b. Out of Zone 14 – 5% b. Out of Zone 117 – 22% 3. Out of District 8 – 1% 3. Out of District 1 – <1% 3. Out of District 4 – 1% 4. Potential 796 4. Potential 494 4. Potential 495 5. 2019 PreK Units = 1 5. 2019 PreK Units = 1 5. 2019 PreK Units = 1

West End Academy School (775) 80% 1. Total Enrollment 623 2. In-District 621 – 100% a. In Zone 577 – 93% b. Out of Zone 44 – 7% 3. Out of District 2 – <1% 4. Potential 698 5. 2019 PreK Units = 3 16

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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.

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

Hudson K8

Norwood

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General Zone Change 2: 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.

Outline: Tuggle K-5 Pink: Bush Hills Acad. 6 - 8

Green: Wilkerson 6 – 8 ------Students living in zone: Wilkerson Middle: 250 +10 = 260 Wilkerson Bush Hills Academy: 239 – 10 = 229

Outline: Section of Bush Hills Acad. to be rezoned Red: Bush Hills Acad. 6 - 8 Bush Hills Academy Brown: Tuggle K – 5 ------Students living in zone: Wilkerson Middle: 250+ 5 = 255 Tuggle Elementary: 505 + 10 = 515 Bush Hills Academy: 229 -15 = 213

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CONFIDENTIAL DRAFT: CONFIDENTIAL DRAFT: Not for Dissemination Not for Dissemination General Zone Change 3: 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).

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General Zone Change 4: 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.

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CONFIDENTIAL DRAFT: CONFIDENTIAL DRAFT: Not for Dissemination Not for Dissemination General Zone Change 5: 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 21

CONFIDENTIAL DRAFT: CONFIDENTIAL DRAFT: Not for Dissemination Not for Dissemination

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

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CONFIDENTIAL DRAFT: CONFIDENTIAL DRAFT: Not for Dissemination Not for Dissemination 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

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CONFIDENTIAL DRAFT: CONFIDENTIAL DRAFT: Not for Dissemination Not for Dissemination

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CONFIDENTIAL DRAFT: CONFIDENTIAL DRAFT: Not for Dissemination Not for Dissemination Appendix B: Grade Divisors

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