Pentucket Regional High School

School Report Card*

2004-2005

 Arlene C. Townes, Principal

Mailing Address: 24 Main Street, West Newbury , MA 01985-1898

Phone: (978) 363-5507 / Fax: (978) 363-2730

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:  9 - 12

 

School

District

State

Race/Ethnicity

 

 

 

 

 

 

 

African-American

0.2 %

0.5 %

8.9 %

Asian

1.1 %

0.8 %

4.8 %

Hispanic

0.5 %

0.9 %

11.8 %

Native American

0.0 %

0.0 %

0.3 %

White

98.1 %

97.8 %

74.2 %

 

 

 

 

Gender

 

 

 

 

 

 

 

Male

49.9 %

50.6 %

51.4 %

Female

50.1 %

49.4 %

48.6 %

 

 

 

 

Selected Population Enrollment

 

 

 

 

 

 

 

Limited English Proficiency

0.0 %

0.0 %

5.1 %

Low-income

4.9 %

4.6 %

27.7%

Special Education

12.3 %

11.7%

26.1 %

First Language Not English

0.0%

0.1%

14.0%

Migrant

0.0 %

0.0 %

0.1 %

TOTAL COUNT

958

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.

 Goals:

·         Create a dynamic process to review, evaluate and revise curriculum based on student expectations for learning.

·         Develop and implement a strategic plan for integrating technology into the curriculum.

·         Insure the instructional programs provided by the school meet the educational needs of all students.

·         Develop and implement a professional development plan that impacts student learning outcomes.

·         Develop and implement a planned system of assessment practices that insures continuous student growth and effective use of resources.

   School Council Members 2004-2005:

Principal                            Arlene C. Townes, Co-Chair

Staff                                      Jeanne Anderson

                                                William Buell

                                                Janet Crosby

                                                Connie Fall

                                                Jack Willett

Parents                                 Jean Lambert, Co-Chair

                                                Edith Maxwell

                                                Tina Morrison

                                   

Student Representatives  Elisabeth Buell

                                                 Shanley Kervin

                                                  Katie Stevens

 

Community Representative   Nancy Giard

  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:  66                       

% of teachers licensed in teaching assignment:   97.0%

Total number of teachers in core academic areas:  51

% of core academic teachers identified as highly qualified teachers:   98%

 

2004-05 School Report Card - Pentucket Reg Sr High
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  25  100  16  4  60  20
GENDER  
 Female  131  100  37  45  15  3
 Male  104  100  33  46  20  1
RACE/ETHNICITY  
 Asian or Pacific Islander  3  100        
 White  231  100  35  45  17  2
 LOW INCOME  10  100  20  40  40  0
ALL STUDENTS  
 2004  235  100  35  46  17  2
 2003  223  100  42  46  11  1
DISTRICT  
 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 School Report Card - Pentucket Reg Sr High
Grade 10 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  210  100  35  38  26  2
 Disabled  25  100  8  24  40  28
GENDER  
 Female  131  100  26  40  30  5
 Male  104  100  39  32  24  5
RACE/ETHNICITY  
 Asian or Pacific Islander  3  100        
 White  231  100  32  36  27  5
 LOW INCOME  10  100  10  40  50  0
ALL STUDENTS  
 2004  235  100  32  36  27  5
 2003  224  100  31  34  28  7
DISTRICT  
 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 School Report Card - Pentucket Reg Sr High
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 CD Attainment
Enrolled Assessed % Met
Target		 N CPI Met
Target		 CPI
Change		 Met
Target		 % Met
Target
Aggregate 235 235 100 Yes 451 94.9 Yes 0.5 Yes 100 Yes Yes
Lim. English Prof. 0 - - - - - - - - - - -
Spec. Ed. 25 25 - - 56 76.8 - 2.4 - 100 - -
Low Income 10 10 - - 15 - - - - - - -
Afr. Amer./Black 0 - - - - - - - - - - -
Asian or Pacif. Isl. 3 - - - - - - - - - - -
Hispanic 0 - - - - - - - - - - -
Native American 0 - - - - - - - - - - -
White 231 231 100 Yes 443 95.0 Yes 0.5 Yes 100 Yes Yes

MATHEMATICS
Student Group 2004 Cycle III combined data for 2003 and 2004 2004 AYP
2004
Participation Performance Improvement CD Attainment
Enrolled Assessed % Met
Target		 N CPI Met
Target		 CPI
Change		 Met
Target		 % Met
Target
Aggregate 235 235 100 Yes 452 86.4 Yes -2.1 No 100 Yes Yes
Lim. English Prof. 0 - - - - - - - - - - -
Spec. Ed. 25 25 - - 57 65.4 - 7.9 - 100 - -
Low Income 10 10 - - 15 - - - - - - -
Afr. Amer./Black 0 - - - - - - - - - - -
Asian or Pacif. Isl. 3 - - - - - - - - - - -
Hispanic 0 - - - - - - - - - - -
Native American 0 - - - - - - - - - - -
White 231 231 100 Yes 444 86.5 Yes -1.9 No 100 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 Yes Yes Yes Yes Yes Yes No Status Very High On Target
All subgroups N/A N/A N/A N/A Yes Yes
MATH Aggregate Yes Yes Yes Yes Yes Yes No Status High No Change
All subgroups N/A N/A N/A N/A Yes Yes

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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