--- title: "03.10.26 Board Materials_ Growing Great Schools Rightsizing Planning (BoardBook)" source_url: "https://meetings.boardbook.org/Documents/FileViewerOrPublic/915?file=3997004" linked_from: "https://www.pps.net/about/portland-public-schools-information/rightsize/rightsizing-presentations" retrieved: 2026-10-12 document_type: "PDF (meetings.boardbook.org)" page_count: 22 sha256: 831e91be04402f72a63e3750ddc6e638cf0ddc5506f6b5c3c8ba255ef9ddcf9b extraction_method: "PyMuPDF 1.28.2 page.get_text(text) in content order; tables via page.find_tables(); no OCR" pdf_metadata_title: "03.10.26 Board Materials: Growing Great Schools Rightsizing Planning " download_url: "https://meetings.boardbook.org/Documents/DownloadPDF/3997004?org=915" --- # 03.10.26 Board Materials_ Growing Great Schools Rightsizing Planning (BoardBook) Unofficial text extraction of a public PPS document for accessibility and research. May contain extraction errors; consult the original at https://meetings.boardbook.org/Documents/FileViewerOrPublic/915?file=3997004. ## Page 1 Growing Great Schools Board Update March 10, 2026 1 [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 2 Board Update - March 10, 2026 Growing Great Schools - Rightsizing 2 [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 3 Learning Targets and Success Criteria 3 ●I am locating where we are in three phases of the Growing Great Schools Project. ●I am learning about the rightsizing process and how it connects to the broader School Planning strategy. ●I can identify the next steps in the proposed timeline and how it connects to annual processes such budget and staffing ●I can connect the upcoming rightsizing, academic programming, and school planning process across the district. Learning Targets Success Criteria ### Reconstructed table(s) on page 3 (from the text above; verify against the original) | Learning Targets and Success Criteria Learning Targets Success Criteria ● I can identify the next steps in the ● I am locating where we are in proposed timeline and how it three phases of the Growing connects to annual processes Great Schools Project. such budget and staffing ● I can connect the upcoming ● I am learning about the rightsizing, academic rightsizing process and how it programming, and school connects to the broader School planning process across the Planning strategy. | | | | | | |---|---|---|---|---|---| | | | | | Success Criteria | | | | | | | | | | | ● I am locating where we are in three phases of the Growing Great Schools Project. ● I am learning about the rightsizing process and how it connects to the broader School Planning strategy. | | | | | | | | | | ● I can identify the next steps in the proposed timeline and how it | | | | | | | connects to annual processes such budget and staffing ● I can connect the upcoming rightsizing, academic programming, and school planning process across the | | | district. 3 | | | | district. | | [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 4 4 PHASE III School Rightsizing PHASE II Jefferson Dual Assignment PHASE I Enrollment Campaign Growing Great Schools: 3 Phases [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 5 Growing Great Schools: Rightsizing IMPLEMENT EXPLORATION PLAN & INITIATE STUDY & RECOMMEND ENGAGE & DEVELOP DECIDE & COMMIT 5 5 ### Reconstructed table(s) on page 5 (from the text above; verify against the original) | | | | | | | EXPLORATION | |---|---|---|---|---|---|---| | | | | | E E | | E | | | | | | | | | | | | | 5 | | | | | | | | | | E | | [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 6 Data Trends & Drivers Current & Future Enrollment 2018-19 to 2025-26 6 12% 2025-26 to 2035-36 12% Enrollment Change Forecasted Enrollment Change [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 7 Text Enrollment: Median and Range As of October 2025 # of Schools or Pgms Median Enrollment K-5 45 269 560 - 160 = 400 K-8 11 446 610 - 207 = 403 Middle 15 447 689 - 358 = 331 Alternative 3 275 324 - 217 = 107 Range 7 ### Reconstructed table(s) on page 7 (from the text above; verify against the original) | K-5 | 45 | 269 | 560 - 160 = 400 | |---|---|---|---| | K-8 | 11 | 446 | 610 - 207 = 403 | | Middle | 15 | 447 | 689 - 358 = 331 | | Alternative | 3 | 275 | 324 - 217 = 107 | [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 8 Growing Great Schools: Rightsizing EXPLORATION Fall 2025 Winter 2025-2026 PLAN & INITIATE I. Review Outcomes from Southeast Guiding Coalition II. Compile current state data III. Deepen understanding of best practices and lessons learned I. Develop Timeline & Plans II. Form Advisory Committee III. Finish Current State Analysis ENGAGE & DEVELOP I. Develop Framework (Criteria, Decisions, etc.) II. Scenario Development III. Initial Engagement on Scenarios STUDY & RECOMMEND I. Continue Stakeholder Engagement II. Study Feedback III. Superintendent Recommendation DECIDE & COMMIT IMPLEMENT I. Complete staffing II. Support School Communities Through Transition III. Launch New School Year Spring - Summer 2026 Fall 2026 Late Fall 2026 Early Winter 2027 - Fall 2027 I. Superintendent Recommends Board Action II. Board Vote 8 8 ### Reconstructed table(s) on page 8 (from the text above; verify against the original) | Fall 2025 | Winter 2025-2026 | Spring - Summer 2026 | Fall 2026 | Late Fall 2026 | Early Winter 2027 - Fall 2027 | |---|---|---|---|---|---| | | | 8 | | | | | | | | | | | | | | ENGAGE & DEVELOP | | | | [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 9 Growing Great Schools: Rightsizing EXPLORATION Fall 2025 Winter 2025-2026 PLAN & INITIATE I. Review Outcomes from Southeast Guiding Coalition II. Compile current state data III. Deepen understanding of best practices and lessons learned I. Develop Timeline & Plans II. Form Advisory Committee III. Finish Current State Analysis ENGAGE & DEVELOP I. Develop Framework (Criteria, Decisions, etc.) II. Scenario Development III. Initial Engagement on Scenarios STUDY & RECOMMEND I. Continue Stakeholder Engagement II. Study Feedback III. Superintendent Recommendation DECIDE & COMMIT IMPLEMENT I. Complete staffing II. Support School Communities Through Transition III. Launch New School Year Spring - Summer 2026 Fall 2026 Late Fall 2026 Early Winter 2027 - Fall 2027 I. Superintendent Recommends Board Action II. Board Vote EXPLORATION I. Review Outcomes from Southeast Guiding Coalition II. Compile current state data III. Deepen understanding of best practices and lessons learned 9 9 ### Reconstructed table(s) on page 9 (from the text above; verify against the original) | Fall 2025 | Winter 2025-2026 | Spring - Summer 2026 | Fall 2026 | Late Fall 2026 | Early Winter 2027 - Fall 2027 | |---|---|---|---|---|---| | | | 9 | | | | | | | | | | | | | | ENGAGE & DEVELOP | | | | | EXPLORATION EXPLORATION I. Review Outcomes from Southeast Guiding Coalition I. Review Outcomes from Southeast II. Compile current state data Guiding Coalition III. Deepen understanding of best practiceIsI .a nCd olemssponilse le carunrerdent state data III. Deepen understanding of best practices and lessons learned | | | | | | | | |---|---|---|---|---|---|---|---| | | | | | | | | | | | | | | | | | | | | I. Review Outcomes from Southeast Guiding Coalition I. Review Outcomes II. Compile current state data Guiding Co III. Deepen understanding of best practiceIsI .a nCd olemssponilse le carunrerden | | | | | | | | | | Southeast Guiding Coalition I. Review Outcomes II. Compile current state data Guiding Co . Deepen understanding of best practiceIsI .a nCd olemssponilse le carunrerden | | ast | t | | | | | | | | | | | | [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 10 Growing Great Schools: Rightsizing EXPLORATION Fall 2025 Winter 2025-2026 PLAN & INITIATE I. Review Outcomes from Southeast Guiding Coalition II. Compile current state data III. Deepen understanding of best practices and lessons learned I. Develop Timeline & Plans II. Form Advisory Committee III. Finish Current State Analysis ENGAGE & DEVELOP I. Develop Framework (Criteria, Decisions, etc.) II. Scenario Development III. Initial Engagement on Scenarios STUDY & RECOMMEND I. Continue Stakeholder Engagement II. Study Feedback III. Superintendent Recommendation DECIDE & COMMIT IMPLEMENT I. Complete staffing II. Support School Communities Through Transition III. Launch New School Year Spring - Summer 2026 Fall 2026 Late Fall 2026 Early Winter 2027 - Fall 2027 I. Superintendent Recommends Board Action II. Board Vote PLAN & INITIATE I. Develop Timeline & Plans II. Form Advisory Committee III. Finish Current State Analysis 10 ### Reconstructed table(s) on page 10 (from the text above; verify against the original) | | Growing Great Schools: Rightsizing | | | | | | |---|---|---|---|---|---|---| | | PLAN & INITIATE PLAN & INITIATE I. Develop Timeline & Plans I. Develop Timeline & Plans II. Form Advisory Committee II. Form Advisory Committee III. IFII. iFniniisshh C uCrreuntr Srteatne Atn Salytsaiste Analysis | | | | | | | | | PLAN & INITIATE I. Develop Timeline & Plans I. Develop Timeline & Plans II. Form Advisory Committee II. Form Advisory Committee III. IFII. iFniniisshh C uCrreuntr Srteatne Atn Salytsaiste Analysis | | | | | | | | | | | | | | Fall 2025 | | | | | | | | | | | Winter 2025-2026 | | | | | | | | | 10 | | | | | | | | | | | | | | | | ENGAGE & DEVELOP | | | [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 11 Growing Great Schools: Rightsizing EXPLORATION Fall 2025 Winter 2025-2026 PLAN & INITIATE I. Review Outcomes from Southeast Guiding Coalition II. Compile current state data III. Deepen understanding of best practices and lessons learned I. Develop Timeline & Plans II. Form Advisory Committee III. Finish Current State Analysis ENGAGE & DEVELOP I. Develop Framework (Criteria, Decisions, etc.) II. Scenario Development III. Initial Engagement on Scenarios STUDY & RECOMMEND I. Continue Stakeholder Engagement II. Study Feedback III. Superintendent Recommendation DECIDE & COMMIT IMPLEMENT I. Complete staffing II. Support School Communities Through Transition III. Launch New School Year Spring - Summer 2026 Fall 2026 Late Fall 2026 Early Winter 2027 - Fall 2027 I. Superintendent Recommends Board Action II. Board Vote ENGAGE & DEVELOP I. Develop Framework (Criteria, Decisions, etc.) II. Scenario Development III. Initial Engagement on Scenarios 11 11 ### Reconstructed table(s) on page 11 (from the text above; verify against the original) | Fall 2025 | Winter 2025-2026 | | | | | | | | Spring - Summer 2026 | | | Fall 2026 | | | Late Fall 2026 | Early Winter 2027 - Fall 2027 | |---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---| | | | | | | | | | | | | | | | | | | | | | | | | | | | | 11 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | ENGAGE & | | | | | | | | | | | E | | E | | | NGAGE & DEVELO DEVELOP | | GE & DEV DEVELOP | | | | P | | | | | | | | E | E | | | | | | | | | | P | | | | | | | | | | | | I. Develop Framework (Criteria, | | | | | | | | | | | | | | | | | | ramework (Criteria, D Decisions, etc.) II. Scenario Development . Scenario Developm III. Initial Engagement on al EngaSgceenmarioesnt on S | | | | | | | | | [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 12 Growing Great Schools: Rightsizing EXPLORATION Fall 2025 Winter 2025-2026 PLAN & INITIATE I. Review Outcomes from Southeast Guiding Coalition II. Compile current state data III. Deepen understanding of best practices and lessons learned I. Develop Timeline & Plans II. Form Advisory Committee III. Finish Current State Analysis ENGAGE & DEVELOP I. Develop Framework (Criteria, Decisions, etc.) II. Scenario Development III. Initial Engagement on Scenarios STUDY & RECOMMEND I. Continue Stakeholder Engagement II. Study Feedback III. Superintendent Recommendation DECIDE & COMMIT IMPLEMENT I. Complete staffing II. Support School Communities Through Transition III. Launch New School Year Spring - Summer 2026 Fall 2026 Late Fall 2026 Early Winter 2027 - Fall 2027 I. Superintendent Recommends Board Action II. Board Vote STUDY & RECOMMEND I. Continue Stakeholder Engagement II. Study Feedback III. Superintendent Recommendation 12 12 ### Reconstructed table(s) on page 12 (from the text above; verify against the original) | STUDY & RECOMMEND STUDY & | | | | | | |---|---|---|---|---|---| | | | | & RECO STUDY & | | | | I. | | | | | | | | I. | | SRtEakCeOhoMldMeEr ENnDg | | | | | I. | | | | | | | | | | | | | Fall 2025 | Winter 2025-2026 | Spring - Summer 2026 | | | | |---|---|---|---|---|---| | | | | | Fall 2026 | | | | | 12 | | | | | | | | | | | | | | ENGAGE & DEVELOP | | | | [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 13 Growing Great Schools: Rightsizing EXPLORATION Fall 2025 Winter 2025-2026 PLAN & INITIATE I. Review Outcomes from Southeast Guiding Coalition II. Compile current state data III. Deepen understanding of best practices and lessons learned I. Develop Timeline & Plans II. Form Advisory Committee III. Finish Current State Analysis ENGAGE & DEVELOP I. Develop Framework (Criteria, Decisions, etc.) II. Scenario Development III. Initial Engagement on Scenarios STUDY & RECOMMEND I. Continue Stakeholder Engagement II. Study Feedback III. Superintendent Recommendation DECIDE & COMMIT IMPLEMENT I. Complete staffing II. Support School Communities Through Transition III. Launch New School Year Spring - Summer 2026 Fall 2026 Late Fall 2026 Early Winter 2027 - Fall 2027 I. Superintendent Recommends Board Action II. Board Vote DECIDE & COMMIT I. Superintendent Recommends Board Action II. Board Vote 13 13 ### Reconstructed table(s) on page 13 (from the text above; verify against the original) | Fall 2025 | Winter 2025-2026 | Spring - Summer 2026 | Fall 2026 | Late Fall 2026 | Early Winter 2027 - Fall 2027 | |---|---|---|---|---|---| | | | 13 | | | | | | | | | | | | | | ENGAGE & DEVELOP | | | | [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 14 Growing Great Schools: Rightsizing EXPLORATION Fall 2025 Winter 2025-2026 PLAN & INITIATE I. Review Outcomes from Southeast Guiding Coalition II. Compile current state data III. Deepen understanding of best practices and lessons learned I. Develop Timeline & Plans II. Form Advisory Committee III. Finish Current State Analysis ENGAGE & DEVELOP I. Develop Framework (Criteria, Decisions, etc.) II. Scenario Development III. Initial Engagement on Scenarios STUDY & RECOMMEND I. Continue Stakeholder Engagement II. Study Feedback III. Superintendent Recommendation DECIDE & COMMIT IMPLEMENT I. Complete staffing II. Support School Communities Through Transition III. Launch New School Year Spring - Summer 2026 Fall 2026 Late Fall 2026 Early Winter 2027 - Fall 2027 I. Superintendent Recommends Board Action II. Board Vote IMPLEMENT I. Complete staffing II. Support School Communities Through Transition III. Launch New School Year 14 ### Reconstructed table(s) on page 14 (from the text above; verify against the original) | Growing Great Schools: Rightsizing IMPLEM | | | | |---|---|---|---| | | IMPLEM | | | | | | IMPLEM | ENT | | | | | I. Complete staffing II. Support SchIoMoPl CLoEmMmEunNitTies Through TIr. aCnomspilteiteo sntaffing II. Support School Communities III. Launch NewT hSrocughh oTroanls Yitioenar | | | |---|---|---|---|---|---| | | | | II. | | | | | | | | | | | | | | | gh TIr. aCnomspilteiteo sntaffing II. Support School Communities NewT hSrocughh oTroanls Yitioenar | | | | | | | | | | | | | | | | | | | | III. Launch New School Year | III. Launch New School Year | | | Fall 2025 | Winter 2025-2026 | Spring - Summer 2026 | Fall 2026 | Late Fall 2026 | Early Winter 2027 - Fall 2027 | |---|---|---|---|---|---| | | | 14 | | | | | | | | | | | | | | ENGAGE & DEVELOP | | | | [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 15 Proposed Rightsizing Timeline January - March Plan + Initiate ➔ Review and analyze student and staff outcomes from Southeast Guiding Coalition ➔ Compile current state information April - June Engage + Develop ➔ Lessons from SEGC Review ➔ Develop criteria + framework ➔ Launch advisory committee ➔ Outline phases and scope July - September Engage + Develop ➔ Scenario development ➔ Stakeholder engagement and feedback ➔ Public engagement October - December Study + Recommend ➔ Analyze scenarios + feedback ➔ Develop recommendation ➔ Share recommendation November 2026 ➔ Vote December 2026 15 15 [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 16 Lessons Learned PPS Historical Processes Common Through Lines: ●Values outlined to guide the processes have been fairly consistent: Equity in process and outcomes, Access to equitable and effective programs, Facilities that provide appropriate environment for effective programs ●Common core academic programs across the system Opportunities or Areas to Explore: ●Share impact of decision with community, have not consistently reviewed effectiveness of implementation (e.g. follow up on SEGC implementation) ●Focus on the academic program and support for students - evidence that they are present and who accesses them 16 ## Page 17 Growing Great Schools: Rightsizing for Reflection 17 What process do you want to follow for public engagement? What is the timeline and process you want to follow for resolution development? What is the general scope of work for the review? 17 [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 18 Growing Great Schools: Rightsizing fn 18 Southeast Enrollment and Program Balancing Purpose: Access to equitable programming ●Board reviewed scope of work over a series of meetings and set the scope in Resolution 6059. ●Phased approach. ●Phase 2 Scope Resolution 6315. Sunsetting Jefferson Dual Assignment Purpose: Access to equitable programming ●As part of the modernization comprehensive plan. ●Resolution 6627 December 2022. 18 What is the timeline and process you want to follow for resolution development? [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 19 Example of Factors to Consider In Jefferson is Rising Student Assignment Policy - 04.10.045 Factors to Consider: A. A feeder pattern that allows as many students as possible to continue together from one school level to the next B. Student body demographics C. Compact boundaries that promote safer routes to schools and a sense of community as well as recognize and address natural and human-made barriers D. Optimal use of existing facilities E. Program and enrollment stability in the surrounding schools F. Limiting the impact of boundary changes to the smallest number of students possible 19 [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 20 Proposed Board Engagement January - March Plan + Initiate ➔ Board Meeting 03.10.26 ➔ Teaching, Learning and Enrollment (TLE) 03.12.26 ➔ Board Work Session 03.31.26 April - June Engage + Develop ➔ Board Meeting 04.14.26 ➔ Board Listening Session April ➔ TLE 05.14.26, 06.11.26 ➔ Board Vote of Scope May 2026 July - September Engage + Develop ➔ Board Meeting July ➔ Board Work Session August ➔ Board Meeting September October - December Study + Recommend ➔ TLE October ➔ Share Rec. November ➔ Board Listening Session November ➔ Board Work Session ➔ Vote December 2026 What process do you want to follow for public engagement? 20 20 [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 21 Growing Great Schools: Rightsizing for Reflection 21 Southeast Enrollment and Program Balancing Purpose: Access to equitable programming ●Across 21 K5, K8 and middle schools in southwest Portland. ●Boundaries, grade reconfiguration and program location. ●Length two years. Sunsetting Jefferson Dual Assignment Purpose: Access to equitable programming ●Across four high schools in North/Northeast Portland. ●Boundaries and change from focus option school to neighborhood. ●Length seven months. What is the general scope of work for the review? 21 ### Reconstructed table(s) on page 21 (from the text above; verify against the original) | Growing Great Schools: Rightsizing for Reflection What is the general scope of work for the review? Southeast Enrollment and Sunsetting Jefferson Dual Program Balancing Assignment Purpose: Access to equitable Purpose: Access to equitable programming programming ● Across 21 K5, K8 and ● Across four high schools middle schools in in North/Northeast southwest Portland. Portland. ● Boundaries, grade ● Boundaries and change | | | | | |---|---|---|---|---| | | Southeast Enrollment and Program Balancing Purpose: Access to equitable programming ● Across 21 K5, K8 and middle schools in southwest Portland. ● Boundaries, grade | | | | | | reconfiguration and program location. ● Length two years. | from focus option school to neighborhood. ● Length seven months. 21 21 | | | | | | | | | | Sunsetting Jefferson Dual Assignment Purpose: Access to equitable programming ● Across four high schools in North/Northeast Portland. ● Boundaries and change | | | | |---|---|---|---| | from focus option school to neighborhood. ● Length seven months. | | | | | | months. | | 21 | [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 22 [No extractable text on this page; it appears to be an image/graphic only (no OCR was performed, so any text inside the image is not captured).] [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.]