901 South Sixth Missoula, MT 59801 Phone: 406.542.4073 Web: www.mcpsmt.org
Principal: Jane Bennett
Willard Alternative High School Program
2014 BUILDING PROFILE
Building Profile: Willard Alternative High School Program
Address:
2014
901 South Sixth Street West Missoula, Montana 59801 406.542.4073 Jane Bennett Leabeth Daviau 1 16 5
Phone: Principal: Administrative Asst: Total Administrative Staff: Total Certified Teaching Staff: Total Classified Support Staff:
Willard is a “school of choice” designed for students who want to earn a high school diploma and who want to participate in a rigorous and relevant educational experience preparing them for their adult roles and responsibilities in the 21st Century. What Willard offers all students: • Smaller student body (150 students) • Smaller student-to-teacher ratio • 5 period day (no study halls) • Shorter grading periods (6 weeks) • Shorter days (8:30a.m.-2:15p.m.) • Mentor teachers • More one-to-one help • Family atmosphere 1
Building Profile: Willard Alternative High School Program
2014
Table of Contents ENROLLMENT DEMOGRAPHICS ........................................................................................................ 3 STUDENT ACHIEVEMENT .................................................................................................................. 5 ACT ................................................................................................................................................ 5 GRADE DISTRIBUTION................................................................................................................ 6 STUDENT ENGAGEMENT ................................................................................................................ 14 AVERAGE DAILY ATTENDANCE .................................................................................................... 14 CHRONIC ABSENTEEISM.............................................................................................................. 15 SCHOOL ENVIRONMENT ................................................................................................................. 16 DEVELOPING STUDENT’S SELF-WORTH ...................................................................................... 17 ACTIVE ENGAGEMENT ................................................................................................................ 17 SENSE OF PURPOSE ..................................................................................................................... 18
2
Building Profile: Willard Alternative High School Program
2014
ENROLLMENT DEMOGRAPHICS 2011-2012
Gender
Race/ Ethnicity
Male
45%
100 80 60 40 20 0
2012-2013
55%
8
3
% Low Income
Male
48%
52%
Female
86
0
2
1
52%
53%
% Low Income
% Low Income
% With IEP
52%
48%
Female
100 78.5 80 60 40 14.2 3.8 20 0.4 2.3 0.8 0
% Low Income
6% % With IEP
% With IEP
8%
7% % 504
% 504
3
Male
70%
11%
8%
% Plan 504
Female
100 82.4 80 60 40 12.8 2 20 0 1.4 1.4 0
14%
% Special Education
2013-2014
% 504
Building Profile: Willard Alternative High School Program 2011-2012
2012-2013
2014 2013-2014 2%
1% 4%
Gifted Education
% COMPASS
% COMPASS
3%
6%
English Language Learners
0%
% ELL
% ELL
4
% COMPASS
% ELL
Building Profile: Willard Alternative High School Program
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 30
2013-2014
25 20
20 14.6
17.2
16 14
19 16 15.7
16
10
0 English
Mathematics
Reading
5
Science
Composite
Building Profile: Willard Alternative High School Program
2014
GRADE DISTRIBUTION Grade 9, First Six Week Term 2011-2012
70% 60%
2013-2014
48%
50%
39%
40% 30%
2012-2013
32% 26%
26%
22%
20%
27%
26% 13% 12%
10%
17% 4% 7%
0%
0%
0% A
B
C
I
NG
Grade 9, Second Six Week Term 70%
2011-2012
2012-2013
2013-2014
60% 50%
39%
40% 30% 20%
32%
26% 29%
23%
22% 19%
26% 6%
10%
0%
0%
0% A
B
C
I
NG
Grade 9, Third Six Week Term 2011-2012
70%
2012-2013
2013-2014
60% 50% 40% 30%
38%
36% 29% 23% 26%
28%
34% 33% 23%
20%
9% 11%
9%
10%
0% 0%
0%
0% A
B
C
6
I
NG
Building Profile: Willard Alternative High School Program
2014
Grade 9, Fourth Sixth Week Term 70%
2011-2012
2012-2013
2013-2014
60% 50% 40%
30%
30%
30% 20%
42%
39% 27%
27%
26%
20% 14%
14%
10%
10%
11% 5% 6% 0%
0% A
B
C
I
NG
Grade 9, Fifth Sixth Week Term 70%
2011-2012
2012-2013
2013-2014
60% 43%
50% 35% 37%
40% 30%
29% 20%
39% 31% 24%
17%
20%
13%
10%
2% 5% 0%
5%
I
NG
0%
0% A
B
C
Grade 9, Sixth Six Week Term 2011-2012
70%
2012-2013
2013-2014
60% 45%
50% 35% 34%
40% 25%
30% 20%
23%
20% 20%
16%
15%
39%
7% 4%
10%
18%
0%
0%
0% A
B
C
7
I
NG
Building Profile: Willard Alternative High School Program
2014
Grade 10, First Six Week Term 70% 60%
2011-2012
58%
2012-2013
2013-2014
50% 40%
34% 37%
32% 31%
32% 26%
25%
30%
16%
20%
2% 4% 0%
10%
0%
4%
0%
0% A
B
C
I
NG
Grade 10, Second Six Week Term 2011-2012
70%
2012-2013
2013-2014
60% 50%
46%
40%
42% 27% 29%
30%
32% 34%
29% 19% 22%
20%
14%
10%
2% 3% 0%
1%
0%
0% A
B
C
I
NG
Grade 10, Third Six Week Term 2011-2012
70%
2012-2013
2013-2014
60% 46%
50% 40%
34%
33%
38%
37% 30%
30%
28%
23% 17%
20% 10%
2% 2% 0%
5% 6%
0% A
B
C
8
I
NG
0%
Building Profile: Willard Alternative High School Program
2014
Grade 10, Fourth Six Week Term 2011-2012
70%
2012-2013
2013-2014
60% 45%
50% 40% 30%
28% 31%
32%
35%
32%
34%
29% 16%
20%
4% 2% 0%
10%
8% 5%
0%
0% A
B
C
I
NG
Grade 10, Fifth Six Week Term 2011-2012
70%
2012-2013
2013-2014
60% 50% 40%
34%
30%
30%
31%
36% 39% 28%
21%
32% 24% 18%
20% 10%
1% 2% 0%
6% 0%
0% A
B
C
I
NG
Grade 10, Sixth Six Week Term 70%
2011-2012
2012-2013
2013-2014
60% 50% 40% 30%
37%
32%
30%
43% 33%
30%
23% 24%
20%
17%
20% 10%
1% 3% 0%
8% 0%
0% A
B
C
9
I
NG
Building Profile: Willard Alternative High School Program
2014
Grade 11, First Six Week Term 70%
2011-2012
2012-2013
2013-2014
60% 50% 40% 30%
44%
40%
36% 29%
32% 33%
28% 20%
18%
20% 10%
3% 3% 0%
5% 7%
0%
0% A
B
C
I
NG
Grade 11, Second Six Week Term 70%
2011-2012
2012-2013
2013-2014
60% 50% 40% 30%
32%
32%
36%
41% 30%
34% 35%
22% 24%
20% 10%
3% 3% 0%
3% 5% 0%
I
NG
0% A
B
C
Grade 11, Third Six Week Term 70%
2011-2012
2012-2013
29% 31%
26%
2013-2014
60% 50% 40%
30% 32%
30%
35%
33%
30%
34%
20% 3% 4% 0%
10%
9%
5%
0% A
B
C
10
I
NG
0%
Building Profile: Willard Alternative High School Program
2014
Grade 11, Fourth Six Week Term 2011-2012
70%
2012-2013
2013-2014
60% 45%
50% 40% 30%
30% 29%
30%
35% 34% 28% 28%
20%
20%
9%
10%
3% 3% 0%
5%
I
NG
0%
0% A
B
C
Grade 11, Fifth Six Week Term 2011-2012
70%
2012-2013
2013-2014
60% 50% 40% 30%
41% 31% 28%
35%
40%
37% 25%
23%
18%
20%
8% 11%
10%
2% 1% 0%
0%
0% A
B
C
I
NG
Grade 11, Sixth Six Week Term 2011-2012
70%
2012-2013
2013-2014
60% 45%
50% 40% 30%
37%
33% 26% 27%
29%
27% 28% 20%
16%
20%
10%
10%
1% 2% 0%
0%
0% A
B
C
11
I
NG
Building Profile: Willard Alternative High School Program
2014
Grade 12, First Six Week Term 2011-2012
70%
2012-2013
2013-2014
60% 50%
45% 43% 36%
40%
35%
31%
35%
30%
18%
20%
23%
28%
10%
1% 1% 0%
1% 2% 0%
I
NG
0% A
B
C
Grade 12, Second Six Week Term 2011-2012
70%
2012-2013
2013-2014
60% 50% 40%
36%
46%
42%
41%
33%
30%
32%
22%
20% 20%
20% 10%
0% 1% 0%
2% 5% 0%
I
NG
0% A
B
C
Grade 12, Third Chart Title 2011-2012
70%
2012-2013
2013-2014
60% 45%
50% 40%
36% 29%
30%
34%
40% 31%
29% 22% 23%
20% 10%
1% 0% 1%
6% 4%
0% A
B
C
12
I
NG
0%
Building Profile: Willard Alternative High School Program
2014
Grade 12, Fourth Six Week Term 2011-2012
70% 60%
2013-2014
49%
50% 40%
2012-2013 41%
35%
34%
31%
34% 28%
23%
30%
18%
20% 10%
0% 0% 1%
3% 2% 0%
I
NG
0% A
B
C
Grade 12, Fifth Six Week Term 70%
2011-2012
2012-2013
2013-2014
60% 50% 40%
40%
36% 39%
37%
34%
31%
29%
21% 24%
30% 20% 10%
1% 1% 0%
1%
6% 0%
0% A
B
C
I
NG
Grade 12, Sixth Six Week Term 70%
2011-2012
60% 50%
43%
2012-2013
2013-2014
48% 39%
40% 26%
30%
35%
32% 23%
24% 22%
20% 10%
0% 1% 0%
6% 0%
0%
0% A
B
C
13
I
NG
Building Profile: Willard Alternative High School Program
2014
STUDENT ENGAGEMENT 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 75 70 65 Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun
Annual
2011-2012
Sept 80
Oct 76
Nov 78
Dec 75
Jan 77
Feb 76
Mar 75
Apr 72
May 66
Jun 69
Annual 74
2012-2013
90
83
88
85
83
88
86
84
88
87
86
2013-2014
92
83
84
87
84
83
88
88
84
84
86
14
Building Profile: Willard Alternative High School Program
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
2013-2014 21%
Gr 9
Gr 10
Gr 11
Gr 12
64%
% Chronic Absent
65%
41%
46% 68%
49%
48%
49%
47%
% Chronic Absent
% Chronic Absent
43% % Chronic Absent
64%
15
Building Profile: Willard Alternative High School Program
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.
16
Building Profile: Willard Alternative High School Program
2014
DEVELOPING STUDENT’S SELF-WORTH 2011-2012
2012-2013
2013-2014
100 100 80
91
85
79.8
75
65.8
65
89.5
88.3
83.3
79.6
75 66.5
63.5
65
60 40 20 0 Gr 9
Gr 10
Gr 11
Gr 12
TOTAL AVG
ACTIVE ENGAGEMENT 2011-2012 100
85.5 66.5 51.5
2013-2014
80
75
80 60
2012-2013
54
79
46.3
64.6
64.2
61.3
58
77
47.3
50
40 20 0 Gr 9
Gr 10
Gr 11
17
Gr 12
TOTAL AVG
Building Profile: Willard Alternative High School Program
2014
SENSE OF PURPOSE 2011-2012 100
2012-2013
2013-2014
77.8
80.5
87.5 73.3
70
80 56.5 60
54
75.5
69.1
63.0
60.5 52.3
47.8
49.5
52
40 20 0 Gr 9
Gr 10
Gr 11
18
Gr 12
TOTAL AVG
Missoula County Public Schools 215 South Sixth Street West Missoula, Montana 59801 406.728.2400 www.mcpsmt.org