DOE proposes regulatory framework for personalized competency-based education programs

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.