Frequently asked questions

Answers to community questions and how to submit your questions or feedback.

District Budget

What is SPS plan for a responsible budget?

While we are not closing any schools for the 2024-25 school year, we will be making some necessary changes to balance our budget in a fiscally responsible manner that ensures educational excellence across the district. To balance the budget for 2024-25 school year, this district intends to seek the implementation of loan tools the Washington State Legislature provided to specifically address budget de-stabilization, along with restructuring some programs.   

How much is the budget shortfall? 

Seattle Public Schools (SPS) has been making significant reductions in its budget the last few years to move towards a position of long-term financial sustainability. Conservative fiscal practices, on-going reductions of $61.8 million in FY 2023-24 and $29 million proposed for FY 2024-25 have helped reduce the projected on-going deficit for 2025-26 from $129 million to approximately $94 million depending on the final approved budget for FY 2024-25.

SPS is anticipating one-time resources of $20 – $30 million to help balance the FY 2025-26 budget leaving a shortfall of between $50 million – $75 million. These ranges depend on unknowns such as the needs of special education students, actual enrollment, impacts of new collective bargaining agreements, and the ending fund balance from FY 2023-24. 

How much of the budget shortfall would be reduced by closing schools?

It is estimated that each elementary or K-8 site closure would result in savings of $750,000- $2,500,000.

On average, SPS estimates closing a site serving K-5 students would result in savings of approximately $1.5 million. Savings would be realized in the following areas.

State Activity Code Category and average estimated savings for 2025-26

• Other Support $940,000: Includes activities foundational to the operation of schools but not directly in the context of student instruction (culinary services, maintenance, custodial services, grounds, utilities, and information systems). This estimate is net of assumed on-going costs for maintenance, grounds, and utilities in vacated buildings.
• Principal’s Office $375,000: Includes management and coordination at the school level (principal, assistant principal, attendance specialists, and school clerical staff).
• Teaching Support $170,000: Includes building-based support services (non-teaching staff, building leadership team expenses, staff peak load expenses, activity-based stipends, and other miscellaneous teaching operational expenses).

Total $1,485,000

It is also anticipated that with a smaller number of schools and more stability across the district, efficiencies from centralized operational support services will also be realized. These savings are not included in the above estimates at this time, but will be estimated once a formal proposal is made.

If SPS recruited 4,900 new students, how would that impact the budget deficit? 

SPS estimates the district would receive approximately $66 million in revenue through the state’s funding model for an additional 4,900 kids (enrollment decline from 2019-23). 

The direct teaching expenses associated with serving those additional kids is estimated to be $54 million. This is only the direct cost of teachers and special education instructional assistants. Costs of other student facing supports such as school site administration and support staff (e.g., assistant principals, office staff, librarians, counselors, social workers) transportation, athletics, nutrition services, operations, etc. would also increase. The additional costs for those supports would be dependent on the specific needs of the additional 4,900 kids. 

Why can’t the district use its Fund Balance to cover the shortfall?  

For 2025-26, there are no significant one-time solutions available to help balance the budget. In order to stabilize the system going forward, system changes and/or an increase in resources are required.   

In 2023-24, the district used its Economic Stabilization Account ($42 million) to help cover the $131 million shortfall. Other Fund Balances have restricted purposes, like inventory or prepaid grant funds, or district restricted funds like school carry-forward balances.  

To balance the 2024-25 budget, the district is planning to use $32 million in one-time funds from the unrestricted Fund Balance and to borrow $27.5 million from its own capital program (to be repaid with interest by June 30, 2026). These short term or “bridge” solutions are in addition to ongoing budget cuts at the central office and at schools. 

Why can’t you just increase the size of the Operations levy to make up the funding gap? 

Operating Levy collections are capped by the Washington State Legislature so we are limited in how much we can collect from local taxpayers. SPS requests and receives the maximum amount allowed at the current time. 

Can SPS get more money from the state to make up the funding gap?  

SPS and all school districts will continue to work closely with the Legislature to improve the adequacy of funding for K-12 priorities. However, due to other statewide priorities receiving increased funding, K-12 spending has decreased from 52.4% in FY 2018-19 to 43.1% in FY 2023-24 as a percentage of the total state budget. Additional funding from the State cannot be relied upon to eliminate the funding gap.  

If the recommendation to consolidate schools is approved, will the district still need to make additional budget cuts? 

Whether SPS will need to make reductions in addition to school consolidations and a change in bell times will depend largely on the outcome of the 2025-26 Legislative session.   

We will be developing different budget scenarios in the fall and winter of the 2024-25 school year, which will prioritize where additional reductions or reinvestments would be made depending on the outcome of the Legislative session. 

Why can’t SPS just reduce Central Administration to cover its deficit?  

The projected deficit for FY 2025-26 is approximately $94 million. Total Central Administration spending for FY 2024-25 is budgeted at $69 million which is 5.5% of the total operations budget for SPS. This percentage has reduced from 6.4% in FY 2022-23. The district’s spending on Central Administration is in line with other peer districts in the Puget Sound area whose spending on Central Administration ranges from 7.75% to 5.04% for FY 2022-23.  

The district has a $1.2 billion budget. Closing a school to save $750,000 to $2.5 million doesn’t seem like it would make a big difference. Aren’t there better ways to cover the deficit?  

One alternative to closing schools would be to have less staff at each individual school. This would mean further reducing school staff — assistant principals, librarians, counselors, social workers, instructional aides, custodians, maintenance workers, security personnel, grounds staff, and/or reducing the number of teachers by increasing class sizes.  

We believe that these types of reductions in our existing system of schools would be in direct opposition to the district and community’s vision for a system of well-resourced schools.  

As context, in the proposed budget for FY 2024-25, 73% of the $1.25 billion budget is planned to be spent on Teaching and Teaching Support ($913.7 million).  

Of the remaining $339.3 million:  

• $202.1 million (16.1%) is for Support Activities (such as student transportation, nutrition services, maintenance and operations of buildings, technology, and security),   
• $68.1 million (5.4%) for Principal’s Offices (including Principals, Assistant Principals, school office support and school office supplies), and   
• $69.12 million (5.5%) for Central Administration.  

Saving $2 million by closing an individual site is the equivalent of approximately:   

• 20 – 30 operational staff positions (maintenance, security, custodial).  
• Bussing for 4 schools.   
• 33% of the Seattle Public Schools’ budget for athletics.   
• 12 – 15 teacher, academic interventionist, librarian, counselor, social worker, or nursing positions.  
• 20 – 25 Instructional Assistants.  
• 25% of per pupil discretionary funding at all schools.  
• Four years of library materials allocations at all schools.  

What other scenarios/options were considered to stabilize the budget? 

If SPS does not consolidate elementary schools and make a change to bell times, staffing throughout the system will have to be reduced — resulting in layoffs. Specific decisions have not been made. A list of potential other options SPS could explore is below:  

Examples of high-dollar reduction options (est. > $5 million each):​  

• Additional class size increases (K-12)​;  
• Changes to labor contracts. 

Examples of medium-dollar reduction options (est. $1 – $5 million each):​  

• Additional reductions in Central Office services for schools​;  
• Additional reductions in contingencies;​  
• Additional reductions in grounds, custodial, maintenance staffing; ​  
• Additional reductions in Professional Development; ​  
• Additional reductions in school non-staff discretionary funds; ​  
• Consolidate non-traditional schools; ​  
• Program adjustments and restructuring;​  
• Reduce or eliminate athletics​;  
• Reduce non-teaching staff at schools;​  
• Reduce school specialist staff (art, music, physical education)​;  
• Reduce or eliminate preschool offerings.  

Examples of low-dollar reduction options (est. <$1 million each):​  

• Additional furlough days for non-represented staff; ​  
• Additional reductions in Senior Leadership;​  
• Elimination of shared leave program for staff; ​  
• Reductions in Security; ​  
• Relocate from JSCEE; ​  
• Travel freeze.  

Has SPS considered philanthropic funding pursuits? 

While philanthropic funding can provide valuable short-term support, it doesn’t address the core issue of declining enrollment in Seattle Public Schools. Declining enrollment impacts state funding, which is based on student numbers, making it a structural challenge. Philanthropic efforts, while helpful for specific projects or initiatives, cannot reliably cover the ongoing operational costs tied to staffing, facilities, and student services. The long-term solution lies in adapting the district’s size and offerings to align with enrollment trends, rather than relying on unpredictable external funding. 

Consolidation and Closure

Why consolidate or close schools?  

As much as we love every one of our schools, when they are under-enrolled, they become under-resourced and this causes inequity and inconsistency from school to school.   

Why is SPS considering closing schools?  

Current funding in Washington State does not support small schools. Washington state funding is based on the cost to run a 400-student elementary school.  

Small elementary schools are not financially sustainable given the current funding model and student needs, and they dilute resources available throughout the system.   

The district can go in one of two directions – we can cut services and supports in smaller schools, or we can maintain and plan to enhance student services and supports with a reduction in the number of elementary schools to match elementary school enrollment. We must consider which is the greater priority – the location of the school building or the services and educational opportunities available to students when they are at school.   

Based on October 2024 enrollment data, SPS’s average elementary school enrollment is 317 students with 29 elementary and K-8 schools with fewer than 300 students and 24 more with between 300 and 400 students. None of the surrounding districts (Bellevue, Renton, Lake Washington, Shoreline, Highline) has an elementary school with less than 300 students.     

We have too many schools for the number of students we’re currently serving.    

The budget deficit has forced us to make some tough choices about how we want to serve students. By closing schools and serving students at fewer sites we can consolidate our resources and make sure students have access to the supports and services they need and deserve such as stable support staff, art, music and PE, social and emotional supports, and inclusive learning environments.   

If we don’t close schools, we’ll need to pursue other options to balance the budget including reducing core staffing, reducing or eliminating preschool, renegotiating labor contracts, and additional reductions in central office staff, curriculum adoptions and grounds/custodial staff. SPS believes in the importance of well-resourced schools but to make that vision a reality we need to restructure our system.  

What racial equity analysis has been completed in the recommendation for school closure? 

Racial Equity Analysis is more than a document, it’s an ongoing process of engagement, analysis, reflection and action. SPS has used the Racial Equity Analysis tool to guide our work throughout this process and we continue to use those questions to guide our work as we move forward. 

More information on how we have considered racial equity in the school closure process can be found on the Criteria, Data, and Equity webpage.  

Racial Equity Analysis documentation and reporting will continue to be part of the school closure process even after a decision is made and as SPS supports potential transitions.

How were the schools that are being consolidated or closed identified? 

More information, including details about the criteria and data used, is available on the Criteria, Data and Equity webpage. 

What is the rationale behind this pivot? If we could have always accomplished this by closing four, why were we advocating for closing 20? 

We didn’t start this process by deciding which or how many schools to close. Our goal was to find the best size and structure for our elementary schools to support our academic vision. However, we recognize the need for more time to collaborate with the community and build trust for this challenging work. 

For now, we are recommending the closure of four schools, with plans to consolidate them with nearby schools to minimize disruption. We’ll work closely with each affected community to ensure a smooth transition for students, families, and staff while tracking progress toward student outcomes.  

This is one step toward addressing our financial challenges, alongside seeking legislative support, adjusting school start times, renewing key levies in February 2025, and reducing central office expenses. 

Why are some high performing schools proposed for closure? The core concern of a school district should be equitable access to educational excellence, with academic success as the key indicator of overall success or failure. Why wasn’t academic performance one of the criteria? 

Academic excellence is always our top priority; however, it was not a criterion for school closures. 

When considering school closures, academic performance (often measured by test scores) was excluded from the criteria due to the inequities it can perpetuate. Performance metrics alone can overlook the excellence of a school and the brilliance of its students. Performance metrics like test scores also overlook available resources and the demographics of students impacted by closures. Decisions based solely on performance metrics can disproportionately affect low-income and BIPOC communities, exacerbating existing educational inequities.  

SPS started with the knowledge that all our schools have wonderful teachers and vibrant communities where students are encouraged to grow and learn. We started with our vision of a stronger district where every school has the resources students need and deserve. From there, we used a more holistic approach, focusing on criteria like equity, enrollment trends, and resource allocation to determine the best way to structure the system and achieve this vision. 

Why did SPS only look at elementary schools? 

SPS has more than 70 schools serving PreK-5 students, representing the largest portion of our schools. Our elementary schools are much smaller than elementary schools in nearby districts because Washington state funding is based on the cost to run a 400-student elementary school – see a dashboard comparing school sizes in local districts on the Well Resourced Schools Criteria Page. Reduced student numbers have led to underused buildings and increased operational costs, especially at our small elementary schools. Most of our middle and high schools are much larger. Closing schools helps redistribute resources efficiently and ensures students receive better support and access to a full range of educational programs. 

Consolidation and Closure Process

What strategies does the district have in place to support the well-being of students impacted by the transition? 

A variety of social emotional learning (SEL) supports are available to students and families at schools potentially impacted by the school consolidation/closure process.  

Our SEL team has developed a series of lesson plans for use in classrooms that focus on change, emotions, and when things may feel uncertain.  Students’ current school staff and supports play a critical role in providing support and input throughout the transition to a system of well-resourced schools. 

SPS is creating a central transition team that leads the closure and transition process districtwide. Schools will also have local transition teams guided by educators and families that help create a welcoming and trusting environment. 

After a final decision by the school board, school based transition teams will help communities by hosting tours for new families, creating safe spaces, building trust, and helping parent leaders (PTSAs) collaborate. Local transition teams will support an anti-racist school community that welcomes diverse new students and families. School leaders will be critical members of these teams, creating the vision for the new cohesive community and welcoming everyone. School closures are a new challenge for many people in SPS, but we have managed boundary changes and opening schools before, and we have seen school communities welcome new students and families with open arms. 

Communication and Community Engagement

How is this process going to lead to well-resourced schools? 

We have launched a community-wide effort to reimagine a system of well-resourced schools which offers students and families the support, the programs and resources, and the inspiration they need to succeed and thrive in the neighborhoods where they live.

We will continue this community engagement to ensure that the decisions we make will be responsive, equitable, and sound, as we consider making any substantial consolidation, closure, and programmatic changes. Read more about the well-resourced schools community engagement.

What strategies are being used to keep the community informed? 

The district has been sending direct messages to families and staff. SPS publishes information on the district website regarding a System of Well-Resourced Schools as information is available. 

How are we communicating and getting input from families for whom English is their second language? 

Translation and interpretation services are provided at community meetings based on request. American Sign Language (ASL), Amharic, Cantonese, Somali, Spanish, and Vietnamese interpreters are available to be requested. Additionally, our community can use Google translate for content published on the district website. District messages sent through email and text message to families are translated into the preferred language as indicated by families.

Board Planning

What other options could the Board consider to address the budget deficit? 

If SPS doesn’t close schools we will need to identify other ways to balance the budget including reducing core staffing, reducing or eliminating preschool, renegotiating labor contracts and additional reductions in central office staff, curriculum adoptions and grounds/custodial staff.  

How can I share my thoughts with the School Board before they make a decision? 

There are multiple ways to engage, including: 

Join one of our community sessions. 

Send us a comment or question.

Student Impact: Student Benefit

If SPS closes schools, will students receive transportation to their new school? 

SPS is not changing the eligibility criteria and ride times in the Transportation Service Standards. Consistent with our current standards, students who live inside the attendance area and outside the walk-zone for their assigned school will be eligible for transportation. Students who receive transportation as part of their IEP will continue to receive that service. 

What are the plans for preschool? 

Our plans for a well-resourced school system includes space for two Pre-K classrooms at every single elementary school. SPS knows that early childhood education is a critical part of a well-resourced schools system so Pre-K is an important consideration as we plan for well-resourced schools and school closures.

We want to provide Pre-K in all elementary schools and we know how important access to preschool is to families. This way students can start learning earlier, transition smoothly to kindergarten at the same school as older siblings and families can get involved in school life right from the start. We don’t currently have Pre-K available at every elementary school but we’re planning now so that every school will have space for Pre-K and we can continue expanding access alongside with our partners in the Seattle City Department of Education and Early Learning (DEEL). 

How will a system of well-resourced schools provide special education services? 

Every well-resourced school should have a continuum of supports and extensions so most students can get the services they need at their neighborhood school. The design for well-resourced schools includes 3 classrooms for intensive services at every school which would allow all schools to offer multiple intensive service models.

In well-resourced schools SPS will offer a more inclusive learning environment for all students, provide special education services in a less restrictive environment, and allow more students to be served at their neighborhood school instead of receiving services at a school farther from home. Special education services can also connect with PreK in every school so many students with disabilities can transition directly from PreK to kindergarten without switching schools.  

Student Impact: Assignments, Specific Programs, and Transportation

Will students impacted by boundary changes get continuing assignments? 

Continuing assignments (previously referred to as ‘grandfathered’ assignments) allow students to remain at their current school despite boundary changes. The School Board is responsible for making decisions about boundary adjustments and continuing assignments. 

Currently, boundary changes are being considered due to the consolidation and closure of some elementary schools. Whether students will be granted continuing assignments will depend on the specific scenario adopted by the School Board. Both potential scenarios require boundary changes to balance school capacity. As a result, some families may be impacted by these changes, and there may not be enough space to accommodate continuing assignments for all affected students. All continuing assignments are subject to the McKinney-Vento and foster care guidelines under school of origin. 

My child is going to have a new school in 2025-26 (either because their current school is closing or because of a boundary change), can I switch to the new school now? 

The final decision to close schools and change attendance area boundaries won’t be made by the School Board until December 2024. Families who want to request a different school during the 2024-25 school year may submit a Transfer Appeal, however, there is no guarantee of reassignment.  

My child has a choice assignment at a school that might be closing. Where will my child be assigned? 

Students with choice assignments at closing schools will be assigned to the consolidating school with other students from the closing school. For example, families with choice assignments at Stevens would be assigned to Montlake. If you would like to request an assignment at a different school, you can do so during open enrollment. Families who request their attendance area school during open enrollment will be automatically assigned. 

The final decision to close schools and change boundaries will be made by the School Board in January 2025. 

What are the potential impacts to students and families experiencing homelessness at closing schools? 

Students experiencing homelessness and their families would be given options regarding the schools nearest to their original school in accordance with the McKinney-Vento Act. 

Will transportation bus ride times increase with school closures? 

Ride times will remain within current transportation service standards of 45 minutes or less for elementary students (where feasible). 

The impact of school closures on student transportation times will vary based on the individual situation and the scenario that the School Board approves. Some students may be assigned to a school farther from home and have a slightly longer ride time. Other students may be assigned to a school closer to home and have a shorter commute. Some students who are currently within the walk zone for their school and aren’t eligible for transportation may be eligible for transportation at their new school. Families will get more information about how this change might impact their child’s transportation after the School Board approves new boundaries and student assignments are finalized.  

How will my student continue to receive HC services? 

SPS is offering highly capable and advanced learning services in all elementary schools so students can be served at their attendance area school. 

Students currently in the HC cohort at Cascadia, Decatur and Thurgood Marshall will have the option to remain in a cohort model, even if their school closes. 

What will happen with the Dual Language Immersion (DLI) programs?  

Dual Language education is an effective strategy for preventing and closing opportunity gaps for multilingual learners and building on their brilliance. SPS is committed to supporting a Dual Language Immersion program that serves multilingual learners close to home with the goals of bilingualism and biliteracy, grade level proficiency in both languages, and affirming cultural and linguistic identities. 

No changes are proposed for the existing dual language elementary schools for 2025-26.

Where will my child access intensive (Focus, Distinct) or specialized ( Medically Fragile, Deaf and Hard of Hearing) special education services? 

SPS will ensure that all special education services and the full continuum of pathways will be available to all students who qualify. For many students, the services and pathways will be available at their neighborhood school. If a student is assigned to a pathway not available at their neighborhood school, they will be assigned to a school that has the appropriate pathway as close as possible to their residence. A parent/guardian can request an IEP meeting at any time to discuss their student’s services. 

What happens to the PTSA funds at my current school?  

Each of the PTSA’s affiliated with a SPS is a separate legal entity with their own bylaws. Each situation is unique. We know PTSA leadership at the schools impacted will work with their schools’ leaders to assure the changes result in the best outcomes for kids.  

What happens to partner organizations in a closing building?  (reading partners, childcare, parks and rec, etc.) 

We know that the supports offered by partners are highly valued by our community. We will work closely with partners and school staff to maintain partnerships as much as possible, in alignment with the vision for Well-Resourced Schools. In particular we know that childcare is a valued support – our planning for well-resourced schools includes close engagement with our childcare partners, and consideration of what will be needed from a facilities perspective to support access to childcare in all elementary schools. 

Bigger schools will require more before/ after care for students. Is there a plan to expand afterschool programs to serve additional students? Will there be space for after care programs to operate? 

For many families after school care is critical. We will be working closely with our licensed childcare partners and other after school partners to identify ways their services can be maintained and expanded to meet increased demand in schools with more students. There will not be as many dedicated spaces for after school care, and this will require creativity, space sharing, and deeper partnership in order to meet the need.  

Will walk zones be adjusted if boundaries change? Crossing guard locations?  

Walk zones are determined by the School Traffic Safety Committee, not just SPS. SPS is a member of the committee and can make recommendations to change walk zones as necessary. Walk zones consider major arterials and they don’t expect students to cross unsafe intersections. 

SPS can review and adjust crossing guard locations as necessary, including in response to boundary changes. Unfortunately, we haven’t been able to fill all our crossing guard vacancies in recent years, so even if we would like a crossing guard at an intersection, it isn’t guaranteed that we’ll have one. Anyone interested in becoming a crossing guard can learn more on the Transportation webpage. 

Won’t there be greater transportation costs resulting from closures? 

Current state funding formulas for transportation are based on multiple factors including ridership and number of destinations. While SPS expects the total number of destinations to decrease (reducing state funding), we expect overall efficiencies to decrease total spending on transportation. 

Will SPS continue to allow requests to change schools outside of attendance areas for things such as allowing siblings to attend the same school? 

Yes, families will still be able to submit a choice application during open enrollment for other schools in the district including attendance area schools. The sibling tiebreaker will give priority for students who have a sibling at that school.  

Class Sizes, School Sizes, and Enrollment

SPS closed schools before and then re-opened them soon thereafter. Isn’t this just history repeating itself?  

No.  

District enrollment peaked in 1964 with 94,042 students and the district had 117 school buildings. Today, enrollment is approximately 48,000 students and there are 104 school buildings many of which have more capacity than the buildings they have replaced. On average, SPS’ elementary schools are only utilizing 65% of their capacity currently.  

From 2019-23, SPS enrollment has decreased by 4,900 students.​ 

Forecasts do not show substantial enrollment increases for at least the next 10 years. School districts go through longer-term cycles of enrollment increases and decreases.​ Enrollment is projected to continue to decline over the next 10 years.  

What will happen to current class sizes if schools are consolidated? 

Additional students in a building will result in a proportionate increase in teachers to maintain current student:teacher ratios. 

How many schools have fewer than 400 students?  

Based on October 2023 enrollment data, our average elementary school enrollment is 317 students with 29 elementary and K-8 schools with fewer than 300 students and 24 more with between 300 and 400 students. 

Why can’t we have smaller schools with smaller class sizes? 

Current funding in Washington state does not support smaller schools. Washington state funding is based on the cost to run a 400-student elementary school.  

Small elementary schools are not financially sustainable given the current funding model and student needs, and they dilute resources available throughout the system.  

The district can go in one of two directions – we can cut services and supports in smaller schools, or we can maintain and plan to enhance student services and supports with a reduction in the number of elementary schools to match elementary school enrollment. We must consider which is the greater priority – the location of the school building or the services and educational opportunities available to students when they are at school. 

Based on October 2023 enrollment data, our average elementary school enrollment is 317 students with 29 elementary and K-8 schools with fewer than 300 students and 24 more with between 300 and 400 students. None of the surrounding districts (Bellevue, Renton, Lake Washington, Shoreline, Highline) has an elementary school with less than 300 students.   

What is the ideal size of an elementary school? 

The ideal size of an elementary school is 3-4 classes per grade level, which is approximately 450-600 students. 

Elementary schools of this size: 

• Still allow for students to be well-known and cared for 
• Foster diverse friendships 
• Facilitate smoother transitions to middle school 
• Promote academic excellence through consistent grade-level teams and additional support staff 
• Prioritize social and emotional development  
• Create dependable access to Art, Music, PE, Sports, and clubs 
• Provide enrichment opportunities, and create a nurturing environment for all students 
• Strategically allocate resources 

What numbers were used to calculate enrollment? 

Enrollment is based on the annual October student count.  

How does the district ensure accuracy of the enrollment forecast? 

The district has consulted with multiple, external demographic experts, including FLO Analytics, and Educational Data Solutions, LLC, in addition to our district planning teams. Forecasts do not show enrollment growth in the next 10 years. See more about enrollment and projections.

What happens if enrollment increases in the next few years? 

Forecasts do not show substantial enrollment increases for at least the next 10 years, but we know that changes can happen and include a minimum 5 percent buffer in our capacity analysis to leave space for unanticipated changes.  

School districts go through longer term cycles of enrollment increases and decreases. In Seattle, enrollment peaked in the 1970s, declined until 2007, and then grew again until 2019. In the past, we closed schools and sold property. Currently, we are not planning on selling any property, but will be doing a deeper analysis of future facility needs and how to best position the district for the next growth cycle. See the March 2024 Enrollment and Demographics Trends Forecast.

How is enrollment predicted?

Demographic predictors of enrollment include population growth, housing, births, and migration. More information is available on the Enrollment Data page.

School Staffing and Personnel

What happens to the principals at potentially closing schools?  

Our Principal Association, PASS, has a negotiated agreement and a defined process that will be used for staff re-assignment or reduction during this process. SPS is committed to honoring our agreement with labor partners and the vital contributions of our educators. We recognize the deep connections educators establish with students, families and communities and we are committed to developing processes that respect the human aspect of change and prioritize continuity for communities and leaders while simultaneously upholding our agreements with labor partners. 

What happens to staff in our school if our building is closing, will they all have the option of moving with us? 

All labor partners have negotiated agreements that have a defined process that will be used for staff re-assignment during this process. SPS is committed to working with our labor partners to honor our labor agreements and the connections that staff members have built with their students and families.  

If the district does not consolidate schools, then layoffs will be necessary to maintain financial stability. Closing schools will result in fewer staffing reductions.  

How many staff will be impacted if the recommendation is approved? 

The number impacted will depend on which option the School Board selects when they consider the proposal to consolidate school buildings. 

We anticipate an impact on school leaders and support staff in schools.  

For educators, natural attrition — educators leaving the district for retirement and other reasons – is expected to minimize the need for a reduction-in-force (RIF) of educators.  

SPS is committed to following the spirit and letter of the Collective Bargaining Agreement (CBA). 

Here is all relevant CBA language for SEA, L302 and PASS contracts.

School Buildings and Sites

Will we still be able to rent space in buildings not used as schools? 

Rental of buildings not used as schools will need to follow board policies, including policy 6882, and will likely be different for each location. Rental of closed buildings, other than to another public agency or renewal of existing leases, normally will be accomplished through rental of the entire building to a single master tenant. SPS will be evaluating potential building uses and developing a management plan for any closed buildings. The goal will be to determine the best use of those buildings that will also preserve the ability to respond to future enrollment changes.  

What will happen to school buildings that are closed?  

SPS recognizes that schools are an important part of any neighborhood. Any closed buildings or sites will continue to be cared for and maintained, including implementing any security measures necessary.  

SPS will be evaluating potential building uses and developing a management plan for any closed buildings. The goal will be to determine the best use of those buildings that will also preserve the ability to respond to future enrollment changes. The management plans will ensure that we support the long-range facilities plan and the sites continue to be an active part of the community.  

If there is a proposal to change the use of a building to a non-school use SPS will follow existing Board policies. The neighborhood community surrounding the property would be provided a timeline and invited to comment in advance and their views would be considered by the Superintendent and the School Board. As part of any evaluation process, the district will consider the compatibility of the proposed use of the property with the neighborhood. 

Why doesn’t the district sell unused district property to help offset the impact? 

Selling district property only provides one-time funds, and by state law those funds can only be used for capital investments. It would not reduce the ongoing structural budget issue.  

Also, if the district were to sell property now, we would not be positioned to handle any future enrollment growth that may occur in 20-30 years. 

How does SPS calculate building capacity? 

We’re calculating school capacity a little differently than we have in the past because we want our school capacity to reflect our vision for well-resourced schools.  

• Well-resourced schools should be able to serve PreK and Special Education Intensive services so each building will have 3 full-size classrooms dedicated for Special Education Intensive services and 2 full-size classrooms for PreK. 
• Most students spend the majority of their instructional time in general education classrooms so full-size classrooms are prioritized for core instruction, including art and music. Resource, Multilingual and Speech Language Pathology/ Occupational Therapy/ Physical Therapy services will use spaces smaller than a full-size classroom (Approx. 700 sq. ft.).  
• Gen-Ed classroom capacity is 26 students for K-3 and 28 for 4th-5th. This is consistent with class size limits in the collective bargaining agreement.  

Schools that aren’t using any classrooms for PreK or Special Education services right now will have a smaller capacity number than in the past. For schools that are currently using several classrooms for Special Education services, PreK or community partners, the new capacity number might be bigger than expected.