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A 6693

Provides schools the option to operate one hundred eighty days of instruction or the equivalent number of hours of pupil instruction

2025 Regular Session Introduced by Jeff Gallahan

Gives schools option to meet state instruction by either 180 days or an equivalent hours-based calendar, letting districts choose structure while preserving total instructional time

REFERRED TO EDUCATION
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Bill Summary · A 6693

Bill Summary: A 6693

Overview

  • Bill Number: A 6693
  • Title: Provides schools the option to operate one hundred eighty days of instruction or the equivalent number of hours of pupil instruction
  • Status: Referred to Education
  • Introduced: March 6, 2025
  • Primary Sponsor: Jeff Gallahan

Purpose and Intent

  • The bill offers public schools a flexibility mechanism for scheduling instruction. Rather than requiring a fixed calendar of 180 instructional days, schools could choose to meet the instructional requirement by either:
    • Maintaining 180 days of instruction, or
    • Completing the equivalent total number of pupil instruction hours (hours-based calendar)

This creates options for local districts to determine the structure of their school year while ensuring the total instructional exposure remains compliant with state expectations.

Key Provisions

  • Option for calendar structure: Schools may select between:
    • A 180-day instructional calendar, or
    • An hours-based calendar that equals the same total pupil instruction hours as would be provided by 180 days (the bill text does not specify the exact hourly requirement, but it introduces equivalence to 180 days).
  • Application scope: The provision applies to schools (presumably public schools), allowing districts to implement the option at their discretion. (Note: The bill text surface provided does not detail exclusion or inclusion beyond “schools.”)
  • Implementation mechanics: Specific implementation details (e.g., how hours are counted, minimum daily hours, counting holidays, teacher planning days, or reporting requirements) are not included in the provided summary. Full text would clarify any daily minimums, waivers, or reporting obligations.

Affected Parties and Impacts

  • School Districts and Schools: Primary actors who would choose between 180-day or hours-based calendars.
  • Students and Families: Potential changes in the school calendar structure could affect scheduling, holidays, and break timing, depending on district implementation.
  • Teachers and Staff: Potential implications for professional development days, scheduling, and workload alignment with the chosen calendar type.

Procedural and Timeline Aspects

  • Status and Action: Referred to the Committee on Education (twice listed) on March 6, 2025.
  • Timeline: No effective date or sunset is provided in the available information. If enacted, districts would gain a new scheduling option starting from the bill’s effective date.

Related Legislation

  • The bill has multiple related bills from prior sessions, indicating ongoing interest in calendar flexibility:
    • S 6614, S 4339, S 2197, S 4572, S 4538, S 3376, S 2183
    • A 5385, A 2986
  • These connections suggest a broader policy interest in allowing 180 days or equivalent instructional hours as an alternative to a fixed calendar.

Notes for Readers

  • The summary reflects the information available: the core concept is to provide an option between a 180-day calendar and an hours-based calendar. Full details, including any specific hour requirements, implementation standards, and potential waivers or reporting, would be found in the bill’s full text and any accompanying amendments.

Compiled from official sources — confirm details with the bill’s official record.

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