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https://www.metroparent.com/education/school-issues/what-is-a-balanced-school-calendar-and-how-does-it-work/

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Until recently, year-round school schedules in Michigan were few and far between. Nationwide, the traditional pattern of nine months in class and three months of vacation - with a few breaks scattered in between - has long been the norm.

A driving force in shaking this up in public education are " balanced calendar instructional program grants," which the Michigan Department of Education has been issuing since 2014.

With these funds, a few districts, including charter schools (which receive public funding), have been experimenting with reorganizing the old model. For some it has stuck, while others have shifted back.

Learn more about the balanced school calendar in Michigan - and get a closer look at one district that, as of late 2019, is at a crossroads.

Why the traditional school calendar?

It's a good question to start with. The traditional schedule has worked since it was implemented over a century ago to follow early America's agricultural industry, which demanded children work on the family farm over the summer.

The calendar also takes into consideration the country's previous (and, in some districts, current) lack of air conditioning, giving students a three-month break from sweltering classrooms.

While there are benefits to the traditional calendar - and, as the saying goes, if it's not broken, don't fix it - some educational leaders see value in changing the routine.

A number of legislators and educators argue that the traditional calendar is broken - and that students are falling behind due to academic gaps and summer learning loss.

In order to combat these effects, some districts are trying new schedules - such as the balanced school calendar - to better "balance" students' time between being in school and on break.

The rise of the balanced school calendar in Michigan

Here in our home state, the approach has received a boost in the past five years.

In 2013, a bill was proposed to incentivize year-round school calendars. Former Rep. Andy Schor argued that teachers have to spend 30-60 days of the 180-day school year helping students catch up and remember material they forgot over summer break.

That bill passed in 2014 and $2 million dollars in Michigan Department of Education grant funds were spread among five districts, with schools planning to pilot year-round programs for the first time.

Since then, these grants have been available for application every year, and the new calendars have trickled out throughout metro Detroit.

Which districts have a balanced school calendar?

It depends. Some schools have tried it and stopped when their grants ended. Others are still going strong, while others still are at a crossroads. Some districts have rolled it out in certain schools only, and the number-of-days formulas can vary.

A few schools that got involved early on, such as Cornerstone School in Detroit and the since-closed Hinoki International Elementary School of Livonia - both charter schools - brought their calendar up to 200 days, with students attending classes from the end of August to the beginning of July.

While this model works for some schools, others that got the grants decided to keep a 180-day schedule but shorten the summer vacation - instead adding those days to breaks throughout the year.

Among traditional districts in southeast Michigan using a balanced school calendar in late 2019 are Madison District Public Schools in Madison Heights (one elementary and one middle school), Ypsilanti Community Schools (two elementary schools) and Davison Community Schools (K-12) near Flint.

A closer look at a local balanced school calendar

For the few years it's been on the rise, the balanced school calendar seems to be working for the schools that have them. But do they work for the students and their families?

Ypsilanti superintendent Alena Zachary-Ross feels there are pros and cons. Her district applied for a grant that allows some of its schools to convert to balanced calendars. Two of its elementary schools made the swap three years ago.

Their calendar starts after a six-week summer vacation, just before Labor Day. Students have nine weeks of instruction and then two weeks of intersession, during which they could choose to stay home or come in to school for remedial instruction.

While Zachary-Ross is confident that the balanced school calendar works for students, she doesn't think the way they are being implemented is best for families.

"We saw it was difficult transitioning parents to a new calendar," Zachary-Ross says. "The parental feedback was that many have children in different schools throughout the district, and it is difficult to align calendars for breaks or vacations. Some parents really appreciate the calendar, but they are usually parents with students only in one building."

She adds, "To benefit the majority of the families we serve, the best option is to have one calendar across the district. So we are considering going back to the traditional model in the (2019-2020 school) year."

Takeaways from three years of balance

Even if Ypsilanti does change its calendar back to a traditional model, the past three years of having a balanced school calendar has not been a loss.

"Oftentimes, students who needed remediation would still come in during the two-week breaks for opportunities to make up work and assignments," Zachary-Ross says. "It is an opportunity for students to not be left behind and for us to intervene throughout the semester."

She also notes that a big reason the school applied for the grant was to make updates to buildings that would allow for summer instruction. By implementing a balanced calendar, the school was able to install air conditioning - which will be helpful even if the district decides to move away from balanced calendars.

That's because now that the schools are equipped for summer instruction, it will be easier for the district to implement summer school programs - which may be an answer for bridging the academic gap.

Bottom line on the balanced school calendar?

While the model isn't always the right fit, it has benefits. Zachary-Ross says it would be a great approach for high schoolers because it works well with seasonal sport and extracurricular training schedules (practices usually start before Labor Day). And, in some districts, students are even able to take internships/job shadowing opportunities during their two-week intersessions.

Balanced calendars are a relatively new trend in Michigan education. Over the next few years, expect to see this approach continue to evolve and change.

And whatever your district decides, the bottom line seems to be this: Kids suffer learning loss in the summer, and educators are trying to innovate to correct academic gaps.

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What is a Balanced School Calendar and How Does It Work? - Metro Parent

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Until recently, year-round school schedules in Michigan were few and far between. Nationwide, the traditional pattern of nine months in class and three months of vacation - with a few breaks scattered in between - has long been the norm.

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https://www.nthurston.k12.wa.us/Domain/4438

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Balanced Calendar Study & Committee (2021-22) / Balanced Calendar @ NTPS

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What is a balanced calendar? With a balanced calendar, students attend class the same number of days and receive the same instructional hours driven by the same curricula as students at traditional-calendar schools. A balanced calendar evenly distributes the days those students attend school and the…

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https://www.waesd.org/services/calendar/

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Planning Support

​This initiative is intended to support public school districts, tribal compact schools, and charter schools in exploring the feasibility and effectiveness of a student-centered balanced school calendar in their school districts with the goal of positively impacting student learning and success.

The AESD is one of several statewide organizations partnering with the Office of Superintendent of Public Instruction (OSPI) to implement their Balanced Calendar Initiative. OSPI's state and federal Elementary and Secondary School Emergency Relief (ESSER) funds are financing this initiative.

Background

In Washington state, a traditional school year lasts 180 days, with a few short breaks along the way and a long break in the summer. Research shows that students who have consistent access to enriching activities throughout the year are more successful in school. Families in low-income communities often do not have the same access to enrichment. They rely on schools to provide supplemental instruction - if they can - during extended vacation periods to maintain students' academic progress.

What if we could reimagine the school calendar in a way that supports all students to improve and equalize academic achievement? Consider the "balanced" calendar.

What is a balanced calendar?

Instead of concentrating 180 school days into nine months, a balanced calendar spreads them throughout the year. Schools may use the breaks to host "intersessions," where they can provide additional learning experiences if needed.

Does it work?

Schools that follow a balanced calendar tend to have higher achievement scores (Pedersen, 2016). A traditional summer break lasts 10 to 12 weeks, compared to 5 to 7 weeks in a balanced calendar. Shorter breaks mean more consistent student-teacher partnerships and less learning disruption. Students need less review time at the beginning of the new school year so there is an embedded opportunity for expansion of curriculum and learning experiences.

Does it mean more school?

Balanced calendars usually keep the same number of school days as traditional calendars, but they add flexibility. With input and feedback from families, education leaders decide what is best for their local community. Teachers who work in a balanced calendar have reported that it is easier to plan instruction in shorter chunks between breaks rather than for a full semester (Pedersen, 2016). In addition, ending the first semester, trimester, or second quarter before winter break creates more energy and readiness for students and teachers when they return (Hasser & Nasser, 2005).

What is an intersession?

There are times when additional school days make sense. These additional days, called intersessions, can be added to the school calendar to provide opportunities for more student learning and enrichment. All additional workdays are collectively bargained to determine how the days will be allocated and how teachers and support staff will be compensated.

Frequently Asked Questions

If our district accepts balanced calendar grant dollars from OSPI, are we required to change our school year calendar?

No. The purpose of the grant is to provide school districts with the opportunity to study a balanced calendar approach. If districts go through the study phase and decide not to modify their school year calendars, that's OK.

...in foster care or experiencing homelessness?

Students in foster care or experiencing homelessness are eligible to receive support through several state and federal programs. These students often have disruptions in their education which can make it difficult for them to be on target for graduation. A balanced calendar can provide additional opportunities for credit accrual and recovery, as well as interrupt the effects of cumulative learning loss in developing individual school graduation plans.

...with disabilities?

Students with disabilities may not have access to highly specialized resources (occupational therapists, physical therapists, speech and language specialists, adaptive equipment) during long summer breaks. Transition services, such as job shadows, can take place during intersessions without taking the student out of classroom instruction.

When interventions take place at the end of each summative period, there is evidence of a reduction of students needing Individualized Education Programs (IEPs) or qualifying for special education services over time (Smith, 2011; Evans, 2007).

...who are migratory?

When migrant students move between districts with traditional and balanced calendars, the state's Migrant Education program provides supplemental academic help as well as secondary credit accrual and exchange.

...in off-campus school programs?

For students in Running Start or who are learning a trade, consider local community college and skill center schedules for potential impacts on students participating in those programs part-time.

...in advanced programs, like AP or IB?

A balanced calendar can provide an opportunity for involvement in special projects and targeted learning opportunities. When considering calendar modifications, schools should take into account the program design and testing schedules for Advanced Placement, International Baccalaureate, and Cambridge International programs.

What should schools consider when exploring school year calendar changes?

Communication and community engagement

Identify and engage key stakeholders early, including educator groups, families, students, and community partners. Thoughtful communication and engagement can go a long way toward establishing common ground and creating transparency in the process and decision-making. Communicate with families about how changes to the school calendar may affect existing practices and schedules for report cards and student conferences.

Use of instructional time

Intersessions can be used to support continuous forward momentum for all students. Schools should consider how to make use of time for supplementary opportunities to learn as intervention or enrichment.

Collective bargaining agreements

Identify areas that need to be addressed with current local bargaining agreements and work collaboratively to problem-solve and negotiate to reach a consensus with all impacted bargaining units. In general, the school year calendar agreed to during the collective bargaining process will also determine when report cards and student conferences occur.

Educator and staff support

Transitioning to a balanced calendar requires some rethinking of instructional time and the scope/sequence of instruction and intervention supports for students. Throughout the planning and exploration process, districts should work closely with their instructional staff and teams to identify where support is needed and proactively factor this support into the transition process and collective bargaining agreements, as necessary.

Child care, after-school care, and parenting agreements

Connect with families and community partners early, including child care providers. Gather their feedback about the prospect of a school year calendar change. Some families have shared that it is easier to budget for six weeks of care in the summer with periodic week breaks throughout the school year, than it is to pay for care for 10 to 12 consecutive weeks during a traditional summer break (Flaminio Interview, 2022). Some child care providers have cited the shift to a balanced calendar has offered a growth opportunity for their business (Ballinger & Kneese, 2006).

In the exploration process, include families who operate under a parenting agreement or who are in single-parent households. In some cases, a balanced calendar may provide more opportunities for equity in shared custody arrangements, especially where one parent has custody during the school year, while the other has custody during summer break.

What about high school sports?

High school athletics are often viewed as a barrier due to scheduling challenges, but conflicts can be mitigated. For decades, school districts across the nation have successfully supported interscholastic sports among schools with different school year calendars. In fact, the modern balanced calendar has ties back to the 1890s. Washington's Interscholastic Activities Association (WIAA) has successfully navigated a variety of school year calendars. Despite changes in leadership, WIAA has stated their support of allowing districts to determine the right school year calendar for their students and communities.

What about school meals?

The National School Lunch Program (NSLP) and School Breakfast Program (SBP) may be operated on planned educational days. Enrolled students attending on-campus, educational activities are eligible to participate and may receive one breakfast and one lunch daily. Meals must meet the NSLP and SBP Meal Pattern requirements and are reimbursed at the school's NSLP and SBP rate. Schools must count and claim meals according to a student's approved eligibility status unless they are participating in the Community Eligibility Provision (CEP) or Provision 2. An application and calendar must be submitted within the Washington Integrated Nutrition System (WINS) for the participating schools and planned educational days at the beginning of each school year. Local Education Agencies (LEAs) should contact their assigned School Meal Programs Specialist with any questions.

Resources

The AESD is one of several statewide organizations partnering with the Office of Superintendent of Public Instruction (OSPI) to implement their Balanced Calendar Initiative. OSPI's state and federal Elementary and Secondary School Emergency Relief (ESSER) funds are financing this initiative.

Balanced Calendar Videos

Watch the most recent video presentation.

OSPI District Grantees, Contacts & Grant Information

Western Region (ESDs 113, 112, 114, 121, 189)

Regional Contact: Sharon Bower

Bremerton (22-23)

Chimicum (22-23)

Crescent (21-22 & 22-23)

Elma (21-22 & 22-23)

Lopez Island (21-22 & 22-23)

Mossyrock (22-23)

Mount Vernon (21-22 & 22-23)

North Mason (21-22)

North Thurston (21-22)

Oakville (21-22 & 22-23)

Olympia (21-22 & 22-23)

Port Angeles (22-23)

Port Townsend (22-23)

Rainier Valley Leadership Academy (21-22 & 22-23)

Skykomish (22-23)

Toledo (22-23)

Vancouver (21-22)

Winlock (21-22 & 22-23)

Central Region (ESDs 105 & 171)

Regional Contact: Jeanette Ozuna

Cashmere (21-22)

Goldendale (22-23)

Highland (21-22 & 22-23)

Kittitas (21-22 & 22-23)

Mount Adams (21-22 & 22-23)

Roosevelt (22-23)

Selah (21-22)

Soap Lake (21-22 & 22-23)

Thorp (21-22 & 22-23)

Toppenish (21-22 & 22-23)

Union Gap (21-22 & 22-23)

Wahluke (21-22 & 22-23)

Yakima (21-22 & 22-23)

Eastern Region (ESDs 123 & 101)

Regional Contact: Susan Bell

Asotin-Anatone (22-23)

Benge (21-22)

Candy Mountain Academy (21-22 & 22-23)

Chewelah (22-23)

Columbia (Walla Walla) (21-22 & 22-23)

Finley (21-22 & 22-23)

Freeman (22-23)

Kahlotus (22-23)

Kiona-Benton (22-23)

Paterson (22-23)

Pomeroy (22-23)

Prescott (22-23)

Touchet (22-23)

Waitsburg (22-23)

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​This initiative is intended to support public school districts, tribal compact schools, and charter schools in exploring the feasibility and effectiveness of a student-centered balanced school calendar in their school districts with the goal of positively impacting student learning and success.

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file:///Z:/Documents/2022%20Dec%20TASH%20How%20Systemwide%20Engagement%20Can%20Create%20Schools%20Where%20Everyone%20Belongs.pdf

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file:///C:/Users/emills/Downloads/fostering-belonging.pdf

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https://www.youtube.com/watch?v=gqcdp0GHREc&list=PLh0gvWB_9LuUjiLICjcXFW0_wtreYClcJ

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Graduation Equity Webinar –  Balanced Calendar & Scheduling

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a stdy of Coteaching identifying implementation strategies

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A Survey of High School Block Scheduling Versus Traditional Scheduling - final

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scheduling for coteaching and other inclusive practices

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Special education in high school redesign

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The Effectiveness of the Co-Teaching Model-Inclusion Material