Big Sky High School 2013-2014 Building Profile

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

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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

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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

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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

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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

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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