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Athol Community Elementary School

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2018 Official Accountability Report - Athol Community Elementary School

Organization Information
DISTRICT NAME
Athol-Royalston (06150000)
TITLE I STATUS
Title I School
SCHOOL
Athol Community Elementary School (06150020)
GRADES SERVED
PK,K,01,02,03,04
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 achievement44-44-
Science achievement------
Achievement total8867.56867.5
GrowthEnglish language arts growth14-14-
Mathematics growth24-24-
Growth total3822.53822.5
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 total6.17.6-4.77.6-
Percentage of possible points 80%-62%-
Criterion-referenced target percentage71%
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 achievement44-
Mathematics achievement44-
Science achievement---
Achievement total8867.5
GrowthEnglish language arts growth14-
Mathematics growth14-
Growth total2822.5
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 total5.97.6-
Percentage of possible points 78%-
Criterion-referenced target percentage78%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 4

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 482.8 489.5 6.7 484.8 1904Exceeded Target
Lowest Performing 463.3 463.6 0.3 468.6 212Improved Below Target
High needs 478.7 486.0 7.3 480.7 1294Exceeded Target
Econ. Disadvantaged 477.8 485.9 8.1 479.4 1124Exceeded Target
EL and Former EL---- 8--
Students w/ disabilities 474.0 478.8 4.8 475.8 484Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 482.7 488.7 6.0 484.8 1584Exceeded 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 480.9 488.1 7.2 482.7 1904Exceeded Target
Lowest Performing 453.8 459.0 5.2 457.1 214Exceeded Target
High needs 475.9 484.2 8.3 477.8 1294Exceeded Target
Econ. Disadvantaged 475.4 483.7 8.3 476.8 1124Exceeded Target
EL and Former EL---- 8--
Students w/ disabilities 466.4 474.1 7.7 468.5 484Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 481.8 487.6 5.8 484.1 1584Exceeded 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-------
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-------

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 37.3 50.0 931Below Target
Lowest Performing 30.8 50.0 211Below Target
High needs 35.6 50.0 601Below Target
Econ. Disadvantaged 35.0 50.0 541Below Target
EL and Former EL-- 1--
Students w/ disabilities-- 18--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-----
Hispanic/Latino-- 7--
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 37.7 50.0 821Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 40.5 50.0 932Below Target
Lowest Performing 40.3 50.0 212Below Target
High needs 36.6 50.0 601Below Target
Econ. Disadvantaged 36.3 50.0 541Below Target
EL and Former EL-- 1--
Students w/ disabilities-- 18--
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black-----
Hispanic/Latino-- 7--
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 39.0 50.0 821Below 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 18.5 24.7 -6.2 16.6 4300Declined
Lowest Performing 18.2 33.3 -15.1 13.5 210Declined
High needs 19.7 28.8 -9.1 17.4 3160Declined
Econ. Disadvantaged 21.0 31.3 -10.3 18.6 2460Declined
EL and Former EL---- 14--
Students w/ disabilities 21.6 29.2 -7.6 17.3 1300Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 44--
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.---- 1--
White 15.5 22.8 -7.3 12.9 3560Declined

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 200 19899Yes 1 201 19999Yes 1 0----
Lowest Performing---------------
High needs 137 13599Yes 1 138 13699Yes 1 0----
Econ. Disadvantaged 117 117100Yes 1 118 118100Yes 1 0----
EL and Former EL 8---- 8---- 0----
Students w/ disabilities 52 5096Yes 1 53 5196Yes 1 0----
Amer. Ind. or Alaska Nat.---------------
Asian 3---- 3---- 0----
Afr. Amer./Black 1---- 1---- 0----
Hispanic/Latino 19---- 19---- 0----
Multi-race, Non-Hisp./Lat. 10---- 10---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 167 16599Yes 1 168 16699Yes 1 0----


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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