Agenda Item
a. Student Assignment Project Monthly Update ~ Updated 3.9.2026
Summary: Presented by: Triscilla Weaver, Ph.D., Chief of Access & Opportunity, Division of Access & Opportunity,
Ms. Sarita Smith, Executive Director of Student Assignment, Division of Access & Opportunity and
Mrs. Jennifer Caracciolo, Deputy Chief of Communications, Division of Community Engagement & Innovative Partnerships
Student Assignment Project
February Update
Presented: Sarita Smith and Jennifer Caracciolo
March 9, 2026
SAP Timeline
SAP Update 2
SAP Committee Scenario Feedback 2.11.26
SAP committee members exit survey responses
Building Guiding Principles 1 - Ensure safe, high-quality, and fiscally responsible learning environments
by establishing clear standards for building age and facility conditions?
74% selected extremely well or somewhat well.
Building Guiding Principles 2 - Use consistent metrics to guide decisions on expansion, consolidation, or
replication, ensuring long-term sustainability, and efficiency.
63% selected extremely well or somewhat well.
Building Guiding Principles 3 - Create and maintain safe, secure, and comfortable learning environments
for all students.
49% selected extremely well or somewhat well.
SAP Update 3
SAP Committee Scenario Feedback 2.11.26
This feedback reflects members' input on the scenario development and alignment with the guiding principles and does
not include survey responses.
Support for Bold Action Lack of Critical Detail Equity Concerns (Especially South DeKalb)
A dominant concern is insufficient information
to properly evaluate the proposal: No boundary maps • Strong concern that South DeKalb bears a
• Several respondents appreciate that or rezoning details.
actual closures are being proposed disproportionate number of closures.
• No clarity on where displaced students would
rather than avoided. attend. • Fear that the scenario may reinforce
• The plan is described as bold, clear in • Limited information on expansion scope, added historical inequities by concentrating
structure and useful as a “straw man” to capacity, costs, and construction timelines. underinvestment.
focus discussion. • No detailed rationale or metrics behind specific • Requests to overlay population density
closure decisions. and investment maps.
• Some believe consolidation is fiscally • Lack of transparency about criteria (e.g., why 600
responsible and inevitable. • Desire for visible reinvestment
enrollment was chosen as a benchmark).
• Missing data on per-pupil expenditures, facility
commitments in impacted southern
condition scores, land capacity, and program communities.
impacts.
• No explanation of grade band changes or phasing
plan clarity.
Many respondents stated it is extremely difficult to
assess building closures “in isolation.”
SAP Update 4
SAP Committee Scenario Feedback 2.11.26
This feedback reflects members' input on the scenario development and alignment with the guiding principles and does
not include survey responses.
Community Impact & Trust Process & Presentation Issues Strategic Considerations
• Anticipated significant public backlash. • Too much information delivered at • Shorten the timeline.
• Concern that families will focus solely once. • Begin with minimally disruptive closures.
on saving their schools. • Need for multiple scenarios for • Consider larger grade bands if
• Frustration over messaging suggesting comparison. consolidating.
the SAP committee “guided” decisions • Confusion around timeline • Provide interactive boundary
when members did not help develop (implementation start vs. completion tools/dashboards.
the closure list. over 6–8 years). • Ensure closures lead to tangible student
• Requests for clearer, more transparent upgrades.
communication about process and • Clarify assumptions (e.g., larger schools =
roles. better outcomes).
• Concern about community
fragmentation (split feeders, cluster
shifts).
SAP Update 5
February Review
SAP Update 6
Community Feedback Session Questions and Comments
Academic Impact & Research Data Integrity, Forecasting, & Capacity, Cascading, & Feeder Transportation, Traffic, &
Methodology Logistics Walkability
Core questions/comments: Core questions/comments: Core questions/comments: Core questions/comments:
How will closures, consolidations, Confidence in the numbers— Where will students go—and is Commute times, safety, bus
and mixing performance levels enrollment projections, there room? operations, and local congestion.
affect student learning and methodology, errors, and
outcomes? transparency. Over-capacity schools adjacent to Loss of walk-to-school options;
near- or over-capacity neighbors; truancy risk if buses are missed.
Evidence that larger schools or Modeling inputs: birth data, infeasibility of “cascading” in the
efficiency claims translate (or do housing/permits, institutional north. Traffic impacts on busy corridors.
not) to improved learning. investment (e.g., CHOA, Druid
Hills/Clifton), homeowner tenure, Requests for concrete seat plans Safety and scheduling for younger
Requests for proof that school and students returning from and cluster-level math for students traveling farther before
closures lead to gains in private/home school. displaced students. daylight.
achievement, attendance, and
graduation. Requests for the logic, accuracy Whether whole school
claims, data sources, and cluster- communities will move together or
level utilization. be split.
SAP Update 7
Community Feedback Session Questions and Comments
Equity, Geography, & Civil Grade Banding Program Impacts (DLI, Facilities Condition,
Rights Concerns (PK–3, 3–5, 6–12) & Student Magnet, CTAE, Special Ed, Renovations, &
Safety Fine Arts, & Athletics) Contradictions
Core questions/comments: Core questions/comments: Core questions/comments: Core questions/comments:
Disproportionate impacts— Developmental appropriateness Continuity and quality of special Reconciling recent/approved
especially South DeKalb vs. and safety of broad grade bands, programs and staff. investments with closure
North—race, equity, and especially 6–12. recommendations.
community stability. Where will DLI, language
Risks of bullying/inappropriate immersion (e.g., German), Feasibility of rebuild/expand on
Risk of community decline after exposure; bus mixing of 11–12- magnet, CTAE, fine arts, SPED small urban footprints; multi-story
closures; effects on property year-olds with 18-year-olds. services go; staffing security and design.
values. transitions.
Alternatives: K–8, upper/lower
Concern about historical campuses, or prior K–7 / 8–12 Athletic facilities parity and
underinvestment and models. investment.
perpetuating inequity.
SAP Update 8
Community Feedback Session Questions and Comments
Financials, Cost Savings, & Redistricting, Boundaries, & Teacher/Staff Retention & HR Timeline, Phasing, &
Use of Funds Cluster Alignment Transitions Governance
Core questions/comments: Core questions/comments: Core questions/comments: Core questions/comments:
Quantified savings and Boundaries must be discussed Stability for staff and preserving When decisions happen, phasing
reinvestment; transparency on with buildings to evaluate real high-performing teachers. across 6–8 years, and decision
consulting/vendor costs. impacts. authority.
Layoff estimates, criteria, and
Total cost-savings goals, per- Is there a commitment to keep ability to follow students; whether Implementation pace; whether
building savings, and how funds communities within cluster. staff must reapply. moves only occur after expansions
re-enter classrooms. are complete.
Calls to redraw lines before Communication gaps creating fear
Costs of holding/maintaining closures and to publish boundary and teacher flight. Contingencies around ESPLOST
closed buildings vs. data now. funding and potential leadership
selling/repurposing. changes.
HPM scope, selection, time on Who ultimately decides and how
contract, and fees. rollout is sequenced.
SAP Update 9
Community Feedback Session Questions and Comments
Community Engagement, Building Reuse, Repurposing, Class Size, Ratios, & Staffing North vs. South Balance &
Trust, & Transparency Security, & Sale Models Historical Context
Core questions/comments: Core questions/comments: Core questions/comments: Core questions/comments:
Process concerns and requests for What happens to closed buildings Impact of consolidation on Distribution of closures vs.
authentic two-way engagement. and how reuse is student–teacher ratios and FTE. expansions and historical
funded/managed. investment patterns.
One scenario presented; inability Whether class size will
to speak publicly; short survey-to- Options: sale, repurpose (admin, increase/decrease, unlocking FTE, Why more closures in South
revision timelines. specialty programs, partnerships), and adherence to state guidelines DeKalb and expansions in the
security/maintenance during (waiver questions). north; concerns about
Requests to publish Q&A/FAQ, vacancy. resegregation and historic
provide cluster-level participation Relationship between class size underinvestment.
data, and hold north-area Avoiding blight; learning from and student performance.
meetings. GLOBE Lower campus example. Requests for proportionality and
consistency of criteria across
clusters.
SAP Update 10
Community Feedback Session Questions and Comments
Special Populations & Alternative Scenarios & Vendor, Process, and Communication Artifacts &
Student Well-Being Solutions Accountability Access
Core questions/comments: Core questions/comments: Core questions/comments: Core questions/comments:
Supports for SPED, unhoused, high Rebuild/expand on existing HPM role, RFP, comparables, and Requests for documents and tools.
mobility, and mental health. footprints (multi-story urban oversight.
design). Printable maps, dashboards with
How longer commutes affect Publish facility condition/adequacy scenarios, cluster utilization,
medically fragile students; K–8 or upper/lower campus scoring and details. methodology memos, and FAQ
safeguards for unhoused students. models; shared-site/joint campus; with all written questions.
temporary whole-school moves
SEL and mental health impacts of and then return. Ability for the community to use
more transitions (e.g., PK–3 mapping tools with demographic
model). Admin consolidation into schools, overlays.
expand Pre-K, add trades
programs, or phased timelines.
SAP Update 11
Your Questions / Our Answers
SAP Update 12
SAP Communications Plan – Guiding Principles
Students are our top priority! Feedback Phase: January 2026 – May 2026
Accessibility This plan prioritizes early communication,
intentional listening, and visible accountability,
especially for families who are not traditionally
Shared Leadership
engaged.
Clarity Without Finality Stakeholder feedback is important and will be
reviewed as part of the SAP process. While not
Internal First every suggestion can be implemented, community
input helps inform the school district’s planning and
Respect for History understanding of local priorities. Final decisions rest
with the Board of Education.
SAP Update 13
Communications Channels Completed
✓ Main Messages Media
✓ Toolkit ✓ Op-ed by Dr. Sauce and others
✓ Websites ✓ Media release at scenario launch
✓ School Messenger ✓ Pitch media for in-depth process stories
✓ 3 Newsletters
✓ Bench model spokespeople
✓ DSTV/YouTube
✓ Social Media
89 stories that reached 16 million people
SAP Update 14
Communications Channels Completed
Core Videos Meetings
✓ Dr. Sauce ✓ Principal and Interim Superintendent
✓ Person-on-the-Street Advisory Meetings
✓ The Real Cost of Empty Seats ✓ Staff Feedback Meetings (virtual)
✓ Roundtable ✓ Community Feedback Meetings (in person
✓ In the Know Podcast and virtual)
Targeted Outreach
✓ FACE Department – 15+ schools on list with
low input received prior to 3/3
✓ Community meetings/events
SAP Update 15
Community
Meeting
Data by Cluster
(Virtual)
SAP Update 16 16
Community
Meeting
Data by
Cluster
(In-Person)
SAP Update 17 17
17
Communications Channels Completed
View full report here!
February Online Feedback Survey – 2,768 surveys completed as of February 27, 2026
• Parent/guardian 59.9%
• Community member 13.4%
• School staff 12.2%
• Not provided 7.6%
• Other 3.4%
• Student 1.4%
• District Staff 1.0%
• SAP Committee 0.9%
• ES 48.5%, MS 4.2%, HS 10.7%, Multiple 21.9%, None Selected 14.7%
Primary Themes from 63.4% of all coded mentions
• Opposition to closures and community identity 24.8%
• Grade band configuration 12.6%
• Class size and overcrowding 11 %
• Student well-being and stability 8.5%
• Facility investment and renovation 6.5%
SAP Update 18
Reaching Our Audiences (March 8 - May 2026)
Round #2 Scenarios: Released March 20 at 8 am, survey closes April 12. Press Conference March 20.
Continue Prior Channels, Focus on Principal/School Engagement, and Add:
Broad Community Meetings
Virtual Community Information Sessions – Overview of scenarios for the entire district
March 23 @ 12 and 6 pm and March 27 @ 10 am and 12 pm
F2F Cluster Based Workshops @ 6 pm– Overview AND cluster specific info; interactive small groups
March 23 @ Lakeside HS
March 25 @Towers HS
March 25 @ Stone Mountain HS
March 26 @ Lithonia HS
March 26 @ Dunwoody HS
March 30 @ Dr. Ronald E. McNair HS
Targeted Community Meetings (12 Days of SAP)
District and School Leaders, and Staff Meetings (6)
Flyers, Text for Schools Signs, Events, and Athletics
SAP Update 19
THANK YOU
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