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Buffalo board hears plan for Progressive Pathways Academy to serve overage and undercredited students
Summary
District leaders proposed a Progressive Pathways Academy — an alternative, student‑centered program with extended hours, CTE and GED options, and wraparound supports — aimed at re‑engaging overage, undercredited, or justice‑involved students with a phased launch targeted for 2027–28.
Dr. Renard, presenting the Progressive Pathways Academy (PPA) proposal, told the Buffalo City School District board the plan is intended to “reimagine how we serve some of our district’s most vulnerable students” by offering flexible schedules, competency‑based instruction and embedded mental‑health supports. The plan is a multi‑phase effort that Dr. Renard said grew from six committee meetings and a stakeholder survey of 656 respondents.
The academy would offer extended hours (proposed 8 a.m.–8 p.m.), pathways to high‑school diplomas, GED options, CTE opportunities, dual enrollment and workforce supports. Dr. Renard said the district would staff the program with counselors, social workers, case managers and family‑engagement liaisons and provide small‑group instruction and individualized learning and graduation plans (ILGPs) for each student.
On budget and schedule, Dr. Renard previewed a phased rollout that begins with principal identification and board approval, moves into planning and partnership development in 2026–27, and targets a program launch in 2027–28 with expansion thereafter. The presentation cited an anticipated planning/year‑one budget of approximately $450,000 for an initial leadership team, professional development and startup costs.
Board members pressed for operational details including a facility (none selected yet), entry ages and which grades would be included. Dr. Renard said year one would prioritize 9th‑ and 10th‑grade students and certain CCI (credit‑deficient) students, with juniors and seniors phased in during year two. Vice President Janita Everheart praised features such as a meditation room and laundry facilities and asked about CTE accreditation; she said such features were “a nice touch.” Board member Scott stressed the need for small staff‑to‑student ratios and robust mental‑health staffing. Other board members recommended daycare and non‑traditional curricular options to serve parenting or working students.
Dr. Renard and board members framed the PPA as an option for students who are overage and undercredited, chronically absent, justice‑involved, or otherwise disengaged from traditional settings. The board and presenters agreed the proposal is an initial step; the district will return with more detailed enrollment caps, staffing plans and a recommended building once planning work and the closure analysis are complete.
Next steps: Dr. Renard said the district plans to bring recommended staffing and site details to the board during the fall and early winter months for formal approval prior to state filing or launch planning.
