2005-06 School Report Card - Caleb Dustin Hunking

Caleb Dustin Hunking (01280035)

Larry D Marino, Principal
Mailing Address: 98 Winchester Street
Haverhill, MA 01835-8135
Phone: (978) 374-5787
FAX: (978) 372-5890

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 438 7,590 972,371
Race/Ethnicity (%)
African American 2.3 3.5 8.3
Asian 2.1 1.5 4.6
Hispanic 8.4 20.4 12.9
Native American 0.0 0.1 0.3
White 87.2 74.3 72.4
Native Hawaiian, Pacific Islander 0.0 0.1 0.1
Multi-Ethnic 0.0 0.1 1.4
Gender (%)
Male 50.9 52.3 51.4
Female 49.1 47.7 48.6
Selected Populations (%)
Limited English Proficiency 0.9 5.6 5.3
Low-income 15.8 32.7 28.2
Special Education 22.8 17.9 16.5
First Language Not English 4.8 13.1 14.3
Migrant 0.2 0.1 0.1

Grades Offered: 06, 07, 08
Teacher Data (2005-06)
  School District State
Total # of Teachers 28 545 73,593
% of Teachers Licensed in Teaching Assignment 87.2 89.5 94.4
Total # of Teachers in Core Academic Areas 26 486 62,301
% of Core Academic Teachers Identified as Highly Qualified 86.2 90.5 93.7
Student/Teacher Ratio 15.8 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=01280035
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 - Caleb Dustin Hunking
GRADE LEVEL 6 - MATHEMATICS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 107 74 26 30 34 10
    DISABLED 37 26 0 11 35 54
    LIMITED ENGLISH PROFICIENT 0 0 - - - -
GENDER
    FEMALE 78 54 21 23 32 24
    MALE 66 46 18 27 36 18
RACE/ETHNICITY
    AFRICAN-AMERICAN 3 2 - - - -
    ASIAN OR PACIFIC ISLANDER 5 3 - - - -
    HISPANIC 14 10 7 7 36 50
    NATIVE AMERICAN 0 0 - - - -
    WHITE 122 85 19 29 34 18
LOW INCOME 32 22 6 13 38 44
MIGRANT STUDENT 1 1 - - - -
STATE
    2005 74789 100 17 29 30 23
    2004 76661 100 17 25 32 25
ALL STUDENT
    2005 144 100 19 25 34 22
    2004 143 100 14 25 41 20
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 School Report Card - Caleb Dustin Hunking
GRADE LEVEL 7 - ENGLISH LANGUAGE ARTS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 109 80 6 73 18 3
    DISABLED 28 20 0 18 68 14
    LIMITED ENGLISH PROFICIENT 0 0 - - - -
GENDER
    FEMALE 66 48 5 67 26 3
    MALE 71 52 4 58 31 7
RACE/ETHNICITY
    AFRICAN-AMERICAN 6 4 - - - -
    ASIAN OR PACIFIC ISLANDER 4 3 - - - -
    HISPANIC 11 8 0 45 36 18
    NATIVE AMERICAN 0 0 - - - -
    WHITE 116 85 5 63 28 4
LOW INCOME 26 19 0 35 54 12
MIGRANT STUDENT 0 0 - - - -
STATE
    2005 76717 100 10 56 27 7
    2004 77386 100 9 59 25 7
ALL STUDENT
    2005 137 100 4 62 28 5
    2004 157 100 12 62 21 4
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 School Report Card - Caleb Dustin Hunking
GRADE LEVEL 8 - MATHEMATICS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 123 83 19 34 32 15
    DISABLED 25 17 0 4 24 72
    LIMITED ENGLISH PROFICIENT 0 0 - - - -
GENDER
    FEMALE 72 49 14 31 28 28
    MALE 76 51 17 28 33 22
RACE/ETHNICITY
    AFRICAN-AMERICAN 0 0 - - - -
    ASIAN OR PACIFIC ISLANDER 4 3 - - - -
    HISPANIC 8 5 - - - -
    NATIVE AMERICAN 0 0 - - - -
    WHITE 136 92 17 29 29 24
LOW INCOME 21 14 14 38 24 24
MIGRANT STUDENT 0 0 - - - -
STATE
    2005 77026 100 13 26 30 31
    2004 78893 100 13 26 32 29
ALL STUDENT
    2005 148 100 16 29 30 25
    2004 169 100 11 34 33 23
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 School Report Card - Caleb Dustin Hunking
GRADE LEVEL 8 - SCIENCE AND TECHNOLOGY

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 123 83 6 38 41 15
    DISABLED 25 17 0 0 32 68
    LIMITED ENGLISH PROFICIENT 0 0 - - - -
GENDER
    FEMALE 72 49 4 28 40 28
    MALE 76 51 5 36 39 20
RACE/ETHNICITY
    AFRICAN-AMERICAN 0 0 - - - -
    ASIAN OR PACIFIC ISLANDER 4 3 - - - -
    HISPANIC 8 5 - - - -
    NATIVE AMERICAN 0 0 - - - -
    WHITE 136 92 5 32 40 23
LOW INCOME 21 14 0 48 33 19
MIGRANT STUDENT 0 0 - - - -
STATE
    2005 76891 100 4 29 41 26
    2004 78887 100 5 28 35 31
ALL STUDENT
    2005 148 100 5 32 40 24
    2004 169 100 7 29 43 22
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality





2005-06 School Report Card - Caleb Dustin Hunking
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 138 137 99 Yes 131 88.2 Yes -1.6 No 96.0 0.6 Yes Yes
Lim. English Prof. 1 - - - - - - - - - - - -
Spec. Ed. 25 25 - - 21 64.3 - - - 94.1 1 - -
Low Income 26 26 - - 22 75.0 - - - 94.3 0.7 - -
Afr. Amer./Black 6 - - - - - - - - - - - -
Asian or Pacif. Isl. 4 - - - - - - - - - - - -
Hispanic 11 11 - - 11 - - - - - - - -
Native American 0 - - - - - - - - - - - -
White 117 116 99 Yes 110 89.5 Yes -0.7 No 96.1 0.7 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 293 292 100 Yes 283 72.2 Yes 3.8 Yes 96.0 0.6 Yes Yes
Lim. English Prof. 9 - - - - - - - - - - - -
Spec. Ed. 58 57 98 Yes 55 46.4 No 2.1 No 94.1 1 Yes No
Low Income 53 53 100 Yes 49 67.9 No 11.8 Yes 94.3 0.7 Yes Yes
Afr. Amer./Black 3 - - - - - - - - - - - -
Asian or Pacif. Isl. 9 - - - - - - - - - - - -
Hispanic 22 22 - - 19 - - - - - - - -
Native American 0 - - - - - - - - - - - -
White 259 258 100 Yes 252 72.6 Yes 3.4 Yes 96.1 0.7 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 Yes
MATH Aggregate Yes Yes Yes Yes Yes Yes Yes No Status
All subgroups N/A N/A N/A N/A Yes Yes No

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