State education staff propose new digital literacy credit, localized pathways and changes to speech requirement

Greg Wilson, chief of staff for the Idaho State Department of Education, told the Senate Education Committee on a series of proposed administrative rule changes that the department is seeking to incorporate statewide content standards, update the Idaho Special Education Manual and revise high‑school graduation requirements.

The package includes a new one‑credit digital literacy requirement, a change that removes a stand‑alone communications credit and instead embeds communications standards in English language arts, a rewritten senior project called the ‘‘future readiness’’ project that must include an experiential component, and a requirement that local education agencies develop at least two ‘‘localized pathways’’ (for example: college readiness, direct entry to trades, military readiness or exploratory tracks).

The changes were presented as technical and policy updates resulting from a year‑long review and stakeholder process; the department says the digital literacy credit and the future readiness project would apply to students graduating after Jan. 1, 2028. Wilson said the department has drafted model standards and will support districts and charters with templates and implementation guidance. "This requirement would apply for the class graduating after 01/01/2028," Wilson said during the presentation.

Why it matters: the rules would alter the statewide minimums and the way districts document readiness for post‑secondary options. The department said it is not increasing the statewide minimum credit total (Idaho’s current administrative code requires a minimum of 46 credits: 29 core academic and 17 electives) but is changing how some credits are defined and counted.

Key details: - Digital literacy: a proposed 1‑credit core academic requirement described by the department as covering fundamentals of computational thinking, algorithms and coding, responsible online behavior, privacy and critical navigation of online information. The department described digital literacy as distinct from casual device familiarity and said it is intended to prepare students for workforce and civic life. - Communications/speech: the draft rule would remove a separate communications credit and instead require that communications standards be met within the eight required English language arts credits or through an elective communications course where a district offers one. Department staff said many districts currently provide speech via the Idaho Digital Learning Academy where in‑person instruction is unavailable. - Science, math and electives: changes clarify that students must take four credits from at least two ‘‘hard’’ science areas (physics, chemistry, life science, earth science) and that some applied‑science/engineering/computer science courses can count toward remaining science credits; the rules also prevent double‑counting a course for both math and science core requirements. - Future readiness project: replaces the senior project with a culminating project that must include an experiential component (work‑based, service‑based, research‑based or portfolio) demonstrating adopted college and career competencies and exploration of post‑high school options. - Localized pathways: each LEA would be required to develop at least two locally defined pathways aligned to post‑secondary goals; the department provided examples and said templates are in development. - Special education manual: the department is incorporating an updated Idaho Special Education Manual by reference after a U.S. Office of Special Education Programs (OSEP) letter identified noncompliant eligibility language; the department said conflicting rules were removed to reduce duplication.

Questions and concerns from the committee focused on process, rural practicalities and content. Senator Ward Engelking said the proposed change to communications concerned him because the Legislature approves curriculum standards: "We have standards, curriculum standards that we put in place, and they're reviewed. ... This seems to be outside those standards." Several senators representing rural districts asked how small schools would continue to provide in‑person speech instruction if districts shift to embedded communications or online options through IDLA. Wilson said the department will provide templates and expects local flexibility, but acknowledged implementation will vary across districts.

Public testimony: Sam Laird of the Idaho Freedom Foundation urged the committee to reject parts of the proposed social studies standards, saying they did not follow Senate Concurrent Resolution 116 and that some language, in his view, prioritized diversity frameworks and omitted instruction he considers essential. Laird asked the committee to consider the National Association of Scholars' model standards as alternatives.

Committee action and next steps: committee members did not vote on the entire rule package at the first hearing and asked to receive the department’s written responses to legislative inquiries. Later in the meeting the committee held voice votes to adopt two docketed rule items presented that day (docket numbers 8010013‑2401 and 802012401); the meeting record shows voice votes in favor and the chair announced ‘‘the ayes have it’’ but numerical tallies were not recorded in the transcript.

What remains unresolved: several senators explicitly reserved judgment pending the department’s written responses and further hearings, particularly on social studies language, the communications change and how the digital literacy and future readiness requirements will be implemented in small and rural districts.

The department said it will continue stakeholder outreach and supply implementation materials if the rules proceed to final adoption. The committee indicated that some items will be scheduled for full hearings at later dates.