2004-05 School Report Card - Walter S Parker Middle

Walter S Parker Middle (02460310)

Linda I Darisse, Principal
Mailing Address: 45 Temple Street
Reading, MA 01867
Phone: (781) 944-1236
FAX:

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 Reading Public Schools is to educate, challenge, and encourage all students in the skills, knowledge, and attitudes necessary to become lifelong learners and responsible citizens.

Enrollment - 2004-05
  School District State
Total Count 532 4,293 975,911
Race/Ethnicity (%)
African American 3.4 1.3 8.9
Asian 2.3 3.2 4.8
Hispanic 1.5 0.8 11.8
Native American 0.6 0.3 0.3
White 92.3 94.4 74.2
Gender (%)
Male 51.1 51.2 51.4
Female 48.9 48.8 48.6
Selected Populations (%)
Limited English Proficiency 0.2 0.4 5.1
Low-income 4.3 2.1 27.7
Special Education 17.9 15.4 15.9
First Language Not English 1.9 1.6 14.0
Migrant 0.0 0.0 0.1

Grades Offered: 06, 07, 08
Teacher Data (2004-05)
  School District State
Total # of Teachers 42 293 73,394
% of Teachers Licensed in Teaching Assignment 91.7 95.6 93.9
Total # of Teachers in Core Academic Areas 36 255 57,522
% of Core Academic Teachers Identified as Highly Qualified 87.4 94.8 93.0
Student/Teacher Ratio 12.7 to 1 14.7 to 1 13.3 to 1

Web Resources
Massachusetts Department of Education:
http://www.doe.mass.edu/
School and District Profiles:
http://profiles.doe.mass.edu/?orgcode=02460310
Adequate Yearly Progress (AYP) Information:
http://www.doe.mass.edu/sda/ayp/cycleIII/
Massachusetts No Child Left Behind website:
http://www.doe.mass.edu/nclb/

2004-05 School Report Card - Walter S Parker Middle
Grade 06 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  143  99  45  33  21  1
 Disabled  33  100  18  30  15  36
 Limited English Proficient  1  100        
GENDER  
 Female  81  100  41  32  22  5
 Male  96  99  39  32  19  10
RACE/ETHNICITY  
 African American/Black  5  100        
 Asian or Pacific Islander  3  100        
 Hispanic  5  100        
 White  164  99  41  32  18  9
 LOW INCOME  10  91  10  10  50  30
ALL STUDENTS  
 2004  177  99  40  32  20  8
 2003  177  99  31  40  24  5
DISTRICT  
 2004  354  100  40  35  18  7
 2003  344  100  38  35  22  6
STATE  
 2004  76661  99  17  25  32  25
 2003  78040  100  16  26  32  26
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 School Report Card - Walter S Parker Middle
Grade 07 - English Language Arts

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  140  98  19  76  5  0
 Disabled  33  94  3  61  33  3
GENDER  
 Female  88  99  23  68  8  1
 Male  85  96  9  78  13  0
RACE/ETHNICITY  
 African American/Black  7  88        
 Asian or Pacific Islander  3  100        
 Hispanic  2  100        
 Native American  2  100        
 White  159  98  18  72  9  1
 LOW INCOME  9  90        
ALL STUDENTS  
 2004  173  97  16  73  10  1
 2003  184  100  22  66  11  1
DISTRICT  
 2004  333  98  25  64  9  2
 2003  367  100  26  65  8  2
STATE  
 2004  77386  98  9  59  25  7
 2003  79345  99  8  57  28  7
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 School Report Card - Walter S Parker Middle
Grade 08 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  138  100  43  41  16  1
 Disabled  37  100  3  8  46  43
 Limited English Proficient  2  100        
GENDER  
 Female  83  100  34  31  22  13
 Male  94  100  34  35  23  7
RACE/ETHNICITY  
 African American/Black  2  100        
 Asian or Pacific Islander  3  100        
 Hispanic  1  100        
 White  171  100  35  32  23  11
 LOW INCOME  7  100        
ALL STUDENTS  
 2004  177  100  34  33  23  10
 2003  166  100  34  41  19  6
DISTRICT  
 2004  369  100  31  37  23  9
 2003  330  100  32  38  22  8
STATE  
 2004  78893  99  13  26  32  29
 2003  78589  99  12  25  30  33
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 School Report Card - Walter S Parker Middle
2004 Adequate Yearly Progress (AYP) Report

ENGLISH LANGUAGE ARTS
Student Group 2004 Cycle III combined data for 2003 and 2004 2004 AYP
2004
Participation Performance Improvement Attendance
Enrolled Assessed % Met
Target		 N CPI Met
Target		 CPI
Change		 Met
Target		 % Change Met
Target
Aggregate 175 173 99 Yes 354 96.0 Yes 2.1 Yes 96.5 0.6 Yes Yes
Lim. English Prof. 0 - - - - - - - - - - - -
Spec. Ed. 28 28 - - 69 85.1 - 6.6 - 94.8 0.7 - -
Low Income 9 - - - - - - - - - - - -
Afr. Amer./Black 7 - - - - - - - - - - - -
Asian or Pacif. Isl. 3 - - - - - - - - - - - -
Hispanic 2 - - - - - - - - - - - -
Native American 2 - - - - - - - - - - - -
White 161 159 99 Yes 333 96.2 Yes 2.2 Yes 96.5 0.6 Yes Yes

MATHEMATICS
Student Group 2004 Cycle III combined data for 2003 and 2004 2004 AYP
2004
Participation Performance Improvement Attendance
Enrolled Assessed % Met
Target		 N CPI Met
Target		 CPI
Change		 Met
Target		 % Change Met
Target
Aggregate 355 354 100 Yes 692 86.9 Yes 3.1 Yes 96.5 0.6 Yes Yes
Lim. English Prof. 5 - - - - - - - - - - - -
Spec. Ed. 63 63 100 Yes 129 59.1 No 4.6 No 94.8 0.7 Yes No
Low Income 18 17 - - 34 67.6 - 23.0 - 91.8 -1.8 - -
Afr. Amer./Black 7 - - - - - - - - - - - -
Asian or Pacif. Isl. 6 - - - - - - - - - - - -
Hispanic 6 - - - - - - - - - - - -
Native American 0 - - - - - - - - - - - -
White 336 335 100 Yes 652 87.2 Yes 3.2 Yes 96.5 0.6 Yes Yes

Adequate Yearly Progress History 2004
Accountability Status		 Cycle III
Performance Rating		 Cycle III
Improvement Rating
  1999 2000 2001 2002 2003 2004
ELA Aggregate Yes Yes Yes Yes Yes Yes No Status Very High On Target
All subgroups N/A N/A N/A N/A Yes Yes
MATH Aggregate Yes Yes Yes Yes Yes Yes No Status High On Target
All subgroups N/A N/A N/A N/A Yes No

Data Definitions

Enrollment - This information reflects the public school enrollment on October 1, 2004.

Race/Ethnicity:
African-American - A person having origins in any of the black racial groups in Africa.
Asian - A person having origins in any of the original peoples of the Far East, Southeast Asia, the Indian subcontinent or the Pacific Islands. This area includes, for example, China, India, Japan, Korea, the Philippine Islands and Samoa.
Hispanic - A person of Mexican, Puerto Rican, Cuban, Central or South American or other Spanish culture or origin, regardless of race.
Native American - A person having origins in any of the original peoples of North America, and who maintains cultural identification through tribal affiliation or community attachment.
White - A person having origins in any of the original peoples of Europe, North Africa, or the Middle East.
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, 2004.

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

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.
*2003 MCAS results may differ slightly from earlier published figures because Alternately Assessed students whose portfolios were incomplete have now been included.

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/cycleIII/.

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