Massachusetts School and District Profiles

Ayers/Ryal Side School

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2018 Official Accountability Report - Ayers/Ryal Side School

Organization Information
DISTRICT NAME
Beverly (00300000)
TITLE I STATUS
Title I School
SCHOOL
Ayers/Ryal Side School (00300055)
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
68% - Partially meeting targets48

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 achievement24-34-
Science achievement14----
Achievement total71260.07867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-34-
Growth total4820.05822.5
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 total1410.0---
Additional indicatorsChronic absenteeism34-14-
Advanced coursework completion------
Additional indicators total3410.01410.0
Weighted total5.49.6-6.07.6-
Percentage of possible points 56%-79%-
Criterion-referenced target percentage68%
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 achievement34-
Science achievement14-
Achievement total81267.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total6.410.3-
Percentage of possible points 62%-
Criterion-referenced target percentage62%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 49

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 501.1 504.2 3.1 502.6 2494Exceeded Target
Lowest Performing 477.1 482.4 5.3 481.8 364Exceeded Target
High needs 490.9 494.3 3.4 492.5 1204Exceeded Target
Econ. Disadvantaged 491.3 497.9 6.6 492.7 804Exceeded Target
EL and Former EL 488.0 492.8 4.8 490.0 504Exceeded Target
Students w/ disabilities 482.5 483.6 1.1 484.2 412Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 14--
Afr. Amer./Black---- 6--
Hispanic/Latino 492.4 494.2 1.8 493.5 364Exceeded Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 503.3 506.1 2.8 504.9 1894Exceeded 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 502.7 502.9 0.2 504.1 2492Improved Below Target
Lowest Performing 477.9 481.3 3.4 481.5 363Met Target
High needs 491.5 493.0 1.5 493.2 1203Met Target
Econ. Disadvantaged 492.0 494.1 2.1 493.1 804Exceeded Target
EL and Former EL 488.7 494.0 5.3 490.9 504Exceeded Target
Students w/ disabilities 484.3 481.4 -2.9 486.4 410Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 14--
Afr. Amer./Black---- 6--
Hispanic/Latino 493.3 491.0 -2.3 494.9 360Declined
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 504.8 504.3 -0.5 506.3 1891No Change

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 80.3 78.6 -1.7 82.7 761No Change
Lowest Performing-------
High needs 67.8 66.7 -1.1 70.6 361No Change
Econ. Disadvantaged 67.3 65.2 -2.1 70.2 281No Change
EL and Former EL---- 17--
Students w/ disabilities---- 14--
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 14--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 85.2 83.2 -2.0 87.6 551No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 42.3 50.0 1582Below Target
Lowest Performing 47.7 50.0 362Below Target
High needs 40.3 50.0 722Below Target
Econ. Disadvantaged 46.5 50.0 512Below Target
EL and Former EL 53.0 50.0 313Met Target
Students w/ disabilities 35.7 50.0 271Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 8--
Afr. Amer./Black-- 3--
Hispanic/Latino 52.8 50.0 253Met Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 39.2 50.0 1191Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.5 50.0 1602Below Target
Lowest Performing 50.3 50.0 363Met Target
High needs 46.6 50.0 742Below Target
Econ. Disadvantaged 48.7 50.0 512Below Target
EL and Former EL 49.0 50.0 332Below Target
Students w/ disabilities 45.5 50.0 272Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 8--
Afr. Amer./Black-- 3--
Hispanic/Latino 48.4 50.0 272Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 46.7 50.0 1192Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 72.1 55.0 -17.1 70.2 401No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 72.1 55.0 -17.1 70.2 401No Change
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 7.9 6.9 1.0 6.8 4203Met Target
Lowest Performing 7.9 8.3 -0.4 4.3 361No Change
High needs 11.4 11.6 -0.2 9.0 1891No Change
Econ. Disadvantaged 15.4 14.8 0.6 11.9 1152Improved Below Target
EL and Former EL 12.3 7.5 4.8 7.9 673Met Target
Students w/ disabilities 6.9 11.3 -4.4 3.6 530Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 19--
Afr. Amer./Black---- 14--
Hispanic/Latino 15.3 8.3 7.0 11.7 604Exceeded Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 5.9 6.7 -0.8 4.6 3150Declined

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 255 254100Yes 1 255 255100Yes 1 76 76100Yes 1
Lowest Performing---------------
High needs 125 12499Yes 1 125 125100Yes 1 36 36100Yes 1
Econ. Disadvantaged 84 8399Yes 1 84 84100Yes 1 28 28100Yes 1
EL and Former EL 53 5298Yes 1 53 53100Yes 1 17----
Students w/ disabilities 42 4198Yes 1 42 42100Yes 1 14----
Amer. Ind. or Alaska Nat.---------------
Asian 14---- 14---- 6----
Afr. Amer./Black 7---- 7---- 1----
Hispanic/Latino 40 3998Yes 1 40 40100Yes 1 14----
Multi-race, Non-Hisp./Lat. 4---- 4---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 190 190100Yes 1 190 190100Yes 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

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