2004-05 District Report Card - Orange

Orange (02230000)

Paul D Burnim, Superintendent
Mailing Address: 131 West Main Street
Orange, MA 01364
Phone: (978) 544-6763
FAX: (978) 544-3450
Website: http://myschoolonline.com/ma/orange

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 Orange Elementary School district is to educate students in a safe and challenging environment, which will enable them to succeed in future endeavors.We believe that education must begin early,cover a broad spectrum,emphasize critical thinking, problem solving,communication skills and global understanding and responsiblity. We strive to provide each child equal opportunity to maximize his or her potential. We encourage all students in the pursuit of excellence.

Enrollment - 2004-05
  District State
Total Count 768 975,911
Race/Ethnicity (%)
African American 2.5 8.9
Asian 0.8 4.8
Hispanic 3.0 11.8
Native American 0.4 0.3
White 93.4 74.2
Gender (%)
Male 49.7 51.4
Female 50.3 48.6
Selected Populations (%)
Limited English Proficiency 0.0 5.1
Low-income 48.7 27.7
Special Education 22.2 15.9
First Language Not English 0.3 14.0
Migrant 0.0 0.1

Grades Offered: PK, K, 01, 02, 03, 04, 05, 06
Teacher Data (2004-05)
  District State
Total # of Teachers 70 73,394
% of Teachers Licensed in Teaching Assignment 98.6 93.9
Total # of Teachers in Core Academic Areas 59 57,522
% of Core Academic Teachers Identified as Highly Qualified 100.0 93.0
Student/Teacher Ratio 10.9 to 1 13.3 to 1

Educator Quality Data
All Schools
High Poverty Schools
Low Poverty Schools
Percentage of teachers licensed in area in which teaching: 98.6 95.2 -
Percentage of teachers in core academic subjects who are Highly Qualified 100.0 100.0 -

Additional Teacher Information
Orange Elementary School District has seventy five teachers and eight hundred two students for a ratio of 10.7 to 1 students to teachers. Fifty per cent of our teachers have at least their Masters.

Web Resources
Massachusetts Department of Education:
http://www.doe.mass.edu/
School and District Profiles:
http://profiles.doe.mass.edu/?orgcode=02230000
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 District Report Card - Orange
Grade 03 - Reading

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  70  100  NA  80  19  1
 Disabled  28  97  NA  25  54  21
GENDER  
 Female  51  100  NA  67  27  6
 Male  47  98  NA  62  30  9
RACE/ETHNICITY  
 African American/Black  2  100  NA      
 Hispanic  2  100  NA      
 White  92  99  NA  63  29  8
 LOW INCOME  45  98  NA  58  29  13
ALL STUDENTS  
 2004  98  99  NA  64  29  7
 2003  116  100  NA  59  32  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 District Report Card - Orange
Grade 04 - English Language Arts

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  86  99  13  56  27  5
 Disabled  35  100  3  29  54  14
GENDER  
 Female  52  98  13  50  31  6
 Male  69  100  7  46  38  9
RACE/ETHNICITY  
 African American/Black  6  100        
 Asian or Pacific Islander  1  100        
 Hispanic  5  100        
 Native American  1  100        
 White  108  99  10  48  35  6
 LOW INCOME  57  98  7  42  42  9
ALL STUDENTS  
 2004  121  99  10  48  35  7
 2003  99  100  10  44  36  9
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 District Report Card - Orange
Grade 04 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  86  99  7  33  57  3
 Disabled  35  100  0  20  63  17
GENDER  
 Female  52  98  4  31  60  6
 Male  69  100  6  28  58  9
RACE/ETHNICITY  
 African American/Black  6  100        
 Asian or Pacific Islander  1  100        
 Hispanic  5  100        
 Native American  1  100        
 White  108  99  5  31  56  7
 LOW INCOME  57  98  4  28  58  11
ALL STUDENTS  
 2004  121  99  5  29  59  7
 2003  99  100  15  28  52  5
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 District Report Card - Orange
Grade 06 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  78  100  3  12  63  23
 Disabled  24  100  4  4  25  67
GENDER  
 Female  39  100  0  10  59  31
 Male  63  100  5  10  51  35
RACE/ETHNICITY  
 Asian or Pacific Islander  1  100        
 Hispanic  3  100        
 White  98  100  3  10  54  33
 LOW INCOME  49  100  2  12  41  45
ALL STUDENTS  
 2004  102  100  3  10  54  33
 2003  91  100  7  14  36  43
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 District Report Card - Orange
Grade 07 - English Language Arts

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Disabled  1  100        
 Male  1  100        
RACE/ETHNICITY  
 White  1  100        
 LOW INCOME  1  100        
ALL STUDENTS  
 2004  1  100        
 2003  2  67        100
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 District Report Card - Orange
Grade 08 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Disabled  1  100        
GENDER  
 Female  1  100        
RACE/ETHNICITY  
 White  1  100        
 LOW INCOME  1  100        
ALL STUDENTS  
 2004  1  100        
 2003  1  100        100
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 District Report Card - Orange
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 221 220 100 Yes 438 82.6 Yes -3.3 No 95.6 0.1 Yes Yes
Lim. English Prof. 0 - - - - - - - - - - - -
Spec. Ed. 59 58 98 Yes 110 62.7 No -3.5 No 95.1 -0.2 Yes No
Low Income 104 103 99 Yes 207 77.4 Yes -2.8 Yes 95.2 0.1 Yes Yes
Afr. Amer./Black 8 - - - - - - - - - - - -
Asian or Pacif. Isl. 1 - - - - - - - - - - - -
Hispanic 7 - - - - - - - - - - - -
Native American 1 - - - - - - - - - - - -
White 202 201 100 Yes 403 82.9 Yes -3.0 No 95.6 0.1 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 224 223 100 Yes 415 66.3 Yes 3.3 No 95.6 0.1 Yes Yes
Lim. English Prof. 0 - - - - - - - - - - - -
Spec. Ed. 53 52 98 Yes 93 50.8 No 4.3 No 95.1 -0.2 Yes No
Low Income 107 106 99 Yes 192 61.6 Yes 4.8 Yes 95.2 0.1 Yes Yes
Afr. Amer./Black 6 - - - - - - - - - - - -
Asian or Pacif. Isl. 2 - - - - - - - - - - - -
Hispanic 8 - - - - - - - - - - - -
Native American 1 - - - - - - - - - - - -
White 207 206 100 Yes 387 66.3 Yes 2.3 No 95.6 0.1 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 N/A N/A Yes Yes Yes Yes Identified for Improvement - Subgroups only High Declined
All subgroups N/A N/A N/A N/A No No
MATH Aggregate N/A N/A Yes Yes Yes Yes No Status Low Improved Below Target
All subgroups N/A N/A N/A N/A Yes No

 

Schools Identified for Improvement
Orange Public Schools
  English Language Arts Mathematics
School 1999 2000 2001 2002 2003 2004 Status 1999 2000 2001 2002 2003 2004 Status
Butterfield N/A N/A N/A N/A N/A N/A    N/A N/A N/A N/A Yes No  II-S 

Teacher Quality Data
for High-Poverty and Low-Poverty
Orange Public Schools
School HQ% LIC%
High Poverty  
Butterfield  100.0   95.2 

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