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Pioneer Valley Performing Arts Charter Public (District)

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2018 Official Accountability Report - Pioneer Valley Performing Arts Charter Public (District)

Organization Information
DISTRICT NAME
Pioneer Valley Performing Arts Charter Public (District) (04790000)
TITLE I STATUS
Title I District
REGION
West/Central
GRADES SERVED
07,08,09,10,11,12

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
44% - 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)
All students
(High school grades)
Lowest performing students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight % Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement34-04-44-04-
Mathematics achievement04-44-34-34-
Science achievement04----04-04-
Achievement total31267.54867.571247.531290.0
GrowthEnglish language arts growth34-14-34----
Mathematics growth34-34-44----
Growth total6822.54822.57822.5---
High school completionFour-year cohort graduation rate------04----
Extended engagement rate------44----
Annual dropout rate------14----
High school completion total------51220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------------
Additional indicatorsChronic absenteeism44-44-44-04-
Advanced coursework completion------34----
Additional indicators total4410.04410.07810.00410.0
Weighted total3.810.3-4.07.6-6.610.7-2.711.2-
Percentage of possible points 37%-53%-62%-24%-
Percentage of possible points by gradespan45%
Weight of non-high school results:30%
43%
Weight of high school results:70%
Criterion-referenced target percentage44%
Partially meeting targets

Subgroup results

Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
High needs Subgroup
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-04-
Mathematics achievement04-34-
Science achievement04-04-
Achievement total01267.531247.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-44-
Growth total5822.56822.5
High school completionFour-year cohort graduation rate---04-
Extended engagement rate---44-
Annual dropout rate---44-
High school completion total---81220.0
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism44-14-
Advanced coursework completion---24-
Additional indicators total4410.03810.0
Weighted total1.510.3-4.710.7-
Percentage of possible points 15%-44%-
Percentage of possible points by gradespan15%
Weight of non-high school results:30%
44%
Weight of high school results:70%
Criterion-referenced target percentage35%
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 508.9 509.1 0.2 510.6 1333Met Target
Lowest Performing 488.0 486.5 -1.5 491.9 200Declined
High needs 496.2 494.8 -1.4 497.8 490Declined
Econ. Disadvantaged---- 33--
EL and Former EL---- 3--
Students w/disabilities---- 25--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 11--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 512.5 512.1 -0.4 514.1 934Exceeded Target

English language arts achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 99.6 97.8 -1.8 100.0 694Exceeded Target
Lowest Performing 98.8 94.0 -4.8 100.0 210Declined
High needs 99.1 95.3 -3.8 100.0 320Declined
Econ. Disadvantaged---- 17--
EL and Former EL-------
Students w/disabilities---- 19--
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 11--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 100.0 98.9 -1.1 100.0 464Exceeded 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 502.9 500.1 -2.8 504.1 1320Declined
Lowest Performing 483.2 486.8 3.6 486.0 204Exceeded Target
High needs 490.3 486.8 -3.5 491.7 490Declined
Econ. Disadvantaged---- 33--
EL and Former EL---- 3--
Students w/disabilities---- 25--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 11--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 505.8 502.9 -2.9 507.1 930Declined

Mathematics achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 95.4 96.0 0.6 96.9 693Met Target
Lowest Performing 85.0 88.1 3.1 87.0 213Met Target
High needs 88.9 91.4 2.5 91.1 323Met Target
Econ. Disadvantaged---- 17--
EL and Former EL-------
Students w/disabilities---- 19--
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 11--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 96.3 95.7 -0.6 97.9 461No 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 79.9 73.5 -6.4 82.1 670Declined
Lowest Performing-------
High needs 66.0 53.6 -12.4 69.2 210Declined
Econ. Disadvantaged---- 16--
EL and Former EL-------
Students w/disabilities---- 11--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 84.3 75.5 -8.8 86.4 470Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 97.8 88.5 -9.3 99.2 630Declined
Lowest Performing 93.8 72.6 -21.2 95.9 210Declined
High needs 94.8 75.8 -19.0 97.1 300Declined
Econ. Disadvantaged---- 16--
EL and Former EL-------
Students w/disabilities---- 18--
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 11--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 97.9 90.6 -7.3 99.3 400Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 56.9 50.0 1183Met Target
Lowest Performing 37.8 50.0 201Below Target
High needs 51.7 50.0 473Met Target
Econ. Disadvantaged-- 31--
EL and Former EL-- 2--
Students w/disabilities-- 25--
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 10--
Hispanic/Latino-- 16--
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 59.4 50.0 833Met Target

English language arts growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 58.0 50.0 593Met Target
Lowest Performing-- 16--
High needs 45.2 50.0 232Below Target
Econ. Disadvantaged-- 14--
EL and Former EL-----
Students w/disabilities-- 11--
Amer. Ind. or Alaska Nat.-----
Asian-- 3--
Afr. Amer./Black-- 4--
Hispanic/Latino-- 10--
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White 56.5 50.0 403Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.2 50.0 1183Met Target
Lowest Performing 55.6 50.0 203Met Target
High needs 46.4 50.0 462Below Target
Econ. Disadvantaged-- 31--
EL and Former EL-- 2--
Students w/disabilities-- 24--
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 11--
Hispanic/Latino-- 16--
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 53.8 50.0 823Met Target

Mathematics growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 75.7 50.0 584Exceeded Target
Lowest Performing-- 15--
High needs 67.5 50.0 224Exceeded Target
Econ. Disadvantaged-- 14--
EL and Former EL-----
Students w/disabilities-- 10--
Amer. Ind. or Alaska Nat.-----
Asian-- 3--
Afr. Amer./Black-- 4--
Hispanic/Latino-- 10--
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White 74.7 50.0 394Exceeded Target

Four-year cohort graduation rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 92.6 89.7 -2.9 93.8 580Declined
Lowest Performing-------
High needs 89.3 84.6 -4.7 92.5 260Declined
Econ. Disadvantaged---- 18--
EL and Former EL-------
Students w/disabilities---- 13--
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 2--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 90.4 90.9 0.5 91.8 442Improved Below Target

Extended engagement rate - High school
Group 2015 Rate (%) 2016 Rate (%) Change Target (%) N Points Reason
All Students 90.0 95.6 5.6 91.0 684Exceeded Target
Lowest Performing-------
High needs 77.3 96.4 19.1 80.1 284Exceeded Target
Econ. Disadvantaged---- 15--
EL and Former EL-------
Students w/disabilities---- 18--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 4--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 91.5 94.2 2.7 92.6 524Exceeded Target

Annual dropout rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 1.9 1.9 0.0 1.7 2621No Change
Lowest Performing-------
High needs 3.6 1.1 2.5 3.2 934Exceeded Target
Econ. Disadvantaged---- 54--
EL and Former EL-------
Students w/disabilities---- 53--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 6--
Afr. Amer./Black---- 21--
Hispanic/Latino---- 35--
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 1.6 2.2 -0.6 1.4 1810Declined

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-------

Progress toward attaining English language proficiency - 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 27.9 13.1 14.8 26.9 1374Exceeded Target
Lowest Performing 35.0 20.0 15.0 31.8 204Exceeded Target
High needs 36.5 17.3 19.2 34.5 524Exceeded Target
Econ. Disadvantaged---- 31--
EL and Former EL---- 3--
Students w/disabilities---- 25--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 11--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 22.9 10.3 12.6 21.8 974Exceeded Target

Chronic absenteeism - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 22.7 21.0 1.7 21.7 2724Exceeded Target
Lowest Performing 23.8 33.3 -9.5 18.5 210Declined
High needs 30.6 30.6 0.0 27.9 1111No Change
Econ. Disadvantaged---- 56--
EL and Former EL---- 2--
Students w/disabilities---- 68--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 7--
Afr. Amer./Black---- 27--
Hispanic/Latino---- 41--
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 24.1 18.5 5.6 22.8 1784Exceeded Target

Advanced coursework completion - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 42.4 45.0 2.6 45.6 1313Met Target
Lowest Performing-------
High needs 26.2 32.6 6.4 34.2 432Improved Below Target
Econ. Disadvantaged---- 22--
EL and Former EL-------
Students w/disabilities---- 29--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black---- 13--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 48.4 50.6 2.2 51.4 853Met 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 204 20299Yes 1 204 20199Yes 1 137 13699Yes 1
Lowest Performing---------------
High needs 82 8199Yes 1 82 8199Yes 1 53 53100Yes 1
Econ. Disadvantaged 51 5098Yes 1 51 5098Yes 1 33 33100Yes 1
EL and Former EL 3---- 3---- 0----
Students w/disabilities 44 44100Yes 1 44 44100Yes 1 30 30100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 5---- 5---- 4----
Afr. Amer./Black 17---- 17---- 12----
Hispanic/Latino 30 30100Yes 1 30 2997Yes 1 18----
Multi-race, Non-Hisp./Lat. 11---- 11---- 9----
Nat. Haw. or Pacif. Isl.---------------
White 141 13999Yes 1 141 13999Yes 1 94 9399Yes 1

School Accountability Information
School Accountability classification
Pioneer Valley Performing Arts 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.


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