Evanston/Skokie
School District 65
Phase III: School Closures Hub
This page focuses specifically on potential school closure scenarios. For previous/future engagement opportunities, Structural Deficit Reduction Plan phases, and a communications archive, please visit the:
Thank you for your engagement on this process. We have received questions from many community members and want to make sure that this information is available to all. View frequently asked questions and answers:
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Offer Feedback
Survey closed at 11:59 p.m. October 21
Current Scenarios
On September 29, seven scenarios were presented to the District 65 School Board, which is considering closing from zero to four schools. Each scenario is listed below in detail, organized by how many schools would be closed under that scenario. For example, the heading titled "Two-School Closure" contains two scenarios (2F and 2D), each of which detail a plan that closes two schools.
Zero-School Closure (Baseline)
This section reflects the 2026-2027 school year if the Board decides to close zero additional schools.
Feeder Pattern
| chute | nichols (STEP, dual language) | haven (Dual language) |
|---|---|---|
| Dawes (TWI-1) | Dewey (TWI-1) | Foster (TWI-2) |
| Oakton (TWI-1, ACC) | Washington (TWI-2, bilingual STEP) | Willard |
| Walker | Lincoln (STEP) | Orrington |
| Kingsley | ||
| Lincolnwood (STEP) |
District 65 schools that do not follow an elementary/middle school feeder pattern:
- Dr. Martin Luther King Jr. Literary and Fine Arts School: K-8 fine arts magnet school (RISE, K-8)
- Park School: public therapeutic day program committed to serving a wide range of students with disabilities (ages 3-22)
- Rice Children's Center: serves students who are experiencing severe emotional, behavioral or mental health needs (grades 3-8)
- Joseph E. Hill Early Childhood Center: provides comprehensive, multicultural early childhood developmental programming (ages 0-5)
Key for program acronyms:
- TWI = Two-Way Immersion: Magnet program for students to develop strong literacy skills and language proficiency in both English and Spanish. The number following the designation indicates how many strands (or classroom sections) are in each grade. Learn more
- ACC = African Centered Curriculum: Magnet program that centers the identity, heritage, and values of people of African descent using culturally significant, collaborative, multiage learning experience. Learn more
- STEP = Structured Teaching Education Program: Program committed to supporting the success of students who present with an Autism Spectrum Disorder and benefit from a structured teaching approach that capitalizes on student strengths. Learn more
- RISE = Rigorous Individualized Specialized Educational Program: Self-contained program which provides a supportive and rigorous educational experience for students who present with moderate to significant disabilities. Learn more
Boundary Map
In spring 2022 as part of the Student Assignment Plan, the School Board approved new attendance boundaries to go into effect beginning in the 2026-2027 school year. The Board-approved changes create shifts for the Walker, Dewey, Foster, Willard, Lincolnwood, Kingsley, Washington, Lincoln, and Orrington school boundaries. If the Board decides to close zero additional schools, the new attendance areas will go into effect.
- D65 Attendance Boundaries webpage
- Google Map with both current (2025-2026) and future (2026-2027) attendance areas. Use the search function to enter your address to see where your residence is located.
Data Tables
Data was a key driver in the district's consideration of school closure scenarios. Below you'll see four tables that detail how each school's building utilization, transportation needs, income levels, and demographics by race would look in the 2026-2027 school year if the Board decides to close zero additional schools.
Utilization
Definitions:
- Enroll SY25: The school enrollment for the FY25 school year. This is the school the students were enrolled in for services, not where they live.
- Area Counts: Number of students who live in the school’s boundaries for the proposed scenario. For example, students that live in Foster’s attendance boundary but go to King Arts are counted at Foster for the area count. This includes Pre-K, Park and Rice.
- Cap Total: The capacity for the building. These numbers may change slightly depending on the scenario and how many classrooms/seats need to be saved for a special program (e.g., STEP).
- Cap Neighb.: Total number of seats available for traditional general education students who are not in a program like TWI or ACC.
- Cap TWI: The total number of seats to reserve for the TWI program (144 for single-strand TWI and 288 for double-strand TWI).
- Cap ACC: The total number of seats to reserve for the ACC program
- Enroll Total: The total enrollment count for the school, including students placed there for programs.
- Enroll Neighb.: Total number of traditional monolingual students enrolled in the school.
- Enroll TWE: Total number of TWE students who may be enrolled in the school’s TWI program
- Enroll TWS: Total number of TWS students who may be enrolled in the school’s TWI program
- Enroll TWX: Total number of TWX/Monitoring students who may be enrolled in the school’s TWI program
- Enroll ACC:Total number of ACC students enrolled.
- Util Total: The total utilization rate.
- Util. Neighb.: The traditional monolingual utilization rate.
- Util TWI: The TWI utilization rate.
- Util ACC: The ACC utilization rate.
Calculations:
- Cap Neighb. = Cap Total - Cap TWI - Cap ACC
- Enroll Total = Enroll Neighb. + Enroll TWE + Enroll TWS + Enroll TWX + Enroll ACC
- Enroll Neighb. = Enroll Total - Enroll TWE - Enroll TWS - Enroll TWX - Enroll ACC
- Util Total = Enroll Total / Cap Total
- Util. Neighb. = Enroll Neighb. / Traditional Monolingual
- Util TWI = (Enroll TWX + Enroll TWS + Enroll TWE) / Cap TWI
- Util ACC = Enroll ACC / Cap ACC
Transportation
Definitions:
- ACC Placement: Student has selected ACC and lives outside the host school's boundaries.
- Bus: General education students who qualify for transportation based on current District policies and procedures (greater than or equal to 1.5 miles).
- Hazard: Students who must cross an identified hazard to get to school and live less than 1.5 miles.
- Not in District 65: Students who attend District 65 aligned to ISBE School Code that live out of the District.
- Park, Rice, JEH: Placeholder for students enrolled in these three programs.
- STEP Placement: Students who are transported to the STEP program.
- Special Education Transportation: Students who qualify for transportation based on their IEP.
- TWE Placement: Native English speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- TWS Placement: Native Spanish speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore will qualify for transportation due to TWI program placement.
- TWX Placement: Former Spanish speaking English language learners enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- Walk: Students who live within 1.5 miles of their school assignment and do not qualify for transportation.
Income
Free and reduced-price meals are available to students unable to pay the full meal price according to criteria based on household size and income. All D65 families who think they may be eligible are encouraged to apply. Learn more
Race
Financial Impact
| facility right-sizing |
0 | 1A | 1B | 2F | 2D | 3D | 3B | 4F |
|---|---|---|---|---|---|---|---|---|
| Non-salary and benefit savings | $180,087 | $155,377 | $335,464 | $349,079 | $504,456 | $494,228 | $745,434 | |
| salary and benefit savings | $1,132,442 | $1,325,106 | $2,457,548 | $2,311,198 | $3,636,304 | $3,548,294 | $5,443,231 | |
| avoided capital cost | $139,905 | $107,573 | $475,000 | $495,000 | $725,000 | $723,000 | $971,000 | |
| foster school net savings | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 |
| transportation increase | $ (50,000) | $ (50,000) | $ (100,000) | $ (100,000) | $ (150,000) | $ (150,000) | $ (200,000) | |
| lease of closed facilities | $245,000 | $230,000 | $475,000 | $495,000 | $725,000 | $723,000 | $971,000 | |
| section savings | $300,000 | $300,000 | $600,000 | $600,000 | $900,000 | $900,000 | $1,200,000 | |
| total | $50,000 | $1,997,434 | $2,118,056 | $4,293,012 | $4,200,277 | $6,390,760 | $6,288,522 | $9,180,665 |
One-School Closure
Scenario Overview
Scenario 1A-Revised and 1A:
- Close Kingsley Elementary after the 2025-26 school year
- Close TWI Section at Willard Elementary
Scenario 1B-Revised:
- Close Lincolnwood Elementary after the 2025-26 school year
- Move STEP to Lincoln Elementary (change from original 1B scenario)
- Close TWI Section at Willard Elementary
Scenario 1B:
- Close Lincolnwood Elementary after the 2025-26 school year
- Move STEP to Willard Elementary
- Close TWI Section at Willard Elementary
1A-Revised
- Description
- Feeder Pattern
- Boundary Map
- Scenario Scorecard
- Strengths & Challenges
- Data Tables
- Financial Impact
Description
Feeder Pattern
| chute | nichols (STEP, dual language) | haven (Dual language) |
|---|---|---|
| Dawes (TWI-1) | Dewey (TWI-1) | Foster (TWI-2) |
| Oakton (TWI-1, ACC) | Washington (TWI-2, bilingual STEP) | Willard |
| Walker | Lincoln (STEP) | Orrington |
| Lincolnwood (STEP) |
District 65 schools that do not follow an elementary/middle school feeder pattern:
- Dr. Martin Luther King Jr. Literary and Fine Arts School: K-8 fine arts magnet school (RISE, K-8)
- Park School: public therapeutic day program committed to serving a wide range of students with disabilities (ages 3-22)
- Rice Children's Center: serves students who are experiencing severe emotional, behavioral or mental health needs (grades 3-8)
- Joseph E. Hill Early Childhood Center: provides comprehensive, multicultural early childhood developmental programming (ages 0-5)
Key for program acronyms:
- TWI = Two-Way Immersion: Magnet program for students to develop strong literacy skills and language proficiency in both English and Spanish. The number following the designation indicates how many strands (or classroom sections) are in each grade. Learn more
- ACC = African Centered Curriculum: Magnet program that centers the identity, heritage, and values of people of African descent using culturally significant, collaborative, multiage learning experience. Learn more
- STEP = Structured Teaching Education Program: Program committed to supporting the success of students who present with an Autism Spectrum Disorder and benefit from a structured teaching approach that capitalizes on student strengths. Learn more
- RISE = Rigorous Individualized Specialized Educational Program: Self-contained program which provides a supportive and rigorous educational experience for students who present with moderate to significant disabilities. Learn more
Boundary Map
Scenario Scorecard
This scorecard is scenario-specific. For each school's baseline scorecards, view the School Scorecards page.
Equity Score: 1.1
- Students Changing Schools: 1.0
- Who Is Impacted: 1.2
Geography Score: 1.0
- Walkability: 1.0
- Hazards: 1.0
- Transportation: 1.0
- School Proximity: 1.0
Building Functionality Score: 2.6
- ADA Compliance: 5.0
- Gym Cafeteria Separation: 1.0
- Teaching Stations: 1.9
Income Score: 2.3
- Income Potential: 2.3
Costs Score: 2.1
- Capital Expense: 1.4
- Operating Cost: 2.8
Total Score: 1.6
Strengths & Challenges
| strengths | challenges |
|---|---|
|
|
Data Tables
Data was a key driver in the district's consideration of school closure scenarios. Below you'll see four tables that detail how this scenario would affect each school's building utilization, transportation needs, income levels, and demographics by race.
Utilization
Definitions:
- Enroll SY26: The school enrollment for the FY26 school year. This is the school the students were enrolled in for services, not where they live.
- Area Counts: Number of students who live in the school’s boundaries for the proposed scenario. For example, students that live in Foster’s attendance boundary but go to King Arts are counted at Foster for the area count. This includes Pre-K, Park and Rice.
- Cap Total: The capacity for the building. These numbers may change slightly depending on the scenario and how many classrooms/seats need to be saved for a special program (e.g., STEP).
- Cap Neighb.: Total number of seats available for traditional general education students who are not in a program like TWI or ACC.
- Cap TWI: The total number of seats to reserve for the TWI program (144 for single-strand TWI and 288 for double-strand TWI).
- Cap ACC: The total number of seats to reserve for the ACC program
- Enroll Total: The total enrollment count for the school, including students placed there for programs.
- Enroll Neighb.: Total number of traditional monolingual students enrolled in the school.
- Enroll TWE: Total number of TWE students who may be enrolled in the school’s TWI program
- Enroll TWS: Total number of TWS students who may be enrolled in the school’s TWI program
- Enroll TWX: Total number of TWX/Monitoring students who may be enrolled in the school’s TWI program
- Enroll ACC:Total number of ACC students enrolled.
- Util Total: The total utilization rate.
- Util. Neighb.: The traditional monolingual utilization rate.
- Util TWI: The TWI utilization rate.
- Util ACC: The ACC utilization rate.
Calculations:
- Cap Neighb. = Cap Total - Cap TWI - Cap ACC
- Enroll Total = Enroll Neighb. + Enroll TWE + Enroll TWS + Enroll TWX + Enroll ACC
- Enroll Neighb. = Enroll Total - Enroll TWE - Enroll TWS - Enroll TWX - Enroll ACC
- Util Total = Enroll Total / Cap Total
- Util. Neighb. = Enroll Neighb. / Traditional Monolingual
- Util TWI = (Enroll TWX + Enroll TWS + Enroll TWE) / Cap TWI
- Util ACC = Enroll ACC / Cap ACC
Transportation — IDOT Hazards Only
Definitions:
- ACC Placement: Student has selected ACC and lives outside the host school's boundaries.
- Bus: General education students who qualify for transportation based on current District policies and procedures (greater than or equal to 1.5 miles).
- Hazard: Students who must cross an identified hazard to get to school and live less than 1.5 miles.
- Not in District 65: Students who attend District 65 aligned to ISBE School Code that live out of the District.
- Park, Rice, JEH: Placeholder for students enrolled in these three programs.
- STEP Placement: Students who are transported to the STEP program.
- Special Education Transportation: Students who qualify for transportation based on their IEP.
- TWE Placement: Native English speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- TWS Placement: Native Spanish speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore will qualify for transportation due to TWI program placement.
- TWX Placement: Former Spanish speaking English language learners enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- Walk <=.75 miles: Students whose walk to their school assignment would be less than or equal to 0.75 miles and do not cross a hazard
- Walk >.75 miles: Students whose walk to their school assignment would be greater than 0.75 miles but less than 1.5 miles and do not cross a hazard
Transportation — IDOT and D65 Hazards
Definitions:
- ACC Placement: Student has selected ACC and lives outside the host school's boundaries.
- Bus: General education students who qualify for transportation based on current District policies and procedures (greater than or equal to 1.5 miles).
- Hazard: Students who must cross an identified hazard to get to school and live less than 1.5 miles.
- Not in District 65: Students who attend District 65 aligned to ISBE School Code that live out of the District.
- Park, Rice, JEH: Placeholder for students enrolled in these three programs.
- STEP Placement: Students who are transported to the STEP program.
- Special Education Transportation: Students who qualify for transportation based on their IEP.
- TWE Placement: Native English speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- TWS Placement: Native Spanish speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore will qualify for transportation due to TWI program placement.
- TWX Placement: Former Spanish speaking English language learners enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- Walk <=.75 miles: Students whose walk to their school assignment would be less than or equal to 0.75 miles and do not cross a hazard
- Walk >.75 miles: Students whose walk to their school assignment would be greater than 0.75 miles but less than 1.5 miles and do not cross a hazard
Income
Free and reduced-price meals are available to students unable to pay the full meal price according to criteria based on household size and income. All D65 families who think they may be eligible are encouraged to apply. Learn more
Race
Financial Impact
| facility right-sizing |
0 | 1A-Revised | 1B-revised | 2F-revised 11/17 | 2D-revised 11/17 |
|---|---|---|---|---|---|
| Non-salary and benefit savings | $180,087 | $155,377 | $335,464 | $349,079 | |
| salary and benefit savings | $1,132,442 | $1,325,106 | $2,457,548 | $2,311,198 | |
| foster school net savings | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 |
| transportation savings | $150,000 | $150,000 | $300,000 | $300,000 | |
| section savings | $150,000 | $150,000 | $225,000 | $225,000 | |
| total | $50,000 | $1,662,529 | $1,830,483 | $3,368,012 | $3,235,277 |
1B-Revised
- Description
- Feeder Pattern
- Boundary Map
- Scenario Scorecard
- Strengths & Challenges
- Data Tables
- Financial Impact
Description
Feeder Pattern
| chute | nichols (STEP, dual language) | haven (Dual language) |
|---|---|---|
| Dawes (TWI-1) | Dewey (TWI-1) | Foster (TWI-2) |
| Oakton (TWI-1, ACC) | Washington (TWI-2, bilingual STEP) | Willard |
| Walker | Lincoln (STEP-2) | Orrington |
| Kingsley |
District 65 schools that do not follow an elementary/middle school feeder pattern:
- Dr. Martin Luther King Jr. Literary and Fine Arts School: K-8 fine arts magnet school (RISE, K-8)
- Park School: public therapeutic day program committed to serving a wide range of students with disabilities (ages 3-22)
- Rice Children's Center: serves students who are experiencing severe emotional, behavioral or mental health needs (grades 3-8)
- Joseph E. Hill Early Childhood Center: provides comprehensive, multicultural early childhood developmental programming (ages 0-5)
Key for program acronyms:
- TWI = Two-Way Immersion: Magnet program for students to develop strong literacy skills and language proficiency in both English and Spanish. The number following the designation indicates how many strands (or classroom sections) are in each grade. Learn more
- ACC = African Centered Curriculum: Magnet program that centers the identity, heritage, and values of people of African descent using culturally significant, collaborative, multiage learning experience. Learn more
- STEP = Structured Teaching Education Program: Program committed to supporting the success of students who present with an Autism Spectrum Disorder and benefit from a structured teaching approach that capitalizes on student strengths. Learn more
- RISE = Rigorous Individualized Specialized Educational Program: Self-contained program which provides a supportive and rigorous educational experience for students who present with moderate to significant disabilities. Learn more
Boundary Map
Scenario Scorecard
This scorecard is scenario-specific. For each school's baseline scorecards, view the School Scorecards page.
Equity Score: 1.3
- Students Changing Schools: 1.5
- Who Is Impacted: 1.0
Geography Score: 1.4
- Walkability: 2.3
- Hazards: 1.0
- Transportation: 1.0
- School Proximity: 1.1
Building Functionality Score: 1.2
- ADA Compliance: 1.0
- Gym Cafeteria Separation: 1.0
- Teaching Stations: 1.4
Income Score: 5.0
- Income Potential: 5.0
Costs Score: 3.4
- Capital Expense: 2.3
- Operating Cost: 4.6
Total Score: 2.1
Strengths & Challenges
| STRENGTHS | challenges |
|---|---|
|
|
Data Tables
Data was a key driver in the district's consideration of school closure scenarios. Below you'll see four tables that detail how this scenario would affect each school's building utilization, transportation needs, income levels, and demographics by race.
Utilization
Definitions:
- Enroll SY26: The school enrollment for the FY26 school year. This is the school the students were enrolled in for services, not where they live.
- Area Counts: Number of students who live in the school’s boundaries for the proposed scenario. For example, students that live in Foster’s attendance boundary but go to King Arts are counted at Foster for the area count. This includes Pre-K, Park and Rice.
- Cap Total: The capacity for the building. These numbers may change slightly depending on the scenario and how many classrooms/seats need to be saved for a special program (e.g., STEP).
- Cap Neighb.: Total number of seats available for traditional general education students who are not in a program like TWI or ACC.
- Cap TWI: The total number of seats to reserve for the TWI program (144 for single-strand TWI and 288 for double-strand TWI).
- Cap ACC: The total number of seats to reserve for the ACC program
- Enroll Total: The total enrollment count for the school, including students placed there for programs.
- Enroll Neighb.: Total number of traditional monolingual students enrolled in the school.
- Enroll TWE: Total number of TWE students who may be enrolled in the school’s TWI program
- Enroll TWS: Total number of TWS students who may be enrolled in the school’s TWI program
- Enroll TWX: Total number of TWX/Monitoring students who may be enrolled in the school’s TWI program
- Enroll ACC:Total number of ACC students enrolled.
- Util Total: The total utilization rate.
- Util. Neighb.: The traditional monolingual utilization rate.
- Util TWI: The TWI utilization rate.
- Util ACC: The ACC utilization rate.
Calculations:
- Cap Neighb. = Cap Total - Cap TWI - Cap ACC
- Enroll Total = Enroll Neighb. + Enroll TWE + Enroll TWS + Enroll TWX + Enroll ACC
- Enroll Neighb. = Enroll Total - Enroll TWE - Enroll TWS - Enroll TWX - Enroll ACC
- Util Total = Enroll Total / Cap Total
- Util. Neighb. = Enroll Neighb. / Traditional Monolingual
- Util TWI = (Enroll TWX + Enroll TWS + Enroll TWE) / Cap TWI
- Util ACC = Enroll ACC / Cap ACC
Transportation — IDOT Hazards Only
Definitions:
- ACC Placement: Student has selected ACC and lives outside the host school's boundaries.
- Bus: General education students who qualify for transportation based on current District policies and procedures (greater than or equal to 1.5 miles).
- Hazard: Students who must cross an identified hazard to get to school and live less than 1.5 miles.
- Not in District 65: Students who attend District 65 aligned to ISBE School Code that live out of the District.
- Park, Rice, JEH: Placeholder for students enrolled in these three programs.
- STEP Placement: Students who are transported to the STEP program.
- Special Education Transportation: Students who qualify for transportation based on their IEP.
- TWE Placement: Native English speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- TWS Placement: Native Spanish speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore will qualify for transportation due to TWI program placement.
- TWX Placement: Former Spanish speaking English language learners enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- Walk <=.75 miles: Students whose walk to their school assignment would be less than or equal to 0.75 miles and do not cross a hazard
- Walk >.75 miles: Students whose walk to their school assignment would be greater than 0.75 miles but less than 1.5 miles and do not cross a hazard
Transportation — IDOT and D65 Hazards
Definitions:
- ACC Placement: Student has selected ACC and lives outside the host school's boundaries.
- Bus: General education students who qualify for transportation based on current District policies and procedures (greater than or equal to 1.5 miles).
- Hazard: Students who must cross an identified hazard to get to school and live less than 1.5 miles.
- Not in District 65: Students who attend District 65 aligned to ISBE School Code that live out of the District.
- Park, Rice, JEH: Placeholder for students enrolled in these three programs.
- STEP Placement: Students who are transported to the STEP program.
- Special Education Transportation: Students who qualify for transportation based on their IEP.
- TWE Placement: Native English speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- TWS Placement: Native Spanish speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore will qualify for transportation due to TWI program placement.
- TWX Placement: Former Spanish speaking English language learners enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- Walk <=.75 miles: Students whose walk to their school assignment would be less than or equal to 0.75 miles and do not cross a hazard
- Walk >.75 miles: Students whose walk to their school assignment would be greater than 0.75 miles but less than 1.5 miles and do not cross a hazard
Income
Free and reduced-price meals are available to students unable to pay the full meal price according to criteria based on household size and income. All D65 families who think they may be eligible are encouraged to apply. Learn more
Race
Financial Impact
| facility right-sizing |
0 | 1A-Revised | 1B-revised | 2F-revised 11/17 | 2D-revised 11/17 |
|---|---|---|---|---|---|
| Non-salary and benefit savings | $180,087 | $155,377 | $335,464 | $349,079 | |
| salary and benefit savings | $1,132,442 | $1,325,106 | $2,457,548 | $2,311,198 | |
| foster school net savings | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 |
| transportation savings | $150,000 | $150,000 | $300,000 | $300,000 | |
| section savings | $150,000 | $150,000 | $225,000 | $225,000 | |
| total | $50,000 | $1,662,529 | $1,830,483 | $3,368,012 | $3,235,277 |
1A (Kingsley)
- Description
- Feeder Pattern
- Boundary Map
- Scenario Scorecard
- Strengths & Challenges
- Data Tables
- Financial Impact
Description
Feeder Pattern
| chute | nichols (STEP, dual language) | haven (Dual language) |
|---|---|---|
| Dawes (TWI-1) | Dewey (TWI-1) | Foster (TWI-2) |
| Oakton (TWI-1, ACC) | Washington (TWI-2, bilingual STEP) | Willard |
| Walker | Lincoln (STEP) | Orrington |
| Lincolnwood (STEP) |
District 65 schools that do not follow an elementary/middle school feeder pattern:
- Dr. Martin Luther King Jr. Literary and Fine Arts School: K-8 fine arts magnet school (RISE, K-8)
- Park School: public therapeutic day program committed to serving a wide range of students with disabilities (ages 3-22)
- Rice Children's Center: serves students who are experiencing severe emotional, behavioral or mental health needs (grades 3-8)
- Joseph E. Hill Early Childhood Center: provides comprehensive, multicultural early childhood developmental programming (ages 0-5)
Key for program acronyms:
- TWI = Two-Way Immersion: Magnet program for students to develop strong literacy skills and language proficiency in both English and Spanish. The number following the designation indicates how many strands (or classroom sections) are in each grade. Learn more
- ACC = African Centered Curriculum: Magnet program that centers the identity, heritage, and values of people of African descent using culturally significant, collaborative, multiage learning experience. Learn more
- STEP = Structured Teaching Education Program: Program committed to supporting the success of students who present with an Autism Spectrum Disorder and benefit from a structured teaching approach that capitalizes on student strengths. Learn more
- RISE = Rigorous Individualized Specialized Educational Program: Self-contained program which provides a supportive and rigorous educational experience for students who present with moderate to significant disabilities. Learn more
Boundary Map
Scenario Scorecard
This scorecard is scenario-specific. For each school's baseline scorecards, view the School Scorecards page.
Equity Score: 1.1
- Students Changing Schools: 1.0
- Who Is Impacted: 1.2
Geography Score: 1.0
- Walkability: 1.0
- Hazards: 1.0
- Transportation: 1.0
- School Proximity: 1.0
Building Functionality Score: 2.6
- ADA Compliance: 5.0
- Gym Cafeteria Separation: 1.0
- Teaching Stations: 1.9
Income Score: 2.3
- Income Potential: 2.3
Costs Score: 2.1
- Capital Expense: 1.4
- Operating Cost: 2.8
Total Score: 1.6
Strengths & Challenges
| strengths | challenges |
|---|---|
|
|
Data Tables
Data was a key driver in the district's consideration of school closure scenarios. Below you'll see four tables that detail how this scenario would affect each school's building utilization, transportation needs, income levels, and demographics by race.
Utilization
Definitions:
- Enroll SY25: The school enrollment for the FY25 school year. This is the school the students were enrolled in for services, not where they live.
- Area Counts: Number of students who live in the school’s boundaries for the proposed scenario. For example, students that live in Foster’s attendance boundary but go to King Arts are counted at Foster for the area count. This includes Pre-K, Park and Rice.
- Cap Total: The capacity for the building. These numbers may change slightly depending on the scenario and how many classrooms/seats need to be saved for a special program (e.g., STEP).
- Cap Neighb.: Total number of seats available for traditional general education students who are not in a program like TWI or ACC.
- Cap TWI: The total number of seats to reserve for the TWI program (144 for single-strand TWI and 288 for double-strand TWI).
- Cap ACC: The total number of seats to reserve for the ACC program
- Enroll Total: The total enrollment count for the school, including students placed there for programs.
- Enroll Neighb.: Total number of traditional monolingual students enrolled in the school.
- Enroll TWE: Total number of TWE students who may be enrolled in the school’s TWI program
- Enroll TWS: Total number of TWS students who may be enrolled in the school’s TWI program
- Enroll TWX: Total number of TWX/Monitoring students who may be enrolled in the school’s TWI program
- Enroll ACC:Total number of ACC students enrolled.
- Util Total: The total utilization rate.
- Util. Neighb.: The traditional monolingual utilization rate.
- Util TWI: The TWI utilization rate.
- Util ACC: The ACC utilization rate.
Calculations:
- Cap Neighb. = Cap Total - Cap TWI - Cap ACC
- Enroll Total = Enroll Neighb. + Enroll TWE + Enroll TWS + Enroll TWX + Enroll ACC
- Enroll Neighb. = Enroll Total - Enroll TWE - Enroll TWS - Enroll TWX - Enroll ACC
- Util Total = Enroll Total / Cap Total
- Util. Neighb. = Enroll Neighb. / Traditional Monolingual
- Util TWI = (Enroll TWX + Enroll TWS + Enroll TWE) / Cap TWI
- Util ACC = Enroll ACC / Cap ACC
Transportation
Definitions:
- ACC Placement: Student has selected ACC and lives outside the host school's boundaries.
- Bus: General education students who qualify for transportation based on current District policies and procedures (greater than or equal to 1.5 miles).
- Hazard: Students who must cross an identified hazard to get to school and live less than 1.5 miles.
- Not in District 65: Students who attend District 65 aligned to ISBE School Code that live out of the District.
- Park, Rice, JEH: Placeholder for students enrolled in these three programs.
- STEP Placement: Students who are transported to the STEP program.
- Special Education Transportation: Students who qualify for transportation based on their IEP.
- TWE Placement: Native English speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- TWS Placement: Native Spanish speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore will qualify for transportation due to TWI program placement.
- TWX Placement: Former Spanish speaking English language learners enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- Walk: Students who live within 1.5 miles of their school assignment and do not qualify for transportation.
Income
Free and reduced-price meals are available to students unable to pay the full meal price according to criteria based on household size and income. All D65 families who think they may be eligible are encouraged to apply. Learn more
Race
Financial Impact
| facility right-sizing |
0 | 1A | 1B | 2F | 2D | 3D | 3B | 4F |
|---|---|---|---|---|---|---|---|---|
| Non-salary and benefit savings | $180,087 | $155,377 | $335,464 | $349,079 | $504,456 | $494,228 | $745,434 | |
| salary and benefit savings | $1,132,442 | $1,325,106 | $2,457,548 | $2,311,198 | $3,636,304 | $3,548,294 | $5,443,231 | |
| avoided capital cost | $139,905 | $107,573 | $475,000 | $495,000 | $725,000 | $723,000 | $971,000 | |
| foster school net savings | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 |
| transportation increase | $ (50,000) | $ (50,000) | $ (100,000) | $ (100,000) | $ (150,000) | $ (150,000) | $ (200,000) | |
| lease of closed facilities | $245,000 | $230,000 | $475,000 | $495,000 | $725,000 | $723,000 | $971,000 | |
| section savings | $300,000 | $300,000 | $600,000 | $600,000 | $900,000 | $900,000 | $1,200,000 | |
| total | $50,000 | $1,997,434 | $2,118,056 | $4,293,012 | $4,200,277 | $6,390,760 | $6,288,522 | $9,180,665 |
1B (Lincolnwood)
- Description
- Feeder Pattern
- Boundary Map
- Scenario Scorecard
- Strengths & Challenges
- Data Tables
- Financial Impact
Description
Feeder Pattern
| chute | nichols (STEP, dual language) | haven (Dual language) |
|---|---|---|
| Dawes (TWI-1) | Dewey (TWI-1) | Foster (TWI-2) |
| Oakton (TWI-1, ACC) | Washington (TWI-2, bilingual STEP) | Willard (STEP) |
| Walker | Lincoln (STEP) | Orrington |
| Kingsley |
District 65 schools that do not follow an elementary/middle school feeder pattern:
- Dr. Martin Luther King Jr. Literary and Fine Arts School: K-8 fine arts magnet school (RISE, K-8)
- Park School: public therapeutic day program committed to serving a wide range of students with disabilities (ages 3-22)
- Rice Children's Center: serves students who are experiencing severe emotional, behavioral or mental health needs (grades 3-8)
- Joseph E. Hill Early Childhood Center: provides comprehensive, multicultural early childhood developmental programming (ages 0-5)
Key for program acronyms:
- TWI = Two-Way Immersion: Magnet program for students to develop strong literacy skills and language proficiency in both English and Spanish. The number following the designation indicates how many strands (or classroom sections) are in each grade. Learn more
- ACC = African Centered Curriculum: Magnet program that centers the identity, heritage, and values of people of African descent using culturally significant, collaborative, multiage learning experience. Learn more
- STEP = Structured Teaching Education Program: Program committed to supporting the success of students who present with an Autism Spectrum Disorder and benefit from a structured teaching approach that capitalizes on student strengths. Learn more
- RISE = Rigorous Individualized Specialized Educational Program: Self-contained program which provides a supportive and rigorous educational experience for students who present with moderate to significant disabilities. Learn more
Boundary Map
Scenario Scorecard
This scorecard is scenario-specific. For each school's baseline scorecards, view the School Scorecards page.
Equity Score: 1.3
- Students Changing Schools: 1.5
- Who Is Impacted: 1.0
Geography Score: 1.4
- Walkability: 2.3
- Hazards: 1.0
- Transportation: 1.0
- School Proximity: 1.1
Building Functionality Score: 1.2
- ADA Compliance: 1.0
- Gym Cafeteria Separation: 1.0
- Teaching Stations: 1.4
Income Score: 5.0
- Income Potential: 5.0
Costs Score: 3.4
- Capital Expense: 2.3
- Operating Cost: 4.6
Total Score: 2.1
Strengths & Challenges
| STRENGTHS | challenges |
|---|---|
|
|
Data Tables
Data was a key driver in the district's consideration of school closure scenarios. Below you'll see four tables that detail how this scenario would affect each school's building utilization, transportation needs, income levels, and demographics by race.
Utilization
Definitions:
- Enroll SY25: The school enrollment for the FY25 school year. This is the school the students were enrolled in for services, not where they live.
- Area Counts: Number of students who live in the school’s boundaries for the proposed scenario. For example, students that live in Foster’s attendance boundary but go to King Arts are counted at Foster for the area count. This includes Pre-K, Park and Rice.
- Cap Total: The capacity for the building. These numbers may change slightly depending on the scenario and how many classrooms/seats need to be saved for a special program (e.g., STEP).
- Cap Neighb.: Total number of seats available for traditional general education students who are not in a program like TWI or ACC.
- Cap TWI: The total number of seats to reserve for the TWI program (144 for single-strand TWI and 288 for double-strand TWI).
- Cap ACC: The total number of seats to reserve for the ACC program
- Enroll Total: The total enrollment count for the school, including students placed there for programs.
- Enroll Neighb.: Total number of traditional monolingual students enrolled in the school.
- Enroll TWE: Total number of TWE students who may be enrolled in the school’s TWI program
- Enroll TWS: Total number of TWS students who may be enrolled in the school’s TWI program
- Enroll TWX: Total number of TWX/Monitoring students who may be enrolled in the school’s TWI program
- Enroll ACC:Total number of ACC students enrolled.
- Util Total: The total utilization rate.
- Util. Neighb.: The traditional monolingual utilization rate.
- Util TWI: The TWI utilization rate.
- Util ACC: The ACC utilization rate.
Calculations:
- Cap Neighb. = Cap Total - Cap TWI - Cap ACC
- Enroll Total = Enroll Neighb. + Enroll TWE + Enroll TWS + Enroll TWX + Enroll ACC
- Enroll Neighb. = Enroll Total - Enroll TWE - Enroll TWS - Enroll TWX - Enroll ACC
- Util Total = Enroll Total / Cap Total
- Util. Neighb. = Enroll Neighb. / Traditional Monolingual
- Util TWI = (Enroll TWX + Enroll TWS + Enroll TWE) / Cap TWI
- Util ACC = Enroll ACC / Cap ACC
Transportation
Definitions:
- ACC Placement: Student has selected ACC and lives outside the host school's boundaries.
- Bus: General education students who qualify for transportation based on current District policies and procedures (greater than or equal to 1.5 miles).
- Hazard: Students who must cross an identified hazard to get to school and live less than 1.5 miles.
- Not in District 65: Students who attend District 65 aligned to ISBE School Code that live out of the District.
- Park, Rice, JEH: Placeholder for students enrolled in these three programs.
- STEP Placement: Students who are transported to the STEP program.
- Special Education Transportation: Students who qualify for transportation based on their IEP.
- TWE Placement: Native English speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- TWS Placement: Native Spanish speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore will qualify for transportation due to TWI program placement.
- TWX Placement: Former Spanish speaking English language learners enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- Walk: Students who live within 1.5 miles of their school assignment and do not qualify for transportation.
Income
Free and reduced-price meals are available to students unable to pay the full meal price according to criteria based on household size and income. All D65 families who think they may be eligible are encouraged to apply. Learn more
Race
Financial Impact
| facility right-sizing |
0 | 1A | 1B | 2F | 2D | 3D | 3B | 4F |
|---|---|---|---|---|---|---|---|---|
| Non-salary and benefit savings | $180,087 | $155,377 | $335,464 | $349,079 | $504,456 | $494,228 | $745,434 | |
| salary and benefit savings | $1,132,442 | $1,325,106 | $2,457,548 | $2,311,198 | $3,636,304 | $3,548,294 | $5,443,231 | |
| avoided capital cost | $139,905 | $107,573 | $475,000 | $495,000 | $725,000 | $723,000 | $971,000 | |
| foster school net savings | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 |
| transportation increase | $ (50,000) | $ (50,000) | $ (100,000) | $ (100,000) | $ (150,000) | $ (150,000) | $ (200,000) | |
| lease of closed facilities | $245,000 | $230,000 | $475,000 | $495,000 | $725,000 | $723,000 | $971,000 | |
| section savings | $300,000 | $300,000 | $600,000 | $600,000 | $900,000 | $900,000 | $1,200,000 | |
| total | $50,000 | $1,997,434 | $2,118,056 | $4,293,012 | $4,200,277 | $6,390,760 | $6,288,522 | $9,180,665 |
Two-School Closure
- Scenario Overview
- 2F-Revised 11/17
- 2D-Revised 11/17
- 2F-Revised 11/3
- 2D-Revised 11/3
- 2A (Orrington and Lincolnwood)-Revised 11/3
- 2F (Lincolnwood and Kingsley)
- 2D (Kingsley and Willard)
Scenario Overview
Scenario 2F-Revised 11/17:
- Close Lincolnwood and Kingsley after the 2025-26 school year
- Move STEP to Lincoln Elementary (change from original 2F and 2F-Revised 11/3 scenarios)
- Close TWI Section at Willard Elementary
Scenario 2D-Revised 11/17:
-
Close Kingsley and Willard after the 2025-26 school year
-
Move STEP to Lincoln Elementary (change from original 2D and 2D-Revised 11/3 scenarios)
-
Close TWI Section at Willard Elementary
Previously discussed and reviewed
Scenario 2F-Revised 11/3:
- Close Lincolnwood and Kingsley after the 2025-26 school year
- Move STEP to Dewey Elementary (change from original 2F scenario)
- Close TWI Section at Willard Elementary
Scenario 2F:
- Close Lincolnwood and Kingsley after the 2025-26 school year
- Move STEP to Willard Elementary
- Close TWI Section at Willard Elementary
2D-Revised 11/3 and 2D:
-
Close Kingsley and Willard after the 2025-26 school year
-
Close TWI Section at Willard Elementary
Scenario 2A (requested by School Board at 10/27 meeting, marked "Revised" because refinements were made after initial 9/29 modeling):
-
Close Orrington and Lincolnwood after the 2025-26 school year
-
Close TWI Section at Willard Elementary
-
STEP moves to Dewey Elementary
2F-Revised 11/17
- Description
- Feeder Pattern
- Boundary Map
- Scenario Scorecard
- Strengths & Challenges
- Data Tables
- Financial Impact
Description
Feeder Pattern
| chute | nichols (STEP, dual language) | haven (Dual language) |
|---|---|---|
| Dawes (TWI-1) | Dewey (TWI-1) | Foster (TWI-2) |
| Oakton (TWI-1, ACC) | Washington (TWI-2, bilingual STEP) | Willard |
| Walker | Lincoln (STEP-2) | Orrington |
District 65 schools that do not follow an elementary/middle school feeder pattern:
- Dr. Martin Luther King Jr. Literary and Fine Arts School: K-8 fine arts magnet school (RISE, K-8)
- Park School: public therapeutic day program committed to serving a wide range of students with disabilities (ages 3-22)
- Rice Children's Center: serves students who are experiencing severe emotional, behavioral or mental health needs (grades 3-8)
- Joseph E. Hill Early Childhood Center: provides comprehensive, multicultural early childhood developmental programming (ages 0-5)
Key for program acronyms:
- TWI = Two-Way Immersion: Magnet program for students to develop strong literacy skills and language proficiency in both English and Spanish. The number following the designation indicates how many strands (or classroom sections) are in each grade. Learn more
- ACC = African Centered Curriculum: Magnet program that centers the identity, heritage, and values of people of African descent using culturally significant, collaborative, multiage learning experience. Learn more
- STEP = Structured Teaching Education Program: Program committed to supporting the success of students who present with an Autism Spectrum Disorder and benefit from a structured teaching approach that capitalizes on student strengths. Learn more
- RISE = Rigorous Individualized Specialized Educational Program: Self-contained program which provides a supportive and rigorous educational experience for students who present with moderate to significant disabilities. Learn more
Boundary Map
Scenario Scorecard
This scorecard is scenario-specific. For each school's baseline scorecards, view the School Scorecards page.
Note: This scenario scorecard uses the October 1, 2025 enrollment data. Additionally, as requested by the School Board on Oct. 27, only scenarios involving the Haven feeder pattern were scored against each other. The overall normative scores change because the results are compared to a smaller group of scenarios. Foster School was not modeled as it has not yet opened and therefore does not have all of the available data points.
Equity Score: 1.0
- Students Changing Schools: 1.0
- Who Is Impacted: 1.0
Geography Score: 2.9
- Walkability: 5.0
- Hazards: 1.0
- Transportation: 4.5
- School Proximity: 1.0
Building Functionality Score: 1.7
- ADA Compliance: 3.0
- Gym Cafeteria Separation: 1.0
- Teaching Stations: 1.0
Income Score: 2.5
- Income Potential: 2.5
Costs Score: 1.9
- Capital Expense: 1.0
- Operating Cost: 2.8
Total Score: 2.0
Strengths & Challenges
| strengths | challenges |
|---|---|
|
|
General Notes for Both Scenarios (2D-Revised 11/17 and 2F-Revised 11/17)
As administration and the Facilities Committee reviewed these scenarios, it became clear that while there are items that differentiate the scenarios, there are also items that are true for both scenarios. This list captures the items that are true for both 2D-Revised 11/17 AND 2F-Revised 11/17:
- Both scenarios include movement as a result of Bessie Rhodes closing, Foster opening, and the named schools closing.
- Regardless of modeling with a focus on increasing walkability and decreasing transportation, both models require students to cross Green Bay.
- K-5 utilization rates have become increasingly balanced with a range from 63% to the mid 80% for both scenarios.
- STEP program is relocated in both scenarios which will require limited capital improvements and professional learning investment.
- Willard TWI section is closed and all Haven feeder pattern TWI students will attend the Foster TWI strands.
- Orrington remains open despite being the smallest building and lot with limited parking and basement classrooms.
- Impact of the closures are largely absorbed by the 6th, 7th wards as well as portions of the 5th and 1st ward.
- Closed buildings can be used for program relocation or as swing schools during buildings renovations.
- Boundaries should be reviewed in no later than the 5-year requirement. Greater options for increasing walkability will be available after the Board commitments for Foster and Rhodes sunset.
Data Tables
Data was a key driver in the district's consideration of school closure scenarios. Below you'll see four tables that detail how this scenario would affect each school's building utilization, transportation needs, income levels, and demographics by race.
Utilization
Definitions:
- Enroll SY26: The school enrollment for the FY26 school year. This is the school the students were enrolled in for services, not where they live.
- Area Counts: Number of students who live in the school’s boundaries for the proposed scenario. For example, students that live in Foster’s attendance boundary but go to King Arts are counted at Foster for the area count. This includes Pre-K, Park and Rice.
- Cap Total: The capacity for the building. These numbers may change slightly depending on the scenario and how many classrooms/seats need to be saved for a special program (e.g., STEP).
- Cap Neighb.: Total number of seats available for traditional general education students who are not in a program like TWI or ACC.
- Cap TWI: The total number of seats to reserve for the TWI program (144 for single-strand TWI and 288 for double-strand TWI).
- Cap ACC: The total number of seats to reserve for the ACC program
- Enroll Total: The total enrollment count for the school, including students placed there for programs.
- Enroll Neighb.: Total number of traditional monolingual students enrolled in the school.
- Enroll TWE: Total number of TWE students who may be enrolled in the school’s TWI program
- Enroll TWS: Total number of TWS students who may be enrolled in the school’s TWI program
- Enroll TWX: Total number of TWX/Monitoring students who may be enrolled in the school’s TWI program
- Enroll ACC:Total number of ACC students enrolled.
- Util Total: The total utilization rate.
- Util. Neighb.: The traditional monolingual utilization rate.
- Util TWI: The TWI utilization rate.
- Util ACC: The ACC utilization rate.
Calculations:
- Cap Neighb. = Cap Total - Cap TWI - Cap ACC
- Enroll Total = Enroll Neighb. + Enroll TWE + Enroll TWS + Enroll TWX + Enroll ACC
- Enroll Neighb. = Enroll Total - Enroll TWE - Enroll TWS - Enroll TWX - Enroll ACC
- Util Total = Enroll Total / Cap Total
- Util. Neighb. = Enroll Neighb. / Traditional Monolingual
- Util TWI = (Enroll TWX + Enroll TWS + Enroll TWE) / Cap TWI
- Util ACC = Enroll ACC / Cap ACC
Transportation — IDOT Hazards Only
Definitions:
- ACC Placement: Student has selected ACC and lives outside the host school's boundaries.
- Bus: General education students who qualify for transportation based on current District policies and procedures (greater than or equal to 1.5 miles).
- Hazard: Students who must cross an identified hazard to get to school and live less than 1.5 miles.
- Not in District 65: Students who attend District 65 aligned to ISBE School Code that live out of the District.
- Park, Rice, JEH: Placeholder for students enrolled in these three programs.
- STEP Placement: Students who are transported to the STEP program.
- Special Education Transportation: Students who qualify for transportation based on their IEP.
- TWE Placement: Native English speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- TWS Placement: Native Spanish speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore will qualify for transportation due to TWI program placement.
- TWX Placement: Former Spanish speaking English language learners enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- Walk <=.75 miles: Students whose walk to their school assignment would be less than or equal to 0.75 miles and do not cross a hazard
- Walk >.75 miles: Students whose walk to their school assignment would be greater than 0.75 miles but less than 1.5 miles and do not cross a hazard
Transportation — IDOT and D65 Hazards
Definitions:
- ACC Placement: Student has selected ACC and lives outside the host school's boundaries.
- Bus: General education students who qualify for transportation based on current District policies and procedures (greater than or equal to 1.5 miles).
- Hazard: Students who must cross an identified hazard to get to school and live less than 1.5 miles.
- Not in District 65: Students who attend District 65 aligned to ISBE School Code that live out of the District.
- Park, Rice, JEH: Placeholder for students enrolled in these three programs.
- STEP Placement: Students who are transported to the STEP program.
- Special Education Transportation: Students who qualify for transportation based on their IEP.
- TWE Placement: Native English speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- TWS Placement: Native Spanish speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore will qualify for transportation due to TWI program placement.
- TWX Placement: Former Spanish speaking English language learners enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- Walk <=.75 miles: Students whose walk to their school assignment would be less than or equal to 0.75 miles and do not cross a hazard
- Walk >.75 miles: Students whose walk to their school assignment would be greater than 0.75 miles but less than 1.5 miles and do not cross a hazard
Income
Free and reduced-price meals are available to students unable to pay the full meal price according to criteria based on household size and income. All D65 families who think they may be eligible are encouraged to apply. Learn more
Race
Financial Impact
| facility right-sizing |
0 | 1A-Revised | 1B-revised | 2F-revised 11/17 | 2D-revised 11/17 |
|---|---|---|---|---|---|
| Non-salary and benefit savings | $180,087 | $155,377 | $335,464 | $349,079 | |
| salary and benefit savings | $1,132,442 | $1,325,106 | $2,457,548 | $2,311,198 | |
| foster school net savings | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 |
| transportation savings | $150,000 | $150,000 | $300,000 | $300,000 | |
| section savings | $150,000 | $150,000 | $225,000 | $225,000 | |
| total | $50,000 | $1,662,529 | $1,830,483 | $3,368,012 | $3,235,277 |
2D-Revised 11/17
- Description
- Feeder Pattern
- Boundary Map
- Scenario Scorecard
- Strengths & Challenges
- Data Tables
- Financial Impact
Description
Feeder Pattern
| chute | nichols (STEP, dual language) | haven (Dual language) |
|---|---|---|
| Dawes (TWI-1) | Dewey (TWI-1) | Foster (TWI-2) |
| Oakton (TWI-1, ACC) | Washington (TWI-2, bilingual STEP) | Orrington |
| Walker | Lincoln (STEP-2) | Lincolnwood |
District 65 schools that do not follow an elementary/middle school feeder pattern:
- Dr. Martin Luther King Jr. Literary and Fine Arts School: K-8 fine arts magnet school (RISE, K-8)
- Park School: public therapeutic day program committed to serving a wide range of students with disabilities (ages 3-22)
- Rice Children's Center: serves students who are experiencing severe emotional, behavioral or mental health needs (grades 3-8)
- Joseph E. Hill Early Childhood Center: provides comprehensive, multicultural early childhood developmental programming (ages 0-5)
Key for program acronyms:
- TWI = Two-Way Immersion: Magnet program for students to develop strong literacy skills and language proficiency in both English and Spanish. The number following the designation indicates how many strands (or classroom sections) are in each grade. Learn more
- ACC = African Centered Curriculum: Magnet program that centers the identity, heritage, and values of people of African descent using culturally significant, collaborative, multiage learning experience. Learn more
- STEP = Structured Teaching Education Program: Program committed to supporting the success of students who present with an Autism Spectrum Disorder and benefit from a structured teaching approach that capitalizes on student strengths. Learn more
- RISE = Rigorous Individualized Specialized Educational Program: Self-contained program which provides a supportive and rigorous educational experience for students who present with moderate to significant disabilities. Learn more
Boundary Map
Scenario Scorecard
This scorecard is scenario-specific. For each school's baseline scorecards, view the School Scorecards page.
Note: This scenario scorecard uses the October 1, 2025 enrollment data. Additionally, as requested by the School Board on Oct. 27, only scenarios involving the Haven feeder pattern were scored against each other. The overall normative scores change because the results are compared to a smaller group of scenarios. Foster School was not modeled as it has not yet opened and therefore does not have all of the available data points.
Equity Score: 3.1
- Students Changing Schools: 3.3
- Who Is Impacted: 3.0
Geography Score: 3.3
- Walkability: 4.8
- Hazards: 1.0
- Transportation: 5.0
- School Proximity: 2.2
Building Functionality Score: 5.0
- ADA Compliance: 5.0
- Gym Cafeteria Separation: 5.0
- Teaching Stations: 5.0
Income Score: 1.0
- Income Potential: 1.0
Costs Score: 1.5
- Capital Expense: 2.0
- Operating Cost: 1.0
Total Score: 2.9
Strengths & Challenges
| strengths | challenges |
|---|---|
|
|
General Notes for Both Scenarios (2D-Revised 11/17 and 2F-Revised 11/17)
As administration and the Facilities Committee reviewed these scenarios, it became clear that while there are items that differentiate the scenarios, there are also items that are true for both scenarios. This list captures the items that are true for both 2D-Revised 11/17 AND 2F-Revised 11/17:
- Both scenarios include movement as a result of Bessie Rhodes closing, Foster opening, and the named schools closing.
- Regardless of modeling with a focus on increasing walkability and decreasing transportation, both models require students to cross Green Bay.
- K-5 utilization rates have become increasingly balanced with a range from 63% to the mid 80% for both scenarios.
- STEP program is relocated in both scenarios which will require limited capital improvements and professional learning investment.
- Willard TWI section is closed and all Haven feeder pattern TWI students will attend the Foster TWI strands.
- Orrington remains open despite being the smallest building and lot with limited parking and basement classrooms.
- Impact of the closures are largely absorbed by the 6th, 7th wards as well as portions of the 5th and 1st ward.
- Closed buildings can be used for program relocation or as swing schools during buildings renovations.
- Boundaries should be reviewed in no later than the 5-year requirement. Greater options for increasing walkability will be available after the Board commitments for Foster and Rhodes sunset.
Data Tables
Data was a key driver in the district's consideration of school closure scenarios. Below you'll see four tables that detail how this scenario would affect each school's building utilization, transportation needs, income levels, and demographics by race.
Utilization
Definitions:
- Enroll SY26: The school enrollment for the FY26 school year. This is the school the students were enrolled in for services, not where they live.
- Area Counts: Number of students who live in the school’s boundaries for the proposed scenario. For example, students that live in Foster’s attendance boundary but go to King Arts are counted at Foster for the area count. This includes Pre-K, Park and Rice.
- Cap Total: The capacity for the building. These numbers may change slightly depending on the scenario and how many classrooms/seats need to be saved for a special program (e.g., STEP).
- Cap Neighb.: Total number of seats available for traditional general education students who are not in a program like TWI or ACC.
- Cap TWI: The total number of seats to reserve for the TWI program (144 for single-strand TWI and 288 for double-strand TWI).
- Cap ACC: The total number of seats to reserve for the ACC program
- Enroll Total: The total enrollment count for the school, including students placed there for programs.
- Enroll Neighb.: Total number of traditional monolingual students enrolled in the school.
- Enroll TWE: Total number of TWE students who may be enrolled in the school’s TWI program
- Enroll TWS: Total number of TWS students who may be enrolled in the school’s TWI program
- Enroll TWX: Total number of TWX/Monitoring students who may be enrolled in the school’s TWI program
- Enroll ACC:Total number of ACC students enrolled.
- Util Total: The total utilization rate.
- Util. Neighb.: The traditional monolingual utilization rate.
- Util TWI: The TWI utilization rate.
- Util ACC: The ACC utilization rate.
Calculations:
- Cap Neighb. = Cap Total - Cap TWI - Cap ACC
- Enroll Total = Enroll Neighb. + Enroll TWE + Enroll TWS + Enroll TWX + Enroll ACC
- Enroll Neighb. = Enroll Total - Enroll TWE - Enroll TWS - Enroll TWX - Enroll ACC
- Util Total = Enroll Total / Cap Total
- Util. Neighb. = Enroll Neighb. / Traditional Monolingual
- Util TWI = (Enroll TWX + Enroll TWS + Enroll TWE) / Cap TWI
- Util ACC = Enroll ACC / Cap ACC
Transportation — IDOT Hazards Only
Definitions:
- ACC Placement: Student has selected ACC and lives outside the host school's boundaries.
- Bus: General education students who qualify for transportation based on current District policies and procedures (greater than or equal to 1.5 miles).
- Hazard: Students who must cross an identified hazard to get to school and live less than 1.5 miles.
- Not in District 65: Students who attend District 65 aligned to ISBE School Code that live out of the District.
- Park, Rice, JEH: Placeholder for students enrolled in these three programs.
- STEP Placement: Students who are transported to the STEP program.
- Special Education Transportation: Students who qualify for transportation based on their IEP.
- TWE Placement: Native English speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- TWS Placement: Native Spanish speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore will qualify for transportation due to TWI program placement.
- TWX Placement: Former Spanish speaking English language learners enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- Walk <=.75 miles: Students whose walk to their school assignment would be less than or equal to 0.75 miles and do not cross a hazard
- Walk >.75 miles: Students whose walk to their school assignment would be greater than 0.75 miles but less than 1.5 miles and do not cross a hazard
Transportation — IDOT and D65 Hazards
Definitions:
- ACC Placement: Student has selected ACC and lives outside the host school's boundaries.
- Bus: General education students who qualify for transportation based on current District policies and procedures (greater than or equal to 1.5 miles).
- Hazard: Students who must cross an identified hazard to get to school and live less than 1.5 miles.
- Not in District 65: Students who attend District 65 aligned to ISBE School Code that live out of the District.
- Park, Rice, JEH: Placeholder for students enrolled in these three programs.
- STEP Placement: Students who are transported to the STEP program.
- Special Education Transportation: Students who qualify for transportation based on their IEP.
- TWE Placement: Native English speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- TWS Placement: Native Spanish speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore will qualify for transportation due to TWI program placement.
- TWX Placement: Former Spanish speaking English language learners enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- Walk <=.75 miles: Students whose walk to their school assignment would be less than or equal to 0.75 miles and do not cross a hazard
- Walk >.75 miles: Students whose walk to their school assignment would be greater than 0.75 miles but less than 1.5 miles and do not cross a hazard
Income
Free and reduced-price meals are available to students unable to pay the full meal price according to criteria based on household size and income. All D65 families who think they may be eligible are encouraged to apply. Learn more
Race
Financial Impact
| facility right-sizing |
0 | 1A-Revised | 1B-revised | 2F-revised 11/17 | 2D-revised 11/17 |
|---|---|---|---|---|---|
| Non-salary and benefit savings | $180,087 | $155,377 | $335,464 | $349,079 | |
| salary and benefit savings | $1,132,442 | $1,325,106 | $2,457,548 | $2,311,198 | |
| foster school net savings | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 |
| transportation savings | $150,000 | $150,000 | $300,000 | $300,000 | |
| section savings | $150,000 | $150,000 | $225,000 | $225,000 | |
| total | $50,000 | $1,662,529 | $1,830,483 | $3,368,012 | $3,235,277 |
2F-Revised 11/3
- Description
- Feeder Pattern
- Boundary Map
- Scenario Scorecard
- Strengths & Challenges
- Data Tables
- Financial Impact
Description
Feeder Pattern
| chute | nichols (STEP, dual language) | haven (Dual language) |
|---|---|---|
| Dawes (TWI-1) | Dewey (TWI-1, STEP) | Foster (TWI-2) |
| Oakton (TWI-1, ACC) | Washington (TWI-2, bilingual STEP) | Willard |
| Walker | Lincoln (STEP) | Orrington |
District 65 schools that do not follow an elementary/middle school feeder pattern:
- Dr. Martin Luther King Jr. Literary and Fine Arts School: K-8 fine arts magnet school (RISE, K-8)
- Park School: public therapeutic day program committed to serving a wide range of students with disabilities (ages 3-22)
- Rice Children's Center: serves students who are experiencing severe emotional, behavioral or mental health needs (grades 3-8)
- Joseph E. Hill Early Childhood Center: provides comprehensive, multicultural early childhood developmental programming (ages 0-5)
Key for program acronyms:
- TWI = Two-Way Immersion: Magnet program for students to develop strong literacy skills and language proficiency in both English and Spanish. The number following the designation indicates how many strands (or classroom sections) are in each grade. Learn more
- ACC = African Centered Curriculum: Magnet program that centers the identity, heritage, and values of people of African descent using culturally significant, collaborative, multiage learning experience. Learn more
- STEP = Structured Teaching Education Program: Program committed to supporting the success of students who present with an Autism Spectrum Disorder and benefit from a structured teaching approach that capitalizes on student strengths. Learn more
- RISE = Rigorous Individualized Specialized Educational Program: Self-contained program which provides a supportive and rigorous educational experience for students who present with moderate to significant disabilities. Learn more
Boundary Map
Scenario Scorecard
This scorecard is scenario-specific. For each school's baseline scorecards, view the School Scorecards page.
Note: This scenario scorecard uses the October 1, 2025 enrollment data. Additionally, as requested by the School Board on Oct. 27, only scenarios involving the Haven feeder pattern were scored against each other. The overall normative scores change because the results are compared to a smaller group of scenarios. Foster School was not modeled as it has not yet opened and therefore does not have all of the available data points.
Equity Score: 1.0
- Students Changing Schools: 1.0
- Who Is Impacted: 1.0
Geography Score: 2.9
- Walkability: 5.0
- Hazards: 1.0
- Transportation: 4.5
- School Proximity: 1.0
Building Functionality Score: 1.7
- ADA Compliance: 3.0
- Gym Cafeteria Separation: 1.0
- Teaching Stations: 1.0
Income Score: 2.5
- Income Potential: 2.5
Costs Score: 1.9
- Capital Expense: 1.0
- Operating Cost: 2.8
Total Score: 2.0
Strengths & Challenges
| strengths | challenges |
|---|---|
|
|
General Notes for Both Scenarios (2D-Revised 11/17 and 2F-Revised 11/17)
As administration and the Facilities Committee reviewed these scenarios, it became clear that while there are items that differentiate the scenarios, there are also items that are true for both scenarios. This list captures the items that are true for both 2D-Revised 11/17 AND 2F-Revised 11/17:
- Both scenarios include movement as a result of Bessie Rhodes closing, Foster opening, and the named schools closing.
- Regardless of modeling with a focus on increasing walkability and decreasing transportation, both models require students to cross Green Bay.
- K-5 utilization rates have become increasingly balanced with a range from 63% to the mid 80% for both scenarios.
- STEP program is relocated in both scenarios which will require limited capital improvements and professional learning investment.
- Willard TWI section is closed and all Haven feeder pattern TWI students will attend the Foster TWI strands.
- Orrington remains open despite being the smallest building and lot with limited parking and basement classrooms.
- Impact of the closures are largely absorbed by the 6th, 7th wards as well as portions of the 5th and 1st ward.
- Closed buildings can be used for program relocation or as swing schools during buildings renovations.
- Boundaries should be reviewed in no later than the 5-year requirement. Greater options for increasing walkability will be available after the Board commitments for Foster and Rhodes sunset.
Data Tables
Data was a key driver in the district's consideration of school closure scenarios. Below you'll see four tables that detail how this scenario would affect each school's building utilization, transportation needs, income levels, and demographics by race.
Utilization
Definitions:
- Enroll SY26: The school enrollment for the FY26 school year. This is the school the students were enrolled in for services, not where they live.
- Area Counts: Number of students who live in the school’s boundaries for the proposed scenario. For example, students that live in Foster’s attendance boundary but go to King Arts are counted at Foster for the area count. This includes Pre-K, Park and Rice.
- Cap Total: The capacity for the building. These numbers may change slightly depending on the scenario and how many classrooms/seats need to be saved for a special program (e.g., STEP).
- Cap Neighb.: Total number of seats available for traditional general education students who are not in a program like TWI or ACC.
- Cap TWI: The total number of seats to reserve for the TWI program (144 for single-strand TWI and 288 for double-strand TWI).
- Cap ACC: The total number of seats to reserve for the ACC program
- Enroll Total: The total enrollment count for the school, including students placed there for programs.
- Enroll Neighb.: Total number of traditional monolingual students enrolled in the school.
- Enroll TWE: Total number of TWE students who may be enrolled in the school’s TWI program
- Enroll TWS: Total number of TWS students who may be enrolled in the school’s TWI program
- Enroll TWX: Total number of TWX/Monitoring students who may be enrolled in the school’s TWI program
- Enroll ACC:Total number of ACC students enrolled.
- Util Total: The total utilization rate.
- Util. Neighb.: The traditional monolingual utilization rate.
- Util TWI: The TWI utilization rate.
- Util ACC: The ACC utilization rate.
Calculations:
- Cap Neighb. = Cap Total - Cap TWI - Cap ACC
- Enroll Total = Enroll Neighb. + Enroll TWE + Enroll TWS + Enroll TWX + Enroll ACC
- Enroll Neighb. = Enroll Total - Enroll TWE - Enroll TWS - Enroll TWX - Enroll ACC
- Util Total = Enroll Total / Cap Total
- Util. Neighb. = Enroll Neighb. / Traditional Monolingual
- Util TWI = (Enroll TWX + Enroll TWS + Enroll TWE) / Cap TWI
- Util ACC = Enroll ACC / Cap ACC
Transportation
Definitions:
- ACC Placement: Student has selected ACC and lives outside the host school's boundaries.
- Bus: General education students who qualify for transportation based on current District policies and procedures (greater than or equal to 1.5 miles).
- Hazard: Students who must cross an identified hazard to get to school and live less than 1.5 miles.
- Not in District 65: Students who attend District 65 aligned to ISBE School Code that live out of the District.
- Park, Rice, JEH: Placeholder for students enrolled in these three programs.
- STEP Placement: Students who are transported to the STEP program.
- Special Education Transportation: Students who qualify for transportation based on their IEP.
- TWE Placement: Native English speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- TWS Placement: Native Spanish speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore will qualify for transportation due to TWI program placement.
- TWX Placement: Former Spanish speaking English language learners enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- Walk <=.75 miles: Students whose walk to their school assignment would be less than or equal to 0.75 miles and do not cross a hazard
- Walk >.75 miles: Students whose walk to their school assignment would be greater than 0.75 miles but less than 1.5 miles and do not cross a hazard
Income
Free and reduced-price meals are available to students unable to pay the full meal price according to criteria based on household size and income. All D65 families who think they may be eligible are encouraged to apply. Learn more
Race
Financial Impact
| facility right-sizing |
0 | 1A | 1B | 2F | 2D | 2A |
|---|---|---|---|---|---|---|
| Non-salary and benefit savings | $180,087 | $155,377 | $335,464 | $349,079 | $297,682 | |
| salary and benefit savings | $1,132,442 | $1,325,106 | $2,457,548 | $2,311,198 | $2,342,561 | |
| avoided capital cost | $139,905 | $107,573 | $475,000 | $495,000 | $247,478 | |
| foster school net savings | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 |
| transportation increase | $ (50,000) | $ (50,000) | $ (100,000) | $ (100,000) | $ (100,000) | |
| lease of closed facilities | $245,000 | $230,000 | $475,000 | $495,000 | $500,000 | |
| section savings | $300,000 | $300,000 | $600,000 | $600,000 | $600,000 | |
| total | $50,000 | $1,997,434 | $2,118,056 | $4,293,012 | $4,200,277 | $3,937,721 |
2D-Revised 11/3
- Description
- Feeder Pattern
- Boundary Map
- Scenario Scorecard
- Strengths & Challenges
- Data Tables
- Financial Impact
Description
Feeder Pattern
| chute | nichols (STEP, dual language) | haven (Dual language) |
|---|---|---|
| Dawes (TWI-1) | Dewey (TWI-1) | Foster (TWI-2) |
| Oakton (TWI-1, ACC) | Washington (TWI-2, bilingual STEP) | Orrington |
| Walker | Lincoln (STEP) | Lincolnwood (STEP) |
District 65 schools that do not follow an elementary/middle school feeder pattern:
- Dr. Martin Luther King Jr. Literary and Fine Arts School: K-8 fine arts magnet school (RISE, K-8)
- Park School: public therapeutic day program committed to serving a wide range of students with disabilities (ages 3-22)
- Rice Children's Center: serves students who are experiencing severe emotional, behavioral or mental health needs (grades 3-8)
- Joseph E. Hill Early Childhood Center: provides comprehensive, multicultural early childhood developmental programming (ages 0-5)
Key for program acronyms:
- TWI = Two-Way Immersion: Magnet program for students to develop strong literacy skills and language proficiency in both English and Spanish. The number following the designation indicates how many strands (or classroom sections) are in each grade. Learn more
- ACC = African Centered Curriculum: Magnet program that centers the identity, heritage, and values of people of African descent using culturally significant, collaborative, multiage learning experience. Learn more
- STEP = Structured Teaching Education Program: Program committed to supporting the success of students who present with an Autism Spectrum Disorder and benefit from a structured teaching approach that capitalizes on student strengths. Learn more
- RISE = Rigorous Individualized Specialized Educational Program: Self-contained program which provides a supportive and rigorous educational experience for students who present with moderate to significant disabilities. Learn more
Boundary Map
Scenario Scorecard
This scorecard is scenario-specific. For each school's baseline scorecards, view the School Scorecards page.
Note: This scenario scorecard uses the October 1, 2025 enrollment data. Additionally, as requested by the School Board on Oct. 27, only scenarios involving the Haven feeder pattern were scored against each other. The overall normative scores change because the results are compared to a smaller group of scenarios. Foster School was not modeled as it has not yet opened and therefore does not have all of the available data points.
Equity Score: 3.1
- Students Changing Schools: 3.3
- Who Is Impacted: 3.0
Geography Score: 3.3
- Walkability: 4.8
- Hazards: 1.0
- Transportation: 5.0
- School Proximity: 2.2
Building Functionality Score: 5.0
- ADA Compliance: 5.0
- Gym Cafeteria Separation: 5.0
- Teaching Stations: 5.0
Income Score: 1.0
- Income Potential: 1.0
Costs Score: 1.5
- Capital Expense: 2.0
- Operating Cost: 1.0
Total Score: 2.9
Strengths & Challenges
| strengths | challenges |
|---|---|
|
|
Data Tables
Data was a key driver in the district's consideration of school closure scenarios. Below you'll see four tables that detail how this scenario would affect each school's building utilization, transportation needs, income levels, and demographics by race.
Utilization
Definitions:
- Enroll SY26: The school enrollment for the FY26 school year. This is the school the students were enrolled in for services, not where they live.
- Area Counts: Number of students who live in the school’s boundaries for the proposed scenario. For example, students that live in Foster’s attendance boundary but go to King Arts are counted at Foster for the area count. This includes Pre-K, Park and Rice.
- Cap Total: The capacity for the building. These numbers may change slightly depending on the scenario and how many classrooms/seats need to be saved for a special program (e.g., STEP).
- Cap Neighb.: Total number of seats available for traditional general education students who are not in a program like TWI or ACC.
- Cap TWI: The total number of seats to reserve for the TWI program (144 for single-strand TWI and 288 for double-strand TWI).
- Cap ACC: The total number of seats to reserve for the ACC program
- Enroll Total: The total enrollment count for the school, including students placed there for programs.
- Enroll Neighb.: Total number of traditional monolingual students enrolled in the school.
- Enroll TWE: Total number of TWE students who may be enrolled in the school’s TWI program
- Enroll TWS: Total number of TWS students who may be enrolled in the school’s TWI program
- Enroll TWX: Total number of TWX/Monitoring students who may be enrolled in the school’s TWI program
- Enroll ACC:Total number of ACC students enrolled.
- Util Total: The total utilization rate.
- Util. Neighb.: The traditional monolingual utilization rate.
- Util TWI: The TWI utilization rate.
- Util ACC: The ACC utilization rate.
Calculations:
- Cap Neighb. = Cap Total - Cap TWI - Cap ACC
- Enroll Total = Enroll Neighb. + Enroll TWE + Enroll TWS + Enroll TWX + Enroll ACC
- Enroll Neighb. = Enroll Total - Enroll TWE - Enroll TWS - Enroll TWX - Enroll ACC
- Util Total = Enroll Total / Cap Total
- Util. Neighb. = Enroll Neighb. / Traditional Monolingual
- Util TWI = (Enroll TWX + Enroll TWS + Enroll TWE) / Cap TWI
- Util ACC = Enroll ACC / Cap ACC
Transportation
Definitions:
- ACC Placement: Student has selected ACC and lives outside the host school's boundaries.
- Bus: General education students who qualify for transportation based on current District policies and procedures (greater than or equal to 1.5 miles).
- Hazard: Students who must cross an identified hazard to get to school and live less than 1.5 miles.
- Not in District 65: Students who attend District 65 aligned to ISBE School Code that live out of the District.
- Park, Rice, JEH: Placeholder for students enrolled in these three programs.
- STEP Placement: Students who are transported to the STEP program.
- Special Education Transportation: Students who qualify for transportation based on their IEP.
- TWE Placement: Native English speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- TWS Placement: Native Spanish speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore will qualify for transportation due to TWI program placement.
- TWX Placement: Former Spanish speaking English language learners enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- Walk <=.75 miles: Students whose walk to their school assignment would be less than or equal to 0.75 miles and do not cross a hazard
- Walk >.75 miles: Students whose walk to their school assignment would be greater than 0.75 miles but less than 1.5 miles and do not cross a hazard
Income
Free and reduced-price meals are available to students unable to pay the full meal price according to criteria based on household size and income. All D65 families who think they may be eligible are encouraged to apply. Learn more
Race
Financial Impact
| facility right-sizing |
0 | 1A | 1B | 2F | 2D | 2A |
|---|---|---|---|---|---|---|
| Non-salary and benefit savings | $180,087 | $155,377 | $335,464 | $349,079 | $297,682 | |
| salary and benefit savings | $1,132,442 | $1,325,106 | $2,457,548 | $2,311,198 | $2,342,561 | |
| avoided capital cost | $139,905 | $107,573 | $475,000 | $495,000 | $247,478 | |
| foster school net savings | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 |
| transportation increase | $ (50,000) | $ (50,000) | $ (100,000) | $ (100,000) | $ (100,000) | |
| lease of closed facilities | $245,000 | $230,000 | $475,000 | $495,000 | $500,000 | |
| section savings | $300,000 | $300,000 | $600,000 | $600,000 | $600,000 | |
| total | $50,000 | $1,997,434 | $2,118,056 | $4,293,012 | $4,200,277 | $3,937,721 |
2A (Orrington and Lincolnwood)-Revised 11/3
- Description
- Feeder Pattern
- Boundary Map
- Scenario Scorecard
- Strengths & Challenges
- Data Tables
- Financial Impact
Description
Feeder Pattern
| chute | nichols (STEP, dual language) | haven (Dual language) |
|---|---|---|
| Dawes (TWI-1) | Dewey (TWI-1, STEP) | Foster (TWI-2) |
| Oakton (TWI-1, ACC) | Washington (TWI-2, bilingual STEP) | Kingsley |
| Walker | Lincoln (STEP) | Willard |
District 65 schools that do not follow an elementary/middle school feeder pattern:
- Dr. Martin Luther King Jr. Literary and Fine Arts School: K-8 fine arts magnet school (RISE, K-8)
- Park School: public therapeutic day program committed to serving a wide range of students with disabilities (ages 3-22)
- Rice Children's Center: serves students who are experiencing severe emotional, behavioral or mental health needs (grades 3-8)
- Joseph E. Hill Early Childhood Center: provides comprehensive, multicultural early childhood developmental programming (ages 0-5)
Key for program acronyms:
- TWI = Two-Way Immersion: Magnet program for students to develop strong literacy skills and language proficiency in both English and Spanish. The number following the designation indicates how many strands (or classroom sections) are in each grade. Learn more
- ACC = African Centered Curriculum: Magnet program that centers the identity, heritage, and values of people of African descent using culturally significant, collaborative, multiage learning experience. Learn more
- STEP = Structured Teaching Education Program: Program committed to supporting the success of students who present with an Autism Spectrum Disorder and benefit from a structured teaching approach that capitalizes on student strengths. Learn more
- RISE = Rigorous Individualized Specialized Educational Program: Self-contained program which provides a supportive and rigorous educational experience for students who present with moderate to significant disabilities. Learn more
Boundary Map
Scenario Scorecard
This scorecard is scenario-specific. For each school's baseline scorecards, view the School Scorecards page.
Note: This scenario scorecard uses the October 1, 2025 enrollment data. Additionally, as requested by the School Board on Oct. 27, only scenarios involving the Haven feeder pattern were scored against each other. The overall normative scores change because the results are compared to a smaller group of scenarios. Foster School was not modeled as it has not yet opened and therefore does not have all of the available data points.
Equity Score: 2.9
- Students Changing Schools: 2.7
- Who Is Impacted: 3.1
Geography Score: 2.7
- Walkability: 1.2
- Hazards: 5.0
- Transportation: 1.0
- School Proximity: 3.8
Building Functionality Score: 1.0
- ADA Compliance: 1.0
- Gym Cafeteria Separation: 1.0
- Teaching Stations: 1.0
Income Score: 5.0
- Income Potential: 5.0
Costs Score: 4.5
- Capital Expense: 4.0
- Operating Cost: 5.0
Total Score: 3.1
Strengths & Challenges
| strengths | challenges |
|---|---|
|
|
Data Tables
Data was a key driver in the district's consideration of school closure scenarios. Below you'll see four tables that detail how this scenario would affect each school's building utilization, transportation needs, income levels, and demographics by race.
Utilization
Definitions:
- Enroll SY26: The school enrollment for the FY26 school year. This is the school the students were enrolled in for services, not where they live.
- Area Counts: Number of students who live in the school’s boundaries for the proposed scenario. For example, students that live in Foster’s attendance boundary but go to King Arts are counted at Foster for the area count. This includes Pre-K, Park and Rice.
- Cap Total: The capacity for the building. These numbers may change slightly depending on the scenario and how many classrooms/seats need to be saved for a special program (e.g., STEP).
- Cap Neighb.: Total number of seats available for traditional general education students who are not in a program like TWI or ACC.
- Cap TWI: The total number of seats to reserve for the TWI program (144 for single-strand TWI and 288 for double-strand TWI).
- Cap ACC: The total number of seats to reserve for the ACC program
- Enroll Total: The total enrollment count for the school, including students placed there for programs.
- Enroll Neighb.: Total number of traditional monolingual students enrolled in the school.
- Enroll TWE: Total number of TWE students who may be enrolled in the school’s TWI program
- Enroll TWS: Total number of TWS students who may be enrolled in the school’s TWI program
- Enroll TWX: Total number of TWX/Monitoring students who may be enrolled in the school’s TWI program
- Enroll ACC:Total number of ACC students enrolled.
- Util Total: The total utilization rate.
- Util. Neighb.: The traditional monolingual utilization rate.
- Util TWI: The TWI utilization rate.
- Util ACC: The ACC utilization rate.
Calculations:
- Cap Neighb. = Cap Total - Cap TWI - Cap ACC
- Enroll Total = Enroll Neighb. + Enroll TWE + Enroll TWS + Enroll TWX + Enroll ACC
- Enroll Neighb. = Enroll Total - Enroll TWE - Enroll TWS - Enroll TWX - Enroll ACC
- Util Total = Enroll Total / Cap Total
- Util. Neighb. = Enroll Neighb. / Traditional Monolingual
- Util TWI = (Enroll TWX + Enroll TWS + Enroll TWE) / Cap TWI
- Util ACC = Enroll ACC / Cap ACC
Transportation
Definitions:
- ACC Placement: Student has selected ACC and lives outside the host school's boundaries.
- Bus: General education students who qualify for transportation based on current District policies and procedures (greater than or equal to 1.5 miles).
- Hazard: Students who must cross an identified hazard to get to school and live less than 1.5 miles.
- Not in District 65: Students who attend District 65 aligned to ISBE School Code that live out of the District.
- Park, Rice, JEH: Placeholder for students enrolled in these three programs.
- STEP Placement: Students who are transported to the STEP program.
- Special Education Transportation: Students who qualify for transportation based on their IEP.
- TWE Placement: Native English speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- TWS Placement: Native Spanish speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore will qualify for transportation due to TWI program placement.
- TWX Placement: Former Spanish speaking English language learners enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- Walk <=.75 miles: Students whose walk to their school assignment would be less than or equal to 0.75 miles and do not cross a hazard
- Walk >.75 miles: Students whose walk to their school assignment would be greater than 0.75 miles but less than 1.5 miles and do not cross a hazard
Income
Free and reduced-price meals are available to students unable to pay the full meal price according to criteria based on household size and income. All D65 families who think they may be eligible are encouraged to apply. Learn more
Race
Financial Impact
| facility right-sizing |
0 | 1A | 1B | 2F | 2D | 2A |
|---|---|---|---|---|---|---|
| Non-salary and benefit savings | $180,087 | $155,377 | $335,464 | $349,079 | $297,682 | |
| salary and benefit savings | $1,132,442 | $1,325,106 | $2,457,548 | $2,311,198 | $2,342,561 | |
| avoided capital cost | $139,905 | $107,573 | $475,000 | $495,000 | $247,478 | |
| foster school net savings | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 |
| transportation increase | $ (50,000) | $ (50,000) | $ (100,000) | $ (100,000) | $ (100,000) | |
| lease of closed facilities | $245,000 | $230,000 | $475,000 | $495,000 | $500,000 | |
| section savings | $300,000 | $300,000 | $600,000 | $600,000 | $600,000 | |
| total | $50,000 | $1,997,434 | $2,118,056 | $4,293,012 | $4,200,277 | $3,937,721 |
2F (Lincolnwood and Kingsley)
- Description
- Feeder Pattern
- Boundary Map
- Scenario Scorecard
- Strengths & Challenges
- Data Tables
- Financial Impact
Description
Feeder Pattern
| chute | nichols (STEP, dual language) | haven (Dual language) |
|---|---|---|
| Dawes (TWI-1) | Dewey (TWI-1) | Foster (TWI-2) |
| Oakton (TWI-1, ACC) | Washington (TWI-2, bilingual STEP) | Willard (STEP) |
| Walker | Lincoln (STEP) | Orrington |
District 65 schools that do not follow an elementary/middle school feeder pattern:
- Dr. Martin Luther King Jr. Literary and Fine Arts School: K-8 fine arts magnet school (RISE, K-8)
- Park School: public therapeutic day program committed to serving a wide range of students with disabilities (ages 3-22)
- Rice Children's Center: serves students who are experiencing severe emotional, behavioral or mental health needs (grades 3-8)
- Joseph E. Hill Early Childhood Center: provides comprehensive, multicultural early childhood developmental programming (ages 0-5)
Key for program acronyms:
- TWI = Two-Way Immersion: Magnet program for students to develop strong literacy skills and language proficiency in both English and Spanish. The number following the designation indicates how many strands (or classroom sections) are in each grade. Learn more
- ACC = African Centered Curriculum: Magnet program that centers the identity, heritage, and values of people of African descent using culturally significant, collaborative, multiage learning experience. Learn more
- STEP = Structured Teaching Education Program: Program committed to supporting the success of students who present with an Autism Spectrum Disorder and benefit from a structured teaching approach that capitalizes on student strengths. Learn more
- RISE = Rigorous Individualized Specialized Educational Program: Self-contained program which provides a supportive and rigorous educational experience for students who present with moderate to significant disabilities. Learn more
Boundary Map
Scenario Scorecard
This scorecard is scenario-specific. For each school's baseline scorecards, view the School Scorecards page.
Equity Score: 1.0
- Students Changing Schools: 1.0
- Who Is Impacted: 1.0
Geography Score: 1.7
- Walkability: 2.6
- Hazards: 1.0
- Transportation: 1.9
- School Proximity: 1.1
Building Functionality Score: 1.7
- ADA Compliance: 3.0
- Gym Cafeteria Separation: 1.0
- Teaching Stations: 1.0
Income Score: 2.3
- Income Potential: 2.3
Costs Score: 3.5
- Capital Expense: 3.0
- Operating Cost: 3.9
Total Score: 2.0
Strengths & Challenges
| strengths | challenges |
|---|---|
|
|
Data Tables
Data was a key driver in the district's consideration of school closure scenarios. Below you'll see four tables that detail how this scenario would affect each school's building utilization, transportation needs, income levels, and demographics by race.
Utilization
Definitions:
- Enroll SY25: The school enrollment for the FY25 school year. This is the school the students were enrolled in for services, not where they live.
- Area Counts: Number of students who live in the school’s boundaries for the proposed scenario. For example, students that live in Foster’s attendance boundary but go to King Arts are counted at Foster for the area count. This includes Pre-K, Park and Rice.
- Cap Total: The capacity for the building. These numbers may change slightly depending on the scenario and how many classrooms/seats need to be saved for a special program (e.g., STEP).
- Cap Neighb.: Total number of seats available for traditional general education students who are not in a program like TWI or ACC.
- Cap TWI: The total number of seats to reserve for the TWI program (144 for single-strand TWI and 288 for double-strand TWI).
- Cap ACC: The total number of seats to reserve for the ACC program
- Enroll Total: The total enrollment count for the school, including students placed there for programs.
- Enroll Neighb.: Total number of traditional monolingual students enrolled in the school.
- Enroll TWE: Total number of TWE students who may be enrolled in the school’s TWI program
- Enroll TWS: Total number of TWS students who may be enrolled in the school’s TWI program
- Enroll TWX: Total number of TWX/Monitoring students who may be enrolled in the school’s TWI program
- Enroll ACC:Total number of ACC students enrolled.
- Util Total: The total utilization rate.
- Util. Neighb.: The traditional monolingual utilization rate.
- Util TWI: The TWI utilization rate.
- Util ACC: The ACC utilization rate.
Calculations:
- Cap Neighb. = Cap Total - Cap TWI - Cap ACC
- Enroll Total = Enroll Neighb. + Enroll TWE + Enroll TWS + Enroll TWX + Enroll ACC
- Enroll Neighb. = Enroll Total - Enroll TWE - Enroll TWS - Enroll TWX - Enroll ACC
- Util Total = Enroll Total / Cap Total
- Util. Neighb. = Enroll Neighb. / Traditional Monolingual
- Util TWI = (Enroll TWX + Enroll TWS + Enroll TWE) / Cap TWI
- Util ACC = Enroll ACC / Cap ACC
Transportation
Definitions:
- ACC Placement: Student has selected ACC and lives outside the host school's boundaries.
- Bus: General education students who qualify for transportation based on current District policies and procedures (greater than or equal to 1.5 miles).
- Hazard: Students who must cross an identified hazard to get to school and live less than 1.5 miles.
- Not in District 65: Students who attend District 65 aligned to ISBE School Code that live out of the District.
- Park, Rice, JEH: Placeholder for students enrolled in these three programs.
- STEP Placement: Students who are transported to the STEP program.
- Special Education Transportation: Students who qualify for transportation based on their IEP.
- TWE Placement: Native English speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- TWS Placement: Native Spanish speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore will qualify for transportation due to TWI program placement.
- TWX Placement: Former Spanish speaking English language learners enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- Walk: Students who live within 1.5 miles of their school assignment and do not qualify for transportation.
Income
Free and reduced-price meals are available to students unable to pay the full meal price according to criteria based on household size and income. All D65 families who think they may be eligible are encouraged to apply. Learn more
Race
Financial Impact
| facility right-sizing |
0 | 1A | 1B | 2F | 2D | 3D | 3B | 4F |
|---|---|---|---|---|---|---|---|---|
| Non-salary and benefit savings | $180,087 | $155,377 | $335,464 | $349,079 | $504,456 | $494,228 | $745,434 | |
| salary and benefit savings | $1,132,442 | $1,325,106 | $2,457,548 | $2,311,198 | $3,636,304 | $3,548,294 | $5,443,231 | |
| avoided capital cost | $139,905 | $107,573 | $475,000 | $495,000 | $725,000 | $723,000 | $971,000 | |
| foster school net savings | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 |
| transportation increase | $ (50,000) | $ (50,000) | $ (100,000) | $ (100,000) | $ (150,000) | $ (150,000) | $ (200,000) | |
| lease of closed facilities | $245,000 | $230,000 | $475,000 | $495,000 | $725,000 | $723,000 | $971,000 | |
| section savings | $300,000 | $300,000 | $600,000 | $600,000 | $900,000 | $900,000 | $1,200,000 | |
| total | $50,000 | $1,997,434 | $2,118,056 | $4,293,012 | $4,200,277 | $6,390,760 | $6,288,522 | $9,180,665 |
2D (Kingsley and Willard)
- Description
- Feeder Pattern
- Boundary Map
- Scenario Scorecard
- Strengths & Challenges
- Data Tables
- Financial Impact
Description
Feeder Pattern
| chute | nichols (STEP, dual language) | haven (Dual language) |
|---|---|---|
| Dawes (TWI-1) | Dewey (TWI-1) | Foster (TWI-2) |
| Oakton (TWI-1, ACC) | Washington (TWI-2, bilingual STEP) | Orrington |
| Walker | Lincoln (STEP) | Lincolnwood (STEP) |
District 65 schools that do not follow an elementary/middle school feeder pattern:
- Dr. Martin Luther King Jr. Literary and Fine Arts School: K-8 fine arts magnet school (RISE, K-8)
- Park School: public therapeutic day program committed to serving a wide range of students with disabilities (ages 3-22)
- Rice Children's Center: serves students who are experiencing severe emotional, behavioral or mental health needs (grades 3-8)
- Joseph E. Hill Early Childhood Center: provides comprehensive, multicultural early childhood developmental programming (ages 0-5)
Key for program acronyms:
- TWI = Two-Way Immersion: Magnet program for students to develop strong literacy skills and language proficiency in both English and Spanish. The number following the designation indicates how many strands (or classroom sections) are in each grade. Learn more
- ACC = African Centered Curriculum: Magnet program that centers the identity, heritage, and values of people of African descent using culturally significant, collaborative, multiage learning experience. Learn more
- STEP = Structured Teaching Education Program: Program committed to supporting the success of students who present with an Autism Spectrum Disorder and benefit from a structured teaching approach that capitalizes on student strengths. Learn more
- RISE = Rigorous Individualized Specialized Educational Program: Self-contained program which provides a supportive and rigorous educational experience for students who present with moderate to significant disabilities. Learn more
Boundary Map
Scenario Scorecard
This scorecard is scenario-specific. For each school's baseline scorecards, view the School Scorecards page.
Equity Score: 1.4
- Students Changing Schools: 1.2
- Who Is Impacted: 1.6
Geography Score: 2.9
- Walkability: 3.3
- Hazards: 2.2
- Transportation: 3.9
- School Proximity: 2.2
Building Functionality Score: 5.0
- ADA Compliance: 5.0
- Gym Cafeteria Separation: 5.0
- Teaching Stations: 5.0
Income Score: 1.0
- Income Potential: 1.0
Costs Score: 3.3
- Capital Expense: 3.5
- Operating Cost: 3.0
Total Score: 2.8
Strengths & Challenges
| strengths | challenges |
|---|---|
|
|
Data Tables
Data was a key driver in the district's consideration of school closure scenarios. Below you'll see four tables that detail how this scenario would affect each school's building utilization, transportation needs, income levels, and demographics by race.
Utilization
Definitions:
- Enroll SY25: The school enrollment for the FY25 school year. This is the school the students were enrolled in for services, not where they live.
- Area Counts: Number of students who live in the school’s boundaries for the proposed scenario. For example, students that live in Foster’s attendance boundary but go to King Arts are counted at Foster for the area count. This includes Pre-K, Park and Rice.
- Cap Total: The capacity for the building. These numbers may change slightly depending on the scenario and how many classrooms/seats need to be saved for a special program (e.g., STEP).
- Cap Neighb.: Total number of seats available for traditional general education students who are not in a program like TWI or ACC.
- Cap TWI: The total number of seats to reserve for the TWI program (144 for single-strand TWI and 288 for double-strand TWI).
- Cap ACC: The total number of seats to reserve for the ACC program
- Enroll Total: The total enrollment count for the school, including students placed there for programs.
- Enroll Neighb.: Total number of traditional monolingual students enrolled in the school.
- Enroll TWE: Total number of TWE students who may be enrolled in the school’s TWI program
- Enroll TWS: Total number of TWS students who may be enrolled in the school’s TWI program
- Enroll TWX: Total number of TWX/Monitoring students who may be enrolled in the school’s TWI program
- Enroll ACC:Total number of ACC students enrolled.
- Util Total: The total utilization rate.
- Util. Neighb.: The traditional monolingual utilization rate.
- Util TWI: The TWI utilization rate.
- Util ACC: The ACC utilization rate.
Calculations:
- Cap Neighb. = Cap Total - Cap TWI - Cap ACC
- Enroll Total = Enroll Neighb. + Enroll TWE + Enroll TWS + Enroll TWX + Enroll ACC
- Enroll Neighb. = Enroll Total - Enroll TWE - Enroll TWS - Enroll TWX - Enroll ACC
- Util Total = Enroll Total / Cap Total
- Util. Neighb. = Enroll Neighb. / Traditional Monolingual
- Util TWI = (Enroll TWX + Enroll TWS + Enroll TWE) / Cap TWI
- Util ACC = Enroll ACC / Cap ACC
Transportation
Definitions:
- ACC Placement: Student has selected ACC and lives outside the host school's boundaries.
- Bus: General education students who qualify for transportation based on current District policies and procedures (greater than or equal to 1.5 miles).
- Hazard: Students who must cross an identified hazard to get to school and live less than 1.5 miles.
- Not in District 65: Students who attend District 65 aligned to ISBE School Code that live out of the District.
- Park, Rice, JEH: Placeholder for students enrolled in these three programs.
- STEP Placement: Students who are transported to the STEP program.
- Special Education Transportation: Students who qualify for transportation based on their IEP.
- TWE Placement: Native English speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- TWS Placement: Native Spanish speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore will qualify for transportation due to TWI program placement.
- TWX Placement: Former Spanish speaking English language learners enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- Walk: Students who live within 1.5 miles of their school assignment and do not qualify for transportation.
Income
Free and reduced-price meals are available to students unable to pay the full meal price according to criteria based on household size and income. All D65 families who think they may be eligible are encouraged to apply. Learn more
Race
Financial Impact
| facility right-sizing |
0 | 1A | 1B | 2F | 2D | 3D | 3B | 4F |
|---|---|---|---|---|---|---|---|---|
| Non-salary and benefit savings | $180,087 | $155,377 | $335,464 | $349,079 | $504,456 | $494,228 | $745,434 | |
| salary and benefit savings | $1,132,442 | $1,325,106 | $2,457,548 | $2,311,198 | $3,636,304 | $3,548,294 | $5,443,231 | |
| avoided capital cost | $139,905 | $107,573 | $475,000 | $495,000 | $725,000 | $723,000 | $971,000 | |
| foster school net savings | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 |
| transportation increase | $ (50,000) | $ (50,000) | $ (100,000) | $ (100,000) | $ (150,000) | $ (150,000) | $ (200,000) | |
| lease of closed facilities | $245,000 | $230,000 | $475,000 | $495,000 | $725,000 | $723,000 | $971,000 | |
| section savings | $300,000 | $300,000 | $600,000 | $600,000 | $900,000 | $900,000 | $1,200,000 | |
| total | $50,000 | $1,997,434 | $2,118,056 | $4,293,012 | $4,200,277 | $6,390,760 | $6,288,522 | $9,180,665 |
Three-School Closure
- Scenario Overview
- 3D-Revised 10/9
- 3B-Revised 10/9
- 3D (Lincolnwood, Kingsley, Washington)
- 3B (Lincolnwood, Kingsley, Dawes)
- 3X (Lincolnwood, Kingsley, King Arts, and Dewey; open a K-5 King Elementary)
Scenario Overview
Scenario 3D and 3D-Revised 10/9:
- Lincolnwood, Kingsley, and Washington close after the 2025-26 school year
- STEP moves to Willard
- Close TWI Section at Willard Elementary
- Dewey becomes a double strand of TWI and Lincoln adds a TWI strand
- Bilingual STEP moves to Dawes
Scenario 3B and 3B-Revised 10/9:
- Lincolnwood, Kingsley, and Dawes close after the 2025-26 school year
- STEP moves to Willard
- TWI moves to Lincoln
- Lincoln moves to the Chute feeder pattern
- Walker moves to the Nichols feeder pattern
Scenario 3X (requested by School Board):
- Lincolnwood, Kingsley, King Arts, and Dewey close after the 2025-26 school year; a K-5 King Elementary opens as a neighborhood school
- Close TWI Section at Willard Elementary
- Dewey TWI moves to Lincoln
- STEP moves to Orrington
- Close King Arts Magnet and move K-5 RISE to Willard and 6-8 RISE to Haven
3D-Revised 10/9
- Description
- Feeder Pattern
- Boundary Map
- Scenario Scorecard
- Strengths & Challenges
- Data Tables
- Financial Impact
Description
Feeder Pattern
| chute | nichols (STEP, dual language) | haven (Dual language) |
|---|---|---|
| Dawes (TWI-1, bilingual STEP) | Dewey (TWI-2) | Foster (TWI-2) |
| Oakton (TWI-1, ACC) | Lincoln (TWI-1, STEP) | Orrington |
| Walker | Willard (STEP) |
District 65 schools that do not follow an elementary/middle school feeder pattern:
- Dr. Martin Luther King Jr. Literary and Fine Arts School: K-8 fine arts magnet school (RISE, K-8)
- Park School: public therapeutic day program committed to serving a wide range of students with disabilities (ages 3-22)
- Rice Children's Center: serves students who are experiencing severe emotional, behavioral or mental health needs (grades 3-8)
- Joseph E. Hill Early Childhood Center: provides comprehensive, multicultural early childhood developmental programming (ages 0-5)
Key for program acronyms:
- TWI = Two-Way Immersion: Magnet program for students to develop strong literacy skills and language proficiency in both English and Spanish. The number following the designation indicates how many strands (or classroom sections) are in each grade. Learn more
- ACC = African Centered Curriculum: Magnet program that centers the identity, heritage, and values of people of African descent using culturally significant, collaborative, multiage learning experience. Learn more
- STEP = Structured Teaching Education Program: Program committed to supporting the success of students who present with an Autism Spectrum Disorder and benefit from a structured teaching approach that capitalizes on student strengths. Learn more
- RISE = Rigorous Individualized Specialized Educational Program: Self-contained program which provides a supportive and rigorous educational experience for students who present with moderate to significant disabilities. Learn more
Boundary Map
Scenario Scorecard
This scorecard is scenario-specific. For each school's baseline scorecards, view the School Scorecards page.
Equity Score: 1.0
- Students Changing Schools: 1.0
- Who Is Impacted: 1.0
Geography Score: 1.8
- Walkability: 2.5
- Hazards: 2.4
- Transportation: 1.0
- School Proximity: 1.4
Building Functionality Score: 2.9
- ADA Compliance: 3.0
- Gym Cafeteria Separation: 3.0
- Teaching Stations: 2.7
Income Score: 2.9
- Income Potential: 2.9
Costs Score: 2.4
- Capital Expense: 2.6
- Operating Cost: 2.2
Total Score: 2.0
Strengths & Challenges
| strengths | challenges |
|---|---|
|
|
Text in bold notes additions or changes from original scenario. Strikethrough text notes challenges that have been addressed through scenario refinement.
Data Tables
Data was a key driver in the district's consideration of school closure scenarios. Below you'll see four tables that detail how this scenario would affect each school's building utilization, transportation needs, income levels, and demographics by race.
Utilization
Definitions:
- Enroll SY25: The school enrollment for the FY25 school year. This is the school the students were enrolled in for services, not where they live.
- Area Counts: Number of students who live in the school’s boundaries for the proposed scenario. For example, students that live in Foster’s attendance boundary but go to King Arts are counted at Foster for the area count. This includes Pre-K, Park and Rice.
- Cap Total: The capacity for the building. These numbers may change slightly depending on the scenario and how many classrooms/seats need to be saved for a special program (e.g., STEP).
- Cap Neighb.: Total number of seats available for traditional general education students who are not in a program like TWI or ACC.
- Cap TWI: The total number of seats to reserve for the TWI program (144 for single-strand TWI and 288 for double-strand TWI).
- Cap ACC: The total number of seats to reserve for the ACC program
- Enroll Total: The total enrollment count for the school, including students placed there for programs.
- Enroll Neighb.: Total number of traditional monolingual students enrolled in the school.
- Enroll TWE: Total number of TWE students who may be enrolled in the school’s TWI program
- Enroll TWS: Total number of TWS students who may be enrolled in the school’s TWI program
- Enroll TWX: Total number of TWX/Monitoring students who may be enrolled in the school’s TWI program
- Enroll ACC:Total number of ACC students enrolled.
- Util Total: The total utilization rate.
- Util. Neighb.: The traditional monolingual utilization rate.
- Util TWI: The TWI utilization rate.
- Util ACC: The ACC utilization rate.
Calculations:
- Cap Neighb. = Cap Total - Cap TWI - Cap ACC
- Enroll Total = Enroll Neighb. + Enroll TWE + Enroll TWS + Enroll TWX + Enroll ACC
- Enroll Neighb. = Enroll Total - Enroll TWE - Enroll TWS - Enroll TWX - Enroll ACC
- Util Total = Enroll Total / Cap Total
- Util. Neighb. = Enroll Neighb. / Traditional Monolingual
- Util TWI = (Enroll TWX + Enroll TWS + Enroll TWE) / Cap TWI
- Util ACC = Enroll ACC / Cap ACC
Transportation
Definitions:
- ACC Placement: Student has selected ACC and lives outside the host school's boundaries.
- Bus: General education students who qualify for transportation based on current District policies and procedures (greater than or equal to 1.5 miles).
- Hazard: Students who must cross an identified hazard to get to school and live less than 1.5 miles.
- Not in District 65: Students who attend District 65 aligned to ISBE School Code that live out of the District.
- Park, Rice, JEH: Placeholder for students enrolled in these three programs.
- STEP Placement: Students who are transported to the STEP program.
- Special Education Transportation: Students who qualify for transportation based on their IEP.
- TWE Placement: Native English speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- TWS Placement: Native Spanish speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore will qualify for transportation due to TWI program placement.
- TWX Placement: Former Spanish speaking English language learners enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- Walk: Students who live within 1.5 miles of their school assignment and do not qualify for transportation.
Income
Free and reduced-price meals are available to students unable to pay the full meal price according to criteria based on household size and income. All D65 families who think they may be eligible are encouraged to apply. Learn more
Race
Financial Impact
| facility right-sizing |
0 | 1A | 1B | 2F | 2D | 3D | 3B | 4F |
|---|---|---|---|---|---|---|---|---|
| Non-salary and benefit savings | $180,087 | $155,377 | $335,464 | $349,079 | $504,456 | $494,228 | $745,434 | |
| salary and benefit savings | $1,132,442 | $1,325,106 | $2,457,548 | $2,311,198 | $3,636,304 | $3,548,294 | $5,443,231 | |
| avoided capital cost | $139,905 | $107,573 | $475,000 | $495,000 | $725,000 | $723,000 | $971,000 | |
| foster school net savings | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 |
| transportation increase | $ (50,000) | $ (50,000) | $ (100,000) | $ (100,000) | $ (150,000) | $ (150,000) | $ (200,000) | |
| lease of closed facilities | $245,000 | $230,000 | $475,000 | $495,000 | $725,000 | $723,000 | $971,000 | |
| section savings | $300,000 | $300,000 | $600,000 | $600,000 | $900,000 | $900,000 | $1,200,000 | |
| total | $50,000 | $1,997,434 | $2,118,056 | $4,293,012 | $4,200,277 | $6,390,760 | $6,288,522 | $9,180,665 |
3B-Revised 10/9
- Description
- Feeder Pattern
- Boundary Map
- Scenario Scorecard
- Strengths & Challenges
- Data Tables
- Financial Impact
Description
Feeder Pattern
| chute | nichols (STEP, dual language) | haven (Dual language) |
|---|---|---|
| Oakton (TWI-1, ACC) | Dewey (TWI-1) | Foster (TWI-2) |
| Lincoln (TWI-1, STEP) | Washington (TWI-2, bilingual STEP) | Orrington |
| Walker | Willard (STEP) |
District 65 schools that do not follow an elementary/middle school feeder pattern:
- Dr. Martin Luther King Jr. Literary and Fine Arts School: K-8 fine arts magnet school (RISE, K-8)
- Park School: public therapeutic day program committed to serving a wide range of students with disabilities (ages 3-22)
- Rice Children's Center: serves students who are experiencing severe emotional, behavioral or mental health needs (grades 3-8)
- Joseph E. Hill Early Childhood Center: provides comprehensive, multicultural early childhood developmental programming (ages 0-5)
Key for program acronyms:
- TWI = Two-Way Immersion: Magnet program for students to develop strong literacy skills and language proficiency in both English and Spanish. The number following the designation indicates how many strands (or classroom sections) are in each grade. Learn more
- ACC = African Centered Curriculum: Magnet program that centers the identity, heritage, and values of people of African descent using culturally significant, collaborative, multiage learning experience. Learn more
- STEP = Structured Teaching Education Program: Program committed to supporting the success of students who present with an Autism Spectrum Disorder and benefit from a structured teaching approach that capitalizes on student strengths. Learn more
- RISE = Rigorous Individualized Specialized Educational Program: Self-contained program which provides a supportive and rigorous educational experience for students who present with moderate to significant disabilities. Learn more
Boundary Map
Scenario Scorecard
This scorecard is scenario-specific. For each school's baseline scorecards, view the School Scorecards page.
Equity Score: 2.8
- Students Changing Schools: 3.0
- Who Is Impacted: 2.5
Geography Score: 1.9
- Walkability: 2.5
- Hazards: 1.8
- Transportation: 1.0
- School Proximity: 2.3
Building Functionality Score: 1.9
- ADA Compliance: 3.7
- Gym Cafeteria Separation: 1.0
- Teaching Stations: 1.0
Income Score: 4.0
- Income Potential: 4.0
Costs Score: 4.3
- Capital Expense: 4.1
- Operating Cost: 4.6
Total Score: 2.8
Strengths & Challenges
| strengths | challenges |
|---|---|
|
|
Text in bold notes additions or changes from original scenario. Strikethrough text notes challenges that have been addressed through scenario refinement.
Data Tables
Data was a key driver in the district's consideration of school closure scenarios. Below you'll see four tables that detail how this scenario would affect each school's building utilization, transportation needs, income levels, and demographics by race.
Utilization
Definitions:
- Enroll SY25: The school enrollment for the FY25 school year. This is the school the students were enrolled in for services, not where they live.
- Area Counts: Number of students who live in the school’s boundaries for the proposed scenario. For example, students that live in Foster’s attendance boundary but go to King Arts are counted at Foster for the area count. This includes Pre-K, Park and Rice.
- Cap Total: The capacity for the building. These numbers may change slightly depending on the scenario and how many classrooms/seats need to be saved for a special program (e.g., STEP).
- Cap Neighb.: Total number of seats available for traditional general education students who are not in a program like TWI or ACC.
- Cap TWI: The total number of seats to reserve for the TWI program (144 for single-strand TWI and 288 for double-strand TWI).
- Cap ACC: The total number of seats to reserve for the ACC program
- Enroll Total: The total enrollment count for the school, including students placed there for programs.
- Enroll Neighb.: Total number of traditional monolingual students enrolled in the school.
- Enroll TWE: Total number of TWE students who may be enrolled in the school’s TWI program
- Enroll TWS: Total number of TWS students who may be enrolled in the school’s TWI program
- Enroll TWX: Total number of TWX/Monitoring students who may be enrolled in the school’s TWI program
- Enroll ACC:Total number of ACC students enrolled.
- Util Total: The total utilization rate.
- Util. Neighb.: The traditional monolingual utilization rate.
- Util TWI: The TWI utilization rate.
- Util ACC: The ACC utilization rate.
Calculations:
- Cap Neighb. = Cap Total - Cap TWI - Cap ACC
- Enroll Total = Enroll Neighb. + Enroll TWE + Enroll TWS + Enroll TWX + Enroll ACC
- Enroll Neighb. = Enroll Total - Enroll TWE - Enroll TWS - Enroll TWX - Enroll ACC
- Util Total = Enroll Total / Cap Total
- Util. Neighb. = Enroll Neighb. / Traditional Monolingual
- Util TWI = (Enroll TWX + Enroll TWS + Enroll TWE) / Cap TWI
- Util ACC = Enroll ACC / Cap ACC
Transportation
Definitions:
- ACC Placement: Student has selected ACC and lives outside the host school's boundaries.
- Bus: General education students who qualify for transportation based on current District policies and procedures (greater than or equal to 1.5 miles).
- Hazard: Students who must cross an identified hazard to get to school and live less than 1.5 miles.
- Not in District 65: Students who attend District 65 aligned to ISBE School Code that live out of the District.
- Park, Rice, JEH: Placeholder for students enrolled in these three programs.
- STEP Placement: Students who are transported to the STEP program.
- Special Education Transportation: Students who qualify for transportation based on their IEP.
- TWE Placement: Native English speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- TWS Placement: Native Spanish speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore will qualify for transportation due to TWI program placement.
- TWX Placement: Former Spanish speaking English language learners enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- Walk: Students who live within 1.5 miles of their school assignment and do not qualify for transportation.
Income
Free and reduced-price meals are available to students unable to pay the full meal price according to criteria based on household size and income. All D65 families who think they may be eligible are encouraged to apply. Learn more
Race
Financial Impact
| facility right-sizing |
0 | 1A | 1B | 2F | 2D | 3D | 3B | 4F |
|---|---|---|---|---|---|---|---|---|
| Non-salary and benefit savings | $180,087 | $155,377 | $335,464 | $349,079 | $504,456 | $494,228 | $745,434 | |
| salary and benefit savings | $1,132,442 | $1,325,106 | $2,457,548 | $2,311,198 | $3,636,304 | $3,548,294 | $5,443,231 | |
| avoided capital cost | $139,905 | $107,573 | $475,000 | $495,000 | $725,000 | $723,000 | $971,000 | |
| foster school net savings | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 |
| transportation increase | $ (50,000) | $ (50,000) | $ (100,000) | $ (100,000) | $ (150,000) | $ (150,000) | $ (200,000) | |
| lease of closed facilities | $245,000 | $230,000 | $475,000 | $495,000 | $725,000 | $723,000 | $971,000 | |
| section savings | $300,000 | $300,000 | $600,000 | $600,000 | $900,000 | $900,000 | $1,200,000 | |
| total | $50,000 | $1,997,434 | $2,118,056 | $4,293,012 | $4,200,277 | $6,390,760 | $6,288,522 | $9,180,665 |
3D (Lincolnwood, Kingsley, Washington)
- Description
- Feeder Pattern
- Boundary Map
- Scenario Scorecard
- Strengths & Challenges
- Data Tables
- Financial Impact
Description
Feeder Pattern
| chute | nichols (STEP, dual language) | haven (Dual language) |
|---|---|---|
| Dawes (TWI-1, bilingual STEP) | Dewey (TWI-2) | Foster (TWI-2) |
| Oakton (TWI-1, ACC) | Lincoln (TWI-1, STEP) | Orrington |
| Walker | Willard (STEP) |
District 65 schools that do not follow an elementary/middle school feeder pattern:
- Dr. Martin Luther King Jr. Literary and Fine Arts School: K-8 fine arts magnet school (RISE, K-8)
- Park School: public therapeutic day program committed to serving a wide range of students with disabilities (ages 3-22)
- Rice Children's Center: serves students who are experiencing severe emotional, behavioral or mental health needs (grades 3-8)
- Joseph E. Hill Early Childhood Center: provides comprehensive, multicultural early childhood developmental programming (ages 0-5)
Key for program acronyms:
- TWI = Two-Way Immersion: Magnet program for students to develop strong literacy skills and language proficiency in both English and Spanish. The number following the designation indicates how many strands (or classroom sections) are in each grade. Learn more
- ACC = African Centered Curriculum: Magnet program that centers the identity, heritage, and values of people of African descent using culturally significant, collaborative, multiage learning experience. Learn more
- STEP = Structured Teaching Education Program: Program committed to supporting the success of students who present with an Autism Spectrum Disorder and benefit from a structured teaching approach that capitalizes on student strengths. Learn more
- RISE = Rigorous Individualized Specialized Educational Program: Self-contained program which provides a supportive and rigorous educational experience for students who present with moderate to significant disabilities. Learn more
Boundary Map
Scenario Scorecard
This scorecard is scenario-specific. For each school's baseline scorecards, view the School Scorecards page.
Equity Score: 1.0
- Students Changing Schools: 1.0
- Who Is Impacted: 1.0
Geography Score: 1.7
- Walkability: 2.5
- Hazards: 2.0
- Transportation: 1.0
- School Proximity: 1.4
Building Functionality Score: 2.9
- ADA Compliance: 3.0
- Gym Cafeteria Separation: 2.7
- Teaching Stations: 2.9
Income Score: 2.9
- Income Potential: 2.9
Costs Score: 2.4
- Capital Expense: 2.6
- Operating Cost: 2.2
Total Score: 2.0
Strengths & Challenges
| strengths | challenges |
|---|---|
|
|
Data Tables
Data was a key driver in the district's consideration of school closure scenarios. Below you'll see four tables that detail how this scenario would affect each school's building utilization, transportation needs, income levels, and demographics by race.
Utilization
Definitions:
- Enroll SY25: The school enrollment for the FY25 school year. This is the school the students were enrolled in for services, not where they live.
- Area Counts: Number of students who live in the school’s boundaries for the proposed scenario. For example, students that live in Foster’s attendance boundary but go to King Arts are counted at Foster for the area count. This includes Pre-K, Park and Rice.
- Cap Total: The capacity for the building. These numbers may change slightly depending on the scenario and how many classrooms/seats need to be saved for a special program (e.g., STEP).
- Cap Neighb.: Total number of seats available for traditional general education students who are not in a program like TWI or ACC.
- Cap TWI: The total number of seats to reserve for the TWI program (144 for single-strand TWI and 288 for double-strand TWI).
- Cap ACC: The total number of seats to reserve for the ACC program
- Enroll Total: The total enrollment count for the school, including students placed there for programs.
- Enroll Neighb.: Total number of traditional monolingual students enrolled in the school.
- Enroll TWE: Total number of TWE students who may be enrolled in the school’s TWI program
- Enroll TWS: Total number of TWS students who may be enrolled in the school’s TWI program
- Enroll TWX: Total number of TWX/Monitoring students who may be enrolled in the school’s TWI program
- Enroll ACC:Total number of ACC students enrolled.
- Util Total: The total utilization rate.
- Util. Neighb.: The traditional monolingual utilization rate.
- Util TWI: The TWI utilization rate.
- Util ACC: The ACC utilization rate.
Calculations:
- Cap Neighb. = Cap Total - Cap TWI - Cap ACC
- Enroll Total = Enroll Neighb. + Enroll TWE + Enroll TWS + Enroll TWX + Enroll ACC
- Enroll Neighb. = Enroll Total - Enroll TWE - Enroll TWS - Enroll TWX - Enroll ACC
- Util Total = Enroll Total / Cap Total
- Util. Neighb. = Enroll Neighb. / Traditional Monolingual
- Util TWI = (Enroll TWX + Enroll TWS + Enroll TWE) / Cap TWI
- Util ACC = Enroll ACC / Cap ACC
Transportation
Definitions:
- ACC Placement: Student has selected ACC and lives outside the host school's boundaries.
- Bus: General education students who qualify for transportation based on current District policies and procedures (greater than or equal to 1.5 miles).
- Hazard: Students who must cross an identified hazard to get to school and live less than 1.5 miles.
- Not in District 65: Students who attend District 65 aligned to ISBE School Code that live out of the District.
- Park, Rice, JEH: Placeholder for students enrolled in these three programs.
- STEP Placement: Students who are transported to the STEP program.
- Special Education Transportation: Students who qualify for transportation based on their IEP.
- TWE Placement: Native English speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- TWS Placement: Native Spanish speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore will qualify for transportation due to TWI program placement.
- TWX Placement: Former Spanish speaking English language learners enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- Walk: Students who live within 1.5 miles of their school assignment and do not qualify for transportation.
Income
Free and reduced-price meals are available to students unable to pay the full meal price according to criteria based on household size and income. All D65 families who think they may be eligible are encouraged to apply. Learn more
Race
Financial Impact
| facility right-sizing |
0 | 1A | 1B | 2F | 2D | 3D | 3B | 4F |
|---|---|---|---|---|---|---|---|---|
| Non-salary and benefit savings | $180,087 | $155,377 | $335,464 | $349,079 | $504,456 | $494,228 | $745,434 | |
| salary and benefit savings | $1,132,442 | $1,325,106 | $2,457,548 | $2,311,198 | $3,636,304 | $3,548,294 | $5,443,231 | |
| avoided capital cost | $139,905 | $107,573 | $475,000 | $495,000 | $725,000 | $723,000 | $971,000 | |
| foster school net savings | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 |
| transportation increase | $ (50,000) | $ (50,000) | $ (100,000) | $ (100,000) | $ (150,000) | $ (150,000) | $ (200,000) | |
| lease of closed facilities | $245,000 | $230,000 | $475,000 | $495,000 | $725,000 | $723,000 | $971,000 | |
| section savings | $300,000 | $300,000 | $600,000 | $600,000 | $900,000 | $900,000 | $1,200,000 | |
| total | $50,000 | $1,997,434 | $2,118,056 | $4,293,012 | $4,200,277 | $6,390,760 | $6,288,522 | $9,180,665 |
3B (Lincolnwood, Kingsley, Dawes)
- Description
- Feeder Pattern
- Boundary Map
- Scenario Scorecard
- Strengths & Challenges
- Data Tables
- Financial Impact
Description
Feeder Pattern
| chute | nichols (STEP, dual language) | haven (Dual language) |
|---|---|---|
| Oakton (TWI-1, ACC) | Dewey (TWI-1) | Foster (TWI-2) |
| Lincoln (TWI-1, STEP) | Washington (TWI-2, bilingual STEP) | Orrington |
| Walker | Willard (STEP) |
District 65 schools that do not follow an elementary/middle school feeder pattern:
- Dr. Martin Luther King Jr. Literary and Fine Arts School: K-8 fine arts magnet school (RISE, K-8)
- Park School: public therapeutic day program committed to serving a wide range of students with disabilities (ages 3-22)
- Rice Children's Center: serves students who are experiencing severe emotional, behavioral or mental health needs (grades 3-8)
- Joseph E. Hill Early Childhood Center: provides comprehensive, multicultural early childhood developmental programming (ages 0-5)
Key for program acronyms:
- TWI = Two-Way Immersion: Magnet program for students to develop strong literacy skills and language proficiency in both English and Spanish. The number following the designation indicates how many strands (or classroom sections) are in each grade. Learn more
- ACC = African Centered Curriculum: Magnet program that centers the identity, heritage, and values of people of African descent using culturally significant, collaborative, multiage learning experience. Learn more
- STEP = Structured Teaching Education Program: Program committed to supporting the success of students who present with an Autism Spectrum Disorder and benefit from a structured teaching approach that capitalizes on student strengths. Learn more
- RISE = Rigorous Individualized Specialized Educational Program: Self-contained program which provides a supportive and rigorous educational experience for students who present with moderate to significant disabilities. Learn more
Boundary Map
Scenario Scorecard
This scorecard is scenario-specific. For each school's baseline scorecards, view the School Scorecards page.
Equity Score: 2.8
- Students Changing Schools: 3.0
- Who Is Impacted: 2.5
Geography Score: 1.9
- Walkability: 2.5
- Hazards: 1.8
- Transportation: 1.0
- School Proximity: 2.3
Building Functionality Score: 1.9
- ADA Compliance: 3.7
- Gym Cafeteria Separation: 1.0
- Teaching Stations: 1.0
Income Score: 4.0
- Income Potential: 4.0
Costs Score: 4.3
- Capital Expense: 4.1
- Operating Cost: 4.6
Total Score: 2.8
Strengths & Challenges
| strengths | challenges |
|---|---|
|
|
Data Tables
Data was a key driver in the district's consideration of school closure scenarios. Below you'll see four tables that detail how this scenario would affect each school's building utilization, transportation needs, income levels, and demographics by race.
Utilization
Definitions:
- Enroll SY25: The school enrollment for the FY25 school year. This is the school the students were enrolled in for services, not where they live.
- Area Counts: Number of students who live in the school’s boundaries for the proposed scenario. For example, students that live in Foster’s attendance boundary but go to King Arts are counted at Foster for the area count. This includes Pre-K, Park and Rice.
- Cap Total: The capacity for the building. These numbers may change slightly depending on the scenario and how many classrooms/seats need to be saved for a special program (e.g., STEP).
- Cap Neighb.: Total number of seats available for traditional general education students who are not in a program like TWI or ACC.
- Cap TWI: The total number of seats to reserve for the TWI program (144 for single-strand TWI and 288 for double-strand TWI).
- Cap ACC: The total number of seats to reserve for the ACC program
- Enroll Total: The total enrollment count for the school, including students placed there for programs.
- Enroll Neighb.: Total number of traditional monolingual students enrolled in the school.
- Enroll TWE: Total number of TWE students who may be enrolled in the school’s TWI program
- Enroll TWS: Total number of TWS students who may be enrolled in the school’s TWI program
- Enroll TWX: Total number of TWX/Monitoring students who may be enrolled in the school’s TWI program
- Enroll ACC:Total number of ACC students enrolled.
- Util Total: The total utilization rate.
- Util. Neighb.: The traditional monolingual utilization rate.
- Util TWI: The TWI utilization rate.
- Util ACC: The ACC utilization rate.
Calculations:
- Cap Neighb. = Cap Total - Cap TWI - Cap ACC
- Enroll Total = Enroll Neighb. + Enroll TWE + Enroll TWS + Enroll TWX + Enroll ACC
- Enroll Neighb. = Enroll Total - Enroll TWE - Enroll TWS - Enroll TWX - Enroll ACC
- Util Total = Enroll Total / Cap Total
- Util. Neighb. = Enroll Neighb. / Traditional Monolingual
- Util TWI = (Enroll TWX + Enroll TWS + Enroll TWE) / Cap TWI
- Util ACC = Enroll ACC / Cap ACC
Transportation
Definitions:
- ACC Placement: Student has selected ACC and lives outside the host school's boundaries.
- Bus: General education students who qualify for transportation based on current District policies and procedures (greater than or equal to 1.5 miles).
- Hazard: Students who must cross an identified hazard to get to school and live less than 1.5 miles.
- Not in District 65: Students who attend District 65 aligned to ISBE School Code that live out of the District.
- Park, Rice, JEH: Placeholder for students enrolled in these three programs.
- STEP Placement: Students who are transported to the STEP program.
- Special Education Transportation: Students who qualify for transportation based on their IEP.
- TWE Placement: Native English speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- TWS Placement: Native Spanish speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore will qualify for transportation due to TWI program placement.
- TWX Placement: Former Spanish speaking English language learners enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- Walk: Students who live within 1.5 miles of their school assignment and do not qualify for transportation.
Income
Free and reduced-price meals are available to students unable to pay the full meal price according to criteria based on household size and income. All D65 families who think they may be eligible are encouraged to apply. Learn more
Race
Financial Impact
| facility right-sizing |
0 | 1A | 1B | 2F | 2D | 3D | 3B | 4F |
|---|---|---|---|---|---|---|---|---|
| Non-salary and benefit savings | $180,087 | $155,377 | $335,464 | $349,079 | $504,456 | $494,228 | $745,434 | |
| salary and benefit savings | $1,132,442 | $1,325,106 | $2,457,548 | $2,311,198 | $3,636,304 | $3,548,294 | $5,443,231 | |
| avoided capital cost | $139,905 | $107,573 | $475,000 | $495,000 | $725,000 | $723,000 | $971,000 | |
| foster school net savings | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 |
| transportation increase | $ (50,000) | $ (50,000) | $ (100,000) | $ (100,000) | $ (150,000) | $ (150,000) | $ (200,000) | |
| lease of closed facilities | $245,000 | $230,000 | $475,000 | $495,000 | $725,000 | $723,000 | $971,000 | |
| section savings | $300,000 | $300,000 | $600,000 | $600,000 | $900,000 | $900,000 | $1,200,000 | |
| total | $50,000 | $1,997,434 | $2,118,056 | $4,293,012 | $4,200,277 | $6,390,760 | $6,288,522 | $9,180,665 |
3X (Lincolnwood, Kingsley, King Arts, and Dewey; open a K-5 King Elementary)
- Description
- Feeder Pattern
- Boundary Map
- Scenario Scorecard
- Strengths & Challenges
- Data Tables
- Financial Impact
Description
Scenario 3X (requested by School Board):
- Lincolnwood, Kingsley, King Arts, and Dewey close after the 2025-26 school year; a K-5 King Elementary opens as a neighborhood school
- Close TWI Section at Willard Elementary
- Dewey TWI moves to Lincoln
- STEP moves to Orrington
- Close King Arts Magnet and move K-5 RISE to Willard and 6-8 RISE to Haven
Feeder Pattern
| chute | nichols (STEP, dual language) | haven (Dual language, RISE) |
|---|---|---|
| Dawes (TWI-1) | Washington (TWI-2, bilingual STEP) | Foster (TWI-2) |
| Oakton (TWI-1, ACC) | Lincoln (TWI-1, STEP) | Willard (RISE) |
| Walker | King | Orrington (STEP) |
District 65 schools that do not follow an elementary/middle school feeder pattern:
- Park School: public therapeutic day program committed to serving a wide range of students with disabilities (ages 3-22)
- Rice Children's Center: serves students who are experiencing severe emotional, behavioral or mental health needs (grades 3-8)
- Joseph E. Hill Early Childhood Center: provides comprehensive, multicultural early childhood developmental programming (ages 0-5)
Key for program acronyms:
- TWI = Two-Way Immersion: Magnet program for students to develop strong literacy skills and language proficiency in both English and Spanish. The number following the designation indicates how many strands (or classroom sections) are in each grade. Learn more
- ACC = African Centered Curriculum: Magnet program that centers the identity, heritage, and values of people of African descent using culturally significant, collaborative, multiage learning experience. Learn more
- STEP = Structured Teaching Education Program: Program committed to supporting the success of students who present with an Autism Spectrum Disorder and benefit from a structured teaching approach that capitalizes on student strengths. Learn more
- RISE = Rigorous Individualized Specialized Educational Program: Self-contained program which provides a supportive and rigorous educational experience for students who present with moderate to significant disabilities. Learn more
Boundary Map
Scenario Scorecard
Strengths & Challenges
| strengths | challenges |
|---|---|
|
|
Data Tables
Data was a key driver in the district's consideration of school closure scenarios. Below you'll see four tables that detail how this scenario would affect each school's building utilization, transportation needs, income levels, and demographics by race.
Utilization
Definitions:
- Enroll SY25: The school enrollment for the FY25 school year. This is the school the students were enrolled in for services, not where they live.
- Area Counts: Number of students who live in the school’s boundaries for the proposed scenario. For example, students that live in Foster’s attendance boundary but go to King Arts are counted at Foster for the area count. This includes Pre-K, Park and Rice.
- Cap Total: The capacity for the building. These numbers may change slightly depending on the scenario and how many classrooms/seats need to be saved for a special program (e.g., STEP).
- Cap Neighb.: Total number of seats available for traditional general education students who are not in a program like TWI or ACC.
- Cap TWI: The total number of seats to reserve for the TWI program (144 for single-strand TWI and 288 for double-strand TWI).
- Cap ACC: The total number of seats to reserve for the ACC program
- Enroll Total: The total enrollment count for the school, including students placed there for programs.
- Enroll Neighb.: Total number of traditional monolingual students enrolled in the school.
- Enroll TWE: Total number of TWE students who may be enrolled in the school’s TWI program
- Enroll TWS: Total number of TWS students who may be enrolled in the school’s TWI program
- Enroll TWX: Total number of TWX/Monitoring students who may be enrolled in the school’s TWI program
- Enroll ACC:Total number of ACC students enrolled.
- Util Total: The total utilization rate.
- Util. Neighb.: The traditional monolingual utilization rate.
- Util TWI: The TWI utilization rate.
- Util ACC: The ACC utilization rate.
Calculations:
- Cap Neighb. = Cap Total - Cap TWI - Cap ACC
- Enroll Total = Enroll Neighb. + Enroll TWE + Enroll TWS + Enroll TWX + Enroll ACC
- Enroll Neighb. = Enroll Total - Enroll TWE - Enroll TWS - Enroll TWX - Enroll ACC
- Util Total = Enroll Total / Cap Total
- Util. Neighb. = Enroll Neighb. / Traditional Monolingual
- Util TWI = (Enroll TWX + Enroll TWS + Enroll TWE) / Cap TWI
- Util ACC = Enroll ACC / Cap ACC
Transportation
Definitions:
- ACC Placement: Student has selected ACC and lives outside the host school's boundaries.
- Bus: General education students who qualify for transportation based on current District policies and procedures (greater than or equal to 1.5 miles).
- Hazard: Students who must cross an identified hazard to get to school and live less than 1.5 miles.
- Not in District 65: Students who attend District 65 aligned to ISBE School Code that live out of the District.
- Park, Rice, JEH: Placeholder for students enrolled in these three programs.
- STEP Placement: Students who are transported to the STEP program.
- Special Education Transportation: Students who qualify for transportation based on their IEP.
- TWE Placement: Native English speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- TWS Placement: Native Spanish speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore will qualify for transportation due to TWI program placement.
- TWX Placement: Former Spanish speaking English language learners enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- Walk: Students who live within 1.5 miles of their school assignment and do not qualify for transportation.
Income
Free and reduced-price meals are available to students unable to pay the full meal price according to criteria based on household size and income. All D65 families who think they may be eligible are encouraged to apply. Learn more
Race
Financial Impact
| facility right-sizing |
0 | 1A | 1B | 2F | 2D | 3D | 3B | 4F | 3X |
|---|---|---|---|---|---|---|---|---|---|
| Non-salary and benefit savings | $180,087 | $155,377 | $335,464 | $349,079 | $504,456 | $494,228 | $745,434 | $510,258 | |
| salary and benefit savings | $1,132,442 | $1,325,106 | $2,457,548 | $2,311,198 | $3,636,304 | $3,548,294 | $5,443,231 | $3,758,978 | |
| avoided capital cost | $139,905 | $107,573 | $475,000 | $495,000 | $725,000 | $723,000 | $971,000 | $735,000 | |
| foster school net savings | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 |
| transportation increase | $ (50,000) | $ (50,000) | $ (100,000) | $ (100,000) | $ (150,000) | $ (150,000) | $(200,000) | $ (150,000) | |
| lease of closed facilities | $245,000 | $230,000 | $475,000 | $495,000 | $725,000 | $723,000 | $971,000 | $735,000 | |
| section savings | $300,000 | $300,000 | $600,000 | $600,000 | $900,000 | $900,000 | $1,200,000 | $900,000 | |
| total | $50,000 | $1,997,434 | $2,118,056 | $4,293,012 | $4,200,277 | $6,390,760 | $6,288,522 | $9,180,665 | $6,539,236 |
Four-School Closure
Scenario Overview
4F (Lincolnwood, Kingsley, King Arts, Washington)
- Description
- Feeder Pattern
- Boundary Map
- Scenario Scorecard
- Strengths & Challenges
- Data Tables
- Financial Impact
Description
Feeder Pattern
| chute (RISE) | nichols (STEP, dual language) | haven (Dual language) |
|---|---|---|
| Dawes (TWI-1, bilingual STEP) | Dewey (TWI-2, STEP) | Foster (TWI-2) |
| Oakton (TWI-1, ACC) | Lincoln (TWI-1, RISE) | Orrington |
| Walker | Willard (STEP) |
District 65 schools that do not follow an elementary/middle school feeder pattern:
- Park School: public therapeutic day program committed to serving a wide range of students with disabilities (ages 3-22)
- Rice Children's Center: serves students who are experiencing severe emotional, behavioral or mental health needs (grades 3-8)
- Joseph E. Hill Early Childhood Center: provides comprehensive, multicultural early childhood developmental programming (ages 0-5)
Key for program acronyms:
- TWI = Two-Way Immersion: Magnet program for students to develop strong literacy skills and language proficiency in both English and Spanish. The number following the designation indicates how many strands (or classroom sections) are in each grade. Learn more
- ACC = African Centered Curriculum: Magnet program that centers the identity, heritage, and values of people of African descent using culturally significant, collaborative, multiage learning experience. Learn more
- STEP = Structured Teaching Education Program: Program committed to supporting the success of students who present with an Autism Spectrum Disorder and benefit from a structured teaching approach that capitalizes on student strengths. Learn more
- RISE = Rigorous Individualized Specialized Educational Program: Self-contained program which provides a supportive and rigorous educational experience for students who present with moderate to significant disabilities. Learn more
Boundary Map
Scenario Scorecard
This scorecard is scenario-specific. For each school's baseline scorecards, view the School Scorecards page.
Equity Score: 1.0
- Students Changing Schools: 1.0
- Who Is Impacted: 1.0
Geography Score: 2.3
- Walkability: 1.2
- Hazards: 2.3
- Transportation: 2.5
- School Proximity: 3.3
Building Functionality Score: 3.0
- ADA Compliance: 3.0
- Gym Cafeteria Separation: 3.0
- Teaching Stations: 3.0
Income Score: 3.2
- Income Potential: 3.2
Costs Score: 1.0
- Capital Expense: 1.0
- Operating Cost: 1.0
Total Score: 1.9
Strengths & Challenges
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Data Tables
Data was a key driver in the district's consideration of school closure scenarios. Below you'll see four tables that detail how this scenario would affect each school's building utilization, transportation needs, income levels, and demographics by race.
Utilization
Definitions:
- Enroll SY25: The school enrollment for the FY25 school year. This is the school the students were enrolled in for services, not where they live.
- Area Counts: Number of students who live in the school’s boundaries for the proposed scenario. For example, students that live in Foster’s attendance boundary but go to King Arts are counted at Foster for the area count. This includes Pre-K, Park and Rice.
- Cap Total: The capacity for the building. These numbers may change slightly depending on the scenario and how many classrooms/seats need to be saved for a special program (e.g., STEP).
- Cap Neighb.: Total number of seats available for traditional general education students who are not in a program like TWI or ACC.
- Cap TWI: The total number of seats to reserve for the TWI program (144 for single-strand TWI and 288 for double-strand TWI).
- Cap ACC: The total number of seats to reserve for the ACC program
- Enroll Total: The total enrollment count for the school, including students placed there for programs.
- Enroll Neighb.: Total number of traditional monolingual students enrolled in the school.
- Enroll TWE: Total number of TWE students who may be enrolled in the school’s TWI program
- Enroll TWS: Total number of TWS students who may be enrolled in the school’s TWI program
- Enroll TWX: Total number of TWX/Monitoring students who may be enrolled in the school’s TWI program
- Enroll ACC:Total number of ACC students enrolled.
- Util Total: The total utilization rate.
- Util. Neighb.: The traditional monolingual utilization rate.
- Util TWI: The TWI utilization rate.
- Util ACC: The ACC utilization rate.
Calculations:
- Cap Neighb. = Cap Total - Cap TWI - Cap ACC
- Enroll Total = Enroll Neighb. + Enroll TWE + Enroll TWS + Enroll TWX + Enroll ACC
- Enroll Neighb. = Enroll Total - Enroll TWE - Enroll TWS - Enroll TWX - Enroll ACC
- Util Total = Enroll Total / Cap Total
- Util. Neighb. = Enroll Neighb. / Traditional Monolingual
- Util TWI = (Enroll TWX + Enroll TWS + Enroll TWE) / Cap TWI
- Util ACC = Enroll ACC / Cap ACC
Transportation
Definitions:
- ACC Placement: Student has selected ACC and lives outside the host school's boundaries.
- Bus: General education students who qualify for transportation based on current District policies and procedures (greater than or equal to 1.5 miles).
- Hazard: Students who must cross an identified hazard to get to school and live less than 1.5 miles.
- Not in District 65: Students who attend District 65 aligned to ISBE School Code that live out of the District.
- Park, Rice, JEH: Placeholder for students enrolled in these three programs.
- STEP Placement: Students who are transported to the STEP program.
- Special Education Transportation: Students who qualify for transportation based on their IEP.
- TWE Placement: Native English speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- TWS Placement: Native Spanish speakers enrolled in the TWI program but do not live in the school’s boundaries and therefore will qualify for transportation due to TWI program placement.
- TWX Placement: Former Spanish speaking English language learners enrolled in the TWI program but do not live in the school’s boundaries and therefore may qualify for transportation due to TWI program placement.
- Walk: Students who live within 1.5 miles of their school assignment and do not qualify for transportation.
Income
Free and reduced-price meals are available to students unable to pay the full meal price according to criteria based on household size and income. All D65 families who think they may be eligible are encouraged to apply. Learn more
Race
Financial Impact
| facility right-sizing |
0 | 1A | 1B | 2F | 2D | 3D | 3B | 4F |
|---|---|---|---|---|---|---|---|---|
| Non-salary and benefit savings | $180,087 | $155,377 | $335,464 | $349,079 | $504,456 | $494,228 | $745,434 | |
| salary and benefit savings | $1,132,442 | $1,325,106 | $2,457,548 | $2,311,198 | $3,636,304 | $3,548,294 | $5,443,231 | |
| avoided capital cost | $139,905 | $107,573 | $475,000 | $495,000 | $725,000 | $723,000 | $971,000 | |
| foster school net savings | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 | $50,000 |
| transportation increase | $ (50,000) | $ (50,000) | $ (100,000) | $ (100,000) | $ (150,000) | $ (150,000) | $ (200,000) | |
| lease of closed facilities | $245,000 | $230,000 | $475,000 | $495,000 | $725,000 | $723,000 | $971,000 | |
| section savings | $300,000 | $300,000 | $600,000 | $600,000 | $900,000 | $900,000 | $1,200,000 | |
| total | $50,000 | $1,997,434 | $2,118,056 | $4,293,012 | $4,200,277 | $6,390,760 | $6,288,522 | $9,180,665 |