Southwest Allen County Schools

In conjunction with our Human Resources Department and Building Principals, we would look at our existing class sizes compared to our student-to-teacher ratio targets. Available seats would be determined. This would result in some availability in some grade levels at some schools, and there would be no availability in other grade levels in the same school or different schools. When determining capacity, seats needed for resident students, current transfer students, siblings of such students and employees’ children will be taken into consideration. 

The district would determine capacities at each school and in each grade level and we would not exceed them. Maintaining appropriate student-to-teacher rations would be a priority. At the feeder elementary level, consideration must also be given to the capacity of the receiving middle school. 

A lottery would occur in a public meeting should transfer requests exceed capacity.

Yes, transfer applications would require families to provide detailed information about each student. Criteria for transfer would include a student's discipline and attendance record at the previous school. Denial of transfer would result from suspensions or expulsion due to weapons, causing injury to others, drugs/alcohol violations, and a history of unexcused absences. 

More students actually means greater stability and security for our teachers Because school funding is tied to enrollment, maintaining strong student numbers helps us continue supporting teacher salaries, benefits, and manageable class sizes. This plan is designed to strengthen our teaching staff, not stretch them. The district is not looking to make classes larger; instead, we will fill open seats in existing classrooms rather than add extra desks. Our commitment to upholding long-standing student-to-teacher ratios and class size thresholds remains the same.

Enrollment is managed by the district and reviewed each year. This gives us the ability to “turn the faucet on or off” as needed allowing SACS to welcome new students when space and resources are available, and to pause when we need to protect class sizes and preserve quality. This flexibility ensures we can balance opportunities for families with the capacity of our schools.

Yes, unless that student would violate criteria used to accept students (i.e. suspension due to weapons, causing injury, drugs/alcohol, poor attendance).

Since state funding per pupil support follows each student, an increase in student enrollment would result in an increase in revenue. 

Yes.

Yes, this covers sports eligibility (IHSAA rules), advanced courses, special educations, and all co/extracurricular activities. 

Stakeholder feedback will be gained through surveying families and staff. The demand of the market will determine the programming, but examples of specialty programming, “schools within a school” include  Dual Language Immersion, Fine Arts, STEM, STEAM, Internation Baccalaureate, Classical, Envionmental/Nature based.  

Student interest, existing programming, workforce development data, and program cost will all be factors in determining programs. 

Early Learning Center, Advanced Manufacturing (e.g., welding, robotics), EMT, Construction Trades, Automotive, Cosmetology, Criminal Justice, Agriculture, Envionmental Management...

The district will have metrics (e.g., enrollment numbers, financial effects, achievement data), and provide periodic updates to ensure the policy is meeting its goals.