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Morse Pond School

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2018 Official Accountability Report - Morse Pond School

Organization Information
DISTRICT NAME
Falmouth (00960000)
TITLE I STATUS
Non-Title I School
SCHOOL
Morse Pond School (00960305)
GRADES SERVED
05,06
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
40% - Partially meeting targets63

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 achievement04-04-
Mathematics achievement04-34-
Science achievement34----
Achievement total31267.53867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
Growth total6822.55822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total3.810.3-3.27.6-
Percentage of possible points 37%-42%-
Criterion-referenced target percentage40%
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 achievement34-
Achievement total31267.5
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 total3.310.3-
Percentage of possible points 32%-
Criterion-referenced target percentage32%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 58

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 509.3 506.3 -3.0 511.0 5380Declined
Lowest Performing 481.5 480.5 -1.0 485.4 610Declined
High needs 497.0 495.1 -1.9 498.6 2510Declined
Econ. Disadvantaged 500.5 498.3 -2.2 502.1 1790Declined
EL and Former EL 485.8 489.5 3.7 487.2 264Exceeded Target
Students w/ disabilities 486.8 485.3 -1.5 488.1 1190Declined
Amer. Ind. or Alaska Nat.---- 4--
Asian---- 12--
Afr. Amer./Black 493.7 496.2 2.5 494.9 314Exceeded Target
Hispanic/Latino 500.8 508.6 7.8 502.2 304Exceeded Target
Multi-race, Non-Hisp./Lat. 499.6 500.4 0.8 501.2 312Improved Below Target
Nat. Haw. or Pacif. Isl.---- 1--
White 511.7 507.4 -4.3 513.3 4290Declined

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 502.2 501.1 -1.1 503.4 5390Declined
Lowest Performing 477.0 480.0 3.0 479.8 613Met Target
High needs 491.2 490.1 -1.1 492.6 2520Declined
Econ. Disadvantaged 493.6 492.6 -1.0 494.6 1800Declined
EL and Former EL 488.1 489.7 1.6 489.7 263Met Target
Students w/ disabilities 481.9 481.8 -0.1 483.7 1191No Change
Amer. Ind. or Alaska Nat.---- 4--
Asian---- 12--
Afr. Amer./Black 489.1 492.5 3.4 491.1 324Exceeded Target
Hispanic/Latino 493.4 498.4 5.0 495.3 304Exceeded Target
Multi-race, Non-Hisp./Lat. 492.0 496.3 4.3 493.5 314Exceeded Target
Nat. Haw. or Pacif. Isl.---- 1--
White 504.3 502.4 -1.9 505.6 4290Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 80.1 82.3 2.2 82.3 2663Met Target
Lowest Performing-------
High needs 67.4 71.7 4.3 70.6 1203Met Target
Econ. Disadvantaged 67.9 75.6 7.7 70.8 864Exceeded Target
EL and Former EL---- 12--
Students w/ disabilities 61.0 63.6 2.6 63.9 573Met Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 10--
Afr. Amer./Black---- 13--
Hispanic/Latino---- 14--
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 83.3 83.6 0.3 85.4 2112Improved Below Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.9 50.0 5153Met Target
Lowest Performing 47.3 50.0 612Below Target
High needs 45.9 50.0 2312Below Target
Econ. Disadvantaged 49.0 50.0 1652Below Target
EL and Former EL 46.7 50.0 222Below Target
Students w/ disabilities 41.7 50.0 1082Below Target
Amer. Ind. or Alaska Nat.-- 4--
Asian-- 11--
Afr. Amer./Black 53.4 50.0 283Met Target
Hispanic/Latino 60.3 50.0 294Exceeded Target
Multi-race, Non-Hisp./Lat. 43.7 50.0 312Below Target
Nat. Haw. or Pacif. Isl.-- 1--
White 50.3 50.0 4113Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 54.3 50.0 5163Met Target
Lowest Performing 55.9 50.0 613Met Target
High needs 49.9 50.0 2322Below Target
Econ. Disadvantaged 51.7 50.0 1663Met Target
EL and Former EL 53.1 50.0 223Met Target
Students w/ disabilities 45.6 50.0 1082Below Target
Amer. Ind. or Alaska Nat.-- 4--
Asian-- 11--
Afr. Amer./Black 51.7 50.0 293Met Target
Hispanic/Latino 65.2 50.0 294Exceeded Target
Multi-race, Non-Hisp./Lat. 56.2 50.0 313Met Target
Nat. Haw. or Pacif. Isl.-- 1--
White 53.9 50.0 4113Met 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 11.1 8.0 3.1 10.1 5654Exceeded Target
Lowest Performing 7.9 9.8 -1.9 4.7 610Declined
High needs 14.1 11.2 2.9 12.1 2674Exceeded Target
Econ. Disadvantaged 16.1 12.3 3.8 11.9 1623Met Target
EL and Former EL 20.0 12.5 7.5 15.9 324Exceeded Target
Students w/ disabilities 13.1 8.8 4.3 10.4 1254Exceeded Target
Amer. Ind. or Alaska Nat.---- 4--
Asian---- 12--
Afr. Amer./Black 0.0 0.0 0.0 0.0 354Exceeded Target
Hispanic/Latino 6.5 8.8 -2.3 2.5 340Declined
Multi-race, Non-Hisp./Lat. 3.1 6.5 -3.4 2.1 310Declined
Nat. Haw. or Pacif. Isl.---- 1--
White 12.9 8.3 4.6 11.8 4484Exceeded 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 554 55099Yes 1 555 55299Yes 1 275 27299Yes 1
Lowest Performing---------------
High needs 261 25798Yes 1 262 25999Yes 1 125 12298Yes 1
Econ. Disadvantaged 184 18098Yes 1 185 18298Yes 1 91 8897Yes 1
EL and Former EL 30 30100Yes 1 31 31100Yes 1 13----
Students w/ disabilities 122 12199Yes 1 122 12199Yes 1 58 5798Yes 1
Amer. Ind. or Alaska Nat. 4---- 4---- 2----
Asian 12---- 12---- 10----
Afr. Amer./Black 35 3497Yes 1 35 35100Yes 1 14----
Hispanic/Latino 32 32100Yes 1 33 33100Yes 1 16----
Multi-race, Non-Hisp./Lat. 31 31100Yes 1 31 31100Yes 1 16----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 439 43699Yes 1 439 43699Yes 1 217 21499Yes 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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