When school is optional, students opt out! 當上課變成可有可無時， 學生便會選擇不參與。
When school is optional, students opt out! 當上課變成可有可無時， 學生便會選擇不參與。
The Issue
Petition to Review and Reconsider the Increase of Personal Learning Time (PLT)
To:
Richmond School District Board of Education (SD38)
Superintendent Uish
Assistant superintendent Naser
Cc:
Richmond Board Trustees of Education
Richmond Secondary School Administration( RSSA)
Richmond District Parents Association（RDPA）
Richmond Teachers’ Association（RTA）
CUPE Local 716
Background
We, the undersigned parents and guardians of students 10 of the Secondary Schools in Richmond , are writing to express our concern regarding the decision to increase Personal Learning Time (PLT) from 96 minutes to 120 minutes per week, effective September 2026.
While we recognize the importance of supporting student learning and well-being, we believe this change requires further consultation with families, educators, and stakeholders prior to implementation.
Concerns
1. Impact on Instructional Time
An increase in PLT reduces time available for direct instructional learning and structured classroom teaching.
2. Effectiveness of Current Model
Student support can be effectively delivered through classroom instruction, targeted tutorials, homework support, and teacher office hours without increasing scheduled PLT time.
3. Need for Accurate Data, Transparency, and Stakeholder Collaboration
Before determining the 2026–2027 Personal Learning Time (PLT) schedule, we request that the District ensure transparency and collaborate with partner groups and stakeholders throughout the decision-making process.
Furthermore, before finalizing the PLT structure for the 2026–2027 school year, we request that the District formally review survey results, as well as parents’ feedback, concerns, and recommendations. We also request that the District publicly share data from the 2025–2026 school year regarding:
Student attendance and participation in classrooms during PLT;
The extent to which students accessed teacher support and guidance during PLT; and
Evidence demonstrating the effectiveness of the current PLT model.
In the interest of transparency, accountability, and good governance, we believe that administrative decisions affecting instructional time should be conducted openly and with the oversight and participation of partner groups and stakeholders. Decisions of this significance should be made through a transparent and collaborative review process.
We request confirmation that meaningful consultation has taken place with all key stakeholder groups prior to implementation. We further request that, before finalizing the 2026–2027 PLT structure, the District formally review survey findings and stakeholder feedback.
Stakeholders should include:
Richmond Secondary School Administration( RSSA)
Richmond District Parents Association（RDPA）
Richmond Teachers’ Association（RTA）
CUPE Local 716
4.Comparison with Other Districts
Many school districts across British Columbia do not use formal PLT blocks. Instead, they provide additional student support through regular classroom instruction, tutorials, teacher office hours, and other flexible learning opportunities. These approaches may offer greater flexibility while preserving instructional time.
5. Questions Regarding Instructional Time and Educational Rationale
According to the report, PLT will increase by 24 minutes per week. We seek clarification regarding where this additional time will come from and whether instructional time in other courses will be reduced.
Furthermore, Assistant Superintendent Naser indicated that the proposed increase in PLT is not related to budget reductions. If this is the case, we respectfully ask why teachers are not permitted to provide direct instruction during PLT.
Our understanding is that teachers are already challenged to complete the required curriculum within the available instructional time. We are concerned that increasing PLT while limiting teacher-led instruction could reduce the time available to cover course content and support student achievement. We therefore ask the District to provide the educational evidence and rationale supporting this change.
—————————————
Our Request
We respectfully request that the Richmond School District Board of Education:
Pause the implementation of the proposed increase to 120 minutes of PLT per week;
Provide accurate and publicly available data regarding student participation in classrooms during PLT;
Conduct a comprehensive review of the current PLT model and its impact on learning, instructional time, and scheduling;
Engage in meaningful consultation with parents, educators, support staff, administrators, and students;
Ensure that partner groups and stakeholders are involved in the review and decision-making process; and
Consider alternative models that better balance instructional time and student support.
—————————————
Conclusion
We believe that decisions affecting instructional time should be evidence-informed, transparent, and developed in collaboration with the school community.
We respectfully request that the Board reconsider this decision before implementation and ensure that any future changes to PLT are based on clear educational evidence, meaningful consultation, and a transparent review process.
要求重新檢視並重新考慮增加個人學習時間（PLT）的請願書
致：
Richmond School District Board of Education (SD38)
列治文學務局教育委員會（SD38）
Superintendent Uish
學區總監 Uish
Assistant superintendent Naser
副學區總監 Naser
副本：
列治文學區教育委員（Board Trustees）
列治文中學校長及副校長協會（RSSA）
列治文學區家長協會（RDPA）
列治文教師協會（RTA）
CUPE Local 716
背景
我們是列治文十所中學學生的家長及監護人，對於學區決定自 2026 年 9 月起，將個人學習時間（Personal Learning Time, PLT）由每週 96 分鐘增加至 120 分鐘，表示關注。
雖然我們理解支持學生學習及身心健康的重要性，但我們認為，在正式實施之前，此項改變應先與家庭、教育工作者及各持份者進行更廣泛及具意義的諮詢。
關注事項
1. 對課堂教學時間的影響
增加 PLT 時間，將減少直接教學及有系統課堂學習的時間。
2. 現行模式的有效性
學生支援可透過日常課堂教學、針對性補習、功課支援以及教師辦公時間等方式有效提供，而無需增加固定安排的 PLT 時間。
3. 對準確數據、透明度及持份者合作的需求
在決定 2026–2027 學年個人學習時間（PLT）安排之前，我們要求學區確保整個決策過程公開透明，並與合作夥伴及各持份者共同參與。
此外，在最終確定 2026–2027 學年 PLT 架構之前，我們要求學區正式檢視相關調查結果，以及家長提出的意見、關注及建議。我們亦要求學區公開分享 2025–2026 學年的相關數據，包括：
學生於 PLT 時段進入課室及參與學習的情況；
學生於 PLT 時段接受教師支援及指導的程度；
能夠證明現行 PLT 模式成效的相關證據。
基於透明度、問責性及良好管治的原則，我們認為任何影響教學時間的行政決定，都應公開進行，並在合作夥伴及持份者的監督及參與下作出。如此重要的決定，應透過透明及協作的檢討程序進行。
我們要求學區確認，在實施前已與所有主要持份者進行充分及具實質意義的諮詢。我們亦要求，在最終確定 2026–2027 學年 PLT 架構前，正式檢視調查結果及各持份者的意見。
相關合作夥伴小組應包括：
中學校長及副校長（RSSA）；
中學教師協會（列治文教師協會 RTA）；
學校積職員支援工會（CUPE Local 716）；
列治文學區家長協會（RDPA）。
4. 與其他學區的比較
卑詩省許多學區並未設立正式的 PLT 時段，而是透過日常課堂教學、補習課、教師辦公時間及其他彈性學習機會來提供額外支援。這些方式在保留教學時間的同時，亦能提供更具彈性的學生支援。
5. 有關教學時間及教育理據的疑問
根據相關報告，PLT 將每週增加 24 分鐘。我們希望了解這額外時間將從何而來，以及其他科目的教學時間是否會因此減少。
此外，副學區總監 Naser 曾表示，增加 PLT 並非因應預算削減而作出的安排。若情況屬實，我們謹此詢問，為何教師在 PLT 時段不能進行直接教學？
據我們了解，教師目前已面臨在有限教學時間內完成課程要求的挑戰。我們關注，在增加 PLT 時間的同時限制教師主導教學，可能會減少教授課程內容及支援學生學習成果的時間。
因此，我們要求學區提供支持此項改變的教育依據及相關證據。
我们的诉求
我們謹此要求列治文教育委員會：
1. 暫停實施將每週 PLT 增加至 120 分鐘的計劃；
2. 提供有關學生於 PLT 時段進入課室及參與學習情況的準確及公開數據；
3. 全面檢討現行 PLT 模式及其對學習、教學時間及課程安排的影響；
4. 與家長、教育工作者、支援職員、行政人員及學生進行具意義的諮詢；
確保合作夥伴及各持份者參與檢討及決策過程；
5. 考慮其他能更有效平衡教學時間與學生支援的替代方案。
結語
我們相信，任何影響教學時間的決定，都應以教育證據為基礎，秉持透明原則，並與整個學校社群共同制定。
我們誠懇要求教育委員會在正式實施前重新考慮此項決定，並確保未來任何有關 PLT 的改變，均建立在明確的教育證據、具意義的諮詢及透明的檢討程序之上。
當上課變成可有可無時，
學生便會選擇不參與。
When school is optional, students opt out!
谢谢
Connie Huang
Richmond J.N. Burnett Secondary School parent
191
The Issue
Petition to Review and Reconsider the Increase of Personal Learning Time (PLT)
To:
Richmond School District Board of Education (SD38)
Superintendent Uish
Assistant superintendent Naser
Cc:
Richmond Board Trustees of Education
Richmond Secondary School Administration( RSSA)
Richmond District Parents Association（RDPA）
Richmond Teachers’ Association（RTA）
CUPE Local 716
Background
We, the undersigned parents and guardians of students 10 of the Secondary Schools in Richmond , are writing to express our concern regarding the decision to increase Personal Learning Time (PLT) from 96 minutes to 120 minutes per week, effective September 2026.
While we recognize the importance of supporting student learning and well-being, we believe this change requires further consultation with families, educators, and stakeholders prior to implementation.
Concerns
1. Impact on Instructional Time
An increase in PLT reduces time available for direct instructional learning and structured classroom teaching.
2. Effectiveness of Current Model
Student support can be effectively delivered through classroom instruction, targeted tutorials, homework support, and teacher office hours without increasing scheduled PLT time.
3. Need for Accurate Data, Transparency, and Stakeholder Collaboration
Before determining the 2026–2027 Personal Learning Time (PLT) schedule, we request that the District ensure transparency and collaborate with partner groups and stakeholders throughout the decision-making process.
Furthermore, before finalizing the PLT structure for the 2026–2027 school year, we request that the District formally review survey results, as well as parents’ feedback, concerns, and recommendations. We also request that the District publicly share data from the 2025–2026 school year regarding:
Student attendance and participation in classrooms during PLT;
The extent to which students accessed teacher support and guidance during PLT; and
Evidence demonstrating the effectiveness of the current PLT model.
In the interest of transparency, accountability, and good governance, we believe that administrative decisions affecting instructional time should be conducted openly and with the oversight and participation of partner groups and stakeholders. Decisions of this significance should be made through a transparent and collaborative review process.
We request confirmation that meaningful consultation has taken place with all key stakeholder groups prior to implementation. We further request that, before finalizing the 2026–2027 PLT structure, the District formally review survey findings and stakeholder feedback.
Stakeholders should include:
Richmond Secondary School Administration( RSSA)
Richmond District Parents Association（RDPA）
Richmond Teachers’ Association（RTA）
CUPE Local 716
4.Comparison with Other Districts
Many school districts across British Columbia do not use formal PLT blocks. Instead, they provide additional student support through regular classroom instruction, tutorials, teacher office hours, and other flexible learning opportunities. These approaches may offer greater flexibility while preserving instructional time.
5. Questions Regarding Instructional Time and Educational Rationale
According to the report, PLT will increase by 24 minutes per week. We seek clarification regarding where this additional time will come from and whether instructional time in other courses will be reduced.
Furthermore, Assistant Superintendent Naser indicated that the proposed increase in PLT is not related to budget reductions. If this is the case, we respectfully ask why teachers are not permitted to provide direct instruction during PLT.
Our understanding is that teachers are already challenged to complete the required curriculum within the available instructional time. We are concerned that increasing PLT while limiting teacher-led instruction could reduce the time available to cover course content and support student achievement. We therefore ask the District to provide the educational evidence and rationale supporting this change.
—————————————
Our Request
We respectfully request that the Richmond School District Board of Education:
Pause the implementation of the proposed increase to 120 minutes of PLT per week;
Provide accurate and publicly available data regarding student participation in classrooms during PLT;
Conduct a comprehensive review of the current PLT model and its impact on learning, instructional time, and scheduling;
Engage in meaningful consultation with parents, educators, support staff, administrators, and students;
Ensure that partner groups and stakeholders are involved in the review and decision-making process; and
Consider alternative models that better balance instructional time and student support.
—————————————
Conclusion
We believe that decisions affecting instructional time should be evidence-informed, transparent, and developed in collaboration with the school community.
We respectfully request that the Board reconsider this decision before implementation and ensure that any future changes to PLT are based on clear educational evidence, meaningful consultation, and a transparent review process.
要求重新檢視並重新考慮增加個人學習時間（PLT）的請願書
致：
Richmond School District Board of Education (SD38)
列治文學務局教育委員會（SD38）
Superintendent Uish
學區總監 Uish
Assistant superintendent Naser
副學區總監 Naser
副本：
列治文學區教育委員（Board Trustees）
列治文中學校長及副校長協會（RSSA）
列治文學區家長協會（RDPA）
列治文教師協會（RTA）
CUPE Local 716
背景
我們是列治文十所中學學生的家長及監護人，對於學區決定自 2026 年 9 月起，將個人學習時間（Personal Learning Time, PLT）由每週 96 分鐘增加至 120 分鐘，表示關注。
雖然我們理解支持學生學習及身心健康的重要性，但我們認為，在正式實施之前，此項改變應先與家庭、教育工作者及各持份者進行更廣泛及具意義的諮詢。
關注事項
1. 對課堂教學時間的影響
增加 PLT 時間，將減少直接教學及有系統課堂學習的時間。
2. 現行模式的有效性
學生支援可透過日常課堂教學、針對性補習、功課支援以及教師辦公時間等方式有效提供，而無需增加固定安排的 PLT 時間。
3. 對準確數據、透明度及持份者合作的需求
在決定 2026–2027 學年個人學習時間（PLT）安排之前，我們要求學區確保整個決策過程公開透明，並與合作夥伴及各持份者共同參與。
此外，在最終確定 2026–2027 學年 PLT 架構之前，我們要求學區正式檢視相關調查結果，以及家長提出的意見、關注及建議。我們亦要求學區公開分享 2025–2026 學年的相關數據，包括：
學生於 PLT 時段進入課室及參與學習的情況；
學生於 PLT 時段接受教師支援及指導的程度；
能夠證明現行 PLT 模式成效的相關證據。
基於透明度、問責性及良好管治的原則，我們認為任何影響教學時間的行政決定，都應公開進行，並在合作夥伴及持份者的監督及參與下作出。如此重要的決定，應透過透明及協作的檢討程序進行。
我們要求學區確認，在實施前已與所有主要持份者進行充分及具實質意義的諮詢。我們亦要求，在最終確定 2026–2027 學年 PLT 架構前，正式檢視調查結果及各持份者的意見。
相關合作夥伴小組應包括：
中學校長及副校長（RSSA）；
中學教師協會（列治文教師協會 RTA）；
學校積職員支援工會（CUPE Local 716）；
列治文學區家長協會（RDPA）。
4. 與其他學區的比較
卑詩省許多學區並未設立正式的 PLT 時段，而是透過日常課堂教學、補習課、教師辦公時間及其他彈性學習機會來提供額外支援。這些方式在保留教學時間的同時，亦能提供更具彈性的學生支援。
5. 有關教學時間及教育理據的疑問
根據相關報告，PLT 將每週增加 24 分鐘。我們希望了解這額外時間將從何而來，以及其他科目的教學時間是否會因此減少。
此外，副學區總監 Naser 曾表示，增加 PLT 並非因應預算削減而作出的安排。若情況屬實，我們謹此詢問，為何教師在 PLT 時段不能進行直接教學？
據我們了解，教師目前已面臨在有限教學時間內完成課程要求的挑戰。我們關注，在增加 PLT 時間的同時限制教師主導教學，可能會減少教授課程內容及支援學生學習成果的時間。
因此，我們要求學區提供支持此項改變的教育依據及相關證據。
我们的诉求
我們謹此要求列治文教育委員會：
1. 暫停實施將每週 PLT 增加至 120 分鐘的計劃；
2. 提供有關學生於 PLT 時段進入課室及參與學習情況的準確及公開數據；
3. 全面檢討現行 PLT 模式及其對學習、教學時間及課程安排的影響；
4. 與家長、教育工作者、支援職員、行政人員及學生進行具意義的諮詢；
確保合作夥伴及各持份者參與檢討及決策過程；
5. 考慮其他能更有效平衡教學時間與學生支援的替代方案。
結語
我們相信，任何影響教學時間的決定，都應以教育證據為基礎，秉持透明原則，並與整個學校社群共同制定。
我們誠懇要求教育委員會在正式實施前重新考慮此項決定，並確保未來任何有關 PLT 的改變，均建立在明確的教育證據、具意義的諮詢及透明的檢討程序之上。
當上課變成可有可無時，
學生便會選擇不參與。
When school is optional, students opt out!
谢谢
Connie Huang
Richmond J.N. Burnett Secondary School parent
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Petition created on June 20, 2026