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Lapeer students and Dr. Jason Larson outline credit-tracking, dual-enrollment gains tied to Board Goal 2.3
Summary
At a Lapeer Community Schools board meeting, Dr. Jason Larson and several high school students presented how credit checks, dual enrollment, AP and career-technical programs support Board Goal 2.3 to keep students on track for graduation.
Dr. Jason Larson presented to the Lapeer Community Schools board on Board Goal 2.3, describing a districtwide guidance system that uses routine credit checks, targeted scheduling, counselor conferences and in‑school supports to keep students on track for a high school diploma.
The presentation focused on concrete supports: one‑on‑one counseling during scheduling, regular grade checks using PowerSchool, a Student Success Center for same‑day tutoring, embedded virtual classes supervised by district teachers, and summer‑school and credit‑recovery options. "We help students track credits through a number of ways," Larson said, highlighting that the district plans students’ pathways from grade 7 through graduation.
Larson emphasized rigorous course offerings and pathway options, noting the district’s AP program and career‑technical classes. He said, "72 percent of our students in the last year performed at a 3 or above," referring to AP exam results, and pointed to Project Lead The Way sequences and robotics as examples of hands‑on STEM opportunities. He also described dual‑enrollment and early‑college options that allow students to earn concurrent college credit.
Students who participate in those programs spoke about their experiences. "I'm a part of the early college program and I'm taking four classes at Mott Community College," said Matthew Sells, who described dual enrollment as a way to explore career interests and reduce future tuition costs. Another student, Carter Dilsen, described blending Lapeer High School courses with EdTech offerings to accumulate credits and maintain a rigorous schedule while receiving teacher supervision.
Board members thanked the presenters and encouraged continued student engagement with district programs, including classroom reading visits and community outreach. The presentation concluded with board praise for the pathways outlined and a reminder that benchmark 2.3c targets 100 percent of grades 9–12 earning the credits necessary to be on track for graduation.
Next steps: the board took no formal action at the presentation beyond acknowledgements; the discussion served as an informational briefing for board members and the public.
