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Principals report mixed academic results; smaller schools highlight project‑based learning and recovery supports
Summary
Principals presented school performance indicators and improvement plans: alternative school models met some targets while traditional models lag, Meadowlark detailed RTI and tiered interventions, and Little Powder reported exceeding targets and high family engagement.
Principals and instructional leaders presented accountability and school‑performance reports to trustees, describing both areas of progress and continuing challenges.
At West Woods (alternative school), administrators said the school met targets on the alternative‑school accountability model for achievement and graduation but remains below targets on traditional accountability measures; staff reported improvements in growth indicators and plans to continue interventions. The presentation noted an increased number of juniors and a slight rise in free‑and‑reduced and IEP counts.
Meadowlark School leadership described a multi‑tier approach to intervention. The principal said staff have organized essentialist collaboration teams including reading specialists, special‑education and ESL teachers to run data cycles and implement progress monitoring and Tier‑3 supports in ELA and math. The school also reported expanded character and well‑being supports through classroom meetings, PBIS and tier‑2 interventions aligned to FastBridge data.
Little Powder Elementary principal Wendy Watt brought a large group of students and teachers to the meeting and said the school exceeded state targets in achievement and growth; staff credited sustained project‑based learning, vertical alignment and strong family involvement. Trustees praised the school’s culture: Trustee Williams said Little Powder operates “like a life‑changing school” and that the district’s alternative models reach students who otherwise might not earn diplomas.
Meadowlark staff noted operational challenges including student mobility (the presenter said roughly a quarter of students moved in or out last year) and growing free‑and‑reduced percentages (one presenter said the subgroup sits at about 72% currently). Schools outlined school‑improvement goals focused on aligning practice to purpose, building teacher capacity through coaching cycles and protecting classroom time for interventions.
Board members thanked educators and students for presentations and asked follow‑up questions about post‑graduation paths, Friday school programs for credit recovery and supports for increasing ACT participation. Presenters described Friday‑school models for make‑up and enrichment and said ACT preparation will expand with practice testing and incentives.
Trustees said they appreciated the demonstrations by students and noted the presentations as a visible example of the district’s work on targeted interventions and student engagement.
