Schenectady BOE hears K–12 math plan; high school pilots dual-enrollment algebra model

Assistant Superintendent of Teaching and Learning Anani Curtis Coleman and the district math team presented a K–12 mathematics plan to the Schenectady City School District Board of Education on Feb. 25, outlining curricular alignment, coaching supports and changes to how struggling algebra students are scheduled.

Coleman said the district is aligning instruction to state numeracy guidance and the district strategic plan; she cited a long-range goal tied to a 2030 proficiency target (about 41.7%). “By 2030, a graduate with strong mathematical knowledge is [a] confident, flexible problem solver who can apply mathematics to real world situations,” Coleman said. She emphasized moving beyond procedural fluency to mathematical reasoning and equitable access across schools.

The presentation listed core and intervention resources in use districtwide — i‑Ready (K–8), Bridges for AIS, Reflex/Fracs for math facts, EMath at the secondary level and IXL for targeted intervention — and described a focused professional‑learning sequence planned for March 25. Heidi Harlow, an instructional math coach at Page Elementary, described coaching cycles, classroom modeling, co‑planning with teachers and use of formative data to track discourse and student participation, saying, “We present that information to the teachers. They evaluate it, and they make their own decisions about where they want to move next.”

Toby Valentino, department chair at Schenectady High School, described a substantive redesign of Algebra Fundamentals. Previously the course served many juniors and seniors repeating content; the team moved to a parallel, dual‑enrollment model that pairs Algebra Explorations and Algebra Fundamentals so sophomores (and other students) see the full course content twice in the year. Valentino said that structure — two teachers, coordinated planning and shared PLC time — increased engagement, attendance and teacher contact with families and, in January, coincided with higher Algebra I pass rates. “So, this January, 36 percent of our students passed the Algebra I Regents this January,” Valentino said, and the staff described that as their highest January pass rate since the current team began this work.

Coleman also highlighted pockets of strong growth at specific grade levels and singled out an Early College High School teacher, Bob McCarthy, whose students reportedly all passed the Algebra II exam. The district said some small-sample Regents measures can be skewed and that analysis focuses on larger, more stable cohorts such as Algebra I. Presenters acknowledged remaining subgroup and grade-level gaps and said they are requesting more granular, school‑level and subgroup disaggregations from assessment vendors to target supports.

Board members pressed on the role of language and literacy in solving word‑problem performance and asked for school‑level breakdowns. Coleman and colleagues said the district is building language routines into math instruction and will share school‑level data and further details on subgroup performance. The team also described work to scale instructional coaches across schools as budget and priorities permit.

The board thanked the presenters; Coleman said the district will continue refining implementation and provide requested data to board members. The school board later moved to executive session to discuss personnel matters. Ending note: the math team will follow up with requested school‑level and subgroup assessment breakdowns and additional implementation timelines.