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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

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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%


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%


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



8.7% 1.4% 0.5%

0.9%

88.5%

2010-11



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

%


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

%


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

%


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


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


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


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


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%


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%


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%


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%


30

%

34

% 5

5%

54

%

35

%

44

%

48

% 57

%

24

%

33

%

40

%

40

%

SHHS District State

0%

20%

40%

60%

80%

100%


79

% 91

%

76

% 93

%

70

%

82

%

61

%

90

%

68

%

76

%

52

%

87

%

SHHS District State

0%

20%

40%

60%

80%

100%


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%


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%


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%


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%


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%


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%


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%

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