The Seattle School District has convened a parent, teacher and student steering committee to explore modifications to West Seattle High's four-period day schedule to address ongoing concerns.

Based on a directive from the district's chief academic officer, Carla Santorno, the committee will need to reach an agreement for a modified schedule or the school could revert back to a six-period day, said Ramona Pierson with the district's department of education technology, research, evaluation and assessment.

The group met for the first time last Thursday at West Seattle High.

The school offers four 85-minute periods each semester; six 55-minute period days are more traditional. West Seattle High students take eight different courses a year.

Staff overwhelmingly chose the four-period day in 1994 to improve student-teacher relationships, reduce stress for students and staff and increase the use of a variety of teaching methods, among other things.

Some parents are concerned that the schedule limits student's opportunity to take certain classes, such as electives and advanced placement.

Last year two reviews of the schedule were conducted; one from the independent group Ed Advocates and an in-house review. Both found positive and negative aspects to the schedule. The studies determined that though the school may offer more electives than others, students have less opportunity to take them because of the schedule's constraints.

Also, learning continuity for core classes like math can be stunted because a block schedule can create gaps of up to one year between subjects. For example, if a freshman takes a math class in the fall semester, they might not take another math class until the second half of their sophomore year.

There are also concerns that longer class periods may not make sense for certain subjects.

The School Board has approved the annual waiver to allow the school to operate on a four-period day schedule for the 2007-08 school year with the expectation that a modified version of the schedule be developed to allow students more opportunities and choices.

This could include some shorter periods within the four-period day or the school could return to a six-period day with blocked classes or alternating days, said Pierson. By June, a recommendation for a modified schedule should be ready for the 2008-09 school year.

The school must also improve communication with parents and stakeholders and implement a professional development plan tailored to extended learning. School administration has already started holding staff workshops on four-period day teaching techniques.

"It's pretty black and white - either we modify the schedule or we go to the six-period day," said Pierson. "The main criteria that's important as we move forward is student learning needs. The steering committee will have to work very well together and systematically."

Ultimately, it will be up to the school's leadership, in collaboration with the district, to implement the plans, said Pierson. Currently, leadership roles at the school are uncertain.

After a little more than two years as West Seattle High's principal, Susan Derse recently left her position due to health problems to take an assistant principal job within the district. It isn't clear whether interim principal Judy Peterson, who has filled in for Derse for much of the school year, will stay on until the district finds a replacement.

The district is looking at how other school districts in Colorado, Arizona and California have dealt with similar issues surrounding the four-period day. Each had to make some modifications to the schedule to meet student needs, said Pierson.

Most did not revert to a six-period day but did create some sort of dual schedule that had aspects of both.

About 25 parents came to a meeting to discuss their concerns last week at the John Stanford Center, school district headquarters.

One parent at the meeting said she recognizes some positive aspects to the four-period day, but said her daughter has had problems getting a math class she needed and a tough time fitting exploratory classes like digital photography into her schedule.

"Some modification needs to be done because I've experienced some frustrations," she said.

A few other parents agreed that their child has had scheduling conflicts related to the four-period day, while others said their children value the extended learning time.

Another parent said she chose West Seattle High in part because of the four-period day. Her freshman son benefits from the extra time in class, she said.

"It seems like it's working for my son," she said. "He hated school before he came to (West Seattle High), but he loves school now."

West Seattle High students have made significant academic gains with the four-period day.

Scores on the Washington Assessment of Student Learning in reading, writing and math have risen throughout a seven-year period (1999-2005). Evaluators found a positive relationship between attending the school and higher scores on same test for 10th graders in 2006, ranking among the top three high schools in Seattle.

Most of the staff and students surveyed agreed that the benefits of the schedule outweigh the challenges. However, more than half of those surveyed, including staff, said the schedule makes it difficult to get the classes everyone needs.

One parent said she had been hesitant to voice her concerns about the schedule partly because some teachers have been "furious" about those who have spoken out.

"I didn't want to say anything negative - I believe in public education," she said. "But I don't want to hide the need for change...lets be honest about the real disadvantages."

Steering committee meetings will be open to the public and are scheduled for the second and fourth Tuesdays of the month from 3 to 4:30 p.m. at the West Seattle High library.

Rebekah Schilperoort may be reached at 783.1244 or rebekahs@ballardnewstribune