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Student Behavior and Academic Performance

Student Behavior and Academic Performance . Eaton Rapids Public Schools (ERPS) Eaton Rapids High School and Greyhound Central High School. Background. ERPS has consistently delivered average performance from students at the high schools.

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Student Behavior and Academic Performance

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  1. Student Behavior and Academic Performance Eaton Rapids Public Schools (ERPS) Eaton Rapids High School and Greyhound Central High School

  2. Background • ERPS has consistently delivered average performance from students at the high schools. • There had been an intentional movement to increasing high school core graduation requirements prior to the MME and the setting of state requirements. • Parents, students, and staff endorse a well rounded education with core classes, fine arts, and vocational/technical classes. • We could see higher graduation standards coming.

  3. Description of Work • Teachers and principals studied and moved to a three term model (trimester) at both high schools within a year, starting in 2006-2007. • This was an opportunity for us to rethink our practices. • We wanted to track behavior, academics, staff focus, and freshmen success in both the semester and trimester environment.

  4. Major Findings • Online classes • Reorganized instruction • Academic data • Student behavior

  5. Online at Greyhound Central

  6. Curriculum • Added additional staff. • Intentionally made Key Train modules part of class offerings. • Increased staffing in computer lab. • Partnered with traditional high school teachers to offer math tutoring. • Used Macomb ISD curriculum for English 9-12.

  7. Student Body Academic Data

  8. Student Body Behavior Data

  9. Challenges in Work • Agreeing on what is important. • Collecting the data. • Disseminating data so we can face and understand the brutal facts. • Figuring out why we are getting better. • Balancing better grades with better instruction. • Tracking impact of interventions.

  10. Summary of Progress To Date • . For a term or trimester, absences have dropped 1 day per student!! • 2. Discipline issues have decreased between 50%-75%. • 3. GPA has improved slightly with students taking more core courses. • 4. Course failures (E’s) have been reduced as teachers are looking closer at grading and instruction.

  11. Resources • Data analyst (high school teacher, mathematics background). • Professional development focus. • Time in staff meetings. • Staff interest and expertise (Data Director). • Student Record System (Skyward) • Reports on online classes (Nova Net)

  12. Contact Information • Phil Hull Data Analyst • Dave Johnson Principal • Bill DeFrance Superintendent • E-Mails: • phull@erpsk12.org • djohnson@erpsk12.org • wdefrance@erpsk12.org

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