Robert Frost principal says MTSS and PBIS systems are improving behavior and instruction

Jamie McCarty, presenting on behalf of Robert Frost School, described a three‑tier system of supports (MTSS/RTI) the school has built to improve academic instruction and reduce behavioral issues. "The data tells the story of what needs to happen, and then we respond immediately to the student need in our school," McCarty said, stressing the emphasis on core (tier 1) classroom instruction so interventions are less needed downstream.

McCarty outlined the school’s implementation: tier 1 addresses the whole student body; tier 2 provides reteaching and small‑group interventions (the school reviewed 31 students in tier 2 this week and intensified support for seven), and tier 3 offers individualized plans (504s, IEPs, behavioral plans). He described PBIS routines (positive affirmations, schoolwide character traits, a 4:1 positive feedback goal) and attendance outreach that prioritizes calling families and offering help over punitive letters.

McCarty also credited the parent‑teacher community for raising more than $45,000 this year to fund site improvements (a covered car‑rider area and a gym scoreboard among items) and listed family engagement events — an ELD family night and Reading Under the Stars, which drew 475 community members. Board members asked about measurable behavior improvements; McCarty said the district’s move to Synergy enables year‑to‑year tracking and that PBIS and MTSS meetings review referral hotspots to adjust instruction.

Why it matters: The principal presented concrete operational systems—data collection, multi‑tiered supports, PBIS, attendance outreach, and family partnerships—that the board can monitor as part of school improvement and budget priorities. No formal board action was taken on the report.