Positive behavior systems and site‑level programs cited as part of RUSD's strategy to keep students in class
District PBIS and MTSS leaders and principals from Adams Elementary and Polytechnic High described proactive teaching of behavior, tiers of supports, and school‑specific programs (Dragon 5, Poly Pride) that administrators say reduced suspensions and improved climate measures.
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Dr. Katarina Royshant told the board positive behavior supports rely on "strong site leadership, aligned systems and the explicit teaching of behavioral expectations," arguing that teaching pro‑social skills prevents exclusionary discipline. "We reframe our focus to ask, what skill does the student need to learn?" she said.
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