October 27th-29th, Lincoln County High School underwent a visit by the Southern Regional Education Board (SREB) for a review of school practices.  The representatives visited classrooms, met with students and staff, and reviewed lesson plans and class assessments.  Upon the results of their evaluation, the SREB shared the following "promising practices" with the school’s administrators:

● Literacy was noted in multiple CTE classrooms (student interviews)

● Several ELA classes engaged students in relevant research and inquiry and reading grade level texts (observations)

● Dual enrolled ELA students said ELA teachers have prepared them for college level reading and writing; other students not in dual enrollment agreed (student interview)

● 75% of teachers said they provide opportunities for students to discuss what they read in content classes (teacher survey)

● 71% of teachers assign students real-world problems that require them to apply math concepts (teacher survey)

● 80% of CTE students say they use math in CTE (student survey)

● 59% of students say that their math teachers encourage them to understand math concepts instead of just memorizing rules and procedures (student survey)

● 5 of 6 math teachers were actively engaged with the students during the lesson by using proximity to monitor progress, to ask and answer questions, and to ensure student understanding (observation)

● 78% of classroom observations showed students did most of the work (observations)

● The teachers were doing the majority of talking in 27% of the observations (observations)

● 21% of classroom observations showed students passively watching or listening (observations)

● 28% of students indicate that the teachers do most of the talking in their classes (student survey)

● School is addressing the issue of grade inflation due to extra credit (school presentation and teacher interview)

● Teachers create common formative and summative assessments (school presentation, artifacts and teacher interviews)

● Multiple CTE assessments were performance based (artifacts)

● “We feel dual credit English has prepared us for college” (student interviews)

● 97% of teachers indicate they prepare students with the academic knowledge and skills needed to be successful in post-secondary studies and careers (teacher survey)

● 93% of teachers indicate that students have opportunities to earn college credit and industry certifications (teacher survey)