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Board member proposes competency requirement for graduation, sparking discussion on tests and retention
Summary
A board member presented a draft policy to add a competency component to graduation requirements (reading, writing, math), citing low state OSAS results and MAP growth; board members discussed testing formats, retention meetings, and phased implementation.
A board member presented a draft proposal asking the board to consider modifying policy so that earning credit alone would not guarantee a diploma, and instead students would also demonstrate competency in reading, writing and math. The board member asked colleagues to review the draft over the summer so the board could discuss implementation in August and explore multiple indicators rather than relying on a single test.
Board members debated whether to use state OSAS scores, MAP scores, in-house assessments or rubrics, and discussed timing and rollout (suggestions included starting with the junior class or the class of 2027). One board member noted that MAP shows growth but state tests still show low proficiency percentages and that opt-outs and test format may skew state results.
"I would like us to seriously consider changing the board policy to reflect a competency component to graduating and not just earning enough credits," the proposing board member said, asking the board to examine a draft over the summer. The staff discussion contrasted MAP (interim, multiple-choice, normed) with OSAS (constructed responses and state accountability) and raised concerns about opt-outs and one-shot high-stakes testing.
