Rightsizing update presentation (October 6, 2026)

Text taken from the original PDF so it can be read and searched. Maps, charts and layout are only in the original.

PPS Board Meeting, October 6, 2026 — Rightsizing slide deck (48 slides)

• Source: BoardBook, Item 8 "10.06.26 PowerPoint". Original PDF (3.6 MB): https://meetings.boardbook.org/Documents/DownloadPDF/14511742?org=915

Slide 1: October 6, 2026 Board Meeting

Slide 2 — Purpose. Provide overview of the two proposed scenarios to stabilize enrollment and provide sustainable, balanced programming for every student in Portland Public Schools. Today we will: (a) Describe how the scenarios were developed; (b) Explain the proposed changes in each of the scenarios; (c) Evaluate each of the scenarios on the Key Performance Indicators and compare impacts if there are no changes; (d) Provide an overview of the impacts on each school or program.

Slide 3 — Today's Discussion. How could these changes strengthen students' learning experiences and access to programs? Where might they create challenges? Which proposed changes seem most aligned with our guiding principles? Which raise concerns, and why? No decision is requested today.

Slide 4 — Board Resolution No. 7296. "...to continue to ensure well-resourced, sustainable schools and equitable access to opportunities for all students across the District, be it resolved that in April 2026, the District will launch phase three of Growing Great Schools, focusing on the school and program rightsizing process." "The Board of Directors directs the Superintendent to launch the district-wide rightsizing process within the Growing Great Schools District-wide process to consider school and program consolidations, boundary adjustment, special program changes, and grade reconfigurations." Approved April 14, 2026.

Slide 5 — Actions to Date (March-June). Southeast Enrollment Balancing Interviews, Surveys, Focus Groups; Board of Education Public Engagements (5); Community Outreach: Culturally Specific and Special Education Specific; Culturally Specific Outreach; Current State Analysis; Review Feedback from Community to Inform Guiding Principles; May 26 Adopt Rightsizing Guiding Principles; Scenario + Key Performance Indicator Development. 03/10 Board Meeting: Rightsizing Planning. 03/12 TLE Committee: Enrollment Trends + Efforts. 03/31 Board Meeting: Peer Districts + Effective Practices. 04/14 Board Meeting: Resolution: Initiate Process. 04/28 Board Meeting: Reflection on Engagements. 05/12 Board Meeting: Discuss Guiding Principles. 05/26 Board Meeting: Resolution: Adopt Guiding Principles. 06/11 TLE Committee: Alternative & Focus Programs and Schools Overview. Board Meetings: March 10, March 31, April 14, April 28, May 12, May 26, June 9, June 23.

Slide 6 — Formula $ per student: Grant $8,010.06; Jefferson $13,638.41. Average General Fund only per student by grade band: K-5 $10,037.04; MS $9,280.79; HS $8,609.99; K-12 overall $9,484.17. Analysis scope & takeaway: What is included: General Fund non-equity staffing formulas only (baseline staff all schools receive). What is excluded: Targeted special/equity funds (SPED, MLL, Title I, M98). Economies of scale drive costs: Elementary schools cost ~$1,400 more per student than high schools due to smaller facility size. Enrollment impact: Fixed baseline positions spread over fewer students result in substantially higher per-pupil costs (e.g., Jefferson costs +70% more per student than Grant under the exact same staffing formula).

Slide 7 — K-5 examples (Grade band / School / Projected enrollment / Average class size / General Fund FTE / Student:FTE / $ per pupil General Fund / Subsidy received):

Rosa Parks 161 / 23.0 / 13.0 / 12.4 / $12,869.57 / $545,049.34

Whitman 196 / 21.8 / 15.0 / 13.1 / $12,204.08 / $533,103.54

Creston 198 / 28.3 / 13.0 / 15.3 / $10,464.65 / $194,135.21

Rieke 255 / 23.2 / 17.2 / 14.9 / $10,760.78 / $325,537.77

Beach 286 / 22.0 / 20.0 / 14.3 / $11,160.84 / $479,528.64

Woodstock 351 / 23.4 / 22.2 / 15.8 / $10,096.87 / $215,057.88

Atkinson 358 / 23.9 / 22.0 / 16.3 / $9,810.06 / $116,668.72

Kelly 412 / 24.2 / 24.6 / 16.8 / $9,533.98 / $20,523.78

Ainsworth 554 / 25.2 / 32.0 / 17.3 / $9,227.44 / -$142,227.74

Richmond 505 / 28.1 / 26.0 / 19.5 / $8,221.78 / -$637,503.62

Based on the district K–12 baseline average of $9,484.17 per student (General Fund core staffing formulas only; excludes targeted equity and grant funds).

Slide 8 — Rightsizing Modeling Framework

Slide 9 — What does sustainable mean for my student or school? When enrollment is above the threshold it allows schools to increase consistency for students. Staff levels are more stable so students can work with staff over number of years to build strong academic relationships. Academic programs that reflect current industry trends have the chance to develop over time, such as robotics. When we operate a portfolio of schools that is aligned with our student population: When we invest in a new heating and cooling system at a school serving more students, that investment improves daily learning conditions for more children. Facility maintenance resources go further. With fewer buildings to maintain, crews can address repairs more quickly and focus resources on keeping schools safe, comfortable, and in good condition.

Slide 10 — Applying Criteria to Develop Scenarios. Guiding Question: How can we increase the number of school sites that operate in a sustainable enrollment range, so that students across our district can experience stable and adequately resourced programs while also using our buildings efficiently? Definition Sustainable Enrollment Range: Minimum enrollment to offer stable programming. Threshold: minimum enrollment. Elementary threshold 360 students. K8 and Middle School threshold 500 students. High School threshold 1100 students. Functional capacity: A practical estimate of how many students a school site accommodates.

Slide 11 — Applying Criteria to Develop Scenarios. Enrollment Trends & Capacity: Evaluated projected enrollment patterns and capacity by grade band through 2031-32. Facility & Capital Viability: Assessed facility condition alongside enrollment to identify viability of site. Programmatic & Grade-Band Optimization: Examined K-8 to K-5/6-8 conversions and specialized programs during regional analyses to strengthen middle school cohorts and DLI pathways as well as feeder pattern alignment where possible. Student & Operational Guardrails: Capped receiving schools at no more than two per closure. Ensured students transition to higher-quality facilities.

Slide 12 — Assessing Solutions Based on Guiding Principles. Well-Resourced Schools: Students can get the support they need every day of the week. This could include small group reading or math support. Safe and Healthy Learning Environments: Students do not have travel on buses for hours each day. Students have spaces at school where they can play and move safely. Educational Options: The school close to where students live have athletic programs that connect to the high school. There are also opportunities to choose smaller setting where a student can pursue an interest. PPS Equity Lens: Students and families who live in our historically underserved communities have access to vibrant academics without having to leave their neighborhood.

Slide 13 — What STAYED THE SAME. Number of available seats in: Kindergarten DLI Programs; ACCESS Alternative Program; Benson and da Vinci focus option schools. All 5 languages sustained in Dual Language Immersion (DLI) Programs. Schools or programs with specific entrance requirements (DART, Pioneer, Alliance).

Slide 14 — Rightsizing: Key Performance Indicators

Slide 15 — Key Performance Indicators. Physical Environment and Pathway Indicators: How well do our school spaces support academic programming and are they sustainable? Classrooms are a comfortable temperature. Balance and Impact: Who is impacted by these changes— are the effects distributed equitably across student groups? If students have to go to a new school, they move with a group of classmates. Opportunity and Stability: Do students have access to stable, comparable learning environments? Students are able to build their skills in courses that are offered every year that prepare them for high school like Algebra or Spanish.

Slide 16 — (graphic, no text)

Slide 17 — School Sites Across the District: Scenario A (map)

Slide 18 — School Sites Across the District: Scenario B (map)

Slide 19 — School Sites Across the District - Current State (Area / Total schools-programs / Elementary K5 / K8 / Middle 6-8 / High 9-12): District 80 schools, 2 programs / 45 / 13 / 15 / 9. West - LHS/WHS 18 / 10 / 3 / 3 / 2. North - JHS/RHS 19 / 10 / 4 / 3 / 2. NE - GHS/MHS 15 / 8 / 2 / 3 / 2. Southeast - CHS/FHS 27 / 17 / 3 / 5 / 2. Multiple areas (Benson, da Vinci, ACCESS) 3 / 1 / 1 / 1.

Slide 20 — School Sites Across the District: Scenario A (Area / Schools closing / Attendance boundary changes / Program moves / Grade-level changes / Total remaining open): District 14 / 38 / 13 / 8 / 68. West 2 / 7 / 1 / 1 / 16. North 4 / 11 / 6 / 3 / 15. NE 2 / 5 / 4 / 2 / 13. Southeast 6 / 15 / 2 / 2 / 21. Multiple areas 0 / 3. Scenario B: 65 Schools/Programs. Lewis, Stephenson and Rose City Park remain open. [Note: as extracted, the deck gives Scenario A 68 remaining open and Scenario B 65; with fewer closures B should have more open. Check against the original slide.]

Slides 21-28 — (maps/graphics, no extractable text)

Slide 29 — School Level Summary of Changes

Slide 30 — WEST: Ida B. Wells/Lincoln Attendance Areas

Slide 31 — Wells & Lincoln: Closure & Consolidations. Schools closing: Maplewood (to Hayhurst 70%, Rieke 30%); Stephenson (to Markham 70%, Capitol Hill 30%). Scenario B: Stephenson does not close. MLC 9-12 to Neighborhood.

Slide 32 — Wells & Lincoln: Other Changes Continued. Hayhurst; Gray; Wells; Skyline K-8 no longer feeds to Lincoln; Rieke; Maplewood area.

Slide 33 — NORTH: Jefferson/Roosevelt Attendance Areas

Slide 34 — Jefferson & Roosevelt: Closure & Consolidations. Schools closing: Beach, James John, Peninsula, Sabin. Receiving: Chief Joseph, Cesar Chavez, Sitton, Rosa Parks, MLK Jr. Spanish DLI to Cesar Chavez; Cesar Chavez K-5 non-DLI.

Slide 35 — Jefferson & Roosevelt: Other Changes. Sitton Spanish DLI to Cesar Chavez. Ockley Green Spanish DLI to George. Chavez K-5 becomes K-5 Spanish DLI campus; 6-8 students to George. MLK Jr. Mandarin DLI to Boise-Eliot/Humboldt. Faubion becomes K-5, 6-8 students to Ockley Green. Vernon becomes K-5, 6-8 students to Harriet Tubman.

Slide 36 — NORTHEAST: Grant/McDaniel Attendance Areas

Slide 37 — Grant & McDaniel: Closure and Consolidations. Schools closing: Irvington (to Beverly Cleary), Rose City Park (to Scott; Vietnamese DLI to Vestal). Scenario B: Rose City Park does not close.

Slide 38 — Grant & McDaniel: Other Changes. Scott Spanish DLI to Rigler. Clark Mandarin DLI to Woodstock. Beaumont Spanish DLI to Roseway Heights. Beverly Cleary becomes K-5, 6-8 students to Beaumont MS. Laurelhurst becomes K-5, 6-8 students to Mt. Tabor MS.

Slide 39 — Grant & McDaniel: Other Changes Continued (feeder changes): Harrison Park, McDaniel, Cleveland, Franklin, Kelly, Laurelhurst, Mt. Tabor, Grant, Atkinson, Roseway Heights, Beverly Cleary, Beaumont; split feeder notes.

Slide 40 — SOUTHEAST: Cleveland/Franklin Attendance Areas

Slide 41 — Cleveland & Franklin: K5 Closure & Consolidations. Schools closing: Buckman (50% of students to Sunnyside, 50% to Abernethy); Creston (to Atkinson); Lewis (to Duniway); Marysville (to Arleta); Woodmere (to Whitman). Scenario B: Lewis does not close.

Slide 42 — Cleveland & Franklin: Middle School Closure & Consolidation. MS closing: Sellwood. MS receiving: Hosford, Brentwood. Students from Sellwood will either go to Hosford or Brentwood depending on if they are in the new Duniway boundary, or the new Llewellyn boundary.

Slide 43 — Cleveland & Franklin: Other Changes. Boundary shift: Duniway; Lent non-DLI attending Marysville; Kelly; Llewellyn (southern boundary only). Program shift: Atkinson Spanish DLI to Lent. Gradeband reconfiguration: Bridger Creative Science becomes a K-5 Neighborhood/Focus, 6-8 students to Harrison Park. Sunnyside Environmental becomes a K-5 Neighborhood ONLY, 6-8 students to Hosford.

Slide 44 — Balance and Impact: Kindergarten - 8th Grade Students Who Move (Scenario A number, percent / Scenario B number, percent): All students 7981, 27% / 6988, 24%. Students experiencing poverty 2648, 27% / 2450, 25%. Students receiving special education services 1545, 27% / 1379, 24%. Multilingual learners 1006, 31% / 909, 28%. Historically underserved by race 2888, 28% / 2731, 26%.

Slide 45 — Next Steps. 10/05: Scenario Release. Collect Feedback & Synthesize. Mid-November: Publish Superintendent's Recommendation. Board Consideration & Vote. 10/06 Board Meeting: Scenarios. 10/13 TLE Committee: Dual Language Immersion and Middle Grades. 10/20 Board Meeting: Scenarios. 11/04 Board Meeting: Feedback Summary. 11/09 FIO Committee: Rightsizing. 11/10 TLE Committee: Rightsizing. 11/17 Board Meeting: Superintendent's Recommendation. 12/15 Board Meeting: Rightsizing Vote.

Slide 46 — Fall 2026 Engagement Timeline - Phase III: Making Meaning Together (Engagement / Location / Zone / Date / Time / Stakeholder):

Board of Education Community Connection / Roosevelt HS / St. Johns / Oct 9 / 1:00p / All

Community Voice: Special Education Families / Kellogg / Southeast / Oct 13 / 6:00p / Families of Students with IEPs

District Student Council + Native Student Council / PEC / All / Oct 13 / 5:00p / High School Students

The Village Table / Jackson MS / Tryon Creek / Oct 14 / 6:00p / Parents/Caregivers, Site Councils, Principals

Student Voice Advisory Council, Jr. NSC, Jr. BSU / Virtual / All / Oct 15 / 5:00p / Middle School Students, Native, Black

Educator Town Hall (tentative) / Virtual / All / Oct 15 / 5:00p / All PPS Educators

Board of Education Community Connection / McDaniel / Rocky Butte / Oct 17 / 6:00p / All

Black Student Union / PEC / All / Oct 19 / 5:00p / Black High School Students

Latinx Community Conversation / TBD / TBD / Oct 19 / 6:00p / Latinx/Hispanic Families, Partners

Community Voice: Multilingual Families / Virtual / All / Oct 19 / 6:00p / Non-English Speaking Families, Partners

Community Voice: Black Families / TBD / TBD / Oct 22 / 6:00p / Black/African Am Families, Partners

Native Community Conversation / Barbie's Village / Central City / Oct 26 / 6:00p / Native Families, Partners

Board of Education Community Connections / McDaniel High School / Rocky Butte / Oct 27 / 6:00p / All

Board of Education Community Connections / Virtual via Zoom / All / Oct 28 / 6:00p / All

Board of Education Community Connections / Cleveland at Marshall / Southeast / Oct 29 / 6:00p / All

"Rightsize. Right Support. Right for Students."

Slide 47 — Resources and Where to Learn More: pps.net/rightsizing — View Board Presentations; Ask a Question and Read Answers to FAQs; Watch Informational Videos; Follow the Timeline; Join Us at an Engagement Event.

Slide 48 — Questions and Discussion