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Litwin

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2018 Official Accountability Report - Litwin

Organization Information
DISTRICT NAME
Chicopee (00610000)
TITLE I STATUS
Title I School
SCHOOL
Litwin (00610022)
GRADES SERVED
K,01,02,03,04,05
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
20% - Partially meeting targets30

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 achievement04-24-
Mathematics achievement04-04-
Science achievement14----
Achievement total11267.52867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-04-
Growth total3822.52822.5
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 absenteeism14-04-
Advanced coursework completion------
Additional indicators total1410.00410.0
Weighted total1.510.3-1.87.6-
Percentage of possible points 15%-24%-
Criterion-referenced target percentage20%
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 achievement04-
Mathematics achievement04-
Science achievement14-
Achievement total11267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
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 total1.410.3-
Percentage of possible points 14%-
Criterion-referenced target percentage14%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 48

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 498.9 497.7 -1.2 500.4 3280Declined
Lowest Performing 479.0 482.9 3.9 484.5 432Improved Below Target
High needs 496.0 493.8 -2.2 497.8 2170Declined
Econ. Disadvantaged 496.6 494.7 -1.9 497.9 2010Declined
EL and Former EL 496.8 491.8 -5.0 498.1 380Declined
Students w/ disabilities 490.6 485.8 -4.8 492.4 600Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black---- 16--
Hispanic/Latino 494.5 493.7 -0.8 496.0 1200Declined
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 501.4 500.9 -0.5 503.1 1841No Change

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 500.7 496.7 -4.0 502.2 3280Declined
Lowest Performing 484.2 479.0 -5.2 487.2 430Declined
High needs 497.2 493.2 -4.0 498.8 2170Declined
Econ. Disadvantaged 498.4 494.0 -4.4 499.4 2010Declined
EL and Former EL 495.5 491.9 -3.6 497.0 380Declined
Students w/ disabilities 487.9 486.2 -1.7 489.7 600Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black---- 16--
Hispanic/Latino 497.1 492.5 -4.6 498.7 1200Declined
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 502.2 499.6 -2.6 503.9 1840Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 81.1 80.3 -0.8 83.8 1171No Change
Lowest Performing-------
High needs 76.4 76.1 -0.3 79.8 711No Change
Econ. Disadvantaged 76.2 77.3 1.1 80.0 643Met Target
EL and Former EL---- 9--
Students w/ disabilities---- 15--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 6--
Hispanic/Latino 75.0 72.6 -2.4 77.8 421No Change
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 83.8 84.5 0.7 86.6 662Improved Below Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 41.0 50.0 2052Below Target
Lowest Performing 42.2 50.0 432Below Target
High needs 40.6 50.0 1282Below Target
Econ. Disadvantaged 40.4 50.0 1182Below Target
EL and Former EL-- 17--
Students w/ disabilities 30.0 50.0 211Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 10--
Hispanic/Latino 41.4 50.0 722Below Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 41.3 50.0 1182Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 35.9 50.0 2051Below Target
Lowest Performing 28.8 50.0 430Below Target
High needs 36.0 50.0 1281Below Target
Econ. Disadvantaged 36.6 50.0 1181Below Target
EL and Former EL-- 17--
Students w/ disabilities 22.5 50.0 210Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 10--
Hispanic/Latino 33.3 50.0 721Below Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 36.1 50.0 1181Below 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 14.0 14.4 -0.4 12.7 4091No Change
Lowest Performing 10.6 14.0 -3.4 6.7 430Declined
High needs 17.7 20.1 -2.4 15.4 2640Declined
Econ. Disadvantaged 18.4 20.4 -2.0 15.3 2060Declined
EL and Former EL 34.1 27.1 7.0 31.4 484Exceeded Target
Students w/ disabilities 21.2 30.1 -8.9 17.4 730Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black---- 18--
Hispanic/Latino 22.2 23.0 -0.8 18.5 1480Declined
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 10.9 9.0 1.9 9.2 2333Met 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 346 346100Yes 1 346 346100Yes 1 122 122100Yes 1
Lowest Performing---------------
High needs 234 234100Yes 1 234 234100Yes 1 76 76100Yes 1
Econ. Disadvantaged 215 215100Yes 1 215 215100Yes 1 68 68100Yes 1
EL and Former EL 44 44100Yes 1 44 44100Yes 1 11----
Students w/ disabilities 64 64100Yes 1 64 64100Yes 1 17----
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 1---- 1---- 1----
Afr. Amer./Black 18---- 18---- 7----
Hispanic/Latino 131 131100Yes 1 131 131100Yes 1 46 46100Yes 1
Multi-race, Non-Hisp./Lat. 6---- 6---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 189 189100Yes 1 189 189100Yes 1 66 66100Yes 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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