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Balch

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2018 Official Accountability Report - Balch

Organization Information
DISTRICT NAME
Norwood (02200000)
TITLE I STATUS
Title I School
SCHOOL
Balch (02200005)
GRADES SERVED
01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
72% - Partially meeting targets42

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 achievement14-34-
Mathematics achievement34-44-
Science achievement44----
Achievement total81260.07867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5820.05822.5
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 total4410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total6.29.6-5.97.6-
Percentage of possible points 65%-78%-
Criterion-referenced target percentage72%
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 achievement34-
Mathematics achievement44-
Science achievement44-
Achievement total111267.5
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 total8.610.3-
Percentage of possible points 83%-
Criterion-referenced target percentage83%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 53

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 497.1 497.0 -0.1 498.6 1681No Change
Lowest Performing 481.4 487.3 5.9 486.9 213Met Target
High needs 489.6 491.4 1.8 491.4 1033Met Target
Econ. Disadvantaged 493.9 493.3 -0.6 495.2 660Declined
EL and Former EL 489.5 490.4 0.9 490.8 473Met Target
Students w/ disabilities 479.4 483.9 4.5 481.2 444Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 14--
Hispanic/Latino 488.9 491.3 2.4 490.4 504Exceeded Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 502.2 500.9 -1.3 503.9 940Declined

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 496.4 497.4 1.0 497.9 1693Met Target
Lowest Performing 475.8 482.5 6.7 478.8 214Exceeded Target
High needs 485.9 489.8 3.9 487.5 1034Exceeded Target
Econ. Disadvantaged 490.0 490.0 0.0 491.0 661No Change
EL and Former EL 486.0 491.1 5.1 487.5 474Exceeded Target
Students w/ disabilities 475.1 479.6 4.5 476.9 444Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 14--
Hispanic/Latino 483.9 490.5 6.6 485.5 504Exceeded Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 503.5 503.3 -0.2 505.2 941No Change

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 73.9 78.8 4.9 76.6 594Exceeded Target
Lowest Performing-------
High needs 61.5 70.7 9.2 64.9 294Exceeded Target
Econ. Disadvantaged---- 21--
EL and Former EL---- 14--
Students w/ disabilities---- 12--
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 80.6 85.9 5.3 83.4 324Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 40.8 50.0 1112Below Target
Lowest Performing 47.4 50.0 212Below Target
High needs 43.6 50.0 622Below Target
Econ. Disadvantaged 40.9 50.0 422Below Target
EL and Former EL 43.0 50.0 262Below Target
Students w/ disabilities 47.0 50.0 292Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 4--
Afr. Amer./Black-- 10--
Hispanic/Latino 45.7 50.0 292Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 37.2 50.0 651Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 57.0 50.0 1113Met Target
Lowest Performing 52.2 50.0 213Met Target
High needs 56.8 50.0 613Met Target
Econ. Disadvantaged 54.6 50.0 423Met Target
EL and Former EL 53.3 50.0 253Met Target
Students w/ disabilities 58.3 50.0 293Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 4--
Afr. Amer./Black-- 10--
Hispanic/Latino 58.7 50.0 293Met Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 58.2 50.0 653Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 51.3 65.4 14.1 70.2 524Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 51.3 65.4 14.1 70.2 524Exceeded 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 8.1 8.9 -0.8 6.8 3140Declined
Lowest Performing 0.0 4.8 -4.8 0.0 210Declined
High needs 10.9 11.5 -0.6 8.6 2000Declined
Econ. Disadvantaged 15.3 16.8 -1.5 12.2 1190Declined
EL and Former EL 10.7 8.3 2.4 8.0 963Met Target
Students w/ disabilities 9.5 8.7 0.8 5.7 692Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 12--
Afr. Amer./Black---- 39--
Hispanic/Latino 12.3 8.2 4.1 8.6 973Met Target
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 6.6 7.1 -0.5 4.9 1561No Change

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 187 18699Yes 1 187 187100Yes 1 62 62100Yes 1
Lowest Performing---------------
High needs 116 116100Yes 1 116 116100Yes 1 31 31100Yes 1
Econ. Disadvantaged 74 74100Yes 1 74 74100Yes 1 23 23100Yes 1
EL and Former EL 56 56100Yes 1 56 56100Yes 1 15----
Students w/ disabilities 46 46100Yes 1 46 46100Yes 1 13----
Amer. Ind. or Alaska Nat.---------------
Asian 7---- 7---- 4----
Afr. Amer./Black 20 20100Yes 1 20 20100Yes 1 6----
Hispanic/Latino 58 58100Yes 1 58 58100Yes 1 17----
Multi-race, Non-Hisp./Lat. 7---- 7---- 3----
Nat. Haw. or Pacif. Isl.---------------
White 95 95100Yes 1 95 95100Yes 1 32 32100Yes 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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