--- title: "Board Book_ 05.26.26 BOE Meeting_Rightsizing (1) (BoardBook)" source_url: "https://meetings.boardbook.org/Documents/FileViewerOrPublic/915?file=3997282" linked_from: "https://www.pps.net/about/portland-public-schools-information/rightsize/rightsizing-presentations" retrieved: 2026-10-12 document_type: "PDF (meetings.boardbook.org)" page_count: 9 sha256: f0e4ee5c88212ed94d49a8e6d87267b70bbf90d7ae2487abcef8f0714cc54932 extraction_method: "PyMuPDF 1.28.2 page.get_text(text) in content order; tables via page.find_tables(); for PDFs of 20 pages or fewer a second row-wise rendering per page via pdfplumber; no OCR" pdf_metadata_title: "Board Book_ 05.26.26 BOE Meeting_Rightsizing" download_url: "https://meetings.boardbook.org/Documents/DownloadPDF/3997282?org=915" --- # Board Book_ 05.26.26 BOE Meeting_Rightsizing (1) (BoardBook) Unofficial text extraction of a public PPS document for accessibility and research. May contain extraction errors; consult the original at https://meetings.boardbook.org/Documents/FileViewerOrPublic/915?file=3997282. ## Page 1 May 26, 2026 Board Meeting ### Page 1, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) May 26, 2026 Board Meeting [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 2 Resolution Revisions Rightsizing ### Page 2, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Resolution Revisions Rightsizing [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 3 Factors to Consider from Policy Right Boundaries Compact boundaries that promote safer routes to schools and a sense of community as well as recognize and address natural and human-made barriers Right Mix of Students Schools reflect and support the diverse identities of students, including race, language, and background Right Pathways A feeder pattern that allows as many students as possible to continue together from one school level to the next Right Impact Limiting the impact of boundary changes to the smallest number of students possible Right Balance Program and enrollment stability in the surrounding schools Right Use of Space School buildings are used in ways that support strong programs, full classrooms, and access to resources and opportunities for students ### Page 3, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Factors to Consider from Policy Right Boundaries Right Mix of Students Right Pathways Compact boundaries that Schools reflect and support A feeder pattern that allows promote safer routes to the diverse identities of as many students as possible schools and a sense of students, including race, to continue together from one community as well as language, and background school level to the next recognize and address natural and human-made barriers Right Use of Space Right Impact Right Balance School buildings are used in Program and enrollment Limiting the impact of ways that support strong stability in the surrounding boundary changes to the programs, full classrooms, schools smallest number of students and access to resources and opportunities for students possible [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 4 Prioritizing 6 Policy Factors - Online Slido Poll Responses to the question, “Our Portland Public Schools Student Assignment Policy asks us to consider the following six factors. Please select the three most important factors to consider during program and enrollment balancing across our system.” We estimate that up to 1614 community members participated in the online Slido poll. ### Page 4, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Prioritizing 6 Policy Factors - Online Slido Poll Responses to the question, “Our Portland Public Schools Student Assignment Policy asks us to consider the following six factors. Please select the three most important factors to consider during program and enrollment balancing across our system.” We estimate that up to 1614 community members participated in the online Slido poll. [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 5 Well-Resourced Schools Sustainable, well-resourced schools that provide consistent access to strong academic programming across PPS. Healthy Learning Environments Aligning school facilities and learning environments to support student safety, wellness, and long-term sustainability. Educational Options Maintaining a strong network of neighborhood schools (while providing a balance of educational options) that are sustainable and well-resourced. PPS Equity Lens Using the PPS Equity Lens to guide decision-making and center students most impacted by inequities. Shaping the Work 5.12 Draft Guiding Principles ### Page 5, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) 5.12 Draft Guiding Principles Shaping the Work Well-Resourced Healthy Learning Educational Options PPS Equity Lens Schools Environments Maintaining a strong network of neighborhood Sustainable, Aligning school facilities Using the PPS Equity Lens schools (while providing a well-resourced schools and learning environments to guide decision-making balance of educational that provide consistent to support student safety, and center students most options) that are access to strong wellness, and long-term impacted by inequities. sustainable and academic programming sustainability. well-resourced. across PPS. ## Page 6 Well-Resourced Schools No Revisions Safe and Healthy Learning Environments Added “prioritize walkability and safe routes to schools.” Educational Options Added “Neighborhood schools are the foundation of our school system and ensuring access to strong, sustainable neighborhood schools will be a priority.” PPS Equity Lens Added “apply the Equity Lens to inform decision-making which will consider the District’s most impacted focal students based upon our data.” Shaping the Work Revised Guiding Principles ### Page 6, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Revised Guiding Principles Shaping the Work Well-Resourced Safe and Healthy Educational Options PPS Equity Lens Schools Learning Added “Neighborhood Added “apply the Equity Environments schools are the Lens to inform foundation of our school decision-making which Added “prioritize No Revisions walkability and safe system and ensuring will consider the access to strong, District’s most impacted routes to schools.” sustainable focal students based neighborhood schools upon our data.” will be a priority.” ## Page 7 Revised Work Plan 5.12 Draft Revision Implementation Plan (c.i.) ●“PPS staff will develop an implementation framework to operationalize the rightsizing plan over time in a manner that minimizes disruption for students, families, and staff, and supports effective coordination across central office functions.” Implementation Plan (c.i.) ●Added fragmentation language. ●“...in a manner that minimizes disruption for students, families, and staff, including an assessment of cohort cohesion, and supports effective coordination across central office functions.” ### Page 7, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Revised Work Plan 5.12 Draft Revision Implementation Plan (c.i.) Implementation Plan (c.i.) ● “PPS staff will develop an ● Added fragmentation language. implementation framework to ● “...in a manner that minimizes operationalize the rightsizing plan disruption for students, families, over time in a manner that and staff, including an assessment minimizes disruption for students, of cohort cohesion, and supports families, and staff, and supports effective coordination across effective coordination across central office functions.” central office functions.” [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 8 Key Milestones Phase Timeframe Action Exploration Fall 2025 - Winter 2026 Review Outcomes From Southeast Guiding Coalition Deepen Understanding of Lessons Learned and Effective Practices Plan + Initiate Winter 2025-26 Compile Current State Analysis + Develop Timeline Form Advisory Committee Engage + Develop Spring Summer 2026 Develop Framework and Scenarios Initial Engagement on Scenarios Study + Recommend Fall 2026 Continue Stakeholder Engagement + Study and Incorporate Feedback Develop + Present Superintendent’s Recommendation Decide + Commit Late Fall 2026 (Nov - Dec) Superintendent Recommends Board Action Board Vote Implement Winter - Fall 2027 Complete Staffing + Support School Communities Launch New School Year ### Reconstructed table(s) on page 8 (from the text above; verify against the original) | Phase | Timeframe | Action | |---|---|---| | Exploration | Fall 2025 - Winter 2026 | Review Outcomes From Southeast Guiding Coalition Deepen Understanding of Lessons Learned and Effective Practices | | Plan + Initiate | Winter 2025-26 | Compile Current State Analysis + Develop Timeline Form Advisory Committee | | Engage + Develop | Spring Summer 2026 | Develop Framework and Scenarios Initial Engagement on Scenarios | | Study + Recommend | Fall 2026 | Continue Stakeholder Engagement + Study and Incorporate Feedback Develop + Present Superintendent’s Recommendation | | Decide + Commit | Late Fall 2026 (Nov - Dec) | Superintendent Recommends Board Action Board Vote | | Implement | Winter - Fall 2027 | Complete Staffing + Support School Communities Launch New School Year | ### Page 8, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) Key Milestones Phase Timeframe Action Exploration Fall 2025 - Review Outcomes From Southeast Guiding Coalition Winter 2026 Deepen Understanding of Lessons Learned and Effective Practices Plan + Initiate Winter 2025-26 Compile Current State Analysis + Develop Timeline Form Advisory Committee Engage + Spring Develop Framework and Scenarios Develop Summer 2026 Initial Engagement on Scenarios Study + Fall 2026 Continue Stakeholder Engagement + Study and Incorporate Feedback Recommend Develop + Present Superintendent’s Recommendation Decide + Late Fall 2026 Superintendent Recommends Board Action Commit (Nov - Dec) Board Vote Implement Winter - Fall Complete Staffing + Support School Communities 2027 Launch New School Year [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 9 [No extractable text on this page; it appears to be an image/graphic only (no OCR was performed, so any text inside the image is not captured).] [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.]