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Marlborough proposes 8–12 alternative‑education pathway at high school to re‑engage students
Summary
The district outlined an alternative‑education day program for grades 8–10 at Marlborough High School with project‑based learning, small cohorts and credit‑bearing coursework; administrators said about 30 disengaged students are candidates for the pathway.
The Marlborough School Committee heard April 28 about a proposed 8–12 alternative‑education pathway to be based in the business wing of Marlborough High School aimed at students who are chronically disengaged or at risk of dropping out.
Sarah Casey, director of alternative education, said the program would initially serve grades 8–10 with the potential to expand to 11–12. She said the district has identified roughly 30 students from Wickham and Marlborough High who could benefit from a small‑cohort, project‑based model that connects classroom learning to real‑world skills and postsecondary plans.
"Our mission is to provide a student‑centered, relationship‑driven environment where we're really honed in on the community and culture for these students," Casey said. The model includes an opening circle, an intervention block, four core academic classes on a waterfall schedule (so a student who is tardy does not miss the same course daily), and afternoon periods that mirror the high school schedule so students can take electives and internships.
Casey said eighth‑grade students in the pathway would start by taking select ninth‑grade, credit‑bearing courses so they do not fall behind if they later transition back to traditional middle‑school programming. Staffing would reassign four core teachers (one each for English, math, history and science) from MHS and rely on existing guidance, EL and special‑education supports; administrators said teachers would volunteer for reassignment.
The program emphasizes project‑based learning tied to career and entrepreneurial skills and aims to increase attendance, credit attainment and postsecondary readiness. Casey noted flexibility for students to move on and off the pathway without losing credit, and said the program was developed with student input about preferred learning environments.
Committee members discussed logistics including electives, eighth‑grade civics, lunch scheduling and teacher recruitment; Casey said the program seeks volunteer teachers and will require curriculum development time for staff who opt in.
Next steps include finalizing staffing offers and details if the committee moves the program forward. The presentation did not include a formal vote at the April 28 meeting.
