DOE proposes regulatory framework for personalized competency-based education programs
October 20, 2025 | Department of Education, Executive Agencies, Organizations, Executive, Nevada
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The Nevada Department of Education proposed a new regulatory framework on Oct. 20, 2025, to authorize and regulate programs of personalized competency-based education (PCBE). The draft would establish application and approval processes, enrollment and attendance standards, requirements for written individualized plans, standards-based portfolios, and program review procedures.
Director Emilie Tebow said the draft is modeled on existing distance-education processes and would allow school districts to submit school- or site-level applications to operate a PCBE program. The proposed rules differentiate kindergarten–6 enrollment requirements from grades 7–12: K–6 students must be enrolled in the minimum daily period or demonstrate competency equivalent to regular curriculum; grades 7–12 may meet full-time enrollment by completing the number of courses required for full-time pupils rather than seat time. The draft requires written plans developed with each pupil that describe coursework, mastery demonstrations and modalities; students must maintain study logs and meet with licensed staff for progress discussions. The Department also proposed a definition for standards-based portfolios and set out application review and resubmission procedures.
Why this matters: The framework would permit seat-time flexibility and create a defined regulatory pathway for competency-based programs that currently operate under distance-education or independent-study provisions.
Public comment and questions: Trustees and attendees asked about the 50% daily attendance threshold for K–6 and how the portfolio model interacts with read-by-grade-3 requirements; Department staff said the 50% threshold mirrors existing attendance definitions and that additional alignment with read-by-grade-3 discussions may be appropriate as both policy areas evolve.
Next steps: The Department will continue rulemaking and allow applicants to submit plans identifying mastery demonstrations, schedules, supports for special education and English learners, professional development plans, and implementation monitoring.
Director Emilie Tebow said the draft is modeled on existing distance-education processes and would allow school districts to submit school- or site-level applications to operate a PCBE program. The proposed rules differentiate kindergarten–6 enrollment requirements from grades 7–12: K–6 students must be enrolled in the minimum daily period or demonstrate competency equivalent to regular curriculum; grades 7–12 may meet full-time enrollment by completing the number of courses required for full-time pupils rather than seat time. The draft requires written plans developed with each pupil that describe coursework, mastery demonstrations and modalities; students must maintain study logs and meet with licensed staff for progress discussions. The Department also proposed a definition for standards-based portfolios and set out application review and resubmission procedures.
Why this matters: The framework would permit seat-time flexibility and create a defined regulatory pathway for competency-based programs that currently operate under distance-education or independent-study provisions.
Public comment and questions: Trustees and attendees asked about the 50% daily attendance threshold for K–6 and how the portfolio model interacts with read-by-grade-3 requirements; Department staff said the 50% threshold mirrors existing attendance definitions and that additional alignment with read-by-grade-3 discussions may be appropriate as both policy areas evolve.
Next steps: The Department will continue rulemaking and allow applicants to submit plans identifying mastery demonstrations, schedules, supports for special education and English learners, professional development plans, and implementation monitoring.
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