Brett Berndt, principal at Culver High School, listed his three major reasons for the school’s high graduation rate including credit recovery, dual credit, and vocational classes. All of the Marshall County schools use credit recovery that uses online course work where students can get the needed credits to graduate. Berndt said, “Credit Recovery allows students to gain credits for past failures of courses.” LaVille Jr.-Sr. High School Principal, Nate McKeand, concurred saying, “Kids can sometimes get a bad start as a freshman, but then mature in later grades and understand the importance of grades and credits. Credit Recovery gives then a way to catch up the missed credits.”
Aimee Porttues from PHS explained how the credits are reported saying, “The F’s do not disappear from a transcript, but the new grade/credit is added as well.” In most cases, schools provide a proctor for students who are working on credit recovery to verify that the work was completed by the students themselves. Triton Schools Superintendent Donna Burroughs said, “Credit Recovery gives students hope.” She indicated the students could use the courses during summer school as well. Argos Superintendent , Michele Riise, said, “We work individually with students who are close on credits, including tutoring for those taking online courses for credit recovery and use Indiana Virtual Academy courses in the summer.”
Schools continue to offer a number of dual credit (Advanced Placement) classes. Students who successfully complete the course work are able to get high schools credits and college credits simultaneously through partnerships with some colleges. Berndt said, “This allows the students to view a direct purpose for school and keeps them interested in coming to school.”
Schools districts working together through a cooperative are able to offer a wide variety of vocational classes as well. Berndt said, “They allow students to gain knowledge and skills needed for a career after high school. Students can get certified in these areas as well.” “This increases the engagement level and offers a sense of purpose as well and keeps students in school and wanting to gain knowledge/skills in these areas.” Riise said Argos Schhols offer high school credits to any eighth grade student who passes Introduction to Agriculture and Preparing for College and Career. Other schools are also using courses at the eighth grade level that, when completed successfully, give high school credits.
Burroughs and others know that the smaller class sizes that smaller schools allow helps keep kids on track as well. She said, “It’s about building relationships with students.” Burroughs said teachers and administrators encourage students to get involved in extra-curricular activities. “Getting involved in clubs or sports help develop their sense of belonging.” she said. Triton Schools use a Positive Behavior Intervention Supports program that Burroughs explained accentuates the “positive” about a student and helps to “eliminate” the negatives.
According to Berndt, Culver’s Freshman Ignition Program gets students off to a good start when they enter high school. Berndt said, “This is a mentor program that partners up teachers and students to help monitor the progress of students. This increases the chances of the student’s success.” he said.
Condon said, “Should the student continue to struggle, support is provided by the assignment of a “mentor teacher” who will meet with the student on a frequent basis, while simultaneously meeting with the student’s teachers, to ensure he/she gets back on track.” Tyree said, “This has saved many students who might have given up.”
Relationship building is strengthened by using study tables. Berndt said, “Study tables help to provide extra time to turn in assignments. The increased level of assignments not turned in equates to a lower graduation rate.” He said they constantly monitor the attendance and grades of all students. “Students need to attend class every day. The lower the amount of attendance equates to a less successful experience.” Burroughs said Triton uses academic interventions from K-12 to give kids extra help and they keep parents informed of their child’s progress. She said, “We don’t “label” kids, but use interventions to keep them on track.”
Riise said they and all other Marshall County schools are using an alternative school setting to give student yet another chance to graduate. Riise said, “We are been committed to ensuring that all students are provided the opportunity to graduate; however, we do recognize that some students may not complete high school utilizing the same pathway as other students.” Schools have collaborated with The Crossing. The Crossing is an accredited Alternative School where students can attend classes where the normal teacher-to-student ratio is 1 to 6. The Crossing offers core classes daily for three hours with multiple educational avenues and then has students involved in work-study, internships, or vocational learning as they help set up career paths. Students enrolled in The Crossing must achieve at least 80 percent mastery of all classes to graduate. Once they have passed the needed class work, students are awarded a diploma by their home schools.
An alternative school that has been housed within the Plymouth Schools for many years offers day and evening class for students from Marshall County. The full-time instructor for the program designs specific academic plans for students who have had difficulties succeeding in a traditional class settings, those who have a need find employment, care for family members, or require a more flexible schedule.
Carol Anders Correspondent
