Here is the charge to the Redistricting Task Force from Act 73. Is it humanly possible to concoct a plan that meets all these criteria?<\/p>\n\n\n\n
Three options<\/strong> Restrictions<\/strong><\/p>\n\n\n\n At least one boundary proposal recommendation shall consider the use of supervisory unions and supervisory districts, allow for the continuation of a tuitioning<\/strong> system that provides continued access to independent schools<\/strong> that have served geographic areas that do not operate public schools for the grades served by the independent schools, and to the extent practical, not separate geographic areas that contain nonoperating school districts as such districts exist on July 1, 2025.<\/p>\n\n\n\n Proposed new school districts or supervisory unions and supervisory In creating the proposed districts, the Task Force shall consider the following:<\/p>\n\n\n\n It is perhaps interesting that no mention is made of improving the quality of education for students.<\/em><\/p>\n<\/blockquote>\n\n\n\n <\/p>\n","protected":false},"excerpt":{"rendered":" Here is the charge to the Redistricting Task Force from Act 73. Is it humanly possible to concoct a plan that meets all these criteria? Three optionsIn consultation with the Commission on the Future of Public Education, the Task Force shall study and consider different configurations for school district consolidation and propose not more than […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-500","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/vermontdesign.org\/index.php?rest_route=\/wp\/v2\/posts\/500","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/vermontdesign.org\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/vermontdesign.org\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/vermontdesign.org\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/vermontdesign.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=500"}],"version-history":[{"count":1,"href":"https:\/\/vermontdesign.org\/index.php?rest_route=\/wp\/v2\/posts\/500\/revisions"}],"predecessor-version":[{"id":501,"href":"https:\/\/vermontdesign.org\/index.php?rest_route=\/wp\/v2\/posts\/500\/revisions\/501"}],"wp:attachment":[{"href":"https:\/\/vermontdesign.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=500"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/vermontdesign.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=500"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/vermontdesign.org\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=500"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
In consultation with the Commission on the Future of Public Education, the Task Force shall study and consider different configurations for school district consolidation and propose not more than three options <\/em>for new school district boundaries.<\/p>\n\n\n\n
districts shall:<\/p>\n\n\n\n\u2022 have, to the extent practical, an average daily membership of not fewer than approximately 4,000<\/strong> and not more than 8,000<\/strong> prekindergarten through grade 12 students.\n\u2022 be, to the greatest extent possible, grand list<\/strong> and pupil-count balanced<\/strong>, demographically equitable<\/strong>, logistically feasible<\/strong>, and create the least amount of disruption<\/strong> to students as possible.<\/code><\/pre>\n\n\n\n\u2022 current school district and town boundaries<\/strong> and other historic and current community connections, including access to regional services for students, such as designated agencies;\n\u2022 geographic barriers<\/strong>, including mountains and rivers;\n\u2022 population<\/strong> distribution;\n\u2022 location, capacity, and the facility condition index score of current school buildings;<\/strong>\n\u2022 transportation<\/strong> and employment patterns and practices;\n\u2022 grand list values<\/strong> accounting for the homestead exemption and current education spending;\n\u2022 student demographics<\/strong>;\n\u2022 the debt<\/strong>, liabilities, and assets<\/strong> of current school districts;\n\u2022 staffing<\/strong> levels and salary<\/strong> scales;\n\u2022 opportunities to support local elementary schools, central middle schools, and regional high schools, with the least disruption<\/strong> to students;\n\u2022 access to career and technical education (CTE) <\/strong>for all eligible students;\n\u2022 the maximization of cost efficiencies;<\/strong>\n\u2022 the location of schools <\/strong>and CTE centers; and\n\u2022 any other factors the Task Force deems relevant.<\/code><\/pre>\n\n\n\n\n