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Avery

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2018 Official Accountability Report - Avery

Organization Information
DISTRICT NAME
Dedham (00730000)
TITLE I STATUS
Title I School
SCHOOL
Avery (00730010)
GRADES SERVED
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
57% - Partially meeting targets33

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 achievement34-44-
Science achievement34----
Achievement total61260.06867.5
GrowthEnglish language arts growth14-04-
Mathematics growth34-34-
Growth total4820.03822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total4.99.6-4.77.6-
Percentage of possible points 51%-62%-
Criterion-referenced target percentage57%
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 achievement44-
Science achievement44-
Achievement total111267.5
GrowthEnglish language arts growth14-
Mathematics growth34-
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%-
Criterion-referenced target percentage84%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 46

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 495.8 495.0 -0.8 497.8 1950Declined
Lowest Performing 474.5 475.5 1.0 479.8 312Improved Below Target
High needs 488.1 490.2 2.1 490.1 1243Met Target
Econ. Disadvantaged 490.0 490.5 0.5 491.6 862Improved Below Target
EL and Former EL 487.3 491.9 4.6 488.9 374Exceeded Target
Students w/ disabilities 482.1 483.6 1.5 483.9 693Met Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 6--
Afr. Amer./Black---- 16--
Hispanic/Latino 488.0 487.9 -0.1 489.7 491No Change
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 501.1 500.2 -0.9 503.2 1100Declined

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 494.8 497.0 2.2 496.6 1963Met Target
Lowest Performing 466.3 476.0 9.7 469.6 324Exceeded Target
High needs 486.2 491.6 5.4 488.1 1254Exceeded Target
Econ. Disadvantaged 487.4 490.1 2.7 488.8 864Exceeded Target
EL and Former EL 486.8 494.7 7.9 488.6 374Exceeded Target
Students w/ disabilities 477.9 483.5 5.6 480.0 704Exceeded Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 6--
Afr. Amer./Black---- 16--
Hispanic/Latino 487.7 488.9 1.2 489.3 493Met Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 500.6 502.8 2.2 502.9 1113Met Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 69.7 72.3 2.6 72.6 733Met Target
Lowest Performing-------
High needs 53.8 66.3 12.5 56.9 464Exceeded Target
Econ. Disadvantaged---- 30--
EL and Former EL---- 10--
Students w/ disabilities---- 24--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 2--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 74.2 78.7 4.5 77.4 414Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 35.8 50.0 1361Below Target
Lowest Performing 29.4 50.0 300Below Target
High needs 35.6 50.0 821Below Target
Econ. Disadvantaged 36.1 50.0 581Below Target
EL and Former EL 53.6 50.0 213Met Target
Students w/ disabilities 31.8 50.0 481Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 3--
Afr. Amer./Black-- 9--
Hispanic/Latino 38.1 50.0 341Below Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 35.6 50.0 801Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.4 50.0 1373Met Target
Lowest Performing 50.9 50.0 313Met Target
High needs 50.6 50.0 833Met Target
Econ. Disadvantaged 50.3 50.0 583Met Target
EL and Former EL 61.2 50.0 214Exceeded Target
Students w/ disabilities 45.9 50.0 492Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 3--
Afr. Amer./Black-- 9--
Hispanic/Latino 50.7 50.0 343Met Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 53.9 50.0 813Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 69.2 61.9 -7.3 78.2 421No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 69.2 61.9 -7.3 78.2 421No 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 8.8 6.3 2.5 6.9 3334Exceeded Target
Lowest Performing 18.2 18.8 -0.6 13.5 320Declined
High needs 10.3 6.4 3.9 8.0 2194Exceeded Target
Econ. Disadvantaged 11.1 7.5 3.6 8.7 1334Exceeded Target
EL and Former EL 6.3 5.6 0.7 2.6 722Improved Below Target
Students w/ disabilities 11.8 5.9 5.9 7.5 1014Exceeded Target
Amer. Ind. or Alaska Nat.---- 3--
Asian---- 10--
Afr. Amer./Black---- 33--
Hispanic/Latino 14.3 11.1 3.2 10.9 903Met Target
Multi-race, Non-Hisp./Lat.---- 24--
Nat. Haw. or Pacif. Isl.-------
White 6.1 4.0 2.1 3.5 1733Met 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 203 19797Yes 1 204 204100Yes 1 76 76100Yes 1
Lowest Performing---------------
High needs 132 12695Yes 1 132 132100Yes 1 48 48100Yes 1
Econ. Disadvantaged 92 9098Yes 1 92 92100Yes 1 32 32100Yes 1
EL and Former EL 42 3793No 2 42 42100Yes 1 11----
Students w/ disabilities 72 7199Yes 1 72 72100Yes 1 24 24100Yes 1
Amer. Ind. or Alaska Nat. 2---- 2---- 1----
Asian 8---- 8---- 3----
Afr. Amer./Black 17---- 17---- 5----
Hispanic/Latino 52 5096Yes 1 52 52100Yes 1 20 20100Yes 1
Multi-race, Non-Hisp./Lat. 12---- 12---- 5----
Nat. Haw. or Pacif. Isl.---------------
White 112 11098Yes 1 113 113100Yes 1 42 42100Yes 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