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Robert Graves principal reports attendance gains, PBIS and CKLA pilot at Dec. 11 board meeting
Summary
The Robert Graves Elementary principal reported improved district and school attendance, PBIS programming, autism supports and a CKLA pilot in K–4. The principal highlighted chronic absenteeism reductions, social-emotional interventions and assessment data showing strong ELA performance.
At the Kingston City School District Board of Education meeting on Dec. 11, the principal of Robert Graves Elementary described a multi-faceted approach to student success that emphasized attendance improvements, positive-behavioral supports and targeted social-emotional and academic interventions.
Doctor Farris told trustees the district’s chronic absenteeism work remains a central focus. He reported that, historically, the district had 26% chronic absenteeism in 2023 compared with lower rates in earlier years and that, at Robert Graves specifically, the school ended a prior year with overall attendance at 93.5 percent and identified 54 chronically absent students. For the current year, Farris said overall attendance rose to 95.85 percent and that only two students were currently categorized as chronically absent.
Farris described his PBIS team of 15 teachers and monthly themes used to teach social-emotional skills in classrooms. He outlined tiered supports including autism programming and “husky paws” recognition as part of interventions to build relationships and classroom autonomy. He said his team ran autism parent nights and noted that many autistic students are performing on grade level.
The principal described a planned shift to a new model for lunch and recess in February, moving toward increased student autonomy and lower structure informed by a visit to another school’s program. He said the change would be supported by RBTs (registered behavior technicians), social workers and psychologists.
Farris also discussed academics and new curricular pilots. He said a CKLA (Core Knowledge Language Arts) pilot is underway with 22 teachers in K–4 across elementary schools; early teacher reports were positive and district leaders are debriefing. He identified I‑Ready as a data tool used for planning interventions. He said ELA scores for the building are strong and that the school would work on a small dip in 4th-grade math.
Board members praised the school’s long-term focus on attendance and PBIS. Trustees asked practical questions about the new recess model and about teacher training for CKLA. Farris and board members agreed the CKLA pilot requires careful professional development rather than relying only on turnkey training.
No formal board action was taken on the Graves presentation; trustees asked the administration to continue monitoring attendance and to provide follow-up on implementation of the lunch/recess changes and CKLA debrief results.
