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Everett School Committee adopts updated competency-determination policy for Class of 2026
Summary
The Everett School Committee voted 7–0 to adopt a competency-determination policy aligned with recent DESE regulatory changes. The policy requires students to demonstrate both mastery and satisfactory course completion, with multiple options (final exam, portfolio, capstone, or MCAS) to show mastery and accommodations for ELL and special-education students.
The Everett School Committee on Monday unanimously approved an updated competency-determination policy required under new Department of Elementary and Secondary Education (DESE) guidance.
District leaders said the policy, aimed at the Class of 2026, requires two elements for students to demonstrate competency: mastery of MCAS-aligned content and satisfactory completion of coursework. Assistant Superintendent Dr. Adams told the committee the district broadened options to help more students meet the requirement, noting that mastery can be shown by passing a final course assessment, compiling a portfolio of coursework, completing a capstone project, or meeting the state MCAS expectation.
"We want to capture as many students as possible while ensuring alignment to curriculum frameworks," Dr. Adams said during the presentation, emphasizing rubric development for portfolios and capstones. Everett High School Principal Dr. Braga described work with curriculum directors to align assessments and recommended high-quality instructional materials in math and ELA to promote consistency across sections.
Committee members pressed staff on consistency across different teachers and subjects. Miss Babcock asked how the district will ensure comparable standards across algebra and geometry sections; Dr. Adams and district curriculum directors described common rubrics, coordinated assessments and director oversight as the intended approach.
The policy also addresses English language learners and students with disabilities. District staff said ESL courses will reflect the Mass. ELA frameworks and co-taught special-education classes will be counted toward competency when aligned to the frameworks; the district will use WIDA access assessments for annual ELL proficiency monitoring.
Superintendent staff noted next steps: translating guidance for families in multiple languages, advising students who may not meet competency via MCAS on alternative paths, and continuing to develop capstone and portfolio rubrics.
The committee voted to accept the competency-determination framework by roll call, 7–0. The district said it will return with more detailed capstone templates and examples once implementation planning advances.
