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Plympton

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2018 Official Accountability Report - Plympton

Organization Information
DISTRICT NAME
Plympton (02400000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
K,01,02,03,04,05,06

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
68% - Partially 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 achievement44-44-
Mathematics achievement04-44-
Science achievement04----
Achievement total41267.58867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-44-
Growth total6822.57822.5
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 absenteeism24-14-
Advanced coursework completion------
Additional indicators total2410.01410.0
Weighted total4.310.3-7.17.6-
Percentage of possible points 42%-93%-
Criterion-referenced target percentage68%
Partially 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 achievement---
Achievement total7867.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total6.47.6-
Percentage of possible points 84%-
Criterion-referenced target percentage84%
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 505.0 507.3 2.3 506.7 1124Exceeded Target
Lowest Performing 486.4 491.5 5.1 490.3 204Exceeded Target
High needs 493.2 498.4 5.2 494.8 414Exceeded Target
Econ. Disadvantaged 495.6 502.4 6.8 497.2 254Exceeded Target
EL and Former EL-------
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black-------
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 505.1 507.5 2.4 506.7 1084Exceeded 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 505.0 502.9 -2.1 506.2 1120Declined
Lowest Performing 483.3 489.5 6.2 486.1 204Exceeded Target
High needs 494.3 495.4 1.1 495.7 413Met Target
Econ. Disadvantaged 497.6 500.4 2.8 498.6 254Exceeded Target
EL and Former EL-------
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black-------
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 505.5 503.0 -2.5 506.8 1080Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 85.7 70.2 -15.5 87.9 260Declined
Lowest Performing-------
High needs---- 11--
Econ. Disadvantaged---- 7--
EL and Former EL-------
Students w/ disabilities---- 4--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 86.0 70.8 -15.2 88.1 240Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 53.5 50.0 883Met Target
Lowest Performing 53.0 50.0 203Met Target
High needs 51.5 50.0 333Met Target
Econ. Disadvantaged 50.8 50.0 203Met Target
EL and Former EL-----
Students w/ disabilities-- 14--
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 1--
Afr. Amer./Black-----
Hispanic/Latino-- 2--
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White 53.0 50.0 843Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 57.7 50.0 883Met Target
Lowest Performing 64.9 50.0 204Exceeded Target
High needs 57.6 50.0 333Met Target
Econ. Disadvantaged 58.2 50.0 203Met Target
EL and Former EL-----
Students w/ disabilities-- 14--
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 1--
Afr. Amer./Black-----
Hispanic/Latino-- 2--
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White 56.6 50.0 843Met 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 5.0 0.4 4.4 1802Improved Below Target
Lowest Performing 4.5 5.0 -0.5 1.3 201No Change
High needs 9.7 7.4 2.3 7.7 683Met Target
Econ. Disadvantaged 15.0 8.6 6.4 10.8 354Exceeded Target
EL and Former EL-------
Students w/ disabilities---- 28--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black-------
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 4.4 3.5 0.9 3.3 1723Met 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 113 113100Yes 1 112 112100Yes 1 27 27100Yes 1
Lowest Performing---------------
High needs 42 42100Yes 1 41 41100Yes 1 12----
Econ. Disadvantaged 26 26100Yes 1 25 25100Yes 1 8----
EL and Former EL---------------
Students w/ disabilities 19---- 18---- 5----
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 1---- 1---- 0----
Afr. Amer./Black---------------
Hispanic/Latino 2---- 2---- 2----
Multi-race, Non-Hisp./Lat.---------------
Nat. Haw. or Pacif. Isl.---------------
White 109 109100Yes 1 108 108100Yes 1 25 25100Yes 1

School Accountability Information
School Accountability classification
Dennett 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