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William N. DeBerry
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2019 Official Accountability Report - William N. DeBerry
Organization Information
DISTRICT NAME
Springfield (02810000)		TITLE I STATUS
Title I School
SCHOOL
William N. DeBerry (02810045)		GRADES SERVED
K,01,02,03,04,05
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools
Progress toward improvement targetsAccountability percentile
32% - Moderate progress toward targets5

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage59%14%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		32%
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 achievement04-04-
Science achievement04----
Achievement total01260.02867.5
GrowthEnglish language arts growth14-24-
Mathematics growth04-14-
Growth total1820.03822.5
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 total0410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total0.29.6-2.07.6-
Percentage of possible points 2%-26%-
Criterion-referenced target percentage14%

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 achievement24-44-
Mathematics achievement04-44-
Science achievement14----
Achievement total31260.08867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-24-
Growth total3820.04822.5
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 total4410.0---
Additional indicatorsChronic absenteeism14-34-
Advanced coursework completion------
Additional indicators total1410.03410.0
Weighted total2.99.6-6.67.6-
Percentage of possible points 30%-87%-
Criterion-referenced target percentage59%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage27%2%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		12%
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 achievement04-
Achievement total01267.5
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 total0.210.3-
Percentage of possible points 2%-
2019 Annual criterion-referenced target percentage2%

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 achievement24-
Mathematics achievement04-
Science achievement14-
Achievement total31267.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total2.810.3-
Percentage of possible points 27%-
2018 Annual criterion-referenced target percentage27%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
18

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 492.3 490.7 -1.6 494.2 1180Declined
Lowest Performing 476.1 477.3 1.2 481.2 202Improved Below Target
High needs 491.0 490.4 -0.6 492.9 1130Declined
Econ. Disadvantaged 491.0 490.5 -0.5 492.1 1121No Change
EL and Former EL 485.7 486.4 0.7 487.4 352Improved Below Target
Students w/ disabilities 488.1 483.5 -4.6 490.2 410Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 489.9 489.2 -0.7 491.6 240Declined
Hispanic/Latino 493.0 491.5 -1.5 494.4 890Declined
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 3--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 493.2 486.9 -6.3 494.8 1180Declined
Lowest Performing 474.1 471.2 -2.9 477.8 200Declined
High needs 492.4 486.6 -5.8 494.4 1130Declined
Econ. Disadvantaged 492.2 486.5 -5.7 494.0 1120Declined
EL and Former EL 492.4 487.1 -5.3 494.3 350Declined
Students w/ disabilities 492.7 480.9 -11.8 495.0 410Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 490.4 485.9 -4.5 492.4 240Declined
Hispanic/Latino 493.8 487.6 -6.2 495.2 890Declined
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 3--

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 69.1 55.1 -14.0 72.2 440Declined
Lowest Performing-------
High needs 66.9 54.3 -12.6 70.2 410Declined
Econ. Disadvantaged 64.8 53.8 -11.0 67.9 400Declined
EL and Former EL---- 14--
Students w/ disabilities---- 16--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 8--
Hispanic/Latino 65.7 54.4 -11.3 68.7 340Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 2--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 36.0 861Low Growth
Lowest Performing 42.7 202Typical Growth - Low
High needs 36.6 821Low Growth
Econ. Disadvantaged 36.4 811Low Growth
EL and Former EL 44.7 242Typical Growth - Low
Students w/ disabilities 37.3 361Low Growth
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 17--
Hispanic/Latino 36.2 651Low Growth
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White- 3--

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 26.8 860Very Low Growth
Lowest Performing 30.6 201Low Growth
High needs 27.1 820Very Low Growth
Econ. Disadvantaged 27.0 810Very Low Growth
EL and Former EL 38.7 241Low Growth
Students w/ disabilities 31.2 361Low Growth
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 17--
Hispanic/Latino 28.8 650Very Low Growth
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White- 3--

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 48.0 34.7 -13.3 53.4 490Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 48.0 34.7 -13.3 53.4 490Declined
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 11.9 20.5 8.6 9.7 2290Declined
Lowest Performing 25.0 30.0 5.0 20.1 200Declined
High needs 13.4 20.5 7.1 10.9 2190Declined
Econ. Disadvantaged 13.1 19.9 6.8 10.4 2010Declined
EL and Former EL 15.0 27.5 12.5 11.7 690Declined
Students w/ disabilities 9.9 28.0 18.1 5.6 750Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black 7.5 12.2 4.7 3.9 490Declined
Hispanic/Latino 13.1 23.4 10.3 9.3 1670Declined
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 10--

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 151 151100Yes 1 151 151100Yes 1 55 55100Yes 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 145 145 145 145 52 52 342 342100Yes1
Econ. Disadvantaged 143 143 142 142 51 51 336 336100Yes1
EL and Former EL 50 50 50 50 19 19 119 119100Yes1
Students w/ disabilities 57 57 57 57 23 23 137 137100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 1 1 1 1-- 2----
Afr. Amer./Black 28 28 28 28 9 9 65 65100Yes1
Hispanic/Latino 115 115 115 115 43 43 273 273100Yes1
Multi-race, Non-Hisp./Lat. 1 1 1 1-- 2----
Nat. Haw. or Pacif. Isl.-----------
White 6 6 6 6 3 3 15----


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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