A prominent issue discussed was the competency determination policy, which aims to establish local graduation requirements in alignment with evolving state regulations. With changes anticipated from the Massachusetts Governor’s Council, the policy outlines requirements such as course completion and mastery, impacting students graduating from 2026 onwards. The need for timely communication with families about these new requirements was emphasized, alongside a tiered approach for students who had completed certain coursework. The policy accommodates varied student circumstances through multiple mastery demonstration methods, including final exam grades and project portfolios.

Public comments also brought attention to alleged misclassifications of students as English learners based on assumptions linked to their last names. Concerns were voiced about a proposed competency determination policy allowing EL1 and EL2 courses to count as the English language arts requirement for graduation. This policy could potentially lead to an increase in misclassifications and lower academic expectations for students fluent in English. The call for strict safeguards against assumption-based placements aimed to prevent further misclassifications and to advocate for recognizing student potential.

Further discourse centered on the district’s approach to English learner programs, with changes having been made to streamline integration into mainstream classes. The program now operates with two proficiency levels, allowing students to transition more rapidly after receiving initial support. Assessments begin with a home language survey and, if necessary, testing across multiple domains to ensure appropriate support is provided according to state guidelines.

The committee also discussed the broader implications of funding for English learners, noting that additional resources are allocated for these students, which support educational resources and staffing. Concerns about the potential for students to be unfairly assessed based on EL status were expressed.

In addition to EL program discussions, the meeting addressed the integration of financial literacy and civics education as potential graduation requirements. One member advocated for civics exams to become mandatory, emphasizing the need for higher standards to ensure students are adequately prepared.

The meeting further explored the issuance of certificates to students who did not meet competency determination requirements necessary for graduation. Data from previous years showed a rising trend in certificates issued, which had been modified during the pandemic to allow course completion to suffice as a graduation requirement. Proposed continuance of this practice for future classes was discussed, particularly in light of unclear communication regarding algebra and geometry requirements at the time of some students’ enrollment.

An amendment was made to the policy language concerning course completion, shifting it to a different section labeled “mastery,” which was unanimously approved. The competency determination policy, as amended, was subsequently approved with a majority vote.

Assistant Superintendent Globsky presented the district’s quarter one strategy plan, focusing on accelerating literacy development, reducing achievement gaps, and enhancing family partnerships. The plan highlighted the launch of the CKLA program and various professional development initiatives funded by a $225,000 Prism grant. The implementation of the MClass benchmarking system was discussed, providing aggregated national data to compare local student performance against broader trends.

The meeting also emphasized enhancing partnerships with students and families through the development of the “portrait of a learner.” This initiative seeks to define graduate competencies, aligning with state guidelines, and involves collaborative input from staff, students, and community members. The initiative is set to gather community feedback in an event planned for February.