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Plainville

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2018 Official Accountability Report - Plainville

Organization Information
DISTRICT NAME
Plainville (02380000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
PK,K,01,02,03,04,05,06

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
88% - Meeting targets-
This district's determination of need for special education technical assistance or intervention
Meets requirements (MR)

Overall results

Progress toward improvement targets
Indicator All students
(Non-high school grades)
Lowest performing students
(Non-high school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement34-44-
Mathematics achievement34-44-
Science achievement44----
Achievement total101267.58867.5
GrowthEnglish language arts growth34-34-
Mathematics growth44-44-
Growth total7822.57822.5
High school completionFour-year cohort graduation rate------
Extended engagement rate------
Annual dropout rate------
High school completion total------
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism14-14-
Advanced coursework completion------
Additional indicators total1410.01410.0
Weighted total8.410.3-7.17.6-
Percentage of possible points 82%-93%-
Criterion-referenced target percentage88%
Meeting targets

Subgroup results

Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement34-
Science achievement44-
Achievement total111267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
High school completionFour-year cohort graduation rate---
Extended engagement rate---
Annual dropout rate---
High school completion total---
Progress toward attaining English language proficiencyEnglish language proficiency total---
Additional indicatorsChronic absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total9.010.3-
Percentage of possible points 87%-
Criterion-referenced target percentage87%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments -

Detailed data for each indicator

English language arts achievement - Next-Generation MCAS average composite scaled score - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 501.1 503.2 2.1 502.9 3893Met Target
Lowest Performing 480.2 485.2 5.0 484.6 714Exceeded Target
High needs 487.9 493.7 5.8 489.4 1304Exceeded Target
Econ. Disadvantaged 492.7 496.0 3.3 494.3 744Exceeded Target
EL and Former EL 491.9 497.9 6.0 493.7 274Exceeded Target
Students w/ disabilities 481.4 486.3 4.9 482.8 694Exceeded Target
Amer. Ind. or Alaska Nat.---- 3--
Asian---- 17--
Afr. Amer./Black---- 10--
Hispanic/Latino 492.6 497.7 5.1 494.3 304Exceeded Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 501.5 503.7 2.2 503.5 3223Met Target

Mathematics achievement - Next-Generation MCAS average composite scaled score - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 499.1 500.5 1.4 500.8 3893Met Target
Lowest Performing 470.3 480.9 10.6 472.9 714Exceeded Target
High needs 488.0 490.0 2.0 489.5 1303Met Target
Econ. Disadvantaged 491.2 489.9 -1.3 492.3 740Declined
EL and Former EL 498.0 493.3 -4.7 499.8 270Declined
Students w/ disabilities 479.2 479.9 0.7 480.7 692Improved Below Target
Amer. Ind. or Alaska Nat.---- 3--
Asian---- 17--
Afr. Amer./Black---- 10--
Hispanic/Latino 490.1 493.7 3.6 492.1 304Exceeded Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 499.2 501.0 1.8 500.9 3223Met Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 74.1 82.6 8.5 75.9 954Exceeded Target
Lowest Performing-------
High needs 54.0 72.9 18.9 56.3 354Exceeded Target
Econ. Disadvantaged---- 24--
EL and Former EL---- 8--
Students w/ disabilities---- 16--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 4--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 8--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 74.2 85.3 11.1 76.0 784Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.7 50.0 2953Met Target
Lowest Performing 50.0 50.0 713Met Target
High needs 50.6 50.0 973Met Target
Econ. Disadvantaged 51.0 50.0 563Met Target
EL and Former EL 56.6 50.0 223Met Target
Students w/ disabilities 47.9 50.0 482Below Target
Amer. Ind. or Alaska Nat.-- 3--
Asian-- 13--
Afr. Amer./Black-- 5--
Hispanic/Latino 50.8 50.0 253Met Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 51.2 50.0 2453Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 61.4 50.0 2914Exceeded Target
Lowest Performing 62.5 50.0 694Exceeded Target
High needs 55.4 50.0 943Met Target
Econ. Disadvantaged 52.2 50.0 543Met Target
EL and Former EL 49.3 50.0 212Below Target
Students w/ disabilities 51.2 50.0 463Met Target
Amer. Ind. or Alaska Nat.-- 2--
Asian-- 13--
Afr. Amer./Black-- 5--
Hispanic/Latino 57.0 50.0 253Met Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 62.1 50.0 2424Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students-------
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL-------
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-------

Chronic absenteeism - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 5.4 5.6 -0.2 4.3 5761No Change
Lowest Performing 6.9 7.0 -0.1 4.8 711No Change
High needs 11.8 11.0 0.8 9.9 1822Improved Below Target
Econ. Disadvantaged 18.3 15.7 2.6 15.7 893Met Target
EL and Former EL 0.0 2.8 -2.8 0.0 364Exceeded Target
Students w/ disabilities 14.6 16.0 -1.4 12.2 940Declined
Amer. Ind. or Alaska Nat.---- 3--
Asian---- 24--
Afr. Amer./Black---- 17--
Hispanic/Latino 5.4 7.5 -2.1 2.6 400Declined
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 4.7 4.6 0.1 3.7 4792Improved Below Target

Assessment participation
Group English language arts Mathematics Science
Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate Enrolled Assessed % Met Target? Years in Rate
All Students 389 388100Yes 1 389 389100Yes 1 95 95100Yes 1
Lowest Performing---------------
High needs 130 12999Yes 1 130 130100Yes 1 35 35100Yes 1
Econ. Disadvantaged 74 7399Yes 1 74 74100Yes 1 24 24100Yes 1
EL and Former EL 27 2696Yes 1 27 27100Yes 1 8----
Students w/ disabilities 69 6899Yes 1 69 69100Yes 1 16----
Amer. Ind. or Alaska Nat. 3---- 3---- 1----
Asian 17---- 17---- 4----
Afr. Amer./Black 10---- 10---- 3----
Hispanic/Latino 30 2997Yes 1 30 30100Yes 1 8----
Multi-race, Non-Hisp./Lat. 7---- 7---- 1----
Nat. Haw. or Pacif. Isl.---------------
White 322 322100Yes 1 322 322100Yes 1 78 78100Yes 1

School Accountability Information
School Accountability classification
Anna Ware JacksonNot requiring assistance or intervention
Beatrice H Wood ElementaryNot requiring assistance or intervention

About this Report

Overall classification: All Massachusetts districts and schools with sufficient data are classified into one of two accountability categories: districts and schools requiring assistance or intervention, and districts and schools without required assistance or intervention. The reason(s) for the district or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines information about achievement, growth, high school completion, English learner progress, advanced coursework completion, and chronic absenteeism into a single number between 0 and 100. For a group to be considered to be meeting targets it must have a criterion-referenced target percentage of 75% or higher.

The criterion-referenced target percentage is calculated by dividing the weighted total points earned by the weighted total possible points. The calculation for each is displayed below.

Weighted total of points earned = (Total achievement points earned x Achievement weight) + (Total growth points earned x Growth weight) + (Total high school completion points earned x high school completion weight) + (EL progress points earned x EL progress weight) + (Total additional indicator points earned x Additional indicator weight)

Weighted total of possible points = (Total achievement possible points x Achievement weight) + (Total growth possible points x Growth weight) + (Total high school completion possible points x high school completion weight) + (EL progress possible points x EL progress weight) + (Total additional indicator possible points x Additional indicator weight)

Accountability percentile: An accountability percentile between 1 and 99 is reported for most schools. This number is an indication of the school's overall performance relative to other schools that serve similar grades, and is calculated using data for all accountability indicators. School percentiles are not calculated for districts.

Determination of need for special education technical assistance or intervention: The U.S. Department of Education requires Massachusetts to determine which districts (including single school districts) have specific needs for technical assistance or intervention in the area of special education. A district's determination is based on four categories: Meets Requirements (MR); Needs Assistance (NA); Needs Intervention (NI); and Needs Substantial Intervention (NSI). In most cases these categories correspond to the district's results, except when the district has specific compliance needs. This designation helps signal whether outcomes for all students in the district indicate progress, including that of students with disabilities, or whether technical assistance and/or intervention is needed to improve outcomes for all children, especially students with disabilities.


Resources
Interpretive Materials
Glossary of 2018 Accountability Terms

School and District Profiles