Draft Plan in Response to
2024 Comprehensive Data Review

Per Board Policy S-ASGP, every four years, the Board shall conduct a comprehensive district-wide review of data related to the Board’s Student Assignment Goals as outlined in Part One of this Policy. If the Board determines changes are needed, it will set priorities and direct the superintendent to recommend any changes to the Board’s Student Assignment Plan. The Board may review data sooner to determine if localized changes to school assignment areas are needed. This will be a metric used to evaluate whether any enacted changes have been effective.

A magnet school is a school with no attendance boundary that serves the full county. Program choice is a program at a school that also has an attendance boundary.

School capacity is calculated using state-defined standards for instructional spaces published in the N.C. Public Schools Facilities Guidelines. Gross capacity equals classroom times the # students.

This timeline reflects the structured sequence of engagement and feedback activities supporting the Comprehensive Review process. It began with planning sessions involving the Board of Education, senior district leadership, and program-specific principal teams to ensure alignment on goals, data, and considerations. Following this work, the timeline advances to broader Board discussions and a formal presentation at the scheduled January 24th Board of Education meeting. Following that meeting, a recorded overview and a feedback form will be made available to the community to ensure transparency and provide equitable access for all stakeholders. The process culminates in a series of community engagement opportunities held throughout March and early April, offering families, staff, and community members multiple avenues to receive information, ask questions, and share input that will inform final recommendations.

We will bring this information to the Board of Education on February 24, where we will outline the proposal and key goals. Following that, we will visit with the community throughout March and April to gather feedback that will help refine our recommendations. We will return to the Board of Education on April 28 for the first of three consecutive sessions presenting the final proposals, followed by the Public Hearing on May 10. Step One of the Comprehensive Review concludes on May 26, when we will ask the Board to vote on the proposal on the Superintendent's Recommendations. 

Step Two of the Comprehensive Review will begin in the fall of 2026. During this phase, we will take the Board‑approved recommendations from Step One and begin the process for implementation, including programmatic and boundary adjustments that support the program choice continuum. 

We use several key types of data to inform decisions in the Comprehensive Review. We look at growth trends and 5–10 year enrollment forecasts to understand how student populations are shifting over time. We review academic, attendance, and behavioral data to assess student needs and school performance. We examine equity and access data to see whether all students have fair opportunities to participate in programs and services. We analyze staffing, resources, and facility capacity to determine whether programs are sustainable. Finally, we consider long‑term financial and operational factors to ensure the district can support these programs into the future.

CMS currently offers 16 choice programs across 71 schools in three transportation zones. 

Early Colleges are specialized high schools, often starting in 9th grade, that allow students to earn their high school diploma while completing significant college coursework—sometimes up to an associate degree—through a structured, accelerated program. Middle Colleges, on the other hand, typically begin in 11th grade and are hosted on community college campuses, offering a smaller, more flexible environment where students can complete high school and earn some college credit, though not usually a full degree.

We completed a comprehensive review in 2024. Prior to that, the last comprehensive review took place in 2017.

Choice principals have participated in multiple input sessions. Staff have continued to engage principals through group meetings and have offered office hours to address individual questions or concerns. In addition, staff is conducting outreach sessions at each comprehensive high school, hosting six sessions per site to provide CMS staff and community members opportunities to participate. These efforts ensure ample time for all stakeholders to contribute feedback to the draft plan. The Superintendent’s Recommendations will be presented to the Board of Education on April 28.

A one‑year implementation timeline is sufficient because the plan is structured to allow for a phased and intentional rollout following approval. The first year would prioritize planning, coordination, and capacity‑building, including curriculum alignment, professional development, staffing considerations, scheduling, and communication with stakeholders. Ongoing support, monitoring, and opportunities for feedback throughout the year would enable adjustments as needed, ensuring the changes are responsive and sustainable while minimizing disruption to students and schools.

The draft plan is to help manage overcrowding. Program Choice offerings are aligned with available capacity across the district.  By providing high‑quality program options closer to where families live and using facilities more strategically, the plan supports balanced enrollment and maximizes the effective use of existing and future school space.

No. Non‑magnet schools that are not identified in the draft plan will continue to offer their current programs, including International Baccalaureate (IB), as part of their core instructional model. The proposed changes focus specifically on Program Choice schools and themes and do not alter existing programs embedded within comprehensive or neighborhood schools.

CMS recognizes that the first year of implementing a fully digital choice lottery through Parchment included challenges and learning opportunities. One specific issue involved sibling priority, which also created unintended impacts on waitlists. Those issues were identified and corrected within 24 hours. Moving forward, CMS is strengthening use of Parchment by improving system configuration, increasing internal monitoring during key lottery phases, and providing clearer guidance to families about how priorities and waitlists work. Planned improvements also include clearer instructions, and easier navigation since CMS now offers a waitlist for every school, and multiple opportunities for families to accept a seat. These system enhancements are supported by improved communication tools, updated websites, a dedicated call center, and expanded outreach to ensure families receive timely assistance and a more transparent, reliable lottery experience.
 

This plan does not convert any comprehensive high school into a magnet school. As outlined in the presentation, comprehensive high schools will continue to operate with neighborhood attendance boundaries and serve their assigned students with the exception of the current Phillip O’Beary High School, J.T. Williams and Northwest School of the Arts. Program Choice offerings, such as IB, STEM, or World Languages, do not change a school’s designation. Programs within a comprehensive model and explicitly do not impact home school feeder patterns.
 

This plan helps address overcrowding by balancing enrollment across the district rather than concentrating growth in already high‑demand areas. By offering consistent Program Choice themes in all transportation zones, families have more nearby options, which reduces pressure on schools in fast‑growing areas like Ballantyne.

This proposal is designed with equity at its core, creating a more streamlined system that directly benefits historically underserved students. By strategically reducing the number of program themes, the district can focus and intensify support, resources, and oversight for all Program Choice Schools. This enhanced focus ensures that all 185 schools have the capacity to appropriately utilize and access our core curriculum and resources. The Program Choice option is positioned not as a replacement, but as a powerful addition to an already strong core program, thereby amplifying and accelerating the learning experiences for all children, particularly those who have been historically marginalized.
 

Different data sets were used such as utilization, capacity, interest, and choice seat.

Each school in the Draft Plan has an assigned feeder school (see arrow slides) where there will be an automatic continuation. Although it is possible to be offered more than one seat through the lottery, you have to remain in the continuum to take advantage of the automatic continuation. 

Students in “terminal grades” (5th, 8th, or 12th) may stay at their current school for the year of implementation with transportation provided. Students in earlier grades can request a transfer to remain at their current school if space and eligibility allow. Students who wish to continue in a program theme will receive priority placement within their transportation zone. The district’s Student Programs, Planning & Placement team will work one‑on‑one with families who need support.

There will be no change to the partial/full designation as it stands. However, with the recommendation, our goal is for all students in any Choice program to have access to the theme regardless of the partial/full designation. 

Yes, any program change will be reflected in the 2027-28 lottery. We will continue to make improvements to the lottery process. 

Yes—consistent with the plan outlined in the presentation, younger siblings will continue to receive sibling priority, not an automatic guarantee, if they apply to the same Program Choice school and program. As shown in the Program Choice Transition Process, students impacted by program changes who wish to continue in the same Choice program receive priority placement, provided eligibility requirements are met, and space is available. Grandfathering allows enrolled students to remain through a terminal grade, but sibling placement remains subject to availability and the standard lottery priorities within Parchment, rather than a guaranteed seat.

Students who secure a seat to continue in the same Program Choice program will continue to receive district‑provided transportation within their transportation zone. Transportation is only required to be provided by families if a student requests a transfer outside of the continuation in a different transportation zone.
 

If a student chooses to switch from one pathway to another, families may request to do so through the lottery process. Placement into a different Program Choice pathway is not automatic and depends on eligibility requirements, seat availability, and lottery priorities. Transportation is not provided for voluntary pathway changes unless it is within your transportation zone. The plan is designed to create clear, consistent pathways from elementary through high school, but it also maintains flexibility for families whose needs change, recognizing that student interests and circumstances may evolve over time.

Yes. The draft plan is intentionally designed so that all three transportation zones offer the same six program choice themes as well as Early college programs. CMS is proposing to move from 16 themes into six consistent Program Choice themes. The themes are IB, STEM, Montessori, World Languages, Arts, and Early Colleges and will be offered across each transportation zone, creating clear pathways from elementary through high school. This ensures equity and consistent opportunity regardless of a student’s transportation zone.

CMS ensures students who discover new interests later still have access to opportunities by maintaining flexible entry points into Program Choice pathways at the middle and high school levels. As reflected in the presentation, students may apply to programs such as arts, world languages, STEM, or IB through the standard lottery process when seats are available and eligibility requirements are met. Students must remain in their transportation zone to receive transport or attend a full magnet program.

CMS is making several investments to ensure comprehensive schools continue to offer strong academic and enrichment opportunities. As outlined in the presentation, advanced programs such as IB, world languages, arts, and STEM are embedded within comprehensive schools, not limited to magnet sites. The plan also separates Career and Technical Education (CTE) from Program Choice, ensuring every comprehensive high school offers multiple high‑quality CTE pathways. In addition, CMS is investing in professional development, including theme‑aligned PLCs and performance‑area supports, to strengthen instruction across all schools. These programmatic efforts are paired with bond‑funded facility improvements and new schools, ensuring comprehensive schools have the resources, learning spaces, and staffing needed to support rigorous academics and enrichment for all students.

CMS will help prevent enrollment declines in magnet and choice programs, such as language immersion, by stabilizing enrollment from the start and strengthening long‑term commitment. As shown in the presentation, programs are organized into clear K–12 continuums, giving families a better understanding of expectations before enrolling. CMS is also improving outreach and communication through tools like the Endless Possibilities Fair, updated websites, and family support services to ensure informed decision‑making. Additionally, students continuing in the same Program Choice pathway receive automatic placement,  helping to maintain steady enrollment in these programs.

When a transportation zone has more than one middle or high school within a Program Choice pathway, families will have a choice, but placement is not automatic. As reflected in the presentation, students may apply to the schools within their zone through the Program Choice lottery process, and placement depends on seat availability, eligibility requirements, and lottery priorities. The outlined feeder pathways are intended to provide clarity and continuity, offering families a guaranteed pathway from kindergarten through high school. 

Cambridge will continue to be offered at Garinger, but will be absorbed into the core curriculum.

No. The lottery structure itself does not change under this proposal. Families may continue to apply to Program Choice across transportation zones through the district’s lottery system (Parchment). Transportation zones remain in place to help balance access and transportation efficiency, but they do not restrict families from applying to schools in other zones, however, transportation will not be provided outside of your assigned transportation zone. Placement continues to be based on eligibility requirements (where applicable), seat availability, and lottery priorities, consistent with current practice.

The integration of Language Immersion/Talent Development (LI/TD) and International Baccalaureate (IB) is designed to create a powerful, cohesive learning experience. The LI/TD framework will strengthen core literacy and critical thinking skills, while the IB framework will provide a rigorous, globally-minded structure for inquiry and conceptual understanding. This combination ensures students receive a strong foundational education amplified by an advanced, internationally recognized model of learning. For a comprehensive visual and detailed explanation of this, please refer to the slide deck presented to the Board of Education on March 24, 2026 HERE.

We aim for broad accessibility in our specialized programs. To attend an IB choice middle school, students are not required to have a formal qualification in Language Immersion/Talent Development (LI/TD). Enrollment is open and is typically governed by the district's choice lottery or application process, ensuring that the opportunity to participate in a rigorous, world-class IB education is available to a diverse student body.

In the Draft Plan, each theme is in each transportation zone ensuring equitable access for all.

Yes. The draft plan is designed to ensure that all three transportation zones have access to an equivalent set of Program Choice themes and advanced coursework opportunities. CMS is consolidating programs into six consistent Program Choice themes offered across each zone, creating clear and comparable pathways from elementary through high school. While specific school sites may differ, the level of academic rigor, access to advanced coursework, and quality of programming are intended to be equitable across zones so that no matter where a student lives, they have meaningful access to high‑quality program choice themes and advanced learning opportunities.

 Yes. Comprehensive high schools will continue to offer rigorous academic and enrichment. Programs such as IB, AP, Cambridge, AVID, World Languages, and Career and Technical Education (CTE) remain integral to comprehensive schools. The plan specifically separates CTE from Program Choice to ensure every comprehensive high school offers multiple high‑quality CTE pathways, and advanced coursework may be embedded into the core instructional program rather than offered only as a magnet. This ensures all students have access to challenging academic opportunities at their neighborhood high school.

If a family has a 5th grader and a 3rd grader in the 2027–2028 school year, and the older sibling is already enrolled in a Choice Program, the 3rd grader may receive sibling priority to attend that same school for the 2027–2028 school year, provided space is available.

No. Being identified as Learning Immersion/Talent Development (LI/TD) does not automatically guarantee placement in an LI/TD or IB Program Choice. LI/TD identification makes a student eligible to apply, but families must still participate in the Program Choice lottery process. Placement depends on seat availability, eligibility requirements, and lottery priorities within the transportation zone. Families who choose not to apply or who are not placed through the lottery may continue to receive LI/TD services and advanced academic opportunities within their neighborhood or comprehensive school.

Students must be LI/TD identified through CMS testing to be eligible to apply to LI/TD or IB LI/TD programs, but testing does not guarantee placement. IB programs do not require testing for entry at any grade level. Students apply through the Program Choice lottery if seats are available. In all cases, placement is determined by eligibility requirements, seat availability, and lottery priorities and not just testing alone.

Elementary, Middle and High feeder pathways were selected to provide clarity, continuity, and equity across the district. As outlined in the presentation, feeders are designed to create clear K–12 Program Choice continuums within each of the six themes, give families a guarantee from kindergarten through high school without the need to go through the lottery process again.

Board Policy ASGP – Operational Efficiency includes provisions that allow the Transportation Department to adjust transportation zones and feeder patterns to support operational efficiency and ensure equitable access to high‑quality educational programs.

• Express stop service is currently provided to all high schools and early colleges, and this will remain the operating model.
• In addition, the district will create and implement consolidated stops to support county‑wide magnet programs. A consolidated stop is a centralized location designed to reduce travel time to and from school. The student’s regular neighborhood stops based on their residence is removed, and the consolidated stop becomes the only assigned stop.
   

These changes are designed to improve service levels by reducing the total number of stops, which decreases student ride times and improves on time arrivals to and from school.

No. The attendance zone for Elbert Edwin Waddell High School will not be determined before Phase 1of the Superintendent’s Recommendation. As shown in the presentation, the current proposal addresses programmatic transitions first (Step 1 – Spring 2026). Attendance boundaries, including the zone for EE Waddell, are part of Step 2, which occurs in Fall 2026 and includes additional community engagement and a separate Board approval process. 

You are not automatically assigned to a specific Program Choice school, even if multiple schools in your transportation zone offer the same theme. As outlined in the presentation, CMS is consolidating duplicative programs into six clear Program Choice themes to improve clarity, quality, and long‑term continuity, however families retain choice. You will rank your preferred schools through the Program Choice lottery (Parchment), and placement is determined by your selections, eligibility requirements (if applicable), seat availability, and lottery priorities. The outlined feeder pathways are intended to provide guidance and predictability, not to remove family choice.

Yes. Students wishing to continue in the same Program Choice pathway receive priority placement, and transportation is provided only within the assigned transportation zone. If a student is allowed to remain enrolled but transportation is not available due to zone limits or program rules, families may choose to provide their own transportation to maintain enrollment, provided space is available and eligibility requirements are met. However, family‑provided transportation does not override capacity limits, program requirements, or lottery rules.
 

In the draft plan, Program Choice pathways are designed to prioritize strong, continuous K–12 program alignment rather than geographic proximity alone. As shown in the presentation, schools are grouped to create complete, high‑quality theme continuums within each transportation zone, while also accounting for program quality, seat availability, enrollment balance, and future bond‑funded facilities. In some cases, the middle or high school best equipped to sustain a particular program theme is not the closest campus. These pathways apply only to Program Choice options, not neighborhood school assignments, which remain unchanged. Families continue to have choice through the lottery, with transportation provided within the zone.
 

Training for staff in each of the six program choice themes will be aligned to ensure they can effectively integrate their theme into the North Carolina Standard Course of Study and strengthen the overall student experience. This training will focus on practical strategies, instructional resources, and ongoing support tailored to each theme. 

Schools that continue to offer a program choice theme will be right‑sized to ensure they receive comparable levels of support staff, resources, and professional learning. 

Training for staff in each of the six program choice themes will be aligned to ensure they can effectively integrate their theme into the North Carolina Standard Course of Study and strengthen the overall student experience. This training will focus on practical strategies, instructional resources, and ongoing support tailored to each theme. You can anticipate shifts; however teachers can choose to either become trained in the new area or be moved to continue in their current theme.

The district is committed to providing robust and continuous professional development for all educators implementing specialized programs, such as International Baccalaureate (IB) and Language Immersion/Talent Development (LI/TD). We leverage strong partnerships with established National and State organizations that currently support our IB and LI/TD programs. This collaboration ensures our training is aligned with the latest program standards and best practices, equipping our teachers with the expertise needed for successful, high-fidelity program implementation.
 

We are allocating significant resources to ensure rigorous student programming is fully supported. This includes mandatory, specialized training for all LI/TD elementary schools in both LI/TD and IB methodologies during the 2026-2027 school year. Furthermore, all program themes will receive targeted professional development and resources. This strategic investment is designed to ensure every student has the comprehensive supports needed to successfully access and thrive in all components of the program, particularly the most advanced academic elements.

We are deeply committed to the success of all students, including those with special needs. Students will receive all necessary program accommodations and individualized support as outlined in their educational plans. These accommodations are integral to ensuring they can effectively access the general education curriculum and participate meaningfully in the specialized components of the Program Choice offerings, guaranteeing an inclusive and equitable educational experience.

The presentation will be posted on our website and will include a Spanish voice‑over. In addition, translators will be available onsite during all community outreach sessions.