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

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Building Profile: Big Sky High School 2014

Address: 3100 South Avenue West

Missoula, Montana 59804

Phone: 406.728.2401

Principal: Natalie Jaeger

Assistant Principal: Matt Clausen

Assistant Principal: Jennifer Courtney

Administrative Asst: Wendy Gay

Total Administrative Staff: 3

Total Certified Teaching Staff: 83

Total Classified Support Staff: 42

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

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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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ENROLLMENT DEMOGRAPHICS 2011-2012 2012-2013 2013-2014

Gender

Race/

Ethnicity

% Low

Income

% Special

Education

% Plan

504

51%49%Male

Female52%48%

Male

Female51%49%

Male

Female

89

3 6 2 0 00

20406080

100 87

4 6 2 1 00

20406080

100 84

4 8 2 2 00

20406080

100

35%

% Low Income

36%

% Low Income

47%

% Low Income

11%

% With

IEP

13%

% With

IEP

16%

% With

IEP

3%

% 504

2%

% 504

2%

% 504

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2011-2012 2012-2013 2013-2014

Gifted

Education

English

Language

Learners

2%

% COMPASS

2%

% COMPASS

2%

% COMPASS

1%

% ELL

1%

% ELL

1%

% ELL

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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.)

0

10

20

30

English Mathematics Reading Science Composite

21.6 22.5 23 22.4 22.5

18.120.5 19.9 20.1 19.8

2012-2013 2013-2014

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GRADE DISTRIBUTION

45%

25%

16%

8% 7%

33%

27%

20%

11%9%

35%

26%

19%

10% 9%

0%

10%

20%

30%

40%

50%

60%

70%

A B C D F

Grade 9, Semester 12011-2012 2012-2013 2013-2014

42%

24%

16%

9% 10%

34%

25%

18%

11% 12%

35%

25%

18%

10%12%

0%

10%

20%

30%

40%

50%

60%

70%

A B C D F

Grade 9, Semester 22011-2012 2012-2013 2013-2014

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35%

24%

19%

11% 10%

45%

25%

13%9% 8%

40%

27%

17%

9% 8%

0%

10%

20%

30%

40%

50%

60%

70%

A B C D F

Grade 10, Semester 12011-2012 2012-2013 2013-2014

37%

24%

18%

12%10%

42%

23%

15%

10% 11%

39%

25%21%

9%6%

0%

10%

20%

30%

40%

50%

60%

70%

A B C D F

Grade 10, Semester 2

2011-2012 2012-2013 2013-2014

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49%

26%

12%8%

5%

44%

26%

15%

7% 7%

47%

27%

13%

6% 7%

0%

10%

20%

30%

40%

50%

60%

70%

A B C D F


2011-2012 2012-2013 2013-2014

49%

23%

13%

8% 7%

45%

21%

14%10% 11%

45%

24%

15%

10%6%

0%

10%

20%

30%

40%

50%

60%

70%

A B C D F

Grade 11, Semester 22011-2012 2012-2013 2013-2014

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52%

25%

12%

5% 5%

56%

22%

12%

4%6%

48%

23%

14%

9%6%

0%

10%

20%

30%

40%

50%

60%

70%

A B C D F


2011-2012 2012-2013 2013-2014

53%

22%

13%

7%4%

50%

21%

15%

9%

4%

48%

21%

15%12%

4%

0%

10%

20%

30%

40%

50%

60%

70%

A B C D F


2011-2012 2012-2013 2013-2014

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STUDENT ENGAGEMENT

GRADUATION RATE

DROP OUT RATE

0%

20%

40%

60%

80%

100%

2012 2013 2014

89% 88% 87%

0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

2012 2013 2014

1.90%2.90% 2.44%

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AVERAGE DAILY ATTENDANCE Average Daily Attendance is the average percentage of total students in attendance each day during one

month and throughout the year.

80

85

90

95

100

Sept Oct Nov Dec JanFeb

MarApr

MayJun

Annual

Sept Oct Nov Dec Jan Feb Mar Apr May Jun Annual

2011-2012 93 90 88 90 90 88 87 88 87 90 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

2011-2012 2012-2013 2013-2014

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CHRONIC ABSENTEEISM Chronic absenteeism is the percent of total students absent more than 10% of instructional time during one semester.

2011-2012 2012-2013 2013-2014

Gr

9

Gr

10

Gr

11

Gr

12

21%29% 25%

%

Chronic

Absent

21% 28% 28%

%

Chronic

Absent

23% 32% 27%

%

Chronic

Absent

24%32% 29%

%

Chronic

Absent

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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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DEVELOPING STUDENTS’ SELF-WORTH

ACTIVE ENGAGEMENT

0

10

20

30

40

50

60

70

80

90

100

Gr 9 Gr 10 Gr 11 Gr 12 TOTAL AVG

65.5

51.3

59.562.5

59.057.061.0 60.8

75.0

62.8

53.4 55.1

67.5 68.8

61.2

2011-2012 2012-2013 2013-2014

0

10

20

30

40

50

60

70

80

90

100


49.3

40.0 41.544.5 43.5

47.844.8

49.054.3

48.548.5 48

56.6 55.552.15

2011-2012 2012-2013 2013-2014

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SENSE OF PURPOSE

0

10

20

30

40

50

60

70

80

90

100


57.0

48.5 47.053.0 51.0

55.851.5 51.0

55.8 53.551.1 53.959.4

56 55.1

2011-2012 2012-2013 2013-2014

Missoula County Public Schools 215 South Sixth Street West

Missoula, Montana 59801

406.728.2400

www.mcpsmt.org

Big Sky High School 2013-2014 Building Profile

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