2005-06 School Report Card - Dr Paul Nettle

Dr Paul Nettle (01280050)

Gerald F Kayo, Principal
Mailing Address: 150 Boardman Street
Haverhill, MA 01830-6495
Phone: (978) 374-5792
FAX: (978) 374-3441

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 421 7,590 972,371
Race/Ethnicity (%)
African American 4.8 3.5 8.3
Asian 1.0 1.5 4.6
Hispanic 24.0 20.4 12.9
Native American 0.0 0.1 0.3
White 70.1 74.3 72.4
Native Hawaiian, Pacific Islander 0.2 0.1 0.1
Multi-Ethnic 0.0 0.1 1.4
Gender (%)
Male 52.7 52.3 51.4
Female 47.3 47.7 48.6
Selected Populations (%)
Limited English Proficiency 9.5 5.6 5.3
Low-income 40.1 32.7 28.2
Special Education 18.1 17.9 16.5
First Language Not English 18.3 13.1 14.3
Migrant 0.7 0.1 0.1

Grades Offered: 06, 07, 08
Teacher Data (2005-06)
  School District State
Total # of Teachers 35 545 73,593
% of Teachers Licensed in Teaching Assignment 92.8 89.5 94.4
Total # of Teachers in Core Academic Areas 31 486 62,301
% of Core Academic Teachers Identified as Highly Qualified 92.6 90.5 93.7
Student/Teacher Ratio 11.9 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=01280050
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 - Dr Paul Nettle
GRADE LEVEL 6 - MATHEMATICS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 92 75 22 38 25 15
    DISABLED 23 19 0 4 22 74
    LIMITED ENGLISH PROFICIENT 8 7 - - - -
GENDER
    FEMALE 62 50 19 26 24 31
    MALE 61 50 15 34 23 28
RACE/ETHNICITY
    AFRICAN-AMERICAN 6 5 - - - -
    ASIAN OR PACIFIC ISLANDER 1 1 - - - -
    HISPANIC 24 20 8 25 13 54
    NATIVE AMERICAN 0 0 - - - -
    WHITE 92 75 20 33 25 23
LOW INCOME 58 47 9 26 31 34
MIGRANT STUDENT 0 0 - - - -
STATE
    2005 74789 100 17 29 30 23
    2004 76661 100 17 25 32 25
ALL STUDENT
    2005 123 100 17 30 24 29
    2004 182 100 15 20 31 35
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 School Report Card - Dr Paul Nettle
GRADE LEVEL 7 - ENGLISH LANGUAGE ARTS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 132 72 6 59 32 3
    DISABLED 35 19 0 9 51 40
    LIMITED ENGLISH PROFICIENT 16 9 0 0 44 56
GENDER
    FEMALE 84 46 6 52 35 7
    MALE 97 53 3 38 38 21
RACE/ETHNICITY
    AFRICAN-AMERICAN 8 4 - - - -
    ASIAN OR PACIFIC ISLANDER 0 0 - - - -
    HISPANIC 48 26 0 13 50 38
    NATIVE AMERICAN 0 0 - - - -
    WHITE 127 69 6 58 30 6
LOW INCOME 87 48 2 30 45 23
MIGRANT STUDENT 2 1 - - - -
STATE
    2005 76717 100 10 56 27 7
    2004 77386 100 9 59 25 7
ALL STUDENT
    2005 183 100 4 44 37 15
    2004 175 100 6 55 30 10
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 School Report Card - Dr Paul Nettle
GRADE LEVEL 8 - MATHEMATICS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 126 74 8 25 40 27
    DISABLED 29 17 0 3 41 55
    LIMITED ENGLISH PROFICIENT 15 9 0 0 27 73
GENDER
    FEMALE 88 52 2 19 41 38
    MALE 82 48 10 18 38 34
RACE/ETHNICITY
    AFRICAN-AMERICAN 8 5 - - - -
    ASIAN OR PACIFIC ISLANDER 2 1 - - - -
    HISPANIC 43 25 2 7 26 65
    NATIVE AMERICAN 0 0 - - - -
    WHITE 117 69 8 25 43 25
LOW INCOME 62 36 3 2 32 63
MIGRANT STUDENT 0 0 - - - -
STATE
    2005 77026 100 13 26 30 31
    2004 78893 100 13 26 32 29
ALL STUDENT
    2005 170 100 6 19 39 36
    2004 165 100 1 18 31 51
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 School Report Card - Dr Paul Nettle
GRADE LEVEL 8 - SCIENCE AND TECHNOLOGY

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 126 74 2 28 52 18
    DISABLED 29 17 0 7 45 48
    LIMITED ENGLISH PROFICIENT 15 9 0 0 27 73
GENDER
    FEMALE 88 52 1 17 47 35
    MALE 82 48 2 27 50 21
RACE/ETHNICITY
    AFRICAN-AMERICAN 8 5 - - - -
    ASIAN OR PACIFIC ISLANDER 2 1 - - - -
    HISPANIC 43 25 0 7 37 56
    NATIVE AMERICAN 0 0 - - - -
    WHITE 117 69 3 29 50 18
LOW INCOME 62 36 0 6 40 53
MIGRANT STUDENT 0 0 - - - -
STATE
    2005 76891 100 4 29 41 26
    2004 78887 100 5 28 35 31
ALL STUDENT
    2005 170 100 2 22 48 28
    2004 165 100 1 21 39 40
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality





2005-06 School Report Card - Dr Paul Nettle
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 183 182 99 Yes 175 76.1 No -5.1 No 94.6 0.1 Yes No
Lim. English Prof. 18 18 - - 17 - - - - - - - -
Spec. Ed. 36 35 - - 33 51.5 - - - 93.2 -0.4 - -
Low Income 87 87 100 Yes 82 64.6 No -4.4 No 93.5 0.3 Yes No
Afr. Amer./Black 8 - - - - - - - - - - - -
Asian or Pacif. Isl. 0 - - - - - - - - - - - -
Hispanic 48 47 98 Yes 44 51.7 No -11.5 No 94.2 1.2 Yes No
Native American 0 - - - - - - - - - - - -
White 127 127 100 Yes 124 85.7 Yes -1.3 No 94.8 -0.1 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 293 293 100 Yes 280 63.1 No 4.3 Yes 94.6 0.1 Yes Yes
Lim. English Prof. 32 32 - - 31 37.1 - - - 94.3 0 - -
Spec. Ed. 47 47 100 Yes 42 39.9 No 7.6 Yes 93.2 -0.4 Yes Yes
Low Income 120 120 100 Yes 109 50.9 No 4.7 Yes 93.5 0.3 Yes Yes
Afr. Amer./Black 14 14 - - 14 - - - - - - - -
Asian or Pacif. Isl. 3 - - - - - - - - - - - -
Hispanic 67 67 100 Yes 64 44.1 No 3.1 Yes/SH 94.2 1.2 Yes Yes
Native American 0 - - - - - - - - - - - -
White 209 209 100 Yes 199 69.8 Yes 5.0 Yes 94.8 -0.1 Yes Yes

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