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Board hears plan for early-release Wednesdays to deepen teacher collaboration and curriculum alignment
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Summary
Staff presented a rotating early-release Wednesday schedule focused on curriculum, data, special education/technology and staff collaboration; administrators said the schedule has supported curriculum rollout (Amplify reading) and will be refined with new checkpoint data next year.
District administrators described the early-release Wednesday structure the district used this year and recommended continuing and refining the schedule.
Administration said the early-release days rotate through four main topics: curriculum, data and special education/technology, staff meeting and professional collaboration, and guest speakers when appropriate. Staff noted that the Amplify reading series was a central focus this year and that new in-class data from the program will permit growth-model comparisons (for example, second- to third-grade progress) in the coming school year.
The presentation emphasized using checkpoints and in-class data to drive instruction and to identify students who need intervention before moving on. Administration said special-education staff, the intervention team and the school psychologist participated on those Wednesdays to support teachers, and the MLL (multilingual learners) team has been involved in planning and checkpoint review.
"Treat teachers like the professionals they are," said the principal who presented the report, describing the schedule as time for teachers to collaborate at grade level and vertically with teachers above and below them so they can better understand incoming students and align instruction.
Administrators also said they will continue to invite community members and outside experts to present on safety, mental-health topics and instructional strategies such as AED use and CPR refreshers. The board thanked staff for the work and discussed minor implementation challenges such as bell scheduling on Wednesdays.
What happens next: staff will refine checkpoint alignment to the new reading curriculum, continue targeted professional development, and share schedule and data procedures with the board for next-year planning.
