2004-05 School Report Card - Gateway Reg Middle

Gateway Reg Middle (06720380)

Peter J Curro, Principal
Mailing Address: 12 Littleville Road
Huntington, MA 01050
Phone: (413) 685-1200
FAX: (413) 667-5669
Website: http://www.grsd.org/ms

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 33 99 73,577
% of Teachers Licensed in Teaching Assignment 89.4 89.4 93.5
Total # of Teachers in Core Academic Areas 26 80 57,420
% of Core Academic Teachers Identified as Highly Qualified 100.0 92.0 92.1
Student/Teacher Ratio 13.0 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=06720380
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 - Gateway Reg Middle
Grade 06 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  95  100  20  35  36  9
 Disabled  13  100  0  0  15  85
 Limited English Proficient  1  100        
GENDER  
 Female  53  100  13  19  40  28
 Male  56  100  23  41  27  9
RACE/ETHNICITY  
 Hispanic  1  100        
 White  108  100  19  31  32  19
 LOW INCOME  31  100  6  19  48  26
ALL STUDENTS  
 2004  109  100  18  30  33  18
 2003  109  100  7  23  38  32
DISTRICT  
 2004  109  99  18  30  33  18
 2003  113  100  7  22  36  35
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 - Gateway Reg Middle
Grade 07 - English Language Arts

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  84  98  1  67  31  1
 Disabled  25  96  0  16  52  32
GENDER  
 Female  60  98  2  65  28  5
 Male  49  96  0  43  45  12
RACE/ETHNICITY  
 African American/Black  1  100        
 Hispanic  1  50        
 Native American  2  100        
 White  105  98  1  56  34  9
 LOW INCOME  28  93  0  39  43  18
 MIGRANT  1  100        
ALL STUDENTS  
 2004  109  97  1  55  36  8
 2003  115  100  2  50  42  7
DISTRICT  
 2004  114  97  1  53  35  11
 2003  117  100  2  49  42  8
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 - Gateway Reg Middle
Grade 08 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  96  100  1  23  45  31
 Disabled  23  100  0  0  4  96
 Limited English Proficient  1  100        
GENDER  
 Female  65  100  0  18  38  43
 Male  55  100  2  18  36  44
RACE/ETHNICITY  
 African American/Black  1  100        
 Hispanic  2  100        
 Native American  1  100        
 White  116  100  1  19  38  42
 LOW INCOME  26  100  0  12  50  38
ALL STUDENTS  
 2004  120  100  1  18  38  43
 2003  118  100  2  14  36  48
DISTRICT  
 2004  123  100  1  18  37  45
 2003  120  100  2  14  35  49
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 - Gateway Reg 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 109 109 100 Yes 214 83.4 Yes -0.6 Yes 94.3 -0.4 Yes Yes
Lim. English Prof. 0 - - - - - - - - - - - -
Spec. Ed. 23 23 - - 47 62.2 - 4.5 - 93.8 -0.9 - -
Low Income 28 28 - - 49 76.0 - 1.4 - 94.0 0 - -
Afr. Amer./Black 1 - - - - - - - - - - - -
Asian or Pacif. Isl. 0 - - - - - - - - - - - -
Hispanic 1 - - - - - - - - - - - -
Native American 2 - - - - - - - - - - - -
White 105 105 100 Yes 209 83.7 Yes -0.7 Yes 94.3 -0.5 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 229 228 100 Yes 436 60.1 No 5.8 Yes 94.3 -0.4 Yes Yes
Lim. English Prof. 4 - - - - - - - - - - - -
Spec. Ed. 36 36 - - 74 38.9 - 6.1 - 93.8 -0.9 - -
Low Income 57 57 100 Yes 109 53.9 No 6.3 Yes 94.0 0 Yes Yes
Afr. Amer./Black 1 - - - - - - - - - - - -
Asian or Pacif. Isl. 0 - - - - - - - - - - - -
Hispanic 3 - - - - - - - - - - - -
Native American 1 - - - - - - - - - - - -
White 224 223 100 Yes 428 60.3 No 5.9 Yes 94.3 -0.5 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 High No Change
All subgroups N/A N/A N/A N/A Yes Yes
MATH Aggregate Yes Yes Yes Yes Yes Yes No Status Low On Target
All subgroups N/A N/A N/A N/A Yes Yes

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