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Ralph B O'Maley Middle

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2018 Official Accountability Report - Ralph B O'Maley Middle

Organization Information
DISTRICT NAME
Gloucester (01070000)
TITLE I STATUS
Non-Title I School
SCHOOL
Ralph B O'Maley Middle (01070305)
GRADES SERVED
06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
25% - Partially meeting targets19

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 achievement34-04-
Mathematics achievement04-14-
Science achievement04----
Achievement total31267.51867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total2.910.3-1.67.6-
Percentage of possible points 28%-21%-
Criterion-referenced target percentage25%
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 achievement24-
Mathematics achievement04-
Science achievement14-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total2.910.3-
Percentage of possible points 28%-
Criterion-referenced target percentage28%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 6

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 494.1 496.1 2.0 496.1 6593Met Target
Lowest Performing 472.6 470.5 -2.1 477.9 1040Declined
High needs 485.3 485.5 0.2 487.3 3302Improved Below Target
Econ. Disadvantaged 487.2 487.6 0.4 488.8 2342Improved Below Target
EL and Former EL 477.2 477.1 -0.1 478.8 411No Change
Students w/ disabilities 478.3 477.1 -1.2 480.1 1640Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 10--
Afr. Amer./Black---- 14--
Hispanic/Latino 483.0 482.4 -0.6 484.7 450Declined
Multi-race, Non-Hisp./Lat. 492.4 496.4 4.0 494.0 304Exceeded Target
Nat. Haw. or Pacif. Isl.---- 2--
White 495.6 497.4 1.8 497.7 5573Met 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 495.6 494.6 -1.0 497.4 6550Declined
Lowest Performing 468.2 468.2 0.0 471.5 1031No Change
High needs 484.4 483.5 -0.9 486.3 3270Declined
Econ. Disadvantaged 486.6 484.6 -2.0 488.0 2310Declined
EL and Former EL 479.9 478.3 -1.6 481.7 420Declined
Students w/ disabilities 475.3 475.2 -0.1 477.4 1611No Change
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 10--
Afr. Amer./Black---- 14--
Hispanic/Latino 487.1 480.9 -6.2 488.7 440Declined
Multi-race, Non-Hisp./Lat. 495.3 496.5 1.2 496.8 303Met Target
Nat. Haw. or Pacif. Isl.---- 2--
White 496.8 495.7 -1.1 499.1 5540Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 70.8 64.5 -6.3 73.7 2260Declined
Lowest Performing-------
High needs 56.4 54.5 -1.9 59.5 1111No Change
Econ. Disadvantaged 61.3 58.1 -3.2 63.8 740Declined
EL and Former EL---- 15--
Students w/ disabilities 43.8 47.3 3.5 47.3 553Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 73.2 66.3 -6.9 76.4 1980Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 46.4 50.0 6402Below Target
Lowest Performing 41.6 50.0 1042Below Target
High needs 40.7 50.0 3122Below Target
Econ. Disadvantaged 41.0 50.0 2232Below Target
EL and Former EL 42.5 50.0 362Below Target
Students w/ disabilities 39.0 50.0 1531Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 10--
Afr. Amer./Black-- 13--
Hispanic/Latino 41.6 50.0 402Below Target
Multi-race, Non-Hisp./Lat. 48.0 50.0 302Below Target
Nat. Haw. or Pacif. Isl.-- 2--
White 46.8 50.0 5442Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 46.6 50.0 6352Below Target
Lowest Performing 41.3 50.0 1032Below Target
High needs 42.0 50.0 3082Below Target
Econ. Disadvantaged 42.8 50.0 2202Below Target
EL and Former EL 41.5 50.0 362Below Target
Students w/ disabilities 39.0 50.0 1501Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 10--
Afr. Amer./Black-- 13--
Hispanic/Latino 44.0 50.0 382Below Target
Multi-race, Non-Hisp./Lat. 49.8 50.0 302Below Target
Nat. Haw. or Pacif. Isl.-- 2--
White 46.6 50.0 5412Below 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 13.0 14.9 -1.9 11.1 6790Declined
Lowest Performing 18.7 20.2 -1.5 14.0 1040Declined
High needs 19.7 22.1 -2.4 17.4 3350Declined
Econ. Disadvantaged 26.2 25.9 0.3 23.8 2122Improved Below Target
EL and Former EL 11.6 10.6 1.0 7.9 472Improved Below Target
Students w/ disabilities 18.2 19.9 -1.7 13.9 1710Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 11--
Afr. Amer./Black---- 14--
Hispanic/Latino 11.7 12.2 -0.5 8.3 491No Change
Multi-race, Non-Hisp./Lat. 25.0 20.0 5.0 23.1 304Exceeded Target
Nat. Haw. or Pacif. Isl.---- 3--
White 12.5 15.2 -2.7 9.9 5710Declined

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 674 672100Yes 1 673 66799Yes 1 232 231100Yes 1
Lowest Performing---------------
High needs 344 34299Yes 1 344 33898Yes 1 117 11699Yes 1
Econ. Disadvantaged 245 244100Yes 1 245 24198Yes 1 80 7999Yes 1
EL and Former EL 47 4698Yes 1 47 47100Yes 1 17----
Students w/ disabilities 169 16899Yes 1 169 16497Yes 1 57 57100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 11---- 11---- 2----
Afr. Amer./Black 14---- 14---- 3----
Hispanic/Latino 48 4798Yes 1 47 4698Yes 1 21 2095Yes 1
Multi-race, Non-Hisp./Lat. 30 30100Yes 1 30 30100Yes 1 5----
Nat. Haw. or Pacif. Isl. 3---- 3---- 0----
White 567 566100Yes 1 567 56299Yes 1 201 201100Yes 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