Wachusett Regional School District

Annual Report Card
Central Tree Middle School

Last Updated: April 15, 2004

Central Tree Middle School (07750310)

Judith K. Evans, School Principal
Mailing Address: 281 Main Street
Rutland, MA 01543
Phone: (508) 886-0073
FAX: (508) 886-0141

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:
Central Tree Middle School’s mission is to develop a program to effectively implement the curriculum of the WRSD while providing an effective middle school program that meets the needs of diverse learners, provides appropriate student services, and ensures a safe learning environment.

Enrollment - 2004
  School District State
Race/Ethnicity
African American 1.2 % 1.2 % 8.8 %
Asian 0.8 % 1.5 % 4.7 %
Hispanic 2.0 % 1.1 % 11.5 %
Native American 0.0 % 0.2 % 0.3 %
White 96.0 % 95.9 % 74.6 %
Gender
Male 51.2 % 51.5 % 51.5 %
Female 48.8 % 48.5 % 48.5 %
Selected Population Enrollment
Limited English Proficiency 0.0 % 0.3 % 5.0 %
Low-income 5.0 % 3.4 % 27.1 %
Special Education 11.9 % 12.6 % 15.6 %
Migrant 0.0 % 0.0 % 0.2 %
TOTAL COUNT 496 6,998 980,842
Grades Offered: 05, 06, 07, 08
Percent of teachers licensed: 96.95%

Percent of teachers in core academic subject areas who are Highly Qualified: 96.54%
Additional Teacher Information:

It should be noted that at Central Tree Middle School 39% of the teachers hold a Bachelor's degree, 58% hold one Master's degree and 3% hold a second Master's degree.

School Report Card - Central Tree Middle School
Grade 06 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Disabled  19  100      16  84
GENDER  
 Female  66  100  17  27  29  27
 Male  59  100  8  41  25  25
RACE/ETHNICITY  
 Hispanic  3  100        
 White  125  100  13  32  26  29
 LOW INCOME  13  100    31  15  54
ALL STUDENTS  
 2003  128  100  13  33  27  28
 2002  138  100  15  38  25  22
DISTRICT  
 2003  611  100  26  36  25  13
 2002  645  100  25  39  22  14
STATE  
 2003  78040  100  16  26  32  26
 2002  78561  99  13  28  29  29
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

School Report Card - Central Tree Middle School
Grade 07 - English Language Arts

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Disabled  21  100    14  57  29
GENDER  
 Female  55  100  7  75  18  
 Male  74  100  4  68  28  
RACE/ETHNICITY  
 African American/Black  4  100        
 Asian or Pacific Islander  1  100        
 Hispanic  4  100        
 White  126  100  6  66  25  4
 LOW INCOME  8  100        
ALL STUDENTS  
 2003  135  100  5  67  23  4
 2002  117  99  3  80  15  1
DISTRICT  
 2003  616  100  14  68  17  2
 2002  602  100  14  71  13  1
STATE  
 2003  79345  99  8  57  28  7
 2002  76710  97  9  55  28  8
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

School Report Card - Central Tree Middle School
Grade 08 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Disabled  11  100      55  45
GENDER  
 Female  53  100  6  36  34  25
 Male  63  100  14  30  33  22
RACE/ETHNICITY  
 African American/Black  2  100        
 Hispanic  2  100        
 White  112  100  11  34  35  21
 LOW INCOME  7  100        
ALL STUDENTS  
 2003  116  100  10  33  34  23
 2002  111  100  9  28  40  23
DISTRICT  
 2003  605  100  23  40  24  13
 2002  552  100  23  34  30  14
STATE  
 2003  78589  99  12  25  30  33
 2002  74890  98  11  23  33  33
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

School Report Card - Central Tree Middle 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 135 135 100 Yes 132 89.4 Yes -4.7 No 95.4 0.5 Yes Yes
Lim. English Prof. 0 0 - - 0 - - - - - - - -
Spec. Ed. 21 21 100 Yes 21 58.3 No - - 95.0 1 Yes No
Free Lunch 8 8 - - 8 - - - - - - - -
Afr. Amer./Black 4 4 - - 4 - - - - - - - -
Asian or Pacif. Isl. 1 1 - - 1 - - - - - - - -
Hispanic 4 4 - - 4 - - - - - - - -
Native American 0 0 - - 0 - - - - - - - -
White 126 126 100 Yes 123 89.2 Yes -5.1 No 95.4 0.5 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 244 244 100 Yes 238 70.3 Yes -1.3 No 95.4 0.5 Yes Yes
Lim. English Prof. 0 0 - - 0 - - - - - - - -
Spec. Ed. 30 30 100 Yes 30 40.8 No 2.8 Yes/EB 95.0 1 Yes Yes
Free Lunch 20 20 100 Yes 18 - - - - - - - -
Afr. Amer./Black 2 2 - - 2 - - - - - - - -
Asian or Pacif. Isl. 0 0 - - 0 - - - - - - - -
Hispanic 5 5 - - 5 - - - - - - - -
Native American 0 0 - - 0 - - - - - - - -
White 237 237 100 Yes 231 70.9 Yes -0.5 No 95.4 0.5 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/.