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Cohoes High leaders outline comprehensive plan, credit recovery alternative program and attendance push
Summary
High school leaders and district staff presented a comprehensive plan on Nov. 19 that emphasizes expanded dual‑credit access, district‑wide MTSS supports and a new alternative program for grades 8–10; presenters reported early success (75% of alternative-program students on track) and said attendance remains the chief barrier to credit recovery.
High school administrators presented a comprehensive plan to the Cohoes City School District Board of Education on Nov. 19 that emphasizes higher academic expectations, expanded dual‑credit opportunities and new supports to improve attendance and keep students on track for graduation.
The presentation, led by members of the high school leadership team and introduced by a speaker identified as Dr. Carlos, described steps to increase access to dual‑enrollment courses across core and elective areas and set a goal of making at least one dual‑credit option available to most students. Jenny Barker, a special education research consultant teacher, said the district has added dual credit classes beyond core subjects and is aiming for broad student participation.
District staff described implementation of Multi‑Tiered System of Supports (MTSS) and a teacher-facing lesson‑plan template intended to align coaching, data collection and instructional practice. The team said MTSS training, IST data collection and coaching (including a new science coach) will be phased in as part of a multiyear rollout.
The board also heard an update on a newly launched alternative program housed in the middle school for grades 8–10 that is intended to help students recover credits early and prepare for BOCES/CTE options. District presenters reported that 75% of students in quarter one of the alternative program were “eligible” (passed all classes or failed only one), while students who remain ineligible typically face attendance challenges. Laura (first name only in the transcript) and other staff described a mix of academic interventions, social‑emotional plans and family meetings to address attendance-driven ineligibility.
Presenters described early instructional supports, including weekly math coaching, a new science coach for Earth and space science standards, and career exposure initiatives such as job fairs and field trips. The presentation credited project‑based learning (PBL) training through BOCES as supporting the program’s approach and emphasized that the alternative program is still in early stages and will be monitored closely.
Board members questioned logistical aspects such as program location, staffing and budget implications. A board member noted both the benefits of housing the program in an existing building (nurse, security) and the potential advantages of an off‑site, workplace‑style placement. District staff said cost and fit will be reviewed during upcoming budget committee discussions.
The presentation concluded with the board expressing support while emphasizing the need for regular updates and data on attendance, credit recovery and graduation outcomes as the district scales supports and evaluates long‑term viability.
The board then moved into the regular agenda business.
