--- title: "Board Meeting Question Tracker 26_09_14 (BoardBook supplemental)" source_url: "https://meetings.boardbook.org/Documents/FileViewerOrPublic/915?file=14421589" parent_url: "https://meetings.boardbook.org/Meeting/Supplementals/915?meeting=766050 (Supplemental Resources, Sept 15, 2026 Regular Meeting)" retrieved: 2026-10-12 document_type: "PDF (meetings.boardbook.org)" page_count: 4 sha256: 2d012abf2f5e71411de9fc3995f6fc0203d4df89a52aea87900b114eaa0fee2a 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 0.11.10; no OCR" pdf_metadata_title: "(B )26-27 Board Question Tracker for the School Board - Google Sheets" pdf_creation_date: "D:20260914224835+00'00'" download_url: "https://meetings.boardbook.org/Documents/DownloadPDF/14421589?org=915" original_file: "originals/14421589.pdf" --- # Board Meeting Question Tracker 26_09_14 (BoardBook supplemental) 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=14421589. ## Page 1 Date Agenda Item Question Response 7/6/26 Consent Agenda Resource Synergy Contract is $136,393.20 for waste sensors. Have we ever done a look-back to see if this saves money? The company website indicates that it can save a district 10-15%, which made me wonder, how much has it saved the district since the sensors were placed? Resource Synergy has identified approximately $116,500 in overbilling (savings from Q1 2022 through Q1 2024) that the District has actively worked with our waste haulers to refund to PPS in credits. Additionally, the benefit is that PPS, as an organization, is reducing our carbon footprint by only having our haulers address pick-ups when they are necessary rather than emptying empty containers. We continue to work with Resource Synergy on savings and right-sizing our waste containers for efficiency. 7/6/26 Consent Agenda Multco PFA: This is a great program and revenue stream for the District. It’s a fantastic way to introduce neighborhood families to their schools before kindergarten. Have there been any conversations about expanding this to all PPS elementary schools? We agree that Preschool for All is a great revenue stream and partnership. Since PFA's inception, PPS has integrated an increasing number of PFA seats into our braided early learners' program each year. In this coming school year 2026-27, 273 of our 901 PPS PreK seats will be funded by PFA. We also welcome priority partners who are funded by PFA into our space to increase capacity (e.g. CAIRO, MECP, Albina Early Head Start, etc). While the goal of adding PFA classrooms to every PPS elementary school is unlikely - as that would not necessarily align with the vision of a mixed delivery model of PFA - we will continue to strategically expand our partnership with PFA as district funding, capacity, enrollment, and community needs allow. 8/3/26 Consent Agenda PS98109, how is this different than the contract we approved in June for temporary staffing for IT services, and why do we need another $600,000? This was answered in the board meeting 8/5/26 Rightsizing Could you please ask Dr. Greene (or Margaret or Jon) for the data referenced by Dr. Greene last night when I asked about families leaving PPS during / post-SEGC The information referenced can be found on pages 48-50 in Domain 2. This secttion reviews the dual language immersion programs specifically. The information looks not only at enrollment in the program after it was relocated but also at enrollment in the district as well. p. 49 shows the summmary graph of the percentage of students leaving the district comparing students enrolled in DLI programs and those not enrolled in DLI. "Taken together, these findings suggest that SEGC-related DLI program relocations did not appear to result in widespread district exit among DLI students." (p.49). ### Table(s) detected on page 1 (PyMuPDF find_tables; verify against the original) |Date|Agenda Item|Question|Response| |---|---|---|---| |7/6/26|Consent Agenda|Resource Synergy Contract is $136,393.20 for waste sensors. Have
we ever done a look-back to see if this saves money? The company
website indicates that it can save a district 10-15%, which made me
wonder, how much has it saved the district since the sensors were
placed?|Resource Synergy has identified approximately $116,500 in
overbilling (savings from Q1 2022 through Q1 2024) that the
District has actively worked with our waste haulers to refund
to PPS in credits.
Additionally, the benefit is that PPS, as an organization, is
reducing our carbon footprint by only having our haulers
address pick-ups when they are necessary rather than
emptying empty containers.
We continue to work with Resource Synergy on savings and
right-sizing our waste containers for efficiency.| |7/6/26|Consent Agenda|Multco PFA: This is a great program and revenue stream for the
District. It’s a fantastic way to introduce neighborhood families to
their schools before kindergarten. Have there been any
conversations about expanding this to all PPS elementary schools?|We agree that Preschool for All is a great revenue stream and
partnership. Since PFA's inception, PPS has integrated an
increasing number of PFA seats into our braided early
learners' program each year. In this coming school year
2026-27, 273 of our 901 PPS PreK seats will be funded by
PFA. We also welcome priority partners who are funded by
PFA into our space to increase capacity (e.g. CAIRO, MECP,
Albina Early Head Start, etc).
While the goal of adding PFA classrooms to every PPS
elementary school is unlikely - as that would not necessarily
align with the vision of a mixed delivery model of PFA - we will
continue to strategically expand our partnership with PFA as
district funding, capacity, enrollment, and community needs
allow.| |8/3/26|Consent Agenda|PS98109, how is this different than the contract we approved in
June for temporary staffing for IT services, and why do we need
another $600,000?|This was answered in the board meeting| |8/5/26|Rightsizing|Could you please ask Dr. Greene (or Margaret or Jon) for the data
referenced by Dr. Greene last night when I asked about families
leaving PPS during /post-SEGC|The information referenced can be found on pages 48-50 in
Domain 2. This secttion reviews the dual language immersion
programs specifically. The information looks not only at
enrollment in the program after it was relocated but also at
enrollment in the district as well. p. 49 shows the summmary
graph of the percentage of students leaving the district
comparing students enrolled in DLI programs and those not
enrolled in DLI. "Taken together, these findings suggest that
SEGC-related DLI program relocations did not appear to
result in widespread district exit among DLI students."(p.49).| ### Page 1, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Date Agenda Item Question Response 7/6/26 Consent Agenda Resource Synergy Contract is $136,393.20 for waste sensors. Have Resource Synergy has identified approximately $116,500 in we ever done a look-back to see if this saves money? The company overbilling (savings from Q1 2022 through Q1 2024) that the website indicates that it can save a district 10-15%, which made me District has actively worked with our waste haulers to refund wonder, how much has it saved the district since the sensors were to PPS in credits. placed? Additionally, the benefit is that PPS, as an organization, is reducing our carbon footprint by only having our haulers address pick-ups when they are necessary rather than emptying empty containers. We continue to work with Resource Synergy on savings and right-sizing our waste containers for efficiency. 7/6/26 Consent Agenda Multco PFA: This is a great program and revenue stream for the We agree that Preschool for All is a great revenue stream and District. It’s a fantastic way to introduce neighborhood families to partnership. Since PFA's inception, PPS has integrated an their schools before kindergarten. Have there been any increasing number of PFA seats into our braided early conversations about expanding this to all PPS elementary schools? learners' program each year. In this coming school year 2026-27, 273 of our 901 PPS PreK seats will be funded by PFA. We also welcome priority partners who are funded by PFA into our space to increase capacity (e.g. CAIRO, MECP, Albina Early Head Start, etc). While the goal of adding PFA classrooms to every PPS elementary school is unlikely - as that would not necessarily align with the vision of a mixed delivery model of PFA - we will continue to strategically expand our partnership with PFA as district funding, capacity, enrollment, and community needs allow. 8/3/26 Consent Agenda PS98109, how is this different than the contract we approved in This was answered in the board meeting June for temporary staffing for IT services, and why do we need another $600,000? 8/5/26 Rightsizing The information referenced can be found on pages 48-50 in Domain 2. This secttion reviews the dual language immersion programs specifically. The information looks not only at enrollment in the program after it was relocated but also at enrollment in the district as well. p. 49 shows the summmary graph of the percentage of students leaving the district comparing students enrolled in DLI programs and those not Could you please ask Dr. Greene (or Margaret or Jon) for the data enrolled in DLI. "Taken together, these findings suggest that referenced by Dr. Greene last night when I asked about families SEGC-related DLI program relocations did not appear to leaving PPS during / post-SEGC result in widespread district exit among DLI students." (p.49). ## Page 2 Date Agenda Item Question Response 8/3/26 Consent Agenda Re: DR 98148, why are we doing social emotional learning online? (the irony of this is not lost on me) Could you please explain whether this is a new contract or a renewed contract? And if new, why are we doing this online? The social emotional curricular tool, We Do it for the Culture, is not an online program. We purchased digital licenses for this program, but it is for teacher resources only. This program integrates multimedia into their curriculum, but students are not working independently (or in groups) on their computers. All of the SEL curricula are hands-on and interactive; none of the three programs are virtual programs. Rightsizing Could you please provide data on the number of kids vs. enrollment? Are the number of kids truly declining or just enrollment at PPS because parents are making other choices because of unsafe/large classrooms? Rightsizing Our reserach does not support the premise that parents are not choosing PPS due to "large/unsafe" classrooms. Here are the results of our study about why families leave: PPS-Why They Stay and Leave - Summary Report - Ja… Regarding enrollment, PPS enrollment has been declining since the 18-19 school year. Several factors are impacting our enrollment: Catchment percentages are lower, birth rates continue to decline, and fewer families are moving into Portland since the pandemic and those families are not having children or bringing school-aged children to Portland. Neighborhood catchment rates are published on our website: https://www.pps.net/fs/resource-manager/view/d65fc69c-e9b5 -4c13-8199-545d12deb541 We have created a public dashboard and within it, developed an OSAS/Enrollment tab to see the relationship between school size and enrollment. At this time, no relationship is noted. Here is the link to the dashboard: https://www.pps.net/departments/dataaccountability/data-and- accountability/data-strategy-and-insights/academic-portal As we begin our right-sizing conversation, could you please provide me with the testing data (math, ELA, etc.) for the schools that are under 300, over the last few years (maybe since the year before COVID since that is when this downward enrollment trend gained speed). ### Table(s) detected on page 2 (PyMuPDF find_tables; verify against the original) |Date|Agenda Item|Question|Response| |---|---|---|---| |8/3/26|Consent Agenda|Re: DR 98148, why are we doing social emotional learning online?
(the irony of this is not lost on me)
Could you please explain whether this is a new contract or a
renewed contract? And if new, why are we doing this online?|The social emotional curricular tool, We Do it for the Culture,
is not an online program. We purchased digital licenses for
this program, but it is for teacher resources only. This program
integrates multimedia into their curriculum, but students are
not working independently (or in groups) on their computers.
All of the SEL curricula are hands-on and interactive; none of
the threeprograms are virtualprograms.| ||Rightsizing|Could you please provide data on the number of kids vs.
enrollment? Are the number of kids truly declining or just enrollment
at PPS because parents are making other choices because of
unsafe/large classrooms?|Our reserach does not support the premise that parents are
not choosing PPS due to"large/unsafe" classrooms. Here are
the results of our study about why families leave:
PPS-Why They Stay and Leave - Summary Report - Ja…
Regarding enrollment, PPS enrollment has been declining
since the 18-19 school year. Several factors are impacting our
enrollment: Catchment percentages are lower, birth rates
continue to decline, and fewer families are moving into
Portland since the pandemic and those families are not having| ||Rightsizing|Could you please provide data on the number of kids vs.
enrollment? Are the number of kids truly declining or just enrollment
at PPS because parents are making other choices because of
unsafe/large classrooms?|
children or bringing school-aged children to Portland.
Neighborhood catchment rates are published on our website:
https://www.pps.net/fs/resource-manager/view/d65fc69c-e9b5
-4c13-8199-545d12deb541| ||Rightsizing|As we begin our right-sizing conversation, could you please provide
me with the testing data (math, ELA, etc.) for the schools that are
under 300, over the last few years (maybe since the year before
COVID since that is when this downward enrollment trend gained
speed).|We have created a public dashboard and within it, developed
an OSAS/Enrollment tab to see the relationship between
school size and enrollment. At this time, no relationship is
noted. Here is the link to the dashboard:
https://www.pps.net/departments/dataaccountability/data-and-
accountability/data-strategy-and-insights/academic-portal| ### Page 2, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Date Agenda Item Question Response 8/3/26 Consent Agenda Re: DR 98148, why are we doing social emotional learning online? The social emotional curricular tool, We Do it for the Culture, (the irony of this is not lost on me) is not an online program. We purchased digital licenses for this program, but it is for teacher resources only. This program Could you please explain whether this is a new contract or a integrates multimedia into their curriculum, but students are renewed contract? And if new, why are we doing this online? not working independently (or in groups) on their computers. All of the SEL curricula are hands-on and interactive; none of the three programs are virtual programs. Rightsizing Could you please provide data on the number of kids vs. Our reserach does not support the premise that parents are enrollment? Are the number of kids truly declining or just enrollment not choosing PPS due to "large/unsafe" classrooms. Here are at PPS because parents are making other choices because of the results of our study about why families leave: unsafe/large classrooms? PPS-Why They Stay and Leave - Summary Report - Ja… Regarding enrollment, PPS enrollment has been declining since the 18-19 school year. Several factors are impacting our enrollment: Catchment percentages are lower, birth rates continue to decline, and fewer families are moving into Portland since the pandemic and those families are not having children or bringing school-aged children to Portland. Neighborhood catchment rates are published on our website: https://www.pps.net/fs/resource-manager/view/d65fc69c-e9b5 -4c13-8199-545d12deb541 Rightsizing As we begin our right-sizing conversation, could you please provide We have created a public dashboard and within it, developed me with the testing data (math, ELA, etc.) for the schools that are an OSAS/Enrollment tab to see the relationship between under 300, over the last few years (maybe since the year before school size and enrollment. At this time, no relationship is COVID since that is when this downward enrollment trend gained noted. Here is the link to the dashboard: speed). https://www.pps.net/departments/dataaccountability/data-and- accountability/data-strategy-and-insights/academic-portal ## Page 3 Date Agenda Item Question Response Rightsizing (1) where are people going? I am looking specifically for data on where people went after we closed or consolidated schools. Specific examples could be: ** when we closed Marshall, how many families left PPS but remained within PPS boundaries? ** same for Edwards - when that was closed 20 years ago, how many families left instead of going to Sunnyside/Abernethy/Buckman? **And most recently, when Bridger was consolidated, I'd love to see numbers of class sizes over the last couple of years.Specifically, after merger, how many 1st grade families who became the next year's 2nd grade families left and where did they go? I'd love that info for each grade level as they progressed to the next year. I've asked for this before, so apologies if this has been answered. If it has been answered, please point me to where it is. (2) are we rightsizing the large elementary schools, too? I ask because in 2019-20, before the pandemic, Abernethy was overcrowded (over 550 students) and the kindergarten classrooms each had 29-30 kids in them. It was a beast of a school so more was not necessarily better. (I specifically heard this question asked at the Wells engagement session so it got me thinking) (3) how many empty buildings does PPS own and how much does it cost, per year, to maintain them. (4) what will happen to the closed schools? (5) ***** how much will we save, per school closed, to close a school? ***** we need to have a number for this, even if it's not a lot. (6) For right sizing, will there be a commitment to do more than the bare minimum staffing? We can't close schools only to offer people what they have in their small school now. We need to offer MORE to incentivize! (6a) what will we offer? (7) for neighborhood schools, which are losing kids to lottery schools, will we make a commitment to offer more to them? So for families who choose a focus option / lotter / DLI program, they get the *extra* that's offered at that focus option school. But how about we offer extremely small classrooms and something like a language special starting in kindergarten at all the neighborhood schools. We have got to focus on the beautiful neighborhood schools and elevate them! (8) ***** like we did for Jefferson ***** can we draw boundaries of maybe 1 mile around elementary schools? I suspect there are a lot of families who live further from the school they attend than another This was shared last March. ### Page 3, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Date Agenda Item Question Response Rightsizing (1) where are people going? I am looking specifically for data on This was shared last March. where people went after we closed or consolidated schools. Specific examples could be: ** when we closed Marshall, how many families left PPS but remained within PPS boundaries? ** same for Edwards - when that was closed 20 years ago, how many families left instead of going to Sunnyside/Abernethy/Buckman? **And most recently, when Bridger was consolidated, I'd love to see numbers of class sizes over the last couple of years.Specifically, after merger, how many 1st grade families who became the next year's 2nd grade families left and where did they go? I'd love that info for each grade level as they progressed to the next year. I've asked for this before, so apologies if this has been answered. If it has been answered, please point me to where it is. (2) are we rightsizing the large elementary schools, too? I ask because in 2019-20, before the pandemic, Abernethy was overcrowded (over 550 students) and the kindergarten classrooms each had 29-30 kids in them. It was a beast of a school so more was not necessarily better. (I specifically heard this question asked at the Wells engagement session so it got me thinking) (3) how many empty buildings does PPS own and how much does it cost, per year, to maintain them. (4) what will happen to the closed schools? (5) ***** how much will we save, per school closed, to close a school? ***** we need to have a number for this, even if it's not a lot. (6) For right sizing, will there be a commitment to do more than the bare minimum staffing? We can't close schools only to offer people what they have in their small school now. We need to offer MORE to incentivize! (6a) what will we offer? (7) for neighborhood schools, which are losing kids to lottery schools, will we make a commitment to offer more to them? So for families who choose a focus option / lotter / DLI program, they get the *extra* that's offered at that focus option school. But how about we offer extremely small classrooms and something like a language special starting in kindergarten at all the neighborhood schools. We have got to focus on the beautiful neighborhood schools and elevate them! (8) ***** like we did for Jefferson ***** can we draw boundaries of maybe 1 mile around elementary schools? I suspect there are a lot offamilieswholivefurtherfromtheschooltheyattendthananother ## Page 4 Date Agenda Item Question Response Rightsizing 2. The number of potential layoffs can not be determined at this time. What we do know is that school consolidations will results in fewer school based staff members, from the custodians to the building leaders. The most impacted positions are those where there is one per building, such as a principal, custodian, possibly a school counselor, etc. CMCG The Grice-Adair draft findings CMGC memo states “Project budget is expected to be in the range of $60M with Summer 2027 targeted as the approximate start date for project related construction.” The total budget for Grice-Adair is $60M inclusive of the building purchase of $16M, leaving $44M for the project budget. Can staff please revise/clarify the memo for Boardbook? I believe our intent was to reference the TOTAL amount of the project, not just the construction budget. Total project budget is $60M, minus purchase of property for $16M, leaving $44M for renovations. We estimate the total construction cost to be in the Range of $35-40M. (1) what is the estimated cost savings to closing a school? (2) how many lay offs are anticipated with each school closing? I realize there is nuance to this as not all positions at a closed school will be eliminated, and some positions may move to a new location. So I guess I am asking for the general estimated loss, taking the nuance into consideration. ### Table(s) detected on page 4 (PyMuPDF find_tables; verify against the original) |Date|Agenda Item|Question|Response| |---|---|---|---| ||Rightsizing|(1) what is the estimated cost savings to closing a school?
(2) how many lay offs are anticipated with each school closing? I
realize there is nuance to this as not all positions at a closed school
will be eliminated, and some positions may move to a new location.
So I guess I am asking for the general estimated loss, taking the
nuance into consideration.|2. The number of potential layoffs can not be determined at
this time. What we do know is that school consolidations will
results in fewer school based staff members, from the
custodians to the building leaders. The most impacted
positions are those where there is one per building, such as a
principal, custodian, possibly a school counselor, etc.| ||CMCG|The Grice-Adair draft findings CMGC memo states “Project budget
is expected to be in the range of $60M with Summer 2027 targeted
as the approximate start date for project related construction.”
The total budget for Grice-Adair is $60M inclusive of the building
purchase of $16M, leaving $44M for the project budget. Can staff
please revise/clarify the memo for Boardbook?|I believe our intent was to reference the TOTAL amount of the
project, not just the construction budget. Total project budget
is $60M, minus purchase of property for $16M, leaving $44M
for renovations. We estimate the total construction cost to be
in the Range of $35-40M.| ### Page 4, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Date Agenda Item Question Response Rightsizing 2. The number of potential layoffs can not be determined at (1) what is the estimated cost savings to closing a school? this time. What we do know is that school consolidations will results in fewer school based staff members, from the (2) how many lay offs are anticipated with each school closing? I custodians to the building leaders. The most impacted realize there is nuance to this as not all positions at a closed school positions are those where there is one per building, such as a will be eliminated, and some positions may move to a new location. principal, custodian, possibly a school counselor, etc. So I guess I am asking for the general estimated loss, taking the nuance into consideration. CMCG The Grice-Adair draft findings CMGC memo states “Project budget is expected to be in the range of $60M with Summer 2027 targeted as the approximate start date for project related construction.” I believe our intent was to reference the TOTAL amount of the project, not just the construction budget. Total project budget The total budget for Grice-Adair is $60M inclusive of the building is $60M, minus purchase of property for $16M, leaving $44M purchase of $16M, leaving $44M for the project budget. Can staff for renovations. We estimate the total construction cost to be please revise/clarify the memo for Boardbook? in the Range of $35-40M.