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program completion, (5) job entry skills.
The new standards also specify that schools “shall make available a remediation program, including summer school, to reduce the number of students who score in the bottom quartile on Virginia State Assessment Program Tests and/or those who fail the state’s literacy test” and shall provide “alternative programs with emphasis on basic skills for students who are not successful in regular instructional programs.”
The State Board’s directive places greater emphasis on education of gifted and talented students, limits the regular school day to “teaching and learning activities” and requires instructional staff to establish “daily teaching objectives” with the aim of identifying what students are expected to learn; informing the students of those expectations and keeping them engaged in learning tasks, and enabling the teacher to spend the maximum time possible in the teaching/leaming process by "keeping to a minimum disruptions, clerical responsibilities and the time students are out-of-class.”
In the line of policy dictates, the new accreditation standards require a written policy for “the selection, evaluation, withdrawal and disposal of all instructional materials purchased by the school division, with clearly stated procedures for handling challenged, controversial materials.”
The standards also stipulate that homework shall be governed by a written school board policy which includes guidelines for the amount and timing of homework.
The Rappahannock board has a homework policy in place, but it has no specifics on amount and timing, Dr. Gangel acknowledged.
With both the 1988-89 accreditation standards and the tougher new Standards of Quality mandates expected soon, “we’re already trying to meet some of these requirements,” said Rappahannock’s superintendent. “Or at least we’re thinking about ways to meet them,” he concluded.
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