As expected, the Highline School Board unanimously decided March 3 to apply for a three-year federal grant that would mandate major changes at SeaTac's Chinook and North Highline's Cascade middle schools.

Besides low scores on the standardized Washington Assessment of Student Learning (WASL) tests, the schools were singled out for grant eligibility because they were in Step 5 of school improvement under the federal No Child Left Behind act, made less progress in reading and math than the state average in the last three years, and their math and reading scores over the last three years are within the lowest 5 percent of schools receiving federal Title I aid.

The district expects to know by March 26 if the grant is approved. If so, additional teacher training could begin this summer, incoming 7th graders could be offered summer programs and class changes would begin in September.

Superintendent John Welch reported at the special board meeting that a two-day "summit" of around 40 administrators, teachers, parents and community organization staffers met last week to hash out "big ideas and emerging directions."

He said the details of the reform measures have not been determined but "they will require us to work together."

Possibly the most controversial grant mandate is that principals at both schools must be replaced. Teachers and community organization leaders told board members that, while they strongly support reform, they oppose removing the principals.

Deputy Superintendent Carla Jackson and accountability director Alan Spicciati outlined elements of a reform plan.

They include increased accountability for board members, central administrators and parents, as well as teachers. A senior administrator would be given "code blue" authority to make bold decisions to aid Chinook and Cascade.

Parents and community organizations would become increasingly involved in the schools through increased communication, bi-lingual staff and parent advisory teams.

Staff would be evaluated in new ways with student achievement as a factor.

New "meaningful" incentives would be provided. Highline Education Association president Stacie Hawkins told board members, "Most teachers have non-monetary goals. Teachers are not in the profession to make money."

The school day could be restructured with class lengths and electives changed.

Ambitious goals, such as a 30 percent increase over three years, and high expectations would be set for students.

Strategies that have been successful in other high-poverty, highly diverse schools such as adjusting school schedules to provide more learning time could be implemented.

Sarah Weir of the White Center Community Development Association said that because of teacher contracts much of the after-school learning opportunities would be led by community based organization staffers. She asked for more training for the community workers.

Deputy Superintendent Jackson mentioned replicating "90/90/90 school best practices." They are schools that are at least 90 percent minority, 90 percent free or reduced lunch and 90 percent successful on standardized tests.

Board member Susan Goding asked Welch what happened to plans introduced several years ago to implement the 90/90/90 strategies in Highline schools. Welch replied that some of them have been tried and said more evaluation is needed.

Ron Howell who works with White Center students said the community's makeup should be taken into account when looking at test scores. He cited low income, language barriers, gangs and "destructive and permissive attitudes."

Teachers union chief Hawkins declared, "Let's not squander this opportunity to create change."

She said teachers are very interested in reform and are willing to be accountable but administrators, students and parents must also be held accountable.

"I hope this time you really partner with us," Hawkins added.

In a district press release, Welch acknowledged that the models for change mandated in the grant take a narrow approach to improving student achievement.

"The models imply that sole responsibility for getting middle school students to grade level is with the middle school teachers and principals," Welch noted.

"We know there are other issues that need to be addressed-in elementary schools, in our system as a whole, and in the community. Still, this is an opportunity to gain some resources we haven't had before to tackle issues at the middle school levels.

At the meeting, board president Bernie Dorsey ended by telling the Chinook and Cascade community that "we will not give up on you."