3100 South Ave Missoula, MT 59801 Phone: 406.728.2401 Web: www.mcpsmt.org
Principal: Natalie Jaeger
Big Sky High School
2014 BUILDING PROFILE
320 Building Profile: Big Sky High School
Address:
2014
3100 South Avenue West Missoula, Montana 59804 406.728.2401 Natalie Jaeger Matt Clausen Jennifer Courtney Wendy Gay 3 83 42
Phone: Principal: Assistant Principal: Assistant Principal: Administrative Asst: Total Administrative Staff: Total Certified Teaching Staff: Total Classified Support Staff:
At Big Sky High School each student has high expectations and maximizes his or her experience through involvement in academics, the arts, activities, wellness programs, and the community. Big Sky High School Goals: Create a positive school climate Promote interdisciplinary learning Explore careers and future opportunities Partner with parents and community Connect all students to Big Sky High School 1
320 Building Profile: Big Sky 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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320 Building Profile: Big Sky High School
ENROLLMENT DEMOGRAPHICS 2011-2012
Gender
Race/ Ethnicity
Male
49%
100 80 60 40 20 0
2012-2013
51%
3
6
Male
48%
52%
Female
89
2
0
0
4
2
1
0
100 80 60 40 20 0
4
0
% With IEP
2% % 504
3
2
16%
2% % 504
2
% Low Income
% With IEP
3%
8
47%
13% % With IEP
Female
84
% Low Income
11%
% Plan 504
51%
36%
% Low Income
% Special Education
6
Male
49%
Female
87
100 80 60 40 20 0
35%
% Low Income
2013-2014
% 504
2014
320 Building Profile: Big Sky High School
2011-2012
2012-2013
2%
Gifted Education
English Language Learners
2013-2014 2%
2% % COMPASS
% COMPASS
% COMPASS
1%
1%
1% % ELL
% ELL
4
% ELL
2014
320 Building Profile: Big Sky High School
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 22.5
21.6
20
23 20.5
18.1
22.5
22.4 19.9
20.1
19.8
10
0 English
Mathematics
Reading
5
Science
Composite
2014
320 Building Profile: Big Sky High School
GRADE DISTRIBUTION Grade 9, Semester 1 70%
2011-2012
2012-2013
2013-2014
60% 50%
45%
40%
33%
35%
30%
25%
27% 26% 20% 19%
20%
16% 8%
10%
11% 10%
7%
9% 9%
0% A
B
C
D
F
Grade 9, Semester 2 70%
2011-2012
2012-2013
2013-2014
60% 50% 42% 40%
34% 35%
30%
24% 25% 25%
20%
16%
18% 18% 9%
10%
11% 10%
10% 12% 12%
0% A
B
C
6
D
F
2014
320 Building Profile: Big Sky High School
Grade 10, Semester 1 2011-2012
70%
2012-2013
2013-2014
60% 50%
45% 40%
40%
35% 27% 24% 25%
30%
19%
20%
17% 13%
11%
10%
9% 9%
10%
8% 8%
0% A
B
C
D
F
Grade 10, Semester 2 70%
2011-2012
2012-2013
2013-2014
60% 50% 42% 40%
37%
30%
39%
24% 23% 25% 18%
20%
21% 15%
10%
12% 10% 9%
10% 11% 6%
0% A
B
C
7
D
F
2014
320 Building Profile: Big Sky High School
Grade 11, Semester 1 70%
2011-2012
2012-2013
2013-2014
60% 50%
49% 44%
47%
40% 26% 26% 27%
30% 20%
12%
15% 13%
10%
8% 7% 6%
5% 7% 7%
D
F
0% A
B
C
Grade 11, Semester 2 70%
2011-2012
2012-2013
2013-2014
60% 50%
49% 45% 45%
40% 30%
23% 21% 24%
20%
13% 14% 15%
10%
8% 10% 10%
11% 7%
6%
0% A
B
C
8
D
F
2014
320 Building Profile: Big Sky High School
Grade 12, Semester 1 70%
2011-2012
60%
2012-2013
2013-2014
56% 52% 48%
50% 40% 30%
25%
22% 23%
20%
12% 12% 14%
10%
9% 5% 4%
5% 6% 6%
0% A
B
C
D
F
Grade 12, Semester 2 70% 60% 50%
2011-2012 53%
2012-2013
2013-2014
50% 48%
40% 30% 22% 21% 21% 20%
13%
15% 15% 7% 9%
10%
12% 4% 4% 4%
0% A
B
C
9
D
F
2014
320 Building Profile: Big Sky High School
STUDENT ENGAGEMENT GRADUATION RATE 100% 80% 60%
89%
87%
88%
40% 20% 0%
2012
2013
2014
DROP OUT RATE 10.00% 8.00% 6.00% 4.00% 2.00%
1.90%
2.90%
2.44%
0.00% 2012
2013
2014
10
2014
320 Building Profile: Big Sky High School
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 93
Oct 90
Nov 88
Dec 90
Jan 90
Feb 88
Mar 87
Apr 88
May 87
Jun 90
Annual 89
2012-2013
92
90
87
87
89
85
84
88
86
92
88
2013-2014
92
93
92
92
92
91
91
93
91
94
92
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320 Building Profile: Big Sky High School
CHRONIC ABSENTEEISM Chronic absenteeism is the percent of total students absent more than 10% of instructional time during one semester.
2011-2012
2012-2013
21%
29%
2013-2014 25% % Chronic Absent
Gr 9
21%
28%
28% % Chronic Absent
Gr 10
23%
32%
27% % Chronic Absent
Gr 11
24%
32%
Gr 12
12
29%
% Chronic Absent
320 Building Profile: Big Sky 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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320 Building Profile: Big Sky High School
DEVELOPING STUDENTS’ SELF-WORTH 2011-2012 100 90 80 70 60 50 40 30 20 10 0
2012-2013
2013-2014
75.0 67.5
65.5 57.0
61.0 53.4
Gr 9
55.1
51.3
Gr 10
59.5 60.8
Gr 11
68.8 62.5
59.0
Gr 12
62.8 61.2
TOTAL AVG
ACTIVE ENGAGEMENT
100 90 80 70 60 50 40 30 20 10 0
2011-2012
2012-2013
44.8 48
49.0
2013-2014
56.6 49.3 47.8 48.5 40.0
Gr 9
Gr 10
41.5
Gr 11
14
54.3 55.5 44.5
Gr 12
43.5
48.5
52.15
TOTAL AVG
2014
320 Building Profile: Big Sky High School
SENSE OF PURPOSE 2011-2012 100 90 80 70 60 50 40 30 20 10 0
57.0 55.8
Gr 9
51.1
53.9 48.5 51.5
Gr 10
2012-2013
59.4 47.0
51.0
Gr 11
15
2013-2014
53.0 55.8 56
Gr 12
51.0 53.5
55.1
TOTAL AVG
Missoula County Public Schools 215 South Sixth Street West Missoula, Montana 59801 406.728.2400 www.mcpsmt.org