--- title: "08.04.26 BOE Meeting_Rightsizing (BoardBook)" source_url: "https://meetings.boardbook.org/Documents/FileViewerOrPublic/915?file=3997425" 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: 18 sha256: 28d7ae568a57a81d2cc1c7ad22917a8fad9a20c2f5a01578d739a1ae17eab92d 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: "08.04.26 BOE Meeting_Rightsizing" download_url: "https://meetings.boardbook.org/Documents/DownloadPDF/3997425?org=915" --- # 08.04.26 BOE Meeting_Rightsizing (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=3997425. ## Page 1 August 4, 2026 Board Meeting 1 ### Page 1, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) August 4, 2026 Board Meeting 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 Learning Target and Success Criteria 2 ●I am learning about the lessons learned from the Equity Audit. ●I am learning about how the information in the report is informing our Rightsizing Process. ●I can describe key themes, outcomes, and lessons learned from the Equity Audit. ● I can describe how the recommendations are informing our current rightsizing process. Learning Target Success Criteria ### Reconstructed table(s) on page 2 (from the text above; verify against the original) | Learning Target and Success Criteria Learning Target Success Criteria ● I am learning about the lessons ● I can describe key themes, learned from the Equity Audit. outcomes, and lessons learned from the Equity Audit. ● I am learning about how the ● I can describe how the information in the report is recommendations are informing our informing our Rightsizing Process. current rightsizing process. 2 | | | | |---|---|---|---| | | | ● I can describe key themes, | | | | ● I am learning about the lessons learned from the Equity Audit. ● I am learning about how the information in the report is informing our Rightsizing Process. | | | | | | | outcomes, and lessons learned from the Equity Audit. ● I can describe how the recommendations are informing our current rightsizing process. 2 | | | | | | ### Page 2, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Learning Target and Success Criteria Learning Target Success Criteria ● I am learning about the lessons ● I can describe key themes, learned from the Equity Audit. outcomes, and lessons learned from the Equity Audit. ● I am learning about how the ● I can describe how the information in the report is recommendations are informing our informing our Rightsizing Process. current rightsizing process. 2 ## Page 3 Equity Audit: Southeast Enrollment and Program Balancing Recommendations 3 ### Page 3, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Equity Audit: Southeast Enrollment and Program Balancing Recommendations 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 5 Domains of the Equity Audit Equitable access to robust middle schools and all impacted SE schools 4 Linguistic equity in Dual Language Immersion programs and electives Educator, staff and administrator experiences Family and community voice, engagement, and equitable decision making School-level factors that shaped how changes were experienced and absorbed ### Page 4, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) 5 Domains of the Equity Audit Equitable Linguistic Educator, staff Family and School-level access to equity in Dual and community factors that robust middle Language administrator voice, shaped how schools and all Immersion experiences engagement, changes were impacted SE programs and and equitable experienced schools electives decision and absorbed making 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 Data Sources 5 +1,200 survey respondents (905 + 327) + 100 participants (50 focus groups + 10 interviews) +5 Years of enrollment, achievement, attendance, discipline, DLI access, staff retention (2020-2025) ### Page 5, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Data Sources +1,200 survey respondents (905 + 327) + 100 participants (50 focus groups + 10 interviews) +5 Years of enrollment, achievement, attendance, discipline, DLI access, staff retention (2020-2025) 5 ## Page 6 Domain 1: 6 Nuance: ●Variation in learning environments remained ●Outcomes did not match how changes were experienced in middle school Takeaway: ●Improved enrollment balance ●Comparable academic and discipline outcomes to peers How do we align resources to serve students well? Equitable access to robust middle schools and all impacted SE schools ### Page 6, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Domain 1: Equitable access to robust middle schools and all impacted SE schools Nuance: Takeaway: ● Variation in learning ● Improved enrollment environments How do we align balance remained resources to serve ● Comparable ● Outcomes did not students well? academic and match how changes discipline outcomes were experienced in to peers middle school 6 ## Page 7 Domain 2: 7 Nuance: ●Altered neighborhood access and racial composition of school communities Takeaway: ●Strengthened DLI coherence in some schools How do we describe and plan for tradeoffs? Linguistic equity in Dual Language Immersion programs and electives ### Page 7, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Domain 2: Linguistic equity in Dual Language Immersion programs and electives Nuance: Takeaway: ● Altered ● Strengthened DLI neighborhood How do we describe and coherence in some access and racial plan for tradeoffs? schools composition of school communities 7 ## Page 8 Domain 3: 8 Nuance: ●Strong school leadership and internal culture acts to buffer morale ●Not equipped structurally through transition Takeaway: ●First year, major staffing disruptions with sharpest impact on educators of color ●Felt as part of cumulative strain How to we proactively plan for transitions? Educator, staff and administrator experiences ### Page 8, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Domain 3: Educator, staff and administrator experiences Takeaway: Nuance: ● First year, major ● Strong school staffing disruptions leadership and with sharpest internal culture acts How to we proactively impact on educators to buffer morale plan for transitions? of color ● Not equipped ● Felt as part of structurally through cumulative strain transition 8 ## Page 9 Domain 4: 9 Nuance: ●SEGC members felt limited influence on final decision ●Constrained scope limited equitable balancing Takeaway: ●SEGC members described the promise of participation ●Equity goals were stated How to improve transparency in scope, decisions and data while clarifying role of community input? Family and community voice, engagement, and equitable decision making ### Page 9, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Domain 4: Family and community voice, engagement, and equitable decision making Takeaway: Nuance: ● SEGC members ● SEGC members felt How to improve described the limited influence on transparency in scope, promise of final decision decisions and data while participation ● Constrained scope clarifying role of ● Equity goals were limited equitable community input? stated balancing 9 ## Page 10 Domain 5: 10 Nuance: ●Local context shaped how changes were experienced ●Changes were not isolated to enrollment Takeaway: ●Type and intensity of change mattered ●Changes were layered and cumulative How do we account for local conditions, e.g. how much change the community has experienced? School-level factors that shaped how changes were experienced and absorbed ### Page 10, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Domain 5: School-level factors that shaped how changes were experienced and absorbed Nuance: Takeaway: ● Local context How do we account for ● Type and intensity shaped how local conditions, e.g. of change mattered changes were how much change the ● Changes were experienced community has ● Changes were not experienced? layered and isolated to cumulative enrollment 10 ## Page 11 Essential Questions 11 (PPS) should ask whether the proposed change will create stronger and more equitable learning environments…” Dr. Green and Dr. Hanson p.127 “ Are staff stable? Are transportation and access barriers addressed? Do families have meaningful influence? Are receiving schools prepared? Are historically underserved communities protected from disproportionate burden? Does the district have the capacity and resources to keep its promises? ### Page 11, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Essential Questions Are receiving schools prepared? Are historically underserved “ communities protected from disproportionate burden? ( PPS) should ask whether the Are staff stable? proposed change will create Are transportation and access barriers addressed? stronger and more equitable Do families have meaningful learning environments…” influence? Dr. Green and Dr. Hanson p.127 Does the district have the capacity and resources to keep its promises? 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 Recommendations ● Clear and Strong Equity Commitments ● Clearer Decision-making Criteria ● Transparent and Accessible Data ● Early and Meaningful Engagement ● Receiving School Readiness Plans ● Durable Transition Supports ● Track Cumulative Burden on Communities 12 ### Page 12, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Recommendations ● Clear and Strong Equity Commitments ● Clearer Decision-making Criteria ● Transparent and Accessible Data ● Early and Meaningful Engagement ● Receiving School Readiness Plans ● Durable Transition Supports ● Track Cumulative Burden on Communities 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 13 Project Governance Board of Education Steering Committee [Chiefs] Superintendent Enrollment Advisory Committee Core Project Team Executive Sponsor: Dr. Jon Franco Program Lead: Margaret Calvert Project Management: SPMO Data & Modeling Lead: Richard Smith + Subject Matter Experts Operations Lead: Hannah Witt + Subject Matter Experts Academics & Activities Co-Leads: Filip Hristic & Emily Glasgow + Subject Matter Experts Communication & Engagement Lead: Nichole Watson + Subject Matter Experts 13 ### Page 13, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Project Governance Core Project Team Executive Sponsor: Dr. Jon Franco Steering Program Lead: Margaret Calvert Committee Project Management: SPMO [Chiefs] Board of Superintendent Education Enrollment Data & Modeling Communication & Advisory Engagement Lead: Richard Smith Committee Lead: Nichole Watson + Subject Matter Experts + Subject Matter Experts Academics & Activities Operations Co-Leads: Filip Hristic & Emily Lead: Hannah Witt Glasgow + Subject Matter Experts + Subject Matter Experts 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 Resulting Actions Developing: ❏Well-resourced school indicators ❏Data visuals and online tools ❏Community engagement plans with feedback loops ❏Scenarios to align with key performance indicators ❏Receiving school readiness model ❏Regular implementation check -ins 14 ### Page 14, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Resulting Actions Developing: ❏ Well-resourced school indicators ❏ Data visuals and online tools ❏ Community engagement plans with feedback loops ❏ Scenarios to align with key performance indicators ❏ Receiving school readiness model ❏ Regular implementation check -ins 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 Equity Analysis and Lens Equity Impact Analysis Impact on: ● focal students ● access to specialized programs ● recently impacted and Title I communities ● final recommendation from community input Equity Lens Use the lens as a tool throughout the process. Disaggregate Data Direct certification MLLs Special Education Race Regular Checkpoints Create regular checkpoints to apply equity lens. Narrative for Each Scenario Will compare equity impact statements for each scenario. 15 ### Reconstructed table(s) on page 15 (from the text above; verify against the original) | Equity Le | ns | |---|---| | | | | Use the lens throughout process. | as a tool the | ### Page 15, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Equity Analysis and Lens Equity Impact Disaggregate Data Equity Lens Analysis Direct certification Use the lens as a tool MLLs throughout the Special Education process. Impact on: Race ● focal students ● access to specialized programs Regular Narrative for Each ● recently impacted and Checkpoints Scenario Title I communities Create regular Will compare equity ● final recommendation checkpoints to apply impact statements for equity lens. each scenario. from community input 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 Current State - Enrollment Projections 16 ### Page 16, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Current State - Enrollment Projections 16 [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 17 17 Current State - Enrollment Projections ### Page 17, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Current State - Enrollment Projections 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 [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.]