Benton High School SACS Accreditation Self-Study Report

Benton High School went through the Southern Association of College and Schools Accreditations (SACS) during the 2004-2005 school year.  At the completion of the process the school was observed by the SACS Peer Review Team which gave full accredidation Benton High School.  The following report was created and complied by Benton High Teachers, Administrators, and Staff for the accreditation process.  NOTE: This is not the complete report (all graphs/charts are not included) - if you would like to view the complete report you can download  in the following .pdf file.  Also, a complete list of Louisiana accrediated school can be found here(.pdf) .

Beliefs and Mission Print
The first step of the Beliefs and Mission Committee was to examine the existing educational philosophy and statement of goals for Benton High School. The committee next considered the information from the school profile, and we examined mission statements from other schools that have previously completed the accreditation process. Finally, the administration, faculty, selected students, parents and community members were included in a self-generated survey concerning their goals for Benton High School.

 

Using these results and the information gathered from the SAM analysis by the School Profile Committee, the committee drafted the list of beliefs and the mission statement. The committee members met to suggest changes and the final draft was presented to the faculty and various stakeholders for approval. In addition, Benton High Student Council members were asked to review the draft and submit any suggestions. The committee feels that the mission statement is succinct and precise, giving clear purpose and direction to the school and that the results are a collaborative vision of the school and community.

 

BENTON TIGER BELIEFS

  1. Education is a partnership shared by home, school, and community.
  2. Clear goals and expectations are keys to success not only in the classroom but also in every facet of school life.
  3. Good character, civic pride, and moral responsibility are three outcomes of a quality education.
  4. Varied instructional/assessment approaches provide for different learning styles and provide motivation for learners.
  5. Activities requiring both individual and cooperative efforts develop skills in coping with life’s diverse problems.
  6. Opportunities to exhibit school pride and community spirit enhance the morale of both school and community.
  7. Activities and assignments using higher order cognitive skills are needed to develop skills in critical thinking.
  8. Proficient communication skills are a necessary part of daily school life.
  9. “Hands on” experiences provide students with skills needed in the areas of leadership and problem solving.
 
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