Which elementary school am i zoned for: We’re sorry, but something went wrong (500)

Опубликовано: July 13, 2023 в 4:51 pm

Автор: alexxlab

Категории: Miscellaneous

School Zones / School Zones

The Williamson County School Board establishes school zones for the district. School zones may change when a building becomes over its student capacity or when the district opens new schools. Due to rapid growth in Williamson County, we can only guarantee school zones for one year. Please note that you must reside in Williamson County to attend Williamson County Schools.

2023-2024 School Year

Find your Zoned School for the 2023-2024 school year. To view the details about your address, enter your street address with the street type abbreviated. For example: enter Rd. for Road or St. for Street and leave the zip code field blank. Select search to view the zoned school and bus stop information.

To request your student(s) to attend a school they are not zoned for, please complete our 2023-24 Out of Zone online application for consideration and processing. Follow the instructions listed to create an account and complete the application request. All correspondence regarding the request status will occur through email once you register and submit the information. For all requests except those related to residential moves and programs of study, the deadline to apply is April 15. Denied requests may be appealed to the Zoning Appeals Committee. Contact the Planning & Zoning Department for more information at 615-472-4000.

Approved Open Zoned Schools

Per state law, the list of open zoned schools is required to be posted for 2 weeks prior to accepting out of zone applications. The portal opens February 1 with the deadline to apply of April 15.

Students currently approved to attend out of zone schools who are not changing buildings do not need to reapply. All rising 6th and 9th grade students roll up to their zoned schools until the out of zone application is approved. Grandfathering after a school rezoning is not automatic. All students affected by the rezoning roll to the newly zoned school until the out of zone application is submitted and approved. Unless related to a residential move, the deadline for all requests is April 15.

Please note that out of zone students are not eligible for bus service.

Quick Links

Open Zoned Lottery Process

- State law changed and a lottery is required if the number of open zone applications exceeds the available spots.
- A parent will submit an application to attend an open zoned school and will receive a confirmation email with randomly assigned order number of the submitted application.
- The zoned and out of zone school principals will review the request.
- The application is then sent to the Planning and Zoning Department.
- The Planning and Zoning Department approves the request to enter the lottery, regardless of the number of applications received.
- The parent receives an email stating that the application has entered the lottery.
- After the deadline to apply, if the number of applications exceeds the number of spots available at a particular school, the lottery option will take effect within 5 business days.
If a Lottery is Not Required
- A parent receives an email stating their child is now assigned a place in the requested open zoned school.
- A parent logs into the out of zone account to accept or reject the placement within 7 calendar days from the date of the email.
- When the placement is accepted by the parent, the Planning and Zoning Department changes the student’s school path field in Skyward to the new school.
- After 24 hours, the parent may contact the new school for enrollment information.

If a Lottery is Required
- Out of zone software randomly assigns an order number to each application.
- A student list is determined by order number.
- A student wait list is created after the number of available places have been assigned.
- A parent receives an email stating that their child is now assigned a placement in the requested open zoned school.
- A parent logs into the out of zone account to accept or reject the placement within 7 calendar days from the date of the email.
- Parents with students on the wait list receive an email of their wait list number.
- When placement is accepted by the parent, the Planning and Zoning Department changes the student’s school path field in Skyward to the new school.
- After 24 hours, the parent may contact the new school for enrollment information.
- Rejected or expired placements go to the next student on the waiting list.
- All placements will be made by 5:00 pm CST prior to the first day of the 2023-24 school year and the wait list/lottery process will conclude for the school year.

LCPS Dashboards

LCPS School Locator Dashboard

This School Locator is for informational purposes only. The provided attendance zone, or attendance boundary information, is only valid for the stated school year and is subject to change.

By using this application, you are agreeing that you have read the below listed disclaimers:

Every reasonable effort has been made to ensure the accuracy of this data
LCPS does not assume any liability arising from the use of this data
This data is provided without warranty of any kind, expressed or implied, and is subject to change in accordance with School Board policy
Reliance on this data is at the risk of the user

The attendance zone information provided with the School Locator Dashboard is again for the current school year, as adopted by the Loudoun County School Board.

Once adopted by the School Board, school attendance boundaries become effective on the first day of school for the school year that they represent. However, attendance boundaries may be altered as deemed necessary by the School Board.

LCPS provides no guarantee that a residential address will continually be served by the same elementary, middle, or high school.

For further information on school attendance zones, please contact LCPS Division of Planning Services or refer to School Board Policy and Regulation 6530, Changing School Attendance Zones.

Select your address:

Please click the button below, then type your house number in the search field.

(Show me how)

Statistics:
Data are refreshed daily during the school year. Percentages may not equal 100 due to rounding.

Subgroups:
Any subgroup with fewer than 10 students or less than 1% is displayed with an “*”.

English Language Learner(ELL):
The ELL subgroup includes all students receiving direct instructional services or who are on monitor status. Therefore, ELL data will not match LEP data used for the purposes of No Child Left Behind (NCLB) Adequate Yearly Progress.
IEP:
The IEP subgroup includes all students who have been diagnosed with a disability and have an Individualized Education Plan.
Economically Disadvantaged:
The economically disadvantaged subgroup includes all students who are eligible to participate in the federally subsidized meals program.
Graduation – Diploma Type:
The Graduation * Diploma Type data are calculations based on the number of students who received a diploma, including the Advanced Studies Diploma, Standard Diploma, or Other (Special Diploma, Modified Standard Diploma, GED certificate, ISAEP certificate, General Achievement Diploma (GAD) or a Certificate of Program Completion).
On-Time Graduation Rate:
The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data in the commonwealths Educational Information Management System. The formula recognizes that some students with disabilities and limited English proficient (LEP) students are allowed more than the standard four years to earn a diploma and are still counted as on-time graduates.
Simply put, the graduation rate, as defined by the VDOE Board of Education equals [on-time graduates in year x] divided by [(first-time entering 9th graders in year x minus 4) plus (transfers in) minus (transfers out)]:
(On-time Graduates in Year x) / [(# of 1st time entering 9th graders in year x 4) + (Transfers In) (Transfers out & deceased)]
Graduates are defined as students who earn one of the following VDOE approved diplomas:
. Advanced Studies Diploma
. Special Diploma
. Standard Diploma
. General Achievement Diploma
. Modified Standard Diploma
On-time graduates are graduates who earn diplomas within four years of the first time they entered the 9th grade. Special education students and limited English students who have plans in place that allow them more time to graduate will be counted as graduates or non-graduates when they earn a diploma or otherwise exit high school. Deceased students will be counted as transfers out and incarcerated students will be counted as transfers as they leave and re-enter the system.

Primary school teacher – about children and their parents | Chalk

Some children come to first grade completely unprepared – why don’t parents see this? When should you start preparing your child for school? And how do adults prepare themselves? On the air of Radio School, these and other issues were discussed with the teacher of the highest category, Olga Gvindzhilia.

“Children have really changed”

Even after four years of teaching, you manage to become attached to children, so graduation in the 4th grade is hard. In high school, this is even harder: there is more time to get used to it.

Separation from the first teacher is also very difficult for children. This segment of the path that we are walking together is very important. During this period, children form their own views on life and values. That is, I let go of grown-up children. And I am always very pleased when my former students come to me. Moreover, they come for various reasons, but most often for some advice. The last time I spoke with eleventh graders. They discussed their plans and problems. They come to me and tell me confidentially about something, because they know that I treat them like adults, respect and value their opinion since elementary school.

And yes, the children have really changed. This otherness is decomposed into several components – about them a little lower. It is important and necessary to talk about this, because parents must understand their child and accept him. Along with the children, the format of education has also changed. These changes can be divided into physiological and social components.

“You can’t do basic things for a child”

A teacher’s work is not only manuals. It is not enough to know only the methodological conditions for organizing a lesson. Today, a teacher should be both a physiologist and a neuropsychologist. I immediately understand which of the children needs a psychologist, and which needs a speech therapist.

There is such a thing as “minimal brain dysfunction”. A child needs to perform some actions in order for the brain to mature, but the problem of today’s children is precisely that many of them do not develop – they do not perform the elementary actions that are necessary for a person aged 1 to 6 years. Therefore, certain parts of the brain do not mature for learning to read and write.

The first grade program is based on certain parameters that must be developed before entering the school. The readiness of the child lies in the ability to tie shoelaces and fasten buttons. Some parents do not understand that the child must learn to do the basic things himself – eat, dress, undress. You can’t do everything for the child: then he can’t do anything on his own at school, while his peers will do everything themselves.

“Everything is fine with us – it’s you who teach badly”

The teaching community tries to adapt to the needs of children. But we are dealing not only with children, but also with parents. In some students, we immediately notice some neurophysiological problems – but, unfortunately, we often encounter a tough position from parents: “We are doing well, it’s just that you cannot teach. ” It is important to understand that an elementary school teacher can really not do everything.

Now the parental desire to lead the learning process is very strong. But it’s like going to the dentist and trying to manage the process in his office. There are clear school rules – they are transparent and understandable. It is important to convey this to parents at the very beginning, since their distrust of the school, teachers and the program is surprising.

Sometimes teachers try to negotiate with parents about solving some problem. But parents have “IMHO”, they see only the problems that they see. The worst thing is that children suffer because of this.

“We are all imbued with the spirit of anxiety”

Parents do not understand the harm they cause to children with overprotection, constant control, etc. When the mother of a 9-year-old child comes and says: “We decided that Vanya will not study mathematics” , that is, not “Vanya decided”, but “we”, – this is not normal. In addition to hyperprotection, parents suffer from hyperanxiety. It is difficult to imagine a parent who would let the child go for a walk alone in the yard. Something has changed, which is why we are all saturated with the spirit of anxiety and fear for our children.

But trust, acceptance of the child as he is, is a necessary condition for his growing up. Overprotection stifles those sprouts of independence that are in the child from the very beginning. “Your freedom ends where another’s freedom begins” is what I’ve been telling all my children for four years. Therefore, when a child does something, he must first think: “Yes, it’s good for me, but is there another one nearby?”

This moment of interaction in the society of small children now concerns adults as well. Remember the parent chat that hurts us all. Everyone talks about tolerance and tolerance, but when you open the parent chat, you understand that we are still far from tolerance. Insulting each other is almost the main thing that is filled with correspondence.

“The child is a copy of the family”

A child in elementary school is a copy of his family. You can not tell me anything about yourself, but I know exactly how it is in your family, because the child is your mirror. The child reflects what he sees. What parents talk about with their children, how they communicate with them and other family members – all this is a portrait that is very easy to read. Dear adults, you are responsible for your children. If you think that a child does not broadcast everything that happens before his eyes, then you are mistaken. Do not be surprised later that the child is not understood and accepted at school.

It is important to convey to children that the whole world does not have to love them. They will face this very often, and they will have to survive in this. They need to learn how to communicate with each other.

And as for preparing for school, it should not begin in August, but almost from the very birth of the child. If for five years you tell something to a child, read to him, play word games with him, and on the street you will be allowed to ride a swing and climb trees, then you will form a self-confident and calm person, going to the first Class. And summer is a time for rest, not for the phone. The time of reading, leisurely conversations, the time when the child feels part of the world.

Listen to the full interview with Olga Gvindzhilia here. The conversation took place on the air of the Radio School – the Mela project and the radio station “Moscow Speaks” about the problems of education and upbringing. The guests of the studio are teachers, psychologists and other experts. The program is aired on Sundays at 13:00 on the Moscow Speaking radio station.

Cover image: Pressmaster / Shutterstock / Fotodom

“Students should be treated like your children”

Photos: Depositphotos / Illustration: Julia Zamzhitskaya

Olga Soroka — primary school teacher at the Lomonosov Lyceum in Noginsk, winner of the competition for teachers of private schools “Teacher’s Contribution 2021”. Olga shared her thoughts with the Pedagogical Council on how important family support is for a teacher, why she is inspired by the role of the first teacher, and what victory in the All-Russian competition means.

“The first teacher is a special mission”

The choice of profession was not acute for me: my father’s five sisters are teachers of different subjects. Probably, the craving for pedagogy is laid down in genes.

At first, I worked for five years in the primary grades of a municipal school, then for a year I tried myself as a geography teacher in the middle and senior grades and nevertheless returned to the younger ones, but already to a private school – the Lomonosov Lyceum in Noginsk. This work is closer to me, because in the “primary school” the teacher is like a “second mother”, and my class is my brainchild. It is very inspiring when the guys meet you with hugs and burning eyes. It’s nice to know that middle-level teachers are “fighting” for my graduates.

In our lyceum, there is an inextricable and close connection between the first teacher and the grown-up students. Already in high school, the guys come to visit me and their patrons – my first-graders, hold interesting events with them. For example, during the “Teacher’s Contribution” competition, fifth-graders were my assistants: together with the kids, they held an educational event and created a booklet “Drinking tea is healthy!”. In general, high school students run to my elementary school at any free moment: just to hug and talk about their business. We keep in touch even with those who have already graduated from school. For example, when my former student, who is now 20 years old, found out about my victory in the Teacher Contribution competition, he wrote that he was proud that I was his first teacher. It moved me to tears.

The first teacher is a special mission: he is remembered and remains in the heart of the child forever. I fondly remember my primary school teacher, she is an authority for me. I would like to be remembered with a kind word, proud that they learned from me.

The most important thing for me as a teacher is to ask myself the question “How would I like my child to be treated?” If I want to make a remark, I stop and analyze: would I like it if the teacher said this to my child? When I think about the presentation of the material, I ask myself a similar question: “How would I like this to be explained to my child?” You have to start with yourself.

Olga Soroka (center) with the participants of the Teacher’s Contribution 2021 contest

A happy accident

My participation in the Teacher’s Contribution contest turned out to be a matter of chance. I found out about him in one of the work chats: a message came from a colleague that for the first time in my life they were organizing a competition for teachers of private schools. There were no volunteers in my lyceum, but the head teacher insisted: “Olya, you need to participate. ” At first I refused, because I had little free time, but eventually I registered – in the last days before the deadline for applications.

I am responsible by nature, I can’t work poorly, so the “Teacher’s Contribution” required a lot of both moral and physical strength from me. After all, it was necessary not only to show how well and quickly you can do your job, but also to show your uniqueness – to prove that no one can do it the way you can.

My head was boiling, it took a lot of time. Almost constantly I was hugging a laptop. My husband supported me during the competition, all organizational issues were on him. Children too. Every time I said that I couldn’t do it anymore, my husband encouraged me: “No, you can, I know. How can I help you?”

Olga Soroka — winner of the “Teacher’s Contribution 2021” contest

The first thing that impressed me at the competition was the debate: the team had to figure out how to justify the thesis that fell out to it, and its representative should speak on stage against the opponent. I was lucky: I defended the thesis “Learning without coercion is possible”, which reflects my pedagogical position.

I am not a supporter of the dominance of the teacher over the student. I am sure that only learning without coercion enables students to be equal partners in the educational process.

But after a while, I realized that the most vivid impression was left by the stage that then seemed the most difficult, and now the most productive: holding an educational event according to someone else’s scenario. I got the event “Let’s sit by the samovar”, developed by Anastasia Ilyicheva: we studied the culture of Russian tea drinking. It was the first educational event for my first class. We were able not only to implement the script of another author, but also to unite all the participants – children, parents and colleagues – to implement it.

The competition is over, and the desire to hold such events, where close cooperation creates a friendly team, has only intensified. We rallied so much that we wanted to continue working in this format. Before the contest, my colleagues and I did not use this technology, and now we have started the educational event “Milk in abundance – we are fine!”: we study the importance of milk for a person, prepare dairy products and have already been on tours of the production of curds “B. Yu.Aleksandrov” and at the Noginsk cold storage facility.

The organizers made a great contribution to the development of private schools, because this is the only competition for our teachers. Now we can at least show ourselves. Unfortunately, there are stereotypes in society that somehow we teach the wrong way, we give the wrong education, we think only about money. I would like these ideas to go away, because how a person works depends on him, and not on the school: both in public and private, I treat my business the same way.

Olga Soroka, Svetlana Morozova

5 theses about the work of a teacher

1.

The main thing is to talk to the student and hear him.

A student is a subject of the educational process, he has the right to participate in it, change it, defend his point of view and choose the trajectory of his path. Upbringing and education is possible only through dialogue with the child.

2. The first teacher does not just give knowledge.

I consider it my primary task not only to give children knowledge, but to lay the foundation of a Good Person. This is partly why, no matter how bad my mood is, I always enter the class with children with a smile on my face.

3. To become better, you have to overcome difficulties.

You need to participate in competitions to keep yourself in good shape. We must constantly test ourselves and not relax, because only through overcoming difficulties does the formation of a person occur. The victory added self-confidence and set a new vector – how to behave further, what to do.