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Lawrence Family Development Charter (District)

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2018 Official Accountability Report - Lawrence Family Development Charter (District)

Organization Information
DISTRICT NAME
Lawrence Family Development Charter (District) (04540000)
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
Partially meeting targets
Progress toward improvement targetsAccountability percentile
36% - 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 achievement04-24-
Mathematics achievement04-04-
Science achievement34----
Achievement total31260.02867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-24-
Growth total5820.04822.5
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 total2410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total3.49.6-2.77.6-
Percentage of possible points 35%-36%-
Criterion-referenced target percentage36%
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 achievement34-
Mathematics achievement34-
Science achievement34-
Achievement total91267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total7.410.3-
Percentage of possible points 72%-
Criterion-referenced target percentage72%
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 507.4 506.2 -1.2 509.1 3960Declined
Lowest Performing 485.5 487.6 2.1 489.4 782Improved Below Target
High needs 505.3 503.6 -1.7 506.9 2953Met Target
Econ. Disadvantaged 506.9 505.1 -1.8 508.5 2543Met Target
EL and Former EL 498.3 498.3 0.0 499.7 1321No Change
Students w/ disabilities 477.7 480.3 2.6 479.0 354Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 4--
Hispanic/Latino 507.2 505.8 -1.4 508.6 3893Met Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 3--

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 507.4 503.2 -4.2 508.6 3970Declined
Lowest Performing 486.1 485.4 -0.7 488.9 790Declined
High needs 505.2 500.4 -4.8 506.6 2963Met Target
Econ. Disadvantaged 506.1 501.6 -4.5 507.1 2553Met Target
EL and Former EL 498.6 495.9 -2.7 500.2 1320Declined
Students w/ disabilities 485.7 480.0 -5.7 487.5 350Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 4--
Hispanic/Latino 507.2 503.0 -4.2 509.1 3903Met Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 3--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 79.2 81.0 1.8 81.4 1293Met Target
Lowest Performing-------
High needs 78.7 78.2 -0.5 81.9 933Met Target
Econ. Disadvantaged 80.1 80.3 0.2 83.0 853Met Target
EL and Former EL 68.1 70.4 2.3 74.8 272Improved Below Target
Students w/ disabilities---- 5--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 2--
Hispanic/Latino 78.4 80.6 2.2 87.6 1263Met Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 1--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.8 50.0 3102Below Target
Lowest Performing 47.5 50.0 772Below Target
High needs 49.1 50.0 2222Below Target
Econ. Disadvantaged 49.6 50.0 1952Below Target
EL and Former EL 52.4 50.0 883Met Target
Students w/ disabilities 52.2 50.0 223Met Target
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 4--
Hispanic/Latino 49.2 50.0 3032Below Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-- 3--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.4 50.0 3113Met Target
Lowest Performing 47.0 50.0 782Below Target
High needs 49.8 50.0 2232Below Target
Econ. Disadvantaged 50.1 50.0 1963Met Target
EL and Former EL 53.9 50.0 883Met Target
Students w/ disabilities 48.5 50.0 222Below Target
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 4--
Hispanic/Latino 50.2 50.0 3043Met Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-- 3--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 63.2 63.2 0.0 70.2 1172Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 63.2 63.2 0.0 70.2 1172Improved Below 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 1.3 0.2 1.1 0.3 5704Exceeded Target
Lowest Performing 0.0 0.0 0.0 0.0 794Exceeded Target
High needs 1.5 0.2 1.3 0.0 4244Exceeded Target
Econ. Disadvantaged 1.7 0.0 1.7 0.0 3044Exceeded Target
EL and Former EL 1.8 0.4 1.4 0.0 2314Exceeded Target
Students w/ disabilities 2.3 0.0 2.3 0.0 474Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 4--
Hispanic/Latino 1.3 0.2 1.1 0.0 5624Exceeded Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 4--

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 400 39699Yes 1 400 39799Yes 1 130 12999Yes 1
Lowest Performing---------------
High needs 297 29599Yes 1 297 296100Yes 1 94 9399Yes 1
Econ. Disadvantaged 256 25499Yes 1 256 255100Yes 1 86 8599Yes 1
EL and Former EL 132 132100Yes 1 132 132100Yes 1 27 27100Yes 1
Students w/ disabilities 35 35100Yes 1 35 35100Yes 1 5----
Amer. Ind. or Alaska Nat.---------------
Asian---------------
Afr. Amer./Black 4---- 4---- 2----
Hispanic/Latino 393 38999Yes 1 393 39099Yes 1 127 12699Yes 1
Multi-race, Non-Hisp./Lat.---------------
Nat. Haw. or Pacif. Isl.---------------
White 3---- 3---- 1----

School Accountability Information
School Accountability classification
Lawrence Family Development 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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