[{"_1":2,"_124":-5,"_125":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100,112],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6483428,"mediaKeyId","5785986-fd8bfca636b00f61db07bcd625dea6f0","parentId",5785986,"title","Parent presenter urges district to favor state interim assessments over MAPs and promotes assessment‑literacy workshop","audioSeconds",502,"startMs",1233000,"endMs",1735000,"viewUrl","/Search/View?dp=1&key=5785986-fd8bfca636b00f61db07bcd625dea6f0&start=1233&end=1735","thumbnailUrl","https://assets.pipeline.soar.com/5785986-fd8bfca636b00f61db07bcd625dea6f0/thumbnail_1233000.jpg","articleUrl","/articles/6483428/Oregon/Parent-presenter-urges-district-to-favor-state-interim-assessments-over-MAPs-and-promotes-assessmentliteracy-workshop","mediaUrl","https://secure.pipeline.soar.com/6483428-b687ce0167b51fc5e3fbef10c9fa1139/orig.mp4?Expires=1770568469&Signature=Ht~oRwC7Arsg5Xl1DD9sLX3Yv~O5kgY7oBlHQm9UNmanVDeyCTXB97WGhub6L4yCUi1Vmvv2E8B0Fqr5iBjuKIknrLFjU36INpRoft034BF57-5dBnqNfiLai~LsUbiNP~5yXhGDImb1SY1V~n7g4jiXCJM5W00B4-hBfD1E1P9yBRxgOiCKyBNnxENapnzxaGWMWwagEsk~NZLvAQqgqqFiqE32pQ42eicNycZolh2Hd9HidZs6vbSiYWVYQwjnEWDpx11JUNrp0iwgn6NgCGL~zV5Dslv0GjrEWl12YmuJKE4fWBIokAyL863XmP~WXPeUFwMoS7Ljv7k9tWRs4g__&Key-Pair-Id=KUT5TJCACFTXG","author","PPS Board of Education","date","2025-09-19T02:58:38Z","article","A parent and longtime district volunteer urged the committee Sept. 18 to favor the state’s interim assessments over the MAP norm‑referenced test when seeking an aligned measure of how students will perform on Oregon’s statewide exam.

Karanja Cruz, a parent and community member, told the committee that her experience as a parent and involvement with district assessment practices led her to conclude the Measures of Academic Progress (MAP) assessment is not the best interim predictor for the state test because MAP is norm‑referenced while the state interim assessment an educator she cited described is criterion‑referenced (a multi‑tier assessment). \"It's like comparing apples and oranges,\" Cruz said, arguing a statewide interim aligned with the state test would provide a better snapshot of expected performance.

Cruz encouraged district staff and board members to attend a Teaching with Purpose conference assessment‑literacy workshop led by a state director of assessment and to consider the state‑provided interim assessment, which she said is free to districts. She also said classroom‑level formative practices — such as communicating daily learning targets — provide meaningful evidence of student learning alongside standardized measures.

District staff said they were able to receive Cruz’s materials for the public record and noted Dr. Armstrong was the conference keynote; committee members thanked Cruz and said they would consider the suggestions as the district implements new assessment requirements under state law.

Cruz provided a conference website — teachingwithpurposeconference.com — and said the workshop will be offered in fall and again as a follow‑up in April.","mediaType","Video","parentTitle","2025-09-18 Board of Education's Teaching, Learning, and Enrollment Committee","oneSentenceSummary","A parent speaker urged the committee to use state interim assessments rather than MAP norm‑referenced tests and promoted an upcoming Teaching with Purpose conference workshop on assessment literacy.","taxTitle","Portland SD 1J, School Districts, Oregon","taxId",14580,"location","Oregon","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6483433,"High‑school band directors tell board extended‑responsibility pay agreement not honored; district says tentative agreement forthcoming",351,636000,987000,"/Search/View?dp=1&key=5785986-fd8bfca636b00f61db07bcd625dea6f0&start=636&end=987","https://assets.pipeline.soar.com/5785986-fd8bfca636b00f61db07bcd625dea6f0/thumbnail_636000.jpg","/articles/6483433/Oregon/Highschool-band-directors-tell-board-extendedresponsibility-pay-agreement-not-honored-district-says-tentative-agreement-forthcoming","https://secure.pipeline.soar.com/6483433-d8d604b08dfca5e791e844a1f7a9ba86/orig.mp4?Expires=1770568469&Signature=OVuigmUjaiHyXshzEqNfDKjGuDqp51RSVYjEjxsW9~i8aSL9U7zVYHtGVrHtuHjnTk0Cek007~pEwlN5qfO7iLb~v69PsxWyPyNYeBCDlUgpZt8J2jrCdywgNdt0JEhlcrUerUHeVc5JfHMaqLJsrAj-xPkhAk5YDvGYusBJWa9e44t~0NRDeTeRYlaFKClM0zl5mTfwovbbAzQHI3W0kIZUTlJ-5iZMUOaMYI~bnOfuXgZhGJSng-JQfjdk9AMYFXDP4G-0etMoZ4lqEaKQeVYoiYPMdqk1nZEirj6WFG86TB-x0nf7rTPre3iaJS1pvtWlSYIFMdNuVQW3m1tefQ__&Key-Pair-Id=KUT5TJCACFTXG","A Franklin High School band director and representatives from high‑school music programs told the committee Sept. 18 that band directors perform many duties outside the school day — parades, weekend festivals, pit orchestras and combined pep bands — and are not being compensated at the levels they agreed with the district and union.

\"I conservatively put in about 25 to 30 14‑hour days\" beyond the regular school day to run a comprehensive program, Franklin band director Jason Owens said. Owens said the district and Portland Association of Teachers (PAT) negotiated language last March calling for an 11% extended‑responsibility (ER) pay per concert group with a cap of 19% but that the district has not implemented the language or retroactive pay.

\"PPS still has not made good on this language in our current contract agreement and work with our teachers union,\" Owens said. Committee members asked whether testimony referred to a current tentative agreement with PAT. Director Rachelle Chase Miller and other staff responded that the district had reached a tentative agreement on ER and expected a scheduled vote on Sept. 30; staff said they would seek to bring the item forward sooner if procedural requirements allowed.

\"We do have a tentative agreement with PAT and our schedule we're scheduled to vote on it on, September 30,\" a board staff member said, adding the board could consider accelerating the vote if legal counsel and notice requirements allow. The district did not confirm numbers for retroactive pay during the meeting.

Committee members thanked Owens for his service and said they would pursue resolution at the upcoming board meeting and in bargaining conversations going forward.","High‑school band directors urged the district to implement extended‑responsibility pay negotiated with the union; district staff said a tentative agreement exists and a vote is scheduled later in September.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6483438,"Parents press Portland schools to keep Fabian fourth‑grade classrooms intact, warn class‑size impacts on students with disabilities",674,430000,1104000,"/Search/View?dp=1&key=5785986-fd8bfca636b00f61db07bcd625dea6f0&start=430&end=1104","https://assets.pipeline.soar.com/5785986-fd8bfca636b00f61db07bcd625dea6f0/thumbnail_430000.jpg","/articles/6483438/Oregon/Parents-press-Portland-schools-to-keep-Fabian-fourthgrade-classrooms-intact-warn-classsize-impacts-on-students-with-disabilities","https://secure.pipeline.soar.com/6483438-c5a4bc1371cd0cdcd196ffeae11fd42d/orig.mp4?Expires=1770568469&Signature=h7OqsfNxFH~7LJAC~d6SYyKWBj34GD5~KLgcgZFFlmwEWEV5dnUWxBoNc1q~mWVEhkwTm0bmOYupohe8MzhJMnr2HXbeQUGnQnqGjbTIURwWG93ze60fG7NPb4Bf0SIdnqeSPr3pVwnugMHgb-TUKxJAYw8eotubGAcOoX4PoRKRBoIi9RYtsfcN6~QN8Zc7yIimxMSn1lCfkgF-ZZP7HbsiyvuHzJzFyUagFmx9kEIl7KgukJwCNIeJmOMV8ijO5C~Zk5JRV9kTWoJjS8thXymiHG1w9K92OLrv2GF2JSIVsrzOMmuQfsgj~H5bvcTbs21nwYjhsTFtumseosGmig__&Key-Pair-Id=KUT5TJCACFTXG","Several parents from the Fabian Elementary community told the committee Sept. 18 they were alarmed by a proposed consolidation that would have reduced three fourth‑grade classrooms to two and said the district’s calculation for class caps did not reflect student needs.

\"My daughter Marlo struggles with profound dyslexia and has been on an IEP since first grade,\" parent Sarah Dillon said. Dillon described a previous year with 33 students in third grade and said smaller classes this year have improved her daughter’s learning and well‑being. \"It doesn't make sense to me, and it feels clinically detached from real kids' humanity,\" she told the committee.

Lauren Overman, another Fabian parent, said the school is Title I and a Comprehensive Support and Improvement (CSI) school and pointed to data the district shared: low proficiency rates and a high proportion of children qualifying for free lunch. \"If we only look at enrollment numbers, we lose sight of the community context and level of student needs at Fabian and other Title I schools,\" Overman said.

Parents said community mobilization prompted district leaders to preserve three fourth‑grade classrooms after meetings with administrators. Assistant Superintendent Margaret Calvert and Christina Howard, senior chief for teaching and learning, joined school‑level conversations to resolve the immediate staffing concern; Calvert later described ongoing efforts to support schools with outreach and enrollment tools.

Board members and staff discussed marketing, outreach toolkits and timing for recruitment materials; several directors suggested the district support principals with playbooks and provide materials earlier in the year to match private‑school recruitment cycles. Emily Glasgow, senior director for pre‑K–5 academics, said the district already has a toolkit of templates and will refresh materials under the new communications campaign.

Parents said the threat of consolidation had already led some families to consider leaving the school and urged the district to apply an equity lens — beyond raw headcount — when deciding staffing at schools serving high‑need populations. The committee took no formal action at the meeting.","Parents and caregivers told the committee that a proposed collapse of fourth‑grade classrooms at Fabian Elementary would hurt students with disabilities and undermine neighborhood school equity; district staff said it kept three classrooms after community meetings.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6483443,"Gifted‑education advocates urge district not to close Access Academy, cite state compliance gaps",123,147000,270000,"/Search/View?dp=1&key=5785986-fd8bfca636b00f61db07bcd625dea6f0&start=147&end=270","https://assets.pipeline.soar.com/5785986-fd8bfca636b00f61db07bcd625dea6f0/thumbnail_147000.jpg","/articles/6483443/Oregon/Giftededucation-advocates-urge-district-not-to-close-Access-Academy-cite-state-compliance-gaps","https://secure.pipeline.soar.com/6483443-0dafed67370a7fe425cf2ddffd250e08/orig.mp4?Expires=1770568469&Signature=JidfWjj4EMhtfxv5895l0hWpLbOP20FJVcbrn30kdU~Qj4HQHS9P06FR1hG9OC1xG~uyBzWLNdmeZLZEWF79ki65~3BfAcx2tfDKPW~~guD~fl1JIJl-74R591jQk14tI174RCzOVll1Ia8jaH86XpyxuiekTetDF2J~OO7H0muhjl9YaD34P33baowMHJe32eYWWZKg5OgwVY29oB0UUSJRUtJsq1RVxsbgJDszBnVezZJ-PXxbjmOVDfHVqj7g2F3-s8TbLnsL-eahcgd0JCUeyV1ziAZbLAcotBunycDbtpF~YuNzoyMuxIawpbqan1SZ~kImr5vgrhkZ~rKf4w__&Key-Pair-Id=KUT5TJCACFTXG","Speakers representing the Portland Public Schools Talented and Gifted Advisory Council told the committee Sept. 18 that a petition to close Access Academy mischaracterizes the program and would not solve districtwide gifted‑education problems.

\"The Access for All petition misportrays what ACCESS is, who it serves, and the challenges it faces,\" Jessica Colby, co‑chair of the Talented and Gifted Advisory Council, told the Teaching, Learning and Enrollment Committee. Colby said Access Academy serves a subset of highly capable students who receive acceleration and social‑emotional support and that families and staff have worked to increase socioeconomic diversity in the program.

Colby said the district has been out of compliance with Oregon TAG law for nearly 30 years and is currently subject to an Oregon Department of Education corrective action plan. \"Despite this, PPS has continued to defund TAG and reduce dedicated FTE,\" she said, urging the district to use TAGAC’s institutional knowledge in planning improvements.

The speakers urged multiple‑pathways and holistic identification strategies for gifted students and said identification alone does not guarantee services at the school level. \"Even when students are identified, they do not reliably receive services,\" Colby said, adding that acceleration is the research‑supported intervention most likely to help gifted learners but that the district often insists on grade‑level work.

Colby also said closing Access Academy would not address funding or equity problems and urged the district to clarify who Access serves and to continue outreach and busing to low‑income families who use the program.

The committee did not take action on the petition during the meeting; the remarks were delivered during the public‑comment period and the committee thanked the speakers for their testimony.","Advocates from the district’s Talented and Gifted Advisory Council urged the committee to reject a petition that would close Access Academy and criticized long‑standing underfunding and under‑identification of TAG students.",{"_33":113,"_35":36,"_37":38,"_39":114,"_41":115,"_43":116,"_45":117,"_47":118,"_49":119,"_51":120,"_53":121,"_55":56,"_57":58,"_59":122,"_61":62,"_63":64,"_65":123,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6483448,"Portland schools begin public process to phase out Jefferson High dual‑assignment, aim for vote in early 2026",5033,15000,5048000,"/Search/View?dp=1&key=5785986-fd8bfca636b00f61db07bcd625dea6f0&start=15&end=5048","https://assets.pipeline.soar.com/5785986-fd8bfca636b00f61db07bcd625dea6f0/thumbnail_15000.jpg","/articles/6483448/Oregon/Portland-schools-begin-public-process-to-phase-out-Jefferson-High-dualassignment-aim-for-vote-in-early-2026","https://secure.pipeline.soar.com/6483448-73a6ed164200c2a78c0889e76a4a3707/orig.mp4?Expires=1770568469&Signature=cYYR6nYwyxT6AW5oqITLceoGBXRePKJ93h4lu5DKRvS6HJ88fE46gjMG4GbBKUPsnClQf1EAWKWWp~R1TvQPzkwolNRkVR421fqKagtd8llRfaaj9V8dtW7gadi28eByVLb1RImcC8QJ4OwQwSLU4UOm41nUTEW0y0aamu5oWljMwbq7GR~2l-R5iiMHSt7lkSjmsrV4AfGpgGG90WgyRsifUB7NS8-fpGZoiKCupb9~dC~E7ZBszmozoG0hT1I27kUrXT-jK9zj4xbUQhr7QD-FXcCJHz3TRZasG5Ou1kqaQROrczxlrgAYCxuVyiG~N53rdkHKYBjbQ1B6lEnBqw__&Key-Pair-Id=KUT5TJCACFTXG","Portland Public Schools staff said Sept. 18 they will begin a multi‑month public engagement process to consider phasing out the district’s long‑standing dual‑assignment policy for Jefferson High School.

The district plans a series of outreach events this fall and a timeline that could lead to a board decision in January 2026; if approved, staff said the change would position Jefferson as a neighborhood comprehensive high school beginning in fall 2027. \"We are proposing to phase out the dual assignment, positioning Jefferson as a comprehensive neighborhood school in the fall of, 2027,\" Assistant Superintendent for School Planning and Modernization Margaret Calvert said during the committee meeting.

The proposal responds to a persistent enrollment gap across high schools in the North/Northeast corridor. Calvert showed district enrollment trends that, if unchanged, would leave Jefferson with roughly 500 students while nearby Grant enrollments exceed 2,100 — a current gap of about 1,600 students that the district says affects course variety and extracurricular offerings.

The dual‑assignment policy, in place for more than a decade, allows students in designated zones to choose between Jefferson and neighboring comprehensive high schools. Calvert said the policy \"has inadvertently led to underenrollment at Jefferson and overcrowding at schools like Grant and Roosevelt.\" The board previously directed staff to study ways to increase Jefferson enrollment via a December 2022 resolution, Calvert said.

District staff described a two‑pronged approach: (1) localized enrollment and marketing work to boost interest in Jefferson and other schools and (2) the formal engagement and scenario work around dual assignment. Candace Gross, chief communications officer, said the district is running a phased communications campaign — a global brand push called \"Legacies are Made at PPS\" alongside localized toolkits and prioritized website launches for low‑enrollment ZIP codes — to drive awareness and enrollment.

Calvert outlined the public schedule: a three‑week tour of back‑to‑school nights and tabling; four formal public engagement nights in October to review scenarios; a November analysis of community feedback; and a December staff proposal and work session that could culminate in a January 2026 board vote. Calvert emphasized the process is intended to be deliberative and open: \"We're approaching it in an open ended way ... we want to bring you all a list of options,\" Doctor Armstrong said, indicating the superintendent’s office will weigh community input before any final recommendation.

District staff said they have interviewed 16 principals over August and September and will hold engagement sessions near the middle‑grade feeders to reach families making transition decisions. Staff also said renderings of the modernized Jefferson campus have drawn interest at outreach events.

The proposal is not yet a board action. Staff described it as a recommendation in development and said the formal scenarios and community feedback will inform any proposal put before the full school board.

The committee heard questions about geography and equity in outreach. Directors asked staff to publish which K–8 and middle schools have been engaged and to ensure maps and catchment data accompany future briefings so board members and community members can see which neighborhoods and student populations would be affected.

Next steps listed by staff include the October public sessions on scenarios, a November synthesis of feedback, a December work session with a formal recommendation, and a possible board vote in January 2026.","District staff outlined a timeline to end dual assignment for Jefferson High School and reposition it as a neighborhood comprehensive school; public engagement events are scheduled and a potential change would take effect fall 2027 if approved.","actionData","errors"]

Article not found

Parent presenter urges district to favor state interim assessments over MAPs and promotes assessment‑literacy workshop

High‑school band directors tell board extended‑responsibility pay agreement not honored; district says tentative agreement forthcoming

Parents press Portland schools to keep Fabian fourth‑grade classrooms intact, warn class‑size impacts on students with disabilities

Gifted‑education advocates urge district not to close Access Academy, cite state compliance gaps

Portland schools begin public process to phase out Jefferson High dual‑assignment, aim for vote in early 2026