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Marshall Simonds Middle

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2018 Official Accountability Report - Marshall Simonds Middle

Organization Information
DISTRICT NAME
Burlington (00480000)
TITLE I STATUS
Non-Title I School
SCHOOL
Marshall Simonds Middle (00480303)
GRADES SERVED
06,07,08
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 achievement44-04-
Mathematics achievement44-44-
Science achievement14----
Achievement total91267.54867.5
GrowthEnglish language arts growth34-24-
Mathematics growth44-34-
Growth total7822.55822.5
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 total7.710.3-3.87.6-
Percentage of possible points 75%-50%-
Criterion-referenced target percentage63%
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 achievement14-
Mathematics achievement44-
Science achievement24-
Achievement total71267.5
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 total5.910.3-
Percentage of possible points 57%-
Criterion-referenced target percentage57%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 28

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 494.1 497.1 3.0 495.6 7694Exceeded Target
Lowest Performing 472.9 471.2 -1.7 478.4 1250Declined
High needs 482.6 482.4 -0.2 484.4 1911No Change
Econ. Disadvantaged 485.4 484.2 -1.2 486.7 940Declined
EL and Former EL 484.1 484.4 0.3 485.4 362Improved Below Target
Students w/ disabilities 476.7 475.8 -0.9 478.5 990Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian 499.4 507.3 7.9 501.2 994Exceeded Target
Afr. Amer./Black 485.4 486.6 1.2 487.0 463Met Target
Hispanic/Latino 488.0 489.4 1.4 489.5 423Met Target
Multi-race, Non-Hisp./Lat. 499.7 504.6 4.9 501.3 274Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 494.1 496.5 2.4 495.8 5534Exceeded 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 499.2 503.0 3.8 500.7 7774Exceeded Target
Lowest Performing 475.9 479.8 3.9 478.9 1264Exceeded Target
High needs 484.7 487.4 2.7 486.3 1944Exceeded Target
Econ. Disadvantaged 487.1 491.2 4.1 488.1 944Exceeded Target
EL and Former EL 491.4 489.8 -1.6 492.9 380Declined
Students w/ disabilities 480.0 481.1 1.1 481.8 1002Improved Below Target
Amer. Ind. or Alaska Nat.---- 2--
Asian 511.5 516.7 5.2 514.3 1024Exceeded Target
Afr. Amer./Black 484.2 489.8 5.6 486.5 464Exceeded Target
Hispanic/Latino 492.2 494.2 2.0 493.8 423Met Target
Multi-race, Non-Hisp./Lat. 507.7 511.6 3.9 509.2 284Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 498.5 502.0 3.5 500.2 5574Exceeded 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 75.0 73.4 -1.6 77.7 2701No Change
Lowest Performing-------
High needs 56.1 57.8 1.7 59.5 672Improved Below Target
Econ. Disadvantaged 59.7 61.3 1.6 63.5 422Improved Below Target
EL and Former EL---- 10--
Students w/ disabilities 50.0 50.0 0.0 53.0 301No Change
Amer. Ind. or Alaska Nat.---- 2--
Asian 80.4 82.6 2.2 84.7 332Improved Below Target
Afr. Amer./Black---- 18--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 76.1 74.5 -1.6 78.9 1931No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.4 50.0 7433Met Target
Lowest Performing 42.2 50.0 1232Below Target
High needs 47.3 50.0 1792Below Target
Econ. Disadvantaged 43.5 50.0 872Below Target
EL and Former EL 53.8 50.0 323Met Target
Students w/ disabilities 46.0 50.0 932Below Target
Amer. Ind. or Alaska Nat.-- 2--
Asian 59.5 50.0 933Met Target
Afr. Amer./Black 52.6 50.0 433Met Target
Hispanic/Latino 49.8 50.0 392Below Target
Multi-race, Non-Hisp./Lat. 51.7 50.0 263Met Target
Nat. Haw. or Pacif. Isl.-----
White 51.4 50.0 5403Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 63.9 50.0 7554Exceeded Target
Lowest Performing 57.2 50.0 1243Met Target
High needs 57.0 50.0 1833Met Target
Econ. Disadvantaged 60.5 50.0 884Exceeded Target
EL and Former EL 53.1 50.0 343Met Target
Students w/ disabilities 55.3 50.0 953Met Target
Amer. Ind. or Alaska Nat.-- 2--
Asian 65.9 50.0 964Exceeded Target
Afr. Amer./Black 67.0 50.0 434Exceeded Target
Hispanic/Latino 65.4 50.0 404Exceeded Target
Multi-race, Non-Hisp./Lat. 66.5 50.0 274Exceeded Target
Nat. Haw. or Pacif. Isl.-----
White 63.1 50.0 5474Exceeded 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 8.0 -2.7 4.0 8110Declined
Lowest Performing 6.9 11.9 -5.0 3.0 1260Declined
High needs 8.2 13.9 -5.7 5.9 2080Declined
Econ. Disadvantaged 15.5 22.1 -6.6 12.4 860Declined
EL and Former EL 2.1 7.8 -5.7 0.0 510Declined
Students w/ disabilities 5.2 14.7 -9.5 1.4 1020Declined
Amer. Ind. or Alaska Nat.---- 3--
Asian 2.1 0.9 1.2 0.0 1134Exceeded Target
Afr. Amer./Black 2.1 2.1 0.0 0.0 484Exceeded Target
Hispanic/Latino 9.5 22.9 -13.4 5.8 480Declined
Multi-race, Non-Hisp./Lat. 8.3 3.6 4.7 7.0 284Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 5.5 8.8 -3.3 3.8 5710Declined

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 799 78398Yes 1 799 79199Yes 1 275 27399Yes 1
Lowest Performing---------------
High needs 211 20396Yes 1 211 20698Yes 1 71 6997Yes 1
Econ. Disadvantaged 105 10196Yes 1 105 10196Yes 1 44 4398Yes 1
EL and Former EL 48 4696Yes 1 48 48100Yes 1 12----
Students w/ disabilities 104 9995Yes 1 104 10096Yes 1 32 3095Yes 2
Amer. Ind. or Alaska Nat. 2---- 2---- 2----
Asian 109 10697Yes 1 109 109100Yes 1 34 34100Yes 1
Afr. Amer./Black 46 46100Yes 1 46 46100Yes 1 18----
Hispanic/Latino 46 4496Yes 1 46 4496Yes 1 13----
Multi-race, Non-Hisp./Lat. 28 2796Yes 1 28 28100Yes 1 12----
Nat. Haw. or Pacif. Isl.---------------
White 568 55898Yes 1 568 56299Yes 1 196 19499Yes 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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