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From YouTube: School Board Work Session 03/20/23
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A
Here
a
little
Echo.
Thank
you
to
our
work
session.
Today
is
Monday
March
20th
board
members
present
in
the
boardroom.
We
have
members,
Jacobs
members,
Holloman
members,
lessons
lessons
and
member
Bellamy
and
I
will
announce
the
other
members
as
they
either
arrive
online
or
in
the
boardroom.
A
So
today
we
are
going
to
start
out
with
our
board
request
for
information
and
I
think
what
I
want
to
do
is
we
have
them
listed
in
board
connect.
Is
there
any
that's
not
there
that
you
are
interested
in,
because
those
are
the
ones
we
are
working
on
right
now.
A
A
We
also
have
a
superintendent
Bryant
with
us
today.
I
forgot
to
mention
that
we
have
various
stats
with
us,
as
well
as
our
executive
assistant,
Miss
Foster,.
A
Okay,
so
there
are:
let's
see
if
you
could
scroll
down
just
up
a
little
bit,
so
I
can
see
the
bottom
okay
long
range
and
now
back
to
the
top.
So
we
have
three
that
you
can
see
there
2022-23
virtual
learning
during
covid
that
request.
We
I
think
I
think
that
was
member
Dudley
I
think
do
we
do
we
is
there
any
way
to
pull
up
board
connect?
No,
not
board
connect,
but
do
you
have
that
I'm
trying
to
figure
out
how
to
see
who
submitted
them.
B
This
one
was
member
Donnelly.
B
A
C
A
So
okay
I
got
that
kind
of
emblazed
In
My
Memory,
but
right.
A
Thank
you,
so
that's
very
quick
to
get
our
next
one.
A
The
governor
governor
Donald
Levy,
let's
see
in
light
of
Governor
Donald's
proposal.
This
is
number
lessons
to
make
the
teacher
certification
process
less
onerous
quote.
Unquote.
The
development
sorry
got
a
smiled
in
my
eyes
are
bad
and
develop
the
fast
tracks.
Apprentice
program
for
State
for
the
state
of
Alaska
I
would
like
to
see
asd's
Roi
on
our
highly
qualified
teachers
care
care
of
this
year's.
D
I
mean
Europe
yeah.
This
is
a
question
that
came
to
mind
the
day
that
Governor
Dunleavy
made
a
press
release
and
I
was
really
interested
in
better
understanding.
The
relationship
between
student
growth
and
teacher
degree
level,
and
there
probably
are
different
ways
to
assess
that.
But
I
I
do
have
a
general
suspicion
that
we
should
follow
Finland
as
far
as
supporting
highly
qualified
teachers,
and
my
hypothesis
is
that
perhaps
student
growth
can
be
seen
according
to
level
of
teacher
preparedness.
Okay,.
B
A
The
next
two
weeks
is
there
anyone
else,
that's
interested
in
this
information
that
will
take
okay,
remember,
Jacobs
and
member
lessons.
So
that's
a
two-week
time
frame.
Is
that
good?
Thank
you,
and
so
the
next
one
is
that
it
I
think
there's
one
more.
D
Sure
this
is
also
in
response
to
the
governor's
press,
release
and
I
forget
the
name,
the
number
of
the
bill
that
was
unrolled
or
rolled
out
in
response,
but
it
asks
for
information
on
our
actual
teacher
vacancies.
D
If
we
do
look
historically
at
this
current
year
and
projections
for
next
year
with
respect
to
the
number
and
percent
vacant
and
correspondence
versus
brick
and
mortar
schools,
and
especially
in
our
title
versus
non-title
schools-
and
this
is
again
in
response
to
the
governor's
interest
in
promoting
teacher
retention
through
one-time
carrots
to
all
the
teachers
in
Alaska.
Teacher
retention
is
really
important,
but
I'm
concerned
that
a
flat
amount
per
teacher
would
be
an
ineffective
use
of
State
funding
would
usurp
local
control
because
it
wouldn't
allow
the
board
to
Target.
D
Funding
in
effective
ways
doesn't
address
acute
needs
within
certain
ASD
schools
and
doesn't
address
like
more
comprehensive
challenges
of
workplace
conditions
and
again,
my
hypothesis
is
that
well
at
least
I'm
not
aware
of
like
dramatic
shortages
within
our
correspondence
teachers,
for
instance,
and
I,
strongly
suspect
that
our
title
schools
may
have
more
vacancies
than
our
non-title
schools.
But
that's
just
hypothesis
and
I.
Think
that
the
idea
of
teacher
retention
is
really
important,
but
I'd
like
to
do
that
in
a
data
driven
way.
Thank.
A
B
A
B
Good
afternoon
ASD
Borden
Community,
as
we
all
know,
there
is
an
upcoming
ASD
Bond
proposition
on
the
April
4th
ballot.
We'll
provide
a
brief
overview
on
our
efforts
being
made
to
make
the
community
aware
of
this
information.
I'll
pass
it
on
to
our
chief
of
communications
and
external
Affairs
mg,
Tim.
A
E
Hey
good
afternoon,
thank
you
so
much
for
the
opportunity
to
brief
you
guys
on
where
we
are
with
our
bond
messaging
since
our
Communications
committee
meeting
a
few
weeks
ago.
So
we
got
a
short
PowerPoint
presentation
for
you
guys,
just
to
kind
of
take
a
look
and
I'll
just
get
down
to
the
quick
and
dirty.
So
what
we
have
this
year
is
a
new
logo
to
move
away
from
what
we
had
for
the
last
several
years.
E
Just
a
fresh
look
at
this,
and
so
we
created
our
Billboards,
our
signs
and
our
trifolds.
We
just
really
wanted
to
go
for
a
fresh
look
and
really
tap
into
the
ASD
blue
for
our
overall
messaging,
and
so
we
stuck
to
the
meat
and
potatoes
of
what
the
bond
is
about
really
tried
to
get
back
to
basics,
for
what
you
all
approved,
which
was
security
and
safety
upgrades,
and
so
that's
the
gist
of
our
messaging
for
our
Billboards
and
our
other
signage.
E
We
also
moved
forward
and
did
translations
like
we
did
for
our
our
signage
for
back
to
school,
and
we
chose
the
top
three
languages
for
the
district,
which
is
English,
Spanish
and
Samoan,
so
Kathy.
If
you
could
push
forward,
there
is
the
both
of
the
versions,
so
we
have
the
English,
the
Spanish
and
the
Samoan
right
there
for
you.
Those
Billboards
are
placed
around
our
school
locations,
specifically
the
ones
that
are
on
the
board.
E
I
mean
on
the
Bond,
as
well
as
other
locations,
where
we
have
some
high
traffic
area
for
folks
to
just
get
the
information
about
the
bond,
and
so
our
narrative
for
our
bond
this
year
is
again
focused
on
security
and
safety
upgrades
and
really
just
kind
of
gave,
a
historic
of
where
we
are
with
our
buildings
and
the
need
for
the
improvements
from
this
Bond
Kathy
next
slide,
and
so
for
the
tri-fold
and
other
messaging
such
as
this
trifold.
E
We
really
stuck
to
the
three
main
points,
which
is
the
security
vestibles,
the
roof
and
whatnot
on
on
there
on
your
screen
and
then
the
main
amount
for
the
Bond
as
well.
Kathy.
Next
slide.
E
Also,
we
outlined
a
map
that
gave
a
breakdown
for
the
buildings
and
the
specific
schools,
as
well
as
breakdown
for
each
individual
cost.
We
provided
that
in
the
tri-fold,
as
well
as
on
our
website
Kathy
next
slide.
We
also
provided
a
graphical
support
to
help
explain
what
this
meant
for
taxpayers
Kathy
next
slide,
and
then
we
have
a
radio
spot.
So
my
technical
skills
with
this
might
not
work.
So
I
got
the
radio
spot
in
here
for
you
guys
to
take
a
listen
to.
E
And
it's
a
30
second
spot,
that's
airing
on
the
main
radio
stations
that
we
have
here
in
our
Market.
It's
a
30!
Second
spot.
Okay,
that's!
Okay!
My
technical
skills
did
not
work
on
this.
F
Bond
proposition
supports
more
than
80
schools
with
Safety
and
Security
upgrades
without
major
improvements.
A
school's
functional
life
ranges
between
30
and
50
years,
but
many
of
ours
were
built
in
the
1960s
and
70s
and
from
time
to
time,
need
more
than
standard
care.
Primary
source
comes
from
voter
approved
Bonds
in
the
April
4th
municipal
election
learn
more
about
Proposition
1
visit,
asdk12.org
and
click
on
hot
topics.
E
E
That
did
not
work
Kathy.
So
we
can
just
fast
forward.
I
didn't
get
a
chance,
but
if
board
members
would
like
a
a
link
to
that,
we
can
provide
that
to
you
as
well.
So
you
guys
can
take
a
look
at
it
for
yourself
and
then
we
also
have
the
website.
We
stuck
to
the
same
concept
that
we
had
last
year
with
our
bond
and
built
the
web
page
around
that
as
well
centered
on
our
fresh
look
and
a
breakdown
of
the
different
categories
that
I
discussed
earlier.
We
also
have
earned
media.
E
So
we
did
a
makeup,
Monday
presentation,
last
Monday,
and
so
we
had
kty
ktuu
and
kyes
there
to
cover,
as
well
as
the
Anchorage
Daily
News.
We
will
have
another
opportunity
for
our
Media
Partners
to
do
a
story
tomorrow,
where
we
have
confirmation
from
a
couple.
Other
media
Outlets
that'll
go
ahead
and
do
a
story
and
then
really
kind
of
take
a
look
inside
some
of
our
schools
and
really
showcase
the
need
when
it
comes
to
roof,
repairs
and
and
whatnot.
So
we
have
that
planned
up
on
Deck
for
tomorrow.
E
A
G
Not
a
question
so
much
as
a
comment.
Thank
you
MJ
for
your
work
and
your
team's
work
on
the
effort
and
then
my
inner
geek
wants
to
point
out
that
the,
although
the
tri-fold
might
only
be
available
in
three
languages
in
the
signage,
our
website,
through
Google
Translate,
is
available
in
dozens
of
languages,
languages
and
there's
that
option
at
the
bottom
of
the
web.
Page
too.
For
folks
to
be
pointed
to.
Thank
you.
D
I
want
to
say
a
comment
and
an
appreciation,
so
thank
you
for
for
your
work
and
the
work
of
your
team.
I
received
a
postcard
in
our
mailbox
about
the
bond
in
a
timely
fashion.
I
think
it
came
on
Saturday,
so
that
was
great.
D
E
Page
yeah,
that's
the
intention,
so
we're
also
producing
an
in-house
video,
and
so
that's
the
so
the
video
that
we
have
out
right
now
on
on
air
I'm,
working
on
a
different
version
that
I
would
like
to
have
a
little
bit
longer,
so
that's
actually
being
produced
today,
so
I'll
upload
that
it's
just.
We
only
have
a
certain
amount
of
time
for
our
television
partners
and-
and
so
this
gives
us
an
opportunity
to
get
a
little
bit
more
deeper
into
the
details.
E
A
You
very
good
any
other
comments.
I
just
want
to
add.
Thank
you.
Are
the
schools
have
they
will
they
have
access
to
this
document?
Yes.
E
Actually,
we
talked
about
this
earlier
this
morning
in
cabinet,
and
so
the
schools
on
the
bond
will
have
that
information
as
well
to
them,
and
then
they
can
choose
on
how
they
want
to
share
that
with
their
families
and
their
staff,
but
they
definitely
will
have
that
available
for
them.
If
interested,
okay.
A
E
A
B
All
right
so
next
we'll
transition
into
a
conversation
about
professional
learning
communities.
So
one
of
my
beliefs
as
an
educator
is
that
professional
development
should
not
be
an
event,
but
rather
a
set
of
ongoing
experiences.
I
also
see
immense
value
in
supporting
teachers
with
job
embedded
time
to
collaborate
with
their
colleagues
on
teaching
and
learning
strategies.
So
by
expanding
the
professional
Learning
Community
model
district-wide,
there
could
be
an
opportunity
to
invest
in
making
progress
towards
our
goals
and
guardrails.
B
So
the
team
will
provide
a
high
level
overview
of
our
proposal
and
hear
from
you
on
what
other
information
the
board
might
need
before
making
any
decisions
on
this
type
of
a
change.
So
I'll
kick
it
off
to
the
team.
H
Thank
you,
Dr
Bryant
board
members
good
to
see
you
this
afternoon.
My
name
is
Kirsten
Johnson
for
the
record
senior
director
of
secondary
teaching.
No
sorry
secondary
education,
that's
a
different
title
for
a
different
time.
I
wanted
to
introduce
the
panel
here
today.
Just
so
you
know
who's
at
the
table:
Eric
vestey
from
elementary
education,
Chris
Opitz
from
assessment,
evaluation,
Diana
Beltran
from
teaching
and
learning,
and
then
first
time
I
think
you're
introduced
with
your
new
title
senior
director
of
Middle
School
Jose.
H
So
essentially
we
I
wanted
to
introduce
everybody
and
just
start
kick
us
off.
H
Professional
learning
communities
is
something
that
has
some
history
in
ASD,
but
we
want
to
propose
a
new
model
to
you
for
consideration
today,
but
we
want
to
walk
through
some
of
the
purpose
and
the
history
and
just
why,
before
we
dive
into
a
new
proposal,
I
also
I
wanted
to
introduce
the
panel,
because
this
is
really
a
team
effort
from
the
academic
Services
side
of
the
house
to
really
create
some
movement
in
our
district
around
student
achievement
and
so
with
that
I'm
going
to
turn
it
over
to
Eric
vestey
to
kick
us
out
or
sorry
Joe's,
a
Lobby
to
kick
us
off
today.
I
Thank
you
Kirsten.
So
before
we
dive
into
the
proposal
and
the
PLC
discussion
for
for
implementation
next
year,
we
wanted
to
to
give
you
a
foundation
for
what
plc's
are
and
a
great
way
to
start.
I
That
is
to
is
to
hear
from
one
of
the
the
experts
in
the
PLC
and
and
educator
collaboration,
work,
Richard
defore,
a
lot
of
our
a
lot
of
our
teachers
and
teams
have
had
an
opportunity
to
learn
from
Mr
defor
and
his
team
and
and
through
his
work,
he
defines
plc's
as
opportunities
for
educators
who
are
committed
to
working
collaboratively
in
ongoing
processes
of
collective
inquiry
using
culturally
responsive
action
research
in
order
to
improve
achievement
for
students.
I
The
idea
is
that
working
together
in
these
plc's
professional
learning
communities
Educators
can
operate
under
assumptions
that
key
to
improve
the
keto.
Improve
learning
for
students
is
that
continuous
job
embedded
learning
for
educators,
plcs,
provide
teachers,
an
opportunity
to
collaborate
and
improve
student
achievement.
I
So
our
vision
as
the
academic
team
is
to
Foster
that
continuous
collaboration
among
our
professional
learning
staff
in
order
to
address
our
mission
to
educate
all
students
for
success
in
life.
I
So
some
of
the
key
aspects
of
the
PLC,
the
professional
learning
cycle-
is
we're
able
to
provide
teacher-driven
professional
learning
model,
Educators
work,
they
think
together
collaboratively
and
they
focus
on
and
and
research
areas
of
their
professional
careers.
Over
the
course
of
several
weeks
they
work
to
to
come
to
some
understanding
of
a
topic
and
improve
what
they
do
in
the
classroom.
I
They
examine
student
outcomes
using
data,
it's
a
data-driven
model
in
order
to
close
the
achievement
gaps
and
we
would
be
addressing
the
guard
rails
that
we
have
in
place
for
student
needs.
I
It
allows
teachers
to
apply
those
new
learnings
while
being
held
accountable
for
those
practices
and
that
time
often
they
will
come
together
and
share
with
their
colleagues
what
they've
learned
through
those
Cycles
to
help
others
in
their
collaborative
needs.
I
It's
embedded
opportunities
for
teachers
to
choose
the
direction
that
they
need
in
order
to
improve
professionally
and
for
students,
and
it
provides
greater
cohesion
across
across
the
building.
And
finally,
it
does
build
that
teacher
Collective.
Efficacy
that
we
know
is
so
important,
so
I'd
like
to
turn
it
over
to
Chris
Opitz.
Who
can
give
us
a
real
world
understanding
of
how
this
works
in
an
elementary
school
as
he
had
the
opportunity
to
employ
plc's
at
Huffman
Elementary.
J
Thank
you
so
much
yeah,
so
this
is
going
back
to
my
days
as
a
principal
at
Huffman.
Elementary
I
want
to
emphasize
this
as
one
model
right
and
when
you
look
at
the
research
behind
plc's,
there's
some
different
ways
to
do
these
and
it
might
vary
from
level
to
level
and
so
just
to
clarify.
This
is
an
elementary
model.
When
I
was
at
Huffman,
you
know
it
was
typically
a
relatively
High
performing
school,
but
what?
What?
When
I,
looked
at
the
data
more
closely?
J
We
had
about
25
percent
of
our
kids
that
were
underperforming
pretty
consistently
and
so
through
a
lot
of
research
and
actually
work
with
solution
tree
and
the
defores
that
that's
the
same
model
that
we
used
at
Huffman.
J
We
began
to
investigate
and
I'm
just
going
to
kind
of
walk
you
through
what
we
did
as
an
example,
and
so
the
first
thing
we
did
is
we
spent
a
lot
of
time
reading
as
adults
right
reading
about
what
a
PLC
is,
what
a
PLC
is
not
and
building
sort
of
collaborative
Norms
coming
to
an
agreement
that
students
at
this
school
were
all
our
students.
We
don't
shut
our
doors,
we
work
in
collaboration
because
we
can't
do
it
alone,
and
so
we
had
some
sort
of
guiding
principles
that
help
us
get
started
with
that.
J
It
is
about
it's
about
people
and
a
process.
It
is
not
a
program
it's
about
people
and
process,
and
it's
only
as
good
as
the
people
and
the
time
that
they
collaborate.
That
was
also
a
guiding
principle
and
really
that
speaks
to
the
idea
of
collective
efficacy.
J
In
other
words,
they
are
all
our
students,
if,
if
we
don't
do
it
today,
who's
going
to-
and
so
it's
really
taking
responsibility
for
the
kids
that
are
in
our
care
at
a
building
level,
and
so
some
of
the
logistics
staff
met
once
per
week
in
grade
level
teams.
They
met
in
grade
level
teams
because
they
looked
at
assessments
together
and
they
needed
to
look
at
the
same
assessment
in
order
to
be
able
to
sort
of
compare
and
contrast
what
was
happening.
Hey
I
had
real
high
success
here.
J
Here's
what
happened
or
or
have
my
kids
really
struggled
with
this,
and
so
they
were
sharing
very
explicit
practices
based
on
student
outcome
data
and
the
assessments
that
they
brought
to
the
table.
I
would
say
the
biggest
challenge
that
we
faced
at
this
time.
They
chose
to
meet
either
before
school
or
after
school
or
during
their
planning
time.
J
J
That
was
definitely
one
of
the
biggest
hurdles
in
roadblocks
because,
as
you
know,
time
for
a
teacher
is
their
most
valuable
asset
and
so
I
I
very
much
understood
that
and
then,
of
course,
we
moved
to
two
staff
meetings
per
month
and
it
just
sort
of
logistically
became
more
and
more
difficult
to
implement.
J
So
in
terms
of
what
we
did
is
you
on
your
screen?
You
notice
four
main
questions.
These
four
questions
drove
everything
that
we
did
number
one.
What
do
we
want
students
to
know
and
be
able
to
do?
It
is
a
laser
focus
on
the
standards
and
learning
targets
that
we
expect
kids
to
to
to
master,
and
what
we
know
is
if
we
focus
on
everything
we
really
focus
on
nothing,
and
so
the
team
really
developed
what
they
believed
was
the
highest
priority
standard.
J
We
use
priority
standards
or
clipboard
checks
and
then
some
teams
morphed
into
maths.
The
primary
teachers
worked
with
their
report
card,
their
standards-based
report
cards
anyway,
they
focused
on
a
particular
standard
and
every
week
that
they
came
to
meet
they.
They
brought
that
evidence
of
student
learning.
So
really
it
is
a
a
reframing
instead
of
about
talking
about
what
are
we
teaching
we're
actually
looking
at
student
data
to
say
what
have
they
learned
or
not
learned?
J
So
that's
really
question
number
one
and
number
two,
because
we
ask
ourselves
how
do
we
know
if
they've
learned
it
or
not,
and
so
from
that
step
looking
at
it
collaboratively
they,
they
then
decide.
What
is
what
is
a
trend
or
pattern
that
I'm
seeing
that
I
am
going
to
address
and
I'm
going
to
close
this
specific
Gap
with
this
class,
or
maybe
it's
a
small
group
of
students
that
don't
have
a
particular
skill?
J
What
am
I
going
to
literally
do
next
week
to
close
this
Gap,
one
of
one
of
the
guiding
features
is
if
no
action
comes
out
of
a
PLC,
it's
a
waste
of
time.
That's
the
truth
right
if
we
don't
change
our
practice,
whether
that's
through
our
collaboration,
the
lessons
that
we've
learned
sharing
best
practices
and
what
we're
doing
in
the
classroom.
So
it's
really
it's
it's!
It's
leveraging
that
Professional
Knowledge
in
the
in
our
schools
with
the
experts
in
our
building
and
they
brought
it
like
they.
J
They
have
great
knowledge
and
great
experience
if
they
have
the
time
and
space
to
share
that
and
then
on
the
other
end
is
what
will
we
do
and
to
respond
when
some
students
already
know
it.
So
how
do
we
enrich
or
accelerate
for
those
kids
that
might
already
know
it
and
over
the
course
of
the
years
again?
This
is
one
piece
of
a
larger
puzzle,
but
we
had
you
know
working
with
our
instructional
coach
and
our
curriculum
implementation.
J
They
made
significant
gains
across
the
board
up
to
10
to
12
points
in
our
map,
scores
in
Alaska,
eight
Peaks
at
that
time,
but
it
was
really
our
staff
collaborating
sharing
their
knowledge,
making
a
really
specific
plan
to
close
gaps,
and
so
it's
really
their
their
work
and
dedication
to
collaboration
that
made
that
happen.
K
All
right
and
but
Mr
open
Sensei
is
then
Huffman
got
a
blue
ribbon
award
in
his
last
year
from
from
the
work
that
they
did
there
too.
So
thanks
for
being.
But
so
the
other
thing
to
add
to
that
is
from
the
research
and
benefit
practice.
K
John
Hattie
is
one
of
the
stronger
researchers
regarding
instructional
practice
and
visible
learning,
and
so,
when
you
look
at
the
organized
structures
that
we
need
to
design
to
Foster
this
culture
and
Foster
this
climate,
you
have
to
have
common
practices
and
methods
that
then
allow
teachers
to
have
that
Independence
and
practice
and
how
they
apply
their
Knowledge
and
Skills
and
professionalism.
K
And
so
you
know
to
achieve
the
student
growth
that
we're
looking
for
and
as
a
lines
to
teacher
preparedness
and
preparation
and
time,
organizing
teachers
in
those
collaborative
teams
and
then
working
them
to
build
that
culture
allows
for
the
ability
for
our
schools
to
lift
the
learner
needs
that
we
have
in
our
community
and
so
the
ability
to
do
that
in
competing
with
some
of
our
challenges
that
we
have
between
Staffing
and
subs
and
all
those
pieces.
K
K
So
that's
incredibly
powerful.
When
you
look
at
at
the
effect
size,
it
also
increases
staff
morale,
the
connectedness
that
our
Educators
would
have
could
be.
You
can
move
across
either
content
areas
you
can
move
across
grade
level,
teams,
the
fluidity
and
the
Dynamics,
and
the
flexibility
that
you
have
allows
to
allow
schools
to
be
nimble.
Also.
It
also
works
with
Recruitment
and
and
also
reads
and
retention
for
staff.
K
The
link
in
here
when
you
get
the
slide
deck
will
have
a
list
and
an
opportunity
to
be
able
to
have
the
whole
laundry
list
of
peer-reviewed
research.
For
you
to
look
at
also,
it
does
support
plcs
do
support
our
implementation,
we're
moving
forward
with
our
K3
reading
adoption
for
next
year.
This
would
align
and
work
parallel
with
that
reading,
adoption
and
we'd
be
prepared
to
launch
that
it
also
aligns
with
math.
It
goes
into
science,
art
and
so
the
opportunities
for
all
of
our
Educators
staff
to
participate.
K
H
This
slide
word
for
word,
but
I
wanted
to
just
give
a
brief
history
of
of
the
plc's
diamond
high
school
was
the
first
school
to
implement
plc's,
originally
in
2006
and
they've
actually
had
plc's
ever
since
they've
since
morphed
into
our
overall
High
School
plan
of
plc's
that's
been
ongoing
for
a
couple
of
years
now
they
were
followed
by
Polaris
and
a
couple
of
other
high
schools.
H
Over
the
years
it
became
evident
to
us
that
around
the
summer
of
2018
that
it
was
a
direction
that
many
of
our
Educators
and
principals
wanted
to
move
towards.
So
we
could
create
that
professional
space
to
do
that,
collaboration,
work,
and
so,
during
the
summer
of
2018
there
was
a
calendar
committee
formed
to
recommend
a
calendar,
but
part
of
the
discussion
was
district-wide
plc's
in
that
time,
in
a
survey
was
put
out
where
63
percent
of
the
respondents
were
were
open
to
the
idea
of
districts
wide
plcs.
H
At
that
time,
as
we
moved
into
the
1819
school
year,
the
plaque
committee
was
formed,
the
professional
learning
advisory
team.
They
really
researched
and
came
up
with
a
district-wide
definition
of
PLC
explored
the
the
readings
and
the
research
and
how
it
would
be
implemented
and
all
of
the
logistics.
H
Alongside
that
work,
our
high
schools
were
also
doing
similar
work
because
many
of
our
high
schools
had
already
engaged
in
plc's,
but
we
had
not
done
it
across
all
of
our
Comprehensive
High
Schools
and
so
that
research
and
planning
was
ongoing.
Much
of
that
was
halted,
unfortunately
pretty
drastically
by
the
pandemic.
During
that
time,
and
so
Focus
moved
on
to
pandemic
response,
and
so
in
the
1920s
school
year
there
was
still
some
ongoing
thought
processes
around
it,
but
it
wasn't
the
the
Urgent
focus
at
that
time
during
the
pandemic.
H
Despite
that,
high
schools
did
move
forward
in
the
2021
school
year
to
implement
plc's
across
the
board
and
all
of
our
comprehensive
high
schools
and
during
around
the
same
time,
our
middle
schools
incorporated
plc's
into
their
collaboration
time
as
well,
and
so
that's
where
we
sit
now
with
with
our
current
structure.
So
if
you
look
at
what
our
schools
are
doing
today
with
plc's,
every
Comprehensive
High
School,
we
affectionately
call
them.
H
The
big
eight
are
engaged
in
plc's
in
a
late
start
Monday
and
they
so
students
on
Mondays
attend
school
from
8
15
to
2
o'clock,
when,
typically
every
other
day
of
the
week,
they
start
at
7
30
at
the
high
school
level.
So
some
of
like
I,
had
said
before
some
schools
have
been
participating
for
many
years.
Some
are
two
years
into
this
implementation
and
in
the
in
the
next
structure
we
would.
H
We
would
recommend
continuing
that
in
our
Middle
School
level,
like
I
had
said
in
our
collaboration
time,
model
plcs
are
embedded
within
that
time.
Currently,
so
our
staff
do
know
that
process
and,
and
and
it's
currently
there,
the
the
big
gap
you
see,
though,
however,
is
at
the
elementary
level.
H
Currently,
there
is
no
space
right
now
in
their
day
for
professional
learning
communities
and
that's
where,
where
we
are
today
and
what
our
schools
are
doing
so
when
we
look
at
the
next
slide,
which
I'll
turn
over
to
Joe
and
addressing
that
Gap
at
the
elementary
level
is
pretty
critical
from
our
our
lens.
As
the
academic
Services
team.
I
Our
recommendation
is
that
we
move
to
a
weekly
PLC
that
would
affect
all
comprehensive
schools.
Schools
would
start
one
hour
later
for
students
on
those
PLC
Mondays,
so
that
our
Educators
have
an
opportunity
to
collaborate
on
those
Mondays.
I
I
Some
of
the
considerations
that
came
out
of
the
plat
conversations
back
in
2018
and
19
that
led
us
to
the
Mondays
were
some
considerations
such
as
it
was
something
that
those
high
schools
that
had
already
engaged
in
this
practice
had
been
using
Mondays
for
a
lot
of
our
schools
that
use
block
scheduling
it's
easier
to
do
a
late
start
on
a
Monday
as
opposed
to
a
midweek
system.
I
It's
easier
for
Teacher
attendance.
We
tend
to
have
more
Educators
Professionals
in
buildings,
less
trainings
and
things
like
that
on
Mondays,
and
so
it
allows
them
to
engage
in
that
discourse,
and
then
we
tend
to
see
fewer
Student,
Activities
and
other
obligations
that
teachers
might
have
on
Mondays
or
on
other
days
of
the
week,
and
so
Mondays
tend
to
have
better
participation
from
all
educators
on
the
next
slide.
As
a
visual
representation
of
what
this
would
look
like.
Quite
simply,
staff
come
to
to
work
at
their
normal
time
to
engage
in
this
PLC
work.
I
Students
would
arrive
and
begin
the
work
in
their
instructional
day,
one
hour
later
than
they
normally
would
so.
For
instance,
a
high
school
student
instead
of
starting
at
7
30,
would
start
at
8
30
and
the
one
hour
you
know.
Difference
between
the
levels
helps
with
our
tiered
Transportation,
which
is
one
of
the
main
considerations
of
making
a
plan
like
this
work.
H
So
to
support
the
the
work
of
professional
learning
Cycles
at
the
building
level,
it
does
take
some
some
resources
and
so
part
of
The
Proposal
is
the
Staffing
structure
that
you
see
here.
Some
of
this
is
currently
funded
at
the
secondary
level
already,
and
there
would
be
an
additional
funding
piece
that
would
need
to
come
at
the
elementary
level.
H
Currently,
we
already
employ
a
teacher
expert
for
the
secondary
level
in
plc's.
This
person
and
position
manage
all
the
logistics
of
PLC
time.
They
also
manage
the
collaboration
time
at
the
middle
school
level.
There's
a
lot
of
professional
development
that
they
are
responsible
for
implementing
and
carrying
out.
H
They
work
collaboratively
on
individual
basis
with
different
PLC
leads
and
buildings
and
principals
to
help
them
guide
the
work
at
the
site
level,
and
they
also
develop
a
lot
of
resources
to
use
in
the
PLC
model
so
that
that
our
teachers
can
focus
on
the
classroom
not
chasing
down
research
and
articles
they.
They
really
rely
on
that
teacher
expert
to
help
feed
them
that
work
so
that
they
can
focus
on
the
kids
at
the
site
level.
The
other
piece
we
would
recommend
is
a
counterpart
in
the
elementary
level.
H
This
would
be
an
additional
staff
piece
that
we
would
recommend
and
then
the
other
piece
of
our
structure
to
support
the
work
is
having
site-based
PLC
Specialists,
which
is
an
addenda
position
at
the
site
level.
Currently,
our
high
school
site-based
PLC
Specialists
receive
a
level
one
addenda,
so
it's
work
that
they
do
outside
of
their
teaching
duties
and
their
job
is
essentially
to
lead
the
PLC
work
for
their
building
and
collaborate
with
the
principal
and
then
also
that
teacher
expert
on
the
district
side
that
I
just
mentioned.
H
Thank
you
so
kind
of
Switching
gears
a
little
bit
if
we
look
at
each
level
of
school
and
how
it
would
look
if
this
proposal
were
accepted
moving
forward
high
schools
would
continue
to
maintain
their
PLC
practices
just
as
they
have.
Currently.
H
There
is
a
link
there
that,
when,
when
you
receive
the
PowerPoint,
if
you
want
to
look
at
the
consistent
elements
of
a
high
school
PLC,
you
could
look
at
those.
That's
really
where
you
see
like
the
staff.
Accountability
like
what
they're
required
to
do
and
engage
in
so
everybody's,
very
clear
about
the
expectations
of
that
time.
It's
not
a
it's,
not
a
sit
in
your
classroom.
Like
grade
your
assignments,
they're
actively
engaged
in
a
process
outlined
the
one
there's
two
larger
changes
for
the
high
school
level.
H
One
is,
we
would
extend
the
45
minute
time
frame
to
60
Minutes
in
this
proposal,
and
part
of
the
reasoning
for
that
is
that
we
have,
after
two
years
of
implementation
at
the
high
school
level.
45
five
minutes
is
a
fairly
rushed
time
to
really
dive
deep
into
a
topic
that
extra
15
minutes
makes
a
huge
difference
for
our
Educators,
when
they're
really
trying
to
dive
in
deep
with
data
and
a
topic,
and
so
we
would
extend
that
time.
H
The
other
part
that
would
change
at
the
high
school
level
is
that
bussing
would
adjust
to
the
one
hour
later
start
time.
Currently,
at
the
high
school
level,
if
students
need
to
ride
the
bus,
they
come
to
school
on
Monday
and
there
is
supervision
for
their
students
and
and
it
takes
staff
away
from
the
PLC
time,
which
is
not
necessarily
a
bad
thing,
because
schools
have
done
really
creative
things
with
that
time
for
kids
during
that
extra
45
minutes.
I
So
a
move
to
the
district
white
PLC
would
essentially
modify
some
of
the
work.
That's
already
happening
in
the
middle
schools
as
a
part
of
our
current
collaboration
time
structure.
We
are
implementing
plc's
one
day
a
week
in
in
that
that
45
minute
period,
and
while
it's
it's
good
for
our
staff
to
be
able
to
engage
in
that
work-
and
it
does,
you
know,
speak
to
and
improve
their
work
with
students.
I
It
does
take
one
day
away
that
they
would
otherwise
be
engaged
in
maybe
some
data
specific
work
with
students
working
on
their
individual
needs,
working
on
worry
lists
and
some
of
the
other
pieces
that
go
into
collaboration
time
so
moving
to
a
district-wide
PLC
would
give
those
Educators
time
to
do
the
same
collaborative
work
with
their
peers,
but
it
would
give
45
minutes
a
week
back
to
that
specific
student
support
that
happens
during
collaboration
time
much
like
high
school.
I
It
gets
us
an
hour
to
do
this
collaborative
work
and
I
think
we're
going
to
see
a
real
benefit
with
that
added
time.
One
of
the
you
know
advantages
to
a
strong
PLC
district-wide.
I
This
program
is,
it
allows
Educators
from
all
levels
to
collaborate
together
on
on
vertical
teaming
of
Concepts
and
needs
that
students
might
have,
and
so
I
see
that
as
a
rule
benefit
here
and
then
looking
ahead
to
the
full
transition
of
sixth
grades,
Middle
School
in
the
next
two
years,
providing
this
time
at
the
building
level
for
staff
to
understand
how
adjustments
and
and
student
needs
might
be
different,
having
three
levels
of
of
students
in
their
building
and
then,
as
we
have
perhaps
elementary
teachers
coming
into
middle
schools.
K
So,
with
Elementary,
instead
of
the
modification,
it's
going
to
be
an
implementation.
The
big
parts
that
we're
going
to
be
looking
at
will
be
a
focused
on
Advanced
student
alert
student
learning
meeting
and
collaborating
on
a
regular
basis.
Part
of
the
obstacle
that
we
currently
have
is
that
ongoing
professional
development
that
our
elementary
teachers,
paraprofessionals
staff,
are
missing.
So
that
would
be
a
huge
benefit
to
this.
K
The
promotion
of
the
spirit
of
collaboration,
the
structures
of
how
we
collaborate,
the
inquiry
model
and
reflection
and
using
data
to
help
guide
and
guide
those
conversations
and
then
using
actual
student
work
and
the
practice
and
those
common
formative
assessments
that
we
have
to
be
able
to
help
teachers
see
how
the
outcomes
of
our
practices
are
impacting
and
impacting.
Student
learning
in
a
real
time
live
instead
of
a
benchmark
or
an
annual
assessment
tool.
K
It
also
intentionally
supporting
PLC
meetings
would
have
a
school-wide
guidance,
so
we
would
want
to
be
starting
with
is
a
strong
model
that
would
help
take
and
bring
57
elementary
schools
together,
and
so
that
our
practices
and
routines
and
procedures
are
consistent
across
the
schools
which
goes
back
to
how
we
talked
about
that
Staffing
model.
With
that
elementary
PLC
expert
guiding
that
and
supporting
that
in
each
of
the
elementary
schools
and
then
monitoring
the
effectiveness
through
the
use
of
our
Benchmark
data.
Our
formative
assessment
data,
foreign.
K
We've
begun
work
to
explore
this.
In
fact,
we've
been
some.
Some
of
us
have
been
in
in
the
Platt
learning
groups
back
in
2018
and
even
before
that,
working
on
this,
so
it
kind
of
has
been
in
the
work's,
been
interrupted
due
to
covid,
but
we
came
back
at
it.
In
December
22
we
sent
a
team
to
learning
forward,
which
is
one
of
the
strongest
National
experts.
K
Besides
maybe
solution
trees
up
there
too
on
plc's,
and
so
we
sent
the
team
there
in
Nashville
last
last
late
early
winter
in
spring,
in
2023,
we
put
together
a
coalition
of
principals
and
teachers
that
are
working
now
and
continuing
to
work
on
inputting
information
such
as
our
definition
and
our
and
our
philosophy
and
our
vision
and
our
practices.
K
So
that's
happening
concurrently
in
June
of
2023
we're
preparing.
If
this
moves
over
to
be
able
to
offer
class
course,
credit
and
asdsa
in
August
of
2023
we're
preparing
to
launch
a
two-day
PLC
for
principals
and
leaders
and
then
through
the
first
quarter
of
the
Year
building
a
nine
to
ten
week
plan
for
rollout
and
implementation,
it's
gonna.
The
conversation
would
be
aligned
with
our
Ela
implementation
plan
for
our
K3
teachers.
So
it
would
be
an
ongoing
and
continual
support
for
those
teachers.
H
So,
looking
at
our
next
steps,
we
are
preparing
a
memo
for
the
next
board
meeting
the
first
one
in
April
regarding
late
start
Mondays
to
allow
for
the
PLC
time
upon
approval
of
that.
H
We
would
then
start
to
connect
with
the
Department
of
Education
at
the
state
level
to
discuss
our
our
want
to
move
forward
with
plc's
and
to
make
sure
our
late
start.
Mondays
could
be
counted
as
a
full
school
day
in
our
school
calendar.
We
would
communicate
with
our
families
and
our
community
and
partners.
There's
lots
of
Engagement
work
to
do
there.
We
would
start
our
transportation
planning
our
Bell
schedules.
H
A
Thank
you
very
much.
Well,
I'm
I'm
glad
to
see
that
we're
that
you're
thinking
this
way,
because
I
think
for
me
the
places
that
are
missing
for
our
continual
staff
development
is
time
to
just
talk
and
plan
and
and
review
the
data
and
The
Guiding
questions
Chris.
Those
are
wonderful
if
everybody
started
at
that
point,
I
think
the
outcomes
that
alone
would
improve
the
outcomes.
A
So
my
questions
and
I
think
everybody
else
is
it's
time
and
money
and
impact
to
students
and
I
know:
we've
got
about
15
minutes
and
I
dude
I
do
need
to
acknowledge
that
member
Wilson
is
online
and
she's
been
there
for
a
while.
So
she
she
has
joined
us
so
I.
Don't
know
that
we
have
to
answer
those
yet.
But
those
would
be
some
questions
for
me,
but
I
want
to
open
it
up
to
board
members.
Remember
Jacobs
yeah.
G
I
think
you've
been
a
president
and
I
appreciate
the
presentation.
Thank
you,
I'm
curious.
If
there's
an
intersection
between
what
we've
just
seen
and
then
the
ongoing
conversation
about
start
times,
that's
going
to
be
happening
this
week
at
the
town
halls
and
if
and
I
haven't
seen
the
slide
deck.
Yet
that's
going
to
be
presented
to
town
halls,
but
will
we
be
combining
these
two
concepts
and
presenting
them
as
one
to
the
community.
H
So
through
the
president
to
remember,
Jacobs,
I
I
think
that's
a
very
valid
question,
because
there's
two
concurrent
conversations
going
on
we're
prepared
as
a
team
to
adjust
to
the
school
start
time
conversation.
H
G
Thank
you
and
I,
don't
I
I,
don't
know,
I
mean
there's
a
question
for
Dr
Brian.
If
the
proposals
that
came
out
of
the
2018
school
start
time
process
will
be
discussed
at
the
town
halls.
But
if
we're
going
to
present
our
vision,
if
that's
part
of
the
process
for
the
town
halls
this
week,
I'm
not
sure
why
we
wouldn't
want
to
couple
it
with
what
PLC
would
look
like
as
part
of
that
and
I
was
just
thinking
through
the
2018
presentation.
G
I
couldn't
find
it
quickly
enough
in
board
docs
but
I
want
to
say
one
of
the
recommendations
had
high
school,
starting
at
8
or
8
30,
with
the
extra
hour
on
the
wood,
along
with
that
anyway,
and
so
least
our
high
schoolers-
and
you
know,
have
some
acclimation
to
that,
and
so
I
guess.
My
other
follow-up
question
aside
from
that
comment.
If
Dr
Brown
wanted
to
clarify
was
I'm
assuming
it
was
discussed
at
some
point
why
PLC
would
take
place
at
the
start
of
the
day
versus
the
end
of
the
day?
H
So
through
the
president,
Senator
Jacobs
in
the
work
that
we
did
with
our
high
school
principals
and
staff,
when
we
were
developing
a
PLC
model,
much
of
the
discussion
around
starting
at
the
beginning
of
the
day,
centers
around
a
few
different
concepts.
One
is
many
after
school
activities
take
place
across
the
board,
not
just
at
high
school,
but
at
our
middle
and
elementary
schools.
Many
of
our
teaching
staff
that
would
be
engaged
in
PLC
work
are
coaching
as
well.
H
So
if
the
students
are
staying
after
school
for
activities,
they
wouldn't
be
able
to
engage
in
the
PLC
work.
So
it
really,
then,
is
detrimental
to
the
whole
PLC
model,
because
we
don't
have
as
much
of
that
teacher
Collective
efficacy
as
we've
talked
about
the
other.
The
other
reason
for
the
start
of
the
day,
honestly
just
comes
from
being
people
being
fresher
in
the
morning
when
you're
looking
at
data
and
really
trying
to
dive
in
deep
to
a
topic
that
morning
hour
tends
to
to
be
preferred
by
most
people.
L
Thank
you,
I
I
saw
the
data
in
regards
to
the
benefits
of
the
start
times
have
not
seen
any
data
of
what
other
schools
have
done
and
how
this
has
impacted
academic
outcomes
and
what
approach
they
took.
How
much
was
involvement
coming
from
the
teachers
versus
just
the
administration
passed
through
I?
Think
all
those
are
important
questions
and
if
there's
some
data
out
there,
that
can
be
provided
to
us.
That
shows
what
they've
done
in
other
districts
I'm
sure
we're
not
the
first
one
to
do
this.
L
But
if
there's
some
data
to
show
what's
been
effective,
what
are
some
of
the
pitfalls?
I
think
to
opposing
cons
to
everything
and
we've
heard
the
the
advantages
here,
but
I
mean
there's
we're
taking
time
that
could
be
used
for
something
else.
You
know
our
time
is
valuable
and
all
of
it
can
be
used
in
some
constructive
way.
L
So
I
guess:
I
haven't
I'm
looking
at
a
balanced
type
review
where
academic
data
is
available,
so
I
can
see
what
worked
and
what
didn't
or
if
there
were
issues
or
concerns,
and
I
would
like
to
see
just
some
of
the
pros
and
cons
to
the
approach,
whether
it's
more
teacher
driven
but
topics,
whether
it's
more
just
Administration
top
down
I,
don't
want
to
get
into
the
conflict
again
that
we've
had
in
the
past,
I
think
between
with
some
teachers
and
administration
groups.
L
What
we've
heard
within
that,
so
that
kind
of
data
would
be
real
beneficial
for
me.
A
Okay,
thank
you,
member
Higgins.
Let's
go
with
member
Holloman
and
then
member
lessons.
M
And
really
I
just
want
to
make
a
comment
mainly
for
other
board
members.
Teaching
can
be
very
isolating.
You
know
say
that
I
worked
for
20
years
in
kind
of
a
weird
specialty,
where
I
was
always
the
only
person
at
the
work
site.
That
did
what
I
did,
but
I
could
stop
and
pick
up
the
phone
and
call
people
and
get
in
the
truck
and
drive
somewhere.
M
I
could
consult
with
vendors,
and
it
was
really
a
lot
of
resources
like
that
for
a
lot
of
teachers.
They
get
in
the
setting
up
where
they
go
to
the
room
in
the
morning
and
that's
where
they
are
all
day.
There's
not
time
in
the
day
to
interact
with
other
people
except
at
once
and
watches
aren't
all
that
long.
But
it
was
just
something
that
hit
me
as
I
came
into
it,
but
I
also
had
the
real
good
fortune
to
participate
in
a
national,
Sciences
Foundation
Grant
20
something
years
ago.
M
That
was
about
collaboration
between
science
teachers,
a
teacher
from
each
school
from
a
number
of
districts
around
the
state
and
and
it's
not
something
that
comes
naturally
to
a
lot
of
teachers
and-
and
you
can
let
it
go
for
a
long
time
and
it
won't
get
used
properly
unless
there
is
oversight
on
it
in
some
direction
on
it,
and
people
begin
to
believe
that
it
really
is
going
to
stick
around
for
a
while,
unlike
a
lot
of
other
great
ideas
that
work
marvelously
well,
but
then
they're
gone
after
a
few
years,
so
I
hope
that
it
gets
incorporated
into
the
culture.
M
I
think
it
would
be
a
draw
point
for
people
to
want
to
work
in
this
District
and
it
keeps
people
from
Spring
too
far
out
of
bounds
if
they're
tied
to
their
colleagues
and
they
sort
of
know
what
is
happening
in
other
classrooms.
It's
really
hard
to
know,
what's
even
happening
in
the
classroom
right
next
door,
you
don't
get
to
go
watch
while
you're
teaching.
So
it's
all
I
think
an
excellent
idea
with
a
lot
of
potential
for
the
long
run.
D
Really
excited
about
this,
it's
been
on
my
radar
for
a
couple
of
years.
You
know
that's
the
importance
of
that
collaborative
time,
that
time
to
be
a
professional
to
have
that
pure
learning
and
exploration
and
time
to
do
that
deep
dive.
D
B
D
One
question
I
had-
and
maybe
this
is
kind
of
off
in
left
field-
is
that
if
Middle
School
is
returning
45
minutes
back
to
collaborative
time
for
student
support,
does
that
mean
there's
any
change
in
PTR
and
I
know
that,
like
there
was
a
this
is
going
back
a
couple
of
years,
the
PTR
for
middle
school
went
up
a
little
bit
as
a
compromise
for
the
Middle
School
model,
and
this
is
where
my
backs
are
getting
a
little
fuzzy
so
without
having
very
non-class
sizes,
I
guess
this
version
of
time.
I
Sure,
through
the
president's
member
lessons
The
Returning
of
the
this
45
minutes
back
to
the
collaboration
time
as
opposed
to
a
PLC
model,
it
wouldn't
adjust
class
size
it
wouldn't
you
still
have
Educators
engaged
in
that
student
support
work
for
that
time.
I
I
It
was
at
the
beginning
of
the
day
so
that
now,
instead
of
an
academic
team,
those
four
six
teachers
working
together,
it
allows
them
to
be
more
creative
in
how
teams
of
teachers
at
the
building
are
collaborating
on
student
needs
right,
and
so
it
actually
provides
more
more
variety
and
creativity
at
the
building
level.
For
those
those
collaborative
opportunities
to
exist.
D
And
I
think
I
wanted
to
Echo
member
Jacob's
thought
just
a
little
bit
ago
about
how
important
it
may
be
to
link
both
of
these
in
our
public
conversations
this
week.
I
am
aware
that
the
Hot
Topic
site
is
already
live
and
the
slides
are
up
and
I
already
looked
at
them.
So
I'm
just
hopeful
that
these
two
are
part
of
a
a
tandem
discussion.
Yeah.
C
Interesting
how
this
would
impact
our
compliance
with
the
state
statutory
requirement
for
instructional
hours?
It
sounds
like
my
math
would
be
approximately
30,
maybe
more
than
30
hours
a
year.
We
would
no
longer
be
providing
instruction.
H
Currently,
the
models
that
are
in
place
at
high
school
meet
the
minimum
requirement
for
the
the
900
hours
you
cited
for
a
school,
so
we
actually
offer
more
hours
of
school
than
is
required
by
the
state.
So
we
are
able
to
operate
with
our
current
PLC
model
in
compliance
with
deed.
If
we
move
to
a
60,
Minute
PLC
model,
that's
where
we
would
need
to
engage
in
some
discussion.
A
Okay,
member
Jacobs.
G
G
That
would
be
really
helpful
and
I
I
wanted
to
Circle
back
and
express
optimism
and
support
for
the
idea
and
concept,
I,
think
and
especially
expanding
resources
at
the
elementary
level
for
our
Educators
member
Wilson
and
I,
both
during
a
school
tour
heard
repeatedly
that
professional
development
per
staff
continues
to
be
an
ongoing
challenge,
given
the
constraints
that
we
have
at
a
number
of
levels,
and
so
I
know
that
we
both
support
the
concept.
G
I
just
hope,
since
these
conversations,
which
are
so
closely
tied
together
with
school
start
times,
are
happening
almost
that
we
can
tie
these
two
because
I
think
they
overlap
their
benefits
from
one
or
the
other.
I
could
see
so
I'm,
assuming
you
folks
in
so
appreciate
the
the
presentation
and
humoring
the
questions.
Thank
you.
A
H
We
could
get
them
for
you
if
needed
yep.
The
other
note
Madam
president,
that
I
was
going
to
say,
is:
if
you
go
back
to
the
research
slide,
there
is
a
link
there.
If
you.
H
Really
want
to
dive
into
the
data
and
the
the
positive
effects
of
a
PLC
model.
There
is
a
link
on
the
data
slide
that
says
research
at
the
top
right
here
right
there
yep
that
link.
There
gives
you
all
the
peer-reviewed
articles
that
has
more
data
than
you
probably
ever
wanted
so.
A
All
right,
so
we
are
at
the
end
of
our
work
session.
I
want
to
thank
you
and
Dr
Bryant.
Thank
you
and
your
team
for
bringing
this
forward.
I
do
agree
that,
if
at
all
possible,
since
we
are
having
the
Earl
the
school
start
time
discussion,
it
just
seems
appropriate
that
we
at
least
mentioned
ELC.
So
people
are
not
surprised,
and
if
we
have
other
questions,
you
can
submit
them
to
Amanda
and
she
will
get
them
to
the
team.