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Community feedback shaped this work, and the added content is shown in red. Text in black is part of the original draft framework. 

The primary criteria have gone from general ideas to include specific thresholds and continued to be adjusted based on community input. The thresholds determine whether a school is considered, but do not determine whether a school will be closed or receive students.  

For the contextual criteria, families did not want to lose academic services as the result of a neighborhood closure, so this context was elevated in consideration. Many called attention to some neighborhoods benefiting from the investment of assets such as parks or small businesses, while others have seen the reverse. This context also will be taken into consideration for rightsizing recommendations and for repurposing of buildings. 

Above all, the community engagement had a powerful effect on the framework's values. Here are three highlights:

• The community felt the district's unique and specialty academic programs, such as dual language, International Baccalaureate, Montessori, early college, and single-gender schooling, were important.  As a result, the district will ensure students can seamlessly continue their education without disruptions to their academic service.

• The community wanted the district's definition of “equity.” Two aspects were added. The first is to reduce unintentional differences in resource allocation – money, people and space. The second is to tie judgments of equity beyond material resources to fairness and justice.

• Finally, the community was mixed on whether to use academic criteria to inform the right-sizing decisions.  Although there have been a few proponents of closing schools using academic performance as one of the primary criteria, others argued against it. While the district cannot fail to recognize academic performance, rightsizing is about achieving a more equitable distribution of academic resources. As a result of rightsizing, the remaining schools will have more people, money and other critical resources to renew their effort to improve outcomes for students.  

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