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High school retools ninth‑grade structure and expands MTSS, counselors and mental‑health supports
Summary
High school leaders described a new ninth-grade academy, curricular rollouts and MTSS reforms aimed at reducing referrals and D/F rates; staff reported early reductions in ninth-grade referrals and emphasized counselor-assignment and contracted mental‑health services.
Cheltenham School District's high school leaders on Thursday outlined steps to address climate, discipline and academic support at the secondary level, including a new ninth‑grade academy and strengthened MTSS structures.
Dr. Hammond described mixed keystone results, a sustained increase in Algebra proficiency and improved AP participation (district-wide 73% of AP test-takers scored 3 or higher). He said perception data show 67.6% of students reported a sense of belonging, while MTSS follow-through and ninth-grade behavioral referrals remained areas of concern. To respond, the high school created a ninth‑grade academy with shared teacher teams and a dedicated counselor, relocated classrooms to create a contained ninth-grade area, and overhauled MTSS documentation and meeting protocols.
Staff reported the ninth-grade academy has coincided with an early decline in Swiss (referral) metrics for ninth graders (a reported ~4% drop), stricter requirements for D/F recovery and an intention to decrease quarterly D/F and behavioral incident rates by at least 5% year-over-year. Administrators described counseling allocations that include district mental-health/wellness counselors, contracted SAP and Aldersgate counselors, a drug-and-alcohol counselor, partnerships with We Are Hope and targeted male- and female-focused supports.
Board members discussed how Keystone scores are reported (state holds best scores through the 11th-grade cohort) and asked what classroom and curricular steps could further boost readiness; staff noted Reveal's personalized pathways and use of FastBridge to identify students needing targeted supports. A recommendation to consider universal tier‑1 social-emotional instruction and possible graduation-requirement changes was raised as a way to reduce later tier‑2/3 demand.
The committee did not vote on changes at the meeting; board members requested follow-up data on referral trends and MTSS implementation.
