Board Special Meeting Work Sessions: Student Assignment Transition Plan and Boundaries; Student and Community Workforce Agreement Task Force Recommendations June 17, 2020, 4:30 – 7:30 p.m. Meeting to be held remotely By Microsoft Teams By Teleconference: 206-800-4125 (Conference ID: 365 554 104#) Agenda Call to Order 4:30pm Work Session: Student Assignment Transition Plan and Boundaries 4:30pm Work Session: Student and Community Workforce Agreement 6:00pm* Task Force Recommendations Adjourn 7:30pm* IMPORTANT NOTE: This meeting will be held remotely without an in-person location per the Governor’s Proclamation 20-28.4, which currently prohibits public agencies from conducting meetings subject to the Open Public Meetings Act in-person to curtail the spread of COVID-19, and consistent with School Board Resolution 2019/20-29. The public is being provided remote access through Microsoft Teams and teleconference as noted above. Special meetings of the Board, including work sessions and retreats, may contain discussion and/or action related to the items listed on the agenda. Executive sessions are closed to the public per RCW 42.30. *Times given are estimated. WORK SESSION Student Assignment Transition Plan & School Boundary Changes for 2021-22 Enrollment Planning June 17, 2020 Agenda • Boundary Changes • Identifying and Addressing Capacity Issues • Boundary Change Process and Timeline • Community Engagement • Potential Boundary Changes for 2021-22 SY • Student Assignment Transition Plan • Overview • Dual Language Immersion 2 Boundary Changes 3 Identifying and Addressing Capacity Issues In order to identify capacity issues we: • Develop and monitor 5-year enrollment projections. • Monitor and review new housing and construction across the city. • Meet with the City of Seattle to discuss changes across the city. • Review current enrollment and capacity annually with the School Board in May at the Annual Enrollment Report and Capacity Evaluation Work Session. Additionally, the newly formed Capacity Enrollment and Facilities Master Planning Committee (CEAFMP) will review and advise on capacity issues. 4 Addressing Capacity Issues Less disruptive Capital planning options Enrollment options Placing portable classrooms Waitlist moves Option school GeoZone change Repurposing other school spaces Emergency cap on enrollment as classrooms Boundary change Convert an option school to an School expansion, renovation, or attendance area school new construction More disruptive 5 Boundary Change Process and Timeline • Fall and Winter 2019: Enrollment Planning identifies overcrowded schools and potential need for boundary changes • Spring and Fall 2020: Data gathering and community meetings to review and discuss potential boundary changes • Initial discussions with school leaders • Small group meetings with school leaders and community representatives to create and discuss potential scenarios • Multiple community meetings and/ or communications to discuss the process and gather feedback • Winter 2020: Enrollment Planning recommends a boundary change for School Board action • January 2021: School Board reviews recommended boundary scenario • Fall 2021: If approved, the boundary change will be implemented 6 Community Engagement There is no one size fits all engagement model. Over the years we have identified some practices that allow us to better partner and communicate with schools and families in this process. What we've learned: • Communicate early if possible. Start by identifying the problem and letting families know the expected process and timeline. • Invite families to participate in multiple ways. In addition to hosting community meetings, we have also used surveys and Let's Talk to share information and have families respond directly with their feedback. • Opportunities for smaller group facilitated discussion allow for voices to be heard that may not otherwise be heard. • Expanding the conversation to nearby principals and communities allows for a more comprehensive review and potential solutions. 7 Potential Boundary Changes for 2021-22 SY School Issue Potential Solutions Notes • Boundary change • Add portable(s) • Limited space at Green Lake Overcapacity with no at adjacent school adjacent schools Elementary School room for portable(s) • Change a • Nearby option schools nearby Option school to are at capacity Attendance Area • Elementary schools Overcapacity with no feed into middle room for portable(s), schools, so boundary Enrollment would exceed • Boundary change change would involve design of replacement (adjacent middle moving an elementary Mercer Middle School building in BEX V (per schools are under- school to another educational specification) enrolled) middle school as well as capacity of • Adding 4 more interim site portables in 2020 (for a total of 25) 8 Green Lake Elementary School 2020-21 2020-21 Operational 2019-20 Enrollment Enrollment School Capacity Enrollment Projection Projection (Feb 2020) (June 2020) Green Lake 387 426 400 440 McDonald International 471 477 476 476 John Stanford 437 460 472 472 International • Green Lake is one of the largest elementary school attendance areas and it has two option schools within its boundary. • In 2017, Enrollment Planning recommended boundary changes to the Green Lake attendance area. Community members opposed the changes and ultimately they were not approved. Since then the school has continued to grow. • In September of 2019, Enrollment Planning hosted a meeting at Green Lake to discuss capacity relief options which included expanding the GeoZone of the neighboring option schools. Given community feedback, no changes were approved. 9 Mercer International Middle School 2020-21 2020-21 Operational 2019-20 Enrollment Enrollment School Capacity Enrollment Projection Projection (Feb 2020) (June 2020) Mercer 792 1115 1200 1194 Aki Kurose 868 656 679 671 Washington 895 606 603 587 • Mercer is the largest middle school in the district. The School Board is considering a temporary cap on enrollment for the 2020-21 school y e a r. • The Mercer BEX V replacement project is scheduled to open in September 2025 with capacity for 1,000 students. Mercer will be temporarily located at Original Van Asselt from 2023-2025 which has a capacity of slightly less than 1,000. • There are 6 elementary schools that feed into Mercer (two DLI schools) compared to 3 elementary schools that feed into Washington. • In 2013, a boundary change was approved for Mercer to provide capacity relief, but the change was not implemented based on community feedback. 10 Student Assignment Transition Plan (SATP) 11 SATP Overview • The New Student Assignment Plan was approved in 2009 to provide greater predictability for families while still offering opportunities for school choice. The Student Assignment Transition Plan (SATP) originated as a document that accompanied the 2009 New Student Assignment Plan. • We have continued to update the SATP annually even after the New Student Assignment Plan was fully phased in. • The New Student Assignment Plan has not been updated since 2009, and the rules outlined in the SATP prevail in the case of any conflicts between the documents. • The SATP contains high level policy information on standard student assignments, access to programs and services (such as Special Education, English Language Learners, Advanced Learning, Montessori, and Dual Language Immersion), the school choice process, and a list of all current schools. 12 Dual Language Immersion • Seattle Public Schools has 5 Dual Language Immersion (DLI) elementary schools; 3 attendance area schools and 2 option schools. • DLI option schools reserve 20% of seats for students who already speak Spanish or Japanese. Attendance area schools enroll students from the neighborhood, regardless of language, so they do not have a 20% set- aside. • Currently these seats are set aside for 'native/heritage' speakers, as determined by a language proficiency test. This definition prioritizes assignment for students who speak the language, regardless of whether they are native speakers or have Hispanic or Japanese heritage. • Redefining the set-aside for 'native' speakers, defined by students for whom Japanese or Spanish is one of their first languages, will prioritize ELL students and students with heritage in the target language. • Community members have consistently advocated for more equitable access to DLI programs. 13 Next Steps • Jun 17, 2020: Board Work Session • Spring/ Fall 2020: Community Engagement • November 2020: Operations Committee (tentative) • December 2020: Board Introduction of Changes (tentative) • December 2020/January 2021: Final Board approval on changes for the 2021-22 school year (tentative) • September 2021: SATP and Boundary changes implemented 14 Thank you! Ashley Davies, Director www.seattleschools.org Enrollment Planning Seattle, WA [email protected] SEATTLE SCHOOL DISTRICT No. 1 DRAFT 2020-21 Capacity Management As of June 2020 Number of School Students Operational School Enrollment Student Enrollment Currently assigned to Capacity With Current Planned Student Projection Enrollment Projection "Assigned" Waitlisted (as of school on Current Facility 2020-21 Capacity or Program School Name Enrollment Comments for 2019-20 (October for 2020-21 (as of June June 16, 2020) waitlist of Portables Capacity (Right- Changes (Oct. 2018 - (Feb. 2019) 2019 - Head (June 2020) 15, 2020) another school On-Site (2019- Sized) Head Count) Count) (as of June 16) if 20) ---- desired school · E Adams 535 497 500 463 468 3