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Board hears improvements in AP performance; administrators outline MTSS high-school interventions
Summary
Administrators reported rising AP pass rates and reading/writing and math gains compared with Alliance peers, and described MTSS implementation and a new high-school tutoring plan to provide tiered academic support.
At its meeting, the East Windsor School Board received an academic report on AP, PSAT/SAT results and the rollout of MTSS (Multi-Tiered System of Supports), with administrators saying the district is starting to see sustained gains in AP pass rates and improved reading and math comparisons with Alliance districts.
Barbara, one of the presenters, said the percentage of AP exams scoring 3–5 and the share of AP students passing at least one exam "have really gone up over the last several years," crediting district tier-one instruction and vertical alignment across grade levels. She said reading/writing scores moved the district from the lower third among Alliance districts toward the top third since March 2022; math shows upward trends as well.
The presentation distinguished the high-school intervention model from elementary and middle approaches because high-school students earn credits. Administrators described an intervention-week outline and said high-school intervention work has been coordinated by Allison, Laura and Tim to ensure interventions carry academic credit. The district also added a math tutor position for tier 2 and tier 3 students; the tutor’s daily functions and pull-out structure were summarized.
Board members pressed for specific MTSS outcome data. Presenters reported a cited drop in chronic absenteeism from roughly 25% two years ago to about 15% this year but said referral numbers were not available in the meeting; they offered that detailed MTSS attendance, behavior and referral data are tracked daily and available in curriculum packets and weekly newsletters.
Administrators emphasized that high-school intervention groups are intentionally small (no more than five students for tier-3), while some tier-2 groups may be larger (noted as eight on the slide) and that interventions are designed to avoid students feeling singled out by embedding support in the regular school day.
The district will continue to report these measures in future school reports; the board asked staff to include broader MTSS metrics (attendance, behavior, academics) in future school reports for a more holistic view.
