As American public education becomes increasingly technology-based, multiple new data sources become accessible for educators to better understand student learning processes. Novel data analysis applications became necessary during severe disruptions due to the COVID pandemic. This case study highlights a novel method for identifying high school student engagement in a Title 1 Urban high school in the Southern/Midwest area and comparing it to student achievement. Students who were high participators (ranked by interactions within the class Canvas course) but not passing the course were highlighted to teachers to foster virtual relationships and successfully increase student achievement as measured by courses passed. Furthermore, an analysis of student groups overrepresented in high-participating failures was completed to better inform schoolwide culture and future equity initiatives.