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| How is our school doing overall? |
| Accountability and assistance levels |
| Our school |
| Meeting gap narrowing goals -
Commended for narrowing proficiency gaps - |
| Our district |
| One or more schools in the district classified into Level 1 |
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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| School percentile |
School percentiles (1-99) indicate how a school is performing overall compared to other schools that
serve the same or similar grades. Our school's percentile is below. |
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| Lowest performing | Highest performing |
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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 | Met Target |
| Economically disadvantaged | - |
| Students with disabilities | |
| English language learners & former ELLs | |
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| How does our school's achievement over time compare to the district and the state? |
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The 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 school's CPIs for 2013-2016 are below. |
| | English language arts | Mathematics | Science |
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| Middle Schools in our district | | |
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| Middle Schools in MA | | |
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| How does our school's enrollment compare to the district and the state? |
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Total enrollment
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| Our school
| | Our district
| | Our state
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| | 653 | | 1,927 | | 953,429 |
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| | Middle Schools in our district | | Middle Schools in MA |
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 school's teachers and classrooms compare to the district and the state? |
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General information
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| | Middle Schools in our district
| | Middle Schools in MA
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| Teachers (#) | | | | | | |
| Core academic classes taught by highly qualified teachers (%) | | | | | | |
| Average class size (#) | | | | | | |
| Student : teacher ratio | | | | | | |
| How is our school doing on other important measures? |
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Attendance
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| | Middle Schools in our district
| | Middle Schools in MA
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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 school
| | Our district
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| 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 school? |
[]To improve student achievement in our school, with the focus of our high needs groups, we are doing the following:
-Implement a newly aligned math curriculum to 2011 math standards and a text book for both Honors and Standard math classes
-Implement a Literacy Workshop elective to challenge students already scoring at Proficient or above
-Implement a mandatory Targeted Literacy course with individualized instruction for students scoring below 240 on the ELA MCAS
-Implement a full trimester STEM course for all 8th grade students
-Utilize A Building Curriculum Accommodation Plan for all students
-Create a Student Support Center
-Provide Title 1 Service in ELA and math
-Schedule common planning time for all department teachers to plan and work together to increase student achievement and problem solve
-Administer common assessments and use results to redirect planning and instruction
-Group classes heterogeneously in order that all students are exposed to the same rigorous curriculum and high expectations
-Conduct a math summer camp available to all incoming grade 7 students
-Offer access to IExcel which is a computer program that allows students to focus on individual needs and progress to more difficult skills at an individual pace
-Provide an after school math club with Math Counts
-Realign curriculum to the Common Core Standards continues
-Place an emphasis on reading and writing across all content areas
-Increase the exposure to open response questions similar to those on the MCAS
-Focus on the use of academic vocabulary
-Offer professional development for all staff with strategies to increase literacy skills in all content areas
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| To view our school's full report card, visit http://profiles.doe.mass.edu. For more information about report card data, visit our Profiles Help page. |
| Published by the Massachusetts Department of Elementary and Secondary Education |
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Massachusetts 
