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Matthew J Kuss Middle

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2018 Official Accountability Report - Matthew J Kuss Middle

Organization Information
DISTRICT NAME
Fall River (00950000)
TITLE I STATUS
Title I School
SCHOOL
Matthew J Kuss Middle (00950320)
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 achievement24-04-
Mathematics achievement04-14-
Science achievement14----
Achievement total31260.01867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
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 absenteeism44-24-
Advanced coursework completion------
Additional indicators total4410.02410.0
Weighted total3.29.6-1.87.6-
Percentage of possible points 33%-24%-
Criterion-referenced target percentage29%
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 achievement24-
Mathematics achievement04-
Science achievement24-
Achievement total41267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
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 total3.810.3-
Percentage of possible points 37%-
Criterion-referenced target percentage37%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 20

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 495.1 496.0 0.9 497.1 6992Improved Below Target
Lowest Performing 472.9 468.4 -4.5 478.2 970Declined
High needs 490.3 490.4 0.1 492.3 4972Improved Below Target
Econ. Disadvantaged 490.9 490.9 0.0 492.5 4621No Change
EL and Former EL 484.1 484.4 0.3 485.7 722Improved Below Target
Students w/ disabilities 479.4 475.8 -3.6 481.2 1510Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 504.3 502.0 -2.3 506.4 310Declined
Afr. Amer./Black 490.8 489.1 -1.7 492.4 620Declined
Hispanic/Latino 487.0 489.4 2.4 488.7 1364Exceeded Target
Multi-race, Non-Hisp./Lat. 495.8 496.5 0.7 497.4 472Improved Below Target
Nat. Haw. or Pacif. Isl.-------
White 497.6 498.6 1.0 499.7 4222Improved 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 496.6 495.2 -1.4 498.4 6980Declined
Lowest Performing 471.0 470.9 -0.1 474.3 971No Change
High needs 490.8 489.4 -1.4 492.7 4960Declined
Econ. Disadvantaged 491.3 490.1 -1.2 492.7 4610Declined
EL and Former EL 487.7 485.1 -2.6 489.5 720Declined
Students w/ disabilities 480.3 477.3 -3.0 482.4 1500Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 505.0 502.5 -2.5 507.3 310Declined
Afr. Amer./Black 487.8 488.3 0.5 489.6 622Improved Below Target
Hispanic/Latino 488.9 488.7 -0.2 490.5 1361No Change
Multi-race, Non-Hisp./Lat. 495.4 493.4 -2.0 496.9 470Declined
Nat. Haw. or Pacif. Isl.-------
White 499.7 498.0 -1.7 502.0 4210Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 68.1 67.0 -1.1 71.0 2121No Change
Lowest Performing-------
High needs 59.7 60.9 1.2 62.8 1352Improved Below Target
Econ. Disadvantaged 59.2 62.0 2.8 61.7 1253Met Target
EL and Former EL---- 14--
Students w/ disabilities 49.2 53.3 4.1 52.7 453Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 12--
Afr. Amer./Black---- 14--
Hispanic/Latino 56.3 59.6 3.3 59.4 393Met Target
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 71.5 68.8 -2.7 74.7 1300Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 46.4 50.0 6412Below Target
Lowest Performing 41.1 50.0 962Below Target
High needs 45.6 50.0 4412Below Target
Econ. Disadvantaged 45.2 50.0 4092Below Target
EL and Former EL 46.8 50.0 652Below Target
Students w/ disabilities 41.8 50.0 1022Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 57.4 50.0 253Met Target
Afr. Amer./Black 49.4 50.0 562Below Target
Hispanic/Latino 42.2 50.0 1212Below Target
Multi-race, Non-Hisp./Lat. 48.5 50.0 452Below Target
Nat. Haw. or Pacif. Isl.-----
White 46.3 50.0 3932Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 41.0 50.0 6372Below Target
Lowest Performing 44.1 50.0 952Below Target
High needs 38.6 50.0 4381Below Target
Econ. Disadvantaged 38.6 50.0 4081Below Target
EL and Former EL 39.6 50.0 651Below Target
Students w/ disabilities 33.6 50.0 991Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 51.3 50.0 253Met Target
Afr. Amer./Black 41.3 50.0 562Below Target
Hispanic/Latino 36.6 50.0 1211Below Target
Multi-race, Non-Hisp./Lat. 41.2 50.0 452Below Target
Nat. Haw. or Pacif. Isl.-----
White 41.6 50.0 3892Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 34.2 33.3 -0.9 45.3 302Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 34.2 33.3 -0.9 45.3 302Improved 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 33.5 24.1 9.4 31.6 7524Exceeded Target
Lowest Performing 35.2 34.0 1.2 30.5 972Improved Below Target
High needs 40.5 29.5 11.0 38.2 5324Exceeded Target
Econ. Disadvantaged 43.0 31.4 11.6 40.6 4564Exceeded Target
EL and Former EL 33.3 23.2 10.1 29.6 824Exceeded Target
Students w/ disabilities 41.8 33.8 8.0 37.5 1514Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 9.7 9.4 0.3 6.8 322Improved Below Target
Afr. Amer./Black 30.8 27.5 3.3 26.9 692Improved Below Target
Hispanic/Latino 38.6 26.5 12.1 35.2 1554Exceeded Target
Multi-race, Non-Hisp./Lat. 39.6 24.5 15.1 37.7 494Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 32.9 23.8 9.1 30.3 4464Exceeded 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 727 724100Yes 1 726 723100Yes 1 227 22499Yes 1
Lowest Performing---------------
High needs 521 51899Yes 1 520 51799Yes 1 149 14698Yes 1
Econ. Disadvantaged 485 48299Yes 1 484 48199Yes 1 139 13698Yes 1
EL and Former EL 80 80100Yes 1 80 80100Yes 1 17----
Students w/ disabilities 159 15799Yes 1 158 15699Yes 1 51 4996Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian 31 31100Yes 1 31 31100Yes 1 12----
Afr. Amer./Black 69 69100Yes 1 69 69100Yes 1 18----
Hispanic/Latino 144 14399Yes 1 144 14399Yes 1 43 4298Yes 1
Multi-race, Non-Hisp./Lat. 47 47100Yes 1 47 47100Yes 1 16----
Nat. Haw. or Pacif. Isl.---------------
White 435 433100Yes 1 434 432100Yes 1 137 13599Yes 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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