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Falmouth updates discipline strategy, to roll out PowerSchool behavior support across district
Summary
District staff described progress toward a consistent, multi-tiered discipline and support system using PowerSchool’s behavior module, with secondary schools already transitioned and elementary rollout targeted for 2025–26.
District administrators told the school committee March 25 that Falmouth is implementing a district-wide multi-tiered system of support (MTSS) for behavior and will use PowerSchool’s behavior-support module as the primary data and case-management tool.
Administrators said Falmouth High School, Lawrence and Morse Pond have already transitioned to PowerSchool behavior-support, and that the system centralizes discipline referrals, stores interventions, and allows staff to review and coordinate supports across grades and schools. The district plans to migrate the four elementary schools onto the platform in 2025–26.
The committee heard that the approach uses tiered supports: universal (tier 1) instruction and expectations for all students; targeted interventions (tier 2) for students who need additional supports; and intensive individualized plans (tier 3) for students with chronic or severe needs. Administrators emphasized a strengths-based approach and said behavior data should be used to guide interventions rather than only to document incidents.
The committee asked whether the new system would add burdensome data-entry work for teachers; administrators said initial feedback is that teachers appreciate the improved communication and the ability to see prior interventions when a student enters a new class. The administration acknowledged a potential short-term increase in reported incidents as the district strengthens identification and reporting of behaviors.
The presentation also described plans to recommit Instructional Support Teams (IST) to coordinate academic and behavioral supports and to provide professional development tied to MTSS and PowerSchool use. Administrators described mentor programs and restorative practices as examples of interventions being used.
No formal committee action was required; the presentation framed the administration’s planned timeline and invited committee input.
Why it matters: A centralized behavior data system can improve continuity of supports as students move between classrooms and schools, and provide evidence for measuring whether interventions are working. The change will inform future policy and family communications about discipline and supports.
