Agenda Item
a. Student Assignment Project ~ Updated 11.10.2025
Summary: Presented by: Ms. Sarita Smith, Executive Director of Student Assignment, Division of Access & Opportunity
DeKalb County
School District
October SAP Update
Presented by: Sarita Smith
1
Vision
To reimagine DCSD by considering programs,
boundaries, and buildings holistically, using data,
and reviewing every 5 years to align with E-SPLOST.
This comprehensive planning process will help
position ALL our students upon graduation to
Enroll, Employ, engage in Entrepreneurship,
or Enlist.
2
Video Message from Acting
Superintendent
Link to the video message from Acting Superintendent, Dr. Norman C.
Sauce III
3
SAP Advisory Purpose and Non-Purpose
Purpose Non-Purpose of the Advisory
• Serve as a critical thought partner in assessing • To make final decisions regarding policy or standard
systems related to buildings, boundaries, and operating procedures related to DCSD.
programs. • To determine the daily operations of schools or
• Serve as a critical thought partner in assessing DCSD's programs.
current student assignment procedures and policies. • To direct DCSD to make specific changes within the
• Provide impartial recommendations suited to purview of the Board of Education.
dismantling structural inequities. • To make decisions that only impact specific
• Use data to make informed decisions and children or communities.
recommendations.
• Recommend ways for DCSD to become fiscally efficient.
• Review and recommend ways to reimagine DCSD
programs and offerings so that all students have a
quality education.
• Recommend boundaries, buildings, and programs
suited for the current and projected enrollment.
4
Expanded Timeline (subject to change)
SAP will review and Board Feedback - Share
create guidance for Staff, Parent,
potential scenarios Community, and
related to buildings, SAP feedback related to Board considerations
boundaries, and buildings, boundaries, and potential decisions
programs and programs on scenarios
Jan – Feb Mar – May
Sep – Dec '25
'26 '26
Summer '26 Fall '26
Staff, Parent, and Refine potential
Community Feedback scenarios based on all
on potential scenarios feedback
related to buildings,
boundaries, and
programs
5
SAP Guidance
Placement of special programs in DCSD
Attendance boundary school (neighborhood school)
criteria
6
October Recap
10/22/25
10/8/25
- Welcome from acting superintendent
- Reviewed the continued goal related to - Review policy AD
program placement - Understand criteria from education
- Shared community feedback leaders
- Working groups feedback - Review attendance boundary data
- Share out - Working groups feedback
- Share out
7
SAP Guidance – Program Placement and Attendance Boundaries
Program Placement
SAP October Recap
- Programs should be in attendance boundary schools to the greatest extent possible
- Specialized criteria for programs placed outside of an attendance boundary school (stand-alone building)
o Specialized Student Needs – Programs designed to serve students whose educational needs cannot
be fully met in a traditional school setting (e.g., Special Education Centers, Alternative Programs).
o Specialized Instructional Expertise – Programs that require educators with unique certifications or
expertise aligned to the program’s instructional model or theme (e.g., Arabia Mountain’s environmental
focus).
o Non-Traditional Grade Configurations – Schools or programs that operate outside standard grade band
structures (e.g., K–8, 4–6, 4-8 configurations such as Kittredge, Wadsworth, DAA, and Montessori
programs).
Attendance Boundary Schools (neighborhood schools) Criteria Top six (6) criteria that is important for SAP to
consider for prioritizing attendance boundary schools
- Building Utilization
- Program Alignment: Keep pathways coherent (e.g., ensure elementary schools feed consistently into middle
and high schools)
- Resource Distribution: Ensure equitable access to high-quality facilities and educational opportunities
- Facility Condition
- Neighborhood Cohesion
- Geographic proximity and travel time / transportation impact 8
Committee Feedback
Take aways from 10/08/25 meeting related to program placement cont.
• The committee emphasized the need for updated data—including enrollment, population projections, facility details, and
transportation factors —to guide data-driven boundary decisions. Members requested clearer definitions, transparency on how
boundaries are determined or changed, and advance access to materials to enable informed participation. Concerns were
raised about inconsistent data, unclear terminology (e.g., “super clusters,” program embedding), and equity and alignment
across schools and programs.
Take aways from 10/22/25 meeting related to attendance boundary criteria
• The committee’s feedback emphasized academic equity as the top priority, calling for fair access to quality programs,
transportation, and resources across all regions. Members stressed the need to maintain program continuity, ensure
transparent criteria for capacity and boundaries, and strengthen feeder pattern alignment to support seamless academic
pathways. Concerns included uneven regional support, facility conditions, transportation logistics, and the importance of
community stability during changes. Several comments urged clearer definitions, consistent policy application, and
consideration of specialized and theme programs as models for success. Overall, the committee underscored the need for
data-informed, equitable, and transparent decision-making that balances efficiency with student experience.
9
Dispelling Myths
SAP Recommendations are being implemented Fall 2026
- SAP is not making any recommendations that will begin Fall 2026. Please refer to the timeline on the website.
SAP is recommending closing magnet schools and programs
- SAP is assuming all programs remain based on the current enrollment trends and will make recommendations on program
placement and the development of an evaluation system for school choice.
SAP committee member have been coerced into what the district wants
- The only guidance provided by the district was the SAP vision, number of consolidations, and to follow the board policy. Staff
members attend SAP meetings to provide context based on their areas of expertise, and Ms. Smith is a facilitator of the project.
SAP committee members are not from the community
- SAP committee members represent many areas of the district and DeKalb community.
SAP has inaccurate data
- SAP is reviewing data from our student information system, planning department, the last comprehensive master plan, school
choice enrollment over time, private and charter school enrollment over time, research related to redistricting and programs,
and much more. There is always a margin of error in data, but we do have enough data to know we are operating too many buildings,
and our programs are not consistently offered or accessible to all families.
SAP is not concerned about the climate culture, and wellbeing of students
- Operating a more efficient school system will, over time, enhance support for all DCSD students, particularly by improving access
to academic resources and services.
10
Community Feedback
1. Preserve Magnet and Gifted Programs (Kittredge, Wadsworth, DSA, Chamblee High Achievers)
▪ Parents and stakeholders overwhelmingly support keeping existing magnet and gifted programs intact.
▪ These programs are viewed as essential for academic excellence, equitable access for advanced learners, and DeKalb County’s strong reputation.
▪ Families argue that dismantling or relocating them would drive high-achieving students and families out of the district.
2. Expand Successful Models Instead of Eliminating Them
▪ Rather than closing or reducing high-performing programs, parents urge DCSD to replicate their success in other schools.
▪ Suggestions include expanding Kittredge through 12th grade, strengthening Montessori options, and developing “sister” magnet schools across the
county.
3. Ashford Park and Chamblee Cluster—Strong Opposition to Redistricting
▪ The most consistent feedback is to keep Ashford Park, Drew Valley, Brookhaven Fields, and surrounding neighborhoods together within the
Chamblee cluster.
▪ Families have chosen homes, invested financially, and built community ties specifically for these schools.
▪ Many warn that breaking up this cluster will harm community trust, property values, and enrollment.
4. Prioritize Facility Expansion Over Boundary Changes
• Parents agree that overcrowding exists—especially at Ashford Park—but advocate for building additions, new facilities, or a split-campus model
instead of redistricting.
• They cite Ashford Park’s success as justification for investment, not disruption.
11
Community Feedback
5. Concern About Educational Quality and Equity
▪ Families fear that redistricting will move students from high-performing to lower-performing schools without clear plans to maintain quality.
▪ They demand data-driven assurances that academic standards, resources, and programs will remain equitable across schools.
6. Distrust in the Student Assignment Project (SAP) Process
▪ Parents express frustration that school quality, program outcomes, and community impact are not considered in SAP decision-making.
▪ They describe SAP as a “math problem with incomplete data,” lacking transparency, context, and parent collaboration.
7. Recognition of Strong School Communities
▪ Schools like Ashford Park, DSA, Wadsworth, and Montessori programs are praised for strong family engagement, teacher excellence, and positive
cultures.
▪ Parents emphasize that these communities thrive due to years of collective volunteerism and investment, which could be lost through redistricting.
8. Financial and Tax Implications of Rezoning
▪ Families warn that rezoning high-value neighborhoods into lower-performing zones will lower property values, reduce tax revenue, and hurt DeKalb
County’s fiscal health.
▪ They call for the district to assess the broader economic impact before making boundary decisions.
9. Call for Thoughtful, Collaborative, and Data-Driven Decision-Making
• Across all feedback, there is a clear plea for DCSD to pause, listen, and collaborate with parents, educators, and community members.
• Stakeholders want decisions grounded in comprehensive data, long-term planning, and genuine engagement—not reactive changes.
12
Communication Touchpoints
Per the request of the board, we have documented our communication
touchpoints and will be uploading them on the SAP website
This page will include:
Committee Meetings
Superintendent Advisory Committees
Online communication
Board meetings
Townhalls
SAP Chats
Superintendent newsletter
PAC/PTO/PTA
Media
13
Community
Feedback
14