HS Report Card 07 - Millbury Public Schools Community Portal
Millbury Public Schools April 10, 2007 Dear Parent or Guardian: On January 8, 2002 the federal No Child Left Behind Act of 2001 became law. This law calls for sweeping changes in public education. Among these is a new federal requirement that all states and school districts in receipt of Title I assistance must issue annual report cards to parents. The purpose of the report card is to give parents information about their child's school in terms of academic achievement and the professional qualifications of its teachers. No Child Left Behind requires that all teachers be identified as "highly qualified". As you can see, we are well on our way to achieving this goal. In addition the information included in the report indicates that each of our schools has made adequate yearly progress for six consecutive years. It is important to remember when reviewing data of this type that performance on standardized tests is just one indicator of a school's effectiveness. The Elmwood Street School's complete and inclusive preschool programs, its full day kindergarten program, its extensive community volunteer program and its wide ranging use of classroom technology are also indicators. At Shaw, extensive academic enrichment opportunities - whether it be the chess club, or the drama club, the Destination Imagination program, or the Camp Bournedale experience and its extensive academic support programs and integrated technology projects - are also indicators of an effective program. At the high school, a nationally recognized service learning program, and a state model school-to-career program are all indicators of effectiveness that cannot be measured by a standardized test. Our senior competency determinations remain strong and well above state averages. Our athletic teams are competitive in every sport and in every season. In the end, effective programs are balanced programs - making adequate yearly progress according to the federal standard is one part of this balance. It is not the only part. Keeping this perspective will allow us to maintain an effective learning environment in each of our schools. We remain grateful for the support we receive from our community and our parents in making this perspective a reality. Sincerely, David E. Roach Superintendent of Schools David Roach Superintendent John Mara Linda Swenson Director of Student and Principal Instructional Services Millbury Memorial Junior Senior High School 12 Martin Street Millbury, MA 01527 Phone: (508) 865-5841 FAX: (508) 865-0888 This report includes information on the school’s performance on the Massachusetts Comprehensive Assessment System (MCAS) by content area, grade level, and for particular student populations. Comparison data from the district and from the state are also provided. In addition, this report includes other information as required by the federal No Child Left Behind Act The mission of the Millbury Public Schools is to provide a school climate that accepts all students of varying abilities and interests and provides them with a wide variety of learning experiences so that they will have the essential skills and abilities to be lifelong learners and contributors to improving the quality of life for themselves and future generations. Educator Data - 2006-07 School District State Total Number of Teachers 68 143 73,176 Percentage of Teachers Licensed in Teaching Assignment 100.0 100.0 95.4 Total Number of Teachers in Core Academic Areas 52 114 60,604 Percentage of Teachers in Core Academic Subjects Who are Highly Qualified Percentage of Teachers in Core Academic Subjects Who are Not Highly Qualified 98.1 99.1 95.1 1.9 0.9 4.9 Student/Teacher Ratio 13.6 to 1 13.7 to 1 13.2 to 1 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.