--- title: "09.15.26 BOE Meeting_Rightsizing (2) (BoardBook)" source_url: "https://meetings.boardbook.org/Documents/FileViewerOrPublic/915?file=14430171" 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: 25 sha256: e8e38e694ea4f9ac7a8f49a7a31fd7cca21ae6ab8e6c64925b66ccfd62e50811 extraction_method: "PyMuPDF 1.28.2 page.get_text(text) in content order; tables via page.find_tables(); no OCR" pdf_metadata_title: "09.15.26 BOE Meeting_Rightsizing" download_url: "https://meetings.boardbook.org/Documents/DownloadPDF/14430171?org=915" --- # 09.15.26 BOE Meeting_Rightsizing (2) (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=14430171. ## Page 1 September 15, 2026 Board Meeting Decision Framework [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 Build shared understanding of how PPS is moving from guiding principles to analysis. Today we will: a. Show how the Guiding Principles translate into measurable KPIs b. Introduce the Equity Impact Analysis and how it complements the KPI analysis c. Explain how these tools will be used to develop, evaluate, and refine scenarios Purpose [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 Today’s Discussion Questions and feedback on the approach before scenario review begins. ●What questions do you have about how the analysis works? ●Does the approach provide sufficient information to understand potential impacts and trade-offs? ●What should staff keep in mind as we apply this framework to scenarios? No decision is requested today. [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 Well-Resourced Schools Sustainable, well-resourced schools that provide consistent access to strong academic programming across PPS. Safe and Healthy Learning Environments Aligning school facilities and learning environments to support student safety, wellness, and long-term sustainability. Educational Options Maintaining a strong network of neighborhood schools (while providing a balance of educational options) that are sustainable and well-resourced. PPS Equity Lens Using the PPS Equity Lens to guide decision-making and center students most impacted by inequities. Shaping the Work Approved Guiding Principles ## Page 5 Work Plan Engagement Broader Community ● multiple phases ● share plan + dates ● families + educators ● variety of perspectives ● linguistically + culturally specific Analysis Comprehensive Approach ● multiple data points ● district-wide ● state sources ● operational feasibility ● equity impact Implementation Operationalize Framework ● coordinate + sequence ● timeline + decisions ● monitor + evaluate + adjust ● Board approval [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 Equity Impact Analysis 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 Equity is Part of the Analysis - not a Final Check 7 Stage Equity checkpoint What it produces Workgroups and Criteria Who benefits, who carries burden, and what could our criteria miss? Disaggregated benefit and burden analysis Scenarios and Clusters What does this mean for these students, in this community, with this history? An equity analysis review attached to every scenario Readiness and Decision Is this equitable and ready, and what must be true before it advances? Required mitigation and an Equity Impact Statement Implementation Are our intended outcomes happening? Disaggregated monitoring and course correction Every checkpoint works through the same five sections Action Systems Voice Opportunity People ### Reconstructed table(s) on page 7 (from the text above; verify against the original) | Stage | Equity checkpoint | What it produces | |---|---|---| | Workgroups and Criteria | Who benefits, who carries burden, and what could our criteria miss? | Disaggregated benefit and burden analysis | | Scenarios and Clusters | What does this mean for these students, in this community, with this history? | An equity analysis review attached to every scenario | | Readiness and Decision | Is this equitable and ready, and what must be true before it advances? | Required mitigation and an Equity Impact Statement | | Implementation | Are our intended outcomes happening? | Disaggregated monitoring and course correction | [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 Process and Purpose Rightsizing 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 Where We Are in the Rightsizing Process 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 Study + Recommend Fall 2026 Initial Engagement on Scenarios + Study and Incorporate Feedback Develop + Present Superintendent’s Recommendation Decide + Commit Late Fall 2026 (Nov - Dec) Superintendent Recommends Board Action Continue Stakeholder Engagement 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 | | | | Study + Recommend | Fall 2026 | Initial Engagement on Scenarios + Study and Incorporate Feedback Develop + Present Superintendent’s Recommendation | | | | Decide + Commit | Late Fall 2026 (Nov - Dec) | Superintendent Recommends Board Action Continue Stakeholder Engagement Board Vote | | | | Implement | Winter - Fall 2027 | Complete Staffing + Support School Communities Launch New School Year | | | | | | | | 9 | ## Page 10 Analysis Framework Rightsizing 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 11 From Guiding Principles to Measurable Indicators Guiding Principles Scenario Analysis Community Input Recommendation Decision Framework [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 How We Will Use the Indicators 12 Baseline - Current State Scenario Compare Change What are the impacts? Who experiences the benefit? Who experiences the burden? What trade-offs emerge? Will the changes create stronger and more equitable learning environments? [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 Considering Intensity + Complexity of Impact 13 How many people, schools, and communities are affected How significant the impact is for an individual or a community How many intersecting factors make a transition harder to navigate or mitigate Magnitude Intensity Complexity [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 Key Performance Indicators: Current State 14 Percent of Schools Above Threshold Actual 2025-26 Projected 2031-32 K5 Title I 18% 9% K5 Not Title I 35% 26% K8 Title I 50% 50% K8 Not Title I 18% 9% MS Title I 29% 0% MS Not Title I 50% 25% Opportunity and Stability Indicators 1. Percent of schools at a grade level with enrollment above threshold 2. Percent of focal students enrolled in schools above the threshold 3. Range of enrollment (largest - smallest) by grade level ### Reconstructed table(s) on page 14 (from the text above; verify against the original) | Percent of Schools Above Threshold | Actual 2025-26 | Projected 2031-32 | |---|---|---| | K5 Title I | 18% | 9% | | K5 Not Title I | 35% | 26% | | K8 Title I | 50% | 50% | | K8 Not Title I | 18% | 9% | | MS Title I | 29% | 0% | | MS Not Title I | 50% | 25% | [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 Key Performance Indicators: Current State 15 Percent of Focal Students in Sustainable Schools In Grades K-8 Actual 2025-26 Projected 2031-32 Students Experiencing Poverty 35.4% 23% Historically by Underserved Race 35.5% 24% Students Receiving Special Education Services 33% 22% Multilingual Learners 43.5% 29% Opportunity and Stability Indicators 1. Percent of schools at a grade level with enrollment above threshold 2. Percent of focal students enrolled in schools above the threshold 3. Range of enrollment (largest - smallest) by grade level ### Reconstructed table(s) on page 15 (from the text above; verify against the original) | Percent of Focal Students in Sustainable Schools In Grades K-8 | Actual 2025-26 | Projected 2031-32 | |---|---|---| | Students Experiencing Poverty | 35.4% | 23% | | Historically by Underserved Race | 35.5% | 24% | | Students Receiving Special Education Services | 33% | 22% | | Multilingual Learners | 43.5% | 29% | [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 Key Performance Indicators: Current State 16 Opportunity and Stability Indicators 1. Percent of schools at a grade level with enrollment above threshold 2. Percent of focal students enrolled in schools above the threshold 3. Range of enrollment (largest - smallest) by grade level Enrollment Range (largest - smallest enrollment) Actual 2025-26 Projected 2031-32 K5 560 -160 =400 557 -168 = 389 K8 610 -207 =403 602 -177 = 425 Middle Schools 689 - 358 =331 620 -350 = 270 High Schools 2074 -391 =1683 1492 -1117 =375 ### Reconstructed table(s) on page 16 (from the text above; verify against the original) | Enrollment Range (largest - smallest enrollment) | Actual 2025-26 | Projected 2031-32 | |---|---|---| | K5 | 560 -160 =400 | 557 -168 = 389 | | K8 | 610 -207 =403 | 602 -177 = 425 | | Middle Schools | 689 - 358 =331 | 620 -350 = 270 | | High Schools | 2074 -391 =1683 | 1492 -1117 =375 | [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 Key Performance Indicators: Current State 17 Physical Environment and Pathway Indicators 1. Percent of efficiently utilized schools 2. Percent of students living within 1.0 and 1.5 miles of school 3. Number of schools with split feeders 4. Percent of middle school feeders moving to the same high school [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 Key Performance Indicators: Current State 18 Physical Environment and Pathway Indicators 1. Percent of efficiently utilized schools 2. Percent of students living within 1.0 and 1.5 miles of school 3. Number of schools with split feeders 4. Percent of middle school feeders moving to the same high school Split Feeder Next level Bridlemile K5 Robert Gray MS West Sylvan MS Bridger Creative Science K8 Sunnyside Environmental K8 Franklin HS if they live in the attendance area Focus option students return to their neighborhood high school Atkinson Kellogg (Spanish DLI) Harrison Park (Non-DLI) Woodstock Harrison Park (Mandarin DLI) Brentwood (Non-DLI) ### Reconstructed table(s) on page 18 (from the text above; verify against the original) | Split Feeder | Next level | | |---|---|---| | Bridlemile K5 | Robert Gray MS | West Sylvan MS | | Bridger Creative Science K8 Sunnyside Environmental K8 | Franklin HS if they live in the attendance area | Focus option students return to their neighborhood high school | | Atkinson | Kellogg (Spanish DLI) | Harrison Park (Non-DLI) | | Woodstock | Harrison Park (Mandarin DLI) | Brentwood (Non-DLI) | [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 Key Performance Indicators: Current State 19 Physical Environment and Pathway Indicators 1. Percent of efficiently utilized schools 2. Percent of students living within 1.0 and 1.5 miles of school 3. Number of schools with split feeders 4. Percent of middle school feeders moving to the same high school Split Feeder Next level Beaumont MS Grant HS McDaniel (Spanish DLI) Harriet Tubman MS Grant HS Jefferson HS Harrison Park MS Franklin HS McDaniel HS Cleveland HS (Chinese DLI) Hosford MS Cleveland HS Franklin HS Brentwood MS Cleveland HS Franklin HS Mt. Tabor MS Grant HS (Japanese DLI) Franklin HS Ockley Green MS Jefferson HS Roosevelt (Spanish DLI) ### Reconstructed table(s) on page 19 (from the text above; verify against the original) | Split Feeder | Next level | | | |---|---|---|---| | Beaumont MS | Grant HS | McDaniel (Spanish DLI) | | | Harriet Tubman MS | Grant HS | Jefferson HS | | | Harrison Park MS | Franklin HS | McDaniel HS | Cleveland HS (Chinese DLI) | | Hosford MS | Cleveland HS | Franklin HS | | | Brentwood MS | Cleveland HS | Franklin HS | | | Mt. Tabor MS | Grant HS (Japanese DLI) | Franklin HS | | | Ockley Green MS | Jefferson HS | Roosevelt (Spanish DLI) | | [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 Key Performance Indicators 20 Balance and Impact Indicators for Scenarios 1. Percent of focal students who will experience the change 2. Number of Title I and CSI/TSI schools impacted by the change 3. Number of students moving to a new school or site ## Page 21 Example: What We Learned from Jefferson is Rising 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 How We Will Use the Indicators 22 Baseline - Current State Scenario Compare Change What are the impacts? Who experiences the benefit? Who experiences the burden? What trade-offs emerge? Will the changes create stronger and more equitable learning environments? [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 23 23 For eight years we have been taking resources from our high schools to subsidize our under enrolled elementary, K8 and middle schools. Cumulative Impact ## Page 24 24 Fall 2026 Engagements Engagement Location Date Time BOE Community Connection Faubion PK-8 Sept 19 11:00a BOE Community Connection Ida B. Wells Sept 30 6:00p September Community Connections Coming in October: Following scenario release, PPS will host additional opportunities for families, staff, and community members to learn about the scenarios, ask questions and share feedback. Dates will be announced by email and on the Rightsizing website (pps.net/rightsizing) ### Reconstructed table(s) on page 24 (from the text above; verify against the original) | Engagement | Location | Date | Time | |---|---|---|---| | BOE Community Connection | Faubion PK-8 | Sept 19 | 11:00a | | BOE Community Connection | Ida B. Wells | Sept 30 | 6:00p | ## Page 25 [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.]