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| How is our district doing overall? |
| Accountability & assistance levels |
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| One or more schools in the district classified into Level 2 |
Most schools are assigned a level from 1-5, with those meeting their proficiency gap-narrowing goals in Level 1 and the lowest performing in Levels 4 and 5.
A district is typically assigned a level based on the level of its lowest performing school. Placing schools and districts into levels helps districts know which schools need more support,
and helps the state know which districts need the most assistance.
More information is available here: http://www.doe.mass.edu/accountability/
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| Overall progress in narrowing gaps |
Massachusetts aims to reduce proficiency gaps by half between 2011 and 2017. |
| All students | Met Target |
| High needs students | Did Not Meet Target |
| Economically disadvantaged | - |
| Students with disabilities | |
| English language learners & former ELLs | |
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| District determination of need for special education technical assistance or intervention |  | Districts, including single school districts, are assigned a determination of need for special education technical assistance or intervention. These determinations, which are typically based on the district's accountability and assistance level, range from
Meets Requirements - Provisional (districts with insufficient data) to Needs Substantial Intervention (Level 5 districts). The determination, which also incorporates compliance measures, helps to identify whether the Department will require districts to take additional actions to support improved outcomes for all children, especially students with disabilities. |
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| How does our district's achievement over time compare to the state? |
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The transitional Composite Performance Index (CPI) is a number from 1-100 that represents the extent to which all students are
progressing toward proficiency in a given subject. When all students demonstrate proficiency on MCAS and/or PARCC tests, the CPI will be 100. Our district's transitional CPIs for 2013-2016 are below. |
| | English language arts | Mathematics | Science |
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| How does our district's enrollment compare to the state? |
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Total enrollment
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| Our district
| | Massachusetts
| | | 3,725 | | 953,429 |
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Our district | | Massachusetts |
By high needs population
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| Economically disadvantaged students | |
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| Students with disabilities | |
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| English language learners | |
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| How do our district's teachers and classrooms compare to the state? |
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General information
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Our district
| | Massachusetts
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| Teachers (#) | | | | |
| Core academic classes taught by highly qualified teachers (%) | | | | |
| Average class size (#) | | | | |
| Student : teacher ratio | | | | |
| How is our district doing on other important measures? |
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Attendance
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Our district
| | Massachusetts
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| 2016 Attendance rate (%) | | | | |
| 2016 Average days absent per student (#) | | | | |
| 2016 Chronic absenteeism rate (%) | | | | |
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Discipline
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| 2016 In-school suspension rate (%) | | | | |
| 2016 Out-of-school suspension rate (%) | | | | |
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High school completion
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Our district
| | Massachusetts
| | | 2014 5-year graduation rate (%) | | | | |
| 2015 4-year graduation rate (%) | | | | |
| 2015 annual dropout rate (%) | | | | |
| 2014 graduates attending institutions of higher education* (%) | | | | |
| 2016 12th graders taking 1+ Advanced Placement courses (%) | | | | |
| 2016 Advanced Placement tests with scores of 3 or higher (%) | | | | |
| 2016 SAT average score - Reading | | | | |
| 2016 SAT average score - Writing | | | | |
| 2016 SAT average score - Math | | | | |
| 2015 MassCore** - Completing a rigorous course of study (%) | | | | |
| *Postsecondary enrollment data includes any student enrolling in an institution of higher education within 16 months of earning a high school diploma |
| **MassCore: 4 years of English & math, 3 years of history & lab-based science, 2 years of a foreign language, 1 year of arts & 5 additional "core" courses |
| What else should you know about our district? |
The district is engaged in the following efforts to support teaching and learning:
-analysis of district, school, and classroom based data to support instruction and curriculum in the classroom to meet the needs of all learners including those who are struggling and those in need of enrichment.
-integration of technology into the curriculum and instruction.
-develop strategies to support students' social emotional learning including implementation of school based Positive Behavior Intervention Systems.
-implementation of district learning walk-throughs that include teachers and administrators together in observing classroom instruction.
-increase communication with staff, parents, and the community using various forms.
-explore options for personalized learning and student ownership for their own learning through competency based education.
-professional development that supports instructional practices and curriculum alignment. |
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