Dr. Elmer S. Bagnall School

School Report Card*

2004-2005

 Philip Benincasa, Interim Principal

Mailing Address: 253 School Street , Groveland , MA 01834 -2099

Phone: (978) 372-8856 / Fax: (978) 521-8956

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.

*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.

Goals:

·         To provide added support for enhancing literacy in the primary grades.

·         To survey parents regarding the performance of the school in order to identify areas which might be improved.

·         To increase writing skills at all levels.

·         To help staff develop skills around language assessment.

School Council Members 2004-2005:

Interim Principal          Philip Benincasa, Co-Chair

Staff                                       Tracey Connors

                                              Dianne Dawe                                                                                                                                        

Parents                                  Elizabeth Cunniff, Co-Chair

                                               Sandra Fudge  

Community Member              Don Beaton

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:  42                       

% of teachers licensed in teaching assignment:   100%

Total number of teachers in core academic areas:  34

% of core academic teachers identified as highly qualified teachers:  100%

2004-05 School Report Card - Elmer S Bagnall
Grade 03 - Reading

2004-05 School Report Card - Elmer S Bagnall
Grade 04 - English Language Arts

2004-05 School Report Card - Elmer S Bagnall
Grade 04 - Mathematics

2004-05 School Report Card - Elmer S Bagnall
Grade 06 - Mathematics

2004-05 School Report Card - Elmer S Bagnall
2004 Adequate Yearly Progress (AYP) Report

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 schools are rated, and AYP determinations are made, based on an analysis of the performance and improvement schools and districts demonstrate toward achieving this goal. Detailed information on AYP determinations can be found on the MA Department of Education website at http://www.doe.mass.edu/sda/ayp/cycleIII/.

2005 NCLB Report Cards

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