San Marino Unified outlines MTSS, PBIS and expanded wellness supports for students

San Marino Unified School District staff on Tuesday presented an overview of the district’s multi-tiered supports for academic, behavioral and social-emotional needs, describing school-level PBIS programs, restorative practices, Universal Design for Learning and district-operated mental health services through the Titan Wellness Center.

The presentation summarized tier 1, 2 and 3 systems—commonly known as MTSS and RTI—used across elementary, middle and high schools, and gave site-level examples of how PBIS and restorative practices are implemented and measured. "This evening, staff will present an overview of San Marino Unified's key research based approaches in positive behavioral management systems aimed at creating safe and inclusive learning environments," said Dr. Ricketer during the presentation.

District leaders said the work spans instructional design, schoolwide behavior frameworks and on-campus therapy services. “At Valentine, we are committed to creating a school environment that is safe, supportive, and inclusive for every student,” Valentine School counselor Stacy Beavers said, describing her school's HEART PBIS system, heart slips and schoolwide celebrations. A Titan Wellness Center staff member described the center as "our school based mental health program for the district," and summarized referral and service patterns across sites.

The nut graf: District staff framed the presentation as an account of implementation and results, not a request for board action. School leaders emphasized that MTSS is the umbrella for differentiated instruction, PBIS and restorative approaches; the Titan Wellness Center provides the district’s tier 3 mental-health services and coordinates with site counselors to serve students and families.

Most important facts and supporting details

Frameworks and school practices: Speakers described MTSS as the district’s organizing framework, with RTI focused on academic interventions and MTSS broader to include behavior and social-emotional supports. Universal Design for Learning (UDL), Positive Behavioral Interventions and Supports (PBIS), restorative practices and the Second Step social-emotional curriculum are all in regular use at site levels.

PBIS and recognitions: Elementary schools Carver and Valentine were identified as having completed annual PBIS professional learning and fidelity work with the Los Angeles County Office of Education (LACOE). According to presenters, Valentine earned gold recognition for the 2023–24 school year and Carver earned silver; both schools are reported to have applied for PBIS platinum recognition for 2025. The district also reported PBIS tiered fidelity inventory scores of roughly 80% and above across tiers during the April review.

Restorative practices and professional learning: The district began a restorative-practices cohort in 2022–23 led by trainer Karen Yonker and later launched a trainer-of-trainers cohort. Site staff described regular community circles, follow-up meetings scheduled two to three weeks after restorative conferences, and use of restorative circles in classrooms to reduce exclusionary discipline.

Tiered supports and referral processes: Schools outlined their tier 1 universal supports (classroom SEL lessons, calming corners, mindfulness via Mind Yeti, and schoolwide PBIS); tier 2 interventions (small-group instruction, targeted behavior plans, check-in/check-out and after-school tutoring); and tier 3 services (short-term counseling, individualized behavior contracts, social stories and referrals for psychoeducational assessment when indicated). The CARE referral process and Student Success Team (SST) meetings were described as the formal paths for escalating supports and monitoring progress.

Calming corners and family engagement: Presenters said calming corners were implemented in every classroom using a grant from Partnership for Awareness; corners include sensory tools, visual calming guides and grounding activities, and are presented to students as proactive supports rather than punishment. The Second Step curriculum is delivered districtwide on a regular schedule and paired with optional home activities for family reinforcement.

Titan Wellness Center data and services: District presenters said the Titan Wellness Center provides on-campus therapy through MFT trainees and other clinicians and supports parents as well as students. The district reported approximately 1,400 student visits to wellness services in the 2024–25 school year, with visit distribution of about 49.1% sixth-graders, 33.8% seventh-graders, 10.9% eighth-graders and 6.2% students from Valentine who travel to the middle school for services. Presenters said the district recorded about 107 confidential referrals, roughly one-third of which came from parents. Referrals to the Titan Wellness Center came primarily from school staff, with additional parent-initiated and friend referrals.

Behavior tracking and data use: Schools described a transition to digital office-discipline referrals and ongoing analysis of ODRs (office discipline referrals) to identify trends and escalate students to tier 2 and 3 supports when appropriate. Presenters said ODR counts remained relatively flat despite increased enrollment and that a small number of students accounted for multiple referrals—those students were escalated into higher-tier interventions.

Safety and schoolwide engagement: Middle- and high-school leaders described operational steps to reduce after-school unsupervised gatherings (a 3:00 p.m. expectation that students be in supervised programs, sports, library or head home) and investments in surveillance cameras and supervised clubs, athletics and arts to increase structured engagement.

What was not decided or acted on: The board heard the presentation and asked no formal motion or vote on policy or funding during the segment. Presenters framed the session as an informational update; no new ordinances, contracts, budget adoptions or formal board directives were recorded in the transcript portion of this presentation.

Quotes and attributions: The article uses direct quotes only from speakers identified in the meeting transcript: Dr. Ricketer; Valentine School counselor Stacy Beavers; and a Titan Wellness Center staff member. Other factual descriptions are drawn from presenters' remarks and site-level summaries.

Context and next steps: Presenters said site principals and counselors would continue implementing and refining MTSS components, monitor fidelity and apply for higher-level PBIS recognition where eligible. The Titan Wellness Center staff described ongoing parent consultations, summer parent programming and continued in-district therapy capacity as ways to sustain tier 3 services.

Ending: Board members received the update; presenters said the work continues at site and district levels and that the district will keep monitoring fidelity and outcomes. No formal board action or vote related to these programs was recorded during the presentation.