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West Elementary

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2018 Official Accountability Report - West Elementary

Organization Information
DISTRICT NAME
Andover (00090000)
TITLE I STATUS
Title I School
SCHOOL
West Elementary (00090025)
GRADES SERVED
K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

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 achievement44----
Achievement total121267.58867.5
GrowthEnglish language arts growth44-44-
Mathematics growth44-44-
Growth total8822.58822.5
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 total10.010.3-7.37.6-
Percentage of possible points 97%-96%-
Criterion-referenced target percentage97%
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 achievement44-
Achievement total121267.5
GrowthEnglish language arts growth34-
Mathematics growth44-
Growth total7822.5
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 total9.910.3-
Percentage of possible points 96%-
Criterion-referenced target percentage96%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 94

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 500.9 509.6 8.7 502.4 3204Exceeded Target
Lowest Performing 479.5 493.6 14.1 484.2 484Exceeded Target
High needs 489.5 499.1 9.6 491.1 1184Exceeded Target
Econ. Disadvantaged 493.3 505.6 12.3 494.7 324Exceeded Target
EL and Former EL 499.9 505.1 5.2 501.9 224Exceeded Target
Students w/ disabilities 482.9 493.9 11.0 484.6 834Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 505.8 514.2 8.4 507.9 494Exceeded Target
Afr. Amer./Black---- 10--
Hispanic/Latino 494.1 507.2 13.1 495.2 214Exceeded Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 500.2 508.7 8.5 501.8 2274Exceeded 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 503.5 507.6 4.1 504.9 3204Exceeded Target
Lowest Performing 480.5 490.3 9.8 484.1 484Exceeded Target
High needs 495.2 499.2 4.0 496.9 1184Exceeded Target
Econ. Disadvantaged 490.8 502.4 11.6 491.9 324Exceeded Target
EL and Former EL 506.7 510.6 3.9 508.9 224Exceeded Target
Students w/ disabilities 489.7 494.8 5.1 491.8 834Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 519.2 521.8 2.6 521.7 494Exceeded Target
Afr. Amer./Black---- 10--
Hispanic/Latino 486.9 495.1 8.2 488.5 214Exceeded Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 502.0 505.3 3.3 503.5 2274Exceeded 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 81.7 87.3 5.6 84.1 1124Exceeded Target
Lowest Performing-------
High needs 67.1 77.7 10.6 69.9 474Exceeded Target
Econ. Disadvantaged---- 18--
EL and Former EL---- 9--
Students w/ disabilities 60.9 70.2 9.3 64.0 314Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 18--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 82.2 88.3 6.1 84.6 774Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 61.0 50.0 1964Exceeded Target
Lowest Performing 63.3 50.0 484Exceeded Target
High needs 57.4 50.0 713Met Target
Econ. Disadvantaged 59.6 50.0 253Met Target
EL and Former EL-- 19--
Students w/ disabilities 55.7 50.0 443Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 58.8 50.0 313Met Target
Afr. Amer./Black-- 9--
Hispanic/Latino-- 15--
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 61.7 50.0 1334Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 66.2 50.0 1974Exceeded Target
Lowest Performing 66.0 50.0 484Exceeded Target
High needs 61.1 50.0 724Exceeded Target
Econ. Disadvantaged 60.0 50.0 254Exceeded Target
EL and Former EL-- 19--
Students w/ disabilities 62.3 50.0 454Exceeded Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 65.3 50.0 324Exceeded Target
Afr. Amer./Black-- 9--
Hispanic/Latino-- 15--
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 67.3 50.0 1334Exceeded 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 5.3 5.3 0.0 4.2 5311No Change
Lowest Performing 10.4 10.4 0.0 6.8 481No Change
High needs 9.3 8.0 1.3 6.9 1872Improved Below Target
Econ. Disadvantaged 20.0 18.2 1.8 16.5 442Improved Below Target
EL and Former EL 7.0 14.6 -7.6 2.6 410Declined
Students w/ disabilities 8.2 6.9 1.3 4.9 1312Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 6.2 5.6 0.6 3.0 892Improved Below Target
Afr. Amer./Black---- 15--
Hispanic/Latino 7.9 6.1 1.8 4.3 332Improved Below Target
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 4.6 4.8 -0.2 3.3 3781No Change

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 325 325100Yes 1 326 326100Yes 1 113 113100Yes 1
Lowest Performing---------------
High needs 122 122100Yes 1 122 122100Yes 1 47 47100Yes 1
Econ. Disadvantaged 35 35100Yes 1 35 35100Yes 1 18----
EL and Former EL 24 24100Yes 1 24 24100Yes 1 9----
Students w/ disabilities 83 83100Yes 1 83 83100Yes 1 31 31100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian 49 49100Yes 1 50 50100Yes 1 18----
Afr. Amer./Black 11---- 11---- 2----
Hispanic/Latino 21 21100Yes 1 21 21100Yes 1 7----
Multi-race, Non-Hisp./Lat. 12---- 12---- 7----
Nat. Haw. or Pacif. Isl.---------------
White 231 231100Yes 1 231 231100Yes 1 78 78100Yes 1


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 Interpretive Materials
Glossary of 2018 Accountability Terms Glossary of 2018 Accountability Terms

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