School Report Card - Thomas M Balliet

Thomas M Balliet (02810015)

Linda C Wilson, School Principal
Mailing Address: 111 Seymour Avenue
Springfield, MA 01109
Phone: (413) 787-7446
FAX: (413) 787-7531
Website: http://sps.springfield.ma.us
Click here to visit the No Child Left Behind website

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 2001 are also provided. In addition, this report includes other information as required by the federal No Child Left Behind act.

Mission Statement:
The Thomas M. Balliet School is dedicated to the mission of educating the whole child and of providing equal educational opportunity and excellent instruction in the classroom. To accomplish this mission, the Balliet Community embraces the concept that all students can and will learn. Emphasis is placed on quality instruction and individual student achievement.

Enrollment (2002-2003)
  School District State
Race/Ethnicity
White 27.8 % 21.8 % 75.1 %
African-American 42.4 % 28.5 % 8.8 %
Hispanic 28.6 % 47.2 % 11.2 %
Asian 1.2 % 2.4 % 4.6 %
Native American 0.0 % 0.2 % 0.3 %
Gender
Male 49.8 % 51.8 % 51.5 %
Female 50.2 % 48.3 % 48.6 %
Selected Population Enrollment
Limited English Proficiency 0.0 % 10.2 % 5.3 %
Low-income 64.7 % 71.2 % 26.2 %
Special Education 7.5 % 19.6 % 15.2 %
Migrant 0.8 % 1.2 % 0.2 %
TOTAL COUNT 255 26,594 982,152
Grades Offered: K, 01, 02, 03, 04, 05
Percent of teachers licensed: 96%
Percent of core academic classes taught by highly qualified teachers: 96%
Additional Teacher Information:

Total Teaching Staff: 23 Teachers
Student / teacher ratio: 11.82
Percent of teachers with advanced degrees: 34%
Professional Development for Staff: There are seven system-wide professional development days built into the school calendar. During the four days before school begins, teachers have grade level meetings to form a solid knowledge base for the curriculum. During the year, three days occur between the months of December and March.

As of January 2001, all teachers who teach core academic subjects (English, reading or language arts, mathematics,science, foreign languages, civics and government, economics, history, geography, music, art and drama) must have a teaching certificate in that area and must show a high level of knowledge in the subject they are currently teaching. The percentage of core academic classes taught by highly qualified teachers will increase as more certified teachers continue to seek advanced degrees, pass the State teacher test or successfully complete an approved professional plan.

School Report Card - Thomas M Balliet
Grade 03 - Reading
  Participation % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  43  100  NA  81  19  0
 Disabled  5  100        
GENDER  
 Female  26  100  NA  73  27  0
 Male  22  100  NA  82  18  0
RACE/ETHNICITY  
 African American/Black  20  100  NA  80  20  0
 Asian or Pacific Islander  3  100        
 Hispanic  13  100  NA  62  38  0
 Mixed or Other  1  100        
 White  11  100  NA  91  9  0
 FREE LUNCH  38  100  NA  71  29  0
ALL STUDENTS  
 2002  48  100  NA  77  23  0
 2001  50  100  NA  74  26  0
DISTRICT  
 2002  2013  97  0  44  42  14
 2001  2122  97  0  39  46  15
STATE  
 2002  74143  98  0  67  27  6
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

School Report Card - Thomas M Balliet
Grade 04 - English Language Arts
  Participation % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  48  98  4  58  35  2
GENDER  
 Female  32  100  3  66  31  0
 Male  16  94  6  44  44  6
RACE/ETHNICITY  
 African American/Black  21  100  0  81  19  0
 Hispanic  13  100  0  23  69  8
 Mixed or Other  3  100        
 White  11  92  9  55  36  0
 FREE LUNCH  39  98  3  59  36  3
ALL STUDENTS  
 2002  48  98  4  58  35  2
 2001  47  100  9  49  43  0
DISTRICT  
 2002  2150  95  2  29  47  21
 2001  2067  94  2  26  48  24
STATE  
 2002  75008  97  8  46  37  10
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

Adequate Yearly Performance of School
Gr Subj Base PI Imp. Target Cycle II PI Perf. Rating Imp. Rating AYP 99 AYP 00 AYP 01 AYP 02
04 ELA 78.3 + 3.1 85.3 High On Target Y Y Y Y
04 MTH 73.4 + 3.8 72.1 Moderate Small School Analysis Y Y Y Y

School Report Card - Thomas M Balliet
Grade 04 - Mathematics
  Participation % Students at Each Performance Level
# % A P NI W/F
STUDENT STATUS  
 Regular  49  100  6  27  55  12
GENDER  
 Female  32  100  3  34  50  13
 Male  17  100  12  12  65  12
RACE/ETHNICITY  
 African American/Black  21  100  5  38  48  10
 Hispanic  13  100  0  15  62  23
 Mixed or Other  3  100        
 White  12  100  8  25  58  8
 FREE LUNCH  40  100  5  28  53  15
ALL STUDENTS  
 2002  49  100  6  27  55  12
 2001  47  100  15  23  49  13
DISTRICT  
 2002  2203  97  4  15  43  38
 2001  2140  98  3  12  47  38
STATE  
 2002  75682  98  12  27  42  19
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality

Adequate Yearly Performance of School
Gr Subj Base PI Imp. Target Cycle II PI Perf. Rating Imp. Rating AYP 99 AYP 00 AYP 01 AYP 02
04 ELA 78.3 + 3.1 85.3 High On Target Y Y Y Y
04 MTH 73.4 + 3.8 72.1 Moderate Small School Analysis Y Y Y Y

Data Definitions

Enrollment

Limited English Proficient: are 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.

Percentage 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.

MCAS Student Status:

Regular: Students who do not meet the definition for Students with Disabilities or for Limited English Proficient.
Students with Disabilities: Students who have an individualized Education Plan (IEP) or a plan of instructional accommodations provided under Section 504 of the Rehabilitation Act of 1973.
Limited English Proficient: They are defined as "a student whose first language is a language other than English who is unable to perform ordinary classroom work in English."

Race/Ethnicity:
This data is collected on the MCAS test, and is collected differently than in the enrollment statistics. Students have the option on the MCAS of selecting more than one racial/ethnicity descriptor, and "other" is an option.

Eligible for F/RP Lunch: Students eligible for free or reduced price lunch.

Performance Level Definitions
(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.

Adequate Yearly Progress Performance (School)

Information on the DOE's school performance rating process can be found at http://www.doe.mass.edu/ata/sda.html#sprp.

Base PI - The cycle II baseline proficiency index. This measure is based on the 1999 and 2000 MCAS results and is an indicator of how close the school is to having all of its students Proficient or Advanced.
Imp. Target - The school's improvement target is the proficiency index points needed, every two years, to close the gap between the baseline and the NCLB goal of all students proficient by 2014.
Cycle II PI - The cycle II proficiency index. This measure is based on the 2001 and 2002 MCAS results and is an indicator of how close the school is to having all of its students Proficient or Advanced.
Perf. Rating - The performance rating is based on the cycle II PI. The six ratings are Very High, High, Moderate, Low, Very Low, and Critically Low.
Imp. Rating - The improvement rating is based on the actual change in the proficiency index, from the baseline to the end of the cycle, compared to the improvement target. The five ratings are Above Target, On Target, Improved Below Target, No Change, and Declined.
AYP - A determination of whether the school has made "adequate yearly progress".