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District 25 proposes north/south split of specialized K–5 instructional program to boost peer continuity
Summary
District officials proposed splitting the district’s K–5 instructional program between Windsor and Patton schools, beginning with north‑side kindergarten–second graders at Patton in 2026–27; the phased plan moves two classrooms and six teaching assistants, citing enrollment growth and social‑continuity benefits.
Arlington Heights School District 25 officials presented a phased plan March 10 to restructure the district’s K–5 instructional program by creating separate north‑side and south‑side sites to strengthen peer continuity and inclusion. The proposal would keep Windsor as the south‑side site and add Patton Elementary as a north‑side location, launching in the 2026–27 school year with kindergarten through second‑grade students who live on the north side attending Patton.
Diane, the district presenter, told the board the instructional program — which serves students who require intensive supports and individualized education programs — has experienced steady growth and is projected to enroll about 55 students in 2026–27. She said splitting the program responds to space constraints at Windsor, improves students’ social continuity by allowing cohorts to progress together into the same middle schools, and expands opportunities for general‑education peers and staff to engage with diverse learners.
Under the phased rollout, district officials would move two classrooms (two special‑education teachers and six teaching assistants) from Windsor to Patton for the 2026–27 year; the plan adds one grade level per year thereafter until both sites fully host K–5 cohorts by the 2029 school year. Diane said related supports — district student‑services coordination, shared related‑service providers (speech pathology, social work) and professional learning for staff — are part of the implementation timeline.
Board members praised the inclusive review process that informed the recommendation, noting parents, staff and administrators participated in fall and winter convenings. Member Doug said the plan should “benefit the students’ ability to succeed and their ability to make social connection,” and board members highlighted Patton’s available space and administrative experience hosting district programs.
No formal action was taken March 10. Diane said next steps include family outreach, professional learning, and additional site coordination to ensure continuity. She told the board the plan is intended to preserve the neighborhood‑school model while addressing enrollment growth and space constraints that have affected Windsor.
If implemented as proposed, the district will monitor student outcomes, staffing transitions and space use; officials said they will return to the board with further details and timelines as families are notified.
