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District staff present competency-based graduation pathway proposal for Deeper Learning Virtual Academy
Summary
DLVA leaders proposed a competency-based pathway at the May 12 meeting that would offer an alternative route to a West Allis-West Milwaukee diploma for on-track and behind-track students; proposal includes eligibility criteria, supports for reading intervention, and estimates 7–10 students in the current cohort could use the pathway.
Leaders of the district’s Deeper Learning Virtual Academy (DLVA) presented a proposed competency-based graduation pathway to the board on May 12 that would give some students an alternative route to a regular high-school diploma focused on core credits and career/college preparation.
DLVA staff described why the pathway is needed: some students fall behind on credits or struggle with high‑stakes testing required by other alternative programs. The proposal would focus students on core required credits (English, math, science, social studies, physical education, comprehensive health and personal finance) and remove some general elective requirements so students could graduate with a regular diploma by completing a reduced but targeted set of credits. Under the plan the district diploma would require 16.5 credits for pathway graduates (the 15.5 statutorily required core credits plus one career/college-preparation credit), according to presenters.
Eligibility thresholds discussed in the presentation included: for third‑year (junior) students, less than 9.5 core credits and less than 2.5 general elective credits; for fourth‑year (senior) or beyond students, less than 14 core credits and less than 3.5 general elective credits. DLVA leaders said the pathway would serve cohort students regardless of reading level (unlike the district’s GED Option 2 program, which requires a ninth‑grade reading level), while also describing targeted reading supports: multiple synchronous reading intervention sessions, FastBridge universal screeners three times a year, and planned use of HMH/Read180 and Math180 interventions.
Presenters estimated that among the 2025–26 cohort reviewed in March, approximately 38.5 percent of the DLVA population (about 7–10 students in the current cohort review) might be candidates for this pathway; another 19.2 percent met criteria they identified as likely candidates for the GED Option 2 program and 42.3 percent appeared on a traditional 24‑credit pathway.
Board members asked questions about how the program would track alumni outcomes, how reading-level concerns would be addressed, whether DLVA could be characterized as a “credit-recovery” dumping ground, and how the model could scale or be adapted for brick-and-mortar high schools. DLVA staff said they are working to develop alumni tracking and pointed to existing weekly progress monitoring, Read180 rollout and staff-led intervention to raise reading levels. Presenters noted that DLVA has an admission cap of about 225 students and that the program’s admission and eligibility practices would limit inappropriate placement.
Board members expressed support for the effort to create additional graduation pathways and asked for follow-up data on projected numbers and staffing needs if the pathway is expanded to other schools. No formal board vote took place; the presentation was informational and will return for board consideration.
