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Tisbury

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2018 Official Accountability Report - Tisbury

Organization Information
DISTRICT NAME
Tisbury (02960000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
80% - 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 achievement34-34-
Science achievement34----
Achievement total101260.07867.5
GrowthEnglish language arts growth34-44-
Mathematics growth24-24-
Growth total5820.06822.5
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 total3410.0---
Additional indicatorsChronic absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total7.69.6-6.17.6-
Percentage of possible points 79%-80%-
Criterion-referenced target percentage80%
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 achievement34-
Mathematics achievement34-
Science achievement04-
Achievement total61267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
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 total5.410.3-
Percentage of possible points 52%-
Criterion-referenced target percentage52%
Partially 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 513.7 513.0 -0.7 515.4 2124Exceeded Target
Lowest Performing 495.0 501.2 6.2 498.9 424Exceeded Target
High needs 504.7 503.6 -1.1 506.3 1043Met Target
Econ. Disadvantaged 507.0 505.0 -2.0 508.6 643Met Target
EL and Former EL 499.8 497.1 -2.7 501.2 510Declined
Students w/ disabilities 499.7 498.4 -1.3 501.0 343Met Target
Amer. Ind. or Alaska Nat.---- 6--
Asian---- 2--
Afr. Amer./Black---- 7--
Hispanic/Latino 506.1 502.1 -4.0 507.5 530Declined
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 517.2 517.4 0.2 518.8 1274Exceeded 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 510.4 508.6 -1.8 511.6 2103Met Target
Lowest Performing 496.7 495.2 -1.5 499.5 423Met Target
High needs 503.9 502.0 -1.9 505.3 1023Met Target
Econ. Disadvantaged 505.4 504.0 -1.4 506.4 623Met Target
EL and Former EL 503.6 499.0 -4.6 505.2 500Declined
Students w/ disabilities 496.5 498.6 2.1 498.3 333Met Target
Amer. Ind. or Alaska Nat.---- 5--
Asian---- 2--
Afr. Amer./Black---- 7--
Hispanic/Latino 506.9 503.6 -3.3 508.8 533Met Target
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 512.9 512.2 -0.7 514.2 1274Exceeded 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 86.0 85.2 -0.8 88.2 813Met Target
Lowest Performing-------
High needs 76.8 73.0 -3.8 80.0 380Declined
Econ. Disadvantaged---- 21--
EL and Former EL---- 17--
Students w/ disabilities---- 10--
Amer. Ind. or Alaska Nat.---- 3--
Asian---- 1--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 86.8 91.2 4.4 88.9 514Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 57.2 50.0 1653Met Target
Lowest Performing 61.4 50.0 414Exceeded Target
High needs 56.9 50.0 753Met Target
Econ. Disadvantaged 55.0 50.0 453Met Target
EL and Former EL 57.3 50.0 313Met Target
Students w/ disabilities 54.8 50.0 243Met Target
Amer. Ind. or Alaska Nat.-- 4--
Asian-- 2--
Afr. Amer./Black-- 5--
Hispanic/Latino 52.2 50.0 403Met Target
Multi-race, Non-Hisp./Lat.-- 13--
Nat. Haw. or Pacif. Isl.-----
White 56.1 50.0 1013Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.3 50.0 1662Below Target
Lowest Performing 47.9 50.0 422Below Target
High needs 46.2 50.0 752Below Target
Econ. Disadvantaged 47.5 50.0 462Below Target
EL and Former EL 45.8 50.0 322Below Target
Students w/ disabilities 56.2 50.0 233Met Target
Amer. Ind. or Alaska Nat.-- 5--
Asian-- 2--
Afr. Amer./Black-- 5--
Hispanic/Latino 50.7 50.0 403Met Target
Multi-race, Non-Hisp./Lat.-- 13--
Nat. Haw. or Pacif. Isl.-----
White 46.1 50.0 1012Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 87.3 90.6 3.3 78.2 533Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 87.3 90.6 3.3 78.2 533Met Target
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 13.8 13.2 0.6 12.8 2953Met Target
Lowest Performing 14.0 19.0 -5.0 10.8 420Declined
High needs 16.9 16.1 0.8 14.9 1612Improved Below Target
Econ. Disadvantaged 19.3 14.9 4.4 15.1 743Met Target
EL and Former EL 17.8 16.0 1.8 13.7 942Improved Below Target
Students w/ disabilities 21.4 22.7 -1.3 18.7 440Declined
Amer. Ind. or Alaska Nat.---- 6--
Asian---- 2--
Afr. Amer./Black---- 11--
Hispanic/Latino 17.1 11.0 6.1 13.1 824Exceeded Target
Multi-race, Non-Hisp./Lat.---- 25--
Nat. Haw. or Pacif. Isl.-------
White 11.5 11.8 -0.3 10.4 1691No Change

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 221 21899Yes 1 220 21899Yes 1 84 8399Yes 1
Lowest Performing---------------
High needs 112 11098Yes 1 111 11099Yes 1 41 4098Yes 1
Econ. Disadvantaged 67 6699Yes 1 66 6598Yes 1 22 2195Yes 1
EL and Former EL 59 5797Yes 1 59 5898Yes 1 20 1995Yes 1
Students w/ disabilities 34 3397Yes 1 34 3397Yes 1 11----
Amer. Ind. or Alaska Nat. 6---- 6---- 4----
Asian 2---- 2---- 1----
Afr. Amer./Black 8---- 8---- 2----
Hispanic/Latino 56 56100Yes 1 56 56100Yes 1 20 20100Yes 1
Multi-race, Non-Hisp./Lat. 17---- 16---- 6----
Nat. Haw. or Pacif. Isl.---------------
White 132 13098Yes 1 132 132100Yes 1 51 51100Yes 1

School Accountability Information
School Accountability classification
Tisbury 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