DeWitt Public Schools details alternative pathway to keep credit‑deficient students on track

DeWitt Public Schools staff described an "innovative programming" pathway intended to hold on to high‑school students who were leaving the district for online academies or dropping out after becoming credit‑deficient.

The program, which the district began two years ago and presented to the board at the regular meeting, targets students typically in 11th or 12th grade who are behind on credits and for whom a traditional high‑school schedule is a barrier. Teresa Hoffman, the high school student success coordinator, said the district worked with pupil accounting staff and state auditors to make the program work within state guidance so the district could still capture students' full‑time equivalency while offering a different pathway to graduation.

District staff said the program was developed after counselors and principals identified recurring problems: students with fewer than the credits needed for graduation who were leaving the district for online academies or otherwise disengaging. The presenters cited the state pupil accounting manual and guidance on "innovative programming" as the basis for designing the pathway and said participation does not exempt students from the Michigan Merit Curriculum requirements.

Presenters outlined the program's eligibility and supports. Students are generally admitted after teams identify credit deficiency and other barriers (examples cited: homelessness, medical issues, parenting, mental‑health hospitalizations). Program requirements include participation in state testing and mental‑health screeners; students are asked to attend at least two days per week (Monday–Thursday, drop‑in lab hours were cited as 2:45–4:00 p.m.), and staff emphasized that participants may continue to take part in extracurricular activities and walk at graduation. Instructional content is delivered through the Apex online credit‑recovery platform, staff said.

Program leaders reported early outcomes: in the first year 13 students enrolled and six graduated with the class of 2024. In the program's second year staff said 18 students were enrolled, nine of whom were graduating this year, and eight were enrolled for next year. Presenters said annual attrition of roughly 12–15 students who left the district had declined to six in the most recent year, though staff also noted not all students who would have otherwise left would necessarily have dropped out. "I had a student last year ... she came in the last day to get their diploma ... I just never thought this would ever happen," one staff member said, describing a student's emotional reaction to receiving a diploma.

A student who identified herself as Rayne DuBois spoke via a recorded testimonial and described personal experience in the program after becoming pregnant as a sophomore: "The innovative program greatly gave me a chance to still do good and still get that education ... I know it is a scary thing for me at least to say ... but I most likely probably wouldn't have dropped out of high school." Rayne said staff members named in her remarks — identified in the presentation as Mr. Dodson, the student's counselor, and Miss Hopf — provided day‑to‑day support and fast responses to questions.

Presenters told the board they intentionally limited recruitment: the program is aimed at DeWitt students (staff said they will not solicit students from other districts) and they expect enrollment will likely top out at about 20 students; however, staff said they would not strictly cap enrollment if an extra student needed the service. Program leaders and the board described the district's goal as keeping students connected to DeWitt and ensuring access to a high‑school diploma and commencement.

Board members praised the program's student focus and the staff's outreach to re‑engage former students, and the presentation concluded with board appreciation for the staff running the program.