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Watershed Academy lead presents Year‑1 evaluation and proposes schedule change to increase instructional time
Summary
Program leaders reported mixed survey feedback and student data showing increased tardies and suspensions in the current Watershed cohort; they proposed shifting from a two‑block interdisciplinary model to three distinct, cross‑disciplinary classes to add instructional minutes and clarify expectations.
Watershed Academy staff presented an evaluation of the program’s first year and proposed structural changes for 2026–27 aimed at increasing instructional time and clarifying expectations.
The Watershed lead reviewed student, family and staff feedback and a cross‑semester data comparison. Key findings included increases in tardies and disciplinary consequences for the ninth‑grade cohort compared with the previous year’s eighth graders; presenter data showed the number of ninth‑grade students receiving a consequence rose from 11 to 21, and suspensions rose from 6 to 14 across the compared semesters. Field trips, outdoor learning and place‑based work were cited as program strengths by students and families, while rotating schedules and unclear expectations were common criticisms.
In response, the Watershed team proposed moving from the current interdisciplinary model (three content areas taught in two back‑to‑back blocks) to a cross‑disciplinary schedule with three separate blocks — watershed English, watershed science and watershed social studies — increasing instructional minutes and restoring advisory groups. The team also plans clearer rubrics for honors portfolios (in partnership with the University of Maine honors program), more common planning time, and improved parent and student communication.
Board members praised the data‑driven review and asked staff to continue refining planning time and metrics for program success. No formal policy change was approved that night; the program will be monitored and adjusted in coming months.
