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Deputy superintendent explains how Richland 02 develops its school-year calendar
Summary
Marshlyn Franklin, deputy superintendent of Richland 02, described the district’s multi-step process: a diverse school-level committee drafts options after reviewing state requirements, partner groups weigh in, the field narrows choices to about three, and every employee and family votes; the top choice is presented to the school board.
Marshlyn Franklin, deputy superintendent of Richland 02, said the district’s school-year calendar is developed by a committee of school-level representatives rather than by district administrators.
"Our calendar is developed by a diverse committee of school level representatives," Franklin said, listing students, parents, classified employees, teachers and principals among the participants.
The committee begins by reviewing state requirements — such as the number of instructional days and required work days — and drafts several calendar options, Franklin said. Those options are then shared with partner groups including the parent advisory council, the teacher forum, the classified staff advisory council, principals and the superintendent’s cabinet to gather feedback.
"Their feedback helps ensure each calendar option supports teaching, learning, professional development, and needs of our families and staff," Franklin said.
After considering partner input, the committee narrows the choices to about three final calendar options. Franklin said the district emails those finalists to every employee and every family, giving them an opportunity to review the options and select the one they believe is the best fit.
"Once the votes are tallied, the calendar that receives the most votes is presented to the school board for consideration," she said.
Franklin framed the process as intentionally inclusive, aimed at producing a calendar that reflects the voices of those most affected in the district. The video provides an overview of the steps; it does not record a board decision or the final calendar choice.
