---
title: "26-10-01 Q&A (Board Q&A Tracker, Oct 1 2026) (BoardBook supplemental)"
source_url: "https://meetings.boardbook.org/Documents/FileViewerOrPublic/915?file=14493920"
parent_url: "https://meetings.boardbook.org/Meeting/Supplementals/915?meeting=769955 (Supplemental Resources, Oct 6, 2026 Regular Meeting)"
retrieved: 2026-10-12
document_type: "PDF (meetings.boardbook.org)"
page_count: 35
sha256: 087423482d19b416362e900e9f7466253895b66c8cee3b106998645c4e366ca1
extraction_method: "PyMuPDF 1.28.2 page.get_text(text) in content order; tables via page.find_tables(); no OCR"
pdf_metadata_title: "26-10-01 Q&A"
download_url: "https://meetings.boardbook.org/Documents/DownloadPDF/14493920?org=915"
original_file: "originals/14493920.pdf"
---
# 26-10-01 Q&A (Board Q&A Tracker, Oct 1 2026) (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=14493920.
## Page 1
Q&A Tracker - October 1, 2026
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.
### Table(s) detected on page 1 (PyMuPDF find_tables; verify against the original)
|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.|
## Page 2
8/17/26 Rightsizing
At a recent board meeting, I asked about where answers to
the community questions gathered at the 6+ community
involvement meetings. I was told answers are in the FAQ
section of the rightsizing website. However, at the time (and
still now), there are only 6 questions answered, and one of
them is a question about teacher furlough days. I know we
gathered dozens (at least) of community questions and
would like to know when they will all be up and when they
will be answered?
We gathered a substantial volume of feedback across
the six community meetings, and our team is
systematically consolidating and categorizing those
questions to ensure every concern is thoroughly
addressed.
We have recently published an updated batch of
answers to the Rightsizing FAQ page, addressing
several new topics. Moving forward, we strive to
publish weekly updates to the site through this
process.
8/13/26 n/a
Where will middle schoolers will run track and field in the
spring.
I don't have the track / field renovation calendar handy, but
when will those renovations start? Is there a way to have
them start after track and field ends in the spring, so middle
schoolers can still practice there? It is a huge squad as I
understand it.
Regarding use of Cleveland Field. The Cleveland field
has been off-line since the week of July 27th, with
construction starting on the Track and Field Schedule
Q2/Q3 2027. Cleveland Youth Track will practice at
the Marshall campus. This information was also
shared at the FIO meeting in May. Please let me know
if you have other questions.
https://meetings.boardbook.org/Public/Agenda/915?m
eeting=747392
8/11/26 n/a
I’m wondering if you have all made the decision to open
boys volleyball up to PIL schools (officially)
We cannot offer any new OSAA sports this year in
light of the budget. As a reminder we organized a club
league for our schools and other districts and we will
continue to utilize this option in the time being until
our budget is stabilized enough for us to bring on new
OSAA sanctioned sports.
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
### Table(s) detected on page 2 (PyMuPDF find_tables; verify against the original)
|8/17/26|Rightsizing|At a recent board meeting, I asked about where answers to
the community questions gathered at the 6+ community
involvement meetings. I was told answers are in the FAQ
section of the rightsizing website. However, at the time (and
still now), there are only 6 questions answered, and one of
them is a question about teacher furlough days. I know we
gathered dozens (at least) of community questions and
would like to know when they will all be up and when they
will be answered?|We gathered a substantial volume of feedback across
the six community meetings, and our team is
systematically consolidating and categorizing those
questions to ensure every concern is thoroughly
addressed.
We have recently published an updated batch of
answers to the Rightsizing FAQ page, addressing
several new topics. Moving forward, we strive to
publish weekly updates to the site through this
process.|
|---|---|---|---|
|8/13/26|n/a|Where will middle schoolers will run track and field in the
spring.
I don't have the track / field renovation calendar handy, but
when will those renovations start? Is there a way to have
them start after track and field ends in the spring, so middle
schoolers can still practice there? It is a huge squad as I
understand it.|Regarding use of Cleveland Field. The Cleveland field
has been off-line since the week of July 27th, with
construction starting on the Track and Field Schedule
Q2/Q3 2027. Cleveland Youth Track will practice at
the Marshall campus. This information was also
shared at the FIO meeting in May. Please let me know
if you have other questions.
https://meetings.boardbook.org/Public/Agenda/915?m
eeting=747392|
|8/11/26|n/a|I’m wondering if you have all made the decision to open
boys volleyball up to PIL schools (officially)|We cannot offer any new OSAA sports this year in
light of the budget. As a reminder we organized a club
league for our schools and other districts and we will
continue to utilize this option in the time being until
our budget is stabilized enough for us to bring on new
OSAA sanctioned sports.|
|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|
## Page 3
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).
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?
Our research 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 Re…
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/d65fc6
### Table(s) detected on page 3 (PyMuPDF find_tables; verify against the original)
|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).|
|---|---|---|---|
|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?|Our research 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 Re…
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/d65fc6|
## Page 4
9c-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/d
ata-and-accountability/data-strategy-and-insights/aca
demic-portal
### Table(s) detected on page 4 (PyMuPDF find_tables; verify against the original)
|Col1|Col2|Col3|9c-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/d
ata-and-accountability/data-strategy-and-insights/aca
demic-portal|
## Page 5
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.
This was shared last March.
## Page 6
(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 schools. My family as an
example: we live 1.1 miles from Abernethy, which means
we get a yellow bus route option (costs money). But we live
.6 from Sunnyside and .6 fro Richmond. If either of those
were our neighborhood school, PPS would save money
because there wouldn't be a yellow bus cost associated. I
am certain this happens at a lot of other schools, so can we
please take a look at what happens if we draw boundaries
of 1 mile around elementary schools?
(9) for the neighborhood school model, which we hear
mostly bad things about, will we be reconsidering those
models and making sure to properly staff them so the
program succeeds? And will we commit to no further such
## Page 7
schools until the ones in the model are thriving?
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.
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.
n/a
I was chatting with a new Ockley Green mom yesterday
and she was expressing alarm at getting an invitation to join
a "new" school app called Live School Support. The email
she received had her son's name and that he was at Ockley
Green.
She went through the sign up process, thinking this was
something all middle schools use. They're a 6th grade
family.
Once in the app, the platform's face sheet had "merit" and
"demerit" points that her child was receiving at school. And
it has a behavioral profile.
She is absolutely shocked and alarmed and I told her I'd let
the district know asap. Keeping track of merit and demerit
points of kids seems suspicious to say the least, and once
it's on an application, it is there forever.
I am hoping you can look into this and advise on its
legitimacy.
Thank you for bringing this to our attention. The
LiveSchool platform was requested by two middle
schools and is presently going through our formal
vetting and approval process. This standard
evaluation includes a thorough review of student data
privacy and software security requirements before
any approval decision is made.
### Table(s) detected on page 7 (PyMuPDF find_tables; verify against the original)
|Col1|Col2|schools until the ones in the model are thriving?|Col4|
|---|---|---|---|
||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.|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.|
||n/a|I was chatting with a new Ockley Green mom yesterday
and she was expressing alarm at getting an invitation to join
a "new" school app called Live School Support. The email
she received had her son's name and that he was at Ockley
Green.
She went through the sign up process, thinking this was
something all middle schools use. They're a 6th grade
family.
Once in the app, the platform's face sheet had "merit" and
"demerit" points that her child was receiving at school. And
it has a behavioral profile.
She is absolutely shocked and alarmed and I told her I'd let
the district know asap. Keeping track of merit and demerit
points of kids seems suspicious to say the least, and once
it's on an application, it is there forever.
I am hoping you can look into this and advise on its
legitimacy.|
Thank you for bringing this to our attention. The
LiveSchool platform was requested by two middle
schools and is presently going through our formal
vetting and approval process. This standard
evaluation includes a thorough review of student data
privacy and software security requirements before
any approval decision is made.|
## Page 8
9/1/26 Transportation
issue
I have received an email from a West Sylvan parent about
the persistent delays in getting to school because of train
hold-ups. She says that the West Sylvan community has
been trying to resolve the problem for years but that PPS
has done nothing. I know that you worked wonders with the
Access bus situation, and I hope that you can do something
similar with this problem. Please let me know if you can
meet with me and/or the parent who is trying to find a
solution. You may have heard about this already from
Rosanne, so you may be working on it already. Please
keep me posted.
We have connected the parent with Brandon
Coonrod, Director of Transportation.
9/1/26 Rightsizing
what does it look like if we were to have supply (of focus
option schools) meet demand (so no waitlists)
Broadly, if you wanted everybody who asked for a
focus option and did not get an offer you would add
kindergarten sections at Winterhaven and Sunnyside,
6th grade sections at da Vinci and 9th grade sections
at Benson. We are meeting demand for all dual
language immersion languages except Spanish. If
additional sections were added at Ainsworth, Beach
and/or Atkinson, the programs would no longer
conform to the two-way immersion model because the
waitlists consist of English and Heritage speakers
only, not native speakers.
There are just under 600 students who are currently
on a waitlist for a focus option or dual language
immersion programs.
### Table(s) detected on page 8 (PyMuPDF find_tables; verify against the original)
|9/1/26|Transportation
issue|I have received an email from a West Sylvan parent about
the persistent delays in getting to school because of train
hold-ups. She says that the West Sylvan community has
been trying to resolve the problem for years but that PPS
has done nothing. I know that you worked wonders with the
Access bus situation, and I hope that you can do something
similar with this problem. Please let me know if you can
meet with me and/or the parent who is trying to find a
solution. You may have heard about this already from
Rosanne, so you may be working on it already. Please
keep me posted.|We have connected the parent with Brandon
Coonrod, Director of Transportation.|
|---|---|---|---|
|9/1/26|Rightsizing|what does it look like if we were to have supply (of focus
option schools) meet demand (so no waitlists)|Broadly, if you wanted everybody who asked for a
focus option and did not get an offer you would add
kindergarten sections at Winterhaven and Sunnyside,
6th grade sections at da Vinci and 9th grade sections
at Benson. We are meeting demand for all dual
language immersion languages except Spanish. If
additional sections were added at Ainsworth, Beach
and/or Atkinson, the programs would no longer
conform to the two-way immersion model because the
waitlists consist of English and Heritage speakers
only, not native speakers.
There are just under 600 students who are currently
on a waitlist for a focus option or dual language
immersion programs.|
## Page 9
9/1/26 Rightsizing
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.
It would take significant effort to answer this question
about the student movement from the closure of
Marshall fifteen years ago and Edwards twenty years
ago.
We are also looking at something like this districtwide.
Overall metrics indicate that while building retention
dropped during consolidation, district retention
remained stable at over 93%, showing that the
majority of departing families transferred to other
schools within PPS rather than exiting the district.
## Page 10
9/4/26 n/a
Can we please fix this restroom issue (PTA Clothing Closet)
? My understanding is that there’s a bathroom that locks
with a key right across from the clothing closet, and that
using it does not put visitors in the path of kids. We have to
support the dignity of the folks using the clothing center.
They’re PPS families and would be able to use the
restroom if they were visiting for another purpose.
The Clothes Closet did have more space in previous
years when it served as a swing space most recently
for Benson. This is because Benson, for the
programming that it offered, did not necessitate
needing the space. With Cleveland moving over this
changed. They will need that space for programming.
-The Clothes Closet did move to a different space
within Marshall, it is smaller, and we remodeled the
space and provided storage. The space does have
access to an outer door which allows students and
families more privacy and discretion.
-Section 4.21 of the lease states: In its use of the
Premises, Licensee and its volunteers shall have right
to use the Building restroom #A19 immediately across
the hall from the Premises. The public shall not have
access to restrooms at the Building. Licensee shall be
allowed, but not required, to install a Porta Potty at
the exterior northwest corner of Space A21 under the
terms and conditions as outlined in Exhibit B.
-The Staff and volunteers of the Clothing Center will
have access to a permanent restroom within the
school building. The patrons (public) do not have use
of the permanent restroom.
-Moving forward, we will continue looking at
alternative spaces for a more sustainable venue to
house the Clothes Closet, and given the rightsizing
conversation this will also serve as an opportunity for
a more permanent space.
It is confirmed with the principal that the bathroom is
accessible to students. The ISC classroom is the
closest classroom and that is the bathroom that they
## Page 11
use.
9/3/26 n/a
Has a porta-potty been installed (PTA Clothing Closet)? I
keep thinking about the single parent with 2-3 young kids
whose kids need the bathroom and the parent is in deep
trouble. (I had three under 18 months and potty trained all 3
at once so this fear resonates closely with me)
The principal has confirmed that everything is going
fine. As of today the Clothes Closet has not installed a
portable bathroom but they absolutely can if they feel
it is a need.
9/14/26 n/a
can staff please provide tardy data for Cleveland High
School students the first 12 days of school this year vs. the
first 12 days of school last year? I would like to assess the
impact of Cleveland’s transportation plan on attendance.
Gathering last years tardy for specific points in time is
actually not an easy thing to do.
Their attendance overall seems higher than last year
at this time, and finding the tardy data is not
something we can easily gather at this time.
9/14/26 CMGC-Grice-
Adair
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?
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.
### Table(s) detected on page 11 (PyMuPDF find_tables; verify against the original)
|Col1|Col2|Col3|use.|
|---|---|---|---|
|9/3/26|n/a|Has a porta-potty been installed (PTA Clothing Closet)? I
keep thinking about the single parent with 2-3 young kids
whose kids need the bathroom and the parent is in deep
trouble. (I had three under 18 months and potty trained all 3
at once so this fear resonates closely with me)|The principal has confirmed that everything is going
fine. As of today the Clothes Closet has not installed a
portable bathroom but they absolutely can if they feel
it is a need.|
|9/14/26|n/a|can staff please provide tardy data for Cleveland High
School students the first 12 days of school this year vs. the
first 12 days of school last year? I would like to assess the
impact of Cleveland’s transportation plan on attendance.|Gathering last years tardy for specific points in time is
actually not an easy thing to do.
Their attendance overall seems higher than last year
at this time, and finding the tardy data is not
something we can easily gather at this time.|
|9/14/26|CMGC-Grice-
Adair|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?|
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 12
9/15/26 n/a
The Board has received recently from JDLI instructors
about the class sizes for Japanese at Grant. Are the
numbers below accurate and, if so, is there a plan to add
an instructor?
There are two sections of large class sizes. This is the
message from the teacher and VP: We are excited to
welcome Koichiro Uno to Grant’s JDLI program!
Koichiro will be volunteering with our 11th- and
12th-grade Japanese classes during Periods 5 and 6,
working alongside our students and supporting their
continued growth in Japanese language and culture.
Koichiro brings extensive experience in Japanese
language education and a strong connection to our
immersion community. He holds an M.A. in Japanese
and an M.Ed. through the International Teacher
Education Program at Portland State University. He is
currently a Visiting Assistant Professor of Japanese at
Willamette University and has also supported
students preparing for the AP Japanese Language
and Culture Exam through Oya no Kai.
Many in our community may already know Koichiro
through his work with PPS and Grant. He previously
served as a Japanese Language Assistant at
Richmond Elementary, has volunteered in Richmond
classrooms, and has served as an on-site coordinator
for Grant High School’s Japan Cultural Trip for the
past three summers.
We are incredibly fortunate to have someone with
Koichiro’s experience, knowledge, and longstanding
connection to our community volunteering his time
with our students. His presence will provide our 11th-
and 12th-grade students with another opportunity to
strengthen their language skills, deepen their cultural
learning, and engage with an experienced Japanese
educator. Please join us in giving Koichiro a warm
welcome to Grant! We are so glad to have him as part
## Page 13
of our JDLI program.
9/15/26 n/a
As we are adding the iReady interim assessments, it seems
like we are hanging on to others so that at least in middle
school math, kids are doing iReady, Synergy, and
eventually OSAS. How can we at least keep online testing
time where it has been, and not add to it, with the new state
requirement? I feel like I understood the plan to be that
we’d drop the interim testing we were doing and replace it,
rather than double up.
Please see response
9/15/26 n/a
I’m constantly hearing that we’ve increased central office
administrators by 79 since 2019. Is this true? If not, what is
true or where can I try to track this down?
FY25 Financial Report (pages 142-143) shows
staffing FTE by type. This does not include supports
that may be provided by a contractor.
FTE Type FY25 FY19
Teachers 2,665.7 2,697.3
Ed Assistants 677.4 647.1
School Admin 167.2 165.5
District Admin 4.0 16.0
Other FTE 2,607.5 2,048.1
Total FTE 6,121.8 5,574.0
NOTE: This is FTE for all funds. Student Investment
Account and High School Success are funding
sources that became available after 2019 and fund
many FTE.
### Table(s) detected on page 13 (PyMuPDF find_tables; verify against the original)
|Col1|Col2|Col3|of our JDLI program.|
|---|---|---|---|
|9/15/26|n/a|As we are adding the iReady interim assessments, it seems
like we are hanging on to others so that at least in middle
school math, kids are doing iReady, Synergy, and
eventually OSAS. How can we at least keep online testing
time where it has been, and not add to it, with the new state
requirement? I feel like I understood the plan to be that
we’d drop the interim testing we were doing and replace it,
rather than double up.|
Please see response|
|9/15/26|n/a|I’m constantly hearing that we’ve increased central office
administrators by 79 since 2019. Is this true? If not, what is
true or where can I try to track this down?|FY25 Financial Report (pages 142-143) shows
staffing FTE by type. This does not include supports
that may be provided by a contractor.
FTE Type FY25 FY19
Teachers 2,665.7 2,697.3
Ed Assistants 677.4 647.1
School Admin 167.2 165.5
District Admin 4.0 16.0
Other FTE 2,607.5 2,048.1
Total FTE 6,121.8 5,574.0
NOTE: This is FTE for all funds. Student Investment
Account and High School Success are funding
sources that became available after 2019 and fund
many FTE.|
## Page 14
9/15/26 n/a
I heard from a teacher in Zone 1 sharing concerns about
e-bikes and e-scooters. Unrelated, our school newsletter
this week included a solid message on this and I wondered
if the district might consider a policy in the longer term and
a district-wide message in the interim?
HB 4007 - There are a couple of places that talk
about ebikes and scooters. Here's PBOT:
https://www.portland.gov/transportation/regulatory/esc
ooterpdx?utm_medium=email&utm_source=govdelive
ry and then some school districts have sent out good
stuff too. Here is an example:
https://docs.google.com/document/d/1cqPugsawhX5
Gd_FQPQKWiAF31M_zDhEccDk-j58kG1g/edit?tab=t
.0 Based upon the June legislation. If you scroll down
in the link above there's a graphic with ages and
what's allowed and not allowed.
9/15/26 Bond Update I’m reviewing the Board meeting materials for Tuesday.
Could staff please provide the underlying data and
documentation supporting the savings reflected on the slide
below, including the methodology used to calculate the
$20.8M in “realized savings” and the 225% ROI? I think it’s
particularly important that we clearly distinguish actual
savings from reallocations, negotiated costs, and process
efficiencies. If the supporting documentation isn’t available,
I would recommend removing this slide.
PPS Value Add Register
### Table(s) detected on page 14 (PyMuPDF find_tables; verify against the original)
|9/15/26|n/a|I heard from a teacher in Zone 1 sharing concerns about
e-bikes and e-scooters. Unrelated, our school newsletter
this week included a solid message on this and I wondered
if the district might consider a policy in the longer term and
a district-wide message in the interim?|HB 4007 - There are a couple of places that talk
about ebikes and scooters. Here's PBOT:
https://www.portland.gov/transportation/regulatory/esc
ooterpdx?utm medium=email&utm source=govdelive
_ _
ry and then some school districts have sent out good
stuff too. Here is an example:
https://docs.google.com/document/d/1cqPugsawhX5
Gd FQPQKWiAF31M zDhEccDk-j58kG1g/edit?tab=t
_ _
.0 Based upon the June legislation. If you scroll down
in the link above there's a graphic with ages and
what's allowed and not allowed.|
|---|---|---|---|
|9/15/26|Bond Update|I’m reviewing the Board meeting materials for Tuesday.
Could staff please provide the underlying data and
documentation supporting the savings reflected on the slide
below, including the methodology used to calculate the
$20.8M in “realized savings” and the 225% ROI? I think it’s
particularly important that we clearly distinguish actual
savings from reallocations, negotiated costs, and process
efficiencies. If the supporting documentation isn’t available,
I would recommend removing this slide.|PPS Value Add Register|
## Page 15
9/15/26 Rightsizing
Do we have an easy-to-read year-over-year capture rate
data sheet broken down by school?
We only have In District Capture rate by school which
is different from the capture rate in general for the
district. This looks at the percentage of PPS students
living in a neighborhood boundary that attend their
neighborhood school. It does not include students
who live in a PPS boundary but attend a non-PPS
Charter, private school or are home schooled.
This is the most recent for overall from the PRC report
- In fall 2025, Portland Public Schools (PPS) enrolled
42,622 students in grades K–12, a decrease of 753
students from fall 2024 and sitting just over 6,000
students below the pre-pandemic baseline of 201920.
Post-pandemic trajectories have diverged among
individual schools within the PPS system; some have
returned to pre-pandemic enrollment patterns, while
others continue to experience persistently low
enrollment in their neighborhoods. The overall
resident capture rate in the district has increased from
74.4% in fall 2019 to an estimated 76.6% in 2025.
However, this recent recovery is still 5.6 percentage
points lower than the district’s previous high of 82.2%
in 2015.
PRC Report
## Page 16
9/17/26 Rightsizing
This is similar to the question that I was asking (the
associated costs of needed improvements for each building
as well). Is there a current existing building condition
report? I feel like there is… if there is not, we are going to
run into issues with families (and board members 🙋♀️)
calling out that we haven’t taken that data into
consideration when we are assessing which buildings to
close. Thanks for looking into this.
Yes — we are taking a significant amount of facility
data into consideration as part of the Rightsizing
analysis, including building condition and reliability,
environmental health, life safety, accessibility,
educational suitability, safe access to school,
functional capacity, and utilization; however, we do not
have a single current building-condition report that
represents the full analysis that is available for public
review. We are intentionally looking at these factors
together rather than using a single facility score or
data point to determine whether a school should
close.
The Operations team is also evaluating
receiving-school readiness and will complete
additional in-person building assessments to identify
what investments may be needed. That work will
inform the implementation plan and recommendations
to the Board about the sequencing and timing of
facility investments, as required through Resolution
7307.
)
9/14 n/a
Was the RFP issue or has the previous construction auditor
been engaged?
We are researching prior RFPs and current
contracted services for the District to make sure we
are not double paying for services. We are meeting
this week to determine next steps and map out a
timeline which we will communicate with you. For your
information, a construction auditor audits the projects
within the program (i.e. Monitoring cost controls with
the CMGCs). Given we are not to GMP yet on any of
our major modernizations we have some time to
determine our best course of action.
9/21/26 n/a
Can staff please provide all existing contracts and
amendments for a vendor called Paloma Learning?
Staff sent the contracts to Director La Forte
### Table(s) detected on page 16 (PyMuPDF find_tables; verify against the original)
|9/17/26|Rightsizing|This is similar to the question that I was asking (the
associated costs of needed improvements for each building
as well). Is there a current existing building condition
report? I feel like there is… if there is not, we are going to
run into issues with families (and board members 🙋♀️)
calling out that we haven’t taken that data into
consideration when we are assessing which buildings to
close. Thanks for looking into this.|Yes — we are taking a significant amount of facility
data into consideration as part of the Rightsizing
analysis, including building condition and reliability,
environmental health, life safety, accessibility,
educational suitability, safe access to school,
functional capacity, and utilization; however, we do not
have a single current building-condition report that
represents the full analysis that is available for public
review. We are intentionally looking at these factors
together rather than using a single facility score or
data point to determine whether a school should
close.
The Operations team is also evaluating
receiving-school readiness and will complete
additional in-person building assessments to identify
what investments may be needed. That work will
inform the implementation plan and recommendations
to the Board about the sequencing and timing of
facility investments, as required through Resolution
7307.
)|
|---|---|---|---|
|9/14|n/a|Was the RFP issue or has the previous construction auditor
been engaged?|We are researching prior RFPs and current
contracted services for the District to make sure we
are not double paying for services. We are meeting
this week to determine next steps and map out a
timeline which we will communicate with you. For your
information, a construction auditor audits the projects
within the program (i.e. Monitoring cost controls with
the CMGCs). Given we are not to GMP yet on any of
our major modernizations we have some time to
determine our best course of action.|
|9/21/26|n/a|Can staff please provide all existing contracts and
amendments for a vendor called Paloma Learning?|Staff sent the contracts to Director La Forte|
## Page 17
9/21/26 n/a
Is there an updated reconciliation that you can share? It
looks like we still have a $6M hole. Is that case? I don’t
think we can carry over a deficit, can we? What happens if
we can’t close it? Happy to discuss this if it’s easier.
We are still in the year-end reconciliation process. I
hope to have an (unaudited) June financial report
posted by the end of this month. We asked the board
to approve appropriation changes that would allow us
to lower the fund balance in June, if necessary. If the
final reconciliation is below the 5% target, we will
have to adjust the current year resources (beginning
fund balance) to match. It will be very close as we
watch estimated savings become actuals for the year.
9/23/26 n/a
I'm so glad that we've been able to resolve the bathroom
issue at the PTA Clothing Closet. I want to make sure that
the lease is updated to reflect the changes are
documented. Who owns that body of work, and is there a
timeline for updating the lease? I've had some questions
about this from the community.
Staff will update the lease but it will take a few weeks,
and will let you know when it is completed.
### Table(s) detected on page 17 (PyMuPDF find_tables; verify against the original)
|9/21/26|n/a|Is there an updated reconciliation that you can share? It
looks like we still have a $6M hole. Is that case? I don’t
think we can carry over a deficit, can we? What happens if
we can’t close it? Happy to discuss this if it’s easier.|We are still in the year-end reconciliation process. I
hope to have an (unaudited) June financial report
posted by the end of this month. We asked the board
to approve appropriation changes that would allow us
to lower the fund balance in June, if necessary. If the
final reconciliation is below the 5% target, we will
have to adjust the current year resources (beginning
fund balance) to match. It will be very close as we
watch estimated savings become actuals for the year.|
|---|---|---|---|
|9/23/26|n/a|I'm so glad that we've been able to resolve the bathroom
issue at the PTA Clothing Closet. I want to make sure that
the lease is updated to reflect the changes are
documented. Who owns that body of work, and is there a
timeline for updating the lease? I've had some questions
about this from the community.|Staff will update the lease but it will take a few weeks,
and will let you know when it is completed.|
## Page 18
9/28/26 n/a
We’re getting a couple of waves of emails about the
upcoming construction at Wells. The concerns are:
Fencing off Wells property during construction
Public access to Wells’ outdoor facilities once construction
is complete
Regarding the first, is there a way to preserve public access
to at least part of the property during construction? Is
completely fencing off the property truly necessary? If it is,
fine—but we need to communicate why that is.
Regarding the second, public access to the outdoor
facilities after construction is a serious issue. School
property is public property, and other high schools allow
community access outside of school hours when the
outdoor facilities are not being formally used by students.
Our schools are community assets and we should be
facilitating as much access as possible. Can we reconsider
this now and communicate that—post-construction—we will
allow the same access to Wells’ outdoor facilities that we
allow at other schools?
First and foremost, student safety is at the forefront of
every decision made regarding campus access. The
Ida B. Wells campus will allow generous public
access, similar to, if not greater than the type of
access that occurs at Lincoln, Cleveland and
Jefferson. The Wells campus also includes an
elementary school, Rieke, that brings special
considerations for public use.
The Wells campus is largely owned by PPS and not
the Parks Bureau. It is different therefore from a
campus like Grant which shares ownership and use
with the Portland Parks Bureau.
There are no current rights of public access to the Ida
B Wells or Rieke campus, but for access to the Parks
Bureau operated public pool.
The conditional use permit that was approved by the
city staff and affirmed by the city’s Hearings Officer
grants extensive public access to the campus in the
following ways:
There will be four new public access easements that
allow pedestrian, vehicle and bike access through the
campus. Three of these easements provide this
access during and after school hours;
Access to the public pool, owned and operated by the
Parks Bureau, will be maintained and parking and
circulation to the pool for the public will be enhanced
and improved;
The school will continue to be the public location for
the Farmer’s Market, again with enhanced circulation
and parking;
## Page 19
The proposal includes new field lighting which will
extend the utility of the fields at PPS expense. These
fields will be open to the public through the civic use
of buildings program that applies to all schools equally
across the district, east side and west side; and
PPS has acknowledged that informal use of the
school grounds will continue in non-school hours as
long as that use does not lead to vandalism or other
safety or cost concerns. PPS put data in the record
showing the vandalism and theft that has occurred at
IBW and how access without limitations is costly and
impedes PPS ability to secure its assets.
## Page 20
9/29/26 n/a
Can you give me a “tell me like I’m five” overview of
situation regarding public access to Wells’ outdoor facilities
after construction is completed? The community is telling us
that PPS will not allow access—that the facilities will be
locked when not in use by students during non-school
hours. This is not typical of other high school campuses
and has been a significant source of contention when it has
come up in the past. What specifically has been
communicated to the Wells community in terms of access?
First and foremost, student safety is at the forefront of
every decision made regarding campus access. The
Ida B. Wells campus will allow generous public
access, similar to, if not greater than the type of
access that occurs at Lincoln, Cleveland and
Jefferson. The Wells campus also includes an
elementary school, Rieke, that brings special
considerations for public use.
The Wells campus is largely owned by PPS and not
the Parks Bureau. It is different therefore from a
campus like Grant which shares ownership and use
with the Portland Parks Bureau.
There are no current rights of public access to the Ida
B Wells or Rieke campus, but for access to the Parks
Bureau operated public pool.
The conditional use permit that was approved by the
city staff and affirmed by the city’s Hearings Officer
grants extensive public access to the campus in the
following ways:
There will be four new public access easements that
allow pedestrian, vehicle and bike access through the
campus. Three of these easements provide this
access during and after school hours;
Access to the public pool, owned and operated by the
Parks Bureau, will be maintained and parking and
circulation to the pool for the public will be enhanced
and improved;
The school will continue to be the public location for
the Farmer’s Market, again with enhanced circulation
and parking;
## Page 21
The proposal includes new field lighting which will
extend the utility of the fields at PPS expense. These
fields will be open to the public through the civic use
of buildings program that applies to all schools equally
across the district, east side and west side; and
PPS has acknowledged that informal use of the
school grounds will continue in non-school hours as
long as that use does not lead to vandalism or other
safety or cost concerns. PPS put data in the record
showing the vandalism and theft that has occurred at
IBW and how access without limitations is costly and
impedes PPS ability to secure its assets.
8/17/26 Rightsizing
At a recent board meeting, I asked
about where answers to the community
questions gathered at the 6+
community involvement meetings. I was
told answers are in the FAQ section of
the rightsizing website. However, at the
time (and still now), there are only 6
questions answered, and one of them is
a question about teacher furlough days.
I know we gathered dozens (at least) of
community questions and would like to
know when they will all be up and when
they will be answered?
See response below in line 19
9/1/26 Rightsizing
what does it look like if we were to have
supply (of focus option schools) meet
demand (so no waitlists)
This is best answered by providing you current waitlist information for
Focus Option and Dual Language Immersion programs. Currently, about
600 students remain on those waitlists today. Here is a list by school,
type and grade. Only top choices are shown so students are not
duplicated and they are limited DLI to Kinder waitlists since entry to
upper grades is primarily determined by language assessments.
### Table(s) detected on page 21 (PyMuPDF find_tables; verify against the original)
|8/17/26|Rightsizing|At a recent board meeting, I asked
about where answers to the community
questions gathered at the 6+
community involvement meetings. I was
told answers are in the FAQ section of
the rightsizing website. However, at the
time (and still now), there are only 6
questions answered, and one of them is
a question about teacher furlough days.
I know we gathered dozens (at least) of
community questions and would like to
know when they will all be up and when
they will be answered?|See response below in line 19|
|---|---|---|---|
|9/1/26|Rightsizing|what does it look like if we were to have
supply (of focus option schools) meet
demand (so no waitlists)|This is best answered by providing you current waitlist information for
Focus Option and Dual Language Immersion programs. Currently, about
600 students remain on those waitlists today. Here is a list by school,
type and grade. Only top choices are shown so students are not
duplicated and they are limited DLI to Kinder waitlists since entry to
upper grades is primarily determined by language assessments.|
## Page 22
9/1/26 Rightsizing
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.
It would take significant effort to answer this question about the student
movement from the closure of Marshall fifteen years ago and Edwards
twenty years ago.
We are also looking at something like this districtwide.
Overall metrics indicate that while building retention dropped during
consolidation, district retention remained stable at over 93%, showing
that the majority of departing families transferred to other schools within
PPS rather than exiting the district.
## Page 23
9/1/26 Rightsizing
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 and kids were in
overflow buildings that were
condemned three years ago and finally
torn down last year. 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)
We are defining sustainable schools as an elementary school with stable
enrollment of 360 or more. An elementary school with 500 or more
students would fall into this category of stable school.
9/1/26 Rightsizing
how many empty buildings does PPS
own and how much does it cost, per
year, to maintain them.
what will happen to the closed schools?
We only have two vacant buildings: Kenton and Smith. Kenton is being
short term leased, and is being evaluated as a potential swing space for
students while their building is undergoing seismic retrofits. Smith’s
annual cost was approximately $70,000, including insurance costs.
Future use of any closed school is still to be determined. Closure does
not automatically mean that a property will be sold or disposed of. As
part of implementation planning, staff will develop a comprehensive
building repurposing plan that includes community engagement and
aligns with applicable board policy and administrative directives
governing the future use or disposition of district property.
### Table(s) detected on page 23 (PyMuPDF find_tables; verify against the original)
|9/1/26|Rightsizing|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 and kids were in
overflow buildings that were
condemned three years ago and finally
torn down last year. 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)|We are defining sustainable schools as an elementary school with stable
enrollment of 360 or more. An elementary school with 500 or more
students would fall into this category of stable school.|
|---|---|---|---|
|9/1/26|Rightsizing|how many empty buildings does PPS
own and how much does it cost, per
year, to maintain them.
what will happen to the closed schools?|We only have two vacant buildings: Kenton and Smith. Kenton is being
short term leased, and is being evaluated as a potential swing space for
students while their building is undergoing seismic retrofits. Smith’s
annual cost was approximately $70,000, including insurance costs.
Future use of any closed school is still to be determined. Closure does
not automatically mean that a property will be sold or disposed of. As
part of implementation planning, staff will develop a comprehensive
building repurposing plan that includes community engagement and
aligns with applicable board policy and administrative directives
governing the future use or disposition of district property.|
## Page 24
9/1/26 Rightsizing
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! so ...
(6a) what exactly will we offer?
There will be a commitment to shift as many schools as possible toward
the programmatic components of the well-resourced schools framework,
as described on the “hypothetical future state” slides at the TLE
Committee (see below). That said, it is important to note that, given our
looming budget deficit, if we do nothing, all schools will continue to
experience the types of challenges described on the “current state”
slides in the TLE Committee presentation--and, that current state will
likely get worse (e.g. more blended classrooms, possibility of shared or
split administrators, less likelihood of all students receiving all core
enrichment programs, etc).
It is important to understand that our current staffing model is the status
quo. In order to offer more, the status quo would not be able to stay the
same.
9/1/26 Rightsizing
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!
As directed by the Board, we are working to stabilize neighborhood
schools, while also maintaining some choices for families. Rightsizing
will allow us to ensure that our neighborhood and focus programs have
the staffing and resources they need to offer a well-rounded and
comprehensive academic and enrichment program. Because we are still
facing an impending budget gap, we are not in a position to consider
new programming (e.g. elementary language courses) at this time.
### Table(s) detected on page 24 (PyMuPDF find_tables; verify against the original)
|9/1/26|Rightsizing|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! so ...
(6a) what exactly will we offer?|There will be a commitment to shift as many schools as possible toward
the programmatic components of the well-resourced schools framework,
as described on the “hypothetical future state” slides at the TLE
Committee (see below). That said, it is important to note that, given our
looming budget deficit, if we do nothing, all schools will continue to
experience the types of challenges described on the “current state”
slides in the TLE Committee presentation--and, that current state will
likely get worse (e.g. more blended classrooms, possibility of shared or
split administrators, less likelihood of all students receiving all core
enrichment programs, etc).
It is important to understand that our current staffing model is the status
quo. In order to offer more, the status quo would not be able to stay the
same.|
|---|---|---|---|
|9/1/26|Rightsizing|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!|As directed by the Board, we are working to stabilize neighborhood
schools, while also maintaining some choices for families. Rightsizing
will allow us to ensure that our neighborhood and focus programs have
the staffing and resources they need to offer a well-rounded and
comprehensive academic and enrichment program. Because we are still
facing an impending budget gap, we are not in a position to consider
new programming (e.g. elementary language courses) at this time.|
## Page 25
9/1/26 Rightsizing
**** 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
other schools. My family as an
example: we live 1.1 miles from
Abernethy, which means we get a
yellow bus route option (costs money).
But we live .6 from Sunnyside and .6
from Richmond. If either of those were
our neighborhood school, PPS would
save money because there wouldn't be
a yellow bus cost associated. I am
certain this happens at a lot of other
schools, so can we please take a look
at what happens if we draw boundaries
of 1 mile around elementary schools?
(there is a Creston family who lives
directly across from Richmond)
Yes, We will share similar visuals showing the density of students from
elementary, K8 and middle schools with circles indicating a one mile
(elementary) and 1.5 mile (for middle schools) radius.
The Cleveland/Franklin region in Portland has the highest number of
schools. This means that they are close to each other and when we
have focus option schools or programs next to neighborhood schools,
the neighborhood attendance area may have the focus option school
within it.
9/1/26 Rightsizing
or the neighborhood school model,
which we hear mostly bad things about,
will we be reconsidering those models
and making sure to properly staff them
so the program succeeds? And will we
commit to no further such schools until
the ones in the model are thriving?
The Special Education department is currently drafting a response to
this.
### Table(s) detected on page 25 (PyMuPDF find_tables; verify against the original)
|9/1/26|Rightsizing|**** 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
other schools. My family as an
example: we live 1.1 miles from
Abernethy, which means we get a
yellow bus route option (costs money).
But we live .6 from Sunnyside and .6
from Richmond. If either of those were
our neighborhood school, PPS would
save money because there wouldn't be
a yellow bus cost associated. I am
certain this happens at a lot of other
schools, so can we please take a look
at what happens if we draw boundaries
of 1 mile around elementary schools?
(there is a Creston family who lives
directly across from Richmond)|Yes, We will share similar visuals showing the density of students from
elementary, K8 and middle schools with circles indicating a one mile
(elementary) and 1.5 mile (for middle schools) radius.
The Cleveland/Franklin region in Portland has the highest number of
schools. This means that they are close to each other and when we
have focus option schools or programs next to neighborhood schools,
the neighborhood attendance area may have the focus option school
within it.|
|---|---|---|---|
|9/1/26|Rightsizing|or the neighborhood school model,
which we hear mostly bad things about,
will we be reconsidering those models
and making sure to properly staff them
so the program succeeds? And will we
commit to no further such schools until
the ones in the model are thriving?|The Special Education department is currently drafting a response to
this.|
## Page 26
9/1/26 Rightsizing
How does PPS define “functional
capacity” versus “building capacity”
when calculating utilization?
What utilization percentage is
considered “efficient” or appropriate,
and what standards or research inform
that threshold?
Are any equity considerations or
adjustments applied to this calculation,
particularly for Title I schools or schools
serving higher-need populations?
Functional capacity is a practical estimate of the number of students a
school site can accommodate.
PPS calculates it as a model based on the capacity of each classroom
which is determined by its size in square feet and the approximate
percentage of a school day that the instructional spaces are used. The
utilization rate identifies how much of the gross capacity is being used.
Most schools do not use 100 percent of the available student capacity in
the building every period of every day.
Gross capacity is based on the capacity of each classroom ( Classrooms
less than 800 SF have a student capacity of 24; classrooms greater than
800 SF and less than 1,000 SF have a student capacity of 27;
classrooms greater than 1,000 SF have a student capacity of 30.).
PPS defines Efficient Utilization as a school operating between 70% and
100% of its Functional Capacity. Schools operating within this range
generally align student enrollment with available physical footprint. This
baseline generally supports the education program while maintaining
room flexibility for dedicated health services, early childhood programs,
and community partnerships.
K-5 and K-8 schools have a base utilization rate set to 100%, then
scheduling complexities are acknowledged with utilization rate
reductions for:
Title I
TSI or CSI
neighborhood K-8 (not a focus option)
Co-located neighborhood and immersion programs
In addition, classroom counts are reduced for non-homeroom
classrooms. These include:
Computer labs
Gymnasiums
## Page 27
One Special Ed Learning Center
One or two Art/Music rooms, depending on enrollment formula
Early Childhood
Leased spaces
9/1/26 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,
post COVID?
This public dashboard shows there is no data supporting that smaller
schools have higher test scores. Test scores are better predicted by
socio-economic status than school size.
9/1/26 Rightsizing
FAQs? They appear to not have been
updated since April and there are only 6
FAQs but really only 5 because one of
them is about the furlough days. We
likely got hundreds of questions from
community members. When will they be
pulled and posted and answered?
New FAQs are being added today and will be updated weekly.
9/1/26 Rightsizing
keep referencing 360 and 500, presume
from Dr. Green's report and the QEM.
But no mention of average class sizes.
In Dr. Green's report, taken from the
QEM, it suggests classroom sizes need
to be factored in
We reviewed the methodology suggested by Dr. Green to determine
enrollment thresholds for sustainable schools. He suggested we use
three frames of reference: peer districts, prototype models (QEM), and
local models. These thresholds do not speak to specific class size.
“Rather, they should be understood as planning floors that help PPS
assess whether schools are likely to remain large enough over time to
sustain the staffing, programming, relationships, and student supports
associated with well-resourced schools. “ p. 141.
Similarly the research on school size has tensions. “The research on
school size does not support a simple conclusion that smaller schools
are always better or that larger schools are always more efficient.
Instead, the literature points to a set of tradeoffs (regarding school size)
that PPS must hold together. The research suggests that smaller
schools often provide stronger relationships, greater student visibility,
easier family connection, and more intimate school climates. Larger
schools often provide more staffing flexibility, more program breadth,
### Table(s) detected on page 27 (PyMuPDF find_tables; verify against the original)
|Col1|Col2|Col3|One Special Ed Learning Center
One or two Art/Music rooms, depending on enrollment formula
Early Childhood
Leased spaces|
|---|---|---|---|
|9/1/26|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,
post COVID?|This public dashboard shows there is no data supporting that smaller
schools have higher test scores. Test scores are better predicted by
socio-economic status than school size.|
|9/1/26|Rightsizing|FAQs? They appear to not have been
updated since April and there are only 6
FAQs but really only 5 because one of
them is about the furlough days. We
likely got hundreds of questions from
community members. When will they be
pulled and posted and answered?|New FAQs are being added today and will be updated weekly.|
|9/1/26|Rightsizing|keep referencing 360 and 500, presume
from Dr. Green's report and the QEM.
But no mention of average class sizes.
In Dr. Green's report, taken from the
QEM, it suggests classroom sizes need
to be factored in|
We reviewed the methodology suggested by Dr. Green to determine
enrollment thresholds for sustainable schools. He suggested we use
three frames of reference: peer districts, prototype models (QEM), and
local models. These thresholds do not speak to specific class size.
“Rather, they should be understood as planning floors that help PPS
assess whether schools are likely to remain large enough over time to
sustain the staffing, programming, relationships, and student supports
associated with well-resourced schools. “ p. 141.
Similarly the research on school size has tensions. “The research on
school size does not support a simple conclusion that smaller schools
are always better or that larger schools are always more efficient.
Instead, the literature points to a set of tradeoffs (regarding school size)
that PPS must hold together. The research suggests that smaller
schools often provide stronger relationships, greater student visibility,
easier family connection, and more intimate school climates. Larger
schools often provide more staffing flexibility, more program breadth,|
## Page 28
stronger grade-level or subject-area teams, and greater capacity to offer
specialists, electives, and intervention support.” p.141
9/1/26 Rightsizing
housing being built around schools (like
Creston and Glencoe). Are we
considering how those new buildings
will affect enrollment in the very near
future?
Yes, the Population Research Center at PSU takes into account new
housing developments. They model the effects of income restricted
housing.
9/1/26 Rightsizing
How will K-8 model come into play?
Would PPS close a middle school
before converting a K8 to a K5 and
moving the 6-8 to a middle school?
School consolidation scenarios are dependent on many regional factors.
Each region has separate needs and considerations such as space,
geography, programs and number of schools. We are considering all
levers for change including program moves, boundary changes, grade
level reconfigurations and closures in this process.
9/1/26 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?
Here is the PPS Enrollment Forecast from 2026-27 to 2035-36 from
Portland State's Population Research Center. This was updated on July
24, 2026 and provides the source enrollment data we are using to
analyze enrollment and model.
### Table(s) detected on page 28 (PyMuPDF find_tables; verify against the original)
|Col1|Col2|Col3|stronger grade-level or subject-area teams, and greater capacity to offer
specialists, electives, and intervention support.” p.141|
|---|---|---|---|
|9/1/26|Rightsizing|housing being built around schools (like
Creston and Glencoe). Are we
considering how those new buildings
will affect enrollment in the very near
future?|Yes, the Population Research Center at PSU takes into account new
housing developments. They model the effects of income restricted
housing.|
|9/1/26|Rightsizing|How will K-8 model come into play?
Would PPS close a middle school
before converting a K8 to a K5 and
moving the 6-8 to a middle school?|School consolidation scenarios are dependent on many regional factors.
Each region has separate needs and considerations such as space,
geography, programs and number of schools. We are considering all
levers for change including program moves, boundary changes, grade
level reconfigurations and closures in this process.|
|9/1/26|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?|Here is the PPS Enrollment Forecast from 2026-27 to 2035-36 from
Portland State's Population Research Center. This was updated on July
24, 2026 and provides the source enrollment data we are using to
analyze enrollment and model.|
## Page 29
9/2/26 Rightsizing
I have seen a lot of news recently (likely
thanks to AI listening and algorithms)
on "what happened 10 years after
rightsizing" in districts like Philadelphia
and Chicago. Both of those districts
closed a large percentage of their
schools and the studies now suggest an
increase in gun violence around closed
schools and that students in "receiving"
schools had test scores go down. This
is not to mention that families did
indeed leave the district. I've included
some articles and those articles include
studies from Johns Hopkins, University
of Chicago and University of
Pennsylvania..
So I guess my questions are (1) How
do we know we won't have the same
outcome, one where no money is
saved, student enrollment is lost and
communities are shattered?
And (2) are we looking nation-wide at
how districts have fared post-closure?
Chair Wang has casually mentioned
"Chicago closes schools all the time" as
a good thing, but research suggests
that is not quite accurate.
Public school closings in Chicago linked
to more gun violence in nearby
neighborhoods | University of Chicago
News
(1) In the recent changes from the southeast enrollment balancing there
was no evidence of differences in student outcomes (discipline,
attendance or academics) between students that experienced changes
and those who did not.
In addition, while there has been an enrollment decline overall in the
district, the decline in southeast was not significantly different from the
district overall.
(2) Yes, we're learning from rightsizing efforts happening in districts
across the country, and that includes looking honestly at what went well
and what didn't. Some of that research is cautionary, and we're not
dismissing it.
On student outcomes, what it tells us consistently is that students who
attend well-resourced schools — strong academics, stable staffing,
student supports, and access to programs — do better. Rightsizing is
designed to increase PPS students' access to that, regardless of which
building they're in. The June 2026 equity audit from our Southeast
Enrollment Balancing effort found no significant negative changes in
student outcomes, and modest positive gains for several student groups.
That doesn't guarantee every future decision goes the same way, but
we're committed to applying those lessons in this work.
On site closures: the equity audit recommends that any PPS closure
plan include a building disposition plan, a maintenance and security cost
estimate, a community reuse process, and a realistic
sale/lease/reuse/demolition timeline, decided before closure votes, not
after. Future use of any closed school is still to be determined — closure
does not automatically mean a property will be sold or disposed of. As
part of implementation planning, staff will develop a comprehensive
building repurposing plan that includes community engagement and
aligns with applicable Board policy and administrative directives
governing the future use or disposition of district property.
## Page 30
Chicago Closed 50 Schools 10 Years
Ago. What’s Happened Since Then? (I
don't know "Block Club Chicago" but
quick internet research suggests it is a
hyper-local neighborhood-focused
newsroom in Chicago)
17 Philadelphia schools closing in 2027:
What to know - WHYY with a link to a
2019 study out of the University of
Pennsylvania:
"A 2019 study from the University of
Pennsylvania found that following these
closures, displaced students received
more suspensions and were absent
more compared to their peers."
## Page 31
9/4/26 Rightsizing
(1) I hear a lot of "we need to make
sure all schools are getting art and
music and library and PE". Could you
please send me a list of schools that
are not getting all 4 of these already?
And in that list, could you include
whether the art/music/PE/library
teacher is part or full time?
(2) a lot of schools - when 350+
students - are pretty full, almost
bursting at the seems. When there are
more classes in each grade and more
students in the building, are we
preparing for: (a) where will these
specials live? and (b) will there be
enough time in the day / week to
schedule each class in each grade for
each special? Has this been
discussed?
Lastly, (3) how are utilization rates
being calculated? For example, at
Creston, every single classroom in the
building is being occupied and most of
the classes are at (or above) capacity.
But Creston is still showing a low
utilization rate.
As a follow-up to (3), Creston houses
the CRIS program and P4A. Are we
factoring in the loss of revenue if that
See answers from 08.31.26
1.) Regardless of building size or split schedules, every student receives
2 days of Arts Programming (typically 1 day of Art and 1 day of Music), 2
days of PE, and 1 day of Library weekly. We have also put together this
Overview for K-5 Staffing Models that detail the requirements and
allocations of FTE for K-5.
2) Yes. Space for specials and the ability to schedule all students for
required programming are part of the school-level operational feasibility
review. Specials may occur in classrooms, gymnasiums or other
specialized spaces. Many schools within PPS who have greater than
350 students are already successfully scheduling specials for all of their
students. The Academics teams will continue to provide scheduling
guidance and support to building administrators.
3.+) Utilization compares student enrollment to the building’s calculated
instructional capacity. The utilization model is a system-level planning
measure and may not reflect how individual rooms are currently being
used or current class sizes.
Specialized and early-learning programs are factored into the utilization
rate for each school where such programming occurs.
For rightsizing planning, specialized programs are being reviewed
separately from general enrollment utilization, including their space
requirements, student transition needs, and potential operational or
financial impacts. Any scenario affecting specialized programs would
need to identify where and how they would be accommodated.
## Page 32
school is closed? Or where those
students will go? Are those students
being factored into the utilization rate
for Creston (or any school that has a
P4A or PK program?)?
9/8/26 Rightsizing
I’m reading through the presentation for
tonight and would love for the District to
share how many buildings we have in
our inventory that have a functional
capacity that can support 360 students
in grades K-5. Also, I don’t see a
number in the presentation for the goal
enrollment for middle schools. What is
that number and how many buildings do
we have with a functional capacity that
can support that number?
There are no current K-5 buildings with a functional capacity below 360.
For K-8s or other configurations - currently, East Sylvan, Skyline,
Winterhaven, and Terwilliger sites have functional capacities below 360.
Sunnyside is just below 500 around 490.
There are no middle schools with a functional capacity under 500. The
smallest is Gray with 588 then George at 623.
Rightsizing
Dr. Armstrong was very excited at the
start of the 25-26 school year to say
how we saw a first-in-a-while uptick in
kindergarten enrollment. For the start of
this 26-27 school year, for the schools I
have been at or talked to families at, it
seems we will see *another* uptick. (a)
is this accurate? Will we see an
enrollment increase? (b) is that being
factored into this process?
a)
While individual school communities may feel visually full or see small
localized entry spikes, our district-wide metrics, tracked against the
locked baseline projections established last spring and summer, show a
different overall picture:
Kindergarten Enrollment: As of today (9/11/2026), Kindergarten
enrollment is running 115 students below the baseline projections
established last spring/summer, and sits 65 students below last year's
counts.
Total K–12 Enrollment: Total enrollment is tracking below target with our
locked spring/summer baseline (about 200 students below), and is about
700 students below last year's official October counts.
(b)
These locked spring and summer baseline projections form the
foundation of our financial and operational modeling as we evaluate the
necessary magnitude of rightsizing.
When we look at rightsizing, the goal is not to react to single-year
spikes, but to address multi-year structural declines.
### Table(s) detected on page 32 (PyMuPDF find_tables; verify against the original)
|Col1|Col2|school is closed? Or where those
students will go? Are those students
being factored into the utilization rate
for Creston (or any school that has a
P4A or PK program?)?|Col4|
|---|---|---|---|
|9/8/26|Rightsizing|I’m reading through the presentation for
tonight and would love for the District to
share how many buildings we have in
our inventory that have a functional
capacity that can support 360 students
in grades K-5. Also, I don’t see a
number in the presentation for the goal
enrollment for middle schools. What is
that number and how many buildings do
we have with a functional capacity that
can support that number?|
There are no current K-5 buildings with a functional capacity below 360.
For K-8s or other configurations - currently, East Sylvan, Skyline,
Winterhaven, and Terwilliger sites have functional capacities below 360.
Sunnyside is just below 500 around 490.
There are no middle schools with a functional capacity under 500. The
smallest is Gray with 588 then George at 623.|
||Rightsizing|Dr. Armstrong was very excited at the
start of the 25-26 school year to say
how we saw a first-in-a-while uptick in
kindergarten enrollment. For the start of
this 26-27 school year, for the schools I
have been at or talked to families at, it
seems we will see *another* uptick. (a)
is this accurate? Will we see an
enrollment increase? (b) is that being
factored into this process?|a)
While individual school communities may feel visually full or see small
localized entry spikes, our district-wide metrics, tracked against the
locked baseline projections established last spring and summer, show a
different overall picture:
Kindergarten Enrollment: As of today (9/11/2026), Kindergarten
enrollment is running 115 students below the baseline projections
established last spring/summer, and sits 65 students below last year's
counts.
Total K–12 Enrollment: Total enrollment is tracking below target with our
locked spring/summer baseline (about 200 students below), and is about
700 students below last year's official October counts.
(b)
These locked spring and summer baseline projections form the
foundation of our financial and operational modeling as we evaluate the
necessary magnitude of rightsizing.
When we look at rightsizing, the goal is not to react to single-year
spikes, but to address multi-year structural declines.|
## Page 33
Rightsizing
Class size. My kids have been at the
larger schools (500+ in kindergarten
and 500+ now in middle school) and the
class sizes have not been reasonable,
they have been huge. And as a result,
families have left the district for choice
elsewhere. I have anecdotal information
I won't type out here, but nowhere in
"well resourced schools" did I hear
mention of recognizing that class size is
critical. Is class size capping part of the
conversation at all?
Class size capping is not a part of the rightsizing conversation.
9/10/26 Rightsizing
This is a K-8 slide. I don’t see
comparable slides for K-5 & Middle
Schools. Will they be added?
No, this slide accounts for the percentage of focal students in
kindergarten through eighth grade across the district. It is not students in
K8 schools only.
9/10/26 Rightsizing
Please provide actual number of school
sites, not just percentages.
K-5 T1 4 out of 22 and then 2 out of 22
K-5 Non T1 8 out of 23 and then 6 out of 23
K-8 T1 1 out of 2 and then 1 out of 2
K-8 Non T1 2 out of 11 and then 1 out of 11
MS T1 2 out of 7 and then 0 out of 7
MS Non T1 4 out of 8 and then 2 out of 8
9/10/26 Rightsizing
Please provide the underlying data with
a list of school sites and the current +
projected attendance that make up the
total for each school.
Here is historical, current, and projected enrollment by school.
9/10/26 Rightsizing
Please include the number of focal
students, not just the percentage, and
clearly define who focal students are on
this slide. We can’t see the scope of the
impact without the numbers.
These indicators will be for the scenarios and we will include the number
as well as the percentage. Focal students include students experiencing
poverty, historically underserved by race, students receiving special
education services, and multilingual learners.
### Table(s) detected on page 33 (PyMuPDF find_tables; verify against the original)
|Col1|Rightsizing|Class size. My kids have been at the
larger schools (500+ in kindergarten
and 500+ now in middle school) and the
class sizes have not been reasonable,
they have been huge. And as a result,
families have left the district for choice
elsewhere. I have anecdotal information
I won't type out here, but nowhere in
"well resourced schools" did I hear
mention of recognizing that class size is
critical. Is class size capping part of the
conversation at all?|Class size capping is not a part of the rightsizing conversation.|
|---|---|---|---|
|9/10/26|Rightsizing|This is a K-8 slide. I don’t see
comparable slides for K-5 & Middle
Schools. Will they be added?|No, this slide accounts for the percentage of focal students in
kindergarten through eighth grade across the district. It is not students in
K8 schools only.|
|9/10/26|Rightsizing|Please provide actual number of school
sites, not just percentages.|K-5 T1 4 out of 22 and then 2 out of 22
K-5 Non T1 8 out of 23 and then 6 out of 23
K-8 T1 1 out of 2 and then 1 out of 2
K-8 Non T1 2 out of 11 and then 1 out of 11
MS T1 2 out of 7 and then 0 out of 7
MS Non T1 4 out of 8 and then 2 out of 8|
|9/10/26|Rightsizing|Please provide the underlying data with
a list of school sites and the current +
projected attendance that make up the
total for each school.|Here is historical, current, and projected enrollment by school.|
|9/10/26|Rightsizing|Please include the number of focal
students, not just the percentage, and
clearly define who focal students are on
this slide. We can’t see the scope of the
impact without the numbers.|These indicators will be for the scenarios and we will include the number
as well as the percentage. Focal students include students experiencing
poverty, historically underserved by race, students receiving special
education services, and multilingual learners.|
## Page 34
9/15/26 Rightsizing
I have questions that I wasn't able to
ask but thought I'd send through since
they're pertinent to the larger
conversation:
(1) Dr. Armstrong was very excited at
the start of the 25-26 school year to say
how we saw a first-in-a-while uptick in
kindergarten enrollment. For the start of
this 26-27 school year, for the schools I
have been at or talked to families at, it
seems we will see *another* uptick. (a)
is this accurate? Will we see an
enrollment increase? (b) is that being
factored into this process?
(2) Class size. My kids have been at the
larger schools (500+ in kindergarten
and 500+ now in middle school) and the
class sizes have not been reasonable,
they have been huge. And as a result,
families have left the district for choice
elsewhere. I have anecdotal information
I won't type out here, but nowhere in
"well resourced schools" did I hear
mention of recognizing that class size is
critical. Is class size capping part of the
conversation at all?
(3) Thank you for explaining how a full
time art teacher can weave work into
the core classes. I have heard a lot of
question about "there simply isn't
enough time in a day to give kids art 3-5 Question is broken out above
## Page 35
times a week. What core class will go if
we do that?" So understanding that a
well resourced program doesn't
necessarily mean more art class
minutes but instead means more art
throughout the day was helpful to me.
9/21/26 Rightsizing
Can staff please provide a spreadsheet
or document for every K-5, K-8, and
middle school that shows:
How many sections there are in each
grade band and how many students are
in each section. Please call out blended
classrooms. I have not sense of how
widespread this has become.
For each of these schools, please list
the following FTE (and any others that
may be useful): Librarian, Visual Arts,
Music, Band, School Counselor, SPED
supports
This is a large spreadsheet that shows the following
- Current enrollment for K-5 by school, program and grade level.
-125 out of 717 originally allocated K-5 FTE was to blended classrooms.
- It is possible that schools allocated equity or other FTE to unblend
classes or in some cases blend classrooms depending on how
enrollment occurred.
- Current student count in classes at the 6-8 level
- Staffing allocations made last Spring to schools
-Includes Librarian, VIsual Arts, Music and School Counselor on the
School Detail for ISR tab
-Includes SPED Supports on the SPED tab
### Table(s) detected on page 35 (PyMuPDF find_tables; verify against the original)
|Col1|Col2|times a week. What core class will go if
we do that?" So understanding that a
well resourced program doesn't
necessarily mean more art class
minutes but instead means more art
throughout the day was helpful to me.|Col4|
|---|---|---|---|
|9/21/26|Rightsizing|Can staff please provide a spreadsheet
or document for every K-5, K-8, and
middle school that shows:
How many sections there are in each
grade band and how many students are
in each section. Please call out blended
classrooms. I have not sense of how
widespread this has become.
For each of these schools, please list
the following FTE (and any others that
may be useful): Librarian, Visual Arts,
Music, Band, School Counselor, SPED
supports|This is a large spreadsheet that shows the following
- Current enrollment for K-5 by school, program and grade level.
-125 out of 717 originally allocated K-5 FTE was to blended classrooms.
- It is possible that schools allocated equity or other FTE to unblend
classes or in some cases blend classrooms depending on how
enrollment occurred.
- Current student count in classes at the 6-8 level
- Staffing allocations made last Spring to schools
-Includes Librarian, VIsual Arts, Music and School Counselor on the
School Detail for ISR tab
-Includes SPED Supports on the SPED tab|