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Fowler School

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2018 Official Accountability Report - Fowler School

Organization Information
DISTRICT NAME
Maynard (01740000)
TITLE I STATUS
Title I School
SCHOOL
Fowler School (01740305)
GRADES SERVED
04,05,06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
42% - Partially meeting targets23

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 achievement24-04-
Mathematics achievement34-34-
Science achievement04----
Achievement total51267.53867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
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 absenteeism04-24-
Advanced coursework completion------
Additional indicators total0410.02410.0
Weighted total4.310.3-3.17.6-
Percentage of possible points 42%-41%-
Criterion-referenced target percentage42%
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 achievement24-
Mathematics achievement34-
Science achievement04-
Achievement total51267.5
GrowthEnglish language arts growth14-
Mathematics growth24-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total4.310.3-
Percentage of possible points 42%-
Criterion-referenced target percentage42%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 8

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 496.2 496.4 0.2 497.7 5002Improved Below Target
Lowest Performing 474.9 474.0 -0.9 480.4 950Declined
High needs 483.4 484.1 0.7 485.2 1642Improved Below Target
Econ. Disadvantaged 483.0 484.8 1.8 484.3 903Met Target
EL and Former EL 477.0 481.2 4.2 478.3 264Exceeded Target
Students w/ disabilities 482.0 479.7 -2.3 483.8 940Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 6--
Afr. Amer./Black---- 16--
Hispanic/Latino 482.7 486.6 3.9 484.2 574Exceeded Target
Multi-race, Non-Hisp./Lat.---- 21--
Nat. Haw. or Pacif. Isl.-------
White 498.0 498.0 0.0 499.7 3991No Change

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 494.5 495.5 1.0 496.0 5073Met Target
Lowest Performing 471.6 474.6 3.0 474.6 953Met Target
High needs 482.2 484.1 1.9 483.8 1653Met Target
Econ. Disadvantaged 479.2 480.0 0.8 480.2 913Met Target
EL and Former EL 477.6 481.4 3.8 479.1 264Exceeded Target
Students w/ disabilities 481.0 483.0 2.0 482.8 953Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 6--
Afr. Amer./Black---- 16--
Hispanic/Latino 481.9 485.0 3.1 483.5 574Exceeded Target
Multi-race, Non-Hisp./Lat.---- 21--
Nat. Haw. or Pacif. Isl.-------
White 496.2 497.1 0.9 497.9 4062Improved Below 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 78.2 65.5 -12.7 80.9 2180Declined
Lowest Performing-------
High needs 68.2 51.4 -16.8 71.6 740Declined
Econ. Disadvantaged 62.5 50.0 -12.5 66.3 400Declined
EL and Former EL---- 15--
Students w/ disabilities 72.7 48.8 -23.9 75.7 430Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 2--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 28--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 79.2 69.3 -9.9 82.0 1760Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 41.8 50.0 4872Below Target
Lowest Performing 40.4 50.0 942Below Target
High needs 39.4 50.0 1571Below Target
Econ. Disadvantaged 39.3 50.0 851Below Target
EL and Former EL 51.7 50.0 233Met Target
Students w/ disabilities 35.6 50.0 901Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 6--
Afr. Amer./Black-- 14--
Hispanic/Latino 43.6 50.0 562Below Target
Multi-race, Non-Hisp./Lat.-- 18--
Nat. Haw. or Pacif. Isl.-----
White 42.1 50.0 3922Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.1 50.0 4972Below Target
Lowest Performing 43.6 50.0 952Below Target
High needs 47.0 50.0 1602Below Target
Econ. Disadvantaged 44.2 50.0 882Below Target
EL and Former EL 55.0 50.0 263Met Target
Students w/ disabilities 44.5 50.0 912Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 6--
Afr. Amer./Black-- 14--
Hispanic/Latino 47.3 50.0 562Below Target
Multi-race, Non-Hisp./Lat.-- 18--
Nat. Haw. or Pacif. Isl.-----
White 47.9 50.0 4022Below 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 7.6 8.3 -0.7 6.3 5300Declined
Lowest Performing 18.6 17.9 0.7 14.7 952Improved Below Target
High needs 16.5 16.4 0.1 14.2 1772Improved Below Target
Econ. Disadvantaged 20.7 23.3 -2.6 17.6 900Declined
EL and Former EL 20.7 32.3 -11.6 18.0 310Declined
Students w/ disabilities 17.0 10.0 7.0 13.2 1004Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 6--
Afr. Amer./Black---- 17--
Hispanic/Latino 14.0 17.5 -3.5 10.3 630Declined
Multi-race, Non-Hisp./Lat.---- 21--
Nat. Haw. or Pacif. Isl.-------
White 7.1 6.9 0.2 5.4 4222Improved 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 523 51498Yes 1 523 521100Yes 1 223 222100Yes 1
Lowest Performing---------------
High needs 174 17299Yes 1 174 17399Yes 1 76 76100Yes 1
Econ. Disadvantaged 99 9798Yes 1 99 9899Yes 1 41 41100Yes 1
EL and Former EL 32 32100Yes 1 32 32100Yes 1 17----
Students w/ disabilities 98 9698Yes 1 98 9799Yes 1 44 44100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian 6---- 6---- 2----
Afr. Amer./Black 17---- 17---- 7----
Hispanic/Latino 61 61100Yes 1 61 61100Yes 1 29 29100Yes 1
Multi-race, Non-Hisp./Lat. 21 21100Yes 1 21 21100Yes 1 4----
Nat. Haw. or Pacif. Isl.---------------
White 415 40698Yes 1 415 413100Yes 1 179 17899Yes 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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