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| How is our school doing overall? |
| Accountability and assistance levels |
| Our school |
| Among lowest performing 20% of schools and subgroups |
| Our district |
| One or more schools in the district classified into Level 3 |
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.
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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 | Did Not Meet Target |
| High needs students | Did Not Meet Target |
| Low income students | Did Not Meet Target |
| 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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Percentage of students scoring proficient or above on Massachusetts Comprehensive Assessment System (MCAS), 2011-2014. |
| | English language arts | Mathematics | Science |
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| Middle Schools in our district | | |
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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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| | 606 | | 5,814 | | 955,739 |
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| | Middle Schools in our district | | Middle Schools in MA |
By high needs population
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| Low income 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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| 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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| Attendance rate (%) | | | | | | |
| Average days absent per student (#) | | | | | | |
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Discipline
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| 2014 In-school suspension rate (%) | | | | | | |
| 2014 Out-of-school suspension rate (%) | | | | | | |
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High school completion
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Our school
| | Our district
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| 2012 5-year graduation rate (%) | | | | | | |
| 2013 4-year graduation rate (%) | | | | | | |
| 2013 annual dropout rate (%) | | | | | | |
| 2012 graduates attending institutions of higher education* (%) | | | | | | |
| 2014 12th graders taking 1+ Advanced Placement courses (%) | | | | | | |
| 2014 Advanced Placement tests with scores of 3 or higher (%) | | | | | | |
| 2014 SAT average score - Reading | | | | | | |
| 2014 SAT average score - Writing | | | | | | |
| 2014 SAT average score - Math | | | | | | |
| 2013 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? |
| Due to the new generation MCAS, schools in Massachusetts were not leveled for this school year, however they did retain the level rating from the previous school year. In 2016, South Middle School was considered a level three school. This school year, our Administrative Leadership Team undertook high leverage initiatives that would assist the school in moving towards level two status. This year teachers were asked to identify students who are near performance level cusps and to focus enrichment and remediation for those students in a systemic manner. More time for enrichment and remediation were built into our school schedule in what we call extended blocks. This school year we also have made a commitment to improve our efforts in the area of inclusive educational practices. We believe that by including all students in the regular classroom setting, using proper supports and accommodations, that we can improve learning for all students in our school. This will specifically work towards improving learning for many of our MCAS subgroups. Through the use of our PBIS framework and through our efforts to implement a consistent behavioral plan for all students, we have seen improvement in our school climate. Finally, our faculty has made a concerted effort to improve school to home communication. Specifically, teachers have implemented a communication system that provides unsolicited, positive communication between school and homes. If you have any questions please do not hesitate to contact our Main Office or our school principal, Paul Newton (paul.newton@schoolsofwestfield.org). |
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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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