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Hilltown Cooperative Charter Public (District)

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2018 Official Accountability Report - Hilltown Cooperative Charter Public (District)

Organization Information
DISTRICT NAME
Hilltown Cooperative Charter Public (District) (04500000)
TITLE I STATUS
Title I District
REGION
West/Central
GRADES SERVED
K,01,02,03,04,05,06,07,08

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
59% - Partially meeting targets-
This district's determination of need for special education technical assistance or intervention
Needs assistance (NA)

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 achievement24-24-
Science achievement04----
Achievement total51267.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
Growth total5822.55822.5
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 absenteeism44-14-
Advanced coursework completion------
Additional indicators total4410.01410.0
Weighted total4.910.3-5.37.6-
Percentage of possible points 48%-70%-
Criterion-referenced target percentage59%
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 achievement04-
Mathematics achievement04-
Science achievement---
Achievement total0867.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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 total1.27.6-
Percentage of possible points 16%-
Criterion-referenced target percentage16%
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 502.1 504.0 1.9 503.6 1543Met Target
Lowest Performing 478.8 484.6 5.8 483.5 294Exceeded Target
High needs 490.6 488.0 -2.6 492.2 480Declined
Econ. Disadvantaged 495.7 487.7 -8.0 497.1 270Declined
EL and Former EL-------
Students w/ disabilities 483.4 482.7 -0.7 485.1 340Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 502.9 504.2 1.3 504.5 1263Met 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 500.8 501.6 0.8 502.2 1562Improved Below Target
Lowest Performing 477.1 478.2 1.1 480.7 302Improved Below Target
High needs 489.2 487.0 -2.2 490.9 500Declined
Econ. Disadvantaged 491.7 487.9 -3.8 492.8 290Declined
EL and Former EL-------
Students w/ disabilities 484.6 483.4 -1.2 486.7 350Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 502.6 502.3 -0.3 504.1 1261No Change

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 90.2 76.9 -13.3 92.6 530Declined
Lowest Performing-------
High needs---- 20--
Econ. Disadvantaged---- 12--
EL and Former EL-------
Students w/ disabilities---- 15--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black-------
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 91.3 81.4 -9.9 93.7 430Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 53.6 50.0 1263Met Target
Lowest Performing 52.3 50.0 293Met Target
High needs 41.0 50.0 422Below Target
Econ. Disadvantaged 33.3 50.0 231Below Target
EL and Former EL-----
Students w/ disabilities 41.4 50.0 292Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 1--
Hispanic/Latino-- 9--
Multi-race, Non-Hisp./Lat.-- 10--
Nat. Haw. or Pacif. Isl.-----
White 54.8 50.0 1043Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.6 50.0 1272Below Target
Lowest Performing 44.0 50.0 302Below Target
High needs 40.6 50.0 442Below Target
Econ. Disadvantaged 34.4 50.0 251Below Target
EL and Former EL-----
Students w/ disabilities 42.4 50.0 312Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 1--
Hispanic/Latino-- 11--
Multi-race, Non-Hisp./Lat.-- 10--
Nat. Haw. or Pacif. Isl.-----
White 49.9 50.0 1042Below 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 5.5 3.5 2.0 4.4 1984Exceeded Target
Lowest Performing 10.0 10.0 0.0 6.4 301No Change
High needs 7.8 4.9 2.9 5.4 613Met Target
Econ. Disadvantaged 19.0 6.3 12.7 15.5 324Exceeded Target
EL and Former EL-------
Students w/ disabilities 2.4 4.8 -2.4 0.0 420Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 21--
Nat. Haw. or Pacif. Isl.-------
White 5.5 3.8 1.7 4.2 1603Met 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 158 15497Yes 1 157 15699Yes 1 53 53100Yes 1
Lowest Performing---------------
High needs 51 4895Yes 2 51 5098Yes 1 20 20100Yes 1
Econ. Disadvantaged 30 2793No 2 30 2997Yes 1 12----
EL and Former EL---------------
Students w/ disabilities 37 3493No 2 36 3597Yes 1 15----
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 1----
Afr. Amer./Black 1---- 1---- 0----
Hispanic/Latino 13---- 13---- 7----
Multi-race, Non-Hisp./Lat. 15---- 15---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 126 126100Yes 1 126 126100Yes 1 43 43100Yes 1

School Accountability Information
School Accountability classification
Hilltown Cooperative Charter Public 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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