The disadvantages of a four-period day at West Seattle High School outweigh the advantages and are "polarizing the adult community," according to an audit that examined the school's 12-year-old schedule.

The audit team, consisting of former teachers and administrators, "highly recommends" the school "blank slate the schedule" and look at "alternatives beyond the two traditionally offered," the four 85-minute periods or six 55-minute periods.

West Seattle High implemented the four-period day in 1994 to meet 11 goals of its restructuring plan. Before this audit, there had been no formal evaluation of whether the goals were being met.

Among other objectives, the staff hoped the four-period day would improve student-teacher relationships, reduce stress for students and staff and increase the use of a variety of teaching methods. The audit didn't find convincing evidence that these areas have been addressed.

Out of the 11 criteria, only two showed improvement: increased academic achievement and improved student attendance.

Through January and March this year, 23 staff members, 11 parents and eight students were purposefully selected for interviews. The audit team also reviewed staff, student and parent surveys, test scores, enrollment trends, disciplinary and college performance data.

At a public meeting last Tuesday in the school's library, Principal Susan Ders/ recommended the school stay with the four-period day schedule and reject the "blank slate" recommendation.

"We still think there are things we can do," said Ders/. "There's another way through this."

The audit also suggested a need for "better information and regular communication from teachers."

"There is a disconnect between teachers and parents," the audit stated. "Regular and detailed communication...could go a long way in creating more parent and community support for professional development and the school in general."

The fundamental mission of the school was muddled among the school community. Though the audit team recognized the rarity of a school knowing it's mission verbatim, they said knowing the central idea is crucial to reaching its goals.

The audit suggested that the school's current mission, "to provide a safe, constructivist learning environment that honors the dignity and worth of every individual in the school community while maintaining high standards and fostering the development of our students to achieve their highest potential," is too broad.

Before a decision can be reached on what schedule would work for the school, it's recommended that the staff focus their efforts on clarifying their mission.

The audit found that West Seattle sends fewer students to four-year colleges than other high schools of similar size, while a much larger proportion of West Seattle students enlist in the military. This has fueled community perceptions that the school is not a place for college preparatory learning.

"It is up to the leadership and staff to definitively address (these issues) and communicate them positively and frequently to the community to change this perception - before it's too late and the families who came because of the new building begin to leave and take their friends and neighbors with them," the report stated.

But the audit did reveal an increase in academic achievement at the school. Value added data showed "some significant student achievement gains," as did the Washington Assessment of Student Learning scores, though they were still at or below district averages.

In part, the four-period day was meant to reduce discipline problems in and outside of the classroom. While suspension and expulsion rates are down at the school and across the district, there has been no decrease in the number of disciplinary actions at West Seattle High during the past seven years.

Some parents are concerned the structure limits the amount of electives and advanced placement classes a student can take. In a four-period structure students complete a year's worth of curriculum in one semester and take eight classes a year instead of six.

Assistant principal Bob Court said the fall 2005 schedule offered 15 more electives than 2004's. The school added 52 sections of classes and hired eight new teachers last year, he said.

"This school is growing, and it's growing considerably," said Court.

But the audit determined that despite the increased number of electives, students have less opportunity to take them because of the schedule's constraints.

Parent and teacher interviews indicated inconsistent levels of teaching and suggest many teachers teach the same way as before the four-period day. Students said the classes seem too long and that homework is regularly done in class.

"We certainly have fabulous teachers, but the consistency is not there," said Ders/.

Another goal of the four-period day was to enhance student-teacher relationships, but student climate surveys showed no significant change compared to other high schools. Overall, the report showed levels of stress among the staff, while the students were generally "stress free."

There were some praises of the four-period day. Adding full-year advanced placement classes and offering after-hours study groups shows the school has responded to some of the dilemmas presented by the schedule. There was also evidence that some teachers have changed to more in-depth teaching techniques.

After reviewing the audit, the Seattle School Board will decide whether to approve an annual waiver that allows the school to operate on a four-period day schedule. Ders/ said she is hopeful that the board would give the school at least a year before making any major schedule changes.

"It's awkward to be so thoroughly scrutinized as a school," said Ders/. "But it's a really good and honest process. I think it will help us grow."

Rebekah Schilperoort can be reached at wseditor@robinsonnews.com