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Washington Elementary School

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2018 Official Accountability Report - Washington Elementary School

Organization Information
DISTRICT NAME
Lynn (01630000)
TITLE I STATUS
Title I School
SCHOOL
Washington Elementary School (01630005)
GRADES SERVED
K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
74% - Partially meeting targets14

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 achievement44-44-
Mathematics achievement34-24-
Science achievement44----
Achievement total111260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-24-
Growth total3820.04822.5
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 absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total7.49.6-5.47.6-
Percentage of possible points 77%-71%-
Criterion-referenced target percentage74%
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 achievement44-
Mathematics achievement24-
Science achievement44-
Achievement total101267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
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 total7.410.3-
Percentage of possible points 72%-
Criterion-referenced target percentage72%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 27

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 486.7 491.0 4.3 488.7 2074Exceeded Target
Lowest Performing 466.9 473.9 7.0 472.2 354Exceeded Target
High needs 485.0 488.1 3.1 487.0 1644Exceeded Target
Econ. Disadvantaged 485.1 488.4 3.3 486.7 1514Exceeded Target
EL and Former EL 480.1 485.4 5.3 481.7 834Exceeded Target
Students w/ disabilities 476.6 471.7 -4.9 478.4 290Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 12--
Afr. Amer./Black 494.2 495.5 1.3 495.8 203Met Target
Hispanic/Latino 485.8 490.1 4.3 487.5 1584Exceeded Target
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White---- 5--

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 487.6 489.3 1.7 489.4 2073Met Target
Lowest Performing 468.7 471.0 2.3 472.0 352Improved Below Target
High needs 485.5 486.6 1.1 487.4 1642Improved Below Target
Econ. Disadvantaged 485.9 486.6 0.7 487.3 1512Improved Below Target
EL and Former EL 482.4 486.1 3.7 484.2 834Exceeded Target
Students w/ disabilities 475.9 469.2 -6.7 478.0 290Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 12--
Afr. Amer./Black 492.3 496.0 3.7 494.1 204Exceeded Target
Hispanic/Latino 486.1 488.2 2.1 487.7 1583Met Target
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White---- 5--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 69.9 77.3 7.4 72.8 654Exceeded Target
Lowest Performing-------
High needs 68.6 74.5 5.9 71.7 474Exceeded Target
Econ. Disadvantaged 64.7 77.4 12.7 67.2 424Exceeded Target
EL and Former EL---- 19--
Students w/ disabilities---- 12--
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 8--
Hispanic/Latino 67.3 79.1 11.8 70.4 494Exceeded Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 2--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 41.6 50.0 1452Below Target
Lowest Performing 43.8 50.0 352Below Target
High needs 40.2 50.0 1112Below Target
Econ. Disadvantaged 39.6 50.0 1031Below Target
EL and Former EL 43.8 50.0 482Below Target
Students w/ disabilities-- 19--
Amer. Ind. or Alaska Nat.-----
Asian-- 7--
Afr. Amer./Black-- 15--
Hispanic/Latino 41.8 50.0 1142Below Target
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White-- 2--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 38.4 50.0 1451Below Target
Lowest Performing 41.8 50.0 352Below Target
High needs 37.3 50.0 1111Below Target
Econ. Disadvantaged 36.8 50.0 1031Below Target
EL and Former EL 38.2 50.0 481Below Target
Students w/ disabilities-- 19--
Amer. Ind. or Alaska Nat.-----
Asian-- 7--
Afr. Amer./Black-- 15--
Hispanic/Latino 36.9 50.0 1141Below Target
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White-- 2--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 60.0 53.9 -6.1 62.8 1152Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 60.0 53.9 -6.1 62.8 1152Improved 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 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 17.5 18.9 -1.4 15.6 4080Declined
Lowest Performing 25.0 14.3 10.7 20.3 354Exceeded Target
High needs 18.9 21.1 -2.2 16.6 3410Declined
Econ. Disadvantaged 20.1 23.8 -3.7 17.7 2650Declined
EL and Former EL 16.8 15.7 1.1 13.1 1782Improved Below Target
Students w/ disabilities 38.7 25.8 12.9 34.4 664Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 26--
Afr. Amer./Black 16.3 14.3 2.0 12.4 492Improved Below Target
Hispanic/Latino 17.5 18.7 -1.2 14.1 3000Declined
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White---- 15--

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 225 224100Yes 1 225 225100Yes 1 68 68100Yes 1
Lowest Performing---------------
High needs 178 17799Yes 1 178 178100Yes 1 50 50100Yes 1
Econ. Disadvantaged 164 16399Yes 1 164 164100Yes 1 45 45100Yes 1
EL and Former EL 91 9099Yes 1 91 91100Yes 1 19----
Students w/ disabilities 31 31100Yes 1 31 31100Yes 1 12----
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 14---- 14---- 6----
Afr. Amer./Black 25 25100Yes 1 25 25100Yes 1 8----
Hispanic/Latino 167 16699Yes 1 167 167100Yes 1 50 50100Yes 1
Multi-race, Non-Hisp./Lat. 11---- 11---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 7---- 7---- 2----


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