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Committee advances new competency-determination policy IKFE as state retools MCAS framework
Summary
On Dec. 3 the committee gave a second reading to policy IKFE, which sets a course-grade threshold (above 65) for competency, allows portfolios and assessments as alternate evidence, and keeps English-learner decisions case-by-case while statewide rules are still in development.
Auburn — The Auburn School Committee on Dec. 3 advanced a second reading of policy IKFE, the district’s competency-determination policy required after the November 2024 ballot change that removed MCAS as the sole route for determining student competency.
What the draft says: The policy as presented sets a course-grade threshold of above 65 for passing the relevant course (ELA, math, science, history). Students who do not meet that threshold may be eligible for a subject-matter assessment or a portfolio that documents standards mastery. The draft includes portfolio language explicitly for English and math; committee members were told portfolios must demonstrate grade-level standards over the course of the year.
English learners and case-by-case handling: The presenter (speaker 11) said English-learner cases are varied and that at present the district will continue a case-by-case approach, using WIDA and other tools to assess language progress while ensuring content mastery is judged fairly.
State guidance and implementation questions: Committee discussion centered on how the district will define portfolio requirements (what evidence to include for ELA vs. math), who will score any state-designed assessments or portfolios, the time and staffing required to create and score portfolios, and parent communication. Speaker 11 referenced a recent interim report from the state’s Reimagining Readiness/Graduation Council describing proposed end-of-course assessments, portfolios, and a myCAP planning tool; he said the state intends to finalize details next June and that some items will be scored by the state.
Committee concerns and next steps: Members asked for a concise, parent-facing “cliff notes” summary explaining what the policy requires and what families should expect; the presenter agreed to draft a digestible version and noted a third reading would follow. The policy must be adopted locally by Dec. 31 to comply with the state timeline, but implementation and how assessments will be used can phase in later.
Representative quotes from the meeting: “ A student will achieve the competency determination if they pass the class with a course grade above 65, ” the presenter said when outlining the draft language. “ The portfolio would be evidence of them meeting those grade-level standards over the course, ” the presenter said when describing portfolio expectations.
Ending: The committee completed the second reading and scheduled continued work (a third reading and follow-up materials) to finalize the policy and related family-facing guidance before state deadlines.
