'Unsatisfactory' schools: State team releases recommendations for Denmark-Olar
By T&D Staff Sunday, March 13, 2005
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An external review team's recommendations for Denmark-Olar High School were approved Wednesday by the State Board of Education. Bamberg District 2 Superintendent Watson Cleckley could not be reached to discuss the recommendations for the school or the district.
Here is an abbreviated summary:
The school leadership must revise policies or procedures to align local standards and assessments to state standards and assessments.
The district staff must ensure appropriate funds are allocated for needs identified in the district strategic plan and school renewal plan.
The district/school leadership must adequately evaluate the efficiency and effectiveness of academic improvement efforts.
The school leadership must ensure students in the after school program/homework center are receiving instruction addressing individual needs.
The school must immediately develop and implement programs that promote the intellectual, social, and emotional growth of all students.
The school/district must immediately develop and implement a plan to ensure the school is always clean, safe and well-equipped.
The district superintendent must immediately develop and implement a written plan to address improving parental involvement.
The local board of trustees must adopt policies that include expectations for proven parental involvement practices.
The local board of trustees must develop a program to provide incentives to recognize schools that significantly increase parental involvement.
The school leadership must immediately develop and implement a communications system to families that is regular, two-way and meaningful.
The leadership must ensure the school culture is family friendly.
The school leadership must develop and implement a volunteer program that encourages parent/family support and assistance.
The school leadership must develop and implement policies and procedures to ensure parents are full partners in the decisions affecting children and families.
The school leadership must immediately develop and implement a community relation plan.
The school leadership must ensure the library has appropriate funds to develop its collection.
The district and school must help academic and career/technology teachers to work together and prepare students for lifelong learning and living in a technological society.
The school must improve its current system of career guidance and counseling.
The principal must take action to ensure instructional delivery is aligned with the curriculum and ensure teachers use research-based instructional strategies and multiple forms of assessment.
The principal must immediately create an Academic Leadership Team that consists of key school personnel, meets regularly and focuses on resolving instructional issues.
The school leadership must provide professional development and support to help teachers understand and properly use the curricula.
Data analysis must be institutionalized.
The school leadership must immediately assign staff responsibilities for curriculum development.
The school leadership must develop a maintenance plan to ensure instructional apparatus and equipment in all laboratories, resource centers and classrooms are maintained in good working order.
The district and school must develop a rigorous, relevant academic curriculum
The skills and competencies suggested in the SCANS and Skills That Work Report must be incorporated into the curriculum for all students.
The school leadership must allocate money for necessary professional development opportunities.
The school leadership must provide maximum opportunities for teachers to practice new skills and receive feedback on their performance (i.e., active learning, reflection, demonstration lessons, observations).
The school leadership must provide educators with the knowledge and skills to collaborate by providing them with growth opportunities in designing lesson plans, critiquing student work, analyzing data, principles of planning, conflict resolution, team building, group dynamics, formulating questions and evaluating information.
Professional development opportunities must be provided to help teachers understand the general cognitive and social/emotional characteristics of the students they teach.
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