Planning: Understanding State and School System Conditions

Launching a microschool within a public school system requires a clear understanding of state and system policy conditions and the flexibilities or barriers they create. While system leaders are not policymakers, they must be proficient in navigating regulations, identifying enabling conditions, leveraging existing openings, and advocating for policy changes that support microschool development. 

Many states and school systems provide policy openings, such as waivers and exemptions, to create the freedom systems need to develop microschools. Understanding and effectively utilizing these flexibilities is essential for system leaders seeking to establish microschools. You can also learn from the efforts of similar districts and other public school systems in your home state and across the country to reduce frustration and increase the likelihood of a successful launch. Here are some examples of policy enablers that system leaders can access to support innovation in your microschools.

Replacing Seat Time with Competency-Based Learning

Traditional funding and accountability systems rely on seat time requirements, which dictate the number of instructional hours students must complete and impact everything from course offerings to bell schedules and hiring decisions. It is now reported that every state offers flexibility through seat-time waivers or competency-based learning policies, allowing learners to progress based on mastery rather than time spent in class. Ohio’s Credit Flex Program was an early example of a statewide policy allowing students to earn credit based on demonstrated proficiency rather than traditional course completion. 

To implement competency-based learning, system leaders can:

• Research your state’s established competency-based education (CBE) policies and frameworks. 
• Learn what mechanisms exist in your state for flexible use of learning time inside and outside the traditional Carnegie-unit structure.
• Advocate for seat-time waivers and flexible credit policies that support mastery-based progression.
• Consider how your microschool must be designed to allow learners to demonstrate proficiency and mastery in multiple ways.
• Explore local flexibility in graduation requirements and transcript policies.
• Partner with organizations that support CBE implementation, such as the Aurora Institute/CompetencyWorks, Getting Smart, Learner-Centered Collaborative, KnowledgeWorks, and Transcend. 

Implementing Alternative Accountability and Assessment Models

State accountability systems often dictate standardized testing and reporting. However, some states allow alternative assessments, portfolios, or performance-based evaluations that better align with microschool models. New Hampshire’s Performance Assessment of Competency Education (PACE) is a groundbreaking statewide accountability and assessment system grounded in competency-based learning. In 2023, a network of 20 Missouri school districts requested that the state implement a more responsive assessment system to personalize student learning. The state Board of Education approved “innovation waivers” to allow the districts, now known as the Success-Ready Students Network, to opt out of the traditional state tests for three years.

To implement alternative assessment models, system leaders can:

• Explore options for flexible assessment approaches in your state.
• Advocate for portfolio-based assessments and performance-based learning evaluations.
• Explore models of competency-based reporting.
• Develop personalized learning plans that measure student mastery over time.
• Take advantage of the state’s alternative assessments, portfolios, or performance-based evaluations, or partner with the state education department to pilot and scale an alternative accountability system.
• Develop success metrics that are directly aligned with the microschool’s goals.

Expanding Teacher Certification and Staffing Flexibility

Many states require specific certification for educators, but some offer waivers or alternative pathways that allow microschools to staff based on instructional needs rather than rigid credentialing requirements. For example, the Texas Districts of Innovation (DOI) Policy allows districts to waive certain certification requirements, giving microschools within public districts more flexibility to hire industry experts and community educators.

To expand staffing flexibility, system leaders can:

• Explore system-level innovation waivers that allow for alternative teacher certification pathways.
• Partner with industry professionals, higher education institutions, and community organizations to recruit specialized educators.
• Advocate for micro-credentialing or competency-based teacher certification models that align with microschool instructional needs.

Exploring Additional Waivers and Exemptions

Similar to the assessment waivers described above, many states offer waivers that allow public school systems to modify traditional regulations in exchange for implementing innovative practices across various dimensions of teaching and learning. For example, Georgia’s Charter Systems Initiative currently has nearly 50 participating districts that waived specific state regulations, giving them more autonomy in curriculum design, staffing, and assessment models to support alternative learning environments like microschools.

 To find and take advantage of these options, system leaders can:

• Work with state education agencies to identify and apply for available flexibility options.
• Operate under charter school laws or innovation zone policies that grant greater autonomy when meeting defined performance goals.
• Collaborate with peer systems to understand best practices for navigating waiver applications.
• Document and share the impact of waiver implementation to advocate for continued policy flexibility. 

Adapting Nontraditional Facilities for Microschools

Zoning laws and school facility requirements can impact where and how microschools operate. Some public school systems utilize community spaces, such as libraries, museums, or co-working spaces, to create cost-effective learning environments. For example, in Michigan, public school districts can utilize nontraditional facilities for educational purposes, provided these facilities comply with state building codes and regulations. The Grand Rapids Public Museum School, part of the Grand Rapids Public Schools, is located within a museum. 

To secure nontraditional facilities, system leaders can:

• Research what flexibility exists in your state to allow for creative use of facilities.
• Explore co-location opportunities with existing schools, higher education institutions, libraries, businesses, and community or workforce development centers.
• Identify and partner with local organizations willing to provide shared learning spaces.
• Advocate for zoning and policy adjustments that allow microschools to operate in flexible environments.

Aligning with Statewide Learner Profiles & Portraits of a Graduate

As more states shift graduation requirements to better align with community and workforce needs, public school system leaders can align microschools with these updated learner profiles, often referred to as a Portrait of a Learner or a Portrait of a Graduate. At least 20 states and hundreds of school systems have developed portraits and profiles. For example, the Portrait of a Nevada Learner is framed as a set of reflection questions for learners about growing, contributing, and making an impact.

To align with statewide learner profiles, system leaders can:

• Identify whether your state has adopted or is developing a Portrait of a Graduate framework.
• Incorporate competencies and progressions from learner profiles into microschool curriculum and assessment models.
• Partner with local employers and community organizations to ensure alignment between microschool learning experiences and the expectations of the workforce.

Navigating State and Local Policy Resources

Public school system leaders do not need to rewrite policy to launch a successful microschool; however, they must understand how to navigate existing conditions and leverage available flexibilities. By identifying regulatory openings, forming strategic partnerships, and advocating for necessary adjustments, you can create microschools that align with your community’s needs while remaining compliant with state and system regulations.

Funding is a key consideration in this work. Federal funding streams—such as Title I, Title II, Perkins, and IDEA—often allow for more flexibility than states typically apply. For example, Section 1003A of the Every Student Succeeds Act (ESSA) allows states to reserve up to 3% of their Title I allocation for Direct Student Services. These funds can be used to expand access to advanced coursework, Career and Technical Education (CTE) pathways, credit recovery, dual enrollment, and personalized learning options. Yet very few states have taken advantage of this flexibility. System leaders and state partners can collaborate to unlock these underutilized resources, thereby supporting the design of microschools.

While this playbook provides a broad overview of enabling conditions, a future appendix will offer state-specific guidance on policy enablers, funding opportunities, and regulatory flexibilities. In the meantime, system leaders can:

• Engage with state education agencies to clarify waiver processes and policy flexibilities.
• Collaborate with local education policy groups and state-level innovation initiatives to identify conditions for success and gain access to relevant policy briefings.
• Connect with peer public school systems that are successfully launching microschools to learn from their experiences.
• Utilize resources from organizations such as the National Conference of State Legislatures (NCSL) and the Education Commission of the States (ECS) that provide up-to-date policy tracking and analysis on education laws that impact microschools.
• Stay engaged with our organizations—Getting Smart, Transcend, The Learner-Centered Collaborative, and organizations like the National Microschooling Center—for new resources and opportunities to connect with and learn from other microschool leaders. 

By taking a proactive approach to understanding state and school system conditions, you can lay the foundation for microschools that are innovative, sustainable, and aligned with public education’s broader mission of opportunity and access.