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Tolleson outlines revised credit‑recovery model to boost subject‑certified support and student engagement
Summary
District leaders proposed a new credit‑recovery model that replaces a single-site, single‑teacher approach with subject‑specific credit recovery teachers (ELA, math, science, social studies) plus media‑specialist support and targeted intervention, and outlined training and monitoring plans for 2025‑26.
Tolleson Union High School District staff described changes to the district’s credit‑recovery model intended to increase student engagement and improve content support and outcomes.
Currently, each site maintains a credit‑recovery teacher who oversees multiple class periods while students work independently in Edgenuity. District leaders said that model sometimes left students without subject‑certified instructors in coursework such as math. To address that, the district will pilot a new configuration in 2025–26 that assigns certified content teachers to dedicated credit‑recovery bands: math, English language arts, social studies and science. Media‑center specialists will support elective credit recovery and smaller caseload needs, district staff said.
“Credit recovery enables students to regain credit for courses they did not pass or finish,” Dr. Rosalba Laguna Squatly told trustees while outlining the revised staffing model. Under the new plan each band will staff four subject‑certified teachers so students who need content support will be placed where certified instructors can assist in remediation and mastery.
District staff said principals and counselors are coordinating placement and that sites may add additional bands—for example a fifth hour—if student demand requires it. The district will provide professional learning for teachers new to credit‑recovery work, offer Edgenuity training, and use PLCs and Solution Tree interventions to monitor tiered supports (tier 1, 2, 3).
Board members asked operational questions about enrollment, counselor involvement and the timeline for rollout. Several trustees urged tighter coordination with counselors and site teams and recommended checkpoints after three and six months to review implementation and make adjustments based on teacher and counselor feedback.
District staff also noted other ways students can earn recovery credit—summer school, after‑school programs funded by a 21st Century grant, and targeted tutoring funded through Title I and Title III. Leaders said they will prioritize freshmen interventions (a “freshman Familia House” pilot was described) to reduce downstream credit needs.
The presentation did not include a formal vote; trustees asked for ongoing updates and recommended that the district incorporate counselor, teacher and student feedback as the model is refined.
What’s next: Schools will align schedules and counselor assignments for 2025–26, provide teacher professional learning on Edgenuity and credit‑recovery practices, and report back to the board with early implementation feedback and data.
