The recent State Board of Education (SBE) meeting in Tennessee highlighted significant updates to graduation requirements and behavioral assessments for students with disabilities. These discussions are crucial as they aim to enhance educational standards and support for all students, particularly those with special needs.

One of the primary topics addressed was the alignment of alternate academic achievement standards with traditional high school diploma requirements. The Every Student Succeeds Act (ESSA) allows states to adopt alternate standards for students with significant cognitive disabilities, but these must still align with traditional standards. The proposed revisions clarify that students pursuing an alternate academic diploma must also complete at least one credit in computer science education, ensuring consistency across diploma types. This move reflects a growing recognition of the importance of computer science in modern education.

Additionally, the meeting discussed updates to the Functional Behavior Assessment (FBA) and Behavior Intervention Plans (BIP) rules. These changes are designed to address the challenges faced by local education agencies (LEAs) in managing students with disabilities who exhibit dangerous or disruptive behaviors. The revisions clarify that LEAs can transition students posing safety risks to more restrictive environments without first conducting an FBA or BIP. This flexibility aims to ensure the safety of all students while still adhering to the principles of inclusive education mandated by the Individuals with Disabilities Education Act (IDEA).

Public feedback was solicited during a rule-making hearing held on July 24, 2025, with four written comments received regarding the FBA and BIP rules. The board noted that these revisions were made to enhance clarity and support for educators in implementing effective behavioral interventions.

The SBE unanimously approved both the graduation requirements and the behavioral assessment rules, signaling a commitment to improving educational outcomes for all students in Tennessee. As these changes take effect, they are expected to foster a more inclusive and supportive educational environment, addressing the diverse needs of the student population. The board's actions reflect a proactive approach to education, ensuring that all students have the opportunity to succeed academically and socially.