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Beverly adopts competency-determination framework and reviews MCAS results districtwide
Summary
The committee approved a first reading of a DESE-mandated competency determination policy and heard principals present MCAS highlights: elementary improvements, middle-school steady gains, and high-school accountability gains. The district outlined caps/portfolios and timeline to submit CD and graduation requirements to DESE by Dec. 31.
Beverly school leaders on Wednesday presented a district competency-determination framework in response to new Department of Elementary and Secondary Education (DESE) guidance and shared MCAS and assessment results across all schools.
Principal Thomas summarized the competency-determination (CD) approach: students may meet the CD via passing course finals aligned to Massachusetts frameworks or by completing capstone/portfolio projects that meet district expectations. “Students can do this two ways, completing a capstone project or portfolio project that meets or exceeds expectations... or passing the course’s final exam aligned with the Massachusetts curriculum frameworks,” Thomas said.
The district crafted equivalencies so students who meet Beverly High School’s local graduation requirements will also satisfy the CD thresholds; the committee held detailed questions about accommodations for learners with IEPs, the meaning of “successful completion” (district uses 60 as a passing grade), and how the changes will be communicated to families. The policy will be publicly posted and district CD/graduation requirements submitted to DESE by Dec. 31.
After the policy discussion, principals from each school highlighted MCAS gains: several elementary schools returned to or exceeded pre‑pandemic levels, middle-school math shows multi-year gains, and the high school sustained a higher accountability percentile (48) and improved participation in advanced coursework. Administrators emphasized curriculum implementation timelines, peer learning walks, focused interventions for high‑needs students and efforts to reduce summer slide.
The competency-determination policy was presented as a first reading; committee members asked for a side‑by‑side summary of prior requirements vs. proposed CD language and for outreach materials families can use.
