• Attendance Rates 
• Maryland Comprehensive Assessment Program (MCAP)- Mathematics Scores
• Maryland Comprehensive Assessment Program (MCAP)- English Scores

Key Challenge #2:  MCAP Math & English Scores

Although South River’s average scores are higher than many other schools, we strive for high performance from all students.  Our gaps include student groups like other schools:  African American students, English Language Learners (ELLs), students receiving Free and Reduced Meals (FARMS), and students receiving Special Education services - whose scores fall below the average of all students.  Of these groups, and students in general, South River will focus on students scoring below a 4 or 5 on the English 10 and Algebra I MCAP assessments.  

The data shows the 2017-2018 performance rates and desired 5% improvement for 2018-2019 for our lowest performing student groups: African American English 10 from 52% to 57% and Algebra I from 52% to 57%; ELL English 10 from 13% to 18% and Algebra I from 28% to 33%; FARMS English 10 from 48% to 53% and Algebra I from 58% to 63%; Special Education English 10 from 29% to 34% and Algebra I from 32% to 37%.

To address this challenge, teachers of tested content consistently infuse instructional practice and strategies to support student acquisition of the assessed standards. Increasing the use of formative assessment, and using data sourced through Performance Matters, teachers tailor lessons to address student learning gaps. In order to increase the percentage of students meeting or exceeding standardized English and mathematics expectations, South River increased collaborative planning time to weekly from bi-weekly meetings. Examining class data to determine areas of need and providing continuous training on Performance Matters, teachers have become more proficient tracking student progress. With this curated knowledge, teachers more effectively differentiate instruction to meet specific student needs. To further support student progress, students are encouraged and invited to attend tutorial sessions during NEST with teachers or National Honor Society students.  A designated writing and math lab was created by teachers to provide students with focused help. Additionally, teachers make themselves available for students to schedule before and after school time for help. For those students who have struggled to engage academically and socially in school, mentoring programs are in place meeting weekly with the pupil personnel worker, school psychologist, and school counselors with targeted interventions. [Indicator 7]

 Key Challenge #3:  Attendance Rate

Attendance is key to both grades earned and scores achieved on standardized assessments. Each absence contributes to greater challenges students face in meeting those successes.  Students may be absent for a number of reasons:  personal illness, working to support their families, emotional responses to traumatic experiences, or struggling with learning so they avoid school. We must ascertain the reason a student is absent from school in order to best support that student and encourage the parents to help their child view attendance as a high priority. 

South River High School’s attendance rate increased almost a full percentage point from the 2016-2017 school year to the 2017-2018 school year (93.7% to 94.4%).  We continue to focus on increased parent support and student commitment to attend school regularly.  A major school goal has been to build positive relationships, to get students involved in extra-curricular and co-curricular activities, and to take advantage of the tutorials and mentoring programs that can assist students with facing and overcoming their challenges/fears of attending school and lead to increased academic performance.

Over the past two years, South River has experienced a significant increase in the number of English Language Learners (ELLs), a trend that will continue as this population grows in the county. Our data reflects the need to improve the daily attendance for this group, as well as increasing proficiency in their academic performance. Many of these students work, and some have come from countries where they have had little to almost no schooling until coming to the United States.  These dynamics make this group especially needy of this focus.

 Students tend to come to school for things of interest to them.  South River is working diligently to create and maintain interesting activities and interactive classes.  Student-led activities provide a sense of responsibility and accountability.  As more students gain interest and aengage in available activities, attendance will increase. Because we value our students and their success, South River staff have initiated programs to celebrate good attendance. The pupil personnel worker, school psychologist, and school counselors have established specific mentoring opportunities, along with the school’s leadership team collaborating to identify what would entice students to be in school.  [Indicators 7, 10]

• Limited English proficiency for students and/or families

• Under performing student groups on high assessment indicators
• Significant changes over time in student/community demographics
• Decline in overall attendance rates in all grade levels.

Key Challenge #1:  Relationships

It is imperative for South River High School to examine and discover what motivates students to have a sense of belonging.  The results of a recent climate survey taken by the student body indicate that only 81% of the students reported feeling like they belong and that they are cared for by staff. 

As a result, students and staff are striving to build positive relationships among all members of our school community. We believe when students are involved in activities other than academics--clubs and organizations, athletics, theater, or music--they develop a greater connection to the school and feel valued as part of our South River school community.  The hope is that the students and staff will build positive relationships while working together during tutorials, mentorship programs, and study groups along with participating in classes and the many activities available for students.  [Indicators 2, 7]