Student Behavior and Academic Performance

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
Year 2006-2007 2007-2008
Classes Taken 132 191
Time On Task 87 91
Completed Lessons 4347 7794
Completed Classes 78 159
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
Academic Measure Semesters 2005-2006 Trimesters 2006-2007 Trimesters 2007-2008
GPA 2.48 2.53 2.66
GPAs lt1.0 76 84 39
Es per Hour 111 99 68
As per hour 267 307 305
8
Student Body Behavior Data
Student Data 2005- 2006 2006- 2007 2007- 2008
of Suspensions 902 250 172
Of Students Suspended 190 106 77
Absent 3.1 2.3 2.1
Tardies 0.6 0.4 0.3
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 (Es) have been reduced as
  teachers are looking closer at grading and
  instruction.

11
Resources

1. Data analyst (high school teacher, mathematics
   background).
2. Professional development focus.
3. Time in staff meetings.
4. Staff interest and expertise (Data Director).
5. Student Record System (Skyward)
6. Reports on online classes (Nova Net)

12
Contact Information

• Phil Hull Data Analyst
• Dave Johnson Principal
• Bill DeFrance Superintendent
• E-Mails
• phull_at_erpsk12.org
• djohnson_at_erpsk12.org
• wdefrance_at_erpsk12.org