Boundary Task Force Considerations

Considerations in Changing Attendance Boundaries

The Boundary Task Force will consider the below criteria when making recommendations for a Boundary Change.  

These are from the District’s Policy: Procedure JC-R, School Attendance Areas and Boundary Changes which guides the work of the Boundary Task Force.

  1. What "greater good" will be accomplished for all current and future children of the Sun Prairie Area School District?
    The greater good is defined as a decision which is positive for all SPASD students.  A recommendation that results in one school having a significantly higher level of poverty than the other schools would NOT be in the greater good.

  2. Which school is geographically closest (proximity) to student residences?  
    For example, avoiding bussing to a different school when a child could walk to a closer school.

  3. Does the change attempt to keep neighborhoods/subdivisions together?  
    For example, trying to avoid attendance “islands” and non-contiguous boundaries. (An island is defined as a section of a neighborhood that attends a different school than the areas that surround it.)

  4. How will transportation costs and issues be affected? Hazardous walking areas?  
    For example, we would not want students to have to cross major thoroughfares such as Hwy. 19 to get to school. Another example might be that SPASD could save transportation costs by having a student safely walk to one school instead of providing busing to a closer school.

  5. What growth and development is planned or anticipated in the attendance area? During what time frame?
    SPASD will use the information developed in the long range plan to include further development in the boundary changes, see Community Growth and Enrollment Projections.

  6. Does this move require the least amount of change to accomplish the greater good?  
    For example: changing schools is difficult for families as they become attached to their current school.  An attempt will be made to minimize the impact on families.

  7. What impact does this change have on schools' demographics (ethnicity, socio-economic, etc.)?
  8. Does the change create easily understood boundaries?
  9. When was this area last subject to a boundary change?  No area can be moved more than once every five years.
  10. Is there adequate time to accomplish this change (public input, construction, planning and budgeting)?