Attendance boundaries shall:

• Safely house students and professional staff; and align student transitions within the District's designated feeder patterns.
• Where feasible and practical, attendance boundaries shall support the neighborhood school concept by combining geographically proximate neighborhoods, subdivisions, multifamily dwellings, and developments.
• Where feasible and practical, entire neighborhoods shall be assigned to the same school(s).  Notably, the size and location of large neighborhoods may require deviation from this principle.
• Where feasible and practical, major thoroughfares, creeks, drainage ditches, utility easements, and similar elements will be utilized as boundaries.
• Where feasible and practical, utilize safe and reasonable walking distances to encourage healthier students and minimize use of and need for student transportation resources.
• NOTE: Master-planned communities are not considered neighborhoods.

Efficient use of existing facilities as well as effective and equitable delivery of academic programs, curriculum, and extracurricular opportunities are equally important factors in attendance boundary design.  Utilization shall be balanced among campuses to:

• Avoid penalizing schools experiencing growth;
• Manage overutilization or underutilization; and
• Minimize long-term reliance on portable classrooms.

Attention should be given to unique needs of student populations at a given campus that may not be reflected in numbers alone.

To the extent possible, design boundaries to withstand time so students in a given area shall not be required to change schools because of an attendance boundary change more than once at a given level (elementary, middle school, or high school).

Recommendations shall consider financial impact lessening future capital and operational budget costs.  The costs of portable classrooms, transportation, additional staffing requirements, and other costs related to attendance boundary options shall be considered.