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Reingold Elementary

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2018 Official Accountability Report - Reingold Elementary

Organization Information
DISTRICT NAME
Fitchburg (00970000)
TITLE I STATUS
Title I School
SCHOOL
Reingold Elementary (00970043)
GRADES SERVED
PK,K,01,02,03,04
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low subgroup performance: White -Economically disadvantaged -EL and former EL -High needs
Progress toward improvement targetsAccountability percentile
50% - Partially meeting targets4

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 achievement24-44-
Mathematics achievement04-34-
Science achievement------
Achievement total2860.07867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-24-
Growth total3820.04822.5
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 total0410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total1.87.2-5.67.6-
Percentage of possible points 25%-74%-
Criterion-referenced target percentage50%
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 achievement04-
Science achievement---
Achievement total3867.5
GrowthEnglish language arts growth14-
Mathematics growth14-
Growth total2822.5
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 total2.57.6-
Percentage of possible points 33%-
Criterion-referenced target percentage33%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 4

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 489.4 490.7 1.3 491.4 2432Improved Below Target
Lowest Performing 465.9 474.5 8.6 471.2 264Exceeded Target
High needs 484.5 486.4 1.9 486.5 1723Met Target
Econ. Disadvantaged 485.3 486.9 1.6 486.9 1473Met Target
EL and Former EL 481.4 480.0 -1.4 483.0 570Declined
Students w/ disabilities 472.9 481.7 8.8 474.7 584Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 14--
Hispanic/Latino 483.9 485.5 1.6 485.6 1093Met Target
Multi-race, Non-Hisp./Lat. 492.8 493.4 0.6 494.4 212Improved Below Target
Nat. Haw. or Pacif. Isl.---- 1--
White 492.7 496.4 3.7 494.8 914Exceeded Target

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 491.5 483.6 -7.9 493.3 2450Declined
Lowest Performing 461.0 464.7 3.7 464.3 263Met Target
High needs 486.4 479.0 -7.4 488.3 1740Declined
Econ. Disadvantaged 485.8 479.7 -6.1 487.2 1490Declined
EL and Former EL 483.6 473.8 -9.8 485.4 590Declined
Students w/ disabilities 472.2 470.6 -1.6 474.3 580Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 14--
Hispanic/Latino 485.5 477.5 -8.0 487.1 1110Declined
Multi-race, Non-Hisp./Lat. 498.3 492.0 -6.3 499.8 210Declined
Nat. Haw. or Pacif. Isl.---- 1--
White 493.8 489.6 -4.2 496.1 910Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 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-------

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 40.1 50.0 1152Below Target
Lowest Performing 45.5 50.0 262Below Target
High needs 39.7 50.0 791Below Target
Econ. Disadvantaged 39.7 50.0 711Below Target
EL and Former EL 39.2 50.0 271Below Target
Students w/ disabilities 45.3 50.0 202Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 4--
Afr. Amer./Black-- 6--
Hispanic/Latino 38.8 50.0 491Below Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-- 1--
White 42.2 50.0 462Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 30.9 50.0 1151Below Target
Lowest Performing 44.8 50.0 262Below Target
High needs 34.2 50.0 791Below Target
Econ. Disadvantaged 34.5 50.0 711Below Target
EL and Former EL 31.9 50.0 271Below Target
Students w/ disabilities 46.0 50.0 202Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 4--
Afr. Amer./Black-- 6--
Hispanic/Latino 29.3 50.0 490Below Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-- 1--
White 34.5 50.0 461Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 58.5 45.6 -12.9 70.2 790Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 58.5 45.6 -12.9 70.2 790Declined
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 16.1 20.9 -4.8 14.2 5600Declined
Lowest Performing 28.6 34.6 -6.0 23.9 260Declined
High needs 19.6 25.7 -6.1 17.3 4170Declined
Econ. Disadvantaged 19.9 27.8 -7.9 17.5 3380Declined
EL and Former EL 21.4 25.7 -4.3 17.7 1480Declined
Students w/ disabilities 22.9 25.2 -2.3 18.6 1190Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 15--
Afr. Amer./Black---- 35--
Hispanic/Latino 18.5 25.3 -6.8 15.1 2890Declined
Multi-race, Non-Hisp./Lat. 14.0 18.6 -4.6 12.1 430Declined
Nat. Haw. or Pacif. Isl.---- 1--
White 15.4 16.9 -1.5 12.8 1770Declined

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 265 26198Yes 1 266 265100Yes 1 0----
Lowest Performing---------------
High needs 192 18998Yes 1 193 193100Yes 1 0----
Econ. Disadvantaged 167 16599Yes 1 167 167100Yes 1 0----
EL and Former EL 68 6596Yes 1 69 69100Yes 1 0----
Students w/ disabilities 63 63100Yes 1 65 65100Yes 1 0----
Amer. Ind. or Alaska Nat.---------------
Asian 7---- 7---- 0----
Afr. Amer./Black 16---- 17---- 0----
Hispanic/Latino 125 12398Yes 1 125 125100Yes 1 0----
Multi-race, Non-Hisp./Lat. 23 2296Yes 1 23 23100Yes 1 0----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 93 9299Yes 1 93 9299Yes 1 0----


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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