Notes

Outline

West Seattle High School Community Meeting October 1, 2007

Tonight’s Agenda Rationale Issues & Concerns Next Steps Question & Answer

Rationale for the Decision Continuity of learning, particularly in math Better access to core academic curriculum Nearly 30% more instructional hours per credit System alignment Mobility between comprehensive high schools

Rationale for the Decision: Continuity of learning, particularly in math There are gaps in core academic subjects.  Students can have gaps of up to 6 – 12 months between classes 9th & 10th graders should be taking core subjects year-round, particularly math In a four period day, continuity would require that students take four credits of math (or three years of content) in two years In a six period day, continuity can be supported at a more measured pace in all core academic subjects

Rationale for the Decision: Better access to core academic curriculum

Rationale for the Decision: Nearly 30% more instructional hours per credit

Rationale for the Decision: System alignment & student mobility System alignment – Seattle Public Schools is working towards aligned curriculum and equitable opportunities across our system. The four-period day structure requires many modifications of the work we do in supporting our high schools. These range from the methods and pace of teaching in a four-period compared with the six-period model; professional development; and the technology and systems to support scheduling and other operations. Mobility between comprehensive high schools – Analysis of the classes of 2001 to 2007 reveals that approximately 10 percent of students (excluding alternative schools) will attend more than one comprehensive high school during their high school career. Moving WSHS to a six-period format will help to ensure successful transitions for students transferring into and out of WSHS.

Timeline of Events & Community Discussions Brief Timeline of Events March 2006: Release of  EdAdvocates Audit October 2006: Release of District internal REA study January 2007: School Board approves waiver for 2007-8 school year February 2007: WSHS Steering Committee formed April 17, 2007: Clarification letter to Steering Committee June 2007: Steering committee is unable to reach consensus and two separate position papers were submitted. Community Discussions PTSA Newsletters (December 2006 – May 2007) West Seattle Herald (December 2006 – June 2007) The Chinook, WSHS Student Newspaper (April 2007)

Tonight’s Agenda Rationale Issues & Concerns Next Steps Question & Answer

Addressing issues & concerns Class of 2009 Graduation requirements Typical schedules Building capacity & elective offerings Special needs populations

Class of 2009: Graduation Requirements Total Credits to Graduate

Class of 2009: Graduation Requirements Initial Analysis of Student Transcripts For current juniors with at least 2 years at WSHS (262 students or 83% of all juniors) Just over 20% have completed all graduation requirements other than 12th grade requirements Of the 206 students that also have other outstanding graduation requirements, about 75% of those students have outstanding requirements in occupational education or physical education Looking at the current seniors, about 30 students are taking Spanish 1-2 or French 1-2 as seniors

Class of 2009: Sample Schedules Graduation Track

Class of 2009: Sample Schedules College Prep

Building Capacity: Factors that influence capacity Reduce enrollment & capacity Maximum class size is reduced from 35 to 30 Most core academic classes go from 1 semester to 2 semester classes (but also increase instructional hours from 120 to 160 in the process) Increase enrollment & capacity Teacher prep periods are reduced from 85 minutes to 55 minutes (teacher instruction time and room utilization increases) Opportunity for higher room utilization (for rooms not used during prep period) Math 4 is no longer needed (requires 1.67 FTEs (Full-time equivalent) to offer to all 10th graders) Most elective courses will remain 1 semester classes

Building Capacity: Impact of the move Based on follow-up analysis of the work from the WSHS Steering Committee, current enrollment levels are likely sustainable There are some key assumptions: There will likely be a shift in 2-3 FTEs to core academic subjects (which increases academic offerings) Bilingual / Special Education are unchanged in terms of FTEs or rooms Science course offerings could be sustained by using labs during prep periods and adding 1 FTE to the department

Special Needs Populations Fundamental assumption is that the number of teachers & classrooms for bilingual & special education students will not be impacted Special needs students may have more scheduling flexibility for classes outside of these departments

Tonight’s Agenda Rationale Issues & Concerns Next Steps Question & Answer

Next Steps (October – November 2007) Hire a part-time counselor to review the transcript of every student in the Class of 2009 in order to: Make any second semester adjustments necessary to meet student needs and begin planning senior year schedules Begin compiling student course requirements for the 2008-9 school year in order to support development of the master schedule

Next Steps (October – November 2007) In addition to the part-time counselor, Mr. John Thorpe begins the week of October 1st to: Begin development of the 2008-9 master schedule Determine any additional resource requirements (e.g. textbooks) Work with leadership team to provide regular updates to students, parents, staff, and the West Seattle community Target completion date for 2008-9 Master Schedule is December 1, 2007

Tonight’s Agenda Rationale Issues & Concerns Next Steps Question & Answer