--- title: "03.31.26_Board Work Session_Rightsizing Board Book (BoardBook)" source_url: "https://meetings.boardbook.org/Documents/FileViewerOrPublic/915?file=3988980" 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: 19 sha256: a0a991efb0d7392dc1dd1f9ab67d1280fbf445d1f273cda4f82ca9ddb621ba80 extraction_method: "PyMuPDF 1.28.2 page.get_text(text) in content order; tables via page.find_tables(); for PDFs of 20 pages or fewer a second row-wise rendering per page via pdfplumber; no OCR" pdf_metadata_title: "03.31.26_Board Work Session_Rightsizing Board Book" download_url: "https://meetings.boardbook.org/Documents/DownloadPDF/3988980?org=915" --- # 03.31.26_Board Work Session_Rightsizing Board Book (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=3988980. ## Page 1 [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.] ## Page 2 Board Work Session - March 31, 2026 Growing Great Schools: Rightsizing 2 ### Page 2, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Growing Great Schools: Rightsizing Board Work Session - March 31, 2026 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 examining key trends and patterns in enrollment, utilization, and program distribution across PPS. ●I am learning about best practices and how other PK-12 systems have approached enrollment decline, consolidation, and school portfolio redesign. ●I can describe multi-year enrollment trends and explain how program offerings and building capacity are currently distributed across the system. ●I can identify key best practices and begin to consider what may or may not be applicable to PPS’ rightsizing effort. 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 am examining key trends and ● I can describe multi-year patterns in enrollment, utilization, enrollment trends and explain how and program distribution across program offerings and building PPS. capacity are currently distributed across the system. ● I am learning about best practices ● I can identify key best practices and and how other PK-12 systems begin to consider what may or may have approached enrollment not be applicable to PPS’ decline, consolidation, and school rightsizing effort. | | | | | | |---|---|---|---|---|---| | | ● I am examining key trends and patterns in enrollment, utilization, and program distribution across PPS. ● I am learning about best practices and how other PK-12 systems have approached enrollment decline, consolidation, and school | | | | | | | | | | ● I can describe multi-year enrollment trends and explain how | | | | | | | program offerings and building capacity are currently distributed across the system. ● I can identify key best practices and begin to consider what may or may not be applicable to PPS’ rightsizing effort. | | | portfolio redesign. 3 | portfolio redesign. | | | | | ### Page 3, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Learning Targets and Success Criteria Learning Targets Success Criteria ● I am examining key trends and ● I can describe multi-year patterns in enrollment, utilization, enrollment trends and explain how and program distribution across program offerings and building PPS. capacity are currently distributed across the system. ● I am learning about best practices ● I can identify key best practices and and how other PK-12 systems begin to consider what may or may have approached enrollment not be applicable to PPS’ decline, consolidation, and school rightsizing effort. portfolio redesign. 3 [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 Data Trends & Drivers Current & Future Enrollment 2018-19 to 2025-26 4 12% 2025-26 to 2035-36 12% Enrollment Change Forecasted Enrollment Change ### Page 4, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Data Trends & Drivers Current & Future Enrollment Enrollment Change 2018-19 to 2025-26 12% Forecasted Enrollment Change 2025-26 to 2035-36 12% 4 [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 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 5 ### Reconstructed table(s) on page 5 (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 | ### Page 5, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Enrollment: Median and Range As of October # of Schools or Median Range Text 2025 Pgms 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 5 [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 Current & Future Enrollment 2018-19 to 2025-26 -12% 2025-26 to 2035-36 Enrollment Change Forecasted Enrollment Change -12% ### Page 6, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Current & Future Enrollment Enrollment Change 2018-19 to 2025-26 -12% Forecasted Enrollment Change 2025-26 to 2035-36 -12% [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 [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.] ## Page 8 Growing Great Schools: Rightsizing IMPLEMENT EXPLORATION PLAN & INITIATE STUDY & RECOMMEND ENGAGE & DEVELOP DECIDE & COMMIT 8 8 ### Reconstructed table(s) on page 8 (from the text above; verify against the original) | | | | | | | EXPLORATION | |---|---|---|---|---|---|---| | | | | | E E | | E | | | | | | | | | | | | | 8 | | | | | | | | | | E | | ### Page 8, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Growing Great Schools: Rightsizing IMPLEMENT EXPLORATION DECIDE & PLAN & INITIATE COMMIT 8 STUDY & ENGAGE & DEVELOP RECOMMEND 8 [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 Proposed Rightsizing Timeline 9 9 Phase Timeframe Action Exploration Fall 2025 - Winter 2026 Review Outcomes From Southeast Guiding Coalition Deepen Understanding of Lessons Learned and Effective Practices Plan + Initiate Winter 2025-26 Compile Current State Analysis + Develop Timeline Form Advisory Committee Engage + Develop Spring Summer 2026 Develop Framework and Scenarios Initial Engagement on Scenarios Study + Recommend Fall 2026 Continue Stakeholder Engagement + Study and Incorporate Feedback Develop + Present Superintendent’s Recommendation Decide + Commit Late Fall 2026 (Nov - Dec) Superintendent Recommends Board Action Board Vote Implement Winter - Fall 2027 Complete Staffing + Support School Communities Launch New School Year ### Reconstructed table(s) on page 9 (from the text above; verify against the original) | Phase | Timeframe | Action | |---|---|---| | Exploration | Fall 2025 - Winter 2026 | Review Outcomes From Southeast Guiding Coalition Deepen Understanding of Lessons Learned and Effective Practices | | Plan + Initiate | Winter 2025-26 | Compile Current State Analysis + Develop Timeline Form Advisory Committee | | Engage + Develop | Spring Summer 2026 | Develop Framework and Scenarios Initial Engagement on Scenarios | | Study + Recommend | Fall 2026 | Continue Stakeholder Engagement + Study and Incorporate Feedback Develop + Present Superintendent’s Recommendation | | Decide + Commit | Late Fall 2026 (Nov - Dec) | Superintendent Recommends Board Action Board Vote | | Implement | Winter - Fall 2027 | Complete Staffing + Support School Communities Launch New School Year | ### Page 9, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Proposed Rightsizing Timeline Phase Timeframe Action Exploration Fall 2025 - Review Outcomes From Southeast Guiding Coalition Winter 2026 Deepen Understanding of Lessons Learned and Effective Practices Plan + Initiate Winter 2025-26 Compile Current State Analysis + Develop Timeline Form Advisory Committee Engage + Spring Develop Framework and Scenarios Develop Summer 2026 Initial Engagement on Scenarios Study + Fall 2026 Continue Stakeholder Engagement + Study and Incorporate Feedback Recommend Develop + Present Superintendent’s Recommendation Decide + Late Fall 2026 Superintendent Recommends Board Action Commit (Nov - Dec) Board Vote Implement Winter - Fall Complete Staffing + Support School Communities 2027 Launch New School Year 9 9 [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 How Might This Inform Our Approach? As you look at the materials consider: Decision-Making Criteria ●Data-Driven Thresholds ○Facility utilization ○Proximity to other schools ●Contextual Criteria ○Historical investment ○Neighborhood context ●Core Values ○Academic continuity ○Equity of access ●Policy Requirements Based on what we’ve learned, what are two actions or considerations that we should incorporate into our process in PPS? What is one non-negotiable we should include? What is something we should be careful to avoid as we design our process? 10 ### Page 10, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) How Might This Inform Our Approach? As you look at the materials consider: Decision-Making Criteria Based on what we’ve learned, ● Data-Driven Thresholds what are two actions or ○ Facility utilization considerations that we should ○ Proximity to other schools incorporate into our process in ● Contextual Criteria PPS? ○ Historical investment ○ Neighborhood context What is one non-negotiable we ● Core Values should include? ○ Academic continuity What is something we should be ○ Equity of access careful to avoid as we design our ● Policy Requirements process? 10 ## Page 11 Process & Approach Research-Informed Best Practices 11 Recommendations: - Process - Timeline - Community Engagement - Analysis of Existing Conditions - Goal-Setting - Development of Alternatives - Decision-Making - Implementation ### Page 11, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Process & Approach Research-Informed Best Practices Recommendations: - Process - Timeline - Community Engagement - Analysis of Existing Conditions - Goal-Setting - Development of Alternatives - Decision-Making - Implementation 11 [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 A Closer Look at Peer Districts San Antonio Independent School District 12 I. Board Resolution to Study School Building Capacity II. Drafted Initial Decision Framework: A. Values B. Primary Criteria C. Contextual Criteria III. Engaged Communities & Revised Framework IV. Developed Initial Recommendations V. Engaged Communities VI. Final Recommendation ### Page 12, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) A Closer Look at Peer Districts San Antonio Independent School District I. Board Resolution to Study School Building Capacity II. Drafted Initial Decision Framework: A. Values B. Primary Criteria C. Contextual Criteria III. Engaged Communities & Revised Framework IV. Developed Initial Recommendations V. Engaged Communities VI. Final Recommendation 12 ## Page 13 A Closer Look at Peer Districts Seattle Public Schools 13 I. Research & Review II. Defined “North Star”: What is a Well-Resourced School? III. Established Guiding Principles and Decision Framework IV. Community Input V. Developed Scenarios VI. Engaged Communities VII. Shared Recommendation A. Withdrew Recommendation ### Page 13, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) A Closer Look at Peer Districts Seattle Public Schools I. Research & Review II. Defined “North Star”: What is a Well-Resourced School? III. Established Guiding Principles and Decision Framework IV. Community Input V. Developed Scenarios VI. Engaged Communities VII. Shared Recommendation A. Withdrew Recommendation 13 [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 A Closer Look at Peer Districts Denver Public Schools 14 Phase I: Established and Interpreted Policy - Defined Approach: Values, Equity & Essential Data - Developed Methodology & Applied Criteria Phase II: Engaged Regional Communities Phase III: Recommendation, School-Based Engagement & Vote Phase IV: Supporting School Communities Through Change ### Page 14, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) A Closer Look at Peer Districts Denver Public Schools Phase I: Established and Interpreted Policy - Defined Approach: Values, Equity & Essential Data - Developed Methodology & Applied Criteria Phase II: Engaged Regional Communities Phase III: Recommendation, School-Based Engagement & Vote Phase IV: Supporting School Communities Through Change 14 [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 How Might This Inform Our Approach? As you look at the materials consider: Decision-Making Criteria ●Data-Driven Thresholds ○Facility utilization ○Proximity to other schools ●Contextual Criteria ○Historical investment ○Neighborhood context ●Core Values ○Academic continuity ○Equity of access ●Policy Requirements Based on what we’ve learned, what are two actions or considerations that we should incorporate into our process in PPS? What is one non-negotiable we should include? What is something we should be careful to avoid as we design our process? 15 ### Page 15, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) How Might This Inform Our Approach? As you look at the materials consider: Decision-Making Criteria ● Data-Driven Thresholds Based on what we’ve learned, what are two actions or considerations ○ Facility utilization that we should incorporate into our ○ Proximity to other schools process in PPS? ● Contextual Criteria ○ Historical investment What is one non-negotiable we ○ Neighborhood context should include? ● Core Values ○ Academic continuity What is something we should be ○ Equity of access careful to avoid as we design our ● Policy Requirements process? 15 ## Page 16 What We Asked and What We Heard 16 ●What are the timeline and process you want to follow for resolution development? ●What process do you want to follow for public engagement? ●What is the general scope of work for the review? ●What guiding principles do you want us to consider? ●What additional information do you need regarding the framework development? ●Are there any specific considerations you want us to incorporate? ### Page 16, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) What We Asked and What We Heard ● What are the timeline and ● What guiding principles process you want to do you want us to follow for resolution consider? development? ● What additional ● What process do you information do you need want to follow for public regarding the framework engagement? development? ● What is the general scope ● Are there any specific of work for the review? considerations you want us to incorporate? 16 ## Page 17 Factors to Consider From Policy Student Assignment Policy - 04.10.045 The Board recognizes that such factors may conflict with one another, and include, but are not limited to, the following non-prioritized list: 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 17 ### Page 17, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Factors to Consider From Policy Factors to Consider: A. A feeder pattern that allows as many students as possible to continue together from one school level to the Student Assignment Policy - next 04.10.045 B. Student body demographics C. Compact boundaries that promote safer routes to The Board recognizes that such factors may conflict with schools and a sense of community as well as recognize one another, and include, but and address natural and human-made barriers are not limited to, the D. Optimal use of existing facilities following non-prioritized list: E. Program and enrollment stability in the surrounding schools F. Limiting the impact of boundary changes to the smallest number of students possible 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 Community Engagement 18 Planning for Board Listening Sessions Save the Date: Sat. April 11 In person 2:00 PM Mon. April 20 Virtual, 6:00 PM Wed. April 22 In person, 6:00 PM April 14 Board Meeting: Resolution Current Context: Maps Operationalizing the policy: Identifying Tradeoffs Sample Interactive Poll Upcoming Board or Committee Meeting Focus Programs and Schools ### Page 18, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Community Engagement Operationalizing the policy: Identifying Tradeoffs Planning for Board Listening Sample Interactive Poll Sessions Save the Date: April 14 Board Meeting: Resolution Sat. April 11 In person 2:00 PM Current Context: Maps Mon. April 20 Virtual, 6:00 PM Wed. April 22 In person, 6:00 PM Upcoming Board or Committee Meeting Focus Programs and Schools 18 ## Page 19 [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.]