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Hannah Elementary

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2018 Official Accountability Report - Hannah Elementary

Organization Information
DISTRICT NAME
Beverly (00300000)
TITLE I STATUS
Non-Title I School
SCHOOL
Hannah Elementary (00300033)
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 achievement24-34-
Mathematics achievement34-44-
Science achievement14----
Achievement total61267.57867.5
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 absenteeism44-24-
Advanced coursework completion------
Additional indicators total4410.02410.0
Weighted total6.010.3-6.57.6-
Percentage of possible points 58%-86%-
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 achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
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 total1.110.3-
Percentage of possible points 11%-
Criterion-referenced target percentage11%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 42

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 504.3 504.4 0.1 505.8 2172Improved Below Target
Lowest Performing 484.7 489.7 5.0 489.4 333Met Target
High needs 496.6 489.1 -7.5 498.2 810Declined
Econ. Disadvantaged 498.9 490.5 -8.4 500.3 490Declined
EL and Former EL---- 7--
Students w/ disabilities 488.3 484.1 -4.2 490.0 500Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 3--
Hispanic/Latino 492.3 492.5 0.2 493.4 282Improved Below Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 506.7 507.2 0.5 508.3 1752Improved Below 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 499.7 500.7 1.0 501.1 2183Met Target
Lowest Performing 479.4 486.0 6.6 483.0 334Exceeded Target
High needs 488.6 486.0 -2.6 490.3 810Declined
Econ. Disadvantaged 488.7 488.7 0.0 489.8 491No Change
EL and Former EL---- 7--
Students w/ disabilities 481.9 480.2 -1.7 484.0 500Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 3--
Hispanic/Latino 489.3 488.0 -1.3 490.9 280Declined
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 501.7 503.6 1.9 503.2 1763Met 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 81.6 80.8 -0.8 84.0 821No Change
Lowest Performing-------
High needs 71.0 65.0 -6.0 73.8 250Declined
Econ. Disadvantaged---- 14--
EL and Former EL---- 3--
Students w/ disabilities---- 13--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 84.0 82.5 -1.5 86.4 631No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 55.1 50.0 1353Met Target
Lowest Performing 51.2 50.0 333Met Target
High needs 45.3 50.0 442Below Target
Econ. Disadvantaged 43.8 50.0 292Below Target
EL and Former EL-- 4--
Students w/ disabilities 45.5 50.0 262Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 2--
Hispanic/Latino-- 16--
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White 54.8 50.0 1093Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 62.3 50.0 1364Exceeded Target
Lowest Performing 61.3 50.0 334Exceeded Target
High needs 59.9 50.0 443Met Target
Econ. Disadvantaged 62.4 50.0 294Exceeded Target
EL and Former EL-- 4--
Students w/ disabilities 60.0 50.0 264Exceeded Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 2--
Hispanic/Latino-- 16--
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White 63.1 50.0 1104Exceeded 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 2.9 2.9 0.0 1.8 3394Exceeded Target
Lowest Performing 12.1 9.1 3.0 8.5 332Improved Below Target
High needs 5.3 7.1 -1.8 2.9 1270Declined
Econ. Disadvantaged 6.7 10.4 -3.7 3.2 670Declined
EL and Former EL---- 18--
Students w/ disabilities 5.6 5.6 0.0 2.3 711No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 5--
Hispanic/Latino 7.0 4.3 2.7 3.4 472Improved Below Target
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 2.5 1.9 0.6 1.2 2644Exceeded 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 228 22599Yes 1 228 228100Yes 1 82 82100Yes 1
Lowest Performing---------------
High needs 89 8798Yes 1 89 89100Yes 1 25 25100Yes 1
Econ. Disadvantaged 55 5498Yes 1 55 55100Yes 1 14----
EL and Former EL 9---- 9---- 3----
Students w/ disabilities 52 52100Yes 1 52 52100Yes 1 13----
Amer. Ind. or Alaska Nat.---------------
Asian 5---- 5---- 2----
Afr. Amer./Black 3---- 3---- 1----
Hispanic/Latino 30 30100Yes 1 30 30100Yes 1 12----
Multi-race, Non-Hisp./Lat. 8---- 8---- 4----
Nat. Haw. or Pacif. Isl.---------------
White 182 17998Yes 1 182 182100Yes 1 63 63100Yes 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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