(Photos by Chi Krneta unless otherwise credited)

By Torin Record-Sand
Reporting for West Seattle Blog

Tuesday night brought new Seattle Public Schools superintendent, Ben Shuldiner, to West Seattle for the second to last meeting of his community engagement tour, a major opportunity to hear the voices of local SPS parents. The meeting was held at West Seattle elementary in High Point.

As a recent arrival in the district, Shuldiner is looking to get a better grasp of the district’s needs. In his own words, “Building trust is central to the work ahead, and I believe the best ideas come from listening to you and learning from your experiences in our schools.” The meeting series is meant to bridge that gap; especially key in times when budget-balancing has become a defining issue for the district.

(Photo by Torin Record-Sand)

Around 140 attendees were at the meeting, representing students and families from all schools across West Seattle, as well as members of West Seattle Elementary and general SPS staff. Superintendent Shuldiner was also accompanied by Bev Redmond, SPS chief of staff and public affairs, and school board president Gina Topp, the director of SPS District 6, which includes West Seattle, most of South Park, and Georgetown.

After a brief introduction by Redmond and Topp, Shuldiner quickly introduced the agenda for the evening. Much of the time was spent on small-group discussions at tables of approximately eight people each, with three simple questions: 1. What is going well? [for the district], 2. What is not going well?, and 3. What can SPS do to make things better? The audience was given 30 minutes to discuss, with around 10 minutes for each question, and then they were asked to choose a leader from their table to report back their consensus on each question to the whole of the audience.

On the side of the good, many in the audience highlighted the strength of teaching at schools throughout the district. “We have excellent teaching, and when the teaching is fantastic – it’s really fantastic.” said one of the communiry discussion leaders. Others pointed to the district having strengths in diversity and culture, especially in terms of access to dual language instruction programs. Many also said they were happy with the quality of after-school programs.

The negative side of things was more varied. The most consistent theme was the possibility of further funding cuts for the district, and how they could impact schools, as well as how they’ve impacted schools in the past. Some said they felt the district had so far preferred to cut school staff rather than administrators, while others were worried about whether extracurricular funding would remain the same. A large portion of parents were also concerned about technology use in classrooms, saying that policies against phone or tablet use in schools had not gone far enough. Finally, there were concerns related towards racial justice: one woman in the audience, who self-identified as Latina, said that there was not a good path for the Latino community to be represented in district meetings with the ever-present threat of immigration authorities. Another individual pointed at Shuldiner’s comments in an email to parents from a few days ago as insensitive; in particular, his use of the phrase “the soft bigotry of low expectations” referring to systemic issues BIPOC students encounter in the schools.

Suggestions from the community also featured a large amount of agreement. Many said they were happy with the interest the superintendent was showing in community outreach; and were hoping for even more opportunities for communication with the district. The technology issue was raised again, with many highlighting that they were hoping the district would make a stronger policy on both phones and tablets in schools, as well as the usage of AI. And, as also mentioned above, many hoped that if there were future cuts due to the budget deficit, these would be aimed more at administrators or district positions than staff members directly in the schools.

The superintendent’s tour concluded with an online sessioh tonight. Officials from the school district also said that, for anyone who was present at the West Seattle meeting, if they submitted comments via the digital form available to attendees, district staff will be working on taking in the feedback and making sure that every voice is heard.

West Seattle High School baseball supporters want to be sure you know Saturday (April 4) is your annual chance to see the team play at T-Mobile Park in the Mariners Classic – this year vs. Issaquah HS, at noon. Admission is free – just show up to cheer the Wildcats. They will be coming off a big night Friday – it’s the annual “West Cup” games with crosstown competitors Chief Sealth IHS and WSHS facing off at Nino Cantu Southwest Athletic Complex (2801 SW Thistle), 3:30 pm Friday for JV, 7 pm Friday for varsity. (This afternoon the two schools’ softball teams played each other – we’ll have coverage of that game later.)

Story and photos by Anne Higuera
Reporting for the West Seattle Blog

In the corner of an upstairs playroom at Tibbetts United Methodist Church, a parent is sitting on the floor surrounded by building blocks, talking with a small child. It looks like any other preschool, but this is actually a Parent Education classroom, a lab for a West Seattle cooperative preschool whose focus is to teach not just the kids, but everyone involved, and primarily the parent-students, who are enrolled at South Seattle College. This cooperative parent-education model has taught generations of students and children—hundreds of thousands across Washington since the 1940s—but a crisis is now looming. If a solution is not found, most programs will have to close at the end of June, including five preschools in West Seattle, because of a change in the way that community and technical colleges will be required to allocate their funding starting this summer. We told you last week about some initial advocacy efforts by the West Seattle co-ops to retain their funding, but to understand what’s at stake, and why this long-standing program is so unique and so beloved, there’s a lot more to know and some acronyms to learn.

How does it work and where did the money go?
Parent Education programs look slightly different at all 16 of the state colleges that have one, and 3 of them don’t even have a co-op preschool. Comparing two in close proximity: At North Seattle College, there are tenured professors in addition to teachers and students. At South Seattle, the college pays a coordinator and Parent Educators. There’s also a non-profit that runs each individual preschool site, paying preschool classroom teachers who work with parents enrolled in the college’s parent education classes. Those parents are assistant teachers in the classroom. State enrollment funding goes to pay the Parent Educators through the college and to offer the Parent Education classes, for which enrolled parents get college credit. Tuition waivers allow the parents who are students to pay less for classes to help offset the cost of lab fees at the co-op preschool where their child is enrolled. Some colleges have their Parent Education curriculum structured as a certificate program; neither South Seattle or North Seattle have this option.

(All photos from South Seattle College Cooperative Preschool Admiral location)

Over an extended time, the variability in the program structures across the state and lack of a path toward a degree has not been a big issue. That changed last summer when the State Board of Community and Technical Colleges (SBCTC), after a multi-year process, voted to change their allocation model, which determines how to decide which programs get funding. They voted to change the model to focus enrollment dollars on workforce development and credentialed programs. Applying the model this year means the Parent Education classes at 10 of the schools will not qualify for funding starting July 1, and the six schools that have certificate programs in Parent Education now have to become a credentialed program to keep their funding. “To become credentialed, these CTCs [Community and Technical Colleges] must submit required program approval materials … to show their Parent Education Program has workforce outcomes,” says the SBCTC board’s Communications Director Rachelle Alongi. She says they have until the end of June to get their paperwork approved.

The effect of the allocation model change on Parenting Education programs blindsided even those parent educators in regular touch with the SBCTC board. The board has a work group called the Organization of Parent Education Programs (OPEP) that meets quarterly with board staff. “Never once in 2 years did SBCTC say, ‘Hey, work group, we are going to change the allocation model, essentially defunding your 4,500 students across the state, so start looking for another way to pay for yourselves,’” says OPEP President Jen Giomi, who is also South Seattle’s coordinator. “They didn’t officially meet with OPEP until February and programs will be closed by June 30th.”

While following the new allocation model means the parenting programs as they exist today won’t be funded, Alongi stresses that the state board sets policy, while each community and technical college makes the ultimate decision about their offerings. “CTCs budget locally and determine the best way to use the funding that SBCTC allocates to them. We don’t allocate funds for programs or make decisions to cut programs.”

Giomi says communication was poor about all of the impacts of this funding change. “When college presidents voted for this new model, it seems, through conversations with program coordinators across the state, that most presidents didn’t understand that Parent Education would not receive money,” Giomi says. “[SBCTC says] they aren’t closing PE/Co-op programs. Colleges are still free to offer them. But if there’s no money attached to pay Parent Educators, most programs will close.”

Alongi says the SBCTC remains ready to work with colleges as they all adjust to the new allocation model that the board approved. “We will continue to work closely with CTCs, help programs meet established requirements, and provide funding that aligns with state policy standards—reflecting our shared commitment to education and supporting communities.”

What makes the co-op model different
At South Seattle’s Admiral co-op location, the first thing you might notice is that there are adults everywhere–at least one in every room, and interacting with one or more kids at sensory tables, building things, playing in a kid-size kitchen, looking through magnifying glasses. That’s because in addition to paid classroom teachers, part of the parents’ curriculum is being an assistant teacher in their child’s classroom one day a week, which is considered a lab in the parent education class. It’s the first of four requirements for the students.

“I love being in the classroom,” says Holly Stagg, who is in her 5th year in co-op, with her second child in the program. “I had instant admiration for the staff, parents, the community that it brought. Developing a sense of community was really important. It really helped me feel like we put down roots in West Seattle when we were new to the neighborhood.”

For the rest of the requirements, parents attend a monthly parents-only meeting with discussions about everything having to do with parenting—-child development, behavior and more. There are also required seminars quarterly on a variety of topics. If parents have questions or need feedback, help is right there. “The Parent Education program is the reason that we stayed,” says Stagg. “The monthly meeting where we meet as parents and families keeps me accountable as a parent, be a better parent, be a better person.”

Finally, each enrolled student commits to a job that helps make the preschool run. That could be a variety of things, from being a play dough maker or librarian to serving on the board of the non-profit that runs each of the preschool sites. Teacher Becca Allison signed up for the program nine years ago because of the way the program is structured and for the parent education, which she says cut through the noise of all of the opinions online and elsewhere. “Having one trusted source–that was a big deal,” she says. “The parent education is what sets us apart from so many other preschools. I’ll plan to stay for as long as they’ll have me. It is my favorite job that I’ve ever had.”

There’s that word “job” again. Clearly, this program is a job creator, with positions in the program often filled by parents who started out as students. But parenting itself, which anyone who has had kids will generally agree is a job, and an important one, is not workforce creation in the eyes of the state. Jen Schill, who is one of 11 Parent Educators for South’s preschools in West Seattle, says it puts these programs in a place where they have to, “prove that there’s a capitalist outcome,” when the value is in what she calls intangibles: “the connections and community that gets built. It’s a life-changer.”

OPEP, the work group for the Parent Education program, draws the lines between these cheerful classrooms and real-world outcomes when parents are taught best practices for parenting:

Improved child development and school readiness
Reduced child abuse, neglect and family violence,
Better parental mental health and family stability
Long-term economic benefits
Cost-effectiveness compared to remediation

Advocacy efforts
The possibility that Parenting Education programs will stop at the state colleges and technical schools has current and former co-op students and staff at many schools trying a number of things to avert closure, though Bellevue College has announced their program will definitely close this year. Giomi says their primary push is to ask that the SBCTC, “defer applying the new allocation funding model to Parent Education and associated Cooperative Lab Preschools for at least 1 year. There are lots of avenues to find funding, but it can’t be done in the 2 1/2 months that we’ve been given.” Other efforts include new state legislation to fund the programs (though that couldn’t happen until the 2027 session), grants and other fundraising. The West Seattle Co-op points to ways the community can get involved on their website.

The fundraising effort is being focused around a campaign called “It Takes a Village,” which will kick off on April 4th at the Phinney Ridge Association hall. A community meeting with Senator Rebecca Saldaña and educators is at 10am, followed by a press conference at 11 with Mayor Katie Wilson, educators and Mary’s Place. The goal with “It Takes a Village” is to raise $2 million by May 14th to keep the programs at North Seattle and South Seattle open for one more year until permanent funding can be secured. The two programs serve 2,100 families.

There is also a rally planned for April 9th at South Seattle College, where the SBCTC is coincidentally having its bi-monthly meeting. The invitation: “Join educators, families, and community members to make a public statement about the value of co-op preschools and parent education programs. Your presence helps show college leadership and legislators that these programs are essential to families and communities across Washington.” The rally starts at 8am at Cascade Hall.

As students and teachers plan out the final weeks of this school year at South Seattle College’s co-op preschools at Admiral, Alki, Lincoln Park, White Center and South Seattle, they are looking nervously ahead. With preschool enrollment already nearly full for next fall, Schill is worried, but hopeful that the advocacy work being done now will make a difference. “We have 5 trains on the track and hoping at least one of them reaches the station.”

Tomorrow night (Tuesday, March 31), new Seattle Public Schools Superintendent Ben Shuldiner is scheduled to make the West Seattle stop on his districtwide community-engagement tour. One of the issues he is likely hear about: Prospective staffing cuts at West Seattle High School. Though enrollment at WSHS continues to grow – as we’ve reported, portable classrooms have been added to hold everyone – there is concern the district is basing its decisions on faulty data. The West Seattle High School PTSA is leading a campaign to help get this message to district leadership. The following is from a letter they’re sending to the superintendent:

We are members of the West Seattle High School PTSA and our broader community. Together, we ask you to meet with the West Seattle High School’s SEA (Seattle Education Association) representatives regarding their request to discuss the projected enrollment calculations that will cause cuts in our school staffing and make it unfeasible for our school to implement a functioning Master Schedule for the 2026-2027 school year.

SPS’s current enrollment calculations indicate that WSHS will lose teachers, classes and education supports in the 2026-2027 school year that are essential to the academic success, access to equity and emotional well-being of our kids. For many students, these educators and opportunities are the reason they come to school.

The prospect that WSHS may lose art and CTE classes, our care coordinator and social worker, and that all subjects may be overenrolled due to SPS’s enrollment projects is very frustrating. The enrollment estimates on which SPS is considering these steps seem to ignore the following.

– Madison Middle School (our main feeder) currently has 40 more students in their 8th grade class compared to the previous year.
– There are 65 students on the WSHS waitlist, currently.
– SPS is projecting that WSHS will have 10 fewer students in 2026-2027.
– The projected 1 teacher to 180 students class size ratio is well above the 1 to 150 figure in the SEA Collective Bargaining Agreement and would not permit the creation of a functioning master schedule.

West Seattle High School has been over-enrolled and SPS has not adjusted our FTEs appropriately many times over the past decade. The West Seattle High School community appreciates the challenges of determining how to fund schools before knowing final enrollments. However, we are discouraged by the consistent inability of SPS’s budget development and re-allocation processes to provide adequate staffing and resources to our school. As [a letter from teachers] notes, we believe a root cause of this issue is the opaque data and projections used to make these estimates.

Recently, when WSHS enrollment has been miscalculated or our school’s schedules have been changed without consultation, our students, parents and teachers have attended SPS Board meetings and taken other means to share our experiences. We would all much rather be focused on educating our children and continuing to nurture our community, but we will make
ourselves heard again if necessary. We are aware that other schools may experience greater underfunding due to this situation than WSHS. However, we believe that continuing to share our perspective about the flaws in the budget allocation process should benefit the whole SPS community.

Respectfully, we urge you to grant the WSHS SEA representatives’ request for a meeting to discuss and mitigate our school’s enrollment projections and budget allocations. Further, we hope this situation is an opportunity for SPS to provide greater transparency regarding the data and assumptions that drive a budgeting process that has undermined student success at WSHS and other schools across the district for many years. We would welcome the opportunity to discuss these matters further.

WSHS is not alone in facing potential cuts, as the district is continuing to work toward a balanced budget; WSHS PTSA president Paul Bugala tells WSB, “The WSHS PTSA is very aware that other schools will be worse off if the SPS budget process follows its course. As the letter notes, we hope giving our perspective about the enrollment projection process and amplifying the voices of our teachers will be helpful for the whole SPS community.”

SUPERINTENDENT’S TUESDAY EVENT: Regardless of your interest in/issue with SPS, all are welcome at the superintendent’s Tuesday night event, 6:30 pm at West Seattle Elementary (6760 34th SW).

Support young entrepreneurs – get to Alki Elementary‘s temporary home at the former Schmitz Park Elementary (5000 SW Spokane) by 7 pm and buy what Alki students have made for this year’s Makers Market! All welcome. You’ll find face painting, jewelry, baked goods, “mystery bags,” stuffies, pillows, even music, all in the lunchroom and gym.

More photos shortly.

ADDED: Plants were a popular offering:

That included air plants:

Young artists offered both creations and inspiration:

And more treats!

Next year, Alki students will have a brand-new school in which to present their annual market!

By Anne Higuera
Reporting for West Seattle Blog

It’s not naptime. It’s advocacy time at the South Seattle College Cooperative Preschools, one of more than a dozen community college programs statewide that provide co-op preschool to kids while allowing their parents to earn college credit and learn effective parenting skills in the process. The majority of these programs, which are unique to Washington state, are now facing the possibility of closure this summer after the state board that governs community colleges voted to direct enrollment dollars only to courses that lead to a certificate or degree, something parent education programs don’t necessarily do. That leaves a popular program that’s been in place for 70+ years suddenly without the state funding on which it has relied.

A statewide parenting education group is now organizing to keep as many of the programs open as possible, including the West Seattle program and its 5 preschool locations. Here’s what that group, the Organization of Parenting Education Programs, wants you to know about why this program that calls parenting a vocation is so important to keep:

By offering parent education through vocational and technical colleges, Washington State aligns family support services with workforce development goals. Parent education programs enable parents to balance family responsibilities with careers and the demands of modern life. Additionally, parents develop workforce skills through running small nonprofit businesses in their communities guided by college instructors. Parents who are better supported are more likely to complete credentials, maintain employment, and contribute to a stable labor force. Over time, this investment strengthens Washington’s economy by increasing earning potential, reducing public-assistance dependency, and supporting intergenerational economic mobility.

Parent education and associated cooperative preschool lab schools represent a cost-effective use of public funds. By addressing challenges early and strengthening family systems, these programs help prevent more expensive interventions in child welfare, education remediation, healthcare, and criminal justice systems. Continued funding is a fiscally responsible strategy that emphasizes prevention, maximizes return on investment, and reduces long-term state expenditure.

The West Seattle-based co-op program points to statistics suggesting a significant return on investment for funds allocated to these programs. “Conservative estimates across multiple parenting and early-intervention models show returns ranging from $2 to $6 for every $1 invested, largely through avoided downstream costs.”

The program has its own advocacy page, with an array of different ways community members can contribute toward the effort to keep their program open, from making a crafty handprint plate with a child to send to their state representative, to signing a petition or calling a legislator. They made a call for action in their winter newsletter:

Over the last several years we have seen multiple programs across the state close. Most recently, the Bellevue Co-op, a long-standing leader in Parent Education, is scheduled to close this June. This has raised urgent concerns about the future of similar programs across Washington, including ours. We need your voice.

We are collecting personal testimonials, letters of support, and stories about how this program has shaped your family’s life. Your words will reach decision-makers in ways that data alone cannot. If this program has mattered to you, your voice can help protect it, for today’s families and for those who will come after you.

The Washington State Board of Community and Technical Colleges did not explicitly close the parenting education programs as part of its decision to change the way it allocates funds last year; it just ended enrollment funding for most of them. That leaves open the possibility that the programs that lost funding could be restructured to meet the new funding allocation rules or a new way might be found to fund them.

Find out more about the South Seattle Cooperative Preschools program here.

Madison Middle School‘s interim principal will become its permanent principal. Seattle Public Schools superintendent Ben Shuldiner made that announcement today, as published on the Madison website:

I am pleased to announce that Dr. Scott Pierce has been selected as the new principal for Madison Middle School.

Since October, Dr. Pierce has been serving as the interim principal at Madison. In this time, he has worked to build strong relationships and effectively lead and support the range of programs at Madison. Prior to this experience, Dr. Pierce served as assistant principal at Rainier Beach High School. Dr. Pierce has extensive experience as a Principal and Curriculum and Professional Development Specialist with the Tulare County Office of Education in California. Across these roles, he has led curriculum development, supported teacher growth, managed budgets and school operations, and implemented data-driven, equity-centered instructional practices. Together, his education and professional experiences demonstrate a sustained dedication to literacy, instructional leadership, and systemic school improvement.

Dr. Pierce earned his Doctor of Education in Organizational Change and Leadership from the University of Southern California (2019), where his dissertation evaluated the impact of quality literacy instruction in juvenile court schools, reflecting his commitment to advancing equitable outcomes for underserved student populations. He also earned a Master of Arts in Reading with Distinction from California State University, Fresno (2013), focusing on strategies to close the achievement gap for struggling adolescent learners, and a Bachelor of Arts in English (Literature) from Sonoma State University (2002).

Dr. Pierce is committed to building on the strengths of the Madison community and is looking forward to working with Madison students, staff, families and community members to make a difference for each student, every day. Dr. Pierce will continue in his current leadership role the remainder of this school year with his official start date as the permanent principal beginning on July 1, 2026.

Please join me in welcoming Dr. Pierce to the Madison Middle School community.

The announcement did not mention Madison’s previous principal Dr. Robert Gary Jr., who had led the school for 12 years when he departed on what was announced as “health leave” six months ago.

Last week, we told you about “Ms. Dez,” the Sanislo Elementary social worker who won a statewide award. This week – an assembly with special guests celebrated her and the grand reopening of Ms. Dez’s Boutique. Jen from the Sanislo PTA sent the report:

(Photos courtesy Seattle Public Schools)

On Wednesday (March 18), Sanislo Elementary recognized school social worker Ms. Dezirae “Ms. Dez” Brown, who was named Washington State’s Distinguished Social Worker of the Year. The student-led celebration took place during a schoolwide assembly attended by Superintendent Ben Schuldiner, Seattle School Board Director for District 6 and board president Gina Topp, alongside Sanislo’s dedicated teachers, students, staff, and parents.

The event also marked the grand reopening of Ms. Dez’s Boutique — a vital, community-supported resource she created to support Sanislo families with food, clothing, and essential items.

Surrounded by her parents, intern, mentor, and Principal Erica Ayer, Ms. Dez was celebrated for both her statewide recognition and the continued impact of her work in the Sanislo community.

Student tributes were read, too:

“Ms. Dez helps with anything you want her to help you with, like math, reading, writing, and a lot of other things you want from her.”

“Ms. Dez is the kindness of kind and she is a great social worker; she helps everybody with anything.

“She always makes everyone feel loved and safe!”

“Ms. Dez does so many things. She is very kind and cares for all of our students. Ms. Dez does a lot for this school, and we are all grateful for it.”

“She also helps kids get over big emotions and organizes things that everyone can participate in. She also makes sure that every student feels welcome, loved, cared for, and important.”

Ms. Dez’s Boutique is made possible through generous community support, and donations are always welcome to help ensure families have access to the resources they need. Please contact the PTA to contribute: sanisloelementarypta@gmail.com

By Torin Record-Sand
Reporting for West Seattle Blog

“Wow, looks like we’re West Seattle’s hottest ticket tonight!” That’s how Alki Elementary principal Mason Skeffington kicked off Wednesday night’s open house that drew a crowd of almost two hundred people. The subject of the open house was the plan for Seattle Public Schools to expand the Highly Capable program to Alki and Rainier View elementaries for the 2026 to 2027 academic year. Many of those gathered were families who already had students at Alki or are interested in going there when the program is implemented.

The HC program, which seeks to offer advanced instruction in language arts and mathematics, is currently only available for elementary students at 3 schools in the district – Cascadia, Decatur, and Thurgood Marshall. Of these, Thurgood Marshall is the closest to West Seattle, meaning many families that want to seek the program have to commit to long bus rides. And, notably, West Seattle has a higher percentage of students interested in the program: “15% of kids in our city are being served by the Highly Capable program, of those, 20% are in West Seattle,” said Dr. Paula Montgomery, director of the HC program, who delivered part of the night’s presentation.

The main question remaining even after the presentation seemed to be how exactly this will be implemented at Alki. The Highly Capable program revolves around providing two types of advanced instruction, one track with giving students a year’s advanced learning in language-arts instruction, and another track giving students up to two years advanced learning in mathematics; both requiring separate instruction. To make matters more challenging, students may qualify for one and not the other. So the question is whether to create self-contained HC cohort classes, or to attempt to integrate the advanced curriculum in other ways. There’s no definitive answer yet. Principal Skeffington said, however, that they would announce their official plans on March 31st. “We want the data in hand, and we want to be respectful of the Alki community.” he said. One of his notes throughout the night was that no matter the size of the influx of students for the new program, or the ways it might change the school, he is dedicated to giving a personal feel to instruction at Alki. “Each and every one of your children is important to me, whether they have [Highly Capable] designation or not. They matter, and are important. And I hope they are seen every day for the brilliance that they bring – that is what I try to live through.”

The open house also marked a chance for the community to get a preview of the nearly finished new building for the school. Principal Skeffington placed an emphasis on how the new, more open building would provide many opportunities for the Highly Capable program to thrive. These included elements of the building such as new non-traditional, open floor classrooms (in addition to traditional closed door ones), and even using the building as a site for ecological learning. (The new building will feature three forms of eco-friendly energy in addition to standard ones – energy-efficient ventilation, geothermal energy, and solar energy. These, he said, could all be used to help instruct students.)

The night closed with a brief Q&A – including these:

Q: Are siblings of Highly Capable students welcome?

A: They are, said school officials, but the family needs to do an open enrollment form. However, the school has been working fast, they said, to get families enrolled.

Q: Is there on-site after-school care?

A: Yes, which will be available through the Alki Community Center once it reopens concurrently with the school.

Q: If we apply for the new Alki site, is it guaranteed, or still a lottery?

A: If you are living in West Seattle and your child has a Highly Capable qualification, they are guaranteed a spot. Siblings, if they don’t have that qualification, are not guaranteed. They said they will allow families with siblings to go back to their original school if they do not get in.

If you have further questions for Alki Elementary about the program, the organizers of the event have a web form available here. They said they are working to get back to people as fast as possible. They also noted that further information about the program will be posted in the form of an FAQ on the Alki Elementary website soon.

Three West Seattle schools asked us to let you know that enrollment remains open for next school year:

LOUISA BOREN STEM K-8: This Seattle Public Schools PreK-8 at 5950 Delridge reminds families:

Louisa Boren STEM PK8 still has a few spots left for the `26-27 school year!

*SPS will be accepting late School Choice applications through March 31st, 2026*

We are a SPS PreK-8 Option School in West Seattle that uses Project-Based Learning with a STEM focus. If you’re looking for a smaller environment, hands on learning, strong community and a unique curriculum our school may be a great option for your family!

Please reach out to tours@stemk8pta.org to schedule a time to come check us out, or with any questions!

Learn more about our school: stemk8pta.org

(WSB file photo)

PRE-K AND KINDERGARTEN AT WEST SEATTLE ELEMENTARY: WS Elementary, also part of Seattle Public Schools, wants you to know that enrollment is open for Pre-K and kindergarten – this flyer has more info. The school is at 6760 34th SW.

A CHILD BECOMES … PRESCHOOL: The nonprofit, secular preschool is in a new home at Alki UCC (6115 SW Hinds) and has an enrollment announcement for next school year:

Is your little one ready for a year full of discovery? A Child Becomes Preschool has a few remaining spots for our Fall 2026 classes! We provide a warm, creative environment where play is the priority and every child feels at home.

Ages: 2.5 – 5 years
Highlights: Sensory play, outdoor exploration, and music
Curriculum: A balanced curriculum that supports the whole child: socially, emotionally, cognitively, and physically using hands-on experiences and intentional teaching

Secure your spot for September! Visit achildbecomes.org or call 206-932-4642 to schedule a tour. We can’t wait to show you around our new home in Alki!

Tryout time approaches for West Seattle High School‘s acclaimed Cheer Team! Here’s the announcement that Coach Nadine Nguyen asked us to share:

Are you ready to become a part of the State-Winning West Seattle High School Coed Cheer Team? Now’s your chance.
Tryouts will be held in person the following days and times at WSHS:

March 26th- 4:15 pm-6:30 pm
March 27th 4:15 pm-6:30 pm
March 28th 8 am-TBD

To try out, you will need to fill out all online forms and provide a current Sports Physical.

TRYOUT APPLICATION DUE March 13th (Link Below)

Stunt Clinics are on Tuesday March 17th @ 4:15pm-6:30 pm

To participate in Tryouts, Stunt Clinics, and the Cheer Clinic, please bring a printed and signed copy of the following items below to the first day of the clinics/tryouts.

We will also be hosting Cheer Clinics on March 18th @ 4:15 pm-6:30 pm

*For those interested in trying out for our State Winning Competition Team, you are invited to attend our Stunt Clinics where you will learn basic stunt skills.

-Student Athletic Registration Form
-Signed Parent Waiver
-Up-to-date Physical

The Tryout application and required forms are available through the following link tree:
https://linktr.ee/WSHSCHEER

For tips and more information regarding tryouts, follow our Instagram @westseattlecheer

Good Luck and Go Wildcats!! For Questions, email: nmnguyen@seattleschools.org

After three years at the former Schmitz Park Elementary, Alki Elementary will move into its new building this fall. So what’s next for Schmitz Park (5000 SW Spokane), which housed West Seattle Elementary for a year (during the WSES expansion) before Alki moved in? We asked Seattle Public Schools. Their reply: “Schmitz Park ES will be vacant next year. We are planning to implement some minor preventative maintenance repairs late Fall 2026 through Spring 2027.” This year marks 10 years since Schmitz Park Elementary’s final school year; its program became Genesee Hill Elementary in a then-brand-new building.

Even before the arrival of spring, families are finalizing school plans for next fall. Three of the peninsula’s Seattle Public Schools have opportunities to visit:

LAFAYETTE KINDERGARTEN TOUR: Lafayette Elementary will be hosting a Kindergarten Tour for incoming kindergarten families tomorrow morning (Monday, March 9), at 8:15 am. The announcement says “the tour is a great opportunity for parents and caregivers to see the school, learn about the kindergarten program, and ask questions.” Lafayette is at 2645 California SW.

FAIRMOUNT PARK KINDERGARTEN TOUR: On Tuesday evening (March 10), Fairmount Park Elementary is offering a kindergarten tour. Just be at the school (3800 SW Findlay) at 5 pm.

LOUISA BOREN STEM STILL HAS SPOTS: No planned tour this week, but you can schedule a visit. Here’s the announcement sent by the Louisa Boren STEM K-8 PTA:

Louisa Boren STEM PK8 still has a few spots left for the `26-27 school year!

*SPS will be accepting late School Choice applications through March 31st, 2026*

We are a SPS PreK-8 Option School in West Seattle that uses Project-Based Learning with a STEM focus. If you’re looking for a smaller environment, hands on learning, strong community and a unique curriculum our school may be a great option for your family!

Please reach out to tours@stemk8pta.org to schedule a time to come check us out, or with any questions!

Learn more about our school: stemk8pta.org

Boren STEM is at 5950 Delridge Way SW. General SPS enrollment info is here.