Wakefield Memorial High School proposes new electives, dual enrollment expansion and competency-based graduation path

The School Committee received a presentation Tuesday on Wakefield Memorial High School’s proposed 2025–26 Program of Studies, which includes new semester electives, an expanded dual‑enrollment effort and a local competency determination policy administrators say will replace MCAS as the school’s competency measure for graduation.

Assistant Superintendent David Robinson and curriculum coordinators described new elective offerings across departments: performing-arts classes such as “Music and Media” and “History of Modern Music”; new science electives including forensic science, genetics and microbiology split into semester modules; and new courses in social studies including “American Civil War Battles and Generals,” “Criminal Law,” “Forensic Psychology” and a U.S. history of LGBTQ+ topics. The health department plans a new sophomore offering, “Building Healthy Habits,” to meet wellness requirements.

Robinson said most new courses are electives and will run only if student demand and staffing allow; the Program of Studies expands one‑semester options so students can pursue a broader mix of electives. Several departments surveyed students before proposing additions.

Administrators also described attempts to widen dual enrollment beyond world languages. The district has offered dual-enrollment Spanish and Latin successfully and is exploring a composition (comp) class and possibly social‑studies options in partnership with North Shore Community College; such partnerships require minimum enrollments and an alignment timeline still being negotiated with the college.

Internship and experiential options were discussed: counselors are accepting internship applications through Feb. 14 for a Q4 internship pilot; administrators plan an update at the end of the school year on how pilot internships performed.

Special education staff proposed renaming the high school’s TAL (Therapeutic Alternative Learning) program to “Therapeutic Learning Center (TLC)” to align terminology with the middle school; administrators said the renaming does not change program structure.

Curriculum leaders also outlined handbook changes clarifying level placement, course‑override procedures and the district’s approach to instruction at multiple levels (college-level, honors, AP). Administrators said clearer guidance would help families and reduce mid‑semester placement churn.

Most consequentially, administrators proposed a local competency determination policy to replace MCAS as the school’s primary graduation competency measure. Under the draft, competency could be demonstrated by successful completion of specified courses (English 9 and 10; Algebra I and Geometry; and a biology/chemistry/physics/tech engineering course) or, alternatively, by a passing MCAS score where applicable. Administrators said the proposal follows state guidance after the ballot changes to MCAS graduation requirements and is intended to use course standards and student records to determine competency.

Committee members praised the curriculum alignment work and asked for clarification about which courses will run depending on enrollment; administrators said counselors will rank elective options and that departments will run classes with sufficient enrollment. The committee did not take a final vote on the Program of Studies Tuesday; the item was presented for Committee approval and will be acted on in the usual agenda process.