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East Windsor reports rising AP pass rates and expands MTSS interventions at high school
Summary
District administrators reported rising AP and PSAT performance and described an expanding MTSS (tiered intervention) system; presenters said chronic absenteeism at the high school fell from about 25% two years ago to roughly 15% this year and outlined plans for credit‑aware high‑school interventions.
District leaders on Nov. 3 told the East Windsor School District board that student performance on Advanced Placement and PSAT exams has improved in recent years and that the district’s MTSS (multi‑tiered system of supports) is moving into wider use across schools.
Barbara and Darl, who led the presentation, said AP pass rates — exams scoring 3 or higher — and the share of AP students passing at least one exam have increased “over the last several years,” and that reading, writing and math outcomes have risen relative to comparable Alliance districts. “Those numbers have really gone up over the last several years,” Darl said.
The presenters tied the gains to stronger tier‑one instruction and to new data capabilities. They said the district’s MTSS data systems are now fully functioning, allowing staff to monitor academics, attendance and behavior and to target supports to smaller subgroups of students.
Board members pressed for specific trend details. Allison and Darl said chronic absenteeism at the high school fell from about 25% two years ago to “about 15%” this year. When asked about disciplinary referrals, presenters said those figures exist in district reports but were not available off the top of their remarks and offered to provide them in subsequent materials.
The board also discussed how high‑school interventions must account for credit requirements and scheduling. The presentation described a model in which interventions at the high school are typically led by one teacher with small groups (presenters noted numbers such as eight students for standard groups and no more than five for focused tier‑three groups in practice), and a new tutor role added last year to provide daily support.
The district said progress monitoring and weekly reports are available to administrators and that future school reports can focus more explicitly on behavioral and attendance metrics if the board requests them.
Next steps: presenters said they will provide more detailed MTSS referral and attendance trend data at a future curriculum or board meeting and continue refining high‑school intervention scheduling to preserve credit requirements.
