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Portsmouth principals highlight MTSS, social-emotional screening and programs to strengthen student well-being
Summary
District principals updated the School Committee on multi-tiered supports (MTSS), MySavers social-emotional screening, targeted small-group interventions and student leadership programs across elementary, middle and high schools.
Portsmouth — School principals used the committee's district-goals update to outline how the district addresses student social-emotional learning and well-being, describing tiered supports, screening tools and specific programs at each level.
Elementary schools
Elementary principals described an MTSS framework that includes a Tier 1 universal curriculum (for example, Choose Love and Conscious Discipline), classroom calm-down areas, positive-behavior recognition (“golden apples” and “pillars”), and periodic MySavers screening administered three times a year. Targeted Tier 2 supports include small social-skills groups (Social Superstars, Paws Patrol, Change Champions) and check-in/check-out systems; Tier 3 services involve individualized work with social workers or counselors and structured home-school communication.
A number of community-building activities and partnerships were highlighted: therapy and reading dogs, community gatherings, and programs that connect new families with established Portsmouth families before school starts. Principals stressed student leadership, expanded extracurriculars and family communication as next steps.
Middle school
The middle-school principal said PBIS (positive behavior interventions and supports) fidelity has increased, noting external review and a New England PBIS newsletter mention. The school reported tens of thousands of positive student connections this year and uses a “trusted adult” metric tied to PBIS and MySavers screening to ensure students have adults they can turn to. The school described a therapeutic academic program (TAP) and an Anchor for Life student-support program used for students in transition.
High school
PHS administrators described an initiative called Support & Report that maps staff-to-student connections to make sure every student has at least a few adults checking in regularly. The high school also piloted a senior-led idea to deliver anonymous handwritten thank-you notes to students who are part of that support network.
Administrators told the committee these systems allow the district to reassign rooms and supports quickly if leaks or other disruptions force classroom moves, and they said the community has responded positively to outreach and transparency about student-wellness efforts.
