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District reviews Endeavor and eCampus trimester results; attendance and life‑readiness highlighted
Summary
Presenters for the Endeavor and eCampus programs told the Watertown Unified School District board that trimester 3 showed gains in core-credit completion and pacing-guide progress, but attendance dips and life‑readiness participation remain concerns, especially for virtual students.
Chris, the presenter for the Endeavor and eCampus program data review, told the board the Endeavor program saw an increase in students rated as "exceeding" on core-credit and pacing-guide measures by trimester 3. He said a stricter end-of-trimester deadline produced better credit outcomes: "you will see that the credit area... looks much better at the end of tri 3 than it did at either of the other trimesters," he said.
Jason, who summarized the team’s celebrations, said core-credit attainment and pacing-guide completion had improved and that the team will focus on life-readiness opportunities "and being really intentional and strategic about providing those opportunities and matching it with kind of the interests and passions of the students." He noted the parent advisory committee has offered positive feedback but is small.
A board member asked whether the district surveys students after graduation. Chris replied that the district uses a senior exit survey and limited post‑graduation tracking: "there's a senior exit survey that is sent out to all seniors... and then there is tracking where the kids are" to capture college, technical, and workforce destinations.
On eCampus metrics, Chris said attendance dipped slightly in trimester 3 — a pattern he described as typical for the virtual program — and that a consistent share of students remained in the "approaching" category across trimesters. He described efforts to increase adviser check-ins and build life‑readiness opportunities: "we're trying to find more opportunities for these kids because they are at home learning," he said, adding elementary in‑person activities have increased but high‑school age participation remains lower.
Jason noted increases in college-and-career participation from trimester 1 to 3 and credited strengthened systems such as learner profiles and weekly adviser check-ins for improved tracking. Board members requested additional assessment alignment data (AIMSweb percentiles) and noted the district will carry some items to future agendas, including assessment calendars and a proposed 5th‑grade counseling model for middle‑school transitions.
The board did not take any formal votes on the presentations; presenters characterized the discussion as an initial review and identified follow-up items for committee and staff work.
