Knox County schools to keep four half-day professional development sessions after survey shows mixed family, strong principal support

Knox County Board of Education staff recommended the district keep a four half‑day model of early release days (to be labeled “half days” on the calendar) for the 2025–26 school year, citing survey results showing broad support from principals and majority support from families and staff.

Dr. Wilson, a district staff member who led the presentation, said the intent of the time is to “provide our school leaders with this series of opportunities that they can have over the course of the year to be able to engage the folks in their school, the staff in school‑based learning and collaboration,” and to use benchmark assessment data to target instruction.

The district survey drew more than 11,000 family responses, roughly 199 staff responses and about 51 principal responses. Ms. Lautner, who presented the survey findings, summarized: “As a community, we’re getting more accustomed to early release days.” She reported that 75.2% of family respondents said they would support continuation of the early release/half‑day approach (yes or yes with changes), up about 6.1% from the prior year; 70.5% of staff and 96.1% of principals also supported continuation.

Survey detail showed divergent format preferences. Families most commonly preferred a two full‑day model; staff and principals preferred retaining the current four half‑day model. Ms. Lautner said about 46.2% of families reported no challenges with early release days, while roughly half reported minor or more significant challenges. Child care and disruption to routine were the most‑cited family concerns.

Based on the data and follow‑up conversations with an academic principals’ council, district staff proposed specific dates and uses for the half days. The recommended dates for the 2025–26 calendar are Sept. 17, Nov. 19, Jan. 28 and March 25; staff said the Sept. 17 and Jan. 28 dates align with universal screener windows (aimsweb and i-Ready) and that Nov. 19 and March 25 align with predictive assessments used to forecast TCAP performance.

Staff recommended the half‑day schedule preserve approximately three hours of work time (allowing for breaks), split roughly into two hours of principal‑led collaborative professional development and one hour protected for teacher‑directed individual planning or application. Dr. Wilson said that frequency of opportunities across the year improves timely response to benchmark data and supports classroom application of new learning.

Board members asked about attendance effects and whether aftercare vendors could accommodate the schedule. Dr. Wilson said he did not have exact attendance numbers on hand but would provide any available correlation data prior to the next meeting. Staff said some aftercare providers have been able to adapt to the four half‑day model, though they face staffing challenges at certain times of year.

The board did not take a final vote on the calendar during the discussion recorded in the meeting transcript. Staff said they would present a calendar draft consistent with the recommendation for board consideration in April and that renaming the days “half days” would be reflected on the district calendar and related web pages.

Community members and several board members thanked staff for the survey work and asked for continued outreach to families and aftercare providers as the board finalizes a calendar.