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Seven Hills Charter Public (District)

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2018 Official Accountability Report - Seven Hills Charter Public (District)

Organization Information
DISTRICT NAME
Seven Hills Charter Public (District) (04860000)
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
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 achievement34-34-
Mathematics achievement34-44-
Science achievement14----
Achievement total71260.07867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6820.06822.5
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 total4410.0---
Additional indicatorsChronic absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total6.09.6-6.17.6-
Percentage of possible points 63%-80%-
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 achievement44-
Science achievement24-
Achievement total101267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 total8.310.3-
Percentage of possible points 81%-
Criterion-referenced target percentage81%
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 485.0 487.5 2.5 487.0 4303Met Target
Lowest Performing 463.1 468.0 4.9 468.4 783Met Target
High needs 481.4 485.5 4.1 483.4 3504Exceeded Target
Econ. Disadvantaged 481.9 485.3 3.4 483.5 2804Exceeded Target
EL and Former EL 478.1 482.8 4.7 479.7 1734Exceeded Target
Students w/ disabilities 471.1 475.8 4.7 472.9 764Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 485.6 489.9 4.3 487.2 2014Exceeded Target
Hispanic/Latino 483.4 485.1 1.7 485.1 1893Met Target
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 488.2 487.4 -0.8 490.3 270Declined

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 480.7 483.0 2.3 482.5 4303Met Target
Lowest Performing 455.7 465.0 9.3 459.0 784Exceeded Target
High needs 476.4 480.0 3.6 478.3 3504Exceeded Target
Econ. Disadvantaged 477.3 479.4 2.1 478.7 2804Exceeded Target
EL and Former EL 474.8 476.7 1.9 476.6 1733Met Target
Students w/ disabilities 471.0 469.9 -1.1 473.1 760Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 480.3 485.1 4.8 482.1 2014Exceeded Target
Hispanic/Latino 480.1 480.0 -0.1 481.7 1891No Change
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 484.5 488.0 3.5 486.8 274Exceeded 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 59.2 58.9 -0.3 62.1 1371No Change
Lowest Performing-------
High needs 54.9 55.5 0.6 58.0 1182Improved Below Target
Econ. Disadvantaged 55.4 53.7 -1.7 57.9 871No Change
EL and Former EL 47.6 53.2 5.6 50.9 624Exceeded Target
Students w/ disabilities 44.6 39.7 -4.9 48.1 290Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 55.6 59.0 3.4 58.9 643Met Target
Hispanic/Latino 58.5 57.5 -1.0 61.6 631No Change
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White---- 5--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.7 50.0 3383Met Target
Lowest Performing 50.8 50.0 783Met Target
High needs 53.7 50.0 2743Met Target
Econ. Disadvantaged 52.7 50.0 2153Met Target
EL and Former EL 55.6 50.0 1313Met Target
Students w/ disabilities 48.9 50.0 542Below Target
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black 56.6 50.0 1593Met Target
Hispanic/Latino 50.1 50.0 1493Met Target
Multi-race, Non-Hisp./Lat.-- 10--
Nat. Haw. or Pacif. Isl.-----
White 45.8 50.0 202Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 54.6 50.0 3363Met Target
Lowest Performing 52.3 50.0 773Met Target
High needs 53.6 50.0 2723Met Target
Econ. Disadvantaged 52.0 50.0 2143Met Target
EL and Former EL 54.6 50.0 1293Met Target
Students w/ disabilities 45.5 50.0 522Below Target
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black 56.3 50.0 1593Met Target
Hispanic/Latino 51.6 50.0 1473Met Target
Multi-race, Non-Hisp./Lat.-- 10--
Nat. Haw. or Pacif. Isl.-----
White 62.9 50.0 204Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 38.2 55.1 16.9 45.3 1564Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 38.2 55.1 16.9 45.3 1564Exceeded 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 10.6 9.5 1.1 8.7 6222Improved Below Target
Lowest Performing 12.4 19.2 -6.8 7.7 780Declined
High needs 11.4 10.7 0.7 9.1 4972Improved Below Target
Econ. Disadvantaged 15.5 11.0 4.5 13.1 3534Exceeded Target
EL and Former EL 8.4 8.6 -0.2 4.7 3151No Change
Students w/ disabilities 13.1 12.0 1.1 8.8 1002Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 0--
Afr. Amer./Black 6.8 4.8 2.0 2.9 2942Improved Below Target
Hispanic/Latino 12.0 15.9 -3.9 8.6 2640Declined
Multi-race, Non-Hisp./Lat.---- 20--
Nat. Haw. or Pacif. Isl.-------
White 18.8 4.5 14.3 16.2 444Exceeded 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 432 430100Yes 1 432 430100Yes 1 138 13799Yes 1
Lowest Performing---------------
High needs 352 35099Yes 1 352 35099Yes 1 119 11899Yes 1
Econ. Disadvantaged 282 28099Yes 1 282 28099Yes 1 88 8799Yes 1
EL and Former EL 173 173100Yes 1 173 173100Yes 1 62 62100Yes 1
Students w/ disabilities 77 7699Yes 1 77 7699Yes 1 30 2997Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian---------------
Afr. Amer./Black 201 201100Yes 1 201 201100Yes 1 64 64100Yes 1
Hispanic/Latino 191 18999Yes 1 191 18999Yes 1 64 6398Yes 1
Multi-race, Non-Hisp./Lat. 13---- 13---- 5----
Nat. Haw. or Pacif. Isl.---------------
White 27 27100Yes 1 27 27100Yes 1 5----

School Accountability Information
School Accountability classification
Seven Hills 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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