School committee reviews first reading of competency-determination and graduation policies aligned to DESE guidance
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Summary
Administrators presented a first reading of a competency-determination policy aligned to DESE guidance that separates state competency criteria (course-based demonstration of mastery) from local graduation-credit requirements and requires participation in state assessments; committee members asked clarifying questions about MCAS, participation thresholds and appeals for out-of-state transfer students.
The Norton School Committee considered the first reading of two related policies affecting graduation: a new competency-determination policy (IKFE) and updated graduation requirements (IKS). District leaders said the policies align the district with DESEguidance issued this year and separate the state competency bucket from local credit and participation rules.
Under the proposed competency determination, district-aligned indicators of mastery include successful completion of two years of certified English (English 1 and 2), two years of certified math (Algebra I and geometry) and at least one year (1.5 credits) of certified science, with a history component to be required beginning in 2027, presenters said. "We are aligning our competency determination to what their suggestions are," a presenter said, describing DESEbucketed guidance.
Administrators emphasized that local graduation requirements remain distinct: Norton would continue to require a minimum number of credits (presented as 95 credits) and the districtpolicy would require students to participate in state-required assessments, but would not require a passing score to receive a diploma. The policy also outlines additional considerations and accommodations for students with disabilities and English-language learners and an appeal process for students who move into the district late.
Committee members asked whether eliminating MCAS as a graduation gate would have changed historic outcomes for marginal students and pressed for clarity about participation thresholds and how the district will motivate student participation. Presenters noted an observed decline in participation that could affect district accountability and grant funding if participation rates fall below the DESE threshold. One administrator described plans to use new data dashboards and family-facing communications to increase participation and tie assessments to instructional feedback.
The policies were presented as first readings; no final vote was taken. Committee members suggested edits, asked for clarification on specific cited course names in the draft policy, and requested the updated text be circulated with corrected references before a second reading and vote.