Competency Determination Policy

In accordance with the district’s grading policy, students must pass required courses with a minimum grade of 65% or higher or have earned a grade of a “P”  in order to be considered as satisfactorily completing coursework. Satisfactory completion shall mean a student earns full credit in the course, which in our district is defined as achieving the established passing threshold.

A student demonstrates mastery in accordance with the district’s grading policy when they successfully complete one of the approved measures identified in Fall River Public Schools’ Competency Determination framework. Students may show mastery by:

1. Passing the final assessment for the course, demonstrating proficiency in the essential standards; or
2. Completing a capstone or portfolio project that provides evidence of sustained learning, application of skills, and attainment of course competencies; or
3. Successfully completing another equivalent measure identified by the district, aligned to subject-specific criteria outlined in the Competency Determination policy document below.

Fall River Public Schools offers students multiple pathways to demonstrate mastery, recognizing that students’ learning can be captured in multiple formats. By offering options such as exams, benchmarks, capstone projects, portfolios, and other equivalent measures, the district's goal is that every student has a fair and equitable opportunity to demonstrate mastery in the required course subjects.

Together, these measures ensure that a student both earns credit through consistent performance across a course and demonstrates mastery of essential knowledge and skills required for graduation.

ELA Requirements

For ELA, the student must satisfactorily complete ELA 1 and ELA 2 or equivalent coursework as identified in the program of studies. 

AND ONE of the following that represents a comprehensive assessment of applicable subject-level DESE standards.

• Earn an average of Meeting or Exceeding on a District Argument, Expository, and Narrative Benchmark

• Pass the specified Cumulative Credit Recovery Exam 

• Selected Performance Tasks aligned to ELA II equivalent or higher standards for students who can not demonstrate mastery through the benchmarks. 

• Attain a 3 or higher on the College Board AP Language, AP Literature or AP Seminar exam 

• Earn a 450 or higher on the ELA SAT or PSAT

• Pass an end-of-course final exam.

• Complete a Dual Enrollment/Early College English course with a minimum 2.0 GPA average or higher. 

• Satisfactorily complete a capstone project or portfolio.

• Earn an average of Meeting or Exceeding on 2 TLE final projects

Mathematics Requirements

For mathematics, students must satisfactorily complete Alg 1 and Geometry or equivalent coursework as identified in the program of studies.

AND ONE of the following that represents a comprehensive assessment of applicable subject level DESE standards.

• Earn an average score of Meeting or Exceeding on the three benchmarks in Algebra I and Geometry

• Earn an average score of Meeting or Exceeding on the three benchmarks in a higher level class.

• Pass the Cumulative Credit Recovery course exam  

• Earn a meeting or exceeding on selected Performance Tasks aligned to ALG1 and GEO standards for students who can not demonstrate mastery through the benchmarks.

• Earn a 460 or higher on the Math PSAT or SAT

• Attain a 3 or higher on one of  the College Board AP PreCalculus, Calculus AB, Calculus BC, or Statistics exam

• Pass end-of-course final exam

• Complete a Dual Enrollment/Early College Math course with a minimum 2.0 GPA average or higher. 

• Earn an average of Meeting or Exceeding on all 3 TLE final projects

 

Science Requirements

For Science, students must satisfactorily complete coursework in the equivalent of one year of Biology, Physics, Engineering, or Chemistry (All levels).

AND ONE of the following that represents a comprehensive assessment of applicable subject level DESE standards.

• Earn an average of Meeting or Exceeding on the End of Unit Transfer Tasks or End of Unit Assessments in one of the CD courses or a higher level lab science class. 

• Earn an average of Meeting or Exceeding on the three district benchmarks. (Translated in native language for students who qualify.) 

• Pass the Cumulative Credit Recovery final exam. 

• Complete a portfolio of selected standards-based Performance Tasks aligned to Biology, Physics, or Chemistry standards to prove mastery for any domain not mastered through assessment.

• Attain a 3 or higher on the College Board AP Biology, AP Physics, AP Chemistry, or AP Environmental exams

• Pass end-of-course final exam

• Complete a Dual Enrollment/Early College Science course (in Physics, Biology, Chemistry or Engineering) with a minimum 2.0 GPA average or higher.   

• Earn an average of Meeting or Exceeding on 2 TLE final projects

 

U.S. History Requirements

Beginning with the graduating class of 2027, the student must satisfactorily complete coursework in the equivalent of a one-year U.S. History course.

• Students must have an average score of Meeting or Exceeding on three benchmarks in U.S. History.

• Pass the Cumulative Credit Recovery course exam. 

• Selected performance tasks aligned to US History standards for students who can not demonstrate mastery through the benchmarks.  The required Civics Project is an option for the performance task.

• Attain a score of 3 or higher on the College Board AP United States History or AP American Government and Politics exam.

• Pass an end-of-course final exam.

• Complete a Dual Enrollment/Early College US History course with a minimum 2.0 GPA average or higher.     

• Earn an average of Meeting or Exceeding on 2 TLE final projects.   

 

Students With Disabilities

Programs approved by the Massachusetts Department of Elementary and Secondary Education in accordance with 603 CMR 28.09 (the "approved" public and private day and residential) as well as out-of-district substantially separate programs have aligned their school curriculum with the state curriculum frameworks consistent with 603 CMR 28.09(9)(b) and are thus sufficient to meet the district’s local requirements for graduation by providing the necessary instruction aligned with the Massachusetts curriculum frameworks to prepare the student for graduation.

Fall River district students, educated in approved public or private out-of-district settings (day or residential), will be provided equitable opportunities to meet the Competency Determination (CD) requirements. This will include the acceptance of end-of-course assessments developed and implemented by the out-of-district program, provided those assessments are based on the appropriate standards of the Massachusetts Curriculum Frameworks and include the applicable accommodations and specialized supports as defined in the IEP.

English Learners

Fall River Public Schools is committed to providing English Learners (ELs) with equitable access to the Competency Determination (CD) requirements by ensuring that students at all levels of English proficiency are supported in meeting both state and local graduation expectations. The district recognizes that English Learners may take different pathways as they develop their English skills, and it is the responsibility of Fall River Public Schools  to ensure that these students are given meaningful opportunities to complete required coursework and demonstrate mastery. All decisions regarding EL access to CD requirements are grounded in the principles of equity, academic rigor, and alignment with state standards.

To support English Learners, the district provides a range of specialized supports, including English as a Second Language (ESL) instruction, sheltered content courses, and targeted academic interventions. Instructional practices for ELs emphasize scaffolding, language development strategies, and culturally and linguistically responsive teaching. School Counselors, ESL teachers, and content-area teachers collaborate to design course schedules that allow ELs to make progress toward graduation while receiving the language development support necessary to succeed in academic coursework.

When certifying courses that meet CD requirements, Fall River Public Schools carefully reviews whether ESL courses may be applied toward the English Language Arts (ELA) requirement of the CD. In alignment with Department recommendations, the district will only consider ESL courses for ELA credit in the case of students at foundational levels of English proficiency (ACCESS Levels 1–2). For these students, ESL courses will be certified as meeting the ELA requirement only when they explicitly integrate grade-appropriate Massachusetts ELA standards alongside English Language Development (ELD) standards. These courses will include instructional scaffolds and assessment practices that are aligned with students’ proficiency levels and designed to ensure meaningful engagement with academic language and content.

Decisions about whether an individual student’s ESL coursework can be applied toward the CD ELA requirement will be based on the student’s proficiency level as measured by ACCESS for ELLs, as well as teacher recommendations and demonstrated progress. The district will document how grade-level ELA standards are embedded into ESL coursework and will ensure that this integration is intentional and consistent across classes. Records of these practices and decisions will be maintained for submission to the Department of Elementary and Secondary Education as part of the CD policy review process.

Through these supports and procedures, Fall River Public Schools affirms its commitment to ensuring that English Learners at all proficiency levels have equal opportunity to meet the CD requirements, graduate with their peers, and leave Fall River High School prepared for college, career, and civic life.

Late-Enrolling Students

Fall River Public Schools recognizes the responsibility to provide students who enroll in district high schools after their ninth-grade year with a fair and equitable opportunity to earn the Competency Determination (CD). The district ensures that all late-enrolling students are evaluated for eligibility through a process that is consistent, transparent, and aligned with state requirements. Central to this process is a comprehensive transcript review conducted by School Counselors and administrators in collaboration with Deans/Department Heads and the Director of School Counseling. This review examines prior coursework to determine equivalency with Massachusetts standards, course length, and content relevance. Where coursework is deemed equivalent, it may be applied toward fulfilling the CD requirements.

In cases where gaps exist between a student’s prior coursework and the state requirements, district high schools will provide opportunities for students to complete additional courses that align with the CD expectations. This may include enrollment in core academic courses, credit recovery programs, or targeted support classes designed to ensure that students are able to demonstrate mastery in the required content areas. All coursework provided will reflect the rigor, instructional hours, and learning outcomes required under Massachusetts Curriculum Frameworks.

In limited circumstances, a student’s eligibility for the CD may also be determined by a qualifying MCAS score, consistent with DESE guidance. This option will only be used in cases where transcript evidence or course-taking opportunities are insufficient or impractical due to the timing of enrollment. Regardless of the pathway used—transcript review, course-taking, or MCAS—Fall River Public Schools will ensure that all students demonstrate mastery of required standards, complete courses of equivalent length, and engage in relevant and rigorous academic experiences that align with state graduation expectations.

To ensure accountability and compliance, the district will maintain thorough documentation of the evaluation process for each late-enrolling student, including the rationale for credit recognition, course placement decisions, and any use of the MCAS score exception. This documentation will be retained and made available for audit by the Department of Elementary and Secondary Education, in accordance with state requirements. Through this policy, Fall River Public Schools reaffirms its commitment to equity, rigor, and transparency in supporting late-enrolling students to meet the Competency Determination and successfully graduate from the Fall River Public Schools.

Appeals

Fall River Public Schools provides students and their parents/guardians with a clear and fair process to appeal the requirements related to whether a student has met the Competency Determination (CD). The purpose of this process is to ensure transparency, equity, and consistency in decision-making while upholding state regulations and local graduation standards.

A student or parent/guardian may initiate an appeal by submitting a written request to the student’s district high school Principal within ten (10) school days of receiving notice of the district’s determination. The written request should outline the grounds for the appeal and include any supporting documentation, such as additional transcripts, records of coursework completed outside of district programming, or evidence of demonstrated mastery not previously considered.

Upon receipt of the appeal, the Principal will convene a CD Appeals Review Team within thirty (30) school days. This team will consist of the Principal or designee, the student’s School Counselor, a curriculum supervisor from the relevant content area(s), and, when appropriate, a special education or ESL/MLL representative. The Review Team will conduct a comprehensive review of the student’s academic record, including transcripts, course syllabi, assessment results, and any additional evidence provided by the family. The review may also include a consideration of alternative demonstrations of mastery, consistent with the district’s CD policy.

The Review Team will issue a written decision within ten (10) school days of completing the review. The decision will include a clear explanation of the rationale, referencing specific coursework, assessments, or standards as applicable. The written outcome will be communicated directly to the student and parent/guardian by mail and email, and a copy will be placed in the student’s cumulative record.

If the appeal is upheld, the student will be awarded credit toward the Competency Determination, and the district will update graduation eligibility records accordingly. If the appeal is denied, the written decision will include information about next steps, including additional coursework, assessments, or other supports available to the student to meet the CD requirements.

Classes of 2003 through 2024 - Determining Diploma Eligibility 

Fall River Public Schools will provide eligible students from the graduating classes of 2003 through 2024 who did not earn a diploma as a result of the former Competency Determination (CD) requirements with the opportunity to determine their current eligibility for a diploma under the district’s updated CD policy. Eligibility is defined as follows: the student must have been previously enrolled in the district, must have met all local graduation requirements at the time of exit and therefore qualified for a Certificate of Attainment, and must not have been previously reported as a graduate in the Student Information Management System (SIMS). Any student who did not meet the criteria for a Certificate of Attainment because local graduation requirements were not fulfilled will be required to meet both the current CD requirements and the district’s local graduation requirements before a diploma can be awarded.

The process begins when an eligible former student, or their parent/guardian, submits a written request to the Director of School Counseling Office to review diploma eligibility. Requests may be submitted at any time throughout the year. Within ten (10) school days of receipt, the Director of School Counseling will acknowledge the request and assign the matter to a Diploma Review Team consisting of the district High School Principal, the Director of School Counseling, and a curriculum supervisor from the relevant subject areas. The team will complete its review of transcripts, archived records, and local graduation requirement documentation within thirty (30) school days.

The Diploma Review Team will determine whether the student, having previously met all local graduation requirements, is now eligible for a diploma under the district’s updated CD policy. If eligibility is confirmed, the Director of School Counseling will issue final approval, and the student will be officially designated as a graduate. Diplomas will be prepared and made available to the student within ten (10) school days following approval, either for pick-up at the student’s district High School or mailed directly to the student upon request. The district will also ensure that all graduates are reported to the Department of Elementary and Secondary Education via SIMS, in compliance with state requirements.

If the review determines that the student does not meet current CD or local graduation requirements, the Diploma Review Team will issue a written decision outlining the specific areas that remain incomplete. This decision will include information about pathways for the student to complete outstanding requirements and earn a diploma in the future. All decisions will be communicated in writing by mail and email, with copies maintained in district records.

Approved by FRSC November 10, 2025