Hellgate High School Building Profile 2013-2014
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Transcript of Hellgate High School Building Profile 2013-2014
900 South Higgins
Missoula, MT
59801
Phone:
406.728.2402
Web:
www.mcpsmt.org
Principal:
Lisa Hendrix
Hellgate
High School
2014
BUILDING PROFILE
1
Building Profile: Hellgate High School 2014
Address: 900 South Higgins
Missoula, Montana 59801
Phone: 406.728.2402
Principal: Lisa Hendrix
Assistant Principal: Lynn Farmer
Assistant Principal: Libby Oliver
Administrative Asst: Mary Kaplan
Total Administrative Staff: 3
Total Certified Teaching Staff: 84
Total Classified Support Staff: 36
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.
2
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
3
Building Profile: Hellgate High School 2014
ENROLLMENT DEMOGRAPHICS
2011-2012 2012-2013 2013-2014
Gender
Race/
Ethnicity
% Low
Income
% Special
Education
% Plan
504
49%51%Male
Female50%50%
Male
Female 49%51%
Male
Female
90
2 4 1 2 00
20406080
10090
2 5 1 1 10
20
40
60
80
100 88
3 5 1 2 00
20
40
60
80
100
31%
% Low Income
25%
% Low Income
44%
% Low Income
11%
% With
IEP
10%
% With
IEP
10%
% With
IEP
3%
% 504
4%
% 504
7%
% 504
4
Building Profile: Hellgate High School 2014 2011-2012 2012-2013 2013-2014
Gifted
Education
English
Language
Learners
9%
%
COMPASS
9%%
COMPASS
9%%
COMPASS
1%
% ELL
1%
% ELL
1%
% ELL
5
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.)
0
10
20
30
English Mathematics Reading Science Composite
22.723.8 24.1
23 23.5
20.722.3 22.7 21.9 22
2012-2013 2013-2014
6
Building Profile: Hellgate High School 2014 GRADE DISTRIBUTION
46%
28%
13%
6% 6%
45%
28%
14%
7% 6%
43%
26%
17%
7% 6%
0%
10%
20%
30%
40%
50%
60%
70%
A B C D F
Grade 9, Semester 12011-2012 2012-2013 2013-2014
47%
26%
15%
7%5%
45%
26%
16%
7% 6%
44%
27%
17%
7%5%
0%
10%
20%
30%
40%
50%
60%
70%
A B C D F
Grade 9, Semester 22011-2012 2012-2013 2013-2014
7
Building Profile: Hellgate High School 2014
38%
29%
17%
9%7%
43%
28%
16%
8%5%
41%
28%
17%
8%5%
0%
10%
20%
30%
40%
50%
60%
70%
A B C D F
Grade 10, Semester 12011-2012 2012-2013 2013-2014
41%
27%
16%
8% 9%
42%
27%
15%
9%6%
43%
26%
15%
8% 7%
0%
10%
20%
30%
40%
50%
60%
70%
A B C D F
Grade 10, Semester 22011-2012 2012-2013 2013-2014
8
Building Profile: Hellgate High School 2014
36%
30%
18%
9%6%
43%
27%
17%
8%5%
42%
30%
14%
8%6%
0%
10%
20%
30%
40%
50%
60%
70%
A B C D F
Grade 11, Semester 12011-2012 2012-2013 2013-2014
42%
27%
17%
7% 7%
43%
26%
16%
9%6%
44%
27%
16%
7% 6%
0%
10%
20%
30%
40%
50%
60%
70%
A B C D F
Grade 11, Semester 22011-2012 2012-2013 2013-2014
9
Building Profile: Hellgate High School 2014
43%
31%
16%
6%4%
40%
29%
17%
6%8%
45%
28%
17%
7%3%
0%
10%
20%
30%
40%
50%
60%
70%
A B C D F
Grade 12, Semester 12011-2012 2012-2013 2013-2014
42%
30%
17%
7%4%
38%
27%
20%
10%
5%
43%
26%
20%
8%
3%
0%
10%
20%
30%
40%
50%
60%
70%
A B C D F
Grade 12, Semester 22011-2012 2012-2013 2013-2014
10
Building Profile: Hellgate High School 2014
STUDENT ENGAGEMENT
GRADUATION RATE
DROP OUT RATE
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
2011-2012 2012-2013 2013-2014
89% 84% 87%
0.00%
2.00%
4.00%
6.00%
8.00%
10.00%
2011-2012 2012-2013 2013-2014
3.70% 3.80%2.4%
11
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.
80
85
90
95
100
Sept Oct Nov Dec Jan FebMar Apr
MayJun
Annual
Sept Oct Nov Dec Jan Feb Mar Apr May Jun Annual
2011-2012 89 86 86 86 89 82 83 84 82 90 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
2011-2012 2012-2013 2013-2014
12
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.
2011-2012 2012-2013 2013-2014
Gr
9
Gr
10
Gr
11
Gr
12
19%
81%
21%
79%
23%
77%
% Chronic
Absent
26%
74%
25%
75%
27%
73%
% Chronic
Absent
25%
75%
29%
71%
35%
65%
% Chronic
Absent
28%
72%
40%
60%
48%
52%% Chronic
Absent
13
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.
14
Building Profile: Hellgate High School 2014
DEVELOPING STUDENTS’ SELF-WORTH
ACTIVE ENGAGEMENT
0
20
40
60
80
100
Gr 9 Gr 10 Gr 11 Gr 12 TOTAL AVG
65.0 65.8 63.566.5 6566.3
63.069.0
60.065.063.5
59.464.4 63.0 62.6
2011-2012 2012-2013 2013-2014
0
20
40
60
80
100
Gr 9 Gr 10 Gr 11 Gr 12 TOTAL AVG
51.5 54.0
46.3 47.350.3
57.552.0 52.8
44.0
52.554.9 57.2
49.6 49.352.8
2011-2012 2012-2013 2013-2014
15
Building Profile: Hellgate High School 2014
SENSE OF PURPOSE
0
20
40
60
80
100
Gr 9 Gr 10 Gr 11 Gr 12 TOTAL AVG
56.5 54.047.8 49.5 52.0
58.554.5 56.3
48.555.3
59.155.2
51.248.8
53.6
2011-2012 2012-2013 2013-2014
Missoula County Public Schools 215 South Sixth Street West
Missoula, Montana 59801
406.728.2400
www.mcpsmt.org