Grants Pass SD 7 highlights behavior-support rollout after data shows reduced disruptive incidents

District leaders told the Grants Pass SD 7 board on Dec. 1 that a districtwide effort to standardize behavior reporting and expand interventions has delivered measurable early improvements at some schools and a plan for broader rollout.

The superintendent and program directors presented updated behavior data, saying the district has calibrated definitions of majors and minors across buildings and established teacher-led data teams at several elementary schools. A presentation from the administration said the district saw about a 37% reduction in the 'big four' behaviors — listed in the presentation as defiance, disrespect/noncompliance, disruptive behavior and failure to follow expectations — at elementary baseline compared with the same point this year. "We've seen decreased disruptions in several schools where data teams and targeted interventions are in place," the director said during the presentation.

Why it matters: Board members pressed for absolute counts and statistical context while praising the work. Administrators said the intervention model — which includes short-term pull-out groups called 'Camp Out' at Parkside and a Connection Center at Riverside, plus new 'stepping stones' classrooms, skills trainers and a behavior intervention TOSA coach — helps teachers teach uninterrupted and provides targeted skill training for the highest-need students. "It's kids that are really loud all day…we're seeing great gains because teachers are able to teach and these kids are getting the skills they need," a school site staff member said.

What the presentation said: District staff described a multi-tiered approach. At the high-intensity end are full-day 'stepping stones' classrooms and small-group skills training; at the mid-tier are connection centers/Camp Out programs that pull students at the times they most disrupt classroom learning. Staff said part of the improvement is the result of consistent reporting practices adopted last year and the recent work of local "belong partner" trainings that engaged staff and community partners.

Board queries and follow-up: Members repeatedly asked for absolute student counts (not just incident counts) and for statistical significance; the administration acknowledged the request and committed to provide absolute numbers and clarifying documentation in the next report. One trustee asked for evidence of 'lack of buy-in' where programs had not been adopted; staff said the data-team model is the entry point and that the full, district‑wide implementation requires time, training and a degree of voluntary school-level participation.

Budget and staffing context: Directors said the district has redirected roughly $1,000,000 a year in additional resources to behavior supports in recent years and has posted multiple positions; they noted hiring challenges (six skills-trainer postings with three filled so far). The board and administration discussed aligning future budget requests to strategic-plan goals and presenting cost implications in the budget documents.

Next steps: Staff committed to deliver absolute student counts and clearer statistical notes at a future board meeting and to continue rolling implementation across the six elementary schools, with a fuller update on objective 3 planned for an April report.