A balanced calendar modifies the traditional school year by redistributing breaks more evenly throughout the year. While the total number of instructional days (180) remains the same, students may return to school in late August resulting in a shorter summer break, with extended breaks throughout the year.

A district committee is exploring a balanced calendar to better support student learning, improve academic retention over breaks, reduce learning loss, and respond to feedback from families and staff about scheduling. Our goal is to determine whether this model could improve outcomes for students while balancing the needs of families and staff.

No. At this time, the calendar committee is gathering information, reviewing research, and soliciting feedback from stakeholders. Any potential calendar change would involve significant planning and community input and school board approval.

The committee includes a diverse group of stakeholders, including teachers, support staff, administrators, parents, and community members. This diverse representation helps ensure a variety of perspectives are considered in our research and discussions.

The committee is meeting over several months to study the topic and engage with the community. Any recommendations or potential next steps will be communicated in advance, and there will be opportunities for feedback before decisions are made. No changes will occur for the 2025–2026 school year.

In most balanced calendar models, summer break is shortened by 5-10 days. This time is then redistributed throughout the school year in the form of longer breaks. Considerations include starting earlier than our traditional dates, ending earlier or later and adding three-day weekends, longer more frequent breaks or an additional week-long break

The Calendar Exploration Committee conducted separate surveys for parents/staff and students, giving each group the opportunity to provide feedback on their experiences, needs, and perspectives.

Potential benefits include improved attendance, reduced summer learning loss, more consistent breaks for rest and remediation, opportunities for enrichment, and improved student and staff well-being.

Challenges may include adjusting family schedules, coordinating childcare, summer job availability for students, and alignment with extracurricular schedules and regional school calendars.

Most athletic seasons are governed by state athletic associations (such as WIAA in Washington), so competitive seasons and eligibility requirements would remain the same. A balanced calendar would not alter sports seasons but may shift the timing of when practices begin relative to the academic calendar. Districts with a balanced calendar have successfully coordinated athletic schedules with neighboring districts, including transportation and competition logistics.

Music programs would continue to operate as they do now, with performances, rehearsals, and events aligned with the adjusted calendar.

Childcare needs may shift with a balanced calendar, especially during extended breaks throughout the year. One benefit of this model is to create shorter breaks, which can make it easier for families to plan ahead. Many districts partner with local childcare providers, community organizations, and before/after school programs to offer care during intersessions (a short break between school days).