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Students, teachers and principals present project‑based learning and school performance reports to trustees
Summary
Board meetings opened with student artwork from Wilfresto High School and project‑based learning presentations and performance reports from Little Powder Elementary, Meadowlark and other district schools. Principals highlighted growth, graduation and programmatic supports; trustees praised community involvement and staff efforts.
The Campbell County School District #1 Board of Trustees heard student presentations and academic reports from multiple schools during the Jan. 13 meeting, including art demonstrations, project‑based learning showcases and school performance summaries.
At the start of the meeting, Kelly Morehead of Wilfresto High School introduced student artists who described glass fusing, watercolor and engraving projects. Students Kinsey Mercado and Mia Zarski explained techniques used in their pieces and why they enjoyed the classes: "It keeps me entertained, and I like learning about all of it," Mercado said.
Principal Wendy Watt presented Little Powder Elementary’s project‑based learning work and achievement indicators. Teachers described units including a kindergarten fishing project, a combined first‑ and second‑grade STEM plan, an AI narrative supported by the STEM teacher and a fifth‑ and sixth‑grade gingerbread house project that required budgeting and geometry work. Watt said Little Powder’s enrollment was rising and that the school was meeting some accountability targets while noting areas for growth. "We're always working on improving that," Watt said of academic indicators.
A Meadowlark presenter reviewed school performance results and improvement goals, saying the school met some alternative‑model targets and is focusing on aligning systems, increasing tiered interventions (RTI), and implementing PBIS and character‑development programming. The presenter described teacher collaboration structures, coaching cycles and data‑driven intervention teams as priorities for sustaining academic growth.
Trustees complimented the staff and students. Board member Mr. Williams called Little Powder "a life changing school" for students who do not fit traditional models, and other trustees praised parental engagement and small class sizes at the district’s smaller schools.
Why it matters: the presentations combined examples of classroom work and district accountability measures, giving trustees direct examples of instruction, student engagement, and planned improvement strategies districtwide. Several principals emphasized targeted interventions, RTI programs, ACT preparation and incentives intended to boost performance.
Next steps: trustees asked questions about post‑graduation outcomes and program implementation; principals said the district is continuing ACT prep, monitoring graduation rates and refining intervention systems. The board did not take formal action on reports but directed appreciation and follow‑up questions to staff.
