Willard Alternative High School Program Building Profile 2013-2014

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

1

Building Profile: Willard Alternative High School Program 2014

Address: 901 South Sixth Street West

Missoula, Montana 59801

Phone: 406.542.4073

Principal: Jane Bennett

Administrative Asst: Leabeth Daviau

Total Administrative Staff: 1

Total Certified Teaching Staff: 16

Total Classified Support Staff: 5

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

2


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

3


ENROLLMENT DEMOGRAPHICS

2011-2012 2012-2013 2013-2014

Gender

Race/

Ethnicity

% Low

Income

% Special

Education

% Plan

504

55%45%

Male

Female52%48%

Male

Female48%52%

Male

Female

86

3 8 0 2 10

20406080

100 82.4

212.8

0 1.4 1.40

20406080

100 78.5

3.814.2

0.4 2.3 0.80

20406080

100

52%

% Low Income

53%

% Low Income

70%

% Low Income

14%

% With

IEP

11%

% With

IEP

6%

% With

IEP

8%

% 504

7%

% 504

8%

% 504

4


2011-2012 2012-2013 2013-2014

Gifted

Education

English

Language

Learners

4%

%

COMPASS

1%

%

COMPASS

2%

%

COMPASS

6%

% ELL

3%

% ELL

0%

% ELL

5


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

20

14

25

16

19

14.616

17.215.7 16

2012-2013 2013-2014

6


GRADE DISTRIBUTION

26%

39%

13%

4%

17%22%

32%

12%7%

27%

48%

26% 26%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG

Grade 9, First Six Week Term2011-2012 2012-2013 2013-2014

22%19%

23%26%

6%

26%

39%32%

29%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG

Grade 9, Second Six Week Term2011-2012 2012-2013 2013-2014

23%

36%

23%

9% 9%

26% 28%34%

0%

11%

29%

38%33%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG

Grade 9, Third Six Week Term2011-2012 2012-2013 2013-2014

7


14%

30%

20%

10%

26%30%

27% 27%

5%

11%14%

39%42%

6%0%

0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG

Grade 9, Fourth Sixth Week Term2011-2012 2012-2013 2013-2014

20%

35%31%

2%

13%

29%

37%

24%

5% 5%

17%

43%39%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG

Grade 9, Fifth Sixth Week Term2011-2012 2012-2013 2013-2014

15%

35%

20%

7%

23%25%

34%

20%

4%

18%16%

39%45%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG

Grade 9, Sixth Six Week Term2011-2012 2012-2013 2013-2014

8


58%

25%

16%

2% 0%

32% 34%

26%

4% 4%

31%37%

32%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG


46%

32%

19%

2% 1%

27%34%

22%

3%

14%

29%

42%

29%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG


33%37%

23%

2%5%

46%

30%

17%

2%6%

34%38%

28%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG


9


28%32%

29%

4%8%

31%

45%

16%

2%5%

32%35% 34%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG

Grade 10, Fourth Six Week Term2011-2012 2012-2013 2013-2014

34%31%

28%

1%6%

21%

36%

24%

2%

18%

30%

39%32%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG

Grade 10, Fifth Six Week Term2011-2012 2012-2013 2013-2014

32% 30% 30%

1%8%

23%

37%

20%

3%

17%

24%

43%

33%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG


10


40%

32%

18%

3% 5%

29%33%

28%

3%7%

36%

44%

20%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG


32% 32% 30%

3% 3%

22%

36% 34%

3% 5%

24%

41%35%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG


30%33%

26%

3%9%

32%29% 30%

4% 5%

35%31%

34%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG


11


30% 30% 28%

3%9%

29%35%

28%

3% 5%

20%

34%

45%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG


31%

41%

18%

2%8%

28%35%

25%

1%

11%

23%

40%37%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG


37%33%

20%

1%

10%

26%29% 27%

2%

16%

27%

45%

28%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG


12


45%

35%

18%

1% 1%

43%

31%

23%

1% 2%

36% 35%28%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG


36%42%

20%

0% 2%

41%

33%

20%

1%5%

22%

46%

32%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG


36% 34%

22%

1%6%

45%

29%23%

0%4%

29%

40%

31%

1% 0%0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG

Grade 12, Third Chart Title2011-2012 2012-2013 2013-2014

13


34% 35%28%

0%3%

49%

31%

18%

0% 2%

23%

34%41%

1% 0%0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG


36%40%

21%

1% 1%

39%

31%24%

1%6%

29%

37%34%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG


43%

32%

24%

0% 0%

48%

23% 22%

1%6%

26%

39%35%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

A B C I NG

Grade 12, Sixth Six Week Term

2011-2012 2012-2013 2013-2014

14


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.

65

70

75

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 80 76 78 75 77 76 75 72 66 69 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

2011-2012 2012-2013 2013-2014

15


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

64% 65%

21%

% Chronic

Absent

41%

68%

46%% Chronic

Absent

49%48% 47%

% Chronic

Absent

64%

49% 43%% Chronic

Absent

16


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.

17


DEVELOPING STUDENT’S SELF-WORTH

ACTIVE ENGAGEMENT

0

20

40

60

80

100

Gr 9 Gr 10 Gr 11 Gr 12 TOTAL AVG

65 65.8 63.5 66.5 65

100

79.8

91 89.5 88.385

75 75

83.379.6

2011-2012 2012-2013 2013-2014

0

20

40

60

80

100


51.5 5446.3 47.3 50

85.5

66.5

80 79 7775

5861.3 64.2 64.6

2011-2012 2012-2013 2013-2014

18


SENSE OF PURPOSE

0

20

40

60

80

100


56.5 5447.8 49.5 52

87.5

73.377.8 80.5

75.570

52.360.5

69.163.0

2011-2012 2012-2013 2013-2014

Missoula County Public Schools 215 South Sixth Street West

Missoula, Montana 59801

406.728.2400

www.mcpsmt.org

Willard Alternative High School Program Building Profile 2013-2014

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