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Board hears plan for SORE competency pathway to help at‑risk students graduate
Summary
The Board of Education heard an informational presentation on a SORE competency pathway that would let a small number of at‑risk or special‑education students meet graduation requirements through non‑traditional demonstrations of proficiency (GED/GED Ready, ACT benchmarks, portfolios and online options); the board did not vote on the program and was asked to review materials and raise questions before implementation.
The Board of Education heard a detailed presentation on the SORE (Support, Opportunity, Achievement and Respect) competency pathway, an alternative‑education approach designed to let certain at‑risk and special‑education students earn a standard diploma through non‑traditional demonstrations of proficiency.
The presenter said the SORE program began in 2019 and grew through the COVID years to include an elective called Personal, School and Career Development, credit recovery, co‑teaching supports and online coursework. "The competency pathway is ... allowing a student to graduate with a traditional diploma through a non‑traditional route," the SORE program presenter told the board while explaining that the pathway uses multiple ways to demonstrate proficiency in core subjects.
Why it matters: district staff told the board the pathway is intended for a small population—students disengaged from traditional classes or newly arrived students with limited prior schooling—and is intended to reduce dropout risk and provide individualized pathways to graduation. The presenter said the Department of Public Instruction permits such pathways and that some state statutes and DPI guidance support alternative graduation options.
Details presented: the district outlined multiple competency options in each core area (communication/ELA, math, social studies, science) and several accepted demonstrations of proficiency: passing the GED at the state cutoff score cited by the presenter as 145; taking the GED Ready assessment onsite; achieving benchmark ACT scores in a subject (the presenter cited an ACT English score of 20 as a qualifying measure); completing in‑district coursework; or assembling a portfolio and an academic/career plan. Special‑education students would use IEP team decisions to pursue the pathway.
Special‑education staff described early success with small numbers of students. Andrea, a special‑education staff member, described a case where a student completed requirements in an alternative setting in one month and later "opened his own business," using that example to illustrate the pathway's potential to re‑engage students.
Eligibility and scale: presenters said students would apply using an application (included in the meeting packet) and would generally become eligible after four semesters (start in the second semester of sophomore year to participate in junior year). Presenters estimated the population would be small—"maybe five, six kids at a time"—but said the pathway could help students who otherwise risk delayed graduation or dropout.
Policy and next steps: presenters noted existing board policies (identified in materials as board policy 5460 and 5464 and policy 2370) already reference portfolio/alternative diploma options; staff said they may add the competency pathway to the educational options listing rather than create a wholly new policy. The board treated the presentation as informational; staff asked trustees to review the supplied handbook and raise questions before implementation and to expect summer annual reports from program staff.
No formal action was taken on the competency pathway during the meeting; the presentation was informational and the board did not vote to adopt the program at this session.
