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Cyrus E Dallin

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2018 Official Accountability Report - Cyrus E Dallin

Organization Information
DISTRICT NAME
Arlington (00100000)
TITLE I STATUS
Non-Title I School
SCHOOL
Cyrus E Dallin (00100025)
GRADES SERVED
K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
71% - Partially meeting targets80

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 achievement34-24-
Mathematics achievement44-44-
Science achievement14----
Achievement total81267.56867.5
GrowthEnglish language arts growth24-14-
Mathematics growth34-44-
Growth total5822.55822.5
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 total6.910.3-5.67.6-
Percentage of possible points 67%-74%-
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 achievement44-
Science achievement---
Achievement total7867.5
GrowthEnglish language arts growth14-
Mathematics growth34-
Growth total4822.5
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 total6.07.6-
Percentage of possible points 79%-
Criterion-referenced target percentage79%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 67

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 507.8 509.3 1.5 509.3 2433Met Target
Lowest Performing 489.2 491.8 2.6 493.9 382Improved Below Target
High needs 494.2 495.7 1.5 495.8 623Met Target
Econ. Disadvantaged---- 15--
EL and Former EL---- 9--
Students w/ disabilities 492.5 492.7 0.2 494.2 462Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian 516.5 518.4 1.9 518.6 284Exceeded Target
Afr. Amer./Black---- 6--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.---- 1--
White 506.4 507.3 0.9 508.0 1822Improved Below 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 505.2 508.0 2.8 506.6 2434Exceeded Target
Lowest Performing 479.9 490.0 10.1 483.5 384Exceeded Target
High needs 492.0 496.9 4.9 493.7 624Exceeded Target
Econ. Disadvantaged---- 15--
EL and Former EL---- 9--
Students w/ disabilities 491.2 493.4 2.2 493.3 463Met Target
Amer. Ind. or Alaska Nat.-------
Asian 515.4 515.4 0.0 517.9 284Exceeded Target
Afr. Amer./Black---- 6--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.---- 1--
White 503.9 507.1 3.2 505.4 1824Exceeded 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 83.6 83.3 -0.3 86.0 781No Change
Lowest Performing-------
High needs---- 20--
Econ. Disadvantaged---- 4--
EL and Former EL---- 3--
Students w/ disabilities---- 15--
Amer. Ind. or Alaska Nat.-------
Asian---- 13--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.---- 1--
White 84.0 80.9 -3.1 86.4 550Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.8 50.0 1582Below Target
Lowest Performing 39.5 50.0 381Below Target
High needs 39.2 50.0 411Below Target
Econ. Disadvantaged-- 10--
EL and Former EL-- 4--
Students w/ disabilities 37.2 50.0 301Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 18--
Afr. Amer./Black-- 5--
Hispanic/Latino-- 11--
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-- 1--
White 47.3 50.0 1182Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 58.3 50.0 1583Met Target
Lowest Performing 61.1 50.0 384Exceeded Target
High needs 54.9 50.0 413Met Target
Econ. Disadvantaged-- 10--
EL and Former EL-- 4--
Students w/ disabilities 52.0 50.0 303Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 18--
Afr. Amer./Black-- 5--
Hispanic/Latino-- 11--
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-- 1--
White 58.4 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-------
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 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 2.9 2.4 0.5 1.8 4124Exceeded Target
Lowest Performing 10.3 2.6 7.7 6.7 384Exceeded Target
High needs 6.5 3.2 3.3 4.1 944Exceeded Target
Econ. Disadvantaged---- 14--
EL and Former EL---- 20--
Students w/ disabilities 6.1 3.1 3.0 2.8 653Met Target
Amer. Ind. or Alaska Nat.-------
Asian 4.9 1.8 3.1 1.7 574Exceeded Target
Afr. Amer./Black---- 7--
Hispanic/Latino---- 20--
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.---- 1--
White 2.3 1.9 0.4 1.0 3124Exceeded 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 246 245100Yes 1 247 246100Yes 1 80 80100Yes 1
Lowest Performing---------------
High needs 62 62100Yes 1 62 62100Yes 1 20 20100Yes 1
Econ. Disadvantaged 15---- 15---- 4----
EL and Former EL 9---- 9---- 3----
Students w/ disabilities 46 46100Yes 1 46 46100Yes 1 15----
Amer. Ind. or Alaska Nat.---------------
Asian 28 28100Yes 1 28 28100Yes 1 13----
Afr. Amer./Black 6---- 6---- 3----
Hispanic/Latino 16---- 16---- 5----
Multi-race, Non-Hisp./Lat. 12---- 12---- 3----
Nat. Haw. or Pacif. Isl. 1---- 1---- 1----
White 183 18299Yes 1 184 18399Yes 1 55 55100Yes 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

School and District Profiles