District staff told the Board of Education that the district is expanding Project Lead The Way (PLTW) training for Algebra I teachers at both the middle and high school levels and integrating PLTW projects into existing math curricula.

The presentation said two middle school teachers have already been trained this year and the district plans to train two more. Staff said PLTW projects are being used to create project‑based classroom activities intended to show students how algebra connects to careers and “how they will use this” knowledge, and that high school teachers will receive a two‑day PLTW training in November.

The math presentation described multiple supports for students, including Academic Intervention Services (AIS) driven by New York State assessment scores, classroom assessments and i‑Ready diagnostic results. “Students, based on those 3 bits of information on the students, we determine whether they need services for math,” a presenter said. Staff said AIS focuses on building prerequisite skills using i‑Ready materials and other resources, and that teachers guide instruction from diagnostic data.

At the high school level, the district described an algebra seminar class “designed to support students in developing the skills needed to be successful on the Algebra I Regents exam.” Staff said the district also offers tutoring closer to Regents windows that is open to all students, including those who may be challenging the exam again to raise scores.

District staff reported statewide passing rates for the Algebra I Regents: 31% (2023), 29% (2024), and a preliminary 27% for 2025. They noted the district had not yet received all 2025 data. The presentation said i‑Ready provides specific diagnostic detail teachers use to target instruction.

Board members and commenters asked about professional development expectations and parent involvement. A board member asked whether summer PLTW training is mandatory; staff said much PD is voluntary in summer but that the district provides training opportunities during the school year—department meetings, early‑release days or superintendent’s day—so teachers will receive the instruction “somewhere along the way.” The presenter said PLTW “will be part of our curriculum” and teachers will “intertwine Project Lead The Way into the curriculum.”

Kevin Pendergast, president of the Binghamton Teachers Association, commented during public comment that teachers and interventionists are central to supporting overwhelmed students and fostering relationships that boost academic success. Community member Chantela Tevorasquez also praised PLTW but urged balance in funding for student excursions and partnerships that help engage students.

The presenter described the district’s participation in a New York State pilot of project‑based alternative assessments that could allow students to earn credit through completed projects rather than only by passing the Regents exam. “We are part of the plan pilot where they are looking at alternatives assessment,” the presenter said, characterizing the district as a participant in the state’s pilot and noting the district’s work to align PLTW projects with that effort.

The district did not announce a regulatory change; staff said they will “work with the state” on how project‑based work might be accepted in lieu of a Regents exam under the pilot. No formal vote or district policy change on alternative assessments was taken at the meeting.

District staff emphasized that algebra is typically the exam required for graduation and that other Regents (for example geometry or Algebra II) can also meet that requirement. They said the pilot, if approved by the state, would still permit students to receive Regents credit via the approved alternative projects.

School leaders also described classroom structures—math workshop models, small‑group instruction, intervention blocks, and morning meeting time—used to expand time and opportunity for math instruction at the elementary and middle levels. Staff said some elementary buildings run “math mentor” sessions in summer with strong turnout, and that interventionists are assigned to each elementary building to provide tier 2 and tier 3 support.

The presentation avoided recommending any immediate changes to graduation requirements; instead, it described ongoing training, classroom integration of PLTW, and the district’s role in the state pilot. Staff said they will continue to provide PD during the school year, expand teacher training, and monitor student results.