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Michael E. Smith Middle School

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2018 Official Accountability Report - Michael E. Smith Middle School

Organization Information
DISTRICT NAME
South Hadley (02780000)
TITLE I STATUS
Non-Title I School
SCHOOL
Michael E. Smith Middle School (02780305)
GRADES SERVED
05,06,07,08
REGION
West/Central
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 achievement44-24-
Mathematics achievement14-24-
Science achievement04----
Achievement total51267.54867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-24-
Growth total4822.55822.5
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 total4.310.3-3.87.6-
Percentage of possible points 42%-50%-
Criterion-referenced target percentage46%
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 achievement04-
Science achievement04-
Achievement total31267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total2.710.3-
Percentage of possible points 26%-
Criterion-referenced target percentage26%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 13

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 494.4 497.2 2.8 496.4 5574Exceeded Target
Lowest Performing 473.3 476.3 3.0 478.6 992Improved Below Target
High needs 485.2 487.4 2.2 487.2 2303Met Target
Econ. Disadvantaged 489.1 489.5 0.4 490.7 1622Improved Below Target
EL and Former EL 486.4 481.3 -5.1 488.0 320Declined
Students w/ disabilities 471.2 475.0 3.8 473.0 904Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black---- 8--
Hispanic/Latino 484.0 487.3 3.3 485.7 794Exceeded Target
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 495.6 498.8 3.2 497.7 4444Exceeded 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 494.6 494.4 -0.2 496.4 5571No Change
Lowest Performing 476.7 477.7 1.0 480.0 992Improved Below Target
High needs 486.4 484.3 -2.1 488.3 2300Declined
Econ. Disadvantaged 488.3 485.5 -2.8 489.7 1620Declined
EL and Former EL 485.0 481.7 -3.3 486.8 320Declined
Students w/ disabilities 475.6 473.8 -1.8 477.7 900Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black---- 8--
Hispanic/Latino 486.0 485.0 -1.0 487.6 790Declined
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 495.9 496.2 0.3 498.2 4442Improved Below 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 77.2 73.6 -3.6 80.1 2790Declined
Lowest Performing-------
High needs 67.6 60.4 -7.2 70.7 1150Declined
Econ. Disadvantaged 73.1 60.8 -12.3 75.6 790Declined
EL and Former EL---- 16--
Students w/ disabilities 51.7 51.5 -0.2 55.2 501No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 5--
Hispanic/Latino 70.2 61.9 -8.3 73.3 420Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 78.1 77.2 -0.9 81.3 2201No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.3 50.0 5372Below Target
Lowest Performing 51.3 50.0 953Met Target
High needs 46.3 50.0 2232Below Target
Econ. Disadvantaged 47.5 50.0 1562Below Target
EL and Former EL 34.0 50.0 291Below Target
Students w/ disabilities 42.7 50.0 882Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 10--
Afr. Amer./Black-- 8--
Hispanic/Latino 46.3 50.0 752Below Target
Multi-race, Non-Hisp./Lat.-- 15--
Nat. Haw. or Pacif. Isl.-----
White 49.9 50.0 4292Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 41.9 50.0 5362Below Target
Lowest Performing 47.7 50.0 962Below Target
High needs 36.5 50.0 2221Below Target
Econ. Disadvantaged 35.9 50.0 1551Below Target
EL and Former EL 33.9 50.0 281Below Target
Students w/ disabilities 33.7 50.0 871Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 10--
Afr. Amer./Black-- 8--
Hispanic/Latino 35.5 50.0 741Below Target
Multi-race, Non-Hisp./Lat.-- 15--
Nat. Haw. or Pacif. Isl.-----
White 43.1 50.0 4292Below 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 4.4 12.1 -7.7 2.5 5940Declined
Lowest Performing 5.0 21.2 -16.2 0.3 990Declined
High needs 8.7 19.1 -10.4 6.4 2560Declined
Econ. Disadvantaged 10.5 25.0 -14.5 8.1 1560Declined
EL and Former EL 18.4 21.3 -2.9 14.7 470Declined
Students w/ disabilities 4.5 19.4 -14.9 0.2 980Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 12--
Afr. Amer./Black---- 13--
Hispanic/Latino 10.4 17.8 -7.4 7.0 900Declined
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 3.4 9.9 -6.5 0.8 4640Declined

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 582 57899Yes 1 582 57999Yes 1 291 28999Yes 1
Lowest Performing---------------
High needs 249 24699Yes 1 249 24799Yes 1 124 12399Yes 1
Econ. Disadvantaged 179 17799Yes 1 179 17899Yes 1 86 86100Yes 1
EL and Former EL 41 4098Yes 1 41 41100Yes 1 21 21100Yes 1
Students w/ disabilities 97 9497Yes 1 97 9598Yes 1 55 5498Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 11---- 11---- 7----
Afr. Amer./Black 13---- 13---- 5----
Hispanic/Latino 84 8399Yes 1 84 84100Yes 1 46 46100Yes 1
Multi-race, Non-Hisp./Lat. 15---- 15---- 5----
Nat. Haw. or Pacif. Isl.---------------
White 459 45699Yes 1 459 45699Yes 1 228 22699Yes 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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