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Leonard Middle School

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2018 Official Accountability Report - UP Academy Leonard Middle School

Organization Information
DISTRICT NAME
Lawrence (01490000)
TITLE I STATUS
Title I School
SCHOOL
UP Academy Leonard Middle School (01490090)
GRADES SERVED
06,07,08
REGION
Strategic Transformation
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 achievement34-34-
Mathematics achievement24-44-
Science achievement44----
Achievement total91260.07867.5
GrowthEnglish language arts growth44-34-
Mathematics growth34-34-
Growth total7820.06822.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total7.39.6-6.17.6-
Percentage of possible points 76%-80%-
Criterion-referenced target percentage78%
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 achievement24-
Science achievement44-
Achievement total81267.5
GrowthEnglish language arts growth44-
Mathematics growth34-
Growth total7822.5
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 total7.310.3-
Percentage of possible points 71%-
Criterion-referenced target percentage71%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 39

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 487.3 488.9 1.6 489.3 2613Met Target
Lowest Performing 464.1 469.7 5.6 469.4 393Met Target
High needs 485.8 487.1 1.3 487.8 2352Improved Below Target
Econ. Disadvantaged 486.9 489.0 2.1 488.5 1793Met Target
EL and Former EL 480.5 483.5 3.0 482.1 1524Exceeded Target
Students w/ disabilities 470.3 466.8 -3.5 472.1 460Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 2--
Hispanic/Latino 486.7 488.5 1.8 488.4 2523Met Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 6--

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 491.0 491.9 0.9 492.8 2602Improved Below Target
Lowest Performing 467.2 472.7 5.5 470.5 394Exceeded Target
High needs 489.3 490.2 0.9 491.2 2342Improved Below Target
Econ. Disadvantaged 490.0 490.9 0.9 491.4 1783Met Target
EL and Former EL 484.6 487.3 2.7 486.4 1514Exceeded Target
Students w/ disabilities 471.9 471.7 -0.2 474.0 461No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 2--
Hispanic/Latino 490.4 491.4 1.0 492.0 2512Improved Below Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 6--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 53.7 64.6 10.9 56.6 1064Exceeded Target
Lowest Performing-------
High needs 51.3 60.8 9.5 54.4 904Exceeded Target
Econ. Disadvantaged 51.8 60.9 9.1 54.3 714Exceeded Target
EL and Former EL 42.3 55.0 12.7 45.6 454Exceeded Target
Students w/ disabilities---- 20--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 2--
Hispanic/Latino 53.4 63.4 10.0 56.5 994Exceeded Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 5--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 62.6 50.0 2374Exceeded Target
Lowest Performing 59.7 50.0 393Met Target
High needs 61.8 50.0 2124Exceeded Target
Econ. Disadvantaged 62.8 50.0 1664Exceeded Target
EL and Former EL 61.5 50.0 1314Exceeded Target
Students w/ disabilities 49.0 50.0 432Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 1--
Hispanic/Latino 62.6 50.0 2294Exceeded Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-- 6--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 55.8 50.0 2363Met Target
Lowest Performing 56.3 50.0 393Met Target
High needs 55.0 50.0 2113Met Target
Econ. Disadvantaged 56.1 50.0 1643Met Target
EL and Former EL 55.0 50.0 1303Met Target
Students w/ disabilities 41.7 50.0 432Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 1--
Hispanic/Latino 55.4 50.0 2283Met Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-- 6--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 48.8 43.7 -5.1 45.3 872Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 48.8 43.7 -5.1 45.3 872Improved 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 15.4 14.0 1.4 13.5 3143Met Target
Lowest Performing 9.5 12.8 -3.3 4.8 390Declined
High needs 16.8 14.7 2.1 14.5 2783Met Target
Econ. Disadvantaged 17.8 15.4 2.4 15.4 1953Met Target
EL and Former EL 12.7 11.6 1.1 9.0 1982Improved Below Target
Students w/ disabilities 18.6 18.8 -0.2 14.3 481No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 4--
Hispanic/Latino 15.2 14.3 0.9 11.8 3012Improved Below Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 7--

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 307 30599Yes 1 306 305100Yes 1 115 11499Yes 1
Lowest Performing---------------
High needs 280 27899Yes 1 279 278100Yes 1 99 9899Yes 1
Econ. Disadvantaged 210 20899Yes 1 209 208100Yes 1 79 7899Yes 1
EL and Former EL 192 19199Yes 1 191 191100Yes 1 52 52100Yes 1
Students w/ disabilities 49 49100Yes 1 49 49100Yes 1 20 20100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 1---- 1---- 0----
Afr. Amer./Black 4---- 4---- 2----
Hispanic/Latino 295 29399Yes 1 294 293100Yes 1 108 10799Yes 1
Multi-race, Non-Hisp./Lat.---------------
Nat. Haw. or Pacif. Isl.---------------
White 7---- 7---- 5----


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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