--- title: "09.01.26 BOE Meeting_Rightsizing (1) (BoardBook)" source_url: "https://meetings.boardbook.org/Documents/FileViewerOrPublic/915?file=14357211" 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: 14 sha256: fb13231423fb430a530fa38fce88eb1e6b79088439a9fb3fbdad21014df89522 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: "09.01.26 BOE Meeting_Rightsizing" download_url: "https://meetings.boardbook.org/Documents/DownloadPDF/14357211?org=915" --- # 09.01.26 BOE Meeting_Rightsizing (1) (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=14357211. ## Page 1 September 1, 2026 Board Meeting ### Page 1, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) September 1, 2026 Board Meeting [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 components of well-resourced schools and the student learning experience. ●I am learning about the number of changes needed to increase stability across Portland Public Schools. ●I can describe how the components of well-resourced schools support student learning experiences. ●I can describe the size of the change needed to increase stability for schools across Portland Public Schools. 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 ● I can describe how the components components of well-resourced of well-resourced schools support schools and the student learning student learning experiences. experience. ● I am learning about the number of ● I can describe the size of the change changes needed to increase needed to increase stability for stability across Portland Public schools across Portland Public Schools. Schools. 2 | | | | |---|---|---|---| | | | ● I can describe how the components | | | | ● I am learning about the components of well-resourced schools and the student learning experience. ● I am learning about the number of changes needed to increase stability across Portland Public Schools. | | | | | | | of well-resourced schools support student learning experiences. ● I can describe the size of the change needed to increase stability for schools across Portland Public Schools. 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 ● I can describe how the components components of well-resourced of well-resourced schools support schools and the student learning student learning experiences. experience. ● I am learning about the number of ● I can describe the size of the change changes needed to increase needed to increase stability for stability across Portland Public schools across Portland Public Schools. Schools. 2 ## Page 3 Well-Resourced Schools Rightsizing 3 ### Page 3, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Well-Resourced Schools Rightsizing 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 EQUITY & ACCESS for Every Student STAFFING RESOURCES PROGRAMMING SUPPORTS ONE STANDARD of opportunity and support KINDERGARTEN ELEMENTARY MIDDLE HIGH SCHOOL GRADUATION THE SAME BASELINE, AT EVERY SCHOOL Comparable programming across the system, opportunity that never depends on your address. ### Page 4, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) EQUITY & ACCESS for Every Student PROGRAMMING SUPPORTS ONE STANDARD of opportunity and support STAFFING RESOURCES KINDERGARTEN ELEMENTARY MIDDLE HIGH SCHOOL GRADUATION THE SAME BASELINE, AT EVERY SCHOOL Comparable programming across the system, opportunity that never depends on your address. ## Page 5 [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 6 Process and Purpose Rightsizing 6 ### Page 6, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Process and Purpose Rightsizing 6 [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 Where We Are in the Rightsizing Process 7 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 7 (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 | | | | | | | | 7 | ### Page 7, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Where We Are in the Rightsizing Process 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 7 ## Page 8 Why Do We Need a Rightsizing Process Now? 8 Rightsizing goal: increase stability and improve student learning experience across the system and in every school, especially for historically underserved students. Our enrollment is declining and will continue to decline. We have maintained the same number of school sites. Staff and supports spread both unevenly and thin. ### Page 8, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Why Do We Need a Rightsizing Process Now? Our enrollment is declining and Rightsizing goal: will continue to decline. increase stability and improve student learning experience We have maintained the same across the system and number of school sites. in every school, especially for historically Staff and supports spread both underserved students. unevenly and thin. 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 Why Do We Need a Rightsizing Process Now? 9 Change in number of sites since 2018-19 +2 to 83 Enrollment Decrease Since 2018-19 -6086 -3446 Enrollment Decrease Projected in 2031-32 2025-26 Base Year 7 Middle Schools < 400 students by 2031-32 “(PPS) should ask whether the proposed change will create stronger and more equitable learning environments…” Dr. Green and Dr. Hanson ### Page 9, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Why Do We Need a Rightsizing Process Now? “( PPS) should ask 2025-26 Enrollment Decrease Base Year Since 2018-19 whether the proposed -6086 change will create Change in number of sites since 2018-19 stronger and more +2 to 83 7 Middle equitable learning Schools < 400 environments…” students by 2031-32 Dr. Green and -3446 Dr. Hanson Enrollment Decrease Projected in 2031-32 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 What Happens if We Don’t Act Now? 10 1 in 6 K5 Schools with 360 + Students 1 in 7 K8 Schools with 500 + Students 1 in 8 6-8 Schools with 500 + Students In 5 years (2031-32), the vast majority of schools across the system serving elementary and middle school age students will be susceptible to enrollment fluctuations resulting in varied student experiences with staff and resources spread thin. ### Page 10, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) What Happens if We Don’t Act Now? In 5 years (2031-32), the vast K5 Schools with 360 + Students majority of schools across the 1 in 6 system serving elementary and middle school age K8 Schools with students will be susceptible 500 + Students to enrollment fluctuations 1 in 7 resulting in varied student experiences with staff and 6-8 Schools with resources spread thin. 500 + Students 1 in 8 10 [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 Magnitude: Moving Toward Sustainability 11 How many changes do we need to make in order to stabilize the system and each school/program? ### Page 11, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Magnitude: Moving Toward Sustainability How many changes do we need to make in order to stabilize the system and each school/program? 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 Magnitude: Moving Toward Sustainability 12 How many changes do we need to make in order to stabilize the system and each school/program? ### Page 12, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Magnitude: Moving Toward Sustainability How many changes do we need to make in order to stabilize the system and each school/program? 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 What Happens Next 13 The Village Table Sept 2 6:00p Community Voice: Latinx Families Sept 9 6:00p Community Voice: Native Families Sept 10 6:00p Community Connection @ Faubion PK-8 Sept 12 11:00a Native Student Council Sept 15 5:00p Board of Education Meeting Sept 15 6:00p Community Voice: SPEAC Sept 16 6:00p Student Voice Advisory Council, Jr. NSC, Jr. BSU Sept 17 5:00p Enrollment Advisory Committee Sept 17 4:45p ### Reconstructed table(s) on page 13 (from the text above; verify against the original) | The Village Table | Sept 2 | | 6:00p | |---|---|---|---| | Community Voice: Latinx Families | Sept 9 | | 6:00p | | Community Voice: Native Families | Sept 10 | | 6:00p | | Community Connection @ Faubion PK-8 | Sept 12 | | 11:00a | | Native Student Council | Sept 15 | | 5:00p | | Board of Education Meeting | Sept 15 | | 6:00p | | Community Voice: SPEAC | Sept 16 | | 6:00p | | Student Voice Advisory Council, Jr. NSC, Jr. BSU | Sept 17 | | 5:00p | | Enrollment Advisory Committee | Sept 17 | | 4:45p | | | | | | ### Page 13, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) What Happens Next The Village Table Sept 2 6:00p Community Voice: Latinx Families Sept 9 6:00p Community Voice: Native Families Sept 10 6:00p Community Connection @ Faubion PK-8 Sept 12 11:00a Native Student Council Sept 15 5:00p Board of Education Meeting Sept 15 6:00p Community Voice: SPEAC Sept 16 6:00p Student Voice Advisory Council, Jr. NSC, Jr. BSU Sept 17 5:00p Enrollment Advisory Committee Sept 17 4:45p 13 ## Page 14 [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.]