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Hurld-Wyman Elementary School
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2019 Official Accountability Report - Hurld-Wyman Elementary School
Organization Information
DISTRICT NAME
Woburn (03470000)		TITLE I STATUS
Non-Title I School
SCHOOL
Hurld-Wyman Elementary School (03470020)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
52% - Substantial progress toward targets49

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage83%31%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		52%
Substantial progress toward 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----
Mathematics achievement04----
Science achievement04----
Achievement total41267.5---
GrowthEnglish language arts growth24----
Mathematics growth04----
Growth total2822.5---
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 total3.210.3----
Percentage of possible points 31%---
Criterion-referenced target percentage31%

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 achievement44-34-
Mathematics achievement44-34-
Science achievement44----
Achievement total121267.56867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-34-
Growth total4822.55822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total9.410.3-5.67.6-
Percentage of possible points 91%-74%-
Criterion-referenced target percentage83%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage47%45%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		46%
Moderate 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 achievement04-
Science achievement---
Achievement total4867.5
GrowthEnglish language arts growth24-
Mathematics growth04-
Growth total2822.5
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 total3.47.6-
Percentage of possible points 45%-
2019 Annual criterion-referenced target percentage45%

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 achievement14-
Mathematics achievement24-
Science achievement---
Achievement total3867.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total3.67.6-
Percentage of possible points 47%-
2018 Annual criterion-referenced target percentage47%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
59

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 504.2 508.1 3.9 505.2 1834Exceeded Target
Lowest Performing-------
High needs 493.4 500.0 6.6 494.6 634Exceeded Target
Econ. Disadvantaged 496.8 500.8 4.0 497.8 444Exceeded Target
EL and Former EL---- 15--
Students w/ disabilities 487.6 491.1 3.5 489.1 214Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 14--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 504.5 508.5 4.0 505.5 1574Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 502.0 498.3 -3.7 503.3 1820Declined
Lowest Performing-------
High needs 496.8 492.0 -4.8 498.1 620Declined
Econ. Disadvantaged 499.4 492.4 -7.0 500.9 430Declined
EL and Former EL---- 15--
Students w/ disabilities 492.0 478.0 -14.0 494.1 200Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 14--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 502.0 498.1 -3.9 503.5 1560Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 82.5 79.7 -2.8 84.7 430Declined
Lowest Performing-------
High needs---- 16--
Econ. Disadvantaged---- 11--
EL and Former EL---- 5--
Students w/ disabilities---- 4--
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 2--
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 84.5 81.3 -3.2 86.8 360Declined

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 44.6 1122Typical Growth - Low
Lowest Performing----
High needs 45.2 402Typical Growth - Low
Econ. Disadvantaged 42.0 282Typical Growth - Low
EL and Former EL- 7--
Students w/ disabilities- 16--
Amer. Ind. or Alaska Nat.----
Asian- 10--
Afr. Amer./Black- 1--
Hispanic/Latino- 3--
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White 46.7 962Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 26.2 1110Very Low Growth
Lowest Performing----
High needs 23.9 390Very Low Growth
Econ. Disadvantaged 21.8 270Very Low Growth
EL and Former EL- 7--
Students w/ disabilities- 15--
Amer. Ind. or Alaska Nat.----
Asian- 10--
Afr. Amer./Black- 1--
Hispanic/Latino- 3--
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White 26.0 950Very Low 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 3.0 4.2 1.2 1.7 3370Declined
Lowest Performing-------
High needs 7.8 7.2 -0.6 5.2 1112Improved Below Target
Econ. Disadvantaged 9.8 9.9 0.1 6.1 711No Change
EL and Former EL---- 34--
Students w/ disabilities 3.8 2.9 -0.9 0.5 343Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 27--
Afr. Amer./Black---- 14--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 3.2 2.9 -0.3 1.8 2763Met Target

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 187 18699Yes 1 187 18699Yes 1 45 45100Yes 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 65 65 65 65 18 18 148 148100Yes1
Econ. Disadvantaged 46 46 46 46 13 13 105 105100Yes1
EL and Former EL 17 17 18 18 7 7 42----
Students w/ disabilities 21 21 20 20 4 4 45 45100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 14 14 14 14 5 5 33----
Afr. Amer./Black 3 3 3 3 2 2 8----
Hispanic/Latino 6 6 7 7 1 1 14----
Multi-race, Non-Hisp./Lat. 3 3 3 3-- 6----
Nat. Haw. or Pacif. Isl.-----------
White 160 159 159 158 37 37 356 35499Yes1


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 Interpretive Materials
Glossary of Accountability Terms Glossary of 2019 Accountability Terms

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