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Ipswich Middle School

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2018 Official Accountability Report - Ipswich Middle School

Organization Information
DISTRICT NAME
Ipswich (01440000)
TITLE I STATUS
Non-Title I School
SCHOOL
Ipswich Middle School (01440305)
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
64% - Partially meeting targets81

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 achievement44-04-
Mathematics achievement34-34-
Science achievement44----
Achievement total111267.53867.5
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 absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total8.810.3-3.37.6-
Percentage of possible points 85%-43%-
Criterion-referenced target percentage64%
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 achievement14-
Mathematics achievement44-
Science achievement44-
Achievement total91267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total7.310.3-
Percentage of possible points 71%-
Criterion-referenced target percentage71%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 56

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 509.4 513.4 4.0 511.1 4244Exceeded Target
Lowest Performing 492.2 487.6 -4.6 496.1 700Declined
High needs 491.6 491.6 0.0 493.2 1101No Change
Econ. Disadvantaged 499.2 497.2 -2.0 500.8 590Declined
EL and Former EL---- 10--
Students w/ disabilities 482.3 480.1 -2.2 483.6 670Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 22--
Multi-race, Non-Hisp./Lat. 507.0 509.5 2.5 508.6 204Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 509.9 514.6 4.7 511.5 3754Exceeded 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 506.5 507.4 0.9 507.7 4263Met Target
Lowest Performing 486.6 489.5 2.9 489.4 713Met Target
High needs 488.0 492.5 4.5 489.4 1114Exceeded Target
Econ. Disadvantaged 494.2 497.6 3.4 495.2 594Exceeded Target
EL and Former EL---- 10--
Students w/ disabilities 479.0 484.7 5.7 480.8 684Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 22--
Multi-race, Non-Hisp./Lat. 499.2 502.3 3.1 500.7 214Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 507.4 508.5 1.1 508.7 3763Met 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 74.1 81.9 7.8 76.3 1554Exceeded Target
Lowest Performing-------
High needs 52.6 62.9 10.3 55.8 334Exceeded Target
Econ. Disadvantaged 56.3 66.3 10.0 59.2 204Exceeded Target
EL and Former EL---- 2--
Students w/ disabilities---- 19--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 75.7 83.2 7.5 77.8 1404Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 59.9 50.0 4103Met Target
Lowest Performing 47.6 50.0 702Below Target
High needs 49.9 50.0 1022Below Target
Econ. Disadvantaged 48.5 50.0 592Below Target
EL and Former EL-- 9--
Students w/ disabilities 45.1 50.0 592Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 3--
Afr. Amer./Black-- 4--
Hispanic/Latino-- 21--
Multi-race, Non-Hisp./Lat.-- 19--
Nat. Haw. or Pacif. Isl.-----
White 59.9 50.0 3633Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.3 50.0 4133Met Target
Lowest Performing 58.0 50.0 713Met Target
High needs 54.8 50.0 1033Met Target
Econ. Disadvantaged 52.3 50.0 593Met Target
EL and Former EL-- 9--
Students w/ disabilities 53.8 50.0 603Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 3--
Afr. Amer./Black-- 4--
Hispanic/Latino-- 21--
Multi-race, Non-Hisp./Lat. 54.4 50.0 203Met Target
Nat. Haw. or Pacif. Isl.-----
White 51.1 50.0 3653Met 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 5.2 6.4 -1.2 4.2 4520Declined
Lowest Performing 5.4 5.6 -0.2 2.2 711No Change
High needs 8.4 8.9 -0.5 6.4 1241No Change
Econ. Disadvantaged 14.3 8.0 6.3 10.1 504Exceeded Target
EL and Former EL---- 14--
Students w/ disabilities 5.0 8.2 -3.2 2.3 730Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 24--
Multi-race, Non-Hisp./Lat. 4.5 13.6 -9.1 3.5 220Declined
Nat. Haw. or Pacif. Isl.-------
White 4.9 5.8 -0.9 3.8 3960Declined

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 438 43399Yes 1 440 438100Yes 1 161 15999Yes 1
Lowest Performing---------------
High needs 119 11798Yes 1 120 120100Yes 1 35 35100Yes 1
Econ. Disadvantaged 66 6598Yes 1 67 67100Yes 1 21 21100Yes 1
EL and Former EL 12---- 13---- 3----
Students w/ disabilities 70 6999Yes 1 70 70100Yes 1 20 20100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 5---- 5---- 1----
Afr. Amer./Black 4---- 4---- 1----
Hispanic/Latino 23 2296Yes 1 24 24100Yes 1 5----
Multi-race, Non-Hisp./Lat. 21 2095Yes 1 21 21100Yes 1 9----
Nat. Haw. or Pacif. Isl.---------------
White 385 38299Yes 1 386 38499Yes 1 145 14399Yes 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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