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John B Devalles

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2018 Official Accountability Report - John B Devalles

Organization Information
DISTRICT NAME
New Bedford (02010000)
TITLE I STATUS
Title I School
SCHOOL
John B Devalles (02010050)
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
71% - Partially meeting targets16

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 achievement34-34-
Mathematics achievement24-44-
Science achievement44----
Achievement total91260.07867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total6.49.6-5.67.6-
Percentage of possible points 67%-74%-
Criterion-referenced target percentage71%
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 achievement34-
Mathematics achievement24-
Science achievement44-
Achievement total91267.5
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 total6.810.3-
Percentage of possible points 66%-
Criterion-referenced target percentage66%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 42

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 491.0 493.1 2.1 493.0 1753Met Target
Lowest Performing 474.0 479.6 5.6 479.3 223Met Target
High needs 490.4 492.2 1.8 492.4 1653Met Target
Econ. Disadvantaged 491.2 493.1 1.9 492.8 1463Met Target
EL and Former EL 487.9 489.7 1.8 489.5 573Met Target
Students w/ disabilities 482.4 484.5 2.1 484.2 443Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 17--
Hispanic/Latino 488.7 490.5 1.8 490.4 773Met Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 492.2 495.4 3.2 494.3 744Exceeded 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 492.3 492.8 0.5 494.1 1742Improved Below Target
Lowest Performing 475.7 479.7 4.0 479.0 224Exceeded Target
High needs 491.5 491.8 0.3 493.4 1642Improved Below Target
Econ. Disadvantaged 492.3 491.6 -0.7 493.7 1450Declined
EL and Former EL 489.1 493.0 3.9 490.9 574Exceeded Target
Students w/ disabilities 484.1 481.2 -2.9 486.2 440Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 17--
Hispanic/Latino 490.1 490.8 0.7 491.7 772Improved Below Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 492.9 494.7 1.8 495.2 733Met 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 56.1 70.0 13.9 59.0 554Exceeded Target
Lowest Performing-------
High needs 55.1 70.1 15.0 58.2 514Exceeded Target
Econ. Disadvantaged 58.6 72.8 14.2 61.1 454Exceeded Target
EL and Former EL---- 13--
Students w/ disabilities---- 16--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White---- 28--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 40.8 50.0 1012Below Target
Lowest Performing 42.2 50.0 202Below Target
High needs 40.5 50.0 962Below Target
Econ. Disadvantaged 40.8 50.0 842Below Target
EL and Former EL 45.4 50.0 292Below Target
Students w/ disabilities 40.0 50.0 212Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 11--
Hispanic/Latino 42.4 50.0 422Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 40.4 50.0 442Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 40.8 50.0 1022Below Target
Lowest Performing 46.7 50.0 202Below Target
High needs 39.9 50.0 971Below Target
Econ. Disadvantaged 39.3 50.0 851Below Target
EL and Former EL 43.3 50.0 292Below Target
Students w/ disabilities 30.0 50.0 211Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 11--
Hispanic/Latino 38.8 50.0 421Below Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 43.3 50.0 442Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 84.3 67.0 -17.3 70.2 912Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 84.3 67.0 -17.3 70.2 912Improved 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 18.5 22.1 -3.6 16.6 3300Declined
Lowest Performing 25.0 27.3 -2.3 20.3 220Declined
High needs 19.9 22.5 -2.6 17.6 3110Declined
Econ. Disadvantaged 20.0 24.2 -4.2 17.6 2520Declined
EL and Former EL 16.7 19.2 -2.5 13.0 1300Declined
Students w/ disabilities 26.9 24.3 2.6 22.6 742Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 40--
Hispanic/Latino 21.1 24.0 -2.9 17.7 1500Declined
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 17.6 22.3 -4.7 15.0 1300Declined

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 188 188100Yes 1 189 18899Yes 1 60 60100Yes 1
Lowest Performing---------------
High needs 177 177100Yes 1 178 17799Yes 1 55 55100Yes 1
Econ. Disadvantaged 157 157100Yes 1 158 15799Yes 1 49 49100Yes 1
EL and Former EL 66 66100Yes 1 67 67100Yes 1 17----
Students w/ disabilities 47 47100Yes 1 47 47100Yes 1 19----
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 1----
Afr. Amer./Black 21 21100Yes 1 21 21100Yes 1 4----
Hispanic/Latino 83 83100Yes 1 84 84100Yes 1 22 22100Yes 1
Multi-race, Non-Hisp./Lat. 6---- 6---- 4----
Nat. Haw. or Pacif. Isl.---------------
White 75 75100Yes 1 75 7499Yes 1 28 28100Yes 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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