Redistricting

Yes. This fall, you received your child's school assignment for the 2025-26 school year and beyond. As we have done during past redistricting projects, we are providing a process whereby parents/guardians of children currently in grades 4 and 7 can apply for their children to remain in their current schools for the upcoming school year. Please note: parents/guardians must provide transportation, siblings of students in grades 4 and 7 are not included, and requests should be made with the assumption that many teachers and/or classmates may also be moving to new schools for the 2025-26 school year. 

If you would like your child to remain in their current school, please visit your child's school during school hours to complete a request form. This process opens on Tuesday, January 7, and must be completed no later than 4:00 pm on Friday, February 21. 

If you have questions, please call your school office.    

The #1 factor considered was what is best for students. That was the driving factor for the Redistricting Committee and for our School Board. We started the Redistricting Committee by having those in attendance outline their priorities. The Top 5 were all focused on keeping students’ best interest in mind.

The Committee's priorities were:

1. ensuring we had sufficient bus drivers to transport students,
2. balanced school sizes to provide equitable programming for students,
3. balancing demographics across schools,
4. maintaining a feeder system so that students transitioned to middle school with their friends from elementary,
5. and maintaining neighborhoods so that students attended school with their friends.  

Students were at the center of every recommendation from the Redistricting Committee and the primary consideration of the School Board as they weigh the feedback from the Committee. If you’d like to hear some feedback from those who participated in the Committee, watch this short video.

Yes – that was the goal we shared with the Redistricting Committee at the outset of their work. As a part of this redistricting process, ACSC utilized a demographer who supports schools in projecting growth relative to new boundary maps. We have not done this previously and this has helped us make plans that should reduce the likelihood that we need to redistrict again in the near future. Additionally, as new neighborhoods are approved, we would follow our same practice of reassigning those neighborhoods to other schools that have more capacity if needed. For example, Evergreen will open with additional capacity with the intention that new neighborhoods may be assigned to Evergreen in the future.

Yes! Avon’s schools are more aligned than they have ever been. Curriculum is consistent across all schools and our administrators and teachers have worked to ensure equitable programming, supports, and experiences regardless of what school your child attends. Every school has special education and multi-lingual services, counseling and social work services, an instructional coach to support staff development, and related/performing arts. Each school certainly has a unique culture and we welcome that – but the overall experience for students is very similar from school to school.

Student enrollment is expected to grow by 500 students in the next decade, and our enrollment has grown by more than 2,200 students since we last opened a new school in 2010. It is necessary to build a new middle school and renovate and/or expand existing schools to provide enough educational space to accommodate growth. 

With the help of student, staff, and community input, district leaders selected the growth model we're pursuing in December 2022. Visit our strategic expansion webpage for more information about how this growth model was chosen and what it entails.

Strategic Growth Webpage

This redistricting process will affect our elementary, intermediate, and middle schools — grades k-8. 

November 11.

We do not have a list of possible vs. impossible.  However, there are parameters we’re trying to stay within.  For example, federal regulations require no more than 15% difference in socio-economic status between schools.  We also have target starting school sizes (500-600 for elementary schools; 800 for middle schools).  Other parameters will be determined through the process.

We don’t have the list broken down.  At our first meeting, it was clear that there were representatives from elementary, intermediate, middle school, and high school.  There were also representatives of both parents and staff members.  Of the individuals who signed up for the committee, 81.2% were parents/caregivers, 10.7% were ACSC employees, 6% were Other, and 2% were Students.

Yes, if there is capacity.

Some of the factors/priorities we have discussed may be linked to student achievement (class sizes, etc.) and that has been a key priority for our district since the 2018 referendum. However, other factors/priorities are not directly tied to student achievement (ride times, etc.). It would be challenging to link these different factors/priorities directly to academic outcomes because there are many other factors and variables involved.

We are aware that there may be a small number of students who may fall into this category, but do not know exactly how many. We are fortunate as a growing district to have had minimal redistricting impacts in recent years and will work hard to ensure that students and families feel supported transitioning to new schools. Our schools are all very aligned in curriculum and instruction to ensure that experiences for our students are aligned regardless of school.

The majority of students who are attending a different school than their home school are a result of being a child of a staff member. There are also some out-of-district students who have been grandfathered from previous years when we accepted transfer students. There are very few approved hardship transfers where a student is attending a school other than their home school.

Professional Learning Communities (PLCs) have been a district-wide focus for ACSC for the last 4 years. They have been essential to gains in student achievement and ensuring consistency across our curriculum and instruction in schools. Teachers have set aside time built into their schedule where they are collaborating around 4 structured questions: 1) What do we want all students to know and be able to do? 2) How will we know if they learn it? 3) How will we respond when some students do not learn? 4) How will we extend learning for students already proficient?

PLCs in Avon meet every Wednesday and in most cases include teachers at the same grade level/subject area and same school. There is often collaboration across middle school PLCs at different buildings. North and South are more aligned than ever because of their collaboration across buildings and that often occurs during their designated PLC time. That will remain even more important as we transition to a 3rd middle school.  At the elementary level, PLCs occur across schools in areas such as related arts (PE, Art, Music) and some of our special education programs (STRIVE and IMPACT).  Having schools with similar start/end times, or limiting start/end times at the elementary level to just 2 tiers, helps support that high level of collaboration.

Yes! We plan to have open houses and meet the teacher nights before school starts.

The ACSC School Board has prioritized being involved in every redistricting meeting and has had 2 School Board members present at every meeting. School Board members wanted to participate in order to have first-hand experience with the feedback of the committee and additional context and information prior to making this important decision. At every School Board meeting, there is an opportunity for public comment that would provide additional opportunities for any individual to share information. Prior to the School Board making a decision, they will receive a summary of all the various inputs received, including information from the Redistricting Committee, a summary of a community survey that will be distributed prior to Fall Break, and feedback from the demographer. They will consider all information in making a decision.

Yes. This will be a part of Meeting #6.

Most students with disabilities will attend their boundary school and would follow the same guidelines of all other students. Because of the unique needs of Strive and Impact programming, specific schools have been designed with these programs in mind. Students who require this level of support will be assigned to a school that offers a specialized program to meet their needs. Any exceptions to that would be in unique circumstances addressed through the Director of Special Education and the Assistant Superintendent.

In either model, there will be designated schools that support STRIVE. Those schools were identified over a year ago so that we could intentionally design spaces to accommodate the unique needs of students in that program.  At the K-5 level, Cedar, Hickory, River Birch, and Willow will have the STRIVE program.  At the 6-8 level, AMS North and AMS West will have the STRIVE program.

All K-5 schools that will have the STRIVE program were placed in the same start/end time tier to allow for shared support services (Speech, Occupational Therapy, Physical Therapy, etc), as well as allowing greater teacher collaboration among schools.

A primary focus of the Redistricting Committee was to balance demographics across all schools.  In order to do that, some neighborhoods are not assigned to the school closest to them.

A key priority of the Redistricting Committee was to balance demographics across all schools.  To accomplish this requires boundary lines that are structured in the way reflected in our models. This is a consistent approach that most other school districts have taken in order to adequately balance demographics at all schools.   

A guideline we established with the Redistricting Committee was keeping variance between different demographic factors at 15% or lower.  This is consistent with federal guidelines related to socio-economic status between schools.  At the bottom of each model, you can see the variation in demographics that the Redistricting Committee considered and every model recommended falls within that guideline.  In order to achieve that balance and maintain a feeder system from elementary to middle school, the maps draw from different neighborhoods around the community. 

We held community meetings discussing middle school athletics during the 2023-24 school year and received positive feedback about proposals for changes as we plan for 2025-26. For basketball, volleyball,  cross country, track, and tennis there will be no changes and those sports would be offered at all 3 middle schools. For baseball, softball, football, golf, and wrestling we will have combined teams. In our current structure with 2 middle schools we have combined teams for baseball, softball, golf, and wrestling. We will also be adding soccer for the 2025-26 school year. Even with combining teams, we anticipate an increase from 845 student-athletes at the middle school level to 1,144 in 2025-26.

Right now, the administrators assigned to each school are planning to stay at those schools in 2025-26.  However, there can always be changes as we head into Spring and Summer.  Following the School Board’s decision on November 11, we will begin a Redistricting Survey process with our teachers where they can indicate their preferences for 2025-26.  There will be staff changes at all K-8 schools.

On November 15, all parents will receive a ParentSquare message from ACSC that indicates what their assigned school will be for the 2025-26 school year.

The boundary for Avon Community School Corporation is Washington Township. Plainfield has annexed some parts of the southern edge of Washington Township – meaning about 10% of ACSC students have a Plainfield address. However, that area of our community has always fed to Avon Schools. We also have students with addresses in Danville, Brownsburg, and Indianapolis that are part of Washington Township and as a result attend Avon Schools.

At our next session, we will present the feedback from the committee on which models ranked highest in alignment with our top priorities.

STRIVE/IMPACT boundaries are determined by their program location.  Satellite programs will be offered at specified schools that have been designed for those programs.  There are typically not enough students to justify a program in every school.

All students are included in their boundary school based on their address. As discussed in meeting #2, STRIVE and Impact will have satellite programs. There will be a very small number of students not attending their home school because they require one of these specialized programs.

Since our successful 2018 Referendum, our class size targets for kindergarten are at 22 students/class and grades 1-8 are at 25 students/class. Our STRIVE and Impact classrooms will never approach those levels. Their class sizes are always lower due to the higher needs of students in those programs. As we have planned for our 2025-26 structure, we have strategically placed both of those programs at specified schools which accommodates future growth.

Yes.  See below.  While this option would keep the overall enrollment numbers around 800 students (which is our target), the demographic ranges exceed where we want them to be. The range of socio-economic status between the three schools would be 19% and our range of ethnicity would be 21% (our target was less than 15% variance). This model would also create challenges in maintaining elementary feeders.

While we are trying to separate the boundary conversations from start/end time conversations, they do impact one another from a transportation standpoint. Any model that has been presented will work with various start/end times.

This information will be provided at Meeting #3.

No. The numbers are based on enrolled students currently living in those boundaries.  Accounting for potential students from developing neighborhoods is done by looking at where we’ve assigned those neighborhoods and the work of the demographer that will project forward based on our boundary lines.

We were attempting to balance demographics and enrollment. When we send models to the demographer, he will account for growth and tell us whether any models will not work long-term. We also have the capacity to move new neighborhoods to different boundaries in the future if needed.

In previous redistricting efforts, Avon Schools has completed the process in the Spring. However, we moved the process earlier to allow families and staff even more time to make plans. In addition to other child care resources available in the community, ACSC partners with Washington Township Parks to provide before/after school care at our elementary schools. That will continue for the 2025-26 school year. More information can be found here.  Once a model is approved, Washington Township Parks will update information in preparation for the 2025-26 school year.  Their program allows for drop-off as early as 6:30 am and pick-up by 6:00 pm.

Living in Indiana, there are several months – particularly in the winter – when it is dark for significant periods of time. Through the process, the Redistricting Committee considered this at multiple times and in multiple conversations.  If you review the Strengths/Challenges that the Redistricting Committee considered for both models and for both start/end time scenarios, this was a factor that was heavily considered. Adjustments were made as a result:

• The north-west corner of the district which is the most rural was assigned to Evergreen so that it was in the 2nd tier of start/end times. This area of the district does not have much streetlighting and includes the most rural of our country roads. 
• In discussing Scenario A with earlier elementary start times, one strength that was considered is that elementary students tend to have more adult supervision at the bus stop than middle school students.  By some, this was viewed as a positive of Scenario A in the context of darkness in the mornings at bus stops. 

This is our structure currently with AMS North and AMS South being on the third tier. Regardless of start/end time, most competitions at the middle school level happen after 5:00 pm (if not later). If an earlier start time were in place for middle schools, parents would need to bring their child back to school or the district has to provide supervision for students between the end of the school day and the time of the competition. Even if school ended earlier, competitions are not scheduled earlier as a result of accommodating coach schedules, parent work schedules, and etcetera.

No. There will be no impact on PLCs. We currently have PLCs in all schools K-12 and when those occur is adjusted based on start/end time. For early start schools, PLCs happen after school. For late start schools, PLCs happen before school. This is how we operate currently.

While we are trying to separate the boundary conversations from start/end time conversations, they do impact one another from a transportation standpoint. Any model that has been presented will work with various start/end times.

It will not. Before and after school care will continue to be offered at all elementary schools from 6:00 am to 6:00 pm every day.

Three-tier transportation means one driver runs three routes in the morning and another three routes in the afternoon. This means school start times have to allow one driver sufficient time to run three routes.

The American Psychological Association (APA) research that we shared regarding the adolescent brain and school start times states the following on the impact to younger students: “In general, though, it’s easier for young kids to get used to going to bed and waking up earlier, since they don’t have the biological pressures of puberty fueling their sleep drive. Moreover, while teens benefit from later start times, elementary students don’t seem to suffer negative effects from earlier schedules” (https://www.apa.org/topics/children/school-start-times). Research supporting later start times for adolescents typically includes grades 6-8 (middle school).

No. We have relied on research from the American Academy of Pediatrics and American Psychological Association.

Yes.  We did create an option with Avon HS in the first tier, but we did not bring this scenario to the committee due to the clear feedback in our last meeting about start and end time priorities.

Willow and Evergreen are on different tiers in both Scenario A and Scenario B. Cedar and Hickory both have special programming (STRIVE) and our desire was to keep them on the same tier to support teacher collaboration, professional development, and shared specialists. We aren’t able to do that for all special education programming, but we prioritized keeping the program for students with the most significant needs on the same tier. Traffic out of Cedar and Hickory is more easily managed than traffic out of Evergreen and Willow. At Evergreen and Willow, traffic frequently backs up at the roundabout at Avon Avenue and also at US 36.

This was reviewed at Meeting #4.  If we shifted the early start schools back 30 minutes later, the third-tier school times would be 9:50 am to 4:40 pm meaning students would not get home until after 5:00 pm.

Yes. Part of why we are doing this process earlier than previous redistricting processes is to provide 8 months of notice for planning. Like all industries, staffing is a challenge and Washington Township Parks will likely continue to have staffing challenges, but that will be the case in any model.

We could explore this with Washington Township Parks, but the concern is that there would not be enough interest to justify a program.

In Scenario A, Tier 2 already has the most buses of any tier (66), so adding an additional school would increase the number of buses needed and be counter to the priorities we established in our last meeting.

Each year, we essentially survey all parents in the Returning Student Registration process asking if they plan to transport their children. Our route counts in these scenarios are built around past trends in the numbers of students who utilize the bus for transportation at each school. The number of parents who transport their children will vary over time, but the transportation department has accounted for general trends in determining how many buses are needed in each tier.

Gym space is always an issue.  However, if the middle schools are on an earlier start time, it provides more availability of gym space after school before games begin in the evening.

That is going to be very dependent on each family’s individual schedule.

The goal of the Transportation Department is that total ride time for any K-8 student be 55 minutes or less round trip. That will continue next year in either model selected. In most cases, transportation runs a “first on, first off” schedule – meaning if the morning ride is longer, the afternoon ride is shorter.

Intermediate Schools currently operate on Tier 1 start time and have the earliest school start times. Currently, our earliest pick-up for an intermediate-age student is 6:30 am and we anticipate maintaining that in Scenario A for elementary start times or Scenario B for middle school start times.

We have no plans to do that at this time.

It’s not so much about the buses as it is having enough bus drivers.  There is a state and national shortage of bus drivers.  A driving factor for us in determining redistricting and start/end times is to reduce the number of routes needed simply to ensure we have enough drivers to transport our students.

Yes. Some of the models we have considered allow for more walking capability in the future than others.

Yes. We are always trying to balance efficiency for transportation with walking distance to bus stops. 

Currently, we are able to optimize bus seats within each level of school. To mix grades on the bus, we’re still transporting the same number of students on the same number of buses – but the school start/end times must match up. Our new structure will be more efficient than our current routes because we currently run an entire tier for just two grade levels at the intermediate level. We also know some parents would be concerned about mixing levels on the bus.

When we complete school building projects, sidewalks are included due to town ordinance. Beyond school projects, sidewalks are determined by the Town of Avon. With every new residential development that comes before the Town of Avon, Avon Schools meets with the developer and the Town to determine possibility of sidewalks, bus stops, and other factors that impact transportation.

Following the work of this committee, all staff (including bus drivers) and all parents will have the opportunity to share feedback on a survey. The feedback we often receive from drivers is they like the flexibility that is available during mid-day in between routes. That will continue in any model. Bus drivers are paid based on number of routes driven, so they make more money driving a three-tier route than a two-tier route. Many drivers prefer three-tier routes for that reason.

Every year we compare bus driver pay to surrounding districts and our pay is very competitive. We also offer our bus drivers full-time benefits, including health insurance (which some schools do not do). The challenge is that schools aren’t as competitive in pay as private companies but require the same CDL license (ex: semi drivers, FedEx, trash companies, etc.). We are competing with those companies for drivers, and while our pay will never be comparable, our schedule is much more flexible (working 180 days, etc.).

We are constantly recruiting bus drivers to simply maintain capacity of our current structure and to have adequate sub drivers.  The bus driver shortage is not unique to Avon or to Indiana.  This is a national challenge.  We have increased bus driver pay, provided referral incentives for staff who recommend ACSC to someone with a CDL license, provide free CDL training, held job fairs/community events where those interested can test drive a bus, and highlighted bus drivers in local and state media outlets. If you or someone you know is interested in applying to be a bus driver please visit our HR webpage.

Human Resources

We currently run 188 Gen Ed routes. If those 188 routes were divided among just 2 tiers, that would be 94 routes per tier (requiring 94 buses and drivers).  We currently run 68 buses and hope to reduce to 63 next year if we can increase the number of 3-tier routes. If we only ran 2 tiers next year, we would need 31 additional buses and drivers. See the next question regarding four and five-tier transportation.

Three-tier transportation maximizes the amount of drivers necessary in the least amount of time. Adding four or five-tiers would require additional drivers. Our transportation department has explored various options like this in the past. Gary Schools, for example, has been on a four-tier schedule that leads to multiple different start/end times. Because of the varied start/end times, they had to provide additional supervision in gyms for large number of students until school started.

Our priorities in our current structure and planning for our next structure are to have like-schools on schedules that are aligned (middle schools on the same tier; elementary schools only on two tiers). We regularly have professional development that pulls teachers from various schools and having them be on aligned schedules is important to maximize that time.

The goal of the transportation department is to transition to a full three-tier structure that will reduce the number of drivers needed and allow for increased pay for more of our drivers. Adding more 2-tier routes will not support that.

Starting in the 2021-22 school year, Carmel went to a three-tier schedule and implemented “no bus zones” which are a one-mile radius from the school. Bus transportation is not provided to those areas. They did this in reaction to the school bus driver shortage and to accommodate the most number of students effectively. According to Carmel’s Transportation Department, they currently have about 7,000 students in the required “no bus zones” (out of a total enrollment of about 16,000 students).

Carmel also implemented a walking area of up to .5 miles for students to walk to a bus stop to further maximize routes and drivers. In ACSC, our general guidelines for walking to bus stops are: 

• K-6: 1,000 feet to bus stop (1,200 if on a cul-de-sac or dead-end street) 
• 7-12: 1,500 feet to bus stop (1,800 if on a cul-de-sac or dead-end street) 

Some districts have implemented “global stops” – meaning one stop at the front of the neighborhood for the entire neighborhood.  This is another option that would allow for slightly less time between tiers.

For the purposes of our conversation, we have focused on Gen Ed buses. However, our transportation department accounts for special education transportation to those schools who house special programs.  Special transportation is included in a student’s individualized education plan (IEP) and is a required service that we provide.

No. We have relied on research from the American Academy of Pediatrics and American Psychological Association.

In most of these situations, these are students who have a disability and their individualized education plan (IEP) requires services and programs at those locations (School for the Deaf, School for the Blind, DAMAR, St. Joseph’s Institute for the Deaf, etc.). As a result, the school district is required to provide transportation.

As Area 31 has expanded its offerings for more career/technical education opportunities, more satellite locations have been added and require additional transportation. We are also required by federal law to transport students who are homeless regardless of where they are living to ensure that school remains a stable place for them.

In previous redistricting projects, we have allowed parents to transport their child to their previous school in order for the student to remain there for the last year at that school. That may be a consideration in this redistricting as well.

That has not been our past practice in previous redistricting and it would make balancing school enrollment and demographics very challenging. It would essentially negate the demographic study that we have had completed because the projections would no longer be accurate. By allowing just the top grade level to do that in the past, we knew our projections might be slightly off the first year, however it was limited to just one year.

We have not to this point.  We do not have consistent sidewalks in our community to support increased walker zones. We also believe many parents would struggle with global stops and walker zones, so we have tried to come up with alternatives. There may come a time when these have to be explored, but we are not considering them now.  As new developments come up, ACSC meets with developers early on to establish sidewalks and possible walking areas to allow more options for this in the future.

In our current structure there are elementary schools on the same tier with the high school at Tier 2.  There are fewer high school bus stops than there are elementary bus stops which helps.  In the three years that we’ve had our current structure, our Transportation Department hasn’t received any concerns/complaints about this.

You can view all school demographics at https://indianagps.doe.in.gov/Search.

Our demographic study projects that we can support one high school in our community.  The current project at Avon HS will support 4,000 students.  We have capacity to expand further if needed.

Right now, that area of our district does not have sufficient utilities for residential construction. However, over time, utilities will likely make their way to that area. There is a process through the Town of Avon where any property can be requested to be re-zoned from agriculture to residential.

No. The numbers are based on enrolled students currently living in those boundaries.  Accounting for potential students from developing neighborhoods is done by looking at where we’ve assigned those neighborhoods and the work of the demographer that will project forward based on our boundary lines.

Capacity numbers can be misleading because they assume every single classroom in every school has the maximum number of students – which is not the case.  However, our capacity numbers by school are: 

• Pine Tree, Sycamore, Hickory – 610 students 
• Maple, Cedar, River Birch, Willow – 757 students 
• Evergreen – 904 students 
• MS West – 987 students 
• MS North, MS South – 937 students

Current/new home capacity isn’t very helpful to us because we’re interested in homes that yield school-age children. Previous demographic studies have identified that a new home on average typically yields 0.8 school-age students. Apartments yield even fewer school-age students. That’s why we’ve engaged a demographer to review our final models and project forward. You can view the full demographic study on our website. 

2024 Demographic Study

The number of elementary students requesting to be walkers versus those at middle school/high school? Just like being a car-rider, you don’t have to request to walk to school.  That’s a decision that is made by families.   

What is the correlation between socio-economic status and transiency?  We do not have that data. 

Model 3 has large variance between ranges in demographics between middle schools to elementary schools.  Will this yield impacts in student behavior, discipline issues, etc.? There are variances in every model. There is no model that is perfectly balanced at all levels. We have consistent approaches to behavior management and discipline across all levels.

What is the number of move-ins and move-outs within the district last year? For the 2023-24 school year, we had 830 students move out and 1,024 students move in to our district.

What is the percentage of students living together? During the last school year, we are aware of 36 families that were “doubled up” and living together. There are likely more, but that is how many we were made aware of. 

What is the maximum ride time and what is the average drive time? Our maximum route time for the driver is around 50 minutes (due to our 3-tier schedule). In most cases, students are “first on, first off” — meaning: if a student’s ride is longer in the morning, it’s shorter in the afternoon and vice versa. On average, our students’ ride time is about 40-45 minutes round trip. All of our models would allow us to keep that approximately the same.

What is the percentage of students who are walk-eligible? Right now, we don’t require any students to walk to school. That is a parent decision. 

Yes – 800 is our target for opening enrollment for 2025-26.  All three middle schools have capacity to grow to 900+ students in the future.

Out of 7,014 K-8 students, looking at the factors we’re balancing in demographics (Free/Reduced Lunch, Ethnicity, and Multi-Lingual), there are: 

• 2,240 students meet none of those criteria (32%) 
• 1,718 students meet 1 criteria (24%) 
• 1,992 students meet 2 criteria (28%) 
• 1,064 students meet all 3 criteria (15%)

Currently only three schools have computer as a related arts. These are our largest schools (River Birch, Maple, and Cedar) and is a result of needing more specials classes due to the large number of sections at those schools. When our elementary schools become more balanced, the additional special is not needed and computer science standards will be integrated into Innovation and Library. That is what is currently happening at Sycamore, Hickory, and Pine Tree.

The Innovation class that was referenced at the elementary level is STEM.  You’ll likely hear that class referred to both ways.

In 6th grade, students choose band, choir, or orchestra. All students will take the other four nine-week encore classes. 

In 7th grade, all students will take PE. In addition, 7th grade students will choose electives for three semesters. (If they continue with band, choir, or orchestra, that will be two of their semesters.) 

In 8th grade, students will choose electives for four semesters.  If students continue with band, choir, or orchestra, that will be two of their semesters.  If students are in Spanish, that will be two of their semesters. 

Each student’s individualized education plan (IEP) outlines what services and resources they need to be successful.  This is determined in a case conference committee that involves parents and school staff.

Currently, only 7th grade PE will count for high school credit. We are awaiting updates from Indiana Department of Education changes to graduation requirements that could impact PE requirements going forward.

We have offered Japanese at the middle school level in the past. However, declining enrollment has led us to eliminate this as an option at the middle school level beginning in 2025-26. We will continue to offer Spanish at the middle school level because enrollment supports that. Japanese will continue to be offered at AHS. Even with reducing Japanese, with three middle schools offering Spanish, more students will be able to enter AHS with foreign language credit than can currently do that.