Swampscott High presents 2025–26 program of studies and local competency plan after MCAS change

Swampscott Public Schools officials presented a draft 2025–26 program of studies and explained how the district will implement a locally defined competency determination after voters removed MCAS as a graduation requirement.

Principal Dennis Kohut and Director of Finance Rachel Sturma told the school committee the program will keep the district aligned with MassCore while expanding elective access and spelling out the “competency determination” (CD) students must meet now that MCAS passing scores are no longer required for a diploma. “We are, very excited to present our program of studies for the 2526 school year,” Kohut said during the presentation.

The district’s draft CD translates what MCAS has typically measured at Swampscott High School into required coursework. For students who have not already passed MCAS, the CD will require passing biology (or a lab science equivalent), English (ELA 10, 11, and/or 12), and algebra 1 (or an equivalent such as geometry or algebra 2), Kohut said. For classes of 2027 and beyond the district proposed biology or a lab science equivalent, algebra 1 and/or algebra 2 and geometry, and English 1 as the coursework-based CD.

Why it matters: The ballot question that removed MCAS as a state diploma requirement shifts the responsibility to districts to define how students demonstrate competency. Swampscott officials said they are trying to preserve rigor while increasing access to electives and minimizing scheduling barriers that previously kept some students from taking popular courses.

Kohut told the committee the curriculum team, counseling staff and principals from nearby districts are taking a similar approach. “We were really trying to make sure that we really understood why those prerequisites were in there and to try to open up as many electives as possible to as many kids as possible,” he said.

New and proposed electives named in the presentation include a teaching-assistant-in-chemistry course, engineering and 3-D design, an advanced composition (semester) course open to grades 9–12, a modern reading of A Tale of Two Cities, a popular-culture elective titled “Taylor Swift as Literature,” and a live sound-engineering class to use the newly revamped auditorium equipment. The physical-education department proposed an “open power hour” PE elective; district staff said staffing and enrollment will determine whether the course runs and that the district has discussed cross-level support (including elementary PE teachers) to help implement it.

Course selection timeline announced in the presentation: - Feb. 10: Aspen opens for student course selection; recorded webinar for families released. - Week of March 24: middle-school visits for eighth graders; grade-level counselor meetings continue through March. - March 28: course placement review (override) forms due. - April–May: schedule building. - June: goal to have schedules ready before summer.

Committee members asked how the CD would affect students who do not meet the coursework thresholds. Kohut said students who fail a required course would need credit recovery, typically completed over the summer. “They would have to do some sort of credit recovery course to make the credits up, to earn that CD,” he said.

The presentation also reiterated that most current seniors and juniors have already met state MCAS requirements and therefore meet the district’s CD; officials said relatively few students fall into the cohort that still needs to fulfill the redesigned CD.

Superintendent Pam Angelakis and staff said the district will post the draft program of studies and linked DESE Q&A material for families and invited questions before the committee takes a final vote on any policy changes. Kohut and Sturma answered committee questions during the meeting and asked families to use the posted webinar and timelines when planning course choices.

The presentation closed with committee members expressing support for electives and innovation pathways as core parts of the high school program rather than optional add-ons. Kohut noted that whether proposed courses run will depend on student enrollment and staffing.

Looking ahead: staff will continue to refine the CD language and the program of studies before final committee action. The presentation materials include a link to the DESE Q&A referenced by staff.