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<br />example, natural cycles of growth and neighborhood maturation result in uneven <br />geographic growth patterns in the metropolitan area, causing a disparity between <br />the location of some schools and school children. This results in some fringe area <br />schools exceeding capacity, while some central city schools are under capacity. <br /> <br />30. Long-range enrollment forecasts determine the need to either build new schools, <br />expand existing facilities, or close existing schools. Funding restrictions imposed <br />by state law and some provisions in local codes may discourage the retention and <br />redevelopment of neighborhood schools. Limits imposed by state law on the use <br />of bond funds for operations and maintenance make the construction of new, <br />lower maintenance buildings preferable to remodeling existing school buildings. <br />In addition, if existing schools were expanded, some school sites may not meet <br />current local parking and other code requirements. <br /> <br />31. Combining educational facilities with local park and recreation facilities provides <br />financial benefits to the schools while enhancing benefits to the community. The <br />Meadow View School and adjacent City of Eugene community park is an <br />example of shared facilities. <br /> <br />Policies <br /> <br />G.22 The cities shall initiate a process with school districts within the urban growth <br />boundary for coordinating land use and school planning activities. The cities and <br />school districts shall examine the following in their coordination efforts: <br /> <br />a. The need for new public school facilities and sufficient land to site them; <br /> <br />b. How open enrollment policies affect school location; <br /> <br />c. The impact of school building height and site size on the buildable land <br />supply; <br /> <br />d. The use of school facilities for non-school activities and appropriate <br />reimbursement for this use; <br /> <br />e. The impact of building and land use codes on the development and <br />redevelopment of school facilities; <br /> <br />f. Systems development charge adjustments related to neighborhood <br />schools; and, <br /> <br />g. The possibility of adjusting boundaries, when practical and when total <br />enrollment will not be affected, where a single, otherwise internally <br />cohesive area is divided into more than one school district. <br /> <br />Appendix Aa Page 11 <br />