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Wm Diamond Middle

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2018 Official Accountability Report - Wm Diamond Middle

Organization Information
DISTRICT NAME
Lexington (01550000)
TITLE I STATUS
Non-Title I School
SCHOOL
Wm Diamond Middle (01550310)
GRADES SERVED
06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
90% - Meeting targets97

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 achievement44-34-
Mathematics achievement44-44-
Science achievement44----
Achievement total121267.57867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-44-
Growth total6822.57822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total9.910.3-6.37.6-
Percentage of possible points 96%-83%-
Criterion-referenced target percentage90%
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 achievement44-
Mathematics achievement44-
Science achievement04-
Achievement total81267.5
GrowthEnglish language arts growth34-
Mathematics growth44-
Growth total7822.5
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 total7.010.3-
Percentage of possible points 68%-
Criterion-referenced target percentage68%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 97

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 519.9 520.7 0.8 521.6 8674Exceeded Target
Lowest Performing 497.8 499.9 2.1 501.7 1353Met Target
High needs 501.3 504.3 3.0 502.9 2364Exceeded Target
Econ. Disadvantaged 506.8 504.7 -2.1 508.4 473Met Target
EL and Former EL 509.6 508.5 -1.1 511.0 1053Met Target
Students w/ disabilities 498.3 497.3 -1.0 499.6 1193Met Target
Amer. Ind. or Alaska Nat.-------
Asian 525.2 525.3 0.1 527.1 3214Exceeded Target
Afr. Amer./Black 499.7 503.1 3.4 500.9 344Exceeded Target
Hispanic/Latino 517.0 517.0 0.0 518.4 244Exceeded Target
Multi-race, Non-Hisp./Lat. 522.6 519.4 -3.2 524.2 664Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 517.4 519.1 1.7 519.0 4224Exceeded 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 524.2 521.8 -2.4 525.4 8664Exceeded Target
Lowest Performing 498.2 504.5 6.3 501.0 1354Exceeded Target
High needs 507.4 509.7 2.3 508.8 2364Exceeded Target
Econ. Disadvantaged 507.4 500.7 -6.7 508.4 473Met Target
EL and Former EL 520.6 518.7 -1.9 522.2 1054Exceeded Target
Students w/ disabilities 502.1 500.5 -1.6 503.9 1193Met Target
Amer. Ind. or Alaska Nat.-------
Asian 533.3 531.2 -2.1 535.7 3214Exceeded Target
Afr. Amer./Black 492.9 497.6 4.7 494.9 334Exceeded Target
Hispanic/Latino 519.9 512.6 -7.3 521.8 244Exceeded Target
Multi-race, Non-Hisp./Lat. 524.2 519.3 -4.9 525.7 664Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 520.3 517.5 -2.8 521.6 4224Exceeded 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 91.7 89.4 -2.3 93.9 2964Exceeded Target
Lowest Performing-------
High needs 80.1 75.7 -4.4 83.3 690Declined
Econ. Disadvantaged---- 13--
EL and Former EL---- 28--
Students w/ disabilities 77.9 78.6 0.7 80.8 353Met Target
Amer. Ind. or Alaska Nat.-------
Asian 97.6 92.6 -5.0 99.5 1054Exceeded Target
Afr. Amer./Black---- 11--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.---- 20--
Nat. Haw. or Pacif. Isl.-------
White 89.2 90.5 1.3 91.3 1564Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 59.9 50.0 8053Met Target
Lowest Performing 58.3 50.0 1353Met Target
High needs 55.3 50.0 2023Met Target
Econ. Disadvantaged 53.1 50.0 403Met Target
EL and Former EL 56.7 50.0 873Met Target
Students w/ disabilities 55.1 50.0 1073Met Target
Amer. Ind. or Alaska Nat.-----
Asian 61.1 50.0 2904Exceeded Target
Afr. Amer./Black 55.6 50.0 343Met Target
Hispanic/Latino 63.1 50.0 204Exceeded Target
Multi-race, Non-Hisp./Lat. 62.3 50.0 604Exceeded Target
Nat. Haw. or Pacif. Isl.-----
White 58.8 50.0 4013Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 59.7 50.0 8043Met Target
Lowest Performing 69.1 50.0 1354Exceeded Target
High needs 61.4 50.0 2014Exceeded Target
Econ. Disadvantaged 57.1 50.0 403Met Target
EL and Former EL 59.4 50.0 873Met Target
Students w/ disabilities 62.9 50.0 1064Exceeded Target
Amer. Ind. or Alaska Nat.-----
Asian 62.6 50.0 2914Exceeded Target
Afr. Amer./Black 57.5 50.0 333Met Target
Hispanic/Latino 47.3 50.0 202Below Target
Multi-race, Non-Hisp./Lat. 57.2 50.0 603Met Target
Nat. Haw. or Pacif. Isl.-----
White 58.9 50.0 4003Met 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 3.3 2.9 0.4 2.3 8954Exceeded Target
Lowest Performing 5.8 7.4 -1.6 2.6 1350Declined
High needs 5.9 6.8 -0.9 3.9 2060Declined
Econ. Disadvantaged 7.7 12.8 -5.1 3.5 390Declined
EL and Former EL 1.0 1.6 -0.6 0.0 1234Exceeded Target
Students w/ disabilities 7.8 8.4 -0.6 5.1 1190Declined
Amer. Ind. or Alaska Nat.-------
Asian 0.3 1.5 -1.2 0.0 3344Exceeded Target
Afr. Amer./Black 7.4 8.6 -1.2 4.0 350Declined
Hispanic/Latino 14.3 8.0 6.3 10.3 254Exceeded Target
Multi-race, Non-Hisp./Lat. 1.8 2.9 -1.1 0.8 694Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 4.8 3.2 1.6 3.7 4323Met Target

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 889 887100Yes 1 889 888100Yes 1 304 303100Yes 1
Lowest Performing---------------
High needs 252 251100Yes 1 252 252100Yes 1 73 73100Yes 1
Econ. Disadvantaged 50 50100Yes 1 50 50100Yes 1 14----
EL and Former EL 119 11899Yes 1 119 119100Yes 1 31 31100Yes 1
Students w/ disabilities 120 120100Yes 1 120 120100Yes 1 36 36100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 332 332100Yes 1 333 333100Yes 1 109 109100Yes 1
Afr. Amer./Black 35 35100Yes 1 35 3497Yes 1 11----
Hispanic/Latino 25 25100Yes 1 25 25100Yes 1 4----
Multi-race, Non-Hisp./Lat. 69 69100Yes 1 69 69100Yes 1 22 22100Yes 1
Nat. Haw. or Pacif. Isl.---------------
White 428 426100Yes 1 427 427100Yes 1 158 15799Yes 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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