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High Plain Elementary

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2018 Official Accountability Report - High Plain Elementary

Organization Information
DISTRICT NAME
Andover (00090000)
TITLE I STATUS
Non-Title I School
SCHOOL
High Plain Elementary (00090004)
GRADES SERVED
K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
97% - Meeting targets96

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 achievement44-44-
Mathematics achievement44-44-
Science achievement44----
Achievement total121260.08867.5
GrowthEnglish language arts growth34-34-
Mathematics growth44-44-
Growth total7820.07822.5
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 absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total9.29.6-7.47.6-
Percentage of possible points 96%-97%-
Criterion-referenced target percentage97%
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 achievement14-
Science achievement44-
Achievement total91267.5
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 total7.810.3-
Percentage of possible points 76%-
Criterion-referenced target percentage76%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 97

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 513.6 514.1 0.5 515.3 2764Exceeded Target
Lowest Performing 491.2 499.2 8.0 495.1 454Exceeded Target
High needs 498.3 502.2 3.9 499.9 984Exceeded Target
Econ. Disadvantaged---- 24--
EL and Former EL 501.4 504.3 2.9 502.8 464Exceeded Target
Students w/ disabilities 495.4 497.5 2.1 496.7 544Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 516.0 519.2 3.2 517.9 904Exceeded Target
Afr. Amer./Black---- 6--
Hispanic/Latino 503.9 507.1 3.2 505.3 224Exceeded Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 513.1 512.4 -0.7 514.7 1503Met 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 511.4 511.5 0.1 512.6 2764Exceeded Target
Lowest Performing 489.9 494.3 4.4 492.7 454Exceeded Target
High needs 499.7 499.5 -0.2 501.1 981No Change
Econ. Disadvantaged---- 24--
EL and Former EL 506.7 506.0 -0.7 508.3 460Declined
Students w/ disabilities 495.9 494.4 -1.5 497.7 543Met Target
Amer. Ind. or Alaska Nat.-------
Asian 519.1 522.0 2.9 521.5 904Exceeded Target
Afr. Amer./Black---- 6--
Hispanic/Latino 505.4 498.9 -6.5 507.3 220Declined
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 508.3 507.4 -0.9 509.6 1503Met 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 92.6 96.5 3.9 94.8 934Exceeded Target
Lowest Performing-------
High needs 82.5 91.4 8.9 85.7 324Exceeded Target
Econ. Disadvantaged---- 10--
EL and Former EL---- 15--
Students w/ disabilities---- 19--
Amer. Ind. or Alaska Nat.-------
Asian 92.0 100.0 8.0 93.9 374Exceeded Target
Afr. Amer./Black---- 2--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 93.4 96.7 3.3 95.5 454Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 56.0 50.0 1833Met Target
Lowest Performing 52.6 50.0 453Met Target
High needs 54.6 50.0 593Met Target
Econ. Disadvantaged-- 16--
EL and Former EL 56.0 50.0 263Met Target
Students w/ disabilities 51.9 50.0 343Met Target
Amer. Ind. or Alaska Nat.-----
Asian 61.2 50.0 634Exceeded Target
Afr. Amer./Black-- 5--
Hispanic/Latino-- 13--
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White 52.2 50.0 973Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 65.2 50.0 1844Exceeded Target
Lowest Performing 60.4 50.0 454Exceeded Target
High needs 59.6 50.0 603Met Target
Econ. Disadvantaged-- 16--
EL and Former EL 67.0 50.0 274Exceeded Target
Students w/ disabilities 55.1 50.0 343Met Target
Amer. Ind. or Alaska Nat.-----
Asian 69.7 50.0 634Exceeded Target
Afr. Amer./Black-- 5--
Hispanic/Latino-- 13--
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White 64.5 50.0 984Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 94.7 88.0 -6.7 78.2 503Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 94.7 88.0 -6.7 78.2 503Met 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 5.5 4.9 0.6 4.5 4673Met Target
Lowest Performing 8.3 4.4 3.9 5.1 454Exceeded Target
High needs 10.7 5.8 4.9 8.7 1724Exceeded Target
Econ. Disadvantaged---- 30--
EL and Former EL 9.0 7.2 1.8 4.9 832Improved Below Target
Students w/ disabilities 13.3 4.5 8.8 10.6 894Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 7.5 7.6 -0.1 5.3 1451No Change
Afr. Amer./Black---- 12--
Hispanic/Latino 9.1 12.5 -3.4 5.1 400Declined
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 4.5 2.8 1.7 3.4 2544Exceeded 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 296 29499Yes 1 296 29499Yes 1 100 9898Yes 1
Lowest Performing---------------
High needs 109 10899Yes 1 109 10899Yes 1 36 3597Yes 1
Econ. Disadvantaged 29 29100Yes 1 29 29100Yes 1 11----
EL and Former EL 54 54100Yes 1 54 54100Yes 1 18----
Students w/ disabilities 57 5698Yes 1 57 5698Yes 1 20 1995Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 97 97100Yes 1 97 97100Yes 1 38 38100Yes 1
Afr. Amer./Black 6---- 6---- 2----
Hispanic/Latino 30 30100Yes 1 30 30100Yes 1 13----
Multi-race, Non-Hisp./Lat. 8---- 8---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 155 15399Yes 1 155 15399Yes 1 47 4596Yes 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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