There is excitement in the air at Clarke Central High School in anticipation of a $28 million renovation planned on its 27-acre, urban campus located just minutes from the University of Georgia in Athens. This extensive construction aims to fulfill a board of education mandate to provide equity among the Clarke County school facilities and will involve a total renovation of the original structures, including the main building, which opened more than 60 years ago as part of the old Athens High School. As much as the students, the staff members, and the community are looking forward to the physical changes at Clarke Central, there is already plenty of enthusiasm at this diverse grades 9-12 high school as the result of a new philosophy and vision brought to the school by Principal Robbie P. Hooker. Following his 2008 appointment, Hooker spent the first year observing, assessing, and sharing data and information with the staff regarding the major issues at the school, such as low-performing students over-represented in subgroups, graduation and dropout rates in need of improvement, and program requirements for a high percentage of students with disabilities--all exacerbated by high poverty: nearly 75% of the students receive subsidized meals assistance. By the opening of school in 2009, the teachers and the administrators were committed to working together to find solutions to those and other problems and to implementing instructional practices that meet the needs of all students. A talented and hardworking school improvement leadership team composed of teachers, administrators, and representatives from all departments now establishes goals for all aspects of student achievement and school culture. The leadership team is responsible for the development of specific action steps to accomplish the goals, which are communicated to the members of the individual departments, and their representatives bring the teachers' input and suggestions back to the team. The leadership team also monitors the implementation of the school improvement plan and reports to the whole staff on a regular basis about progress and results. The involvement of teachers in the decision-making process has created a feeling of shared responsibility for the success of students at all levels and increased teacher support when considering new initiatives. The school has worked diligently to evaluate every aspect of the school culture and initiate effective strategies for improving student attitudes and performance. Those efforts have been rewarded by a list of accolades and recognition from a variety of sources. It is certain that this upward trend will be maintained as long as educators and school leaders continue to collaborate to find creative and innovative ways to meet the needs of every student.