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North Attleborough committee approves local competency plan to replace MCAS for graduation
Summary
The School Committee voted to approve a locally administered competency‑determination program for high‑school graduation that uses multiple benchmarks, coursework and an appeals process; the plan includes IEP integration and accommodations for students with disabilities.
The North Attleborough School Committee voted Oct. 14 to approve a district competency‑determination program that replaces the MCAS score as the sole route to a high‑school diploma. The plan, developed by high‑school administrators and curriculum leaders, uses multiple benchmark assessments and coursework to measure proficiency across subject areas rather than a single high‑stakes exam.
Assistant Principal TJ Rizzo, speaking for high‑school administration, said the proposal gives students several ways to demonstrate proficiency and includes a review and appeals process for transfers and students who do not initially demonstrate competency. "We're not using one exam — we're doing a compilation of benchmark assessments throughout the year to determine what proficiency looks like," Rizzo said.
The program explicitly accounts for English‑language learners and students with disabilities, and Rizzo said competency considerations will be integrated into IEP planning so modifications and accommodations can be evaluated at the individual level. "I think it's part of a bigger conversation…we wanted this to be a little bit more personalized," he said, adding that the change could allow the district to reassess past students whose diplomas were previously withheld due to MCAS barriers.
Assistant Superintendent Pete Haviland framed the vote as a procedural step necessary for the district to document its approach to the Department of Elementary and Secondary Education (DESE). Committee members asked clarifying questions about how competency determinations will be reflected in IEP meetings and whether the approach sets district‑wide baselines or remains highly individualized; administrators responded that the IEP team will continue to determine adjustments for individual students while the competency policy defines the overall process.
The committee approved the competency‑determination program by voice vote. The district will return to the committee with implementation details and to track how the policy is used in practice.
