E. Students Who MoveIn short, the District essentially requires students who move from one attendance area to another to change schools.
When students move, they may have the option or be required to get a new school assignment, depending on when and where they move.
In general, students must change to their new attendance area schools if:
• They are assigned to their attendance area school, are not grandfathered, and they move to a new attendance area. If they move before the school year starts, they must change schools immediately. If they move during the school year, they may finish the year at their current school,
but they must change schools the next year.
In general, students may change to their new attendance area school if:
• They have a grandfathered or choice assignment, are in grades K‐8, and they move outside of their assigned school’s service area.
• They have a grandfathered or choice assignment, are in grades 9‐12, and they move outside of their assigned school’s attendance area.
In all cases, reassignments are subject to any ELL/special education services a student may require, and are subject to standard transportation rules. Detailed rules are available in the Superintendent’s Procedures for School Assignment.
Contrast this with the direction given to the superintendent when designing the new student assignment plan (from the New Student Assignment Plan Framework):
5. Clusters that combine several reference areas would be modified to:Setting aside, for the moment, the thinking then that we could reduce transportation costs by staggering school start times (compared to the thinking just two years later that we could save transportation costs by standardizing school start times), note the sensitivity to allowing for school continuity, particularly for highly mobile low-income families. None of that sensitivity can be found in the current Student Assignment Plan and it is particularly absent in this Transition Plan.
• Continue to give families choice with transportation, but within a smaller geographic area (fewer elementary schools in most clusters).
• Add the flexibility of staggered school opening and closing times as an additional choice element for families, with transportation provided within the cluster. This has an additional benefit of saving on transportation costs.
• Address varying needs around the district. For instance, clusters in high poverty areas might be larger than other clusters to enhance the likelihood of school continuity, with transportation, despite family mobility.
I'm aware of the concern. If we allow students who move to retain their seat at their school, then we might see families rent an apartment in Wallingford for the critical months to qualify as residents in the JSIS attendance area and then move back into their real home (outside the area) after enrollment has been secured. The solution to this problem, of course, is to make JSIS an option school, not to have students from low-income households change schools from Emerson to Dunlap to Rainier View and back again as their family hop-scotches from apartment to apartment around southeast Seattle.