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Board debates graduation requirements, certificate of attendance and extended diploma language; asks staff to return with revisions
Summary
Board members discussed restoring U.S. history to district graduation requirements, whether to elevate a district standard above recent state changes, and how to define the certificate of attendance and extended diploma; staff will return with clarified language and options.
Board members engaged in an extended discussion of graduation requirements, alternative certificates and the extended diploma, asking staff to bring back clearer, district‑specific language.
Members debated whether U.S. history should be a required district course. Staff said state law requires three social‑studies credits but recent draft language would allow flexibility so a student might not be required to take a dedicated U.S. history class. Several board members, including former social‑studies teachers, urged re‑instating a specific U.S. history requirement so students receive a consistent year of U.S. history instruction.
The board also discussed the certificate of attendance and the extended diploma, both intended for students with significant disabilities or other extenuating circumstances. Staff explained the certificate of attendance recognizes students who were regularly enrolled but did not meet graduation requirements; it generally does not meet community college entrance requirements. The extended diploma reduces some credit requirements (examples discussed included two credits in math and English and reduced elective loads) while retaining minimum social‑studies components; board members asked staff to consider whether civics should be expressly included and to review credit totals for proportional balance.
Members raised concerns about a footnote in the policy that notes the state removed basic proficiency requirements for graduation; several board members said that is a significant policy choice and requested that the district explicitly state if it intends to maintain a higher local standard rather than burying the statement in a footnote.
Staff said they will draft revisions, including clearer language on U.S. history, the certificate of attendance definition and eligibility, an explanation of who qualifies for the extended diploma, and an explicit district statement concerning minimum expected proficiency. The board did not vote; staff will return with revised language and comparative examples from other districts.
