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Silver Hill Horace Mann Charter (District)

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2018 Official Accountability Report - Silver Hill Horace Mann Charter (District)

Organization Information
DISTRICT NAME
Silver Hill Horace Mann Charter (District) (04770000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
K,01,02,03,04,05

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
86% - 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 achievement44-44-
Science achievement14----
Achievement total91267.58867.5
GrowthEnglish language arts growth34-24-
Mathematics growth44-44-
Growth total7822.56822.5
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 absenteeism24-44-
Advanced coursework completion------
Additional indicators total2410.04410.0
Weighted total7.910.3-7.27.6-
Percentage of possible points 77%-95%-
Criterion-referenced target percentage86%
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 achievement44-
Science achievement14-
Achievement total91267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
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 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 496.6 498.7 2.1 498.1 2714Exceeded Target
Lowest Performing 473.1 480.0 6.9 478.6 424Exceeded Target
High needs 487.5 490.2 2.7 489.3 1244Exceeded Target
Econ. Disadvantaged 490.3 490.8 0.5 491.6 872Improved Below Target
EL and Former EL 486.7 489.9 3.2 488.0 244Exceeded Target
Students w/ disabilities 479.6 484.1 4.5 481.4 614Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 12--
Hispanic/Latino 487.1 490.0 2.9 488.6 594Exceeded Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 498.5 501.0 2.5 500.2 1894Exceeded 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 494.5 498.7 4.2 496.0 2724Exceeded Target
Lowest Performing 467.1 478.3 11.2 470.1 424Exceeded Target
High needs 484.3 489.5 5.2 485.9 1244Exceeded Target
Econ. Disadvantaged 485.5 489.3 3.8 486.5 874Exceeded Target
EL and Former EL 483.6 486.8 3.2 485.1 244Exceeded Target
Students w/ disabilities 477.7 482.6 4.9 479.5 614Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 12--
Hispanic/Latino 483.1 488.5 5.4 484.7 604Exceeded Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 496.5 501.4 4.9 498.2 1894Exceeded 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 67.6 67.4 -0.2 70.3 821No Change
Lowest Performing-------
High needs 56.8 54.8 -2.0 60.2 421No Change
Econ. Disadvantaged 58.6 58.6 0.0 62.4 321No Change
EL and Former EL---- 11--
Students w/ disabilities---- 24--
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 70.8 74.5 3.7 73.6 523Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.1 50.0 1713Met Target
Lowest Performing 49.7 50.0 412Below Target
High needs 44.4 50.0 792Below Target
Econ. Disadvantaged 43.1 50.0 582Below Target
EL and Former EL-- 19--
Students w/ disabilities 41.6 50.0 382Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 7--
Afr. Amer./Black-- 9--
Hispanic/Latino 42.2 50.0 412Below Target
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White 54.1 50.0 1123Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 64.1 50.0 1734Exceeded Target
Lowest Performing 61.0 50.0 424Exceeded Target
High needs 56.6 50.0 803Met Target
Econ. Disadvantaged 56.0 50.0 593Met Target
EL and Former EL-- 19--
Students w/ disabilities 51.3 50.0 393Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 7--
Afr. Amer./Black-- 9--
Hispanic/Latino 53.4 50.0 433Met Target
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White 68.6 50.0 1124Exceeded 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 6.8 6.4 0.4 5.5 4682Improved Below Target
Lowest Performing 13.6 4.8 8.8 9.7 424Exceeded Target
High needs 12.7 12.3 0.4 10.4 2112Improved Below Target
Econ. Disadvantaged 17.2 15.9 1.3 14.1 1322Improved Below Target
EL and Former EL 13.8 11.9 1.9 11.1 422Improved Below Target
Students w/ disabilities 9.7 3.6 6.1 5.9 834Exceeded Target
Amer. Ind. or Alaska Nat.---- 0--
Asian---- 10--
Afr. Amer./Black---- 20--
Hispanic/Latino 7.0 11.8 -4.8 3.3 1020Declined
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 7.4 4.9 2.5 5.7 3264Exceeded 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 272 271100Yes 1 272 272100Yes 1 83 8299Yes 1
Lowest Performing---------------
High needs 124 124100Yes 1 124 124100Yes 1 42 42100Yes 1
Econ. Disadvantaged 87 87100Yes 1 87 87100Yes 1 32 32100Yes 1
EL and Former EL 24 24100Yes 1 24 24100Yes 1 11----
Students w/ disabilities 61 61100Yes 1 61 61100Yes 1 24 24100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 7---- 7---- 4----
Afr. Amer./Black 12---- 12---- 7----
Hispanic/Latino 60 5998Yes 1 60 60100Yes 1 20 1995Yes 1
Multi-race, Non-Hisp./Lat. 4---- 4---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 189 189100Yes 1 189 189100Yes 1 52 52100Yes 1

School Accountability Information
School Accountability classification
Silver Hill Horace Mann 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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