900 South Higgins Missoula, MT 59801 Phone: 406.728.2402
Web: www.mcpsmt.org
Principal: Lisa Hendrix
Hellgate High School
2014 BUILDING PROFILE
Building Profile: Hellgate High School
Address:
2014
900 South Higgins Missoula, Montana 59801 406.728.2402 Lisa Hendrix Lynn Farmer Libby Oliver Mary Kaplan 3 84 36
Phone: Principal: Assistant Principal: Assistant Principal: Administrative Asst: Total Administrative Staff: Total Certified Teaching Staff: Total Classified Support Staff:
Hellgate High School in Missoula County Public Schools is located close to The University of Montana and is widely recognized for diversity and tolerance among the student body. Hellgate provides an ideal balance of academic rigor, opportunities for exploration, and extra-curricular programs to support our goal of graduating responsible, civic-minded leaders of the future.
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Building Profile: Hellgate High School
2014
Table of Contents ENROLLMENT DEMOGRAPHICS ........................................................................................................ 3 STUDENT ACHIEVEMENT .................................................................................................................. 5 ACT ................................................................................................................................................ 5 GRADE DISTRIBUTION................................................................................................................ 6 STUDENT ENGAGEMENT ................................................................................................................ 10 GRADUATION RATE ..................................................................................................................... 10 DROP OUT RATE .......................................................................................................................... 10 AVERAGE DAILY ATTENDANCE .................................................................................................... 11 CHRONIC ABSENTEEISM.............................................................................................................. 12 SCHOOL ENVIRONMENT ................................................................................................................. 13 DEVELOPING STUDENTS’ SELF-WORTH ...................................................................................... 14 ACTIVE ENGAGEMENT ................................................................................................................ 14 SENSE OF PURPOSE ..................................................................................................................... 15
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Building Profile: Hellgate High School
2014
ENROLLMENT DEMOGRAPHICS 2011-2012
Gender
Race/ Ethnicity
2012-2013
Male 49%
51%
100 80 60 40 20 0
Female
90
4
2
1
2
0
50%
50%
100 80 60 40 20 0
Male
Male
Female
90
5
2
1
1
1
49%
51%
100 80 60 40 20 0
Female
88
3
5
1
2
0
25%
31%
44%
% Low Income
% Special Education
% Low Income
% Low Income
% Low Income
10%
11% % With IEP
10%
% With IEP
% 504
% 504
3
% With IEP
7%
4%
3%
% Plan 504
2013-2014
% 504
Building Profile: Hellgate High School 2011-2012
2012-2013
English Language Learners
2013-2014
9%
9%
Gifted Education
2014
9% % COMPASS
% COMPASS
1%
1%
1% % ELL
% ELL
4
% COMPASS
% ELL
Building Profile: Hellgate High School
2014
STUDENT ACHIEVEMENT ACT The ACT, a curriculum-based achievement exam, is used to assess what students have learned throughout their academic career and is not based on the student’s aptitude for learning. Based on the ACT College Readiness Standards, ACT results provide a means to measure what students need to know to be prepared for the transition to higher learning. Thanks to a partnership between the Office of Public Instruction (OPI) and the Office of the Commissioner of Higher Education’s (OCHE’s) Montana GEAR UP, a grant was secured to provide ACT testing at no cost to all Montana public high school juniors for four years beginning in April of 2012. Offering the ACT to high school juniors provides an early readiness assessment, giving students an opportunity to adjust their coursework to be ready for the next step…..admission into college. The ACT consists of tests in educational development in English, mathematics, reading, and science and results are converted to “scale scores”. The Composite score and each test score (English, Mathematics, Reading, Science) range from 1 (low) to 36 (high). (There is no direct, arithmetic relationship between subscores and test scores – test subscores do not add up to the test score.)
2012-2013
2013-2014
30 22.7
23.8 20.7
22.3
24.1
22.7
23
21.9
23.5
22
20
10
0 English
Mathematics
Reading
5
Science
Composite
Building Profile: Hellgate High School
2014
GRADE DISTRIBUTION Grade 9, Semester 1 70%
2011-2012
2012-2013
2013-2014
60% 50%
46% 45%
43%
40% 28% 28% 26%
30%
17%
20%
13% 14%
10%
6% 7% 7%
6% 6% 6%
D
F
0% A
B
C
Grade 9, Semester 2 70%
2011-2012
2012-2013
2013-2014
60% 50%
47%
45% 44%
40% 26% 26% 27%
30%
17% 15% 16%
20% 10%
7% 7% 7%
5% 6% 5%
D
F
0% A
B
C
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Building Profile: Hellgate High School
2014
Grade 10, Semester 1 70%
2011-2012
2012-2013
2013-2014
60% 50% 40%
38%
43% 41% 29% 28% 28%
30%
17% 16% 17%
20%
9% 8% 8%
10%
7%
5% 5%
0% A
B
C
D
F
Grade 10, Semester 2 70%
2011-2012
2012-2013
2013-2014
60% 50%
43% 41% 42%
40% 27% 27% 26%
30% 20%
16% 15% 15% 8% 9% 8%
10%
9%
6% 7%
0% A
B
C
7
D
F
Building Profile: Hellgate High School
2014
Grade 11, Semester 1 70%
2011-2012
2012-2013
2013-2014
60% 50% 40%
43% 42% 36% 30%
30%
27%
30% 18% 17%
20%
14% 9% 8% 8%
10%
6% 5% 6%
0% A
B
C
D
F
Grade 11, Semester 2 70%
2011-2012
2012-2013
2013-2014
60% 50%
44% 42% 43%
40% 27% 26% 27%
30%
17% 16% 16%
20%
7%
10%
9% 7%
7% 6% 6%
0% A
B
C
8
D
F
Building Profile: Hellgate High School
2014
Grade 12, Semester 1 70%
2011-2012
2012-2013
2013-2014
60% 50%
43%
45% 40%
40% 31% 30%
29% 28% 16% 17% 17%
20%
6% 6% 7%
10%
8% 4%
3%
0% A
B
C
D
F
Grade 12, Semester 2 2011-2012
70%
2012-2013
2013-2014
60% 50%
43%
42% 40%
38% 30%
30%
27% 26% 17%
20%
20% 20% 7%
10%
10%
8%
4% 5% 3%
0% A
B
C
9
D
F
Building Profile: Hellgate High School
2014
STUDENT ENGAGEMENT GRADUATION RATE 100.0% 80.0% 60.0% 89%
87%
84%
40.0% 20.0% 0.0% 2011-2012
2012-2013
2013-2014
DROP OUT RATE 10.00% 8.00% 6.00% 4.00% 2.00%
3.70%
3.80% 2.4%
0.00% 2011-2012
2012-2013
2013-2014
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Building Profile: Hellgate High School
2014
AVERAGE DAILY ATTENDANCE Average Daily Attendance is the average percentage of total students in attendance each day during one month and throughout the year.
2011-2012
2012-2013
2013-2014
100 95 90 85 80 Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun
Annual
2011-2012
Sept 89
Oct 86
Nov 86
Dec 86
Jan 89
Feb 82
Mar 83
Apr 84
May 82
Jun 90
Annual 86
2012-2013
88
86
87
84
87
82
82
84
83
92
86
2013-2014
94
92
91
91
92
89
89
91
90
94
91
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Building Profile: Hellgate High School
2014
CHRONIC ABSENTEEISM Chronic absenteeism is the percent of total students absent more than 10% of instructional time during one semester.
2012-2013
2011-2012
23%
21%
19%
Gr 9
2013-2014 % Chronic Absent
79%
81%
27%
25%
26%
Gr 10
77%
% Chronic Absent 73%
75% 74%
Gr 11
% Chronic Absent
71%
65%
75%
Gr 12
35%
29%
25%
48%
40%
28%
52% 60% 72%
12
% Chronic Absent
Building Profile: Hellgate High School
2014
SCHOOL ENVIRONMENT School environment data that follows is taken from student responses on the MyVoices Survey. This survey provides school-level data about the school environment through the eyes of students. Data is disaggregated and analyzed to demonstrate students’ sense of self-worth, active engagement in school, and educational purpose. The Quaglia Institute for Student Aspirations (QISA) believes that for students to have high aspirations, they must believe in themselves, be actively engaged in their learning, and see the connection between what they learn today and who they want to become tomorrow. QISA believes that for students to have high aspirations, three Guiding Principles must be present: Self-Worth, Active Engagement, and Purpose. These Guiding Principles direct the development of educational experiences, from the individual classroom to the entire school building. Students who have aspirations believe in themselves, are meaningfully engaged in their learning and the life of the school, and work with intention toward their goals.
Developing Students’ Self-Worth Belonging, Heroes, and Sense of Accomplishment Self-Worth begins when students experience a sense of Belonging: They feel like they are part of the school community while being recognized and appreciated for their uniqueness. Students also experience Self-Worth when someone in their lives believes in them. They need Heroes: people they can look up to, respect, and learn from. To develop Self-Worth, students also need a Sense of Accomplishment. They must be recognized as much for their effort, perseverance, and citizenship as they are for high grades and good test scores. As students build Self-Worth, they are more likely to persevere through difficult tasks and be inspired to take the steps needed to reach their goals.
Fostering Students’ Active Engagement in Learning Fun & Excitement, Curiosity & Creativity, and Spirit of Adventure Active Engagement means that students are emotionally, intellectually, and behaviorally engaged in their learning. Emotionally engaged students experience Fun & Excitement by becoming so involved that they almost lose track of time. At the end of the lesson, they wonder, “Where did that time go?” Intellectually engaged students are not afraid to ask “Why?” or “Why not?” about the world around them. Curiosity & Creativity are alive in the way they learn, fostering inquisitiveness and a desire to satisfy their minds with new discoveries. Behaviorally engaged students have a Spirit of Adventure. They are not afraid to try new things, or to take on healthy challenges, regardless of whether they might succeed or fail. With Active Engagement, learning becomes important in and of itself.
Encouraging a Sense of Purpose Leadership & Responsibility and Confidence to Take Action Schools must challenge students to think about their Purpose—who they want to become as well as what they want to be. To reach this goal, students need to explore what it means to have, and create, a successful and rewarding life. Purpose is about being responsible, accountable, and confident. To develop Purpose, students need the opportunity to assume Leadership & Responsibility in their lives. They must learn to make decisions and understand the consequences of their choices. When students have Purpose, they have the Confidence to Take Action toward a meaningful, productive, and rewarding future. They believe in themselves and are motivated to reach their dreams. Taken from The Aspirations Framework, Quaglia Institute for Student Aspirations, 2011.
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Building Profile: Hellgate High School
2014
DEVELOPING STUDENTS’ SELF-WORTH 2011-2012
2012-2013
2013-2014
100 80
65.0 66.3 63.5
65.8 63.0
59.4
63.5
69.0
64.4
66.5
60.0 63.0
65 65.0 62.6
60 40 20 0 Gr 9
Gr 10
Gr 11
Gr 12
TOTAL AVG
ACTIVE ENGAGEMENT 2011-2012
2012-2013
2013-2014
100 80 60
51.5
57.5 54.9
54.0 52.0 57.2
46.3
52.8 49.6
47.3
44.0
49.3
50.3 52.5 52.8
40 20 0 Gr 9
Gr 10
Gr 11
14
Gr 12
TOTAL AVG
Building Profile: Hellgate High School
2014
SENSE OF PURPOSE 2011-2012
2012-2013
2013-2014
100 80 59.1 56.5 58.5
60
56.3
54.0 54.5 55.2 47.8
51.2
49.5 48.5 48.8
52.0 55.3 53.6
40 20 0 Gr 9
Gr 10
Gr 11
15
Gr 12
TOTAL AVG
Missoula County Public Schools 215 South Sixth Street West Missoula, Montana 59801 406.728.2400 www.mcpsmt.org