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Massachusetts School and District Profiles

Lilja Elementary

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2019 Official Accountability Report - Lilja Elementary

Organization Information
DISTRICT NAME
Natick (01980000)
TITLE I STATUS
Non-Title I School
SCHOOL
Lilja Elementary (01980035)
GRADES SERVED
K,01,02,03,04
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
58% - Substantial progress toward targets77

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage62%55%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
58%
Substantial 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 achievement44-14-
Mathematics achievement24-24-
Science achievement------
Achievement total6867.53867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-24-
Growth total5822.54822.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total5.57.6-2.97.6-
Percentage of possible points 72%-38%-
Criterion-referenced target percentage55%

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 achievement44-34-
Mathematics achievement24-14-
Science achievement------
Achievement total6867.54867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-24-
Growth total5822.54822.5
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 absenteeism44-14-
Advanced coursework completion------
Additional indicators total4410.01410.0
Weighted total5.67.6-3.77.6-
Percentage of possible points 74%-49%-
Criterion-referenced target percentage62%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage100%42%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
65%
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 achievement04-
Science achievement---
Achievement total4867.5
GrowthEnglish language arts growth14-
Mathematics growth14-
Growth total2822.5
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 total3.27.6-
Percentage of possible points 42%-
2019 Annual criterion-referenced target percentage42%

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 achievement44-
Mathematics achievement44-
Science achievement---
Achievement total8890.0
GrowthEnglish language arts growth---
Mathematics growth---
Growth total---
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-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total7.67.6-
Percentage of possible points 100%-
2018 Annual criterion-referenced target percentage100%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
56

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 507.6 512.3 4.7 508.6 1764Exceeded Target
Lowest Performing 490.7 490.3 -0.4 494.8 211No Change
High needs 493.3 498.5 5.2 494.5 424Exceeded Target
Econ. Disadvantaged---- 22--
EL and Former EL---- 10--
Students w/ disabilities 489.0 489.5 0.5 490.5 242Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 13--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 14--
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 507.6 513.1 5.5 508.6 1344Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 505.7 506.4 0.7 507.0 1762Improved Below Target
Lowest Performing 487.5 487.9 0.4 491.2 212Improved Below Target
High needs 493.8 492.9 -0.9 495.1 410Declined
Econ. Disadvantaged---- 21--
EL and Former EL---- 9--
Students w/ disabilities 493.0 486.4 -6.6 495.1 240Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 12--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 14--
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 506.7 507.4 0.7 508.2 1352Improved Below Target

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 56.5 873Typical Growth - High
Lowest Performing 40.7 212Typical Growth - Low
High needs 37.7 231Low Growth
Econ. Disadvantaged- 11--
EL and Former EL- 5--
Students w/ disabilities- 14--
Amer. Ind. or Alaska Nat.----
Asian- 8--
Afr. Amer./Black- 2--
Hispanic/Latino- 6--
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.----
White 59.2 653Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 49.6 862Typical Growth - Low
Lowest Performing 48.2 212Typical Growth - Low
High needs 32.7 221Low Growth
Econ. Disadvantaged- 10--
EL and Former EL- 4--
Students w/ disabilities- 14--
Amer. Ind. or Alaska Nat.----
Asian- 7--
Afr. Amer./Black- 2--
Hispanic/Latino- 6--
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.----
White 52.9 653Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 2.9 3.4 0.5 1.6 3523Met Target
Lowest Performing 0.0 4.8 4.8 0.0 210Declined
High needs 4.2 6.4 2.2 1.6 940Declined
Econ. Disadvantaged---- 39--
EL and Former EL---- 24--
Students w/ disabilities 8.3 2.4 -5.9 5.0 424Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 35--
Afr. Amer./Black---- 9--
Hispanic/Latino---- 27--
Multi-race, Non-Hisp./Lat.---- 20--
Nat. Haw. or Pacif. Isl.-------
White 2.3 3.1 0.8 0.9 2613Met Target

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 179 17799Yes 1 179 179100Yes 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 44 42 43 43-- 87 8598Yes1
Econ. Disadvantaged 23 22 22 22-- 45 4498Yes1
EL and Former EL 11 9 10 10-- 21----
Students w/ disabilities 24 24 24 24-- 48 48100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 13 12 12 12-- 25----
Afr. Amer./Black 4 4 4 4-- 8----
Hispanic/Latino 15 15 15 15-- 30----
Multi-race, Non-Hisp./Lat. 11 11 11 11-- 22----
Nat. Haw. or Pacif. Isl.-----------
White 136 135 137 137-- 273 272100Yes1


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

School and District Profiles