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Fort River Elementary

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2018 Official Accountability Report - Fort River Elementary

Organization Information
DISTRICT NAME
Amherst (00080000)
TITLE I STATUS
Title I School
SCHOOL
Fort River Elementary (00080020)
GRADES SERVED
K,01,02,03,04,05,06
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
71% - Partially meeting targets41

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 achievement44-04-
Mathematics achievement44-44-
Science achievement44----
Achievement total121260.04867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-24-
Growth total4820.03822.5
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 total4410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total8.89.6-3.87.6-
Percentage of possible points 92%-50%-
Criterion-referenced target percentage71%
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 achievement34-
Mathematics achievement24-
Science achievement24-
Achievement total71267.5
GrowthEnglish language arts growth14-
Mathematics growth24-
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total5.810.3-
Percentage of possible points 56%-
Criterion-referenced target percentage56%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 11

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 498.7 503.4 4.7 500.2 1954Exceeded Target
Lowest Performing 476.5 475.6 -0.9 482.0 310Declined
High needs 485.4 486.8 1.4 487.2 953Met Target
Econ. Disadvantaged 485.0 484.6 -0.4 486.3 721No Change
EL and Former EL 484.1 488.4 4.3 485.4 264Exceeded Target
Students w/ disabilities 480.9 481.8 0.9 482.7 512Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 21--
Afr. Amer./Black---- 18--
Hispanic/Latino 485.8 489.2 3.4 487.3 454Exceeded Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 508.7 514.2 5.5 510.4 994Exceeded 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 496.8 499.1 2.3 498.3 1974Exceeded Target
Lowest Performing 465.1 469.9 4.8 468.1 324Exceeded Target
High needs 482.5 483.3 0.8 484.1 972Improved Below Target
Econ. Disadvantaged 482.0 479.7 -2.3 483.0 730Declined
EL and Former EL 484.3 488.7 4.4 485.8 264Exceeded Target
Students w/ disabilities 473.8 475.5 1.7 475.6 543Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 21--
Afr. Amer./Black---- 18--
Hispanic/Latino 481.4 485.6 4.2 483.0 454Exceeded Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 507.3 507.5 0.2 509.0 1013Met 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 63.5 68.8 5.3 66.2 694Exceeded Target
Lowest Performing-------
High needs 44.6 45.8 1.2 48.0 362Improved Below Target
Econ. Disadvantaged 38.1 45.7 7.6 41.9 294Exceeded Target
EL and Former EL---- 7--
Students w/ disabilities---- 24--
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 88.0 79.3 -8.7 90.8 350Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.1 50.0 1462Below Target
Lowest Performing 34.2 50.0 301Below Target
High needs 34.4 50.0 751Below Target
Econ. Disadvantaged 32.7 50.0 561Below Target
EL and Former EL 32.6 50.0 201Below Target
Students w/ disabilities 35.1 50.0 421Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 12--
Afr. Amer./Black-- 16--
Hispanic/Latino 36.0 50.0 351Below Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 53.3 50.0 743Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 46.3 50.0 1442Below Target
Lowest Performing 40.7 50.0 322Below Target
High needs 42.2 50.0 742Below Target
Econ. Disadvantaged 38.6 50.0 571Below Target
EL and Former EL 44.6 50.0 212Below Target
Students w/ disabilities 40.4 50.0 412Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 13--
Afr. Amer./Black-- 16--
Hispanic/Latino 43.0 50.0 342Below Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 50.8 50.0 723Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 48.6 67.6 19.0 62.8 344Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 48.6 67.6 19.0 62.8 344Exceeded 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 10.1 7.4 2.7 8.8 3124Exceeded Target
Lowest Performing 25.0 15.6 9.4 21.1 324Exceeded Target
High needs 15.8 11.4 4.4 13.5 1674Exceeded Target
Econ. Disadvantaged 17.7 14.8 2.9 14.6 1153Met Target
EL and Former EL 5.3 5.6 -0.3 2.6 541No Change
Students w/ disabilities 22.9 19.5 3.4 19.1 823Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 45--
Afr. Amer./Black---- 33--
Hispanic/Latino 20.0 13.2 6.8 16.3 684Exceeded Target
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 6.4 8.1 -1.7 4.7 1490Declined

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 211 20899Yes 1 210 210100Yes 1 75 75100Yes 1
Lowest Performing---------------
High needs 110 10797Yes 1 109 109100Yes 1 41 41100Yes 1
Econ. Disadvantaged 79 7797Yes 1 78 78100Yes 1 31 31100Yes 1
EL and Former EL 35 35100Yes 1 35 35100Yes 1 11----
Students w/ disabilities 56 5395Yes 1 56 56100Yes 1 26 26100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 26 26100Yes 1 26 26100Yes 1 10----
Afr. Amer./Black 20 20100Yes 1 20 20100Yes 1 6----
Hispanic/Latino 48 4798Yes 1 47 47100Yes 1 17----
Multi-race, Non-Hisp./Lat. 13---- 13---- 5----
Nat. Haw. or Pacif. Isl.---------------
White 104 10298Yes 1 104 104100Yes 1 37 37100Yes 1


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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