2005-06 School Report Card - Bradford Elementary

Bradford Elementary (01280008)

Michael J Rossi, Principal
Mailing Address: 118 Montvale Street
Bradford, MA 01835
Phone: (978) 374-2443
FAX: (978) 374-0529

Overview:
This report card 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.

Mission Statement:
The mission of the Haverhill Public Schools is to produce self-directed learners who contribute productively and ethically in local, national, and global communities through an active and experiential education supported and fostered by the community.

Enrollment - 2005-06
  School District State
Total Count 583 7,590 972,371
Race/Ethnicity (%)
African American 2.1 3.5 8.3
Asian 1.2 1.5 4.6
Hispanic 7.0 20.4 12.9
Native American 0.0 0.1 0.3
White 89.7 74.3 72.4
Native Hawaiian, Pacific Islander 0.0 0.1 0.1
Multi-Ethnic 0.0 0.1 1.4
Gender (%)
Male 52.8 52.3 51.4
Female 47.2 47.7 48.6
Selected Populations (%)
Limited English Proficiency 2.7 5.6 5.3
Low-income 17.2 32.7 28.2
Special Education 20.1 17.9 16.5
First Language Not English 4.6 13.1 14.3
Migrant 0.0 0.1 0.1

Grades Offered: K, 01, 02, 03, 04, 05
Teacher Data (2005-06)
  School District State
Total # of Teachers 46 545 73,593
% of Teachers Licensed in Teaching Assignment 95.1 89.5 94.4
Total # of Teachers in Core Academic Areas 43 486 62,301
% of Core Academic Teachers Identified as Highly Qualified 94.7 90.5 93.7
Student/Teacher Ratio 12.6 to 1 13.9 to 1 13.2 to 1

Additional Teacher Information
Teachers in our district are dedicated to the education of ALL students. A percentage of teachers who are not licensed are in areas of content where staff is difficult to find-e.g. mathematics, science and special education. Others are licensed in other states and waiting for their Massachusetts licensure. "Highly" qualified teachers is a goal of our district.

We are working with local colleges to accelerate the licensure process.


Web Resources
Massachusetts Department of Education:
http://www.doe.mass.edu/
School and District Profiles:
http://profiles.doe.mass.edu/?orgcode=01280008
Adequate Yearly Progress (AYP) Information:
http://www.doe.mass.edu/sda/ayp/cycleIVmid/
Massachusetts No Child Left Behind website:
http://www.doe.mass.edu/nclb/

2005-06 School Report Card - Bradford Elementary
GRADE LEVEL 3 - READING

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 119 80 NA 81 18 2
    DISABLED 28 19 NA 43 46 11
    LIMITED ENGLISH PROFICIENT 1 1 NA - - -
GENDER
    FEMALE 67 45 NA 76 22 1
    MALE 81 55 NA 72 23 5
RACE/ETHNICITY
    AFRICAN-AMERICAN 3 2 NA - - -
    ASIAN OR PACIFIC ISLANDER 3 2 NA - - -
    HISPANIC 12 8 NA 58 42 0
    NATIVE AMERICAN 0 0 NA - - -
    WHITE 130 88 NA 75 22 3
LOW INCOME 25 17 NA 44 36 20
MIGRANT STUDENT 0 0 - - - -
STATE
    2005 71463 100 NA 62 31 7
    2004 73332 100 NA 63 30 7
ALL STUDENT
    2005 148 100 NA 74 23 3
    2004 133 100 NA 71 26 4
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 School Report Card - Bradford Elementary
GRADE LEVEL 4 - ENGLISH LANGUAGE ARTS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 98 77 13 55 29 3
    DISABLED 29 23 3 28 34 34
    LIMITED ENGLISH PROFICIENT 0 0 - - - -
GENDER
    FEMALE 65 51 12 55 26 6
    MALE 62 49 10 42 34 15
RACE/ETHNICITY
    AFRICAN-AMERICAN 1 1 - - - -
    ASIAN OR PACIFIC ISLANDER 1 1 - - - -
    HISPANIC 10 8 10 20 50 20
    NATIVE AMERICAN 0 0 - - - -
    WHITE 115 91 11 51 28 10
LOW INCOME 19 15 11 32 37 21
MIGRANT STUDENT 0 0 - - - -
STATE
    2005 72780 100 10 40 40 10
    2004 73111 100 11 45 35 9
ALL STUDENT
    2005 127 100 11 49 30 10
    2004 149 100 9 48 38 5
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 School Report Card - Bradford Elementary
GRADE LEVEL 4 - MATHEMATICS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 98 77 20 34 44 2
    DISABLED 29 23 0 7 45 48
    LIMITED ENGLISH PROFICIENT 0 0 - - - -
GENDER
    FEMALE 65 51 18 28 43 11
    MALE 62 49 13 27 45 15
RACE/ETHNICITY
    AFRICAN-AMERICAN 1 1 - - - -
    ASIAN OR PACIFIC ISLANDER 1 1 - - - -
    HISPANIC 10 8 0 10 50 40
    NATIVE AMERICAN 0 0 - - - -
    WHITE 115 91 17 29 43 10
LOW INCOME 19 15 0 21 47 32
MIGRANT STUDENT 0 0 - - - -
STATE
    2005 72831 100 14 27 44 15
    2004 73323 100 14 28 44 14
ALL STUDENT
    2005 127 100 16 28 44 13
    2004 149 100 15 34 40 11
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 School Report Card - Bradford Elementary
GRADE LEVEL 5 - SCIENCE AND TECHNOLOGY

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 109 75 16 48 35 2
    DISABLED 37 25 11 22 41 27
    LIMITED ENGLISH PROFICIENT 0 0 - - - -
GENDER
    FEMALE 72 49 18 38 40 4
    MALE 74 51 11 45 32 12
RACE/ETHNICITY
    AFRICAN-AMERICAN 1 1 - - - -
    ASIAN OR PACIFIC ISLANDER 1 1 - - - -
    HISPANIC 8 5 - - - -
    NATIVE AMERICAN 0 0 - - - -
    WHITE 136 93 15 42 35 7
LOW INCOME 19 13 5 26 53 16
MIGRANT STUDENT 0 0 - - - -
STATE
    2005 73242 100 16 35 38 12
    2004 74853 100 20 35 33 13
ALL STUDENT
    2005 146 100 14 41 36 8
    2004 138 100 22 37 33 7
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality





2005-06 School Report Card - Bradford Elementary
2005 Adequate Yearly Progress (AYP) Report

ENGLISH LANGUAGE ARTS
Student Group 2005 Mid-Cycle IV (2005) Data 2005 AYP
2005
Participation Performance Improvement Attendance
Enrolled Assessed % Met
Target		 N CPI Met
Target		 CPI
Change		 Met
Target		 % Change Met
Target
Aggregate 275 274 100 Yes 266 88.1 Yes 0.0 Yes 96.0 0 Yes Yes
Lim. English Prof. 2 - - - - - - - - - - - -
Spec. Ed. 52 51 98 Yes 50 70.0 No -0.6 No 94.5 -0.3 Yes No
Low Income 44 43 98 Yes 40 79.4 No -1.7 No 94.2 0 Yes No
Afr. Amer./Black 4 - - - - - - - - - - - -
Asian or Pacif. Isl. 4 - - - - - - - - - - - -
Hispanic 22 22 - - 20 80.0 - - - 93.6 0.2 - -
Native American 0 - - - - - - - - - - - -
White 245 244 100 Yes 238 88.8 Yes 0.1 Yes 96.2 0 Yes Yes

MATHEMATICS
Student Group 2005 Mid-Cycle IV (2005) Data 2005 AYP
2005
Participation Performance Improvement Attendance
Enrolled Assessed % Met
Target		 N CPI Met
Target		 CPI
Change		 Met
Target		 % Change Met
Target
Aggregate 127 126 99 Yes 122 76.6 Yes -0.7 No 96.0 0 Yes Yes
Lim. English Prof. 1 - - - - - - - - - - - -
Spec. Ed. 25 24 - - 23 45.7 - - - 94.5 -0.3 - -
Low Income 19 18 - - 17 - - - - - - - -
Afr. Amer./Black 1 - - - - - - - - - - - -
Asian or Pacif. Isl. 1 - - - - - - - - - - - -
Hispanic 10 10 - - 9 - - - - - - - -
Native American 0 - - - - - - - - - - - -
White 115 114 99 Yes 111 78.6 Yes 0.7 Yes 96.2 0 Yes Yes

Adequate Yearly Progress History Accountability Status
  1999 2000 2001 2002 2003 2004 2005
ELA Aggregate Yes Yes Yes Yes Yes Yes Yes No Status
All subgroups N/A N/A N/A N/A Yes Yes No
MATH Aggregate Yes Yes Yes Yes Yes Yes Yes No Status
All subgroups N/A N/A N/A N/A Yes Yes Yes

Data Definitions

Enrollment - This information reflects the public school enrollment on October 1, 2005.

Race/Ethnicity:
Asian. A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
Black or African American. A person having origins in any of the black racial groups of Africa.
Hispanic or Latino. A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
Native Hawaiian or Other Pacific Islander. A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
Native American. A person having origins in any of the original peoples of North and South America (including Central America), and who maintains tribal affiliation or community attachment.
White. A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
Multi-racial. A person selecting more than one racial category and non-Hispanic.
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, 2005.

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- Spring 2005 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.

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/cycleIVmid/.

Accountability Status Labels:
II-S Identified for Improvement - Subgroups only
II-A Identified for Improvement
CA-A Identified for Corrective Action
RST Identified for Restructuring
UR Status Under Review