Enrollment and Educator Data ( School Year) About the Data

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1 Massachusetts School and District Profiles Goddard Alternative School Goddard Alternative School ( ) John M Lander, Principal Mailing Address: 20 Union Street Brockton, MA Phone: (508) FAX: (508) Website: Organization Description: SPED Alternative School (502.4i facility) 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 50 17, ,429 Race/Ethnicity (%) African American or Black Asian Hispanic or Latino Multi-race, on-hispanic ative American ative Hawaiian or Pacific Islander White Gender (%) Male Female Selected Populations (%) English Language Learner Economically Disadvantaged Students w/disabilities First Language ot English Enrollment ( ) Total # of Teachers , ,384.1 Percentage of Teachers Licensed in Teaching Assignment Total umber of Classes 63 5, ,472 in Core Academic Areas Percentage of Core Academic Classes Taught by Teachers Who are Highly Qualified Percentage of Core Academic Classes Taught by Teachers Who are ot Highly Qualified Student/Teacher Ratio 4.6 to to to 1 Percentage of Public Elementary and Secondary School Teachers Issued Waivers Educator Data ( ) 05, 06, 07, 08, 09, 10, 11, 12 Grades Offered: MCAS Results by Subgroup by Grade and Subject OTE: 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. OTE: 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,

2 ALL GRADES - SCIECE AD TECH/EG Stud. Part. % at Incl. Stud. Part. % at Incl. Stud. Part. % at Incl. Incl RateEach Level in Incl RateEach Level in Incl RateEach Level in # % API W # % A P I W # % A P I W Students w/disabilities /A /A /A /A 38, /A /A ELL and Former ELL /A /A 18, /A /A Econ. Disadvantaged , /A /A 61, /A /A High needs /A /A 2, /A /A 89, /A /A Afr. Amer./Black , /A /A 17, /A /A Amer. Ind. or Alaska at /A /A /A /A Asian /A /A 13, /A /A Hispanic/Latino /A /A 35, /A /A Multi-race, on-hisp./lat /A /A 6, /A /A at. Haw. or Pacif. Isl /A /A White /A /A 135, /A /A Male , /A /A 106, /A /A Female , /A /A 102, /A /A ELL /A /A 11, /A /A Ever ELL , /A /A 33, /A /A /A /A 3, /A /A 208, /A /A , /A /A 210, /A /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 ( ) OTE: 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. OTE: Students who took the Alternate Assessment are included in Mean, but not in achievement level or growth results. Data Last Updated on September 24,

3 GRADE 4 ELA/L in in in # % L5L4L3L2L1 # % L5L4L3L2L1 # % L5L4L3L2L1 High needs Econ. disadvantaged Afr. Amer./Black Hispanic/Latino Male Female on-disabled , , , ,

4 GRADE 4 Math in in in # % L5L4L3L2L1 # % L5L4L3L2L1 # % L5L4L3L2L1 High needs Econ. disadvantaged Afr. Amer./Black Hispanic/Latino Male Female on-disabled , , , ,

5 GRADE 5 ELA/L in in in # % L5L4L3L2L1 # % L5L4L3L2L1 # % L5L4L3L2L1 High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Afr. Amer./Black Hispanic/Latino Male on-disabled , , Former ELL Ever ELL , ,

6 GRADE 5 Math in in in # % L5L4L3L2L1 # % L5L4L3L2L1 # % L5L4L3L2L1 High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Afr. Amer./Black Hispanic/Latino Male on-disabled , , Former ELL Ever ELL , ,

7 GRADE 6 ELA/L in in in # % L5L4L3L2L1 # % L5L4L3L2L1 # % L5L4L3L2L1 High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Afr. Amer./Black White Male Female on-disabled , ELL Ever ELL , , , ,

8 GRADE 6 Math in in in # % L5L4L3L2L1 # % L5L4L3L2L1 # % L5L4L3L2L1 High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Afr. Amer./Black White Male Female on-disabled , ELL Ever ELL , , , ,

9 GRADE 7 ELA/L in in in # % L5L4L3L2L1 # % L5L4L3L2L1 # % L5L4L3L2L1 High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Afr. Amer./Black Hispanic/Latino White Male Female on-econ. disadvantaged ELL Ever ELL , , , ,

10 GRADE 7 Math in in in # % L5L4L3L2L1 # % L5L4L3L2L1 # % L5L4L3L2L1 High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Afr. Amer./Black Hispanic/Latino White Male Female on-econ. disadvantaged ELL Ever ELL , , , ,

11 GRADE 8 Math in in in # % L5L4L3L2L1 # % L5L4L3L2L1 # % L5L4L3L2L1 High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Afr. Amer./Black Hispanic/Latino White Male Female on-disabled , on-econ. disadvantaged ELL Ever ELL , , , ,

12 GRADE 8 ELA/L in in in # % L5L4L3L2L1 # % L5L4L3L2L1 # % L5L4L3L2L1 High needs Econ. disadvantaged ELL/Formerly ELL Students w/disablities Afr. Amer./Black Hispanic/Latino White Male Female on-disabled , , on-econ. disadvantaged ELL Ever ELL , , , ,

13 GRADES 3-8 ELA/L in in in # % L5L4L3L2L1 # % L5L4L3L2L1 # % L5L4L3L2L1 High needs , , Econ. disadvantaged , , ELL/Formerly ELL , , Students w/disablities Afr. Amer./Black , , Hispanic/Latino , White , , Male , , Female , , on-disabled , , on-econ. disadvantaged , , ELL , , Former ELL Ever ELL , , , , , ,

14 GRADES 3-8 MATH in in in # % L5L4L3L2L1 # % L5L4L3L2L1 # % L5L4L3L2L1 High needs , , Econ. disadvantaged , , ELL/Formerly ELL , , Students w/disablities Afr. Amer./Black , , Hispanic/Latino , White , , Male , , Female , , on-disabled , , on-econ. disadvantaged , , ELL , , Former ELL Ever ELL , , , , , ,

15 Accountability Data - Goddard Alternative School Accountability Information Accountability and Assistance Level Insufficient data This school's overall performance relative to other schools in same school type (School percentiles: 1-99) All students: - 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 - High needs - Econ. Disadvantaged - ELL and Former ELL - Students w/disabilities - Amer. Ind. or Alaska at. - Asian - Afr. Amer./Black - Hispanic/Latino - Multi-race, on-hisp./lat. - at. Haw. or Pacif. Isl. - White -

16 Goddard Alternative School: Accountability Data Detail English Language Arts Proficiency Gap arrowing Baseline 2015 Change Target 6 Year Goal Percentile in School Type PPI Points All students High needs Econ. Disadvantaged ELL and Former ELL Students w/disabilities Amer. Ind. or Alaska at Asian Afr. Amer./Black Hispanic/Latino Multi-race, on-hisp./lat. at. Haw. or Pacif. Isl White Rating Mathematics Proficiency Gap arrowing Baseline 2015 Change Target 6 Year Goal Percentile in School Type PPI Points All students High needs Econ. Disadvantaged ELL and Former ELL Students w/disabilities Amer. Ind. or Alaska at Asian Afr. Amer./Black Hispanic/Latino Multi-race, on-hisp./lat. at. Haw. or Pacif. Isl White Rating Science Proficiency Gap arrowing Baseline 2015 Change Target 6 Year Goal Percentile in School Type PPI Points All students High needs Econ. Disadvantaged ELL and Former ELL Students w/disabilities Amer. Ind. or Alaska at Rating

17 Asian Afr. Amer./Black Hispanic/Latino Multi-race, on-hisp./lat. at. Haw. or Pacif. Isl White English Language Arts Extra Credit Extra credit for increasing % Advanced (10% or more) 2015 % Advanced % Advanced 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 at Asian Afr. Amer./Black Hispanic/Latino Multi-race, on-hisp./lat at. Haw. or Pacif. Isl White PPI Points Mathematics Extra Credit Extra credit for increasing % Advanced (10% or more) 2015 % Advanced % Advanced 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 at Asian Afr. Amer./Black Hispanic/Latino Multi-race, on-hisp./lat at. Haw. or Pacif. Isl White PPI Points

18 Science Extra Credit Extra credit for increasing % Advanced (10% or more) 2015 % Advanced % Advanced 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 at Asian Afr. Amer./Black Hispanic/Latino Multi-race, on-hisp./lat at. Haw. or Pacif. Isl White PPI Points English Language Arts Growth Change 6 Year Goal Met Safe Harbor? PPI Points All students High needs Econ. Disadvantaged ELL and Former ELL Students w/disabilities Amer. Ind. or Alaska at Asian Afr. Amer./Black Hispanic/Latino Multi-race, on-hisp./lat. at. Haw. or Pacif. Isl White Rating Mathematics Growth Change 6 Year Goal Met Safe Harbor? PPI Points All students High needs Econ. Disadvantaged ELL and Former ELL Students w/disabilities Amer. Ind. or Alaska at Asian Afr. Amer./Black Hispanic/Latino Multi-race, on-hisp./lat at. Haw. or Pacif. Isl White Rating

19 Extra credit for English language proficiency growth A Target A Included PPI Points All students High needs ELL and Former ELL Year Cohort Graduation Rate Rate 2015 Rate Change Annual Target 6 Year Goal PPI Points All students High needs Econ. Disadvantaged ELL and Former ELL Students w/disabilities Amer. Ind. or Alaska at Asian Afr. Amer./Black Hispanic/Latino Multi-race, on-hisp./lat. at. Haw. or Pacif. Isl White Rating Year Cohort Graduation Rate Rate 2014 Rate Change Annual Target 6 Year Goal PPI Points All students High needs Econ. Disadvantaged ELL and Former ELL Students w/disabilities Amer. Ind. or Alaska at Asian Afr. Amer./Black Hispanic/Latino Multi-race, on-hisp./lat. at. Haw. or Pacif. Isl White Rating

20 2015 Annual Dropout Rate Baseline Rate 2014 Rate 2015 Rate Change Annual Target 6 Year Goal Dropout Percentile in School Type PPI Points All students High needs Econ. Disadvantaged ELL and Former ELL Students w/disabilities Amer. Ind. or Alaska at Asian Afr. Amer./Black Hispanic/Latino Multi-race, on-hisp./lat. at. Haw. or Pacif. Isl White Rating 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 High needs Econ. Disadvantaged ELL and Former ELL Students w/disabilities Amer. Ind. or Alaska at Asian Afr. Amer./Black Hispanic/Latino Multi-race, on-hisp./lat at. Haw. or Pacif. Isl White OTE: 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.

21 2015 Massachusetts and ationwide AEP Results by Average Scaled Scores and Percentages of Students at Each Achievement Level About the Data AEP, or the ational Assessment of Educational Progress, is often called the "ation'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 AEP in reading and mathematics every two years. When reviewing these results, it is important to keep in mind that the AEP 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 AEP 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 - READIG Massachusetts ational 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 ational 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 - READIG Massachusetts ational 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 ational 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 AEP program has always endeavored to assess all students selected for testing. In all AEP 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

Enrollment and Educator Data ( School Year) About the Data

Enrollment and Educator Data ( School Year) About the Data Massachusetts School and District Profiles Centerville Elementary Centerville Elementary (00200010) Matthew D Scheufele, Principal Mailing Address: 658 Bay Ln Centerville, MA 02632-3399 Phone: (508) 790-9890