##### REVISED March 15, 2006

##### *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
\_\_ Middle [X]{.underline} High \_\_ K-12 \_\_Charter

Name of Principal [Mr. Robert Hollingsworth]{.underline}

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

Official School Name [Rio Americano High School]{.underline}

(As it should appear in the official records)

School Mailing Address [4540 American River Dr]{.underline}

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

[Sacramento CA 95864-6104]{.underline}

City State Zip Code+4 (9 digits total)

County [Sacramento]{.underline} \_\_\_State School Code
Number\*[3467447-3436714]{.underline}

Telephone [(916 ) 971-7494]{.underline} Fax [( 916 )
971-7513]{.underline}

Website/URL <http://www.sanjuan.edu/RioAmericano.cfm> E-mail
<rhollingsworth@sanjuan.edu>

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\* [Mr. Steven Enoch]{.underline}

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

District Name [San Juan Unified School District]{.underline} Tel. [(
916) 971-7104]{.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. Larry Miles]{.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 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 for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *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: [46]{.underline} Elementary
schools

[10]{.underline} Middle schools

[0]{.underline} Junior high schools

[9]{.underline} High schools

[14]{.underline} Other

[79]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6,879]{.underline}

Average State Per Pupil Expenditure: [\$6,882]{.underline}

**SCHOOL**

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

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

4\. [6]{.underline} Number of years the principal has been in her/his
position at this school.

[N/A]{.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**       249       190         439

  **2**                                                     **10**      249       211         460

  **3**                                                     **11**      233       213         446

  **4**                                                     **12**      206       218         424

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   1769
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [76]{.underline} % White

the students in the school: [5]{.underline} % Black or African American

[7]{.underline} % Hispanic or Latino

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

[1]{.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:
[13]{.underline} %

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      86
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      163
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    249
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 1841
                            the school as of October 1  

  **(5)**                   Total transferred students  0.1352
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           13
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [2]{.underline} %

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

Number of languages represented: [13]{.underline}

Specify languages:

Albanian Korean

Amharic Other Chinese

Arabic Punjabi

Cantonese Russian

Farsi Serbo-Croatian

German Spanish

Hindi

9\. Students eligible for free/reduced-priced meals: \_[8]{.underline} %

Total number students who qualify: [154]{.underline}

10\. Students receiving special education services: [07]{.underline} %

[136]{.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.

[2]{.underline} Autism [6]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [6]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [69]{.underline} Specific Learning
Disability

[3]{.underline} Emotional Disturbance [7]{.underline} Speech or Language
Impairment

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

> [30]{.underline} Mental Retardation [0]{.underline} Visual Impairment
> Including Blindness
>
> [0]{.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                          [3]{.underline}    [1]{.underline}

  Classroom Teachers                     [54]{.underline}   [10]{.underline}

  Special resource teacher/specialist    [7]{.underline}    [1]{.underline}

  Paraprofessionals                      [13]{.underline}   [0]{.underline}

  Support Staff                          [16]{.underline}   [1]{.underline}

  Total number                           [93]{.underline}   [13]{.underline}
  -------------------------------------- ------------------ ------------------

12. Average school student-"classroom teacher" ratio, that is, the
    number of students in the school divided by the FTE of classroom
    teachers: [28:1]{.underline}

13. Rio's drop-off rate was calculated by the number of entering
    students and the number of exiting from the same cohort. Those
    students were enrolled in alternative programs, such as charter
    schools, the district's independent study program, adult education,
    and/or continuation schools. The schools guidance counselors meet
    with students requesting referrals to alternative programs to best
    meet their academic needs.

> There are also several intervention policies in place involving the
> guidance counselor, vice principal and the on site student assistant
> program staff member. Those students with multiple days of truancy
> meet with the counselor after the first attendance letter has been
> sent. The vice principals follow up with disciplinary actions, such as
> a Saturday school assignment. Rio's on site student assistant program
> staff member offers six week cycles of a life skills class to aid in
> the students' academic success.

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

  Daily student attendance   95%         95%         95%         94%         94%

  Daily teacher attendance   95%         95%         94%         95%         95%

  Teacher turnover rate      11%         14%         9%          22%         13%

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

  Student drop-off rate      14%         13%         20%         11%         20%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

14. Show what the students who graduated in Spring 2005 are doing as of
    September 2005.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > [396]{.  |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > [51%]{.  |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > [43%]{.  |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > [0%]{.   |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Found employment                                        | > [3%]{.   |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Military service                                        | > [2%]{.   |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > [1%]{.   |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Unknown                                                 | > [0%]{.   |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| **Total**                                               | [100%]{.   |
|                                                         | underline} |
+---------------------------------------------------------+------------+

**PART III -- SUMMARY**

Rio Americano High School's mission is to educate young people in a
positive, safe environment; to encourage academic, social and cultural
growth and prepare the students to be responsible, confident, well
rounded citizens. In the 2003-04 school year parents, teachers, students
and administrators began to look at Academic Performance Index (API)
scores to strategize ways to get the students interested in their test
scores. The parents contributed with supporting the students by bringing
in nutritional snacks and incentives in order to keep them focused. When
the test scores came back in the fall of 2004 and they increased by 19
points, the school was ecstatic. Rio Americano scored the highest API in
the San Juan District and second in the county of Sacramento. What
encouraged the students to work so hard? Mr. Hollingsworth, Rio's
Principal, did commit to shaving his head in front of the entire student
body if the students could bring up their scores just 6 points. It was
the campus as a whole, teachers, parents, students, administration, and
classified who worked to have the students see just how important the
scores were for the reputation and pride of the school to be the best.
This determination and collaboration among parents, teachers, students
and administration demonstrates our commitment to our mission.

Rio Americano High School, one of nine comprehensive high schools in the
district, was built on the banks of the American River in the west end
of the San Juan Unified School District in 1963. Rio is located in a
suburban community, minutes from the state capitol in downtown
Sacramento, California. The majority of students reside in the
surrounding established neighborhoods. The campus spans 42 acres and
includes 74 classrooms, a Student Services Center, a newly remodeled 200
seat theater, a library/media center, 2 gymnasiums, a pool, a cafeteria,
4 baseball/softball fields, 1 football field, 6 tennis courts, a weight
room, and athletic trainer's room. From 2001 to 2003 Rio Americano
underwent modernization. Roofs were repaired, new heating and air
conditioning units were installed, and the interior and exterior were
painted. All classrooms have computers with Internet access,
televisions, and telephones. In 2004 Rio's landscaping committee added
cement patios, walkways, tables, and benches throughout the campus.

Rio's graduating rate of seniors is 99%. The San Juan Unified School
District's rate is 82%, making Rio Americano one of the top schools to
graduate seniors. The average GPA for ninth graders is 2.85, for tenth
2.91, for eleventh 2.96, and for twelfth 3.12 on a 4.0 scale. Rio met
95% school-wide participation rate and the school-wide growth rate.
Furthermore, 91% of sophomore students passed both parts of the
California High School Exit Exam (CAHSEE) in 2005.

The support services offered at Rio Americano High School help students
succeed. The Student Assistance Program offers education and support for
students who are dealing with social issues that interfere with
learning. Volunteers In College and Career Information (VICCI) is a
group of volunteers trained in providing information and guidance for a
successful exit from high school. All students are interviewed twice,
once in the fall of their sophomore year and again in the spring of
their junior year. A group of about 130 parents interview the students.
Parents also sponsor two college information nights and a college fair,
as well as workshops for students and parents regarding financial aid,
completing college applications, college testing procedures and general
college information. Guest speakers are also brought in during the
student lunch hour from various careers at the students' request.

The students at Rio Americano are the reason for the school's success.
Their hard work and determination in staying on top has made Rio one of
the best schools in the district. From their academics to their outside
contributions, the students are the trite of Rio. With 99% of the
students going on to a college and/or trade school, Rio has met its
mission statement: to educate young people in a positive, safe
environment.

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

1\. **Assessment Results**

As a whole the students of Rio Americano High School have consistently
scored well on the State's Standardized Testing and Reporting (or STAR)
battery of assessments in the area of English/Language Arts. These tests
are collectively known as the California Standards Tests, or CSTs. On
the 2005 administration CST in English/Language Arts, the percentages of
students scoring at the "proficient" or "advanced" levels in the ninth-,
tenth-, and eleventh-grades was 67%, 57%, and 58%, respectively.
Proficiency in language arts means that a student can decipher the
meanings of words based on their origins; comprehend the structure and
complexity of grade-level material (as defined by the State); and
analyze and reply to written material by means of constructing a
literary response to this grade-level material.

  For the various components that make up the State's language arts CST
(i.e., vocabulary, reading comprehension, literary analysis, and
writing) the percentages of students demonstrating grade-level
proficiency was 64% or higher for freshmen; 51% or higher for
sophomores, and 56% or higher for juniors (with the exception of 49%
proficiency rate for reading at that grade level). With the exception of
reading at the junior level, more than half of the students at each
grade level at Rio Americano High School demonstrated proficient or
advanced skills on every aspect of the State language arts assessments.
By contrast, statewide for ninth-, tenth-, and eleventh-grade students,
the proficiency rate in language arts for 2005 was 43%, 36%, and 36%,
respectively.

 The various subgroups represented at Rio Americano either did better or
worse on the English/Language Arts CST than the population as a whole.
Students who are English Language Learners (ELL) faired better than
average with a 62% proficiency rate, however, students receiving special
education services for learning difficulties, students of a low
socio-economic status, African-American and Hispanic students
demonstrated lower than average levels of proficiency, with proficiency
percentages ranging from 21% to 42%.\*

  Results for 2005 in the area of mathematics are more varied since
students take a wider variety of subjects at the high school level. In
the subject of general math (in which a CST assessment is required of
all ninth-grade students not enrolled in first-year algebra or
higher-level math course), 20% of the Rio Americano students tested
demonstrated proficient or advanced comprehension of the material. Low
SES and Hispanic students scored above that average (25% and 27%
proficiency rate), while African-American and students in special
education classes, did not demonstrate proficiency (Note: the sample
size for these two groups was 15 students and 20 students; such a small
sample size makes it difficult to ascertain areas for program
improvement). This compares to a state average of 14% for freshmen.
While these are low proficiency rates for both the general population
and specific sub-groups, the 2005 results continue a trend of
improvement over the last three years, with the proficiency rate in
general math going from 7% in 2003 to 20% in 2005, almost a 300%
improvement in student achieving mastery of the standards.

  Rio Americano students taking first-year algebra demonstrated 22%
proficiency in the subject, up from 19% in 2003. This level of
proficiency exceeds the state average of 19%. As is common among all
CSTs for the college-preparatory math classes offered at Rio Americano
and across the state, students in the lower grade levels performed
better than their upper classmates, with a 30% proficiency rate for
freshmen, compared to 14% for tenth-graders and 11% for
eleventh-graders. Among the sub-groups that took the Algebra 1 CST,
African American students performed the best with a 27% proficiency
rate, followed by Hispanic students at 19%, and low SES students at 8%.
All special education students that took the Algebra 1 CST demonstrated
a lack of proficiency (Note: no sub-group represented had a sample size
larger than 28 students, and the majority of the sub-groups had 21
students or less). As with general math, more Rio Americano students
demonstrated proficiency in 2005 than in previous years, a reflection of
the mathematics department's on-going effort to ensure that the students
are provided curriculum and assessments aligned with the state standards

  Proficiency levels on the CSTs for the upper level math courses are
far higher than for Algebra 1 and far exceed the state averages.
Primarily this is due to the fact that the majority of students enrolled
at the school enter taking either a geometry course or a higher level
math course a testimony to the high-achieving population that the school
draws on for most of its enrollment. Of the approximately 1400 freshmen,
sophomores and juniors enrolled at Rio Americano in 2005, nearly 800 of
them were enrolled in a math class at the geometry level or higher. The
percentages of students demonstrating proficiency on the 2005 CSTs in
geometry, algebra 2, and higher math (post algebra 2 classes), were 44%,
37% and 63%. The state averages for these tests were 26%, 26%, and 45%,
respectively. Sub-group data was only available for low SES and Hispanic
students in geometry and algebra 2. It showed proficiency levels of 33%
and 22% for each group, respectively, in geometry, and 27% and 25%,
respectively, in algebra 2.

Additional data regarding Rio Americano's performance on state
assessments is available at www.cde.ca.gov/ta. 

\* No data is available for subgroups with less than 10 students
enrolled at the school

2\. **Using Assessment Results**

Assessment is the cornerstone to judge effectiveness of the
instructional delivery at Rio Americano High. Student assessment data,
collected from teacher developed, local, state and national instruments,
is reviewed annually to assist in curricular decisions. CAHSEE and
Standardized Testing and Reporting (STAR) data are analyzed to assure
the requisite skills for success are imbedded in the related class
thereby verifying course of study is aligned with the State Board
Adopted standards. Furthermore, department representatives continue to
work together to ensure staff use of consistent exams and projects to
guarantee that a common means of demonstrating proficiency is
maintained. Validation of the articulations between standard, assessment
and instruction can be demonstrated in the most recent API score. Course
matrix also ensures teachers are aligning assessment with standards.

Rio Americano's mission statement works in tandem with that of the
district's three operational goals to (a) build a collaborative culture,
which focuses on student learning and evidence of student learning
results, (b)...implement consistent effective instructional practices to
support standards-based educational system and, (c) increase student
achievement for all students. Rio's expected school wide learning
results (ESLRs): Think, Learn, Communicate, Produce and Contribute
further define the common vision based on California content standards
identifying what students should know upon graduation. The ESLRs were
developed and shared by all stakeholders of the annual School
Improvement Plan (SIP) made up of parents, students, teachers, community
members, and administrators. The collaborative site council (comprised
of students, parents/community members, classified and certificated
staff, and administration) then makes all decisions, curricular, fiscal
or managerial, focusing on the school's mission and implementation of
California academic content standards. Stakeholders focus on the mission
and commitment to excellence for all students resulted in restoring Rio
Americano High School as the top high school in San Juan Unified School
District and 2^nd^ in Sacramento County in 2004 for API scores. As staff
and leadership team review student assessment data, the school's
improvement plan is modified to assure continual reform and
revitalization.

3.  **Communicating Assessment Results**

The district mails the result of the state standardized tests to each
family along with a detailed explanation of the results. During the
year, school staff is involved in reporting each student's assessment
results and progress toward achieving California content standards to
families. Each semester, students and families receive three, six-week
progress reports with the final report indicating the semester grade for
each course in which a student is enrolled. Reports for students who
receive D, F, or I in either or both of the first two reporting periods
are mailed home along with information about available support services.
Additionally, counselors schedule a solutions meeting, attended by
counselors, teachers, administrators, and parents to address barriers
preventing students from academic success.

Designing report cards that are aligned to California content standards
is limited, in part, by the demands of post-secondary institutions.
Given that the predominate number of Rio graduates (90-97%) attend a
post-secondary institution, a traditional report card remains in use to
satisfy the requirements for admission. All courses at Rio address State
Board Standards or Frameworks and are identified in the course syllabus;
a grade received in any given class is a reflection of the student's
success in mastering the standards.

The district publishes a brochure, "District Assessment of Academic
Standards," to inform its constituents of the district and school
standards and assessment procedures. Communicating the assessment
results are shared with Rio's families, students and community members
through publications (class syllabi/course of student, student /parent
handbook, PTSA newsletters, articles in local newspapers), forums (such
as Parent/Student Information Night, Freshman Orientation, parent
--teacher conferences, Back to School Night and Open House) and other
media (District and site web page, daily announcements, TV Rio
broadcast). The School Accountability Report Card, found at the school
and district web site, further shares the school's mission and the
progress made in the addressing State Board Adopted Standards.

4.  **Sharing Success**

Rio Americano has the opportunity to share its success in a variety of
ways. As one of nine comprehensive high schools in the San Juan Unified
School District, Rio participates in High School Council. At this
bi-monthly meeting, the principals of the each school collaborate with
other principals within the district. Providing a forum for principals
to share successes and challenges at each school site, the meetings
ensure that principals are able to stay current with best practices.
Principals discuss issues ranging from California High School Exit Exam,
student performance improvement, interventions for struggling students,
AVID recruitment, teacher evaluations and coaching, and other pertinent
information. In addition, Rio's PTSA created the VICCI (Volunteers in
College and Career Interests). Parents attend training to learn the most
updated information in regards to college and careers. VICCI puts on a
College Fair each year in October. Students, parents and counselors from
all over the community attend this fair and talk to colleges and trade
schools. Each year the College Fair has grown and over 100 colleges
attend. Rio is also able to share information about the AVID program
with the nearby middle schools. Every year high school AVID students
visit middle schools and discuss how to be successful in high school.
Eighth grade students have the chance to ask the high school students
specific questions. In addition, AVID teachers attend monthly workshops
at the County Office of Education and share best practices. Each month a
teacher from Rio shares curriculum with teachers from the rest of the
district. Rio has also had many other high schools and middle schools
come observe our AVID program. Each year Rio also has a School
Improvement workshop, and students, teachers, parents and administrators
are invited to share their ideas on how to improve Rio Americano.
Information gathered from this workshop is then shared with the
community and is used at Site Council to make funding decisions. Rio is
a leader in the community and takes pride in sharing our success.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum**

Requirements for graduation from Rio Americano High School include a
minimum of 220 units comprised of the courses noted in the chart below.
Starting with this year's class of 2006, all students must successfully
pass the California High School Exit Exam and complete a full year of
Algebra I. Further, students in grades 9, 10, and 11 are required to
attend six periods a day each semester. Students in grade 12 must enroll
in a minimum of five periods a day both fall and spring semester.

Minimum Graduation Requirements

+-----------------------------------+-----------------------------------+
| English                           | 40 units                          |
+-----------------------------------+-----------------------------------+
| Science                           | 10 units                          |
|                                   |                                   |
| Life Science                      | 10 units                          |
|                                   |                                   |
| Physical Science                  |                                   |
+-----------------------------------+-----------------------------------+
| Mathematics                       | 10 units                          |
+-----------------------------------+-----------------------------------+
| Higher Math                       | 10 units                          |
+-----------------------------------+-----------------------------------+
| Visual & Performing Arts          | 20 units                          |
+-----------------------------------+-----------------------------------+
| Economics                         | 5 units                           |
+-----------------------------------+-----------------------------------+
| Health and Safety                 | 2.5 units                         |
+-----------------------------------+-----------------------------------+
| Drivers Education                 | 2.5 units                         |
+-----------------------------------+-----------------------------------+
| Physical Education                | 20 units                          |
+-----------------------------------+-----------------------------------+
| Computer Competency               | Course completion or challenge    |
|                                   | test                              |
+-----------------------------------+-----------------------------------+
| Electives                         | Variable Units                    |
+-----------------------------------+-----------------------------------+
| Total                             | 220 Units                         |
+-----------------------------------+-----------------------------------+

All students are provided access to a comprehensive, standards-aligned
core curriculum and instruction through a master schedule designed to
serve all students. Each department offers various levels of each course
from which students can select. Opportunities to reach proficiency or
higher on all State Board Standards are represented in each level
assuring all students are provided with a variety of challenging
learning experiences that are age appropriate and reflect application of
skills and concepts. There are twelve Advanced Placement (AP) courses
and six Honors courses from which students interested in the advanced
challenges offered could select. Foreign Languages include various
levels of French and Spanish. All students are required to obtain at
least 20 units of Visual and Performing Arts: music, art, photography,
and ceramics, at various levels. Corrective reading and a two year
Algebra I program are offered for those students who are below grade
level and need more support than a traditional class setting. Students
from underrepresented populations or those facing academic challenges
can participate in AVID (Achievement Via Individual Determination) to
become more proficient note takers, better test takers, and focused
students AVID is a four-year college preparatory program.

Teachers use homework to reinforce what is learned in the classroom. In
general, students have a minimum of 10-15 hours of homework each week.
Students are also expected to acquire knowledge in class to enrich the
learning experiences during the formal instructional day. All programs
combine performance-based and standardized assessment that drives all
instruction. There is evidence that learning experiences ultimately lead
to student success on the CAHSEE and STAR is demonstrated through the
pass rates at Rio Americano. Of the current junior class 91% of the
students passed the CAHSEE both sections during their first sitting.

2.  **English**

The English department has designed standard aligned instructional
materials and standards based strategies for each grade level. At each
grade students have common assignments that address all state standards.
For reading comprehension, all students read ten main selections each
year including four core works, in addition to anthology assignments.
For vocabulary acquisition, students study prefixes, roots and suffixes
at each grade level in addition to the new vocabulary in the literature.
To address writing, all students study grammar usage, which is tested on
the STAR exam, and apply this knowledge to the ten or more polished
essays they write.

During senior year the English curriculum includes an academically
rigorous selection of works including Shakespeare's
[Hamlet]{.underline}, Sophocles' [Oedipus the King]{.underline}, and
Joseph Heller's [Catch22]{.underline}. Senior students write a variety
of analytical essays demonstrating both their mastery of informal
writing and reading comprehension.

Those students identified as at-risk or with special needs eligible for
Special Education Services immediately meet with a Case manager to
provide support during their enrollment at Rio. Students identified as
504, having an active IEP, or school based accommodations and resources
have access to and success in the regular core curriculum. Dependent on
the accommodations stipulated, many of our students are integrated into
regular curriculum classes. Teachers are included in the IEP process
annually to determine student success in the class. Teachers must meet
the goals of the IEP and modify their curriculum to support the needs of
the student.

Rio Americano English teachers are currently collaborating on the newly
adopted textbook purchased by the district. The newly adopted text lists
the California state standards clearly and where they are visible to the
student. Helpful to the teacher is the included teaching strategies to
differentiate the content suggested in the manual. The resource teacher
is also currently using the same textbook to challenge those below grade
level. The curriculum is rigorous but at a level suitable with a support
class.

3.  **Mathematics**

The math department has standards aligned textbooks at each class level
for the students. All classes at a level use the same textbook, so
students receive the same instruction throughout the department. They
also create their own assignments in line with the work in the textbook
and the standards for further practice and review for the students. The
department collaborates to make sure that they are using the most
effective teaching practices when teaching a concept that is especially
difficult for the students to grasp. They also collaborate when they are
having difficulty getting a concept across with others of the same level
to see how they may teach the concept differently. The department is
continually assessing themselves to see that they are meeting the
students' needs in all areas of the standards. Teachers within the
department also collaborate on the time spent on each concept and the
pacing for the courses so that the students are prepared to move onto
the next level.

Teachers in the department accommodate for those students who are
identified with 504 plans and IEPs. Teachers are very flexible in time
for tests and assignments. The math department also offers a pre-Algebra
course for those students who are not yet able to meet the Algebra
requirements and a 2-year Algebra I program. Students are placed
according to need in these programs. AVID tutors are also placed in the
lower-level math classes to offer extra help for those students. These
classes work to help those students who have been identified as at-risk
and offer them the extra support to be successful. Rio Americano also
offers a California High School Exit Exam math class that is open to all
students on campus.

State testing scores are reviewed with the department during
departmental collaboration time. The math department reviews data on
content clusters from state tests to see where the areas of need are.
They then work to revise curriculum and assessments that will help the
students better learn and understand the concepts.

4.  **Instructional Methods**

This school year thirteen Rio American teachers attended Sylvia Ybarra
DataWorks Educational research workshop. The workshop involved classroom
management and instructional strategies. Teachers, after attending,
implemented explicit direct instruction in the classroom. Improving how
students are taught has helped with student achievement. From the
essential classroom instruction skills acquired at the training,
teachers agreed grade level instruction was important. State test are
designed to assess grade level content. From these scores teachers have
the ability to review data and determine curriculum modifications.

Using results from standardized assessments, the math department revised
the sequences and pacing of instruction to guarantee critical
information was provided to students early enough to reach proficiency.
Daily assignment, practice and skill building exercise provide
opportunities for staff to gauge student progress on specific standards.
Moreover, teachers continually modify instruction to assure standards
are mastered.

AVID subject area teachers attend summer institute to learn new teaching
methods. The AVID program schedules participants in a class each year,
which is dedicated to providing academic support for those students to
achieve success in high school and beyond. AVID teachers provide
workshops to help students learn Cornell note taking and practice
effective homework habits. Critical thinking activities also take place
using the Socratic Seminar method with students.

Teachers also use in the classroom inquiry method, and critical thinking
strategies. The Socratic Seminar entails a set of questions based on
subject. The students are given rules in advance, and they write open
ended questions that can lead to a college type discussion. The class is
set into a circle or into an inner circle (those students answer the
questions) and an outer circle (they take notes). These strategies and
instructional methods encourage students to reflect and expand on ideas.
Teachers focus on engaging students.

5\. **Professional Development**

The focus of professional development this year at Rio Americano has
been classroom instruction, with a focus on lesson delivery, and student
engagement. Staff training has been provided in lesson calibration,
Explicit Direct Instruction, using technology in the classroom, and
Rigor and Inquiry Related to teaching and learning. Along with training,
teachers have been given time to work collaboratively in their
departments to implement what they learned.

The impact of the training has been quite visible as we have made
preliminary assessment through classroom observations and both formal
and informal conversations with teachers. We are finding students are
more engaged during instruction, and an increase in student performance
has been noted in several subject areas. As far as measurable data we
are expecting to see a substantial improvement in STAR testing in the
fall as result of our focus on instruction and student learning.

In addition the teacher evaluation instrument used in San Juan Unified
School District establishes individual professional development
goals/projects focus on the California Standards for the Teaching
Profession (CSTP) and means for evaluating student progress in meeting
standards. Over the year, teachers receive periodic feedback and support
on their progress from the assigned administrator and peers they select.
During the final conference, teachers interpret their findings, reflect
on the project's results and suggest steps for the future to continue
improving student learning.

New for the 2005-06 school year, Rio Americano has established a
Leadership Team, which is composed of six teachers and the Principal.
The Leadership Team is to work with the staff to focus on professional
development, student learning and collaboration time. Teachers have had
the opportunity to use this time to create common curriculum and
assessments. This has been a catalyst for improved instruction.

5.  **PART VII - ASSESSMENT RESULTS**

Rio Americano High School

Percent of Students At or Above Proficient for Tenth Grade
English-Language Arts CAHSEE Census Testing 2003, 2004 and 2005

Source: www.cde.ca.gov

+--------------------------------+----------+-------------+-----------+
| > **English-Language Arts**    | **200    | **          | **20      |
|                                | 4-2005** | 2003-2004** | 02-2003** |
+--------------------------------+----------+-------------+-----------+
| > Testing month                | Februa   | Feb         | Febru     |
|                                | ry/March | ruary/March | ary/March |
+--------------------------------+----------+-------------+-----------+
| > Total Score                  | Percent  | Percent At  | Percent   |
|                                | At or    | or Above    | At or     |
|                                | Above    | Proficient  | Above     |
|                                | Pr       |             | P         |
|                                | oficient |             | roficient |
+--------------------------------+----------+-------------+-----------+
| > **SCHOOL SCORES**            | 78%      | 76%         | 82%       |
+--------------------------------+----------+-------------+-----------+
| > Number of students tested    | 461      | 477         | 464       |
+--------------------------------+----------+-------------+-----------+
| > Percent of total students    | 99%      | 98%         | 97%       |
| > tested                       |          |             |           |
+--------------------------------+----------+-------------+-----------+
| > **SUBGROUP SCORES**          |          |             |           |
+--------------------------------+----------+-------------+-----------+
| > 1.African American           | 38%      | 31%         | N/A\*     |
+--------------------------------+----------+-------------+-----------+
| > Number of students tested    | 23       | 17          | 17        |
+--------------------------------+----------+-------------+-----------+
| > 2.Asian                      | 85%      | 81%         | 88%       |
+--------------------------------+----------+-------------+-----------+
| > Number of students tested    | 47       | 49          | 45        |
+--------------------------------+----------+-------------+-----------+
| > 3.Hispanic                   | 36%      | 51%         | 76%       |
+--------------------------------+----------+-------------+-----------+
| > Number of students tested    | 27       | 37          | 20        |
+--------------------------------+----------+-------------+-----------+
| > 4\. White                    | 82%      | 79%         | 82%       |
+--------------------------------+----------+-------------+-----------+
| > Number of students tested    | 350      | 362         | 367       |
+--------------------------------+----------+-------------+-----------+
| > 5\. Low socioeconomic        | 47%      | 32%         | 40%       |
+--------------------------------+----------+-------------+-----------+
| > Number of students tested    | 35       | 41          | 28        |
+--------------------------------+----------+-------------+-----------+
| > 6\. Students with            | 29%      | 24%         | 14%       |
| > disabilities                 |          |             |           |
+--------------------------------+----------+-------------+-----------+
| > Number of students tested    | 32       | 41          | 28        |
+--------------------------------+----------+-------------+-----------+

> \*N/A indicates that numbers of valid scores were too small for
> percent proficient calculation by federal standards

Percent of Students At or Above Proficient for Tenth Grade Mathematics
CAHSEE Census Testing 2003, 2004 and 2005

Source: www.cde.ca.gov

+---------------------------+-------------+-------------+-------------+
| > **Mathematics**         | **          | **          | **          |
|                           | 2004-2005** | 2003-2004** | 2002-2003** |
+---------------------------+-------------+-------------+-------------+
| > Testing month           | Feb         | Feb         | Feb         |
|                           | ruary/March | ruary/March | ruary/March |
+---------------------------+-------------+-------------+-------------+
| > Total Score             | Percent At  | Percent At  | Percent At  |
|                           | or Above    | or Above    | or Above    |
|                           | Proficient  | Proficient  | Proficient  |
+---------------------------+-------------+-------------+-------------+
| > **SCHOOL SCORES**       | 72%         | 71%         | 74%         |
+---------------------------+-------------+-------------+-------------+
| > Number of students      | 457         | 480         | 462         |
| > tested                  |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Percent of total        | 98%         | 99%         | 96%         |
| > students tested         |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > **SUBGROUP SCORES**     |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > 1.African American      | 35%         | 38%         | N/A\*       |
+---------------------------+-------------+-------------+-------------+
| > Number of students      | 23          | 17          | 16          |
| > tested                  |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > 2.Asian                 | 87%         | 81%         | 90%         |
+---------------------------+-------------+-------------+-------------+
| > Number of students      | 47          | 49          | 44          |
| > tested                  |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > 3.Hispanic              | 48%         | 53%         | 53%         |
+---------------------------+-------------+-------------+-------------+
| > Number of students      | 27          | 36          | 20          |
| > tested                  |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > 4\. White               | 74%         | 73%         | 74%         |
+---------------------------+-------------+-------------+-------------+
| > Number of students      | 348         | 366         | 367         |
| > tested                  |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > 5\. Low socioeconomic   | 52%         | 39%         | 35%         |
+---------------------------+-------------+-------------+-------------+
| > Number of students      | 34          | 41          | 28          |
| > tested                  |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > 6\. Students with       | 31%         | 26%         | 18%         |
| > disabilities            |             |             |             |
+---------------------------+-------------+-------------+-------------+
| > Number of students      | 29          | 41          | 28          |
| > tested                  |             |             |             |
+---------------------------+-------------+-------------+-------------+

\* N/A indicates that numbers of valid scores were too small for percent
proficient calculation by federal standards.