View
1
Download
0
Category
Preview:
Citation preview
22
School Profile
Development
Salem Hills High School was the first new high school to be built in Nebo School District in over
100 years. Ground breaking ceremonies were held on December 4, 2006, and we opened our
doors in August of 2008, while finishing touches continued. Building this school profile began
when the announcement was made that Salem would be the home of a new high school in the
2008-09 school year.
Members of the Nebo School District Board of Education, architects, laborers, students,
teachers, parents and visitors contributed to the positive feeling that pervades Salem Hills High
School today. From that time until now, each person who has been involved in breaking
ground, building the physical facility, hiring faculty and staff, purchasing equipment, setting
policy and practice, and the myriad other responsibilities that have gone into creating not only
a new school, but creating traditions, has had an impact on who we are.
Many people get excited when talking about Salem Hills High School—because they have
played a part in creating it. The citizens of Salem City, or Pond Town as it was called early on in
its establishment, were vocal in their desire to have a high school built in their community. The
Pond, itself, has been a gathering place for our students on many occasions. This sense of
ownership continues to blossom and is a major catalyst in developing our culture, creating a
dynamic environment where people feel welcome, safe, challenged and strengthened.
At our first open house, the newly elected Student Council asked a question of our students:
“Where are you from?” As students began answering, “from Salem”, “from Payson”, “from Elk
Ridge”, “from Woodland Hills”, they were stopped and corrected, being encouraged to say with
pride, “From Salem Hills”. Students and the community were introduced to our Motto: “Spirit,
Heart, Honor, Success”. We introduced our school chant, “We are Skyhawks!”, which took root
immediately. Our school song, developed by teachers, students and members of the
community, was taught to the student body. We finished the opening assembly with the
School Anthem, written by our choir teacher, and the Fight Song, written by our students,
performed by our marching band, and taught to the student body by our cheerleaders.
As a new school, the data we have collected will play a central role in determining
improvements for academic programs, modifications or additions to our traditions, and the role
23
our school will play in the communities we service. Much of the data has been used in our
Professional Learning Communities (PLC), School Community Council, focus groups and
departmental analyses. The sources of the data we used include:
Indicators of School Quality (ISQ) report from March, 2009, which involved Parent,
Teacher, Student and Staff responses to questions regarding the school program;
Criterion Referenced Tests (CRT);
A.C.T & Advanced Placement Records;
Career & Technical (CTE) Tests for 2008-09—there were testing issues state wide for the
first semester of the 2009-10 school year in that computer program issues resulted in
tests not being recorded or data being lost;
Various Data Queries run by ourselves and our district technology department,
including: grade point average, grade distribution, attendance, internships,
scholarships, demographics, general enrollment, specific departmental enrollment,
open enrollment, school schedules, graduation rate, and class size.
2000 U.S. Census & updated Estimates; and
Self Analysis of the school program.
School Characteristics
Salem Hills High School is a public senior high school, grades 10 through 12 with an enrollment
of 1142 students. We draw students from our catchment area which includes Salem,
Woodland Hills, Elk Ridge, West Mountain and parts of Payson. In addition, there are a number
of students who live outside of our catchment area who come to SHHS through open
enrollment.
Figure 1: Percentage Enrollment by Gender
2010-11
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
Tenth Eleventh Twelfth
19
.3%
17
.7%
15
.8%
14
.3%
16
.6%
16
.3%
33.5% 34.3% 32.1%
Males
Females
Total
24
Figure 2: Enrollment by Residence
2010-11
Figure 3: SHHS Ethnicity
2010-11
Figure 4: Economically Disadvantaged
2010-11
16.3%
38.9%
32.6%
4.0% 7.2% 1.1%
Elk Ridge (186)
Payson (444)
Salem (372)
Spanish Fork (46)
Woodland Hills (82)
Other (12)
1.2% 1.1% 0.9% 3.6% 0.6%
92.5%
0.4% Am. Indian
Asian
Black
Hispanic
Pacific Islander
Caucasion
Undeclared
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
2008-09 2009-10 2010-11
14.3%
22.7% 24.8%
Free & Reduced Lunch
25
Figure 5: Students With Other Disadvantages
0.0%
1.0%
2.0%
3.0%
4.0%
5.0%
2008-09 2009-10 2010-11
0.4% 0.1% 0.4%
ELL
0.0%
1.0%
2.0%
3.0%
4.0%
5.0%
2008-09 2009-10 2010-11
2.3% 2.2% 2.2%
Fluent
0.0%
0.5%
1.0%
1.5%
2.0%
2.5%
3.0%
3.5%
2008-09 2009-10 2010-11
2.0%
3.3% 3.1%
Homeless
0.0%
1.0%
2.0%
3.0%
4.0%
5.0%
2008-09 2009-10 2010-11
0.3% 0.2% 0.0%
Migrant
0.0%
1.0%
2.0%
3.0%
4.0%
5.0%
2008-09 2009-10 2010-11
2.6%
4.1% 3.6%
Disadvantaged Minority
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
2008-09 2009-10
15.60% 8.60%
Mobility Rate
26
Figure 6: Graduation
Graduation Rate Early Graduates
Figure 7: Average Class Size
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2008-09 2009-10
96.0% 96.70%
0
1
2
3
4
5
Grade 11
Grade 12 1st Term
Grade 12 2nd Term
Grade 12 3rd Term
Early Graduates
1 1
2 2
3
0
5
4
2008-09 2009-10
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0 30.2 29.2 30.3 27.4
25.2 25.7 22.7
27.4
22.4
2008-09
27
Figure 8: Ratios
Ratios
Administration to Teacher 1 to 20 Plus Intern 1 to 15
Counselor to Student 1 to 381 Plus Intern 1 to 286
Regular Ed Teacher to Regular Ed Student 1 to 22.7 Special Ed Teacher to Special Ed Student 1 to 24.6 Total Teacher to Total Student 1 to 22.9
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
27.4 25.0
28.4 30.0
20.1
25.0 28.4
24.5 22.5
2009-10
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0 29.6 26.8
33.8 31.0
24.5
29.7 28.6 28.4 25.2
2010-11
28
School Instruction
Salem Hills High School teachers service a wide range of students with various abilities and
disabilities. The combination of required core courses and electives allows students of all levels
with varying interests to have a school experience which not only meets graduation
requirements, but also appeals to the individual interests of most students, creating an
atmosphere of interest and a culture of creativity.
The delivery systems for the numerous classes offered at SHHS include regular classroom
instruction, specialized instruction for students with an Individualized Education Plan (IEP), self-
contained and special needs classrooms, advanced placement courses, distance learning
through Utah Valley University, Mountainland Applied Technology College, various beauty
schools, concurrent enrollment, Internships, and grant-driven courses.
Our faculty has a good mix of veteran teachers, experienced teachers with many years still to
teach, and young teachers with an understanding of new teaching technologies.
Through the efforts of the Nebo School District office, we have a weekly professional
development day each Wednesday. Teachers meet to consider the needs of individual
students, review data, set standards, and create common assessments within their department.
Teachers also have opportunities to collaborate with colleagues throughout the district to
improve student instruction and achievement. We are in the development of professional
learning communities since our teachers have come to Salem Hills High School with variied
backgrounds and experiences in collaboration. A large part of our first year was spent in
collaboration training.
Salem Hills High School is devoted to using recent technologies to enhance student learning and
engagement. Each regular education and resource classroom is equipped with audio
enhancement sound equipment, a DVD player, document camera, and projector to make
lessons more interactive and visual. Though every teacher does not use the technology every
day, most have embraced the opportunity to teach using these tools as they see the benefit to
the students they serve.
29
Figure 9: Faculty Data
0.0
5.0
10.0
15.0
20.0
25.0 22.3
14.0 14.5
10.6
15.0
11.3
5.3
13.8
17.7 17.8 15.2
19.5
11.8
Average Years of Teaching Experience by Department
Males 58.3%
Females 41.7%
Faculty By Gender
Full Time Faculty 68.3%
Part Time Faculty 31.7%
Faculty
Bachelors 60.7%
Masters 39.3%
Faculty with Advanced Degrees
30
Figure 10: 2010-11 SHHS Course Offerings by Department
Family & Consumer Science Career & Technical Education Trade & Technical Education
Early Childhood Education Engineering Design Accounting I
Child Development 1 Physics with Technology Accounting II
Clothing I TV Broadcasting & Production Accounting 3
Clothing 2 Television Production Accounting 4
Designer Sewing Television Production 1 Computer Prog 1
Adult Roles & Financial Lit Law Enforcement Computer Prog 2
Interior Design Digital Electronics Computer Technology I
Fashion Strategies Drafting Design Tech Desktop Publishing
Food & Nutrition I Architectural Drafting CE Business Web Page Design
Food and Nutrition 2 Mechanical Drafting Advanced Web Page Design
Culinary Arts / ProStart Digital Photography 1 Marketing
Com Photography 2 Marketing - Advanced
Welding Tech 1 Computer Technology 2
Welding Tech 2 Financial Literacy
Woodworking Entrepreneurship
Furniture Construction Digital Media
Floriculture & Greenhouse Mgt
Bio Ag Sci Tech
Animal Sci Tech
Work Based Learning (Intern)
Exercise Science/Sports Med
Biotechnology
Fine Arts Fine Arts Foreign Language
Drawing Concert Choir American Sign Language 1
Ceramics Chamber Choir American Sign Language 2
AP Studio Art AP Music German 1
Art Foundations II Music Appreciation German 2
Painting I Guitar Spanish 1
Concert Band Advanced Guitar Spanish 2
Jazz Band Musical Theatre Spanish 3
Percussion Ensemble Music Composition AP Spanish
Philharmonic Strings Orchestra Tech Theater Japanese 1
Chamber Orchestra Tech Theater II A Japanese 2
Band Auxiliary Theatre Found I (Drama 1) Japanese 3
Mens Chorus Theatre Found II (Drama 2) Chinese 1
Womens Chorus
Chinese 2
31
Healthy Lifestyles Language Arts Mathematics
Health English 10 Algebra 1B
Dance I English 10 Honors Geometry
Dance II English 11 Algebra 2
Dance Company English 12 Math 1010
Social Dance Boys Tech & Professional Comm Pre Calculus
Social Dance Girls Creative Writing AP Statistics
Drill Team English 1010: Intro to Writing AP Calculus AB
Adv Conditioning AP Literature and Composition Mathematics of Personal Finance
Swimming AP Language and Composition Coed Team Sports Journalism-Newspaper Staff Miscellaneous
Wt Training Yearbook Library Assistant
Adv Power Lift
Peer Tutor
Advanced Power Lifting
Study Hall
Fitness For Life Boys
Fit For Life Girls
Individualized Life Activities I
Cheerleading
Science Social Studies Special Education
Biology US Studies Basic Math Skills
AP Biology AP US History English 10
Chemistry AP European Hist English 11
AP Chemistry US Govt. and Citizenship English 12
Environmental Science Intro to Philosophy Algebra 1
AP Environmental Science Psychology Geometry
AP Physics AP Psychology US Studies
Medical Anatomy & Physiology Sports Psychology US Govt. and Citizenship
Debate Study Skills
Government and Politics 1100
Student Council
32
Figure 11: Enrollment by Department
0.0%
20.0%
40.0%
60.0%
80.0%
100.0% 95.0%
66.9% 84.2%
62.2% 58.1% 42.7%
66.2%
30.0%
72.2%
08-09 Enrollment by Department
0.0%
20.0%
40.0%
60.0%
80.0%
100.0% 93.2%
63.7%
82.5%
67.7%
48.0% 50.5%
64.2%
24.8%
74.4%
09-10 Enrollment by Department
0.0%
20.0%
40.0%
60.0%
80.0%
100.0% 91.5%
58.9%
83.7%
61.7%
38.8% 49.1%
60.3%
18.8%
79.7%
10-11 Enrollment by Department
33
Figure 12: Resource Population
Salem Hills High School offers 14 Advanced Placement courses.
AP Biology AP Literature & Composition AP U.S. History AP Chemistry AP Language & Composition AP Psychology AP Physics AP Music AP European History AP Environmental Science AP Studio Art AP Calculus AP Spanish AP Statistics
5.9% 1.2% 0.5% 0.4%
92.0%
2008-09
Regular Resource UCBT UCBTSP
504 Regular Education
8.4% 1.2%
0.8%
0.6%
89.1%
2009-10
Regular Resource UCBT UCBTSP
504 Regular Education
8.7% 1.4% 0.5%
0.9%
88.5%
2010-11
Regular Resource UCBT UCBTSP
504 Regular Education
34
Figure 13: AP Results
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
36
.4%
36
.4%
33
.3%
80
.0%
71
.4%
0.0
%
50
.0%
28
.0%
10
0.0
%
10
0.0
%
10
0.0
%
0.0
%
75
.0%
42
.9%
2008-09 Passing Percentage
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
42
.9%
16
.7%
0.0
%
72
.7%
10
0.0
%
10
0.0
%
54
.5%
90
.9%
10
0.0
%
70
.0%
10
0.0
%
2009-10 Passing Percentage
35
AP Results: Tests Taken & Passed
11 11
3
20
14
1
6
25
0 2 2 2 3
12
7 4 4
1
16
10
0 3
7
0 2 2 2
0
9
3
0
10
20
30
40
50
60
70
2008-09 Tested
2008-09 Passed
14
18
2
66
9
3
0
22
11
6
0 0 0
20
1
6
3
0
48
9
3
0
12 10
6
0 0 0
14
1
0
10
20
30
40
50
60
70
2009-10 Tested
2009-10 Passed
36
Figure 14: AP Enrollment
35
25
13
29 26
14
37
6
12 15
9
20 17
9
28
20
10
32
4 6
14 8
0
10
20
30
40
50
60
70
80
90
100
US
His
tory
Bio
logy
Ch
emis
try
Engl
ish
Lan
guag
e
Engl
ish
Lit
erat
ure
Euro
pea
n H
isto
ry
Cal
culu
s A
/B
Mu
sic
Theo
ry
Ph
ysic
s C
-Mec
h
Psy
cho
logy
Span
ish
Lan
guag
e
08-09 Beginning
08-09Ending
30 27
14
89
20
6
24
56
12 11
34
17
25 27
11
87
14
4
25
36
10 6
23
12
0
10
20
30
40
50
60
70
80
90
100
US
His
tory
Bio
logy
Ch
emis
try
Engl
ish
Lan
guag
e
Engl
ish
Lit
erat
ure
Envi
ron
men
tal S
cien
ce
Go
vern
men
t
Cal
culu
s A
/B
Mu
sic
Theo
ry
Ph
ysic
s C
-Mec
h
Psy
cho
logy
Stat
isti
cs
09-10 Beginning
09-10 Ending
37
Figure 15: Grades and Grade Distribution
2008-09 GPA
2009-10 GPA
2008-09 Grades
0%
20%
40%
60%
80%
100%
0.00-0.99 1.00-1.99 2.00-2.99 3.00-4.00
1%
6%
25
%
67
%
2%
13
% 2
8%
56
%
2%
7%
26
%
66
%
3%
11
% 2
8%
59
%
1st Term 2nd Term 3rd Term 4th Term
0%
20%
40%
60%
80%
100%
0.00-0.99 1.00-1.99 2.00-2.99 3.00-4.00
1%
5%
20
%
73
%
2%
7%
25
%
66
%
2%
5%
21
%
72
%
2%
7%
21
%
70
%
1st Term 2nd Term 3rd Term 4th Term
0%
20%
40%
60%
80%
100%
NG,I,F D-,D,D+ C-,C,C+ B-,B,B+ A-,A
2%
6%
10
%
22
%
60
%
5%
8%
13
%
21
%
53
%
3%
6%
12
%
23
%
57
%
5%
8%
13
%
22
%
52
%
1st Term 2nd Term 3rd Term 4th Term
38
2009-10 Grades
Figure 16: Distance Learning
Figure 17: MATC (Mountainland Applied Technology College)
0%
20%
40%
60%
80%
100%
NG,I,F D-,D,D+ C-,C,C+ B-,B,B+ A-,A
2%
5%
11
% 23
%
59
%
3%
6%
12
%
22
%
56
%
2%
6%
11
%
21
%
59
%
4%
6%
12
%
22
%
56
%
1st Term 2nd Term 3rd Term 4th Term
0
20
40
60
Fall 2008
Spring 2009
Summer 2009
Fall 2009
Spring 2010
Summer 2010
Fall 2010
41 50
7
41 46
14
45
Distance Learning Enrollment
0.0%
2.0%
4.0%
6.0%
8.0%
10.0%
2008-09 2009-10
5.5% 52 Students
8.5% 93 Students
SHHS Students Enrolled at MATC
39
Figure 18: Courses Offered by SHHS for Concurrent Enrollment
Course College Credit per Course
General Biology 3
General Biology Lab 1
Fundamentals of Biotechnology I Career Survey 3
Foundations of Computer Science 3
Business Computer Proficiency 3
Basic Drafting 2
Computer Aided Drafting Auto CAD 3
Architectural Drafting 3
Descriptive Geometry 3
Intro to Writing 3
Intro to Environmental Management 3
Intermediate Algebra 4
American National Government 3
Sports Injuries 2
Figure 19: Work Based Learning Internships
Attendance
For students to receive the full benefit of the instructional program at Salem Hills High School,
we require them to attend regularly, to be on time, and to be prepared to fully participate in
their classes. With the cooperation and support of parents, faculty and administration, each
student will be able to fulfill all attendance requirements each term and earn the credit
required to earn a high school diploma from Salem Hills High School. Students must make up
all attendance deficiencies before they are allowed to walk at graduation.
0
20
40
60
80
100
120
140
2008-09 2009-10
57
93
74
121
Individual Students Total Experiences
40
Our students can make up their attendance deficiencies in several ways. We allow students to
work with the teacher in the class the deficiency was earned, to receive academic assistance in
our Homework Help Lab, or work in our general purpose computer labs. We also hold
detention every morning and afternoon for a one dollar fee.
In an effort to communicate to students, we send out a weekly reminder listing all detentions
owed. Additionally, we have an automated calling system that calls nightly to the home of each
student who received an attendance deficiency mark (U, S, L or T) for any class period that day.
We also automatically e-mail the parents of each student who has been marked for an
attendance deficiency the day they receive the mark. Finally, SHHS calls and e-mails students
with unresolved attendance issues toward the end of each term and holds extra Saturday
detentions for extended hours to help those who have accumulated larger numbers of
attendance deficiencies.
The graph on the next page (Figure 20: Attendance by Code) illustrates the attendance
comparisons among the different attendance codes used for the past two years and the total of
all attendance codes for the past two years. We have broken down the codes into Parent,
School, Unexcused and Tardy categories.
Parent codes are those used when the parent has called in to excuse an absence or tardy, or
pre-arranged an extended vacation (E, P, V). School codes are those used when a student has
been suspended, was on a school activity, was meeting with office personnel such as
counselors or administration, or other school defined absences (Z, A, O, X). Unexcused refers to
those codes used when a student was not in class and not excused by parents or school
personnel (U, S, D). Tardy refers to the codes used when a student is less than fifteen minutes
late, between fifteen and thirty minutes late, and the codes used to show detention time
served (T, L, N, M).
41
Figure 20: Attendance by Code
Figure 21: Average Daily Attendance
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
Parent (E,V,P) School (Z,A,O,X) Unexcused (U,D,S) Tardy (T,L,M,N)
49
.2%
19
.0%
9.2
%
22
.6%
54
.5%
17
.6%
8.8
%
19
.0%
2008-09
2009-10
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
2008-09 2009-10
94.8% 95.0%
Average Daily Attendance
42
Interventions
One of our unique interventions which has been a part of SHHS since its inception is our
Homework Help Labs. We offer both certified teacher tutoring as well as student tutoring in
this intervention. Homework help is offered before and after school. We have added a math,
science, and computer specific lab in addition to the general homework lab. Students can come
on their own, or they can be referred by a teacher in whose class they are struggling.
At Salem Hills High School, we have implemented a pyramid of interventions to address the
collaboration concern of “What do we do when students don’t learn?” We have started a study
skills class this year for students targeted at-risk and continue a tracking program for at-risk
students who do not have room in their schedule for a study skills class. Another intervention
we have just begun is our credit recovery program.
Figure 22: Homework Help
0
50
100
150
200
250
2008-09 2009-10 2010-11
120
172 204
Homework Help Lab Average Students per Week
43
Figure 23: Intervention Plan Pyramid
44
Parent Involvement
We believe that the more parents are involved in their child’s education, the more academic
success students will have. We have attempted to increase parent buy-in and participation in
their student’s education by communicating to them regarding activities at the school, student
success, student behavior issues, student grades and academic accomplishment. We have
done so by involving parents in our school through School Community Council, PTA, and PTSA.
We also send home newsletters, e-mails, phone calls, and texts regarding attendance and
upcoming events such as Parent/Teacher Conferences.
Figure 24: Parent/Teacher Conference
In addition, many teachers at SHHS host their own class websites as a way of keeping parents
and students up-to-date on work that has and will be turned in.
Figure 25: Teacher Websites
0.0%
50.0%
100.0%
9/24/2008 9/23/2009 9/22/2010
35.5% 47.2% 37.3%
64.5% 52.8% 62.7%
Parent Attendance % % Mailed
0
5
10
15
20
25
2008-09 2009-10 2010-11
2 3
23
Teacher Websites
45
CRT Test Results
Figure 26: Criterion Referenced Tests
Language Arts 10 CRT
Language Arts 11 CRT
Whole Language Arts
0
0.2
0.4
0.6
0.8
1
MMHS SFHS SHS PHS SHHS District State
85
.3%
85
.7%
77
.5%
87
.5%
82
.8%
82
.9%
92
.3%
86
.0%
88
.5%
86
.2%
93
.2%
89
.0%
85
.9%
2008-09
2009-10
0
0.2
0.4
0.6
0.8
1
MMHS SFHS SHS PHS SHHS District State
80
.8%
86
.8%
73
.8%
87
.5%
80
.6%
80
.1%
87
.9%
82
.5%
89
.4%
79
.8%
89
.6%
83
.5%
83
.8%
2008-09
2009-10
0
0.2
0.4
0.6
0.8
1
MMHS SFHS SHS PHS SHHS District
85
.3%
85
.7%
77
.5%
87
.5%
80
.9%
90
.6%
84
.2%
88
.9%
83
.2%
91
.4%
2008-09
2009-10
46
Biology CRT
Chemistry CRT
Physics CRT
0
0.2
0.4
0.6
0.8
1
MMHS SFHS SHS PHS SHHS District State
64
.4%
70
.4%
63
.8%
67
.0%
70
.5%
69
.7%
74
.3%
66
.9%
67
.6%
62
.8%
72
.2%
74
.4%
72
.2%
2008-09
2009-10
0
0.2
0.4
0.6
0.8
1
MMHS SFHS SHS PHS SHHS District State
45
.9%
55
.2%
52
.5%
51
.2%
51
.4%
52
.5%
41
.7%
55
.9%
58
.1%
60
.1%
61
.4%
55
.6%
54
.1%
2008-09
2009-10
0
0.2
0.4
0.6
0.8
1
MMHS SFHS SHS PHS SHHS District State
49
.5%
83
.5%
48
.2%
61
.6%
57
.9%
64
.9%
95
.1%
72
.7%
96
.8%
54
.4%
71
.6%
78
.1%
66
.9%
2008-09
2009-10
47
Algebra I CRT
Geometry CRT
2009-10 Algebra II CRT
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
MMHS SFHS SHS PHS SHHS District State
7.5% 9.6% 4.1% 7.6%
53.1% 50.7%
32
.4%
25
.0%
16
.5%
17
.9%
14
.9%
59
.6%
56
.2%
2008-09
2009-10
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
MMHS SFHS SHS PHS SHHS District State
61
.5%
66
.2%
57
.8%
56
.5%
70
.4%
63
.6%
57
.2%
45
.9%
68
.0%
53
.5%
44
.3%
68
.9%
60
.3%
2008-09
2009-10
0%
20%
40%
60%
80%
100%
MMHS SFHS SHS PHS SHHS District State
43% 43%
54%
32%
20%
43% 40%
48
Federal Annual Yearly Progress (AYP)
In relation to both CRT and UBSCT results, Salem Hills High School has met the Federal Annual
Yearly Progress (AYP) standards for both of its first two years. We did so with a Yes* rating,
which means that there were groups within our school who passed “within width of confidence
interval of meeting requirement” in Language Arts and Mathematics.
In 2008-09, we had three groups with this rating: Hispanic, Economically Disadvantaged, and
Students with Disabilities.
In 2009-10, only the Hispanic and Students with Disabilities were Yes* rated. The graphs below,
compare these sets of students at SHHS with the same groups from Nebo School District and
the state of Utah.
Figure 27: Annual Yearly Progress Disaggregated CRT Pass Rates
2008-09 Language Arts
2008-09 Mathematics
2009-10 Language Arts
2009-10 Mathematics
0%
20%
40%
60%
80%
100%
Hispanic Eco Dis IEP Whole School
73
%
70
%
67
%
89
%
71
%
73
%
48
%
85
%
68
%
76
%
49
%
87
%
SHHS District State
0%
20%
40%
60%
80%
100%
Hispanic Eco Dis IEP Whole School
30
%
34
% 5
5%
54
%
35
%
44
%
48
% 57
%
24
%
33
%
40
%
40
%
SHHS District State
0%
20%
40%
60%
80%
100%
Hispanic Eco Dis IEP Whole School
79
% 91
%
76
% 93
%
70
%
82
%
61
%
90
%
68
%
76
%
52
%
87
%
SHHS District State
0%
20%
40%
60%
80%
100%
Hispanic Eco Dis IEP Whole School
19
% 33
%
31
%
37
%
25
% 40
%
29
% 4
6%
23
%
31
%
36
%
37
%
SHHS District State
49
Figure 28: UBSCT Results
Total Grade 10 Students
Reading by Gender
Reading by Ethnicity
Writing by Gender
Writing by Ethnicity
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
Level 1 Level 2 Level 3 Level 4
2.2
%
3.1
%
13
.1%
81
.7%
2.2
% 18
.3%
53
.6%
25
.8%
4.7
%
14
.0%
23
.8%
57
.5%
Reading Writing Mathematics
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
Level 1 Level 2 Level 3 Level 4
4.5
%
4.5
% 15
.8%
75
.1%
0.0
%
1.6
%
10
.4%
88
.0%
Males Females
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
Level 1 Level 2 Level 3 Level 4
0.0
%
7.7
% 2
3.1
%
69
.2%
2.4
%
2.6
%
12
.4%
82
.6%
Hispanic Caucasian
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
Level 1 Level 2 Level 3 Level 4
4.5
%
25
.6%
51
.1%
18
.8%
0.0
% 1
1.4
%
56
.0%
32
.6%
Males Females
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
Level 1 Level 2 Level 3 Level 4
13
.3%
20
.0%
60
.0%
6.7
%
1.5
%
18
.6%
53
.0%
26
.9%
Hispanic Caucasian
50
Mathematics by Gender
Mathematics by Ethnicity
ACT Results
During the 2010 ACT year, there were 244 students who took the ACT test from Salem Hills
High School (known as the cohort).
Figure 29: SHHS ACT Results
Average Scores
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
Level 1 Level 2 Level 3 Level 4
5.0
% 1
6.8
%
20
.7%
57
.5%
4.3
% 11
.3%
26
.9%
57
.5%
Males Females
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
Level 1 Level 2 Level 3 Level 4
6.7
%
33
.3%
33
.3%
26
.7%
4.4
% 13
.1%
23
.3%
59
.2%
Hispanic Caucasian
18.5
19.0
19.5
20.0
20.5
21.0
21.5
22.0
22.5
23.0
23.5
SHHS State SHHS State SHHS State SHHS State SHHS State
English Mathematics Reading Science Composite
21
.9
21
.4
20
.3
21
.1
23
.1
22
.6
21
.6
21
.6
21
.9
21
.8
20
.8
21
.4
20
.3
21
.1 2
2.4
22
.5
21
.0
21
.7
21
.3
21
.8
2009
2010
51
2010 ACT Cohort Percentage of Students Ready for College-Level Coursework
Scholarships
As a new school, we have been intent on providing our students scholarship opportunities. We
have been pleasantly surprised by the interest in this area, particularly from many of the local
patrons who have given scholarship donations to other schools prior to opening Salem Hills
High School.
Figure 30: SHHS Scholarships Awarded
Sc
ho
lars
hip
s O
ffer
ed
Stu
den
ts R
ecei
vin
g
Gra
du
atin
g St
ud
ents
% o
f Se
nio
rs R
ecei
vin
g
Do
llar
Am
ou
nt
Ave
rage
Off
ered
per
Rec
ipie
nt
2008-09 108 102 217 47.0% $434,393.00 $4,258.75
2009-10 227 113 299 37.8% $1,214,332.00 $10,746.30
0%
20%
40%
60%
80%
100%
College English Composition
College Algebra College Social Studies
College Biology Meeting All 4
71
%
40
%
58
%
26
%
21
%
74
%
45
% 61
%
32
%
26
%
66
%
43
%
52
%
29
%
24
%
2010 SHHS
2010 State
2010 National
52
Career and Technical Education Test Results
Please note that there is only one year accounted for, 2008-09, as test results for the 2009-10
school year could not be retrieved state wide.
Figure 31: 2008-09 CTE & TTE Tested
Area Course Tested Area Course Tested
AG Agriculture Science I 18 HS Biotechnology 17
BUS Business Communication I 13 HS Exercise Science/Sports 23
BUS Business Communication II 11 HS Medical Anatomy Physiology 85
BUS Business Web Page Design 157 IT Multimedia I 25
BUS Computer Technology II 35 STS Architectural Drafting 16
BUS Desktop Publishing 25 STS Cabinetmaking 7
CT Computer Technology 221 STS CAD Drafting 3
CT Computer Technology 87 STS Design & Drafting Tech 12
FACS Child Care A 21 STS Digital Photography 109
FACS Child Development 54 STS Furniture Design & Manufacturing 29
FACS Clothing I 17 STS Law Enforcement 58
FACS Clothing II 13 STS Mechanical Drafting 6
FACS Food And Nutrition I 135 STS Television Broadcasting 45
FACS Food And Nutrition II 78 STS Welding 36
FACS Interior Design I 55 STS Welding, Advanced 8
STS Woodworking 93
53
SHHS Certified Compared to State
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
22.2% 11.8%
30.4% 29.4% 29.4%
17.1%
37.6% 36.4%
Percent Cert
State Avg Cert
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
15
.4%
45
.5%
84
.1%
34
.3%
68
.0%
67
.9%
72
.4%
16
.0%
45
.5%
59
.5%
31
.6%
38
.9%
59
.4%
59
.4%
Percent Cert
State Avg Cert
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
81
.0%
64
.8%
70
.6%
23
.1%
65
.9%
55
.1%
49
.1%
48
.4%
46
.1%
42
.3%
28
.1%
36
.3%
39
.0%
38
.1%
Percent Cert
State Avg Cert
54
Rewards, Recognition, and Celebration at SHHS
Clubs
SHHS has instituted a monthly Club Day during the school day for thirty minutes in which
students can pursue their interests. Clubs are sponsored by a faculty/staff member. We
believe that student success is largely a product of student involvement in the school
community. Beyond simply making clubs available to all students, we have a goal of 100%
involvement—every full time student at SHHS signs up for and participates in a club except
those who are attending courses outside of the school, such as MATC, at the time our clubs
meet.. Some clubs also meet additionally outside of school hours. We have over 45 clubs
available to students.
Figure 32: Student Involvement
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
31
.3%
14
.3%
66
.7%
66
.7%
67
.9%
27
.6%
51
.7%
33
.3%
48
.9%
69
.4%
10
0.0
%
43
.0%
23
.8%
32
.4%
33
.4%
34
.8%
42
.8%
39
.0%
36
.3%
18
.5%
46
.3%
68
.8%
79
.8%
39
.7%
Percent Cert State Avg Cert
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
Club Enrolled Not Club Enrolled
96.8%
3.2%
Club Involvement
55
Victory with Honor
Salem Hills High School has adopted a program called Pursuing Victory With Honor to help our
students focus on the positive nature of athletics. At SHHS, we have an expectation that if you
cheer or yell at an athletic event, you do so FOR your team and not against the opposition.
Each student and faculty member signs a Victory With Honor Pledge at the beginning of each
school year. At the end of each sports season, a member of each of the sports teams is selected
by their coaches and peers for the Pursuing Victory with Honor award. These students are
honored in a school wide assembly and their pictures are placed in a display showcase.
In addition to Victory With Honor program, Salem Hills High School adheres to the UHSAA
sportsmanship program referred to as Raise the Bar, which highlights integrity, leadership,
respect, teamwork, personal responsibility, and honesty. This program allows for all member
schools which meet certain qualifications to be recognized by placing a star on a large banner in
the main gym.
Salem Hills High School has also participated in the Nebo Captain’s Academy for the past two
years. This academy brings the captains of athletic teams together each sports season for
training in sportsmanship, team leadership and optimal athletic health.
Soaring Skyhawk
The Soaring Skyhawk award honors graduating seniors who have shown exemplary school spirit
and participation in school activities in their senior year of high school. Students receive points
based on commitment to school activities, attendance, or academic success. Graduating seniors
must have earned 75 points or higher and must have met attendance eligibility requirements.
Eligible graduating seniors will receive an award at the senior assembly and are invited to a
celebration lunch. Student pictures will be featured in local newspapers and school showcase.
Principal’s Pick of the Week
During the 2010-11 school year, we have begun a program called Principal’s Pick of the Week in
which the school principal recognizes students, faculty, staff, or other people who contribute
positively to the school. The recipients are honored by a video shown on live announcements
and with coupons or treats donated by a local sponsor.
56
Student of the Month Breakfasts
Each month, a different department selects six students to be recognized as students of the
month. These students, their parents, the teachers who nominated them, and administrators
and counselors meet for muffins and juice. The parents and teachers share thoughts about
their student. The students are given certificates, treat bags, featured in local newspapers, and
have their pictures placed in the showcase for a month.
Honors Assemblies
Three times a year, we hold an honors assembly. These assemblies recognize students who
have made achievements in various areas representing our motto of spirit, heart, honor, and
success. This may include the band, the debate team, art students, science fair participants,
drama students, Sterling Scholars, sports teams, peer tutors, interns, etc.
Faculty Skyhawk Trophy
When we opened the school, we had a beautiful bronze trophy of a Skyhawk made to be
passed along to an outstanding faculty member at every faculty meeting. Faculty members are
honored by each other for their achievements and commitment to their students and the
school. The recipient for that month proudly displays the trophy in his or her room until he or
she gives it away at the next meeting.
Keys to Success
In partnership with Ken Garff, we participate in the Keys to Success program where students
and faculty are given key cards to recognize outstanding achievement or improvement in a
variety of areas. These cards can be redeemed for immediate prizes and qualify the recipient to
have his or her name put in a drawing for car at the end of the year.
Senior Awards Assembly/Spirit Heart Honor Success Awards
These awards are considered the highest honor given at our school. At our annual senior
awards assembly where student scholarships and other recognitions are given out, we also give
an award to four different seniors, one for each word in our motto. These students are
nominated by the faculty and their peers as students who exemplified either outstanding spirit,
heart, honor, or success. The students are given a trophy, featured in the local newspapers,
and their names are added to a plaque in our trophy case.
57
ISQ Survey
In March of 2009, Salem Hills High School received the results of a survey, Indicators of School
Quality (ISQ), from the Center for the School of the Future (CSF), which had been made
available to parents, teachers, students and staff at SHHS through our Parent/Teacher
Conference in February of that year, as well as mailings sent home to those who didn’t attend.
The report was a good measure of where we were at that time, taking into account the number
of responses we received back.
Figure 33 : Percentage of Responders
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
Parents Teachers Students Staff
15.4%
78.0% 73.3%
100.0%
Recommended