Mohawk Schools

2005-06 School Report Card - Hawlemont Reg

Hawlemont Reg (06850005) Joanne I Giguere, Principal Mailing Address: School Street Charlemont, MA 01339 Phone: (413) 339-8316 FAX: (413) 339-5760 Website: http://www.mohawkschools.org/hawlemont/

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:
Hawlemont Regional School is a community of learners. We believe in the innate goodness of every child, and we recognize the right of each individual to grow in an atmosphere of caring, to live life and learning, to develop a sense of discipline and responsibility, and to interact creatively with their world.

Enrollment - 2005-06   School District State Total Count 129 129 972,371 Race/Ethnicity (%) African American 0.0 0.0 8.3 Asian 0.8 0.8 4.6 Hispanic 3.9 3.9 12.9 Native American 0.8 0.8 0.3 White 90.7 90.7 72.4 Native Hawaiian, Pacific Islander 0.0 0.0 0.1 Multi-Ethnic 3.9 3.9 1.4 Gender (%) Male 51.2 51.2 51.4 Female 48.8 48.8 48.6 Selected Populations (%) Limited English Proficiency 0.0 0.0 5.3 Low-income 38.8 38.8 28.2 Special Education 22.5 22.5 16.5 First Language Not English 0.0 0.0 14.3 Migrant 0.8 0.8 0.1 Grades Offered: PK, K, 01, 02, 03, 04, 05, 06

Teacher Data (2005-06)   School District State Total # of Teachers 13 13 73,593 % of Teachers Licensed in Teaching Assignment 100.0 100.0 94.4 Total # of Teachers in Core Academic Areas 10 10 62,301 % of Core Academic Teachers Identified as Highly Qualified 100.0 100.0 93.7 Student/Teacher Ratio 10.0 to 1 10.0 to 1 13.2 to 1 Web Resources Massachusetts Department of Education: http://www.doe.mass.edu/ School and District Profiles: http://profiles.doe.mass.edu/?orgcode=06850005 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 - Hawlemont Reg
GRADE LEVEL 3 - READING

	STUDENTS INCLUDED		PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
	#	%	A	P	NI	W/F
STUDENT STATUS
REGULAR	7	47	NA	-	-	-
DISABLED	8	53	NA	-	-	-
LIMITED ENGLISH PROFICIENT	0	0	NA	-	-	-
GENDER
FEMALE	6	40	NA	-	-	-
MALE	9	60	NA	-	-	-
RACE/ETHNICITY
AFRICAN-AMERICAN	1	7	NA	-	-	-
ASIAN OR PACIFIC ISLANDER	0	0	NA	-	-	-
HISPANIC	1	7	NA	-	-	-
NATIVE AMERICAN	1	7	NA	-	-	-
WHITE	12	80	NA	67	25	8
LOW INCOME	6	40	NA	-	-	-
MIGRANT STUDENT	0	0	-	-	-	-
STATE
2005	71463	100	NA	62	31	7
2004	73332	100	NA	63	30	7
ALL STUDENT
2005	15	100	NA	67	27	7
2004	15	100	NA	73	20	7
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2005-06 School Report Card - Hawlemont Reg
GRADE LEVEL 4 - ENGLISH LANGUAGE ARTS

	STUDENTS INCLUDED		PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
	#	%	A	P	NI	W/F
STUDENT STATUS
REGULAR	11	69	18	64	18	0
DISABLED	5	31	-	-	-	-
LIMITED ENGLISH PROFICIENT	0	0	-	-	-	-
GENDER
FEMALE	5	31	-	-	-	-
MALE	11	69	9	55	18	18
RACE/ETHNICITY
AFRICAN-AMERICAN	1	6	-	-	-	-
ASIAN OR PACIFIC ISLANDER	0	0	-	-	-	-
HISPANIC	0	0	-	-	-	-
NATIVE AMERICAN	0	0	-	-	-	-
WHITE	15	94	13	53	20	13
LOW INCOME	7	44	-	-	-	-
MIGRANT STUDENT	0	0	-	-	-	-
STATE
2005	72780	100	10	40	40	10
2004	73111	100	11	45	35	9
ALL STUDENT
2005	16	100	13	56	19	13
2004	22	100	18	45	27	9
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2005-06 School Report Card - Hawlemont Reg
GRADE LEVEL 4 - MATHEMATICS

	STUDENTS INCLUDED		PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
	#	%	A	P	NI	W/F
STUDENT STATUS
REGULAR	11	69	18	64	18	0
DISABLED	5	31	-	-	-	-
LIMITED ENGLISH PROFICIENT	0	0	-	-	-	-
GENDER
FEMALE	5	31	-	-	-	-
MALE	11	69	18	45	27	9
RACE/ETHNICITY
AFRICAN-AMERICAN	1	6	-	-	-	-
ASIAN OR PACIFIC ISLANDER	0	0	-	-	-	-
HISPANIC	0	0	-	-	-	-
NATIVE AMERICAN	0	0	-	-	-	-
WHITE	15	94	13	47	27	13
LOW INCOME	7	44	-	-	-	-
MIGRANT STUDENT	0	0	-	-	-	-
STATE
2005	72831	100	14	27	44	15
2004	73323	100	14	28	44	14
ALL STUDENT
2005	16	100	13	50	25	13
2004	22	100	5	36	36	23
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2005-06 School Report Card - Hawlemont Reg
GRADE LEVEL 5 - SCIENCE AND TECHNOLOGY

	STUDENTS INCLUDED		PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
	#	%	A	P	NI	W/F
STUDENT STATUS
REGULAR	15	65	13	60	27	0
DISABLED	8	35	-	-	-	-
LIMITED ENGLISH PROFICIENT	0	0	-	-	-	-
GENDER
FEMALE	13	57	15	31	46	8
MALE	10	43	10	50	20	20
RACE/ETHNICITY
AFRICAN-AMERICAN	0	0	-	-	-	-
ASIAN OR PACIFIC ISLANDER	1	4	-	-	-	-
HISPANIC	0	0	-	-	-	-
NATIVE AMERICAN	0	0	-	-	-	-
WHITE	22	96	14	41	32	14
LOW INCOME	11	48	9	27	45	18
MIGRANT STUDENT	1	4	-	-	-	-
STATE
2005	73242	100	16	35	38	12
2004	74853	100	20	35	33	13
ALL STUDENT
2005	23	100	13	39	35	13
2004	14	100	0	21	64	14
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2005-06 School Report Card - Hawlemont Reg
GRADE LEVEL 6 - MATHEMATICS

	STUDENTS INCLUDED		PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
	#	%	A	P	NI	W/F
STUDENT STATUS
REGULAR	10	67	30	40	10	20
DISABLED	5	33	-	-	-	-
LIMITED ENGLISH PROFICIENT	0	0	-	-	-	-
GENDER
FEMALE	10	67	30	30	10	30
MALE	5	33	-	-	-	-
RACE/ETHNICITY
AFRICAN-AMERICAN	0	0	-	-	-	-
ASIAN OR PACIFIC ISLANDER	0	0	-	-	-	-
HISPANIC	1	7	-	-	-	-
NATIVE AMERICAN	0	0	-	-	-	-
WHITE	14	93	21	36	14	29
LOW INCOME	6	40	-	-	-	-
MIGRANT STUDENT	1	7	-	-	-	-
STATE
2005	74789	100	17	29	30	23
2004	76661	100	17	25	32	25
ALL STUDENT
2005	15	100	20	33	20	27
2004	17	100	18	24	53	6
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

2005-06 School Report Card - Hawlemont Reg
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	31	31	100	Yes	31	87.9	Yes	3.7	Yes	95.6	0.3	Yes	Yes
Lim. English Prof.	0	-	-	-	-	-	-	-	-	-	-	-	-
Spec. Ed.	6	-	-	-	-	-	-	-	-	-	-	-	-
Low Income	13	13	-	-	13	-	-	-	-	-	-	-	-
Afr. Amer./Black	2	-	-	-	-	-	-	-	-	-	-	-	-
Asian or Pacif. Isl.	0	-	-	-	-	-	-	-	-	-	-	-	-
Hispanic	1	-	-	-	-	-	-	-	-	-	-	-	-
Native American	1	-	-	-	-	-	-	-	-	-	-	-	-
White	27	27	-	-	27	87.0	-	-	-	95.7	0.4	-	-

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	31	31	100	Yes	31	79.0	Yes	11.5	Yes	95.6	0.3	Yes	Yes
Lim. English Prof.	0	-	-	-	-	-	-	-	-	-	-	-	-
Spec. Ed.	8	-	-	-	-	-	-	-	-	-	-	-	-
Low Income	13	13	-	-	13	-	-	-	-	-	-	-	-
Afr. Amer./Black	1	-	-	-	-	-	-	-	-	-	-	-	-
Asian or Pacif. Isl.	0	-	-	-	-	-	-	-	-	-	-	-	-
Hispanic	1	-	-	-	-	-	-	-	-	-	-	-	-
Native American	0	-	-	-	-	-	-	-	-	-	-	-	-
White	29	29	-	-	29	79.3	-	-	-	95.7	0.4	-	-

Adequate Yearly Progress History									Accountability Status
		1999	2000	2001	2002	2003	2004	2005
ELA	Aggregate	N/A	N/A	N/A	N/A	Yes	Yes	Yes	No Status
	All subgroups	N/A	N/A	N/A	N/A	Yes	N/A	N/A
MATH	Aggregate	N/A	N/A	N/A	N/A	No	Yes	Yes	No Status
	All subgroups	N/A	N/A	N/A	N/A	No	N/A	N/A

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