Portland Board of Public Education Business Meeting Tuesday, January 21, 2014 Room 250 Casco Bay High School

Learning to Succeed

Central Office Meet and Greet – 5:30 pm

Business Meeting – 6:30 pm

Call to Order

Pledge of Allegiance

I. Report of the Chair

II. Report of the Superintendent a. Recognitions

III. Report of the Secretary a. Consideration and Action to Approve the Meeting Minutes of January 7, 2013 [A- 53-13/14].

Moved _____ Seconded _____ Voted _____ to Approve the Meeting Minutes of January 7, 2013 [A-53-13/14].

IV. Report of the Committees a. Curriculum b. Operations c. Finance d. Other Committees and/or member concerns

V. Consent Items – a. Peaks Island received $125.00 from the Peaks Island Alumni Association to be used in the library or for off island field trips[A-54-13/14].

VI. Old Business - None

VII. New Business – None

VIII. Personnel -None

IX. Board Focus on Educational Issues a. Deering High School External Review [C-7-13/14].

Learning to Succeed

X. Public Comment Prior to 11:00 PM on any items not on the evening’s agenda

XI. Adjournment

Moved _____ Seconded _____ Voted ____ to adjourn the Business Meeting at _____.

Executive Session –Immediately following Business meeting

1. Consideration and action to move into Executive Session pursuant to 1 M.R.S.A. Section 405(6) (E) to meet to consult with legal counsel [ES-12-13/14].

Moved_____ Seconded_____ Voted_____ to move into Executive Session pursuant to 1 M.R.S.A. Section 405(6) (E) to meet to consult with legal counsel [ES-12-13/14].

Moved_____ Seconded_____ Voted_____ to move out of Executive Session.

3. Consideration and action to move into Executive Session pursuant to 1 M.R.S.A. Section 405(6) (A) to meet to consider a personnel matter [ES-13- 13/14].

Moved_____ Seconded_____ Voted_____ to move into Executive Session pursuant to 1 M.R.S.A. Section 405(6) (A) to meet to consider a personnel matter [ES-13-13/14].

Moved_____ Seconded_____ Voted_____ to move out of Executive Session [ES-13-13/14].

Workshop – Immediately following Executive Session 1. Buildings For Our Future Review [W-9-13/14].

Executive Session –Immediately following Workshop

1. 3. Consideration and action to move into Executive Session pursuant to 1 M.R.S.A. Section 405(6) (A) to consider evaluation of an employee [ES-14-13/14].

Moved_____ Seconded_____ Voted_____ to move into Executive Session pursuant to 1 M.R.S.A. Section 405(6) (A) to consider evaluation of an employee [ES-14-13/14].

Moved_____ Seconded_____ Voted_____ to move out of Executive Session [ES-14-13/14].

Upcoming School Board Meetings

Tue, Jan 21, 7:00 pm Room 250, Casco Bay High School Sat, Feb 1, 8:30 am School Board Retreat, One City Center

Learning to Succeed

Tue, Feb 4, 7:00 pm Room 250, Casco Bay High School Tue, Feb 25, 7:00 pm Room 250, Casco Bay High School

Tue, Mar 11, 7:00 pm Room 250, Casco Bay High School Tue, Mar 25, 7:00 pm Room 250, Casco Bay High School

Tue, Apr 8, 7:00 pm Room 250, Casco Bay High School Tue, Apr 29, 7:00 pm Room 250, Casco Bay High School

Tue, May 13, 7:00 pm Room 250, Casco Bay High School Tue, May 27, 7:00 pm Room 250, Casco Bay High School

Tue, June10, 7:00 pm Room 250, Casco Bay High School Tue, June 24, 7:00 pm Room 250, Casco Bay High School

Upcoming Committee Meetings

Thurs, Jan 23, 5:00 pm Meeting on Formation of a Proposed Chair's Council, Longfellow School Library Tues, Feb 4, 5:00 pm Curriculum, Room 250 Casco Bay High School

Learning to Succeed

Executive Summary Portland Board of Public Education Business Meeting Agenda Item

TOPIC: Meeting Minutes of January 7, 2014 DATE: January 21, 2014

PREPARED BY: Emmanuel Caulk, Superintendent

Recommended Action:  Action Item – Consent Agenda Reference:  Action Item – First Read Meeting Item III.a.  Action Item – Vote School Year Item A-53-13/14  Discussion Item  Information Item

Recommendation(s): That the Board approves the meeting minutes of December 17, 2013.

Purpose: To approve meeting minutes (Policy BEDG).

Connection to Comprehensive Objective 5 – Maintain efficient and effective business practices. Plan Framework:

Background: Per Policy BEDG, the Board must approve the records of each meeting, with additions and corrections, as needed. These records are made a part of the permanent files and kept by the Office of the Superintendent.

Fiscal Impact: N/A

Attachment(s): Meeting minutes for January 7, 2014.

Learning to Succeed Draft: January 7, 2014

Approved: January 21, 2014 Under the Report of the Secretary: January 7, 2014

Executive Session - 6:30 pm

1. Consideration and action to move into Executive Session pursuant to 1 M.R.S.A. Section 405(6) (A) to meet to consider a personnel matter [ES-11-13/14].

Mr. Costa moved, Ms. Morrione seconded and it was voted 8 -0 to move into Executive Session pursuant to 1 M.R.S.A. Section 405(6) (A) to meet to consult with legal counsel to discuss duties of officials [ES-10-13/14].

Mr. Costa moved, Ms. Holden seconded and it was voted 8 -0 to move out of Executive Session pursuant to 1 M.R.S.A. Section 405(6) (A) to meet to consult with legal counsel to discuss duties of officials [ES-10-13/14] at 7:48 pm.

Business Meeting

Chair Thompson, called the Business Meeting to order at 7:59 pm

Members Present: Justin Costa, Laurie Davis, Elizabeth Brooks, Marnie Morrione, Elizabeth Brooks, Holly Seeliger, Anna Trevorrow, Pious Ali, Hallie Repeta, Mohamed Nur, Eliza D’Anieri and Chair Sarah Thompson Members Absent: Jenna Vendil

I. Report of the Chair a. Chair Thompson announced that Holly Seeliger has been appointed to the Mayor’s Healthy and Sustainable Food Systems Committee and will serve along with Ron Adams. b. Chair also announced that Deering High and Portland High will compete against each other in a School Spirit Challenge on January 17 from 5 to 7 a.m. to see which school can collect the most donations for the Good Shepherd Food Bank. c. She also announced that this year's Young Filmmakers Contest, a signature event of East End Community School's annual Portland Children's Film Festival on April 2-6. Deadlines for the submissions are February 28, 2014. d. It was announced that the next School board Retreat will be held on February 1, 2014 with location to be determined soon.

II. Report of the Superintendent a. Recognitions – Mr. Caulk recognized Zach Duperry, a senior at Deering High School, for being selected as one of two Maine delegates to the 2014 U.S. Senate Youth Program. As part of the program, Zach will participate in a week-long, all-expenses-paid trip to Washington, D.C. and he will receive a $5,000 scholarship. b. Mr. Caulk also made note of a memo that is included in the packet that includes an update to questions raised at an earlier meeting regarding the district’s internet filtering policy. c. Mr. Caulk also gave a brief update on two programs: The first was Ocean Avenue’s IB Program- Mr. Caulk reported Ocean Av began the official level-one professional development training for all teachers at the school this week. They also have an IB consultant, Janet Parker, (available by phone or Skype) to help guide the work for next two years to become a fully authorized World IB School.

The second was an update on a visit to Portland High from John Hopkins senior staff in order to have face-to-face discussions and updates around the various aspects of Talent Development Secondary model being implemented at Portland High School. Mr. Caulk reported that he also had a chance to meet with Dr. Maxine Wood, Chief Operating Officer for Site Development and Operations from Johns Hopkins during their visit.

III. Report of the Secretary –

a. Consideration and Action to Approve the Meeting Minutes of December 17, 2013 [A-47-13/14]

Mr. Costa moved, Ms. Davis seconded and it was voted unanimously by all those present to approve the Meeting Minutes of December 17, 2013 [A-47-13/14].

I. Report of the Committees –None

Learning to Succeed

II. Consent Items – Mr. Caulk thanked the contributors.

III. Old Business -None

IV. New Business - None

V. Personnel -None

VI. Board Focus on Educational Issues - None

VII. Public Comment Prior to 11:00 PM on any items not on the evening’s agenda - None

VIII. Adjournment

Mr. Costa moved, Ms. Davis seconded and it was voted unanimously to adjourn the Business Meeting at 8:10 p.m.

Respectfully Submitted

Mr. Emmanuel Caulk Superintendent

Learning to Succeed

Executive Summary Portland Board of Public Education Business Meeting Agenda Item

TOPIC: Consent Items DATE: January 21, 2014

PREPARED BY: Emmanuel Caulk, Superintendent

Recommended Action:  Action Item – Consent Agenda Reference:  Action Item – First Read V.a.  Action Item – Vote Items A-54-13/14  Discussion Item  Information Item

Recommendation(s): That the Board approves, by unanimous consent, the listed donations.

Purpose: To accept donations to the district (Policy KCD).

Connection to Comprehensive Donations benefit educational programming, thereby supporting all goals of Plan Framework: the Comprehensive Plan Framework: Goals 1 – All Portland Public School students will graduate from high school. Goal 2 – All Portland Public School graduates will demonstrate college readiness in the areas of academics, communication, and critical thinking. Goal 3 – All Portland Public Schools students will participate in activities that demonstrate service to our community, individual creativity, and physical wellness.

Background: Per Policy KCD, the Board is required to formally accept gifts or bequests of a durable nature, of substantial value, or of historic or commemorative significance.

Fiscal Impact: N/A

Attachment(s): N/A

Learning to Succeed

Executive Summary Portland Board of Public Education Business Meeting Agenda Item

TOPIC: The Findings from Asia Society’s International Studies Schools DATE: January 17, 2014 Network Site Visit Report PREPARED BY:

Recommended Action:  Action Item – Consent Agenda Reference:  Action Item – First Read Meeting item: ix.a  Action Item – Vote School Year Item: C-7-13/14  Discussion Item  Information Item

Recommendation(s): N/A Purpose: To review the findings from the report Asia Society’s International Studies Schools Network Site Visit Report dated January 16, 2014. Connection to This report supports multiple goals of the Comprehensive Plan Comprehensive Plan Framework and aligns with our Portland Public Schools’ vision and Framework: mission. Vision: All leaners will be fully prepared to participate and succeed in a diverse and ever changing world. Mission: The Portland Public Schools are responsible for ensuring a challenging, relevant, and joyful education that empowers every learner to make a difference in the world. We build relationships among families, educators, and the community to promote the healthy development and academic achievement of every learner. Goal 1: All Portland Public School students will graduate from high school. Goal 2: All Portland Public School graduates will demonstrate college readiness in the areas of academics, communication, and critical thinking.

Background: A consistent site visit procedure is utilized for all ISSN schools. Deering High School, as a new school in the Network participated in a site visit in November 2013. The initial visit provides baseline data regarding the various operations and practices found within the school. A subsequent visit is conducted at least two years from the time of the original visit to gauge school progress. This site visit and resulting report are seen as a formative assessment of the school and utilized by administration and staff to inform decisions and part of a strategic planning process. The attached report is a result of the initial site visit review conducted for

Deering High School in November 2013.

Fiscal Impact: N/A

Attachment(s): Asia Society’s International Studies Schools Network Site Visit Report

Asia Society’s

International Studies Schools Network

Site Visit Report

prepared for

DEERING HIGH SCHOOL

Portland, Maine

January 16, 2014

ORGANIZATIONAL BACKGROUND

Since 2003, Asia Society has worked in partnership with school districts and charter authorities to create the International Studies School Network (ISSN), a national network of design-driven schools that are achieving success in attaining their core mission: to develop college and career ready, globally competent high school graduates. The network currently includes 35 schools in 8 states, situated in urban, suburban and rural communities across the United States. ISSN schools serve students in grades K-5, 6-12, or 9-12 schools. Currently, 74 percent of all students served by Network schools are minorities, and 63 percent are from low-income families. However, the average four-year, on-time graduation rate is 88 percent, with 85 percent of those students advancing to higher education.

The ISSN responds to two intertwined imperatives facing American education. The first is the chronic problem of persistently poor academic performance among low income and minority secondary school students. The second is preparing students for work and civic roles in a globalized environment, where success increasingly requires the ability to compete, connect, and cooperate on an international scale.

According to the Committee for Economic Development, U.S. employers will “increasingly need employees with knowledge of foreign languages and cultures” to work effectively with partners around the globe. The nature of work itself is changing, too. As more routine jobs can be automated through technology or outsourced to cheaper labor markets, the economic advantage will go to people who can analyze and solve problems, recognize patterns and similarities, and communicate and interact with other people, especially those who do not share the same culture. Globalization is about more than employment, though. Virtually every major issue people face--from global warming to terrorism--has an international dimension. And in U.S. schools and communities, world trends in migration and immigration have generated enormous cultural and linguistic diversity.

ISSN SCHOOL DESIGN

The mission of each ISSN school is to create an environment for learning and development in which every student is prepared to succeed in college or other post secondary education and to understand the world and how it works as the foundation for success in a global era. To achieve this mission, the ISSN school design begins with a definition of “what success looks like” in the form of a Graduate Profile (attached) that delineates the knowledge, skills, and habits of mind needed to be college and career ready and globally competent. In turn, the ISSN school design, documented in the ISSN School Design Matrix, provides a comprehensive approach to school organization and culture, curriculum and instruction, teachers’ professional development, and parent and community involvement that guides the implementation of

1 practices needed to achieve the tenets of the Graduate Profile. The design provides clear guidance on how to accelerate achievement within any state’s framework of standards and accountability, while thoughtfully infusing global perspectives.

The core learning technology within each ISSN school is the ISSN Learning System. The system is comprised of the Graduation Performance System, which provides clear criteria and a reliable process for students to produce work that demonstrates college readiness and global competence and drives instruction to enable students to reach that goal; curriculum frameworks and related tools that reframe traditional courses to add rigor and integrate international content and skills; specific courses including a literacy sequence to ensure that all students have access to the full curriculum; and other elective resources. Taken together, the ISSN Learning System is an aligned system of curriculum, assessment, and instruction predicated on best practice in secondary school education and international education.

The ISSN school design and learning system helps schools to develop:

• An intellectual mission focused on international studies, targeting educational excellence for every student. • A curriculum that meets or exceeds state standards and integrates international content throughout all subject areas and across the disciplines. • Engaging, inquiry-based instruction and multiple forms of assessment that promote learning with understanding. • The opportunity for students to study one or more world languages, including an Asian language. • Innovative uses of technology that support instruction and linkages to schools around the world. • A school culture that promotes a sense of belonging for every student and supports students’ personal growth. • Opportunities for student international travel and exchanges. • Internships and community service opportunities at internationally oriented businesses, cultural institutions, and universities. • Engagement of faculty in continuous high-quality professional development including international travel and exchange.

SITE VISIT REVIEW PROCESS

A consistent site visit procedure is utilized for all ISSN schools. Typically, new schools in the Network participate in a site visit review during their first year working with an ISSN Consultant. This initial visit is intended to provide baseline data regarding the various operations and practices found within the school. A subsequent visit is conducted at least two years from the time of the original visit to gauge school progress. It is our hope that the site visit and resulting report are seen as a formative assessment of the school and utilized by administration and staff to inform decisions and part of a strategic planning process. The following report is a result of the initial site visit review conducted for Deering High School in November 2013.

In preparation for the site visit, thirty Deering High School teachers participated in an optional compensated professional development day in August 2013. The staff in attendance reflected upon current policies and practices at the school, using the ISSN School Design as their lens. The school’s ISSN Consultant, Mr. Donald Proffit and Asia Society ISSN Site Visit Coordinator, Mrs. Barbara Kelley, facilitated this process.

The onsite part of the process was an intensive, three-day formative school assessment. The visiting team collected evidence through observations, interviews and a thorough document review. Findings were based on individual elements found in the Asia Society ISSN School Design Matrix, which is organized into the following areas: • Vision, Mission and Culture • Student Outcomes • Curriculum, Assessment and Instruction • School Organization and Governance • Professional Learning • Partnerships

The ISSN School Design Matrix is comprised on 43 different elements broken into the six domains listed above. Each element is given a rating based on a four-point rubric using the following descriptors: Beginning, Emerging, Proficient and Sustaining. After reviewing the evidence collected, team members rated Deering High School in each of the 43 elements. The team also identified commendations and recommendations for the school based on Asia Society’s ten years of deep experience developing and supporting best practice in globally focused education. Two major deliverables are provided to the school upon completion of the team’s deliberation:

(1) A written report outlining the evidence collected by the team, with ratings for each element (2) A visual representation of the ratings, often referred to as the Implementation Wheel (attached)

ONSITE REVIEW PROCESS

The Site Visit Team members were:

Mrs. Barbara Kelley, ISSN Senior Consultant/ISSN Site Visit Coordinator Dr. Brandon Wiley, Executive Director, ISSN Mr. Donald Proffit, ISSN National Consultant Ms. Teri Holden, Principal, Winton Woods HS (Winton Woods, Ohio) Mrs. Linda Salom, Secondary Curriculum Coordinator, Jackson HS, (Jackson, Ohio)

The site visit began Monday, November 18th with a dinner meeting and interview with the Principal, one of the Assistant Principals and the two Teacher Leaders who have been deeply engaged in the ISSN work, Ms. Polly Wilson and Mr. Carlos Gomez.

During the following two days spent at Deering High School (November 19 and 20), the site visit team met with representative groups of the following: • Students at all grade levels (Seven different focus groups) • Teachers • Guidance Counselors • Social Workers • Secretaries • Union Leaders • External Partners (Rotary Club, World Affairs Council, Make It Happen and Jobs for Maine Graduates) • Parents

The site visit team also observed forty-five (45) different classes; held separate meetings with the principal, the assistant principals and the teacher leaders, and met separately with a representative from the Nellie Mae Foundation.

Two weeks after the visit was conducted, the ISSN school consultant and the ISSN Site Visit Coordinator presented the team’s findings at a whole-school faculty meeting. At that time, the Deering HS faculty broke into small groups to develop action steps in response to the recommendations presented in the report.

Commendations

Throughout the site visit process, the ISSN team attempts to find evidence for all of the six domains. Put differently, we look for what the school is doing well in each of these areas. In some cases, this asset-based approach is a positive, supportive effort that is meant to celebrate the accomplishments of the school. The absence of evidence provides an opportunity for reflection, growth and action.

Several recurring themes were evident to the team throughout the visit. First, a strong sense of community and belief that students can succeed in a learning environment that is both intimate and caring exists at Deering High School. While the school may continue to struggle with how best to communicate its mission and vision to the greater community, there was no doubt that teachers and school leaders care deeply about their students and instructional practice. Second, there is an attempt to provide teachers a sense of voice and ownership of the implementation. While this voice may be uneven at times, building teacher capacity and pursuing a distributed leadership path is critical to the initiative. Finally, there is a growing understanding of the vastly changing student population that is served at Deering. As the community evolves and changes, so too must the school system that serves them.

This report provides specific examples of how the school continues to implement the six domains of the ISSN Design Matrix on its journey from beginning through emerging and proficient to sustaining. However, the site visit team felt the following areas of the matrix warranted special recognition and accolades.

Teachers, school leaders and staff are commended for…

• Setting an expectation for college/post-secondary readiness for all students.

• Establishing a curriculum that is interconnected across disciplines.

• Having the expectation that all students are consistently enrolled in the school’s effective world language program.

• Providing students with a wide range of expanded learning opportunities (e.g., after-school programs, extracurricular clubs, learning expeditions, outside speakers, etc.) specifically designed to address the four domains of global competence.

• Providing students with opportunities to earn college credits through Advanced Placement (AP), dual enrollment, online and/or other courses.

• Designating a faculty position or its equivalent with specific responsibilities for promoting and/or facilitating the school’s global focus.

• Having school leaders, faculty and staff continuously focused on understanding and implementing the ISSN school design.

• Developing key partnerships with organizations and institutions that enhance the school’s focus on global competence.

• Developing key partnerships with organizations that supplement the school’s efforts to support students’ academic, social, emotional and/or physical well- being.

For specific evidence and examples that support these commendations, please refer to the Deering Evidence Matrix.

Recommendations

1. Clarify the vision, mission and goals of the school

All beginning ISSN schools must establish a clear vision for their school. This is especially true for existing schools attempting to transform their current approaches to teaching and learning, as is the case at Deering. Clarity about what it means to be an ISSN school and the outcomes the school aims to achieve with students is a critical first step. Maintaining a collective understanding and ownership of a school’s vision is an ongoing process, even for veteran schools in the model.

Throughout the team’s visit to Deering, it did not appear that the vision and mission of the school was widely understood by the students, staff or local community. While there was a general understanding that the school is trying to be “more global,” there was little evidence that all constituents understood the significance of preparing students to be globally competent and college-ready. It is the team’s recommendation that the school spend time clarifying the goals/outcomes for the school (i.e. graduating students that are globally competent and college/career ready) and in what ways they hope the school, learning environment and outcomes will look different in the future (2 years, 5 years, etc.). In a sense, Deering High School needs to “rebrand” itself and communicate broadly about what teaching and learning will look like within their walls. They must identify what their unique value proposition is to the community, including a clear articulation of what their approach to educating students will be (e.g. globally-focused project-based learning, student-centered instruction, rigorous course offerings, etc.). To the extent possible, this needs to take place through a collaborative process where faculty can identify the ways in which they will “do business” and what the commonly held expectations are for teaching and learning. Increasingly, it is important for staff, students and administration to use the same language when discussing the goals and mission of the school, both internally and externally.

Related to this action item, is the need for greater coherence for the faculty. Through conversations with faculty members, it appears that a need for greater understanding of how different initiatives come together is necessary. In other words, it would be helpful to faculty members to understand how the ISSN model fits with district priorities and goals, as well as what the model will mean for them and their students. Instead of seeing implementation as a separate “add-on,” leaders of the initiative should strive to communicate a clear vision that shows how the

7 implementation is the thing that ties everything else together if they hope to demonstrate coherence (e.g., how teaching for global competence addresses the Common Core and the Danielson Framework) (Wiley, 2013).

Potential Action Steps:

• Facilitate a whole staff discussion about school-wide expectations and goals, including the creation of a site-specific Graduate Profile defining what the school wants graduates from Deering to know/be able to do upon graduation • Ensure Deering High School’s vision and mission statement relates to the Graduate Profile and make it highly visible, in ways such as: o Putting vision/mission statement on letter head o Distribute to all stakeholders in the community o Prominently display the vision/mission statements throughout the building o Web-site display of vision/mission statements • Incorporate lessons to explicitly teach students about global competence and the elements of the Graduate Profile into the DC curriculum, especially throughout freshman year • Create structures or events at the beginning of each school year that will “brand” Deering High School as a global community, such as: o International presentation night for students, parents, and external partners o DC “door decorating” competition or a global focus to Homecoming o Creating structures to recognize, highlight and celebrate the diversity within the school • Develop recruitment materials that highlight the global/international school program • Structure the employee application and interview process for prospective hires to emphasize the skills necessary to be an active participant in a globally focused school. • Develop a parent advisory group for the whole school to help with special events, to promote the successes of the school and help maintain a focus on academic achievement. • Develop partnerships in the community to facilitate presentations by students to demonstrate what they are learning (e.g. Chamber of Commerce, international businesses located in the community) 8

2. Develop stronger communication and shared decision-making mechanisms within the school

As the ISSN model is implemented and greater change is sought, it will be increasingly important to monitor the systems in the school that govern decision-making and communication. Having a transparent, commonly understood process for making decisions and a mechanism by which those decisions are sharing is key to a school’s long-term success.

The Site Visit team was able to identify a committee structure of sorts at Deering, but not all staff members were clear on the functioning of those committees or how to get engaged in the decision-making process. While most staff members did express that they could voice their opinions, they also communicated that decisions were often not made in a timely fashion or the end result of those decisions were not known by all parties. The school should examine its committee structure and norms around decision- making and how to solicit input from constituencies prior to a decision being made.

Having clear systems for communication and decision-making can also help establish a distributed leadership approach. Research has shown that schools utilizing a distributed leadership model have been most successful when implementing the ISSN model (Wiley, 2013). The ISSN model, while comprehensive in nature, requires strong leadership and guidance by the building administrator, teachers and the ISSN consultant. As the main agent of change within the school, the building administrator is responsible for creating the conditions necessary for success and must consistently support the efforts of the faculty. However, the school administrator alone cannot be the sole source of leadership in the school. The development of a distributed or shared leadership model is critical to the success of the implementation and long-term sustainability (Spillane, 2001, 2006). To the extent the school can empower teachers to take ownership of the initiative and involve a broader audience in the decision-making, such as students, parents and community members, the likelihood of successful implementation increases.

Potential Action Steps:

• Develop protocols and norms that govern all meetings within the school with emphasis on a process to reach decisions and allow for input from faculty to administration (see Critical Friends protocols as an example). • Create a system (e.g. Google docs, a wiki or through the ISSN Ning) to maintain agendas and minutes from each team, department or administrative meeting to facilitate greater transparency and ensure all parties are aware of the goals and outcomes of meetings • Create a job description and targeted responsibilities for the ISSN coordinators to ensure efficiency and gauge success. • Engage faculty members in meaningful ways to focus on tasks such as: o Developing a school-wide RTI approach to provide interventions to students as needed o Creating common formative or summative assessments by department or grade level o Reviewing the school-wide grading policy and practice all in an attempt to improve student achievement. • Leverage available resources (money for teacher PD days; JMG, ISSN Facilitators, ISSN coach, etc.) to ensure all teachers know what is available to them and they take advantage of those resources

3. Examine the Master Schedule

The ISSN model has been implemented in a variety of schools using different master schedule formats. The ideal schedule allows for flexible grouping of students (based on readiness, needs, interests, etc.), longer blocks of time for student inquiry, embedded opportunities for staff collaboration and interdisciplinary planning, as well as opportunities for students to receive remediation or supports during the school day. Deering High School employs a 4 by 4 block schedule, which allows several of these features. Every school implementing the ISSN model must examine their schedule

10 closely to ensure that the schedule supports the type of learning environment the school desires for students and work environment for the adult professionals.

Throughout conversations with the faculty and students, a number of concerns were raised in terms of the 4 by 4 schedule, including the length of class periods, the inability to group students flexibly (primarily on the 9th grade team) and limited opportunities for interdisciplinary teaching and learning.

The 4 by 4 schedule allows for the acceleration of students by taking semester-long courses. This does allow students to progress more quickly through the curriculum, but it does not necessarily provide opportunities for students who need to learn at a slower pace or spend extended time learning in a content area. As the demographics at Deering continue to change, the school will likely need to examine whether the master schedule meets the needs of most students or just a subset of students.

In the spirit of the previous recommendation, the Site Visit Team recommends a committee be formed (including members from all constituency groups) to examine the schedule and current educational research to ensure it meets the needs of the school. This is not a recommendation to eliminate the 4 by 4 schedule, but instead to determine ways in which it might be altered or tailored to meet the needs of teachers and students alike. If through an inquiry process the faculty decides that an alternative schedule would work better, changes can be made accordingly.

Potential Action Steps:

• Leverage teacher common planning time (currently for the 9th grade team) to examine student work, discuss student academic weaknesses and the plan interdisciplinary projects or activities. • Determine how common planning time can be created for groups other than the 9th grade team, with clear expectations and goals for that time. • Identify ways to limit the number of study halls taken by students, or to use the time for targeted academic support or advancement.

4. Focus on increased student achievement through the effective and consistent use of student data

A high priority in any ISSN school is to provide a rigorous curriculum and learning environment for students where student achievement is the primary goal. The use of student achievement data, primarily from the classroom level, should drive decisions about instruction in the school. While the Team found strong evidence of a “college- preparatory” program, there were also inconsistencies with what was observed in classrooms and what the state achievement data showed. Review of the school data reveals that there is room for growth in most content areas. In fact, a decline in student achievement has been seen in multiple content areas over the course of the last few years. As such, the staff must place an even stronger emphasis on identifying the skills and content knowledge students must gain to be successful on such measures. Unless student achievement increases on these measures, the Team is concerned that the school and district will lose flexibility in implementing reforms they feel are most appropriate for the Portland community.

Potential Action Steps:

• Create a sense of urgency to improve student assessment data must be developed as part of the building SUCCESS Plan. The use of “data teams” to examine pertinent data and create an action plan to address deficiencies would be a meaningful first step. • Continue to develop and implement GPS modules that incorporate the most important content knowledge (and skills as specified by the Common Core standards), as well as higher level thinking skills. • Develop local benchmark assessments to gauge student progress and inform instruction. These assessments should mirror the types of tasks and questions that will be required on the Smarter Balance assessments. • Develop “early warning” system to identify students who are in danger of failing courses or enter the school under-credited. Identify the different interventions available to students in and out of school to address their needs.

5. Emphasize and capitalize on the diversity within the school

Deering High School is the ideal learning community to represent the ISSN. The diversity of the student population and the ability to apply global learning in an authentic way are tremendous assets the school brings to the process. Over time, it will be critical to leverage these assets and build upon them. As the school develops it’s “brand,” this must be seen as a value add to what they offer students, but also must ensure that all students and families feel welcome in this environment. Ongoing monitoring of how students relate to one another and respect this diversity will be critical. Furthermore, specific practices and strategies must be employed to recognize and celebrate this diversity. While students across the board shared that they felt safe and had at least one adult that they could trust in the school, they did raise concerns over the insensitivities demonstrated toward different cultures by some students and even staff members.

Potential Action Steps:

• Develop opportunities to take advantage of native speakers in the community or on staff. This may take the form of volunteer translators, guest speakers, Parent education courses, etc. • Develop community-based learning experiences within local ethnic communities, groups and Centers • Track data about teachers/staff who have lived abroad, traveled abroad, or are bilingual • Provide additional (or refresher) training for all staff focusing on strategies to use with English Language Learners • Develop community partnerships to develop language acquisition courses or support for immigrant students and their families.

References

Spillane, J. (2006). Distributed leadership. San Francisco, CA: Jossey Bass.

Spillane, J. P., Halverson, R., & Diamond, J. B. (2001). Investigating school leadership practice: A distributed perspective. Educational Researcher, 30(3), 23-28.

Wiley, B. (2013). Promoting Global Competence: Factors that influence the development of an international studies high school. Philadelphia, PA: Author.

VISION, MISSION, AND SCHOOL CULTURE – VMC 1 The school’s identity is clearly and inextricably linked to the OBSERVATIONS & EVIDENCE development of global competence. OF IMPLEMENTATION BEGINNING BEGINNING A number of students reported that they had a. Information about the school’s global focus is mentioned on its website and in heard of the ISSN and were excited about the other promotional materials. idea of a global focus. b. Information sessions for prospective students and orientations for incoming Student work and posters throughout the building often had a global perspective. students and parents highlight ways in which teaching and learning at the school are designed to build global competence. Last year’s Open House brochure for 8th graders highlighted the ISSN and the four c. The school’s global focus is evident in displays and student work posted in domains of global competence. hallways and classrooms. The four domains were posted in most EMERGING - AT LEAST 50% classrooms. d. The school’s focus on global competence is featured prominently on its website and in other promotional materials. The school’s newsletter (Clocktower), its website, (deeringhighschool.org) and online e. Prospective teachers, students and parents are attracted to the school because of newsletter (Veritas) all contain references to its global focus and program. the ISSN and the school’s global focus. f. Communications about the school highlight specific educational opportunities A separate online blog, “Challenging Our Students to Explore the World,” is directly linked to its emphasis on global competence (e.g. world languages, maintained by one of the ISSN Teacher learning expeditions, student travel, MUN, service learning, etc.) Coordinators and includes a multitude of information /links about the school’s global PROFICIENT - AT LEAST 75% focus. The site can be accessed by clicking g. Students and parents can describe multiple ways the school helps students http://blogs.portlandschools.org/issn/ on the investigate the world, recognize and weigh perspectives, communicate ideas and scrolling bar on the Deering HS website take action. (which can be accessed from the district’s website page about Deering.) h. The school’s emphasis on global competence is recognized within and outside The school conducted a screening and the education community. reflection on “Girl Rising,” a film about the global movement on girls’ education. i. Families cite the school’s global focus /program as a major factor in choosing the school (where applicable.) An off-campus “Best of Both Worlds” last March featured an evening of student j. The school’s global focus is evident in campus-wide events, public exhibitions presentations of their respective cultures of student work and in faculty and student-designed publications (e.g., yearbook, (sponsored by the school’s Kindred Spirits and Sisterhood) school newspaper, assemblies, parent updates, etc.) SUSTAINING - AT LEAST 90% A few parents who were interviewed were k. Students design and manage a significant number of school events and aware of the school’s global focus. experiences that lead to global competence. Some students indicated that the school’s l. Educators within and outside the Asia Society ISSN regularly inquire about the global focus is manifested primarily in Deering’s after-school clubs. school’s curriculum framework, policies and/or practices as resources for

“globalizing” their own work. Several teachers and students said that the ISSN, with its global focus, was a good fit m. The school is recognized as a globally focused school by other such schools, for Deering. international organizations, and universities. The school’s student handbook includes a n. The school has established and maintains relationships with other schools, reference to ISSN programs and/or organizations (both domestic and international) that are focused on global competence. An ISSN Blog, Twitter Account and monthly Newsletter (Deering Globe) have been created.

VISION, MISSION, AND SCHOOL CULTURE (CONTINUED) – VMC 2 College / post-secondary readiness is an expectation for all OBSERVATIONS & EVIDENCE students. OF IMPLEMENTATION BEGINNING EMERGING a. Student recruitment materials, hall and classroom displays, and communications The guidance department, in conjunction with with parents all reflect a college-going culture. Deering Coaching, have developed a fully articulated, aligned and complementary four-year b. Communications throughout the entire school community express high plan that provides students with the information and expectations for student performance. skills needed to apply to college c. The school publicizes college acceptances, scholarships and other academic The school takes all sophomores on a full day of awards. college tours. EMERGING - AT LEAST 50% Resources such as the Deering College Planning d. Staff members hold high expectations for all students’ performance and their Guide provide families with important information capacity to do rigorous college-preparatory work about the college admissions and preparation process. e. School wide conversations take place to ensure that all students have equitable support in reaching the goal of college readiness. Students have access to Naviance (a college and career readiness planning platform that helps f. Students are provided with multiple opportunities to visit college campuses and students understand the connections between their post secondary programs during their school tenure. academic achievement and post-secondary goals) and are supported in its use through the DC program. g. All students are encouraged to complete at least one college application. A number of students are provided with additional college/career readiness support through both Jobs PROFICIENT - AT LEAST 75% for ME graduates college and Make It Happen. h. Every student, unless severely disabled, is enrolled in a course of study that Some classrooms are decorated with college meets or exceeds the admission requirements of the state university system. pennants. i. Credit retrieval and course completion opportunities are provided in a timely Information about college recruiters visiting the way to students needing assistance in staying on track for graduation. campus and financial aid/ scholarships available are posted near the Guidance Office. j. Students and parents are regularly apprised of scholarship opportunities and financial aid information, and can readily obtain assistance with college In classes observed during the site visit, several applications, FAFSA forms, etc. teachers made comments such as, “you will need to know this in college,” or “you will be asked to do k. Virtually all seniors are applying for post-secondary education opportunities this in college,” and/or referenced the college visits and/or pursuing pathways to specific careers. the students had made. l. Schoolwide results on tests such as the PSAT, the SAT and ACT are analyzed to Families can participate in college nights that are identify implications for instruction. conducted through DC and the guidance department. SUSTAINING - AT LEAST 90% m. College and/or post-secondary education attendance rates exceed 90 percent. Sophomores complete the Myers Briggs inventory and complete a reflection on the PSAT as part of the n. All graduates either attend post-secondary institutions or obtain employment guidance program. that offers opportunities for further growth. Students loop with the same counselor for their o. Students, while in high school, have demonstrated the capacity to do college freshman and sophomore years, and then loop with a level work. second counselor their junior/senior years. p. The school systematically tracks and analyzes the post-secondary education It was reported that 67% of graduates go on to post experiences of its students. secondary education.

VISION, MISSION, AND SCHOOL CULTURE (CONTINUED) – VMC 3 The broader school community shares a common OBSERVATIONS & EVIDENCE understanding that the school is pursuing balanced goals OF IMPLEMENTATION of both global competence and college readiness.

BEGINNING REACHING INTO BEGINNING a. A vision and mission statement is developed that clearly articulates the school’s goals of both global competence and college readiness. The 2013 – 14 School Profile states that “Deering is a community committed to the development of mind, b. The vision and mission statement is disseminated broadly (e.g., included in the body and character. We believe in achievement, school and student handbook, displayed throughout the school facility, posted on service to others and involvement in a diverse and the school’s website, etc.) ever-changing world. Our mission is to prepare all students for college, career and citizenship.” c. Administrators and teachers accurately describe the school’s dual goals to the broader school community, including parents, students, the district and other When asked about the school’s vision and mission, partnerships. several teachers referred to the phrase “mind, body and character.” EMERGING - AT LEAST 50% d. School staff collaboratively develops a unique vision and mission statement for The school engaged the community in the decision the school that articulates its focus on college readiness and global competence. making process for selecting the ISSN model. e. Parents, students and faculty members can accurately describe the school’s goals While the mission and vision of the school is for college readiness and global competence. included in the school profile document, there was limited evidence that faculty, staff, students, parents f. The faculty has intentional discussions about the implications of the school’s and partners clearly knew or could articulate that vision and mission on key aspects of school life and as a result, designs and mission/vision. implements actions that are aligned to the school’s goals. g. A formal process is in place to ensure the vision and mission is communicated with and shared by faculty, staff, students and parents new to the school. PROFICIENT - AT LEAST 75% h. Students, faculty and families can demonstrate that the school’s dual vision and mission are clearly evident in school policies, culture, and instruction. i. The dual vision and mission are used as the basis of an annual reflective school assessment and drive strategic planning for the school. j. Essential partners such as the school district, community agencies, out of school time and university partners understand and support the dual goals of college readiness and global competence.

SUSTAINING - AT LEAST 90% k. Faculty members consistently use the vision, mission, and shared beliefs to guide daily decisions. l. A system that includes teacher, student and parent voice is in place to ensure that the school’s mission and vision statement is periodically reevaluated. m. Essential partners such as the school district, community agencies, out of school time and university partners actively promote the school’s vision and mission as a model to be showcased and/or replicated.

VISION, MISSION, AND SCHOOL CULTURE (CONTINUED) – VMC 4 The school’s climate and culture are designed to foster a safe, OBSERVATIONS & EVIDENCE inclusive and respectful community. OF IMPLEMENTATION

BEGINNING BEGINNING An overarching goal of a significant number a. The school has established a set of principles, norms, or core values that guide how of student clubs, including the Unity Project, members of the community interact, work, and/or confront challenges together. GSA, Kindred Spirits, and Sisterhood is to ensure that all students feel welcome and are b. Orientation, opening day/week events and/or ongoing programs include activities safe and treated respectfully at Deering. designed to clarify expectations, familiarize students with each other and foster respect for individual differences. While students agreed that the campus is a physically safe environment, they also c. Policies to address bullying are in place and students are familiarized with processes for concurred that cultural sensitivity remains an reporting and/or strategies designed to reduce bullying incidents. issue at Deering. d. The school purposefully creates opportunities for all students to communicate their The campus is staffed with a full time opinions and/or ideas. resource officer from the Portland Police EMERGING - AT LEAST 50% Department, who works closely with the e. The school community designs and/or adopts rituals, traditions, and equitable practices administrators and guidance office. that celebrate diversity and enhance its inclusive culture. The social workers made presentations in f. Students are provided with regular opportunities in a safe environment to develop, class about suicide and suicide prevention. practice and reflect on recognizing and weighing their own and others’ perspectives Students can apply to participate in the peer g. Processes are developed and implemented for students to resolve individual conflicts mediation program through which they are with classmates and/or adults. trained to assist students in resolving conflicts. h. It is an accepted and expected practice that students who are victims of, and/or aware of bullying incidents report the occurrence to teachers or administrators. Natural Helpers are peer counselors trained and available to assist students with issues such as substance abuse, eating disorders, PROFICIENT - AT LEAST 75% suicide, harm to self or others and abuse. i. Students monitor themselves and each other, creating an environment in which all students feel valued and safe within the school community. 30 students recently went off-campus for a day of training through the Unity Project. j. All members of the school community hold themselves responsible for maintaining an environment where diversity is honored and all members of the community have a voice. The film, “The Bully,” was shown at the school last year. k. The school’s mission to foster intercultural awareness, equity, and trust is demonstrated consistently in key aspects of school life. Kindred Spirits and Sisterhood sponsored the “Best of Both Worlds” evening event at l. Bullying incidents are rare and the entire school community considers them to be a which Deering students showcased their violation of the school’s ethos. culture and talent.

Teachers universally expressed a strong sense SUSTAINING - AT LEAST 90% of caring for and about students.

m. There are frequent and well-established opportunities for students, teachers and families to engage in on-going respectful conversations about the school culture and ways it can be enhanced. n. The school is recognized throughout the community as a place where individual and cultural differences are celebrated and all members of the school community are treated with respect. o. The school is an emotionally safe environment for open discussions of the different experiences students have as a result of their socio-economic background, their racial, ethnic, gender and/or sexual identities.

VISION, MISSION, AND SCHOOL CULTURE (CONTINUED) – VMC 5 Students attend school regularly and exhibit high levels of OBSERVATIONS & EVIDENCE expected school conduct. OF IMPLEMENTATION BEGINNING BEGINNING a. The school collects and analyzes data on student attendance, tardiness and discipline, and uses the information to inform the development of schoolwide goals, policies and The official average daily attendance for the procedures. 2012 – 2013 school year was 95.6%; and to date this year is 98%. Some students and b. Individual faculty members develop transparent, explicit expectations for student faculty members and site visit team behavior that they consistently enforce. observations suggested that the actual number might be somewhat lower than the official c. When tardiness to class or hallway behavior is an issue, faculty members are visible, number during some blocks or classes. As a and positively reinforce appropriate behavior in the hallways during the time between result, at the time of writing this report, the classes. site visit team was uncertain about the actual student attendance data. d. Students respond appropriately when asked to modify inappropriate behavior. It was reported that, to date this year, there e. Efforts are made to identify and support individual students for whom tardiness and/or have been 33 behavioral events involving 25 attendance is an issue. students that resulted in out of school EMERGING - AT LEAST 50% suspensions. Insubordination, fighting, and marijuana use accounted for all but one of the f. Current average daily attendance rate meets or exceeds the district average (where offenses. (Note: comparison data from prior appropriate) and/or the average for similar schools with comparable demographics. years and/or with other schools was not

available at the time of writing this report.) g. Current out-of-school discipline referral rates are less than or equal to the district average (where appropriate) and/or the average for nearby schools with similar In a few classrooms, behavioral norms that demographics. appeared to be collaboratively developed by

students for specific classes were posted and h. Longitudinal data indicate increasing (or maintenance of high) levels of attendance and signed. decreasing (or maintenance of low) levels of formal student discipline referrals (e.g., detentions, in and out of school suspensions, etc.). Throughout the site visit, students were polite

and complied with teachers’ directions during i. Teachers maintain collaboratively developed, high expectations for conduct and classes. respond consistently whenever schoolwide expectations for behavior are not met.

A full time resource officer is posted at the j. Students are consistently well behaved when representing the school in the community. school and teams with the Assistant Principals PROFICIENT - AT LEAST 75% when determining disciplinary decisions in k. Students attend school in high numbers, meeting or exceeding the school’s goals, and response to significant conduct violations. (where appropriate) the district’s/state’s attendance targets. The Assistant Principals conduct home visits l. Virtually all students arrive at school and to their classes on time. and hold parent conferences for whom attendance or tardiness is an issue m. Students have high expectations for behavior and hold themselves collectively responsible for their own and their peers’ conduct. Students coming to school late report directly to class. Individual teachers establish their n. Students are consistently well behaved in classrooms, hallways, the lunchroom and own consequences for tardiness. other areas of the campus before, during and after-school. Students coming to school late report directly o. When representing the school in the community, students regularly exhibit exemplary to class. behavior. SUSTAINING - AT LEAST 90% There appeared to be a high level of trust in p. Students have a significant voice in the establishment of classroom behavioral student behavior. Students do not have to expectations. remain in the cafeteria during lunch and a number of teachers allow students to work in q. Systems are established (e.g., Student Court, Council) that enable students play a major small groups in the hallways. There were also role in monitoring behavior and recommending and/or determining consequences. a number of individual students in the hallways whenever classes were in session. r. Students and teachers are provided with opportunities to reflect on the effectiveness of For the most part, their behavior was not schoolwide and classroom behavioral expectations and changes are implemented as disruptive, but the reasons for their being out needed. of class was not clear.

STUDENT LEARNING OUTCOMES (CONTINUED) – LO 6

All students graduate from school globally competent as defined OBSERVATIONS & EVIDENCE in the ISSN Graduate Profile/ GPS Performance Outcomes. OF IMPLEMENTATION

BEGINNING N/A AT THIS TIME a. Students are introduced to the ISSN Graduate Profile and/or GPS Performance Outcomes. b. The school begins to develop a system for monitoring each student’s academic and social development, and communicating with students, parents, and guardians to ensure that each student is progressing towards achieving the tenets of the ISSN Graduate Profile. c. As part of the Graduation Performance System (GPS), students begin to collect and reflect on annual evidence of their work that demonstrates progress on the skills, knowledge, and dispositions in the ISSN Graduate Profile.

EMERGING - AT LEAST 50% d. Students are provided with multiple opportunities to demonstrate their progress on the GPS Performance Outcomes. e. The school implements a system for monitoring each student’s progress toward achieving the tenets of the ISSN Graduate Profile and shares that information with students, their parents/ guardians, their teachers and advisors. f. Students have been introduced to the expectations for proficiency as defined in the GPS Performance Outcomes rubrics across subject areas. g. Students can identify aspects of the ISSN Graduate Profile/ GPS Performance Outcomes on which they’re progressing and areas they find more challenging. PROFICIENT - AT LEAST 75% h. The school’s curriculum and learning experiences are aligned to the ISSN Graduate Profile/GPS Performance Outcomes and those connections are well- understood by faculty members, students, and parents. i. Most students demonstrate proficiency in learning tasks that address the four domains of global competence when scored in accordance with the ISSN rubrics. j. Students monitor their own progress toward graduation and toward reaching proficiency in the four domains of global competence in partnership with their advisor / counselor.

SUSTAINING - AT LEAST 90% k. Virtually all graduates meet the tenets of the ISSN Graduate Profile.

STUDENT LEARNING OUTCOMES (CONTINUED) – LO 7

Students are consistently progressing on an academic program that OBSERVATIONS & EVIDENCE meets or exceeds local and state standards and national guidelines OF IMPLEMENTATION for academic performance.

BEGINNING REACHING INTO BEGINNING a. The school sets up data systems that are accessible to faculty members and In the new state accountability system, (which allow real-time monitoring of student progress. is graded on a curve so that most schools received a C rating,) Deering was rated a D. The rating is based solely on math and b. The school analyzes baseline student achievement data and develops a plan to reading test scores. address specific needs of incoming students. The English department analyzes NWEA for c. The school establishes priorities and adopts measurable short and long-term incoming students to determine appropriate goals in response to its analysis of overall student achievement on standardized programming that will meet their needs. tests. Counselors meet individually with students to discuss their AP scores. EMERGING - AT LEAST 50% d. Data reflect that student performance on standardized tests is comparable the 4 students took college credit classes last year student performance in district/ similar schools with comparable demographic and 20 are taking advantage of that profiles. opportunity this year. e. The school demonstrates progress in consistently increasing the level of Deering students scoring Proficient or above (vs state) on the MHSA in Critical Reading: overall student academic performance on standardized tests. 2012 – 2013: 40% (49%) 2011 – 2012: 41% (47%) f. The school disaggregates data to create and implement a plan that will address 2010 – 2011: 54% (50%) performance gaps among student subpopulations. Deering students scoring Proficient or above (vs state) on the MHSA in Math: g. Based on disaggregated data, the school develops and implements a plan to 2012 – 2013: 36% (48%) address performance gaps between and within specific content areas 2011 – 2012: 30% (46%) 2010 – 2011: 45% (49%) PROFICIENT - AT LEAST 75% Deering students scoring Proficient or above h. The majority of students meets or exceeds the proficient level of performance (vs state) on the MHSA in Writing: on local and state measures, and on national and guidelines for academic 2012 – 2013: 39% (44%) performance. 2011 – 2012: 43% (47%) 2010 – 2011: 50% (45%) i. Trend data on standardized tests indicate that performance gaps among student Deering students scoring Proficient or above subpopulations are narrowing. (vs state) on the MHSA in Writing: 2012 – 2013: 28% (41%) 2011 – 2012: 33% (45%) j. Trend data on standardized tests indicate that performance gaps within and 2010 - 2011: 38% (44%) between content areas are narrowing. It was noted that the percentages of students SUSTAINING - AT LEAST 90% scoring Substantially below Proficient k. Virtually all students are meeting or exceeding local and state standards, and increased in all four content areas from 2010 national and international guidelines for academic performance, and there is no – 2011 to 2011 – 2912 and increased again in demonstrable achievement gap between subpopulations. 2012 – 13. l. Individualized Learning Plans or their equivalent are created for each student It was reported that 105 Deering students took that provide for annual goal setting with a process for frequent monitoring and AP tests last year and that approximately 2/3 interventions as needed. of their 172 exams were scored a 3 or higher.

Teachers and administrators expressed pride m. The school community consistently demonstrates a relentless pursuit of in ELL students’ improved performance on excellence that moves students equitably to mastery of the local and state the ACCESS test. standards, and national guidelines for academic performance.

STUDENT LEARNING OUTCOMES (CONTINUED) – LO 8 Once enrolled, students remain at the school and graduate with OBSERVATIONS & EVIDENCE well-articulated post-secondary plans. OF IMPLEMENTATION BEGINNING BEGINNING REACHING INTO a. The school attrition rate, including transfers and drop-outs, is commensurate with the EMERGING district average (where appropriate) and/or similar schools with comparable demographics. The four-year plan developed and implemented through the guidance b. The percentage of students passing examinations required for graduation meets the department helps students with the district average (where appropriate) and/or similar schools with comparable development of post-secondary plans. demographics. It was reported that the school conducts an c. The school actively provides and discusses college and employment information with exit survey with graduating seniors. students and parents, and information about post-secondary opportunities is readily available at the school. Guidance counselors meet with each student on the development of an individual four-year d. In addition to maintaining data on the number of students in cohorts from year to year, plan and then meet with students annually to the school tracks whether each individual student remains at the school and graduates discuss their progress. with his/her cohort. EMERGING - AT LEAST 50% Counselors are available to meet with parents about their child’s post-secondary plan. e. The school attrition rate, including transfers and drop-outs, is less than the district average (where appropriate) and/or similar schools with comparable demographics It was reported that in 2012, Deering’s four- year cohort graduation rate was 81.7%. f. The percentage of students passing examinations required for graduation exceeds the (Portland High School’s was 73.4% and district average (where appropriate) and/or similar schools with comparable Casco Bay’s was 74.6%.) demographics. It was reported that the five-year graduation g. Whenever possible, the school conducts exit interview with students/ families who rate of Deering’s 2011 cohort was 85.8%. withdraw from the school and analyzes the resulting data for identifiable trends. (Portland High School’s was 81.3% and Casco Bay’s was 83.9%.) h. A formal process is in place to ensure that, on at least an annual basis, each student examines his/her pathway toward graduation and considers post-secondary options. It was reported that Deering’s 2012 dropout PROFICIENT - AT LEAST 75% rate was 4.1%. (Portland High School’s was i. A substantial majority of students stay “on track” for graduation, fulfilling annual grade 5.6% and there was insufficient data to level expectations of academic achievement and course completion. calculate Casco Bay’s.) j. Exit interviews and other follow-up data indicate that voluntary attrition is decreasing The school provides and discusses college and as a result of targeted strategies implemented by the school. employment information with students and families, and information about post- k. Each graduating student has a well-articulated post-graduation plan that has been secondary opportunities is available at the developed in partnership with the student, his/her parent or guardian (where possible), school. and counselor, advisor, or school administrator. Note: Identifiable patterns and other data l. Students in upper grades have explored post-graduation options other than attending a about students who transfer from Deering four-year college/university (e.g., the military, community college, local employment were not available. opportunities, paid internships, etc.)

SUSTAINING - AT LEAST 90% m. Once enrolled, virtually all students remain at the school and graduate early or with their entering cohort. n. All seniors complete a high school course of study that leaves all options, including post-secondary education, open to them. o. All students develop a post-graduation plan during their first year at the school that is maintained and adjusted every year through a reflective, collaborative process that includes parents/ guardians and one or more faculty members. p. The school maintains and uses a database of its graduates’ post-secondary experiences as a resource for its current students and to inform future programming decisions.

CURRICULUM, ASSESSMENT, AND INSTRUCTION - CAI 9 The school’s coherent, sequenced curriculum is aligned with the Common Core and/or state standards while explicitly OBSERVATIONS & EVIDENCE addressing the development of global competence. OF IMPLEMENTATION BEGINNING REACHING INTO BEGINNING a. Individual teachers create an initial map of their curriculum sequence aligned with the Common Core/ state requirements, and identify specific opportunities to incorporate Teachers indicated they are spending a global competence into its offerings. significant amount of time learning about the Common Core. b. The faculty explicitly incorporates Common Core/ state standards in lesson plans and instruction. Activities, assignments and/or agendas for the day’s lesson are posted in most classrooms. c. Expectations for what, why, and how students learn are evident in each classroom and are stated in language accessible to students and parents. In a few classes observed during the site visit, “I Can” statements, specific learning goals and/or d. Individual teachers develop and implement plans to incorporate the four domains of Essential Questions were posted. global competence in their instruction. Some teachers are beginning to implement EMERGING - AT LEAST 50% strategies that explicitly address Common Core e. The school has mapped a four to seven year sequence of core courses and electives standards (e.g., incorporating more reading of that align with the Common Core/state standards and facilitate student learning that is informational text, requiring more writing, etc.) consistent with the ISSN Graduate Profile. Examples of assignments from art electives f. The school’s curriculum is aligned vertically in disciplines and horizontally across designed to address one or more of the four grade levels and/or themes global competence domains include the “Masks Around the World” project, “Faced with g. Several electives specifically designed to address the four domains of global Adversity: A Study of People Faced with competence are offered on a limited basis. Adversity, Their Stories and Inner Monologues,” and “American Tribal Art.” PROFICIENT - AT LEAST 75% Some students indicated that they had heard h. A comprehensive curriculum map is developed that demonstrates the alignment references to the four domains in their between Common Core/state standards and the GPS Performance Outcomes/ISSN classrooms. Graduate Profile. i. Grade level teams, multidisciplinary teams and/or content-based teams regularly develop, implement and reflect upon the incorporation of the four domains of global competence in their lessons and units of study. j. When appropriate, units of study integrate standards across disciplines and around overarching enduring understandings and essential questions. k. Before graduating, all students choose at least one credit-bearing elective from a varied menu of courses that are specifically designed to address the four domains of global competence. SUSTAINING - AT LEAST 90% l. Virtually all curricula is standards-based, organized around enduring understandings and essential questions and include units that reflect the four domains of global competence. m. All students have multiple opportunities to select credit-bearing electives from a varied menu of courses that are specifically designed to address the four domains of global competence. n. Each year, grade level and/or interdisciplinary teams write new or refine existing course units to strengthen the global focus of the curriculum and deepen its connection to the ISSN Graduate Profile.

CURRICULUM, ASSESSMENT, AND INSTRUCTION (CONTINUED) - CAI 10

OBSERVATIONS & EVIDENCE The school’s curriculum is interconnected across disciplines. OF IMPLEMENTATION

BEGINNING EMERGING a. Faculty members identify isolated opportunities to link their content with An art teacher will be working with the 9th grade content from other disciplines. collaborative during the second semester.

There was an expectation that every teacher b. Two or more teachers from different disciplines deliberately synchronize the develop an interdisciplinary module last spring introduction of complementary content and/or select materials /readings that that would be implemented some time during deepen students’ understanding of concepts being presented in a different the 2013 – 14 school year. content area. While many teachers described real interest in c. The school establishes structures readily accessible to the faculty (e.g., working with teachers from other disciplines, timelines, curricular maps, unit/module frameworks, etc.) that enable teachers they indicated that significant challenges arise to identify and coordinate delivery of complementary content. when they don’t share the same students and/or that courses with complementary content may EMERGING - AT LEAST 50% not be offered during the same semester. d. Once or twice a year, several groups of teachers collaborate on the design and implementation of units that address a central theme, issue, problem, topic Some examples of interdisciplinary modules created last year include: or experience while explicitly incorporating content from multiple disciplines. • One Million Bones (Art and Science) th • Points of Pride (9 grade e. Teachers collaboratively plan and implement instruction that includes Collaborative) content from multiple disciplines to prepare for, experience and reflect on • What is the What (literature and real special school events, (e.g., grade-level learning expeditions, outside speakers, world conflict) etc.) • Civil Disobedience (English and PROFICIENT - AT LEAST 75% Social Studies) f. Once or twice a year, grade-level or multi-disciplinary teams design and • Picture This (Sociology and Pre- implement units/ themes that authentically connect across disciplines and Calculus) actively involve students in analyzing, synthesizing and understanding the • Roller Coaster (Science and Mathematics) interfaces It was reported that some interdisciplinary g. Student input is solicited to make connections between course content and content is being developed in preparations for a current world events, and to identify areas for interconnected research and Human Rights speaker from Afghanistan who study. will be coming next semester. h. Teachers encourage students to demonstrate their content/skill mastery Members of the guidance department are through coursework from multiple disciplines. conducting action research to align the counseling curriculum with global SUSTAINING - AT LEAST 90% competencies. i. The faculty collaborates to align courses within and across grade level teams The school’s ISSN coach has provided and disciplines, and when appropriate, with out-of-school time partners, to extensive professional development and provide well-articulated interdisciplinary connections. feedback on the development and implementation of interdisciplinary modules. j. A comprehensive curriculum map is created that shows explicit interdisciplinary experiences at each grade level. k. Each year students have multiple opportunities, both during school and in out-of-school time, to choose projects that facilitate the application and demonstration of interdisciplinary understanding and problem solving.

CURRICULUM, ASSESSMENT, AND INSTRUCTION (CONTINUED) - CAI 11 The school’s curriculum provides students with multiple opportunities to engage in complex, inquiry-based projects and OBSERVATIONS & EVIDENCE investigations designed to address the four domains of global OF IMPLEMENTATION competence (Communicating Ideas, Investigating the World, Taking Action, Recognizing Perspective). BEGINNING BEGINNING REACHING INTO EMERGING a. The faculty makes a commitment to project-based learning and becomes familiar with the process in teams or as a whole group. Several teachers provided examples of inquiry based projects they had conceptualized, designed and/or b. Faculty members begin to include simple projects and student investigations in implemented. their instruction. Faculty members agreed that projects and c. Some individual teachers incorporate at least one project into their curriculum inquiry based learning are being specifically designed to address one or more of the four domains of global implemented by some teachers at Deering. competence. Many teachers expressed interest in additional training on project based learning. EMERGING - AT LEAST 50% The modules developed last year, and d. Teachers, individually or in teams, begin to use the GPS Module design process scheduled for implementation this year, to develop, implement and score projects. were designed to address at least one of the four domains; in addition, it appeared that e. Projects at the school are regularly designed to incorporate student choice, some of those modules are inquiry based. authenticity, global focus and a public exhibition of learning (SAGE.) Some teachers suggested that project based learning is better suited to electives than to f. Projects implemented in at least some disciplines and grade levels are inquiry- core coursework. based: designed around open-ended questions and requiring problem solving/ critical thinking skills.

PROFICIENT - AT LEAST 75% g. The faculty, in grade level/multidisciplinary and/or discipline-alike teams, designs curricula that actively involve groups of students in problem-based investigation, research and the generation of potential solutions. h. Student input is solicited to identify relevant issues and problems for study. i. GPS Performance Outcomes and rubrics are significant factors in the goals and assessment for most projects students complete at the school.

SUSTAINING - AT LEAST 90% j. Students participate in group interdisciplinary research projects that address real problems in their own, or in the broader global community k. Students initiate individual research projects that are supported by the faculty, school and out-of-school time programs.

CURRICULUM, ASSESSMENT, AND INSTRUCTION (CONTINUED) - CAI 12 All students are consistently enrolled in the school’s effective OBSERVATIONS & EVIDENCE world language program. OF IMPLEMENTATION BEGINNING EMERGING a. Most students engage in the study of a world language (and/or English as a second Courses available at Deering include one language) during their tenure at the school. level of Arabic, 7 levels of French and 8 levels of Spanish, including AP Spanish b. One or more of the languages offered is an Asian language. Language. It is anticipated that one level of Mandarin will be offered next semester c. Even in beginning level coursework, teachers make a conscious effort to ensure that a through the Confucius Institute at the significant amount of instruction and student interactions are in the target language. University of Southern Maine. d. World language coursework intentionally integrates learning experiences in both While there is no world language language and culture. requirement, the Academic Course Guide for 2013-14 includes the admonition: “All EMERGING - AT LEAST 50% college preparatory students should complete e. The world language faculty receives support, including adequate instructional time, at least two courses of world languages curriculum development, resource materials, and professional development. through Level II. Consult with your guidance counselor.” f. The curriculum for each world language offered is standards based and aligned vertically, with each course level building to an increased level of proficiency The Academic Course Guide lists a Spanish Seminar for Native Speakers, but it was g. The majority of world language instruction, including feedback to students and student reported that it has never been offered conversations, is in the target language. because of under-enrollment. h. The world language program appropriately accommodates learners at multiple levels of It was estimated that approximately 50% - proficiency, including heritage language learners. 60% of Deering students take one or two years of a world language. i. The study of a world language (and/or English as a second language) is a graduation requirement for virtually all students. During classes observed throughout the site PROFICIENT - AT LEAST 75% visit, a significant amount of instruction was j. Student oral and written proficiency in world language is consistently assessed against conducted in the target language, even in previously established, measurable goals for each course, and results are used to guide Level I and II classes. program /instructional adjustments, as needed. Students can select the world language they k. Opportunities exist for students to use their increasing language skills and intercultural want to study. knowledge in immersive experiences beyond the world language classes. It was reported that some students are taking l. Standardized test results and other outside assessments (statewide tests, AP tests, Japanese through Portland High School. competitions, etc.) indicate that students enrolled in advanced level coursework are acquiring the necessary skills to be successful on such measures. Students are placed in their language classes based on their readiness level. m. Virtually all world language instruction is conducted in the target language, and students are regularly engaged in meaningful communication in the target language While the Academic Course Guide describes a placement process and coherent sequence n. All students are engaged in the study of a world language (and/or English as a second of courses based on increasing levels of language) every year that they attend the school. proficiency, it was reported that most world SUSTAINING - AT LEAST 90% language classes include a wide range of knowledge and skills (particularly as a result o. A significant number of students are engaged in the study of an Asian language. of native speakers who may speak, but are

not yet literate, in their mother tongue.) p. Students possess the knowledge and ability to observe and analyze other cultures, and use cultural competencies for successful cross-cultural interactions. q. Students actively use their language proficiency and cultural competencies in authentic language settings. r. Students enrolled in four years of study in the same language acquire at least “intermediate mid” level proficiency according to ACTFL standards in both oral and written language communication, continue to study the language after graduation and/or choose a career that utilizes their language learning.

CURRICULUM, ASSESSMENT, AND INSTRUCTION (CONTINUED) - CAI 13 Students are offered a wide range of expanded learning OBSERVATIONS & EVIDENCE opportunities (e.g., after-school programs, extracurricular clubs, OF IMPLEMENTATION learning expeditions, outside speakers, etc.) specifically designed to address the four domains of global competence BEGINNING EMERGING a. The school explicitly encourages teachers to design and implement learning opportunities The JMG Pathways Coordinator facilitates that go beyond traditional classroom methodology (e.g., money is budgeted for learning job shadows, guest classroom speakers, and expeditions, time for planning expanded learning opportunities is provided in team/faculty internships. Over twenty locations/ positions were documented for job shadows. In 2012 – meetings, the school maintains a resource list of outside partner organizations and/or potential 13, guest speakers addressed topics such as speakers, etc.) the importance of second language learning and career readiness. b. Students can enroll in at least one extracurricular program or club that has an explicit international focus. Mock debates were conducted prior to last year’s elections. c. Some individual teachers design and incorporate at least one off-campus learning expedition into their instruction. Business representatives visited DC’s to discuss interview skills and volunteers EMERGING - AT LEAST 50% conducted mock interviews with sophomores. d. Off-campus learning expeditions designed and implemented by grade level or multidisciplinary teams include an explicit focus on at least one aspect of global competence. Some of the extra-curricular organizations that address global competence include: Interact, Project Unity, GSA, Mock Trial, and e. Outside speakers or organizations making presentations to individual classes, grade level Language Clubs. groups and/or whole school assemblies are asked to address at least one of the four global competence domains. Students can start a club once they have identified a teacher who will serve as advisor. f. Several extra-curricular activities and clubs have an explicit global focus (e.g., language clubs, cultural dance club, service organizations, social justice organizations, cultural festivals, Students viewed the film, “Girl Rising,” environmental clubs, etc.) which tells the stories of nine girls from different parts of the world who endure terrible injustices, but are able to create g. Expanded learning opportunities, such as learning expeditions and outside speakers, include change through the power of education. a structured process for students to prepare for, actively participate in, and reflect upon the experiences. Students can participate in the World Quest Trivia competition through the school’s h. There is a process through which students can initiate the creation and maintenance of an partnership with World Affairs Council. extracurricular club with an explicit global focus. Some students mentioned a field trip about PROFICIENT - AT LEAST 75% Marine Biology and tide pools. Others i. Students choose from and are enrolled in a range of after-school programs or clubs with an recounted a field trip process that included a explicit global focus. movie, note-taking, responding to questions and making a presentation. j. By the end of each year, most students will have participated in at least one off-campus learning event designed to develop global competence. Project Unity recently took 30 students off campus for a full day of leadership training. k. The school calendar and/or master schedule accommodate non-traditional classes during the During the last school year, 15 students school day that enrich the school’s global focus (e.g., intercession, choice seminars, School U, participated in the 26th annual Camden etc.) Conference on the Middle East last year. l. Student assignments encourage the exploration of venues outside the classroom. Students can write articles for the online newspaper Veritas (One recent article SUSTAINING - AT LEAST 90% focused on the feast of Ramadan.) m. A system is in place to ensure that each year, all students participate in at least one off- Breccia, the school’s literary magazine, campus learning expedition designed to develop global competence (either as whole school sponsors an off-campus Open Mic night at activities, grade level, departmental and/or individual class events.) which students can perform (read poetry or a short story, sing, play an instrument, rap, etc.) n. Students themselves create and/or lead globally focused clubs, seminars/choice classes or other non-traditional learning opportunities. Some students have presented their own reflections to an outside audience through a o. Virtually all students actively participate in at least one extra-curricular club with an explicit partnership with the Telling Room and some worked with Sara Corbett, co-author of “A global focus. House in the Sky.” p. A system is in place for students and faculty members to evaluate the quality and impact of Three teachers were honored by the Portland the expanded learning opportunities offered each year and the resulting data are used for future School Board for leading students on a recent planning purposes. camping trip to Bradbury Mountain Park.

CURRICULUM, ASSESSMENT, AND INSTRUCTION (CONTINUED) - CAI 14

The school offers Model United Nations (MUN) and other well- OBSERVATIONS & EVIDENCE designed international simulations in which all students OF IMPLEMENTATION participate. BEGINNING BEGINNING a. Some students participate in Model UN, either in class or through an extra- There is an MUN club at Deering. curricular club. A number of students interviewed during the site visit participate in, or were aware of, the b. The faculty researches and identifies other forms of geo-political simulations MUN program at Deering. (actual or virtual models) that align with the school’s curriculum and global mission. Initial discussions and planning have taken place around incorporating MUN into the EMERGING - AT LEAST 50% curriculum for all sophomores next year.

c. Model UN is offered as an elective course and/or as an extracurricular At least one class participated in an MUN simulation last year, during which students opportunity available to all students. negotiated resolutions on the situation in Syria, including: “How can we stop the d. Some faculty members incorporate other geo-political simulations (actual or fighting?” “What should be demanded of virtual models) that are aligned with their curriculum and designed to build global each side?” “How can that be achieved?” competence. and “Who is responsible for/ what should happen to the Syrian refugees?” PROFICIENT - AT LEAST 75% e. Model UN is incorporated as a core element of the overall school curriculum. f. Other geo-political simulations (actual or virtual models) that specifically address one of more domains of global competence are incorporated into the curricular or co-curricular program. g. The faculty establishes partnerships with other schools, programs or networks that are using appropriate regional, national, or international simulations.

SUSTAINING - AT LEAST 90% h. All students participate in Model UN as part of the school curriculum and have the opportunity to participate in an ongoing basis either in-class or after-school. i. The Model UN program is primarily student-led with targeted leadership development instruction provided. j. Students actively participate in appropriate regional, national, or international simulations and host these simulations when possible.

CURRICULUM, ASSESSMENT, AND INSTRUCTION (CONTINUED) - CAI 15 All students have opportunities to earn college credits through OBSERVATIONS & EVIDENCE Advanced Placement (AP), dual enrollment, online and/or other OF IMPLEMENTATION courses. BEGINNING EMERGING a. All students will be encouraged and supported to take college level courses. The following AP courses are offered at b. The school has a plan for providing college credit opportunities and has set an Deering: English Lit & Composition, implementation schedule for the array of AP and/or dual enrollment college Calculus AB/BC, Statistics, Biology, US History, Psychology, Computer Science, courses it will offer. Studio Art and Spanish. Statistics and Biology will be introduced soon. c. Students have the opportunity to enroll in at least one AP or dual enrollment class. Students with a B average or higher can earn college credit through Southern Maine Community College, USM, UMaine (online) or St. Joseph’s College. Some institutions EMERGING - AT LEAST 50% require additional tests or qualifying SAT/Accuplacer scores. Tuition and some d. Students can choose from among several Pre-AP, AP, online and/or dual credit fees are waived (St. Joseph’s requires $100 course options that are offered at appropriate grade levels. fee per course.) Students are responsible for the cost of books and supplies. e. Students who enroll in AP and/or college courses are provided with appropriate support to be successful (e.g., course discussion/study groups, It was reported that 4 students enrolled in mentoring, exam simulations, after-school reviews, test-taking strategies, etc.) college – credit courses during the last school year and that 20 are doing so last year. f. Faculty who teach AP and/or dual enrollment courses have received appropriate professional development and other required support. Several students said their teachers encourage them to take Honors and AP courses.

g. A system is in place to identify students who have not yet enrolled in courses It was reported that 105 Deering students through which college credit can be earned, and to determine how barriers to took AP tests last year and that their participation can be eliminated. approximately 2/3 of their 172 exams were PROFICIENT - AT LEAST 75% scored a 3 or higher.

AP and Honors courses are weighted more h. Multiple pathways exist that provide a variety of enrollment options in college heavily in the GPA than other courses. level courses for all students. Students enrolled in AP courses are required i. All students take at least one AP or dual enrollment college course during their to take the exam. high school experience. It was reported that PSAT scores are used to j. Students enrolled in AP or dual enrollment courses reflect the full diversity of help identify students who might enroll in the student population. AP.

Some teachers reported that they had k. Most students who take an AP or dual enrollment course achieve a level of received AP training performance that qualifies them for college credit. Note: The site visit team did not have SUSTAINING - AT LEAST 90% information on the demographics of students enrolled in Honors, AP and/or other l. Almost all students completing AP, online or dual enrollment courses achieve a advanced level courses.

level of performance on the assessments that qualifies them for college credit. m. Some students graduate from the school having earned a full year or more of college credits. n. The school demonstrates an unwavering commitment to the expectation that all students should have access to college-credit bearing courses and employs numerous strategies to ensure its students’ success.

CURRICULUM, ASSESSMENT, AND INSTRUCTION (CONTINUED) - CAI 16 The school makes structured travel opportunities within and OBSERVATIONS & EVIDENCE outside the United States available to all students. OF IMPLEMENTATION BEGINNING REACHING INTO BEGINNING a. The school provides written and online communications, as well as Several Deering students have traveled to a information sessions, about upcoming travel and exchange opportunities to all number of different countries on their own students and parents. initiative. Examples mentioned during the site visit included travel to Chile, Madagascar,

Dominican Republic, Somalia, Scotland, b. The school becomes familiar with district policies (where applicable) that Scandinavia and El Salvador. affect student travel opportunities and establishes processes and procedures for faculty members and students who participate in school sponsored travel. The school is investigating the possibility of developing a focus on travel (and possibly a c. Students who travel domestically or abroad are provided with opportunities to whole class trip) during the junior year. share their experiences with their peers. Experiences of students who have traveled to d. Families of students planning to participate in school-sponsored travel are other countries on service trips or for other reasons are publicized in multiple ways offered multiple opportunities to learn about the upcoming experience. (school newspaper, online blog, posters in the EMERGING - AT LEAST 50% school, etc.) e. Individual faculty members accompany small groups of students on short-term stays to other schools within or outside the ISSN network. Some students and teachers indicated that, in the past, travel opportunities were available f. A structured process for students to prepare for, actively participate in, and through the Spanish and French Clubs. reflect on their experiences is incorporated into all school-sponsored travel. Some teachers indicated an interest in facilitating student travel to other countries as g. The school facilitates at least one opportunity each year for a small group of part of the educational process, but raised students to travel outside the country. concerns about potential personal liability and/or whether district policy supports school- h. Efforts are made to invite and support a wide range of students, (regardless of sponsored student travel. socio-economic level, prior academic achievement, etc.) to apply for any available travel opportunities. Some teachers expressed an interest in developing equitable processes for students to ROFICIENT AT EAST P - L 75% take advantage of travel opportunities i. Most students participate in at least one school-sponsored overnight travel sponsored or promoted by the school. experience during their high school career. Plans are in place for a faculty “Travel j. The school actively supports students who cannot afford to travel through Working Group” to examine issues around fundraising activities. student travel. k. The school offers multiple opportunities for students to travel both An application to host students is available on the “Challenging Our Students to Explore the domestically and abroad (e.g., exchange programs, grade-level trips, etc.) World” blog page. l. If school-sponsored travel involves home-stays, systems are in place to ensure A link to an opportunity to apply for one of 15 the appropriateness of the placements and to prepare both students and families spots available statewide to study in China for the experience. (sponsored by the Chinese Language and Culture Center of Maine) next summer at m. Students help to plan school sponsored travel experiences. one’s own cost was on the “Challenging Our Students to Explore the World” blog page. SUSTAINING - AT LEAST 90% n. Students regularly seek out and successfully pursue travel opportunities One of Deering’s students participated in a sponsored by outside organizations. service trip to the Dominican Republic through Global Leadership Adventures; o. All students can participate in school-facilitated travel, without being limited another through CIEE. by financial resources, academic achievement or prior behavior. World Language and other teachers encourage p. Students are responsible for developing and implementing significant aspects students to take advantage of any available of school sponsored travel opportunities. travel opportunities. q. A system is in place for evaluating and revising the school’s travel program.

CURRICULUM, ASSESSMENT AND INSTRUCTION - CAI 17 The faculty uses a systematic approach to assessment, including OBSERVATIONS & EVIDENCE authentic and performance-based measures that enable students OF IMPLEMENTATION to demonstrate mastery of content and global competence. BEGINNING BEGINNING a. In faculty, grade level and/or content area teams, teachers have discussed best practices in Different types of assessments mentioned the use of formative and summative assessments. or observed during the site visit included: • Quizzes b. The faculty collectively develops an understanding and an initial repertoire of authentic and • Tests performance-based assessment strategies and considers how they might be used to • Essays demonstrate content mastery and global competence. • Sequencing events in chronological order c. Some teachers demonstrate strategies that enable checking for understanding throughout the • Posters course of instruction. • Photoshop slides • Recorded conversations (using d. Some teachers use a variety of formative and summative assessment strategies. iPads) in second language EMERGING - AT LEAST 50% • Pre-assessment app for an e. Faculty members incorporate multiple strategies to check for understanding throughout the upcoming concept course of each lesson and revisit material as needed. • Individual and group presentations f. Many individual teachers can describe modifications they’ve made to their instruction as a • Online lab result of learning needs identified through formative assessments. • Use of notes during a quiz and allowed to ask teacher for help g. The faculty purposefully uses a wide variety of formative and summative assessment • Emailing potential quiz/test strategies and collaboratively reflects on and refines approaches to assessment. questions in advance h. The faculty and students begin to use and refine rubrics or other tools aligned with the ISSN Several faculty members indicated that Graduation Portfolio System (GPS) to make learning and assessment explicit for students. district-wide math and ELA committees are investigating the development of i. Whenever possible, students have a voice in determining how they demonstrate mastery of some common assessments. knowledge and skills. PROFICIENT - AT LEAST 75% Students agreed that quizzes and tests j. Faculty members regularly “backwards plan,” (determining what students must know and be were commonly used assessments. able to do and which assessment strategies will demonstrate that learning) as a precursor to designing and scaffolding instructional activities. All teachers are expected to implement 2 GPS modules during the current year, k. Faculty members in grade level and/or content teams collaboratively develop and which would include all the elements of implement some common assessments, and subsequently analyze the results to inform SAGE as well as formative and instruction. summative assessments. l. The faculty members and students regularly use and refine rubrics or other tools aligned Faculty members agreed that there are no with the ISSN Graduation Portfolio System (GPS). common assessments at this time. m. The faculty regularly incorporates the elements of student choice, authenticity, global Strategies to check for understanding focus and public exhibition of learning (SAGE) into their summative assessments. observed during the site visit included: • Use of individual marker n. The use of ongoing, formative feedback is a key learning tool employed by the faculty. boards SUSTAINING - AT LEAST 90% • Check-ins with groups and/or o. Multiple forms of assessment are used for all courses and, as appropriate, for diverse individuals learning styles. • Whole class questioning • Socratic Seminars p. End of year summative assessment results at the district and/or state level regularly indicate that the school’s assessment system is on track and aligned with district and/or state standards. Teachers expressed an interest in professional development on the use of q. Data collected from different forms of assessment are consistently used to guide decision- formative and summative assessments. making about instruction. Some students were familiar with the use r. A system is in place for the faculty to collaboratively reflect on and revise assessments of rubrics. During the site visits, some across grade levels and within content areas. teachers were observed using rubrics and/or having students self-assess using an AP rubric.

CURRICULUM, ASSESSMENT AND INSTRUCTION (CONTINUED) - CAI 18 Fair, consistent and transparent grading policies and practices support student growth and inform instructional decision- OBSERVATIONS & EVIDENCE making. OF IMPLEMENTATION

BEGINNING REACHING INTO BEGINNING Students and faculty all agreed that each individual teacher sets his/her own grading a. Individual teachers ensure that their grading policy is articulated and clearly policy. Teachers are expected to articulate understood by students and teachers. what how students will be graded in the course form they submit. b. The faculty as a whole discusses research on best grading practices and collaboratively develops some key agreements (e.g., no zeros, test retaking, how While the student handbook indicates that effort affects grades, etc.) on policies to be incorporated schoolwide. all courses include final exams, faculty and students agreed that not all courses require EMERGING - AT LEAST 50% final exams. The handbook also states that no mid-term or final exam may exceed more c. Grade-levels and/or content based teams develop transparent, consistent grading than 20% of the grade. policies that align with schoolwide practices and offer students opportunities for revision and redemption. The district wide grading policy is as follows: A=93-100; B=85-92, C=84-78; D=70-77; F=0-69. d. Students and parents can articulate how grades are determined. Students agreed (and site visit team e. Faculty members individually analyze student and class grades for patterns or members’ observations affirmed) that many distributions that inform instruction. teachers allow students to earn bonus points/ extra quiz grades in a variety of ways (e.g., PROFICIENT - AT LEAST 75% reading quietly during class, helping out in the classroom, etc.) f. The faculty develops and implements transparent, consistent, grading policies and practices schoolwide. Students and teachers can access grade and assignment information online on Infinite

Campus. Teachers are expected to update g. Faculty members collectively analyze student and class grades for patterns or information on Infinite Campus at least distributions that inform instruction. every two weeks. h. Grading policies and practices allow students multiple opportunities to Interim progress reports are no longer sent demonstrate the desired outcomes. home now that the Infinite Campus system has been implemented. i. Overall, students’ grades are a reliable indicator of their expected performance on end of course exams and/or state assessments. Honors and AP classes are weighted more highly than other courses when calculating GPA.

SUSTAINING - AT LEAST 90% Teachers agreed that there have been no whole school conversations about grading j. The school’s grading practices are systematically evaluated in order to maintain policies. consistency and fairness, as well as adherence to best practices. k. Rubrics and grading criteria are regularly co-constructed with students. l. Peer and self-assessments are regularly incorporated into grading practices.

CURRICULUM, ASSESSMENT AND INSTRUCTION (CONTINUED) - CAI 19 Prior to graduation, all students successfully complete an ISSN OBSERVATIONS & EVIDENCE Graduation Portfolio that demonstrates college readiness and OF IMPLEMENTATION global competence as reflected in the GPS Performance Outcomes/ISSN Graduate Profile. BEGINNING NOT APPLICABLE AT THIS TIME a. The faculty provides explicit instruction to students in reflective thinking and analysis as a precursor to the development of student portfolios. b. Faculty in at least one grade level require students to identify and reflect upon representative samples of their work to be included in a portfolio c. Faculty members assist students in identifying work that demonstrates global competence and college readiness

EMERGING - AT LEAST 50% d. Faculty members collaboratively establish and implement expectations for a portfolio framework at each grade level. e. A school based system for the management of portfolios is designed and implemented. f. Students can articulate how the work included in their portfolio addresses the four domains of global competence. g. Students in at least one grade level each present their portfolio to an audience. PROFICIENT - AT LEAST 75% h. Each student develops and annually presents a cumulative grade-level portfolio (using elements of the Graduation Portfolio System) that demonstrates his/her reflective thinking, growth, and the skills, knowledge, and dispositions of the ISSN Graduate Profile. i. To the greatest extent possible, the school-based system for portfolio management is digitally based. j. The school clearly communicates the value of portfolio data in relation to other performance measures. SUSTAINING- AT LEAST 90% k. All students participate in a public, community wide exhibition of their ISSN Graduation Portfolios. l. Students, parents, and teachers effectively track the management and assessment of student portfolios online. m. The senior level Graduation Portfolio is completely aligned with the GPS and includes a reflection of the student’s growth as a globally competent and college ready learner over his/her years at the school.

CURRICULUM, ASSESSMENT AND INSTRUCTION (CONTINUED) - CAI 20 OBSERVATIONS & EVIDENCE Each student identifies and addresses an issue of global OF IMPLEMENTATION significance through a capstone project that demonstrates the four domains of global competence.

BEGINNING REACHING INTO BEGINNING a. Discussions take place at the school level regarding the design, There have been some initial conversations about a senior capstone project. implementation and assessment of the “capstone” project process.

In at least one class, seniors explore a topic of b. Students are provided with opportunities to identify and pursue globally personal, local, national and global significant issues of their own choosing when completing some formative and/or significance. Students are required to write a summative assessments. personal essay, a research paper and make a EMERGING - AT LEAST 50% presentation on the topic of their choice, and engage in a volunteering, job shadowing or internship experience connected to their c. Faculty members collaboratively develop parameters for capstone projects that research topic. are aligned with the ISSN Graduation Portfolio System (GPS.) A number of students mentioned that they d. Expectations for the capstone project are shared with students, parents and have been given a choice of topics to other members of the school community. investigate/ research in some classes.

e. Students have opportunities to develop skills in and to practice independent research embedded in their coursework and after-school activities prior to senior year. f. Some students complete a capstone project on a voluntary basis or as an option that fulfills requirements for graduation.

PROFICIENT - AT LEAST 75% g. Prior to senior year, the faculty designs and implements yearly projects that scaffold a student’s ability to produce a significant and successful capstone project. h. Requirements and processes for the capstone project are well-specified and are readily accessible online. i. All seniors successfully complete a capstone project that addresses an issue of global significance. j. School-based systems for the implementation and assessment of the capstone projects are in place.

SUSTAINING- AT LEAST 90% k. All students participate in a public, community wide exhibition and assessment of their internationally themed capstone project to demonstrate the knowledge, skills and dispositions in the ISSN Graduate Profile. l. The school’s capstone project is seamlessly integrated into its Graduation Portfolio process.

CURRICULUM, ASSESSMENT AND INSTRUCTION - CAI 21 The faculty purposefully uses a variety of instructional OBSERVATIONS & EVIDENCE strategies to engage students and meet their learning needs. OF IMPLEMENTATION

BEGINNING BEGINNING REACHING INTO EMERGING a. The faculty demonstrates a working understanding of how students learn and explores the use of a variety of instructional strategies. Instructional strategies observed or reported during the site visit include: b. The faculty begins to use inquiry-based and other student-centered • White marker board for new vocabulary instructional strategies that promote active student engagement. • Text rendering protocol

• Critiquing of each others’ work c. Within individual lessons, some faculty members incorporate a variety of • Projects instructional strategies that actively engage students. • Deep Inquiry EMERGING - AT LEAST 50% • Simulation / role play d. The faculty begins to address the needs of individual students by regularly • Sequencing/ using a variety of student-centered instructional strategies. • Higher order questioning • Socratic Seminar e. The faculty uses inquiry–based instructional strategies such as project-based • Using rubrics as a self study learning, simulations, and hands-on laboratory work. • Hands on labs • Videos f. Faculty members can articulate why they chose specific instructional strategies • Virtual labs during a particular lesson/unit and/or for a particular student or group of Teachers mentioned the need to differentiate students. their strategies because of the wide range of achievement/ literacy in each of their classes g. Faculty members make an effort to identify students’ learning styles (e.g., observations, student reflections, inventories, surveys, individual interviews, Classroom observations indicate that a variety etc.) of instructional strategies are purposefully PROFICIENT - AT LEAST 75% used. h. The faculty meets the needs of diverse learners by using instructional Several teachers described the necessity of strategies that systematically and intentionally enable students to achieve planning multiple activities within any one learning objectives. lesson because of the 80 minute block. i. Across the school, project-based learning, higher order questioning and other At least one teacher sought written student inquiry-based instructional strategies are consistently used and guided by student feedback on the instructional strategies he/she needs, learning styles, interests and standards to be met. used in class. Included in the list were concept mapping, web animations, writing j. The faculty provides opportunities for students to learn and apply discipline- about understanding, revising written work, specific methods of inquiry. graphic/ comic texts and physically acting out concepts. k. Students can articulate ways in which they can best access, understand and master knowledge and skills.

SUSTAINING - AT LEAST 90% l. The faculty match appropriate instructional strategies with student needs and interests, and provide multiple access points to rigorous standards-based content. m. The faculty uses instructional strategies that enable students to demonstrate productive habits of mind, which include problem-solving, creative and generative thinking skills, the capacity to analyze issues of international significance from multiple perspectives, and the ability to direct their own learning. n. Students advocate for approaches to instruction that best meet their individual learning needs.

CURRICULUM, ASSESSMENT AND INSTRUCTION (CONTINUED) - CAI 22 As part of a comprehensive approach to ensuring student OBSERVATIONS & EVIDENCE success, the school assists students who do not yet meet OF IMPLEMENTATION standards through a multi-tiered system of supports and interventions. BEGINNING BEGINNING a. The school develops a process for identifying the academic needs of incoming and Students agreed that virtually all teachers are continuing students who are significantly below grade level. available before or after school, and some teachers allow students to come in for extra b. Some teachers provide additional time (before or after school, during lunch, through help during some planning periods. online feedback, homework helplines, etc.) to individual or small groups of students in need of extra help. Teachers can refer students to the Student Support Team (SST), which includes c. Each student is assigned an adult who is responsible for overseeing his/her progress guidance counselors, the Assistant Principals, (e.g., advisor, homeroom teacher, school counselor, etc.), and who coordinates and social workers. The SST deals with information received from other staff members. social or emotional issues that are affecting academic progress and establishes a plan that d. The school develops and implements some intervention structures to which students will be reviewed on a weekly basis. can be assigned and/or participate in voluntarily. (e.g., Saturday Academies, tutoring programs, double-blocked classes, summer school, credit recovery, etc.) Tutoring is available (by college students and peer tutors) to students who choose to attend EMERGING - AT LEAST 50% after school on Tuesdays and Thursdays. e. Multiple group intervention structures are established schoolwide and a consistent process for identifying students in need of, and ready to exit from them, is implemented. NWEA scores are analyzed for appropriate placement into 9th grade English classes. f. Most teachers have regular and consistent times available during and/or outside the school day for students to receive extra help. An alternative education/ credit recovery class is available for students who have been g. The school analyzes data on the effect of interventions and monitors /adjusts the unsuccessful in their efforts to pass required intervention process accordingly. coursework. h. The system of individual and group interventions ranges from “light touch” to The RTI system has been introduced to “intense” and is flexible enough to accommodate short or long-term support as needed. teachers but is not yet fully implemented. i. An effective communication process exists between intervention providers and Teachers expressed interest in the classroom teachers. establishment of additional formal supports for students with academic or other needs. PROFICIENT - AT LEAST 75% For example, the English department has j. Individual learning plans are developed for students in need of additional support, and developed a rationale for additional quarter- academic performance is closely monitored with timely intervention efforts implemented long language/literacy learning opportunities consistently throughout the semester based on needs identified through NWEA scores and available time currently being k. Data demonstrate that appropriate interventions accelerate student learning and spent in study halls. increase the number of students meeting or exceeding standards. Students loop with their DC advisor for four l. Access to timely, relevant data and regular meetings increase coherence among teachers years. and intervention providers working with students. The academic course guide lists a “Reading m. Faculty members have received appropriate professional development in areas such as Enrichment Class” for 9th grade students RTI, PBIS, English language learning, literacy, etc.. reading two or more levels behind. The guide SUSTAINING - AT LEAST 90% indicates that the course is taken during the n. Individual learning plans drive instructional decisions and ensure appropriate first semester of the freshman year in addition interventions as needed to facilitate learning outcomes consistent with the ISSN Graduate to a required English course. Profile. English Learners have access to three levels o. Students share responsibility for developing and meeting individual learning plan of coursework in English, 2 levels in social outcomes. studies and science, 1 level in math. Read 180 and Content Area Reading & Writing. All p. The majority of the students identified for intervention services improve their courses may be taken as yearlong courses as academic performance to the level required. needed.

CURRICULUM, ASSESSMENT AND INSTRUCTION (CONTINUED) - CAI 23 The faculty uses instructional strategies that promote high levels OBSERVATIONS & EVIDENCE of student literacy across disciplines. OF IMPLEMENTATION BEGINNING BEGINNING REACHING a. Teachers are provided with professional development on content-specific literacy strategies. INTO EMERGING b. The school develops a process for identifying students with literacy needs and Teachers agreed that literacy is a communicating those needs to appropriate faculty members. significant issue at the school and expressed interest in additional c. Some teachers in multiple content areas incorporate assignments that require students to professional development on literacy locate, organize, understand, evaluate and/or analyze information using digital technology. strategies. d. Teachers review with students the ethical and appropriate use of technology and social Some literacy strategies observed during media. the site visit included: EMERGING - AT LEAST 50% • Word walls e. Teachers in multiple content areas purposefully incorporate some literacy strategies (e.g., • Graphic organizers word-walls, read-alouds, close reads/ structured reads, graphic organizers, chunking text, • Text rendering pair/share, etc) into their instruction • Use of highlighters/ annotating text f. Periodic meetings of faculty and special program staff take place to enhance the sharing of • Sharing notes taken by peers literacy strategies across disciplines and programs. • Use of the app Notability • Asking students to share a word g. Teachers enable all students to access content by providing additional resources (such as or concept that was new to alternate assignments, online narration of assigned readings, etc.) them h. Writing assignments are common across the curriculum. Site visit team members observed students being asked to write their i. In multiple grade levels and content areas, teachers expect students to locate, organize, responses in multiple content areas. analyze, synthesize and ethically use information from a variety of digital sources / media

PROFICIENT - AT LEAST 75% j. Discipline-based literacy strategies are regularly used in classrooms and help students scaffold their learning to meet rigorous curriculum expectations. k. The entire faculty holds itself collectively accountable for the literacy learning of all students and making literacy strategies explicit to the students. l. The data collected from the multiple measures of assessment show improved student literacy and additional strategies are developed to address areas of need. m. Where appropriate, teachers in virtually all of the content areas include assigned reading of non-fiction and informational text. n. Students regularly demonstrate their ability to locate, organize, analyze, synthesize and ethically use information from a variety of digital sources / media

SUSTAINING - AT LEAST 90% o. The school’s approach to literacy is effective with all students and is demonstrated by students’ ability to articulate literacy strategies and apply them in various academic contexts. p. The school’s literacy program is highly regarded as a model. q. Teachers and students consistently use discipline based literacy strategies to understand complex content and meet or exceed standards. r. The level of teachers’ and students’ digital literacy is a source of pride in the school community.

CURRICULUM, ASSESSMENT AND INSTRUCTION (CONTINUED) - CAI 24 Faculty and students use technology and new media to access OBSERVATIONS & EVIDENCE international resources, connect to international schools and OF IMPLEMENTATION organizations, create new intellectual products, and support all facets of the learning process. BEGINNING BEGINNING REACHING INTO a. The school collectively develops a vision of effective technology integration that will EMERGING build teacher and student capacity to access learning and global resources Each student is provided with an iPad. b. There are initial efforts by faculty and students to utilize technology to access global It was reported that the building was rewired resources that support their learning about the world. for internet access over the summer. Students and teachers agreed that internet c. Teachers are provided with professional development and support that will enable them access and downloading speed were rarely, to use technology effectively. if ever, an issue. d. Technology needs are identified and efforts are made to acquire, over time, the In at least one world language class necessary hardware, software and bandwidth. observed during the site visit, students EMERGING - AT LEAST 50% recorded and uploaded their conversations on iPads. Students said they sometimes e. Faculty and students have consistent, reliable, and equitable access to technology critiqued each other’s conversations. within and outside the classroom.

In at least one science class observed during f. Data show an increase in teachers’ use of technology and new media in classroom the site visit, students participated in a instruction. virtual lab experiment.

g. Students increasingly use technology and new media in the development and Students were observed using graphing demonstration of learning and new knowledge. calculators in some math classes.

h. The faculty increasingly uses technology specifically to build global competence (e.g., Some classrooms are equipped with Smart virtual field trips, simulations, digital gaming that involves problem solving, decision- Boards. making and/or collaboration, etc.)

In at least one class observed during the i. Students work collaboratively with students from their own and/or other schools using visit, students were asked to identify videos online learning communities (such as Edmodo) or co-constructing documents (e.g., available online that helped them understand googledocs) the math concept being studied in class. PROFICIENT - AT LEAST 75% j. Data indicate that teachers are appropriately and consistently integrating technology Some teachers put resources online so into instruction. students who are absent or need additional support can review the materials. k. Students regularly demonstrate their ability to select and use the digital tools most appropriate to specific tasks. Some teachers maintain webpages, twitter accounts and/or blogs students can access. l. Students regularly connect with students and/or adults from other countries through technology-based resources (e.g., iEARN, Global Nomads, Skype, online exchanges, At least one teacher emailed the next day’s etc.). potential quiz questions to his/her students. m. Teachers and students hold themselves accountable for the ethical and appropriate use In at least one art class, students were asked of technology and social media. to complete a complex project using iPads.

SUSTAINING - AT LEAST 90% Teachers agreed that 2 – 3 years ago the district put a strong emphasis on the use of n. Technology and new media are implemented seamlessly into teachers’ and students’ technology. ongoing learning and production of new intellectual products. Some students were selected to Skype with o. Students’ graduation portfolios demonstrate the effective use of technology and new students from DCIS, an ISSN school in media throughout. Denver, and last year, three combined classes Skyped with Senator Angus King. p. Students regularly engage in collaborative learning projects with students from other countries that are facilitated by technology and new media.

CURRICULUM, ASSESSMENT AND INSTRUCTION (CONTINUED) - CAI 25 Students “take action” through service learning experiences that OBSERVATIONS & EVIDENCE address local, regional, national, and international issues and OF IMPLEMENTATION perspectives. BEGINNING BEGINNING a. The faculty explores ideas for developing and coordinating community service and service learning opportunities, including some with international connections There are a number of service organizations or tied to global issues. on campus, including Interact, the Unity Project, Future Teachers of America, Key Club, Natural Helpers, Peer Mediators and b. The school identifies community and out-of-school partners to support service Gay Straight Alliance. learning and help provide placements for service. Posters in the hallways and stairwells c. Some students participate in isolated community service or service learning promoted service efforts already undertaken activities in response to a faculty, student or extracurricular club initiative. by Deering students. d. Some individual teachers design at least one instructional module that requires A small group of students undertook an students to identify a problem and to take action that would improve the situation independent study course on Recycling. for someone other than themselves. Among the results of their research and efforts were the multilingual recycling signs

in the cafeteria, a beach clean up at East End EMERGING - AT LEAST 50% Beach, trail work in Portland, organization e. Some extra-curricular club and/or classes regularly sponsor and support of a field trip to Eco-Maine for freshmen community service events. and the Environmental Club and creating a system for "take a milk, leave a milk" in the f. At least one grade level or school-wide initiative engages students in taking cafeteria. They also developed a proposal action on an issue identified by students or teachers. for a Global Human Ecology Course to be offered at Deering. g. Faculty members collaboratively develop and implement community service/ It was reported that the school is exploring service learning expectations for all students and a system for monitoring service some community service options for credits/hours earned. students. h. A system is in place to integrate service learning into the curriculum and to align service learning opportunities with curricular learning objectives. PROFICIENT - AT LEAST 75% i. All students complete the equivalent of 120 hours of service learning for graduation with at least one third dedicated to an issue of global significance or work with an international organization. j. A comprehensive system is in place to organize, monitor, and evaluate the quality of service experiences. k. Students are provided with structured opportunities to reflect on their service learning experiences, to integrate them into the core curriculum and portfolio, and self-select new experiences to enhance their growth and development. l. Students are provided with regular opportunities to identify and address issues, situations, or conditions they can improve individually or collectively. SUSTAINING - AT LEAST 90% m. Globally focused service learning opportunities are systematically integrated into the curriculum. n. School wide partnerships are in place with local, national and international organizations to support student service learning activities. o. Students actively seek out and plan local, national, and international service learning activities.

CURRICULUM, ASSESSMENT AND INSTRUCTION (CONTINUED) - CAI 26 OBSERVATIONS & EVIDENCE Students develop career readiness and global competence OF IMPLEMENTATION through substantive internships and other career exploration activities. BEGINNING BEGINNING a. Initial schoolwide conversations for developing and coordinating internships take place. The JMG Pathways Coordinator facilitates job shadows, guest classroom speakers, and b. The school reaches out to and secures agreements with some businesses, internships. Over twenty locations/ positions were documented for job shadows. In 2012 – community organizations and/ or out-of-school time partners to support and help 13, guest speakers addressed topics such as provide internships. the importance of second language learning and career readiness. c. Some students participate in career exploration activities, including some with international connections. Available internship positions are posted on a hallway bulleting board and online. d. Prior to graduation, all students prepare a well-constructed resume. Jobs for ME Graduates, which is highly MERGING AT EAST E - L 50% visible and active at Deering, is focused on e. The school facilitates a range of career exploration experiences, (e.g., Career careers and job placements for students. Day/Fairs, mock interviews, guest speakers, learning expeditions, etc.) that are available to all students. DC time is sometimes focused on issues associated with career readiness, such as job f. A number of school facilitated internship opportunities are made available search resources, developing resumes and during the school year and over the summer. interviewing skills. g. Guidance is provided to students who choose to initiate and pursue their own In the 2012-13 school year, 60 Deering students participated in job shadowing internship placement. experiences h. Students and families are familiar with the school’s expectations regarding internships and a system for tracking, monitoring, and evaluating internships is in place. i. A system is in place for students to share their internship experiences with peers. PROFICIENT - AT LEAST 75% j. Students complete 120 hours of an internship and accompanying structured reflection activities before graduation. k. The majority of internships completed clearly address one or more of the domains of global competence. l. Students regularly initiate and pursue their own internship placement. m. Structures are in place to accommodate students whose internships take place during the school day. SUSTAINING - AT LEAST 90% n. School-wide partnerships are in place with local, national, and international businesses/ organizations for student internships and career explorations. o. Alumnae are provided with regular opportunities to discuss their respective careers with students and/or to serve as mentors. p. A system is in place so that students can earn course credit for successfully completing their internship program.

SCHOOL ORGANIZATION AND GOVERNANCE - SOG 27 OBSERVATIONS & EVIDENCE The school is actively promoted to prospective students and OF IMPLEMENTATION families through an equitable recruitment process.

BEGINNING BEGINNING a. School staff develops web-based and paper enrollment materials that describe The school conducts at least one evening the school’s focus on global competence and college readiness. Open Houses for families of 8th grade students. b. Faculty members promote the school and its mission to potential students at th open houses, meetings at feeder schools, student recruitment fairs, school tours, 8 grade students from the Portland middle schools are offered an opportunity to shadowing or “step-up” days, etc. shadow a Deering student.

c. Prospective students and families can readily access information about the Brochures have been developed to promote school in multiple languages. Deering’s academic and extra-curricular opportunities as well as its relationship with EMERGING - AT LEAST 50% the ISSN. d. Where applicable, student recruitment strategies are designed to ensure student Because the ELL program reached capacity enrollment reflects informed student and parent decisions based on expressed after a large influx of students this fall, the interest in global competence. school had to refuse admission to additional ELL students new to the country who applied to Deering. It was assumed that e. If the number of applicants exceeds the school’s capacity, a lottery or other those students enrolled in Portland HS. method of student selection ensures an equitable opportunity for all applicants to attend the school. It was reported that word of mouth among immigrant communities is influencing f. Faculty members analyze the effectiveness of the recruitment strategies on an students to select Deering. ongoing basis and revise the process as needed. While somewhat difficult to locate, there is g. Current students participate in recruitment events such as presentations at a translation link available on the school’s feeder schools and school tours. website through the ELL program link.

PROFICIENT - AT LEAST 75% h. Where appropriate, recruitment strategies are developed and implemented to encourage a more representative group of students to attend the school. i. Students play a key role in the design and implementation of recruitment events and activities promoting the school to prospective applicants. j. Bilingual presenters, translators or other accommodations for non-English speaking families are made available at recruitment events and activities.

SUSTAINING- AT LEAST 90% k. If demand for the school continues to grow and exceeds the capacity of the school by more than 100 percent in the enrolling grade level, the school will advocate with the district to develop a plan to open another international studies school l. Prospective students are recruited without regard to prior academic performance, limited English proficiency or, where applicable, ability to pay.

SCHOOL ORGANIZATION AND GOVERNANCE (CONTINUED) - SOG 28 A diverse staff whose knowledge and/or life experiences reflect OBSERVATIONS & EVIDENCE their interest in global competence is recruited, hired and OF IMPLEMENTATION retained. BEGINNING BEGINNING a. Posted job openings include references to the school’s focus on global The faculty is composed primarily of competence. veteran teachers. The faculty turnover rate is exceptionally low: most teachers have worked at Deering for five years or more, b. The school purposefully recruits a diverse faculty and staff with excellent and a significant number have been on qualifications, and international interest and experiences. Deering’s faculty for more than a decade. c. The school designs and implements a hiring process that provides opportunities The staff was already in place when Deering for candidates to demonstrate how their knowledge, skills and dispositions will fit adopted its global focus and the school has with the school’s mission and culture. been affected by Reductions in Force. As a result, there have been few opportunities to d. At least some faculty members have international backgrounds, have traveled hire new faculty or support personnel. internationally and/or are bilingual. While the school does not mention its global EMERGING - AT LEAST 50% focus in job postings, teacher candidates are e. Qualified candidates applying for open positions come from a broad pool within asked during the interview process about and outside the local community (where appropriate) and regularly exceed the interests and experiences related to global number of teaching positions available. competence. f. (Where applicable,) faculty turnover rate at the school is lower than the district In addition to the World Language teachers, average. there are some bilingual staff members, and at least one or more are studying a second language on their own. g. A structured mentoring process specific to the school is in place for all incoming faculty members. PROFICIENT – AT LEAST 75% h. The current faculty and staff are diverse and their training, experiences, and interests reflect the skills, knowledge, and dispositions described in the ISSN Teacher Profile. i. A significant number of faculty members are bilingual and/or are learning a second language. j. Exit interviews are conducted with all departing staff and the results are used to inform future hiring and/or improve teaching and learning conditions. k. Once hired, faculty members tend to remain at the school for three or more years. SUSTAINING– AT LEAST 90% l. The faculty actively recruits other teachers who have a demonstrated record of the skills, knowledge, and dispositions present in the ISSN Teacher Profile. m. The school encourages and provides support for faculty travel, language learning, and other experiences that would further develop their global competence. n. One or more teacher preparation programs regularly place student teachers and/or interns at the school whose life experiences and interests are aligned with the school’s vision and mission.

SCHOOL ORGANIZATION AND GOVERNANCE (CONTINUED) - SOG 29 OBSERVATIONS & EVIDENCE The school designates a faculty position or its equivalent with OF IMPLEMENTATION specific responsibilities for promoting and/or facilitating the school’s global focus.

BEGINNING EMERGING REACHING INTO PROFICIENT a. Individual faculty members voluntarily assume some additional grade-level or school-wide responsibilities for coordinating activities and/or events associated The Nellie Mae grant supports two half time with the school’s global focus. teacher leaders who support the school’s education reform efforts and who serve as the

point persons for implementing the school’s global focus.

The Teacher Leaders work closely with the Principal and the ISSN coach to coordinate professional development for teachers, EMERGING - AT LEAST 50% organize working groups around the implementation of the ISSN school design b. The school identifies additional responsibilities associated with its mission to and establish partnerships. promote global competence (e.g., developing school partnerships, organizing learning expeditions, managing internships, establishing travel or exchange The full time JMG Pathways Coordinator opportunities, developing and sharing GPS expertise, fundraising, securing manages Expanded Learning Opportunities grants, coordinating student work exhibitions, etc.) and provides a small stipend for students, including job shadows, guest classroom speakers, and internships. and/or some release time for faculty members to address the highest priorities.

PROFICIENT - AT LEAST 75% c. The faculty collaboratively develops and prioritizes a list of specific responsibilities associated with the school’s global mission that warrant release time. d. The school funds the equivalent of a half-time release position (that may be filled by one person or shared by more than one faculty member) to manage additional, clearly articulated responsibilities associated with its mission to promote global competence.

SUSTAINING- AT LEAST 90% e. The school funds the equivalent of a full-time release position (that may be filled by one person or shared by more than one faculty member) to manage additional, clearly articulated responsibilities associated with its mission to promote global competence.

SCHOOL ORGANIZATION AND GOVERNANCE (CONTINUED) - SOG 30 A system of formal structures effectively supports the OBSERVATIONS & EVIDENCE development of adult/student relationships while promoting OF IMPLEMENTATION students’ personal, academic and social growth. (Examples include Advisory, Advocacy, Council, Embassy, Seminar, etc.)

BEGINNING BEGINNING REACHING INTO a. A structure is implemented through which a specified faculty member (advisor, mentor, EMERGING etc.) is responsible for supporting each student’s personal, social and academic growth. All students are assigned to Deering b. The faculty establishes the purpose, goals, anticipated outcomes of the advisory program Coaching (DC), which meets once a week (or its equivalent) and expectations for advisors are established at each grade level. for a half hour. While the time is sometimes used for traditional homeroom activities, c. The school schedule includes brief periods several times a week during which teachers there are also specific goals and suggested are expected to incorporate opportunities for group interactions, identity building, student activities developed for all four years. voice, post-secondary planning and/or conferences/ check-ins with individual students. • Freshman Focus: High school transition, connection to school, d. A process is established to facilitate communication among all adults working with each study skills and time management student, (while ensuring appropriate confidentiality measures) that includes teachers, • Sophomore Focus: Identifying assistants, advisors, counselors, social workers, school nurses, school psychologists, etc. interests and exploring career and EMERGING - AT LEAST 50% college options e. Advisors and grade level academic teams meet regularly to discuss the needs of students. • Junior Focus: Exploration of post-secondary options and f. Families and staff members view the advisor as the “go to” person with concerns. preparing for the DAT • Senior Focus: Postsecondary g. Every student feels that there is a least one person on staff who knows him/ her well. planning and transition from Deering h. Professional development is provided to support staff members in their roles as advisors. Students remain with the same Deering i. Students value advisory (or its equivalent) as an opportunity for personal/ social Coach for all four years. development. Teachers can refer students to the Student j. Teacher teams collaborate on the content, themes, formats, materials and resources that Support Team (SST), which includes are used in the advisory (or its equivalent) program. guidance counselors, the Assistant PROFICIENT - AT LEAST 75% Principals, and social workers. The SST k. Students feel comfortable initiating meaningful conversations with their advisors or other deals with social or emotional issues that are faculty members. affecting academic progress and establishes a plan that will be reviewed on a weekly m. The advisory program (or its equivalent) is consistently implemented and coherent basis. across advisors. The purpose of one of the two weekly th n. Student voice is demonstrated within the design and implementation of the advisory meetings of 9 grade collaborative is to program. discuss individual students and their needs. o. The school schedule includes sufficient time for a specified, regular, and consistent Students loop with the same counselor for advisory program (or its equivalent.) their freshmen/sophomore years and with a second counselor for their junior/senior p. Students have multiple adults in the school who know and care for them and can be years. readily accessed as needed. At least one Deering coach indicated that he/she contacted all the parents in order to SUSTAINING AT LEAST 90% know the students better and to let the q. A process is developed and implemented to assess the effectiveness of the advisory families know about his/her role as DC program’s (or its equivalent’s) structure and content and revisions are made as needed. coach. r. There is an intentional process by which students have an active role in determining and Some students indicated that they value the evaluating the experiences in the advisory program or its equivalent. DC experience. s. Advisory consistently provides students opportunities to develop and express themselves All students interviewed said there was at on personal, academic, school-wide, and international issues. least one adult at the school whom they could go to if they had a problem.

SCHOOL ORGANIZATION AND GOVERNANCE (CONTINUED) - SOG 31

Teachers are organized into high-performing, instructionally OBSERVATIONS & EVIDENCE focused teams that have common planning time within the OF IMPLEMENTATION contractual day.

BEGINNING BEGINNING a. Regular meeting times for vertical (content area) and grade level teams are Teachers in the 9th grade collaborative all established within or outside the school day. have planning time during 4th block, and are scheduled to meet twice a week: one b. The school schedule is scrutinized and where possible, minor adjustments are meeting is intended for discussions about made to make time available for grade level and/or vertical teams to meet during individual students and one is intended for discussions about curriculum. the school day.

Early release time on Wednesdays is c. Processes are initiated for planning, monitoring and communicating the devoted to professional development: one outcomes of team meetings. meeting each month is devoted to ISSN, one is focused on the Common Core, one is for EMERGING - AT LEAST 50% departmental/ cluster meetings and one is set aside for a full faculty meeting. d. Grade level teams have regularly scheduled time for instructional planning at least twice a month within the contractual day. Some teachers indicated that minutes are taken during team meetings.

e. Discipline-based teams have common planning time at least once a month within the contractual day. f. Team meeting time is used to discuss, analyze, and develop plans to meet the individual or groups of students’ needs. g. Systems are in place to ensure that administrators and/or faculty members unable to participate in team meetings (e.g., art, music, physical education specialists, etc.) can provide input to and receive information from the proceedings.

PROFICIENT - AT LEAST 75% h. Common planning time for grade level and discipline teams is fully implemented and teams are functioning effectively to improve curriculum, assessment, and instruction; integrate global content and perspectives; and develop plans to meet the individual or groups of students’ needs. i. Teams engage in reflective processes to enhance the use of planning time, completion of and communication about next steps and results. j. Vertical planning and subject-matter discussions take place within discipline- based teams and across grade level teams. SUSTAINING - AT LEAST 90% k. Staff is involved in high-performing grade level and/or discipline teams and the majority of instructional planning and curriculum development occurs at the team level. l. Strong vertical alignment across teams is present.

SCHOOL ORGANIZATION AND GOVERNANCE (CONTINUED) - SOG 32 Decision-making structures function efficiently and assure OBSERVATIONS & EVIDENCE effective involvement of stakeholders from the school OF IMPLEMENTATION community. BEGINNING BEGINNING a. If established, the school’s multi-stakeholder site council (e.g. Site-Based Decision- Teachers agreed that their voice is heard and Making committee or School Improvement Council) meets regularly and has active they can advocate for action or change. participants who attend consistently. The school’s principal informally surveys b. The school leader informally seeks input from teachers, students, and/or the larger school teachers and students as issues arise. community as appropriate prior to making key decisions. Ad hoc working groups is a structure that is c. A student council or some other form of representative student governance is established. commonly used at the school. In some cases, teachers are asked to sign up for at d. Teachers are occasionally involved in the hiring process. least one working group and in other cases, teachers can sign up if particularly interested in a topic one of the working groups is EMERGING - AT LEAST 50% addressing. e. Faculty members and students can cite examples of changes made at the school level as a result of their input or initiative. The Building Leadership Team, (composed of the principal, assistant principals, a f. A leadership team that includes representation from grade level and/or content teams guidance counselor and the Cluster meets regularly and serves in an advisory capacity to the school’s leader. Coordinators) meets weekly. There is an expectation that the cluster coordinators will g. The school leader invites input and feedback from students, staff, families and other provide the faculty in their respective members of the school community through some regularly available formal structures (e.g., departments with any relevant information online surveys, “coffee with the principal,” suggestion box, etc.) from the meetings. h. Students can explain how representatives and officers of the Student Council are elected Teachers and administrators described the and can give examples of its impact on the school. Administrative team as cohesive. i. Teachers are regularly involved in the hiring process. While there is a structure in place for a PROFICIENT - AT LEAST 75% “Liaison Committee” (administration and j. Processes for making key decisions on issues such as instructional policies (e.g., Association representatives) to meet homework, grading, behavioral expectations, etc.), faculty hiring and student selection monthly, it was reported that those meetings (where appropriate) are transparent and have clearly articulated means for faculty members have not taken place regularly. to participate. As a result of the Nellie Mae grant, a k. Committees, both permanent and ad hoc, representing multiple constituencies, are temporary structure was developed and regularly created and take action to address the needs of the school. implemented to select the school’s reform model. l. The student council (or its equivalent) functions effectively, serves as a forum for raising issues important to any and all students and provides leadership in enacting solutions to A Student Council is in place and students school-related problems. could explain how representatives and officers are elected. m. There is an internal monitoring and feedback process that assures the effectiveness of the system and its components. Parents expressed interest in developing a formal structure through which they could n. Students are actively engaged in the school’s hiring process. express their voice at the school.

SUSTAINING - AT LEAST 90% When asked about schoolwide decisions students have made or influenced, students o. The school’s reputation for shared leadership is cited as a factor in recruitment and described their role in contributing to the retention of faculty. selection of the ISSN. p. Ongoing efforts to identify and eliminate barriers to participation increase the numbers and diversity of those engaged in the school’s decision-making processes. q. Collaborative decision-making structures are sustained, even during changes in key leadership.

SCHOOL ORGANIZATION AND GOVERNANCE (CONTINUED) - SOG 33 The school’s master schedule and students’ course assignments OBSERVATIONS & EVIDENCE promote high expectations and equitable access to a rigorous OF IMPLEMENTATION curriculum for all. BEGINNING BEGINNING a. Students are assigned to classes heterogeneously, to the maximum extent possible, Most students interviewed during the site including students with IEP’s, 504 designations and/or limited English proficiency. visit felt that they had access to high-level courses, and that their teachers frequently b. Students have multiple opportunities to participate in before- and after-school encourage them to enroll in more difficult interventions and enrichment programs. courses. c. Tutoring and/or small group instruction is available before, during and after the school day The school offers 32 Honors courses and to provide instructional support and access to rigorous coursework. 10 AP courses, some of which have pre- requisites and others of which are open. EMERGING - AT LEAST 50% For example, there are no pre-requisites for d. Summer school and other formal acceleration strategies are provided for students entering students who want to enroll in AP the school below grade level and/or for those lacking the requisite coursework (e.g., Algebra Psychology, but the 2013-14 course guide I) for accessing advanced level courses. states that “Students selecting honors science courses should exhibit outstanding e. The school offers online coursework and other digital options that can be accessed during performance in their previous science and outside the school day for acceleration and enrichment classes: an A in college preparatory science classes or a B or better in honors f. When developing the master schedule, every effort is made to prevent remedial course science classes. Students coming from th assignments from becoming automatic barriers to electives and/or to advanced coursework in middle school should have an A in 8 other content areas. grade science. Students should also obtain the recommendation of their most recent g. Students have the option of enrolling in advanced level coursework even when their prior science teacher. ….” grades/ teacher recommendations may not have automatically qualified them to do so Classes are 80 minutes long and the PROFICIENT – AT LEAST 75% schedule is a 4x4 block. Faculty members h. All students are encouraged to take Honors, AP and/or dual credit courses. expressed mixed opinions about the length of classes and about the advantages/ i. Pre-AP courses (or the equivalent) are available to students who need initial preparation disadvantages of semester-long vs. year- for more advanced coursework. long courses for current and future Deering students. There was a great deal of interest j. The master schedule is designed to accommodate students from multiple grade levels in reexamining the schedule and exploring participating in the same advanced level course. options around its structure. k. The master schedule is designed with flexibility: accommodating limited, targeted Tutoring is available on Tuesday and acceleration efforts that may include short-term pull-out instruction. Thursday afternoons. The school is surveying students and exploring options l. Clear pathways exist within the current master schedule and course offering framework for around offering a late bus. students who enter the school below grade level to graduate having successfully completed at least one honors level or advanced course. There is a credit retrieval class for students who have not yet successfully passed their SUSTAINING– AT LEAST 90% required courses. m. All students have maximum access to high level courses. Schedules, advising, course pre- requisites and other school structures promote full student access to all course offerings. The schedule includes Intensive English Language Development (IELD) and Cognitive Academic Language Support n. The school seeks and obtains additional funds to substantially enhance academic support for students and increases opportunities for heterogeneous grouping. (CALS) for ELL students. o. An assessment is conducted annually with each student to determine his/her pathway to ELL students are moved into the higher level courses and his/her schedule is adjusted accordingly. mainstream as early as possible. p. On an annual basis, the school analyzes demographic data on enrollment and achievement Students ages 13 – 20 with moderate to in advanced level coursework for the purpose of addressing identifiable gaps. severe special needs are served by a self- contained Functional Life Skills program.

SCHOOL ORGANIZATION AND GOVERNANCE (CONTINUED) - SOG 34 Decisions about critical school policies and practices are made OBSERVATIONS & EVIDENCE at the school level. OF IMPLEMENTATION

BEGINNING BEGINNING a. The school has some decision-making authority in several of the following areas: It was reported that the school has the • student recruitment and admissions authority to hire faculty and staff when openings are available. teacher recruitment and hiring • • staffing The school exercised its autonomy with • budget regard to scheduling when it was agreed that a • curriculum, instruction and assessment (including grading) collaborative of teachers would be assigned to th • scheduling 9 grade students and would have common planning time during 4th block each day. • discipline.

A lengthy process that included all Deering b. A liaison from the district’s Central Office (where appropriate) works closely stakeholders resulted in the decision to select with and advises the school’s leadership team. ISSN as the school’s design model. EMERGING - AT LEAST 50% c. The school uses its significant decision-making authority in several of the The district determines budget allocations; the following areas: school has some autonomy around line item spending. • student recruitment and admissions • teacher recruitment and hiring Some decisions regarding curriculum that • staffing have been made at the school level include all • budget the modules designed last year that are • curriculum, instruction and assessment (including grading) expected to be implemented this year, the change to the summer reading assignment and • scheduling the emphasis on interdisciplinary instruction. • discipline Class size and the number of preps are limited d. The school works with the district liaison (where appropriate) to advocate by the teachers’ contractual agreement. with local and state governing agencies as needed. PROFICIENT - AT LEAST 75% e. The school uses its significant decision-making authority in most of the following areas: • student recruitment and admissions • teacher recruitment and hiring • staffing • budget • curriculum, instruction and assessment (including grading) • scheduling • discipline f. Governing agencies are kept well informed of the rationale for programmatic decisions and processes are in place for negotiating any perceived conflicts in policy and practice. SUSTAINING - AT LEAST 90% g. Evidence exists that the school’s use of its decision-making authority is linked to increased student achievement. h. Close communication exists between the school and local governing agencies to ensure ongoing support for its site-based decision-making. i. The school is known for developing, piloting and refining innovative processes and structures.

SCHOOL ORGANIZATION AND GOVERNANCE (CONTINUED) - SOG 35 School leaders and faculty systematically use student OBSERVATIONS & EVIDENCE achievement and other data to inform instruction and decision- OF IMPLEMENTATION making. BEGINNING REACHING INTO a. The entire faculty is provided with initial training in understanding data, data analysis and BEGINNING data informed decision-making. Some teachers indicate they analyze their b. Individual teachers can give examples of how they have modified instruction for a AP data to inform instruction for future particular course or class as a result of data analysis. classes. c. At least twice a year, one or more grade level(s) and/or content team(s) analyze formative The English department uses 8th graders’ and summative data for the purpose of identifying patterns or gaps in learning. NWEA data to determine appropriate placement in their 9th grade English d. School leaders and faculty identify the data that is already available and make efforts to classes. secure additional, relevant data that should be collected. EMERGING - AT LEAST 50% Teachers recognize the need to use data to e. On a quarterly or trimester basis, the faculty, organized in teams, analyzes achievement inform practice, but were uncertain of and other readily available data to identify learning gaps and to establish school-wide where it is housed or how to access it. priorities/ strategies for instructional improvement. It was reported that the ELL department f. Data from formal assessments are regularly supplemented by information collected manages the ACCESS data. through teacher-developed formative assessment measures and targeted observations. Teachers expressed an interest in g. Ongoing training and time is provided for the entire faculty to support their understanding, participating in professional development analysis and use of valid, reliable data. on using data to inform instruction. h. A manager is identified and/or a team is established to handle the collection, analysis and In at least one cluster department’s recent management of data. meeting, MHSA test results were examined with the intent of determining ROFICIENT AT EAST P - L 75% immediate, short and long-term responses i. Processes are in place to ensure that formative and summative assessment data are to address the issue of low scores. supplemented by other relevant information collected through collaborative discussion and analysis of student work, and surveys of parents, students and other stakeholders. The English department recently examined several data sources (e.g., ACCESS scores, j. Collecting and analyzing relevant quantitative and qualitative data prior to making key numbers of students receiving ELL decisions is a consistent practice at the school. services, numbers of freshmen and sophomores reading below grade level, k. On a regular basis, the school’s leadership team discusses with the faculty the implications numbers of students in study halls, etc.) of schoolwide data (e.g., benchmark/ summative assessment outcomes, attendance rates, and concluded that the addition of new attrition rates, patterns observed during instructional rounds/ walk-throughs, college quarter-long language learning classes application/ acceptance rates, etc.) would benefit Deering’s students. l. Communication about data collection, analysis and use are regularly provided to the faculty and staff.. SUSTAINING - AT LEAST 90% m. Changes in instructional practice are evidence-based, informed by data, and made at the team level. n. Sharing of data and successful practices occurs across teams. Implementation of these data-informed practices is linked to increases in student achievement on local and state standards and national and international guidelines for academic performance. o. Systems are in place to ensure that ongoing data collection and analysis takes place to consider the impact of any changes to policies, practices and procedures.

PROFESSIONAL LEARNING - PL 36 OBSERVATIONS & EVIDENCE School leaders, faculty and staff are continuously focused on OF IMPLEMENTATION understanding and implementing the ISSN school design.

BEGINNING EMERGING a. School leaders and some faculty members (or the start-up school’s planning The ISSN school coach works with the faculty approximately 25 days over the team) have been introduced to key tenets of the ISSN, including the school design course of the school year. matrix, the Graduate Profile and the Graduation Portfolio System (GPS.) 12 teachers participated in the ISSN b. Some faculty members have participated in school level, content area, regional Summer Institute/ Partnership for Global or national ISSN trainings. Learning conference in NYC. c. Initial conversations identifying the alignment between the school’s mission A school study team visited DCIS, an ISSN and vision and that of the ISSN have taken place at the school leadership level. school in Denver, Colorado.

43 Deering faculty members (57% of the staff) have: • Visited an ISSN school; EMERGING - AT LEAST 50% • Attended an ISSN summer conference; d. Grade level and/or content area teams have participated in professional • Participated in the freshman development activities focused on the ISSN Graduate Profile and/ or GPS. collaborative and/or • Served on the Project Zero PLC e. Through collaborative discussions, priorities within the domains and elements Thirty teachers participated in an optional, of the ISSN matrix have been identified and some action has been taken to address paid professional development day in them. August during which they examined and reflected on the ISSN design matrix. f. Some faculty members serve as “turn-keys,” or teacher mentors, providing exemplars, support and advice on implementation of GPS to their peers. All teachers have created (and in some cases, piloted) a GPS module. Most teachers have shared their modules on PROFICIENT - AT LEAST 75% GoogleDocs. g. Using stakeholder surveys, a self-study, the results of an ISSN site visit and/or Faculty members use the ISSN Ning to post other data, the faculty, on an annual basis, analyzes the school’s progress toward their reflections and reactions to developing college ready and globally competent graduates and implements professional development. actions steps to move the school closer to that goal. Last year’s working groups/ PLC’s were

based on ISSN matrix domains. h. Most faculty members have implemented GPS modules into their instruction and have shared the outcomes with their grade level and/or content area teams. Teachers said the goals of ISSN are aligned to the goals of their school. i. The school leader(s) and faculty members actively participate in ISSN online communities to engage more deeply in the Network’s mission. An ISSN Blog, Twitter Account and SUSTAINING - AT LEAST 90% Newsletter (Deering Globe) have been created. j. Ongoing curriculum mapping across all grade levels and content teams assures that the curriculum addresses the GPS Performance Outcomes in a comprehensive and seamless way. k. A number of different features/programs of the school serve as models to other schools in the Network. l. The school has implemented an induction or mentoring process to ensure that new staff members acquire the skills and knowledge needed to implement the GPS and prepare students to meet the elements of the ISSN Graduate Profile.

PROFESSIONAL LEARNING (CONTINUED) - PL 37 School leaders, faculty and staff collaboratively reflect on and OBSERVATIONS & EVIDENCE analyze existing classroom practices and student work to improve OF IMPLEMENTATION teaching and learning. BEGINNING BEGINNING a. Some faculty teams develop and begin to use shared norms for working together collaboratively. The SST uses a protocol as a major organizing tool for its meetings. b. The faculty engages in informal collaborative discussion focused on improving The principal mentioned using a specific instruction. protocol in meetings with teachers. c. One or more faculty members have experience with or have been trained in the When working with the ISSN coach, the use of tools and strategies for collaborative discussions (e.g., Critical Friends Group faculty is using protocols. protocols, lesson study, etc.). Some teachers post articles or comments d. Some individual teachers informally share relevant articles, blog posts, books, on the Ning. journals, etc. with their colleagues. The 9th grade collaborative time has the EMERGING - AT LEAST 50% potential to evolve into a venue for e. Some faculty members can provide examples of changes in their own practice structured sharing of student and teacher that resulted from collaborative work designed to strengthen instruction. work. f. Collaborative norms and structures are regularly used and valued by several professional learning communities/ teams within the school. g. Some grade level and/or content area teams participate in collaborative discussions that include sharing of student work and/or teacher work. h. Structures are developed that provide venues for sharing and providing feedback on items of professional interest to the staff (e.g., faculty book club, time set aside at faculty meetings, a schoolwide Ning, etc.) PROFICIENT - AT LEAST 75% i. The faculty regularly engages in collaborative discussion and work that is structured by the use of tools and strategies. j. Regular sharing of current research on best practices often generates discussions and leads to agreements about common approaches to pedagogy. k. The professional learning community, through its shared leadership and decision- making, is known as a culture of trust, respect, inclusion, and producing results. l. Reflecting with colleagues on student work and peer observations for the purpose of strengthening instruction is an ongoing practice at the school. SUSTAINING - AT LEAST 90% m. Tools and strategies to structure collaborative work are used regularly and include structures such as critical friends groups, lesson study, walkthroughs, shared research, and/or peer mentoring. n. The faculty uses documented evidence of improved teaching and learning to guide collaborative work. o. The faculty is actively engaged in communities of practice within and across disciplines as well as within and outside ISSN. p. Individuals and teams of teachers are encouraged to conduct action research and to share the results with their peers.

PROFESSIONAL LEARNING (CONTINUED) - PL 38 The faculty engages in a professional learning that is strategically and OBSERVATIONS & EVIDENCE systematically designed to align with individual, team, school and (where OF IMPLEMENTATION applicable) district goals. BEGINNING BEGINNING REACHING a. The principal or the school leadership team identifies school-wide priorities for INTO EMERGING professional development on an annual basis. The content for weekly professional b. Individual teachers are encouraged to attend workshops, take coursework, development on early release days participate in videoconferences/ webinars and/or pursue additional professional rotates among ISSN, Common Core, development related to their own learning goals and/or the school’s goals. departmental/ cluster meetings and whole faculty meetings.

AP teachers reported that they had been EMERGING - AT LEAST 50% provided with additional and appropriate c. The school collaboratively develops a school-wide professional learning plan that training for teaching the AP courses. addresses identifiable gaps between teachers’ skills and knowledge and the school’s goals. It was reported that the guidance counselors just returned from a guidance d. Grade level and/or department teams are provided with opportunities to plan and conference in Chicago, and one of the participate in professional development designed to address their specific needs. social workers was attending a conference in Italy during the site visit.

e. Faculty members are provided with time and resources, when possible, to access Specific goals and timelines have been additional relevant professional development beyond what’s offered directly by the established for professional school (coursework, conferences, school study tours, etc.) through an equitable and development provided by the ISSN. transparent process. It was reported that district goals are PROFICIENT - AT LEAST 75% currently focused on Common Core and on Danielson’s model. f. The professional learning calendar is established well in advance and the content demonstrates a coherent, consistent focus on team, school and district (where appropriate) goals.

g. A low-risk process is in place that supports and provides feedback to teachers working to incorporate newly acquired knowledge and skills into their practice. h. Professional learning opportunities provided by the school are characterized by active learner engagement, clear application to the classroom, and reflections upon its effectiveness. i. Most faculty members value the time spent on school-sponsored professional learning.

SUSTAINING - AT LEAST 90% j. Data indicate that changes in practice as a result of sustained professional development are resulting in increased student achievement, college readiness and/or global competence. k. The faculty contributes to professional organizations, presents at conferences, and publishes in the literature, drawing on professional development and practice that have produced positive, measurable results. l. The school is known for its culture of ongoing professional learning.

PROFESSIONAL LEARNING (CONTINUED) - PL 39 OBSERVATIONS & EVIDENCE The faculty participates in international travel and shares their OF IMPLEMENTATION experiences with colleagues and students.

BEGINNING BEGINNING REACHING a. Some staff members research opportunities and develop initial plans for INTO EMERGING international travel. At least one student indicated that a b. A number of faculty and staff members have lived or traveled internationally teacher described traveling to Hong Kong prior to being hired at the school. and incorporated those experiences into a lesson. EMERGING - AT LEAST 50% The school’s principal taught in Japan this c. Several staff members have traveled internationally during their tenure at the summer and reported on his experience to school. the teachers and students. d. Staff members who have traveled internationally incorporate travel experiences A teacher’s visit to Japan this summer was and perspectives in their teaching. described in some of the student publications. e. Staff members traveling abroad informally provide information and materials to other teachers. The school’s newsletter and website regularly highlight teacher travel. f. Some staff members actively pursue travel opportunities through structured It was reported that several teachers have programs such as international teacher exchanges, grant programs, language lived abroad or traveled internationally. institutes, AP Certification, Fulbright Scholarships, ISSN sponsored trips, etc. Some of the countries mentioned were PROFICIENT - AT LEAST 75% England, Sweden, India and Japan. g. Teachers have opportunities to travel internationally through school-sponsored events (e.g., faculty learning expeditions, teacher exchanges, chaperoning student The Teacher Coordinators and the school’s principal recently traveled to Hong Kong trips, etc.) to participate in the ISSN Leaders and Consultants meeting. Their experience h. A majority of faculty members have traveled internationally and have included visiting schools and meeting with incorporated their travel experiences in lessons that address the four pillars of Hong Kong educators/ representatives global competence. from the Ministry of Education. i. Staff members traveling abroad formally provide information and materials to The October issue of “Clocktower” other teachers in scheduled professional development activities or through online featured the principal’s trip to Japan. networking. j. Teachers traveling abroad when school is in session share their experiences with students and colleagues through videoconferencing, Skype, blogs, etc. SUSTAINING - AT LEAST 90% k. Faculty members regularly travel abroad during their tenure at the school and design standards-based units of study that incorporate travel experiences, international perspectives, and resources to expand student experiences. l. Staff members traveling abroad formally provide information and materials to teachers and colleagues outside the school in scheduled professional development activities or through online networking. m. Virtually all faculty members hold a valid passport.

PARTNERSHIPS - P 40 Parents, families, and guardians are actively engaged in the work OBSERVATIONS & EVIDENCE of the school. OF IMPLEMENTATION BEGINNING BEGINNING REACHING a. The staff creates a welcoming, accessible, and responsive environment for parents, INTO EMERGING families, and guardians in the school. Parents expressed interest in developing a b. The school provides incoming families with orientation programs and materials on the formal structure through which they could school’s mission and expectations. express their voice at the school. c. The school invites parents, families, and guardians into the school on a regular basis, An Open House for parents and families is including events to welcome families and highlight the community’s cultural backgrounds. conducted each year. d. Teachers communicate with families whenever there is a concern about a student’s Parent teacher conferences are conducted progress or behavior. twice a year.

EMERGING - AT LEAST 50% Some teachers contact families directly e. Easily accessible structures are developed for parents, families, and guardians to be regarding student progress. involved in school governance (e.g., School Leadership Council, PTA, PTO, action teams, advisory committees, etc.). Parents have access to students’ grades through Infinite Campus. f. School leaders and the staff communicate regularly with parents, families, and guardians through a variety of publications, media and forums, and the information shared is available Support staff reported a close rapport with in languages other than English, as needed. parents. g. Teachers provide parents/guardians with information about each student’s progress on an Some parents actively participate in the ongoing basis and offer multiple options (phone, email, etc.) for two-way communications. athletic booster club h. The school collects data on parents, families, and guardians’ talents, interests, and other Parents indicated they could contact resources that can be used to support and enhance student learning/ global competence. . teachers through voice mail or email. i. Teachers regularly communicate with families to celebrate individual student successes. It was reported that a small number of parents attended an ISSN information j. Parents/guardians have ongoing access to their child’s grades and assignments through an night last January. online reporting system. PROFICIENT - AT LEAST 75% k. The school has several different systems in place for engaging parents, families, and guardians on a wide variety of school issues. l. Family members are frequently invited into the school to share expertise, to deepen staff members’ and students’ cultural awareness, participate in learning expeditions and/or to serve as assessors of students’ major project presentations. m. Training on using the online reporting system is provided multiple times during the school year and additional efforts are made to ensure that families without computers/ internet access at home are kept apprised of their child’s progress. n. The school offers one or more support groups/ classes for parents/guardians/ to improve their own knowledge and skill. o. Data indicate that an increasing number of parents/ guardians are attending school events, participating in school events and/or are actively engaging in the school’s work. SUSTAINING - AT LEAST 90% p. The school regularly tracks family participation to identify and expand successful approaches and pursues new strategies to engage families who have not yet been actively involved with the school. q. Systems and referral mechanisms are in place to aid parents, families, and guardians in improving their own skills and knowledge and to participate in learning activities within and outside of the school.

PARTNERSHIPS (CONTINUED) - P 41 The school develops key partnerships with organizations and OBSERVATIONS & EVIDENCE institutions that enhance its focus on global competence. OF IMPLEMENTATION

BEGINNING PROFICIENT An Interact Club was recently established at Deering as a result of its new partnership a. The school identifies and reaches out to potential partners that might share with the local Rotary Club. expertise, provide financial support or access to global resources, offer internship or service opportunities, participate in school projects, etc. “Make It Happen!” is a program that targets ELLs who have scored above (4.0 – b. As a resource for a particular project or event, individual teachers and/or teams 5.9) on the ACCESS test and pairs them of teachers establish a short-term relationship with one or more outside with volunteer academic coaches who organizations (e.g., museums, performing arts groups, churches, temples, mosques, provide personalized, structured academic local World Affairs Councils, Embassies, etc.) and social support.

EMERGING - AT LEAST 50% The Center for Global Humanities at the University of New England has had some exploratory conversations about the c. The school establishes several long-term partnerships that provide opportunities possibility of partnering with Deering to for the development of global competence through learning experiences within and provide speakers and/or opportunities for outside the school. Deering students to take college courses. d. Structures are established that engage the local community in regular One outcome of the school’s partnership opportunities to support the school’s mission to build global competence. (e.g., with the Council on International Exchange was the recent screening of the annual international fair, community and service learning opportunities, student movie “Girl Rising” on Deering’s campus. travel, international film festival, etc.) Some students have presented their own e. The school identifies and pursues a potential partnership with at least one reflections to an outside audience through international organization or institution (sister school, social service organization, a partnership with the Telling Room. etc.) PROFICIENT - AT LEAST 75% As a result of Deering’s relationship with its sister school, three Deering students participated in an exchange this summer in f. The school’s network of ongoing partnerships is a reliable source of additional Chile. In the past two years, six Chilean resources and opportunities that enhance the students’ and teachers’ efforts to students have undertaken month-long visits address all four domains of global competence. to the school and Deering families will again host Chilean students this spring. g. A system to cultivate and maintain globally-focused partnerships and student opportunities is implemented and includes a designated staff liaison or committee Initial discussions with the local World Affairs Council have taken place and the to oversee the process. organization is interested in exploring ways to actively partner with Deering. h. The school has established at least one formal partnership with an international organization or institution. One student recently attended the Global Youth Forum. SUSTAINING - AT LEAST 90% Some Russian students made a one-day visit to Deering through the Sister Cities i. Organizations in the school’s partnership network serve as advocates for the program. In the future, the school hopes to school in the local community and beyond. capitalize further on Portland’s sister city relationships with Shinagawa, Japan; Cap- j. The school has stable and sustainable partnerships that provide opportunities for Haitean, Haiti; Archangel, Russia and student leadership, planning, and initiative. Mytilene, Greece. k. The school’s network of global partnerships is considered a model for other schools both inside and outside the ISSN.

PARTNERSHIPS (CONTINUED) - P 42 The school develops key partnerships with institutes of higher OBSERVATIONS & EVIDENCE education and other organizations that provide and/or promote OF IMPLEMENTATION post-secondary opportunities for its students. BEGINNING BEGINNING REACHING a. The school reaches out to local institutes of higher education, familiarizing them with the INTO EMERGING school’s mission /vision and exploring opportunities to work together. Jobs for Maine Graduates has a significant b. Initial discussions with community colleges, 4-year colleges, and other post-secondary presence at Deering and provides at-risk institutions take place with the explicit goal of creating dual credit opportunities for students with resources focused on college students. and career-readiness. c. With the agreement with at least one post-secondary institution, the school provides one or Students with a B average or higher can more experiences for student groups that take place on a college campus (e.g., campus earn college credit through Southern visit, attend a college-sponsored event, conduct freshman orientation, MUN, etc.) Maine Community College, USM, UMaine (online) or St. Joseph’s College. Some d. The school explores ways to develop formal connections with one or more post-secondary institutions require additional tests or vocational/technical institutions. qualifying SAT/Accuplacer scores. EMERGING - AT LEAST 50% Tuition and some fees are waived (St. e. As a result of an established relationship with one or more post-secondary institutions, Joseph’s requires $100 fee per course.) several groups of students participate in college-sponsored events. Students are responsible for cost of books and supplies. f. As a result of an established relationship with the school, a number of post-secondary institutions regularly send recruiters to speak with students on campus. The school takes all sophomores on a full day of college visits. g. A partnership is established through which local college students, vocational/technical institution instructors and/or college professors work with individual students or classes on The Center for Global Humanities at the an ongoing basis. University of New England has had some exploratory conversations about the h. Some students are taking college-level courses through the school’s partnership(s) with possibility of partnering with Deering to one or more post-secondary institutions. provide speakers and/or opportunities for Deering students to take college courses. i. Opportunities for students to explore future careers are made possible through ongoing partnerships established with local businesses and/or post-secondary vocational/technical institutions. PROFICIENT - AT LEAST 75% j. Partnerships with institutes of higher education provide the opportunity for students to enroll in college courses, use university facilities for research and recreation, and participate in academic and cultural events. k. Most students have successfully completed at least one college or post-secondary vocational/technical institute course during their tenure at the school as a result of the school’s partnership network. l. Some teachers serve as adjunct professors and/or professors regularly teach college-level courses on the school’s campus through a partnership agreement with a post-secondary institution. m. Professors are in ongoing communication with the school’s guidance counselor or student’s advisor about each student’s progress throughout their coursework. SUSTAINING - AT LEAST 90% n. Most students earn 6 or more college credits through the school’s post-secondary partnership network. o. Regularly scheduled discussions and joint professional development takes place between professors and teachers on an ongoing basis to assure continuity and mutual understanding of expectations. p. Upon graduation, students who choose to do so, enroll in at least one post-secondary /technical institute through a jointly developed, readily accessible and seamless enrollment process.

PARTNERSHIPS (CONTINUED) - P 43 The school develops key partnerships with organizations that OBSERVATIONS & supplement its own efforts to support students’ academic, social, EVIDENCE emotional and/or physical well-being. OF IMPLEMENTATION BEGINNING PROFICIENT a. The faculty receives training in the identification of students who are experiencing Portland Schools work with Youth issues with their physical, emotional, social, and/or emotional well-being, and a system Court, where peers determine is in place for notifying appropriate personnel when concerns arise. consequences for students who violate the law and/or major school rules.

b. The school surveys the local community to identify the array of organizations and The school employs 4 full time agencies that might provide services to support its students’ academic, social, emotional guidance counselors and 2 full time and/or physical health needs. social workers. A full-time School Resource Officer works closely with c. The school and/or district have allocated resources for personnel such as school the school’s Assistant Principals. counselor(s), social worker(s), school nurse(s), school psychologist(s), etc. and a system is in place that enables them to communicate with each other and with other faculty All high school students are eligible members when appropriate to do so. for free breakfast every day.

Deering works with the Department EMERGING - AT LEAST 50% of Human and Child Welfare to d. The school has analyzed what services are available to students through school and address medical insurance issues. district resources and pursues partnerships with community service providers to address unmet needs. The guidance counselors discussed suicide prevention with classes. e. The school maintains an up to date, comprehensive list of local social service agencies to which counselors, social workers, and/or school nurses can refer students, Two city shelters are available for students who are homeless. parents and guardians.

An overarching goal of a significant f. The school develops a process for ongoing two-way communication with its external number of student clubs, including the partners. Unity Project, GSA, Kindred Spirits, and Sisterhood is to ensure that all g. The school offers (or provides timely referrals to) support groups, peer mentoring, students feel welcome and are safe counseling and/or other programs for students dealing with issues such as eating and treated respectfully at Deering. disorders, gangs, cutting, grief, pregnancy, substance abuse/ dependency, depression, social anxiety, etc. Day One, an agency dealing with teen drug and alcohol abuse, provides PROFICIENT - AT LEAST 75% substance abuse counseling two days h. There is a network composed of multiple stakeholders within and outside the school a week. In addition, Day One trains that provides a comprehensive, coordinated safety net of services to support the well- the “Natural Helpers,” peer being of students and their families. counselors who support students dealing with issues such as substance i. A broad mix of funding sources provides substantial “outside” support for community abuse, eating disorders, suicide, harm partnerships so that students’ or families’ economic circumstances do not interfere with to self or others and abuse. accessing services. The Community Counseling Center offers services 4 days each week. j. In addition to monitoring the efficacy of its own support programs, the school evaluates its partnerships with each service provider and takes steps to maintain, Students (with permission from improve and/or sever the relationship as needed. parents) can receive services at the school-based health center (funded by k. There are readily accessible support systems in place that teachers and families can the Portland Public Health Division), contact on a student’s behalf and to which students can self-refer. including reproductive health services, mental health, substance SUSTAINING - AT LEAST 90% abuse counseling and dental care. l. The school has developed stable and sustainable partnerships with community service providers, ensuring a system of physical and mental health services for students, The Student Support Team (SST) parents, families, and guardians. deals with social or emotional issues that are affecting academic progress m. The school has evidence that physical, social and emotional health problems have and establishes a plan that will be been reduced by its support and intervention system. reviewed on a weekly basis.

VI. Partnerships * V. Professional I. Vision, Mission & Learning Culture * *

* * * * IV. School * N/A Organization * II. Learning & Governance * * Outcomes * * * * * * * * * **

N/A IIIc. Instruction * IIIa. Curriculum * IIIb. Assessment *

Legend Implementation Vision, Mission and Culture: (1)Identity as Global School (2) College/Post Secondary Expectations (3) Community Stage Understanding of Dual Goals (4) Safe, Inclusive, Respectful Culture (5) Attendance/ Conduct Learning Outcomes: (6) Students Graduate Globally Competent; (7) Student Achievement: (8) Student Retention and Graduation w/ plans Curriculum: (9) Aligned to Common Core/Standards & Global (10) Interdisciplinary Curriculum (11) Project-Based Learning that's Globally Focused (12) World Language Program (13) Expanded Learning Opportunities (14) Model UN Beginning (15) College Credit (16) Student Travel Assessment: (17) Systematic Approach (18) Fair, Consistent Grading (19) Graduation Portfolio (20) Capstone Project Instruction: (21) Purposeful Use of Strategies (22) Supports/Interventions (23) Literacy Across Curriculum (24) Technology (25) "Taking Action" (26) Internships/ Career Readiness School Organization & Governance: (27) Active, Equitable Recruitment (28) Recruit and Retain Diverse Faculty (29) Intl. Studies Emerging Coordinator Equivalent (30) Structures to Support Adult/Student Relationships/ Academic and Social Growth (31) Common Planning Time for Teacher Teams (32) Effective, Shared Decision-Making (33) Equitable Access to High Level Coursework (34) Site-based Decision Making (35) Systematic Use of Data Professional Learning: (36) ISSN Focus (37) Regular, Collaborative Reflection; (38) Systematic Professional Learning (38) Data Informs Instruction; (39) Faculty Proficient Travel and Learning Partnerships: (40) Family Engagement; (41) Globally Focused (42) Post-Secondary Focused (43) Supporting Student's Social, Emotional, Physical Health

Sustaining Note: Star indicates that the school has almost achieved this implementation level. * Note: N/A indicates "Not appropriate in this context or at this time" Note: NR indicates "Not Rated"

Profile of an Asia Society International Studies Schools Network (ISSN) High School Graduate

The goal of the Asia Society International Studies Schools Network (ISSN) is that every student who graduates from an ISSN school possesses the knowledge, skills, and habits of mind necessary to succeed and contribute in the 21st century global environment. It is a goal for each and every ISSN student; our mission is excellence and equity in the global era. The following is a profile of the attributes we strive to develop in each ISSN high school graduate.

ISSN graduates are Ready for College. They: • Earn a high school diploma by completing a college-preparatory, globally focused course of study requiring the demonstration of college level work across the curriculum. • Have the experience of achieving expertise by researching, understanding, and developing new knowledge about a world culture or an internationally relevant issue. • Learn how to manage their own learning by identifying options, evaluating opportunities, and organizing educational experiences that will enable them to work and live in a global society. • Graduate with all options open for post-secondary education, work and service.

ISSN graduates have the Knowledge Required in the Global Era. They understand: • Mathematics as a universal way to make sense of the world, solve complex, authentic problems, and communicate their understandings using the symbols, language, and conventions of mathematics. • Critical scientific concepts, engage in scientific reasoning, and apply the processes of scientific inquiry to understand the world and explore possible solutions to global problems. • How the geography of natural and man-made phenomena influences cultural development as well as historical and contemporary world events. • The history of major world events and cultures and utilize this understanding to analyze and interpret contemporary world issues. • Arts and literature and use them as lenses through which to view nature, society, and culture as well as to express ideas and emotions.

ISSN graduates are Skilled for Success in a Global Environment. They: • Are “literate for the 21st century” – proficient in reading, writing, viewing, listening, and speaking in English and in one or more other world languages. • Demonstrate creative and complex thinking and problem solving skills by analyzing and producing viable solutions to problems with no known or single right answer. • Use digital media and technology to access and evaluate information from around the world and effectively communicate, synthesize, and create new knowledge. • Make healthy decisions that enhance their physical, mental, and emotional well-being.

ISSN graduates are Connected to the World. They: • Effectively collaborate with individuals from different cultural backgrounds and seek out opportunities for intercultural teamwork. • Analyze and evaluate global issues from multiple perspectives. • Understand how the world’s people and institutions are interconnected and how critical international economic, political, technological, environmental, and social systems operate interdependently across nations and regions. • Accept responsibilities of global citizenship and make ethical decisions and responsible choices that contribute to the development of a more just, peaceful, and sustainable world.

Learning to Succeed

Executive Summary Portland Board of Public Education Business Meeting Agenda Item

TOPIC: Workshop on Buildings for Our Future status DATE: January 21, 2014

PREPARED BY: Peter Eglinton, Chief Operations Officer

Recommended Action:  Action Item – Consent Agenda Reference:  Action Item – First Read Meeting Item: Workshop (a)  Action Item – Vote School Year Item: W-9-13/14  Discussion Item  Information Item

Recommendation(s): N/A

Purpose: (1) To review the May 2013 vision for elementary school construction and renovation; (2) To discuss the status of the initiative; and (3) To identify information needs and solicit input from the Board to help guide next steps Connection to Comprehensive Objective 2 – Support quality instruction for every student, every class, every Plan Framework: day. Objective 5 – Maintain efficient and effective business practices.

Background: The district has conducted several studies over the past 15 years to identify deficiencies in the district’s elementary schools that detract from student learning. Improvements have been made in phases in order to lessen the impact on taxpayers and disruptions to teaching and learning. During the past eight years, the district built two new schools -- East End Community School (2006) and Ocean Avenue Elementary School (2011) -- and renovated and added to Riverton Elementary School (2007). Last year, the district launched Buildings for Our Future to address significant needs at the remaining mainland elementary schools. The goal is to ensure that all elementary students attend schools with safe environments designed for academic excellence and 21st century learning. In August 2012, the Portland City Council approved $700,000 for initial planning of school building improvements. The district hired Oak Point Associates to develop preliminary concept plans, construction schedules and estimated costs for projects at Hall, Presumpscot, Lyseth, Reiche, and Longfellow. Oak Point drew on hundreds of hours of community input including one-on-one conversations with parents and teachers, neighborhood design charrettes, focus groups and phone surveys when making its proposals. The Board voted unanimously on June 11, 2013, to request that the Portland City Council hold a November 2013 referendum to seek voter approval for 1

elementary school improvements. The referendum would have asked voters to pay $39.9 million in local funds to renovate and expand Lyseth Elementary School, Presumpscot Elementary School and Reiche Elementary School. Under the plan, the district would rely on anticipated state funding to replace Hall Elementary School (at a cost of $20.6 million) and renovate Longfellow Elementary School (estimated at $11.2 million). State officials have consistently indicated that Hall is likely to be funded, though the timing is uncertain. The state historically has funded an average of 20 projects per funding cycle; Hall is 12th on the list and Longfellow is 18th. On July 25, 2013, the Portland City Council’s Finance Committee deferred action on the request to hold a November 2013 referendum. Instead, the city’s Finance Committee voted 3-0 to recommend a June 2014 referendum on the projects, to allow more time to hear from the state on possible funding for Hall and Longfellow. The Councilors expressed support for an affordable comprehensive plan to address elementary school needs. As of January 16, 2014, the state has not announced whether Hall and Longfellow will be funded. At the workshop on January 21, staff will review the proposed elementary school projects as approved by the Board in June 2013 and solicit input from the Board to help guide next steps on this important initiative. The Board would need to act on a recommendation by the beginning of March to allow for City Council consideration of a June 2014 referendum.

Fiscal Impact: N/A

Attachment(s): Memorandum on “Recommended Elementary School Improvement Projects” from Peter Eglinton to Jaimey Caron, May 31, 2013 Memorandum on “Project Update” from Oak Point Associates, May 31, 2013 Student Population Projections By Residence, Fall 2012/2013 Report, Fall 2013/14 – Fall 2019/20 Projected Student Population by Residence, Davis Demographics & Planning, May 2, 2013

Administration Emmanuel Caulk, Superintendent David Galin, Chief Academic Officer Learning to Succeed Michael Wilson, Chief Financial Officer Peter Eglinton, Chief Operations Officer

196 Allen Avenue, Portland, Maine 04103

(207) 874-8100 May 31, 2013

TO: Jaimey Caron, Chair, Portland Board of Public Education

FROM: Peter Eglinton, Chief Operations Officer

SUBJECT: Recommended Elementary School Improvement Projects

Based on the positive comments by the Portland Board of Public Education (“Board”) at the workshop on Tuesday, May 28th and in light of expected state funding to rebuild Hall Elementary School and the possibility of state funding to renovate Longfellow Elementary School, we recommend pursuing local funding for the full renovation designs suggested by Oak Point Associates for Lyseth, Presumpscot, and Reiche schools. This recommendation ensures that we meet Board and community expectations for 21st century learning environments, academic excellence, and safety for our elementary school children – for 15% less than the original expected price to Portland taxpayers. Attached are supporting materials prepared by Oak Point Associates.

The recommendation by the staff and the team working on “The Buildings for Our Future” initiative comes in at $39.9 million, $6.1 million below the original local bonding expectation. It includes renovations of Lyseth, Presumpscot, and Reiche and brings each school to a level of academic excellence and student safety needed for 21st century learning for every Portland elementary student. The bond includes $15.3 million for Lyseth, $12.3 million for Presumpscot and $12.2 million for Reiche. We think overhauling our aging elementary schools will restore pride to these schools and the students who attend them. These improvements will have lasting effects on our children’s lives for decades to come. Great schools also attract families and enhance individuals’ job skills; thus, encouraging business development and making Portland an even more attractive city.

We recognize the challenge of acting on Lyseth, Presumpscot, and Reiche schools in the absence of a formal state decision on Hall and Longfellow. An official from the Maine Department of Education has indicated a virtual certainty of state funding for Hall; with a good chance for support of Longfellow. These schools are ranked 12th and 18th on the state’s list, respectively – the state has approved an average of 20 schools in each major school construction cycle. In the meantime, the City Council would need to act by their second meeting in August in order to prepare ballots for a November referendum on locally funded projects.

In addition to the aforementioned renovations, we also recommend an expansion of Ocean Avenue Elementary School for $870,000 in Capital Improvement Program (CIP) funding for the construction, equipment, furniture and design fee. This work would complete the expansion plans, address projected enrollment trends, and provide for swing space when renovations occur at other elementary schools.

MEMORANDUM

Subject: Project Update

Project Name: Buildings for Our Future / Portland Public Schools

Date: May 31, 2013

The Buildings for Our Future (BFOF) initiative proposes new construction of one school (Hall) and major renovations to four schools (Lyseth, Longfellow, Presumpscot and Reiche), with the goal of establishing 21st century learning environments across all mainland Portland elementary schools.

Over the past few weeks, the State Department of Education has suggested that there is good potential for Hall School-- and even perhaps Longfellow—to appear on pending Major Capital Improvements Program (MCIP) protected funding lists. Given this new information, Oak Point developed a budget scenario that assumes that the City will accept state funding on Hall and Longfellow, and move forward with a referendum in November that includes locally funding BFOF-proposed improvements at Lyseth, Presumpscot and Reiche.

At the May 28th meeting of the Portland School Board, this scenario was presented utilizing a combination of state and local funding to fully realize the goal at all five schools, at a projected local cost that is below the budget goal of $46 million. This scenario has become the recommended course of action for the November referendum.

Under this recommendation all five schools would receive the relevant improvements listed in the 2010 Elementary School Capital Needs Task Force (ESCNTF) report’s “facilities equity model”, and bring them into balance with the recently constructed and substantially renovated East End, Ocean Avenue, and Riverton Elementary Schools. Hall School would be new school construction, and Longfellow School would be renovated to “like new” condition, with deferred maintenance items being addressed beyond the scope of a facilities equity renovation. The renovations at Lyseth, Presumpscot and Reiche would be significant, with program and life safety deficiencies being remedied, energy efficient building heating and electrical systems included, and site improvements being undertaken. School specific program spaces are included in floor plans (Attachment 1).

In addition, a classroom addition to Ocean Avenue Elementary School (OAES) that is currently on the CIP list is being recommended. Portland’s elementary schools are currently at 98% overall capacity. The capacity increases at Presumpscot and Hall Schools proposed in the BFOF initiative, along with the addition at OAES, would decrease the overall capacity to 91% (with no school over 100% capacity at existing enrollment levels). The capacity is important not only for handling annual enrollment spikes at various schools, but also providing much-needed “swing space” for unexpected building closures as well as for regularly scheduled building maintenance.

______231 Main Street, Biddeford, Maine 04005 TEL 207.283.0193 FAX 207.283.4283 www.oakpoint.com Attached is a proposed budget, scope and hypothetical construction timeline associated with the proposed scenario (Attachment 1). The timeline assumes that Hall School will be placed on the state’s protected funding list in June or July 2013, and that Presumpscot, Lyseth and Reiche will receive funding approval in a November 2013 referendum. The start date for Longfellow will depend on when it is placed on the state’s protected funding list, but the duration of the process would be similar to Hall School.

As requested by a Board member, Attachment 2 summarizes a significantly reduced scope of work at Reiche (and associated cost/timeline), which would only address targeted safety and operational improvements, but that should not jeopardize the school’s favorable ranking on the state’s priority funding list (Attachment 2). Albeit a scaled-back project, this approach would be consistent with the recommendations of the ESCNTF report. The budget for this reduced scope falls below the level that would require a referendum for funding, and theoretically would be able to be accomplished through CIP funding.

Attachment 3 provides a rough estimate of the potential debt service impact of the projects, in order to give the Board a sense for how the funding could impact the district’s operating budget. The debt service associated with state-funded projects would be reimbursed.

A brief summary of the Department of Education process for administration, review and funding of MCIP projects is included in Attachment 4.

Finally, a comparison between the budget estimates contained within the 2010 ESCNTF report and the Buildings for Our Future project budgets has been provided in order to highlight the differences between the two scopes of work (Attachment 5).

June 4th School Board Workshop May 31, 2013 Page 2 of 2 Attachment 1

BUDGET AND SCOPE ‐ PROPOSED SCENARIO

Cost $20,609,315

HALL New Construction 80,000 SF

Renovation ‐

State Funding Occupancy Date FALL 2016

Cost $11,257,319

LONGFELLOW New Construction 15,365 SF

Renovation 42,788 SF

State Funding Occupancy Date FALL 2017 (?)

Cost $15,339,060

LYSETH New Construction 37,762 SF

Renovation 37,345 SF

Local (Referendum) Occupancy Date FALL 2016

Cost $12,337,789

PRESUMPSCOT New Construction 36,794 SF

Renovation 22,726 SF

Local (Referendum) Occupancy Date FALL 2016

Cost $12,183,505

REICHE New Construction 6,152 SF

Renovation 73,929 SF

Local (Referendum) Occupancy Date FALL 2016 PROJECT TIMELINE ‐ PROPOSED SCENARIO HALL LONGFELLOW LYSETH PRESUMPSCOT REICHE State Funding State Funding Local Funding Local Funding Local Funding

J by

J list" Site Studies Site Studies Site Studies A

S timeline

2013 Select Architect Select Architect Select Architect determined

O "protected

Nbut Referendum Referendum Referendum

D Concept Design State

J construction

School

on Concept Design Concept Design Concept Design F and

Hall M to A Design

M placement Design Development Design Development Design Development J Referendum similar

2014 J A Design Development S Bid Documents Bid Documents Bid Documents O N D Concept Design Bid Documents Bid Bid Bid J F Contract Contract Contract M Bid Material Approval & Material Approval & Material Approval & A Delivery Delivery Delivery M Contract J Referendum Construction Construction Construction

2015 J (Renovation) (Renovation) (Renovation) A Design Development S O N D Bid Documents Construction Construction Construction J Construction (Addition) (Addition) (Addition) F M Bid A M Contract J Construction Construction Construction Construction

2016 J (Renovation) (Renovation) (Renovation) (Renovation) A S Occupancy Occupancy Occupancy Occupancy O N D Construction J (Addition) F M A M J Construction

2017 J (Renovation) A S Occupancy O N D Buildings for Our Future Oak Point Associates Portland Public Schools Elementary Schools, Grades PreK-5 31-May-13 Proposed Scenario Implementation of the "facility equity model" with energy and sustainability upgrades, outdoor curriculum enhancements and building and site specific improvements at each school. State funding of Hall and Longfellow. Local funding of Lyseth, Presumpscot and Reiche.

Hall Longfellow Lyseth Presumpscot Reiche Total A NEW CONSTRUCTION Renovation/Reconfiguration$ - $ 4,961,738 $ 3,606,210 $ 2,270,177 $ 7,838,031 $ 13,714,419 New Construction/Addition$ 13,200,000 $ 2,740,210 $ 6,556,436 $ 6,358,660 $ 1,045,840 $ 13,960,936 Demolition$ 271,375 $ - $ 51,500 $ 800 $ 1,740 $ 54,040 Built in Equipment$ 681,000 $ 593,000 $ 546,000 $ 484,000 $ 408,000 $ 1,438,000 Site Development$ 2,892,120 $ 962,400 $ 1,997,640 $ 1,118,640 $ 682,320 $ 3,798,600 Subtotal$ 17,044,495 $ 9,257,348 $ 12,757,786 $ 10,232,277 $ 9,975,931 $ 32,965,995

B ADMINISTRATIVE COST & RESERVE

Temporary Classrooms $ 150,000 $ - $ - $ - $ - $ - Advertising/Insurance/legal$ 65,000 $ 55,000 $ 55,000 $ 55,000 $ 55,000 $ 165,000 Bid Contingency 5%$ 852,225 $ 462,867 $ 637,889 $ 511,614 $ 498,797 $ 1,648,300 Construction Contingency 5%$ 852,225 $ 462,867 $ 637,889 $ 511,614 $ 498,797 $ 1,648,300 Subtotal$ 1,919,450 $ 980,734 $ 1,330,778 $ 1,078,228 $ 1,052,594 $ 3,461,600

C FEES AND SERVICES

Architect/Engineer$ 1,176,070 $ 781,315 $ 983,200 $ 783,246 $ 904,242 $ 2,670,688 A/E Reimbursable$ 44,400 $ 39,400 $ 39,400 $ 39,400 $ 39,400 $ 118,200 Commissioning$ 80,000 $ 56,762 $ 71,364 $ 56,878 $ 74,578 $ 202,820 Environmental Permitting$ 62,900 $ 18,760 $ 27,532 $ 18,760 $ 18,760 $ 65,052 Life Cycle Cost Analysis$ 10,000 $ 10,000 $ 10,000 $ 10,000 $ 10,000 $ 30,000 Surveys/Soils/Testing$ 125,000 $ 39,500 $ 45,500 $ 45,500 $ 34,500 $ 125,500 Clerk of the Works$ 147,000 $ 73,500 $ 73,500 $ 73,500 $ 73,500 $ 220,500 Subtotal$ 1,645,370 $ 1,019,237 $ 1,250,496 $ 1,027,284 $ 1,154,980 $ 3,432,760

STATE FUNDED LOCALLY FUNDED

D TOTAL PROJECT COST $ 20,609,315 $ 11,257,319 $ 15,339,060 $ 12,337,789 $ 12,183,505 $ 39,860,355 First Floor Plan - Option A

Fred P. Hall Elementary School Second Floor Plan - Option A

Fred P. Hall Elementary School Site Plan - Option A

Fred P. Hall Elementary School Second Floor Plan - Option B

Fred P. Hall Elementary School Site Plan - Option B

Fred P. Hall Elementary School First Floor Plan

Longfellow Elementary School Basement Floor Plan

Longfellow Elementary School Second Floor Plan

Longfellow Elementary School Site Plan

Longfellow Elementary School Floor plan

Note: Locker rooms are not included in the final project budget.

Lyseth Elementary School Floor plan

Lyseth Elementary School Site Plan

Lyseth Elementary School First Floor Plan

Note: Locker rooms are not included in the final project budget.

Presumpscot Elementary School Second Floor Plan

Presumpscot Elementary School Site Plan

Presumpscot Elementary School First Floor Plan

Reiche Community School Second Floor Plan

Reiche Community School Site Plan

Reiche Community School Attachment 2

REDUCED BUDGET AND SCOPE

Cost $2,319,723

REICHE New Construction 1,542 SF

Renovation 6,000 SF

Local (CIP) Occupancy Date FALL 2015 REICHE TIMELINE ‐ REDUCED SCOPE

REICHE Local Funding (CIP) J J Site Studies A S Select Architect O N This timeline assumes CIP funds would be available for an D Design early start and proposes a compressed design period in J order to begin construction in June 2014. Time needed to F approve, order and deliver materials will not allow for M Bid completion of renovations by fall of 2014. To take full A advantage of economy of scale and provide a contractor M Contract with sufficient time to order material, a late winter bid and J Construction early spring contractor award is needed. This would allow a

2014J 2013 (Renovation) contractor to be ready to start construction directly A following the end of the school year and complete the work S prior to the start of the next school year. O N D J Construction (Addition) F M A M J Construction J (Renovation) A S Occupancy O N D J F M A M J

2016J 2015 A S O N D J F M A M J

2017 J A S O N D Attachment 3

ESTIMATED DEBT SERVICE (FIRST 20 YEARS) FOR PROPOSED PROJECTS*

Proposed Locally Funded: Proposed State Funded: Lyseth, Presumpcot, and Reiche Hall and Longfellow FY2015 $135,807 FY2015 $28,863 FY2016 $727,095 FY2016 $196,665 FY2017 $2,901,240 FY2017 $1,703,074 FY2018 $3,310,933 FY2018 $2,505,183 FY2019 $3,250,027 FY2019 $2,620,891 FY2020 $3,188,125 FY2020 $2,571,772 FY2021 $3,125,225 FY2021 $2,521,856 FY2022 $3,061,330 FY2022 $2,471,143 FY2023 $2,996,438 FY2023 $2,419,634 FY2024 $2,930,549 FY2024 $2,367,328 FY2025 $2,863,664 FY2025 $2,314,225 FY2026 $2,795,782 FY2026 $2,260,326 FY2027 $2,726,904 FY2027 $2,205,630 FY2028 $2,657,029 FY2028 $2,150,137 FY2029 $2,586,158 FY2029 $2,093,848 FY2030 $2,514,290 FY2030 $2,036,762 FY2031 $2,441,426 FY2031 $1,978,879 FY2032 $2,367,565 FY2032 $1,920,200 FY2033 $2,292,708 FY2033 $1,860,724 FY2034 $2,216,854 FY2034 $1,800,451 *Details on following sheets.

PROJECT TOTAL - LYSETH, PRESUMPSCT & REICHE

BUDGET July 2013 - June 2014 July 2014 - June 2015 July 2015 - June 2016 July 2016 - June 2017 TOTAL

NEW CONSTRUCTION Renovation/Reconfiguration $13,714,418 $0 $5,485,767 $4,114,325 $4,114,325 $13,714,418 New Construction/Addition $13,960,936 $0 $0 $13,960,936 $0 $13,960,936 Demolition $54,040 $0 $0 $54,040 $0 $54,040 Built in Equipment $1,438,000 $0 $0 $1,078,500 $359,500 $1,438,000 Site Development $3,798,600 $0 $189,930 $3,228,810 $379,860 $3,798,600 Subtotal $32,965,994 $0 $5,675,697 $22,436,611 $4,853,685 $32,965,994

ADMIN. COSTS & RESERVE Temporary Classrooms $0 $0 $0 $0 $0 $0 Advertising/Insurance/legal $165,000 $82,500 $82,500 $0 $0 $165,000 Bid Contingency 5% $1,648,300 $0 $82,415 $1,401,055 $164,830 $1,648,300 Construction Contingency 5% $1,648,300 $0 $82,415 $1,401,055 $164,830 $1,648,300 Subtotal $3,461,600 $82,500 $247,330 $2,802,110 $329,660 $3,461,600

FEES AND SERVICES Architect/Engineer $2,670,688 $1,335,344 $934,741 $267,069 $133,534 $2,670,688 A/E Reimbursable $118,200 $59,100 $41,370 $11,820 $5,910 $118,200 Commissioning $202,820 $0 $0 $101,410 $101,410 $202,820 Environmental Permitting $65,052 $0 $65,052 $0 $0 $65,052 Life Cycle Cost Analysis $30,000 $0 $30,000 $0 $0 $30,000 Surveys/Soils/Testing $125,500 $125,500 $0 $0 $0 $125,500 Clerk of the Works $220,500 $0 $11,025 $187,425 $22,050 $220,500 Subtotal $3,432,760 $1,519,944 $1,082,188 $567,724 $262,904 $3,432,760

YEARLY TOTAL $39,860,354 $1,602,444 $7,005,215 $25,806,445 $5,446,250 $39,860,354

TOTAL $1,602,444 $8,607,659 $34,414,104 $39,860,354 Projects: Lyseth, Presumpscot, Reiche Inputs Principal: 1,602,444.00 # of Annual Payments: 20 Annual Semi-Annual Semi-Annual Annual Principal Issue Date: 2/01/2014 Principal Interest Rate Interest Principal & Interest & Interest 8/1/2014 27,842.46 27,842.46 1 2/1/2015 80,122.20 3.00% 27,842.46 107,964.66 135,807.13 8/1/2015 26,640.63 26,640.63 2 2/1/2016 80,122.20 3.05% 26,640.63 106,762.83 133,403.46 8/1/2016 25,418.77 25,418.77 3 2/1/2017 80,122.20 3.10% 25,418.77 105,540.97 130,959.74 8/1/2017 24,176.87 24,176.87 4 2/1/2018 80,122.20 3.15% 24,176.87 104,299.07 128,475.95 8/1/2018 22,914.95 22,914.95 5 2/1/2019 80,122.20 3.20% 22,914.95 103,037.15 125,952.10 8/1/2019 21,632.99 21,632.99 6 2/1/2020 80,122.20 3.25% 21,632.99 101,755.19 123,388.19 8/1/2020 20,331.01 20,331.01 7 2/1/2021 80,122.20 3.30% 20,331.01 100,453.21 120,784.22 8/1/2021 19,008.99 19,008.99 8 2/1/2022 80,122.20 3.35% 19,008.99 99,131.19 118,140.18 8/1/2022 17,666.95 17,666.95 9 2/1/2023 80,122.20 3.40% 17,666.95 97,789.15 115,456.09 8/1/2023 16,304.87 16,304.87 10 2/1/2024 80,122.20 3.45% 16,304.87 96,427.07 112,731.94 8/1/2024 14,922.76 14,922.76 11 2/1/2025 80,122.20 3.50% 14,922.76 95,044.96 109,967.72 8/1/2025 13,520.62 13,520.62 12 2/1/2026 80,122.20 3.55% 13,520.62 93,642.82 107,163.44 8/1/2026 12,098.45 12,098.45 13 2/1/2027 80,122.20 3.60% 12,098.45 92,220.65 104,319.10 8/1/2027 10,656.25 10,656.25 14 2/1/2028 80,122.20 3.65% 10,656.25 90,778.45 101,434.71 8/1/2028 9,194.02 9,194.02 15 2/1/2029 80,122.20 3.70% 9,194.02 89,316.22 98,510.24 8/1/2029 7,711.76 7,711.76 16 2/1/2030 80,122.20 3.75% 7,711.76 87,833.96 95,545.72 8/1/2030 6,209.47 6,209.47 17 2/1/2031 80,122.20 3.80% 6,209.47 86,331.67 92,541.14 8/1/2031 4,687.15 4,687.15 18 2/1/2032 80,122.20 3.85% 4,687.15 84,809.35 89,496.50 8/1/2032 3,144.80 3,144.80 19 2/1/2033 80,122.20 3.90% 3,144.80 83,267.00 86,411.79 8/1/2033 1,582.41 1,582.41 20 2/1/2034 80,122.20 3.95% 1,582.41 81,704.61 83,287.03 1,602,444.00 611,332.39 2,213,776.39 2,213,776.39 Projects: Lyseth, Presumpscot, Reiche Inputs Principal: 7,005,215.00 # of Annual Payments: 20 Annual Semi-Annual Semi-Annual Annual Principal Issue Date: 2/01/2015 Principal Interest Rate Interest Principal & Interest & Interest 8/1/2015 121,715.61 121,715.61 1 2/1/2016 350,260.75 3.00% 121,715.61 471,976.36 593,691.97 8/1/2016 116,461.70 116,461.70 2 2/1/2017 350,260.75 3.05% 116,461.70 466,722.45 583,184.15 8/1/2017 111,120.22 111,120.22 3 2/1/2018 350,260.75 3.10% 111,120.22 461,380.97 572,501.20 8/1/2018 105,691.18 105,691.18 4 2/1/2019 350,260.75 3.15% 105,691.18 455,951.93 561,643.11 8/1/2019 100,174.57 100,174.57 5 2/1/2020 350,260.75 3.20% 100,174.57 450,435.32 550,609.90 8/1/2020 94,570.40 94,570.40 6 2/1/2021 350,260.75 3.25% 94,570.40 444,831.15 539,401.56 8/1/2021 88,878.67 88,878.67 7 2/1/2022 350,260.75 3.30% 88,878.67 439,139.42 528,018.08 8/1/2022 83,099.36 83,099.36 8 2/1/2023 350,260.75 3.35% 83,099.36 433,360.11 516,459.48 8/1/2023 77,232.50 77,232.50 9 2/1/2024 350,260.75 3.40% 77,232.50 427,493.25 504,725.74 8/1/2024 71,278.06 71,278.06 10 2/1/2025 350,260.75 3.45% 71,278.06 421,538.81 492,816.88 8/1/2025 65,236.06 65,236.06 11 2/1/2026 350,260.75 3.50% 65,236.06 415,496.81 480,732.88 8/1/2026 59,106.50 59,106.50 12 2/1/2027 350,260.75 3.55% 59,106.50 409,367.25 468,473.75 8/1/2027 52,889.37 52,889.37 13 2/1/2028 350,260.75 3.60% 52,889.37 403,150.12 456,039.50 8/1/2028 46,584.68 46,584.68 14 2/1/2029 350,260.75 3.65% 46,584.68 396,845.43 443,430.11 8/1/2029 40,192.42 40,192.42 15 2/1/2030 350,260.75 3.70% 40,192.42 390,453.17 430,645.59 8/1/2030 33,712.60 33,712.60 16 2/1/2031 350,260.75 3.75% 33,712.60 383,973.35 417,685.94 8/1/2031 27,145.21 27,145.21 17 2/1/2032 350,260.75 3.80% 27,145.21 377,405.96 404,551.17 8/1/2032 20,490.25 20,490.25 18 2/1/2033 350,260.75 3.85% 20,490.25 370,751.00 391,241.26 8/1/2033 13,747.73 13,747.73 19 2/1/2034 350,260.75 3.90% 13,747.73 364,008.48 377,756.22 8/1/2034 6,917.65 6,917.65 20 2/1/2035 350,260.75 3.95% 6,917.65 357,178.40 364,096.05 7,005,215.00 2,672,489.52 9,677,704.52 9,677,704.52 Projects: Lyseth, Presumpscot, Reiche Inputs Principal: 25,806,445.00 # of Annual Payments: 20 Annual Semi-Annual Semi-Annual Annual Principal Issue Date: 2/01/2016 Principal Interest Rate Interest Principal & Interest & Interest 8/1/2016 448,386.98 448,386.98 1 2/1/2017 1,290,322.25 3.00% 448,386.98 1,738,709.23 2,187,096.21 8/1/2017 429,032.15 429,032.15 2 2/1/2018 1,290,322.25 3.05% 429,032.15 1,719,354.40 2,148,386.55 8/1/2018 409,354.73 409,354.73 3 2/1/2019 1,290,322.25 3.10% 409,354.73 1,699,676.98 2,109,031.72 8/1/2019 389,354.74 389,354.74 4 2/1/2020 1,290,322.25 3.15% 389,354.74 1,679,676.99 2,069,031.73 8/1/2020 369,032.16 369,032.16 5 2/1/2021 1,290,322.25 3.20% 369,032.16 1,659,354.41 2,028,386.58 8/1/2021 348,387.01 348,387.01 6 2/1/2022 1,290,322.25 3.25% 348,387.01 1,638,709.26 1,987,096.27 8/1/2022 327,419.27 327,419.27 7 2/1/2023 1,290,322.25 3.30% 327,419.27 1,617,741.52 1,945,160.79 8/1/2023 306,128.95 306,128.95 8 2/1/2024 1,290,322.25 3.35% 306,128.95 1,596,451.20 1,902,580.16 8/1/2024 284,516.06 284,516.06 9 2/1/2025 1,290,322.25 3.40% 284,516.06 1,574,838.31 1,859,354.36 8/1/2025 262,580.58 262,580.58 10 2/1/2026 1,290,322.25 3.45% 262,580.58 1,552,902.83 1,815,483.41 8/1/2026 240,322.52 240,322.52 11 2/1/2027 1,290,322.25 3.50% 240,322.52 1,530,644.77 1,770,967.29 8/1/2027 217,741.88 217,741.88 12 2/1/2028 1,290,322.25 3.55% 217,741.88 1,508,064.13 1,725,806.01 8/1/2028 194,838.66 194,838.66 13 2/1/2029 1,290,322.25 3.60% 194,838.66 1,485,160.91 1,679,999.57 8/1/2029 171,612.86 171,612.86 14 2/1/2030 1,290,322.25 3.65% 171,612.86 1,461,935.11 1,633,547.97 8/1/2030 148,064.48 148,064.48 15 2/1/2031 1,290,322.25 3.70% 148,064.48 1,438,386.73 1,586,451.21 8/1/2031 124,193.52 124,193.52 16 2/1/2032 1,290,322.25 3.75% 124,193.52 1,414,515.77 1,538,709.28 8/1/2032 99,999.97 99,999.97 17 2/1/2033 1,290,322.25 3.80% 99,999.97 1,390,322.22 1,490,322.20 8/1/2033 75,483.85 75,483.85 18 2/1/2034 1,290,322.25 3.85% 75,483.85 1,365,806.10 1,441,289.95 8/1/2034 50,645.15 50,645.15 19 2/1/2035 1,290,322.25 3.90% 50,645.15 1,340,967.40 1,391,612.55 8/1/2035 25,483.86 25,483.86 20 2/1/2036 1,290,322.25 3.95% 25,483.86 1,315,806.11 1,341,289.98 25,806,445.00 9,845,158.77 35,651,603.77 35,651,603.77 Projects: Lyseth, Presumpscot, Reiche Inputs Principal: 5,446,250.00 # of Annual Payments: 20 Annual Semi-Annual Semi-Annual Annual Principal Issue Date: 2/01/2017 Principal Interest Rate Interest Principal & Interest & Interest 8/1/2017 94,628.59 94,628.59 1 2/1/2018 272,312.50 3.00% 94,628.59 366,941.09 461,569.69 8/1/2018 90,543.91 90,543.91 2 2/1/2019 272,312.50 3.05% 90,543.91 362,856.41 453,400.31 8/1/2019 86,391.14 86,391.14 3 2/1/2020 272,312.50 3.10% 86,391.14 358,703.64 445,094.78 8/1/2020 82,170.30 82,170.30 4 2/1/2021 272,312.50 3.15% 82,170.30 354,482.80 436,653.09 8/1/2021 77,881.38 77,881.38 5 2/1/2022 272,312.50 3.20% 77,881.38 350,193.88 428,075.25 8/1/2022 73,524.38 73,524.38 6 2/1/2023 272,312.50 3.25% 73,524.38 345,836.88 419,361.25 8/1/2023 69,099.30 69,099.30 7 2/1/2024 272,312.50 3.30% 69,099.30 341,411.80 410,511.09 8/1/2024 64,606.14 64,606.14 8 2/1/2025 272,312.50 3.35% 64,606.14 336,918.64 401,524.78 8/1/2025 60,044.91 60,044.91 9 2/1/2026 272,312.50 3.40% 60,044.91 332,357.41 392,402.31 8/1/2026 55,415.59 55,415.59 10 2/1/2027 272,312.50 3.45% 55,415.59 327,728.09 383,143.69 8/1/2027 50,718.20 50,718.20 11 2/1/2028 272,312.50 3.50% 50,718.20 323,030.70 373,748.91 8/1/2028 45,952.73 45,952.73 12 2/1/2029 272,312.50 3.55% 45,952.73 318,265.23 364,217.97 8/1/2029 41,119.19 41,119.19 13 2/1/2030 272,312.50 3.60% 41,119.19 313,431.69 354,550.88 8/1/2030 36,217.56 36,217.56 14 2/1/2031 272,312.50 3.65% 36,217.56 308,530.06 344,747.63 8/1/2031 31,247.86 31,247.86 15 2/1/2032 272,312.50 3.70% 31,247.86 303,560.36 334,808.22 8/1/2032 26,210.08 26,210.08 16 2/1/2033 272,312.50 3.75% 26,210.08 298,522.58 324,732.66 8/1/2033 21,104.22 21,104.22 17 2/1/2034 272,312.50 3.80% 21,104.22 293,416.72 314,520.94 8/1/2034 15,930.28 15,930.28 18 2/1/2035 272,312.50 3.85% 15,930.28 288,242.78 304,173.06 8/1/2035 10,688.27 10,688.27 19 2/1/2036 272,312.50 3.90% 10,688.27 283,000.77 293,689.03 8/1/2036 5,378.17 5,378.17 20 2/1/2037 272,312.50 3.95% 5,378.17 277,690.67 283,068.84 5,446,250.00 2,077,744.38 7,523,994.38 7,523,994.38 PROJECT TOTAL - HALL & LONGFELLOW

assumes placement of Longfellow on State "protected list" by June 2014

BUDGET July 2013 - June 2014 July 2014 - June 2015 July 2015 - June 2016 July 2016 - June 2017 July 2017 - June 2018 TOTAL

NEW CONSTRUCTION Renovation/Reconfiguration $4,961,738 $0 $0 $992,348 $2,480,869 $1,488,521 $4,961,738 New Construction/Addition $15,940,210 $0 $660,000 $11,220,000 $4,060,210 $0 $15,940,210 Demolition $271,375 $0 $0 $0 $271,375 $0 $271,375 Built in Equipment $1,274,000 $0 $0 $510,750 $615,000 $148,250 $1,274,000 Site Development $3,854,520 $0 $144,606 $2,506,422 $1,107,252 $96,240 $3,854,520 Subtotal $26,301,843 $0 $804,606 $15,229,520 $8,534,706 $1,733,011 $26,301,843

ADMIN. COSTS & RESERVE Temporary Classrooms $150,000 $0 $0 $150,000 $0 $0 $150,000 Advertising/Insurance/legal $120,000 $32,500 $60,000 $27,500 $0 $0 $120,000 Bid Contingency 5% $1,315,092 $0 $42,611 $747,535 $478,659 $46,287 $1,315,092 Construction Contingency 5% $1,315,092 $0 $42,611 $747,535 $478,659 $46,287 $1,315,092 Subtotal $2,900,184 $32,500 $145,223 $1,672,569 $957,319 $92,573 $2,900,184

FEES AND SERVICES Architect/Engineer $1,957,385 $176,411 $881,643 $684,265 $176,001 $39,066 $1,957,385 A/E Reimbursable $83,800 $6,660 $34,770 $32,270 $8,130 $1,970 $83,800 Commissioning $136,762 $0 $0 $40,000 $68,381 $28,381 $136,762 Environmental Permitting $81,660 $0 $62,900 $18,760 $0 $0 $81,660 Life Cycle Cost Analysis $20,000 $0 $10,000 $10,000 $0 $0 $20,000 Surveys/Soils/Testing $164,500 $125,000 $39,500 $0 $0 $0 $164,500 Clerk of the Works $220,500 $0 $7,350 $128,625 $77,175 $7,350 $220,500 Subtotal $2,664,607 $308,071 $1,036,163 $913,920 $329,687 $76,767 $2,664,607

YEARLY TOTAL $31,866,634 $340,571 $1,985,991 $17,816,009 $9,821,712 $1,902,352 $31,866,634

TOTAL $340,571 $2,326,562 $20,142,571 $29,964,282 $31,866,634 Projects: Hall and Longfellow Inputs Principal: 340,571.00 # of Annual Payments: 20 Annual Semi-Annual Semi-Annual Annual Principal Issue Date: 2/01/2014 Principal Interest Rate Interest Principal & Interest & Interest 8/1/2014 5,917.42 5,917.42 1 2/1/2015 17,028.55 3.00% 5,917.42 22,945.97 28,863.39 8/1/2015 5,661.99 5,661.99 2 2/1/2016 17,028.55 3.05% 5,661.99 22,690.54 28,352.54 8/1/2016 5,402.31 5,402.31 3 2/1/2017 17,028.55 3.10% 5,402.31 22,430.86 27,833.16 8/1/2017 5,138.36 5,138.36 4 2/1/2018 17,028.55 3.15% 5,138.36 22,166.91 27,305.28 8/1/2018 4,870.17 4,870.17 5 2/1/2019 17,028.55 3.20% 4,870.17 21,898.72 26,768.88 8/1/2019 4,597.71 4,597.71 6 2/1/2020 17,028.55 3.25% 4,597.71 21,626.26 26,223.97 8/1/2020 4,320.99 4,320.99 7 2/1/2021 17,028.55 3.30% 4,320.99 21,349.54 25,670.54 8/1/2021 4,040.02 4,040.02 8 2/1/2022 17,028.55 3.35% 4,040.02 21,068.57 25,108.60 8/1/2022 3,754.80 3,754.80 9 2/1/2023 17,028.55 3.40% 3,754.80 20,783.35 24,538.14 8/1/2023 3,465.31 3,465.31 10 2/1/2024 17,028.55 3.45% 3,465.31 20,493.86 23,959.17 8/1/2024 3,171.57 3,171.57 11 2/1/2025 17,028.55 3.50% 3,171.57 20,200.12 23,371.68 8/1/2025 2,873.57 2,873.57 12 2/1/2026 17,028.55 3.55% 2,873.57 19,902.12 22,775.69 8/1/2026 2,571.31 2,571.31 13 2/1/2027 17,028.55 3.60% 2,571.31 19,599.86 22,171.17 8/1/2027 2,264.80 2,264.80 14 2/1/2028 17,028.55 3.65% 2,264.80 19,293.35 21,558.14 8/1/2028 1,954.03 1,954.03 15 2/1/2029 17,028.55 3.70% 1,954.03 18,982.58 20,936.60 8/1/2029 1,639.00 1,639.00 16 2/1/2030 17,028.55 3.75% 1,639.00 18,667.55 20,306.55 8/1/2030 1,319.71 1,319.71 17 2/1/2031 17,028.55 3.80% 1,319.71 18,348.26 19,667.98 8/1/2031 996.17 996.17 18 2/1/2032 17,028.55 3.85% 996.17 18,024.72 19,020.89 8/1/2032 668.37 668.37 19 2/1/2033 17,028.55 3.90% 668.37 17,696.92 18,365.29 8/1/2033 336.31 336.31 20 2/1/2034 17,028.55 3.95% 336.31 17,364.86 17,701.18 340,571.00 129,927.84 470,498.84 470,498.84 Projects: Hall and Longfellow Inputs Principal: 1,985,991.00 # of Annual Payments: 20 Annual Semi-Annual Semi-Annual Annual Principal Issue Date: 2/01/2015 Principal Interest Rate Interest Principal & Interest & Interest 8/1/2015 34,506.59 34,506.59 1 2/1/2016 99,299.55 3.00% 34,506.59 133,806.14 168,312.74 8/1/2016 33,017.10 33,017.10 2 2/1/2017 99,299.55 3.05% 33,017.10 132,316.65 165,333.75 8/1/2017 31,502.78 31,502.78 3 2/1/2018 99,299.55 3.10% 31,502.78 130,802.33 162,305.11 8/1/2018 29,963.64 29,963.64 4 2/1/2019 99,299.55 3.15% 29,963.64 129,263.19 159,226.83 8/1/2019 28,399.67 28,399.67 5 2/1/2020 99,299.55 3.20% 28,399.67 127,699.22 156,098.89 8/1/2020 26,810.88 26,810.88 6 2/1/2021 99,299.55 3.25% 26,810.88 126,110.43 152,921.31 8/1/2021 25,197.26 25,197.26 7 2/1/2022 99,299.55 3.30% 25,197.26 124,496.81 149,694.07 8/1/2022 23,558.82 23,558.82 8 2/1/2023 99,299.55 3.35% 23,558.82 122,858.37 146,417.19 8/1/2023 21,895.55 21,895.55 9 2/1/2024 99,299.55 3.40% 21,895.55 121,195.10 143,090.65 8/1/2024 20,207.46 20,207.46 10 2/1/2025 99,299.55 3.45% 20,207.46 119,507.01 139,714.47 8/1/2025 18,494.54 18,494.54 11 2/1/2026 99,299.55 3.50% 18,494.54 117,794.09 136,288.63 8/1/2026 16,756.80 16,756.80 12 2/1/2027 99,299.55 3.55% 16,756.80 116,056.35 132,813.15 8/1/2027 14,994.23 14,994.23 13 2/1/2028 99,299.55 3.60% 14,994.23 114,293.78 129,288.01 8/1/2028 13,206.84 13,206.84 14 2/1/2029 99,299.55 3.65% 13,206.84 112,506.39 125,713.23 8/1/2029 11,394.62 11,394.62 15 2/1/2030 99,299.55 3.70% 11,394.62 110,694.17 122,088.80 8/1/2030 9,557.58 9,557.58 16 2/1/2031 99,299.55 3.75% 9,557.58 108,857.13 118,414.71 8/1/2031 7,695.72 7,695.72 17 2/1/2032 99,299.55 3.80% 7,695.72 106,995.27 114,690.98 8/1/2032 5,809.02 5,809.02 18 2/1/2033 99,299.55 3.85% 5,809.02 105,108.57 110,917.60 8/1/2033 3,897.51 3,897.51 19 2/1/2034 99,299.55 3.90% 3,897.51 103,197.06 107,094.56 8/1/2034 1,961.17 1,961.17 20 2/1/2035 99,299.55 3.95% 1,961.17 101,260.72 103,221.88 1,985,991.00 757,655.57 2,743,646.57 2,743,646.57 Projects: Hall and Longfellow Inputs Principal: 17,816,009.00 # of Annual Payments: 20 Annual Semi-Annual Semi-Annual Annual Principal Issue Date: 2/01/2016 Principal Interest Rate Interest Principal & Interest & Interest 8/1/2016 309,553.16 309,553.16 1 2/1/2017 890,800.45 3.00% 309,553.16 1,200,353.61 1,509,906.76 8/1/2017 296,191.15 296,191.15 2 2/1/2018 890,800.45 3.05% 296,191.15 1,186,991.60 1,483,182.75 8/1/2018 282,606.44 282,606.44 3 2/1/2019 890,800.45 3.10% 282,606.44 1,173,406.89 1,456,013.34 8/1/2019 268,799.04 268,799.04 4 2/1/2020 890,800.45 3.15% 268,799.04 1,159,599.49 1,428,398.52 8/1/2020 254,768.93 254,768.93 5 2/1/2021 890,800.45 3.20% 254,768.93 1,145,569.38 1,400,338.31 8/1/2021 240,516.12 240,516.12 6 2/1/2022 890,800.45 3.25% 240,516.12 1,131,316.57 1,371,832.69 8/1/2022 226,040.61 226,040.61 7 2/1/2023 890,800.45 3.30% 226,040.61 1,116,841.06 1,342,881.68 8/1/2023 211,342.41 211,342.41 8 2/1/2024 890,800.45 3.35% 211,342.41 1,102,142.86 1,313,485.26 8/1/2024 196,421.50 196,421.50 9 2/1/2025 890,800.45 3.40% 196,421.50 1,087,221.95 1,283,643.45 8/1/2025 181,277.89 181,277.89 10 2/1/2026 890,800.45 3.45% 181,277.89 1,072,078.34 1,253,356.23 8/1/2026 165,911.58 165,911.58 11 2/1/2027 890,800.45 3.50% 165,911.58 1,056,712.03 1,222,623.62 8/1/2027 150,322.58 150,322.58 12 2/1/2028 890,800.45 3.55% 150,322.58 1,041,123.03 1,191,445.60 8/1/2028 134,510.87 134,510.87 13 2/1/2029 890,800.45 3.60% 134,510.87 1,025,311.32 1,159,822.19 8/1/2029 118,476.46 118,476.46 14 2/1/2030 890,800.45 3.65% 118,476.46 1,009,276.91 1,127,753.37 8/1/2030 102,219.35 102,219.35 15 2/1/2031 890,800.45 3.70% 102,219.35 993,019.80 1,095,239.15 8/1/2031 85,739.54 85,739.54 16 2/1/2032 890,800.45 3.75% 85,739.54 976,539.99 1,062,279.54 8/1/2032 69,037.03 69,037.03 17 2/1/2033 890,800.45 3.80% 69,037.03 959,837.48 1,028,874.52 8/1/2033 52,111.83 52,111.83 18 2/1/2034 890,800.45 3.85% 52,111.83 942,912.28 995,024.10 8/1/2034 34,963.92 34,963.92 19 2/1/2035 890,800.45 3.90% 34,963.92 925,764.37 960,728.29 8/1/2035 17,593.31 17,593.31 20 2/1/2036 890,800.45 3.95% 17,593.31 908,393.76 925,987.07 17,816,009.00 6,796,807.43 24,612,816.43 24,612,816.43 Projects: Hall and Longfellow Inputs Principal: 9,821,712.00 # of Annual Payments: 20 Annual Semi-Annual Semi-Annual Annual Principal Issue Date: 2/01/2017 Principal Interest Rate Interest Principal & Interest & Interest 8/1/2017 170,652.25 170,652.25 1 2/1/2018 491,085.60 3.00% 170,652.25 661,737.85 832,390.09 8/1/2018 163,285.96 163,285.96 2 2/1/2019 491,085.60 3.05% 163,285.96 654,371.56 817,657.52 8/1/2019 155,796.91 155,796.91 3 2/1/2020 491,085.60 3.10% 155,796.91 646,882.51 802,679.41 8/1/2020 148,185.08 148,185.08 4 2/1/2021 491,085.60 3.15% 148,185.08 639,270.68 787,455.76 8/1/2021 140,450.48 140,450.48 5 2/1/2022 491,085.60 3.20% 140,450.48 631,536.08 771,986.56 8/1/2022 132,593.11 132,593.11 6 2/1/2023 491,085.60 3.25% 132,593.11 623,678.71 756,271.82 8/1/2023 124,612.97 124,612.97 7 2/1/2024 491,085.60 3.30% 124,612.97 615,698.57 740,311.54 8/1/2024 116,510.06 116,510.06 8 2/1/2025 491,085.60 3.35% 116,510.06 607,595.66 724,105.72 8/1/2025 108,284.37 108,284.37 9 2/1/2026 491,085.60 3.40% 108,284.37 599,369.97 707,654.35 8/1/2026 99,935.92 99,935.92 10 2/1/2027 491,085.60 3.45% 99,935.92 591,021.52 690,957.44 8/1/2027 91,464.69 91,464.69 11 2/1/2028 491,085.60 3.50% 91,464.69 582,550.29 674,014.99 8/1/2028 82,870.70 82,870.70 12 2/1/2029 491,085.60 3.55% 82,870.70 573,956.30 656,826.99 8/1/2029 74,153.93 74,153.93 13 2/1/2030 491,085.60 3.60% 74,153.93 565,239.53 639,393.45 8/1/2030 65,314.38 65,314.38 14 2/1/2031 491,085.60 3.65% 65,314.38 556,399.98 621,714.37 8/1/2031 56,352.07 56,352.07 15 2/1/2032 491,085.60 3.70% 56,352.07 547,437.67 603,789.75 8/1/2032 47,266.99 47,266.99 16 2/1/2033 491,085.60 3.75% 47,266.99 538,352.59 585,619.58 8/1/2033 38,059.13 38,059.13 17 2/1/2034 491,085.60 3.80% 38,059.13 529,144.73 567,203.87 8/1/2034 28,728.51 28,728.51 18 2/1/2035 491,085.60 3.85% 28,728.51 519,814.11 548,542.62 8/1/2035 19,275.11 19,275.11 19 2/1/2036 491,085.60 3.90% 19,275.11 510,360.71 529,635.82 8/1/2036 9,698.94 9,698.94 20 2/1/2037 491,085.60 3.95% 9,698.94 500,784.54 510,483.48 9,821,712.00 3,746,983.13 13,568,695.13 13,568,695.13 Projects: Hall and Longfellow Inputs Principal: 1,902,352.00 # of Annual Payments: 20 Annual Semi-Annual Semi-Annual Annual Principal Issue Date: 2/01/2018 Principal Interest Rate Interest Principal & Interest & Interest 8/1/2018 33,053.37 33,053.37 1 2/1/2019 95,117.60 3.00% 33,053.37 128,170.97 161,224.33 8/1/2019 31,626.60 31,626.60 2 2/1/2020 95,117.60 3.05% 31,626.60 126,744.20 158,370.80 8/1/2020 30,176.06 30,176.06 3 2/1/2021 95,117.60 3.10% 30,176.06 125,293.66 155,469.72 8/1/2021 28,701.74 28,701.74 4 2/1/2022 95,117.60 3.15% 28,701.74 123,819.34 152,521.07 8/1/2022 27,203.63 27,203.63 5 2/1/2023 95,117.60 3.20% 27,203.63 122,321.23 149,524.87 8/1/2023 25,681.75 25,681.75 6 2/1/2024 95,117.60 3.25% 25,681.75 120,799.35 146,481.10 8/1/2024 24,136.09 24,136.09 7 2/1/2025 95,117.60 3.30% 24,136.09 119,253.69 143,389.78 8/1/2025 22,566.65 22,566.65 8 2/1/2026 95,117.60 3.35% 22,566.65 117,684.25 140,250.90 8/1/2026 20,973.43 20,973.43 9 2/1/2027 95,117.60 3.40% 20,973.43 116,091.03 137,064.46 8/1/2027 19,356.43 19,356.43 10 2/1/2028 95,117.60 3.45% 19,356.43 114,474.03 133,830.46 8/1/2028 17,715.65 17,715.65 11 2/1/2029 95,117.60 3.50% 17,715.65 112,833.25 130,548.91 8/1/2029 16,051.10 16,051.10 12 2/1/2030 95,117.60 3.55% 16,051.10 111,168.70 127,219.79 8/1/2030 14,362.76 14,362.76 13 2/1/2031 95,117.60 3.60% 14,362.76 109,480.36 123,843.12 8/1/2031 12,650.64 12,650.64 14 2/1/2032 95,117.60 3.65% 12,650.64 107,768.24 120,418.88 8/1/2032 10,914.74 10,914.74 15 2/1/2033 95,117.60 3.70% 10,914.74 106,032.34 116,947.09 8/1/2033 9,155.07 9,155.07 16 2/1/2034 95,117.60 3.75% 9,155.07 104,272.67 113,427.74 8/1/2034 7,371.61 7,371.61 17 2/1/2035 95,117.60 3.80% 7,371.61 102,489.21 109,860.83 8/1/2035 5,564.38 5,564.38 18 2/1/2036 95,117.60 3.85% 5,564.38 100,681.98 106,246.36 8/1/2036 3,733.37 3,733.37 19 2/1/2037 95,117.60 3.90% 3,733.37 98,850.97 102,584.33 8/1/2037 1,878.57 1,878.57 20 2/1/2038 95,117.60 3.95% 1,878.57 96,996.17 98,874.75 1,902,352.00 725,747.29 2,628,099.29 2,628,099.29 Attachment 4

Major Capital Improvement Program (MCIP) School Construction Review and Approval Process

The State of Maine Department of Education (DoE) has a “21 step process” for review and approval of school construction projects administered under its MCIP. Although this sounds cumbersome, in reality it’s not much different from the steps thatn any‐bid desig ‐build school construction project would already undertake.

The 21 steps (the first three which have already been completed for all of the schools in the BFOF project) are outlined on the following chart.

In essence, there are four phases that the review and approval process includes leading up to construction. The project must have State Board of Education approval at the culmination of each phase. The phases are:

Pre‐Design and Site Approval (Steps 1‐6)

In this phase, the School Department applies and is selected for a construction project, and an architect is selected. The design team completes a few due diligence studies, pre‐design. These include a new vs. renovation analysis, a regional analysis, and the selection of a site for the project (if a new school). Prior to State Board of Education approval, a public hearing and straw poll on site approval must be conducted.

Programming and Concept Design (Steps 7‐12)

In this phase, the School Department and design team develop educational specifications, define the program for the work, develop architectural concepts, and refine the site concept. Prior to State Board of Education approval, a public hearing and straw poll on the concept design must be conducted. The budget is finalized at the end of this phase, including any locally funded items.

Referendum and Design Development (Steps 13‐16)

After a successful concept design straw poll, a local referendum is held where there is a vote to approve of state funding for the project, as well as any locally funded items. Once the referendum passes, the concept design is developed into a set of construction documents. The design is reviewed at 50% and 100% completion, and then the design and funding requests State Board approval.

Final Review and Bidding (Steps 17‐18)

Once design and funding approval is made by the State Board of Education, there is a final review and state agency sign‐off, and the project is put out to bid. Ultimately, the project is awarded, and the Commissioner and State Board of Education grant the project Final Funding Approval.

Steps 19‐21 are construction‐related steps: bonding, construction and project audit.

Attachment 5

Comparison of Buildings For Our Future and 2010 ESCNTF Report Scope and Cost

The project scope for the Buildings for Our Future (BFOF) renovations at the Lyseth, Longfellow, Reiche, and Presumpscot Schools is based on the “facilities equity model” defined within the April 2010 final Elementary School Capital Needs Task Force (ESCNTF) report. The model includes 19 items:

 Safe and secure learning and working environments (secure building, clearly defined single point of entry, telephones in every occupied space)  Follow LEED standards in renovations and new construction  Separate gym and cafeteria  Performance space/stage  Small group learning spaces  Designated student support services / special education spaces  Multiple designated professional and administrative staff support spaces/offices  Additional learning spaces (Hands‐on Learning Lab, Discovery Room, etc.)  Data infrastructure that supports enhanced computer networking  Site features that include: adequate parking and circulation, outdoor play and learning space, ADA accessibility  Library/media center  Computer lab  Properly accommodated art space  Appropriately appointed music room  ADA accessible shower  Finishing kitchen  Individual restrooms for students  Community/Volunteer support space  New program considerations (Pre‐Kindergarten)

According to the 2010 ESCNTF report, cost estimates in that document are “pre‐concept level estimates based on 2010 square foot values and would need to be adjusted for future inflation”. No floor plans appear to have been developed (because of the pre‐concept nature of the study), which makes direct comparisons between the BFOF estimates and the ESCNTF estimates only possible where line items were identified in the report.

There are a few general differences that can be noted that apply to all schools:

1. The 2010 ESCNTF report utilized capacity numbers published in the 2009 NESDEC report, and October 2009 enrollment figures. The report stated that the overcapacity issue at Presumpscot and Longfellow would be addressed by redistricting students to OAES. The enrollment at both schools has increased from 2009 to 2012, even with the opening of OAES. The enrollment has also increased at Reiche and Lyseth since 2009. The BFOF estimates utilize higher enrollment

______231 Main Street, Biddeford, Maine 04005 TEL 207.283.0193 FAX 207.283.4283 www.oakpoint.com numbers to calculate the capacity of classroom, gymnasium, cafeteria and library spaces than what was utilized in the 2010 ESCNTF report, so the spaces are correspondingly larger.

2. New construction in the 2010 ESCNTF report, where indicated, was estimated at $155/sf (except at the ADA shower, which was estimated at $130/sf). The BFOF study estimates new construction at $170/sf, which is derived from current industry standard published square foot cost data.

3. The new construction area calculations in the 2010 report appear to be usable square foot (usf) totals, not gross square foot (gsf) totals. The BFOF area calculations for new construction are for gross square feet. The state‐approved factor for adjusting from usf to gsf is approximately 1.40. When the additional square footage is added to the higher cost/s.f. number, it increases the cost for all new construction.

4. Gymnasiums in the 2010 report were sized to state standards for elementary schools. The BFOF gym sizes are based on providing middle school sized gyms for the higher enrollment numbers (except at Longfellow where the site did not allow it), and include offices for a gym teacher, storage space, and a small office/storage space for Portland Recreation Department to run their after school program. All of these additions were requested to be part of the BFOF project.

5. The BFOF project includes substantial renovations to all existing space throughout each school. Renovation work at all spaces includes new finishes and systems (new flooring, ceilings, paint, heating/ventilation, lighting, data), which support the necessary indoor air quality and energy efficiency goals of LEED, and bring the schools up to par with new facilities. In many cases, existing space is being “reconfigured” to maximize the efficiency and flexibility of the school, which means moving existing walls to achieve optimum room sizes and adjacencies. The 2010 ESCNTF report has a very limited allowance for “renovation and accessibility” improvements at each school, which equates to approximately $2.30 to $4.50 per square foot of existing space. The renovations within the BFOF project are estimated to cost approximately $100 per square foot of existing space for the scope defined above.

School specific differences include:

1. At Reiche, the 2010 ESCNTF report included two cost options—one that renovated the open plan nature of the school (+/‐ $10.4M), and one that didn’t (+/‐ $2.4M). The lower cost option was the one that was eventually carried forward for budgeting. The BFOF project estimate for Reiche includes renovation of the open plan, as well as the significant cost of addressing life safety code compliance.

2. At Presumpscot, the 2010 ESCNTF report addressed removal of the portable classrooms, but did not add additional capacity to the school. Because the BFOF project includes the task of addressing district‐wide capacity issues where possible, classroom space for approximately 100 additional students is included, along with associated increases in core spaces (gym, library, cafeteria).

Attachment 5 Page 2 of 2

Portland Public Schools Portland, Maine

Student Population Projections By Residence

Fall 2012/2013 Report

Fall 2013/14 – Fall 2019/20 Projected Student Population by Residence

Prepared by

May 2, 2013 Portland Public Schools 2012/13 Projection Report

Projections by Residence

Incoming Kindergarten

The Maine State Department of Health reports live birth data by the resident city of the mother. DDP uses the birth data city correlating to the District boundary and applies the data accordingly.

Chart 1– Birth and K Class

Student Mobility Factors Student mobility factors further refine the seven-year student population projections. Mobility refers to the increase/decrease in the migration of students within the District boundary (move-in/move-out of students from existing housing). Mobility, similar to a cohort, applied as a percentage of increase/decrease to each grade for every year of the projections.

A net increase or decrease of zero students over time is represented by a factor of 1.000 A net student loss is represented by a factor less than 1.000 and a net gain by a factor greater than 1.000 (see example).

Example: 100 Kindergarten students in fall 2012/13 X .932 (East End 1st grade mobility) = 93.2 1st grade students residing in East End in 2013/14

May 2, 2013 Davis Demographics & Planning, Inc. Page 1 Portland Public Schools 2012/13 Projection Report

Having historical student data categorized by Study Area is extremely helpful in calculating accurate Student Mobility Factors. DDP was able to utilize the last four (4) years (Fall 2009/10, 2010/11, 2011/12, and 2012/13) student data. The 2009/10 student data was compared to 2010/11, 2010/11 to 2011/12, and 2011/12 to this year’s student data at the Study area level. Grades K-12 Mobility was all calculated to correspond with the Elementary School Attendance Areas.

Table 1– Mobility Factors by Residence

Residential Development

Planned residential development data is collected to determine the number of new residential units that will be built over the ten-year time frame of the student population projections. The projected units within the next ten years will have the appropriate Student Yield Factor, Table 3, applied to them to determine the number of new students planned residential development will yield.

A database map of the planned residential development was created, including, when available, project name, location, housing type, total number of units and estimated move-in dates (phasing schedule). Projected phasing is based upon occupancy of the unit and is used to help time the arrival of students from these new developments.

In the student population projection by residence DDP includes all approved and tentative tract maps in addition to any planned or proposed development that possibly will occur within the projection timeframe. The planned residential development information and phasing estimates is a snapshot of the District at the time of this study. All of the information may change and should be updated annually (see Table 2).

May 2, 2013 Davis Demographics & Planning, Inc. Page 2 Portland Public Schools 2012/13 Projection Report

Table 2– Residential Development

Note: The development list includes projects that occupancy will begin in the 7-year period of the enrollment projections. Some future projects may not be included if they do not fall in this period. Total Units reflect the number of approved units for the project not the remaining units to be built.

Student Yield Factors – 7-Year Projections

Closely related to the planned residential development units are Student Yield Factors. The Student Yield Factors, when applied to planned residential development units, determine how many additional students will be generated from new construction within the District.

Table 3 – Student Yield Factors

*Note: Student Yield Factors supplied by District staff..

May 2, 2013 Davis Demographics & Planning, Inc. Page 3 Portland Public Schools 2012/13 Projection Report

May 2, 2013 Davis Demographics & Planning, Inc. Page 4 Portland Public Schools 2012/13 Projection Report

May 2, 2013 Davis Demographics & Planning, Inc. Page 5 Portland Public Schools 2012/13 Projection Report

May 2, 2013 Davis Demographics & Planning, Inc. Page 6 Portland Public Schools 2012/13 Projection Report

Individual School Projections by Residence – Projection A

Attendance Area East End Community School Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 79.0 82.5 81.5 83.5 75.0 79.2 79.2 79.2 1 59.0 73.8 77.0 76.0 77.8 69.9 73.8 73.8 2 71.0 58.6 73.2 76.2 75.2 77.0 69.2 73.0 3 69.0 73.3 60.5 75.4 78.6 77.5 79.4 71.4 4 59.0 67.6 71.9 59.2 73.8 76.9 75.8 77.7 5 62.0 56.2 64.4 68.4 56.3 70.2 73.1 72.1

K-5 399.0 412.0 428.5 438.7 436.7 450.7 450.5 447.2

Attendance Area Hall ES Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 71.0 74.0 73.1 74.9 67.3 71.0 71.0 71.0 1 77.0 68.0 70.9 70.0 71.8 64.5 68.0 68.0 2 68.0 77.0 68.0 70.9 70.0 71.8 64.5 68.0 3 68.0 66.7 75.5 66.7 69.5 68.7 70.4 63.3 4 82.0 69.7 68.4 77.4 68.4 71.3 70.4 72.2 5 57.0 83.6 71.1 69.7 79.0 69.8 72.7 71.8

K-5 423.0 439.0 427.0 429.6 426.0 417.1 417.0 414.3

Attendance Area Longfellow ES Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 74.0 77.1 76.1 78.1 70.2 74.0 74.0 74.0 1 52.0 74.0 77.1 76.1 78.1 70.2 74.0 74.0 2 63.0 52.0 74.0 77.1 76.1 78.1 70.2 74.0 3 58.0 61.2 50.5 71.9 74.9 74.0 75.9 68.2 4 65.0 59.4 62.7 51.8 73.7 76.7 75.8 77.7 5 50.0 64.2 58.6 61.9 51.1 72.7 75.8 74.8

K-5 362.0 387.9 399.0 416.9 424.1 445.7 445.7 442.7

Attendance Area Lyseth ES Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 82.0 85.4 84.4 86.5 77.7 82.0 82.0 82.0 1 68.0 77.7 81.0 80.0 82.0 73.7 77.7 77.7 2 77.0 67.5 77.1 80.4 79.4 81.4 73.1 77.1 3 83.0 77.6 68.0 77.7 81.0 80.0 82.0 73.7 4 86.0 79.5 74.4 65.1 74.5 77.6 76.6 78.6 5 69.0 87.1 80.5 75.3 66.0 75.4 78.6 77.6

K-5 465.0 474.8 465.4 465.0 460.6 470.1 470.0 466.7

Does not include unmatched students or students residing outside of the P.P.S. boundaries

May 2, 2013 Davis Demographics & Planning, Inc. Page 7 Portland Public Schools 2012/13 Projection Report

Individual School Projections by Residence – Projection A

Attendance Area Ocean Ave ES Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 104.0 109.3 107.5 110.2 99.1 104.5 104.5 104.5 1 88.0 100.4 104.5 102.8 105.4 94.8 99.9 99.9 2 71.0 87.0 98.1 102.2 100.5 103.1 92.7 97.7 3 77.0 72.3 87.4 98.5 102.6 100.9 103.5 93.0 4 67.0 75.8 70.2 84.9 95.8 99.8 98.1 100.6 5 84.0 70.6 78.7 73.0 88.2 99.5 103.7 101.9

K-5 491.0 515.4 546.4 571.6 591.6 602.6 602.4 597.6

Attendance Area Presumpscot ES Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 50.0 52.1 51.5 52.8 47.4 50.0 50.0 50.0 1 43.0 46.2 48.1 47.5 48.7 43.8 46.2 46.2 2 63.0 40.8 43.8 45.6 45.1 46.2 41.5 43.8 3 62.0 62.5 40.4 43.4 45.3 44.7 45.8 41.2 4 35.0 62.4 62.9 40.7 43.8 45.6 45.0 46.2 5 54.0 34.2 60.9 61.4 39.7 42.7 44.5 43.9

K-5 307.0 298.2 307.6 291.4 270.0 273.0 273.0 271.3

Attendance Area Reiche Community School Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 81.0 85.1 83.7 85.8 77.2 81.4 81.4 81.4 1 63.0 81.7 85.1 83.7 85.8 77.2 81.4 81.4 2 62.0 62.9 80.7 84.1 82.7 84.8 76.2 80.4 3 60.0 64.0 64.2 82.4 85.8 84.4 86.6 77.8 4 52.0 63.7 67.2 67.5 86.5 90.1 88.7 90.9 5 46.0 55.4 67.0 70.7 71.0 91.0 94.8 93.3

K-5 364.0 412.8 447.9 474.2 489.0 508.9 509.1 505.2

Attendance Area Riverton ES Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 104.0 108.4 107.0 109.7 98.6 104.0 104.0 104.0 1 75.0 90.8 94.6 93.4 95.8 86.1 90.8 90.8 2 83.0 73.7 89.2 92.9 91.7 94.1 84.5 89.2 3 66.0 79.8 70.9 85.8 89.4 88.3 90.5 81.3 4 59.0 62.5 75.6 67.1 81.2 84.6 83.6 85.7 5 61.0 56.9 60.3 72.9 64.7 78.3 81.6 80.6

K-5 448.0 472.1 497.6 521.8 521.4 535.4 535.0 531.6

Does not include unmatched students or students residing outside of the P.P.S. boundaries

May 2, 2013 Davis Demographics & Planning, Inc. Page 8 Portland Public Schools 2012/13 Projection Report

Individual School Projections by Residence – Projection A

Attendance Area King MS Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 199.0 209.0 205.7 210.8 189.5 199.9 199.9 199.9 1 171.0 194.4 202.5 199.3 204.3 183.7 193.7 193.7 2 154.0 170.3 191.6 199.6 196.4 201.3 181.0 190.8 3 166.0 157.9 172.4 194.6 202.7 199.5 204.5 183.8 4 132.0 168.3 159.2 173.9 196.1 204.3 201.0 206.1 5 157.0 137.0 172.3 163.4 178.4 201.4 209.8 206.4 6 129.0 157.1 135.9 170.8 162.1 177.1 199.8 208.1 7 146.0 136.7 164.3 142.4 179.1 170.0 185.0 209.8 8 144.0 145.3 134.7 162.3 140.3 176.7 167.5 182.2

K-5 979.0 1036.9 1103.7 1141.6 1167.4 1190.1 1189.9 1180.7 6-8 419.0 439.1 434.9 475.5 481.5 523.8 552.3 600.1

Attendance Area Lincoln MS Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 225.0 234.5 231.5 237.4 213.3 225.0 225.0 225.0 1 171.0 211.3 220.2 217.5 223.0 200.4 211.3 211.3 2 191.0 169.9 210.0 218.8 216.1 221.5 199.1 210.0 3 171.0 185.5 165.0 203.9 212.5 209.9 215.2 193.3 4 184.0 171.1 184.8 164.4 203.4 212.0 209.3 214.6 5 148.0 183.0 169.7 182.9 162.9 201.3 209.8 207.1 6 157.0 141.3 176.2 163.0 174.9 156.0 192.5 200.6 7 173.0 154.4 138.9 173.6 160.4 172.0 153.5 189.3 8 156.0 168.7 149.9 135.1 168.1 155.6 167.1 149.2

K-5 1090.0 1155.3 1181.2 1224.9 1231.2 1270.1 1269.7 1261.3 6-8 486.0 464.4 465.0 471.7 503.4 483.6 513.1 539.1

Attendance Area Moore MS Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 221.0 230.4 227.6 233.3 209.7 221.2 221.2 221.2 1 183.0 206.7 215.6 212.8 218.1 196.0 206.8 206.8 2 213.0 179.2 202.5 211.0 208.3 213.5 191.9 202.4 3 206.0 214.1 180.1 203.4 212.0 209.3 214.5 192.7 4 189.0 201.2 209.3 175.4 198.0 206.3 203.7 208.8 5 178.0 188.3 199.6 207.0 174.7 196.9 205.1 202.5 6 183.0 172.8 181.6 193.4 201.1 169.1 190.5 198.4 7 183.0 186.8 176.9 185.6 197.4 205.5 173.3 194.9 8 162.0 180.8 184.7 174.9 183.0 195.1 203.2 171.2

K-5 1190.0 1219.9 1234.7 1242.9 1220.8 1243.2 1243.2 1234.4 6-8 528.0 540.4 543.2 553.9 581.5 569.7 567.0 564.5

Does not include unmatched students or students residing outside of the P.P.S. boundaries

May 2, 2013 Davis Demographics & Planning, Inc. Page 9 Portland Public Schools 2012/13 Projection Report

Individual School Projections by Residence – Projection A

Attendance Area Deering HS Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 325.0 338.7 334.4 342.9 308.1 325.0 325.0 325.0 1 258.0 306.1 319.0 315.0 323.0 290.2 306.1 306.1 2 277.0 255.8 303.4 316.1 312.2 320.1 287.6 303.4 3 261.0 271.4 250.6 297.5 310.0 306.1 313.9 282.0 4 252.0 258.3 268.2 248.3 294.0 306.4 302.5 310.2 5 223.0 252.3 258.8 268.1 248.7 294.0 306.3 302.5 6 229.0 214.0 242.9 248.5 256.9 239.2 281.5 293.3 7 261.0 228.4 214.1 242.2 248.6 256.5 239.0 281.4 8 230.0 255.0 222.6 209.2 235.6 242.4 250.3 233.1 9 232.0 232.6 256.5 224.8 211.8 237.9 243.9 252.5 10 244.0 236.4 236.7 260.8 228.5 215.9 241.3 248.0 11 283.0 249.2 241.2 241.1 266.2 232.8 219.6 246.0 12 255.0 298.5 261.8 254.3 253.1 280.7 244.0 230.4

K-5 1596.0 1682.6 1734.4 1787.9 1796.0 1841.8 1841.4 1829.2 6-8 720.0 697.4 679.6 699.9 741.1 738.1 770.8 807.8 9-12 1014.0 1016.7 996.2 981.0 959.6 967.3 948.8 976.9

Attendance Area Portland HS Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 320.0 335.2 330.4 338.6 304.4 321.0 321.0 321.0 1 267.0 306.4 319.3 314.6 322.4 289.8 305.7 305.7 2 281.0 263.6 300.7 313.3 308.6 316.3 284.3 299.9 3 282.0 286.1 266.8 304.5 317.2 312.4 320.2 287.9 4 253.0 282.4 285.0 265.4 303.5 316.2 311.5 319.3 5 260.0 255.9 282.9 285.2 267.3 305.6 318.3 313.5 6 240.0 257.3 250.8 278.7 281.2 263.0 301.3 313.8 7 241.0 249.5 266.1 259.3 288.3 290.9 272.8 312.7 8 232.0 239.8 246.7 263.0 255.8 285.0 287.5 269.4 9 253.0 235.0 241.8 248.3 265.3 257.0 288.7 291.7 10 276.0 267.6 246.7 254.3 260.8 278.7 269.7 304.4 11 269.0 273.8 262.9 243.1 249.7 256.9 273.2 265.6 12 247.0 282.4 284.7 273.4 252.9 259.3 267.4 283.6

K-5 1663.0 1729.6 1785.1 1821.6 1823.4 1861.3 1861.0 1847.3 6-8 713.0 746.6 763.6 801.0 825.3 838.9 861.6 895.9 9-12 1045.0 1058.8 1036.1 1019.1 1028.7 1051.9 1099.0 1145.3

Does not include unmatched students or students residing outside of the P.P.S. boundaries

May 2, 2013 Davis Demographics & Planning, Inc. Page 10 Portland Public Schools 2012/13 Projection Report

Individual School Projections by Residence – Projection A

Attendance Area Island Schools Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 12.0 12.5 12.3 12.7 11.4 12.0 12.0 12.0 1 13.0 12.0 12.5 12.3 12.7 11.4 12.0 12.0 2 13.0 13.0 12.0 12.5 12.3 12.7 11.4 12.0 3 10.0 13.0 13.0 12.0 12.5 12.3 12.7 11.4 4 7.0 10.0 13.0 13.0 12.0 12.5 12.3 12.7 5 11.0 7.0 10.0 13.0 13.0 12.0 12.5 12.3 6 9.0 11.0 7.0 10.0 13.0 13.0 12.0 12.5 7 12.0 9.0 11.0 7.0 10.0 13.0 13.0 12.0 8 8.0 12.0 9.0 11.0 7.0 10.0 13.0 13.0 9 4.0 8.0 12.0 9.0 11.0 7.0 10.0 13.0 10 8.0 4.0 8.0 12.0 9.0 11.0 7.0 10.0 11 11.0 8.0 4.0 8.0 12.0 9.0 11.0 7.0 12 7.0 11.0 8.0 4.0 8.0 12.0 9.0 11.0

K-5 66.0 67.5 72.8 75.5 73.9 72.9 72.9 72.4 6-8 29.0 32.0 27.0 28.0 30.0 36.0 38.0 37.5 9-12 30.0 31.0 32.0 33.0 40.0 39.0 37.0 41.0 K-12 125.0 130.5 131.8 136.5 143.9 147.9 147.9 150.9

Does not include unmatched students or students residing outside of the P.P.S. boundaries

May 2, 2013 Davis Demographics & Planning, Inc. Page 11 Portland Public Schools 2012/13 Projection Report

Individual School Projections by Residence – Projection B

Attendance Area East End Community School Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 79.0 73.3 69.6 72.1 63.2 75.9 70.5 70.5 1 59.0 73.8 68.4 64.9 67.2 58.9 70.8 65.7 2 71.0 58.6 73.2 67.7 64.2 66.5 58.3 70.0 3 69.0 73.3 60.5 75.4 69.8 66.2 68.6 60.1 4 59.0 67.6 71.9 59.2 73.8 68.3 64.7 67.1 5 62.0 56.2 64.4 68.4 56.3 70.2 65.0 61.6

K-5 399.0 402.8 408.0 407.7 394.5 406.0 397.9 395.0

Attendance Area Hall ES Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 71.0 65.7 62.3 64.7 56.7 68.1 63.3 63.3 1 77.0 68.0 63.0 59.7 62.0 54.3 65.2 60.6 2 68.0 77.0 68.0 63.0 59.7 62.0 54.3 65.2 3 68.0 66.7 75.5 66.7 61.8 58.6 60.8 53.2 4 82.0 69.7 68.4 77.4 68.4 63.3 60.0 62.3 5 57.0 83.6 71.1 69.7 79.0 69.8 64.6 61.3

K-5 423.0 430.7 408.3 401.2 387.6 376.1 368.2 365.9

Attendance Area Longfellow ES Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 74.0 68.5 65.0 67.4 59.1 71.0 65.9 65.9 1 52.0 74.0 68.5 65.0 67.4 59.1 71.0 65.9 2 63.0 52.0 74.0 68.5 65.0 67.4 59.1 71.0 3 58.0 61.2 50.5 71.9 66.6 63.2 65.5 57.4 4 65.0 59.4 62.7 51.8 73.7 68.2 64.7 67.1 5 50.0 64.2 58.6 61.9 51.1 72.7 67.3 63.8

K-5 362.0 379.3 379.3 386.5 382.9 401.6 393.5 391.1

Attendance Area Lyseth ES Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 82.0 75.9 72.0 74.7 65.4 78.6 73.1 73.1 1 68.0 77.7 72.0 68.3 70.8 62.0 74.5 69.3 2 77.0 67.5 77.1 71.4 67.7 70.3 61.5 74.0 3 83.0 77.6 68.0 77.7 72.0 68.2 70.8 62.0 4 86.0 79.5 74.4 65.1 74.5 68.9 65.4 67.8 5 69.0 87.1 80.5 75.3 66.0 75.4 69.8 66.2

K-5 465.0 465.3 444.0 432.5 416.4 423.4 415.1 412.4

Does not include unmatched students or students residing outside of the P.P.S. boundaries

May 2, 2013 Davis Demographics & Planning, Inc. Page 12 Portland Public Schools 2012/13 Projection Report

Individual School Projections by Residence – Projection B

Attendance Area Ocean Ave ES Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 104.0 97.2 91.8 95.3 83.5 100.3 93.2 93.2 1 88.0 100.4 93.0 87.8 91.1 79.8 95.8 89.1 2 71.0 87.0 98.1 90.9 85.9 89.1 78.1 93.7 3 77.0 72.3 87.4 98.5 91.3 86.2 89.4 78.4 4 67.0 75.8 70.2 84.9 95.8 88.7 83.8 86.9 5 84.0 70.6 78.7 73.0 88.2 99.5 92.2 87.1

K-5 491.0 503.3 519.2 530.4 535.8 543.6 532.5 528.4

Attendance Area Presumpscot ES Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 50.0 46.3 43.9 45.6 39.9 47.9 44.5 44.5 1 43.0 46.2 42.8 40.6 42.1 36.9 44.3 41.2 2 63.0 40.8 43.8 40.5 38.5 39.9 35.0 42.0 3 62.0 62.5 40.4 43.4 40.2 38.1 39.6 34.7 4 35.0 62.4 62.9 40.7 43.8 40.5 38.4 39.9 5 54.0 34.2 60.9 61.4 39.7 42.7 39.5 37.5

K-5 307.0 292.4 294.7 272.2 244.2 246.0 241.3 239.8

Attendance Area Reiche Community School Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 81.0 75.7 71.5 74.2 65.0 78.0 72.5 72.5 1 63.0 81.7 75.7 71.5 74.2 65.0 78.0 72.5 2 62.0 62.9 80.7 74.8 70.6 73.3 64.2 77.1 3 60.0 64.0 64.2 82.4 76.3 72.1 74.8 65.6 4 52.0 63.7 67.2 67.5 86.5 80.1 75.7 78.5 5 46.0 55.4 67.0 70.7 71.0 91.0 84.3 79.7

K-5 364.0 403.4 426.3 441.1 443.6 459.5 449.5 445.9

Attendance Area Riverton ES Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 104.0 96.3 91.3 94.7 83.0 99.7 92.7 92.7 1 75.0 90.8 84.0 79.7 82.7 72.5 87.1 80.9 2 83.0 73.7 89.2 82.5 78.3 81.2 71.1 85.5 3 66.0 79.8 70.9 85.8 79.4 75.3 78.1 68.4 4 59.0 62.5 75.6 67.1 81.2 75.2 71.3 74.0 5 61.0 56.9 60.3 72.9 64.7 78.3 72.5 68.7

K-5 448.0 460.0 471.3 482.7 469.3 482.2 472.8 470.2

Does not include unmatched students or students residing outside of the P.P.S. boundaries

May 2, 2013 Davis Demographics & Planning, Inc. Page 13 Portland Public Schools 2012/13 Projection Report

Individual School Projections by Residence – Projection B

Attendance Area King MS Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 199.0 185.9 175.6 182.2 159.7 191.7 178.2 178.2 1 171.0 194.4 180.1 170.2 176.5 154.8 185.8 172.7 2 154.0 170.3 191.6 177.5 167.7 173.9 152.5 183.1 3 166.0 157.9 172.4 194.6 180.3 170.3 176.7 154.9 4 132.0 168.3 159.2 173.9 196.1 181.7 171.6 178.1 5 157.0 137.0 172.3 163.4 178.4 201.4 186.6 176.3 6 129.0 157.1 135.9 170.8 162.1 177.1 199.8 185.1 7 146.0 136.7 164.3 142.4 179.1 170.0 185.0 209.8 8 144.0 145.3 134.7 162.3 140.3 176.7 167.5 182.2

K-5 979.0 1013.8 1051.2 1061.8 1058.7 1073.8 1051.4 1043.3 6-8 419.0 439.1 434.9 475.5 481.5 523.8 552.3 577.1

Attendance Area Lincoln MS Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 225.0 208.3 197.5 205.0 179.5 215.8 200.5 200.5 1 171.0 211.3 195.6 185.6 192.5 168.7 202.7 188.3 2 191.0 169.9 210.0 194.4 184.4 191.3 167.6 201.4 3 171.0 185.5 165.0 203.9 188.8 179.1 185.8 162.7 4 184.0 171.1 184.8 164.4 203.4 188.3 178.6 185.3 5 148.0 183.0 169.7 182.9 162.9 201.3 186.4 176.8 6 157.0 141.3 176.2 163.0 174.9 156.0 192.5 178.2 7 173.0 154.4 138.9 173.6 160.4 172.0 153.5 189.3 8 156.0 168.7 149.9 135.1 168.1 155.6 167.1 149.2

K-5 1090.0 1129.1 1122.6 1136.2 1111.5 1144.5 1121.6 1115.0 6-8 486.0 464.4 465.0 471.7 503.4 483.6 513.1 516.7

Attendance Area Moore MS Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 221.0 204.7 194.3 201.5 176.5 212.1 197.1 197.1 1 183.0 206.7 191.5 181.6 188.4 165.0 198.3 184.2 2 213.0 179.2 202.5 187.5 177.8 184.4 161.5 194.1 3 206.0 214.1 180.1 203.4 188.3 178.6 185.2 162.3 4 189.0 201.2 209.3 175.4 198.0 183.3 173.8 180.3 5 178.0 188.3 199.6 207.0 174.7 196.9 182.2 172.8 6 183.0 172.8 181.6 193.4 201.1 169.1 190.5 176.3 7 183.0 186.8 176.9 185.6 197.4 205.5 173.3 194.9 8 162.0 180.8 184.7 174.9 183.0 195.1 203.2 171.2

K-5 1190.0 1194.2 1177.3 1156.4 1103.7 1120.3 1098.1 1090.8 6-8 528.0 540.4 543.2 553.9 581.5 569.7 567.0 542.4

Does not include unmatched students or students residing outside of the P.P.S. boundaries

May 2, 2013 Davis Demographics & Planning, Inc. Page 14 Portland Public Schools 2012/13 Projection Report

Individual School Projections by Residence – Projection B

Attendance Area Deering HS Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 325.0 300.9 285.3 296.1 259.4 311.7 289.6 289.6 1 258.0 306.1 283.4 268.8 278.9 244.3 293.6 272.8 2 277.0 255.8 303.4 280.8 266.4 276.4 242.1 290.9 3 261.0 271.4 250.6 297.5 275.4 261.2 271.0 237.4 4 252.0 258.3 268.2 248.3 294.0 272.2 258.1 267.8 5 223.0 252.3 258.8 268.1 248.7 294.0 272.2 258.1 6 229.0 214.0 242.9 248.5 256.9 239.2 281.5 260.6 7 261.0 228.4 214.1 242.2 248.6 256.5 239.0 281.4 8 230.0 255.0 222.6 209.2 235.6 242.4 250.3 233.1 9 232.0 232.6 256.5 224.8 211.8 237.9 243.9 252.5 10 244.0 236.4 236.7 260.8 228.5 215.9 241.3 248.0 11 283.0 249.2 241.2 241.1 266.2 232.8 219.6 246.0 12 255.0 298.5 261.8 254.3 253.1 280.7 244.0 230.4

K-5 1596.0 1644.8 1649.7 1659.6 1622.8 1659.8 1626.6 1616.6 6-8 720.0 697.4 679.6 699.9 741.1 738.1 770.8 775.1 9-12 1014.0 1016.7 996.2 981.0 959.6 967.3 948.8 976.9

Attendance Area Portland HS Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 320.0 298.0 282.1 292.6 256.4 307.9 286.2 286.2 1 267.0 306.4 283.9 268.6 278.6 244.1 293.2 272.5 2 281.0 263.6 300.7 278.5 263.5 273.3 239.5 287.6 3 282.0 286.1 266.8 304.5 282.0 266.7 276.7 242.5 4 253.0 282.4 285.0 265.4 303.5 281.1 265.9 275.8 5 260.0 255.9 282.9 285.2 267.3 305.6 283.0 267.7 6 240.0 257.3 250.8 278.7 281.2 263.0 301.3 279.0 7 241.0 249.5 266.1 259.3 288.3 290.9 272.8 312.7 8 232.0 239.8 246.7 263.0 255.8 285.0 287.5 269.4 9 253.0 235.0 241.8 248.3 265.3 257.0 288.7 291.7 10 276.0 267.2 246.3 253.9 260.4 278.4 269.3 303.9 11 269.0 273.8 262.5 242.8 249.3 256.6 272.8 265.2 12 247.0 282.4 284.7 273.0 252.5 258.9 267.0 283.2

K-5 1663.0 1692.4 1701.4 1694.8 1651.3 1678.7 1644.5 1632.3 6-8 713.0 746.6 763.6 801.0 825.3 838.9 861.6 861.1 9-12 1045.0 1058.4 1035.3 1018.0 1027.5 1050.9 1097.8 1144.0

Does not include unmatched students or students residing outside of the P.P.S. boundaries

May 2, 2013 Davis Demographics & Planning, Inc. Page 15 Portland Public Schools 2012/13 Projection Report

Individual School Projections by Residence – Projection B

Attendance Area Island Schools Projection Date 10/15/2012 ACTUAL PROJECTED RESIDENT STUDENTS 2012 2013 2014 2015 2016 2017 2018 2019 K 12.0 11.1 10.5 10.9 9.6 11.5 10.7 10.7 1 13.0 12.0 11.1 10.5 10.9 9.6 11.5 10.7 2 13.0 13.0 12.0 11.1 10.5 10.9 9.6 11.5 3 10.0 13.0 13.0 12.0 11.1 10.5 10.9 9.6 4 7.0 10.0 13.0 13.0 12.0 11.1 10.5 10.9 5 11.0 7.0 10.0 13.0 13.0 12.0 11.1 10.5 6 9.0 11.0 7.0 10.0 13.0 13.0 12.0 11.1 7 12.0 9.0 11.0 7.0 10.0 13.0 13.0 12.0 8 8.0 12.0 9.0 11.0 7.0 10.0 13.0 13.0 9 4.0 8.0 12.0 9.0 11.0 7.0 10.0 13.0 10 8.0 4.0 8.0 12.0 9.0 11.0 7.0 10.0 11 11.0 8.0 4.0 8.0 12.0 9.0 11.0 7.0 12 7.0 11.0 8.0 4.0 8.0 12.0 9.0 11.0

K-5 66.0 66.1 69.6 70.5 67.1 65.6 64.3 63.9 6-8 29.0 32.0 27.0 28.0 30.0 36.0 38.0 36.1 9-12 30.0 31.0 32.0 33.0 40.0 39.0 37.0 41.0 K-12 125.0 129.1 128.6 131.5 137.1 140.6 139.3 141.0

Does not include unmatched students or students residing outside of the P.P.S. boundaries

May 2, 2013 Davis Demographics & Planning, Inc. Page 16 Portland Public Schools 2012/13 Projection Report

Attendance Matrices

Three attendance matrices have been included to provide a better understanding of where students reside and where they attend school. Remember, DDP projections are based upon where the students reside, not where they attend school. DDP uses the actual location of where the students reside, as opposed to their school of enrollment, in order to provide the most accurate prediction of future facilities adjustments. Therefore, since the projections are based upon where the students reside, the figures used as a base for each school's resident projection may differ from the actual reported enrollment for each school.

These attendance matrices act as a check and balance for student accounting. They show where the students reside (in what School of Residence) based upon our address matching capabilities and what school they attend (School of Attendance) based upon data in the student file supplied by the District. The inclusion of these matrices is essential to showing how the students used in the projections match up to the District’s records of enrollment for each school. The best way to plan for future facilities changes is to know where the next group of students will be residing, not necessarily which school they are currently attending.

READING THE MATRIX Looking at the K-5 Elementary School Attendance Matrix below, let us begin with East End as an example. Following down the first column with the East End heading, there are 358 K-5 grade students who attend East End and reside in the East End attendance area. Continuing downward, nine students attend East End that resides in the Hall attendance area. Next, the matrix shows that four students attend East End and reside in the Longfellow’s attendance area, and so on.

The row Out of District refers to students who live completely outside of the Portland Public Schools, but attend one of the District's schools. There is one Out of District students attending East End. Total Attendance shows the total number of students attending a school regardless of where they reside, and reflects the District’s enrollment counts for each school. There are 410 students attending East End.

The next step is to read across the matrix, beginning with the East End attendance area row. We understand that the 358 represents the total number of K-5 grade students that reside in the East End attendance area and attend East End. The next column, Hall, refers to the number of K-5 grade students that reside in the East End attendance area, but attend Hall. Two students reside in the East End attendance area and attend Hall.

The Total Residence column is the total number of students living in each particular attendance area. There are 399 K-5 students residing in the East End attendance area. The Total Attendance row is the actual number of students used as the base or actual number for each attendance area in the Fall 2012/13 projections

May 2, 2013 Davis Demographics & Planning, Inc. Page 17 Portland Public Schools 2012/13 Projection Report

May 2, 2013 Davis Demographics & Planning, Inc. Page 18 Portland Public Schools 2012/13 Projection Report

ESRICommunity Analysts Demographic Data

The Third Party Demographic Reports on the following pages are prepared using ESRI’s Community Analyst Online (CAO). Reports were created by overlaying the Portland Public Schools boundary onto the ESRI CAO data. These reports are for informational purposes only; DDP is not responsible for the accuracy of the data.

May 2, 2013 Davis Demographics & Planning, Inc. Page 19 Census 2010 Summary Profile

Portland Public Schools Prepared using SchoolSite Online Area: 21.43 Square Miles

2000-2010 2000 2010 Annual Rate Population 64,111 66,105 0.31% Households 29,650 30,668 0.34% Housing Units 31,766 33,739 0.60%

Population by Race Number Percent Total 66,106 100.0% Population Reporting One Race 64,321 97.3% White 56,194 85.0% Black 4,681 7.1% American Indian 312 0.5% Asian 2,304 3.5% Pacific Islander 28 0.0% Some Other Race 802 1.2% Population Reporting Two or More Races 1,785 2.7%

Total Hispanic Population 1,997 3.0%

Population by Sex Male 32,256 48.8% Female 33,849 51.2%

Population by Age Total 66,103 100.0% Age 0 - 4 3,555 5.4% Age 5 - 9 3,031 4.6% Age 10 - 14 2,928 4.4% Age 15 - 19 3,325 5.0% Age 20 - 24 6,031 9.1% Age 25 - 29 7,071 10.7% Age 30 - 34 5,580 8.4% Age 35 - 39 4,634 7.0% Age 40 - 44 4,540 6.9% Age 45 - 49 4,770 7.2% Age 50 - 54 4,690 7.1% Age 55 - 59 4,267 6.5% Age 60 - 64 3,349 5.1% Age 65 - 69 2,208 3.3% Age 70 - 74 1,663 2.5% Age 75 - 79 1,456 2.2% Age 80 - 84 1,354 2.0% Age 85+ 1,651 2.5%

Age 18+ 54,780 82.9% Age 65+ 8,332 12.6%

Median Age by Sex and Race/Hispanic Origin Total Population 36.7 Male 35.6 Female 37.8 White Alone 39.0 Black Alone 22.5 American Indian Alone 34.3 Asian Alone 31.9 Pacific Islander Alone 29.0 Some Other Race Alone 26.3 Two or More Races 20.9 Hispanic Population 27.2 Data Note: Hispanic population can be of any race. Census 2010 medians are computed from reported data distributions. Source: U.S. Census Bureau, Census 2010 Summary File 1. Esri converted Census 2000 data into 2010 geography.

Portland Public Schools Prepared using SchoolSite Online Area: 21.43 Square Miles

Households by Type Total 30,668 100.0% Households with 1 Person 12,412 40.5% Households with 2+ People 18,256 59.5% Family Households 13,310 43.4% Husband-wife Families 9,120 29.7% With Own Children 3,520 11.5% Other Family (No Spouse Present) 4,190 13.7% With Own Children 2,396 7.8% Nonfamily Households 4,946 16.1%

All Households with Children 6,350 20.7% Multigenerational Households 493 1.6% Unmarried Partner Households 3,220 10.5% Male-female 2,700 8.8% Same-sex 520 1.7% Average Household Size 2.07

Family Households by Size Total 13,310 100.0% 2 People 6,330 47.6% 3 People 3,372 25.3% 4 People 2,250 16.9% 5 People 780 5.9% 6 People 298 2.2% 7+ People 280 2.1% Average Family Size 2.88

Nonfamily Households by Size Total 17,358 100.0% 1 Person 12,412 71.5% 2 People 3,936 22.7% 3 People 697 4.0% 4 People 223 1.3% 5 People 66 0.4% 6 People 14 0.1% 7+ People 10 0.1% Average Nonfamily Size 1.37

Population by Relationship and Household Type Total 66,105 100.0% In Households 63,494 96.1% In Family Households 39,736 60.1% Householder 13,310 20.1% Spouse 9,120 13.8% Child 14,237 21.5% Other relative 1,645 2.5% Nonrelative 1,422 2.2% In Nonfamily Households 23,758 35.9% In Group Quarters 2,611 4.0% Institutionalized Population 1,065 1.6% Noninstitutionalized Population 1,546 2.3%

Data Note: Households with children include any households with people under age 18, related or not. Multigenerational households are families with 3 or more parent-child relationships. Unmarried partner households are usually classified as nonfamily households unless there is another member of the household related to the householder. Multigenerational and unmarried partner households are reported only to the tract level. Esri estimated block group data, which is used to estimate polygons or non-standard geography. Average family size excludes nonrelatives. Source: U.S. Census Bureau, Census 2010 Summary File 1.

Portland Public Schools Prepared using SchoolSite Online Area: 21.43 Square Miles

Family Households by Age of Householder Total 13,310 100.0% Householder Age 15 - 44 5,814 43.7% Householder Age 45 - 54 3,028 22.8% Householder Age 55 - 64 2,365 17.8% Householder Age 65 - 74 1,141 8.6% Householder Age 75+ 962 7.2%

Nonfamily Households by Age of Householder Total 17,360 100.0% Householder Age 15 - 44 8,290 47.8% Householder Age 45 - 54 2,813 16.2% Householder Age 55 - 64 2,598 15.0% Householder Age 65 - 74 1,494 8.6% Householder Age 75+ 2,165 12.5%

Households by Race of Householder Total 30,669 100.0% Householder is White Alone 27,686 90.3% Householder is Black Alone 1,377 4.5% Householder is American Indian Alone 141 0.5% Householder is Asian Alone 705 2.3% Householder is Pacific Islander Alone 7 0.0% Householder is Some Other Race Alone 223 0.7% Householder is Two or More Races 530 1.7% Households with Hispanic Householder 628 2.0%

Husband-wife Families by Race of Householder Total 9,120 100.0% Householder is White Alone 8,190 89.8% Householder is Black Alone 423 4.6% Householder is American Indian Alone 25 0.3% Householder is Asian Alone 299 3.3% Householder is Pacific Islander Alone 3 0.0% Householder is Some Other Race Alone 73 0.8% Householder is Two or More Races 107 1.2% Husband-wife Families with Hispanic Householder 193 2.1%

Other Families (No Spouse) by Race of Householder Total 4,190 100.0% Householder is White Alone 3,334 79.6% Householder is Black Alone 470 11.2% Householder is American Indian Alone 23 0.5% Householder is Asian Alone 166 4.0% Householder is Pacific Islander Alone 0 0.0% Householder is Some Other Race Alone 76 1.8% Householder is Two or More Races 121 2.9% Other Families with Hispanic Householder 152 3.6%

Nonfamily Households by Race of Householder Total 17,358 100.0% Householder is White Alone 16,162 93.1% Householder is Black Alone 484 2.8% Householder is American Indian Alone 93 0.5% Householder is Asian Alone 239 1.4% Householder is Pacific Islander Alone 4 0.0% Householder is Some Other Race Alone 74 0.4% Householder is Two or More Races 302 1.7% Nonfamily Households with Hispanic Householder 283 1.6% Source: U.S. Census Bureau, Census 2010 Summary File 1.

Portland Public Schools Prepared using SchoolSite Online Area: 21.43 Square Miles

Total Housing Units by Occupancy Total 33,759 100.0% Occupied Housing Units 30,668 90.8% Vacant Housing Units For Rent 1,053 3.1% Rented, not Occupied 52 0.2% For Sale Only 196 0.6% Sold, not Occupied 71 0.2% For Seasonal/Recreational/Occasional Use 1,302 3.9% For Migrant Workers 2 0.0% Other Vacant 415 1.2% Total Vacancy Rate 9.1%

Households by Tenure and Mortgage Status Total 30,667 100.0% Owner Occupied 13,115 42.8% Owned with a Mortgage/Loan 9,958 32.5% Owned Free and Clear 3,157 10.3% Average Household Size 2.31 Renter Occupied 17,552 57.2% Average Household Size 1.89

Owner-occupied Housing Units by Race of Householder Total 13,115 100.0% Householder is White Alone 12,576 95.9% Householder is Black Alone 132 1.0% Householder is American Indian Alone 17 0.1% Householder is Asian Alone 269 2.1% Householder is Pacific Islander Alone 1 0.0% Householder is Some Other Race Alone 41 0.3% Householder is Two or More Races 79 0.6% Owner-occupied Housing Units with Hispanic Householder 139 1.1%

Renter-occupied Housing Units by Race of Householder Total 17,553 100.0% Householder is White Alone 15,110 86.1% Householder is Black Alone 1,245 7.1% Householder is American Indian Alone 124 0.7% Householder is Asian Alone 435 2.5% Householder is Pacific Islander Alone 6 0.0% Householder is Some Other Race Alone 182 1.0% Householder is Two or More Races 451 2.6% Renter-occupied Housing Units with Hispanic Householder 489 2.8%

Average Household Size by Race/Hispanic Origin of Householder Householder is White Alone 1.98 Householder is Black Alone 3.19 Householder is American Indian Alone 1.91 Householder is Asian Alone 3.05 Householder is Pacific Islander Alone 3.14 Householder is Some Other Race Alone 3.17 Householder is Two or More Races 2.33 Householder is Hispanic 2.67

Source: U.S. Census Bureau, Census 2010 Summary File 1.

Portland Public Schools Prepared using SchoolSite Online Area: 21.43 Square Miles

Summary Census 2010 2012 2017 Population 66,105 65,892 65,754 Households 30,668 30,581 30,926 Families 13,310 13,111 12,899 Average Household Size 2.07 2.07 2.04 Owner Occupied Housing Units 13,115 12,939 13,015 Renter Occupied Housing Units 17,552 17,642 17,910 Median Age 36.7 36.8 37.2 Trends: 2012 - 2017 Annual Rate Area State National Population -0.04% 0.13% 0.68% Households 0.22% 0.32% 0.74% Families -0.33% 0.07% 0.72% Owner HHs 0.12% 0.35% 0.91% Median Household Income 4.53% 3.25% 2.55% 2012 2017 Households by Income Number Percent Number Percent <$15,000 5,581 18.2% 5,482 17.7% $15,000 - $24,999 3,864 12.6% 2,937 9.5% $25,000 - $34,999 3,560 11.6% 2,769 9.0% $35,000 - $49,999 4,264 13.9% 3,510 11.3% $50,000 - $74,999 5,753 18.8% 5,847 18.9% $75,000 - $99,999 3,068 10.0% 4,674 15.1% $100,000 - $149,999 2,776 9.1% 3,524 11.4% $150,000 - $199,999 797 2.6% 1,096 3.5% $200,000+ 918 3.0% 1,087 3.5%

Median Household Income $41,853 $52,240 Average Household Income $58,602 $69,073 Per Capita Income $27,869 $33,183 Census 2010 2012 2017 Population by Age Number Percent Number Percent Number Percent 0 - 4 3,555 5.4% 3,508 5.3% 3,483 5.3% 5 - 9 3,031 4.6% 2,982 4.5% 2,945 4.5% 10 - 14 2,928 4.4% 2,843 4.3% 2,830 4.3% 15 - 19 3,325 5.0% 3,151 4.8% 2,999 4.6% 20 - 24 6,031 9.1% 6,119 9.3% 5,681 8.6% 25 - 34 12,651 19.1% 12,790 19.4% 12,923 19.7% 35 - 44 9,174 13.9% 8,863 13.5% 8,651 13.2% 45 - 54 9,460 14.3% 9,114 13.8% 8,412 12.8% 55 - 64 7,616 11.5% 7,899 12.0% 8,223 12.5% 65 - 74 3,871 5.9% 4,109 6.2% 4,911 7.5% 75 - 84 2,810 4.3% 2,789 4.2% 2,893 4.4% 85+ 1,651 2.5% 1,723 2.6% 1,801 2.7% Census 2010 2012 2017 Race and Ethnicity Number Percent Number Percent Number Percent White Alone 56,194 85.0% 55,939 84.9% 55,093 83.8% Black Alone 4,681 7.1% 4,476 6.8% 4,495 6.8% American Indian Alone 312 0.5% 365 0.6% 462 0.7% Asian Alone 2,304 3.5% 2,362 3.6% 2,548 3.9% Pacific Islander Alone 28 0.0% 39 0.1% 68 0.1% Some Other Race Alone 802 1.2% 867 1.3% 1,053 1.6% Two or More Races 1,785 2.7% 1,845 2.8% 2,035 3.1%

Hispanic Origin (Any Race) 1,997 3.0% 2,156 3.3% 2,690 4.1% Data Note: Income is expressed in current dollars. Source: U.S. Census Bureau, Census 2010 Summary File 1. Esri forecasts for 2012 and 2017.

Portland Public Schools Prepared using SchoolSite Online Area: 21.43 Square Miles

Trends 2012-2017

4.5

3.5

2.5

1.5

1 Area State

Annual Rate (in percent) 0.5 USA 0

Population Households Families Owner HHs Median HH Income

Population by Age

Percent 8

4 2012 2017 2

0 0-4 5-9 10-14 15-19 20-24 25-34 35-44 45-54 55-64 65-74 75-84 85+

2012 Household Income 2012 Population by Race

$15K - $24K 12.6% 80 $25K - $34K 75 11.6% 70 <$15K 18.2% 65 60 55 50 $35K - $49K 13.9% 45 40 $200K+ Percent 35 3.0% 30 $150K - $199K 2.6% 25 20 $100K - $149K 15 9.1% 10 $50K - $74K 5 18.8% $75K - $99K 0 10.0% White Black Am. Ind. Asian Pacific Other Two+

2012 Percent Hispanic Origin: 3.3%

Source: U.S. Census Bureau, Census 2010 Summary File 1. Esri forecasts for 2012 and 2017.

Portland Public Schools Prepared using SchoolSite Online Area: 21.43 Square Miles

2012-2017 2012-2017 Summary Census 2010 2012 2017 Change Annual Rate Population 66,105 65,892 65,754 -138 -0.04% Households 30,668 30,581 30,926 345 0.22% Average Household Size 2.07 2.07 2.04 -0.03 -0.29%

Census 2010 2012 2017 Total Population by Detailed Age Number Percent Number Percent Number Percent Total 66,104 100% 65,891 100% 65,752 100% <1 777 1.2% 768 1.2% 767 1.2% 1 745 1.1% 733 1.1% 731 1.1% 2 720 1.1% 709 1.1% 705 1.1% 3 672 1.0% 668 1.0% 659 1.0% 4 641 1.0% 630 1.0% 621 0.9% 5 639 1.0% 625 0.9% 619 0.9% 6 616 0.9% 605 0.9% 596 0.9% 7 608 0.9% 594 0.9% 586 0.9% 8 561 0.8% 554 0.8% 547 0.8% 9 607 0.9% 605 0.9% 598 0.9% 10 604 0.9% 593 0.9% 587 0.9% 11 560 0.8% 535 0.8% 533 0.8% 12 568 0.9% 553 0.8% 552 0.8% 13 607 0.9% 585 0.9% 586 0.9% 14 589 0.9% 577 0.9% 572 0.9% 15 578 0.9% 546 0.8% 524 0.8% 16 589 0.9% 559 0.8% 530 0.8% 17 644 1.0% 614 0.9% 580 0.9% 18 719 1.1% 680 1.0% 645 1.0% 19 796 1.2% 752 1.1% 719 1.1% 20 - 24 6,031 9.1% 6,119 9.3% 5,681 8.6% 25 - 29 7,071 10.7% 7,052 10.7% 7,144 10.9% 30 - 34 5,580 8.4% 5,738 8.7% 5,779 8.8% 35 - 39 4,634 7.0% 4,417 6.7% 4,623 7.0% 40 - 44 4,540 6.9% 4,446 6.7% 4,028 6.1% 45 - 49 4,770 7.2% 4,477 6.8% 4,155 6.3% 50 - 54 4,690 7.1% 4,637 7.0% 4,257 6.5% 55 - 59 4,267 6.5% 4,376 6.6% 4,486 6.8% 60 - 64 3,349 5.1% 3,523 5.3% 3,737 5.7% 65 - 69 2,208 3.3% 2,362 3.6% 2,823 4.3% 70 - 74 1,663 2.5% 1,747 2.7% 2,088 3.2% 75 - 79 1,456 2.2% 1,460 2.2% 1,596 2.4% 80 - 84 1,354 2.0% 1,329 2.0% 1,297 2.0% 85+ 1,651 2.5% 1,723 2.6% 1,801 2.7%

<18 11,325 17.1% 11,052 16.8% 10,892 16.6% 18+ 54,780 82.9% 54,840 83.2% 54,861 83.4% 21+ 52,355 79.2% 52,477 79.6% 52,619 80.0% Median Age 36.7 36.8 37.2

Source: U.S. Census Bureau, Census 2010 Summary File 1. Esri forecasts for 2012 and 2017.

Portland Public Schools Prepared using SchoolSite Online Area: 21.43 Square Miles

Total Population by Detailed Age

85+ 80-84

75-79 70-74 65-69

60-64 55-59 50-54

45-49 40-44 35-39

30-34 25-29 20-24

19 18 17

Age Groups 15 14

13 12 11

10 9 Census 2010 8 2012 7 2017 6 5

4 3 2

2 <1 0 1 2 3 4 5 6 7 8 9 10 Percent

Source: U.S. Census Bureau, Census 2010 Summary File 1. Esri forecasts for 2012 and 2017.

Portland Public Schools Prepared using SchoolSite Online Area: 21.43 Square Miles

Census 2010 2012 2017 Male Population by Detailed Age Number Percent Number Percent Number Percent Total 32,256 100% 32,204 100% 32,137 100% <1 396 1.2% 391 1.2% 389 1.2% 1 390 1.2% 382 1.2% 379 1.2% 2 360 1.1% 353 1.1% 350 1.1% 3 369 1.1% 370 1.1% 367 1.1% 4 330 1.0% 325 1.0% 322 1.0% 5 320 1.0% 312 1.0% 310 1.0% 6 316 1.0% 311 1.0% 305 0.9% 7 327 1.0% 318 1.0% 314 1.0% 8 294 0.9% 290 0.9% 286 0.9% 9 297 0.9% 297 0.9% 294 0.9% 10 287 0.9% 282 0.9% 279 0.9% 11 281 0.9% 268 0.8% 267 0.8% 12 291 0.9% 281 0.9% 282 0.9% 13 292 0.9% 284 0.9% 283 0.9% 14 302 0.9% 294 0.9% 289 0.9% 15 299 0.9% 284 0.9% 272 0.8% 16 299 0.9% 284 0.9% 268 0.8% 17 314 1.0% 297 0.9% 277 0.9% 18 355 1.1% 338 1.0% 320 1.0% 19 399 1.2% 375 1.2% 356 1.1% 20 - 24 2,854 8.8% 2,904 9.0% 2,687 8.4% 25 - 29 3,622 11.2% 3,628 11.3% 3,662 11.4% 30 - 34 2,842 8.8% 2,938 9.1% 2,976 9.3% 35 - 39 2,385 7.4% 2,284 7.1% 2,397 7.5% 40 - 44 2,388 7.4% 2,346 7.3% 2,142 6.7% 45 - 49 2,479 7.7% 2,339 7.3% 2,187 6.8% 50 - 54 2,353 7.3% 2,333 7.2% 2,158 6.7% 55 - 59 2,030 6.3% 2,085 6.5% 2,142 6.7% 60 - 64 1,626 5.0% 1,712 5.3% 1,820 5.7% 65 - 69 968 3.0% 1,039 3.2% 1,245 3.9% 70 - 74 723 2.2% 759 2.4% 912 2.8% 75 - 79 591 1.8% 597 1.9% 658 2.0% 80 - 84 457 1.4% 456 1.4% 454 1.4% 85+ 420 1.3% 448 1.4% 488 1.5%

<18 5,763 17.9% 5,626 17.5% 5,536 17.2% 18+ 26,493 82.1% 26,582 82.5% 26,605 82.8% 21+ 25,326 78.5% 25,448 79.0% 25,534 79.4% Median Age 35.6 35.6 36.1

Source: U.S. Census Bureau, Census 2010 Summary File 1. Esri forecasts for 2012 and 2017.

Portland Public Schools Prepared using SchoolSite Online Area: 21.43 Square Miles

Male Population by Detailed Age

85+

80-84

75-79

70-74

65-64

60-64

55-59

50-54

45-49

40-44

35-39

30-34

25-29

20-24

16 Age Groups 15

9 Census 2010 2012 8 2017 7

1 0 1 2 3 4 5 6 7 8 9 10 11 Percent

Source: U.S. Census Bureau, Census 2010 Summary File 1. Esri forecasts for 2012 and 2017.

Portland Public Schools Prepared using SchoolSite Online Area: 21.43 Square Miles

Census 2010 2012 2017 Female Population by Detailed Age Number Percent Number Percent Number Percent Total 33,847 100% 33,679 100% 33,608 100% <1 382 1.1% 377 1.1% 378 1.1% 1 355 1.0% 351 1.0% 352 1.0% 2 360 1.1% 356 1.1% 355 1.1% 3 303 0.9% 298 0.9% 292 0.9% 4 311 0.9% 304 0.9% 298 0.9% 5 319 0.9% 312 0.9% 308 0.9% 6 299 0.9% 293 0.9% 290 0.9% 7 281 0.8% 276 0.8% 272 0.8% 8 267 0.8% 263 0.8% 260 0.8% 9 310 0.9% 307 0.9% 303 0.9% 10 317 0.9% 310 0.9% 307 0.9% 11 279 0.8% 266 0.8% 265 0.8% 12 277 0.8% 271 0.8% 269 0.8% 13 314 0.9% 301 0.9% 303 0.9% 14 287 0.8% 283 0.8% 283 0.8% 15 279 0.8% 262 0.8% 252 0.7% 16 290 0.9% 275 0.8% 262 0.8% 17 330 1.0% 317 0.9% 303 0.9% 18 364 1.1% 342 1.0% 325 1.0% 19 397 1.2% 377 1.1% 363 1.1% 20 - 24 3,178 9.4% 3,216 9.5% 2,994 8.9% 25 - 29 3,448 10.2% 3,424 10.2% 3,481 10.4% 30 - 34 2,738 8.1% 2,799 8.3% 2,802 8.3% 35 - 39 2,249 6.6% 2,132 6.3% 2,226 6.6% 40 - 44 2,152 6.4% 2,100 6.2% 1,886 5.6% 45 - 49 2,291 6.8% 2,138 6.3% 1,968 5.9% 50 - 54 2,337 6.9% 2,304 6.8% 2,100 6.2% 55 - 59 2,237 6.6% 2,291 6.8% 2,344 7.0% 60 - 64 1,723 5.1% 1,812 5.4% 1,918 5.7% 65 - 69 1,240 3.7% 1,323 3.9% 1,579 4.7% 70 - 74 940 2.8% 988 2.9% 1,176 3.5% 75 - 79 865 2.6% 863 2.6% 938 2.8% 80 - 84 897 2.7% 873 2.6% 843 2.5% 85+ 1,231 3.6% 1,275 3.8% 1,313 3.9%

<18 5,562 16.4% 5,426 16.1% 5,356 15.9% 18+ 28,287 83.6% 28,257 83.9% 28,256 84.1% 21+ 27,029 79.9% 27,028 80.2% 27,085 80.6% Median Age 37.8 37.9 38.3

Source: U.S. Census Bureau, Census 2010 Summary File 1. Esri forecasts for 2012 and 2017.

Portland Public Schools Prepared using SchoolSite Online Area: 21.43 Square Miles

Female Population by Detailed Age

85+ 80-84

75-79 70-74 65-69

60-64 55-59 50-54

45-49 40-44 35-39

30-34 25-29 20-24

19 18 17

Age Groups 15 14

13 12 11

10 9 Census 2010 8 2012 7 2017 6 5

4 3 2

1 <1 0 1 2 3 4 5 6 7 8 9 10 Percent

Source: U.S. Census Bureau, Census 2010 Summary File 1. Esri forecasts for 2012 and 2017.

Portland Public Schools Prepared using SchoolSite Online Area: 21.43 Square Miles

Population Households 2010 Total Population 66,105 2012 Median Household Income $41,853 2012 Total Population 65,892 2017 Median Household Income $52,240 2017 Total Population 65,754 2012-2017 Annual Rate 4.53% 2012-2017 Annual Rate -0.04%

Census 2010 2012 2017 Housing Units by Occupancy Status and Tenure Number Percent Number Percent Number Percent Total Housing Units 33,739 100.0% 33,986 100.0% 34,685 100.0% Occupied 30,667 90.9% 30,581 90.0% 30,925 89.2% Owner 13,115 38.9% 12,939 38.1% 13,015 37.5% Renter 17,552 52.0% 17,642 51.9% 17,910 51.6% Vacant 3,071 9.1% 3,405 10.0% 3,759 10.8%

2012 2017 Owner Occupied Housing Units by Value Number Percent Number Percent Total 12,939 100.0% 13,016 100.0% <$50,000 24 0.2% 19 0.1% $50,000-$99,999 1,043 8.1% 831 6.4% $100,000-$149,999 2,583 20.0% 1,959 15.1% $150,000-$199,999 3,473 26.8% 2,782 21.4% $200,000-$249,999 2,447 18.9% 2,926 22.5% $250,000-$299,999 1,483 11.5% 2,041 15.7% $300,000-$399,999 1,301 10.1% 1,719 13.2% $400,000-$499,999 334 2.6% 427 3.3% $500,000-$749,999 217 1.7% 274 2.1% $750,000-$999,999 24 0.2% 27 0.2% $1,000,000+ 10 0.1% 11 0.1%

Median Value $190,588 $215,663 Average Value $211,946 $231,742

Source: U.S. Census Bureau, Census 2010 Summary File 1. Esri forecasts for 2012 and 2017.

Portland Public Schools Prepared using SchoolSite Online Area: 21.43 Square Miles

Census 2010 Owner Occupied Housing Units by Mortgage Status Number Percent Total 13,115 100.0% Owned with a Mortgage/Loan 9,958 75.9% Owned Free and Clear 3,157 24.1%

Census 2010 Vacant Housing Units by Status Number Percent Total 3,071 100.0% For Rent 1,053 34.3% Rented- Not Occupied 52 1.7% For Sale Only 196 6.4% Sold - Not Occupied 71 2.3% Seasonal/Recreational/Occasional Use 1,302 42.4% For Migrant Workers 2 0.1% Other Vacant 415 13.5%

Census 2010 Occupied Housing Units by Age of Householder and Home Ownership Owner Occupied Units Occupied Units Number % of Occupied Total 30,669 13,116 42.8% 15-24 2,220 93 4.2% 25-34 6,539 1,459 22.3% 35-44 5,345 2,413 45.1% 45-54 5,841 3,071 52.6% 55-64 4,963 2,935 59.1% 65-74 2,635 1,554 59.0% 75-84 1,965 1,119 56.9% 85+ 1,161 472 40.7%

Census 2010 Occupied Housing Units by Race/Ethnicity of Householder and Home Ownership Owner Occupied Units Occupied Units Number % of Occupied Total 30,668 13,115 42.8% White Alone 27,686 12,576 45.4% Black/African American 1,377 132 9.6% American Indian/Alaska 141 17 12.1% Asian Alone 704 269 38.2% Pacific Islander Alone 7 1 14.3% Other Race Alone 223 41 18.4% Two or More Races 530 79 14.9%

Hispanic Origin 628 139 22.1%

Census 2010 Occupied Housing Units by Size and Home Ownership Owner Occupied Units Occupied Units Number % of Occupied Total 30,666 13,114 42.8% 1-Person 12,412 3,686 29.7% 2-Person 10,265 5,058 49.3% 3-Person 4,070 2,124 52.2% 4-Person 2,472 1,539 62.3% 5-Person 846 477 56.4% 6-Person 311 131 42.1% 7+ Person 290 99 34.1% Data Note: Persons of Hispanic Origin may be of any race. Source: U.S. Census Bureau, Census 2010 Summary File 1.

15 Free/Reduced Lunch Density

16 DRAFT

Lyseth ES Capacity = 523 2012/13 K-5 Residence¹º = 478 2015/16 K-5 Residence = 448 2018/19 K-5 Residence = 433

Riverton ES Capacity = 449 2012/13 K-5 Residence = 374 2015/16 K-5 Residence = 403 2018/19 K-5 Residence¹º = 391

Presumpscot ES Capacity = 396 2012/13 K-5 Residence = 360 2015/16 K-5 Residence = 347 2018/19 K-5 Residence = 321

¹º

¹º Longfellow ES ¹º Capacity = 396 2012/13 K-5 Residence = 384 2015/16 K-5 Residence¹º = 414 2018/19 K-5 Residence = 423 ¹º

East End Community Capacity = 477 2012/13 K-5 Residence = 461 2015/16 K-5 Residence = 479 Ocean Ave ES 2018/19 K-5 Residence = 473 Capacity = 437 Hall ES 2012/13 K-5 Residence = 347 Capacity = 523 2015/16 K-5 Residence = 376 2012/13 K-5 Residence = 536 2018/19 K-5 Residence = 373 2015/16 K-5 Residence = 516 2018/19 K-5 Residence = 489

Reiche ES Capacity = 391 2012/13 K-5 Residence¹º = 319 2015/16 K-5 Residence = 400 2018/19 K-5 Residence = 412

Sources: Esri, DeLorme, NAVTEQ, USGS, Intermap, iPC, NRCAN, Esri Japan, METI, Esri China (Hong Kong), Esri (Thailand), TomTom, 2013

Portland Public Schools Proposed Long-Term ± Elementary School District Map 0 0.25 0.5 1 Miles Current ES Boundaries