[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6071076,"mediaKeyId","3048090-96df0df1179927333b2556879f414f36","parentId",3048090,"title","District outlines staffing timeline, RIF resolution and how reinvested FTE will be allocated","audioSeconds",196,"startMs",4621000,"endMs",4817000,"viewUrl","/Search/View?dp=1&key=3048090-96df0df1179927333b2556879f414f36&start=4621&end=4817","thumbnailUrl","https://assets.pipeline.soar.com/3048090-96df0df1179927333b2556879f414f36/thumbnail_4621000.jpg","articleUrl","/articles/6071076/Washington/District-outlines-staffing-timeline-RIF-resolution-and-how-reinvested-FTE-will-be-allocated","mediaUrl","https://secure.pipeline.soar.com/6071076-1102902252a9ab3e2feedbb6e1f83898/orig.mp4?Expires=1771004898&Signature=oHH~kuGsI40W9s8ES41Azy9ite0Jec-07i-Fm0e-QAljx0KCvKG4XgcYzH54RTjU3WFXT1TWZfU4hz1Gv720UpI~-BkZmtq4JaWPDW5NPI0cCN9WH83Pd258aFqrAoVQPyxqcgWvabDx-DhuVy5Dy2cOIFuNxOeAKa72cTZ8teWqfZiZZwKwnYlXODjPyL7ep2x9n9eVdBFrd6Jdk9WcYmHs3g8eNd53zzZESMEStOFlR83~jxbGTEFjOyjHwQqEovXCZZob0O43ExVroQLKDZY6g4Pk8BicL7b8~N-sKhYR3GT5cpdeBaSZ9R2ga0iFMuL0Tl-zjZgnbJ9XIThILQ__&Key-Pair-Id=KUT5TJCACFTXG","author","Lake Washington School District, WA","date","2025-03-24T00:00:00Z","article","District administrators told the Lake Washington School Board on March 24 that the operational steps to implement the six‑period schedule will include immediate staffing actions and a timeline that could affect employee assignments.

Dr. Holman summarized the near‑term calendar: \"The staffing sheets for secondary schools go out March 26,\" he said. \"That starts the process we call surplus… The reduced staffing resolution… will come before the board on April 7.\" He added that notices to affected staff would be distributed beginning May 2 and that board approval of those personnel actions is planned for the May 5 meeting; the district must meet the May 15 statutory/contract deadline tied to notices.

Staff said Human Resources will work to place surplus employees where possible and that employees who receive a reduction notice typically remain in a placement pool for a year while openings are filled. Michael Clark, the HR lead named in the presentation, was identified as the primary HR contact to execute placement and reduction processes.

District staff also outlined reinvestment priorities for the FTE saved when the district eliminated the seventh period. Guidance provided to principals frames reinvestment in tiers: first focus on classes that are barriers to graduation and required courses; second focus on data‑driven reductions in class size for high‑impact courses such as Algebra or English 9; and third use limited FTE to seed innovative programs or unique electives where endorsement and staffing permit.

Dr. Holman cautioned the board that the next three to four weeks would be sensitive because staffing notices and placement decisions affect employees’ livelihoods. He asked for the board’s awareness and patience as HR executes the process and as principals and cabinet members work to reduce disruption through front‑loaded allocation and attrition management.

Board members asked that parents and community members be invited to any evaluation committee; staff responded that the representative committee under consideration will include students, staff, parents and community partners so the committee can collect and interpret both quantitative data and lived experience.

No formal board action on staffing was taken at the study session; staff said the reduced staffing resolution would be the formal action item appearing at the April board meeting.","mediaType","Video","parentTitle","March 24, 2025 Study Session","oneSentenceSummary","District leaders said staffing sheets will be issued at the end of March, a reduced‑staffing (RIF) resolution will go to the board in early April, and notices would be issued in May. Officials described priorities for reinvesting FTE savings and said HR will manage placement and attrition to limit layoffs.","taxTitle","Lake Washington School District, School Districts, Washington","taxId",14627,"location","Washington","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6071084,"Counseling team unveils centralized supports, Running Start equivalencies and access tools as district shifts to six‑period day",463,303000,766000,"/Search/View?dp=1&key=3048090-96df0df1179927333b2556879f414f36&start=303&end=766","https://assets.pipeline.soar.com/3048090-96df0df1179927333b2556879f414f36/thumbnail_303000.jpg","/articles/6071084/Washington/Counseling-team-unveils-centralized-supports-Running-Start-equivalencies-and-access-tools-as-district-shifts-to-sixperiod-day","https://secure.pipeline.soar.com/6071084-b6921e34beb527a3c035ab647c1ae5d2/orig.mp4?Expires=1771004898&Signature=VSeTNWT-uBEUfHQGV9wUt5xYjz2V-qvJI-U3byaimICjaistgXeEQPJp7c1N52zFH-G4XCrfvQQnDJp7IPBJc-frh2dbJpLLkyhNWkiq-vFXxwb1PPgoqzcOInlMVPEza1KeNvwgQccuizvrOMXl72dkCSfVAD1o1Ot7YlUdx33LIKGbvXdXzomWv6~leEITMN892I7lgnjxyXO-ekZs5XC5uifH5A1Ra95HLxIR8d16M7mQDl2T0asMrMZqz9fDRIofXlIdRD7Aa2UK8TTeSaLEvGG3nyMYq09QGz4VPsxWx4hFoQAp7lQJg9XhZcJ3t3Ptk~BLD~bT12yzdehIKg__&Key-Pair-Id=KUT5TJCACFTXG","Counseling specialists told the Lake Washington School Board on March 24 that the district has created centralized resources and supports to help counselors, students and families navigate a shift to a six‑period high school day and associated credit changes.

\"One of the biggest things we're really proud of is common running start course equivalency reference document,\" Lise Christiansen said, describing a document meant to remove confusion about which college courses count for district credit.

Presenters said the counseling team built a set of public appendices (A–I) to replace inconsistent building‑level guidance; converted many forms to fillable PDFs; and prepared a video walkthrough for families and students explaining Running Start enrollment, access to funding for books and materials, and other outside‑credit options. Staff said Appendix E specifically addresses excusal or waiver of physical education and that teams have vetted those forms districtwide because community feedback showed variation in how the PE excusal was applied at different schools.

The team also described supports for counselors to manage outside credits and credit recovery: drop‑in help sessions, calibration meetings with partners (including Running Start partners and worksite learning organizations), and a credit‑tracking tool to help counselors reconcile external credits. Presenters said that, so far, the district has identified 112 students who could benefit from mastery‑based credit — credit awarded when students earn qualifying standardized scores (for example a score of 3 or higher on some ELA, math or science measures) that can offset failed coursework.

Staff emphasized that not all outside credits automatically transfer to college degree requirements and advised that students discuss post‑secondary plans with their counselor: \"the counselor will have to meet with that individual student to talk about their post high school plan,\" a presenter said.

Counseling staff told the board they are continuing drop‑in and formal site‑based sessions for counselors and administrators, and that they plan to provide district‑level support in the five most common languages to improve access. They also intend to attach students’ four‑year plans to requests for out‑of‑district credit so that decisions are made in the context of longer‑range plans rather than as one‑off requests.

Board members praised the Running Start equivalency document and asked about access to summer Running Start and how college systems complicate enrollment. Counselors said the statewide form has improved and that staff are working on an FTE calculator and tiered approaches to make Running Start easier for families to use.","District counseling specialists described new shared resources — fillable appendices, a Running Start equivalency reference, drop‑in support for counselors and tools to track outside credits — intended to help students navigate the six‑period schedule and graduation pathways.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6071088,"Lake Washington leaders outline implementation plan for six‑period high school day starting 2025–26",5886,384000,6270000,"/Search/View?dp=1&key=3048090-96df0df1179927333b2556879f414f36&start=384&end=6270","https://assets.pipeline.soar.com/3048090-96df0df1179927333b2556879f414f36/thumbnail_384000.jpg","/articles/6071088/Washington/Lake-Washington-leaders-outline-implementation-plan-for-sixperiod-high-school-day-starting-202526","https://secure.pipeline.soar.com/6071088-583a0f6094a640fe5bf09e7e1485aa82/orig.mp4?Expires=1771004899&Signature=WhVMndeVAMwZHymbdfPYZgv1A1foHDRoXN6N-8P8soPRJXkZhaR0GP8P0QylfpY67uAUKS9TD~DFfztvaWWtxQgLkoUqteHFWoQgjZpu6ItWEXHVz~lwc9DONbonTjxAPQ85mxch0a~8TTl1kX-X5dEXYGXblXO7giclG9isVlTKBd22WpuUixkrulPt0FcOpzg~fn67GklKgQR6sQfexsn-19QAfUk7rcyoD4ECSrei0fOwk52RPyTq687AVlyMp6OwaYul1CHyVU5nmpnIKCcznrY7UmSB0NpA2B4QNlXYjWVrmiVaqHdubuTJOK373NvZUdTSsxtRuHR0qlkUQw__&Key-Pair-Id=KUT5TJCACFTXG","Lake Washington School District staff told the school board at a March 24 study session that the district will move to a six‑period high school day for the 2025–26 school year and described how the new weekly pattern will work, why it was chosen and how the district plans to measure effects.

“The problem really is at the beginning of the year,” Dr. Holman said as staff reviewed calendar and master‑schedule consequences. “This is our schedule. This is what we're moving forward with… Or we can focus on building the new.”

District leaders said the new schedule allocates two longer block periods (about 80 minutes each) and two shorter periods (about 48 minutes), plus one “floating” 45‑minute period that may appear in different places in a class’s weekly sequence. Officials said the design aims to protect block time so classes are not scheduled on consecutive days and to build predictable time during the school day for intervention, reteaching and extended work by teachers and students.

Staff emphasized that the change is not merely a reduction in the number of periods. The district said the new schedule increases average instruction time per course from about 135 hours to about 150 hours — roughly 15 extra hours per class — and is intended to reduce the need for after‑school remediation and to provide teacher teams with more opportunity to design lessons that use longer blocks productively.

Officials acknowledged tradeoffs. The district described early conflicts with external partners that run different schedules — most notably career and college partners whose start or end times differ — and noted the district deliberately kept later high‑school start times rather than prioritize full alignment with external partners’ schedules. Staff also said the placement of the floating period created sequencing concerns for some students and staff; the district adjusted the technical sequence to make periods follow a consistent numeric order after receiving feedback.

District staff described a framework for reinvesting savings from the change. They said the seven‑period day had cost about $9,000,000 in the recent year and required roughly 61 additional FTE; when the district moved away from the seventh period it planned to recoup about half of that cost and reinvest the other half back into schools. Guidance to principals asks them to prioritize reinvestment in three tiers: 1) classes directly tied to graduation or barriers to graduation (for example required world language or arts classes), 2) district priorities driven by data — for instance reducing Algebra or English 9 class sizes — and 3) innovative programs or pilot offerings such as specialized academies.

The district said it will evaluate effects through a representative committee that will collect quantitative data (course‑taking patterns, grades, graduation on‑time indicators) and qualitative feedback from students, staff and families. Dr. Holman told the board the review will likely run through next school year and inform any future adjustments.

Board members asked about teacher workload and professional learning. Staff said they will provide training on teaching in block schedules, cross‑building teacher collaboration, and one‑time supports where schedule changes require redoing existing Individualized Education Program (IEP) service matrices.

The presentation framed the change as a “continuous improvement” effort: staff asked the board to allow time for teachers to adapt lesson design and for the district to track outcomes before considering further changes.

Looking ahead, staff urged principals and building teams to use the district reinvestment guidance to shape master schedules and to involve staff in building decisions so individual educators do not feel they must lobby for positions or programs.","District staff described the new six‑period schedule’s weekly pattern, why it was chosen, steps for evaluating its effects and how saved staffing costs will be reinvested. Officials said the schedule adds instructional hours and creates built‑in time for intervention, but acknowledged scheduling tradeoffs for staff and families.","actionData","errors"]

Article not found

District outlines staffing timeline, RIF resolution and how reinvested FTE will be allocated

Counseling team unveils centralized supports, Running Start equivalencies and access tools as district shifts to six‑period day

Lake Washington leaders outline implementation plan for six‑period high school day starting 2025–26