Superintendent's Preliminary Recommendation

Executive Summary

I.   Introduction

As a public educational system, our vision is to produce graduates who have the knowledge, skills, and attitudes to reach their full potential as responsible, productive members of society. Seattle Public Schools believes that all students can and will learn and achieve when the necessary conditions for that learning are provided:   a rigorous curriculum, highly qualified staff, and proven strategies for learning. While student success ultimately depends on the individual, it is the relationships among teachers, children, and parents that provide the supportive environment required for high achievement.

We want all students to reach high academic standards, to meet state and local proficiency levels established for reading/language arts, mathematics, science, and social studies, and to graduate from high school well prepared for further education, a meaningful career, and a productive life. We also want all students to be taught by highly qualified teachers, and to be educated in school environments that are safe and conducive to learning. To reach these challenging goals, we commit to engaging stakeholders in the educational and decision-making processes and to using our resources effectively and efficiently as we deliver services that support our core mission:   teaching and learning.

The Five-Year Plan is the vehicle for Seattle Public Schools to focus its efforts and continue to assure that resources are equitable and adequate to meet student needs. The results of this plan will be accelerated student achievement, the elimination of student performance gaps, and graduates who meet high standards and have the knowledge, skills, and attitudes to reach their potential in our multicultural society and global economy. The work contained in the Superintendent's Preliminary Recommendation supports the work of the Five-Year Plan and a vision of quality schools in every neighborhood.

II.   Background on School Consolidation

In the summer of 2004, staff began studying school consolidation/closure as one possible option to address an ongoing budget shortfall. The School Board policy on school closure, E61.00, requires development of criteria to be the initial step in the closure or consolidation process.

Focus groups were initiated in the fall of 2004 to gather input about which criteria should and should not be used in the event of school consolidation or closure.   Focus groups examined criteria used in Seattle school closures in 1987 in addition to national criteria used by several urban school districts. In January of 2005, community forums were held in each of the director districts. The format of each session included a presentation as well as an opportunity for participants to rate the proposed consolidation/closure criteria and provide additional feedback.

In February of 2005, the Board discussed the consolidation/closure criteria as one topic at the Board retreat. District staff presented a summary of the feedback and results from the seven community forums. Board members gave feedback and provided additional suggestions regarding the development of the criteria.

Following these meetings, a new set of consolidation/closure criteria was developed to reflect the district's academic priorities. Board and community input was also included to provide maximum flexibility in the use of school buildings, particularly if a new student assignment plan is adopted.

III. Background of Student Assignment and Transportation Plans

The existing student assignment and transportation plan addresses student enrollment fluctuations and equity issues through a school choice model. While a percentage of students and families get their first or second school choices, others are assigned based on space availability. Transportation is provided to compensate for real or perceived school quality differences. If the district moved to a fixed assignment plan, all schools would need to be equipped with the programs and services necessary to be a quality school.   Boundary adjustments would then be necessary, as they are in the vast majority of districts across the nation, to address long-term student enrollment patterns.

Options for student assignment and transportation plans were explored over the course of a year. The district presented possible assignment and transportation plans based on the following core values established by the School Board: access to quality schools, predictability, keeping families together, assignments close to home, equity, and access to a variety of programs. Community input was received in several areas, including plan components such as guaranteed neighborhood assignments, alternative schools, the extent of choice and transportation, and availability of specialty programs, to match these core values.

A School Board work session on student assignment and transportation was held on March 2. Staff presented feedback from a series of community forums, and a range of estimated cost savings based on various assignment plan and transportation plan scenarios.

IV.   Decision-Making Process

The preliminary recommendation is based on returning students to a neighborhood school and fixed assignment plan, with limited options. That means keeping students and their families close to home and strengthening communities.

In developing the recommendation, district staff used a three-step process to identify schools and programs.  

• First, the excess or shortfall of capacity was determined for each region (Northwest, Northeast, Queen Anne/Magnolia, Central, Southwest, and South) to determine the number of possible building closures or school consolidations.   Short and long-term demographic and enrollment data was considered.  
• Second, using objective data from the criteria matrix proposed to the School Board, an appropriate number of schools were identified.  
• Third, staff discussed the issues, concerns or challenges associated with closing or consolidating the identified schools or programs.   

Objective criteria used in identifying buildings :

• Building Capacity - How many seats are available in the current building structure.
• Site Size - The acreage or lot size (the larger the better for potential expansion).
• Building Condition - An independent, external organization's rating of the building's condition (similar to a home inspection). This is required by state law and is part of the overall capital facilities plan.
• Overlap Score - Measures the relationship and proximity to other schools in order to serve resident students. (The more isolated the building in relationship to other facilities, the greater the need to retain the building if a neighborhood student population is there).
• Walking Routes - Assesses whether neighborhood students can walk to school.
• Choice - Number of first choice selections the school receives.

The criteria matrix was not weighted in identifying recommended closure candidates.   The value or "weight" of the criteria varied based on specific needs and issues in the region being discussed.

The closure/consolidation plan goes beyond the identification of buildings to close. In some regions of the city; additional facilities and growth will need to be accommodated.   Overall, at the elementary level, closures are fairly balanced throughout the city.   However, at the middle school level, capacity is needed both in the north and the south regions of the city. Also, the lack of high school capacity in the Queen Anne/Magnolia region of the city is addressed.

V. Recommendations

Other Changes

Lowell - Partial APP/Neighborhood

Broadview - Partial APP/Neighborhood

Garfield - APP programs no longer at Garfield (change would be phased in)

The New School - K-5

Student Assignment and Transportation

Elementary - fixed assignment with choice within school cluster (general education or a K-8); school bus transportation provided within cluster; no choice out of cluster

Middle - fixed assignment; may apply for other middle schools; school bus transportation provided to fixed assignment; Metro pass provided for students who are assigned elsewhere

High - fixed assignment; may apply for other high schools; transportation provided with Metro pass

VI.   Conclusion

Staff, students, families and community members of the schools identified for closure or consolidation will have the opportunity to provide input and feedback regarding the recommendation. Community meetings will be held for school closures as well as student assignment and transportation. All input will be considered carefully before a final recommendation is presented to the School Board on June 15. It is possible that the recommendations may be modified over the course of the next two months.

While the consideration of student assignment and school closure/consolidation was initiated due to a budget shortfall of approximately $20 million for 2006-07, the conversation has expanded into one focused on "rightsizing" the district. That term captures the work involved in examining classroom seat capacity in regions of the city, reviewing current and projected enrollments, and providing necessary facilities and programs in the appropriate locations. Even if fiscal challenges were not present, the recommendations contained in this plan would be the right actions to take in order to reshape the future of Seattle Public Schools. The preliminary recommendations focus on academic quality and services for students, create neighborhood schools for students and families, improve academic rigor in each region, and continue the school district's commitment to alternative schools.

For more information:

Dates for community meetings will be posted on the district's website, advertised in community and regional newspapers, and communicated via school newsletters.