In April, 1996, the Guilford County Schools established an Options and Opportunities Committee to make recommendations to the School Board on two issues: (a) the types of choices and the processes for offering and expanding students and parents choices within the public schools; and (b) recommendations for the current magnet schools in light of the Magnet Schools Audit presented in January, 1996. There is a strong belief, both in the community and within the schools' teachers and administrators, that a "one-size-fits-all" school system is not in the best interest of students. This is especially true in a school district the physical size and philosophical breadth of Guilford County. But with the realization and acknowledgment that there cannot be total unlimited choice, the Committee decided on policies of "controlled choice" and "equal opportunity of choice" as their goals for recommending options and opportunities in the Guilford County Schools.

The Options and Opportunities Committee was made up of over 50 school and community individuals. The Committee read a multitude of readings and articles about choice and what options and choices other schools' are offering and had several meetings to discuss their individual and collective ideas on directions for Guilford County Schools. In June, 1996, six sub-committees were set up to work in small groups and make recommendations on the following components of a plan:

1. Geographical Divisions For Parent/Student Equity of Access to Options and Opportunities
2. The Programs, Concepts, and Components of Options and Opportunities
3. The Application and Selection Criteria and Process for Schools To Become Option/Themed Schools
4. Any Non-Negotiable Item(s) That the Sub-Committee Thought Absolutely Had to Be a Part of the Plan

One over-riding concern of the Committee was that all schools should be effective schools emphasizing achievement, equity, learning, and continuous improvement. Parents and students should not have to be exercising options and choices trying to find a "good" school. Options and choices are for creating additional goals, contexts, and/or emphases. We must strive for and obtain the goal that all Guilford County schools are excellent schools.

Component One: Geographical Divisions For Parent/Student Equity of Access To Options/Opportunities

1. Zones of Choice would be established for geographical divisions and be based on high school feeder patterns to ensure continuity of choice and curriculum. There may be more than one high school within a "choice zone", and every effort should be made to equalize choices across the zones. Therefore, controlled choice is defined as open choice within DEFINED zones. It is recommended that choice zones be established with a target of balancing student population numbers, racial diversity, socioeconomic conditions, and urban/rural settings. Community development patterns and county demographics should be a part of the decision-making in these choice zones. Quadrants are not recommended for establishing choice zones.
2. There would be a strong commitment to honor diversity across and within choice zones.
3. If any school applies and is designated as a Option/Magnet school, that school's student attendance population zone should not exceed 20% of the total student population.
4. Transportation would be provided to students to any Option school within the choice zone in which the student lived. Transportation to any Option/Themed school in other choice zones would be parental responsibility. One exception to this rule would be if a school were to be designated as a "magnet" program school. In that case, parents could receive transportation from the choice zone as well as a neighboring zone (a choice zone that is geographically adjacent to the choice zone of the "magnet" school). Establish a realistic transportation budget based on transportation time, objective cost and impact data. The highest priority should placed on eliminating contract transportation service for accessing choice. Distance and travel time currently make guaranteed options unrealistic in the peripheral areas of Guilford County. Fewer facilities and a decreased population create significant obstacles to choice options. Redistricting and having feeder school zones may equalize opportunities and provide more options for more people.

Component Two: Programs, Concepts of Choice Options

1. Priority recommendations within this component include:
   (A) reasonable equitable access to programs of choice
   (B) continuity of thematic programs/concepts K-12
   (C) schools' staff must have "ownership" of program/concept
   (D) criteria must exist on why/how a school becomes "Option School"
   (E) quality staff development for teachers and principals toward the program/concept
   (F) an evaluation plan and process focused on continuous improvement, and
   (G) programs/concepts be offered broadly and equitably within and across the choice zones.
   
2. All schools in Guilford County must have prioritized goals of equity, learning, high achievement, and continuous improvement. Option schools add two other goals. Those two goals are (a) to offer their curriculum through a thematic concept or program, and (b) for a certain percentage of their students to attend because of choice for that thematic concept/program rather than because of where the students live. Magnet schools have the additional goal of increasing racial diversity. The graphic below illustrates these priorities based on type of school.

   Priority Goals

   All GCS Schools	Option/Themed Schools	Magnet Schools
   1. Learning for all students 2. High achievement 3. Continuous improvement 4. Possible thematic program	1. Learning for all students 2. High achievement 3. Continuous improvement 4. Possible thematic program 5. % of students by choice	1. Learning for all students 2. High achievement 3. Continuous improvement 4. Possible thematic program 5. % of students by choice 6. Increase racial diversity

   
   
   It is important to distinguish the differences between the types when establishing programs/concepts. Five of the six sub-committees recommended that each choice zone have schools from all three categories. One sub-committee recommended that all schools in GCS be Option/Themed schools or magnets by controlled choice within the zones.
   We recommend only one theme per elementary school, and only one theme per magnet school no matter what level (elementary, middle , high) of school.

3. Within each choice zone, there should be choices of themes for programs/concepts provided on the basis of market research, demand, and according to space availability. We must be prepared to expand successful and popular programs and reduce or eliminate unsuccessful or unpopular programs. Success would be determined by criteria matched to the goals in Number 2 above.

4. To ensure continuity of program/concept and of the curriculum, we recommend programs/concepts run from elementary schools, through middle schools, culminating in high school at graduation. Based on studies of successful schools in other districts across the nation and our own history, we recommend the following:
   
   
   

   Elementary Schools: Based on Themes/Philosophies or Organization
   Examples might  include:

   Philosophy	Theme	Organization
   Open Traditional	Communication Global Studies A+ (integrating fine/applied arts) Classical Language Immersion Montessori	Year-Round/Extended Multi-Aged Classrooms After-School (ACES) Summer Enrichment

   
   
   
   

   Middle Schools: Curriculum Strands or Concepts
   Examples might  include:

   IB Prep Science/Math Global Studies (includes languages) Communication Classical Professional/Occupational Exploration Cultural Arts

   
   
   
   

   High School: Centers for Advanced Curriculum/Concepts
   Examples might  include:

   International Baccalaureate World Studies (Language...cultural) Technical (computer sciences, math engineering, graphic design, science, medical, architectural, etc.) Liberal Arts/Humanities/Social Sciences (visual and performing arts, human development, life sciences, family studies) Leadership/Management/Business Communications (print & electronic journalism, video, creative writing, Public speaking and debate

   
   
   
   These examples are not meant to be inclusive. They are examples of how other school systems have coordinated developed concepts and programs from kindergarten through the 12th grade to ensure continuity of choice and curriculum. Other recommendations might include:
   a. "Lighthouse" schools: cutting-edge schools set up to try new, innovative strategies, projects
   b. "Super High Schools": offering flexibility and choice
5. If a school or group of parents considers organizational alternatives such as extended year and year-round school, there should be thorough research for cost, feasibility, and academic effectiveness/productivity of the program before implementation. If these programs cannot be justified financially for GCS, then the organizational alternatives may exist, but may have to be self-supporting financially (for example the ACES after-school program or possibly the extended-year and year- round options.
6. In order to assure as much success as possible, we recommend a three year commitment to any new program/concept and a corresponding commitment to the success of the program at a school, both by the school system and by the school staff and parents. These commitments must include: a. Quality on-site administration b. Quality teachers and staff c. All training for principals and teachers must occur before site opens as an Option/Themed or magnet school (for instance, creating a pool of trained Options/Opportunities principals and/or assistant principals) d. Both school board and central office endorsement/support and central office coordination
7. Schools who elect to become Option/Themed schools must have a committed staff to that theme or program. Therefore, if any staff member cannot fully support the program and subsequent staff development, that person should be allowed to transfer without negative consequences.
8. Technology should not be the sole focus of any program. All students in GCS should have the opportunity to become technologically literate. Additionally, maintaining a state-of-the-art program is too expensive and equipment is quickly outdated.
9. As the graphic on page 5 illustrates, magnet schools are Option schools but with the additional goal of racial diversity. For this goal to be accomplished, the district may have to designate schools as magnets rather than let schools/parents self-select. Some decisions must always be made for societal interests, not just local interests. If Guilford County Schools sets a goal of racial diversity and balance for a particular area/school, then the following set of criteria are recommended: a. Assigned attendance zone of 0% - 20% b. Identify criteria (such as student population, building capacity, faculty commitment) to be used locally for possible magnet sites and a rationale for why a particular school must be so designated c. The magnet site location should focus on correcting imbalances of too high a percentage of majority and minority populations. The assumption of only correcting too high a minority population is inaccurate and limits potential outcomes. Through redistricting and by balancing choice zones to reflect racial populations of Guilford County as a whole, Guilford County Schools may be able to limit the need for traditional magnets. d. Due to the unique nature of magnets and reasons/rationales for their establishment, GCS must pay particular attention to continuous evaluation and level of support of magnets. e. There should be no more than one theme/program at an elementary school.
10. Any plan for implementing Options/Themed schools and programs must include the priority recommendations listed in item 1 of this section. To reiterate: (A) reasonable equitable access to programs of choice (B) continuity of thematic programs/concepts K-12 (C) schools' staff must have "ownership" of program/concept (D) criteria must exist on why and how a school becomes an "Option/ Themed school" (E) quality staff development for teachers and principals toward the program/concept (F) an evaluation plan and process focused on continuous improvement, and (G) programs/concepts be offered as broadly and as equitably as possible within and across the choice zones according to building and faculty constraints.

1. We recommend one director with sole responsibility for coordinating and administering the Options and Opportunities Program. The administration should make this a full time commitment.
2. We recommend an Options Leadership Team to work with schools to develop their focus themes/concepts/programs and administer the application process. The director of the program should chair this team. The team should be composed of administrators, principals, teachers, and parents. A few members of the Options and Opportunities Committee will be members of the Options Leadership Team.
   The Team will manage:
   • school application process
   • student application process
   • program evaluation process
   • active research in educational innovations
   • communication and public relations for all Option/Themed schools
   The Options Leadership Team will be given quality orientation with clear expectations and outcomes. The orientation will include information on national options and innovations, organizational timeline, group process training with a neutral moderator. Once the Team begins its work, administrative support should be provided in the form of meeting space, secretary, and copy machine.
3. The Options Leadership Team will establish a list of criteria that a school must meet before application to become an Option/Themed school. The team will also establish a list of targeted criteria for magnet schools and areas for possible magnet schools. Magnet schools should be more highly funded due to the additional goal of increasing diversity.
4. Publicity, public relations and public surveys of programs of interest to parents/students should be directed from the Leadership Team, but should be contracted to experts in the Guilford County area. This is especially important during the first three years of the program when dissatisfaction with the PR program for the current magnets is highest and we need to "get the word out" about the new Options and Opportunities available. All surveys about public interest should be set up by professionals to ensure the broadest participation.
5. Parents must be involved at the school site during the school planning process and on the Leadership Team as the Team outlines the school and student application process.
6. All Magnet Schools and Option/Themed Schools must be notified by November 1 of the school year PRIOR to becoming a school of options and opportunities. Therefore, the application process should be set with that date in mind. The November 1 deadline will ensure that the schools have enough time to train staff and obtain essential materials.

1. All Guilford County Schools should have the priorities of (a) learning for all students, (b) high achievement, and (c) continuous improvement.
2. Any plan must have a commitment to:
   • Quality teaching and learning
   • multi-cultural literacy
   • appropriate staff development and principal training
   • multiple appropriate, rigorous, and continuous assessments/evaluations
   • adequate and continuous resource allocation for success
   • flexibility in teacher transfers
   • exemplary building leadership
3. Schools with Options/Themes or Magnet Schools must establish a continuous evaluation process on the first three priorities and the evaluation of the Option/Theme or Magnet Program to ensure accountability and quality. Evaluation will include achievement scores but must include other criteria of quality.
4. Reasonable choice for all...parents, students, and school staff.
5. Centralized support and commitment from the administration and school board must be provided for staff development, principal training, public relations, and recruiting.

The Options and Opportunities Committee strongly urge that the school board charge the administration to begin immediately planning the 1997- 1998 magnet school program. The plan should implement the recommendations of the Magnet Program Audit and recommendations from this report as soon as possible.

We recommend funding for one more year those magnet programs showing academic and diversity success. We recommend not funding for the 1997- 1998 school year those programs not having clear evidence of success. We acknowledge that some schools in the old program have already made efforts to change their programs and others are investigating possible changes. Schools should be allowed to continue investigating, but all changes should be funded (if they include options/magnets) by going through the recommended application process outlined in this plan.

In the strongest words possible, the Committee believes if we do not act quickly and "get on with it", there will be very few instances of successful magnet schools left in Guilford County Schools.