---
title: "10.06.26 BOE Meeting Rightsizing PowerPoint (BoardBook)"
source_url: "https://meetings.boardbook.org/Documents/FileViewerOrPublic/915?file=14511742"
parent_url: "https://meetings.boardbook.org/Public/Agenda/915?meeting=769955 (Oct 6, 2026 Regular Meeting, item 8 Update: Rightsizing)"
retrieved: 2026-10-12
document_type: "PDF (meetings.boardbook.org)"
page_count: 48
sha256: 8e9330b175dad6d7212e25ee3b5dddb4d5e2726eb473e6ee1d5d95c22fa35446
extraction_method: "PyMuPDF 1.28.2 page.get_text(text) in content order; tables via page.find_tables(); no OCR"
pdf_metadata_title: "Copy of 10.06.26 BOE Meeting_Rightsizing"
download_url: "https://meetings.boardbook.org/Documents/DownloadPDF/14511742?org=915"
original_file: "originals/14511742.pdf"
---
# 10.06.26 BOE Meeting Rightsizing PowerPoint (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=14511742.
## Page 1
October 6, 2026 Board Meeting
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## Page 2
Provide overview of the
two proposed scenarios
to stabilize enrollment
and provide sustainable,
balanced programming
for every student in
Portland Public Schools.
Today we will:
Purpose
a
Describe how the scenarios
were developed
Explain the proposed changes
in each of the scenarios
Evaluate each of the scenarios
on the Key Performance
Indicators and compare
impacts if there are no
changes
Provide an overview of the
impacts on each school or
program
b
c
d
## Page 3
Today’s
Discussion
●
How could these changes strengthen
students’ learning experiences and access
to programs? Where might they create
challenges?
●
Which proposed changes seem most
aligned with our guiding principles? Which
raise concerns, and why?
No decision is requested today.
### Table(s) detected on page 3 (PyMuPDF find_tables; verify against the original)
|Today’s
Discussion
● How could these changes strengthen
students’ learning experiences and access
to programs? Where might they create
challenges?
● Which proposed changes seem most
aligned with our guiding principles? Which
raise concerns, and why?
No decision is requested today.|Col2|
|---|---|
|q y.||
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## Page 4
Board Resolution No. 7296
“...to continue to ensure well-resourced, sustainable schools and equitable
access to opportunities for all students across the District, be it resolved
that in April 2026, the District will launch phase three of Growing Great
Schools, focusing on the school and program rightsizing process.”
“The Board of Directors directs the Superintendent to launch the
district-wide rightsizing process within the Growing Great Schools
District-wide process to consider school and program consolidations,
boundary adjustment, special program changes, and grade
reconfigurations.”
Approved April 14, 2026
4
### Table(s) detected on page 4 (PyMuPDF find_tables; verify against the original)
|Board Resolution No. 7296
“...to continue to ensure well-resourced, sustainable schools and equitable
access to opportunities for all students across the District, be it resolved
that in April 2026, the District will launch phase three of Growing Great
Schools, focusing on the school and program rightsizing process.”
“The Board of Directors directs the Superintendent to launch the
district-wide rightsizing process within the Growing Great Schools
District-wide process to consider school and program consolidations,
boundary adjustment, special program changes, and grade
reconfigurations.”
Approved April 14, 2026
4|Col2|Col3|
|---|---|---|
|Board Resolution No. 7296
“...to continue to ensure well-resourced, sustainable schools and equitable
access to opportunities for all students across the District, be it resolved
that in April 2026, the District will launch phase three of Growing Great
Schools, focusing on the school and program rightsizing process.”
“The Board of Directors directs the Superintendent to launch the
district-wide rightsizing process within the Growing Great Schools
District-wide process to consider school and program consolidations,
boundary adjustment, special program changes, and grade
reconfigurations.”
_Approved April 14, 2026_
4|4|4|
||||
## Page 5
Southeast Enrollment
Balancing Interviews,
Surveys, Focus Groups
Board of Education Public
Engagements (5)
Community Outreach:
Culturally Specific and
Special Education Specific
Culturally Specific Outreach
Current State Analysis
Review Feedback from
Community to Inform
Guiding Principles
May 26 Adopt Rightsizing
Guiding Principles
Scenario + Key
Performance Indicator
Development
03/10 Board Meeting:
Rightsizing Planning
03/12 TLE Committee:
Enrollment Trends + Efforts
03/31 Board Meeting:
Peer Districts + Effective
Practices
04/14 Board Meeting:
Resolution: Initiate Process
04/28 Board Meeting:
Reflection on Engagements
05/12 Board Meeting:
Discuss Guiding Principles
05/26 Board Meeting:
Resolution: Adopt Guiding
Principles
06/11 TLE Committee:
Alternative & Focus
Programs and Schools
Overview
March
April
May
June
Actions to Date
Board Meetings:
●
March 10
●
March 31
Board Meetings:
●
April 14
●
April 28
Board Meetings:
●
May 12
●
May 26
Board Meetings:
●
June 9
●
June 23
### Table(s) detected on page 5 (PyMuPDF find_tables; verify against the original)
|Southeast Enrollment
Balancing Interviews,
Surveys, Focus Groups|Board of Education Public
Engagements (5)|Community Outreach:
Culturally Specific and
Special Education Specific|Culturally Specific Outreach|
|---|---|---|---|
|Current State Analysis|Review Feedback from
Community to Inform
Guiding Principles|**May 26 Adopt Rightsizing**
**Guiding Principles**|Scenario + Key
Performance Indicator
Development|
|**03/10 Board Meeting:**
Rightsizing Planning
**03/12 TLE Committee:**
Enrollment Trends + Efforts
**03/31 Board Meeting:**
Peer Districts + Effective
Practices|**04/14 Board Meeting:**
Resolution: Initiate Process
**04/28 Board Meeting:**
Reflection on Engagements|**05/12 Board Meeting:**
Discuss Guiding Principles
**05/26 Board Meeting:**
Resolution:Adopt Guiding
Principles|**06/11 TLE Committee:**
Alternative & Focus
Programs and Schools
Overview|
## Page 6
6
School
Formula $
Per Student
Grant
$8,010.06
Jefferson
$13,638.41
Grade Band
Average General Fund
only Per Student
K-5
$10,037.04
MS
$9,280.79
HS
$8,609.99
K-12 Overall
$9,484.17
Analysis Scope & Takeaway
●
What is included: General Fund non-equity
staffing formulas only (baseline staff all schools
receive).
●
What is excluded: Targeted special/equity funds
(SPED, MLL, Title I, M98).
●
Economies of scale drive costs:
Elementary
schools cost ~$1,400 more per student than high
schools due to smaller facility size.
●
Enrollment impact: Fixed baseline positions
spread over fewer students result in substantially
higher per-pupil costs (e.g., Jefferson costs +70%
more per student than Grant under the exact same
staffing formula).
### Table(s) detected on page 6 (PyMuPDF find_tables; verify against the original)
|Grade Band|Average General Fund
only Per Student|
|---|---|
|K-5|$10,037.04|
|MS|$9,280.79|
|HS|$8,609.99|
|K-12 Overall|$9,484.17|
|School|Formula $
Per Student|
|---|---|
|Grant|$8,010.06|
|Jefferson|$13,638.41|
## Page 7
Grade Band
School
Projected
Enrollment
Average
Class Size
General Fund
FTE
Student: FTE
$ Per Pupil
General Fund
Subsidy
Received
K-5
Rosa Parks
161
23.0
13.0
12.4
$12,869.57
$545,049.34
K-5
Whitman
196
21.8
15.0
13.1
$12,204.08
$533,103.54
K-5
Creston
198
28.3
13.0
15.3
$10,464.65
$194,135.21
K-5
Rieke
255
23.2
17.2
14.9
$10,760.78
$325,537.77
K-5
Beach
286
22.0
20.0
14.3
$11,160.84
$479,528.64
K-5
Woodstock
351
23.4
22.2
15.8
$10,096.87
$215,057.88
K-5
Atkinson
358
23.9
22.0
16.3
$9,810.06
$116,668.72
K-5
Kelly
412
24.2
24.6
16.8
$9,533.98
$20,523.78
K-5
Ainsworth
554
25.2
32.0
17.3
$9,227.44
-$142,227.74
K-5
Richmond
505
28.1
26.0
19.5
$8,221.78
-$637,503.62
Based on the district K–12 baseline average of $9,484.17 per student
(General Fund core staffing formulas only; excludes targeted equity and grant funds).
### Table(s) detected on page 7 (PyMuPDF find_tables; verify against the original)
|Grade Band|School|Projected
Enrollment|Average
Class Size|General Fund
FTE|Student: FTE|$ Per Pupil
General Fund|Subsidy
Received|
|---|---|---|---|---|---|---|---|
|K-5|Rosa Parks|161|23.0|13.0|12.4|$12,869.57|$545,049.34|
|K-5|Whitman|196|21.8|15.0|13.1|$12,204.08|$533,103.54|
|K-5|Creston|198|28.3|13.0|15.3|$10,464.65|$194,135.21|
|K-5|Rieke|255|23.2|17.2|14.9|$10,760.78|$325,537.77|
|K-5|Beach|286|22.0|20.0|14.3|$11,160.84|$479,528.64|
|K-5|Woodstock|351|23.4|22.2|15.8|$10,096.87|$215,057.88|
|K-5|Atkinson|358|23.9|22.0|16.3|$9,810.06|$116,668.72|
|K-5|Kelly|412|24.2|24.6|16.8|$9,533.98|$20,523.78|
|K-5|Ainsworth|554|25.2|32.0|17.3|$9,227.44|-$142,227.74|
|K-5|Richmond|505|28.1|26.0|19.5|$8,221.78|-$637,503.62|
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## Page 8
Modeling
Framework
Rightsizing
8
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## Page 9
9
What does sustainable mean for my student or school?
When enrollment is above the a
threshold it allows schools to
increase consistency for students.
●Staff levels are more stable so
students can work with staff over
number of years to build strong
academic relationships.
●Academic programs that reflect
current industry trends have the
chance to develop over time, such
as robotics.
When we operate a portfolio of
schools that is aligned with our
student population:
●
When we invest in a new heating and
cooling system at a school serving
more students, that investment
improves daily learning conditions for
more children.
●
Facility maintenance resources go
further. With fewer buildings to
maintain, crews can address repairs
more quickly and focus resources on
keeping schools safe, comfortable,
and in good condition.
## Page 10
Applying Criteria to Develop Scenarios
Guiding Question: How can we increase the number of school sites that
operate in a sustainable enrollment range, so that students across our district can
experience stable and adequately resourced programs while also using our
buildings efficiently?
Definition Sustainable Enrollment Range:
Minimum enrollment to offer
stable programming.
Threshold: minimum enrollment
●Elementary threshold 360 students
●K8 and Middle School threshold 500 students
●High School threshold 1100 students
Functional capacity: A practical estimate of how many students a school site
accommodates.
## Page 11
Applying Criteria to Develop Scenarios
●Enrollment Trends & Capacity:
Evaluated projected enrollment
patterns and capacity by grade band through 2031-32.
●Facility & Capital Viability:
Assessed facility condition alongside
enrollment to identify viability of site.
●Programmatic & Grade-Band Optimization:
Examined K-8 to
K-5/6-8 conversions and specialized programs during regional
analyses to strengthen middle school cohorts and DLI pathways as
well as feeder pattern alignment where possible.
●Student & Operational Guardrails:
Capped receiving schools at
no more than two per closure. Ensured students transition to
higher-quality facilities.
## Page 12
Applying Criteria to Develop Scenarios
We gathered information and applied the criteria to improve the learning
experiences for students within each region and across the
system as a whole.
Assessing Solutions Based on Guiding Principles
Well-Resourced
Schools
Students can get the
support they need every
day of the week.
This could include small
group reading or math
support.
Safe and Healthy
Learning
Environments
Students do not have travel
on buses for hours each
day.
Students have spaces at
school where they can play
and move safely.
Educational Options
The school close to where
students live have athletic
programs that connect to
the high school.
There are also opportunities
to choose smaller setting
where a student can pursue
an interest.
PPS Equity Lens
Students and families who
live in our historically
underserved communities
have access to vibrant
academics without having
to leave their
neighborhood.
## Page 13
13
What STAYED THE SAME
Number of Available Seats in:
●
Kindergarten DLI Programs
●
ACCESS Alternative
Program
●
Benson and da Vinci focus
option schools
All 5 languages
sustained in Dual
Language Immersion
(DLI) Programs
Schools or programs with
specific entrance requirements
(DART, Pioneer, Alliance)
### Table(s) detected on page 13 (PyMuPDF find_tables; verify against the original)
|What STAYED THE SAME|Col2|Col3|
|---|---|---|
|Number of Available Seats in:
●
Kindergarten DLI Programs
●
ACCESS Alternative
Program
●
Benson and da Vinci focus
option schools
All 5 languages
sustained in Dual
Language Immersion
(DLI) Programs
Schools or programs with
specific entrance requirements
(DART, Pioneer, Alliance)|Number of Available Seats in:
●
Kindergarten DLI Programs
●
ACCESS Alternative
Program
●
Benson and da Vinci focus
option schools
All 5 languages
sustained in Dual
Language Immersion
(DLI) Programs
Schools or programs with
specific entrance requirements
(DART, Pioneer, Alliance)|Number of Available Seats in:
●
Kindergarten DLI Programs
●
ACCESS Alternative
Program
●
Benson and da Vinci focus
option schools
All 5 languages
sustained in Dual
Language Immersion
(DLI) Programs
Schools or programs with
specific entrance requirements
(DART, Pioneer, Alliance)|
|Number of Available Seats in:
●
Kindergarten DLI Programs
●
ACCESS Alternative
Program
●
Benson and da Vinci focus
option schools
All 5 languages
sustained in Dual
Language Immersion
(DLI) Programs
Schools or programs with
specific entrance requirements
(DART, Pioneer, Alliance)|||
||13||
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## Page 14
Key Performance Indicators
Rightsizing
14
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## Page 15
15
Key Performance Indicators
Physical Environment
and Pathway Indicators
How well do our school
spaces support academic
programming and are they
sustainable?
Classrooms are a
comfortable temperature.
Balance and Impact
Who is impacted by these
changes— are the effects
distributed equitably across
student groups?
If students have to go to a
new school, they move with
a group of classmates.
Opportunity and Stability
Do students have access to
stable, comparable learning
environments?
Students are able to build
their skills in courses that
are offered every year that
prepare them for high
school like Algebra or
Spanish.
### Table(s) detected on page 15 (PyMuPDF find_tables; verify against the original)
|Key Performance Indicators|Col2|Col3|
|---|---|---|
|
**Physical Environment**
**and Pathway Indicators**
How well do our school
spaces support academic
programming and are they
sustainable?
Classrooms are a
comfortable temperature.
**Balance and Impact**
Who is impacted by these
changes— are the effects
distributed equitably across
student groups?
If students have to go to a
new school, they move with
a group of classmates.
**Opportunity and Stability**
Do students have access to
stable, comparable learning
environments?
Students are able to build
their skills in courses that
are offered every year that
prepare them for high
school like Algebra or
Spanish.|
**Physical Environment**
**and Pathway Indicators**
How well do our school
spaces support academic
programming and are they
sustainable?
Classrooms are a
comfortable temperature.
**Balance and Impact**
Who is impacted by these
changes— are the effects
distributed equitably across
student groups?
If students have to go to a
new school, they move with
a group of classmates.
**Opportunity and Stability**
Do students have access to
stable, comparable learning
environments?
Students are able to build
their skills in courses that
are offered every year that
prepare them for high
school like Algebra or
Spanish.|
**Physical Environment**
**and Pathway Indicators**
How well do our school
spaces support academic
programming and are they
sustainable?
Classrooms are a
comfortable temperature.
**Balance and Impact**
Who is impacted by these
changes— are the effects
distributed equitably across
student groups?
If students have to go to a
new school, they move with
a group of classmates.
**Opportunity and Stability**
Do students have access to
stable, comparable learning
environments?
Students are able to build
their skills in courses that
are offered every year that
prepare them for high
school like Algebra or
Spanish.|
|
**Physical Environment**
**and Pathway Indicators**
How well do our school
spaces support academic
programming and are they
sustainable?
Classrooms are a
comfortable temperature.
**Balance and Impact**
Who is impacted by these
changes— are the effects
distributed equitably across
student groups?
If students have to go to a
new school, they move with
a group of classmates.
**Opportunity and Stability**
Do students have access to
stable, comparable learning
environments?
Students are able to build
their skills in courses that
are offered every year that
prepare them for high
school like Algebra or
Spanish.|||
||15||
||||
## Page 16
[No extractable text on this page; content is an image. No OCR was run.]
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## Page 17
17
School Sites Across the District: Scenario A
### Table(s) detected on page 17 (PyMuPDF find_tables; verify against the original)
|School Sites Across the District: Scenario A|Col2|Col3|Col4|Col5|
|---|---|---|---|---|
|School Sites Across the District: Scenario A|||||
||||||
||||||
||||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
18
School Sites Across the District: Scenario B
### Table(s) detected on page 18 (PyMuPDF find_tables; verify against the original)
|School Sites Across the District: Scenario B|Col2|Col3|Col4|Col5|
|---|---|---|---|---|
|School Sites Across the District: Scenario B|||||
||||||
||||||
||||18||
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## Page 19
19
Area - Region
Total Number of
Schools/Programs
Elementary K5
K8 Schools
Middle Schools 6-8
High Schools 9-12
District
80 schools
2 programs
45
13
15
9
West - LHS/WHS
18
10
3
3
2
North - JHS/RHS
19
10
4
3
2
NE -GHS/MHS
15
8
2
3
2
Southeast-CHS/FHS
27
17
3
5
2
Multiple Areas
Benson, da Vinci,
ACCESS
3
1
1
1
School Sites Across the District - Current State
### Table(s) detected on page 19 (PyMuPDF find_tables; verify against the original)
|School Sites Across the District - Current State|Col2|Col3|
|---|---|---|
|**Area - Region**
**Total Number of**
**Schools/Programs**
**Elementary K5**
**K8 Schools**
**Middle Schools 6-8**
**High Schools 9-12**
District
80 schools
2 programs
45
13
15
9
West - LHS/WHS
18
10
3
3
2
North - JHS/RHS
19
10
4
3
2
NE -GHS/MHS
15
8
2
3
2
Southeast-CHS/FHS
27
17
3
5
2
Multiple Areas
Benson, da Vinci,
ACCESS
3
1
1
1|**Area - Region**
**Total Number of**
**Schools/Programs**
**Elementary K5**
**K8 Schools**
**Middle Schools 6-8**
**High Schools 9-12**
District
80 schools
2 programs
45
13
15
9
West - LHS/WHS
18
10
3
3
2
North - JHS/RHS
19
10
4
3
2
NE -GHS/MHS
15
8
2
3
2
Southeast-CHS/FHS
27
17
3
5
2
Multiple Areas
Benson, da Vinci,
ACCESS
3
1
1
1|**Area - Region**
**Total Number of**
**Schools/Programs**
**Elementary K5**
**K8 Schools**
**Middle Schools 6-8**
**High Schools 9-12**
District
80 schools
2 programs
45
13
15
9
West - LHS/WHS
18
10
3
3
2
North - JHS/RHS
19
10
4
3
2
NE -GHS/MHS
15
8
2
3
2
Southeast-CHS/FHS
27
17
3
5
2
Multiple Areas
Benson, da Vinci,
ACCESS
3
1
1
1|
|**Area - Region**
**Total Number of**
**Schools/Programs**
**Elementary K5**
**K8 Schools**
**Middle Schools 6-8**
**High Schools 9-12**
District
80 schools
2 programs
45
13
15
9
West - LHS/WHS
18
10
3
3
2
North - JHS/RHS
19
10
4
3
2
NE -GHS/MHS
15
8
2
3
2
Southeast-CHS/FHS
27
17
3
5
2
Multiple Areas
Benson, da Vinci,
ACCESS
3
1
1
1|||
||19||
|Area - Region|Total Number of
Schools/Programs|Elementary K5|K8 Schools|Middle Schools 6-8|High Schools 9-12|
|---|---|---|---|---|---|
|District|80 schools
2 programs|45|13|15|9|
|West - LHS/WHS|18|10|3|3|2|
|North - JHS/RHS|19|10|4|3|2|
|NE -GHS/MHS|15|8|2|3|2|
|Southeast-CHS/FHS|27|17|3|5|2|
|Multiple Areas
Benson, da Vinci,
ACCESS|3||1|1|1|
## Page 20
20
Area - Region
Schools Closing
Attendance
Boundary
Changes
Program Moves
Grade - Level
Changes
Total Schools
Remaining Open
District- Scenario A
14
38
13
8
68
West - LHS/WHS
2
7
1
1
16
North - JHS/RHS
4
11
6
3
15
NE -GHS/MHS
2
5
4
2
13
Southeast-CHS/FHS
6
15
2
2
21
Multiple Areas
Benson, da Vinci,
ACCESS
0
3
School Sites Across the District: Scenario A
Scenario B: 65 Schools/Programs
Lewis, Stephenson and Rose City Park remain open.
### Table(s) detected on page 20 (PyMuPDF find_tables; verify against the original)
|School Sites Across the District: Scenario A|Col2|Col3|
|---|---|---|
|**Area - Region**
**Schools Closing**
**Attendance**
**Boundary**
**Changes**
**Program Moves**
**Grade - Level**
**Changes**
**Total Schools**
**Remaining Open**
District- Scenario A
14
38
13
8
68
West - LHS/WHS
2
7
1
1
16
North - JHS/RHS
4
11
6
3
15
NE -GHS/MHS
2
5
4
2
13
Southeast-CHS/FHS
6
15
2
2
21
Multiple Areas
Benson, da Vinci,
ACCESS
0
3
**Scenario B: 65 Schools/Programs**
Lewis, Stephenson and Rose City Park remain open.|**Area - Region**
**Schools Closing**
**Attendance**
**Boundary**
**Changes**
**Program Moves**
**Grade - Level**
**Changes**
**Total Schools**
**Remaining Open**
District- Scenario A
14
38
13
8
68
West - LHS/WHS
2
7
1
1
16
North - JHS/RHS
4
11
6
3
15
NE -GHS/MHS
2
5
4
2
13
Southeast-CHS/FHS
6
15
2
2
21
Multiple Areas
Benson, da Vinci,
ACCESS
0
3
**Scenario B: 65 Schools/Programs**
Lewis, Stephenson and Rose City Park remain open.|**Area - Region**
**Schools Closing**
**Attendance**
**Boundary**
**Changes**
**Program Moves**
**Grade - Level**
**Changes**
**Total Schools**
**Remaining Open**
District- Scenario A
14
38
13
8
68
West - LHS/WHS
2
7
1
1
16
North - JHS/RHS
4
11
6
3
15
NE -GHS/MHS
2
5
4
2
13
Southeast-CHS/FHS
6
15
2
2
21
Multiple Areas
Benson, da Vinci,
ACCESS
0
3
**Scenario B: 65 Schools/Programs**
Lewis, Stephenson and Rose City Park remain open.|
|**Area - Region**
**Schools Closing**
**Attendance**
**Boundary**
**Changes**
**Program Moves**
**Grade - Level**
**Changes**
**Total Schools**
**Remaining Open**
District- Scenario A
14
38
13
8
68
West - LHS/WHS
2
7
1
1
16
North - JHS/RHS
4
11
6
3
15
NE -GHS/MHS
2
5
4
2
13
Southeast-CHS/FHS
6
15
2
2
21
Multiple Areas
Benson, da Vinci,
ACCESS
0
3
**Scenario B: 65 Schools/Programs**
Lewis, Stephenson and Rose City Park remain open.|||
||20||
|Area - Region|Schools Closing|Attendance
Boundary
Changes|Program Moves|Grade - Level
Changes|Total Schools
Remaining Open|
|---|---|---|---|---|---|
|District- Scenario A|14|38|13|8|68|
|West - LHS/WHS|2|7|1|1|16|
|North - JHS/RHS|4|11|6|3|15|
|NE -GHS/MHS|2|5|4|2|13|
|Southeast-CHS/FHS|6|15|2|2|21|
|Multiple Areas
Benson, da Vinci,
ACCESS|0||||3|
## Page 21
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## Page 22
[No extractable text on this page; content is an image. No OCR was run.]
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## Page 23
[No extractable text on this page; content is an image. No OCR was run.]
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## Page 24
[No extractable text on this page; content is an image. No OCR was run.]
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## Page 25
[No extractable text on this page; content is an image. No OCR was run.]
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## Page 26
[No extractable text on this page; content is an image. No OCR was run.]
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## Page 27
[No extractable text on this page; content is an image. No OCR was run.]
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## Page 28
[No extractable text on this page; content is an image. No OCR was run.]
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## Page 29
School Level
Summary of Changes
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## Page 30
WEST
Ida B. Wells/Lincoln
Attendance Areas
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## Page 31
Wells & Lincoln: Closure & Consolidations
Schools Closing
Maplewood
Hayhurst
Rieke
Neighborhood Boundary
Schools Receiving
Scenario B
Stephenson does not close in
Scenario B.
70%
Stephenson
Markham
Capitol Hill
30%
70%
30%
MLC 9 - 12
Neighborhood
### Table(s) detected on page 31 (PyMuPDF find_tables; verify against the original)
|Col1|Hayhurst|
|---|---|
|||
|Col1|Rieke|
|---|---|
|||
|Col1|Markham|
|---|---|
|||
|Col1|Capitol Hill|
|---|---|
|||
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## Page 32
Wells & Lincoln: Other Changes Continued
Hayhurst
Gray
Wells
Boundary Feeder
No longer feeds to
Skyline K-8
Lincoln
Rieke
Maplewood
Area
### Table(s) detected on page 32 (PyMuPDF find_tables; verify against the original)
|Col1|Hayhurst|
|---|---|
|||
|Col1|Skyline K-8|
|---|---|
|||
|Col1|Lincoln|
|---|---|
|||
## Page 33
NORTH
Jefferson/Roosevelt
Attendance Areas
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## Page 34
Jefferson & Roosevelt: Closure & Consolidations
Schools Closing
Beach
James John
Chief Joseph
Cesar Chavez
Sitton
Schools Receiving
Peninsula
Rosa Parks
Sabin
MLK Jr.
Boundary Shift
Program Shift
Spanish DLI
Cesar Chavez
K-5 non-DLI
### Table(s) detected on page 34 (PyMuPDF find_tables; verify against the original)
|Col1|Jefferson & Roosevelt: Closure & Consolidations
Boundary Shift Program Shift
Schools Closing Schools Receiving
Beach Chief Joseph
Cesar Chavez
Spanish DLI
James John Sitton
Peninsula Rosa Parks
Cesar Chavez
K-5 non-DLI
Sabin MLK Jr.|
|---|---|
|||
|Boundary Shift|Col2|
|---|---|
|**Schools Closing**|**Schools Closing**|
||Beach|
|m Shift|Col2|
|---|---|
|**Schools Receiving**|**Schools Receiving**|
||Chief Joseph|
|||
|Col1|Chief Joseph|
|---|---|
||Cesar Chavez|
|||
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## Page 35
Jefferson & Roosevelt: Other Changes
Moving From
Schools Receiving
Sitton
Cesar Chavez
Spanish DLI
Ockley Green
George
Spanish DLI
Chavez K-5
Becomes K-5 Spanish DLI campus
George
6-8 Students
MLK Jr.
Boise-Eliot/Humboldt
Mandarin DLI
Faubion
Becomes a K-5
Ockley Green
6-8 Students
Vernon
Becomes a K-5
Harriet Tubman
6-8 Students
Program Shift
Gradeband
Reconfiguration
### Table(s) detected on page 35 (PyMuPDF find_tables; verify against the original)
|Col1|Jefferson & Roosevelt: Other Changes
Moving From Schools Receiving
Program Shift Spanish DLI
Sitton Cesar Chavez
Gradeband
Reconfiguration Spanish DLI
Ockley Green George
Mandarin DLI
MLK Jr. Boise-Eliot/Humboldt
6-8 Students
Chavez K-5
George
Becomes K-5 Spanish DLI campus
6-8 Students
Faubion
Ockley Green
Becomes a K-5
6-8 Students
Vernon
Harriet Tubman
Becomes a K-5|
|---|---|
|||
|Col1|Moving From|
|---|---|
||Sitton|
|Gradeband||
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## Page 36
NORTHEAST
Grant/McDaniel
Attendance Areas
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## Page 37
Grant & McDaniel: Closure and Consolidations
Schools Closing
Irvington
Rose City Park
Beverly Cleary
Scott
Vestal
Boundary Shift
Program Shift
Schools Receiving
Scenario B
Rose City Park does not close
in Scenario B.
Vietnamese DLI
### Table(s) detected on page 37 (PyMuPDF find_tables; verify against the original)
|Col1|Grant & McDaniel: Closure and Consolidations
Boundary Shift Program Shift
Schools Closing Schools Receiving
Irvington Beverly Cleary
Scenario B
Rose City Park does not close
Rose City Park Scott
in Scenario B.
V
i e
t n
a
m
e
Vestal s e
D
L
I|
|---|---|
|||
|Col1|Beverly Cleary|
|---|---|
|||
|Col1|Vestal|
|---|---|
|||
## Page 38
Grant & McDaniel: Other Changes
Moving From
Schools Receiving
Scott
Clark
Woodstock
Program Shift
Rigler
Beaumont
Roseway Heights
Gradeband
Reconfiguration
Beverly Cleary
Becomes K-5
Laurelhurst
Becomes K-5
Beaumont MS
Mt. Tabor MS
Spanish DLI
Spanish DLI
Mandarin DLI
6-8 Students
6-8 Students
### Table(s) detected on page 38 (PyMuPDF find_tables; verify against the original)
|Col1|Grant & McDaniel: Other Changes
Program Shift Moving From Schools Receiving
Spanish DLI
Scott Rigler
Gradeband
Reconfiguration
Mandarin DLI
Clark Woodstock
Spanish DLI
Beaumont Roseway Heights
6-8 Students
Beverly Cleary
Beaumont MS
Becomes K-5
6-8 Students
Laurelhurst
Mt. Tabor MS
Becomes K-5|
|---|---|
|||
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## Page 39
Grant & McDaniel: Other Changes Continued
Harrison Park
McDaniel
Cleveland
Franklin
Kelly
Laurelhurst
Mt. Tabor
Grant
Cleveland
Atkinson
Roseway Heights
Boundary Feeder
No longer feeds to
Split Feeder
Beverly Cleary
Beaumont
### Table(s) detected on page 39 (PyMuPDF find_tables; verify against the original)
|Franklin|Col2|
|---|---|
|Cleveland|Cleveland|
||McDaniel|
|||
|Col1|Roseway Heights|
|---|---|
|||
|Col1|Laurelhurst|
|---|---|
|||
|Col1|Mt. Tabor|
|---|---|
|||
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## Page 40
SOUTHEAST
Cleveland/Franklin
Attendance Areas
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## Page 41
Cleveland & Franklin: K5 Closure & Consolidations
Schools Closing
Buckman
Creston
Sunnyside
Atkinson
Abernethy
Boundary Shift
Schools Receiving
Scenario B
Lewis does not close in
Scenario B.
Lewis
Woodmere
50% Students
50% Students
Duniway
Marysville
Arleta
Whitman
### Table(s) detected on page 41 (PyMuPDF find_tables; verify against the original)
|Col1|Cleveland & Franklin: K5 Closure & Consolidations
Boundary Shift
Schools Closing Schools Receiving
50% Students
Buckman Sunnyside
Scenario B
5
0
%
S
t u
Abernethy Lewis does not close in d
e
n
t s
Scenario B.
Creston Atkinson
Lewis Duniway
Marysville Arleta
Woodmere Whitman|
|---|---|
|||
|Schools Closing|Col2|
|---|---|
||Buckman|
|Schools Receiving|Col2|
|---|---|
||Sunnyside|
|||
|Col1|Sunnyside|
|---|---|
||Abernethy|
|||
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## Page 42
Cleveland & Franklin: Middle School Closure & Consolidation
Boundary Shift
MS Closing
Sellwood
Hosford
Brentwood
MS Receiving
Students from Sellwood will either
go to Hosford or Brentwood
depending on if they are in the
new Duniway boundary, or the
new Llewellyn boundary.
Llewellyn
Students
Duniway
Students
### Table(s) detected on page 42 (PyMuPDF find_tables; verify against the original)
|Col1|Cleveland & Franklin: Middle School Closure & Consolidation
Boundary Shift
Students from Sellwood will either
go to Hosford or Brentwood MS Closing Llewellyn MS Receiving
Students
depending on if they are in the
Sellwood Hosford
new Duniway boundary, or the
Dt
u
n
iwn
Brentwood S a
u y
new Llewellyn boundary. d e
t s|
|---|---|
|||
|MS Closing|Col2|
|---|---|
||Sellwood|
|MS Receiving|Col2|
|---|---|
||Hosford|
|||
|Col1|Hosford|
|---|---|
||Brentwood|
|||
## Page 43
Cleveland & Franklin: Other Changes
Moving From
Schools Receiving
Duniway
Lent non-DLI
attending
Marysville
Kelly
Llewellyn
SOUTHERN BOUNDARY
ONLY
Boundary Shift
Atkinson
Lent
Bridger Creative Science
Becomes a K-5 Neighborhood/Focus
Sunnyside Environmental
Becomes a K-5 Neighborhood ONLY
Harrison Park
Hosford
Spanish DLI
6-8 Students
6-8 Students
Program Shift
Gradeband Reconfiguration
### Table(s) detected on page 43 (PyMuPDF find_tables; verify against the original)
|Col1|Cleveland & Franklin: Other Changes
Boundary Shift Program Shift Gradeband Reconfiguration
Moving From Schools Receiving
SOUTHERN BOUNDARY
ONLY
Duniway Llewellyn
Lent non-DLI
Kelly
attending
Marysville
Spanish DLI
Atkinson Lent
6-8 Students
Bridger Creative Science
Harrison Park
Becomes a K-5 Neighborhood/Focus
6-8 Students
Sunnyside Environmental
Hosford
Becomes a K-5 Neighborhood ONLY|
|---|---|
|||
|||
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## Page 44
Balance and Impact
Kindergarten - 8th Grade Students Who Move
Scenario A
Number
Scenario A
Percent
Scenario B
Number
Scenario B
Percent
All Students
7981
27%
6988
24%
Students Experiencing Poverty
2648
27%
2450
25%
Students Receiving Special Education
Services
1545
27%
1379
24%
Multilingual Learners
1006
31%
909
28%
Historically Underserved by Race
2888
28%
2731
26%
### Table(s) detected on page 44 (PyMuPDF find_tables; verify against the original)
|Kindergarten - 8th Grade Students Who Move|Col2|Col3|Col4|Col5|
|---|---|---|---|---|
||Scenario A
Number|Scenario A
Percent|Scenario B
Number|Scenario B
Percent|
|All Students|7981|27%|6988|24%|
|Students Experiencing Poverty|2648|27%|2450|25%|
|Students Receiving Special Education
Services|1545|27%|1379|24%|
|Multilingual Learners|1006|31%|909|28%|
|Historically Underserved by Race|2888|28%|2731|26%|
## Page 45
10/05: Scenario Release
Collect Feedback & Synthesize
Mid-November:
Publish Superintendent’s
Recommendation
Board Consideration & Vote
10/06 Board Meeting: Scenarios
10/13 TLE Committee: Dual
Language Immersion and Middle
Grades
10/20 Board Meeting:
Scenarios
11/04 Board Meeting
Feedback Summary
11/09 FIO Committee
Rightsizing
11/10 TLE Committee
Rightsizing
11/17 Board Meeting:
Superintendent’s Recommendation
12/15 Board Meeting: Rightsizing
Vote
October
November
December
Next Steps
### Table(s) detected on page 45 (PyMuPDF find_tables; verify against the original)
|10/05: Scenario Release
Collect Feedback & Synthesize|Mid-November:
Publish Superintendent’s
Recommendation|Board Consideration & Vote|
|---|---|---|
|**10/06 Board Meeting:**Scenarios
**10/13 TLE** **Committee:** Dual
Language Immersion and Middle
Grades
**10/20 Board Meeting:**
Scenarios|**11/04 Board Meeting**
Feedback Summary
**11/09 FIO Committee**
Rightsizing
**11/10 TLE Committee**
Rightsizing
**11/17 Board Meeting:**
Superintendent’s Recommendation|**12/15 Board Meeting:**Rightsizing
Vote|
## Page 46
4
6
Engagement
Location
Zone
Date
Time
Stakeholder
Board of Education Community Connection
Roosevelt HS
St. Johns
Oct 9
1:00p
All
Community Voice: Special Education Families
Kellogg
Southeast
Oct 13
6:00p
Families of Students with IEPs
District Student Council + Native Student Council
PEC
All
Oct 13
5:00p
High School Students
The Village Table
Jackson MS
Tryon Creek
Oct 14
6:00p
Parents/Caregivers, Site Councils, Principals
Student Voice Advisory Council, Jr. NSC, Jr. BSU
Virtual
All
Oct 15
5:00p
Middle School Students, Native, Black
Educator Town Hall (tentative)
Virtual
All
Oct 15
5:00p
All PPS Educators
Board of Education Community Connection
McDaniel
Rocky Butte
Oct 17
6:00p
All
Black Student Union
PEC
All
Oct 19
5:00p
Black High School Students
Latinx Community Conversation
TBD
TBD
Oct 19
6:00p
Latinx/Hispanic Families, Partners
Community Voice: Multilingual Families
Virtual
All
Oct 19
6:00p
Non-English Speaking Families, Partners
Community Voice: Black Families
TBD
TBD
Oct 22
6:00p
Black/African Am Families, Partners
Native Community Conversation
Barbie's Village
Central City
Oct 26
6:00p
Native Families, Partners
Board of Education Community Connections
McDaniel High
School
Rocky Butte
Oct 27
6:00p
All
Board of Education Community Connections
Virtual via Zoom
All
Oct 28
6:00p
All
Board of Education Community Connections
Cleveland at
Marshall
Southeast
Oct 29
6:00p
All
Rightsize. Right Support. Right for Students.
Fall 2026 Engagement Timeline - Phase III: Making Meaning Together (
By Date )
### Table(s) detected on page 46 (PyMuPDF find_tables; verify against the original)
|Engagement|Location|Zone|Date|Time|Stakeholder|Col7|
|---|---|---|---|---|---|---|
|**Board of Education Community Connection**|Roosevelt HS|St. Johns|**Oct 9**|1:00p|All|All|
|**Community Voice: Special Education Families**|Kellogg|Southeast|**Oct 13**|6:00p|Families of Students with IEPs|Families of Students with IEPs|
|**District Student Council + Native Student Council**|PEC|All|**Oct 13**|5:00p|High School Students|High School Students|
|**The Village Table**|Jackson MS|Tryon Creek|**Oct 14**|6:00p|Parents/Caregivers, Site Councils, Principals|Parents/Caregivers, Site Councils, Principals|
|**Student Voice Advisory Council, Jr. NSC, Jr. BSU**|Virtual|All|**Oct 15**|5:00p|Middle School Students, Native, Black|Middle School Students, Native, Black|
|**Educator Town Hall (tentative)**|Virtual|All|**Oct 15**|5:00p|All PPS Educators|All PPS Educators|
|**Board of Education Community Connection**|McDaniel|Rocky Butte|**Oct 17**|6:00p|All|All|
|**Black Student Union**|PEC|All|**Oct 19**|5:00p|Black High School Students|Black High School Students|
|**Latinx Community Conversation**|TBD|TBD|**Oct 19**|6:00p|Latinx/Hispanic Families, Partners|Latinx/Hispanic Families, Partners|
|**Community Voice: Multilingual Families**|Virtual|All|**Oct 19**|6:00p|Non-English Speaking Families, Partners|Non-English Speaking Families, Partners|
|**Community Voice: Black Families**|TBD|TBD|**Oct 22**|6:00p|Black/African Am Families, Partners|Black/African Am Families, Partners|
|**Native Community Conversation**|Barbie's Village|Central City|**Oct 26**|6:00p|Native Families, Partners|Native Families, Partners|
|**Board of Education Community Connections**|McDaniel High
School|Rocky Butte|**Oct 27**|6:00p|All|All|
|**Board of Education Community Connections**|Virtual via Zoom|All|**Oct 28**|6:00p|All|All|
|**Board of Education Community Connections**|Cleveland at
Marshall|Southeast|**Oct 29**|6:00p|All|All|
|**Board of Education Community Connections**|Cleveland at
Marshall|Southeast|**Oct 29**|6:00p|All||
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## Page 47
Resources and Where to Learn More
pps.net/rightsizing
View Board Presentations
Ask a Question and Read
Answers to FAQs
Watch Informational
Videos
Follow the Timeline
Join Us at an
Engagement Event
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## Page 48
48
Questions and Discussion
[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.]