##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: [\_\_]{.underline} Elementary \_\_
Middle \_[X]{.underline}\_ High \_\_ K-12

Name of Principal [Mr. William Ryan .]{.underline}

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

Official School Name [River Hill High School .]{.underline}

(As it should appear in the official records)

School Mailing Address [12101 Route 108 .]{.underline}

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

[Clarksville]{.underline} [Maryland]{.underline} [21029-1232
.]{.underline}

City State Zip Code+4 (9 digits total)

County [Howard]{.underline} School Code Number\* [0524 .]{.underline}

Telephone [(410) 313-7120]{.underline} Fax [(410) 313-7406
.]{.underline}

Website/URL <http://www2.hcpss.org/rhhs/> E-mail
[wryan@hcpss.org]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. Sydney Cousin .]{.underline}

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

District Name [Howard County]{.underline} Tel. [(410) 313-7050
.]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Ms. Diane Mikulis .]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

# PART I ‑ ELIGIBILITY CERTIFICATION

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**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: [38]{.underline} Elementary
schools

[18]{.underline} Middle schools

[NA]{.underline} Junior high schools

[12]{.underline} High schools

> [4]{.underline} Other

[72]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$11,496.00]{.underline}

Average State Per Pupil Expenditure: [\$9,661.00]{.underline}

**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\. [3]{.underline} Number of years the principal has been in her/his
position at this school.

[7]{.underline} If fewer than three years, how long was the previous
principal at this school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**       207       176         383

  **2**                                                     **10**      168       158         326

  **3**                                                     **11**      160       176         336

  **4**                                                     **12**      177       185         362

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   1407
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [68]{.underline} % White

the students in the school: [7]{.underline} % Black or African American

[3]{.underline} % Hispanic or Latino

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

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

[0]{.underline} % Unidentified

**100 % Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

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

> (This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.)

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      26
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      37
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 63
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 1407
                            the school as of October 1  

  **(5)**                   Subtotal in row (3) divided .04
                            by total in row (4)         

  **(6)**                   Amount in row (5)           4
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [5]{.underline} %

[67]{.underline} Total Number Limited English Proficient

Number of languages represented: [11 .]{.underline} (19 Countries)

Specify languages: Spanish, Korean, Portuguese, English/French,
Putonghua, Amheric, Gujarati, Hindi, Farsi, Urdu, Sinhalese

9\. Students eligible for free/reduced-priced meals: [4]{.underline} %

Total number students who qualify: [50\_\_\_]{.underline}

If this method does not produce an accurate estimate of the percentage
of students from low‑income families or the school does not participate
in the federally‑supported lunch program, specify a more accurate
estimate, tell why the school chose it, and explain how it arrived at
this estimate.

10\. Students receiving special education services: [5]{.underline} %

[73]{.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.

[3]{.underline} Autism [. 1]{.underline} Orthopedic Impairment

[. 0]{.underline} Deafness [. 25]{.underline} Other Health Impaired

[. 0]{.underline} Deaf-Blindness [. 22]{.underline} Specific Learning
Disability

[. 4]{.underline} Emotional Disturbance [. 3]{.underline} Speech or
Language Impairment

[. 0]{.underline} Hearing Impairment [. 1]{.underline} Traumatic Brain
Injury

[. 6]{.underline} Mental Retardation [. 1]{.underline} Visual Impairment
Including Blindness

[. 2]{.underline} Multiple Disabilities

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) [4]{.underline} [0]{.underline} .

Classroom teachers [105]{.underline} [1]{.underline} .

Special resource teachers/specialists [6]{.underline} [3]{.underline} .

Paraprofessionals [12]{.underline} [0]{.underline} .

> Support staff [32]{.underline} [0]{.underline}
>
> Total number [159]{.underline} [0]{.underline}

12\. Average school student-"classroom teacher" ratio: [24:1
.]{.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.)

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance  96%         96%         95%         96%         96%

  Daily teacher attendance  97%         96%         96%         97%         96%

  Teacher turnover rate     6%          7%          8%          8%          7%

  Student dropout rate      0%          0%          1%          0%          1%
  (middle/high)                                                             

  Student drop-off rate     1%          2%          2%          3%          3%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

##  

**Graduation Data:**

Graduating class size [386]{.underline}

Enrolled in a 4-year college or university [77]{.underline} %

Enrolled in a community college [16]{.underline} %

Enrolled in vocational training [1]{.underline} %

Found employment [2]{.underline} %

Military Service \_\_[2]{.underline}\_\_ %

Other (travel, staying home, etc.) [2]{.underline} %

**Total 100 %**

## PART III-SUMMARY

River Hill, population 1400, is a ten-year old high school nestled in
the attractive suburban and somewhat rural setting of Howard County,
Maryland. A rich history and a vibrant economy are sources of pride and
confidence to the students, staff, and families residing in the area.
Often referred to as the "Heart of the Baltimore-Washington Common
Market," Howard County is an emerging business center. Easy access to
major arteries of transportation, attractive businesses, and industrial
parks all contribute to its economic future and give credence to its
ranking among the nation's wealthiest counties. Local educational
institutions also benefit from this economic vitality. A recent three
billion dollar investment in universities provides dramatic evidence of
the region's commitment to higher education which, in turn, offers
extraordinary career opportunities for River Hill's post secondary
students.

River Hill High School is a charter member of the National Alliance of
High Schools and embraces the design principles in *Breaking Ranks II*,
a report of the Carnegie Foundation for the National Association of
Secondary School Principals. River Hill has been recognized as one of
few high schools in Maryland to receive outstanding ratings in all areas
in the educational state report card. The school's rich course offerings
are complemented by a well-prepared, dedicated teaching staff, adequate
support materials and equipments, clearly defined educational
objectives, and a belief that school, family, and community are partners
in the educational process. River Hill instructors deem themselves most
fortunate to be working in a school that has a vision of the future.
Indeed, the entire staff has recently put that vision in writing and
constructed a plan of action, a blueprint for the future. The newly
written mission statement, proudly displayed throughout the school,
emphasizes the staff's collaborative desire to

". . . provide students with a personalized, high-quality education that
connects academic excellence to real-life experiences." This mission and
its corresponding forty-five page school improvement plan and analysis
of assessment data serve as the underpinning for the school's philosophy
and objectives. These objectives carefully guide curriculum decisions
and staff development. Comprised of three major sections that are
aligned with the school system's major goals, River Hill's improvement
plan describes each department's objectives and evaluation strategies to
achieve the school's mission of personalizing both the learning
community and school environment.

"Making learning personal" is therefore the lynchpin to the school's
success. The administration, teachers, and staff collaboratively hone a
comprehensive program that meets the educational needs and interests of
a diverse student body while demonstrating a keen sensitivity to the
rich cultural diversity among students. Nowhere is the planning more
evident than in River Hill's enriched curriculum that is aligned with
the county essential curriculum and state core learning goals. Precise
assessment goals assure the on-going evaluation of the school's
educational programs.

The school is also proud of the required and elective courses that
accommodate the educational, emotional, physical, and social needs of
individual students. The implementation of unique program offerings such
as career academies, academic literacy classes, mentor programs,
independent research opportunities, reading resource labs, and a variety
of electives, enables students to develop creative and complex thinking
skills. State, county, and local assessment instruments extend beyond
needs-assessment to evaluations of student achievement in the respective
disciplines and reflect ongoing examinations of professional
expectations and standards. Indeed, River Hill touts top scores in state
proficiency exams, PSAT assessments, and AP tests. This same visionary
planning is applied to the related arts, physical education, and
extracurricular activities; these offerings contribute directly and
forcefully to River Hill's positive school climate.

The educational program at River Hill gains strength through strong
collaborative planning and decision-making, project-oriented
instruction, portfolio design, and the use of state-of-the-art
technology to enhance the instructional program. As a result, teachers
are committed to professional development on a variety of topics across
many academic subject areas. The administrative team provides ample and
multifaceted opportunities for staff to improve their educational
program, strengthen the instructional process, explore new and different
educational initiatives, and study ways to enrich weekly advisory
initiatives that teach core values such as integrity, motivation, and
decision-making. The River Hill community believes that these
initiatives will help all students become responsible citizens in
today's world.

**PART IV- INDICATORS OF ACADEMIC SUCCESS**

**1. Assessment results:**

Until the 2005 -- 2006 school year, tenth grade students participated in
the Maryland School Assessment (MSA) in addition to the Maryland High
School Assessments (HSA). The Maryland School Assessments (MSA) were
administered in the spring for NCLB purposes and assessed student
performance in Reading and Mathematics. That practice changed in 2005
-2006 as students were assessed in these areas through the Maryland High
School Assessment (HSA) Program.

The MSA tested tenth grade students in Reading from 2002-2005 and in
Geometry from 2001-2005. Although we are no longer assessed in these
areas, we have attached data charts 2001-2005 for the years 2001-2005 in
order to emphasize our consistent and exemplary improvement in the areas
of English and mathematics.

Currently students are assessed in Reading and Mathematics through the
HSA Program. The HSAs are comprised of criterion-referenced
end-of-course assessments in Algebra/Data Analysis, English II, as well
as Government and Biology. In order to pass the tests (earn a proficient
score), students must earn a scaled score of at least 396 for English
II, 412 for Algebra/Data Analysis, 394 for Government, and 400 for
Biology. If a student does not pass one or more of these tests, he or
she can still fulfill the HSA requirement for a Maryland diploma by
earning at least the minimum score for each test (386 for English II,
402 for Algebra/Data Analysis, 387 for Government, and 391 for Biology)
and a combined score of 1602. The combined score is the total of all HSA
scores. In order for students to perform at the advanced level, they
must earn a scaled score of at least 429 for English II and 450 for
Algebra/Data Analysis. Additional information on Maryland's assessment
system can be found on:
[www.mdreportcard.org](http://www.mdreportcard.org/) and
[www.mdk12.org](http://www.mdk12.org/). Beginning with the Class of
2009, all students are required to pass the assessments to meet one of
the requirements for a Maryland diploma.

In the 2004-2005 administration of the English II HSA, 86.3% of River
Hill students passed the test and 53.4% scored at the advanced level.
That same year, 57.3% of students in the state of Maryland passed the
test and only 22.6% of the students tested in the state scored at the
advanced level. In the 2005-2006 administration, RHHS students increased
the pass rate by 6.6% for a total pass rate of 92.9% as well as
improving by 4.2% in the advanced category; the state pass rate was
60.1% with only 24% achieving advanced status. We are particularly proud
of the performance of the students in our three reported subgroups
(Asian, African-American, and Special Education). Asian students' scores
surpassed River Hill's overall pass rate by 1.1%, African-American
students surpassed the state's proficient pass rate by 20.9%, and our
Special Education students surpassed the state proficient or advanced
pass rate by 9.9%. Our overall scores earned us the title of first in
the state of Maryland for English in 2005-2006.

In the 2003-2004 administration of the Algebra/Data Analysis HSA, 79.1%
of River Hill students passed the test, compared to 58.8% of the state.
In the 2004-2005 administration, 85.1% of the students passed, compared
to 53.8% of the state. In the 2005-2006 school year, the year this test
counted as a graduation requirement, 96.6% of students passed the test
and 61.6% scored at the advanced level, compared to 66.6% of students in
the state earning a passing score and 25.9% earning an advanced score.
The advanced score for the Algebra High School Assessment was only
established for the 2005-2006 administration and beyond. From 2003-2005,
our Asian students have shown an 18.2% increase in passing. Our
African-American student pass rate increased by 11.5% and our Special
Education student pass rate showed a significant gain of 32.3%. Each of
these subgroups surpassed the Maryland proficient pass rate by at least
20.1%. Our overall scores earned us the title of first in the state of
Maryland for Algebra/Data Analysis in 2005-2006.

Beginning in 2003-2004, state superintendent Nancy Grasmick financially
supported the PSAT testing of all 10^th^ and 11^th^ grade students.
Although we have reported PSAT data from 2001, we will only address
scores from 2003-2006. On average, both our 10^th^ and 11^th^ grade
students surpass the state mean by at least 5.8% in Critical Reading,
7.9% in Math, and 6.5% in Writing. Whereas our Asian students are
outperforming our general population, we are consistently making efforts
to improve the performance of our African-American students. Although
they are performing above the state average, African-American students
are not yet performing at the same level as the general school
population.

River Hill offers three Advanced Placement courses in Mathematics and
two Advanced Placement courses in English. We are very proud that at
least 90% of the students enrolled in these courses take the AP test and
in 2006 83.6% in Mathematics and 79.9% in English earned a 3 or higher.

**2. Using assessment data.**

Assessment data is used extensively to improve student performance,
guide instruction, and create the annual School Improvement Plan (SIP).
Departments are professional learning communities and instructional
leaders facilitate ongoing data-driven dialogue. In English and
mathematics, content teaming is vital to the development of
differentiated activities to help close any achievement gaps.
Instructional leaders report their findings directly to the principal
who facilitates the discussion of data on a school-wide level. Our SIP
guides instruction and where applicable reflects the co-teaching model
between our general education and special education teachers. Our active
School Improvement Team meets bimonthly to review assessment data,
examine intervention strategies that are in place, and suggest future
interventions.

The Howard County Public School System (HCPSS) has developed
discipline-specific quarterly assessments that are aligned with the core
learning goals and the state high school assessments. Teachers examine
reports that detail whole class and individual student progress.
Departments use this assessment data to monitor student gains, to
establish consistency in assessment within departments, and to address
gaps in achievement or content. For example, teachers of individual
courses meet regularly to plan and review assessment data, coordinate
and modify instruction, and identify students in need of remediation.
Because the local assessment system is used district-wide, assessment
data at all levels (K-12) is available to aid in student placement
recommendations. Instructional leaders have easy access to more detailed
reports from a building-level assessment coordinator.

Once a definitive listing of students who need intervention is
identified, a variety of actions are implemented throughout the school,
both within the classroom and after school hours. For example, our most
needy students in the 9^th^ and 10^th^ grades often include our
African-American and Special Education subgroups. Our ninth grade team,
comprised of all 9^th^ grade teachers in all disciplines, examines this
listing and weekly provides one-on-one mentoring opportunities for these
targeted students. In addition, an innovative peer mentoring program
matches targeted students with upperclassmen who receive training in
tutoring and mentoring. For Algebra/Data Analysis, students are given a
mock HSA modeled after public release test items, which is designed to
give an initial prediction of how students will perform on the state
test. From this test, we identify students needing specific remediation
intervention. The HCPSS also provides funding for after-school
intervention programs which are taught by trained River Hill teachers.

**3. Communicating Assessment Results.**

The River Hill SIP states, "Teachers will communicate and collaborate
with parents to establish a strong partnership to foster each student's
growth." Clear and public communication about school performance
promotes quality learning. For this reason all individual test results
are communicated directly to parents, and aggregated data are reported
annually and publicly to the District's Board of Education. In addition,
parents receive classroom performance information about their children
through report cards at nine-week intervals as well as through interim
progress reports delivered every four and a half weeks. Formal
parent-teacher conferences are held twice a year; however, there are
informal conferences, e-mails, and telephone communications that foster
positive home-school relationships. 90% of River Hill teachers utilize
online grade reporting software accessible to parents 24 hours a day, 7
days a week (i.e. Teacherease, Easy Grade Pro via Teacherweb); these are
updated on a regular basis. Grade reporting may be coupled with a
teacher's personal website (i.e. Teacherweb.com, www2.hcpss.org/rhhs/)
giving parents access to instructional materials, links to tutorials,
animations, and HSA review games. Monthly and annual school-wide
ceremonies recognize student achievement at all academic and performance
levels.

Communication is a priority for all school personnel. Data and student
achievements (both curricular and extra-curricular) are shared publicly
through the media, the principal's e-school newsletter, PTSA
publications, the student-produced newspaper, and the school website.
Administrators communicate student performance information to parents
through assembly programs, interest group discussions, monthly informal
chats with the principal, and PTSA meetings. All 10^th^ and 11^th^ grade
parents receive a full College Board report and the guidance department
provides evening PSAT workshops to help parents interpret individual
assessment results. Lastly, the School Improvement Team, comprised of
administrators, staff, parents, students, and representatives of other
school organizations meets bimonthly to ensure that the school progress
and climate data are used to improve the school community.

Individual student progress measured by local assessments produces
quarterly data. Parents of students who score less than 60% on each
quarterly assessment are sent a letter given specific remediation
activities, i.e. dates of after-school study sessions, and online
remediation activities which may include HSA games, simulations, virtual
labs, and tutorials.  

**4. Sharing success.**

All Howard County principals, instructional team leaders, teachers, and
parents receive local assessment data from each of the twelve high
schools in our county. Copies of River Hill's annual school improvement
plan are filed at the Board of Education and are kept in a public room
where any other school district personnel can review them. Instructional
leaders attend monthly content-area meetings to share successes, and
discuss intervention strategies and areas of concern in each school.
Instructional leaders then bring information about best practices back
to their departments and to the School Improvement Team. In addition,
our principal meets monthly with assistant superintendents to discuss
school-wide student performance. Content-area supervisors attend at
least three major conferences a year to share strategies and receive
high school assessment updates from the Maryland State Department of
Education. At these conferences, information, ideas, research,
instructional strategies, and successes are shared and discussed. The
Maryland State website,
[www.mdreportcard.org](http://www.mdreportcard.org/), contains
individual school results, including subgroup data for the last five
years.

River Hill is well known in our county and state for the extensive
number of teachers who present best practices at principal meetings,
county in-services, and new teacher trainings. This past year, our
faculty members served on state standard-setting committees and
presented at national conferences. For example one of our English
teachers received the National Award for incorporating technology in the
classroom and was asked to present at the National Teachers of
Technology conference. As a result of our outstanding high school
assessment results, our math Instructional Team leader also recently
presented to the Board of Education highlighting teaching and program
strategies that led to our earning the highest pass rate for high
schools in the state of Maryland. This meeting was televised so that
parents and community members also were able to stay informed.

**PART V- CURRICULUM AND INSTRUCTION**

**1. Curriculum:**

The River Hill High School faculty provides personalized, high-quality
instruction that connects academic excellence to real-life experiences.
It is our goal for each child, regardless of race, ethnicity, gender,
disability, or socio-economic status to meet rigorous performance
standards and to perform on or above grade level in all measured content
areas. River Hill teachers work to eliminate all achievement gaps by
ensuring that all student subgroups meet state standards.

RHHS offers a rich curriculum that meets the needs of our diverse
student body, from special needs students to the Gifted and Talented.
This includes electives as well as required courses. Students have
access to a wide variety of advanced placement and elective offerings in
English, fine arts and physical education, mathematics, science, social
studies, world languages, and career technology education. All content
areas embrace a co-teaching model with special educators, as most of our
special education students are mainstreamed into general education
classes. In every class in all subject areas, students maintain
portfolios that contain individual or group projects. These projects are
an integral part of assessment and are constructed to reflect real-life
experiences. In order to personalize instruction, teachers differentiate
by addressing multiple intelligences, learning styles, and student
interest and readiness. Technology, including streaming videos, LCD
projectors, portable laptop labs, smart boards, and interactive
software, is widely used to facilitate and enhance instruction.
Increased enrollment in advanced placement courses and improved student
performance on AP exams resulted in River Hill's receiving the
prestigious SIEMENS award and being recognized by *Newsweek* as one of
the top 300 AP institutions in the country.

The River Hill Mathematics Department offers a strong program for all
skill levels, which emphasizes algebraic, geometric, and statistical
concepts. Students develop mathematical reasoning, communicate
mathematical ideas, connect mathematics with other disciplines, and
problem-solve. Graphing calculators are widely used to explore
applications. The success of the program is evident in our students'
scoring first in the state in the Algebra High School Assessment, in our
large participation rate for the American Mathematics Competition-12
exam, and in the numerous math awards our students receive each year.

All Science courses provide hands-on, laboratory-based learning
experiences for students taught by certified discipline-specific
faculty. High student achievement is evidenced by a variety of
indicators including success on standardized tests. Many students take
courses beyond the state requirements or opt to take multiple science
courses simultaneously, which may include Forensics, Astronomy, or
Marine Science as electives. The optional Math, Science and Technology
(MST) Research Program provides students with the opportunity to work in
professional scientific laboratories in industry, medicine, and some of
the finest academic institutions in the country. The efforts of AP and
MST Research students are consistently recognized at the local, state
and national levels, including the most highly regarded pre-college
science contest, the Intel Science Talent Search, where River Hill
students were recognized in the past seven consecutive years.

The goal of the Social Studies Department is to teach content while
developing enhanced reading analysis and writing skills that will
benefit students and prepare them to be responsible citizens who
critically assess current events from an historical perspective.
Reading, analysis and writing skills (using the *6+1 Trait Model©* and
*Reading Apprenticeship©*) are incorporated in the social studies
classroom. Collaborating with English teachers, content area social
studies' teams engage in intra-departmental vertical articulation
conversations to discuss best practices and to address individual
student needs. Social studies teachers use programs such as *History
Alive©* to provide educational experiences that emphasize multiple
intelligences, cooperative interaction, experiential exercises, and
spiraling of the curriculum while developing problem-solving skills.

The River Hill English Department offers a four-year sequence of courses
and electives appealing to the needs and interests of all students.
Course offerings also include diverse electives such as Speech,
Journalism, Advanced Composition, SAT preparation, HSA Mastery, and
Standardized Assessment Review Class. In order to serve the unique needs
of individual students, River Hill's English teachers continuously
review student performance in an effort to accelerate students and place
them in courses appropriate to their skills and abilities.

World Languages are an integral part of instruction at River Hill.
Students are offered four years of Latin and German and five years of
Spanish and French, the first year of the latter two languages being
offered in the middle school. Four AP language courses are offered as
well as an AP literature course in French. Assessment of progress in
Level 1 is measured by a county-wide examination in reading, writing,
listening and speaking. The curriculum is based on the American Council
on the Teaching of Foreign Languages' standards of Communication,
Cultures, Connections, Comparisons, and Communities. French students
compete annually in the National French Contest (le Grand Concours).
Outstanding students in French, German, and Spanish are invited to join
the local chapters of the National Honor Societies for those languages.

The ESOL Department provides a safe, nurturing environment with high
academic expectations for a diverse population of English language
learners (ELL). The ESOL staff provides instruction to English language
learners to promote their development of English language, basic math
proficiency, practical life skills, and knowledge of American history
and culture. River Hill hosts the Newcomer's program which services new
ELL students from all parts of the county.

In the Fine Arts, students are encouraged to creatively express life
experiences through drama, photography, art, dance, and music. Faculty
members in these departments emphasize critical thinking to help
students individually explore essential skills. Students are required to
take a minimum of one Fine Arts credit to meet the graduation
requirement.

In Physical Education classes, students develop the knowledge, skills,
and confidence to enjoy a lifetime of healthful physical activity. In
Lifetime Fitness, a required class for graduation, students design a
personal fitness program where flexibility, cardiovascular endurance,
healthy body composition, and muscular strength and endurance are
emphasized. Weight training classes are tailored to students' personal
health-related fitness needs.

Students in the Mentorship and Gifted and Talented Research Programs
design original research studies or create original projects in
self-selected, real-life areas of interest. Students move from being
consumers to creators of knowledge. Students learn advanced level
methodologies and demonstrate college-level writing and oral
presentations. Working under the direction of advisors at school or with
experts in the field, on-site student researchers identify problems,
answer research questions, and communicate the results to appropriate
audiences. For example, last school year our students produced
nationally published neuroscience research, a mid-Atlantic jazz clinic,
a one-man theatrical show, a county-wide film festival, and significant
educational and public health research.

In the Career Technology Education Department, students develop skills
that provide them with the background to continue their study at the
university level or to enter the work force directly. Students use
industry-related technology extensively, develop strong interpersonal
and intrapersonal relationships, complete internships, attend leadership
conferences, and compete for recognition at the local, state, and
national levels. Career Academies are a strong component of this
department.

**2. English.**

River Hill English students are challenged to meet specific local and
state standards, use a variety of strategies in writing, and read for an
array of purposes. Students are required to pass four years of English
and are placed in one of four language arts ability levels─review,
regular, honors or gifted and talented/ advanced placement.

Through its focus on the interpretation, analysis, and production of
literary and other texts, the English Department teaches students how
those texts are shaped by and in turn shape the world around them. In
addition, English teachers' professional development and research in
literature, creative writing, and composition/rhetoric foster excellence
in critical reading, creative thinking, and effective writing.

For all students in grades 9-12, the River Hill English teachers provide
essential composition skills using the *6+1 Trait Model©*. Students are
continuously scored on writing traits (ideas and content, organization,
sentence fluency, voice, word choice, and conventions.) Creative and
critical thinking is encouraged when teachers work assiduously to help
students extend their sights beyond the existing county and state
requirements. They are exposed to the cultural diversity and historical
breadth of British, American, and world literatures. Advanced English
students learn critical strategies needed for intensive study in
creative writing, timed writing, and diverse literatures.

Students who struggle with literacy and/or reading skills study English
in smaller classes and receive remediation through a variety of methods,
including a unique peer mentoring program developed and managed by one
of our administrators. Continual analysis of data from local assessments
allows teachers to isolate students' reading and writing needs; regular
data conversations drive remediation decisions. River Hill offers four
reading courses (Resource Reading, Academic Literacy, HSA Mastery, and
Assessment Review) to help our below-grade level students. In addition,
nine of our thirteen English teachers have received academic literacy
training using the National Reading Apprenticeship Program.

Another keynote initiative managed by the English Department is the
school-wide Portfolio project where students collect projects generated
from all of their classes, write a series of reflective essays that
assess various performance skills, and then use the portfolio in the
11^th^ and 12^th^ grades during formal interviews and exhibition
evenings. English teachers thereby focus on career planning, job seeking
skills and interviewing processes while teaching essential reflective
writing skills. The use of various technologies in the RHHS English
classroom also helps students build on their oral presentations and
interpersonal communications. LCD projectors, smartboards, and hand-held
computers improve writing instruction, and software applications such as
turnitin, APEX, and unitedstreaming inspire the development of creative
and interactive lessons.

With a tradition of innovation, the English department is also proud of
its AP vertical articulation efforts. Indeed this program is heralded as
a model in our county and state. Instructors on the vertical
articulation team regularly meet to explore new methods of teaching
difficult text to prepare large numbers of students to take both the AP
Language and Composition and AP Literature tests. Examining fundamental
shifts in knowledge and language created within our multi-cultural
community, our teachers continually collaborate to understand critical
skills necessary for understanding and assessing difficult text. As a
result of our eight year effort to increase the numbers and scores of
students taking AP tests, River Hill is ranked by *Newsweek* magazine as
one of the top schools in the country.

**3. Additional Curriculum Area.**

The Howard County Public School System offers a unique program for
students interested in studying specific career areas while in high
school. **Career Academies** allow students to enroll in sets of courses
associated with a designated career. Career Academies are established
based on a need for qualified, trained employees in various careers in
our society. The Career Academies are clustered in the following areas:
Architecture & Engineering, Biotechnology & Health Services, Business &
Entrepreneurship, Culinary Arts & Hotel Management, Education, Energy,
Power & Transportation, and Multimedia Arts & Technology. Students
participating in a Career Academy have a clear path for graduation. For
some of our academies, local colleges award students college credit for
completion of the program. However, the strength of this program lies in
the business-school partnerships, which grow each year.

Any high school student can participate in a Career Academy. Advisors
and business mentors are available to answer questions and help each
student succeed in his/her chosen area of study. In addition to specific
courses in each Career Academy, each program requires:

-   A capstone project, which can either be a work site experience, a
    research project studying careers in the academy area, or some other
    experience in which students learn more about the career cluster
    with which the academy is affiliated, and

-   An advisory board consisting of business leaders in the Career
    Cluster.

Career Clusters encompass a range of related career fields and provide a
way to organize teaching and learning.

**4. Instructional Methods.**

The strength of our courses lies in the variety of instructional methods
teachers use to improve student learning. Among these are cooperative
learning, inquiry-based science, flexible small group instruction,
standards-based instruction, integrated technology, web-based accredited
courses, career development across all curricular areas, portfolio
assessment review, project-based learning, academic literacy strategies,
writers' workshops, and cross-disciplinary projects that emphasize
real-world applications.

Technology plays an important part in designing our daily lessons. With
three, thirty-station computer labs, two portable laptop labs,
smartboards, LCD projection devices, and a laptop for each teacher, our
instructors enhance their lessons with technology-rich software
applications. Students have computer and Internet access before, during,
and after-school, with an intent to provide all students with technology
and equal learning opportunities. Teacher and student research efforts
are supported by our comprehensive media center. This center serves as a
clearinghouse for many online research materials and offers
inter-library loans and university and public library connections. In
addition, media used for classroom instruction is housed in the
information center and is delivered via an all-school media retrieval
system that saves teachers valuable preparatory and classroom management
time.

For our inclusion classes, students have access to two trained educators
who collaboratively plan lessons and assessments. When possible,
administrators provide these teachers with shared planning periods. If
students are struggling in a traditional learning environment, River
Hill provides assistance through the ninth grade team, the student
support team, and the school-wide assistance program.

**5. Professional Development.**

Since River Hill opened in 1995, *Breaking Ranks II* has been the
foundational document from which the school's curriculum and major
initiatives have been established. Last year, during the mission
statement revision process, the School Improvement Team again confirmed
*Breaking Ranks* *II* as the major focus for improvement in the future.
The school improvement planning process, incorporating Deming's PDSA
Cycle, has created strategies that focus on three key areas: Making
Learning Personal in Curriculum, Instruction and Assessment,
Collaborative Leadership in the Learning Community, and Personalization
of the School Environment. Supporting these areas is River Hill's strong
Professional Development Plan.

The school has planned and conducted Curriculum, Instruction, and
Assessment workshops addressing differentiation, project-based learning,
and academic literacy. This has contributed to outstanding school
performance on standardized assessments. Monthly department meetings
also provide professional development in the area of instructional
pacing and data analysis. These meetings have helped teachers use
assessments to target interventions for at-risk student learners.
Department and county technology workshops help teachers support
instruction.

A focus on collaborative leadership and its impact on the learning
community allows River Hill teachers to work together to achieve
success. Members of the leadership team receive professional development
on facilitative leadership and the Comer process, resulting in a stable
and cohesive team of decision-makers.

"Making Learning Personal" is the school's motto. An excellent student
advisory program using *Developmental Assets* as its core and a strong
ninth-grade team support students' development as young adults. These
professional development programs help teachers make learning personal
for each student at River Hill.

**PART VII- ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS**

Subject [English/Reading]{.underline} Grade [10]{.underline} Test
[Maryland English II High School Assessment .]{.underline}

Edition/Publication Year Publisher [.]{.underline}

  ---------------------------------- ----------- ----------- ------------- ----------- -----------
                                     2005-2006   2004-2005   2003-2004     2002-2003   2001-2002

  Testing month                      May         May         January/May               

  **SCHOOL SCORES**                                                                    

  \% At or Above Basic               100         100         NA\*                      

  \% At or Above Proficient          93          86          NA\*                      

  \% At Advanced                     58          53          NA\*                      

  Number of students tested          340         380         NA\*                      

  Percent of total students tested   100         100         NA\*                      

  Number of students alternatively   0           0           NA\*                      
  assessed                                                                             

  Percent of students alternatively  0           0           NA\*                      
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1.\_ Asian                                                                           

  \% At or Above Basic               100         100         NA\*                      

  \% At or Above Proficient          94          84          NA\*                      

  \% At Advanced                     51          54          NA\*                      

  Number of students tested          78          91          NA\*                      

  2.\_ African-American                                                                

  \% At or Above Basic               100         100         NA\*                      

  \% At or Above Proficient          81          86          NA\*                      

  \% At Advanced                     47.6        25          NA\*                      

  Number of students tested          21          28          NA\*                      

  3.\_ Special Ed                                                                      

  \% At or Above Basic               100         100         NA\*                      

  \% At or Above Proficient          70          48          NA\*                      

  \% At Advanced                     20          14          NA\*                      

  Number of students tested          10          29          NA\*                      
  ---------------------------------- ----------- ----------- ------------- ----------- -----------

**Notes:**

> \* The English II exam has only been administered for the last two
> years.

\*\* The Reading exam had been the Maryland State Assessment prior to
the 2004-2005 school year.

**STATE CRITERION-REFERENCED TESTS**

Subject [Mathematics]{.underline} Grade [9]{.underline} Test [Maryland
Algebra High School Assessment .]{.underline}

Edition/Publication Year Publisher [.]{.underline}

  -------------------------------- ----------- ----------- ------------- ------------- -------------
                                   2005-2006   2004-2005   2003-2004     2002-2003     2001-2002

  Testing month                    May         May         January/May   January/May   January/May

  **SCHOOL SCORES**                                                                    

  \% At or Above Basic             100         100         100           100           100

  \% At or Above Proficient        97          85          79            78            74

  \% At Advanced                   62          NA\*        NA\*          NA\*          NA\*

  Number of students tested        146         168         191           210           314

  Percent of total students tested 100\*\*     100\*\*     100\*\*       100\*\*       100\*\*

  Number of students alternatively 0           0           0             0             0
  assessed                                                                             

  Percent of students              0           0           0             0             0
  alternatively assessed                                                               

                                                                                       

  SUBGROUP SCORES                                                                      

  1.\_ Asian                                                                           

  \% At or Above Basic             100         100         100           100           100

  \% At or Above Proficient        100         85          82            77            69

  \% At Advanced                   79          NA\*        NA\*          NA\*          NA\*

  Number of students tested        14          26          22            26            26

  2.\_ African-American                                                                

  \% At or Above Basic             100         100         100           100           100

  \% At or Above Proficient        95          60          83            71            55

  \% At Advanced                   40          NA\*        NA\*          NA\*          NA\*

  Number of students tested        20          20          24            24            29

  3.\_ Special Ed                                                                      

  \% At or Above Basic             100         100         100           100           100

  \% At or Above Proficient        87          55          47            66            44

  \% At Advanced                   27          NA\*        NA\*          NA\*          NA\*

  Number of students tested        15          11          36            41            45
  -------------------------------- ----------- ----------- ------------- ------------- -------------

**Notes:**

> \* The Advanced Score for the Algebra High School Assessment was only
> established for 2006
>
> exam and beyond.
>
> \*\* The Algebra High School Assessment scores shown above only
> account for students taking the
>
> High School assessment while in attendance at River Hill High School.
> All students that are

above grade level in mathematics take the exam in middle school.

**STATE CRITERION-REFERENCED TESTS**

Subject [Reading]{.underline} Grade [10]{.underline} Test [Maryland
School Assessment .]{.underline}

Edition/Publication Year Publisher [.]{.underline}

  -------------------------------- ----------- ----------- ------------- ------------- -------------
                                   2005-2006   2004-2005   2003-2004     2002-2003     2001-2002

  Testing month                                            January/May   January/May   January/May

  **SCHOOL SCORES**                                                                    

  \% At or Above Basic             NA\*        NA\*        100           100           

  \% At or Above Proficient        NA\*        NA\*        91            90            

  \% At Advanced                   NA\*        NA\*        63            60            

  Number of students tested        NA\*        NA\*        398           424           

  Percent of total students tested NA\*        NA\*        100           100           

  Number of students alternatively NA\*        NA\*        0             0             
  assessed                                                                             

  Percent of students              NA\*        NA\*        0             0             
  alternatively assessed                                                               

                                                                                       

  SUBGROUP SCORES                                                                      

  1.\_ Asian                                                                           

  \% At or Above Basic             NA\*        NA\*        100           100           

  \% At or Above Proficient        NA\*        NA\*        95            88            

  \% At Advanced                   NA\*        NA\*        67            61            

  Number of students tested        NA\*        NA\*        73            88            

  2.\_ African-American                                                                

  \% At or Above Basic             NA\*        NA\*        100           100           

  \% At or Above Proficient        NA\*        NA\*        88            91            

  \% At Advanced                   NA\*        NA\*        46            71            

  Number of students tested        NA\*        NA\*        41            21            

  3.\_ Special Ed                                                                      

  \% At or Above Basic             NA\*        NA\*        100           100           

  \% At or Above Proficient        NA\*        NA\*        56            71            

  \% At Advanced                   NA\*        NA\*        22            29            

  Number of students tested        NA\*        NA\*        32            38            
  -------------------------------- ----------- ----------- ------------- ------------- -------------

**Notes:**

> \* The Reading exam had been the Maryland State Assessment prior to
> the 2004-2005 school year.

**STATE CRITERION-REFERENCED TESTS**

Subject [Mathematics]{.underline} Grade [10]{.underline} Test [Maryland
Geometry High School Assessment .]{.underline}

Edition/Publication Year Publisher [.]{.underline}

  -------------------------------- ----------- ----------- ------------- ------------- -------------
                                   2005-2006   2004-2005   2003-2004     2002-2003     2001-2002

  Testing month                                May         January/May   January/May   January/May

  **SCHOOL SCORES**                                                                    

  \% At or Above Basic             NA\*        100         100           100           100

  \% At or Above Proficient        NA\*        90          85            79            68

  \% At Advanced                   NA\*        39          24            19            6

  Number of students tested        NA\*        244         313           385           405

  Percent of total students tested NA\*        100\*\*     100\*\*       100\*\*       100\*\*

  Number of students alternatively NA\*        0           0             0             0
  assessed                                                                             

  Percent of students              NA\*        0           0             0             0
  alternatively assessed                                                               

                                                                                       

  SUBGROUP SCORES                                                                      

  1.\_ Asian                                                                           

  \% At or Above Basic             NA\*        100         100           100           100

  \% At or Above Proficient        NA\*        92          92            86            

  \% At Advanced                   NA\*        50          33            14            

  Number of students tested        NA\*        38          60            56            60

  2.\_ African-American                                                                

  \% At or Above Basic             NA\*        100         100           100           100

  \% At or Above Proficient        NA\*        89          66            79            

  \% At Advanced                   NA\*        28          30            9             

  Number of students tested        NA\*        18          35            33            37

  3.\_ Special Ed                                                                      

  \% At or Above Basic             NA\*        100         100           100           100

  \% At or Above Proficient        NA\*        55          60            34            

  \% At Advanced                   NA\*        7           10            6             

  Number of students tested        NA\*        31          30            35            42
  -------------------------------- ----------- ----------- ------------- ------------- -------------

**Notes:**

> \* The Geometry exam had been the Maryland State Assessment prior to
> the 2005-2006 school year.

\*\* The Algebra High School Assessment scores shown above only account
for students taking the

> High School assessment while in attendance at River Hill High School.
> All students that are
>
> above grade level in mathematics take the exam in middle school.

**NATIONAL CRITERION-REFERENCED TESTS**

Subject [Critical Reading/Math/Writing]{.underline} Grade
[10]{.underline} Test [PSAT .]{.underline}

Edition/Publication Year Publisher [.]{.underline}

  ------------------------------- ----------- ----------- ----------- ----------- -----------
                                  2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                   October     October     October     October     October

  **SCHOOL SCORES**                                                               

  10^th^ grade Critical Reading   48          46          47          50          50
  Mean                                                                            

  10^th^ grade Math Mean          51          5           48          52          52

  10^th^ grade Writing Mean       51          50          50          50          50

  Number of 10^th^ grade students 331         364         379         264         291
  tested                                                                          

  Percent of total 10^th^ grade   100         100         100         62          69
  students tested                                                                 

                                                                                  

  SUBGROUP SCORES                                                                 

  1.\_ Asian                                                                      

  10^th^ grade Critical Reading   48          48          48          51          50
  Mean                                                                            

  10^th^ grade Math Mean          54          56          53          57          58

  10^th^ grade Writing Mean       51          53          51          53          50

  Number of students tested       71          74          64          60          43

  2.\_ African-American                                                           

  10^th^ grade Critical Reading   40          44          43          49          48
  Mean                                                                            

  10^th^ grade Math Mean          44          42          43          44          45

  10^th^ grade Writing Mean       44          46          46          48          48

  Number of students tested       17          24          34          9           17
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**NATIONAL CRITERION-REFERENCED TESTS**

Subject [Critical Reading/Math/Writing]{.underline} Grade
[11]{.underline} Test [PSAT .]{.underline}

Edition/Publication Year Publisher [.]{.underline}

  ------------------------------- ----------- ----------- ----------- ----------- -----------
                                  2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                   October     October     October     October     October

  **SCHOOL SCORES**                                                               

  11^th^ grade Critical Reading   51          51          50          52          53
  Mean                                                                            

  11^th^ grade Math Mean          55          54          52          55          55

  11^th^ grade Writing Mean       55          55          53          52          52

  Number of 11^th^ grade students 358         366         389         326         286
  tested                                                                          

  Percent of total 11^th^ grade   100         100         100         81.5        81.7
  students tested                                                                 

                                                                                  

  SUBGROUP SCORES                                                                 

  1.\_ Asian                                                                      

  11^th^ grade Critical Reading   54          53          52          54          54
  Mean                                                                            

  11^th^ grade Math Mean          61          60          61          62          61

  11^th^ grade Writing Mean       58          58          55          54          52

  Number of students tested       80          63          79          54          41

  2.\_ African-American                                                           

  11^th^ grade Critical Reading   49          46          46          47          53
  Mean                                                                            

  11^th^ grade Math Mean          48          49          42          48          52

  11^th^ grade Writing Mean       52          52          48          48          52

  Number of students tested       22          23          16          26          13
  ------------------------------- ----------- ----------- ----------- ----------- -----------