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VISION/MISSION/BELIEF STATEMENTS

Note: Required for Title I

Vision Statement:
The vision of Central Hamilton Elementary School is to provide a positive environment in which all students can grow to meet their academic, physical, and social potential. We believe:
*That every student can learn and must accept responsibility as a learner.
*That each individual deserves respect.
*Professional staff members are vital to our mission.
*Parent participation is essential in meeting the educational needs of students.
*That education is built on a series of successes and is lifelong.
*That creative learners of today are prepared to meet challenges of tomorrow.

Mission Statement:

The mission of Central Hamilton Elementary School is to ensure that all students acquire knowledge, develop skills and understandings that will enable them to become productive citizens and lifelong learners. This mission is best accomplished through a structure of communities that are committed to children and that are characterized by strong instructional leadership, high expectations of success for all students, an emphasis on teaching for learning, a safe and orderly school environment, frequent monitoring of student progress with appropriate instructional adjustments to student needs, high levels of accountability, responsive supporting services, and extensive and meaningful parent/community involvement.

District Goals:

Goal 1: Align and focus instructional strategies with Sunshine State Standards.
Goal 2: Develop supplemental programs to assist all students in making progress whether they
are performing below or at grade level.
Goal 3: Identify and enhance the district image
Goal 4: Maximize utilization of all school resources
Goal 5: Take steps to reverse declining FTE
Goal 6: Develop an effective program that will attract, train, and retain teachers and administrators
of the highest caliber.


Student Mission Statement

I am a student at Central Hamilton Elementary. I can learn and achieve any task put before me. I am responsible for my behavior, attitude, and actions. I will EXCEL today!

SCHOOL PROFILE DEMOGRAPHICS

Central Hamilton Elementary School is located in Jasper, Florida, which is one of three small towns in Hamilton County. The school consists of grades K-6 and has approximately 446 students. Central has a diverse population of students with 40.8% white, 52.1% black, 5.0% Hispanic, .2% American Indian and 1.9% multiracial (all percentages are from the 2007-08 School Accountability Report). Seventy-eight percent of our student population is economically disadvantaged. Special services such as speech/language, occupational therapy and mental health counseling are provided through various resources via District Exceptional Student Education Department. We offer three ESE classes; one is a self-contained varying exceptionalities class and the other two have mainstreamed students that are pulled according to their area of exceptionality.

SCHOOL MATCH

Note: Required for all Assistance Plus Schools

At this time, Central Hamilton Elementary does not have a school match. The district staff will assist in finding a school match with similar demographics with high achieving students. With the change in leadership at Central, this decision will be at the discretion of Dr. Doris Morgalo, the district staff and superintendent of schools.

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Marjorie A. Cooks - Principal (August 20, 2008-December 2, 2008)
Dr. Doris Morgalo - Interim Principal (December 3, 2008-June 30, 2008)

Mrs. Cooks is entering her fourth year at Central. Mrs. Cooks has a teaching background in business education and taught for 9 years at Hamilton County High School. She served as dean of students and assistant principal (2 years) while at Hamilton High and has served in various administrative positions for 7 years. Central has made great strides under her leadership in the 2005-06 school year, but declined in 2007. This decline was in part due to loss of three veteran staff members in FCAT grades. Two staff members left during the first nine weeks of school and one requested a transfer prior to the beginning of the 2006-07 school year. Of the three vacant positions, only one was filled before beginning of school; the other positions were not filled until the month of February 2007. The school grade decreased from a D to an F during the 2007 school year. Student enrollment has decreased by 7% due to school choice within the county. Central increased 41 points on the 2008 FCAT and was 5 points from a school grade of "C". Mrs. Cooks' quest for success continues for Central Hamilton Elementary. In order to better understand the diverse needs of the students and teachers at Central, Mrs. Cooks has taken courses towards reading endorsement for elementary grade level students; she has completing competencies 1,2 and 3. Mrs. Cooks encourages her staff to continue to enhance their knowledge and teaching abilities by scheduling trainings with educational partnerships such as NEFEC, FDLRS, Reading First and District Level Staff. Mrs. Cooks continues to actively pursue training and professional development opportunities through the district, NEFEC, FDLRS and other professional organizations as needed.

On December 2, 2008, Mrs. Cooks was removed from Central and placed in the Title I Office at the District Central Office. Dr. Doris Morgalo, Coordinator of Title I Programs, was named Interim Principal until further notice from the Superintendent of Schools.

Recruitment/Retention of Highly Qualified Teachers

Note: Required for Title I

Staff who are not certified or teaching out of field are provided several opportunities to obtain certification. Non-certified and out of field teachers are required to participate in the district Educator Preparatory Institute (EPI) program through North Florida Community College (NFCC), take online courses from an accredited university or attend an accredited university to obtain certification. Teachers are also required to participate in any district staff development initiatives that assist in providing meaningful strategies to aid in student success. The Hamilton County School District employs a Coordinator for Recruitment and Curriculum who is actively involved in the recruitment of highly qualified teachers for the school district.  

Show Attached Staff List 

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: Required for Title I

The Hamilton County School district combines dollars from many programs to help Central's students meet the federal AYP/NCLB standards. Because Central is a Correct 2 School in restructuring, the district has contracted services with the North Florida Education Consortium as the outside agency that will coordinate services with district programs to ensure that maximum assistance is provided to the teachers and staff. NEFEC will provide intensive staff development on research proven best practices and instructional methods that will increase student achievement and teacher performance.

School Wide Improvement Model

Note: Required for Title I

Central is in year two of implementing the Continuous Improvement Model. The instructional lead team received initial training at the DOE CIM training in October 2007. NEFEC will continue with support needed at Central to continue implementing the model. Focus lesson organized by a curriculum focus calendar is required from all grade levels. Focus calendars have been updated to reflect areas of need as evidenced by the 2008 FCAT data for grades 3-6 and SAT 10/DIBELS results for 1st and 2nd grade. Once the focus calendars at each grade level are complete, the reading and math coaches will then be responsible for creating benchmark lessons to be used over and above the district curriculum in reading, math, and science. These lessons will follow the delivery method designated by the Continous Improvement Model.

Central will continue to use Response to Intervention (RtI) to address needs of students who continue to struggle with academics and or have exhibited behavior problems that hinder academic progress. The implementation of this process for two years is credited for the progress at Central.

NCLB Public School Choice

Note: Required for Title I

Parents are notified in writing prior to the release of any academic information in the form of progress reports or report cards. Written notifications in English and Spanish (when needed) will be sent home to parents via mail or students. The marque that is positioned in front of the school displays information concerning academic progress reports and report card release dates. The school will also use the Connect-ed call-out system to inform parents of Central Hamilton's progress. A monthly activity calendar, which is sent home to parents will also have this information.

Show Attached Public School Choice Notice to Parents file

Show Attached Notification of SINI Status file

Pre-School Transition

Note: Required for Title I

Kindergarten Round-up is done at the end of each school year to distribute materials to parents of incoming kindergartners and assist with pre-registration. In addition to the necessary forms for registration, packets include crayons, scissors, and other basic school supplies to encourage readiness activities at home in preparation for school entrance in the fall.

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring

Note: Required for Title I

Experienced grade-level teachers work closely with new or less experienced teachers in order to ensure equity of instruction at each grade level. Grade-level planning is a collaborative and cooperative effort, as well as preparation of materials needed to achieve equitable instruction and enhance maximum achievement for all students. A formal mentoring program will be implemented at Central Elementary during the 2007-08 school year by a team of highly qualified teachers.

Show Attached Teacher Mentoring List

Extended Learning Opportunities

Note: Required for Title I

Parents are given the opportunity to choose Supplemental Educational Services through choice options. The services are outsourced through contracted tutoring programs who provide additional instruction in the areas of reading and mathematics. A Summer Reading Camp is offered to students scoring a level 1 on the FCAT Reading Assessment in third grade. Students are encouraged and rewarded for participation in the Accelerated Reader program.

SCHOOLS GRADED C OR BELOW

Professional Development

Instructional staff will receive professional development specific to the instructional needs at Central. Professional Development in reading will include areas of study designated by Reading First, Assistance Plus and NEFEC. SRA Imagine It! consultants will provide professional development for newly adopted reading program. Central will also implement FRI strategies with assistance from NEFEC.

Reading First Professional Development will be delivered quarterly by the Reading Coach, as required by the state. Reading First has a defined course of study that is to be delivered to the coaches who then return to the schools and deliver the same professional development to the teachers at their school. At Central, this will be implemented with fidelity and teachers will be require to make up any missed sessions.

The instructional staff will also receive inservice on how to differentiate mathematics instruction using the Harcourt mathematics series. A representative will present to the staff in grade levels K-5.

Disaggregated Data

The base data for each fall is taken from the yearend outcome measures; FCAT, SAT 10, PPVT, and the final DIBELS Assessment. These primary sources of data will be utilized to drive the instructional focus at Central Hamilton Elementary. Prior to the new school term, this data is disaggregated to determine the status of all subgroups at Central Hamilton. Further study is conducted to determine school-wide weaknesses, weaknesses that are specific to individual classrooms, and identification of individual student weaknesses. Each part of the data is then used as the basis for intensive planning. School-wide deficits may indicate the need for in-service or professional development. Teacher data is used to determine needs for the individual teacher's professional development plan. Student data forms the basis for instructional grouping, planning, and monitoring.

On the 20th day of each school year, the first assessment of DIBELS is administered. Once the data is in for this assessment, all intensive and strategic students are identified and intervention plans are created for those areas of deficiency. Ongoing Progress Monitoring will be used this year to monitor the students' progress weekly or bi-monthly depending upon the severity of the problem. The state mandated assessment of DIBELS will be given two more times throughout the school year. The same procedure will be followed after each of these assessment windows. With the RtI process and charted ongoing progress monitoring scores the teachers at Central will then plan appropriate interventions for their students.

Informal and Formal Assessments

The formal assessments used at Central are the DIBELS, ERDA, DAR, PPVT, FCAT, and SAT 10. These evaluations meet the requirements of the state of Florida.

Alternative Instructional Delivery Methods

Compass Odyssey, a computer based program is available to assist students in reading, mathematics, and science. This program is correlated to the state standards, and can be used as a remedial and or supplemental component to extend the instructional delivery. All students have access to this program which they can use it in the classroom, or at the computer lab located at Central Hamilton Elementary.

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Responsibility of Teaching Reading for Every Teacher

Quality Professional Development for Teachers and Leaders

Small Learning Communities (SLC)

Intensive Intervention in Reading and Mathematics

Parental Access and Support

Applied and Integrated Courses

Course Choice Based on Student Goals / Interests / Talent

Master Schedules Based on Student Needs

Academic and Career Planning

GOALS

Goal: Reading *Note: Required for Title I Scroll down for school data
*Needs Assessment:	All student subgroups did not meet AYP targets. 2008 data indicated that no subgroup met AYP requirements and a more intensive approach to reading is needed. Sixty seven percent (67%) of the lowest 25% made learning gains in reading and 57% of all students made learning gains. The number of proficient students remained the same from 2007 to 2008 with only 45% of the total tested population of students proficient in reading. Central's new Core Curriculum Reading Program is SRA Imagine It! NEFEC will provide continuous staff development for the instructional staff. In addition to the new CCRP, Central will continue to use Reading Mastery as an intervention for students who are reading below grade level. Placement tests were administered by a hired consultant with assistance from a member of the FDLR's staff.
*Objective:	Increase the number of students performing at level 3 or higher and decrease the number of level 1 and level 2 students on the SSS FCAT Assessment by 51%.
*Strategies:	*Mini Focus Lessons *Small Group Instruction *SRA Imagine It! Activities *FCRR/Reading First Activities *FRI Strategies *After School Tutoring *In-school tutorial *Weekly Comprehension Check *Daily Fluency Activities
*Evaluation:	*Utilize data for 3 years to assess the success of implemented programs. *Ongoing Assessment provided by programs *Benchmark Assessment *Think Link *Scholastic Reading Inventory (SRI)
*Evidence-based Program(s):	*SRA Imagine It! SRA *Reading Mastery Classic and Plus *Read 180 *Accelerated Reader (Comprehension/Technology Based) *Compass Odyssey (Technology Based) *Rally Reading-Focus on Reading (Adopted by State of Florida for Supplemental Reading Intervention) *Quick Reads *Great Leaps
*Professional Development:	Central Hamilton Elementary has outsourced a consultant who provides continuous monitoring of SRA Reading Mastery. The consultant observes teachers, models instruction, and reviews the student data. In addition the the contracted constultant for SRA Reading Mastery, the North Florida Educational Consortium (NEFEC) and FDLRS will assist with professional development in the area of reading. Professional development will be provided by SRA Imagine It! three time during the 2008-09 school year.
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount SRA Imagine It: District $85,466.67 Reading Mastery Read 180 Materials Title I Title II $6,000.00 Read 180 Materials District-Title I $700.00 Quick Reads District-Title I $3,000.00 Total: $95,166.67 Technology Description of Resources Funding Source Available Amount SRA e-Suite District $0.00 Accelerated Reader District $5,000.00 Total: $5,000.00 Professional Development Description of Resources Funding Source Available Amount Read Naturally Title I $5,000.00 SRA Imagine It! Title I $3,000.00 Florida Reading Initiative (FRI) District-Title 1 NEFEC $3,000.00 Total: $11,000.00 Other Description of Resources Funding Source Available Amount Rally Reading Intervention District-Title 1 $3,500.00 Total: $3,500.00 Final Total: $114,666.67
*Non-Highly Qualified Instructors:	All paraprofessionals at Central are highly qualified as mandated by the district. The following teachers have not completed all requirements to be deemed highly qualified/in-field to teach reading: Ida Gee - 1st grade Rachel Haynes - 3rd Grade Brooks Culpepper - 3rd grade Carolyn Allen - 6th Grade Isaac Chandler - 6th grade Rachel Haynes, Brooks Culpepper, Ida Gee and Isaac Chandler have all passed the Elementary Education Certification test. Their teaching status cannot be changed until the district personnel office receives the official score report. Once the official score report is submitted to District Personnel, the teachers will then submit an application to have that area added to their certification. Those teachers who are not certified to teach reading are encouraged to take coursed towards reading endorsement. NEFEC will provide professional development as well as consultants for SRA Imagine It!
End of Reading Goal

Goal: Mathematics *Note: Required for Title I Scroll down for school data
*Needs Assessment:	No subgroup met AYP in the area of mathematics. 66% of the lowest 25% made learning gains in the area of mathematics and 63% of the total tested student population made learning gains in math. The percent proficient in math did increase 6% points from 25% proficient in the 2006-07 school year to 31% proficient in the 2007-08 school year.
*Objective:	Increase the number of students scoring at level 3 or higher and decrease the number of students performing at level 1 and level 2 on the SSS FCAT Mathematics Assessment by 51%.
*Strategies:	*Daily focus lessons for student mastery of benchmarks *Daily differentiaed instruction and small group instruction as needed for mastery of benchmarks. *Computer assisted instruction using Compass Odessey and FCAT Explorer *Benchmark assessments administered 3 times during the year to determine student progress. *Grade level mini assessments to determine mastery of objectives being taught.
*Evaluation:	FCAT-yearly results Weekly Benchmark Assessments Classroom assessments based on student need Think Link Assessment Results
*Evidence-based Program(s):	Harcourt Mathematics K-5 McDougal/Littrel 6 Compass Odyssey FCAT Explorer 4-6 Accelerated Math Focus on Math Intervention(Rally Education)
*Professional Development:	Inservice by Harcourt representative K-5 Inservice for Compass Odyssey McDougal/Littrel for 6th grade teacher On-site inservice for Accelerated Math PD for Think Link
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Harcourt Math Title I $1,500.00 McDougal/Littrel District-Title 1 $1,500.00 Total: $3,000.00 Technology Description of Resources Funding Source Available Amount Compass Odessey District-Title 1 $3,000.00 Accelerated Math District-Title I $3,500.00 Think Link District-Title 1 $6,000.00 Total: $12,500.00 Professional Development Description of Resources Funding Source Available Amount Training for Math Coach Title I $3,000.00 Think Link Training for staff District-Title 1 $3,000.00 Total: $6,000.00 Other Description of Resources Funding Source Available Amount Rally Math Intervention Program District-Titl 1 $3,000.00 Total: $3,000.00 Final Total: $24,500.00
*Non-Highly Qualified Instructors:	Staff that are not certified or teaching out of field are provided several opportunities to obtain certification. Teachers are encouraged to participate in the EPI program through NFCC. Teachers are also required to participate in any district staff development initiatives that would assist in providing meaningful strategies to aid in student success. All paraprofessionals at Central are highly qualified.
End of Mathematics Goal

Goal: Writing *Note: Required for Title I Scroll down for school data
*Needs Assessment:	The 4th grade students did not meet the targets for AYP in the area of writing. We had a decrease in writing scores in the 2007-08 school year. In the 2006-07 school year, 84% of 4th grade students met high standards in writing. In the 2007-08 school year 76% of 4th grade students made high standards in writing.
*Objective:	By the end of the 2008-09 school year, 90% of fourth grade students will score 3.5 or above on FCAT Writes.
*Strategies:	1. Provide daily writing practice using a variety of writing prompts. 2. Incorporate writing across the curriculum. 3. All teachers K-6 will incorporate writing activities into the curriculum using material from the CCRP-Imagine It! 4. Work to build a school wide writing curriculum
*Evaluation:	FCAT-yearly results Ongoing Progress Monitoring Student Writing Samples
*Evidence-based Program(s):	1. Materials provided by the State for FCAT Writes! preparation. 2. SRA Imagine It! Language Arts 3. 6 Traits of Writing!
*Professional Development:	*6 Traits of Writing - Provided by NEFEC
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount FCAT Writing Sample none $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount Process Writing District-Title I $3,000.00 Total: $3,000.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $3,000.00
End of Writing Goal

Goal: Science *Note: Required for Title I Scroll down for school data
*Needs Assessment:	Consistently low reading and math scores on statewide assesments forecast a concern for student performance in the area of science. The data from the 2006-2007 school year flagged science as an area of deficiency at Central Hamilton. In the 2006-07 school year, 26% of fifth grade students met high standards in science. There was a 1% decline in the 2007-08 school year; 25% of fifth grade students met high standards in science.
*Objective:	By the end of the 2008-09 school year, Science FCAT scores will reflect a 30% increase in students scoring at level 3 or above.
*Strategies:	*Curriculum Mapping *CIM Model *FRI Strategies *State Adopted Text
*Evaluation:	*FCAT-yearly results *Benchmark assessment results *Weekly assessments *Progress Monitoring using materials from state adopted text.
*Evidence-based Program(s):	*McMillan-McGraw Hill science curriculum in grades K-5 *Holt curriculum in grade 6 *SRA Snapshots grades 5
*Professional Development:	*Inservice provided as needed by the publisher for the core curriculum *PD as needed through North Florida Educational Consortium (NEFEC)
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount McMillan/McGraw Hill Science District $3,000.00 Total: $3,000.00 Technology Description of Resources Funding Source Available Amount FCAT Explorer none needed $0.00 Compass Odessey District $2,000.00 Total: $2,000.00 Professional Development Description of Resources Funding Source Available Amount FRI Strategies District-Title 1 $1,000.00 Total: $1,000.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $6,000.00
*Non-Highly Qualified Instructors:	Teacher training is being provided by the publishers of our newly adopted science curriculum for teachers in the area of science. NEFEC will provide support as needed in the area of science.
End of Science Goal

Goal: Parental Involvement *Note: Required for Title I
*Needs Assessment:	Parents are given the opportunity to complete a climate survey annually. This survey generates information from parents about their opinions toward the school's overall educational program. Parents are also encouraged to take part in all activities held at Central Hamilton Elementary. An FCAT night held for grade levels 3-6 gives parents information about the test and how to better prepare their child(ren). We also have a Math Family Fun night for K-6 grade levels. This workshop activity was designed to give parents ideas and resources to help children at home. Parent/Teacher Organizations PTO meetings, and School Advisory Council SAC meetings are held monthly. Parents are notified of these meetings by school bulletins and the monthly calendar which updated monthly with all school related events. Title I provides assistance to involve parents as much as possible. The Title I coordinator has requested and is going to receive assistance from the Parent Information and Resource Center (PIRC). One of the main services provided is professional development for staff focusing on parent involvement. This may come in the form of training staff on how to more effectively engage parents. It also may come in the form of train-the-trainer activities where there is training to school staff on how to deliver various parent workshops that show parents how to work with their children at home.
*Objective:	Involve families in facilitating successful transitions and highest student achievement, and implement family involvement programs for successful academic acheivement.
*Strategies:	1. PTO membership drive. 2. Recruitment of volunteers during open house. 3. Ample notification to parents of school events and upcoming activities. 4. Parent phone calls to encourage committee and activity involvement 5. School web page located on the internet. 6. Parent contact logs kept by all classroom teachers 7. Through various piblications, office personel will provide parents with ways they can support their child's learning. 8. Scheduled "Meet the Teacher Day" prior to the first day of school to familiarize parents with the child's teacher. 9. Scheduled "Open House" for all parents to meet the teacher and view student work.
*Evaluation:	1. Review of PTO membership roll 2. Number of parent/gurdians in attendace at PTO meeting and other special events. 3. Review of sign-in sheet in the front office. 4. Review of teacher contact logs
*Evidence-based Program(s):
*Professional Development:	School Advisory Council training provided by the County to increase productive interation between council members which include school faculty/staff, students, parents, and community/bussiness leaders.
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Parent Information Resource Center none $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount FCAT Explorer Title I $0.00 Harcourt Math Client Title I $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount Fall Carnival PTO $1,500.00 Open House SAC $500.00 Math Night SAC $250.00 FCAT Parent Workshops SAC $800.00 Total: $3,050.00 Final Total: $3,050.00
End of Parental Involvement Goal

Goal: Return on Investment
Needs Assessment:	District provided.
End of Return on Investment Goal

ADDITIONAL GOALS

Additional Goal: School Climate
Needs Assessment:	The safety committee will meet monthly to prioritize the safety and environmental needs of Central Hamilton. All faculty and staff have access to maintenance request forms to submit to the front office when maintenance problems arise. The School Advisory Council will assess and discuss school needs and act upon the timely resolution of safety and environmental concerns. Eight Mobile Modular classrooms have been added to the campus. Grades 5 and 6 will occupy these classrooms. The addition of these classrooms have made it possible to have primary grades (K-3) inside of the main building and grades 4-6 in the outer area buildings. The additional classrooms have also given the administration the opportunity to provide primary teachers with a resource room in the main building for demonstration of teaching methods and an additional computer lab for grades 5-6. Parents can also utilize this room to check out resources to assist with at-home intervention. In addition to guaranteeing the basic safety and environmental needs of the students at Central Hamilton, the principal led a study of the school climate in direct relation to student achievement. The study was based on Central's data as it pertained to the subgroups identified by the NCLB reform. The population subgroups at Central Hamilton have not made adequate yearly progress at anytime during the past four years. Even though curriculum, staffing, and student behavior issues have been restructured to create the academic setting for accelerated student achievement, the principal considered the effect that the actual school climate has on students from similar backgrounds as though at Central. According to research, students coming to school from socio-economically deprived homes, that have lived through generations of poverty, actually have needs specific to their background. The two most primary needs of these students must be a feeling of security school wide and one of order where with highly defined boundaries or limitations. Scientific research has proven that until these needs are being met, learning will not take place. To follow up on her research, the principal at Central Hamilton requested materials to lead a school-wide study on Ruby Payne's series on children of poverty and how to create schools that lead to the acceleration of students from these subgroups.
Objective:	Build a school climate that is welcoming to our students and their families.
Strategies:	1. Provide a lobby area for parents as they wait for appointments or assistance. 2. Carpet throughtout the schools. 3. New parking area for parents and staff. 4. Re-designed parent drop off/pickup area. 5. Add Parent resource room. 6. New Character Education Program.
Evaluation:	Climate Survey
Evidence-based Program(s):	not applicable
Professional Development:	not applicable
Objective:	Provide a school that is positive and encourages pride throughout the campus and in the classroom.
Strategies:	1. Purchase banners and place in key visible areas that encourage "Eagle Pride" and a feeling of belonging to the student body. 2. Place character education posters throughout the school and classrooms that promote positive behavior and academic success. 3. Place posters throughout the school to heighten student awareness of the important contributions made by individuals from cultural diverse groups.
Evaluation:	The principal and staff will change/update posters as needed. Upon the request of staff and/or parents, additional posters will be added or deleted as needed.
Evidence-based Program(s):
Professional Development:
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount Clozed Circuit TV none needed $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount NEFEC none needed $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount Student Incentives for Academic Achievement SAC $300.00 Citizenship Incentives School General Fund $500.00 Total: $800.00 Final Total: $800.00
End of School Climate Goal

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	SRA Imagine It:	District	$85,466.67
Reading	Reading Mastery Read 180 Materials	Title I Title II	$6,000.00
Reading	Read 180 Materials	District-Title I	$700.00
Reading	Quick Reads	District-Title I	$3,000.00
Mathematics	Harcourt Math	Title I	$1,500.00
Mathematics	McDougal/Littrel	District-Title 1	$1,500.00
Writing	FCAT Writing Sample	none	$0.00
Science	McMillan/McGraw Hill Science	District	$3,000.00
Parental Involvement	Parent Information Resource Center	none	$0.00
Total: $101,166.67
Technology
Goal	Description of Resources	Funding Source	Available Amount
Reading	SRA e-Suite	District	$0.00
Reading	Accelerated Reader	District	$5,000.00
Mathematics	Compass Odessey	District-Title 1	$3,000.00
Mathematics	Accelerated Math	District-Title I	$3,500.00
Mathematics	Think Link	District-Title 1	$6,000.00
Science	FCAT Explorer	none needed	$0.00
Science	Compass Odessey	District	$2,000.00
Parental Involvement	FCAT Explorer	Title I	$0.00
Parental Involvement	Harcourt Math Client	Title I	$0.00
School Climate	Clozed Circuit TV	none needed	$0.00
Total: $19,500.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Read Naturally	Title I	$5,000.00
Reading	SRA Imagine It!	Title I	$3,000.00
Reading	Florida Reading Initiative (FRI)	District-Title 1 NEFEC	$3,000.00
Mathematics	Training for Math Coach	Title I	$3,000.00
Mathematics	Think Link Training for staff	District-Title 1	$3,000.00
Writing	Process Writing	District-Title I	$3,000.00
Science	FRI Strategies	District-Title 1	$1,000.00
School Climate	NEFEC	none needed	$0.00
Total: $21,000.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Reading	Rally Reading Intervention	District-Title 1	$3,500.00
Mathematics	Rally Math Intervention Program	District-Titl 1	$3,000.00
Parental Involvement	Fall Carnival	PTO	$1,500.00
Parental Involvement	Open House	SAC	$500.00
Parental Involvement	Math Night	SAC	$250.00
Parental Involvement	FCAT Parent Workshops	SAC	$800.00
School Climate	Student Incentives for Academic Achievement	SAC	$300.00
School Climate	Citizenship Incentives	School General Fund	$500.00
Total: $10,350.00
Final Total: $152,016.67

SCHOOL ADVISORY COUNCIL

School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle, junior high and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.

SAC Involvement

The School Advisory Council will meet on a monthly basis in order to stay current with the performance of functions as perscribed by the regulations of the school board. SAC duties are:
-Assisting in the preparation and evaluation of the School Improvement Plan (SIP)
-Deciding how school improvement funds are spent.
-Deciding jointly, with school faculty, how recognition funds are spent.
-Performing other functions as prescribed by the school board.
-Inform community of critical needs of the school.
-Assist in providing a positive and proactive school climate.

SAC Members

IMPLEMENTATION EVALUATION

This is a working document. It will be used as a tool to further the reflection of Central Hamiton Elementary's progress in delivering quality education to its students. It will be reviewed by not only the SAC Committee but given to the staff and faculty for review and revision. This document will also serve as a unifying understanding of our purpose and responsibility to the studens at Central Hamilton Elementary. It will be offically reviewed a minimum of two times per year and the SAC will make any changes necessary to ensure continuous academic progress.

There will be an annual progress meeting scheduled at the end of the year to discuss adequate progress. The SAC Chair, grade level team members, reading and math coaches, and the PTO President will all be in attendance. The principal and District staff will present data that identifies the improvement opportunities for the school based upon school improvement data.

REPORTING

Baseline Data Report

Note: Baseline Data Report is required for all Repeating F, F schools and D schools that were F in 2005-2008 and all Schools in Need of Improvement (SINI).

FCAT Assessed Grade Level: 3
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	65	35	77	23	0	0	0	0	0	0
Name of Assessment Used	Thinklink Test P		Thinklink Test P

FCAT Assessed Grade Level: 4
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	56	44	57	43	0	0	0	0	0	0
Name of Assessment Used	Thinklink Test P		Thinklink Test P

FCAT Assessed Grade Level: 5
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	61	39	51	49	0	0	3	97	0	0
Name of Assessment Used	Thinklink Test P		Thinklink Test P				Adopted Text FCAT Practice Test

FCAT Assessed Grade Level: 6
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	55	45	48	52	0	0	0	0	0	0
Name of Assessment Used	Thinklink Test P		Thinklink Test P

FCAT Assessed Grade Level: 7
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 8
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 9
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 10
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 11
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

Baseline data aggregated at school level

End of Baseline Data Report

Mid-Year Report

2008 SCHOOL IMPROVEMENT MID-YEAR REPORT Differentiated Accountability Status: NA

End of Mid-Year Report

AYP DATA

SCHOOL GRADE DATA