2005-06 School Report Card - Chestnut Street Middle

Chestnut Street Middle (02810310)

Lydia E Martinez, Principal
Mailing Address: 355 Plainfield Street
Springfield, MA 01107
Phone: (413) 750-2333
FAX: (413) 750-2351
Website: http://sps.springfield.ma.us/
Click here to visit the No Child Left Behind website

Overview:
This report card contains information required by the federal No Child Left Behind Act for our school and district including: teacher qualifications; student achievement on the Massachusetts Comprehensive Assessment System (MCAS); and school/district accountability.

Mission Statement:
Chestnut Accelerated Middle School for the Visual and Performing Arts is committed to providing a safe, supportive and rigorous education in a richly diverse environment where language, culture and the arts are woven into the fabric of learning. All aspects of the school's organization, curricular and co-curricular activities are child-centered and designed to accommodate individual learning styles so that all students may experience success in an interesting, innovative educational setting.

Enrollment - 2005-06
  School District State
Total Count 1,230 25,206 972,371
Race/Ethnicity (%)
African American 16.9 25.4 8.3
Asian 1.0 2.0 4.6
Hispanic 67.6 50.8 12.9
Native American 0.0 0.1 0.3
White 13.1 17.6 72.4
Native Hawaiian, Pacific Islander 0.0 0.0 0.1
Multi-Ethnic 1.4 4.0 1.4
Gender (%)
Male 49.7 51.5 51.4
Female 50.3 48.5 48.6
Selected Populations (%)
Limited English Proficiency 21.1 13.7 5.3
Low-income 82.8 76.2 28.2
Special Education 25.1 20.5 16.5
First Language Not English 31.2 20.3 14.3
Migrant 3.3 1.5 0.1

Grades Offered: 06, 07, 08
Teacher Data (2005-06)
  School District State
Total # of Teachers 109 2,308 73,593
% of Teachers Licensed in Teaching Assignment 72.5 79.9 94.4
Total # of Teachers in Core Academic Areas 98 1,889 62,301
% of Core Academic Teachers Identified as Highly Qualified 69.4 77.7 93.7
Student/Teacher Ratio 11.3 to 1 10.9 to 1 13.2 to 1

Additional Teacher Information
Classroom Teachers- 106
Guidance Counselors- 3
Adjustment Counselor- 1
Educational Team Leader- 1
School Psychologists- 1
School Nurses- 2
Percentage of Teachers With Advanced Degrees 62%
Step Up Springfield Tier One School Talented and Gifted Program

Web Resources
Massachusetts Department of Education:
http://www.doe.mass.edu/
School and District Profiles:
http://profiles.doe.mass.edu/?orgcode=02810310
Adequate Yearly Progress (AYP) Information:
http://www.doe.mass.edu/sda/ayp/cycleIVmid/
Massachusetts No Child Left Behind website:
http://www.doe.mass.edu/nclb/

2005-06 School Report Card - Chestnut Street Middle
GRADE LEVEL 6 - MATHEMATICS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 259 65 5 21 32 41
    DISABLED 84 21 0 1 8 90
    LIMITED ENGLISH PROFICIENT 55 14 2 4 9 85
GENDER
    FEMALE 210 53 3 15 24 59
    MALE 188 47 4 14 24 57
RACE/ETHNICITY
    AFRICAN-AMERICAN 105 26 2 22 29 48
    ASIAN OR PACIFIC ISLANDER 7 2 - - - -
    HISPANIC 227 57 1 5 22 71
    NATIVE AMERICAN 0 0 - - - -
    WHITE 58 15 14 36 24 26
LOW INCOME 335 84 3 11 23 63
MIGRANT STUDENT 19 5 0 0 21 79
STATE
    2005 74789 100 17 29 30 23
    2004 76661 100 17 25 32 25
ALL STUDENT
    2005 398 100 4 15 24 58
    2004 416 100 4 9 22 65
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 School Report Card - Chestnut Street Middle
GRADE LEVEL 7 - ENGLISH LANGUAGE ARTS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 233 57 9 50 35 5
    DISABLED 127 31 0 10 41 49
    LIMITED ENGLISH PROFICIENT 47 12 0 9 51 40
GENDER
    FEMALE 213 52 6 38 41 15
    MALE 194 48 5 27 37 32
RACE/ETHNICITY
    AFRICAN-AMERICAN 104 26 4 39 38 18
    ASIAN OR PACIFIC ISLANDER 6 1 - - - -
    HISPANIC 238 58 2 25 44 29
    NATIVE AMERICAN 0 0 - - - -
    WHITE 59 14 19 51 20 10
LOW INCOME 332 82 3 30 42 25
MIGRANT STUDENT 17 4 0 47 24 29
STATE
    2005 76717 100 10 56 27 7
    2004 77386 100 9 59 25 7
ALL STUDENT
    2005 407 100 5 33 39 23
    2004 385 100 3 41 33 23
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 School Report Card - Chestnut Street Middle
GRADE LEVEL 8 - MATHEMATICS

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 251 66 7 16 30 47
    DISABLED 88 23 0 0 10 90
    LIMITED ENGLISH PROFICIENT 44 11 0 0 5 95
GENDER
    FEMALE 195 51 5 10 28 57
    MALE 188 49 4 10 17 69
RACE/ETHNICITY
    AFRICAN-AMERICAN 91 24 4 11 19 66
    ASIAN OR PACIFIC ISLANDER 6 2 - - - -
    HISPANIC 205 54 0 5 17 77
    NATIVE AMERICAN 0 0 - - - -
    WHITE 81 21 15 21 38 26
LOW INCOME 284 74 2 6 19 73
MIGRANT STUDENT 13 3 8 8 15 69
STATE
    2005 77026 100 13 26 30 31
    2004 78893 100 13 26 32 29
ALL STUDENT
    2005 383 100 5 10 22 63
    2004 369 100 4 11 22 62
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality



2005-06 School Report Card - Chestnut Street Middle
GRADE LEVEL 8 - SCIENCE AND TECHNOLOGY

  STUDENTS INCLUDED PERCENT OF STUDENTS AT EACH PERFORMANCE LEVEL
# % A P NI W/F
STUDENT STATUS
    REGULAR 251 66 2 17 43 38
    DISABLED 88 23 0 1 15 84
    LIMITED ENGLISH PROFICIENT 44 11 0 0 7 93
GENDER
    FEMALE 195 51 1 12 34 53
    MALE 188 49 2 11 31 57
RACE/ETHNICITY
    AFRICAN-AMERICAN 91 24 0 8 44 48
    ASIAN OR PACIFIC ISLANDER 6 2 - - - -
    HISPANIC 205 54 0 4 22 73
    NATIVE AMERICAN 0 0 - - - -
    WHITE 81 21 5 32 43 20
LOW INCOME 284 74 0 6 28 65
MIGRANT STUDENT 13 3 0 8 31 62
STATE
    2005 76891 100 4 29 41 26
    2004 78887 100 5 28 35 31
ALL STUDENT
    2005 383 100 1 11 33 55
    2004 369 100 3 11 22 64
NOTE: MCAS results for groups with fewer than 10 students are not shown to protect student confidentiality





2005-06 School Report Card - Chestnut Street Middle
2005 Adequate Yearly Progress (AYP) Report

ENGLISH LANGUAGE ARTS
Student Group 2005 Mid-Cycle IV (2005) Data 2005 AYP
2005
Participation Performance Improvement Attendance
Enrolled Assessed % Met
Target		 N CPI Met
Target		 CPI
Change		 Met
Target		 % Change Met
Target
Aggregate 408 405 99 Yes 389 73.9 No 4.2 Yes 90.7 0 No No
Lim. English Prof. 104 103 99 Yes 101 55.9 No 14.3 Yes 86.5 -0.7 No No
Spec. Ed. 126 123 98 Yes 118 66.1 No 17.7 Yes 86.6 0 No No
Low Income 333 331 99 Yes 316 71.1 No 7.0 Yes 89.8 0.3 No No
Afr. Amer./Black 104 104 100 Yes 99 78.3 No 1.8 Yes 92.7 0.4 Yes Yes
Asian or Pacif. Isl. 6 - - - - - - - - - - - -
Hispanic 239 236 99 Yes 227 67.3 No 9.7 Yes 88.8 0 No No
Native American 0 - - - - - - - - - - - -
White 59 59 100 Yes 57 90.4 Yes -0.2 No 93.8 -0.6 Yes Yes

MATHEMATICS
Student Group 2005 Mid-Cycle IV (2005) Data 2005 AYP
2005
Participation Performance Improvement Attendance
Enrolled Assessed % Met
Target		 N CPI Met
Target		 CPI
Change		 Met
Target		 % Change Met
Target
Aggregate 785 781 99 Yes 744 45.6 No 0.4 No 90.7 0 No No
Lim. English Prof. 188 187 99 Yes 176 28.0 No 4.2 No 86.5 -0.7 No No
Spec. Ed. 173 171 99 Yes 159 34.0 No -3.5 No 86.6 0 No No
Low Income 622 619 100 Yes 588 40.4 No 1.0 No 89.8 0.3 No No
Afr. Amer./Black 197 196 99 Yes 190 48.2 No 0.5 No 92.7 0.4 Yes No
Asian or Pacif. Isl. 13 13 - - 13 - - - - - - - -
Hispanic 434 432 100 Yes 411 35.8 No 2.3 No 88.8 0 No No
Native American 0 - - - - - - - - - - - -
White 140 139 99 Yes 130 71.0 Yes 1.5 No 93.8 -0.6 Yes Yes

Adequate Yearly Progress History Accountability Status
  1999 2000 2001 2002 2003 2004 2005
ELA Aggregate No No Yes Yes No No No Identified for Improvement
All subgroups N/A N/A N/A N/A No No No
MATH Aggregate No No Yes Yes No No No Identified for Improvement
All subgroups N/A N/A N/A N/A No No No

Data Definitions

Enrollment - This information reflects the public school enrollment on October 1, 2005.

Race/Ethnicity:
Asian. A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
Black or African American. A person having origins in any of the black racial groups of Africa.
Hispanic or Latino. A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
Native Hawaiian or Other Pacific Islander. A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
Native American. A person having origins in any of the original peoples of North and South America (including Central America), and who maintains tribal affiliation or community attachment.
White. A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
Multi-racial. A person selecting more than one racial category and non-Hispanic.
Selected Populations:
Limited English Proficient: A student whose first language is a language other than English who is unable to perform ordinary classroom work in English is identified as limited English proficient.
Low Income: An indication of whether a 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
Special Education: Students who have an Individualized Education Plan (IEP).
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.

Educator Quality - Educator information is as of October 1, 2005.

Percent of teachers licensed in the area in which teaching: The percentage of teachers with Preliminary, Initial, or Professional licensure (all teaching staff, including long-term substitutes) in the area in which they are teaching. Charter schools are not required to hire licensed teachers.
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 possess a valid Massachusetts teaching license at the Preliminary, Initial, or Professional level 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. NCLB subject matter competence requirements are applied differently to those who teach at different levels. For more information on the definition and requirements of highly-qualified, please see http://www.doe.mass.edu/nclb/hq/hq_memo.html.
High-Poverty Schools: Schools in the bottom quartile statewide by low-income percentage.
Low-Poverty Schools: Schools in the top quartile statewide by low-income percentage.

MCAS Results- Spring 2005 Results

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.
Student Subgroup Definitions
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, Race/Ethnicity, Low income, Migrant - See definitions under Enrollment.

Adequate Yearly Progress - According to federal law, a measure of the extent to which students in a school, taken as a whole and certain groups within the school, demonstrate proficiency in English language arts and mathematics. All schools are rated, and AYP determinations are made, based on an analysis of the performance and improvement schools and districts demonstrate toward achieving this goal. Detailed information on AYP determinations can be found on the MA Department of Education website at http://www.doe.mass.edu/sda/ayp/cycleIVmid/.

Accountability Status Labels:
II-S Identified for Improvement - Subgroups only
II-A Identified for Improvement
CA-A Identified for Corrective Action
RST Identified for Restructuring
UR Status Under Review