Pentucket Regional School District

 District Report Card*

2004-2005

 

John D. MacLean, Jr., Ed.D., Superintendent of Schools

Mailing Address: 22 Main Street, West Newbury , MA 01985-1899

Phone: (978) 363-2280 / Fax: (978) 363-1165

Website: http://www.prsd.org

 

Mission / Vision Statement:

In the Pentucket Regional School community, everyone works together in an environment founded upon trust, integrity, fairness, and open communication with the belief that every individual can discover and develop talents and abilities, and pursue unlimited potential.  The hallmarks of this community are educational excellence, respect for self and others, and responsible ethical citizens.

Enrollment: 2004 – 2005 / Grades Offered: Pre K - 12

 

 

District

State

 

Race/Ethnicity

 

 

 

 

 

 

 

African-American

0.5 %

8.9 %

 

Asian

0.8 %

4.8 %

 

Hispanic

0.9 %

11.8 %

 

Native American

0.0 %

0.3 %

 

White

97.8 %

74.2 %

 

 

 

 

 

Gender

 

 

 

 

 

 

 

Male

50.6 %

51.4 %

 

Female

49.4 %

48.6 %

 

 

 

 

 

Selected Population Enrollment

 

 

 

 

 

 

 

Limited English Proficiency

0.0 %

5.1 %

 

Low-income

4.6 %

27.7%

 

Special Education

11.7%

26.1 %

 

First Language Not English

0.1%

14.0%

 

Migrant

0.0 %

0.1 %

 

TOTAL COUNT

3,446

975,911

 

 *Report Card:

This report contains information required by the federal No Child Left Behind act for our school and district including: teacher qualifications, student achievement on the Massachusetts Comprehensive Assessment System (MCAS), and school/district accountability.

  Pentucket School Committee & School District Goals:

·         Develop methodology for determining academic consistency among the three towns’ elementary schools (District Goal).

·         Commence revision of Bylaws/Policies (School Committee Goal).

·         Establish a plan for assessing Pentucket Regional Agreement and reviewing areas for possible amendment and/or clarification (School Committee Goal).

·         Enhance communications in the following areas: website, annual report, others (as identified by Communications Subcommittee) (School Committee Goal).

·         Establish a flexible forecasting model to be used to communicate multi-year projections of enrollment-driven expenses, capital outlay, out of district placements, revenue projections, including state reimbursements and town assessments.  Programmatic additions and changes will also be included (School Committee/ School District Goal).

 School Committee Members 2004-2005:

Maria Piccolomini, Chairman

Peter Cronin, Vice Chairman

Robert O’Keefe, Secretary

Thomas Atwood, Assistant Treasurer

Guillaume O. Buell

Lisa Dube Carpenter

Anthony Castiglione

Heather Conner

Sherrie Gadd

Carol A. Grazio

Jed Levine

Margaret J. Muench

Caitlyn Burns, Student Representative

Lila Teeters, Student Representative

Michael Williams, Student Representative  

 

Faculty Licensure Information:  

Student success is linked to the quality of a school’s instructional staff. The information below is divided into two parts: (1) the percentage of teachers who are certified or licensed to teach in Massachusetts and (2) the percentage of classes taught by teachers who are highly qualified in core academic areas such as mathematics, science, reading, history, English language arts, etc. Both pieces of information are intended to help you understand the backgrounds and preparation of the teachers who are working with your child.  As you will see, most if not all teachers in the school are certified, and most, if not all, are highly qualified. Those who are not are either working on a waiver granted by the Massachusetts Department of Education, or are long-term or permanent substitutes.  While qualified to teach within Massachusetts , certain teachers are now in the process of demonstrating subject matter competency through additional coursework.  No Child Left Behind requires that all teachers be highly qualified by the end of the 2005-2006 school year, and thus what you will see in the percentages are indications of how far our school has to go in order to comply with this deadline. 

Total number of teachers:  229                        

% of teachers licensed in teaching assignment:   98.7%

Total number of teachers in core academic areas:  184

% of core academic teachers identified as highly qualified teachers:   98.1%

 

2004-05 District Report Card - Pentucket
Grade 03 - Reading

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  229  100  NA  86  13  0
 Disabled  28  100  NA  46  43  11
GENDER  
 Female  129  100  NA  83  16  2
 Male  128  100  NA  81  17  2
RACE/ETHNICITY  
 African American/Black  1  100  NA  0  0  0
 Asian or Pacific Islander  4  100  NA  0  0  0
 Hispanic  2  100  NA  0  0  0
 White  250  100  NA  82  17  2
 LOW INCOME  9  100  NA  0  0  0
ALL STUDENTS  
 2004  257  100  NA  82  16  2
 2003  277  100  NA  75  23  1
STATE  
 2004  73332  99  NA  63  30  7
 2003  74114  100  NA  62  30  7
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 District Report Card - Pentucket
Grade 04 - English Language Arts

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  227  100  22  57  20  1
 Disabled  50  100  8  28  48  16
 Limited English Proficient            
GENDER  
 Female  136  99  24  56  19  1
 Male  141  100  15  48  31  6
RACE/ETHNICITY  
 African American/Black  1  100        
 Hispanic  1  100        
 White  275  99  19  51  25  4
 LOW INCOME  12  100  8  50  25  17
ALL STUDENTS  
 2004  277  99  19  52  25  4
 2003  268  100  18  61  18  4
STATE  
 2004  73111  98  11  45  35  9
 2003  75024  99  10  45  34  10
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 District Report Card - Pentucket
Grade 04 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  226  99  25  40  34  1
 Disabled  50  100  2  36  38  24
 Limited English Proficient            
GENDER  
 Female  136  99  24  43  25  7
 Male  140  99  17  36  44  4
RACE/ETHNICITY  
 African American/Black  1  100        
 Hispanic  1  100        
 White  274  99  21  39  35  5
 LOW INCOME  11  92  0  55  36  9
ALL STUDENTS  
 2004  276  99  21  39  34  5
 2003  268  100  19  34  39  9
STATE  
 2004  73323  99  14  28  44  14
 2003  75339  100  12  28  43  16
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 District Report Card - Pentucket
Grade 06 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  198  100  44  35  17  3
 Disabled  69  100  19  28  28  26
GENDER  
 Female  126  100  37  35  23  5
 Male  141  100  38  32  17  13
RACE/ETHNICITY  
 African American/Black  4  100        
 Asian or Pacific Islander  1  100        
 Hispanic  5  100        
 White  257  100  38  33  19  9
 LOW INCOME  17  100  29  12  41  18
ALL STUDENTS  
 2004  267  100  38  33  20  9
 2003  276  100  24  39  25  12
STATE  
 2004  76661  99  17  25  32  25
 2003  78040  100  16  26  32  26
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 District Report Card - Pentucket
Grade 07 - English Language Arts

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  228  99  9  77  14  0
 Disabled  50  98  0  38  50  12
GENDER  
 Female  138  99  9  71  18  1
 Male  140  99  6  69  22  3
RACE/ETHNICITY  
 African American/Black  1  100        
 Asian or Pacific Islander  1  100        
 Hispanic  3  100        
 White  273  99  7  70  20  2
 LOW INCOME  5  100        
ALL STUDENTS  
 2004  278  99  8  70  20  2
 2003  299  100  8  65  24  3
STATE  
 2004  77386  98  9  59  25  7
 2003  79345  99  8  57  28  7
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 District Report Card - Pentucket
Grade 08 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  242  100  14  36  39  11
 Disabled  62  98  5  11  31  53
GENDER  
 Female  148  100  11  32  37  19
 Male  156  99  13  29  38  20
RACE/ETHNICITY  
 African American/Black  3  100        
 Asian or Pacific Islander  2  100        
 Hispanic  3  100        
 White  294  100  13  30  37  20
 LOW INCOME  14  100  7  36  50  7
ALL STUDENTS  
 2004  304  100  13  31  38  19
 2003  278  100  19  37  28  16
STATE  
 2004  78893  99  13  26  32  29
 2003  78589  99  12  25  30  33
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 District Report Card - Pentucket
Grade 10 - English Language Arts

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  210  100  38  50  12  0
 Disabled  26  100  15  8  58  19
GENDER  
 Female  131  100  37  45  15  3
 Male  105  99  32  47  20  1
RACE/ETHNICITY  
 Asian or Pacific Islander  3  100        
 White  232  100  35  46  17  2
 LOW INCOME  10  100  20  40  40  0
ALL STUDENTS  
 2004  236  100  35  46  17  2
 2003  227  100  41  46  11  1
STATE  
 2004  69808  96  19  43  27  11
 2003  69607  99  20  40  28  12
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 District Report Card - Pentucket
Grade 10 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  211  100  35  37  26  2
 Disabled  26  100  8  23  38  31
GENDER  
 Female  131  100  26  40  30  5
 Male  106  100  39  31  24  7
RACE/ETHNICITY  
 Asian or Pacific Islander  3  100        
 White  233  100  32  36  27  6
 LOW INCOME  10  100  10  40  50  0
ALL STUDENTS  
 2004  237  100  32  36  27  5
 2003  228  100  30  34  28  7
STATE  
 2004  70293  97  29  28  28  15
 2003  70263  100  24  27  28  21
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 District Report Card - Pentucket
2004 Adequate Yearly Progress (AYP) Report

ENGLISH LANGUAGE ARTS
Student Group 2004 Cycle III combined data for 2003 and 2004 2004 AYP
2004
Participation Performance Improvement Attendance
Enrolled Assessed % Met
Target		 N CPI Met
Target		 CPI
Change		 Met
Target		 % Change Met
Target
Aggregate 1050 1049 100 Yes 2119 92.4 Yes -0.6 No 96.2 0.4 Yes Yes
Lim. English Prof. 1 - - - - - - - - - - - -
Spec. Ed. 143 143 100 Yes 304 74.7 No -0.5 No 95.9 0.5 Yes No
Low Income 36 36 - - 68 84.2 - 3.1 - 94.3 1 - -
Afr. Amer./Black 3 - - - - - - - - - - - -
Asian or Pacif. Isl. 8 - - - - - - - - - - - -
Hispanic 6 - - - - - - - - - - - -
Native American 0 - - - - - - - - - - - -
White 1031 1031 100 Yes 2076 92.4 Yes -0.8 No 96.2 0.4 Yes Yes

MATHEMATICS
Student Group 2004 Cycle III combined data for 2003 and 2004 2004 AYP
2004
Participation Performance Improvement Attendance
Enrolled Assessed % Met
Target		 N CPI Met
Target		 CPI
Change		 Met
Target		 % Change Met
Target
Aggregate 1086 1084 100 Yes 2130 81.7 Yes 1.7 No 96.2 0.4 Yes Yes
Lim. English Prof. 1 - - - - - - - - - - - -
Spec. Ed. 174 173 99 Yes 341 58.4 No 3.2 No 95.9 0.5 Yes No
Low Income 52 51 - - 97 71.6 - 9.7 - 94.3 1 - -
Afr. Amer./Black 8 - - - - - - - - - - - -
Asian or Pacif. Isl. 6 - - - - - - - - - - - -
Hispanic 9 - - - - - - - - - - - -
Native American 0 - - - - - - - - - - - -
White 1060 1058 100 Yes 2075 81.7 Yes 1.7 No 96.2 0.4 Yes Yes

Adequate Yearly Progress History 2004
Accountability Status		 Cycle III
Performance Rating		 Cycle III
Improvement Rating
  1999 2000 2001 2002 2003 2004
ELA Aggregate N/A N/A Yes Yes Yes Yes Identified for Improvement - Subgroups only Very High No Change
All subgroups N/A N/A N/A N/A No No
MATH Aggregate N/A N/A Yes Yes Yes Yes No Status High Improved Below Target
All subgroups N/A N/A N/A N/A Yes No

Teacher Quality Data
for High-Poverty and Low-Poverty
Pentucket Public Schools
School HQ% LIC%
Low Poverty  
Dr Frederick N Sweetsir  97.1   95.4 
Dr John C Page School  96.6   100.0 
Elmer S Bagnall  100.0   100.0 
Pentucket Reg Middle  100.0   100.0 
Pentucket Reg Sr High  98.0   97.0 

Data Definitions

Enrollment - This information reflects the public school enrollment on October 1, 2004.

Race/Ethnicity:
African-American - A person having origins in any of the black racial groups in Africa.
Asian - A person having origins in any of the original peoples of the Far East, Southeast Asia, the Indian subcontinent or the Pacific Islands. This area includes, for example, China, India, Japan, Korea, the Philippine Islands and Samoa.
Hispanic - A person of Mexican, Puerto Rican, Cuban, Central or South American or other Spanish culture or origin, regardless of race.
Native American - A person having origins in any of the original peoples of North America, and who maintains cultural identification through tribal affiliation or community attachment.
White - A person having origins in any of the original peoples of Europe, North Africa, or the Middle East.
Selected Populations:
Limited English Proficient: A student whose first language is a language other than English who is unable to perform ordinary classroom work in English is identified as limited English proficient.
Low Income: An indication of whether a student meets ANY ONE of the following definitions of low income:
1. The student is eligible for free or reduced price lunch; or
2. The student receives Transitional Aid to Families benefits; or
3. The student is eligible for food stamps
Special Education: Students who have an Individualized Education Plan (IEP).
Migrant: An indication of whether an individual or a parent/guardian accompanying an individual maintains primary employment in one or more agricultural or fishing activities on a seasonal or other temporary basis and establishes a temporary residence for the purposes of such employment.

Educator Quality - Educator information is as of October 1, 2004.

Percent of teachers licensed in the area in which teaching: The percentage of teachers with Preliminary, Initial, or Professional licensure (all teaching staff, including long-term substitutes) in the area in which they are teaching. Charter schools are not required to hire licensed teachers.
Percentage of core academic classes taught by highly-qualified teachers: The percentage of staff, measured in "full-time equivalency", teaching in core academic areas, that meet the NCLB definition of highly-qualified. To meet the definition, teachers must possess a valid Massachusetts teaching license at the Preliminary, Initial, or Professional level AND demonstrate subject matter competency in the areas they teach. The core academic areas are defined as English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography. NCLB subject matter competence requirements are applied differently to those who teach at different levels. For more information on the definition and requirements of highly-qualified, please see http://www.doe.mass.edu/nclb/hq/hq_memo.html.
High-Poverty Schools: Schools in the bottom quartile statewide by low-income percentage.
Low-Poverty Schools: Schools in the top quartile statewide by low-income percentage.

MCAS Results

Performance Level Definitions
(A) Advanced - Students demonstrate a superior understanding of challenging subject matter, and solve a wide variety of problems.
(P) Proficient - Students demonstrate a solid understanding of challenging subject matter, and solve a wide variety of problems.
(NI) Needs Improvement - Students demonstrate partial understanding of subject matter, and solve some simple problems.
(W/F) Warning/Failing - Students demonstrate minimal understanding of subject matter, and do not solve simple problems.
Student Subgroup Definitions
Regular - Students who do not meet the definition for Students with Disabilities or for Limited English Proficient.
Students with Disabilities - Students who have an Individualized Education Plan (IEP) or a plan of instructional accommodations provided under Section 504 of the Rehabilitation Act of 1973.
Limited English Proficient, Race/Ethnicity, Low income, Migrant - See definitions under Enrollment.
*2003 MCAS results may differ slightly from earlier published figures because Alternately Assessed students whose portfolios were incomplete have now been included.

Adequate Yearly Progress - According to federal law, a measure of the extent to which students in a school, taken as a whole and certain groups within the school, demonstrate proficiency in English language arts and mathematics. All