R OSS V ALLEY E LEMENTARY S CHOOL D ISTRICT Enrollment Boundaries Determination Process March 2, 2011 Prepared by: Jack Schreder & Associates Presented by: Jamie Iseman, Associate

B OUNDARY R EALIGNMENT C RITERIA Create and maintain four independent K-5 schools of similar size. Prioritize enrollment for residents who live closest to a school site and within its boundary, taking into consideration natural geographic boundaries, to: Enable and encourage walking and biking to school. Minimize the number of people traveling by car. Align with Safe Routes to School for students who walk or bike to school. Maintain accessibility to District-wide programs (e.g. MAP and the Learning Center) Minimize the number of current students who must change schools during the transition phase as a result of these boundary adjustments. Engage professional advisors to create appropriate scenarios based on this criteria. 3/2/2011 2

I NTRODUCTION The Ross Valley School District administrators requested a Boundary Realignment Analysis in order to assist the District in making decisions regarding the reconfiguring of current school boundaries so that the appropriate facilities are provided for current and future students of the district. Following the February 15 th meeting, the District requested: Revised planning areas with student counts. Edits to the initial scenarios. Revised resident projections based on revised scenario. 3/2/2011 3

R EVISED P LANNING AREAS AND STUDENT COUNTS

P LANNING A REAS 3/2/ Based on Board feedback, the following planning areas were further subdivided: Manor 1 Manor 2 Manor 3 Manor 4 Manor 5 BS 5 BS 10

R EVISIONS TO P LANNING A REAS All Manor planning areas were further subdivided based on feedback from the District regarding neighborhood boundaries; Brookside 5 was expanded to incorporate the area between Sir Francis Drake and Central that was previously assigned to Brookside 10. 3/2/2011 6

R EVISED P LANNING A REAS 3/2/2011 7

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S CENARIO A 3/2/2011

R EASSIGNMENT OF P LANNING A REAS 3/2/ BR 1-4, 9, and WT 4 assigned to Brookside Upper. BR 5-8, 10, 11, 12, and 14 assigned to Brookside Lower. WT 1-3, BR 15, and M 7 assigned to WT. M 1-6 and M 8-11 assigned to Manor.

3/2/

S CENARIO A: S TUDENT R ESIDENT P ROJECTIONS 3/2/ RVSD: Projected Residents by Scenario A Boundaries Elementary SchoolsActual Brookside Lower Brookside Upper Manor Wade Thomas Total 1,4401,5591,5851,6181,5891,586

S CENARIO A: M EASUREMENT A GAINST B OARD C RITERIA  Create and maintain four independent K-5 schools of similar size.  Prioritize enrollment for residents who live closest to a school site and within its boundary, taking into consideration natural geographic boundaries, to enable and encourage walking and biking to school and to minimize the number of people traveling by car.  Aligns with Safe Routes to School for students who walk or bike to school.  Maintains accessibility to District-wide programs (e.g. MAP and the Learning Center).  Minimizes the number of current students who must change schools during the transition phase as a result of these boundary adjustments. 3/2/

S CENARIO B 3/2/2011

R EASSIGNMENT OF P LANNING A REAS 3/2/ BR 1-4, 9, and WT 4 assigned to Brookside Upper. BR 5-8, 10, 11, M 9, and M 10 assigned to Brookside Lower. WT 1-3, BR 12, 13, 14, 15, and M 8 assigned to WT. M 1-7 and M 11 assigned to Manor.

3/2/

S CENARIO B: S TUDENT R ESIDENT P ROJECTIONS 3/2/ RVSD: Projected Residents by Scenario B Boundaries Elementary SchoolsActual Brookside Lower Brookside Upper Manor Wade Thomas Total 1,4401,5591,5851,6181,5891,586

S CENARIO B: M EASUREMENT A GAINST B OARD C RITERIA  Create and maintain four independent K-5 schools of similar size.  Prioritize enrollment for residents who live closest to a school site and within its boundary, taking into consideration natural geographic boundaries, to enable and encourage walking and biking to school and to minimize the number of people traveling by car.  Aligns with Safe Routes to School for students who walk or bike to school.  Maintains accessibility to District-wide programs (e.g. MAP and the Learning Center).  Minimizes the number of current students who must change schools during the transition phase as a result of these boundary adjustments. 3/2/

N EXT S TEPS Obtain Marin County Tax Assessor data. Map housing units by type and occupancy status to verify current assumptions. Obtain Census 2010 data to verify current assumptions. Consider preschool and/or other survey to verify current assumptions. Based on community input and feedback from District staff and the Board of Trustees, edit scenario and recalculate projections. Verify scenario with Safe Routes to School advisors. Present final scenario. 3/2/

Q UESTIONS ? Thank you. 3/2/2011