Wachusett Regional School District

Annual Report Card
Dr. Leroy E. Mayo Elementary School

Last Updated: April 15, 2004

Dr. Leroy E. Mayo Elementary School (07750032)

John R. Locke, School Principal
Mailing Address: 351 Bullard Street
Holden, MA 01520
Phone: (508) 829-3203
FAX: (508) 829-5216

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:
It is the mission of the Dr. Leroy E. Mayo community to educate, inspire, and empower all individuals. We are committed to enhancing our lives and the lives of of others by upholding the highest standards of quality and integrity in all our actions.

Enrollment - 2004
  School District State
Race/Ethnicity
African American 3.4 % 1.2 % 8.8 %
Asian 1.0 % 1.5 % 4.7 %
Hispanic 0.4 % 1.1 % 11.5 %
Native American 0.2 % 0.2 % 0.3 %
White 95.1 % 95.9 % 74.6 %
Gender
Male 50 % 51.5 % 51.5 %
Female 50 % 48.5 % 48.5 %
Selected Population Enrollment
Limited English Proficiency 0.0 % 0.3 % 5.0 %
Low-income 1.4 % 3.4 % 27.1 %
Special Education 11.3 % 12.6 % 15.6 %
Migrant 0.0 % 0.0 % 0.2 %
TOTAL COUNT 506 6,998 980,842
Grades Offered: 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 Mayo Elementary School 19% of teachers hold a Bachelor's degree, 74% hold a Master's degree and 7% hold a second Master's degree.

School Report Card - Dr. Leroy E. Mayo Elementary School
Grade 03 - Reading

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Disabled  16  100  NA  25  69  6
GENDER  
 Female  49  100  NA  61  37  2
 Male  42  100  NA  57  40  2
RACE/ETHNICITY  
 African American/Black  1  100  NA      
 Hispanic  1  100  NA      
 White  89  100  NA  61  37  2
 LOW INCOME  2  100  NA      
ALL STUDENTS  
 2003  91  100  NA  59  38  2
 2002  73  100  NA  70  29  1
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 - Dr. Leroy E. Mayo Elementary School
Grade 04 - English Language Arts

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Disabled  9  100        
GENDER  
 Female  36  100  8  58  28  6
 Male  35  100  11  51  37  
RACE/ETHNICITY  
 African American/Black  5  100        
 Asian or Pacific Islander  2  100        
 White  64  100  9  59  28  3
 LOW INCOME  3  100        
ALL STUDENTS  
 2003  71  100  10  55  32  3
 2002  59  100  17  64  15  3
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 - Dr. Leroy E. Mayo Elementary School
Grade 04 - Mathematics

  Included in Results % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Disabled  9  100        
GENDER  
 Female  36  100  8  33  53  6
 Male  34  97  26  35  32  6
RACE/ETHNICITY  
 African American/Black  5  100        
 Asian or Pacific Islander  2  100        
 White  63  98  16  38  41  5
 LOW INCOME  3  100        
ALL STUDENTS  
 2003  70  99  17  34  43  6
 2002  59  100  17  56  20  7
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 - Dr. Leroy E. Mayo 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 162 162 100 Yes 159 86.6 Yes -4.2 No 96.5 0 Yes Yes
Lim. English Prof. 0 0 - - 0 - - - - - - - -
Spec. Ed. 25 25 100 Yes 24 66.7 No 5.4 Yes 96.9 1.2 Yes Yes
Free Lunch 5 5 - - 5 - - - - - - - -
Afr. Amer./Black 6 6 - - 5 - - - - - - - -
Asian or Pacif. Isl. 2 2 - - 2 - - - - - - - -
Hispanic 1 1 - - 1 - - - - - - - -
Native American 0 0 - - 0 - - - - - - - -
White 153 153 100 Yes 151 87.4 Yes -3.8 No 96.4 0 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 71 70 99 Yes 69 80.4 Yes -4.5 No 96.5 0 Yes Yes
Lim. English Prof. 0 0 - - 0 - - - - - - - -
Spec. Ed. 9 9 - - 9 - - - - - - - -
Free Lunch 3 3 - - 3 - - - - - - - -
Afr. Amer./Black 5 5 - - 4 - - - - - - - -
Asian or Pacif. Isl. 2 2 - - 2 - - - - - - - -
Hispanic 0 0 - - 0 - - - - - - - -
Native American 0 0 - - 0 - - - - - - - -
White 64 63 98 Yes 63 81.7 Yes -3.5 No 96.4 0 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/.