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Henry Whittemore Elementary School

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2018 Official Accountability Report - Henry Whittemore Elementary School

Organization Information
DISTRICT NAME
Waltham (03080000)
TITLE I STATUS
Title I School
SCHOOL
Henry Whittemore Elementary School (03080065)
GRADES SERVED
K,01,02,03,04,05
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 achievement44-44-
Mathematics achievement44-44-
Science achievement24----
Achievement total101260.08867.5
GrowthEnglish language arts growth44-34-
Mathematics growth34-44-
Growth total7820.07822.5
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 absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total7.69.6-7.47.6-
Percentage of possible points 79%-97%-
Criterion-referenced target percentage88%
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 achievement34-
Achievement total111267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total8.910.3-
Percentage of possible points 86%-
Criterion-referenced target percentage86%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 67

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 490.8 494.9 4.1 492.3 2104Exceeded Target
Lowest Performing 470.5 479.2 8.7 476.0 374Exceeded Target
High needs 487.1 491.7 4.6 488.9 1744Exceeded Target
Econ. Disadvantaged 487.7 491.3 3.6 489.0 1284Exceeded Target
EL and Former EL 484.8 490.7 5.9 486.1 1444Exceeded Target
Students w/ disabilities 475.6 478.0 2.4 477.4 314Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 7--
Hispanic/Latino 488.3 493.7 5.4 489.8 1644Exceeded Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 499.8 503.1 3.3 501.5 304Exceeded 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 491.0 496.0 5.0 492.5 2094Exceeded Target
Lowest Performing 468.1 479.4 11.3 471.1 374Exceeded Target
High needs 487.6 493.8 6.2 489.2 1734Exceeded Target
Econ. Disadvantaged 487.5 493.0 5.5 488.5 1274Exceeded Target
EL and Former EL 486.2 492.7 6.5 487.7 1434Exceeded Target
Students w/ disabilities 475.2 478.0 2.8 477.0 314Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 7--
Hispanic/Latino 488.6 494.6 6.0 490.2 1634Exceeded Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 498.5 502.0 3.5 500.2 304Exceeded 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 72.9 73.3 0.4 75.6 752Improved Below Target
Lowest Performing-------
High needs 65.0 69.2 4.2 68.4 563Met Target
Econ. Disadvantaged 66.7 69.9 3.2 70.5 393Met Target
EL and Former EL 60.8 67.4 6.6 63.7 434Exceeded Target
Students w/ disabilities---- 10--
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 3--
Hispanic/Latino 62.2 73.2 11.0 65.0 564Exceeded Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 13--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 60.0 50.0 1444Exceeded Target
Lowest Performing 51.7 50.0 373Met Target
High needs 58.6 50.0 1163Met Target
Econ. Disadvantaged 57.0 50.0 873Met Target
EL and Former EL 60.8 50.0 934Exceeded Target
Students w/ disabilities 47.2 50.0 242Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 5--
Afr. Amer./Black-- 4--
Hispanic/Latino 60.9 50.0 1134Exceeded Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White 58.3 50.0 223Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 57.7 50.0 1453Met Target
Lowest Performing 62.1 50.0 374Exceeded Target
High needs 56.5 50.0 1163Met Target
Econ. Disadvantaged 54.3 50.0 873Met Target
EL and Former EL 57.1 50.0 933Met Target
Students w/ disabilities 46.2 50.0 242Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 5--
Afr. Amer./Black-- 4--
Hispanic/Latino 58.1 50.0 1133Met Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White 56.2 50.0 233Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 80.6 57.2 -23.4 62.8 1662Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 80.6 57.2 -23.4 62.8 1662Improved 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 7.5 9.0 -1.5 6.2 3870Declined
Lowest Performing 2.6 0.0 2.6 0.0 374Exceeded Target
High needs 9.1 9.4 -0.3 6.8 3181No Change
Econ. Disadvantaged 11.0 10.7 0.3 7.9 1872Improved Below Target
EL and Former EL 7.6 7.2 0.4 4.9 2632Improved Below Target
Students w/ disabilities 2.2 9.8 -7.6 0.0 510Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black---- 22--
Hispanic/Latino 6.6 7.6 -1.0 2.9 2900Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 11.7 11.9 -0.2 10.0 591No 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 224 224100Yes 1 225 224100Yes 1 80 80100Yes 1
Lowest Performing---------------
High needs 188 188100Yes 1 188 18799Yes 1 61 61100Yes 1
Econ. Disadvantaged 137 137100Yes 1 137 13699Yes 1 42 42100Yes 1
EL and Former EL 157 157100Yes 1 157 15699Yes 1 47 47100Yes 1
Students w/ disabilities 32 32100Yes 1 32 32100Yes 1 11----
Amer. Ind. or Alaska Nat.---------------
Asian 7---- 7---- 3----
Afr. Amer./Black 11---- 11---- 5----
Hispanic/Latino 174 174100Yes 1 174 17399Yes 1 59 59100Yes 1
Multi-race, Non-Hisp./Lat. 2---- 2---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 30 30100Yes 1 30 30100Yes 1 13----


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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