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W.E.B. Du Bois Regional Middle School

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2018 Official Accountability Report - Monument Valley Regional Middle School

Organization Information
DISTRICT NAME
Berkshire Hills (06180000)
TITLE I STATUS
Title I School
SCHOOL
Monument Valley Regional Middle School (06180310)
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 achievement14-24-
Mathematics achievement24-44-
Science achievement44----
Achievement total71267.56867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
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 absenteeism04-24-
Advanced coursework completion------
Additional indicators total0410.02410.0
Weighted total5.610.3-5.27.6-
Percentage of possible points 54%-68%-
Criterion-referenced target percentage61%
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 achievement04-
Mathematics achievement34-
Science achievement44-
Achievement total71267.5
GrowthEnglish language arts growth14-
Mathematics growth24-
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 total5.410.3-
Percentage of possible points 52%-
Criterion-referenced target percentage52%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 14

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 496.9 496.8 -0.1 498.9 3491No Change
Lowest Performing 474.7 476.3 1.6 480.0 582Improved Below Target
High needs 488.1 486.4 -1.7 490.1 1440Declined
Econ. Disadvantaged 491.4 488.9 -2.5 493.0 1070Declined
EL and Former EL---- 17--
Students w/ disabilities 477.3 477.7 0.4 479.1 602Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 14--
Afr. Amer./Black---- 6--
Hispanic/Latino 486.8 477.3 -9.5 488.5 240Declined
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 497.9 498.5 0.6 500.0 2952Improved Below 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 493.5 494.6 1.1 495.3 3492Improved Below Target
Lowest Performing 471.7 475.8 4.1 475.0 574Exceeded Target
High needs 484.6 486.8 2.2 486.5 1423Met Target
Econ. Disadvantaged 488.2 488.5 0.3 489.6 1052Improved Below Target
EL and Former EL---- 17--
Students w/ disabilities 476.2 479.5 3.3 478.3 594Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 14--
Afr. Amer./Black---- 6--
Hispanic/Latino 481.3 479.0 -2.3 482.9 240Declined
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 494.4 495.8 1.4 496.7 2952Improved 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 63.5 67.7 4.2 66.4 1864Exceeded Target
Lowest Performing-------
High needs 53.8 58.9 5.1 56.9 794Exceeded Target
Econ. Disadvantaged 59.4 61.0 1.6 61.9 573Met Target
EL and Former EL---- 12--
Students w/ disabilities 42.2 52.3 10.1 45.7 324Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 4--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 14--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 65.6 70.1 4.5 68.8 1594Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 41.8 50.0 3232Below Target
Lowest Performing 49.1 50.0 572Below Target
High needs 39.4 50.0 1291Below Target
Econ. Disadvantaged 40.3 50.0 972Below Target
EL and Former EL-- 14--
Students w/ disabilities 37.3 50.0 531Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 12--
Afr. Amer./Black-- 6--
Hispanic/Latino 32.9 50.0 201Below Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 41.7 50.0 2752Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.0 50.0 3212Below Target
Lowest Performing 49.7 50.0 572Below Target
High needs 48.7 50.0 1252Below Target
Econ. Disadvantaged 48.1 50.0 932Below Target
EL and Former EL-- 14--
Students w/ disabilities 47.9 50.0 502Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 11--
Afr. Amer./Black-- 6--
Hispanic/Latino 44.0 50.0 202Below Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 49.8 50.0 2742Below 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 14.0 17.4 -3.4 12.1 3800Declined
Lowest Performing 21.0 20.7 0.3 16.3 582Improved Below Target
High needs 22.0 26.1 -4.1 19.7 1570Declined
Econ. Disadvantaged 22.1 34.3 -12.2 19.7 1050Declined
EL and Former EL---- 20--
Students w/ disabilities 23.6 23.8 -0.2 19.3 631No Change
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 14--
Afr. Amer./Black---- 7--
Hispanic/Latino 23.3 33.3 -10.0 19.9 300Declined
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 12.4 15.1 -2.7 9.8 3120Declined

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 374 35896Yes 1 374 35896Yes 1 199 19196Yes 1
Lowest Performing---------------
High needs 161 15093No 1 161 14892No 1 86 8194No 1
Econ. Disadvantaged 122 11191No 1 122 10989No 1 64 5992No 1
EL and Former EL 20 20100Yes 1 20 20100Yes 1 12----
Students w/ disabilities 65 6093No 2 65 5993No 2 33 3297Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian 14---- 14---- 4----
Afr. Amer./Black 7---- 7---- 4----
Hispanic/Latino 29 2795Yes 2 29 2795Yes 2 16----
Multi-race, Non-Hisp./Lat. 15---- 15---- 8----
Nat. Haw. or Pacif. Isl.---------------
White 308 30097Yes 1 308 30097Yes 1 166 16398Yes 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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