Burke High School’s mission, vision, and goals are aligned with the Charleston County School district and the Profile of the South Carolina Graduate. With this in mind, Burke staff ensure student academic progress is improved yearly, graduation rates are increased, and our students' capacity for college and/or career readiness is enhanced. Burke High School expects all students to move forward academically, physically, socially, and emotionally in order to achieve future success.
Recognizing the unique instructional and learning needs of students at Burke, a variety of instructional practices are facilitated. Therefore, content is presented in innovative and engaging ways. Students are provided authentic learning experiences that allow them to engage in project-based lessons that connect them to real-world situations and problems which make learning more relevant and interactive.
Since 24% of our grade nine students arrive ready for high school, several instructional strategies are employed to help our students grow academically and be better prepared for world-class success. Prior to the beginning of the school year, rising ninth-grade students are invited to participate in the Summer Links program. Students are provided the opportunity to explore, research, and create a project reflective of community interest and involvement. They work on a project that will impact the community and the future, such as pollution and how it impacts our community, our health, and our quality of life. This summer project was the beginning of work to be done on a larger scale project that was completed over the 19-20 school year where students explored and actually measured and analyzed pollution in different locations. It proved to be extremely engaging for our students who have now become stewards of the community and environment. Learning strategies such as this provide an opportunity for our students to think critically, manage their own learning, and collaborate with community partners to become college and career ready.
Additionally, throughout the school year, students have been encouraged to read a variety of texts and to engage in strategies that improve comprehension. We utilize the digital platforms of Achieve 3000 to support and grow reading skills, No Red Ink for writing, and Aleks for math practice and support. Students who consistently read articles in Achieve 3000 demonstrate significant Lexile growth. Aleks was utilized as an ongoing cycle of learning and assessment with positive feedback along the way. It helped to fill in the gaps of foundational skills needed for students to be successful in their current, on-level math classes.
Our Career Technology and Education programs have always been strong, but have been realigned with current best industry practices to ensure that career pathways are in place and students are provided with options as they explore post-high school opportunities. Despite the inability to participate in WIN testing as a result of the COVID-19 world pandemic, we focused on state identified Completer pathways as a means to enable our students to be career ready. Completer certificates were awarded to this year’s graduates in each of our programs, resulting in 72% career readiness compared to last year’s 49.2%. These programs include Business Information Management, Building Construction, Culinary Arts, Digital Art and Design, Family and Consumer Science, General Management, and Health Science.
Burke has several strong community partnerships that connect learning to life outside of the classroom and support students’ social, emotional, and academic growth. They include but are not limited to, the Medical University of SC (MUSC), where students engage in education and research training; the College of Charleston, who provides tutoring and mentors; The Citadel, where cadets observe classes as field experience and offer to tutor; Doors to Dreams, individuals who offer tutoring and student incentives; ACE Mentors, who are industry professionals in architecture, construction, and engineers working directly with our students every other week introducing them to a broad range of career opportunities in the building, design and construction industry; College Sage, volunteers who provide college and career support to juniors and seniors; and, the Burke Foundation, who support students through scholarships and special events.
Strengthening social-emotional skills was another emphasis during the 19-20 school year. Teachers were trained to facilitate Capturing Kids’ Hearts, a relationship-building process. Our students in collaboration with the MTSS and PBIS teams established school-wide expectations for behavior. This work resulted in the creation of the BARK matrix. BARK is an acronym that represents Being your best self, Acting responsibly, Respecting yourself and others, and Keep growing your mind. Implementation of this practice served to build culture and promote student agency. Teachers reported an increase in the number of students taking ownership of their learning and behavior.
The express purpose of Burke High School is to offer every student opportunities that will allow them to become college and career ready. Our cooperative efforts will continue to support our students' academic and lifelong success.
Cheryl F. Swinton, Principal
Eric Jackson, SIC Chair