The board reviewed a drafted letter asking the State Board of Education and ODE to preserve up to 60 hours (professional development and parent-teacher conferences) currently counted as instructional time, warning that removing them would force calendar extensions or cuts to PD/PTCs and impose unbudgeted costs.

Board discussed a drafted letter to the State Board of Education and ODE opposing a proposed rule change that would exclude professional development and parent-teacher conference hours from counted instructional time, citing operational and financial impacts and requesting flexibility or funding.

FFNEA representatives asked the board to scrutinize Governor Kehoe's Executive Order 26-01 and DESE's A–F grading plan, warning earlier testing could compress instruction and asking whether letter grades will influence the district's 2027 reorganization decisions.

After committee review and teacher input, Barrington CUSD 220 announced K–1 iPads will remain at school by default. District leaders described a 'purposeful access' framework and provided calibrated guidance for brief, teacher‑directed use tied to literacy, differentiation and content creation.

Associate Superintendent reported the state's proposed A–F report will rely solely on academic achievement, add Lexile literacy measures and a 'growth to proficiency' metric, and require much shorter assessment windows that could reduce instructional time by about five weeks in 2027; funding for implementation was not identified.

Trustees moved to convert the district calendar from days to hours for 2026–27 after discussion about new state rules that add recess minutes for K–5 and count only half toward instructional time, reducing available snow-day credit.

To align with recent MSDE reading and mathematics policies, Carroll County staff presented schedule changes: K–5 will receive 150 minutes daily of reading/writing (including a 30‑minute supplemental block) and 90 minutes of daily math (including 30 supplemental minutes); three middle schools will pilot expanded blocks and supplemental time next year.

A board member reported on OSBA governance work and an extended discussion covered reasons some districts move to four‑day weeks and pushback on a statewide accounting-code project cited as costly and time-consuming to implement.

Administration presented two 2027–28 calendar options: Option A adds instructional time and planning days but extends the school year into June; Option B ends earlier with fewer teacher work days. A division survey (2,432 responses, 2,678 comments) favored Option B overall; teachers preferred Option B by about two‑to‑one. Administration will return June 17 with a recommendation.

At a May 7 committee meeting, Mr. Snyder proposed replacing the district's hybrid block schedule with a six-period, yearlong model that would increase seat time for core classes, reduce total credits available and require further stakeholder engagement; the committee agreed to continue outreach and analysis before any decision.

The Senate Education Committee approved HB 2032, moving most statewide assessment windows toward the end of the year and delaying official score delivery to districts, after educators testified it would allow more instructional time and produce more accurate results.

Proponents told the House Committee on Education that Senate Bill 15 96 A would let the State Board of Education count intentionally designed play-based activities as instructional minutes for kindergarten through grade 5; ODE said current rules do not specifically address play-based learning and the bill would direct rulemaking.

After discussion of implementation challenges and impacts on instructional time, the Socorro ISD board voted to deny a resolution that would require adoption of a daily prayer period consistent with Senate Bill 11; administration had recommended declining to establish the daily prayer time.

The board approved the 2026–27 school calendar (Resolution 7,246) and exemptions to state instructional time rules for parent‑teacher conferences and Alliance High School (Resolution 7,247). Directors debated Wednesday monthly early releases, start‑date alignment and impacts on working families.

HB 199 would temporarily extend local alternative growth assessments while the state finalizes new assessment contracts; the subcommittee reported the bill unanimously after wide support from school divisions and education groups.

State officials and education researchers told the House Interim Committee on Education that Oregon’s instructional-time rules set minimums but the state does not collect district-level minute counts; research finds more instructional time generally improves outcomes if paired with better instructional practices. Committee members raised concerns about chronic absenteeism and uneven district allowances for activities counted as instructional time.

After more than an hour of public comment and board debate about instructional time, student wellbeing and legal risk, the Winston-Salem/Forsyth County School Board rescinded its prior calendar decision and voted to adopt a modified 2026–27 school calendar while staff pursues waiver or exemption options.

Administrators presented two draft calendars for 2026–27 that differ in start date (Aug. 6 vs. Aug. 10), allocation of additional instructional days and summer learning days (22 vs. 20); staff will survey parents and return a recommendation next month.

After a two-hour debate, the Boone County Board of Education voted 1–4 against adopting a district policy to implement KRS 158.200's moral-instruction provisions, citing scheduling complexity, lost instructional time, and unclear statutory definitions.

DPI told the committee which districts are operating under instructional‑unit‑time waivers and which have approved four‑day school weeks; county and district extensions vary by approval history and administrative code rules.

District staff described a streamlined assessment plan for 2025–26 emphasizing I‑Ready, reduced redundancy and embedded progress monitoring; Milwaukee Teachers’ Education Association raised concerns that the district omitted non‑mandated local assessments from the slide and that testing time has increased dramatically in some schools.

The Horseheads Teachers Association reported low staff morale in a survey and teachers described how the new four‑day cycle and consolidated schedule have reduced science and social studies time and shifted specials; the board asked for the teacher's written materials and said it will consider changes.

Draft NAC 390 language would limit district-administered local assessments to no more than 2% of total instructional minutes and no more than five separate assessments per pupil per year unless a state board waiver is granted; statewide/federal accountability assessments are excluded from the 2% cap.

Board reviews action team's recommendations for longer school days and recess policies amid legislative changes.

Board members review enrollment data, community engagement, and teacher retention issues in education.