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School committee reviews first reading of new graduation and competency policies after state changed MCAS requirement
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Summary
The committee heard a first reading of two revised policies — IKF (graduation requirements) and IKFE (competency determination) — developed to align local rules with state guidance after the state removed MCAS as a graduation requirement. The draft narrows required course sequences, clarifies mastery evidence and outlines review and appeals steps.
School committee members received a first reading of two policies the district must submit to the state after Massachusetts removed the MCAS as a graduation requirement. The policy subcommittee presented draft versions of IKF (high‑school graduation requirements) and IKFE (competency determination) and sought committee input before a second reading.
What changed: The draft IKF aligns Duxbury’s required course sequences more closely with MassCore recommendations. The changes preserve existing total credit requirements and reiterate that students must carry coursework over multiple years in certain subjects: English and math will be explicitly required across four years (one course per year, with limited doubling up); science credits must be lab‑based; history credits include a student‑led civics project; and art requirements were clarified so that at least half the arts credits must be fine or performing arts. In short, the draft restates local expectations but frames them to match state college‑and‑career readiness guidance.
Competency determination: IKFE explains how the district will decide whether a student has achieved mastery in a subject for diploma purposes now that MCAS scores are not the default mechanism. The state guidance asks districts to require two components: (1) satisfactory completion of a relevant course with a passing grade and credit earned, and (2) student demonstration of mastery through a district‑specified assessment — for example, a cumulative exam, capstone project, portfolio or other locally defined measure. The draft applies competency determination to English, math, science and, beginning in the next year, history.
Special cases and appeals: The draft describes processes for students with IEPs, English‑learner students and students who transfer in from outside the district or state. The policy also outlines an appeals path for students who disagree with a competency determination and notes the state requested districts to provide policy text by the end of the calendar year.
Why it matters: Committee members asked about scheduling and course availability implications and whether the district can ensure all students can meet course sequences given recent staffing and program reductions. Administrators said the listed courses are already offered in the Program of Studies and that the policy includes review language for transfers and special education cases, but they urged continued attention to schedule planning.
Next steps: The policy subcommittee recommended a second reading and final adoption following committee review and public comment; district staff said they will finalize language and prepare a submission to the state before the calendar‑year deadline.
