2005-06 School Report Card - Silver Hill

Silver Hill (01280067)

Euthemia I Petrakis, Principal
Mailing Address: 675 Washington Street
Haverhill, MA 01832-4523
Phone: (978) 374-3448
FAX: (978) 374-3461
Website: http://www.haverhill-ma.com/silverhill/default.html

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 584 7,590 972,371
Race/Ethnicity (%)
African American 4.8 3.5 8.3
Asian 2.6 1.5 4.6
Hispanic 25.0 20.4 12.9
Native American 0.2 0.1 0.3
White 67.5 74.3 72.4
Native Hawaiian, Pacific Islander 0.0 0.1 0.1
Multi-Ethnic 0.0 0.1 1.4
Gender (%)
Male 54.3 52.3 51.4
Female 45.7 47.7 48.6
Selected Populations (%)
Limited English Proficiency 8.7 5.6 5.3
Low-income 50.3 32.7 28.2
Special Education 14.9 17.9 16.5
First Language Not English 17.8 13.1 14.3
Migrant 0.3 0.1 0.1

Grades Offered: K, 01, 02, 03, 04, 05
Teacher Data (2005-06)
  School District State
Total # of Teachers 48 545 73,593
% of Teachers Licensed in Teaching Assignment 95.8 89.5 94.4
Total # of Teachers in Core Academic Areas 40 486 62,301
% of Core Academic Teachers Identified as Highly Qualified 97.5 90.5 93.7
Student/Teacher Ratio 12.2 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=01280067
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 - Silver Hill
GRADE LEVEL 3 - READING

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 47 76 NA 70 23 6
    DISABLED 10 16 NA 50 50 0
    LIMITED ENGLISH PROFICIENT 5 8 NA - - -
GENDER
    FEMALE 32 52 NA 66 28 6
    MALE 30 48 NA 57 37 7
RACE/ETHNICITY
    AFRICAN-AMERICAN 0 0 NA - - -
    ASIAN OR PACIFIC ISLANDER 1 2 NA - - -
    HISPANIC 15 24 NA 40 53 7
    NATIVE AMERICAN 0 0 NA - - -
    WHITE 46 74 NA 70 24 7
LOW INCOME 35 56 NA 54 37 9
MIGRANT STUDENT 1 2 NA - - -
STATE
    2005 71463 100 NA 62 31 7
    2004 73332 100 NA 63 30 7
ALL STUDENT
    2005 62 100 NA 61 32 6
    2004 93 100 NA 58 33 9
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 School Report Card - Silver Hill
GRADE LEVEL 4 - ENGLISH LANGUAGE ARTS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 146 67 10 36 45 9
    DISABLED 53 24 0 8 36 57
    LIMITED ENGLISH PROFICIENT 19 9 0 5 63 32
GENDER
    FEMALE 99 45 8 30 45 16
    MALE 119 55 5 24 44 28
RACE/ETHNICITY
    AFRICAN-AMERICAN 10 5 10 10 60 20
    ASIAN OR PACIFIC ISLANDER 7 3 - - - -
    HISPANIC 39 18 0 13 49 38
    NATIVE AMERICAN 0 0 - - - -
    WHITE 162 74 7 31 43 19
LOW INCOME 96 44 1 16 50 33
MIGRANT STUDENT 0 0 - - - -
STATE
    2005 72780 100 10 40 40 10
    2004 73111 100 11 45 35 9
ALL STUDENT
    2005 218 100 6 27 44 22
    2004 195 100 6 37 40 16
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 School Report Card - Silver Hill
GRADE LEVEL 4 - MATHEMATICS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 146 67 12 33 45 10
    DISABLED 53 24 0 6 38 57
    LIMITED ENGLISH PROFICIENT 19 9 0 16 58 26
GENDER
    FEMALE 99 45 9 25 48 17
    MALE 119 55 8 24 41 27
RACE/ETHNICITY
    AFRICAN-AMERICAN 10 5 0 10 40 50
    ASIAN OR PACIFIC ISLANDER 7 3 - - - -
    HISPANIC 39 18 0 10 56 33
    NATIVE AMERICAN 0 0 - - - -
    WHITE 162 74 10 28 42 19
LOW INCOME 96 44 3 15 49 33
MIGRANT STUDENT 0 0 - - - -
STATE
    2005 72831 100 14 27 44 15
    2004 73323 100 14 28 44 14
ALL STUDENT
    2005 218 100 8 25 44 22
    2004 195 100 9 28 44 19
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 School Report Card - Silver Hill
GRADE LEVEL 5 - SCIENCE AND TECHNOLOGY

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 129 66 26 41 28 5
    DISABLED 49 25 6 20 41 33
    LIMITED ENGLISH PROFICIENT 16 8 6 6 56 31
GENDER
    FEMALE 99 51 16 34 34 15
    MALE 95 49 22 32 33 14
RACE/ETHNICITY
    AFRICAN-AMERICAN 8 4 - - - -
    ASIAN OR PACIFIC ISLANDER 5 3 - - - -
    HISPANIC 47 24 9 26 36 30
    NATIVE AMERICAN 0 0 - - - -
    WHITE 134 69 22 37 32 9
LOW INCOME 91 47 8 23 46 23
MIGRANT STUDENT 0 0 - - - -
STATE
    2005 73242 100 16 35 38 12
    2004 74853 100 20 35 33 13
ALL STUDENT
    2005 194 100 19 33 34 14
    2004 219 100 14 35 33 17
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality





2005-06 School Report Card - Silver Hill
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 281 277 99 Yes 270 72.3 No -4.2 No 94.9 0.1 Yes No
Lim. English Prof. 30 29 - - 25 55.0 - - - 95.5 0.1 - -
Spec. Ed. 46 45 98 Yes 44 50.0 No 1.1 No 93.8 -0.1 Yes No
Low Income 132 128 97 Yes 124 63.7 No -4.5 No 93.6 0 Yes No
Afr. Amer./Black 10 10 - - 10 - - - - - - - -
Asian or Pacif. Isl. 8 - - - - - - - - - - - -
Hispanic 54 53 98 Yes 49 61.2 No -2.7 No 94.3 0.1 Yes No
Native American 0 - - - - - - - - - - - -
White 209 206 99 Yes 203 75.6 No -4.3 No 94.9 0.1 Yes No

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 219 215 98 Yes 209 67.7 No 3.2 Yes 94.9 0.1 Yes Yes
Lim. English Prof. 24 23 - - 20 58.8 - - - 95.5 0.1 - -
Spec. Ed. 38 37 - - 36 36.8 - - - 93.8 -0.1 - -
Low Income 97 93 96 Yes 90 55.6 No 0.5 No 93.6 0 Yes No
Afr. Amer./Black 10 10 - - 10 - - - - - - - -
Asian or Pacif. Isl. 7 - - - - - - - - - - - -
Hispanic 39 38 - - 35 51.4 - - - 94.3 0.1 - -
Native American 0 - - - - - - - - - - - -
White 163 160 98 Yes 157 72.0 Yes 3.0 Yes 94.9 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 Identified for Improvement - Subgroups only
All subgroups N/A N/A N/A N/A No No No
MATH Aggregate Yes Yes Yes Yes No Yes Yes No Status
All subgroups N/A N/A N/A N/A No 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