Noble Middle School leaders told the board that a restructured schedule and newly funded student-support positions contributed to declines in behavior referrals, suspensions and chronic absenteeism.

"We consolidated our core teaching team...we added recess, which we call wellness...and we added two MTSS positions," said Principal Archambault, who described a three‑year plan to cultivate a positive school climate. Archambault said the school doubled teacher common‑planning time, introduced whole‑grade lunches and wellness blocks, and shifted summer-school from a punitive model to a positive-engagement model.

The principal provided comparative data through January showing a 17.5% reduction in behavior referrals, a 32% reduction in suspensions, a 37% reduction in chronic absenteeism, a 63% reduction in referrals for classroom disruption, and a 53% drop in referrals for staff disrespect. Archambault introduced two MTSS staff members: Amber O'Neil, student support interventionist, and Cindy Westney, behavior interventionist; both described tiered supports and teacher-facing resources.

Amber O'Neil described tier 2 and tier 3 work including social-skills groups, regular student check-ins, emotional-regulation coaching, restorative practices and crisis intervention. Cindy Westney summarized support for teachers: a behavior flowchart, weekly BRRR meetings, attendance at Community Connect meetings for tier‑3 students, daily teacher check‑ins, and a "Pay It Forward" initiative to support staff well‑being and foster positive relationships.

Board members asked clarifying questions about the roles and the data; administrators said the changes were implemented over the last year and credited collaborative staffing and schedule changes for the improved indicators.

Principal Archambault said the new positions "without them, our Giant's Rise Forward would not be possible," and introduced the MTSS staff formally to the board. Board members and public commenters praised the results and described positive experiences visiting middle‑school programs.