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Richardson Olmsted School

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2018 Official Accountability Report - Richardson Olmsted School

Organization Information
DISTRICT NAME
Easton (00880000)
TITLE I STATUS
Non-Title I School
SCHOOL
Richardson Olmsted School (00880025)
GRADES SERVED
03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
90% - Meeting targets79

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 achievement34-44-
Science achievement44----
Achievement total111267.58867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6822.56822.5
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 absenteeism34-14-
Advanced coursework completion------
Additional indicators total3410.01410.0
Weighted total9.110.3-6.97.6-
Percentage of possible points 88%-91%-
Criterion-referenced target percentage90%
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 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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total9.510.3-
Percentage of possible points 92%-
Criterion-referenced target percentage92%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 69

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 504.1 506.9 2.8 505.8 8234Exceeded Target
Lowest Performing 484.8 492.6 7.8 488.7 1314Exceeded Target
High needs 490.6 493.7 3.1 492.2 2244Exceeded Target
Econ. Disadvantaged 494.6 496.1 1.5 496.2 1033Met Target
EL and Former EL 499.7 496.7 -3.0 501.1 210Declined
Students w/ disabilities 484.2 488.2 4.0 485.5 1434Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 513.3 514.4 1.1 515.2 254Exceeded Target
Afr. Amer./Black 493.8 497.2 3.4 495.0 544Exceeded Target
Hispanic/Latino 501.4 500.8 -0.6 502.8 320Declined
Multi-race, Non-Hisp./Lat. 503.5 503.1 -0.4 505.1 221No Change
Nat. Haw. or Pacif. Isl.---- 1--
White 504.3 507.8 3.5 505.9 6894Exceeded 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 505.0 506.4 1.4 506.2 8223Met Target
Lowest Performing 484.1 489.0 4.9 486.9 1314Exceeded Target
High needs 490.1 494.8 4.7 491.5 2244Exceeded Target
Econ. Disadvantaged 492.8 495.7 2.9 493.8 1034Exceeded Target
EL and Former EL 500.1 500.9 0.8 501.7 212Improved Below Target
Students w/ disabilities 484.2 490.6 6.4 486.0 1434Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 516.8 515.7 -1.1 519.2 254Exceeded Target
Afr. Amer./Black 494.0 498.2 4.2 496.0 544Exceeded Target
Hispanic/Latino 502.3 500.6 -1.7 504.2 323Met Target
Multi-race, Non-Hisp./Lat. 506.3 503.7 -2.6 507.8 220Declined
Nat. Haw. or Pacif. Isl.---- 1--
White 505.1 507.1 2.0 506.4 6884Exceeded 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 83.0 87.9 4.9 85.2 2844Exceeded Target
Lowest Performing-------
High needs 65.0 70.3 5.3 68.2 694Exceeded Target
Econ. Disadvantaged 70.2 70.8 0.6 73.1 302Improved Below Target
EL and Former EL---- 7--
Students w/ disabilities 57.0 63.9 6.9 59.9 524Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 17--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 83.2 89.5 6.3 85.3 2424Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.8 50.0 5253Met Target
Lowest Performing 54.0 50.0 1313Met Target
High needs 45.9 50.0 1372Below Target
Econ. Disadvantaged 44.7 50.0 582Below Target
EL and Former EL-- 10--
Students w/ disabilities 45.7 50.0 952Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 18--
Afr. Amer./Black 41.2 50.0 272Below Target
Hispanic/Latino-- 18--
Multi-race, Non-Hisp./Lat.-- 16--
Nat. Haw. or Pacif. Isl.-----
White 53.8 50.0 4463Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 54.0 50.0 5233Met Target
Lowest Performing 56.0 50.0 1303Met Target
High needs 53.9 50.0 1363Met Target
Econ. Disadvantaged 49.5 50.0 582Below Target
EL and Former EL-- 10--
Students w/ disabilities 54.3 50.0 943Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 18--
Afr. Amer./Black 48.8 50.0 262Below Target
Hispanic/Latino-- 18--
Multi-race, Non-Hisp./Lat.-- 16--
Nat. Haw. or Pacif. Isl.-----
White 54.4 50.0 4453Met 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 4.8 4.2 0.6 3.8 8533Met Target
Lowest Performing 5.1 5.3 -0.2 1.9 1311No Change
High needs 9.1 7.0 2.1 7.1 2443Met Target
Econ. Disadvantaged 15.4 11.5 3.9 11.2 1043Met Target
EL and Former EL 7.4 13.8 -6.4 3.3 290Declined
Students w/ disabilities 8.0 4.7 3.3 5.3 1494Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 0.0 4.0 -4.0 0.0 253Met Target
Afr. Amer./Black 2.9 6.7 -3.8 0.0 600Declined
Hispanic/Latino 15.2 10.0 5.2 11.2 404Exceeded Target
Multi-race, Non-Hisp./Lat. 4.5 12.0 -7.5 3.5 250Declined
Nat. Haw. or Pacif. Isl.---- 1--
White 4.6 3.4 1.2 3.5 7023Met 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 846 842100Yes 1 845 84099Yes 1 296 29299Yes 1
Lowest Performing---------------
High needs 239 23799Yes 1 239 23799Yes 1 78 7596Yes 1
Econ. Disadvantaged 115 11499Yes 1 115 11499Yes 1 36 3597Yes 1
EL and Former EL 28 28100Yes 1 28 28100Yes 1 13----
Students w/ disabilities 147 14699Yes 1 147 14699Yes 1 55 5396Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 25 25100Yes 1 25 25100Yes 1 6----
Afr. Amer./Black 58 58100Yes 1 57 57100Yes 1 19----
Hispanic/Latino 40 40100Yes 1 40 40100Yes 1 14----
Multi-race, Non-Hisp./Lat. 24 2396Yes 1 24 2396Yes 1 11----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 698 695100Yes 1 698 69499Yes 1 246 24499Yes 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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