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VISION/MISSION/BELIEF STATEMENTS

Note: Required for Title I

MISSION: Hamilton County High School's mission is to provide all students with a quality, well rounded education that will enable them to become productive citizens in an ever - changing global society. We will also team with parents, community, and local businesses to challenge our students to be creative and to foster a respectful attitude for themselves and for others and to experience a joy of life and of learning.

Vision: Hamilton County High School will produce, through a rigorous curriculum, prepared young adults that are creative, individual learners, and productive citizens of society. Each individual will be prepared to enter a college, trade/vocational school, or work force with the tools needed to be successful which will leave no child behind.

SCHOOL PROFILE DEMOGRAPHICS

Hamilton County is a rural county located in North Central Florida just below the Georgia line. It is bordered by the Withlacoochee River on the west and the Suwannee River on the east and south.

Approximately 14,000 people live in Hamilton County, which consists of 514.9 square miles. The largest population in the county is located in the city of Jasper. PCS Phosphate, Hamilton County Schools, and the Hamilton Correctional Institute are the three largest employers in the County.

According to the U.S. Census Bureau, 62.5% of the people in Hamilton County are White, 36.5% are African American, and 8.3 % are Hispanic. In 2004, the median household income was $26, 411, which was well below the state average of $40, 900. Approximately 62.9 % of people 25 years or older in the county during 2000 were high school graduates, and only 7.3% of those people received a Bachelor’s Degree or higher. In Hamilton County, 10.5% of adults have less than a high school education, and approximately 20.9% of the population lives below the poverty level. Thus, many of our students are at risk economically, academically, and socially.

The Hamilton County School District serves approximately 2000 students in grades Pre-K through Adult Education. There are three elementary schools, one middle/high school, and one school that serves as the central Pre-K site for Jasper as well as a center school for exceptional students from Hamilton, Madison, and Suwannee Counties. We also have a Department of Juvenile Justice Center and one Adult Education School. Our district consists of 320 full-time and part-time employees.

According to the school accountability report, approximately 44.4% of the students in our District are White, 44.4% are African American, and 9.2% are Hispanic. The Hamilton County School District serves many students with special needs. In 2006-2007, 14.9% of our students were disabled and 66.2% were economically disadvantaged.

Hamilton County High School is located at 5683 US Highway 129 in Jasper, FL. It is a small rural community school located three miles from town and two miles from Interstate I-75. It has a population of 716 students (7th thru 12th grades), 53 instructional personnel, and 16 non-instructional personnel.

The ethnic and gender breakdown of students by grade is as follows:

7th grade total 128...73 males, 55 females, Black 49, Hispanic 15, Indian 1, White 61, Multi 2.

8th grade total 114...62 males, 52 females, 2 Asian, Black 50, Hispanic 16, White 44, Multi 2

9th grade total 130...61 males, 69 females, 1 Asian, Black 55, Hispanic 16, White 57, Multi 1

10th grade total 136...65 males, 71 females, 1 Asian, Black 56, Hispanic 10, Multi 2, White 67

11th grade total 118...63 males, 55 females, Black 60, Hispanic 9, White 49

12th grade total 90...41 males, 49 females, 2 Asians, Black 39, Hispanic 6, Multi 1, White 42

The overall school percentages are: 51% male, 49% female, <1% Asian, 43% Black, 10% Hispanic, <1% Indian, 8% Multi, 45% White

The school operates on a seven period day. Students attend classes Monday-Friday from 8:55 AM - 3:37 PM. Classes rotate on a fifty-minute schedule with a thirty-minute lunch.

SCHOOL MATCH

Note: Required for all Assistance Plus Schools

N/A

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Principal:
Mr. Maceo Howell, Jr., is a native of Hamilton County and graduated from J.R.E. Lee High School in Jasper. He received his B.S. degree from Paul Quinn College, Waco, Texas, with a major in 7-12th grades mathematics and a minor in English. He obtained a Masters degree in Educational Leadership, Principal K-12, and a Middle Grades endorsement from Valdosta State University, Valdosta, Georgia. Mr. Howell served 13 years as a math and English teacher and an administrative assistant for 7 years at Hamilton Middle School. He was an assistant principal for 5 years at Madison County High School in Madison, Florida, and was the principal for 4 years at Madison County Excel Alternative School in Madison, Florida.


Assistant Principal:
Mrs. Wanda Law has a Bachelors in Early Childhood/Elementary Education from Auburn University, Montgomery, Alabama, a Masters in Middle Childhood, and Educational Leadership certification from Valdosta State University, Valdosta, Georgia. She has served 19 years as a middle school teacher and 6 years as a PreK-high school assistant principal. Mrs. Law has received training and assisted with the implementation of the Onward to Excellence II school improvement initiative in a middle school. She has received extensive training and assisted with the implementation of Learning Focused Schools in a PreK-12th grade setting. She has also received extensive training and assisted with the implementation of the Reading First program in a K-3rd grade setting.

Recruitment/Retention of Highly Qualified Teachers

Note: Required for Title I

Hamilton County has recruitment efforts in place and has strongly participated in recruitment fairs in and out of the state. The district participates in recruitment efforts that are coordinated with NEFEC and other member districts. This includes hosting Teacher Fairs in the fifteen district region as well as traveling to sites outside the consortium membership area. Professional development opportunities and support by the district and school staffs are provided to ensure that staff members are highly capable of fulfilling job responsibilities. This is accomplished through the use of peer teachers, mentors, grade level and department chairpersons, lead teachers, administrative support, and district support staff. Student performance data is reviewed annually to assist principals and teachers in the development of the Individual Professional Development Plan (IPDP). 

Show Attached Staff List 

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: Required for Title I

District and high school staff work together to determine the needs of the schools and to provide and coordinate services for all federal, state and local funds. As defined in each of the approved applications, services are provided to students and staff through professional development, classroom curriculum, equipments, supplies, etc. All professional development provided to HCHS is through Title II or district funds. The district funds the salaries for all CTE staff but equipment and supplies are provided via state and federal grants. Violence prevention programs are provided through the Title IV - Safe and Drug Free Schools grant as well as through the local Hamilton County Alcohol and other Drug Prevention Coalition. The Department of Health also provides services for drug and alcohol prevention as well as bullying prevention.

School Wide Improvement Model

Note: Required for Title I

Hamilton County High School has adopted the High Schools That Work (HSTW) evidence-based school improvement model. The model functions around the beliefs that in order to improve student achievement, the school must have a solid academic core, have rigorous, relevant, engaging instruction, quality career/technical programs of study, must develop a personalized learning environment, must have an organized transition program to assist incoming students and graduates, and the staff should be engaged in researching best practices for school improvement.

NCLB Public School Choice

Note: Required for Title I

Parents are provided with written notification of their child’s academic progress via progress reports every 4.5 weeks and report cards every 9 weeks. Parents may also access the grade book for each teacher by registering on the Hamilton County School District CrossPointe Schools Online website, http://169.139.30.7:82/. This service is free to all parents.

No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition

Note: Required for Title I

Not applicable

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring

Note: Required for Title I

Teachers new to Hamilton County High School participate in the county-wide New Teacher Orientation program. Teachers are assisted and monitored throughout the school year. In addition, Hamiltion High School assigns a mentor for all of its teachers who do not have professional certificates, teachers new to our district and school, and low performing teachers. Our site-based coach and veteran teacher, Jane Lowe, meets with new teachers monthly to provide support, discuss best practices, assist with portfolios, does classroom visits, checks lesson plans, and models effective teaching strategies. Additionally, Hamilton benefits from the district support for low performing teachers offered through the PDIN, Professional Development Improvement Network.

Show Attached Teacher Mentoring List

Extended Learning Opportunities

Note: Required for Title I

Due to the large number of students scoring Level 1 or 2 on the FCAT, Hamilton County High School has implemented many programs designed to improve student achievement. We currently use programs such as Read 180, Thinklink, FCAT Explorer, Dibels, etc. to improve reading and math skills. Students are given the opportunity to make-up credits through our OdysseyWare program. We have many teachers that provide after school tutoring, and students are given the opportunity to take intensive courses throughout the summer.

SCHOOLS GRADED C OR BELOW

Professional Development

The professional development of teachers and staff is a collaborative effort involving Federal, State, and District programs. The district provides professional development opportunities that are aligned with the vision and purpose of the school to all staff members. Some examples of professional development include instructional strategies, CAR-PD, DIBELS, ESOL, CHAMPS, and reading endorsement courses.

Disaggregated Data

Hamilton County High School uses various data to determine the effectiveness of instructional strategies. Data from FCAT scores, school improvement, individual professional development plans, climate surveys, and DIBELS testing help to guide professional development needs. The process used to ensure that effective professional development strategies are implemented including the review of annual measurable objectives in the individual professional development plans.

Informal and Formal Assessments

Student progress is monitored through the use of FCAT scores, Read 180, DIBELS results, and individual assessments administered throughout each classroom.

Alternative Instructional Delivery Methods

OdysseyWare is a computerized program designed to remediate and provide students with the opportunity to recover credits throughout the year. Students also have access to computerized programs such as Thinklink, Read 180, and FCAT Explorer designed to assist students in reading, math, and science.

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Can be found in the SIP located under strategies for each goal.

Responsibility of Teaching Reading for Every Teacher

Hamilton County High School has adopted the High Schools That Work school improvement initiative. Professional development for literacy has been planned to include teachers from across the curriculum. The strategy to include an emphasis on integrating literacy across the curriculum has been planned for the 2008-2009 school year and will be fully implemented in the 2009-2010 school year.

Quality Professional Development for Teachers and Leaders

In addition to the professional development planned by the district for Hamilton County High School teachers, there has been school-wide professional development planned in the areas of reading and mathmatics through the High School's That Work school improvement initiative and will include teachers from all discipline areas.

Individual teacher professional development has been chosen based on school, teacher, and/or student need. A plan for each teacher has been submitted, approved, and is on file at the district office.

Small Learning Communities (SLC)

Can be found in the SIP located under strategies for the Parental Involvement Goal.

Intensive Intervention in Reading and Mathematics

Can be found in the SIP located under strategies for Reading and Mathematics.

Parental Access and Support

Can be found in the SIP located under strategies for Parental Involvement.

Applied and Integrated Courses

Can be found in the SIP located under strategies for each goal.

Course Choice Based on Student Goals / Interests / Talent

Can be found in the SIP located under strategies for Graduation Rate and Readiness.

Master Schedules Based on Student Needs

Can be found in the SIP located under strategies for Graduation Rate and Readiness.

Academic and Career Planning

Can be found in the SIP located under strategies for Graduation Rate and Readiness.

GOALS

Goal: Reading *Note: Required for Title I Scroll down for school data
*Needs Assessment:	NEEDS ASSESSMENT: According to the 2008 School Accountability Report, 34% of Hamilton County High School students scored at Level Three or above on the SSS Performance Task Test. 62% of the lowest 25% made adequate yearly progress and 51% of all students made learning gains.
*Objective:	By the end of the 2008-2009 school year, 60% of HCHS students will score at or above Level 3 on the SSS Performance Task Test. Also, all identified students that scored at Level 1 or 2 the previous year will show adequate yearly progress as defined by the State of Florida.
*Strategies:	1. Use previous year's results of students scoring Level 1 and Level 2 on the FCAT to identify areas of weakness in reading and target those areas on a daily basis through classroom presentations, focus lessons, FCAT Prep, and lesson plans utilizing learner outcomes. 2. TOZ curricula will include reading and mathematics remediation materials not included as part of the regular classroom curricula. 3. Provide in-service to teachers designed to incorporate best practice teaching strategies and to help students become more comfortable in testing situations. 4. Implement the READ 180 program and provide a middle grades guidance counselor to promote student achievement. 5. Incorporate reading across the curriculum through professional development opportunities such as HSTW and CAR-PD. 6. Provide students with a computer lab designed to promote student achievement as well as provide extra help and time for students during lunch, before, and after school. 7. Implement a strategy that inferior/substandard work will be corrected until it meets standards.
*Evaluation:	1. Determine the percentage of students scoring at or above Level 3 on the SSS Performance Task Test; 2. Identify students scoring at Level 1 or 2 on the SSS Performance Task Test; 3. Teachers’ lesson plans will reflect appropriately modified lesson plans for underachieving students, enrichment activities for high achieving students, and appropriate instruction for improving reading based on identified learner outcomes; 4. Monitoring of Read 180 scores, DIBELS, Thinklink, and intensive reading scores; 5. Progress will be reflected in quarter and semester grades, FCAT data, and Adequate Yearly Progress data.
*Evidence-based Program(s):	1. Read 180; 2. DIBELS; 3. Thinklink; 4. FCAT Explorer
*Professional Development:	1. Content Area Reading Professional Development, CAR-PD Training through the district; 2. DIBELS training; 3. Literacy training by textbook companies 4. Literacy training provided by the High Schools That Work
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 No Data No Data $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 No Data No Data $0.00 Total: $0.00 Final Total: $0.00
*Non-Highly Qualified Instructors:	Brown, Zachary...3 periods Burkett, Sue.....ALL PERIODS Cason, Catherine.1 period Quillen, Carol...2 periods Selph, Rachel....1 period Simon, Carolyn...1 period The above referenced teachers are attending CARPD courses.
End of Reading Goal

Goal: Mathematics *Note: Required for Title I Scroll down for school data
*Needs Assessment:	NEEDS ASSESSMENT: According to the 2008 School Accountability Report, 45% of Hamilton County High School students tested scored at Level Three or above. 74% of the lowest 25% showed adequate yearly progress and 68% of all students exhibited learning gains.
*Objective:	By the end of the 2008-2009 school year, 60% of HCHS students will score at a Level Three or above on the FCAT mathematics assessment. Also, all identified students that scored at Level 1 or 2 the previous year will show adequate yearly progress as defined by the State of Florida.
*Strategies:	1. Use previous year's results of students scoring Level 1 and Level 2 on the FCAT to identify areas of weakness in mathematics and target those areas on a daily basis through classroom presentations, focus lessons, FCAT Prep, and lesson plans utilizing learner outcomes. 2. TOZ curricula will include reading and mathematics remediation materials not included as part of the regular classroom curricula. 3. Provide in-service to teachers designed to incorporate best practice teaching strategies and to help students become more comfortable in testing situations. 4. Use progress monitoring for students scoring at or below Level 1 and 2 on the FCAT math assessment. 5. All students will complete FCAT mathematics preparatory material through mathematics classes and PLATO software. 6. Provide students with a computer lab designed to promote student achievement as well as provide extra help and time for students during lunch, before, and after school. 7. Implement a strategy that inferior/substandard work will be corrected until it meets standards.
*Evaluation:	1. Determine the percentage of students scoring at or above Level 3 on the SSS Performance Task Test; 2. Identify students scoring at Level 1 or 2 on the SSS Performance Task Test; 3. Teachers’ lesson plans will reflect appropriately modified lesson plans for underachieving students, enrichment activities for high achieving students, and appropriate instruction for improving reading based on identified learner outcomes; 4. Department chairs will monitor
*Evidence-based Program(s):	Thinklink
*Professional Development:	1. HSTW mathematics training
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 No Data No Data $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 No Data No Data $0.00 Total: $0.00 Final Total: $0.00
*Non-Highly Qualified Instructors:	We have no out-of-field mathematics teachers.
End of Mathematics Goal

Goal: Writing *Note: Required for Title I Scroll down for school data
*Needs Assessment:	According to the 2008 School Accountability Report, 77% of Hamilton County High School students tested scored at level 3.5 or above on the writing assessment.
*Objective:	By the end of the 2008-2009 school year at least 85% of HCHS students will score at level 3.5 or above on the FCAT Writing test. Also, all identified students who scored at Level 1 or 2 the previous year will show adequate yearly progress as defined by the State of Florida.
*Strategies:	1. Provide weekly practice in all grade levels using the writing process which includes both expository and persuasive prompts. 2. Develop prompts of interest for students to motivate them to write more descriptively. 3. Evaluate all 7-10th grade students with at least three FCAT writing sample tests. 4. Increase use of technology as a writing tool by using software such as Program Access. 5. Provide a middle grades guidance counselor to promote student achievement. 6. Provide an advisor/advisee on a weekly basis in order to work on writing, reading, and math skills that will promote student achievement. 7. Implement writing in electives, career/technical, ROTC, and academic courses.
*Evaluation:	1. Determine percentage of students scoring 3.5 or above on the Florida Writing assessment; 2. Identify students scoring at Level 1 or 2 on the SSS Performance Task Test. 3. Evaluation of mock FCAT writing assignments. 4. Data provided through My Access.
*Evidence-based Program(s):	1. HSTW 2. My Access
*Professional Development:	1. HSTW Literacy training 2. Training on use of the My Access program 3. All teachers will participate in Professional Learning Communities and training sessions that will focus on research supported strategies to improve writing. 4. Content Area Reading Professional Development, CARPD training
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 No Data No Data $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 No Data No Data $0.00 Total: $0.00 Final Total: $0.00
End of Writing Goal

Goal: Science *Note: Required for Title I Scroll down for school data
*Needs Assessment:	According to the 2008 School Accountability Report, 17% of Hamilton County High School students scored at Level 3 or above on the Science portion of the FCAT.
*Objective:	By the end of the 2008-2009 school year, 30% of HCHS students will score at Level 3 or above on the FCAT Science assessment. Also, all identified students that scored at Level 1 or 2 the previous year will show adequate yearly progress as defined by the State of Florida.
*Strategies:	1. Use previous year's results of students scoring Level 1 and Level 2 on the FCAT to identify areas of weakness in science and target those areas on a daily basis through classroom presentations, focus lessons, FCAT Prep, and lesson plans utilizing learner outcomes. 2. Provide in-service to teachers designed to incorporate best practice teaching strategies and to help students become more comfortable in testing situations. 3. Provide students with a computer lab designed to promote student achievement as well as provide extra help and time for students during lunch, before, and after school. 4. Implement a strategy that inferior/substandard work will be corrected until it meets standards. 5. Teachers will meet bi-weekly in professional learning communities to discuss research-based teaching strategies and techniques. 6. Teachers will provide frequent opportunities for students to read, write, think, analyze, compute, and problem-solve to develop high levels of "scientific thinking." 7. Science labs with equipment will conduct experiments at least monthly, and teachers will use inquiry based learning...SQ3R.
*Evaluation:	1. Determine percentage of students scoring 3 or above on the Science section of the FCAT; 2. Identify students scoring at Level 1 or 2 on the SSS Performance Task Test. 3. Quarter grades, semester grades, and percent failure levels among students will be monitored by the department chair and will be discussed in the professional learning communities. 4. FCAT-like assessments will be made and used by the science teachers.
*Evidence-based Program(s):	www.scilinks.org SQ3R Webinar
*Professional Development:	1. Florida professional development for science based on the Next Generation Sunshine State Standards. 2. Professional development through NEFEC.
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 No Data No Data $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 No Data No Data $0.00 Total: $0.00 Final Total: $0.00
*Non-Highly Qualified Instructors:	Douglas Clayton...2 periods...chemistry
End of Science Goal

Goal: Parental Involvement *Note: Required for Title I
*Needs Assessment:	Results from attendance at school-sponsored activities and participation in the formation of an educational plan for the child indicate a need for greater parental involvement. These results were determined from observation of attendance at school events, sign-in sheets and appointments scheduled by parents with teachers. School climate surveys also indicate a need for increased collaboration between parents and the school.
*Objective:	By the end of the 2008-2009 school year, the number of parents or guardians who visit the school for attendance at a school-sponsored activity or parent conferences will exceed 50% of the total school population.
*Strategies:	1. Continue to keep parents and the community informed through the use of newspaper articles, parent conferences, and a schedule of school sponsored activities. 2. Continue to provide opportunities for parents to be involved with their child's education. (Ex: Open House, Parent University, Quarterly Parent Night, Middle Grades Parent Night, Senior Parents' Meetings, Back-to-School Days, ROTC Promotion Ceremonies, Parent-Teacher Contracts/Meetings, etc.) 3. Staff members will keep a phone log of calls to parents. 4. Develop and implement parent workshops and establish an active parent-teacher organization. 5. Teachers will submit on-line lesson plans and will create web pages that will increase parent and student collaboration. 6. Continue using automatic phone calls to parents as well as e-mails and newsletters to announce upcoming events. 7. Encourage parents to volunteer.
*Evaluation:	Sign-in sheets for school-sponsored activities, parent conferences, copies of newspaper articles, and copies of printed materials will be kept in the Guidance Office, Dean’s Office, and by teachers to document parental and community involvement.
*Evidence-based Program(s):
*Professional Development:	On-Course Systems Lesson Planner, Cross Pointe Gradebook
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 No Data No Data $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 No Data No Data $0.00 Total: $0.00 Final Total: $0.00
End of Parental Involvement Goal

Goal: Return on Investment
Needs Assessment:	N/A
End of Return on Investment Goal

ADDITIONAL GOALS

Additional Goal: Graduation Rate and Readiness
Needs Assessment:	School test scores indicate that a high percentage of students score below the state average. Students not having acceptable scores required for graduation may not be accepted in post-secondary institutions and will be limited to certain types of employment opportunities.
Objective:	By the end of the 2008-2009 school year, 85% of the eighth grade students surveyed will be able to list the education required and forecast for their chosen career and will have developed a high school plan; 90% of eighth grade students will complete the 2008-2009 school year and successfully transition to Grade 9; By the end of the 2008-2009 school year, the Hamilton County High graduation rate will have increased; The majority of graduates will be enrolled in post secondary institutions, enlisted in the military, or employed; By the end of the 2008-2009 school year, the Hamilton County High School post-secondary readiness rate will have increased.
Strategies:	1. Identify possible dropouts and offer intervention strategies such as after-school tutoring sessions, summer school, mentoring, motivational speakers, OJT placement, job-shadowing, exploratory teaching, etc. 2. Provide students with career education materials, internet, and college/career fairs that will provide access to career and educational choices. 3. Develop and implement a structured transition program from all feeder schools to HCHS and assist each secondary student in developing and maintaining a four-year career plan leading to a stated career goal. 4. Provide students with information on taking preliminary and college entrance exams beginning in grade 9. 5. Provide students with access to credit and GPA recovery through the OdysseyWare and PLATO Computerized Programs. 6. Provide at-risk students with the GED Exit option that will focus on FCAT remediation, GED Prep, and the alignment of their graduating class. 7. Provide students with academic planners in order to promote student achievement, encourage time management, and teach organizational skills. 8. Incorporate a seven period schedule that will provide a wider range of courses, smaller student/teacher ratios, and improve student achievement. 9. Provide "Ready to Work" to all vocational students and TABE testing upon request.
Evaluation:	Students will be surveyed by a staff member upon their completion of the School-to-Work enrichment class and at least 85% of the students surveyed will report they feel more prepared to enter the work force than before they took the class; There will be no dropouts during the 2008-2009 school year for grades 7 and 8; Using data and percentages provided in the school accountability report, compare current graduation rate with prior years; Using data and percentages from follow-up reports of graduates, determine a current rating of readiness for post-secondary education and employment; Using data and percentages from follow-up reports of graduates, determine the current number and percentage of graduates who are employed, enrolled in post-secondary institutions, or enlisted in the military; Using data and percentages from the school accountability report, compare current number and percentage of students who meet the state levels in reading, writing, and mathematics for placement into college-level courses; Using data and percentages from the school accountability report, compare current number and percentage of college-bound students who have taken the college entrance exams;
Evidence-based Program(s):	1. OdysseyWare 2. PLATO 3. FCAT Explorer
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 No Data No Data $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 No Data No Data $0.00 Total: $0.00 Final Total: $0.00
End of Graduation Rate and Readiness Goal

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Total: $0.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Total: $0.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Total: $0.00
Other
Goal	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Total: $0.00
Final Total: $0.00

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 Hamilton County High School Advisory Council has the responsibility of developing the school's improvement plan and overseeing the school improvement budget. The School Advisory Council meets on a monthly basis to discuss areas of concern and to approve funding requests relating to the achievement of our students.

SAC Members

IMPLEMENTATION EVALUATION

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
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

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
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

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
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

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
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

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
	33	67	41	59	0	0	0	0	0	0
Name of Assessment Used	ThinkLink		ThinkLink

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
	28	72	51	49	0	0	0	0	0	0
Name of Assessment Used	ThinkLink		ThinkLink

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
	18	82	57	43	0	0	0	0	0	0
Name of Assessment Used	ThinkLink		ThinkLink

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
	55	45	60	40	0	0	0	0	0	0
Name of Assessment Used	ThinkLink		ThinkLink

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