Converse #1 utilizes a comprehensive calendar development process to establish 3-year calendar cycles.  This calendar process is driven by eight guiding principles:

1. Ensure that the calendar satisfies Wyoming statutes and rules and regulations defined by the Wyoming Department of Education.
2. Maximize student learning by providing significant stretches of uninterrupted time for teaching and learning; maintaining instructional contact time; and giving students ample time to prepare for state assessments.
3. Maximize student and staff attendance to support student learning.
4. Provide support for the Board of Trustees’ goals and strategic initiatives.
5. Set teachers up to do their best teaching by recognizing the importance of professional development for staff and embedding time for professional learning at strategic intervals throughout the year.
6. Support student participation in a wide range of school-related activities including athletics, activities, concurrent credit opportunities, etc.
7. Consider the economic realities of our community.
8. Provide efficiency, effectiveness, and sustainability by conducting a 3-year calendar cycle. Changes may be made more frequently at the recommendation of the TABS committee or Board of Trustees for unexpected events.

Calendar Recommendations

• 2024-2027 Calendar Recommendation
• 2021-2023 Calendar Recommendation
• 2020-2021 Calendar Recommendation

Frequently Asked Questions

When considering district calendars, it is important to remember that many opinions were shared throughout the process, many advocating for both sides of an interest. There will always be those who are disappointed with the choices made in the final calendar. We invite you to consider the rationale for the draft calendars presented to the Board of Trustees from the TABS committee and how the calendars align with the district guiding principles defined in the calendar development process.

Who determines the district calendar?

The Board of Trustees is responsible for approving the district calendar. This calendar is then presented to the State Board of Education for approval using the alternative calendar process. The Board has tasked the TABS committee with conducting the calendar development process and bringing a calendar recommendation to the Board for approval. Stakeholder input and current research are considered during the process, multiple calendar drafts are created and presented to the Board for feedback during the cycle, and various scenarios are calculated. This process generally takes 6-8 months.

Why do we have calendars established in a three-year cycle?

Establishing a three-year cycle enables the district and stakeholders to plan for professional learning days, vacations, and schedule activities. The calendar process is enacted for the next three-year cycle in the second year of the current three-year cycle. This timeline ensures there are always two years of calendars in advance. Many contracts for professional learning require a two-year lead time, and many activities are scheduled a year in advance.

Why do the total staff or student days change from calendar to calendar?

Wyoming Statute § 21-02-304(b)(viii) and W.S. 21-4-301 define the required hours for pupil-teacher contact time. In addition, the days of the week that are on a calendar shift yearly (i.e., leap year). The first guiding principle in the calendar development process is to ensure the calendar satisfies the Wyoming statutes, rules, and regulations. While the days may change from calendar to calendar, the actual hours of instruction vary little as the calendars are calculated based on pupil-teacher contact.

Why did the high-impact days change in the 24-27 calendar cycle?

For example, there was no longer a high-impact day on the day that was typically regional volleyball. The high-impact days may change for a variety of reasons. It is also important to note that high-impact days may be academic OR related to athletics. TABS considers the eight guiding principles and Wyoming Statute § 21-02-304(b)(viii) and W.S. 21-4-301 as they place days on the calendar.

The October high-impact Friday in 2024 was placed on the calendar to account for parent-teacher engagement activities at the semester's mid-point. In terms of other high-impact days in the 24-25 school year, TABS considered what days had the most impact while still allowing for a two-week Christmas vacation, one-week spring break, professional learning days, and the end of school by Memorial Day. Review the calendar recommendation for each calendar cycle for more information.

Why does each school have different start and end times and/or bell schedules)?

Wyoming Statute § 21-02-304(b)(viii) and W.S. 21-4-301 define the minimum pupil-teacher contact times for each grade level. It is important to remember that bell schedules impact more than pupil-teacher contact time. Schedules are also determined by their impact on district operations and systems such as transportation, staff hours of work and, therefore, pay, and shared staff availability (to name a few). Therefore, bell schedules must also meet district parameters. Bell schedules also impact families: is there a safe place for the child if both parents are working, does the child ride a bus or walk, etc? While the days of the approved calendars cannot be changed without board approval, Principals determine the bell schedules that meet statutory rules and regulations and district parameters.

Do we have to keep the same school bell schedules from year to year?

While the days of the approved calendars cannot be adjusted without board approval, the school bell schedules can be adjusted each year. It is important to remember that adjusting bell schedules impacts more than pupil-teacher contact time. Changes to schedules could also have an impact on district operations and systems such as transportation, staff hours of work and, therefore, pay, and shared staff availability (to name a few). In addition, the district must submit each school's pupil-teacher contact time on multiple Wyoming Department of Education data reports and requests at various times during the year. Principals may adapt bell schedules if they meet the reporting and statutory requirements and deadlines and support district operations and systems.

Why don't we have a four-day school week?

This is a common request in each calendar cycle. It is also studied each calendar cycle. There are many factors (statutes, state schedules, etc.), opinions (for and against), and research considerations (positive and negative) regarding the four-day school week. Each of these is considered by TABS and the Board of Trustees each calendar cycle. The calendars that reflect the eight guiding principles and consider all the data gathered in the calendar development process are approved each calendar cycle.   

I disagree with the approved calendars; what can I do?

When considering district calendars, it is important to remember that many opinions were shared throughout the process, many advocating for both sides of an interest. There will always be those who are disappointed with the choices made in the final calendar. We invite you to consider the rationale for the draft calendars presented to the Board of Trustees from the TABS committee and how the calendars align with the district guiding principles defined in the calendar development process. In future calendar cycles, give your input through the feedback channels provided.