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Woodsdale Elementary School

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2018 Official Accountability Report - Woodsdale Elementary School

Organization Information
DISTRICT NAME
Abington (00010000)
TITLE I STATUS
Non-Title I School
SCHOOL
Woodsdale Elementary School (00010015)
GRADES SERVED
03,04
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
59% - Partially meeting targets53

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 achievement44-24-
Mathematics achievement44-04-
Science achievement------
Achievement total8860.02867.5
GrowthEnglish language arts growth24-14-
Mathematics growth34-14-
Growth total5820.02822.5
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 absenteeism44-34-
Advanced coursework completion------
Additional indicators total4410.03410.0
Weighted total6.57.2-2.17.6-
Percentage of possible points 90%-28%-
Criterion-referenced target percentage59%
Partially 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 achievement---
Achievement total8867.5
GrowthEnglish language arts growth24-
Mathematics growth34-
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total6.97.6-
Percentage of possible points 91%-
Criterion-referenced target percentage91%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 46

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 498.9 504.0 5.1 500.4 3074Exceeded Target
Lowest Performing 478.1 480.7 2.6 483.6 342Improved Below Target
High needs 489.2 493.4 4.2 491.0 1194Exceeded Target
Econ. Disadvantaged 491.0 495.7 4.7 492.3 884Exceeded Target
EL and Former EL 486.4 486.3 -0.1 487.7 301No Change
Students w/ disabilities 479.0 485.1 6.1 480.8 364Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 5--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 25--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 499.6 504.5 4.9 501.3 2674Exceeded 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 495.7 499.2 3.5 497.2 3064Exceeded Target
Lowest Performing 475.9 469.9 -6.0 478.9 340Declined
High needs 485.5 487.9 2.4 487.1 1194Exceeded Target
Econ. Disadvantaged 487.8 489.4 1.6 488.8 884Exceeded Target
EL and Former EL 478.6 483.2 4.6 480.1 304Exceeded Target
Students w/ disabilities 476.6 476.4 -0.2 478.4 361No Change
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 5--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 25--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 496.8 499.3 2.5 498.5 2664Exceeded 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-------
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 2018 Mean SGP 2018 Target N Points Reason
All Students 48.4 50.0 1392Below Target
Lowest Performing 31.6 50.0 341Below Target
High needs 47.9 50.0 582Below Target
Econ. Disadvantaged 47.1 50.0 442Below Target
EL and Former EL-- 16--
Students w/ disabilities-- 14--
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 2--
Afr. Amer./Black-- 4--
Hispanic/Latino-- 12--
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White 48.2 50.0 1182Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 56.0 50.0 1393Met Target
Lowest Performing 38.2 50.0 341Below Target
High needs 54.5 50.0 583Met Target
Econ. Disadvantaged 53.3 50.0 443Met Target
EL and Former EL-- 16--
Students w/ disabilities-- 14--
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 2--
Afr. Amer./Black-- 4--
Hispanic/Latino-- 12--
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White 55.6 50.0 1183Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 74.3 56.5 -17.8 45.3 233Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 74.3 56.5 -17.8 45.3 233Met Target
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 9.9 6.4 3.5 8.6 3294Exceeded Target
Lowest Performing 15.6 11.8 3.8 11.7 343Met Target
High needs 15.0 11.4 3.6 12.7 1324Exceeded Target
Econ. Disadvantaged 17.4 12.9 4.5 14.3 854Exceeded Target
EL and Former EL 17.5 14.6 2.9 14.8 413Met Target
Students w/ disabilities 16.3 8.1 8.2 12.5 374Exceeded Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 7--
Afr. Amer./Black---- 8--
Hispanic/Latino---- 31--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 9.6 6.8 2.8 7.9 2784Exceeded Target

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 320 31899Yes 1 320 31799Yes 1 0----
Lowest Performing---------------
High needs 128 128100Yes 1 128 128100Yes 1 0----
Econ. Disadvantaged 95 95100Yes 1 95 95100Yes 1 0----
EL and Former EL 38 38100Yes 1 38 38100Yes 1 0----
Students w/ disabilities 36 36100Yes 1 36 36100Yes 1 0----
Amer. Ind. or Alaska Nat. 2---- 2---- 0----
Asian 7---- 7---- 0----
Afr. Amer./Black 7---- 7---- 0----
Hispanic/Latino 29 29100Yes 1 29 29100Yes 1 0----
Multi-race, Non-Hisp./Lat. 3---- 3---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 272 27099Yes 1 272 26999Yes 1 0----


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
Glossary of 2018 Accountability Terms

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