Dec. 11, 2025 – Task Force Kick Off Presentation

Jan. 15, 2026 – Meeting Recap

Session 2 Summary (January 15, 2026)

The Jan. 15, 2026 Task Force Session focused on building a shared understanding of the current state of high school schedules, including how well they support equitable access to credits, timely academic supports, and planning for life after high school. Data showed that most SPS high schools use a 6‑period schedule that allows students to meet graduation requirements, while 7‑ or 8‑period schedules offer more time for foundational classes and additional electives or supports, though with reduced instructional time per course.

Participants discussed the tradeoffs between flexibility, feasibility, and student experience, noting wide variation in advisory structures and expressing interest in clearer, more consistent models.

Key feedback included a desire for more elective options, concerns that credit and graduation metrics may not fully reflect student readiness, and interest in exploring alternative schedule structures within existing budget and staffing limits. No recommendations were made, as upcoming February sessions will examine options more deeply before developing a draft proposal.

Jan. 29, 2026 – Meeting Recap

Session 3 Summary (January 29, 2026)

The Task Force reviewed the current high school schedule with a focus on equitable access to Life Ready learning and opportunities for peer connection. Students shared their experiences, and the group examined three student profiles to better understand how a typical six‑period schedule affects different learners.

The discussion highlighted that while most students remain on track for graduation, current structures create tradeoffs. Online credit recovery does not always support strong learning, proactive supports improve outcomes, and students needing interventions often have less access to advanced courses and electives. Students also noted limited opportunities for peer connection, especially with two lunch periods.

Participants emphasized the need to balance structured and flexible time, strengthen supports within the school day, and explore options such as flex periods and alternative crediting. The group agreed to clarify decision‑making tools, better connect high school work to earlier grades, and use more concrete examples in future sessions. No recommendations were made; drafting will begin later in February.

Feb 12, 2026 – Meeting Recap

Session 4 Summary (February 12, 2026)

The School Day Task Force discussed how future recommendations should be guided. Members agreed that any changes to the high school day should be fair for students, possible to implement in all schools, supportive of strong learning and relationships, and clear about what is expected across the district while still allowing flexibility for schools.

The group reviewed several ideas to strengthen student support during the school day, including Math Lab, support to prevent course failure, recovery and acceleration options, ninth‑grade cohorts, and flexible time blocks. Examples and data from Seattle Public Schools and other districts were shared to understand how these approaches work and how they affect students and staff.

Participants showed strong interest in proactive supports that help students before they fall behind. They also emphasized the importance of protecting students’ overall experience, making sure flexible time is well‑structured, and creating opportunities for students to build connections with peers and adults.

Looking ahead, the Task Force plans to focus more closely on what is feasible for schools and staff and to learn from Seattle schools that are already using similar approaches successfully. No decisions were made at this meeting. The Task Force will continue exploring promising options in upcoming sessions before making recommendations.