U.S. Department of Education November 2002
2002-2003 No Child Left Behind—Blue Ribbon Schools Program
Cover Sheet
Name of Principal Mr. David C. Whitesell
(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the official records)
Official School Name Twin Bridges High School
(As it should appear in the official records)
School Mailing Address: 216 W. 6th Ave. ______
(If address is P.O. Box, also include street address)
Twin Bridges Montana 59749-0419______
City State Zip Code+4 (9 digits total)
Tel. (406) 684-5656 Fax (406) 684-5458
Website/URL: www.twinbridges.k12.mt.us Email:
I have reviewed the information in this application, including the eligibility requirements on page 2, and certify that to the best of my knowledge all information is accurate.
Date______
(Principal’s Signature)
Private Schools: If the information requested is not applicable, write N/A in the space.
Name of Superintendent
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)
District Name Tel. ( )
I have reviewed the information in this application, including the eligibility requirements on page 2, and certify that to the best of my knowledge it is accurate.
Date______(Superintendent’s Signature)
Name of School Board
President/Chairperson
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)
I have reviewed the information in this package, including the eligibility requirements on page 2, and certify that to the best of my knowledge it is accurate.
Date______
(School Board President’s/Chairperson’s Signature)
PART II DEMOGRAPHIC DATA
DISTRICT (Questions 12 not applicable to private schools)
1. Number of schools in the district: 1 Elementary schools
0 Middle schools
1 Junior high schools
1 High schools
3 TOTAL
2. District Per Pupil Expenditure: $5,245.00
Average State Per Pupil Expenditure: $5,230.00
SCHOOL (To be completed by all schools)
3. Category that best describes the area where the school is located:
[ ] Urban or large central city
[ ] Suburban school with characteristics typical of an urban area
[ ] Suburban
[ ] Small city or town in a rural area
[ x] Rural
4. 2 Number of years the principal has been in her/his position at this school.
12 If fewer than three years, how long was the previous principal at this school?
5. Number of students enrolled at each grade level or its equivalent in applying school:
Grade / # of Males / # of Females / Grade Total / Grade / # of Males / # of Females / Grade TotalK / 7
1 / 8
2 / 9 / 8 / 5 / 13
3 / 10 / 6 / 10 / 16
4 / 11 / 7 / 8 / 15
5 / 12 / 8 / 12 / 20
6 / Other
TOTAL STUDENTS IN THE APPLYING SCHOOL / 64
6. Racial/ethnic composition of 90.7% White
the students in the school: 0 % Black or African American
3.1 % Hispanic or Latino
3.1 % Asian/Pacific Islander
3.1 % American Indian/Alaskan Native
100% Total
7. Student turnover, or mobility rate, during the past year: 13.4%
(This rate includes the total number of students who transferred to or from different schools between October 1 and the end of the school year, divided by the total number of students in the school as of October 1, multiplied by 100.)
(1) / Number of students who transferred to the school after October 1 until the end of the year. / 4(2) / Number of students who transferred from the school after October 1 until the end of the year. / 8
(3) / Subtotal of all transferred students [sum of rows (1) and (2)] / 12
(4) / Total number of students in the school as of October 1 / 89
(5) / Subtotal in row (3) divided by total in row (4) / .134
(6) / Amount in row (5) multiplied by 100 / 13.4%
8. Limited English Proficient students in the school: ____ 0 %
_____0_Total Number Limited English Proficient
Number of languages represented: 1
Specify languages: English
9. Students eligible for free/reduced-priced meals: 30 %
19 Total Number Students Who Qualify
If this method is not a reasonably accurate estimate of the percentage of students from lowincome families or the school does not participate in the federallysupported lunch program, specify a more accurate estimate, tell why the school chose it, and explain how it arrived at this estimate. As a K-12 Public school we have 40% of our entire student population qualifying for free-reduced lunch. This is a more accurate figure of the socioeconomic status of our students.
10. Students receiving special education services: 1.5%
1 Total Number of Students Served
Indicate below the number of students with disabilities according to conditions designated in the Individuals with Disabilities Education Act.
____Autism ____Orthopedic Impairment
____Deafness ____Other Health Impaired
____Deaf-Blindness ____Specific Learning Disability
____Hearing Impairment ____Speech or Language Impairment
____Mental Retardation ____Traumatic Brain Injury
__1 Multiple Disabilities ____Visual Impairment Including Blindness
11. Indicate number of fulltime and parttime staff members in each of the categories below:
Number of Staff
Full-time Part-Time
Administrator(s) 1 ______
Classroom teachers 7 6
Special resource teachers/specialists 1 ______
Paraprofessionals 3 ______
Support staff ______3
Total number 12 9
12. Student-“classroom teacher” ratio: 5:1
13. Show the attendance patterns of teachers and students. The student drop-off rate is the difference between the number of entering students and the number of exiting students from the same cohort. (From the same cohort, subtract the number of exiting students from the number of entering students; divide that number by the number of entering students; multiply by 100 to get the percentage drop-off rate.) Briefly explain in 100 words or fewer any major discrepancies between the dropout rate and the drop-off rate. Only middle and high schools need to supply dropout and drop-off rates.
2001-2002 / 2000-2001 / 1999-2000Daily student attendance / 95% / 97% / 95.6%
Daily teacher attendance / 97% / 96% / 98%
Teacher turnover rate / 4% / 4% / 6%
Student dropout rate / 4% / 0% / 0%
Student drop-off rate / 13.4%
14. (High Schools Only) Show what the students who graduated in Spring 2002 are doing as of September 2002.
Enrolled in a 4-year college or university / 73%
Enrolled in a community college / 0%
Enrolled in vocational training / 5%
Found employment / 17%
Military service / 5%
Other (travel, staying home, etc.) / 0%
Unknown / 0%
Total / 100 %
PART III – SUMMARY
Provide a brief, coherent narrative snapshot of the school in one page (approximately 475 words). Include at least a summary of the school’s mission or vision in the statement and begin the first sentence with the school’s name, city, and state.
Twin Bridges High School, located in Twin Bridges, Montana is a public education entity serving an agricultural-centered community. We exist to educate and empower students for present and future individual achievement and contribution to their community and society. Our community is incredibly supportive of our school district. In a recent three million dollar building bond election, seventy-six percent of the registered voters in our school district turned out to vote, and seventy-four percent of those voting approved the bond.
The school and the community join in partnership to provide a safe and respectful environment that is conducive to learning and teaching. This positive climate promotes healthy lifestyles where students recognize the importance of life-long learning, take responsibility for high personal standards, and feel a greater sense of self-worth. Our goal is that each individual will learn to celebrate and be respectful of our rich historical community, and students will learn to appreciate the unique heritage and history of our great state and country. This partnership strives for a standard of excellence where all students achieve their highest personal expectations and are prepared to be successful in today’s competitive global society. In this learning environment students will graduate, prepared to pursue their life choices and to attain their personal visions of success.
The Twin Bridges High School staff believes in the following guiding principles. We believe that every child has the potential to achieve. We believe the school, families, students, and the community shares the responsibility for the educational process. We believe the student-teacher relationship is the foundation for student success and we are all accountable for that relationship. We believe education prepares students to develop a vision and that mutual respect for diverse people builds a healthy and safe school and encourages strong interpersonal relationships. We believe a broad range of opportunities and learning experiences can meet the needs of all students, therefore we believe in, and value, a dynamic curriculum. We believe the education process is changing and flexible and needs on-going evaluation, and that all educational opportunities must foster high standards and expectations. We believe that clearly defined norms result in a climate of individual and collective responsibility among students, staff, administrators and families.
As in most rural communities, our school is the focal point of our valley. The people of Twin Bridges, Montana are dedicated to the success and future endeavors of our young people. We foster this relationship and belief by exhibiting a nurturing community involved in all activities in which our students are participants.
PART IV INDICATORS OF ACADEMIC SUCCESS
1. Assessment Results
Twin Bridges High School used the Iowa Test of Basic Skills (ITBS) for the last two years and prior to that used the Comprehensive Test of Basic Skills (CTBS). These tests are required by the state of Montana to measure student achievement as a guide for which district results can be measured locally, throughout the state, and nationally. The concept behind using these tests are to see how the school is doing by comparing students in the same grade in different schools by using the same test nationally. There are various ways to check how a particular school’s students are doing. The system used in this release is incorporating the National Percentile Rank (NPR). The NPR ranks students results by taking the total number of students taking the test and averaging the tests by class. All students at Twin Bridges High School took the tests regardless of social economic status or academic achievement level. The following is how Twin Bridges High School compares with the nation in reading and mathematics for school years 2002-01, 2001-00, and 2000-1999.
A three-year average of the NPR in reading for freshman classes at TBHS resulted in a score of 62%. This means that over the last three years, freshmen at TBHS did better than 62% of the freshmen in the nation in reading.
A three-year average of the NPR in math for freshman classes at TBHS resulted in a score of 65%. This means that over the last three years, freshmen at TBHS did better than 65% of the freshmen in the nation in math.
A three-year average of the National Percentile Rank in reading for sophomores at Twin Bridges High School resulted in a score of 70%. This means that over the last three years sophomores at TBHS did better than 70% of the students in the nation in reading. A three-year average of the NPR in math for sophomores at TBHS resulted in a score of 70%. This means that over the last three years, sophomores at TBHS did better than 70% of the sophomores in the nation in math.
A three-year average of the NPR in reading for juniors at TBHS resulted in a score of 73%. This means that over the last three years juniors at TBHS did better than 73% of the students in the nation in reading.
A three-year average of the NPR in math for juniors at TBHS resulted in a score of 69%. This means that over the last three years, juniors at TBHS did better than 69% of the sophomore in the nation in math.
A three-year average of the NPR in reading for seniors at TBHS resulted in a score of 64%. This means that over the last three years seniors at TBHS did better than 64% of the students in the nation in reading.
A three-year average of the NPR in math for seniors at TBHS resulted in a score of 62%. This means that over the last three years, seniors at TBHS did better than 62% of the seniors in the nation in math.
The test data for these items are located at the end of this document.
2. Show school’s assessment data to understand and improve student and school performance.
Twin Bridges High School has implemented a new assessment tool, which measures academic progress. (MAP from the Northwest Educational Association in Portland, Oregon) This program acquires baseline data the first time a student is tested and from this baseline data, the program automatically tracks each individual student’s progress in language, reading and math. This test is taken twice each year (fall and spring) on the computer. The test further breaks down each subject area to determine the individual’s areas of weakness (e.g.: mathematical computation, number sense and numeration, geometry, measurement, statistics and probability, algebraic concepts, and problem solving). The individual teachers to know the areas of instruction on which they need to focus use this data. This focal area can vary from student to student, thus requiring our teaching staff to work cooperatively developing the best possible way to individualize instruction.