Beechmont principal outlines tiered student-support system, attendance and restorative-practice focus

Chris Bridal, principal of the Beechmont Veterans Memorial School, briefed the Revere School Committee on Jan. 21 about a multi-year effort to expand social-emotional and academic supports for students.

Bridal told the committee the school has shifted counselor time away from only small groups and individual counseling toward whole‑school programming such as classroom lessons, restorative circles and proactive observation to catch issues earlier. “We really try to focus on the SEL needs of the students,” Bridal said. Assistant Principal Janelle Krzyzewski and counselors Kayla Stoffel Vieira and Vanessa Hogu described a tiered approach: universal (tier 1) supports for all students, targeted (tier 2) interventions such as Check‑In/Check‑Out, and individualized (tier 3) services or referral to outside clinicians.

The staff said the school uses student and family surveys, staff check‑ins and other data to adjust supports. Bridal cited the district improvement plan goal that "by 2025, 80% of our students will report feeling supported socially and emotionally in the Revere Public Schools," and said Beechmont has worked to align its practices to that target. He also credited recent gains in classroom‑based interventions and said teacher referrals have declined while observations and proactive contacts have increased.

Krzyzewski and counselors described specific practices: daily “buzz” recognitions to celebrate students, half‑day ‘buzz’ events that combine academic support with 30 minutes of joy and community building, and an expanded Check‑In/Check‑Out program that pairs a student with a trusted adult for brief morning and afternoon checks. “The kids have really taken to this,” Kayla Stoffel Vieira said of the Check‑In/Check‑Out work.

Committee members asked about metrics and obstacles. Chris Bridal said the school monitors attendance daily and cited an overall attendance rate “right around 95%,” noting seasonal illness can affect rates and that the school conducts outreach and sometimes difficult family meetings to reduce chronic absence. When asked about recurring behavioral trends, Bridal described a case‑by‑case, layered approach rather than a single dominant cause. Members who visited Beechmont during cultural or family events praised the school’s outreach and family engagement.

The presentation closed with staff describing restorative responses to misconduct — reflection sheets, circles and family transparency about consequences — and a request for continued community feedback as the school refines supports. The committee did not take formal action on the presentation.