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Cape Cod Lighthouse Charter (District)

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2018 Official Accountability Report - Cape Cod Lighthouse Charter (District)

Organization Information
DISTRICT NAME
Cape Cod Lighthouse Charter (District) (04320000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
06,07,08

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
18% - 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 achievement14-04-
Mathematics achievement04-04-
Science achievement04----
Achievement total11267.50867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-24-
Growth total6822.54822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total2.410.3-0.97.6-
Percentage of possible points 23%-12%-
Criterion-referenced target percentage18%
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 achievement24-
Mathematics achievement04-
Science achievement04-
Achievement total21267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total2.910.3-
Percentage of possible points 28%-
Criterion-referenced target percentage28%
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 507.6 507.4 -0.2 509.1 2411No Change
Lowest Performing 484.8 479.6 -5.2 489.5 350Declined
High needs 497.4 497.5 0.1 499.0 812Improved Below Target
Econ. Disadvantaged 500.4 502.6 2.2 501.8 514Exceeded Target
EL and Former EL---- 10--
Students w/ disabilities 489.4 485.9 -3.5 491.1 400Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 508.8 509.0 0.2 510.4 2083Met 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 504.8 502.3 -2.5 506.2 2400Declined
Lowest Performing 478.9 474.5 -4.4 482.5 350Declined
High needs 491.8 489.0 -2.8 493.5 800Declined
Econ. Disadvantaged 495.9 493.0 -2.9 497.0 500Declined
EL and Former EL---- 10--
Students w/ disabilities 482.7 478.7 -4.0 484.8 390Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 505.8 504.0 -1.8 507.3 2070Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 77.5 70.1 -7.4 79.9 810Declined
Lowest Performing-------
High needs 64.3 50.9 -13.4 67.1 280Declined
Econ. Disadvantaged---- 17--
EL and Former EL---- 2--
Students w/ disabilities---- 16--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 4--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 78.6 73.9 -4.7 81.0 670Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.0 50.0 2273Met Target
Lowest Performing 41.6 50.0 352Below Target
High needs 51.3 50.0 733Met Target
Econ. Disadvantaged 56.0 50.0 473Met Target
EL and Former EL-- 9--
Students w/ disabilities 49.2 50.0 362Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 6--
Hispanic/Latino-- 7--
Multi-race, Non-Hisp./Lat.-- 14--
Nat. Haw. or Pacif. Isl.-----
White 51.7 50.0 1983Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.3 50.0 2283Met Target
Lowest Performing 43.1 50.0 352Below Target
High needs 43.1 50.0 732Below Target
Econ. Disadvantaged 43.1 50.0 472Below Target
EL and Former EL-- 9--
Students w/ disabilities 41.1 50.0 352Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 6--
Hispanic/Latino-- 7--
Multi-race, Non-Hisp./Lat.-- 14--
Nat. Haw. or Pacif. Isl.-----
White 50.6 50.0 1993Met 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 11.0 8.5 2.5 9.9 2464Exceeded Target
Lowest Performing 8.1 14.3 -6.2 4.5 350Declined
High needs 14.3 11.3 3.0 11.9 804Exceeded Target
Econ. Disadvantaged 20.0 7.5 12.5 16.5 404Exceeded Target
EL and Former EL---- 10--
Students w/ disabilities 14.3 15.8 -1.5 11.0 380Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 12.1 8.5 3.6 10.8 2124Exceeded 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 243 24199Yes 1 243 24099Yes 1 81 81100Yes 1
Lowest Performing---------------
High needs 81 81100Yes 1 81 8099Yes 1 28 28100Yes 1
Econ. Disadvantaged 51 51100Yes 1 51 5098Yes 1 17----
EL and Former EL 10---- 10---- 2----
Students w/ disabilities 40 40100Yes 1 40 3998Yes 1 16----
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 0----
Afr. Amer./Black 7---- 7---- 4----
Hispanic/Latino 9---- 9---- 4----
Multi-race, Non-Hisp./Lat. 15---- 15---- 6----
Nat. Haw. or Pacif. Isl.---------------
White 210 20899Yes 1 210 20799Yes 1 67 67100Yes 1

School Accountability Information
School Accountability classification
Cape Cod Lighthouse Charter SchoolNot 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

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