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Garfield Elementary School
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2019 Official Accountability Report - Garfield Elementary School
Organization Information
DISTRICT NAME
Revere (02480000)		TITLE I STATUS
Title I School
SCHOOL
Garfield Elementary School (02480056)		GRADES SERVED
PK,K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
35% - Moderate progress toward targets21

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage51%25%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		35%
Moderate progress toward targets

2019 Points awarded

2019 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 achievement04-14-
Mathematics achievement04-24-
Science achievement04----
Achievement total01260.03867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-14-
Growth total3820.03822.5
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 total1410.0---
Additional indicatorsChronic absenteeism24-44-
Advanced coursework completion------
Additional indicators total2410.04410.0
Weighted total0.99.6-3.17.6-
Percentage of possible points 9%-41%-
Criterion-referenced target percentage25%

2018 Points awarded

2018 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 achievement04-44-
Mathematics achievement04-44-
Science achievement04----
Achievement total01260.08867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-24-
Growth total4820.05822.5
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 total3410.0---
Additional indicatorsChronic absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total1.19.6-6.97.6-
Percentage of possible points 11%-91%-
Criterion-referenced target percentage51%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage11%21%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		17%
Limited or no progress toward targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement14-
Mathematics achievement04-
Science achievement14-
Achievement total21267.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total2.210.3-
Percentage of possible points 21%-
2019 Annual criterion-referenced target percentage21%

2018 Points awarded

2018 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total1.110.3-
Percentage of possible points 11%-
2018 Annual criterion-referenced target percentage11%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
33

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 495.7 494.8 -0.9 497.6 3150Declined
Lowest Performing 474.4 474.2 -0.2 479.5 471No Change
High needs 492.9 492.4 -0.5 494.8 2621No Change
Econ. Disadvantaged 492.3 491.3 -1.0 493.4 1920Declined
EL and Former EL 490.3 490.9 0.6 492.0 1912Improved Below Target
Students w/ disabilities 481.7 477.0 -4.7 483.8 480Declined
Amer. Ind. or Alaska Nat.-------
Asian 500.6 502.0 1.4 501.9 203Met Target
Afr. Amer./Black---- 12--
Hispanic/Latino 493.8 491.3 -2.5 495.2 2160Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 497.7 503.1 5.4 499.2 644Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 495.2 494.0 -1.2 496.8 3150Declined
Lowest Performing 473.1 473.5 0.4 476.8 472Improved Below Target
High needs 493.3 491.7 -1.6 495.3 2620Declined
Econ. Disadvantaged 491.0 490.0 -1.0 492.8 1920Declined
EL and Former EL 492.3 491.3 -1.0 494.2 1910Declined
Students w/ disabilities 480.4 477.0 -3.4 482.7 480Declined
Amer. Ind. or Alaska Nat.-------
Asian 503.3 508.6 5.3 505.1 204Exceeded Target
Afr. Amer./Black---- 12--
Hispanic/Latino 493.0 490.4 -2.6 494.4 2160Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 498.4 502.6 4.2 500.2 644Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 62.0 58.8 -3.2 65.1 1130Declined
Lowest Performing-------
High needs 56.5 55.6 -0.9 59.8 941No Change
Econ. Disadvantaged 55.1 53.5 -1.6 58.2 651No Change
EL and Former EL 49.0 51.9 2.9 52.1 663Met Target
Students w/ disabilities---- 13--
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 4--
Hispanic/Latino 58.1 55.1 -3.0 61.1 780Declined
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 68.8 64.8 -4.0 72.1 220Declined

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 45.9 1892Typical Growth - Low
Lowest Performing 41.0 462Typical Growth - Low
High needs 46.0 1582Typical Growth - Low
Econ. Disadvantaged 44.7 1122Typical Growth - Low
EL and Former EL 49.2 1152Typical Growth - Low
Students w/ disabilities 36.6 241Low Growth
Amer. Ind. or Alaska Nat.----
Asian- 15--
Afr. Amer./Black- 7--
Hispanic/Latino 42.9 1302Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White 53.9 363Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 38.7 1891Low Growth
Lowest Performing 38.0 461Low Growth
High needs 39.7 1581Low Growth
Econ. Disadvantaged 38.4 1121Low Growth
EL and Former EL 42.3 1152Typical Growth - Low
Students w/ disabilities 44.5 242Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 15--
Afr. Amer./Black- 7--
Hispanic/Latino 37.6 1301Low Growth
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White 43.3 362Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 70.6 70.5 -0.1 74.6 2071No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 70.6 70.5 -0.1 74.6 2071No Change
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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 10.3 9.3 -1.0 8.1 5912Improved Below Target
Lowest Performing 10.6 4.3 -6.3 5.7 474Exceeded Target
High needs 11.0 10.3 -0.7 8.5 4952Improved Below Target
Econ. Disadvantaged 12.4 12.8 0.4 9.7 3271No Change
EL and Former EL 7.6 8.0 0.4 4.3 3511No Change
Students w/ disabilities 25.3 19.0 -6.3 21.0 844Exceeded Target
Amer. Ind. or Alaska Nat.---- 2--
Asian 4.5 6.5 2.0 1.3 310Declined
Afr. Amer./Black---- 19--
Hispanic/Latino 10.0 10.1 0.1 6.2 4051No Change
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 11.7 7.1 -4.6 8.8 1264Exceeded Target

Assessment participation - All students
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 334 334100Yes 1 333 333100Yes 1 117 117100Yes 1

Assessment participation - Subgroups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 281 281 280 280 98 98 659 659100Yes1
Econ. Disadvantaged 208 208 207 207 68 68 483 483100Yes1
EL and Former EL 208 208 208 208 70 70 486 486100Yes1
Students w/ disabilities 48 48 48 48 13 13 109 109100Yes1
Amer. Ind. or Alaska Nat. 2 2 2 2-- 4----
Asian 21 21 21 21 9 9 51 51100Yes1
Afr. Amer./Black 12 12 12 12 4 4 28----
Hispanic/Latino 231 231 230 230 81 81 542 542100Yes1
Multi-race, Non-Hisp./Lat. 3 3 3 3 1 1 7----
Nat. Haw. or Pacif. Isl.-----------
White 65 65 65 65 22 22 152 152100Yes1


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 not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to 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 cumulative criterion-referenced target percentage of 75% or higher.

The annual 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)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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 multiple years of data for all accountability indicators. School percentiles are not calculated for districts.


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Glossary of Accountability Terms Glossary of 2019 Accountability Terms

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