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Tony Clement Center leaders report gains in credit recovery, highlight behavioral support work
Summary
Tony Clement Center for Education leaders told the board they are seeing improved credit recovery (24% increase using Edunum courseware), higher algebra pass rates from a Desmos pilot (33% vs. 12%), and are focusing on MTSS, PBIS redesign and partnerships (YMCA ' Y on the fly) to address attendance and behavior challenges among alternative-program students.
Leaders from the Tony Clement Center for Education briefed the Albany City School District board on March 9 about the alternative-program school's work to improve academic and social-emotional outcomes for students who require a nontraditional setting.
Enrollment and student profile: Principal Chris Martell said, as of March 2, the center serves about 30 middle-school students, 53 students in the choice program and 57 high-school students. Staff presented buildingwide screening data showing a greater share of students in externalizing behavior categories compared with internalizing ones and said screening results are used to align students with appropriate program placements.
Instructional and behavioral strategy: Martell described two central strategies: evidence-based instructional methods focused on differentiation and an MTSS (multi-tiered systems of support) approach that emphasizes student voice. Staff said they re-taught PBIS expectations using scenario-based classroom work, rolled out point sheets tied to expectations and solicited student feedback to shape changes.
Academic supports and early outcomes: The school increased access to credit recovery by restructuring schedules and using Edunum courseware, yielding a 24% increase in credits earned this year compared with last. A math pilot using Desmos tools increased algebra-passage rates in January to 33%, up from 12% the prior year. Staff said they are exploring curriculum vendors linked to the Desmos approach for broader implementation.
Attendance and discipline: Presenters described chronic absenteeism among students referred to the program and said suspensions remain higher than desired. The center has added daily SEB (social-emotional-behavioral) classes in middle school and is exploring credit-bearing SEB options for high schoolers. Staff also described a more mindful referral process and transitional strategies meant to reduce first-time (unique) suspensions.
Partnerships and next steps: The center highlighted family engagement efforts that combined parent-teacher nights with employment outreach and described a new YMCA partnership ("Y on the fly") providing on-site leadership and skill-building supports. Leaders said continued work will focus on capacity to serve new referrals, expanding credit-bearing SEB options and deepening community partnerships.
What happened next: board members thanked the presenters; no formal action was required. Staff will continue follow-up with the district's instructional supervisors and return with progress updates.
