This year is a calendar planning year, and we have already started the process to develop the school calendar for 2018-19 and 2019-20. We know that the school calendar significantly impacts everything from student success to family vacations to staff and student employment opportunities during breaks--everyone has a stake. That’s why we have a thorough process that involves broad representation from stakeholders. We want you to know what our process looks like, how you can share your feedback, and what the timeline is for finalizing the school calendars through 2020.

Our Process

A committee comprised of teachers and administrators from all school communities and parent representatives has already started working on the calendar development process. This committee will be gathering feedback from staff peers, students, parents, and community members on interests related to the calendar that will be used to inform the development of different calendar options. These draft calendars will be shared publicly for additional feedback before a final recommendation is presented to the board for approval.


  • Now through mid-Jan: 1st round of feedback via a survey on calendar interests for staff and the public
  • Late Jan: Interest Based Bargaining (IBB) representatives will review and provide feedback on calendar interests and versions
  • Feb: 2nd round of feedback via a survey on specific calendar versions for staff and the public
  • Mar-Apr: Final calendar recommendation presented to the board for approval during three board meetings
  • Apr: Final calendar published

Feedback Opportunities

We want to make sure our school calendar is designed to best support our mission while meeting the needs and interests of our students. To ensure we have the best calendar possible, we are exploring new opportunities and ideas along with our traditional interests and schedules.

There will be two rounds of public feedback for students, staff, parents, and community members: first to identify calendar interests and then to weigh in on specific calendar options.

  • Calendar Interests: This survey will gather feedback on interests that the committee should consider as they develop different calendar versions to be reviewed. (Take the survey in English or Spanish.) 
  • Calendar Versions: This survey will gather feedback on specific calendar versions to inform a final calendar.

Interests for Consideration

While many of the calendar interests are based on logistics and individual preferences (e.g., when a break is scheduled in relation to other schools’ breaks and/or holidays and cultural events), there are a few research-based interests that are worth considering. Specifically, research supports an extended year calendar and a later daily start for teenagers. Below you will find considerations both for and against each calendar interest.

Extended Year Calendar (a shortened summer break with added breaks throughout the year)

  • Research shows that there is an income-based opportunity gap during summer vacation and that students with lower incomes benefit from more time in school. (See article “Summer Vacation's Negative Impact on Learning” for overview of research.)
  • Implementing more frequent, but shortened breaks might create child care challenges for families.
  • Implementing more frequent, but shortened breaks might reduce the employment opportunities for school staff and students.

Later Daily Start for Teenagers (9-4:30 p.m.)

  • A later start for teenagers might complicate transportation schedules for families with younger and older students.
  • A later start for teenagers might interfere with after-school activities schedules, including sports and work.
  • A later start for teenagers might impact schedules for students who care for younger siblings.
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