District staff presented a revised competency‑determination (CD) policy on Oct. 20 that outlines how Newton High School students will satisfy graduation requirements after the removal of MCAS as a graduation condition. The policy is intended to replace MCAS as a demonstration of competency for diplomas for the classes of 2026 and beyond.

The policy combines course completion (earning full credit) with locally defined ‘‘mastery’’ measures in subject areas including English, math and science; math requirements were clarified to identify either an Algebra 1 / Geometry sequence or the integrated math sequence. U.S. history will be added to CD requirements for the class of 2027, staff said. The committee heard that once a student earns a CD in a subject it is retained even if the student later transfers to another district.

Why it matters: After the November 2024 ballot removed MCAS as a statewide graduation requirement, DESE issued guidance and updated regulations in May and July asking districts to adopt local CD policies. Districts must now define what constitutes mastery and how students who transfer in or out of Newton will be handled.

District presenters — vice principals Amy Winston (Newton North) and Jason Williams (Newton South) and committee members of the CD working group — said the updated policy attempts to balance flexibility with clear standards and that the model was developed quickly to ensure seniors could receive diplomas in June. They acknowledged state guidance is still evolving and said the district may revise the policy again if DESE establishes new statewide measures.

Committee members raised several practical concerns. Members asked whether the policy contains sufficient non‑test measures of mastery such as capstone projects, portfolios or performance assessments; staff said the policy intentionally uses the term "final assessments" (not just final exams) to leave room for a broader set of assessments and for alternative formats under students' IEPs. Members also asked about transfer students who arrive in junior or senior year with transcripts from other districts; staff said they are developing procedures and spreadsheets to identify students who have completed coursework but may lack mastery evidence and that some students may need benchmark assessments later in the year.

Several members pressed for earlier communication to affected seniors and families, and some suggested an expedited vote to give counselors and deans time to provide guidance. Staff said they have case‑tracking spreadsheets for each subject with coursework and mastery checkboxes for students and that they will communicate once the policy is finalized. The committee scheduled a second reading and public comment ahead of any vote.

"The mastery that we're talking about right now is a more locally defined mastery. And we have worked really hard to develop a definition of mastery that is very flexible and responsive to the students that are in our high schools," said Amy Winston, one of the working‑group vice‑principals.

Next steps: Staff will refine policy language and procedures for transfer and special‑education students, collect school‑level lists of students who need remediation or assessment, and return to the committee for a vote at a future meeting after additional community input.