Massachusetts School and District Profiles

Arthur M Longsjo Middle School

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2018 Official Accountability Report - Arthur M Longsjo Middle School

Organization Information
DISTRICT NAME
Fitchburg (00970000)
TITLE I STATUS
Title I School
SCHOOL
Arthur M Longsjo Middle School (00970315)
GRADES SERVED
05,06,07,08
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
Progress toward improvement targetsAccountability percentile
55% - Partially meeting targets7

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 achievement24-24-
Mathematics achievement04-44-
Science achievement24----
Achievement total41260.06867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-34-
Growth total5820.06822.5
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 total3410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total3.79.6-5.47.6-
Percentage of possible points 39%-71%-
Criterion-referenced target percentage55%
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 achievement14-
Achievement total41267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total3.610.3-
Percentage of possible points 35%-
Criterion-referenced target percentage35%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 8

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 489.2 490.4 1.2 491.2 5472Improved Below Target
Lowest Performing 467.5 470.9 3.4 472.8 872Improved Below Target
High needs 485.7 487.3 1.6 487.7 4363Met Target
Econ. Disadvantaged 486.5 487.3 0.8 488.1 3852Improved Below Target
EL and Former EL 482.5 486.4 3.9 484.1 1334Exceeded Target
Students w/ disabilities 474.5 473.4 -1.1 476.3 1350Declined
Amer. Ind. or Alaska Nat.-------
Asian 496.7 503.5 6.8 498.8 254Exceeded Target
Afr. Amer./Black 490.6 491.2 0.6 492.2 352Improved Below Target
Hispanic/Latino 486.2 487.4 1.2 487.9 2903Met Target
Multi-race, Non-Hisp./Lat. 487.8 491.7 3.9 489.4 404Exceeded Target
Nat. Haw. or Pacif. Isl.---- 1--
White 493.3 493.4 0.1 495.4 1562Improved Below 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 484.6 483.5 -1.1 486.4 5460Declined
Lowest Performing 463.3 468.1 4.8 466.6 864Exceeded Target
High needs 481.2 480.4 -0.8 483.1 4350Declined
Econ. Disadvantaged 481.7 480.3 -1.4 483.1 3840Declined
EL and Former EL 479.3 479.0 -0.3 481.1 1331No Change
Students w/ disabilities 476.3 474.1 -2.2 478.4 1340Declined
Amer. Ind. or Alaska Nat.-------
Asian 494.2 496.0 1.8 496.5 253Met Target
Afr. Amer./Black 486.2 484.0 -2.2 488.0 350Declined
Hispanic/Latino 480.5 479.2 -1.3 482.1 2890Declined
Multi-race, Non-Hisp./Lat. 485.2 480.7 -4.5 486.7 400Declined
Nat. Haw. or Pacif. Isl.---- 1--
White 489.6 489.8 0.2 491.9 1562Improved Below 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 55.9 56.4 0.5 58.8 2402Improved Below Target
Lowest Performing-------
High needs 52.0 51.5 -0.5 55.1 1971No Change
Econ. Disadvantaged 52.0 50.7 -1.3 54.5 1731No Change
EL and Former EL 48.6 46.9 -1.7 51.9 571No Change
Students w/ disabilities 39.1 45.8 6.7 42.6 664Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black---- 12--
Hispanic/Latino 50.6 48.4 -2.2 53.7 1261No Change
Multi-race, Non-Hisp./Lat. 54.5 51.3 -3.2 57.1 200Declined
Nat. Haw. or Pacif. Isl.---- 1--
White 64.5 67.7 3.2 67.7 723Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.3 50.0 5053Met Target
Lowest Performing 53.2 50.0 823Met Target
High needs 48.7 50.0 3972Below Target
Econ. Disadvantaged 48.4 50.0 3512Below Target
EL and Former EL 51.5 50.0 1233Met Target
Students w/ disabilities 38.9 50.0 1161Below Target
Amer. Ind. or Alaska Nat.-----
Asian 62.0 50.0 244Exceeded Target
Afr. Amer./Black 45.4 50.0 302Below Target
Hispanic/Latino 48.9 50.0 2652Below Target
Multi-race, Non-Hisp./Lat. 51.6 50.0 403Met Target
Nat. Haw. or Pacif. Isl.-- 1--
White 51.5 50.0 1453Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 41.8 50.0 5072Below Target
Lowest Performing 52.7 50.0 823Met Target
High needs 40.0 50.0 3992Below Target
Econ. Disadvantaged 39.3 50.0 3541Below Target
EL and Former EL 43.3 50.0 1232Below Target
Students w/ disabilities 38.9 50.0 1171Below Target
Amer. Ind. or Alaska Nat.-----
Asian 51.3 50.0 243Met Target
Afr. Amer./Black 37.5 50.0 301Below Target
Hispanic/Latino 39.8 50.0 2651Below Target
Multi-race, Non-Hisp./Lat. 32.9 50.0 401Below Target
Nat. Haw. or Pacif. Isl.-- 1--
White 47.4 50.0 1472Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 30.0 42.9 12.9 45.3 353Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 30.0 42.9 12.9 45.3 353Met Target
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 25.1 28.0 -2.9 23.2 6320Declined
Lowest Performing 25.0 39.1 -14.1 20.3 870Declined
High needs 29.6 32.5 -2.9 27.3 4930Declined
Econ. Disadvantaged 33.0 34.3 -1.3 30.6 4020Declined
EL and Former EL 23.4 32.3 -8.9 19.7 1610Declined
Students w/ disabilities 32.0 34.5 -2.5 27.7 1420Declined
Amer. Ind. or Alaska Nat.-------
Asian 7.7 7.7 0.0 4.8 261No Change
Afr. Amer./Black 14.3 17.9 -3.6 10.4 390Declined
Hispanic/Latino 29.2 32.2 -3.0 25.8 3450Declined
Multi-race, Non-Hisp./Lat. 27.3 26.0 1.3 25.4 502Improved Below Target
Nat. Haw. or Pacif. Isl.---- 1--
White 22.7 25.7 -3.0 20.1 1710Declined

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 581 581100Yes 1 583 582100Yes 1 265 26198Yes 1
Lowest Performing---------------
High needs 465 465100Yes 1 467 466100Yes 1 218 21498Yes 1
Econ. Disadvantaged 410 410100Yes 1 412 411100Yes 1 194 19098Yes 1
EL and Former EL 144 144100Yes 1 144 144100Yes 1 63 6298Yes 1
Students w/ disabilities 144 144100Yes 1 144 14399Yes 1 74 7095Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 25 25100Yes 1 25 25100Yes 1 10----
Afr. Amer./Black 38 38100Yes 1 38 38100Yes 1 14----
Hispanic/Latino 308 308100Yes 1 310 309100Yes 1 139 13899Yes 1
Multi-race, Non-Hisp./Lat. 47 47100Yes 1 47 47100Yes 1 22 22100Yes 1
Nat. Haw. or Pacif. Isl. 1---- 1---- 1----
White 161 161100Yes 1 161 161100Yes 1 78 7697Yes 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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