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Littleton Middle School

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2018 Official Accountability Report - Littleton Middle School

Organization Information
DISTRICT NAME
Littleton (01580000)
TITLE I STATUS
Non-Title I School
SCHOOL
Littleton Middle School (01580305)
GRADES SERVED
06,07,08
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
79% - Meeting targets89

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 achievement44-24-
Mathematics achievement34-44-
Science achievement34----
Achievement total101267.56867.5
GrowthEnglish language arts growth44-34-
Mathematics growth34-44-
Growth total7822.57822.5
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 absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total8.510.3-5.67.6-
Percentage of possible points 83%-74%-
Criterion-referenced target percentage79%
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 achievement44-
Science achievement44-
Achievement total111267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 total8.810.3-
Percentage of possible points 85%-
Criterion-referenced target percentage85%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 80

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 512.1 513.9 1.8 513.8 3564Exceeded Target
Lowest Performing 490.4 491.4 1.0 494.3 522Improved Below Target
High needs 494.9 496.9 2.0 496.5 993Met Target
Econ. Disadvantaged 497.9 501.8 3.9 499.5 504Exceeded Target
EL and Former EL---- 9--
Students w/ disabilities 491.6 488.8 -2.8 492.9 660Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 519.4 522.0 2.6 521.3 214Exceeded Target
Afr. Amer./Black---- 7--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 511.9 514.3 2.4 513.5 3074Exceeded 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 507.4 508.2 0.8 508.6 3583Met Target
Lowest Performing 484.3 490.6 6.3 487.1 534Exceeded Target
High needs 489.5 493.3 3.8 490.9 1014Exceeded Target
Econ. Disadvantaged 492.9 494.8 1.9 493.9 504Exceeded Target
EL and Former EL---- 10--
Students w/ disabilities 485.0 487.8 2.8 486.8 674Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 516.8 525.6 8.8 519.2 214Exceeded Target
Afr. Amer./Black---- 8--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 507.1 508.8 1.7 508.4 3083Met 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 88.2 87.4 -0.8 90.4 1093Met Target
Lowest Performing-------
High needs 66.4 72.7 6.3 69.6 324Exceeded Target
Econ. Disadvantaged---- 18--
EL and Former EL---- 3--
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 88.1 87.9 -0.2 90.2 953Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 63.5 50.0 3464Exceeded Target
Lowest Performing 59.9 50.0 523Met Target
High needs 57.0 50.0 973Met Target
Econ. Disadvantaged 57.9 50.0 503Met Target
EL and Former EL-- 8--
Students w/ disabilities 54.4 50.0 653Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 68.3 50.0 204Exceeded Target
Afr. Amer./Black-- 7--
Hispanic/Latino-- 6--
Multi-race, Non-Hisp./Lat.-- 14--
Nat. Haw. or Pacif. Isl.-----
White 63.4 50.0 2984Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.8 50.0 3463Met Target
Lowest Performing 66.4 50.0 534Exceeded Target
High needs 54.5 50.0 973Met Target
Econ. Disadvantaged 52.4 50.0 493Met Target
EL and Former EL-- 9--
Students w/ disabilities 56.2 50.0 653Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 64.2 50.0 204Exceeded Target
Afr. Amer./Black-- 8--
Hispanic/Latino-- 5--
Multi-race, Non-Hisp./Lat.-- 14--
Nat. Haw. or Pacif. Isl.-----
White 52.9 50.0 2983Met 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 5.1 4.9 0.2 4.1 3692Improved Below Target
Lowest Performing 5.6 7.5 -1.9 2.4 530Declined
High needs 7.4 10.2 -2.8 5.4 980Declined
Econ. Disadvantaged 12.5 14.6 -2.1 8.3 410Declined
EL and Former EL---- 11--
Students w/ disabilities 4.5 9.5 -5.0 1.8 630Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 0.0 0.0 0.0 0.0 214Exceeded Target
Afr. Amer./Black---- 8--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 4.9 4.7 0.2 3.8 3182Improved Below 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 366 36399Yes 1 365 364100Yes 1 114 11399Yes 1
Lowest Performing---------------
High needs 103 10198Yes 1 102 102100Yes 1 34 3397Yes 1
Econ. Disadvantaged 52 52100Yes 1 51 51100Yes 1 20 1995Yes 1
EL and Former EL 10---- 10---- 3----
Students w/ disabilities 67 6699Yes 1 67 67100Yes 1 18----
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 21 21100Yes 1 21 21100Yes 1 7----
Afr. Amer./Black 8---- 8---- 2----
Hispanic/Latino 6---- 6---- 2----
Multi-race, Non-Hisp./Lat. 15---- 15---- 3----
Nat. Haw. or Pacif. Isl.---------------
White 315 31399Yes 1 314 313100Yes 1 100 9999Yes 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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