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Hill View Montessori Charter Public (District)

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2018 Official Accountability Report - Hill View Montessori Charter Public (District)

Organization Information
DISTRICT NAME
Hill View Montessori Charter Public (District) (04550000)
TITLE I STATUS
Title I District
REGION
Coastal
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
72% - 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 achievement24-24-
Science achievement34----
Achievement total91267.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-14-
Growth total5822.54822.5
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 absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total7.510.3-5.47.6-
Percentage of possible points 73%-71%-
Criterion-referenced target percentage72%
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 achievement24-
Science achievement---
Achievement total6867.5
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 total5.47.6-
Percentage of possible points 71%-
Criterion-referenced target percentage71%
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 494.9 499.5 4.6 496.9 1944Exceeded Target
Lowest Performing 477.4 483.6 6.2 482.7 364Exceeded Target
High needs 484.6 492.3 7.7 486.6 694Exceeded Target
Econ. Disadvantaged 485.1 496.8 11.7 486.7 354Exceeded Target
EL and Former EL---- 9--
Students w/ disabilities 483.4 487.3 3.9 485.2 374Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 10--
Hispanic/Latino 485.0 491.1 6.1 486.7 404Exceeded Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 497.7 502.2 4.5 499.8 1374Exceeded 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 487.9 488.2 0.3 489.7 1942Improved Below Target
Lowest Performing 468.5 468.9 0.4 471.8 372Improved Below Target
High needs 477.4 478.5 1.1 479.3 692Improved Below Target
Econ. Disadvantaged 478.2 480.2 2.0 479.6 344Exceeded Target
EL and Former EL---- 10--
Students w/ disabilities 475.7 475.4 -0.3 477.8 371No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 10--
Hispanic/Latino 479.1 480.0 0.9 480.7 412Improved Below Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 491.2 491.2 0.0 493.5 1371No 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 67.3 70.2 2.9 70.2 623Met Target
Lowest Performing-------
High needs---- 17--
Econ. Disadvantaged---- 11--
EL and Former EL---- 3--
Students w/ disabilities---- 9--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 73.4 76.8 3.4 76.6 423Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.4 50.0 1583Met Target
Lowest Performing 55.2 50.0 363Met Target
High needs 54.1 50.0 553Met Target
Econ. Disadvantaged 57.0 50.0 303Met Target
EL and Former EL-- 7--
Students w/ disabilities 45.0 50.0 282Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 8--
Hispanic/Latino 50.9 50.0 343Met Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White 51.2 50.0 1103Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 42.0 50.0 1582Below Target
Lowest Performing 38.3 50.0 371Below Target
High needs 42.9 50.0 552Below Target
Econ. Disadvantaged 41.2 50.0 292Below Target
EL and Former EL-- 8--
Students w/ disabilities 40.0 50.0 282Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 0--
Afr. Amer./Black-- 8--
Hispanic/Latino 41.3 50.0 352Below Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White 42.8 50.0 1102Below 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 4.4 3.7 0.7 2.5 2673Met Target
Lowest Performing 5.3 0.0 5.3 0.6 374Exceeded Target
High needs 6.9 6.7 0.2 4.6 1042Improved Below Target
Econ. Disadvantaged 9.1 11.4 -2.3 6.7 440Declined
EL and Former EL---- 16--
Students w/ disabilities 7.5 3.8 3.7 3.2 533Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 12--
Hispanic/Latino 6.0 5.1 0.9 2.6 592Improved Below Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 4.0 2.7 1.3 1.4 1854Exceeded 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 197 19498Yes 1 197 19498Yes 1 64 6297Yes 1
Lowest Performing---------------
High needs 71 6997Yes 1 71 6997Yes 1 18----
Econ. Disadvantaged 35 35100Yes 1 35 3497Yes 1 12----
EL and Former EL 10---- 10---- 3----
Students w/ disabilities 38 3797Yes 1 38 3797Yes 1 9----
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 1----
Afr. Amer./Black 10---- 10---- 3----
Hispanic/Latino 41 4098Yes 1 41 41100Yes 1 16----
Multi-race, Non-Hisp./Lat. 5---- 5---- 1----
Nat. Haw. or Pacif. Isl.---------------
White 139 13799Yes 1 139 13799Yes 1 43 4298Yes 1

School Accountability Information
School Accountability classification
Hill View Montessori 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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