The committee’s main agenda centered on creating a draft policy for competency determination, following the state’s decision to eliminate MCCAST as a graduation requirement. This shift places the responsibility on each school district to establish its competency criteria. The proposed policy for Brookline High School, primarily based on a model from the Massachusetts Association of School Committees (MASC), includes coursework in English Language Arts (ELA), mathematics, science, and U.S. history.

A significant aspect of the discussion was the adjustments made to accommodate students with diverse educational backgrounds. For instance, the mathematics requirement includes algebra and geometry, with eighth-grade algebra eligible as one of the necessary years. The science requirement is set at one year, while U.S. history was newly added as an essential component for graduation.

Concerns arose about how these changes might impact students, particularly those in specialized programs like the Specialized Work Study (SWS) program. Questions were raised about whether the current list of required courses adequately reflects the paths taken by these students. Additionally, the emotional well-being of students was a point of concern, as the removal of a standardized test as a competency measure could alleviate anxiety for some, though others might still take longer to meet graduation requirements.

The timing for implementing these new standards was also a focal point. The policy outlines that competency determinations will be assessed at the end of the sophomore year, allowing students time to address any deficiencies before their senior year. This approach aims to prevent misconceptions about the school’s standards and to support all students in meeting graduation requirements.

Further discussions highlighted the need for flexibility in course requirements, with some members advocating for the inclusion of course titles rather than specific course numbers to avoid the policy becoming outdated. The proposal to simplify the competency determination policy by removing direct references to individual courses and instead pointing to the course of study was suggested, allowing for more agile curriculum adjustments.

In addition to competency standards, the committee debated the usage of school spaces by external users. Concerns were raised about the clarity of obligations for both users and the school district, with suggestions made to streamline the policy to avoid confusion and delays. The existing fee structure for facility use, which had not been updated in some time, was also discussed.

The meeting also touched on potential revisions to the personal electronic device policy, particularly regarding its enforcement at the high school level. There were concerns about the effectiveness of the current policy in managing device usage and the potential impact on student interactions, such as bullying and harassment. The committee discussed the necessity of consulting with high school leadership to determine if a problem with device usage indeed exists and needs addressing.

Additionally, the use of artificial intelligence (AI) in schools emerged as a topic of interest. Although no specific AI policy drafts have been provided by MASC, the committee recognized the importance of developing guidelines that include student input and ensure data safety. The need for thoughtful support in implementing AI policies was emphasized, acknowledging the varying levels of staff receptiveness and capability.