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Plainville

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2019 Official Accountability Report - Plainville

Organization Information
DISTRICT NAME
Plainville (02380000)
TITLE I STATUS
Title I District
REGION
Coastal
GRADES SERVED
PK,K,01,02,03,04,05,06

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting or exceeding targets
Progress toward improvement targetsAccountability percentile
76% - Meeting or exceeding targets-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage88%67%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
76%
Meeting or exceeding targets

2019 Points awarded

2019 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 achievement44-24-
Mathematics achievement44-44-
Science achievement04----
Achievement total81267.56867.5
GrowthEnglish language arts growth24-24-
Mathematics growth44-34-
Growth total6822.55822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total6.810.3-5.27.6-
Percentage of possible points 66%-68%-
Criterion-referenced target percentage67%

2018 Points awarded

2018 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 achievement34-44-
Mathematics achievement34-44-
Science achievement44----
Achievement total101267.58867.5
GrowthEnglish language arts growth34-34-
Mathematics growth44-44-
Growth total7822.57822.5
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 absenteeism14-14-
Advanced coursework completion------
Additional indicators total1410.01410.0
Weighted total8.410.3-7.17.6-
Percentage of possible points 82%-93%-
Criterion-referenced target percentage88%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage87%63%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
73%
Substantial progress toward targets

2019 Points awarded

2019 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 achievement04-
Achievement total81267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total6.510.3-
Percentage of possible points 63%-
2019 Annual criterion-referenced target percentage63%

2018 Points awarded

2018 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement34-
Science achievement44-
Achievement total111267.5
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 total9.010.3-
Percentage of possible points 87%-
2018 Annual criterion-referenced target percentage87%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 503.2 505.8 2.6 504.4 3804Exceeded Target
Lowest Performing 484.4 485.1 0.7 488.1 642Improved Below Target
High needs 493.7 495.6 1.9 494.8 1464Exceeded Target
Econ. Disadvantaged 496.0 498.4 2.4 497.0 884Exceeded Target
EL and Former EL 497.9 496.2 -1.7 499.3 300Declined
Students w/ disabilities 486.3 485.6 -0.7 487.6 770Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 13--
Afr. Amer./Black---- 14--
Hispanic/Latino 497.7 491.3 -6.4 499.2 340Declined
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 503.7 507.4 3.7 505.0 3074Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 500.5 504.5 4.0 501.8 3794Exceeded Target
Lowest Performing 474.2 481.8 7.6 476.9 644Exceeded Target
High needs 490.0 493.7 3.7 491.0 1454Exceeded Target
Econ. Disadvantaged 489.9 496.3 6.4 491.1 874Exceeded Target
EL and Former EL 493.3 497.8 4.5 494.6 304Exceeded Target
Students w/ disabilities 479.9 481.2 1.3 481.5 773Met Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 13--
Afr. Amer./Black---- 13--
Hispanic/Latino 493.7 496.6 2.9 495.2 344Exceeded Target
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 501.0 505.4 4.4 502.1 3074Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 82.6 72.1 -10.5 84.4 1110Declined
Lowest Performing-------
High needs 72.9 57.2 -15.7 75.2 450Declined
Econ. Disadvantaged 69.8 62.0 -7.8 72.1 270Declined
EL and Former EL---- 10--
Students w/ disabilities---- 26--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 4--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 85.3 75.3 -10.0 87.2 870Declined

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 47.6 2752Typical Growth - Low
Lowest Performing 47.5 642Typical Growth - Low
High needs 45.2 992Typical Growth - Low
Econ. Disadvantaged 44.7 592Typical Growth - Low
EL and Former EL 54.3 233Typical Growth - High
Students w/ disabilities 38.2 521Low Growth
Amer. Ind. or Alaska Nat.- 2--
Asian- 10--
Afr. Amer./Black- 10--
Hispanic/Latino 36.0 231Low Growth
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.----
White 47.9 2242Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 62.4 2754Exceeded Typical Growth
Lowest Performing 58.7 643Typical Growth - High
High needs 55.0 993Typical Growth - High
Econ. Disadvantaged 54.6 593Typical Growth - High
EL and Former EL 61.7 234Exceeded Typical Growth
Students w/ disabilities 48.6 522Typical Growth - Low
Amer. Ind. or Alaska Nat.- 2--
Asian- 10--
Afr. Amer./Black- 10--
Hispanic/Latino 58.0 233Typical Growth - High
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.----
White 62.2 2244Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 5.6 7.0 1.4 4.6 5720Declined
Lowest Performing 9.4 12.5 3.1 7.3 640Declined
High needs 10.8 13.6 2.8 9.0 2060Declined
Econ. Disadvantaged 15.7 23.8 8.1 13.3 1010Declined
EL and Former EL 2.8 4.3 1.5 0.3 463Met Target
Students w/ disabilities 16.0 16.0 0.0 13.6 1061No Change
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 20--
Afr. Amer./Black---- 23--
Hispanic/Latino 7.5 18.8 11.3 4.6 480Declined
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 4.6 5.0 0.4 3.4 4621No Change

Assessment participation - All students
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 381 381100Yes 1 380 380100Yes 1 112 112100Yes 1

Assessment participation - Subgroups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 147 147 146 146 46 46 339 339100Yes1
Econ. Disadvantaged 89 89 88 88 28 28 205 205100Yes1
EL and Former EL 31 31 31 31 11 11 73 73100Yes1
Students w/ disabilities 77 77 77 77 26 26 180 180100Yes1
Amer. Ind. or Alaska Nat. 2 2 2 2 1 1 5----
Asian 14 14 14 14 5 5 33----
Afr. Amer./Black 14 14 13 13 2 2 29----
Hispanic/Latino 34 34 34 34 13 13 81 81100Yes1
Multi-race, Non-Hisp./Lat. 10 10 10 10 4 4 24----
Nat. Haw. or Pacif. Isl.-----------
White 307 307 307 307 87 87 701 701100Yes1

School Accountability Information
School Accountability classification
Anna Ware JacksonNot requiring assistance or intervention
Beatrice H Wood ElementaryNot 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 not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to 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 cumulative criterion-referenced target percentage of 75% or higher.

The annual 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)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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 multiple years of data for all accountability indicators. School percentiles are not calculated for districts.


Resources
Interpretive Materials
Glossary of 2019 Accountability Terms

School and District Profiles