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Marshall Simonds Middle

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2019 Official Accountability Report - Marshall Simonds Middle

Organization Information
DISTRICT NAME
Burlington (00480000)
TITLE I STATUS
Non-Title I School
SCHOOL
Marshall Simonds Middle (00480303)
GRADES SERVED
06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
72% - Substantial progress toward targets62

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage63%78%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
72%
Substantial 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 achievement44-44-
Mathematics achievement44-34-
Science achievement14----
Achievement total91267.57867.5
GrowthEnglish language arts growth44-34-
Mathematics growth34-34-
Growth total7822.56822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total7.710.3-6.17.6-
Percentage of possible points 75%-80%-
Criterion-referenced target percentage78%

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 achievement44-04-
Mathematics achievement44-44-
Science achievement14----
Achievement total91267.54867.5
GrowthEnglish language arts growth34-24-
Mathematics growth44-34-
Growth total7822.55822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total7.710.3-3.87.6-
Percentage of possible points 75%-50%-
Criterion-referenced target percentage63%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage57%59%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
58%
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 achievement44-
Mathematics achievement34-
Science achievement04-
Achievement total71267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total6.110.3-
Percentage of possible points 59%-
2019 Annual criterion-referenced target percentage59%

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 achievement14-
Mathematics achievement44-
Science achievement24-
Achievement total71267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
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 total5.910.3-
Percentage of possible points 57%-
2018 Annual criterion-referenced target percentage57%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
31

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 497.1 505.1 8.0 498.1 7624Exceeded Target
Lowest Performing 473.8 480.8 7.0 477.9 1194Exceeded Target
High needs 482.4 487.8 5.4 483.6 2064Exceeded Target
Econ. Disadvantaged 484.2 489.9 5.7 485.2 954Exceeded Target
EL and Former EL 484.4 490.5 6.1 485.8 544Exceeded Target
Students w/ disabilities 475.8 479.3 3.5 477.3 1034Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 507.3 513.4 6.1 508.6 1214Exceeded Target
Afr. Amer./Black 486.6 497.8 11.2 488.1 404Exceeded Target
Hispanic/Latino 489.4 500.8 11.4 490.4 444Exceeded Target
Multi-race, Non-Hisp./Lat. 504.6 510.5 5.9 505.9 304Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 496.5 503.8 7.3 497.5 5264Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 503.0 505.3 2.3 504.3 7614Exceeded Target
Lowest Performing 477.3 480.8 3.5 481.0 1193Met Target
High needs 487.4 488.6 1.2 488.7 2063Met Target
Econ. Disadvantaged 491.2 490.0 -1.2 492.7 950Declined
EL and Former EL 489.8 495.6 5.8 491.3 544Exceeded Target
Students w/ disabilities 481.1 478.2 -2.9 483.2 1030Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 516.7 522.8 6.1 518.8 1214Exceeded Target
Afr. Amer./Black 489.8 493.4 3.6 491.3 404Exceeded Target
Hispanic/Latino 494.2 497.1 2.9 495.6 444Exceeded Target
Multi-race, Non-Hisp./Lat. 511.6 509.1 -2.5 512.9 303Met Target
Nat. Haw. or Pacif. Isl.-------
White 502.0 502.7 0.7 503.5 5252Improved Below Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 73.4 72.8 -0.6 75.6 2541No Change
Lowest Performing-------
High needs 57.8 53.7 -4.1 60.6 680Declined
Econ. Disadvantaged 61.3 60.6 -0.7 64.1 331No Change
EL and Former EL---- 12--
Students w/ disabilities 50.0 47.1 -2.9 53.4 340Declined
Amer. Ind. or Alaska Nat.-------
Asian 82.6 82.4 -0.2 85.7 271No Change
Afr. Amer./Black---- 13--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 74.5 73.1 -1.4 76.8 1851No Change

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 60.8 7374Exceeded Typical Growth
Lowest Performing 59.3 1193Typical Growth - High
High needs 55.9 1893Typical Growth - High
Econ. Disadvantaged 54.9 883Typical Growth - High
EL and Former EL 62.1 464Exceeded Typical Growth
Students w/ disabilities 50.7 953Typical Growth - High
Amer. Ind. or Alaska Nat.- 1--
Asian 65.4 1134Exceeded Typical Growth
Afr. Amer./Black 63.4 384Exceeded Typical Growth
Hispanic/Latino 58.7 433Typical Growth - High
Multi-race, Non-Hisp./Lat. 64.4 304Exceeded Typical Growth
Nat. Haw. or Pacif. Isl.----
White 59.6 5123Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 56.0 7383Typical Growth - High
Lowest Performing 55.7 1193Typical Growth - High
High needs 55.9 1893Typical Growth - High
Econ. Disadvantaged 56.8 873Typical Growth - High
EL and Former EL 62.9 464Exceeded Typical Growth
Students w/ disabilities 47.0 952Typical Growth - Low
Amer. Ind. or Alaska Nat.- 1--
Asian 68.2 1134Exceeded Typical Growth
Afr. Amer./Black 57.4 383Typical Growth - High
Hispanic/Latino 50.5 423Typical Growth - High
Multi-race, Non-Hisp./Lat. 53.5 303Typical Growth - High
Nat. Haw. or Pacif. Isl.----
White 53.8 5143Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 8.0 8.6 0.6 6.7 7980Declined
Lowest Performing 9.2 14.3 5.1 5.7 1190Declined
High needs 13.6 18.4 4.8 11.0 2230Declined
Econ. Disadvantaged 22.1 24.4 2.3 18.4 900Declined
EL and Former EL 7.8 6.5 -1.3 4.8 622Improved Below Target
Students w/ disabilities 14.7 22.4 7.7 11.4 1070Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 0.9 1.6 0.7 0.0 1274Exceeded Target
Afr. Amer./Black 2.1 0.0 -2.1 0.0 444Exceeded Target
Hispanic/Latino 22.9 21.2 -1.7 19.2 522Improved Below Target
Multi-race, Non-Hisp./Lat. 3.6 12.1 8.5 2.3 330Declined
Nat. Haw. or Pacif. Isl.-------
White 8.8 9.4 0.6 7.4 5410Declined

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 780 77599Yes 1 781 77499Yes 1 261 25798Yes 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 216 215 217 215 72 71 505 50199Yes1
Econ. Disadvantaged 103 103 104 103 36 36 243 242100Yes1
EL and Former EL 58 58 59 58 13 13 130 12999Yes1
Students w/ disabilities 106 105 107 105 36 35 249 24598Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1-- 2----
Asian 121 121 121 121 27 27 269 269100Yes1
Afr. Amer./Black 42 42 42 42 13 13 97 97100Yes1
Hispanic/Latino 47 47 48 47 17 17 112 11199Yes1
Multi-race, Non-Hisp./Lat. 33 33 33 33 13 13 79 79100Yes1
Nat. Haw. or Pacif. Isl.-----------
White 536 531 536 530 191 187 1,263 1,24899Yes1


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.


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