State Department of Education outlines rule changes on standards, special education manual and graduation requirements including digital literacy

The Idaho State Department of Education presented a package of administrative-rule updates and proposed changes affecting content standards, the Special Education Manual and high-school graduation requirements during a Senate Education Committee hearing.

Greg Wilson, chief of staff for the State Department of Education, told the committee the department had completed its 2024 standards-review cycle and was proposing temporary rules that incorporate several updated Idaho content standards and the Idaho Special Education Manual into administrative code. He said the State Board of Education approved the reviewed standards in June 2024 and that the temporary rules are intended to ensure continuity for classrooms while the legislature reviews adoption.

Wilson said the department revised the Idaho Special Education Manual after receiving a December 2023 letter from the U.S. Office of Special Education Programs (OSEP) indicating portions of Idaho's manual were not aligned with the federal Individuals with Disabilities Education Act (IDEA). "The department conducted a thorough review of the manual over several months in 2024," Wilson said, and submitted temporary-rule language so schools would begin the current year in compliance with federal law.

The department also proposed multiple changes to the state's graduation requirements, keeping the statewide minimum of 46 credits but updating definitions and core requirements. Key recommended changes outlined by Wilson include:

- Credit flexibility: allowing districts to award core academic credit for work-based learning or CTE courses that align with the standards.

- Communications requirement: consolidating English language arts and communications so that eight credits of English language arts satisfy the current communications expectation (rather than a separate stand-alone communications credit). Wilson said communications standards are embedded in ELA and that districts that currently offer a stand-alone speech/communications course may continue to do so as an elective.

- Science credits: clarifying the requirement that students take four credits from at least two science content areas (for example, physics, chemistry, earth science, life science) and that two additional credits may include applied science, engineering or computer science; also clarifying that one course may not be double-counted to satisfy both math and science core requirements.

- Digital literacy: proposing a new one-credit digital literacy requirement for the graduating class of 2028 and after. Wilson described digital literacy to include computer science concepts (algorithms, coding), internet safety, media literacy, ethical behavior online and the impacts of artificial intelligence. "Familiarity with devices does not equate to the skills needed for workforce development preparation," he said.

- Future readiness project: replacing the senior project with a future-readiness project that requires an experiential component (work-based learning, apprenticeships, internships, service-based or research projects or a portfolio) demonstrating college and career competencies.

- Localized pathways: requiring local education agencies to develop at least two locally provided pathways (examples include 2- and 4-year college readiness, military readiness, career/trade entry, or exploration pathways) that align coursework and assessments with post-high-school goals.

Committee members raised several concerns during the discussion. Senator Carlson said he opposed the social-studies standards process and signaled intent to oppose adoption of the social-studies temporary rule; others raised concerns that communications/speech instruction might decline if districts rely on online options. Several senators sought more information and a written response on specific questions; Wilson said the department had responded to a December 21 letter and would provide committee members copies of that response and of the incorporated-by-reference documents (standards and manual).

Public testimony included Samuel Laird of the Idaho Freedom Foundation’s Center for American Education, who urged the committee to reject the proposed social-studies standards and argued the standards did not follow Senate Concurrent Resolution 116. Laird said the standards prioritize diversity frames over "factual, rigorous, and patriotic" content and called for the committee to reject the social-studies rule when it comes for a vote.

After discussion, the committee approved two rule dockets by voice vote later in the meeting (recorded motions and seconds are on the record for the dockets). Wilson said the department would send links to the incorporated documents and templates to help districts implement the proposed changes if the legislature adopts the rules.