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Board reviews calendar committee options to expand sustained literacy training
Summary
Staff presented two calendar models for expanded literacy professional development — three full-day releases or multiple half-day releases — and recommended a hybrid of three full-day releases plus five one-hour early-release Wednesdays; the board will seek public feedback before adoption.
The district’s calendar committee (presented by speaker 4) outlined two primary models for delivering sustained professional development tied to a possible early-literacy curriculum adoption: (1) three full-day release days for deeper training, or (2) several 0.5-day releases spread through the year to allow more frequent follow-up. Committee members could not reach consensus.
Staff recommended a hybrid compromise that retains substantially more student seat time while providing sustained educator training: three full-day releases supplemented by five one-hour early-release Wednesdays for district- or school-specific professional learning. The committee emphasized the need to include classified staff (instructional assistants) in training and raised practical concerns about childcare and family impacts if a 4-day student week or intermittent half days were adopted.
The board asked staff to post the draft calendar for public comment and to return with adoption action after considering feedback. Staff noted the recommendation aims to balance sustained curriculum development needs with minimization of lost student seat time.
