Transparency
Facts and Questions
We publish only what we can source. Anything without a document behind it stays in the open questions list.
SourcedDocuments and records
District documents, public records, and financial information will be posted here with their source links and dates.
UnansweredOur open questions
16 questions, grouped by topic. Tap a topic to read the questions in it.
Money and savingsWhat keeping Heritage open would actually cost, and what closing it would actually save.5
1. Cost of keeping Heritage open
Compared with the recommended plan, how much additional money would the district need annually to keep Heritage open? Please include changes in staffing, transportation, and costs at other schools.
2. Itemized closure savings
What is Heritage's contribution to the projected savings? Please separate recurring savings, one-time transition expenses, and costs that continue after closure.
3. Fewer-closure alternatives
What financially modeled alternatives would close fewer schools? What would each save, what shortfall would remain, and why was each rejected?
4. Staffing savings
Which positions will disappear through attrition, which will move, and when will savings occur? How does the calculation account for staff reassignment and filling existing vacancies?
5. Temporary school use
Which two buildings will accommodate Central and Northview during construction? How does continued operation affect savings in 2027-28 versus later years? The presentation identifies this temporary use but leaves the buildings undecided.
September 3 presentation, page 93 →
The building and the siteThe district lists condition, accessibility, and campus location as reasons for closure. We are asking for the assessments behind those reasons.4
1. Repair evidence
Which specific Heritage building deficiencies support closure? Please provide inspection dates, professional assessments, itemized repair estimates, and a distinction between urgent repairs and optional improvements.
2. Accessibility
What specific accessibility barriers and floor-plan limitations were identified? What corrective options were evaluated, and what would each cost?
3. High school campus location
What measurable problems does Heritage's campus location create? What incident records, traffic studies, operational costs, or site assessments support that concern, and what remedies were considered?
District explanation page →4. Property plans
What broker work, appraisals, prospective-use discussions, or inquiries concern Heritage and Indian Trail? How much did anticipated property value influence school selection? The presentation says the district is securing a broker; that does not establish a buyer or sale agreement.
September 3 presentation, page 93 →
Where students would goCapacity, class sizes, and travel for Heritage students and for every school receiving them.4
1. Combined receiving-school capacity
Can the district publish scenarios showing where Heritage students could go while also accounting for students displaced by the other proposed closures? What would enrollment and usable classroom capacity be at each receiving school?
2. Actual classroom projections
For those scenarios, what are the projected students, teachers, and class sizes by grade and receiving school? What happens if enrollment exceeds the projections?
3. Transportation consequences
How many current Heritage walkers would need transportation? What are the estimated ride times, additional bus costs, walking hazards, and potential family transportation charges?
4. Per-building functional capacity
The district has published a combined functional capacity of 16,360 for the 28 remaining elementary schools, but not a figure for each building. Please publish the functional capacity, teaching-classroom count, and specialty-room deductions for Heritage, Brougham, Havencroft, and Madison Place.
September 3 presentation, capacity summary →
Students who need extra supportWritten commitments for the students least able to absorb disruption.1
1. Individual student protections
What transition process will support students with IEPs, 504 plans, autism, anxiety, or other needs? Who will coordinate services, visits, sensory supports, and continuity with familiar staff?
Process and accountabilityHow the recommendation was reached, and what could change it.2
1. Decision safeguards
What evidence would cause the Board to retain Heritage or postpone its decision? If later boundary planning exposes unacceptable costs or student impacts, will the closure decision be reconsidered?
2. Survey interpretation
How did Heritage's position change between the earlier poll and final ranking? What new evidence influenced that change, and was the weighting method established before responses were collected?