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Community Day Arlington

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2019 Official Accountability Report - Community Day Arlington

Organization Information
DISTRICT NAME
Lawrence (01490000)
TITLE I STATUS
Title I School
SCHOOL
Community Day Arlington (01490009)
GRADES SERVED
K,01,02,03,04
REGION
Strategic Transformation
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low subgroup performance: Students w/disabilities
Progress toward improvement targetsAccountability percentile
41% - Moderate progress toward targets12

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage29%48%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
41%
Moderate progress toward targets

2019 Points awarded

2019 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 achievement44-24-
Mathematics achievement24-14-
Science achievement------
Achievement total6860.03867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-14-
Growth total4820.02822.5
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 total2410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total4.67.2-2.57.6-
Percentage of possible points 64%-33%-
Criterion-referenced target percentage48%

2018 Points awarded

2018 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 achievement34-24-
Mathematics achievement04-04-
Science achievement------
Achievement total3860.02867.5
GrowthEnglish language arts growth24-04-
Mathematics growth24-04-
Growth total4820.00822.5
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 total1410.0---
Additional indicatorsChronic absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total2.77.2-1.57.6-
Percentage of possible points 38%-20%-
Criterion-referenced target percentage29%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage38%66%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
55%
Substantial progress toward targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement24-
Science achievement---
Achievement total6867.5
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 total5.07.6-
Percentage of possible points 66%-
2019 Annual criterion-referenced target percentage66%

2018 Points awarded

2018 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 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 total2.97.6-
Percentage of possible points 38%-
2018 Annual criterion-referenced target percentage38%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
31

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 487.6 490.6 3.0 489.5 2384Exceeded Target
Lowest Performing 462.8 465.5 2.7 467.9 252Improved Below Target
High needs 486.4 489.4 3.0 488.3 2254Exceeded Target
Econ. Disadvantaged 488.2 489.5 1.3 489.3 2093Met Target
EL and Former EL 481.0 483.0 2.0 482.7 1293Met Target
Students w/ disabilities 465.7 471.9 6.2 467.8 364Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino 487.8 490.6 2.8 489.2 2304Exceeded Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 5--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 492.9 493.0 0.1 494.5 2362Improved Below Target
Lowest Performing 467.5 467.4 -0.1 471.2 251No Change
High needs 491.6 492.4 0.8 493.6 2232Improved Below Target
Econ. Disadvantaged 493.6 493.0 -0.6 495.4 2070Declined
EL and Former EL 488.3 488.7 0.4 490.2 1282Improved Below Target
Students w/ disabilities 468.2 469.0 0.8 470.5 362Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino 493.1 493.1 0.0 494.5 2281No Change
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 5--

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 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 2019 Mean SGP N Points Reason
All Students 49.7 1132Typical Growth - Low
Lowest Performing 38.3 241Low Growth
High needs 49.4 1072Typical Growth - Low
Econ. Disadvantaged 49.2 1022Typical Growth - Low
EL and Former EL 46.7 552Typical Growth - Low
Students w/ disabilities 42.0 222Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 1--
Hispanic/Latino 49.8 1112Typical Growth - Low
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White- 1--

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 48.1 1132Typical Growth - Low
Lowest Performing 37.5 241Low Growth
High needs 48.2 1072Typical Growth - Low
Econ. Disadvantaged 49.5 1022Typical Growth - Low
EL and Former EL 43.5 552Typical Growth - Low
Students w/ disabilities 36.5 221Low Growth
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 1--
Hispanic/Latino 48.2 1112Typical Growth - Low
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White- 1--

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 51.0 51.7 0.7 55.0 2402Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 51.0 51.7 0.7 55.0 2402Improved Below 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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 13.9 17.5 3.6 11.7 5210Declined
Lowest Performing 12.0 28.0 16.0 7.1 250Declined
High needs 14.8 17.7 2.9 12.3 4920Declined
Econ. Disadvantaged 16.0 18.7 2.7 13.3 4070Declined
EL and Former EL 12.5 14.8 2.3 9.2 3100Declined
Students w/ disabilities 18.5 20.9 2.4 14.2 670Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 6--
Hispanic/Latino 13.8 17.3 3.5 10.0 5030Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 8--

Assessment participation - All students
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 261 260100Yes 1 259 259100Yes 1-----

Assessment participation - Subgroups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 248 247 246 246-- 494 493100Yes1
Econ. Disadvantaged 230 230 228 228-- 458 458100Yes1
EL and Former EL 149 148 148 148-- 297 296100Yes1
Students w/ disabilities 37 37 37 37-- 74 74100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian-----------
Afr. Amer./Black 3 3 3 3-- 6----
Hispanic/Latino 253 252 251 251-- 504 503100Yes1
Multi-race, Non-Hisp./Lat.-----------
Nat. Haw. or Pacif. Isl.-----------
White 5 5 5 5-- 10----


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 not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to 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 cumulative criterion-referenced target percentage of 75% or higher.

The annual 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)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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 multiple years of data for all accountability indicators. School percentiles are not calculated for districts.


Resources
Interpretive Materials
Glossary of 2019 Accountability Terms

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