##### *Revised 3/23/06*

##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
[X]{.underline} Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mrs. Susan S. Evans]{.underline}

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

Official School Name [Ridgely Middle School]{.underline}

(As it should appear in the official records)

School Mailing Address [121 East Ridgely Road]{.underline}

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

[Lutherville]{.underline} [Maryland]{.underline}
[21093-5222]{.underline}

City State Zip Code+4 (9 digits total)

County [Baltimore County]{.underline} State School Code Number\*
[0852]{.underline}

Telephone [( 410 ) 887-7650]{.underline} Fax [( 410 )
887-7834]{.underline}

Website/URL <http://schools.bcps.org/schools/cms/ridgely/> E-mail
[rims0852@bcps.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. Joe A. Hairston]{.underline}

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

District Name [Baltimore County Public Schools (BCPS)]{.underline}
Tel.[( 410 ) 887-4554]{.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 [Mr. Thomas Gryzmski]{.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)

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

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

[26]{.underline} Middle schools

[0]{.underline} Junior high schools

[24]{.underline} High schools

[4]{.underline} Other schools

[158]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$8,899.00]{.underline}

Average State Per Pupil Expenditure: [\$9,062.00]{.underline}

Source: 2005 Maryland Report Card website
(<http://www.mdreportcard.org/>)

**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.

[NA]{.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**             | **G    |
|                  |                  |                       | rade** |
|                  | **Males**        | **Females**           |        |
|                  |                  |                       | **T    |
|                  |                  |                       | otal** |
+------------------+------------------+-----------------------+--------+
| **6**            | 168              | 167                   | 335    |
+------------------+------------------+-----------------------+--------+
| **7**            | 166              | 167                   | 333    |
+------------------+------------------+-----------------------+--------+
| **8**            | 180              | 168                   | 348    |
+------------------+------------------+-----------------------+--------+
| **TOTAL STUDENTS |                  |                       | 1016   |
| IN THE APPLYING  |                  |                       |        |
| SCHOOL →**       |                  |                       |        |
+------------------+------------------+-----------------------+--------+

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of [80]{.underline} % White

the students in the school: [9]{.underline} % Black or African American

[2]{.underline} % Hispanic or Latino

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

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

**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:
[7]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      39
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      34
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    73
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 1016
                            the school as of October 1  

  **(5)**                   Total transferred students  0.072
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           7
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [1]{.underline} %

[7]{.underline} Total Number of Limited English Proficient

Number of languages represented: [5]{.underline}

Specify languages: Chinese, Arabic, Korean, Spanish, and Bulgarian

9\. Students eligible for free/reduced-priced meals: [7]{.underline} %

Total number of students who qualify: [75]{.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 programs, 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: [7]{.underline} %

[72]{.underline} Total Numbers of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

[3]{.underline} Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [13]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [29]{.underline} Specific Learning Disability

[26]{.underline} Emotional Disturbance [1]{.underline} Speech or
Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_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) 3 0

Classroom teachers 60 1

Special resource teachers/specialists 5 5

Paraprofessionals 7 0

> Support staff 4 1

\_\_\_\_\_ \_\_\_\_\_

> Total number 79 7

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
[17:1]{.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.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

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

  Daily teacher attendance  94 %        95 %        96 %        96 %        97 %

  Teacher turnover rate     12 %        5 %         8 %         9 %         11 %

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

  Student drop-off rate     0 %         0 %         0 %         0 %         0 %
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III - SUMMARY**

Ridgely Middle School is a dynamic learning environment where students
are encouraged to fulfill their scholastic and personal potential. We
provide enriching opportunities for all students through a well-rounded
curriculum featuring strong academics in standard, gifted and talented,
and special education programs and extracurricular activities.

Ridgely consistently demonstrates dedication to excellence through
outstanding performance in local, statewide and national assessments. In
2005, 92% of our students were reading at or above the proficient
reading level on the reading Maryland School Assessment (MSA). Likewise,
82.2% of students scored at or above proficient on the math MSA,
exceeding the County and State levels of achievement. Beyond state-wide
examinations, our students take pride in their accomplishments in the
gifted and talented English, math, science, art and social studies
programs. Students also shine at the County and State levels with
superior performances in music adjudications and individual
performances. Some 79% of the school's population participates in a
music group. Our World Language program provides an opportunity for
seventh and eighth grade students to study French, Spanish, or Latin.
Eighty-seven, eighth grade students were inducted into the National
Junior Honor Society this year. We also had 707 students achieve the
Honor Roll during the first quarter of 2005-06 school year, translating
into more than two-thirds of Ridgely's school body of 1,016 students.

Extracurricular enrichment is another important dimension of Ridgely
Middle School, where values of self-confidence, teamwork, and respect
are promoted, thereby enhancing student achievement. In addition to
numerous before-and-after school intramurals, Latin Club, Science Club,
Yearbook, Choral and Instrumental Ensembles, Drama Club, Ceramics Club,
24 (math) Club, and Student Government Association are only a few of
Ridgely's more than 25 after-school groups. We strive to reinforce
classroom curricula through these diverse programs and continually see
positive effects on student learning. Not only is there greater
retention of content, but the groups also add to our positive school
environment and motivate students to pursue their personal interests.

Supplemental academic services are provided to ensure improvement and
success for every student. Services include: math with assistance, the
Wilson and Fast Tracks reading programs, and "come back" tutoring, which
allows students to complete assignments with additional time to
follow-up on work.

Our school implements Individuals with Disabilities Education Act (IDEA)
through our special education and Student Support Team programs. Faculty
members closely monitor students' academic needs through careful review
and implementation of Individualized Education Plans (IEP) and 504 Plans
with current teachers acting as case managers, thus providing more
specialized instruction for students who require it. Our Special
Education program offers a continuum of services from Intensity I-V.
Behavior Learning Support and Functional Learning Support programs are
provided. Crisis intervention, psychological, speech, and social work
services support these specialized programs. Ridgely's faculty is
sensitive to the unique learning needs of students; teachers
differentiate instruction to benefit each child.

Ridgely's success is due, in part, to the generous support of our Parent
Teacher Association. The group's unwavering dedication to students,
faculty and community has afforded opportunities for an active Cultural
Arts program featuring Artist-In-Residence programs, an annual Scottish
student music exchange, as well as culturally and academically enriching
assemblies. The Strive for 25 school-wide reading incentive program is
also supported. The PTA has established many community partners through
our annual Craft Fair fundraiser, helping to keep Ridgely a flourishing,
positive force in the surrounding community.

Not least of all, our students strive to live the motto, "Ridgely
Students are Respectful, Responsible and Ready" through service and
outreach to others in the greater community. Over and above the service
projects imbedded in the curricula, approximately 20% of students log
additional volunteer hours, eagerly participating in canned food drives,
benefit car washes, UNICEF fundraisers, and toy donations. Through
service, students strengthen individual values of respect and magnify
what it means to be a part of the Ridgely Middle School family.

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

**1. Assessment Results:**

In March, 2003, in response to new requirements from the federal
Elementary and Secondary Education Act of 2001 (ESEA / No Child Left
Behind), Maryland introduced the Maryland School Assessment (MSA). The
MSA was administered to students in grades 3, 5, and 8 in mathematics,
and 3, 5, 8, and 10 in reading. Student, school, district, and state
achievement is measured on three proficiency levels: Advanced,
Proficient, and Basic.

The MSA produces a score that describes how well a student masters the
reading and mathematics content specified in the Maryland Content
Standards and the Voluntary State Curriculum (VSC). MSA scores are
criterion-referenced scores depicting student performance against the
Maryland VSC. The website for state assessment information is
<http://mdreportcard.org/>.

Ridgely's MSA mathematics results over the past three years show a
continuous increase of student achievement. The percentage of students
school-wide scoring at or above proficient in mathematics has increased
by 16%, from 66% in 2002-03 to 82% in 2004-05. The percentage of
students scoring at advanced levels also increased by 22%, from 25%
advanced to 47% advanced during this same time period.

Caucasian students comprise the majority population. Mathematics test
scores for this group are comparable to the school's scores within a
range of one to three percentage points. Asian American students are the
highest performing subgroup when they are compared to the school's
scores and as they are compared to the majority population.

The most improved subgroup in mathematics is African American students.
During the past three years, the percentage of African American students
scoring at or above proficient has increased by 34%, from 18% in 2002-03
to 52% in 2004-05. This is almost double the gains made by Caucasian
students (18% increase) and more than double the gains made by students
in the entire school (16% increase) during the same time period.
Although significant mathematics gains have been made by African
American students, discrepancies still remain between the school and
majority populations and African American students. The same is true of
two other subgroups, special education students and those students
qualifying for free and reduced meals.

Not only has student performance increased at the proficient level in
mathematics school-wide, but the percentage of students achieving
advanced levels within all subgroups has also risen.

Ridgely's MSA reading results over the past three years show a similar
increase of student achievement. The percentage of students school-wide
scoring at or above proficient in reading has increased by 10%, from 82%
in 2002-03 to 92% in 2004-05. The reading scores for Caucasian students
are comparable to the school's scores within a range of one to two
percentage points. The Caucasian student subgroup is the highest
performing subgroup when compared to the school's overall reading
scores.

The most improved subgroup in reading is special education students.
During the past three years, the percentage of special education
students scoring at or above proficient has increased by an impressive
43%, from 19% in 2002-03 to 62% in 2004-05. This is more than
[quadruple]{.underline} the gains made by students in the entire school
(10% increase) during the same time period. Similarly, African American
students have more than tripled (32% increase) the gains made by
students in the entire school during the same time period. Although
significant reading gains have been made by special education and
African American students, discrepancies continue to exist between the
school and majority populations and special education, African American,
and free and reduced meals student subgroups.

Test results over the past three years show that we are significantly
closing the achievement gap in mathematics and reading for African
American, special education, and free and reduced meals student
subgroups as we work to make "No Child Left Behind" a reality for each
child in our school.

**2. Using Assessment Results:**

In its commitment to improving student achievement, the faculty at
Ridgely Middle School utilizes assessment data in various ways. Faculty
and parents are active members of the School Improvement Team (SIT).
Analysis of the MSA data is employed as the School Improvement Plan
(SIP) is developed each year and periodically revisited throughout the
year by the SIT and faculty. This analysis impacts all curricular areas.
It drives classroom instruction, remediation, and enrichment in the two
areas assessed, mathematics and reading. Assessment results are used to
create the necessary student programs in the master schedule and
subsequent teacher assignments. The individual strengths of our faculty
members are used to best meet each student group's needs. For example,
to better support the needs of students in our self-contained behavior
learning support math classes, a special educator and a certified math
teacher are assigned to the class as well as other additional adult
support personnel.

Math teachers identify students scoring below the proficient levels on
BCPS Benchmarks that target indicators for the MSA and provide
instruction in the regular mathematics class with pull out/come back
assistance classes modeled on the BCPS Algebra with Assistance program.
These second dose classes reinforce and specifically work on skills
taught in the lessons of the classes earlier in the day. In addition,
for every student not scoring proficient on the MSA, math teachers
create a profile sheet that lists the specific MSA objectives not
mastered and targets those objectives in their instruction through
drills, classroom practice, and homework as well as through remediation
in additional lunch time and after school coach classes.

Students in grades seven or eight identified as proficient or advanced
readers select a world language, while basic readers from the MSA
receive daily instruction in scheduled small group reading classes
centered on the BCPS mandated Fast Tracks Program. Interdisciplinary
teaching teams are aware of not only the basic readers, but also those
who were proficient within ten points of being basic. Sixth grade
reading teachers use a profile sheet based upon reading skills from the
Maryland VSC to track skill development of every sixth grade student not
scoring proficient on the fifth grade reading MSA.

**3. Communicating Assessment Results:**

Ridgely strives to keep parents, students, and community informed about
student progress, achievement, and assessment results throughout the
year. Teachers, administrators, and parents collaborate through monthly
school improvement meetings to evaluate data and plan school programs.
Vertical articulation teams meet with representatives from elementary
schools and high schools to ease transitions to and from Ridgely.
Conferencing with parents is important on each grade level, and teaching
teams not only meet with parents during team planning one day per week,
but are flexible in scheduling conferences to meet parents' needs.
Throughout the school year communication with parents occurs through
interim reports, phone calls, homework emails, planners, teacher
websites, parent conference evenings, and progress reports when students
struggle. Many teams provide newsletters with news not only from the
team, but from departments throughout the school. Physical education
teachers use photographs to show parents student progress. Teachers
recognize student achievements by mailing each student a complimentary
postcard during the year.

Our supportive, active PTA, together with the school, mails home a
monthly newsletter which includes a principal's column and a message
from the PTA president. The principal sends additional letters to
celebrate achievements or communicate issues of concern. The school
nurse and Ridgely Student Assistance Program (RSAP) committee keep the
community informed using fliers about resources offered by the Health
Educators Linking Parents and Students (HELPS) Coalition. Evening
activities, including winter and spring concerts for each grade level,
an annual Arts in Action night, and the Science Fair, allow parents and
the community first hand involvement in celebrating student
performances.

The school website provides valuable information about school activities
as well as links to teacher email addresses and websites and links to
the Baltimore County Public Schools and Maryland State Department of
Education websites, providing other informational resources and state
assessment results. Families receive individual student MSA results by
mail.

**4. Sharing Success:**

The faculty and staff of Ridgely Middle School consistently work to
share the success of our students and our professional expertise with
other schools and teachers throughout the county, state, and
internationally. Faculty members are involved in writing, piloting,
evaluating, and updating county-wide curricula in all curricular
departments. Our teachers have presented at county-wide professional
development meetings and workshops to share teaching strategies that
have influenced our success, and several teachers have taught related
in-service and college level courses.

Our math teachers contribute test items for the BCPS math exams and have
attended the Governor's Academy for Algebra and Data Analysis. Teachers
on our middle to high school Transition Committee presented data and
studies to our receiving high school faculty about difficulties that
arise during transition from middle to high school. One of our science
teachers won the Marion Bowers Award from the National Aquarium in
Baltimore and, as a result, worked with the National Aquarium\'s
Education Department to develop activities for teachers throughout
Maryland.  

The art department hosts Teacher to Teacher workshops held with other
middle school art teachers in BCPS. Several of our teachers have and
continue to present at the BCPS annual New Teacher Meeting. The
expertise of our music department is accessed regularly either by BCPS'
curricular office or other music educators in the county and state. Our
orchestra teacher and her students were selected to participate in the
Eastern Division Music Educators National Conference and the Maryland
Music Educators Convention. Our teacher prepared students to perform
under the direction of nationally known clinicians for an audience of
music educators in the state and east coast.

International friendships are established between faculty, students,
parents and the Ridgely community with two sister schools - Bell Baxter
Jr.-Sr. High School in Cupar, Scotland, and Fitz Alan Sr. High school in
Cardiff, Wales. Since 1999, schools have traveled 'across the pond' to
perform in each other's countries. This year, we are hosting for a
second time, students and staff from Bell Baxter in June. Their visit
will culminate with a joint performance of RMS students and Bell Baxter
students.

Our school is an active Professional Development School. We work closely
with Towson University faculty in an on-going mentoring student-teaching
program for university students. Likewise, Ridgely faculty mentor
aspiring student teachers from the Maryland Institute College of Art,
Peabody Conservatory of Music, and other local colleges and
universities.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. School Curriculum:**

The Ridgely Middle School curriculum encompasses a vast array of subject
areas. Each discipline features units of study with broad
interdisciplinary applications. All curricular areas are aligned with
the Maryland Voluntary State Curriculum (VSC) as designated by the BCPS
Essential Curriculum. This curriculum clearly defines what content and
skills all students must know and be able to do and infuses student
service learning objectives throughout.

Reading and Language Arts - Teachers adhere to the scope and sequence of
the guides' objectives daily. Students in both academic and gifted and
talented programs are actively engaged in interpreting literature and
composing written responses which connect their lives to the literature.

Mathematics -- Sixth grade students receive either Math 6 or GT Math.
Seventh grade students are offered Passport 7, pre-algebra or Algebra I.
Students can earn one high school credit each for Algebra I and II.
Eighty percent of eighth grade students are enrolled in Algebra I or II.
In 2004-05, ALL seventh grade Algebra I students passed the High School
Assessment. A Head and Shoulders program allows students advanced above
Algebra II to study geometry and earn high school credit.

Social studies -- Students study World Cultures in grades six and seven.
Grade eight students study American History through Reconstruction.
Emphasis is on students *actively* developing the ability to locate,
organize, interpret, analyze, explain and evaluate primary and secondary
sources. 

Science -- Students learn critical thinking skills via the gathering,
analysis, and evaluation of data in a variety of topics in biology,
chemistry, physics, and earth/space science. Students explore historical
and modern examples of how scientific theories are constructed as well
as predict and test hypotheses. Students examine human implications of
science and technology within local and global contexts.

World Language -- Our school offers seventh and eighth grade students
Spanish I and II, French I and II, and Latin I and II. The curriculum
provides a rigorous foundation for students to continue a language in
high school. Passing year-end exams allows students to earn high school
credits.

Music - Instrumental and choral music enable students to organize
musical ideas and sounds creatively and evaluate musical compositions
based on aesthetic criteria. The study of social, political, and ethical
issues facilitates perception, performance and response to music and
generates in students an appreciation for the connection between music,
history, and the inner drive for humans to create music.

Art - Students perceive, interpret and respond to ideas, experiences and
the environment through art, encouraging visual problem-solving.
Students organize thoughts into visual expressions that demonstrate
knowledge of art elements and design principles, allowing them to
develop perspectives of the visual arts as an essential aspect of
history and the human experience.

Health - The purpose of the comprehensive program is students'
understanding of the concept "wellness". Lesson topics to enhance
physical, mental-emotional, and social well being include: self-esteem,
stress, drug abuse/prevention, consumer knowledge, human development,
first aid, safety and disease prevention, and nutrition and fitness.

Physical Education - A holistic approach to fitness allows students to
design and participate in regular physical activity while exercising
values of cooperation, sportsmanship, and teamwork. Students enhance
cognitive and physical performance during academic and recreational
tasks.

Special Education - Services are delivered in a variety of placements.
The inclusive setting addresses needs of students as specified by IEPs
in a regular education classroom through modifications and
accommodations. The Behavior and Learning Support program offers small,
highly structured classes for children whose academic achievement is
adversely impacted by their emotional and behavioral needs with students
mainstreamed whenever possible. Finally, the Functional Academic
Learning Support program addresses needs of students with significant
cognitive and adaptive functioning delays by exposing them to the VSC at
their instructional level, emphasizing functional life skills. 

Technology Education and Family Studies -- Seventh and eighth grade
students receive instruction in these two programs, providing meaningful
content and real world applications. In addition, seventh grade students
receive the CollegeEd program in these subject areas as well as
guidance.

**2b. (Secondary Schools)** **English:**

RMS's language arts teachers' goal is to educate students in language
and reading competencies that promote success in school and prepare them
to participate in society. We are conscious that what we do in our
classroom affects understanding reading and writing in every discipline.
Hence, our SIP includes several initiatives to guide teachers. Teachers
challenge students to think about literature and non-fiction by
developing constructed responses using higher levels of Bloom's
taxonomy. This year, English teachers are piloting a holistic daily
grammar program to start each class so that students can make correct
choices in diction and syntax, and also adhere to the conventions of
written communication. To increase students' word banks teachers in all
content areas create word walls using challenging vocabulary. Our
literary magazine, *The Inkling*, and other writing contests provide
students with opportunities for creative expression beyond assigned
compositions.

In order for all students, particularly our basic level readers, to
develop proficiency in reading, the department takes the lead in
teaching and developing essential strategies to unlock and create
meaning from the text. Interdisciplinary teachers incorporate
pre-reading, during reading and post-reading strategies within content
materials. Interdisciplinary team meetings are the weekly venue for
English teachers to share strategies and lead the discussion for a team
focus strategy.

Seventh and eighth grade basic readers receive daily instruction in a
scheduled small group reading class centered on the BCPS mandated Fast
Tracks Program. This program stresses fluency to aid comprehension and
vocabulary development. Leveled materials are highly engaging and allow
students to progress at an individual rate. Sixth grade students receive
daily instruction in the *The Scott Foresman Reading: Great
Expectations* program. Sixth grade teachers monitor student progress
through formative assessments and unit tests and share ideas for
remediation regularly. It is the mission of Ridgely's teachers to
provide an appropriate, broad scope reading program for all students,
particularly those reading below grade level in order to prepare them
for a future which will require them to interpret information in all of
its forms.

3.  **Art Education:**

Art education is an integral dimension of interdisciplinary learning at
Ridgely Middle School. Our students benefit from varied instruction,
weaving the art elements and design principles into projects visible
throughout the school. Classroom art units blend content from other
subject areas to produce meaningful art. Our art education program helps
students to excel academically in all subject areas. For example, math
skills are reinforced through measuring, proportion and the application
of symmetry. World cultures and social studies are celebrated in
school-wide installations such as 2004's Tibetan Prayer (Pledge) Flags
and 2005's Pinwheels for Peace. Students apply reading and writing
skills in daily art lessons. Gifted and talented art is offered to
exceptional seventh and eighth grade students, allowing greater personal
expression and more concentrated rendering from observation.

Various extracurricular art opportunities are available to RMS students
including Ceramics Club, the Artways Group, The National Junior Art
Honor Society, Yearbook Staff, and the Inkling Literary Magazine.
Selected student artwork is featured in the annual Greenwood Show at the
Baltimore County Board of Education and in the state government
buildings in Annapolis. Other shows include the "Very Special Arts
Festival," which highlights the artistic accomplishments of students in
our Functional and Learning Support program and exhibitions in the
community, such as the library and local venues. In the 2004-05 school
year, students collaborated with other participants from Baltimore
County and Baltimore City schools to create a ceramic portrait of singer
Billy Holiday. This mural is permanently installed in the courtyard of
the Eubie Blake National Jazz Institute and Cultural Center in
Baltimore.

Our Parent Art Advisory Group provides a means for parents to get
involved with after school art activities, as well as help with the
annual Arts In Action night, to coincide with the celebration of Youth
Art Month. The event is an invitation to the community to experience and
create art of cultures throughout the world. In addition, last year's
artist-in-residence was an expert in stained glass, working with
students from all levels to create four award-winning panels depicting
imagery from four content subject areas: math, science, English, and
social studies.

**4. Instructional Methods:**

Ridgely teachers strive to tailor instruction to meet the needs of each
student. Throughout the year, teachers use data from testing and
performance to determine not only what students know but how students
learn. Teachers share best practices in interdisciplinary team meetings,
department meetings, professional development meetings, and on our
school's shared computer drive. Special education resource teachers
attend academic team meetings to help plan instruction for students who
need differentiated assistance. We adopted Dr. Willard Daggett's
Rigor/Relevance Framework in our instructional planning to drive
instruction and learning.

Teachers select from a variety of instructional methods and assessments
to motivate students. For example, guided practice, lecture,
memorization, cooperative learning, demonstration, instructional
technology, problem-based learning, project design, simulation/role
play, Socratic seminar, inquiry, research, and teacher questions are
some of the instructional strategies that are used. Assessments may
include: multiple choice, brief and extended constructed responses,
process and product performance, portfolio, self-reflection, and
interview. Students engaged in active learning remember the information
and are able to apply their knowledge.

Parents are invited to share their knowledge exemplifying real-world
applications of content. The ongoing installation of televisions in each
classroom allows teachers to captivate students with PowerPoint
presentations and internet resources, bringing the class room in line
with the business world. Each child has his/her own user name and
password which permits saving information to our school's shared drive
and allows access to web-based resources while doing research either
from the teacher's classroom or one of four computer labs.

Another strategy leading to student's success is our ability to
heterogeneously and homogeneously group students according to individual
strengths and needs. Students on interdisciplinary teams are regrouped
throughout the day creating a variety of heterogeneous groupings in the
academic areas. For example, in science classes, students who receive
special education services can partner with students who are in the
gifted and talented program for subject areas other than science. This
system also allows guidance counselors flexibility to prepare a more
tailored program to the individual student.

**5. Professional Development:**

Student achievement data is used to develop goals in our School
Improvement Plan which is also aligned to the Baltimore County Blueprint
for Progress. Specific strategies and activities are developed to meet
the needs of individual students in all subgroups.

Professional goals and subsequent professional development evolve from
our identified needs. For example, math teachers received training to
implement a math software program used specifically in Algebra I
comeback classes to diagnose and remediate learning gaps in student
skills. All teachers learned and implemented the Cornell Note-taking
method to develop crucial reading and summarization skills in alignment
with high schools. Another staff development program on differentiating
instruction through learning styles clearly emphasized the need for
teachers to create lessons around an identified learning modality.
Formally, these lessons are shared monthly through an administrative
bulletin, allowing faculty members to add to their planning portfolios.
Informally, teachers share best practices in small group planning
sessions.

Professional development opportunities extend beyond RMS and school
system boundaries. Faculty and administrators attend state and national
conferences to improve their skills. For example, RMS representatives
attended the Southern Regional Education Board's "High Schools That
Work" Conference, allowing us to observe and integrate best practices
from successful schools around the country. From this conference,
English classes have adopted Daily Grammar Practice giving students a
better foundation in language and writing skills. Also, faculty and
administration representatives attended "Capturing Kids Hearts,"
developed by the Flippen Group, and the entire faculty was trained in
"Building Champions" to improve how we address the emotional needs of
our students, thereby positively affecting their achievement. The rich
medley of professional development activities in which we are involved,
as evidenced by our improving test scores, has a beneficial impact on
student achievement.

**PART VII - ASSESSMENT RESULTS**

STATE CRITERION-REFERENCED TESTS

Maryland School Assessment (MSA) for 2003, 2004, and 2005

MATHEMATICS GRADE 8 Publisher -- CTB McGraw Hill

  ----------------------------------- ----------- ----------- -----------
  School year                         2004 --     2003 --     2002 --
                                      2005        2004        2003

  Testing month                       February    February    February

  **SCHOOL SCORES**                                           

  \% at or above Basic                100         100         100

  \% at or above Proficient           82          77          66

  \% at Advanced                      47          38          25

  Number of students tested           349         370         359

  Percent of total students tested    100         100         100

  Number of students alternatively    \*          \*          \*
  assessed                                                    

  Percent of students alternatively   0           0           0
  assessed                                                    

                                                              

  **SUBGROUP SCORES**                                         

  1\. Asian                                                   

  \% at or above Basic                100         100         100

  \% at or above Proficient           86          90          85

  \% at Advanced                      66          42          56

  Number of students tested           35          31          34

  2\. African American                                        

  \% at or above Basic                100         100         100

  \% at or above Proficient           52          25          18

  \% at Advanced                      24          0           0

  Number of students tested           21          12          17

  3\. White                                                   

  \% at or above Basic                100         100         100

  \% at or above Proficient           85          78          67

  \% at Advanced                      47          39          24

  Number of students tested           287         320         304

  4\. Free and Reduced Meals                                  

  \% at or above Basic                100         100         100

  \% at or above Proficient           44          38          26

  \% at Advanced                      13          19          5

  Number of students tested           16          16          19

  5\. Special Education                                       

  \% at or above Basic                100         100         100

  \% at or above Proficient           38          8           8

  \% at Advanced                      5           0           0

  Number of students tested           21          25          26

  **STATE SCORES**                                            

  \% at or above Basic                100         100         100

  \% at or above Proficient           52          46          40

  \% at Advanced                      19          17          13
  ----------------------------------- ----------- ----------- -----------

STATE CRITERION-REFERENCED TESTS

Maryland School Assessment (MSA) for 2003, 2004, and 2005

READING GRADE 8 Publisher -- CTB McGraw Hill

  ----------------------------------- ----------- ----------- -----------
  School year                         2004 --     2003 --     2002 --
                                      2005        2004        2003

  Testing month                       February    February    February

  **SCHOOL SCORES**                                           

  \% at or above Basic                100         100         100

  \% at or above Proficient           92          85          82

  \% at Advanced                      52          41          48

  Number of students tested           349         371         359

  Percent of total students tested    100         100         100

  Number of students alternatively    \*          \*          \*
  assessed                                                    

  Percent of students alternatively   0           0           0
  assessed                                                    

                                                              

  **SUBGROUP SCORES**                                         

  1\. Asian                                                   

  \% at or above Basic                100         100         100

  \% at or above Proficient           89          71          91

  \% at Advanced                      54          42          74

  Number of students tested           35          31          34

  2\. African American                                        

  \% at or above Basic                100         100         100

  \% at or above Proficient           67          50          35

  \% at Advanced                      29          8           18

  Number of students tested           21          12          17

  3\. White                                                   

  \% at or above Basic                100         100         100

  \% at or above Proficient           94          88          84

  \% at Advanced                      54          42          47

  Number of students tested           287         321         304

  4\. Free and Reduced Meals                                  

  \% at or above Basic                100         100         100

  \% at or above Proficient           56          50          47

  \% at Advanced                      19          6           11

  Number of students tested           16          16          19

  5\. Special Education                                       

  \% at or above Basic                100         100         100

  \% at or above Proficient           62          28          19

  \% at Advanced                      14          4           8

  Number of students tested           21          25          26

  **STATE SCORES**                                            

  \% at or above Basic                100         100         100

  \% at or above Proficient           66          64          60

  \% at Advanced                      24          21          26
  ----------------------------------- ----------- ----------- -----------