Shelby High School

This section of The School Improvement Plan includes an overview of student performance, student and community demographic data, school characteristics, and student, employee, and parent perspectives on the quality of education being provided.

The data collected is summarized in this section of the School Improvement Plan. Data regarding students’ performance on national, state and district level assessments is provided.

National and State Measures: The national and state student performance data collected includes results from the ACT, summary data on student performance on the Advanced Placement exams, Iowa Test of Basic Skills results and Star Reader scores.

SHS students take the American College Test during their junior and/or senior year.

1. Over the past 5 years an average of 77% of the graduating seniors completed the ACT with a high of 93% in 2002 and a low of 66% in 2001 compared with a state completion rate of around 50%.  
2. Over the past 5 years SHS composite scores have remained relatively consistent averaging 21.6 compared with a 5 year state average of 21.78 and national average of 20.9. Local scores ranged from a high of 22.4 in 2002 and a low of 20.6 in 2005.   
3. Consistently, students enrolled in core academic classes perform better on the ACT than students not enrolled in core academic classes.

·       ACT College Readiness

 (These statistics reflect the achievement of our graduates on the ACT over time and an indication of the extent to which they are prepared for college-level work). A benchmark score is the minimum score needed on the ACT subject-area test to indicate a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses. ACT has established the following as college readiness benchmark scores. English Compostion-18, Algebra-22, Social Science-21 and Biology-24.

1. Fifty-nine percent of SHS ACT tested students met or exceeded the benchmark score for College English Composition compared to a state average of seventy-four percent. 
2. Thirty-eight percent of SHS ACT tested students met or exceeded the benchmark score for College Algebra compared to a state average of forty-eight percent.

SHS students complete the Plan Test during the fall of their sophomore year.

1. In 2005, SHS 10^th graders scores were consistently higher in the English, Math, Reading, and Science Reasoning sections when compared to students nationally and 2001 SHS sophomores, yet scored lower when compared to the class of 2002.
2. In 2005, SHS 10^th graders composite score was consistently higher than students nationally and 2001, 2002, 2003 and 2004 SHS sophomores. 
3. Students indicating that they plan to take core curriculum courses scored significantly higher than students indicating that they were not going to take core-academic classes with the exception being the data from the Mathematics section which indicated that students scored the same regardless of core or non –core curriculum.
4. SHS female students scored higher than male students in all areas of the Plan Test.
5. Students enrolled in math courses above Algebra scored higher than students enrolled in Algebra or lower level math courses.
6. Students enrolled in higher level science courses scored higher than students enrolled in science courses below Biology.
7. Students having completed and/or enrolled in at least English 10, Algebra 1 plus an additional math course, social studies and biology scored significantly higher than students not enrolled in the above mentioned courses.
8. Eighty percent of our sophomore students indicated that they need help with developing public speaking skills and mathematic skills.
9. Seventy percent of our sophomore students indicated that they needed help in being able to express ideas in writing, study skills, and selecting a career.
10. Ninety percent of our sophomore students indicted they needed help in math.
11. Over Eighty percent indicated they needed help making secondary education plans.

SHS students complete the Explore Test during the fall of their freshman year.

1. In 2005, SHS 9^th graders consistently score above the national average in English, math, reading and science.
2. SHS 9^th graders tested in 2005 are generally preparing themselves to be more successful in core curriculum areas.
3. SHS 9^th graders in core curriculum tested in 2005 scored slightly higher in the area of preparing themselves to be successful than 9^th graders in non-core curriculum tested in 200 and 2004.
4. 9th grade female students scored higher than male students in all areas.
5. Students enrolled in core curriculum scored higher than students in non-core curriculum.
6. SHS 9^th graders tested in 2004 scored significantly higher than 9^th graders tested in 2001, 2002, 2003 and 2004.  
7. Females are achieving significantly higher than males as indicated through the Explore Test.
8. Over Eighty percent of the 9^th grade students indicated that they needed assistance developing study skills.
9. Over Sixty percent of the 9^th graders indicated they need assistance developing reading skills.
10. Ninety percent of the 9^th graders indicated they needed help with financial aid.

SHS students take the U. S. History Advanced Placement test during their junior year, and the Advanced Placement English Literature and Advanced Placement Calculus test A during their senior year.

1. SHS has been offering AP courses in U.S. History and English for 12 years and Calculus for 4 years. Eighty-three students have completed the AP U.S. History exam; fifty-six students have completed the AP English exam; nine students have completed the AP Calculus exam.
2. During the past 12 years SHS students have averaged a 2.17 on the AP U.S. History exam compared with a state average of approximately a 3.0 and a national average of approximately 2.8.
3. During the past 12 years SHS students averaged a 2.79 on the AP English exam compared with a state average of approximately 3.0 and a national average of approximately 3.00.
4. Nine students have completed the AP Calculus exam. The average score for the period is 2.11. The Montana average is approximately 3.00 compared to a national average of approximately 2.99.

Students at Shelby High/Middle Schools take the Iowa Tests of Educational Development each year they are enrolled in Shelby Public Schools.

1. Data from the 2005 ITED Reading section indicates that the eighth grade students have an overall national student percentile rank of 67 and a national school percentile rank of 75 compared to a 2004 eighth grade percentile ranking of 56 and 61.
2. Data from the 2005 ITED Reading section indicates that the ninth grade students have an overall national student percentile rank of 61 and a national school percentile rank of 66 compared to a 2004 ninth grade percentile ranking of 58 and a 2004 same (national student) comparison of 61%
3. Data from the 2005 ITED Reading section indicates that the tenth grade students have an overall national student percentile rank of 76 and a national school percentile rank of 87 compared to a 2004 tenth grade percentile ranking of 58 and a 2004 same (national student) comparison of 72%.
4. Data from the 2005 ITED Reading section indicates that the eleventh grade students have an overall national student percentile rank of 57 compared to a 2004 eleventh grade percentile ranking of 69 and a 2004 same (national student) comparison of 58%.
5. Data from the 2005 ITED Reading section indicates that the twelfth grade students have an overall national student percentile rank of 67 and a national school percentile rank of 75 compared to a 2004 twelfth grade percentile ranking of 72 and a 2004 same (national student) comparison of 69%.
6. Data from the 2005 ITED Math section indicates that the eighth grade students have an overall national student percentile ranking of 59 compared to a 2004 eighth grade percentile ranking 61.
7. Data from the 2005 ITED Math section indicates that the ninth grade students have an overall national student percentile ranking of 61and a national school percentile ranking of 71 compared to a 2004 ninth grade national student percentile ranking 68 and a 2004 same (national student) comparison of 61%.
8. Data from the 2005 ITED Math section indicates that the tenth grade students have an overall national student percentile ranking of 71and a national school percentile ranking of 85 compared to a 2004 tenth grade national student percentile ranking 57 and a 2004 same (national student) comparison of 68%.
9. Data from the 2005 ITED Math section indicates that the eleventh grade students have an overall national student percentile ranking of 57 compared to a 2004 eleventh grade national student percentile ranking 60 and a 2004 same (national student) comparison of 57%.
10. Data from the 2005 ITED Math section indicates that the twelfth grade students have an overall national student percentile ranking of 57 and a national school percentile ranking of 63 compared to a 2004 twelfth grade national student percentile ranking 61 and a 2004 same (national student) comparison of 60%.

·       MontCAS(2005)

1. Data from the 2005 MontCas Math section indicates that 56% of Shelby eighth grade students are proficient or advanced compared to a state average of 63%. Eight percent tested as novice compared to a state average of nine percent.
2. Data from the 2005 MontCas Math section indicates that 59% of Shelby tenth grade students are proficient or advanced compared to a state average of 56%.  Fifteen percent tested as novice compared to a state average of fifteen percent.
3. Data from the 2005 MontCas Reading section indicates that 64% of Shelby eighth grade students are proficient or advanced compared to a state average of 64%. Fifteen percent tested as novice compared to a state average of twenty-one percent.
4. Data from the 2005 MontCas Reading section indicates that 80% of Shelby tenth grade students are proficient or advanced compared to a state average of 67%. Eleven percent tested as novice compared to a state average of sixteen percent.

·       Montcas(2004)

1. Data from the 2004 MontCas Math section indicates that 66% of Shelby eighth grade students are proficient or advanced compared to a state average of 64%. Seventeen percent tested as novice compared to a state average of eleven percent.
2. Data from the 2004 MontCas Math section indicates that 58% of Shelby tenth grade students are proficient or advanced compared to a state average of 60%.  Five percent tested as novice compared to a state average of ten percent.
3. Data from the 2004 MontCas Reading section indicates that 57% of Shelby eighth grade students are proficient or advanced compared to a state average of 58%. Twenty-two percent tested as novice compared to a state average of twenty-four percent.
4. Data from the 2004 MontCas Reading section indicates that 54% of Shelby tenth grade students are proficient or advanced compared to a state average of 63%. Thirty-three percent tested as novice compared to a state average of twenty-three percent.

·       Star Reader Test

All students in 7^th, 8^th, 9^th, 10^th and 11^th grades took the Star Reader Test in 2004.

1. 44.9% of 7^th grade students tested at or above the 7^th grade reading level.
2. 55% of 8^th grade students tested at or above the 8^th grade reading level.
3. 48% of 9^th grade students tested at or above the 9^th grade reading level.
4. 66.1% of 10^th grade students tested at or above the 10^th grade reading level.
5. 60.8% of 11^th grade students tested at or above the 11^th grade reading level.
6. Approximately 50% of student in the 7^th, 8^th, and 9^th grade read at or above grade level.
7. More than 50% of students in the 10^th and 11^th grade read at or above grade level.

·       ACT Writing Assessment

1. All 2004-2005 eleventh grade students participated in the Montana University System Writing Assessment.
   
2. The majority of the students tested scored between a 2.0 and a 4.0 with a 6.0 being the highest possible score and a 1.0 being the lowest.
   
3. If a score of 3.0 is the minimum for passing, 65.9% of Shelby juniors would have passed compared to 86% in 2004.
   
4. Of the Shelby students tested in 2005, 66% indicated that they plan to continue their education at a college or university in Montana.
   
5. The mean score for Shelby High School students is 3.2 compared to the state mean of 3.3.
   
6. One student at SHS achieved a score of 6.0.  There were 66 out of 5,969 juniors and seniors in the state who earned a 6.0.  This puts our student in the top 1% in the state.
   
7. In 2001, approximately 100 teachers and college instructors participated in training and scoring at three sites.  From March 29 through April 22, 2005, a record of 240 teachers, education students, and college instructors participated in training and scoring at seven sites throughout Montana.
   
8. Three Shelby teachers are qualified trainers for the Montana University System Writing Assessment and have been involved with the MUSWA for four years.
   
9. While many scorers indicate specific strengths and weaknesses on the assessments, some do not, nor is it mandatory that they do so.  Because of this, our data on writing strengths and weaknesses is incomplete.  However, it appears that Shelby students are generally strong in focus and organization, but are generally weak in development and conventions. 
   
10. Data from the 2002 assessment indicated that 19.4% of SHS 11^th grade students tested as “strong” in the Development of Ideas Trait compared to a State average of 23.2%. Seventy-five percent of SHS students were assessed as “weak” in this trait compared to a State average of 76.8%. In 2004, 75% of the students tested as strong.