The school committee reviewed a first-read draft of a new competency-determination policy required by the Department of Elementary and Secondary Education after the ballot measure removed MCAS as the automatic competence determination.

District staff explained the policy delineates which courses will count toward competency determination, the criteria for demonstrating mastery, and layered approaches for students with exceptional needs. Gabby (assistant superintendent for teaching and learning) said the policy “delineates the courses that count towards competency determination” and includes flexibility to evaluate alternative experiences and to protect supports for students with IEPs.

Committee members pressed on timing and administrative workload. Adam said the state’s initial October deadline (later extended to Dec. 31) forced staff to prioritize a time-consuming policy submission, even though statewide recommendations from the governor’s graduation council remain in draft form and could require districts to rework local policy in a matter of months. Gabby and others warned of equity concerns if districts create divergent competency rules without a consistent statewide standard.

Next steps: the committee invited feedback to the policy subcommittee and plans a second read and possible vote at a subsequent meeting, contingent on final DESE/Graduation Council guidance.