Wachusett Regional School District

Annual Report Card
Dawson Elementary School

Last Updated: April 15, 2004

Dawson Elementary School (07750020)

Charles T Gruszka, School Principal
Mailing Address: 155 Salisbury Street
Holden, MA 01520
Phone: (508) 829-6828
FAX: (508) 829-6801

Report Card:
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, the state, and from 2003 are also provided. In addition, this report includes other information as required by the federal No Child Left Behind act.

Mission Statement:
Our mission is to develop our students' knowledge, skills, and talents to the fullest so that, in a community of learners, they can use that knowledge, skill, and talent to make the world a better place for all.

Enrollment - 2004
  School District State
Race/Ethnicity
African American 0.2 % 1.2 % 8.8 %
Asian 2.0 % 1.5 % 4.7 %
Hispanic 0.4 % 1.1 % 11.5 %
Native American 0.0 % 0.2 % 0.3 %
White 97.4 % 95.9 % 74.6 %
Gender
Male 51.3 % 51.5 % 51.5 %
Female 48.7 % 48.5 % 48.5 %
Selected Population Enrollment
Limited English Proficiency 0.6 % 0.3 % 5.0 %
Low-income 3.6 % 3.4 % 27.1 %
Special Education 20 % 12.6 % 15.6 %
Migrant 0.0 % 0.0 % 0.2 %
TOTAL COUNT 495 6,998 980,842
Grades Offered: PK, K, 01, 02, 03, 04, 05
Percent of teachers licensed: 100%

Percent of teachers in core academic subject areas who are Highly Qualified: 100%
Additional Teacher Information:

It should be noted that at Dawson Elementary School 36% of the teachers hold a Bachelor's degree, 60% hold a Master's degree and 4% hold a second Master's degree.

School Report Card - Dawson Elementary School
Grade 03 - Reading

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Disabled  9  100  NA      
 Limited English Proficient  1  100  NA      
GENDER  
 Female  36  100  NA  64  31  6
 Male  22  100  NA  82  18  
RACE/ETHNICITY  
 White  58  100  NA  71  26  3
 LOW INCOME  5  100  NA      
ALL STUDENTS  
 2003  58  100  NA  71  26  3
 2002  83  99  NA  83  13  4
DISTRICT  
 2003  559  100  NA  72  26  3
 2002  572  100  NA  80  18  2
STATE  
 2003  74114  100  NA  62  30  7
 2002  74143  98  NA  67  27  6
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

School Report Card - Dawson Elementary School
Grade 04 - English Language Arts

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Disabled  10  100    60  40  
GENDER  
 Female  41  100  51  34  12  2
 Male  40  100  10  78  13  
RACE/ETHNICITY  
 Hispanic  1  100        
 White  80  100  31  55  13  1
 LOW INCOME  5  100        
ALL STUDENTS  
 2003  81  100  31  56  12  1
 2002  79  100  16  58  24  1
DISTRICT  
 2003  582  100  25  54  19  2
 2002  572  100  13  61  24  2
STATE  
 2003  75024  99  10  45  34  10
 2002  75008  97  8  46  37  10
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

School Report Card - Dawson Elementary School
Grade 04 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Disabled  10  100  20  20  40  20
GENDER  
 Female  41  100  29  51  12  7
 Male  40  100  30  40  30  
RACE/ETHNICITY  
 Hispanic  1  100        
 White  80  100  30  45  21  4
 LOW INCOME  5  100        
ALL STUDENTS  
 2003  81  100  30  46  21  4
 2002  79  100  24  41  27  9
DISTRICT  
 2003  581  100  32  35  30  3
 2002  572  100  22  38  32  9
STATE  
 2003  75339  100  12  28  43  16
 2002  75682  98  12  27  42  19
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

School Report Card - Dawson Elementary School
Mid-Cycle AYP Report

ENGLISH LANGUAGE ARTS
Student Group Participation Performance Improvement Attendance AYP
2003
Enrolled Assessed % Met
Target		 N CPI Met
Target		 CPI
Change		 Met
Target		 % Change Met
Target
Aggregate 139 139 100 Yes 136 93.2 Yes 1.3 Yes 96.4 -0.4 Yes Yes
Lim. English Prof. 1 1 - - 1 - - - - - - - -
Spec. Ed. 19 19 - - 18 - - - - - - - -
Free Lunch 10 10 - - 10 - - - - - - - -
Afr. Amer./Black 0 0 - - 0 - - - - - - - -
Asian or Pacif. Isl. 0 0 - - 0 - - - - - - - -
Hispanic 1 1 - - 1 - - - - - - - -
Native American 0 0 - - 0 - - - - - - - -
White 138 138 100 Yes 135 93.1 Yes 1.3 Yes 96.3 -0.4 Yes Yes

 

MATHEMATICS
Student Group Participation Performance Improvement Attendance AYP
2003
Enrolled Assessed % Met
Target		 N CPI Met
Target		 CPI
Change		 Met
Target		 % Change Met
Target
Aggregate 81 80 99 Yes 78 90.4 Yes 3.0 Yes 96.4 -0.4 Yes Yes
Lim. English Prof. 0 0 - - 0 - - - - - - - -
Spec. Ed. 10 10 - - 10 - - - - - - - -
Free Lunch 5 5 - - 5 - - - - - - - -
Afr. Amer./Black 0 0 - - 0 - - - - - - - -
Asian or Pacif. Isl. 0 0 - - 0 - - - - - - - -
Hispanic 1 1 - - 1 - - - - - - - -
Native American 0 0 - - 0 - - - - - - - -
White 80 79 99 Yes 77 90.3 Yes 3.0 Yes 96.3 -0.4 Yes Yes

NOTE: An asterisk (*) appears if the AYP determination changed on appeal.

Adequate Yearly Progress History
  English Language Arts Mathematics
Students 1999 2000 2001 2002 2003 1999 2000 2001 2002 2003
Aggregate Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
All subgroups N/A N/A N/A N/A Yes N/A N/A N/A N/A Yes

Data Definitions

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.

Limited English Proficient:

Defined as "a student whose first language is a language other than English who is unable to perform ordinary classroom work in English."

Low Income:

An indication of whether the 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

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.

Percent of teachers licensed:

The percentage of teachers with Provisional, Initial, or Professional licensure (all teaching staff, including long-term substitutes). This information is not required from charter schools.

Percent 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 hold a valid Massachusetts license 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.

Performance Level Definitions (MCAS):

(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.

Special Education:

Students who have an individualized Education Plan (IEP).

Adequate Yearly Progress Performance:

A determination of whether a school/district has made "adequate yearly progress". Detailed information on the AYP determinations can be found on the MA Department of Education website at http://www.doe.mass.edu/sda/sprp/cycleIII/.