Rockville Centre presents districtwide PBIS/MTSS update, highlights restorative practices and vaping education

Rockville Centre Union Free School District staff presented a comprehensive update on Positive Behavioral Interventions and Supports (PBIS) and the district's transition to a Multi-Tiered System of Supports (MTSS) during the board's March 27 public work session.

The presentation, led by PBIS team members and building administrators, described a districtwide approach that pairs universal classroom practices with targeted and intensive interventions, restorative practices and peer-led prevention work. Miss Dalton, a district staff member, said: "When we align our code of conduct with the principles of MTSS, we create more than just a discipline system. We've created a framework for growth, for fairness, and for restoration." The update covered elementary, middle and high school practices and examples of interventions already in use.

District presenters framed MTSS as a preventive, equity-focused approach that broadens an earlier RTI model to include social, emotional and behavioral supports alongside academics. They said MTSS is embedded in the district's code of conduct and PBIS framework and is intended to reduce exclusionary discipline. The presentation named several concrete elements: universal classroom routines, schoolwide reward systems, restorative circles and mediations, the Sources of Strength peer-leadership program, targeted interventions such as teen-intervene vaping curriculum and newer alternate placements like the twilight program and a greenhouse alternative school.

At the high school level, Dr. Walsh, a district staff member, described the Sources of Strength program as a building-wide peer and adult adviser initiative. "Our overall goal at the high school, as always, is to enhance student sense of belonging," Walsh said. The high school program includes 25 adult advisers and more than 65 peer leaders who plan campaigns, morning announcements and building-wide activities. Presenters said Sources of Strength programming is integrated into classroom lessons and large campaigns to reach students across grade levels.

Presenters said disciplinary responses are intended to be progressive, proportional and instructional. The teen-intervene curriculum for students suspended for vaping was cited as an example: instead of an automatic long suspension, students complete an educational and counseling curriculum that can shorten suspension and aims to reduce repeat offenses. Presenters said the district had seen "notable decreases" in repeat suspensions for vaping where the education curriculum was applied (quantified results were not provided in the presentation).

The district also described new and expanded behavioral supports: a district-level BCBA (Board Certified Behavior Analyst) with scheduled hours in buildings, two registered behavioral technicians (RBTs) supervised by the BCBA, and a behavioral consultant who will help staff planning and capacity-building. Presenters said those positions are intended to support individualized functional behavioral assessments (FBAs), classroom structural supports and staff training.

Board members asked how the system preserves consequences while using restorative measures. A principal described a recent middle-school incident resolved through a written apology and targeted mediation rather than a purely punitive sanction, and emphasized that consequences remain part of the code of conduct. Multiple board members asked for improved family communication about MTSS tiers and timelines for interventions; presenters agreed to clarify how long interventions are intended to last and when families should expect changes.

Discussion points raised by board members included the long-term expectation that early elementary instruction in PBIS and character education will reduce disciplinary incidents as students move through the system, concerns about translating extrinsic rewards into internalized behavior change, and how to integrate social-emotional learning across content areas.

District staff reiterated that restorative practices are intended to repair harm and build skills rather than to remove consequences entirely. Presenters also noted partnerships and supports available to families outside school operations, including the district's collaboration with Northwell Behavioral Health for counseling and parent resources.

The board did not take a formal vote on PBIS/MTSS measures at the March 27 session; the presentation was delivered as informational and followed by a board Q&A. Presenters identified next steps to strengthen parent communication about MTSS tiers and to return updated outcome data, including a planned five-year review of the Northwell partnership and continued monitoring of suspension and recidivism metrics.

Ending: District staff characterized the PBIS/MTSS shift as an equity- and prevention-driven evolution in discipline policy and said they would provide clearer guidance to families about tiers, timelines and intervention goals. Board members expressed support for continuing the initiatives and requested follow-up data on outcomes and family-facing materials.