Stoughton — Stoughton High School curriculum coordinator Miss Miller presented a major update to the high school’s program of studies to the School Committee on Jan. 14, outlining new courses, pathway diagrams and a proposed local approach to the state’s new competency determination following voters’ removal of MCAS as a graduation requirement.

Miller said the draft changes expand career and technical opportunities, introduce cybersecurity and computer-aided-design courses, and provide more structured newcomer English-language support. She summarized the competency-determination recommendation this way: "we are suggesting that all students must complete the MCAS state testing in English mathematics and science... We're not saying pass." The district would require students to complete designated coursework in English, mathematics and lab science as the local means of showing competency.

Why it matters: The Commonwealth removed MCAS as a graduation requirement in a recent vote, but federal accountability still requires testing. Stoughton’s proposed change keeps MCAS participation in place for accountability while shifting graduation competency toward course completion: 20 credits of English (or equivalents), 20 credits of mathematics (including algebra and geometry paths) and 17.5 credits of lab science (including biology) would meet the district’s proposed standard.

Miller also outlined additions to the catalog: a help-desk course that can lead to an Acer laptop certification, expanded newcomer ESL classes targeted to content needs (ESL literacy, ESL math, ESL science and ESL history), and new business and engineering courses such as applied marketing, cybersecurity fundamentals, CAD/CAM and woodworking R&D. The program also proposes converting many term-length classes to semester courses to reduce scheduling conflicts.

Committee discussion addressed student access and cost barriers. Board members pressed for clarity on AP exam fees and hardship language; one member asked to remove the word "extreme" from the hardship exception so families could apply more easily. Miller said staff could replace it with a clearer financial-hardship standard and that guidance to counselors would be added. The committee did not vote on the program; Miller said the document would return for a formal vote at a later meeting.

Ending: Miller told the committee the district is beginning foundational work for pathways and that staffing and budget realities will determine which new offerings run each year; committee members requested more detail, including flow-chart updates and placement criteria for newcomer students.