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Board hears plans for tutoring, emotional-regulation pilot and behavioral screening
Summary
The district reported a tutoring program funded by remaining grant dollars, an Emotional Regulation Impairment (ERI) pilot at Orchard Hill Elementary School, and fall behavioral screenings at the middle and high schools; state approval was cited for the tutoring plan.
Board committees and staff told the Montgomery Township School District Board on Dec. 17 that several student-support initiatives will be implemented or expanded during the 2024–25 school year.
The Assessment, Curriculum and Instruction committee reported the district will use remaining grant funds for tutoring services targeted to grades 3 and 4 in literacy. Committee members said the district spent roughly $100,000 on a prior in-person tutoring program last year and has about $100,000 left in the grant; the remaining funds were extended and the vendor parameters were broadened so the district can use an online tutoring provider. The online program will include a placement test, an online platform, certified teachers, record-keeping and progress monitoring and is planned to begin by the end of January with two six-week sessions scheduled to conclude before state standardized testing.
The committee also described an Emotional Regulation Impairment (ERI) pilot at Orchard Hill Elementary School (OHES) that is intended for students who are academically on target but need extra help with emotional regulation. Staff said the pilot will begin in January with three initial students (two kindergarten and one first grade) and a designated teacher and classroom space. The program will treat the ERI classroom like a self-contained class while allowing students to participate in general-education activities; staff said they toured similar programs in other districts and provided professional development in social-emotional learning for the classroom teacher.
District administrators reported that behavioral and emotional screenings were administered in early December to grades 7–12 (UMS and MHS) and will be given to grades 5–6 in January. Staff explained the screener requires parental consent via the district’s online system; current opt-out rates were described as “under 30%” at the high school and “around 20%” at the middle school, with waiver rates holding steady compared with the prior three years. When a screening raises a flag, staff said the school follows a tiered support model beginning with counselor contact and additional interventions as needed.
A separate committee discussion touched on parent–teacher conferences and class placement. The high school principal explained the district shifted away from a fixed conference day at the high school because short conference slots reduced instructional time and participation was low; instead, staff encouraged “real-time” communications (email, phone, virtual meetings) and one-on-one conferences on request. Committee members discussed whether to expand structured conferences into grades 7–8 to improve transition communication to high school.
No final board vote on the tutoring or ERI pilot was recorded in the presentation portion of the meeting; the tutoring arrangement was listed on the action agenda later in the meeting and the board approved action items (see "Votes at a glance" in this report).
