MISSION STATEMENT

Our mission at Sidney Lanier High School is to Empower ALL Students to Achieve!!!


Our Vision

Sidney Lanier High School will be a nurturing, safe and professional environment that supports the educational success and social, emotional, and physical development of all students. We will provide instruction that is designed to Reach every student while Engaging students, parents, and the community in the educational process. All faculty members will be Consistent in our values and norms and Love our students, our school, and what we do. We will be Assertive and Intentional in making a difference in the lives of the students we serve. Each day we will Model professionalism, respect, and self-discipline for our students.

LHS BELIEFS:

1. All students can learn and be successful given the appropriate time and opportunity

2. Learning occurs best in a safe and secure environment
3. The educational process requires full acceptance of responsibility and accountability between the school, the home, and community.
4. Students should be provided opportunities to develop academically, physical, socially, and mentally.
5. A well-defined curriculum, including reading, writing, comprehending, listening, thinking, and problem solving, should be provided to all students.
6. The academic curriculum should be supplemented with instruction in character, citizenship, and responsibility
7. Proficiency in technology is necessary to prepare students for a globally competitive society
8. Open communication and shared decision making is an important ingredient in our schools' success.

 

History

Lanier High School was founded in 1929. At one point it was the only high school in the Montgomery County School System. The population of Lanier once was near 3,000 students. Today, roughly a mere 1,600 students walk the halls of the South Court Street institution. The demographics of Lanier have changed dramatically over a period of time just as the public school system has changed. In 1929, the student population of Lanier was all white. In 2004, the student population only finds six white students. The major factor influencing this change can be found in the neighborhood schools, a concept adopted by the Montgomery Board of Education. The zoned neighborhood surrounding Lanier once all white is now almost completely African-American. During Lanier's last SACS study a magnet program (LAMP) shared the facility with the traditional program. At the conclusion of the 1999 school term, the magnet program was moved out. Major recommendations from the most recent SACS self-study (1999) indicated that Lanier should focus on 17 areas in improving the school and student learning. Seven recommendations focused on the physical structure of the building and grounds. Where possible, all seven area were addressed. Most importantly, academic rigor and structural programs added through school system resources, grants and federal programs moved Lanier away from Alert status to "Clear" for one school term during the five year interim period. Lanier is now a Tier 2 school. New lighting was placed in the hallways; additional office space has been provided to specialty teachers for Marketing, Art, and Library Services. In addition, science laboratories are found on every floor with safety checklist meeting state guidelines. In moving the school forward, two fully equipped computer laboratories are now found at the school. The outside grounds of Lanier have been completely upgraded to include a new track with landscaping, and removal of unsightly trees and shrubbery. To re-assert itself as a learning community designed to teach higher standards and cultivate student's growth and learning, Lanier underwent a dramatic study during the 2002-2003 school term to assess its strengths and weaknesses. As a result of the study, a new revamped school of learning was implemented for the 2003-2004 school term. Lanier's focus is now on four academies (Leadership, Business, Health, and Arts). These small learning communities were developed with a dedication to improve standardized test scores in the Alabama High School Graduation Examination, college entrance examinations, military entrance examinations, and to better prepare students for global readiness in the work environment. A renewed emphasis has been placed on Reading and Mathematics, as these appear to be the weak academic areas of the current student enrollment. As recommended by the SACS study, higher level math and science classes are incorporated into the curriculum. Stand-alone reading classes have also been implemented to improve reading scores and skills. As indicated previously, an entire academy (learning community) was dedicated to higher-level business courses, with labs and off-campus courses offered with local technical colleges. Lanier also focused on improving technology throughout the curriculum to enhance student interest, learning and retention. This includes the new computer labs, computer in each classroom and complete with internet access. Feeder schools and their student's academics continue to play a pivotal role in Lanier's academic survival. Currently the feeder pattern, coupled with the loss of high achieving students to magnet programs, continues to influence the academic achievement levels of Lanier students negatively. Additionally. Parental involvement and interest in the educational process at Lanier is sometimes reflected in student behavior and commitment in a quality education. This is especially true in the low daily attendance rate at Lanier. A Parental Involvement Coordinator was hired to address involvement has increased four-fold since implementing this program. The academy concept at Lanier is a success. Based on feedback from stakeholders, allowing student to focus their studies toward a particular career is an incentive for meeting graduation requirements. Because students are now focused on individual studies of their choice, discipline and student interest has also improved. Initial indicators are that the dropout rate has decreased; although there may be a few more students opting for private schools as of late. Lanier is working diligently at integrating across-the-curriculum lesson plans which will further enhance student retention. This strategy will enhance reinforcement in learning which some students need in order to stay on track with meeting higher graduation requirements and expectations within the school. Additionally, the faculty is continuing to implement exercise into their lesson plans that stimulate and enhance higher level and critical thinking skills. This strategy remains a difficult one based upon the current learning levels of the student population yearly. Additional resources are needed to make the academies pure- students remain with the same core subject teachers throughout high school. This is the backbone of the small learning community concept where students and faculty form a "family bond" by working together during the student's enrollment at Lanier. Additional teachers and facilities are needed to overcome this shortcoming. As the full implementation of the "Academies" is realized the goal remains to see improved teaching and learning that impacts the lives of Lanier's students academically, socially, and economically beyond their days at the "Castle".