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Winship Elementary School

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2018 Official Accountability Report - Winship Elementary

Organization Information
DISTRICT NAME
Boston (00350000)
TITLE I STATUS
Title I School
SCHOOL
Winship Elementary (00350374)
GRADES SERVED
PK,K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
School of Recognition: Exceeding Targets
Progress toward improvement targetsAccountability percentile
98% - Meeting targets48

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 total121260.08867.5
GrowthEnglish language arts growth34-44-
Mathematics growth44-44-
Growth total7820.08822.5
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 total2410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total9.29.6-7.67.6-
Percentage of possible points 96%-100%-
Criterion-referenced target percentage98%
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 achievement---
Achievement total8867.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total7.27.6-
Percentage of possible points 95%-
Criterion-referenced target percentage95%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 80

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 492.3 501.4 9.1 494.3 764Exceeded Target
Lowest Performing 477.8 489.3 11.5 483.1 214Exceeded Target
High needs 489.6 500.4 10.8 491.6 644Exceeded Target
Econ. Disadvantaged 488.2 497.8 9.6 489.8 464Exceeded Target
EL and Former EL 492.5 501.1 8.6 494.1 404Exceeded Target
Students w/ disabilities---- 15--
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black---- 12--
Hispanic/Latino 487.7 495.3 7.6 489.4 254Exceeded Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 499.2 505.4 6.2 501.3 244Exceeded 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 490.9 496.6 5.7 492.7 764Exceeded Target
Lowest Performing 472.6 483.3 10.7 475.9 214Exceeded Target
High needs 488.4 495.1 6.7 490.3 644Exceeded Target
Econ. Disadvantaged 488.6 491.1 2.5 490.0 464Exceeded Target
EL and Former EL 490.7 497.9 7.2 492.5 404Exceeded Target
Students w/ disabilities---- 15--
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black---- 12--
Hispanic/Latino 482.9 487.2 4.3 484.5 254Exceeded Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 500.5 503.0 2.5 502.8 243Met 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 50.0 67.7 17.7 52.9 244Exceeded Target
Lowest Performing-------
High needs---- 23--
Econ. Disadvantaged---- 19--
EL and Former EL---- 15--
Students w/ disabilities---- 5--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 11--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 7--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 55.8 50.0 473Met Target
Lowest Performing 60.3 50.0 214Exceeded Target
High needs 56.3 50.0 403Met Target
Econ. Disadvantaged 59.5 50.0 293Met Target
EL and Former EL 49.1 50.0 282Below Target
Students w/ disabilities-- 9--
Amer. Ind. or Alaska Nat.-----
Asian-- 6--
Afr. Amer./Black-- 8--
Hispanic/Latino-- 18--
Multi-race, Non-Hisp./Lat.-- 1--
Nat. Haw. or Pacif. Isl.-----
White-- 14--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 61.0 50.0 474Exceeded Target
Lowest Performing 64.6 50.0 214Exceeded Target
High needs 59.5 50.0 403Met Target
Econ. Disadvantaged 55.6 50.0 293Met Target
EL and Former EL 60.8 50.0 284Exceeded Target
Students w/ disabilities-- 9--
Amer. Ind. or Alaska Nat.-----
Asian-- 6--
Afr. Amer./Black-- 8--
Hispanic/Latino-- 18--
Multi-race, Non-Hisp./Lat.-- 1--
Nat. Haw. or Pacif. Isl.-----
White-- 14--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 79.5 68.1 -11.4 70.2 472Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 79.5 68.1 -11.4 70.2 472Improved Below Target
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 15.7 10.6 5.1 13.8 1414Exceeded Target
Lowest Performing 30.0 23.8 6.2 25.3 214Exceeded Target
High needs 19.0 13.5 5.5 16.7 1114Exceeded Target
Econ. Disadvantaged 22.2 18.8 3.4 19.8 644Exceeded Target
EL and Former EL 11.9 3.9 8.0 8.2 764Exceeded Target
Students w/ disabilities---- 27--
Amer. Ind. or Alaska Nat.-------
Asian---- 17--
Afr. Amer./Black---- 23--
Hispanic/Latino 20.0 7.5 12.5 16.6 534Exceeded Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 3.6 4.7 -1.1 1.0 430Declined

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 76 76100Yes 1 76 76100Yes 1 24 24100Yes 1
Lowest Performing---------------
High needs 64 64100Yes 1 64 64100Yes 1 23 23100Yes 1
Econ. Disadvantaged 46 46100Yes 1 46 46100Yes 1 19----
EL and Former EL 40 40100Yes 1 40 40100Yes 1 15----
Students w/ disabilities 15---- 15---- 5----
Amer. Ind. or Alaska Nat.---------------
Asian 11---- 11---- 2----
Afr. Amer./Black 12---- 12---- 4----
Hispanic/Latino 25 25100Yes 1 25 25100Yes 1 11----
Multi-race, Non-Hisp./Lat. 4---- 4---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 24 24100Yes 1 24 24100Yes 1 7----


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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