2005-06 School Report Card - Consentino

Consentino (01280100)

James F Scully, Principal
Mailing Address: 685 Washington Street
Haverhill, MA 01832-4598
Phone: (978) 374-5775
FAX: (978) 374-3442

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 581 7,590 972,371
Race/Ethnicity (%)
African American 4.5 3.5 8.3
Asian 3.1 1.5 4.6
Hispanic 26.0 20.4 12.9
Native American 0.2 0.1 0.3
White 66.3 74.3 72.4
Native Hawaiian, Pacific Islander 0.0 0.1 0.1
Multi-Ethnic 0.0 0.1 1.4
Gender (%)
Male 49.4 52.3 51.4
Female 50.6 47.7 48.6
Selected Populations (%)
Limited English Proficiency 10.2 5.6 5.3
Low-income 43.7 32.7 28.2
Special Education 18.1 17.9 16.5
First Language Not English 21.3 13.1 14.3
Migrant 0.0 0.1 0.1

Grades Offered: 06, 07, 08
Teacher Data (2005-06)
  School District State
Total # of Teachers 41 545 73,593
% of Teachers Licensed in Teaching Assignment 85.1 89.5 94.4
Total # of Teachers in Core Academic Areas 37 486 62,301
% of Core Academic Teachers Identified as Highly Qualified 80.9 90.5 93.7
Student/Teacher Ratio 14.2 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=01280100
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 - Consentino
GRADE LEVEL 6 - MATHEMATICS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 147 68 11 19 39 31
    DISABLED 51 24 0 0 22 78
    LIMITED ENGLISH PROFICIENT 18 8 0 0 33 67
GENDER
    FEMALE 109 50 7 16 29 48
    MALE 107 50 7 10 40 42
RACE/ETHNICITY
    AFRICAN-AMERICAN 8 4 - - - -
    ASIAN OR PACIFIC ISLANDER 4 2 - - - -
    HISPANIC 59 27 0 3 27 69
    NATIVE AMERICAN 1 0 - - - -
    WHITE 144 67 9 17 38 35
LOW INCOME 100 46 0 10 31 59
MIGRANT STUDENT 0 0 - - - -
STATE
    2005 74789 100 17 29 30 23
    2004 76661 100 17 25 32 25
ALL STUDENT
    2005 216 100 7 13 35 45
    2004 187 100 7 26 35 32
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 School Report Card - Consentino
GRADE LEVEL 7 - ENGLISH LANGUAGE ARTS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 133 74 7 61 29 3
    DISABLED 33 18 0 15 45 39
    LIMITED ENGLISH PROFICIENT 13 7 0 31 23 46
GENDER
    FEMALE 87 49 7 55 30 8
    MALE 92 51 3 46 34 17
RACE/ETHNICITY
    AFRICAN-AMERICAN 10 6 0 60 30 10
    ASIAN OR PACIFIC ISLANDER 8 4 - - - -
    HISPANIC 36 20 0 33 36 31
    NATIVE AMERICAN 0 0 - - - -
    WHITE 125 70 6 54 31 9
LOW INCOME 75 42 0 37 39 24
MIGRANT STUDENT 0 0 - - - -
STATE
    2005 76717 100 10 56 27 7
    2004 77386 100 9 59 25 7
ALL STUDENT
    2005 179 100 5 50 32 13
    2004 225 100 3 45 44 8
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 School Report Card - Consentino
GRADE LEVEL 8 - MATHEMATICS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 167 77 4 20 31 46
    DISABLED 40 18 0 5 10 85
    LIMITED ENGLISH PROFICIENT 11 5 0 0 18 82
GENDER
    FEMALE 117 54 3 11 26 60
    MALE 101 46 3 22 27 49
RACE/ETHNICITY
    AFRICAN-AMERICAN 10 5 0 20 20 60
    ASIAN OR PACIFIC ISLANDER 2 1 - - - -
    HISPANIC 60 28 0 2 25 73
    NATIVE AMERICAN 0 0 - - - -
    WHITE 146 67 5 21 27 47
LOW INCOME 111 51 0 5 26 68
MIGRANT STUDENT 0 0 - - - -
STATE
    2005 77026 100 13 26 30 31
    2004 78893 100 13 26 32 29
ALL STUDENT
    2005 218 100 3 16 26 55
    2004 242 100 3 19 36 42
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 School Report Card - Consentino
GRADE LEVEL 8 - SCIENCE AND TECHNOLOGY

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 167 77 1 19 46 34
    DISABLED 40 18 0 3 25 73
    LIMITED ENGLISH PROFICIENT 11 5 0 0 9 91
GENDER
    FEMALE 117 54 0 14 38 49
    MALE 101 46 2 17 44 38
RACE/ETHNICITY
    AFRICAN-AMERICAN 10 5 0 10 20 70
    ASIAN OR PACIFIC ISLANDER 2 1 - - - -
    HISPANIC 60 28 0 5 38 57
    NATIVE AMERICAN 0 0 - - - -
    WHITE 146 67 1 20 42 37
LOW INCOME 111 51 0 5 36 59
MIGRANT STUDENT 0 0 - - - -
STATE
    2005 76891 100 4 29 41 26
    2004 78887 100 5 28 35 31
ALL STUDENT
    2005 218 100 1 15 40 44
    2004 242 100 1 16 40 43
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality





2005-06 School Report Card - Consentino
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 179 179 100 Yes 173 80.8 Yes 1.1 Yes 94.1 -0.1 Yes Yes
Lim. English Prof. 21 21 - - 20 62.5 - - - 93.5 -0.9 - -
Spec. Ed. 28 28 - - 28 48.2 - - - 92.5 1 - -
Low Income 75 75 100 Yes 71 70.8 No -2.7 No 92.5 -0.4 Yes No
Afr. Amer./Black 10 10 - - 9 - - - - - - - -
Asian or Pacif. Isl. 8 - - - - - - - - - - - -
Hispanic 36 36 - - 34 66.2 - - - 92.3 -0.7 - -
Native American 0 - - - - - - - - - - - -
White 125 125 100 Yes 122 83.6 Yes 0.3 Yes 94.5 0.2 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 434 434 100 Yes 413 52.2 No -3.4 No 94.1 -0.1 Yes No
Lim. English Prof. 50 50 100 Yes 46 31.5 No -3.3 No 93.5 -0.9 Yes No
Spec. Ed. 79 79 100 Yes 75 35.3 No -4.0 No 92.5 1 Yes No
Low Income 211 211 100 Yes 195 43.1 No -2.4 No 92.5 -0.4 Yes No
Afr. Amer./Black 18 18 - - 17 - - - - - - - -
Asian or Pacif. Isl. 6 - - - - - - - - - - - -
Hispanic 119 119 100 Yes 106 35.1 No -5.7 No 92.3 -0.7 Yes No
Native American 1 - - - - - - - - - - - -
White 290 290 100 Yes 283 57.8 No -2.1 No 94.5 0.2 Yes No

Adequate Yearly Progress History Accountability Status
  1999 2000 2001 2002 2003 2004 2005
ELA Aggregate Yes Yes Yes Yes Yes Yes Yes Identified for Improvement - Subgroups only
All subgroups N/A N/A N/A N/A No No No
MATH 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

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