Citizen Portal
Sign In

District highlights PBIS and small‑group interventions at Bellevue and Hailey Elementary

Blaine County School District Board of Trustees · December 10, 2025
AI-Generated Content: All content on this page was generated by AI to highlight key points from the meeting. For complete details and context, we recommend watching the full video. so we can fix them.

Summary

District staff and Hailey Elementary teachers presented a tiered PBIS model at Bellevue and a master‑schedule intervention model at Hailey, emphasizing staff‑wide small‑group intervention blocks, PLC‑driven essential standards, weekly progress monitoring and an 80% mastery target for advancing students.

District staff and school leaders told the Blaine County School District board on Dec. 9 that Positive Behavioral Interventions and Supports (PBIS) and a structured, data‑driven small‑group intervention schedule are central to improving student outcomes in elementary schools.

A PBIS presenter described tiered supports at Bellevue Elementary: Tier 1 establishes school‑wide expectations and recognition systems; Tier 2 focuses on data such as office discipline referrals and attendance to target supports; and Tier 3 is used as needed for intensive interventions. The presenter cited use of SEL curriculum (Second Step, Flourish), regular team meetings and documentation systems for both minor and major behaviors to inform interventions.

At Hailey Elementary, Stephanie Wallace and a classroom teacher outlined a master schedule that creates regular intervention blocks (reading blocks of about 30 minutes Monday–Thursday, and 25‑minute math blocks) and uses all available staff (paraprofessionals, librarians, specialists) to run small groups of four to five students. Groups are formed from baseline assessment data tied to essential standards; students complete weekly progress monitors and teachers give immediate feedback at the next intervention meeting. "Once we have our goal is 80% mastery," a presenter said of the standard for advancing a group.

Trustees asked about fidelity, parent outreach and whether the district PLC work is schoolwide or districtwide; presenters said essential standards are set at both district and school PLC levels and that implementation varies by school size and staffing. District staff recommended making intervention resources and one‑page guides easy for teachers to access and noted the model is refined annually.

No formal action was required; trustees praised the work and asked staff to keep the board updated on data and district‑wide alignment efforts.