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Auburn School Committee holds first reading on state-required competency-determination policy
Summary
At a first reading, the committee reviewed draft policy IKFE, which would make passing full-year courses the primary pathway to a high-school competency determination and add subject-matter final assessments, portfolios and an appeals process for students who do not meet course thresholds.
The Auburn School Committee on a first reading reviewed a draft policy, IKFE, that lays out how the district will meet new Massachusetts competency-determination regulations adopted after a 2024 ballot change.
Mr. Keller, the district’s teaching-and-learning presenter, said the policy reflects state guidance and a district decision to prioritize coursework as evidence of mastery rather than a single end-of-course exam. “We are required by December 31 to submit this to the Department of Education,” he said, describing the timetable districts must meet.
Under the district proposal, competency for the class of 2027 and beyond would generally be demonstrated by passing two full‑year English courses (9 and 10), two full‑year math courses (algebra I and geometry or equivalent), one full‑year science course (biology, chemistry or physics) and a full‑year U.S. history course. Students who do not pass a required course would have access to subject‑matter final assessments in English and math and to portfolios as an alternative in science and social studies.
Keller said the district favored measuring student work during the course rather than “putting all the weight in that” single final assessment, arguing the approach better reflects sustained learning. He also noted special-education, English-learner and late-enrolling students require additional provisions, and the policy includes an appeals process: parents or students first petition the building principal (decision within 10 days) and then may appeal to the superintendent.
Members pressed for detail on supports for English learners. One member said the “case-by-case” language made them “a little nervous” and suggested clearer thresholds tied to WIDA scores or other measures; Keller agreed to refine language around English-learner procedures.
The presenter also said the class of 2026 remains covered if students passed MCAS administered before January 2025. The policy is a first reading and will return for further revision before the committee must submit a final policy to the Department of Elementary and Secondary Education.
Next steps: the district will refine ELL language, finalize the first- and second‑reading schedules, and post the approved policy on the district website as required by state rules.
