##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mr. James A. Boyette]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [Fort Mill High School]{.underline}

(As it should appear in the official records)

School Mailing Address [225 Munn Road]{.underline}

(If address is P.O. Box, also include street address)

[Fort Mill South Carolina]{.underline}
\_\_\_\_\_\_\_\_\_\_\_[29715-9497]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 803 ) 548-1900]{.underline} Fax [( 803 ) 548-1911]{.underline}

Website/URL [www.fort-mill.k12.sc.us/fmhs/]{.underline} E-mail
[boyettej@fort-mill.k12.sc.us]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_[February 9, 2004]{.underline}\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mr. Thomas E.C. Dowling]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Fort Mill School District (York) Four]{.underline} Tel.
[(803) 548-2527]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date [February 9, 2004]{.underline}\_\_

(Superintendent's Signature)

Name of School Board

President/Chairperson [Mrs. Chantay Bouler]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_[February 9, 2004]{.underline}\_\_\_ \_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: \_\_5\_\_ Elementary schools

\_\_2\_\_ Middle schools

\_\_\_\_\_ Junior high schools

\_\_1\_\_ High schools

\_\_\_\_\_ Other (Briefly explain)

\_\_8\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\$6500\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\$7101\_\_\_\_\_\_\_\_\_\_

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ X\] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [10]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students enrolled at each grade level or its equivalent in
applying school:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **K**                                                     **7**                             

  **1**                                                     **8**                             

  **2**                                                     **9**       308       287         595

  **3**                                                     **10**      243       235         478

  **4**                                                     **11**      238       230         468

  **5**                                                     **12**      167       190         357

  **6**                                                     Other                             

                                    **TOTAL                                                   1898
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [87.8 %]{.underline} White

the students in the school: [8.2 %]{.underline} Black or African
American

[2.4 %]{.underline} Hispanic or Latino

[1.6 %]{.underline} Asian/Pacific Islander

[NA %]{.underline} American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[4.9%]{.underline}

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 41
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 53
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        94
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    1727
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.049
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    4.9
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: \_\_\_.8\_\_\_%

\_\_\_16\_\_Total Number Limited English Proficient

Number of languages represented: \_\_5\_\_\_\_

Specify languages: Spanish, Korean, Chinese, Russian, German

9\. Students eligible for free/reduced-priced meals: \_\_\_11\_\_\_%

\_\_211\_\_\_Total Number Students Who Qualify

10\. Students receiving special education services: [\_
6.3]{.underline}\_\_\_\_%

[\_126]{.underline}\_\_\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_10_Other Health Impaired

\_\_\_\_Deaf-Blindness \_95_Specific Learning Disability

\_4\_\_Hearing Impairment \_\_1_Speech or Language Impairment

10\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_6\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) \_\_\_­\_7\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_101\_\_ \_\_\_7\_\_\_\_

Special resource teachers/specialists \_\_\_12\_\_ \_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_\_5\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_13\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_138\_\_ \_\_\_7\_\_\_\_

12\. Average school student-"classroom teacher" ratio: \_\_[19.2 :
1]{.underline}\_\_\_

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 98.7%       99.2%       96.1%       96.5%       96.3%

  Daily teacher attendance 95.8%       95.9%       97.5%       NA          NA

  Teacher turnover rate    4.8%        5.0%        6.9%        8.5%        NA

  Student dropout rate     1.9%        2.1%        1.9%        1.9%        1.9%

  Student drop-off rate    4.2%        3.2%        NA          11.4%       5.3%
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | 354            |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > 51%          |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > 32%          |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > NA           |
+-----------------------------------------------------+----------------+
| Found employment                                    | > 4.5%         |
+-----------------------------------------------------+----------------+
| Military service                                    | > 4%           |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > 4%           |
+-----------------------------------------------------+----------------+
| Unknown                                             | > 4.5%         |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**PART III ‑ SUMMARY**

Fort Mill High School is a comprehensive, public high school in Fort
Mill, South Carolina. We are located in the northeast corner of York
County, only eight miles from the metropolitan center of Charlotte,
North Carolina. The Fort Mill School District (York 4) is geographically
one of the smallest in the state. Approximately 90% of our students are
Caucasian while 8% are African American and the remaining 2% are Asian
and Hispanic.

Fort Mill High School has a long-standing reputation for providing a
quality, personalized education for *all* students. In addition to the
2004 nomination by our state superintendent for the Blue Ribbon School
application process, we have recently been notified by the Bill and
Melinda Gates Foundation, the Council of Chief State School Officers,
and the International Center for Leadership in Education that we are
among the top thirty high schools in the nation to be showcased at the
Model Schools conference this summer. The U.S. Department of Education
named Fort Mill High School a "New American High School" during the
2000-2001 school year. We have been designated by the Southern Regional
Education Board (SREB) as an exemplary high-achieving "High Schools That
Work" (HSTW) site since 1993. The South Carolina Office of Career and
Technology Education has recognized FMHS as a model visitation site for
restructuring the high school curriculum to include clusters and majors.

We received a rating of "Excellent" (highest possible) on South
Carolina's Annual Individual School Report Cards for 2001, 2002, and
2003. Because of this rating FMHS was presented the Palmetto Gold Award
for each of those years. Academic and quality indicators continue to
reflect excellent student performance. Some of these indicators include:

-   Dropout rate of 1.9%

-   Student attendance rate of 98.7%

-   78% of 10^th^ graders passing all three subjects on the State Exit
    Exam

-   Average SAT score of 1059 with over 70% of students taking the test

-   First in the state in percentage of students passing AP exams

Growth is the greatest single challenge to the continued excellence of
this school district and FMHS. We are the fastest growing school
district (per capita) in South Carolina. Enrollment at Fort Mill High
School was 1,919 in August 2003, an increase of 163 students from the
previous year. Overall district growth has averaged 8-12% per year for
the last five years.

With growth, however, comes opportunity. We have taken steps to be
future oriented and responsive to change while optimizing our growth.
There have been several renovations and additions to the building,
including the remodeling of an adjacent elementary school for our use.
That building now houses additional career cluster programs and the
Ninth Grade House.

Seeking to remain ahead of the curve and to accomplish more than adding
space, our plans included restructuring the high school curriculum. We
have implemented a new programmatic structure that provides all
students, from ninth-grade to graduation, a rigorous, high-quality
education within the context of small learning communities. Our plan is
designed to build small learning communities into our high school at
every level. During the ninth-grade year, a student's high school
experience begins in our freshman house with a well-designed transition
program built to equip them for success. Smaller learning communities
are sustained beyond the freshman year with career clusters and
supporting majors. This redefinition of our curriculum allows every
student to "taste the future." Our mission at FMHS is to equip students
to acquire an advanced education, to obtain a job in a competitive world
economy and to function as citizens in a democracy.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

**IV -- 1.**

Test results for Fort Mill High School students are used to help us
measure success as well as determine the needs of our students. In the
areas of reading/writing and math, we can review BSAP (the Basic Skills
Assessment Tests given to every tenth grader in South Carolina each
spring), SAT scores for the previous graduating class, the AP scores in
English Language/Literature and Calculus, and Algebra 1 End of Course
(EOC) Scores (only taken for the previous three semesters).

**SAT:** Average test scores for the past three years in the areas and
the trends are noted below:

**All FMHS/Students FMHS/College Bound\* Students #/% Tested State
Average**

2001 1047 1098 190/72 974

2002 1066 1096 214/72 981

2003 1059 1104 240/71 989

[Conclusions]{.underline}: (\*College Bound Total represents those
students who have attempted minimum courses required by the Commission
on Higher Education for admittance to four year colleges in South
Carolina, i.e., Algebra 2 and Chemistry.) We conclude that the more
rigorous the course selection, the more successful a student will be on
this instrument, proof that we must continue to encourage students to
take the most challenging course loads possible.

**BSAP (Exit Exam)**: Percentage of 10^th^ graders passing (scoring at
standard) the test:

**Reading Math Writing**

> 2001 91.5% 88.0% 93.4%
>
> 2002 91.4% 84.2% 91.4%
>
> 2003 90.5% 85.5% 89.0%.

[Conclusions]{.underline}: We are in the process of identifying needed
diagnostic, intervention, and remediation programs so that future scores
may be even more favorable. (State rate for passing all three exams on
first attempt in 2003 was approximately 68% while 78% of FMHS sophomores
achieved this goal. Our senior passing rate after remediation was 99%)

**AP**: Percentage of students scoring 3 or better on AP exams:

**English Language English Literature Calculus AB**

**#/% Tested #/%Tested #/% Tested**

2001 16/100% 16/88% 36/100%

2002 32/100% 32/88% 30/91%

2003 22/86% 22/91% 44/100%

[Conclusions]{.underline}: Students taking AP English and AP Calculus
exams have been highly successful thus enabling them to earn college
credit in these courses.

**Algebra 1 End of Course Testing**: Fort Mill High School students
participated in the state's Algebra 1 EOC testing in the Fall 2003, the
first semester in which the state mandated that the exam be counted as
20% of the final grade. 115 of 116 Mastery Algebra 1 students passed the
test while 42 of 48 Algebra for Technologies 2 students passed the test.
(Algebra for the Technology students take Algebra 1 in two parts over
two semesters instead of in one semester as is the case with Mastery
Algebra 1.) No student actually failed either course since failing
scores on the EOC were near passing and did not cause a course failure.

[Conclusions]{.underline}: Using the "Mastery" Algebra 1 approach (must
retest after tutoring until 77% mastery is achieved in each skill) is
resulting in phenomenal success in this area and probably needs
implementation in our Algebra for Technologies 1 program.

**IV -- 2.**

During the past five years, interpretation and analysis of test results
and student grades

has led to several school wide changes.

According to the SDE accountability results for for high schools that
were published in December, 2003, under No Child Left Behind ACT, Fort
Mill High School (BEDS Code 4604036) met 9 standards which was 100% of
standards on which the high school was assessed.  As a result, FMHS met
AYP standards.

Believing that curriculum integration holds the key for substantively
increasing student performance in writing, we drafted, and had accepted,
a grant proposal to plan and implement "Writing Across the Curriculum,"
a program tailored to enhance the writing skills of all students in all
content areas.

Understanding that early intervention is necessary for individual
success, we have assigned experienced faculty to teach remedial
programs, expanded course offerings to include specific remediation in
English and mathematics including the creation of a Mastery Algebra
program (recognized by the S.C. School Boards Association as an
exemplary initiative) and a ninth grade summer "Bridges" program in
reading and math which will begin in Summer, 2004. Believing in extra
help for all students across all curriculum areas, we have also
instituted and published a schedule indicating when teachers are
available for extra help.

Recognizing that an unacceptable number of students were having academic
and discipline difficulties in transitioning from middle to high school,
we implemented the Ninth Grade House concept in 2002-2003. This school
within a school has allowed us to house ninth graders in one area for
most courses, place students in English and social studies or math and
science teams, and track grades and discipline with greater ease. We
have fully implemented our High School 101 course, which focuses on
academic, social, and career development while emphasizing employability
skills.

**IV -- 3.**

-   School performance, i.e., student grades, are communicated via
    midterm reports (middle of each six weeks), report cards (end of
    each six weeks), email reports (if requested), and parent phone or
    personal conferences for students who are failing or near failing.

-   Test scores are communicated via individual student reports sent
    home by

> students or mailed to parents, via the State's Annual School Report
> Card which
>
> appears in local newspapers, and on the school website. Such
> information is also shared with the School Improvement Council, which
> is comprised of parents,
>
> students, teachers, and administrators.

-   Parents receive a school newsletter several times each semester by
    mail. Students are recognized in a myriad of ways including the
    "Student of the Week" program, personal letters from the principal,
    the student "Wall of Recognition", the yearly awards presentation
    ceremony and the academic banquet.

-   Meetings are held with teachers of specific subjects and departments
    to evaluate areas in which a number of students may need additional
    or different types of

> instruction. Questions frequently posed to staff are, "How are we
> doing?" or
>
> "What else do we need to do?"

**IV -- 4.**

We feel that it is important to share our hard learned lessons, both
successes and failures, with schools that have expressed an interest in
our programs and with school districts that may be encountering similar
challenges associated with rapid growth, changing demographics, and
decreasing revenues. To this end, Fort Mill High School faculty,
students, parents, and administration have conducted numerous site
visits to assist others in implementing initiatives such as the cluster
concept, the Ninth Grade House, and Mastery Algebra. The school
principal has conducted several workshops for professional organizations
and graduate education programs addressing practical aspects of
restructuring a large high school into smaller learning communities and
implementation of career clusters and majors. We have shared our success
with organizations such as the American Association of School
Administrators, the Southern Regional Educational Board Conference, the
Experimental Biology Convention, the Washington State Teacher's
Association, the South Carolina Science Council Convention, and the
State Department of Public Instruction Renewal Workshop for School
Counselors. These presentations have taken our staff from South Carolina
to Hawaii with stops in Chattanooga, Kansas City, Seattle, and Phoenix,
to name a few. Second, as a New American High School, we have published
and distributed materials and sponsored visitations for schools
throughout the country including groups from Alaska, Washington State,
Missouri, Kentucky, Virginia, Georgia and North and South Carolina. As a
Career and Technology Model site and an SREB: *High Schools That Work*,
we serve as a benchmark school.

**PART V -- CURRICULUM AND INSTRUCTION**

**V -- 1.**

The organizational structure of Fort Mill High School supports a
comprehensive, rigorous, and relevant curriculum. This structure of
career clusters and majors is the result of five years of research and
study by our school faculty. This restructuring provides smaller
learning communities within our rapidly growing school population while
maintaining the quality of excellence. The career clusters are aligned
with the U.S. Department of Education National Clusters and with the
S.C. Pathways to Prosperity proposed legislation.

The Ninth Grade House serves as an entry point into the high school
setting. Ninth graders are housed in one area for the majority of the
day, providing a sense of security and familiarity. The majority of the
core area courses, including English, math, science, and social studies,
as well as High School 101 (a required introductory course that "sets
the stage" for the cluster program) are taught in this "wing.". In the
tenth grade year, students choose a cluster area. These career cluster
areas provide advisement, organizational and curricular tools for all
students. The cluster areas are: Arts and Humanities, Engineering and
Industrial Technology, Business and Marketing and Computer Technology,
and Health and Human Services. Each cluster contains various majors (26
total) to allow students to sample a more specific career path. "Sample"
is the operative word. Clusters serve as a way to focus electives but do
not influence the core academic courses a student takes. Students are
not locked into a cluster or major; they may change their choices as
career interests change. Students who are interested in a specific area
are able to get a head start into a career. We feel that this structure
enables students to make wise decisions for their futures.

The core academic courses at Fort Mill High School are aligned with the
S.C. state standards. English, mathematics, science, social studies and
foreign languages comprise these core course areas. In each core area,
college preparatory as well as technical preparation courses are
offered. Each core area also has several honors level classes. Students
are not "locked out" of any course and may take a combination of college
prep or tech prep courses in accordance with their abilities and
interests. Advanced Placement courses are offered in Art, Biology,
Calculus, Chemistry, English Language, English Literature, Spanish,
Statistics, and United States History. Dual Credit opportunities include
Teacher Cadet (Winthrop University), Project Lead the Way (Rochester
Institute of Technology), Pro-Start (Johnson and Wales), Medical
Terminology (York Technical College) and Criminal Justice (University of
South Carolina at Lancaster).

Elective offerings are structured around the career clusters and majors.
A student who is talented in drawing may enter the Arts and Humanities
cluster and become a Visual Arts major by taking four elective units in
the same content area. Another student may wish to join the Academy of
Finance with elective units in Banking and Credit, Accounting, etc. An
International Studies major may take French, German, and/or Spanish as
well as our Model UN program.

The essence of this academic and technical diversity, as reflected in
the curriculum, is to ensure each student is presented with a
challenging educational environment that is appropriate to the student's
potential and preference. Students taking English and mathematics
courses as seniors exceed 99%. Sixty-seven percent choose Pre-Calculus
and Calculus as their senior math course. This comprehensive curriculum
provides a sound basis for future employment, training, or education.

**V -- 2.**

The English curriculum offers rigorous courses of study in both language
and literature for technical, college prep and advanced placement
students. In addition to the required yearly courses in English,
students often choose to take electives in English such as journalism
(newspaper, yearbook, anthology), humanities, and film and fiction.
These choices provide interested students the opportunity to "major" in
journalism. In combination with the television program and drama, a
student may decide if broadcasting is the right fit. Many of these
offerings also cross over to extra-curricular activities for students.

Academic success is directly tied to reading competency. Consequently we
have taken an aggressive approach to both the diagnosis and resolution
of student shortfalls by instituting effective interventions quickly and
efficiently. Middle school students are evaluated for competency during
the spring of their eighth grade year. Four indicators that we use are
the Individual Education Plan (IEP), less than adequate state assessment
scores in reading, student grades and teacher recommendation. Students
who have been identified as below grade level in reading are extended
the opportunity to voluntarily participate in a no cost summer "Bridges"
program that provides a jumpstart for a successful entrance into high
school. We also provide a "double dosing" of English for these students
by offering prescriptive reading during first semester followed by
English I during the second semester.

An English teacher was recently awarded a monetary grant for "Writing
Across the Curriculum." A committee has been formed to decide on
strategies to be implemented at Fort Mill High School for comprehensive
literacy across all areas.

**V -- 3.**

Research shows that a student's success in Algebra I has a direct
relationship to his/her future success. In 1998-1999, the Algebra I
program at Fort Mill High School was in distress. The failure rate in
Algebra I was near 40%. After much research and several site visits to
successful programs, a core group of teachers was given the challenge to
improve this program. They tailored the Mastery Algebra program to meet
the needs of our students. This program has been highly successful and
has won several state awards. The crux of the Mastery Algebra program is
re-teaching and re-testing students in each unit until the standard
(77%) is met. This re-teaching/re-testing time occurs before and after
school and requires a great deal of parent cooperation. The results have
been impressive. During the fall semester, no student failed the Algebra
I course. The South Carolina End-of-Course test verified our results. Of
the 116 students taking Mastery Algebra, only one student failed the
state exam.

As with the "double dosing" in the English area for identified students,
we will offer a prescriptive math course next year for identified
students. This will also be a follow-up to the summer "Bridges" program
that will identify, instruct and remediate students in math skills.

**V -- 4.**

The foremost expectation at FMHS is that of academic rigor and
excellence. The teachers are acutely aware of this expectation and pass
the philosophy of high expectations on to the students. This is apparent
in all classes from remedial courses through advanced placement classes.
Learning is a complex dynamic and as such requires a diversified and yet
individually focused system of delivery. Fort Mill High School is on a 4
x 4 semester block schedule that allows a 90 minute class period for
teaching. No longer can teachers lecture for this amount of time.
Hands-on, student centered and activity based learning are all methods
of instruction commonly used at FMHS. Teachers have been trained through
staff development opportunities in Kagan Cooperative Learning, Paideia
Seminar techniques, inquiry based laboratory activities as well as other
strategies for teaching on the block schedule. Teachers are given the
flexibility to use instructional methods that are most appropriate for
their teaching styles and subject areas.

Technology is also an important piece of the instructional program at
FMHS. Teachers use technology to enhance their curriculum. Supported by
the Technology Committee, teachers are encouraged to implement the most
up-to-date technological ideas. A prime example is the technology used
in the science department. The Pasco software system is utilized in all
academic levels and all courses in the science department. Technical
students in physical science are as familiar with the technology as the
AP level chemistry students.

Instruction is the cornerstone of Fort Mill High School. Teachers often
share ideas and have the freedom to experiment with new ideas without
penalty. Students expect to be taught well and their expectations are
realized.

**V -- 5.**

Although we have had professional development designed to meet specific
school-wide needs, this program is founded on three tenants. First, as
an SREB:*High Schools That Work* site, we align our professional
development program with the 10 Key Practices. Secondly, as a large
school re-structured to smaller learning communities (and an Smaller
Learning Community grantee), we pursue staff development opportunities
related to creating a more personalized learning environment that
establishes at its foundation a goal of improving student achievement.
And, finally, as a school whose community has set very high
expectations, professional development designed to continually improve
classroom teaching practices is an ongoing focus.

School leadership encourages individual teachers and administrators to
seek opportunities to advance classroom skills and programs. Teams of
teachers (typically with an administrator) from across the curriculum
are frequently assembled to attend conferences dealing with a broad
range of topics including student advisory programs, ninth grade
transition programs, classroom management skills, instructional best
practices, etc. Teachers, upon return to the school must share
information through department meetings, common planning opportunities,
or full faculty meetings. "Teachers teaching teachers" is evidenced by
our School Technology Committee which has conducted two school-wide
staff development sessions entitled "Techno-Turn-About." These programs,
with a third upcoming, have been received with great enthusiasm by the
staff.

One critical element of a staff development program (a result of our SLC
and SREB network) is interaction with other schools around the country.
Our doors are open to visitors, and we visit other schools in search of
best practices. Another element is curriculum development. Teams of
teachers have been paid stipends to meet during the summer for projects
such as vertical teaming, creating and improving pacing guides, and
developing new curriculum such as the High School 101 course.

Several times over the last few years we have contracted outside experts
to bring specific training to our teachers. One example of this was a
ninth-grade transition specific program for all soon-to-be ninth grade
teachers. The program became a staff development theme for these
teachers for an entire year. Specific staff development has resulted in
quantitative student achievement for ninth graders in the transition
programs and most notably in the Mastery Algebra program mentioned
previously.

The foundation of our success as a school may be that, aside from the
information provided in the preceding paragraphs, *individual teacher
professionalism is part of the organizational culture of this school
community*. Expectation within staff (peer pressure) is that you will be
the best you can be in the classroom and out. Currently, of 100+
teachers, 14 are National Board Certified and that number is growing.
National Board Certification, though not the sole indicator of teachers'
desires to improve, is an individual achievement that is celebrated
throughout this school.

> **BSAP Exit Exam: 10^th^ Grade -- First Attempt Math**

  ------------------------------------------- ----------- ----------- -----------
                                              2002-2003   2001-2002   2000-2001

  Testing month                                                       

  **FORT MILL HIGH SCHOOL SCORES**            456         406         350

  \% At or Above Basic                        85.5%       84.2%       88.0%
  ------------------------------------------- ----------- ----------- -----------

  ------------------------------------------- --------- --------- ---------
  \% At or Above Proficient \* (Not           \*        \*        \*
  applicable until                                                

  \% At Advanced 2004)                        \*        \*        \*
  ------------------------------------------- --------- --------- ---------

  ------------------------------------------- --------- --------- ---------
  Number of students tested                   456       406       350

  Percent of total students tested            99.34%    98.8%     99.14%

  Number of students excluded                 3         5         3

  Percent of students excluded                .65%      1.2%      .86%

                                                                  

  **SUBGROUP SCORES**                                             

  1\. Gender: Male                            232       194       176

  \% At or Above Basic                        89.7%     83.5%     88.1%

  1\. Gender: Female                          224       212       174

  \% At or Above Basic                        81.3%     84.9%     87.9%

  2\. Ethnicity: White                        405       356       310

  \% At or Above Basic                        87.3%     87.4%     89.7%

  2\. Ethnicity: African American             35        35        30

  \% At or Above Proficient                   62.9%     54.3%     70.0%

  3\. Socioeconomic Status: Low               32        24        21

  \% At or Above Basic                        65.6      62.5%     71.4%

                                                                  

  **STATE SUBGROUP SCORES**                                       

  1\. Gender: Male - % At or Above Basic      83.3%     82.7%     81.9%

  1\. Gender: Female - % At or Above Basic    78.3%     78.6%     79.2%

  2\. Ethnicity: White - % At or Above Basic  89.8%     89.5%     89.1%

  2\. Ethnicity: Af Amer - % At or Above      66.5%     66.3%     66.5%
  Basic                                                           

  3\. Socioeconomic Status: Low                                   

  \% At or Above Basic \*\* (Not available    \*\*      68.2%     68.1%
  2003)                                                           
  ------------------------------------------- --------- --------- ---------

  ------------------------------------------- --------- --------- ---------
                                              80.7%     80.5%     80.5%

  ------------------------------------------- --------- --------- ---------

> **BSAP Exit Exam: 10^th^ Grade -- First Attempt Reading**

  -------------------------------------------- ----------- ----------- -----------
                                               2002-2003   2001-2002   2000-2001

  Testing month                                                        

  **FORT MILL HIGH SCHOOL SCORES**             455         406         351

  \% At or Above Basic                         90.5%       91.4%       91.5%
  -------------------------------------------- ----------- ----------- -----------

  -------------------------------------------- --------- -------- ---------
  \% At or Above Proficient \* (Not applicable \*        \*       \*
  until                                                           

  \% At Advanced 2004)                         \*        \*       \*
  -------------------------------------------- --------- -------- ---------

  ------------------------------------------- --------- --------- ---------
  Number of students tested                   455       406       351

  Percent of total students tested            99.94%    98.8%     99.92%

  Number of students excluded                 3         5         3

  Percent of students excluded                .06%      1.2%      .08%

                                                                  

  SUBGROUP SCORES                                                 

  1\. Gender: Male                            231       194       176

  \% At or Above Basic                        92.2%     90.2%     89.8%

  1\. Gender: Female                          224       212       175

  \% At or Above Basic                        88.8%     92.5%     93.1%

  2\. Ethnicity: White                        402       356       311

  \% At or Above Basic                        92.5%     94.1%     92.0%

  2\. Ethnicity: African American             34        35        30

  \% At or Above Proficient                   67.6%     65.7%     86.7%

  3\. Socioeconomic Status: Low               32        24        21

  \% At or Above Basic                        65.6%     75.0%     90.5%

                                                                  

  **STATE SUBGROUP SCORES**                                       

  1\. Gender: Male - % At or Above Basic      83.4%     82.1%     83.8%

  1\. Gender: Female - % At or Above Basic    83.8%     82.3%     86.2%

  2\. Ethnicity: White - % At or Above Basic  91.7%     90.4%     92.1%

  2\. Ethnicity: Af Amer - % At or Above      71.6%     69.5%     73.6%
  Basic                                                           

  3\. Socioeconomic Status: Low                                   

  \% At or Above Basic \*\*(Not available     \*\*      88.5%     90.0%
  2003)                                                           
  ------------------------------------------- --------- --------- ---------

  ------------------------------------------- --------- --------- ---------
  4\. % State At or Above Basic               83.6%     82.2%     85.0%

  ------------------------------------------- --------- --------- ---------

> **BSAP Exit Exam: 10^th^ Grade -- First Attempt Writing**

  ------------------------------------------- ------- ----------- ------- ----------- ------- -----------
                                                      2002-2003           2001-2002           2000-2001

  Testing month                                                                               

  **FORT MILL HIGH SCHOOL SCORES**                    456                 407                 348

  \% At or Above Basic                                89.0%               91.4%               93.4%

  \% At or Above Proficient \* (Not           \*                  \*                  \*      
  applicable until                                                                            

  4\. % of State At or Above Basic            82.9%               84.4%               85.9%   
  ------------------------------------------- ------- ----------- ------- ----------- ------- -----------

  ------------------------------------------- --------- --------- ---------
  Number of students tested                   456       407       348

  Percent of total students tested            99.34%    98.77%    99.13%

  Number of students excluded                 3         5         3

  Percent of students excluded                .65%      1.2%      .86%

                                                                  

  SUBGROUP SCORES                                                 

  1\. Gender: Male                            232       195       175

  \% At or Above Basic                        86.2%     90.8%     90.3%

  1\. Gender: Female                          224       212       173

  \% At or Above Basic                        92.0%     92.0%     96.5%

  2\. Ethnicity: White                        403       357       308

  \% At or Above Basic                        91.8%     93.0%     95.1%

  2\. Ethnicity: African American             34        35        30

  \% At or Above Proficient                   58.8%     71.4%     76.7%

  3\. Socioeconomic Status: Low               32        24        21

  \% At or Above Basic                        59.4%     79.2%     76.2%

                                                                  

  **STATE SUBGROUP SCORES**                                       

  1\. Gender: Male - % At or Above Basic      79.0%     80.7%     82.3%

  1\. Gender: Female - % At or Above Basic    86.4%     87.8%     89.3%

  2\. Ethnicity: White - % At or Above Basic  92.2%     91.7%     93.9%

  2\. Ethnicity: Af Amer - % At or Above      69.0%     73.5%     73.4%
  Basic                                                           

  3\. Socioeconomic Status: Low                                   

  %At or Above Basic \*\*(Not available-2003) \*\*      89.5%     91.2%
  ------------------------------------------- --------- --------- ---------