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School Report Card - Thomson

Thomson (02110020)

Nancy M Jukins, School Principal
Mailing Address: 266 Waverly Rd
North Andover, MA 01845
Phone: (978) 794-1545
FAX: (978) 794-2508

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:
The Thomson Elementary School will ensure that all students will succeed academically, through standards-based instructional programs coupled with rigorous, engaging professional development, and collaborative parent and community partnerships. The Thomson School will prepare all students, including those in general education and special education, with the skills and competencies they need to become successful life-long learners.

Enrollment - 2004
  School District State
Race/Ethnicity
African American 0.0 % 0.8 % 8.8 %
Asian 5.2 % 5.9 % 4.7 %
Hispanic 4.9 % 2.4 % 11.5 %
Native American 0.6 % 0.6 % 0.3 %
White 89.2 % 90.3 % 74.6 %
Gender
Male 57.1 % 53 % 51.5 %
Female 42.9 % 47 % 48.5 %
Selected Population Enrollment
Limited English Proficiency 0.9 % 0.7 % 5.0 %
Low-income 7.4 % 3.6 % 27.1 %
Special Education 16 % 11 % 15.6 %
Migrant 0.0 % 0.0 % 0.2 %
TOTAL COUNT 324 4,359 980,842
Grades Offered: 01, 02, 03, 04, 05

Percent of teachers licensed: 94.38%

Percent of teachers in core academic subject areas who are Highly Qualified: 93.93%

School Report Card - Thomson
Grade 03 - Reading

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Disabled  11  100  NA  9  55  36
 Limited English Proficient  2  100  NA      
GENDER  
 Female  35  100  NA  77  20  3
 Male  39  100  NA  67  31  3
RACE/ETHNICITY  
 Asian or Pacific Islander  5  100  NA      
 Hispanic  1  100  NA      
 White  71  100  NA  68  25  7
 LOW INCOME  6  100  NA      
ALL STUDENTS  
 2003  77  100  NA  69  25  6
 2002  62  100  NA  79  19  2
DISTRICT  
 2003  362  100  NA  80  18  2
 2002  348  99  NA  84  16  1
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 - Thomson
Grade 04 - English Language Arts

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Disabled  16  100      56  44
GENDER  
 Female  29  100  17  31  41  10
 Male  36  100    42  47  11
RACE/ETHNICITY  
 Asian or Pacific Islander  2  100        
 Hispanic  3  100        
 White  61  100  7  38  43  13
 LOW INCOME  6  100        
ALL STUDENTS  
 2003  66  100  8  36  44  12
 2002  67  100  1  48  45  6
DISTRICT  
 2003  349  100  15  53  28  5
 2002  360  99  9  54  31  6
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 - Thomson
Grade 04 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Disabled  16  100      44  56
GENDER  
 Female  29  100  17  24  34  24
 Male  36  100  8  33  36  22
RACE/ETHNICITY  
 Asian or Pacific Islander  2  100        
 Hispanic  3  100        
 White  61  100  11  31  33  25
 LOW INCOME  6  100        
ALL STUDENTS  
 2003  66  100  12  29  35  24
 2002  67  100  6  33  46  15
DISTRICT  
 2003  349  100  20  30  41  9
 2002  360  99  17  38  36  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 - Thomson
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 140 140 100 Yes 129 83.9 Yes -2.5 No 96.0 -0.3 Yes Yes
Lim. English Prof. 2 2 - - 2 - - - - - - - -
Spec. Ed. 24 24 100 Yes 22 53.4 No -17.7 No 95.3 -1.4 Yes No
Free Lunch 11 11 - - 9 - - - - - - - -
Afr. Amer./Black 0 0 - - 0 - - - - - - - -
Asian or Pacif. Isl. 7 7 - - 6 - - - - - - - -
Hispanic 4 4 - - 4 - - - - - - - -
Native American 0 0 - - 0 - - - - - - - -
White 129 129 100 Yes 119 84.0 Yes -3.7 No 95.9 -0.3 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 66 66 100 Yes 61 70.1 Yes 2.2 Yes 96.0 -0.3 Yes Yes
Lim. English Prof. 0 0 - - 0 - - - - - - - -
Spec. Ed. 16 16 - - 15 - - - - - - - -
Free Lunch 6 6 - - 5 - - - - - - - -
Afr. Amer./Black 0 0 - - 0 - - - - - - - -
Asian or Pacif. Isl. 2 2 - - 2 - - - - - - - -
Hispanic 3 3 - - 3 - - - - - - - -
Native American 0 0 - - 0 - - - - - - - -
White 61 61 100 Yes 56 71.0 Yes 2.4 Yes 95.9 -0.3 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 No 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/.