--- title: "September 8 Board Presentation (Google Slides export)" source_url: "https://docs.google.com/presentation/d/1cb41ScRyaNDeOwDU7FgpcrxPknkgKqY57vesZi8i-_8/edit?usp=drive_link" linked_from: "https://www.pps.net/about/portland-public-schools-information/rightsize/rightsizing-presentations" retrieved: 2026-10-12 document_type: "Google Slides exported to PDF" page_count: 14 sha256: 396f2637dfabc5f67f0e7e9db6f8f020f5bd91bade9312c873d1691c0ace7fe1 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: "09.08.26_TLE_Well-Resourced-Schools_Rightsizing" download_url: "https://docs.google.com/presentation/d/1cb41ScRyaNDeOwDU7FgpcrxPknkgKqY57vesZi8i-_8/export/pdf" --- # September 8 Board Presentation (Google Slides export) Unofficial text extraction of a public PPS document for accessibility and research. May contain extraction errors; consult the original at https://docs.google.com/presentation/d/1cb41ScRyaNDeOwDU7FgpcrxPknkgKqY57vesZi8i-_8/edit?usp=drive_link. ## Page 1 WELL-RESOURCED SCHOOLS Rightsizing 1 ### Page 1, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) WELL-RESOURCED SCHOOLS Rightsizing 1 [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 LEARNING TARGETS SUCCESS CRITERIA LEARNING TARGETS & SUCCESS CRITERIA I am learning what the impact of stretching limited resources too thin looks and feels like at each grade band. I am learning how creating well-resourced schools through a rightsizing process could mitigate these impacts. I can explain the challenges schools are currently facing as a result of limited resources. I can describe how rightsizing could help balance out resources and create more equitable learning opportunities at each grade band. 01 02 2 ### Page 2, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) LEARNING TARGETS & SUCCESS CRITERIA LEARNING TARGETS SUCCESS CRITERIA I am learning what the impact of I can explain the challenges schools 01 stretching limited resources too thin are currently facing as a result of looks and feels like at each grade band. limited resources. 2 I can describe how rightsizing could I am learning how creating 02 help balance out resources and create well-resourced schools through a more equitable learning opportunities rightsizing process could mitigate at each grade band. these impacts. ## Page 3 WHY DO WE NEED A RIGHTSIZING PROCESS NOW? RIGHTSIZING GOAL Increase stability and improve student learning experience across the system and in every school, especially for historically underserved students. 01 Our enrollment is declining and will continue to decline. 02 We have maintained the same number of school sites. 03 Staff and supports spread both unevenly and thin. 3 ### Page 3, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) WHY DO WE NEED A RIGHTSIZING PROCESS NOW? RIGHTSIZING GOAL Increase stability and improve student learning experience across the system and in every school, especially for historically underserved students. 01 02 03 3 Our enrollment is declining and We have maintained the same Staff and supports spread both will continue to decline. number of school sites. unevenly and thin. ## Page 4 HISTORIC DISTRICT ENROLLMENT CHANGES SCHOOL CLOSURES SINCE 2000 Edwards K5, Kenton K5, Smith K5, Clarendon K5, Clark K5, Hollyrood K3 and Rose City Park K5 , Kellogg MS, Harriet Tubman MS Marshall HS, Humboldt K5 High school closure in 2011 was Marshall and was in conjunction with a district-wide high school redesign process. Elementary school closure was Humboldt K5 in 2012 as part of consolidation with Boise-Eliot K5. BROAD SPAN ENROLLMENT PROJECTS (since 2004) 2006 K8 Reconfiguration Grade level reconfiguration - 26 K-8s created on the east side 2009-11 High School System Redesign Marshall closed; academic program design 2014-17 District-wide Boundary Review (DBRAC) Reconfiguration out of K8 and to MS: Harriet Tubman, Roseway Heights; boundary changes 2020-23 Southeast Enrollment Balancing Open Kellogg Middle School, boundary changes, grade level reconfiguration, program moves 2025 Sunsetting Jefferson Dual Assignment Boundary change 2000- 2004 Whitaker site closed (MS closed in 2005), Youngson K5, Meek K5, Applegate K5, Wilcox K5 2005- 2007 2008- 2012 4 ### Page 4, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) HISTORIC DISTRICT ENROLLMENT CHANGES SCHOOL CLOSURES SINCE 2000 BROAD SPAN ENROLLMENT PROJECTS (since 2004) 2006 K8 Reconfiguration 2000- Whitaker site closed (MS closed in 2005), Grade level reconfiguration - 26 K-8s created on the east side 2004 Youngson K5, Meek K5, Applegate K5, Wilcox K5 2009-11 High School System Redesign Marshall closed; academic program design Edwards K5, Kenton K5, Smith K5, Clarendon K5, 2005- 2007 Clark K5, Hollyrood K3 and Rose City Park K5 , 2014-17 District-wide Boundary Review (DBRAC) Reconfiguration out of K8 and to MS: Harriet Tubman, Kellogg MS, Harriet Tubman MS Roseway Heights; boundary changes 2008- 2020-23 Southeast Enrollment Balancing Marshall HS, Humboldt K5 2012 Open Kellogg Middle School, boundary changes, grade 4 level reconfiguration, program moves 2025 Sunsetting Jefferson Dual Boundary change Assignment High school closure in 2011 was Marshall and was in conjunction with a district-wide high school redesign process. Elementary school closure was Humboldt K5 in 2012 as part of consolidation with Boise-Eliot K5. ## Page 5 WHAT HAPPENS IF WE DON’T ACT NOW? By 2031-2032, most elementary and middle schools will face under-enrollment 1 in 6 K-5 schools with 360+ students 1 in 7 K-8 schools with 500+ students 1 in 8 6-8 schools with 500+ students Highlighted building = schools meeting the threshold STRETCHED RESOURCES LEAD TO Staff turnover Blended classrooms Fractured staffing Loss of elective and student supports Programmatic inequities across schools 5 ### Page 5, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) WHAT HAPPENS IF WE DON’T ACT NOW? By 2031-2032, most elementary and middle schools will face under-enrollment STRETCHED RESOURCES LEAD TO 1 in 6 Staff turnover K-5 schools with 360+ students Blended classrooms 1 in 7 Fractured staffing K-8 schools with 5 Loss of elective and student supports 500+ students Programmatic inequities across schools 1 in 8 6-8 schools with 500+ students Highlighted building = schools meeting the threshold ## Page 6 [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.] ## Page 7 WELL-RESOURCED SCHOOLS A student-centered definition for sustainable, comparable programming across PPS STAFFING PROGRAMMING SUPPORTS STUDENTS at the center RESOURCES SUSTAINABILITY THRESHOLDS BY GRADE BAND Comparable does not mean identical, it means every student can reach a strong, well-supported school experience. K–5 6–8 9–12 • Stable, qualified educators and specialists • Collaborative schedules and shared planning • Rigorous, culturally responsive core academics • Arts, language, PE, athletics, interventions and acceleration • Counseling, mental health, nutrition and partnerships • Culturally specific supports and extracurricular opportunities • Equitable facilities, technology and materials • Accessible, identity-safe learning environments • 2-3 sections per grade • Weekly arts, library and PE • Intervention and tutoring based on need • Counseling and nursing support on site • 6-8 sections per grade • Full elective rotation: arts, world language • Intervention based on need • Counseling and nursing support on site • Staffing and courses that support graduation • 2+ languages, sequential arts, AP/IB/Dual Credit • 9th grade success and credit recovery • Counseling and nursing support on site 7 ### Page 7, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) WELL-RESOURCED SCHOOLS A student-centered definition for sustainable, comparable programming across PPS STAFFING PROGRAMMING • Stable, qualified educators and specialists • Rigorous, culturally responsive core academics • Collaborative schedules and shared planning • Arts, language, PE, athletics, interventions and acceleration SUPPORTS RESOURCES • Counseling, mental health, nutrition and STUDENTS • Equitable facilities, technology and materials at the center partnerships • Accessible, identity-safe learning environments • Culturally specific supports and extracurricular opportunities 7 SUSTAINABILITY THRESHOLDS BY GRADE BAND Comparable does not mean identical, it means every student can reach a strong, well-supported school experience. K–5 6–8 9–12 • 2-3 sections per grade • 6-8 sections per grade • Staffing and courses that support graduation • Weekly arts, library and PE • Full elective rotation: arts, world language • 2+ languages, sequential arts, AP/IB/Dual Credit • Intervention and tutoring based on need • Intervention based on need • 9th grade success and credit recovery • Counseling and nursing support on site • Counseling and nursing support on site • Counseling and nursing support on site [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 9TH-12TH GRADE Sustainable Threshold: ~1,100 students PRIOR TO HS REDESIGN (2009-2011) CURRENT STATE Academic and College Prep Inconsistent core course offerings; minimal AP/IB choices; fee-prohibitive or sparse Dual Credit access. Consistent, aligned core academics for graduation paired with a broad menu of AP, IB, and Dual Credit coursework. Career Readiness Few or outdated CTE electives with no clear post-secondary alignment. Articulated CTE pathways directly linked to high-demand, high-wage career sectors. Student Supports Varied and inconsistent supports across high school campuses. Comprehensive support services, including 9th Grade Success Teams and dedicated access to Social Workers, College Couns./Coordinators and/or Att. Coaches. Extracurricular and Athletics Inequitable access to athletics nd extracurriculars, depending on high school campus Universal access to diverse athletic and extracurricular engagement opportunities. 8 ### Reconstructed table(s) on page 8 (from the text above; verify against the original) | CURRENT STATE | | | |---|---|---| | | Consistent, aligned core academics for graduation paired with a broad menu of AP, IB, and Dual Credit coursework. | | | | Articulated CTE pathways directly linked to high-demand, high-wage career sectors. | | | | Comprehensive support services, including 9th Grade Success Teams and dedicated access to Social Workers, College Couns./Coordinators and/or Att. Coaches. | Comprehensive support services, including 9th Grade Success Teams and dedicated access to Social Workers, College Couns./Coordinators and/or Att. Coaches. | | | Universal access to diverse athletic and extracurricular engagement opportunities. | | ### Page 8, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) 9TH-12TH GRADE Sustainable Threshold: ~1,100 students PRIOR TO HS REDESIGN (2009-2011) CURRENT STATE Academic and College Prep Inconsistent core course offerings; minimal Consistent, aligned core academics for AP/IB choices; fee-prohibitive or sparse graduation paired with a broad menu of Dual Credit access. AP, IB, and Dual Credit coursework. Career Few or outdated CTE electives with no Articulated CTE pathways directly linked Readiness clear post-secondary alignment. to high-demand, high-wage career sectors. 8 Comprehensive support services, including Student Supports Varied and inconsistent supports across 9th Grade Success Teams and dedicated high school campuses. access to Social Workers, College Couns./Coordinators and/or Att. Coaches. Extracurricular and Inequitable access to athletics nd Universal access to diverse athletic and Athletics extracurriculars, depending on high school extracurricular engagement opportunities. campus ## Page 9 CURRENT STATE TO WELL-RESOURCED AN ELEMENTARY STORY (TODAY) A SCHOOL A 200-350 STUDENTS K-5 B SCHOOL B 200-350 STUDENTS K-8, GRADES 6-8 ON SITE C SCHOOL C 200-350 STUDENTS K-5, CO-LOCATED DLI ALL THREE WITHIN A FIVE-MILE RADIUS THE PINCH OF SHRINKING RESOURCES Blended grade bands Arts educators split across schools Libraries open part of the week Limited electives for grades 6-8 Coaching and intervention reduced Principal on duty 2-3 hours a day 9 ### Page 9, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) CURRENT STATE TO WELL-RESOURCED AN ELEMENTARY STORY (TODAY) A SCHOOL A B SCHOOL B C SCHOOL C 200-350 200-350 200-350 STUDENTS STUDENTS STUDENTS ALL THREE WITHIN A K-5 K-8, GRADES 6-8 ON SITE K-5, CO-LOCATED DLI FIVE-MILE RADIUS 9 THE PINCH OF SHRINKING RESOURCES Arts educators split across Libraries open part of the Blended grade bands schools week Limited electives for Coaching and intervention Principal on duty 2-3 hours a grades 6-8 reduced day ## Page 10 CURRENT STATE TO WELL-RESOURCED 1 CAMPUS 1 360-500 STUDENTS SINGLE-GRADE CLASSROOMS K-5 2 CAMPUS 2 360-500 STUDENTS SINGLE-GRADE CLASSROOMS K-5 K-8 SITE MIDDLE SCHOOL Grades 6-8 to their middle school DLI STRAND NEARBY DLI SITE DLI students to a nearby DLI site WHAT IS NOW TRUE AT EACH IMPACTED SITE Single-grade classrooms Schoolwide arts program Libraries open more consistently Coaching and intervention restored Grade-level peer teams for all educators Principals on instructional leadership AN ELEMENTARY STORY (HYPOTHETICAL FUTURE) 10 ### Page 10, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) CURRENT STATE TO WELL-RESOURCED AN ELEMENTARY STORY (HYPOTHETICAL FUTURE) 1 CAMPUS 1 2 CAMPUS 2 K-8 SITE MIDDLE SCHOOL Grades 6-8 to their middle school 360-500 360-500 DLI NEARBY STUDENTS STUDENTS STRAND DLI SITE SINGLE-GRADE CLASSROOMS K-5 SINGLE-GRADE CLASSROOMS K-5 DLI students to a nearby DLI site 10 WHAT IS NOW TRUE AT EACH IMPACTED SITE Libraries open more Single-grade classrooms Schoolwide arts program consistently Coaching and intervention Grade-level peer teams for all Principals on instructional restored educators leadership [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 11 A MIDDLE GRADES STORY (TODAY) CURRENT STATE TO WELL-RESOURCED WHERE GRADES 6-8 ARE SERVED 28 SCHOOL SITES K-8 6-8 K-12 MIDDLE GRADES ENROLLMENT PER SITE ~7 5 SMALLEST SITE ~700 LARGEST SITE EXPERIENCES VARY CONSIDERABLY Core subjects in blended classrooms Elective range varies widely Not all offer accelerated math Coaching, intervention, climate reduced Solo teachers, collaboration is hard PE, arts and STEM spaces vary 11 ### Page 11, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) CURRENT STATE TO WELL-RESOURCED A MIDDLE GRADES STORY (TODAY) WHERE GRADES 6-8 ARE SERVED MIDDLE GRADES ENROLLMENT PER SITE 28 ~700 LARGEST SITE SCHOOL SITES ~7 SMALLEST SITE K-8 6-8 K-12 5 11 EXPERIENCES VARY CONSIDERABLY Core subjects in blended Elective range varies widely Not all offer accelerated math classrooms Coaching, intervention, Solo teachers, collaboration PE, arts and STEM spaces vary climate reduced is hard [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 12 = = THE RESULT Resources balance out, so most 6th-8th grade students access the same high school preparatory experiences. CURRENT STATE TO WELL-RESOURCED GRADES 6-8 HIGH SCHOOL PREPARATORY EXPERIENCES Daily grade-level core instruction Intervention and acceleration as needed Comprehensive range of electives Collaborative educator teams Streamlined feeder patterns Community and school partnerships HOW WE GET THERE Program shifts Grade-band reconfiguration School consolidation 01 02 03 A MIDDLE GRADES STORY (HYPOTHETICAL FUTURE) 12 ### Page 12, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) CURRENT STATE TO WELL-RESOURCED AG RMADIDESD 6-L8E GRADES STORY (HYPOTHETICAL FUTURE) HOW WE GET THERE THE RESULT Resources balance out, = = 01 Program shifts so most 6th-8th grade students access the same 02 Grade-band reconfiguration high school preparatory experiences. 03 School consolidation 12 HIGH SCHOOL PREPARATORY EXPERIENCES Daily grade-level Intervention and acceleration Comprehensive range core instruction as needed of electives Community and school Collaborative educator teams Streamlined feeder patterns partnerships ## Page 13 QUESTIONS & DISCUSSION Well-Resourced Schools - Rightsizing 13 ### Page 13, row-wise reading (pdfplumber; keeps table rows on one line but multi-column text may interleave) QUESTIONS & DISCUSSION Well-Resourced Schools - Rightsizing 13 [Note: this page contains a map, chart or other graphic. Only its text labels are captured above; the map's lines, shading, boundaries and imagery are not captured in text.] ## Page 14 [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.]