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David Mindess

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2018 Official Accountability Report - David Mindess

Organization Information
DISTRICT NAME
Ashland (00140000)
TITLE I STATUS
Title I School
SCHOOL
David Mindess (00140015)
GRADES SERVED
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
63% - Partially meeting targets61

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 achievement04-24-
Science achievement44----
Achievement total81260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
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 total2410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total5.89.6-5.07.6-
Percentage of possible points 60%-66%-
Criterion-referenced target percentage63%
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 achievement04-
Science achievement14-
Achievement total41267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total3.610.3-
Percentage of possible points 35%-
Criterion-referenced target percentage35%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 43

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 501.4 504.5 3.1 502.9 6304Exceeded Target
Lowest Performing 479.8 485.2 5.4 484.5 954Exceeded Target
High needs 489.4 490.7 1.3 491.0 2163Met Target
Econ. Disadvantaged 489.8 490.4 0.6 491.2 932Improved Below Target
EL and Former EL 489.8 494.1 4.3 491.8 794Exceeded Target
Students w/ disabilities 485.6 484.2 -1.4 487.3 1090Declined
Amer. Ind. or Alaska Nat.---- 10--
Asian 507.7 514.9 7.2 509.8 874Exceeded Target
Afr. Amer./Black---- 13--
Hispanic/Latino 490.4 492.7 2.3 491.5 604Exceeded Target
Multi-race, Non-Hisp./Lat. 500.3 502.3 2.0 501.9 223Met Target
Nat. Haw. or Pacif. Isl.-------
White 502.1 504.5 2.4 503.7 4384Exceeded 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 501.4 500.0 -1.4 502.8 6290Declined
Lowest Performing 478.4 478.6 0.2 482.0 952Improved Below Target
High needs 489.5 487.4 -2.1 491.2 2150Declined
Econ. Disadvantaged 489.1 485.5 -3.6 490.2 930Declined
EL and Former EL 497.1 493.5 -3.6 499.3 800Declined
Students w/ disabilities 484.5 480.6 -3.9 486.6 1070Declined
Amer. Ind. or Alaska Nat.---- 10--
Asian 514.5 514.7 0.2 517.0 884Exceeded Target
Afr. Amer./Black---- 13--
Hispanic/Latino 492.1 485.8 -6.3 493.7 600Declined
Multi-race, Non-Hisp./Lat. 492.1 496.5 4.4 493.6 224Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 501.0 499.5 -1.5 502.5 4360Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 81.2 85.0 3.8 83.6 2094Exceeded Target
Lowest Performing-------
High needs 71.5 70.4 -1.1 74.3 711No Change
Econ. Disadvantaged 69.0 65.3 -3.7 71.9 310Declined
EL and Former EL 66.4 75.0 8.6 69.0 264Exceeded Target
Students w/ disabilities 71.5 63.5 -8.0 74.6 370Declined
Amer. Ind. or Alaska Nat.-------
Asian 82.0 93.5 11.5 84.8 314Exceeded Target
Afr. Amer./Black---- 6--
Hispanic/Latino---- 23--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 82.4 85.3 2.9 84.8 1413Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.9 50.0 3972Below Target
Lowest Performing 46.3 50.0 942Below Target
High needs 43.5 50.0 1252Below Target
Econ. Disadvantaged 41.0 50.0 562Below Target
EL and Former EL 51.6 50.0 413Met Target
Students w/ disabilities 40.0 50.0 692Below Target
Amer. Ind. or Alaska Nat.-- 5--
Asian 58.8 50.0 533Met Target
Afr. Amer./Black-- 7--
Hispanic/Latino 47.3 50.0 402Below Target
Multi-race, Non-Hisp./Lat.-- 15--
Nat. Haw. or Pacif. Isl.-----
White 46.9 50.0 2772Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.9 50.0 3982Below Target
Lowest Performing 44.4 50.0 952Below Target
High needs 45.2 50.0 1262Below Target
Econ. Disadvantaged 42.2 50.0 572Below Target
EL and Former EL 49.2 50.0 412Below Target
Students w/ disabilities 44.2 50.0 702Below Target
Amer. Ind. or Alaska Nat.-- 5--
Asian 59.1 50.0 533Met Target
Afr. Amer./Black-- 7--
Hispanic/Latino 42.3 50.0 402Below Target
Multi-race, Non-Hisp./Lat.-- 15--
Nat. Haw. or Pacif. Isl.-----
White 47.9 50.0 2782Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 70.6 71.1 0.5 78.2 382Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 70.6 71.1 0.5 78.2 382Improved Below 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 4.1 5.0 -0.9 3.0 6580Declined
Lowest Performing 5.9 9.5 -3.6 2.3 950Declined
High needs 8.8 11.4 -2.6 6.4 2290Declined
Econ. Disadvantaged 17.5 20.2 -2.7 14.0 890Declined
EL and Former EL 6.0 9.9 -3.9 1.6 910Declined
Students w/ disabilities 6.8 8.5 -1.7 3.5 1180Declined
Amer. Ind. or Alaska Nat.---- 10--
Asian 5.9 8.8 -2.9 2.7 910Declined
Afr. Amer./Black---- 15--
Hispanic/Latino 5.7 10.1 -4.4 2.1 690Declined
Multi-race, Non-Hisp./Lat. 4.8 4.2 0.6 3.7 243Met Target
Nat. Haw. or Pacif. Isl.-------
White 3.4 3.6 -0.2 2.1 4493Met 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 647 645100Yes 1 646 644100Yes 1 218 218100Yes 1
Lowest Performing---------------
High needs 229 228100Yes 1 228 227100Yes 1 77 77100Yes 1
Econ. Disadvantaged 99 99100Yes 1 99 99100Yes 1 33 33100Yes 1
EL and Former EL 88 8799Yes 1 88 88100Yes 1 30 30100Yes 1
Students w/ disabilities 114 114100Yes 1 113 11299Yes 1 40 40100Yes 1
Amer. Ind. or Alaska Nat. 10---- 10---- 0----
Asian 89 8899Yes 1 89 89100Yes 1 32 32100Yes 1
Afr. Amer./Black 15---- 15---- 7----
Hispanic/Latino 68 68100Yes 1 68 68100Yes 1 27 27100Yes 1
Multi-race, Non-Hisp./Lat. 22 22100Yes 1 22 22100Yes 1 8----
Nat. Haw. or Pacif. Isl.---------------
White 443 442100Yes 1 442 440100Yes 1 144 144100Yes 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