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Instructional Committee endorses staff'revised graduation plan to reflect state 3'036 competencies; committee urges clear public messaging
Summary
After debate about math-credit labels and potential impacts on electives, the Instructional Committee moved and unanimously approved a staff-revised graduation plan ("plan C") that emphasizes how the district will meet the state 3'036 competencies while preserving flexibility for students.
The Concord School District Instructional Committee debated two draft graduation-credit plans for the Class of 2030 and then approved a staff-revised option described in the meeting as "plan C." Presenters from the high school explained plan A (staff-preferred) and plan B (more closely aligned to the state'framed presentation), and described how many 3'036 competencies (digital literacy, logic and rhetoric, statistics/data analysis, financial literacy) can be embedded within existing courses.
Committee members raised concerns that shifting a 0.5 competency out of the visible "math" box could be misread by constituents as a reduction in math rigor and could have downstream scheduling effects that reduce elective and AP options for students. Facilitators responded that embedding competencies does not remove course offerings and suggested layout edits (for example, bolding statistics/data analysis under math or moving financial literacy higher on the page) to make the district's intent clearer to the public.
After discussion, Brenda Hastings moved that the instructional committee approve the staff'revised plan (referred to in the discussion as plan C); Sarah Sadowski seconded the motion. The transcript records the committee voting in favor, with no opposition or abstentions recorded. The committee asked staff to finalize the graphics and materials for the upcoming full-board meeting so families and counselors will have clear messaging for incoming 9th-grade registration.
The presenters and committee repeatedly emphasized the district is implementing state-mandated 3'036 competencies and said the recommended layout changes are meant to improve community understanding, not to change requirements or reduce student math learning.
