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Charlton Street
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2019 Official Accountability Report - Charlton Street
Organization Information
DISTRICT NAME
Southbridge (02770000)		TITLE I STATUS
Title I School
SCHOOL
Charlton Street (02770005)		GRADES SERVED
PK,02,03,04,05
REGION
Strategic Transformation		FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low subgroup performance: White -Economically disadvantaged -Hispanic/Latino -High needs
Progress toward improvement targetsAccountability percentile
29% - Moderate progress toward targets2

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage32%27%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		29%
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 achievement04-24-
Mathematics achievement04-24-
Science achievement24----
Achievement total21260.04867.5
GrowthEnglish language arts growth14-14-
Mathematics growth04-04-
Growth total1820.01822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total1.59.6-2.97.6-
Percentage of possible points 16%-38%-
Criterion-referenced target percentage27%

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 achievement04-24-
Mathematics achievement04-14-
Science achievement44----
Achievement total41260.03867.5
GrowthEnglish language arts growth14-04-
Mathematics growth14-14-
Growth total2820.01822.5
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 absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total3.29.6-2.37.6-
Percentage of possible points 33%-30%-
Criterion-referenced target percentage32%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage33%16%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		23%
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 achievement04-
Mathematics achievement04-
Science achievement24-
Achievement total21267.5
GrowthEnglish language arts growth14-
Mathematics growth04-
Growth total1822.5
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 total1.610.3-
Percentage of possible points 16%-
2019 Annual criterion-referenced target percentage16%

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 achievement44-
Achievement total41267.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total3.410.3-
Percentage of possible points 33%-
2018 Annual criterion-referenced target percentage33%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
3

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 486.5 484.5 -2.0 488.4 1990Declined
Lowest Performing 463.9 465.3 1.4 469.0 282Improved Below Target
High needs 484.8 483.1 -1.7 486.7 1730Declined
Econ. Disadvantaged 483.8 481.8 -2.0 484.9 1460Declined
EL and Former EL 482.1 481.9 -0.2 483.8 901No Change
Students w/ disabilities 470.1 469.1 -1.0 472.2 370Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black---- 7--
Hispanic/Latino 483.3 482.8 -0.5 484.7 1091No Change
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 489.3 485.5 -3.8 490.8 690Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 483.0 476.1 -6.9 484.6 2000Declined
Lowest Performing 456.4 457.8 1.4 460.1 282Improved Below Target
High needs 481.6 474.8 -6.8 483.6 1740Declined
Econ. Disadvantaged 481.9 473.8 -8.1 483.7 1470Declined
EL and Former EL 477.3 474.7 -2.6 479.2 910Declined
Students w/ disabilities 471.1 463.6 -7.5 473.4 380Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black---- 7--
Hispanic/Latino 479.2 474.0 -5.2 480.6 1100Declined
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 487.6 479.0 -8.6 489.4 690Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 58.4 59.6 1.2 61.5 732Improved Below Target
Lowest Performing-------
High needs 56.0 56.8 0.8 59.3 592Improved Below Target
Econ. Disadvantaged 52.5 56.9 4.4 55.6 544Exceeded Target
EL and Former EL---- 23--
Students w/ disabilities---- 14--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 2--
Hispanic/Latino 46.2 56.4 10.2 49.2 394Exceeded Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 67.9 60.9 -7.0 71.2 230Declined

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 37.5 1251Low Growth
Lowest Performing 32.6 281Low Growth
High needs 37.2 1051Low Growth
Econ. Disadvantaged 37.0 871Low Growth
EL and Former EL 39.0 511Low Growth
Students w/ disabilities- 16--
Amer. Ind. or Alaska Nat.- 1--
Asian- 3--
Afr. Amer./Black- 3--
Hispanic/Latino 34.3 651Low Growth
Multi-race, Non-Hisp./Lat.- 8--
Nat. Haw. or Pacif. Isl.----
White 39.6 451Low Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 27.4 1260Very Low Growth
Lowest Performing 29.9 280Very Low Growth
High needs 26.4 1060Very Low Growth
Econ. Disadvantaged 26.3 880Very Low Growth
EL and Former EL 29.1 520Very Low Growth
Students w/ disabilities- 16--
Amer. Ind. or Alaska Nat.- 1--
Asian- 3--
Afr. Amer./Black- 3--
Hispanic/Latino 28.6 660Very Low Growth
Multi-race, Non-Hisp./Lat.- 8--
Nat. Haw. or Pacif. Isl.----
White 27.8 450Very Low Growth

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 40.8 39.4 -1.4 46.2 711No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 40.8 39.4 -1.4 46.2 711No 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 19.5 20.5 1.0 17.3 2970Declined
Lowest Performing 10.7 21.4 10.7 5.8 280Declined
High needs 21.6 22.8 1.2 19.1 2630Declined
Econ. Disadvantaged 23.8 25.5 1.7 21.1 2040Declined
EL and Former EL 24.1 24.4 0.3 20.8 1231No Change
Students w/ disabilities 23.6 20.7 -2.9 19.3 582Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black---- 10--
Hispanic/Latino 24.1 23.1 -1.0 20.3 1732Improved Below Target
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 15.0 19.0 4.0 12.1 1000Declined

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 214 20897Yes 1 214 21199Yes 1 74 74100Yes 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 187 182 187 185 60 60 434 42798Yes1
Econ. Disadvantaged 158 153 158 156 55 55 371 36498Yes1
EL and Former EL 96 92 96 95 23 23 215 21098Yes1
Students w/ disabilities 44 42 44 43 14 14 102 9997Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1-- 2----
Asian 3 2 3 3 2 2 8----
Afr. Amer./Black 8 8 8 8 2 2 18----
Hispanic/Latino 118 115 118 117 40 40 276 27299Yes1
Multi-race, Non-Hisp./Lat. 10 10 10 10 7 7 27----
Nat. Haw. or Pacif. Isl.-----------
White 74 72 74 72 23 23 171 16798Yes1


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.


Resources
Interpretive Materials Interpretive Materials
Glossary of Accountability Terms Glossary of 2019 Accountability Terms

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