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Gill-Montague

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2018 Official Accountability Report - Gill-Montague

Organization Information
DISTRICT NAME
Gill-Montague (06740000)
TITLE I STATUS
Title I District
REGION
West/Central
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08,09,10,11,12

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low participation rate: Hispanic/Latino
Progress toward improvement targetsAccountability percentile
29% - 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)
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 achievement14----14----
Mathematics achievement04----34----
Science achievement04----24----
Achievement total11260.0---61247.5---
GrowthEnglish language arts growth24----14----
Mathematics growth34----14----
Growth total5820.0---2822.5---
High school completionFour-year cohort graduation rate------44----
Extended engagement rate------04----
Annual dropout rate------44----
High school completion total------81220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total1410.0---------
Additional indicatorsChronic absenteeism24----44----
Advanced coursework completion------04----
Additional indicators total2410.0---4810.0---
Weighted total1.99.6----5.310.7----
Percentage of possible points 20%---50%---
Percentage of possible points by gradespan20%
Weight of non-high school results:70%
50%
Weight of high school results:30%
Criterion-referenced target percentage29%
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 achievement24-04-
Mathematics achievement34-34-
Science achievement34----
Achievement total81267.53847.5
GrowthEnglish language arts growth24-04-
Mathematics growth34-14-
Growth total5822.51822.5
High school completionFour-year cohort graduation rate---44-
Extended engagement rate---04-
Annual dropout rate---44-
High school completion total---81220.0
Progress toward attaining English language proficiencyEnglish language proficiency total------
Additional indicatorsChronic absenteeism24-44-
Advanced coursework completion---04-
Additional indicators total2410.04810.0
Weighted total6.710.3-3.78.8-
Percentage of possible points 65%-42%-
Percentage of possible points by gradespan65%
Weight of non-high school results:70%
42%
Weight of high school results:30%
Criterion-referenced target percentage58%
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 493.3 493.0 -0.3 495.1 4731No Change
Lowest Performing---- 83--
High needs 487.8 488.4 0.6 489.3 3082Improved Below Target
Econ. Disadvantaged---- 244--
EL and Former EL---- 37--
Students w/ disabilities---- 124--
Amer. Ind. or Alaska Nat.---- 2--
Asian-------
Afr. Amer./Black---- 7--
Hispanic/Latino---- 50--
Multi-race, Non-Hisp./Lat.---- 34--
Nat. Haw. or Pacif. Isl.---- 1--
White 494.7 493.8 -0.9 496.7 3790Declined

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 92.6 91.4 -1.2 94.1 551No Change
Lowest Performing---- 20--
High needs 85.7 83.0 -2.7 87.6 280Declined
Econ. Disadvantaged---- 21--
EL and Former EL---- 3--
Students w/ disabilities---- 14--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 2--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 95.0 90.8 -4.2 96.5 460Declined

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 487.4 486.2 -1.2 489.1 4790Declined
Lowest Performing---- 83--
High needs 480.6 481.8 1.2 482.1 3133Met Target
Econ. Disadvantaged---- 249--
EL and Former EL---- 39--
Students w/ disabilities---- 128--
Amer. Ind. or Alaska Nat.---- 2--
Asian-------
Afr. Amer./Black---- 7--
Hispanic/Latino---- 52--
Multi-race, Non-Hisp./Lat.---- 34--
Nat. Haw. or Pacif. Isl.---- 1--
White 488.8 487.6 -1.2 490.5 3830Declined

Mathematics achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 88.4 89.2 0.8 90.2 533Met Target
Lowest Performing---- 20--
High needs 78.6 80.6 2.0 81.1 273Met Target
Econ. Disadvantaged---- 20--
EL and Former EL---- 3--
Students w/ disabilities---- 13--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 2--
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 91.7 89.7 -2.0 93.5 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 72.8 68.6 -4.2 74.6 1480Declined
Lowest Performing-------
High needs 61.6 63.5 1.9 63.9 983Met Target
Econ. Disadvantaged---- 75--
EL and Former EL---- 8--
Students w/ disabilities---- 43--
Amer. Ind. or Alaska Nat.---- 2--
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 74.4 69.6 -4.8 76.2 1210Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - High school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 87.5 87.8 0.3 89.3 492Improved Below Target
Lowest Performing-------
High needs---- 23--
Econ. Disadvantaged---- 17--
EL and Former EL---- 2--
Students w/ disabilities---- 12--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 90.5 86.3 -4.2 92.3 420Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.9 50.0 3712Below Target
Lowest Performing-- 83--
High needs 48.2 50.0 2302Below Target
Econ. Disadvantaged-- 178--
EL and Former EL-- 30--
Students w/ disabilities-- 91--
Amer. Ind. or Alaska Nat.-- 2--
Asian-----
Afr. Amer./Black-- 5--
Hispanic/Latino-- 38--
Multi-race, Non-Hisp./Lat.-- 26--
Nat. Haw. or Pacif. Isl.-- 1--
White 50.3 50.0 2993Met Target

English language arts growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 31.2 50.0 501Below Target
Lowest Performing-- 20--
High needs 24.8 50.0 240Below Target
Econ. Disadvantaged-- 18--
EL and Former EL-- 2--
Students w/ disabilities-- 12--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 1--
Hispanic/Latino-- 5--
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White 32.0 50.0 421Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.8 50.0 3713Met Target
Lowest Performing-- 83--
High needs 51.9 50.0 2303Met Target
Econ. Disadvantaged-- 178--
EL and Former EL-- 30--
Students w/ disabilities-- 92--
Amer. Ind. or Alaska Nat.-- 2--
Asian-----
Afr. Amer./Black-- 5--
Hispanic/Latino-- 37--
Multi-race, Non-Hisp./Lat.-- 26--
Nat. Haw. or Pacif. Isl.-- 1--
White 50.9 50.0 3003Met Target

Mathematics growth - High school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 36.2 50.0 481Below Target
Lowest Performing-- 20--
High needs 34.5 50.0 231Below Target
Econ. Disadvantaged-- 17--
EL and Former EL-- 2--
Students w/ disabilities-- 11--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-- 1--
Hispanic/Latino-- 3--
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White 36.8 50.0 421Below Target

Four-year cohort graduation rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 72.7 85.0 12.3 74.7 604Exceeded Target
Lowest Performing-------
High needs 67.3 76.5 9.2 71.4 344Exceeded Target
Econ. Disadvantaged---- 31--
EL and Former EL---- 4--
Students w/ disabilities---- 7--
Amer. Ind. or Alaska Nat.-------
Asian---- 0--
Afr. Amer./Black---- 0--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 73.6 87.0 13.4 75.7 544Exceeded Target

Extended engagement rate - High school
Group 2015 Rate (%) 2016 Rate (%) Change Target (%) N Points Reason
All Students 85.5 77.3 -8.2 87.1 660Declined
Lowest Performing-------
High needs 73.7 73.1 -0.6 77.2 520Declined
Econ. Disadvantaged---- 48--
EL and Former EL---- 3--
Students w/ disabilities---- 21--
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 8--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 90.6 79.2 -11.4 92.4 530Declined

Annual dropout rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 5.6 3.1 2.5 5.0 2284Exceeded Target
Lowest Performing-------
High needs 11.5 6.0 5.5 10.4 1004Exceeded Target
Econ. Disadvantaged---- 78--
EL and Former EL---- 8--
Students w/ disabilities---- 34--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 4.1 1.0 3.1 3.7 1964Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 76.3 50.0 -26.3 69.2 321No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL---- 32--
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 13.8 13.6 0.2 12.7 6492Improved Below Target
Lowest Performing---- 83--
High needs 19.0 18.5 0.5 17.1 4282Improved Below Target
Econ. Disadvantaged---- 309--
EL and Former EL---- 56--
Students w/ disabilities---- 169--
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 1--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 76--
Multi-race, Non-Hisp./Lat.---- 52--
Nat. Haw. or Pacif. Isl.---- 2--
White 12.1 13.4 -1.3 11.1 5090Declined

Chronic absenteeism - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 29.8 23.4 6.4 28.7 2314Exceeded Target
Lowest Performing---- 20--
High needs 45.0 41.1 3.9 43.1 1124Exceeded Target
Econ. Disadvantaged---- 77--
EL and Former EL---- 13--
Students w/ disabilities---- 53--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 21--
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 24.9 20.1 4.8 23.9 1944Exceeded Target

Advanced coursework completion - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 74.3 63.0 -11.3 78.9 1080Declined
Lowest Performing-------
High needs 50.0 39.1 -10.9 57.0 460Declined
Econ. Disadvantaged---- 34--
EL and Former EL---- 3--
Students w/ disabilities---- 26--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 75.5 65.3 -10.2 80.6 950Declined

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 537 52999Yes 1 541 53399Yes 1 208 20197Yes 1
Lowest Performing---------------
High needs 345 33798Yes 1 348 34198Yes 1 131 12495Yes 1
Econ. Disadvantaged 270 26598Yes 1 273 26999Yes 1 99 9596Yes 1
EL and Former EL 42 4198Yes 1 43 43100Yes 1 12----
Students w/ disabilities 144 13896Yes 1 145 14197Yes 1 59 5695Yes 1
Amer. Ind. or Alaska Nat. 2---- 2---- 2----
Asian 1---- 1---- 1----
Afr. Amer./Black 9---- 9---- 3----
Hispanic/Latino 57 5596Yes 1 58 5595Yes 1 20 1890No 1
Multi-race, Non-Hisp./Lat. 36 36100Yes 1 36 36100Yes 1 13----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 431 42599Yes 1 434 42999Yes 1 169 16598Yes 1

School Accountability Information
School Accountability classification
Gill ElementaryNot requiring assistance or intervention
Great Falls MiddleNot requiring assistance or intervention
Hillcrest Elementary SchoolInsufficient data
Sheffield Elementary SchoolNot requiring assistance or intervention
Turners Fall HighRequiring 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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