A proposal from committee member Rich Rediker to amend the district policy on competency determination (IKFE) ignited extended discussion about graduation standards, assessment methods and equity.

Rediker proposed that the district require demonstrable minimum competency in core subjects (reading, math and civics) as a condition for a high school diploma, arguing that a diploma should signal that graduates possess basic, practical skills. He cited international practices and urged a district‑wide standard or vendor test if the state no longer mandates one.

Committee members questioned the mechanics and consequences of such an approach: who would design and score a district test, how it would be weighted relative to course grades and finals, and how students with disabilities would be accommodated. Tim Collins and other members expressed confidence in district instruction and current assessment practices and cautioned that a single, rigid, high‑stakes district exam could disproportionately affect students who do not perform well on standardized tests despite otherwise demonstrated classroom progress.

Several public commenters and a student speaker addressed the trade‑offs. The student noted that dual‑enrollment and college entry generally still require local benchmarks; the speaker cautioned that adding state‑style end‑of‑year exams increases student stress and argued that instruction must cover tested content before testing. Other public commenters stressed that students with learning disabilities need appropriate accommodations and that employer expectations vary by vocation.

The committee did not finalize a district‑wide testing design at the meeting. A motion to propose an amendment was offered and seconded for discussion; the transcript records proposal and debate but does not include a definitive, recorded outcome for a permanent policy change. Several members said they would seek further information and consider options that ensure minimal competencies while avoiding unintended consequences for special education students or those who do not test well.

Why it matters: Graduation requirements signal what a diploma means to employers, postsecondary institutions and the public. Requiring additional district testing would change local policy, potentially affect student pathways and require choices about assessment design, accommodations and weighting relative to course grades.

What’s next: Committee members requested additional detail on test design, cost, accommodations and alignment with curriculum before advancing any binding policy change.

Speakers: Rich Rediker (proposal) — first referenced 01:10:56; Tim Collins (questions) — first referenced 01:36:58; multiple public commenters and a student — public comment block 01:25:07.

Provenance: topicintro block_01:10:56; topfinish block_01:36:58