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Board member urges competency requirement for graduation, proposes policy change
Summary
A board member proposed adding a competency component (reading, writing, math) to Stanfield SD 61's graduation policy, suggesting OSAS, MAP and in‑house assessments as options and recommending parent retention meetings; the board agreed to study the idea over the summer and discuss at an August work session.
A board member told the Stanfield School Board that low OSAS results and gaps between MAP and state test outcomes warrant adding a competency requirement to the district's graduation policy. "I don't think it's right if we have a kid reading at a fourth grade level to earn a high school diploma," the board member said, urging the board to consider policy language that would require minimum demonstrated competency in reading, writing and math.
The proposal called for multiple pathways to demonstrate competency: passing OSAS or MAP benchmarks, or an in‑house rubric and assessment administered by teachers with opportunities for multiple attempts. The presenter recommended a measured rollout and asked colleagues to review a first draft over the summer so the board could discuss specifics at an August work session. The speaker also recommended formal retention meetings with parents when students are significantly behind and highlighted a parent signoff clause in existing policy that releases the district from liability if parents insist on promotion against a retention recommendation.
Board members discussed related past efforts such as honors diplomas, and staff clarified testing mechanics and accountability limits. Beth, a district staff member, confirmed that MAP does not count toward the state report card but is nationally normed and useful for local correlation to OSAS. The board did not vote on the policy but directed further work and a scheduled discussion in August.
