Enrollment and Educator Data ( School Year) About the Data

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1 Massachusetts School and District Profiles Dr W Arnone Community School Dr W Arnone Community School ( ) Colleen Proudler, Principal Mailing Address: 135 Belmont Street Brockton, MA Phone: (508) FAX: (508) Website: This report card contains information required by the federal Elementary and Secondary Education Act (ESEA) for our school and district including: student enrollment and teacher qualifications, student achievement, accountability, and the progress our school is making toward narrowing proficiency gaps for different groups of students. Enrollment and Educator Data ( School Year) About the Data Total Count , ,429 Race/Ethnicity (%) African American or Black Asian Hispanic or Latino Multi-race, Non-Hispanic Native American Native Hawaiian or Pacific Islander White Gender (%) Male Female Selected Populations (%) English Language Learner Economically Disadvantaged Students w/disabilities First Language Not English Enrollment ( ) Total # of Teachers , ,384.1 Percentage of Teachers Licensed in Teaching Assignment Total Number of Classes in Core Academic Areas 236 5, ,472 Percentage of Core Academic Classes Taught by Teachers Who are Highly Qualified Percentage of Core Academic Classes Taught by Teachers Who are Not Highly Qualified Student/Teacher Ratio 16.8 to to to 1 Percentage of Public Elementary and Secondary School Teachers Issued Waivers Educator Data ( ) K, 01, 02, 03, 04, 05 Grades Offered: MCAS Results by Subgroup by Grade and Subject NOTE: First-year ELL students are not included in achievement level or results. However, first-year ELL students who took the ACCESS for ELLs test are counted as ELA participants; in addition, first-year ELL students who are present for Mathematics/Science and Technology/Engineering are counted as Mathematics/Science and Technology/Engineering participants. Please see the principal's administration manual (PAM) for details. NOTE: Spring results in grades 3-8 ELA and Mathematics are not reported because all students in this organization participated in the PARCC test. More about the data Data Last Updated on September 26, GRADE LEVEL 5 - SCIENCE AND TECH/ENG

2 Stud. Part. % at Incl. Stud. Part. % at Incl. Stud. Part. % at Incl. Incl RateEach Level in Incl RateEach Level in Incl RateEach Level in # % A P NI W (#) # % A P NI W (#) # % A P NI W (#) Students N/A N/A N/A N/A 13, N/A N/A w/disabilities ELL and N/A N/A N/A N/A 8, N/A N/A Former ELL Econ N/A N/A N/A N/A 22, N/A N/A Disadvantaged High needs N/A N/A N/A N/A 32, N/A N/A Afr. Amer./Black N/A N/A N/A N/A 5, N/A N/A Amer. Ind. or Alaska Nat N/A N/A Asian N/A N/A 4, N/A N/A Hispanic/Latino N/A N/A N/A N/A 12, N/A N/A Multi-race, Non-Hisp./Lat N/A N/A N/A N/A 2, N/A N/A Nat. Haw. or Pacif. Isl N/A N/A White N/A N/A 43, N/A N/A Male N/A N/A N/A N/A 35, N/A N/A Female N/A N/A N/A N/A 33, N/A N/A ELL N/A N/A N/A N/A 5, N/A N/A Ever ELL N/A N/A N/A N/A 10, N/A N/A N/A N/A 1, N/A N/A 69, N/A N/A N/A N/A 1, N/A N/A 70, N/A N/A

3 ALL GRADES - SCIENCE AND TECH/ENG Stud. Part. % at Incl. Stud. Part. % at Incl. Stud. Part. % at Incl. Incl RateEach Level in Incl RateEach Level in Incl RateEach Level in # % A P NI W (#) # % A P NI W (#) # % A P NI W (#) Students w/disabilities N/A N/A N/A N/A 38, N/A N/A ELL and Former ELL N/A N/A N/A N/A 18, N/A N/A Econ N/A N/A 1, N/A N/A 61, N/A N/A Disadvantaged High needs N/A N/A 2, N/A N/A 89, N/A N/A Afr. Amer./Black N/A N/A 2, N/A N/A 17, N/A N/A Amer. Ind. or Alaska Nat N/A N/A N/A N/A Asian N/A N/A 13, N/A N/A Hispanic/Latino N/A N/A N/A N/A 35, N/A N/A Multi-race, Non-Hisp./Lat N/A N/A N/A N/A 6, N/A N/A Nat. Haw. or Pacif. Isl N/A N/A White N/A N/A 135, N/A N/A Male N/A N/A 1, N/A N/A 106, N/A N/A Female N/A N/A 1, N/A N/A 102, N/A N/A ELL N/A N/A N/A N/A 11, N/A N/A Ever ELL N/A N/A 1, N/A N/A 33, N/A N/A N/A N/A 3, N/A N/A 208, N/A N/A N/A N/A 3, N/A N/A 210, N/A N/A PARCC Results by Subgroup by Grade and Subject Achievement Levels: Trans. = Transitional Student Growth Percentile L5 = Level 5: Exceeded Expectations (varies by grade - 850) generated using current PARCC and prior MCAS scores L4 = Level 4: Met Expectations (750 - varies by grade) Trans. = Transitional Composite Performance Index L3 = Level 3: Approached Expectations ( ) generated using linked PARCC and MCAS scores L2 = Level 2: Partially met Expectations ( ) L1 = Level 1: Did not meet Expectations ( ) NOTE: Since only a portion of students in grades 3-8 participated in PARCC in ELA/L and Mathematics, a representative sample of students from across Massachusetts was used to estimate student achievement at the state level in those subjects. NOTE: Students who took the Alternate Assessment are included in Mean, but not in achievement level or growth results. Data Last Updated on September 24,

4 GRADE 3 ELA/L IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. in in in # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Amer. Ind. or Alaska Nat Afr. Amer./Black Hispanic/Latino Multi-race, Non-Hisp./Lat White Male Female Title I , Non-Disabled , Non-Econ. disadvantaged ELL Ever ELL ,

5 GRADE 3 Math IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. in in in # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Amer. Ind. or Alaska Nat Afr. Amer./Black Hispanic/Latino Multi-race, Non-Hisp./Lat White Male Female Title I , Non-Disabled , Non-Econ. disadvantaged ELL Ever ELL ,

6 GRADE 4 ELA/L IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. in in in # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Amer. Ind. or Alaska Nat Afr. Amer./Black Asian Hispanic/Latino Multi-race, Non-Hisp./Lat White Male Female Title I , , Non-Disabled , , Non-Econ. disadvantaged ELL Former ELL Ever ELL , ,

7 GRADE 4 Math IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. in in in # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Amer. Ind. or Alaska Nat Afr. Amer./Black Asian Hispanic/Latino Multi-race, Non-Hisp./Lat White Male Female Title I , , Non-Disabled , , Non-Econ. disadvantaged ELL Former ELL Ever ELL , ,

8 GRADE 5 ELA/L IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. in in in # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Afr. Amer./Black Hispanic/Latino Multi-race, Non-Hisp./Lat White Male Female Title I , , Non-Disabled , , Non-Econ. disadvantaged ELL Former ELL Ever ELL , ,

9 GRADE 5 Math IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. in in in # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Afr. Amer./Black Hispanic/Latino Multi-race, Non-Hisp./Lat White Male Female Title I , , Non-Disabled , , Non-Econ. disadvantaged ELL Former ELL Ever ELL , ,

10 GRADES 3-8 ELA/L IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. in in in # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) High needs , , Econ. disadvantaged , , ELL/Formerly ELL , , Students w/disablities Amer. Ind. or Alaska Nat Afr. Amer./Black , , Asian Hispanic/Latino , Multi-race, Non-Hisp./Lat White , , Male , , Female , , Title I , , Non-Disabled , , Non-Econ. disadvantaged , , ELL , , Former ELL Ever ELL , , , , , ,

11 GRADES 3-8 MATH IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. IncludedPart. % at Each Trans. Trans. Incl. in in in # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) # % L5L4L3L2L1 (#) High needs , , Econ. disadvantaged , , ELL/Formerly ELL , , Students w/disablities Amer. Ind. or Alaska Nat Afr. Amer./Black , , Asian Hispanic/Latino , Multi-race, Non-Hisp./Lat White , , Male , , Female , , Title I , , Non-Disabled , , Non-Econ. disadvantaged , , ELL , , Former ELL Ever ELL , , , , , ,

12 Accountability Data - Dr W Arnone Community School Accountability Information Accountability and Assistance Level Level 3 Among lowest performing 20% of schools and subgroups Focus on Afr. Amer./Black -White -Students w/disabilities -Hispanic/Latino -ELL and former ELL -High needs - This school's overall performance relative to other schools in same school type (School percentiles: 1-99) All 3 students: Lowest performing Highest performing This school s progress toward narrowing proficiency gaps (Cumulative Progress and Performance Index: 1-100) (Click group to view subgroup data) On Target = 75 or higher - Less progress More progress All students 59 Did Not Meet Target High needs 62 Did Not Meet Target Econ. Disadvantaged - ELL and Former ELL 67 Did Not Meet Target Students w/disabilities 55 Did Not Meet Target Amer. Ind. or Alaska Nat. - Asian - Afr. Amer./Black 69 Did Not Meet Target Hispanic/Latino 38 Did Not Meet Target Multi-race, Non-Hisp./Lat. - Nat. Haw. or Pacif. Isl. - White 47 Did Not Meet Target

13 Dr W Arnone Community School: Accountability Data Detail English Language Arts Proficiency Gap Narrowing Baseline 2015 Change Target 6 Year Goal Percentile in School Type N PPI Points All students No Change High needs No Change Econ. Disadvantaged Declined ELL and Former ELL Improved Students w/disabilities Improved Amer. Ind. or Alaska Nat Asian Afr. Amer./Black Improved Hispanic/Latino Declined Multi-race, Non-Hisp./Lat. Nat. Haw. or Pacif. Isl White Declined Rating Mathematics Proficiency Gap Narrowing Baseline 2015 Change Target 6 Year Goal Percentile in School Type N PPI Points All students Improved High needs Improved Econ. Disadvantaged On Target ELL and Former ELL Improved Students w/disabilities Improved Amer. Ind. or Alaska Nat Asian Afr. Amer./Black Improved Hispanic/Latino Declined Multi-race, Non-Hisp./Lat. Nat. Haw. or Pacif. Isl White Improved Rating Science Proficiency Gap Narrowing Baseline 2015 Change Target 6 Year Percentile N PPI Points Rating

14 Goal in School Type All students No Change High needs No Change Econ. Disadvantaged Improved Below Target ELL and Former ELL Students w/disabilities Amer. Ind. or Alaska Nat Asian Afr. Amer./Black Improved Below Target Hispanic/Latino Multi-race, Non-Hisp./Lat. Nat. Haw. or Pacif. Isl White English Language Arts Extra Credit Extra credit for increasing % Advanced (10% or more) 2015 % Advanced % Advanced N PPI Points 2015 % Warning/Failing Extra credit for decreasing % Warning/Failing (10% or more) % Warning/Failing N PPI Points All students High needs Econ. Disadvantaged ELL and Former ELL Students w/disabilities Amer. Ind. or Alaska Nat Asian Afr. Amer./Black Hispanic/Latino Multi-race, Non-Hisp./Lat Nat. Haw. or Pacif. Isl White Mathematics Extra Credit Extra credit for increasing % Advanced (10% or more) 2015 % Advanced % Advanced N PPI Points 2015 % Warning/Failing Extra credit for decreasing % Warning/Failing (10% or more) % Warning/Failing N PPI Points All students High needs Econ. Disadvantaged ELL and Former ELL Students w/disabilities Amer. Ind. or Alaska Nat Asian Afr. Amer./Black Hispanic/Latino Multi-race, Non-Hisp./Lat Nat. Haw. or Pacif. Isl White

15 Science Extra Credit Extra credit for increasing % Advanced (10% or more) 2015 % Advanced % Advanced N PPI Points 2015 % Warning/Failing Extra credit for decreasing % Warning/Failing (10% or more) % Warning/Failing All students High needs Econ. Disadvantaged ELL and Former ELL Students w/disabilities Amer. Ind. or Alaska Nat Asian Afr. Amer./Black Hispanic/Latino Multi-race, Non-Hisp./Lat Nat. Haw. or Pacif. Isl White N PPI Points English Language Arts Growth Change 6 Year Goal Met Safe Harbor? N PPI Points Rating All students No High needs No Econ. Disadvantaged No ELL and Former ELL No Above Target Students w/disabilities No Amer. Ind. or Alaska Nat Asian Afr. Amer./Black No Hispanic/Latino No Multi-race, Non-Hisp./Lat. Nat. Haw. or Pacif. Isl White Mathematics Growth Change 6 Year Goal Met Safe Harbor? N PPI Points Rating All students Yes On Target High needs Yes On Target Econ. Disadvantaged Yes On Target ELL and Former ELL No Students w/disabilities No 38 25

16 Amer. Ind. or Alaska Nat Asian Afr. Amer./Black Yes On Target Hispanic/Latino No 59 0 Multi-race, Non-Hisp./Lat Nat. Haw. or Pacif. Isl White Extra credit for English language proficiency growth A Target A N Included PPI Points All students High needs ELL and Former ELL Assessment Participation English Language Arts Mathematics Science Enrolled Assessed % Met Target (95%) Enrolled Assessed % Met Target (95%) Enrolled Assessed % Met Target (95%) All students Yes Yes Yes High needs Yes Yes Yes Econ. Disadvantaged Yes Yes Yes ELL and Former ELL Yes Yes Yes Students w/disabilities Yes Yes Yes Amer. Ind. or Alaska Nat Asian Afr. Amer./Black Yes Yes Yes Hispanic/Latino Yes Yes Yes Multi-race, Non-Hisp./Lat Nat. Haw. or Pacif. Isl White Yes Yes NOTE: In, assessment participation was calculated two ways: First, the participation rate for each subgroup in each subject area test was calculated. If the actual participation rate was lower than 95 percent for any group in any subject, that rate was compared to the average of the most recent two years of assessment participation data for that group and subject. The higher of the two resulting rates was factored into the assignment of the school or district's accountability and assistance level.

17 2015 Massachusetts and Nationwide NAEP Results by Average Scaled Scores and Percentages of Students at Each Achievement Level About the Data NAEP, or the National Assessment of Educational Progress, is often called the "Nation's Report Card." It is the only measure of student achievement in the United States that allows you to compare the performance of students in Massachusetts with the performance of students across the nation or in other states. Students take the NAEP in reading and mathematics every two years. When reviewing these results, it is important to keep in mind that the NAEP results are based on a small sample of students across Massachusetts, not the population of Massachusetts students. For more information, please visit The following symbols are used to denote the NAEP achievement levels: A for Advanced, P+ for Proficient and above, B+ for Basic and above, BB for Below Basic. The symbol "#" means that the estimated number of students rounds to zero. GRADE LEVEL 4 - READING Massachusetts National Public Avg. Scaled % at Each Level Avg. Scaled % at Each Level Score A P+ B+ BB % Assessed Score A P+ B+ BB % Assessed Stud. w/ Disab LEP African American/Black Asian/Pacific Islander Hispanic/Latino White Econ. Disadvantaged GRADE LEVEL 4 - MATHEMATICS Massachusetts National Public Avg. Scaled % at Each Level Avg. Scaled % at Each Level Score A P+ B+ BB % Assessed Score A P+ B+ BB % Assessed Stud. w/ Disab LEP African American/Black Asian/Pacific Islander Hispanic/Latino White Econ. Disadvantaged GRADE LEVEL 8 - READING Massachusetts National Public Avg. Scaled % at Each Level Avg. Scaled % at Each Level Score A P+ B+ BB % Assessed Score A P+ B+ BB % Assessed Stud. w/ Disab # LEP 225 # # African American/Black Asian/Pacific Islander Hispanic/Latino 249 # White Econ. Disadvantaged GRADE LEVEL 8 - MATHEMATICS Massachusetts National Public Avg. Scaled % at Each Level Avg. Scaled % at Each Level Score A P+ B+ BB % Assessed Score A P+ B+ BB % Assessed Stud. w/ Disab LEP African American/Black Asian/Pacific Islander Hispanic/Latino White Econ. Disadvantaged Participation Rates for Students with Disabilities and for English Language Learner Students The NAEP program has always endeavored to assess all students selected for testing. In all NAEP schools, accommodations are provided as necessary for students with disabilities and/or English language learners. School staff who are familiar with these students are asked a series of questions to help them decide whether each student should participate in the assessment and whether the student needs accommodations. Grade/Subject # in Sample % of Sample - Students% of Sample - English with Disabilities Language Learners Grade 4 Reading 3, Grade 4 Mathematics 3, Grade 8 Reading 3, Grade 8 Mathematics 3, % of Students Excluded from Original Sample