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Categories and Criteria for School Closures

The criteria were developed by a Facilities Subcommittee made up of stakeholders with diverse backgrounds and expertise. District 65 issued an open call for participants and 16 members were selected.

The group includes professionals in education, architecture, engineering, and civic leadership. Their work ensures that community values and technical insight shape the district’s approach.

The following information was used by the Committee:

  • Input from parents/caregivers, staff, students, and community at a series of in-person engagement sessions and through a survey
  • Input from Superintendent Parent/Caregiver Advisory Council which included representatives across 16 schools
  • Various data sources including master facility plan, demography report, operations and maintenance, program enrollment patterns, transportation, financial, and data connected to school performance.

No decisions have been made regarding additional school closures. Any future closures would go into effect for the 2026-2027 school year at the earliest.

Category Weighting

Criteria within the categories will be weighted equally.

Equity

We remain committed to fully understanding and assessing potential decisions to ensure they do not disproportionately affect the diverse communities we serve.

  • Impact on Students: Consider how many students would have to change schools—and which students are most affected.
  • Demographics of Impact: Identifying whether certain groups (based on socioeconomic status, language, or special education status) are more heavily impacted.

Geography

We are committed to ensuring that any changes to attendance boundaries minimize the challenges students and families may face getting to school each day.

  • Walkability: Ensuring as many students as possible remain within a reasonable walking distance of their school (recommendation to model 0.75 miles or less).
  • Safe Routes to School: Taking into account known safety concerns (such as traffic and hazards identified by IDOT) near schools or along common travel routes.
  • Transportation Needs and Costs: Percentage of students who would qualify for transportation and accompanying costs.
  • Geographic Proximity: Average distance of three closest adjacent schools.

Building Functionality

We must ensure that buildings are designed and equipped to support high-quality academic and social emotional learning experiences for all students—now and in the future.

  • Accessibility: Whether buildings meet current ADA standards and are fully accessible to all students and staff.
  • Key Facilities: Whether the school includes dedicated, separate spaces for a cafeteria and gym to support student health, wellness, and instructional activities throughout the day.
  • Size of School Facility: Assess the number of classrooms that a school has that can serve students and support overall enrollment.

Financial Impact

We must make fiscally responsible decisions that support long-term sustainability and allow us to invest more directly in teaching and learning and overall student experiences.

Building Income
  • Revenue Opportunities: The potential for a property to generate income for the district if repurposed or sold, including considerations related to landmark status and zoning restrictions.
Building Cost
  • Operating Costs: The ongoing monthly expenses to operate each building, including utilities, maintenance, and related costs.
  • Capital Expenses: The projected costs required to bring each building up to baseline safety, accessibility, and instructional standards.

Note: The equity criteria was discussed and amended at the August 18, 2025, board meeting (view memo). The District will continue to use its Equity criteria in building school closure/consolidation scenarios; however, without specific metrics related to race or ethnic background. Equity criteria will still include consideration of socioeconomic status, students receiving special education services, and students receiving English Learner support.