Dear Parent or Guardian:

I am pleased to attach our school “report card” to this letter. It contains information about student enrollment and teacher qualifications, student achievement, and accountability, how our school is performing relative to other schools, and the progress our school is making toward narrowing proficiency gaps for different groups of students.

Student Enrollment and Teacher Qualifications

This section of the report card provides information about the students and teachers in our school as compared to the district and the state. If your child attends a school that receives federal Title I funds, you have the right to request the following information about the qualifications of your child’s classroom teacher(s):

  • Whether your child’s teacher is licensed in the grade levels and subject areas they teach
  • Whether your child’s teacher is teaching under an emergency license or waiver
  • The college degree and major of your child’s teacher
  • Whether your child is provided services by paraprofessionals and, if so, their qualifications.

Partnership for Assessment of Readiness for College and Careers (PARCC)

This section of the report card shows how our school performed on the Partnership for Assessment of Readiness for College and Careers (PARCC) tests as compared to the district and the state.


This section of the report contains three important pieces of information:

Accountability and Assistance Levels: Schools and districts are placed into one of five accountability and assistance levels (1-5), with the highest performing in Level 1 and lowest performing in Level 5. Our school place is Level 2. Our school’s progress toward narrowing proficiency gaps (PPI) is listed in the following groups: All Students (53), High Needs (58), Students with Disabilities (41), and White (52).

School Percentiles: A school percentile between 1 and 99 is reported for most schools. Our school percentile is 22. This number is an indicator of the school’s overall performance relative to other schools that serve the same or similar grades.

Progress and Performance Index (PPI): The PPI is a number that indicates our school’s progress toward narrowing proficiency gaps, or, in other words, helping all students reach proficiency and be prepared for success after high school. Massachusetts has set a goal of reducing proficiency gaps by half between 2011 and 2017. For a group of students to be considered to be making sufficient progress toward narrowing proficiency gaps, its cumulative PPI must be 75 or higher.

School Planning

To improve student achievement in our school, we are working to align all best instructional practices with the new Common Core Standards. Classroom teachers will continue to develop lessons that are standards-based, and that they align with the new standards. We will continue to assure that benchmarking assessments are in place that will inform teachers and administrators about individual student progress toward proficiency. The entire staff will work to keep the school a safe and healthy environment in which uninterrupted teaching and learning are the focus.

We encourage you to become involved in helping us improve our school. Some of the ways you can become involved are:

  • Encouraging your child’s learning at home. Assist with home learning assignments, if necessary. If your child does not understand the assignment, be sure to contact the classroom teacher.
  • Attend curriculum presentations at the open house evening, attend and participate the parent-teacher report card conference meeting, and other special meetings.
  • Assure that your child is prepared for the school day by making sure he/she has adequate amount of sleep, and monitor the number of minutes/hours he/she is engaged in TV, as well as electronic and computer games.
  • Be aware if your child has access to the social media networks.
  • Encouraging other parents to become involved.

Thank you for your attention to the above. Please feel free to contact me at the school office if you have any questions.


Mr. Kirk D. Johnson, Principal