GADSDEN INDEPENDENT SCHOOLS — The Gadsden Independent Schools Board of Trustees heard a first reading Wednesday of a substantially rewritten graduation policy (IKF) that removes state-era competency-test language, adds locally required credits, and narrows which special-education graduation tracks will be available to future students.

The draft policy, presented by Mr. Wagenmeier, lays out two tracks of primary importance going forward: a standard diploma pathway and an "ability" program of study for students with significant cognitive disabilities. It removes references to the administrative code section that formerly required passing a state competency test and instead requires, for students entering ninth grade in 2025–26 and later, that students attempt the federally required ESSA Title I assessments in language arts, math and science. "Students must attempt, and I want to emphasize attempt, not pass, but just attempt the federally required ESSA title 1 assessments that measure proficiency in language arts, math, and science," Wagenmeier told the board.

Why it matters: The state Public Education Department deleted the NMAC provision that tied graduation to passing a competency test; the district's draft policy updates local graduation requirements to reflect that change while adding locally required credits intended to promote college and career readiness. The rewrite also attempts to reduce confusion for parents and counselors by consolidating graduation rules in one policy and by specifying how local credits and course substitutions will be treated.

Board members pressed academic staff for details about students who transfer into the district midyear or from out-of-state. Board Member Lita and others asked whether the district could be put in an awkward position when students move into the district in the senior year, and how such transfers would interact with state scholarship eligibility. Wagenmeier and Superintendent Dempsey said administrative procedures and regulations will be developed to handle waivers, credit acceptance and transcript evaluations rather than embedding complex transfer rules in policy. "If a student moves from one district to another, the receiving district shall accept those earned credits toward that student's graduation," Wagenmeier said, reading statutory language the draft follows. He added that procedures for out-of-state and international transcripts will be brought back for further board discussion.

Special education: The draft keeps three named programs of study (standard, modified, ability) but reflects recent statutory changes that limit availability of the modified program. Under the proposed policy, the modified program of study "shall only be available to students with disabilities that began the ninth grade before 25–26." Wagenmeier explained the state’s rationale: because the administrative requirement to pass a competency test has been removed, the need for a modified option that adjusts passing thresholds is reduced for future cohorts.

Assessment and waivers: The draft requires an attempt at state-required assessments but creates a process for students to request a waiver or submit a substitute assessment if they cannot reasonably attempt the state test. Board members asked how waivers would be processed and whether timelines for waivers and alternate testing windows would be published so testing coordinators and families can plan. Wagenmeier said those operational details will be provided in a regulation accompanying the policy.

Parent notification and progress reporting: Trustees raised concerns about consistency in notifying parents when a student is at risk of not graduating and about whether current progress-reporting procedures are adequate. Wagenmeier and staff said some of those notification processes are covered in other district policies and agreed to return with recommended procedures and any needed policy changes.

Next steps: The board treated the draft as a first reading and asked staff to return with proposed implementation regulations (waiver forms and timelines, transfer evaluation procedures and transcript‑translation steps for international students) before taking action.

Ending: The board will continue the discussion at a future meeting; staff said they will circulate draft regulations and examples of transcript-evaluation procedures before the next presentation.