HULL - December 1 - The Hull School Committee engaged in a lengthy debate about graduation requirements for the classes of 2026 and 2027, with members expressing serious reservations about requiring final exam scores as part of competency determination just hours after Governor Maura Healey released interim guidance on graduation standards statewide. The committee ultimately directed Superintendent Michael Jette to explore removing the final exam requirement for the Class of 2026 before bringing the policy back for a vote.
The Full Story
At the heart of the debate was Policy IKF concerning graduation requirements, which was before the committee for its second reading. The policy currently requires students to pass designated courses “with a passing score on each of their related final assessments” to demonstrate competency. This approach was developed in response to the elimination of MCAS testing as a graduation requirement following a statewide referendum.
School Committee Chair Kyle Conley set the tone for the discussion by noting that Governor Healey had released interim guidance on graduation requirements that very day, which included recommendations for capstone projects and financial literacy components. However, Healey’s final guidance won’t be available until June, leaving districts in uncertain territory for the current academic year.
School Committee members expressed multiple concerns about the final exam requirement. Vice Chair Lily Hedrick argued that if students have completed all required courses with passing grades and earned the necessary credits, additional assessment requirements should not be necessary. “If they did the courses and got a passing grade and they did the number of credits required, why not?” Hedrick asked. “Why is that not enough?”
Conley was particularly troubled by applying assessment requirements retroactively to the Class of 2026, stating, “I cannot and I hear loudly loud and clear that there’s a path forward for all of our students... but I feel like the foundation of what we put forward now is what we build on and I just don’t for class of 2026 I can’t imagine there’s a world where I would ever feel comfortable declaring that their eligibility for graduation has something to do with a test that nobody knew was going to be an issue years ago.”
School Committee member Brendan Kilroe echoed these concerns, emphasizing Hull’s unique character. “I think the rest of the south shore is vanilla to me. I feel like Hull is probably one of the only towns that stands out that’s different. It’s got different DNA,” Kilroe said, advocating for a system that recognizes different types of student achievement beyond traditional academic testing.
Superintendent Jette defended the policy as written, explaining that it was developed following state guidance and that Principal Rob Shaw has plans in place for every member of the Class of 2026 to meet graduation requirements. “This list has allowed us to ensure that we met the competency determination and there’s a plan in place as there has always been for every child,” Jette said. He emphasized that no students would be prevented from graduating because of this policy.
However, Jette acknowledged the committee’s concerns about the final exam requirement. When pressed about the purpose of final assessments, he explained that they help ensure students have truly mastered core competencies. “It is easy to average away a competency. I can pass a class with a D and not know how to do something that’s a core competency for that course,” he said.
The committee discussed the aspirational nature of the state’s new guidance, which emphasizes capstone projects and locally-controlled competency determinations rather than standardized testing. Members expressed enthusiasm about developing more personalized and applied learning demonstrations in the future.
After extensive discussion, Conley proposed that the committee direct Superintendent Jette to work with Principal Shaw to explore the ramifications of removing the final exam requirement specifically for the Class of 2026. If feasible, a revised policy would be brought back at the next meeting, with the committee prepared to waive a reading and vote to meet the December 31st deadline set by the Department of Elementary and Secondary Education.
The meeting also included comprehensive presentations on special education programming and curriculum initiatives. Director of Student Services Kristen Ryan, along with SEPAC (Special Education Parent Advisory Council) board member Maggie Kelly, provided an overview of the district’s special education programs, which serve nearly 170 students with IEPs across all grade levels. Ryan highlighted the district’s commitment to Universal Design for Learning (UDL), with all staff receiving professional development this year.
Ryan detailed the range of supports available, including integrated preschool classes, the Team-Based Learning program serving students from pre-K through grade 12, co-taught classes at the high school level, and a new multidisciplinary transition planning team for students age 14 and older. Special features include music enrichment through Presto Music, a therapy dog from Cohasset Working Dog, and partnership with Landmark Outreach for language-based instruction training.
Kelly, whose daughter with Down syndrome is in the TBL program, discussed SEPAC’s role in supporting families and gathering feedback. A recent survey sent to families with IEP students had a low response rate, with only 14 of nearly 170 families responding. However, those who did respond were overwhelmingly satisfied, with 87.5% strongly agreeing and 12.5% agreeing that they were satisfied with the supports and services their children receive.
Director of Curriculum, Instruction and Assessment Christine Cappadonna then led a presentation on the district’s systematic curriculum review process and the use of IXL, a digital learning platform. Since fall 2022, the district has been reviewing and updating curriculum across all subject areas, including the adoption of Amplify for literacy, implementation of IXL for math support, and ongoing reviews of social studies, world language, health, PE, and science curricula.
Three teachers joined Cappadonna to demonstrate how IXL is used in classrooms. Fourth grade teacher Faith Martin explained how IXL provides “skill of the day” practice aligned to everyday math lessons and Massachusetts standards. The platform’s live classroom feature allows teachers to monitor student progress in real-time and identify struggling learners before frustration sets in.
Third grade teacher Anne Kearley focused on how IXL supports individual student instruction through adaptive questioning that adjusts difficulty based on student responses. The platform provides immediate instructional feedback with step-by-step explanations and allows teachers to view actionable data to identify students needing intervention or challenge.
Fifth grade teacher Kate McMurdie discussed how the IXL Arena provides diagnostic assessments that generate scores for each math strand and an overall diagnostic level. Students spend approximately 15 minutes daily on recommended skills, with teachers actively supporting them during this time. The platform’s trouble spots reports allow teachers to intervene early when specific sub-skills are causing difficulty.
The IXL presentation generated discussion about homework and at-home learning. School Committee members noted that while IXL appears to work well as an in-classroom tool with teacher support, there are concerns about its effectiveness when students use it independently at home. Committee members expressed interest in ensuring students have access to physical textbooks or other resources that align with classroom instruction for home use.
Cappadonna emphasized that IXL is used as one resource among many, with teachers making professional decisions about what tools best serve their students. She invited families with concerns to reach out to teachers to discuss modifications for individual students.
In other business, the committee unanimously approved a request from the South Shore Educational Collaborative to establish a capital reserve account. Executive Director Michael Losche had presented this proposal at the previous meeting, explaining that the fund would be used for future capital needs without increasing tuition rates to member districts. The collaborative currently leases space in Hull for several programs.
Superintendent Jette provided a brief safety update, noting that the district has weather monitoring procedures in place as winter approaches. He explained that school closure decisions are always based on student safety and involve consultation with staff familiar with Hull’s unique weather patterns, including concerns about high tides.
Business Administrator Diane Saniuk presented the FY27 budget development handbook, outlining the timeline and process for creating next year’s budget. The budget development process begins with principals and staff at each school identifying needs and priorities in the fall, continues through budget subcommittee review, and culminates with school committee approval and town meeting vote in May. The initial budget will be presented to the school committee on January 12, 2026.
School Committee members requested that the district publicize budget meetings more widely to encourage community input. The budget subcommittee, consisting of Courtney Littlefield, Superintendent Jette, and Saniuk, had met earlier that day and reported that year-to-date financials are in line with the approved budget of $18.39 million.
The committee also discussed a new approach to structuring subcommittees around clearly defined school committee goals. Vice Chair Hedrick presented draft goals in five areas: student achievement and learning environment, communication and community engagement, budget and resource stewardship, committee governance and professional practice, and superintendent evaluation and support. The committee plans to finalize these goals at the next meeting, after which each subcommittee will develop its own aligned goals and action steps.
The committee approved meeting minutes from November 17, 2025, and four administrative policies (EBC, EFBA, EFD, and EFE) that had completed three readings. School Committee member Lily Hedrick reported attending a meeting of the Hull Public Schools Wellness Council, noting it was productive with good stakeholder participation.
Why It Matters
The graduation requirements debate directly affects Hull High School seniors and juniors, determining what they must demonstrate to earn their diplomas. The committee’s hesitation to impose final exam requirements on students who enrolled years ago without this expectation reflects a commitment to fairness and transparency in educational standards. For families of current juniors and seniors, the outcome of this policy discussion will determine what academic hurdles their children must clear before graduation. The broader conversation about competency-based education and capstone projects signals a potential shift toward more personalized, applied learning assessments that could benefit future students by recognizing diverse forms of achievement beyond traditional testing.
Meeting Minutes
Key Motions & Votes
Motion: To approve the meeting agenda as posted. Outcome: Approved. Vote: Unanimous. (Timestamp: 02:59)
Motion: To approve the open session regular meeting minutes from November 17, 2025. Outcome: Approved. Vote: Unanimous. (Timestamp: 06:22)
Motion: To approve the South Shore Educational Collaborative capital reserve account request. Outcome: Approved. Vote: Unanimous. (Timestamp: 1:47:15)
Motion: To approve policies EBC, EFBA, EFD, and EFE. Outcome: Approved. Vote: Unanimous. (Timestamp: 2:22:47)
Motion: To adjourn the meeting at 8:54 PM. Outcome: Approved. Vote: Unanimous. (Timestamp: 2:24:49)
Public Comment
No members of the public provided comment during the designated public comment period at the beginning of the meeting.
What’s Next
Superintendent Jette will consult with High School Principal Rob Shaw about the feasibility and ramifications of removing the final exam requirement from graduation competency determination for the Class of 2026. A revised Policy IKF will be brought back to the school committee at the next meeting on December 15, 2025, with a potential vote following waiver of the third reading to meet the December 31st DESE deadline. The school committee will finalize its goals for the year at the next meeting, after which subcommittees will develop aligned goals and action steps. The initial FY27 budget will be presented to the school committee on January 12, 2026, with subsequent meetings focusing on different aspects of the budget through May. The Special Education Parent Advisory Council will continue efforts to increase survey response rates from families of students with IEPs.
Really strong coverage of a nuanced policy debate. Chair Conley's point about retroactive requiremnts cuts to something fundamental: procedural fairness matters as much as the policy itself. Students who enrolled years ago made decisions based on one set of expectations, and changing the rules mid-stream erodes trust in insitutions even when the new standards might be academically sound.