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Monomoy Regional Middle School

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2018 Official Accountability Report - Monomoy Regional Middle School

Organization Information
DISTRICT NAME
Monomoy Regional School District (07120000)
TITLE I STATUS
Non-Title I School
SCHOOL
Monomoy Regional Middle School (07120315)
GRADES SERVED
05,06,07
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
83% - Meeting targets69

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 achievement34-24-
Mathematics achievement44-44-
Science achievement44----
Achievement total111267.56867.5
GrowthEnglish language arts growth34-44-
Mathematics growth44-44-
Growth total7822.58822.5
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 total9.010.3-5.97.6-
Percentage of possible points 87%-78%-
Criterion-referenced target percentage83%
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 achievement44-
Achievement total121267.5
GrowthEnglish language arts growth34-
Mathematics growth44-
Growth total7822.5
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 total9.710.3-
Percentage of possible points 94%-
Criterion-referenced target percentage94%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 80

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 500.6 502.1 1.5 502.1 4363Met Target
Lowest Performing 477.7 481.7 4.0 482.4 582Improved Below Target
High needs 491.5 495.2 3.7 493.1 2054Exceeded Target
Econ. Disadvantaged 496.1 497.4 1.3 497.5 1383Met Target
EL and Former EL 496.1 497.8 1.7 498.1 323Met Target
Students w/ disabilities 482.1 484.8 2.7 483.8 854Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 2--
Afr. Amer./Black---- 30--
Hispanic/Latino 488.4 494.1 5.7 489.5 294Exceeded Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.---- 2--
White 502.7 503.3 0.6 504.3 3632Improved 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 498.3 501.5 3.2 499.7 4344Exceeded Target
Lowest Performing 474.9 479.7 4.8 478.5 584Exceeded Target
High needs 490.6 494.2 3.6 492.3 2034Exceeded Target
Econ. Disadvantaged 494.5 497.1 2.6 495.6 1394Exceeded Target
EL and Former EL 492.6 493.6 1.0 494.8 312Improved Below Target
Students w/ disabilities 481.2 482.5 1.3 483.3 832Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 2--
Afr. Amer./Black---- 30--
Hispanic/Latino 486.0 492.3 6.3 487.6 294Exceeded Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.---- 2--
White 500.2 502.8 2.6 501.7 3614Exceeded 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 81.9 86.0 4.1 84.3 1814Exceeded Target
Lowest Performing-------
High needs 71.9 77.2 5.3 74.7 814Exceeded Target
Econ. Disadvantaged 75.6 78.5 2.9 78.5 573Met Target
EL and Former EL---- 9--
Students w/ disabilities 60.6 66.7 6.1 63.7 334Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 11--
Hispanic/Latino---- 8--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.---- 1--
White 86.0 88.5 2.5 88.4 1593Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 57.6 50.0 4193Met Target
Lowest Performing 61.4 50.0 584Exceeded Target
High needs 57.3 50.0 1893Met Target
Econ. Disadvantaged 54.8 50.0 1273Met Target
EL and Former EL 60.8 50.0 314Exceeded Target
Students w/ disabilities 60.5 50.0 754Exceeded Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 2--
Afr. Amer./Black-- 26--
Hispanic/Latino 60.9 50.0 284Exceeded Target
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-- 2--
White 57.4 50.0 3523Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 67.2 50.0 4194Exceeded Target
Lowest Performing 60.8 50.0 584Exceeded Target
High needs 64.0 50.0 1894Exceeded Target
Econ. Disadvantaged 67.0 50.0 1284Exceeded Target
EL and Former EL 61.8 50.0 304Exceeded Target
Students w/ disabilities 57.7 50.0 753Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 2--
Afr. Amer./Black-- 26--
Hispanic/Latino 61.6 50.0 284Exceeded Target
Multi-race, Non-Hisp./Lat.-- 8--
Nat. Haw. or Pacif. Isl.-- 2--
White 67.3 50.0 3524Exceeded 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 9.4 12.4 -3.0 8.3 4680Declined
Lowest Performing 8.1 12.1 -4.0 4.5 580Declined
High needs 10.5 16.7 -6.2 8.1 2220Declined
Econ. Disadvantaged 14.6 19.6 -5.0 11.1 1380Declined
EL and Former EL 8.8 10.0 -1.2 4.4 400Declined
Students w/ disabilities 8.9 11.4 -2.5 5.6 880Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 4--
Afr. Amer./Black---- 36--
Hispanic/Latino 5.4 6.1 -0.7 1.8 330Declined
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.---- 2--
White 9.5 13.5 -4.0 8.2 3780Declined

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 459 45599Yes 1 458 45399Yes 1 193 19098Yes 1
Lowest Performing---------------
High needs 223 22199Yes 1 222 21999Yes 1 89 8899Yes 1
Econ. Disadvantaged 155 15399Yes 1 155 15499Yes 1 65 6498Yes 1
EL and Former EL 39 39100Yes 1 38 38100Yes 1 13----
Students w/ disabilities 90 90100Yes 1 90 8898Yes 1 36 36100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 4---- 4---- 2----
Afr. Amer./Black 33 33100Yes 1 33 33100Yes 1 12----
Hispanic/Latino 33 33100Yes 1 33 33100Yes 1 11----
Multi-race, Non-Hisp./Lat. 13---- 13---- 3----
Nat. Haw. or Pacif. Isl. 2---- 2---- 1----
White 373 36999Yes 1 372 36799Yes 1 164 16198Yes 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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