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Francis Wyman Elementary

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2019 Official Accountability Report - Francis Wyman Elementary

Organization Information
DISTRICT NAME
Burlington (00480000)
TITLE I STATUS
Title I School
SCHOOL
Francis Wyman Elementary (00480035)
GRADES SERVED
K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
47% - Moderate progress toward targets58

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage53%44%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
47%
Moderate progress toward targets

2019 Points awarded

2019 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 achievement04-24-
Mathematics achievement14-24-
Science achievement34----
Achievement total41260.04867.5
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 total4410.0---
Additional indicatorsChronic absenteeism14-14-
Advanced coursework completion------
Additional indicators total1410.01410.0
Weighted total3.79.6-3.77.6-
Percentage of possible points 39%-49%-
Criterion-referenced target percentage44%

2018 Points awarded

2018 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 achievement44-34-
Mathematics achievement34-04-
Science achievement14----
Achievement total81267.53867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-14-
Growth total4822.53822.5
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 total6.710.3-3.17.6-
Percentage of possible points 65%-41%-
Criterion-referenced target percentage53%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage84%62%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
71%
Substantial progress toward targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-
Mathematics achievement24-
Science achievement44-
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%-
2019 Annual criterion-referenced target percentage62%

2018 Points awarded

2018 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement44-
Science achievement34-
Achievement total111267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total8.710.3-
Percentage of possible points 84%-
2018 Annual criterion-referenced target percentage84%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
55

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 505.7 504.1 -1.6 506.7 2550Declined
Lowest Performing 486.7 489.8 3.1 490.8 412Improved Below Target
High needs 494.9 495.1 0.2 496.1 822Improved Below Target
Econ. Disadvantaged 496.1 492.9 -3.2 497.1 430Declined
EL and Former EL 499.7 498.3 -1.4 501.1 270Declined
Students w/ disabilities 484.8 485.0 0.2 486.3 342Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 509.9 510.6 0.7 511.2 483Met Target
Afr. Amer./Black 490.4 497.3 6.9 491.9 224Exceeded Target
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 506.6 503.5 -3.1 507.6 1600Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 505.9 505.5 -0.4 507.2 2561No Change
Lowest Performing 482.5 483.7 1.2 486.2 412Improved Below Target
High needs 494.7 494.9 0.2 496.0 832Improved Below Target
Econ. Disadvantaged 488.8 493.0 4.2 490.3 434Exceeded Target
EL and Former EL 508.1 498.9 -9.2 509.6 270Declined
Students w/ disabilities 481.7 482.8 1.1 483.8 352Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 516.2 512.4 -3.8 518.3 484Exceeded Target
Afr. Amer./Black 491.2 496.5 5.3 492.7 224Exceeded Target
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 504.6 504.3 -0.3 506.1 1601No Change

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 78.7 80.6 1.9 80.9 813Met Target
Lowest Performing-------
High needs 61.5 69.8 8.3 64.3 244Exceeded Target
Econ. Disadvantaged---- 16--
EL and Former EL---- 4--
Students w/ disabilities---- 9--
Amer. Ind. or Alaska Nat.-------
Asian---- 14--
Afr. Amer./Black---- 8--
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 80.8 79.9 -0.9 83.1 561No Change

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 45.1 1702Typical Growth - Low
Lowest Performing 49.0 412Typical Growth - Low
High needs 45.8 492Typical Growth - Low
Econ. Disadvantaged 40.3 272Typical Growth - Low
EL and Former EL- 16--
Students w/ disabilities- 18--
Amer. Ind. or Alaska Nat.----
Asian 49.3 332Typical Growth - Low
Afr. Amer./Black- 13--
Hispanic/Latino- 7--
Multi-race, Non-Hisp./Lat.- 4--
Nat. Haw. or Pacif. Isl.----
White 42.9 1132Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 44.4 1712Typical Growth - Low
Lowest Performing 42.9 412Typical Growth - Low
High needs 42.8 512Typical Growth - Low
Econ. Disadvantaged 43.1 282Typical Growth - Low
EL and Former EL- 16--
Students w/ disabilities 40.8 202Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian 47.5 322Typical Growth - Low
Afr. Amer./Black- 13--
Hispanic/Latino- 7--
Multi-race, Non-Hisp./Lat.- 5--
Nat. Haw. or Pacif. Isl.----
White 42.2 1142Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 62.1 71.9 9.8 66.1 324Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 62.1 71.9 9.8 66.1 324Exceeded 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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 4.2 4.3 0.1 2.9 4661No Change
Lowest Performing 7.3 7.3 0.0 3.8 411No Change
High needs 8.2 8.3 0.1 5.6 1561No Change
Econ. Disadvantaged 10.5 14.0 3.5 6.8 570Declined
EL and Former EL 9.7 5.2 -4.5 6.7 584Exceeded Target
Students w/ disabilities 11.3 3.4 -7.9 8.0 594Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 4.4 2.3 -2.1 1.5 884Exceeded Target
Afr. Amer./Black 4.3 6.4 2.1 0.8 470Declined
Hispanic/Latino---- 32--
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.-------
White 4.5 4.3 -0.2 3.1 2792Improved Below Target

Assessment participation - All students
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 259 258100Yes 1 260 260100Yes 1 81 81100Yes 1

Assessment participation - Subgroups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 86 85 87 87 24 24 197 19699Yes1
Econ. Disadvantaged 44 44 45 45 16 16 105 105100Yes1
EL and Former EL 29 29 30 30 4 4 63 63100Yes1
Students w/ disabilities 35 34 35 35 9 9 79 7899Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1-- 2----
Asian 50 50 50 50 14 14 114 114100Yes1
Afr. Amer./Black 22 22 23 23 8 8 53 53100Yes1
Hispanic/Latino 15 15 15 15 3 3 33----
Multi-race, Non-Hisp./Lat. 10 9 10 10-- 20----
Nat. Haw. or Pacif. Isl.-----------
White 161 161 161 161 56 56 378 378100Yes1


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 not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to 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 cumulative criterion-referenced target percentage of 75% or higher.

The annual 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)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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 multiple years of data for all accountability indicators. School percentiles are not calculated for districts.


Resources
Interpretive Materials
Glossary of 2019 Accountability Terms

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