Planning for conversion to a year-round school in James Monroe School, Madera, California, began in 1984 as educators and community faced the fact that continued enrollment increases had reached a critical point. This report describes program development and implementation; an appendix with program worksheets comprises over one-half of the document. Research on year-round schools indicates that conversion can proceed without negative effects on student achievement, staff morale, parental attitudes, and student and staff absenteeism. Community and staff program awareness was developed in open meetings. The plan featured four tracks, with students in each track attending for 60 days and on vacation for 20. Among advantages are class size reduction and opportunities for remedial or extended learning for off-track students though hiring additional staff during the vacation periods. Staff's personal and organizational concerns were resolved through participative decisionmaking. Year-round calendars, teachers' assignments, and registration forms were mailed to parents in such a way as to give them adequate time to study each schedule and select one that would meet their family needs. The program is now perceived as functioning routinely. In a survey conducted in November, 1985, parents and students expressed satisfaction with the calendar as did teachers despite concerns about class size and inability to take summer courses. Parents appreciated choosing tracks and teachers' and staffs' commitment. Students accepted the program because they could choose tracks and teachers. Whether the program will influence student achievement remains to be seen; however, staff dedication should bring positive results. (CJH)