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Forest Hills reviews PBIS, persistent absenteeism and K–12 curriculum pilots
Summary
District staff reported the third year of PBIS implementation, discussed chronic absenteeism trends and announced K–5 ELA pilots plus middle‑school math finalists as the board considers curriculum changes for secondary ELA.
District staff told the board the district is in its third year of implementing Positive Behavioral Interventions and Supports (PBIS) and is now better able to review behavioral data and target interventions. "We are in our third year of PBIS implementation," the presenter said, noting teams are tracking where behaviors occur, what they are and how to define and communicate expectations to families and students.
A central focus of the PBIS work is chronic absenteeism. Administrators reminded the board that chronic absenteeism is defined as missing 10% of school days (about 18 days in this district’s calendar) and reported national comparisons and district trends. Staff said the district’s chronically absent students average about 10 days per year for the cohort identified as chronically absent and that the challenge is concentrated at the secondary level. The district delegation also described strategies learned from the National PBIS Conference, including check‑in/check‑out systems, welcoming classroom practices and family supports.
On curriculum, the board heard that K–5 ELA curriculum reviews are under way with two finalists being piloted at multiple schools before any decision. Middle‑school math finalists were identified as Amplify and Imagine Learning. For secondary ELA, the district plans to focus on grades 11–12 after introducing AP Seminar and new honors options for 9–10 grades last year.
The board received the report for information; staff said they will return with data and recommendations as pilots and reviews proceed.
