# data[].attributes.headline
Fewer half days replaced with full day training options allows for focused in-depth training and less frequent impact to families

# data[].attributes.subject
Fewer half days replaced with full day training options allows for focused in-depth training and less frequent impact to families

# data[].attributes.body
Earlier date is needed for collaboration.

# data[].attributes.body
Elementary Teachers usually are conferencing for many more days than the 2 provided. I do not see an advantage of only giving one early release day, other than more instructional time. It will not provide more planning time for teachers.

# data[].attributes.body
Teachers have expressed an interest in getting together with other campuses (maybe by feeder pattern) during Early Release days and/or planning-prep days. Many of our upper elementary teachers are "singletons" in their grade level and would love to collaborate with other teachers in their content and grade level.

# data[].attributes.body
Elementary teachers definitely need more than one early release day for conferences. As it is, they are meeting with parents before and after school the week of conferences, as well as the week before and after.

# data[].attributes.body
I would consider the timing of CA completion to coincide with the planning day.

# data[].attributes.body
This allows for more time for the teacher poplations that do not get QuIPs OR these teachers can continue to meet for a few hours (like normal) but have time to align and collaborate with the rest of their teams

# data[].attributes.body
I have been asked if we can provide 1/2 day "calibration days" for all contents. Currently this is done for ELA and the teachers have seen such value in being able to come together (especially when preps are not the same) to focus on student artifacts and next steps.

# data[].attributes.body
Removing early release days can also help minimize loss of instruction in elementary classrooms. If teachers teach more than one content, one subject is typically removed from the schedule for the day due to lack of instructional time.

# data[].attributes.headline
This option is also beneficial to the special education teachers in order for them to participate.

# data[].attributes.subject
This option is also beneficial to the special education teachers in order for them to participate.

# data[].attributes.headline
It would be nice to get through a first round of September ELA QUIPs, first UA, and diagnostic writing before having this teacher prep day,

# data[].attributes.subject
It would be nice to get through a first round of September ELA QUIPs, first UA, and diagnostic writing before having this teacher prep day,

# data[].attributes.body
I believe whole day teacher prep days would be welcomed by the teachers. Especially if they coincide with the beginning of a grading period, much like we do at the start of second semester. Having time to set aside grades, grading, etc would help teachers be in the right frame of mind to really reflect on data and how to move forward.

# data[].attributes.body
are planned on these early release days. Will we continue to be able to have the afternoon with them, (from these full days) for these meetings to continue? Campuses can have mornings or at least plan for those teams who are used to meeting be excused ( campus plans around these?)

# data[].attributes.body
Rearranging meetings that are hosted during early release times.

# data[].attributes.body
Teacher attendance on full day teacher prep and planning days would be something to consider.

# data[].attributes.body
Strategic placing of the full days - take into consideration secondary constraints and loss of instructional time, implications for extra-curricular activities.