Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Strategic Plan Progress topic
No spam. Unsubscribe anytime.
District reports year‑end strategic plan progress; attendance up, PBIS expansion and dual‑immersion pathway advanced
Summary
Superintendent and staff presented the district’s year‑end strategic report: attendance rose about 2 percentage points, generating estimated revenue, PBIS and behavior‑tracking efforts expanded, scholarships for outside counseling were funded, and work to align dual‑immersion into secondary pathways continues.
The Blaine County School District provided a year‑end update on its 2024–25 strategic plan at the July 15 board meeting, highlighting improved attendance, expanded behavior supports and progress on dual immersion and other academic initiatives. Superintendent Fauci said the district improved attendance by about 2 percentage points, which the district estimates generated roughly $302,250 in additional revenue; “attendance showed up in three different areas” of the strategic plan, he said, and staff credited administrator and school‑level efforts to keep attendance visible to families. Staff reported progress on positive behavior interventions and supports (PBIS). The district uses behavior‑tracking software (Swiss) and PowerSchool for reporting; staff noted Swiss does not interface cleanly with PowerSchool, creating double entry and limiting some analytics, and they plan to build custom reports. Administrators said reduced in‑school and out‑of‑school suspensions at the middle school suggested prevention efforts were working. The board heard that the district has funded scholarships available for families needing outside counseling services; social workers serve as the liaison to match families with providers. The district is also participating in Valley‑wide efforts to centralize provider availability to reduce wait times. On dual immersion, staff described vertical alignment work so children graduating from Alturas Elementary’s dual‑immersion program can continue into a self‑contained Spanish cohort in secondary grades rather than being placed immediately into standard world‑language classes. The plan is to preserve the pathway through ninth grade and then allow students in tenth grade to transition to Advanced Placement or CLEP opportunities that can yield college credits. Trustees also discussed staffing and recruitment needs to sustain dual‑immersion at the secondary level and noted the district’s efforts to recruit bilingual teachers through professional networks and the Idaho Association of Bilingual Education. The superintendent said the district completed the first year of a five‑year strategic plan and will post annual summaries online for public access.
