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North Clackamas keeps allocations steady as Oct. 1 enrollment totals 16,962
Summary
Superintendent Yvonne Dibley told the board the district counted 16,962 students on Oct. 1 and maintained staffing allocations at 25 (elementary), 29 (middle) and 32 (high). Board members pressed staff for more year-over-year enrollment detail and special-program staffing trends.
On Oct. 9, 2025, the North Clackamas School District reported an Oct. 1 enrollment of 16,962 and said it maintained staffing allocations at 25 students per elementary classroom, 29 per middle-school classroom and 32 per high-school classroom.
Superintendent of Education Yvonne Dibley said Flow Analytics had projected 17,134 students and that the district "is just a little bit under their projection" for the year. She said the district adjusted staffing where enrollment changed and invested in instructional coaches and paraprofessional FTE to support students and maintain services in the least-restrictive environments for students receiving special education supports.
The board received elementary-specific figures from district staff: an average elementary class size of 24.9, a district low of 14 students in a class and a high of 34 (figures exclude students in specialized programs). Staff reported 172 classrooms at or below 25 students and described 14–15 blended classrooms used to balance enrollment at specific schools.
A secondary programs presenter said middle-school core classes averaged about 28.2 students and high-school core classes averaged about 28. The presenter noted wider variability in high school because of course offerings such as AP, IB and ELD and said targeted investments included adding an FTE at the Sabin center and new CTE strands in cosmetology and fire science.
Board members asked multiple questions about blended classrooms and staffing models. One director asked whether blending was concentrated in particular feeder patterns; staff said blending has increased primarily in the Nelson feeder pattern. Staff clarified that "blending" in this context does not mean combining kindergarten with another grade and that teachers still teach the standards for each grade level. The district described a mix of approaches: in some schools a single teacher covers most subjects for a blended group, while other schools allow grade-level teachers to "specialize" (for example one teacher teaching math across a blended grade) with support from district instructional coaches.
Directors requested more granular enrollment trend data and information about how special-program staffing has changed over time; staff said they are compiling clean data and will follow up with additional reports.
The board did not take formal action on staffing or allocations at the meeting; staff said they will provide more detailed enrollment comparisons and program staffing changes at a future meeting.
