2004-05 School Report Card - Littleville Elementary School

Littleville Elementary School (06720143)

Joanne M Blocker, Principal
Mailing Address: 4 Littleville Road
Huntington, MA 01050
Phone: (413) 685-1300
FAX: (413) 667-5734
Website: http://www.grsd.org/

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.

Teacher Data (2004-05)
  School District State
Total # of Teachers 13 99 73,577
% of Teachers Licensed in Teaching Assignment 76.2 89.4 93.5
Total # of Teachers in Core Academic Areas 11 80 57,420
% of Core Academic Teachers Identified as Highly Qualified 91.2 92.0 92.1
Student/Teacher Ratio 14.0 to 1 13.8 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=06720143
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 - Littleville Elementary School
Grade 03 - Reading

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  41  100  NA  59  32  10
 Disabled  3  100  NA  0  0  0
GENDER  
 Female  21  100  NA  57  33  10
 Male  23  100  NA  57  35  9
RACE/ETHNICITY  
 Hispanic  1  100  NA  0  0  0
 White  43  100  NA  56  35  9
 LOW INCOME  10  100  NA  60  40  0
ALL STUDENTS  
 2004  44  100  NA  57  34  9
 2003  33  100  NA  39  55  6
DISTRICT  
 2004  100  100  NA  55  38  7
 2003  106  100  NA  47  43  9
STATE  
 2004  73332  99  NA  63  30  7
 2003  74114  100  NA  62  30  7
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 School Report Card - Littleville Elementary School
Grade 04 - English Language Arts

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  29  100  7  45  41  7
 Disabled  11  100  0  9  55  36
GENDER  
 Female  15  100  0  27  60  13
 Male  25  100  8  40  36  16
 Native American  1  100        
RACE/ETHNICITY  
 White  39  100  5  36  46  13
 LOW INCOME  10  100  0  20  70  10
ALL STUDENTS  
 2004  40  100  5  35  45  15
 2003  28  100  4  39  54  4
DISTRICT  
 2004  99  100  4  39  45  11
 2003  106  99  4  44  47  5
STATE  
 2004  73111  98  11  45  35  9
 2003  75024  99  10  45  34  10
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 School Report Card - Littleville Elementary School
Grade 04 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  29  100  7  31  34  28
 Disabled  11  100  0  0  55  45
GENDER  
 Female  15  100  0  0  60  40
 Male  25  100  8  36  28  28
 Native American  1  100        
RACE/ETHNICITY  
 White  39  100  5  23  38  33
 LOW INCOME  10  100  0  10  40  50
ALL STUDENTS  
 2004  40  100  5  23  40  33
 2003  29  100  10  21  59  10
DISTRICT  
 2004  99  100  6  22  51  21
 2003  106  98  7  29  54  10
STATE  
 2004  73323  99  14  28  44  14
 2003  75339  100  12  28  43  16
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2004-05 School Report Card - Littleville Elementary School
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 84 84 100 Yes 138 77.5 Yes 0.9 Yes 95.8 -0.8 Yes Yes
Lim. English Prof. 1 - - - - - - - - - - - -
Spec. Ed. 13 13 - - 25 55.0 - - - 94.0 -1.9 - -
Low Income 20 20 - - 37 70.9 - 0.2 - 94.2 -2.1 - -
Afr. Amer./Black 0 - - - - - - - - - - - -
Asian or Pacif. Isl. 0 - - - - - - - - - - - -
Hispanic 1 - - - - - - - - - - - -
Native American 1 - - - - - - - - - - - -
White 82 82 100 Yes 135 77.8 Yes 1.2 Yes 95.9 -0.9 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 40 40 100 Yes 67 66.0 Yes -1.2 No 95.8 -0.8 Yes Yes
Lim. English Prof. 1 - - - - - - - - - - - -
Spec. Ed. 10 10 - - 14 - - - - - - - -
Low Income 10 10 - - 19 - - - - - - - -
Afr. Amer./Black 0 - - - - - - - - - - - -
Asian or Pacif. Isl. 0 - - - - - - - - - - - -
Hispanic 0 - - - - - - - - - - - -
Native American 1 - - - - - - - - - - - -
White 39 39 - - 66 66.3 - -1.2 - 95.9 -0.9 - -

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 Moderate No Change
All subgroups N/A N/A N/A N/A Yes N/A
MATH Aggregate Yes Yes Yes Yes Yes Yes No Status Low No Change
All subgroups N/A N/A N/A N/A Yes N/A

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