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2019 Official Accountability Report - Mosier
Organization Information
DISTRICT NAME
South Hadley (02780000)		TITLE I STATUS
Title I School
SCHOOL
Mosier (02780020)		GRADES SERVED
02,03,04
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
65% - Substantial progress toward targets57

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage90%48%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		65%
Substantial 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 achievement04-44-
Science achievement------
Achievement total0867.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-34-
Growth total5822.56822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total1.57.6-5.87.6-
Percentage of possible points 20%-76%-
Criterion-referenced target percentage48%

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 achievement44-44-
Mathematics achievement44-44-
Science achievement------
Achievement total8860.08867.5
GrowthEnglish language arts growth44-34-
Mathematics growth34-34-
Growth total7820.06822.5
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 absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total6.47.2-6.97.6-
Percentage of possible points 89%-91%-
Criterion-referenced target percentage90%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage68%32%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		46%
Moderate 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 achievement14-
Science achievement---
Achievement total1867.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total2.47.6-
Percentage of possible points 32%-
2019 Annual criterion-referenced target percentage32%

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 achievement44-
Mathematics achievement24-
Science achievement---
Achievement total6867.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
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 total5.27.6-
Percentage of possible points 68%-
2018 Annual criterion-referenced target percentage68%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
58

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 505.9 500.2 -5.7 506.9 2690Declined
Lowest Performing 483.8 486.2 2.4 487.9 332Improved Below Target
High needs 497.2 492.5 -4.7 498.4 1100Declined
Econ. Disadvantaged 500.5 493.9 -6.6 501.5 770Declined
EL and Former EL---- 23--
Students w/ disabilities 483.9 482.1 -1.8 485.4 490Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black---- 3--
Hispanic/Latino 501.0 494.4 -6.6 502.0 450Declined
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 507.3 501.4 -5.9 508.3 2130Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 504.9 501.0 -3.9 506.2 2680Declined
Lowest Performing 475.9 482.5 6.6 479.6 324Exceeded Target
High needs 491.8 491.3 -0.5 493.1 1091No Change
Econ. Disadvantaged 494.6 492.5 -2.1 496.1 770Declined
EL and Former EL---- 23--
Students w/ disabilities 478.9 481.1 2.2 481.0 473Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black---- 3--
Hispanic/Latino 495.9 490.9 -5.0 497.3 460Declined
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 506.8 502.9 -3.9 508.3 2110Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 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 2019 Mean SGP N Points Reason
All Students 51.0 1303Typical Growth - High
Lowest Performing 50.1 313Typical Growth - High
High needs 53.5 483Typical Growth - High
Econ. Disadvantaged 53.0 393Typical Growth - High
EL and Former EL- 9--
Students w/ disabilities- 18--
Amer. Ind. or Alaska Nat.- 1--
Asian- 2--
Afr. Amer./Black- 3--
Hispanic/Latino 48.7 222Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White 50.9 1003Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 49.5 1292Typical Growth - Low
Lowest Performing 58.5 313Typical Growth - High
High needs 51.8 473Typical Growth - High
Econ. Disadvantaged 49.7 382Typical Growth - Low
EL and Former EL- 8--
Students w/ disabilities- 17--
Amer. Ind. or Alaska Nat.- 1--
Asian- 2--
Afr. Amer./Black- 3--
Hispanic/Latino 51.7 213Typical Growth - High
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White 48.6 1002Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 9.0 6.8 -2.2 7.7 4384Exceeded Target
Lowest Performing 15.2 6.1 -9.1 11.7 334Exceeded Target
High needs 17.5 12.0 -5.5 14.9 1834Exceeded Target
Econ. Disadvantaged 22.7 13.6 -9.1 19.0 1254Exceeded Target
EL and Former EL---- 33--
Students w/ disabilities 8.3 9.6 1.3 5.0 730Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 6--
Afr. Amer./Black---- 6--
Hispanic/Latino 27.4 14.7 -12.7 23.7 754Exceeded Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 4.4 5.3 0.9 3.0 3410Declined

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 273 273100Yes 1 271 271100Yes 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 114 114 112 112-- 226 226100Yes1
Econ. Disadvantaged 80 80 79 79-- 159 159100Yes1
EL and Former EL 24 24 24 24-- 48 48100Yes1
Students w/ disabilities 51 51 49 49-- 100 100100Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1-- 2----
Asian 3 3 3 3-- 6----
Afr. Amer./Black 3 3 3 3-- 6----
Hispanic/Latino 46 46 47 47-- 93 93100Yes1
Multi-race, Non-Hisp./Lat. 4 4 4 4-- 8----
Nat. Haw. or Pacif. Isl.-----------
White 216 216 213 213-- 429 429100Yes1


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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