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District 11 board leans toward Proposal B, raising graduation requirement to 50 credits
Summary
After a lengthy presentation and debate, the board signaled support for Proposal B — increasing required academic credits (including eight years/credits of math under that proposal) and setting 50 total credits — while acknowledging special‑education and flexibility concerns and a possible compromise (Proposal C).
District staff presented two converging proposals to recast high‑school graduation requirements around a new graduate profile and a set of “peak experiences.” Both proposals raise the district requirement from 46 to 50 credits; they differ in how many credits are required academically and how many remain for flexible, pathway‑aligned continuous‑learner credits.
Presenter (district staff) described Proposal A as keeping more credits in the flexible continuous‑learner column (19 credits) and Proposal B as assigning more required academic credits (Proposal B: 15 continuous‑learner credits, more specified academics including an increase in math). Staff stressed the change is not state mandated; rather it reflects the block schedule’s greater credit opportunities.
Board members asked detailed, itemized questions about how algebra sequences are counted, whether PE and health credits are being ‘lost’ or recategorized, and how the state’s higher‑education admission (HEAR/HEAR) requirements and Holocaust instruction are embedded. One board member noted that proposal B meets minimum higher‑education requirements and preserves rigor; others warned that increasing required math to eight credits could negatively affect students with IEPs.
Directors discussed a compromise labeled Proposal C (Proposal B with math relaxed from eight to six required credits, shifting two credits to the continuous‑learner column). After discussion, the board took a show‑of‑hands expression of support; five members indicated support for Proposal B. The board directed staff to proceed with Proposal B at this stage, to prepare implementation details, and to bring measurement plans and course‑coding work back for further review. Staff committed to tracking course enrollment and outcomes and to returning with data so the board can monitor whether the changes produce intended engagement and access.
The board did not adopt new policy language in this session; instead, it gave direction for next steps and asked staff to return with specific course lists, coding changes, and metrics to evaluate the effect of the policy change on college eligibility, special‑education students, and students pursuing CTE pathways.
