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Robert E. Melican Middle School

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2018 Official Accountability Report - Robert E. Melican Middle School

Organization Information
DISTRICT NAME
Northborough (02130000)
TITLE I STATUS
Title I School
SCHOOL
Robert E. Melican Middle School (02130305)
GRADES SERVED
06,07,08
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
37% - Partially meeting targets66

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 achievement14-14-
Mathematics achievement04-24-
Science achievement24----
Achievement total31267.53867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5822.55822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total3.210.3-3.27.6-
Percentage of possible points 31%-42%-
Criterion-referenced target percentage37%
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 growth24-
Growth total4822.5
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 total7.910.3-
Percentage of possible points 77%-
Criterion-referenced target percentage77%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 53

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 504.2 504.2 0.0 505.7 6101No Change
Lowest Performing 482.5 482.3 -0.2 487.2 931No Change
High needs 488.6 491.5 2.9 490.2 1874Exceeded Target
Econ. Disadvantaged 489.0 495.3 6.3 490.4 764Exceeded Target
EL and Former EL 491.4 496.8 5.4 493.4 414Exceeded Target
Students w/ disabilities 484.3 484.1 -0.2 486.0 1191No Change
Amer. Ind. or Alaska Nat.---- 3--
Asian 516.7 518.6 1.9 518.8 584Exceeded Target
Afr. Amer./Black---- 13--
Hispanic/Latino 497.4 503.4 6.0 498.5 354Exceeded Target
Multi-race, Non-Hisp./Lat. 508.0 505.3 -2.7 509.6 260Declined
Nat. Haw. or Pacif. Isl.---- 6--
White 503.4 502.9 -0.5 505.0 4691No 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 508.2 505.6 -2.6 509.6 6120Declined
Lowest Performing 480.5 482.9 2.4 484.1 942Improved Below Target
High needs 491.6 492.0 0.4 493.3 1872Improved Below Target
Econ. Disadvantaged 493.4 493.1 -0.3 494.5 771No Change
EL and Former EL 497.2 498.2 1.0 499.4 402Improved Below Target
Students w/ disabilities 487.4 485.1 -2.3 489.5 1200Declined
Amer. Ind. or Alaska Nat.---- 3--
Asian 531.7 526.6 -5.1 534.2 584Exceeded Target
Afr. Amer./Black---- 13--
Hispanic/Latino 494.7 502.1 7.4 496.3 354Exceeded Target
Multi-race, Non-Hisp./Lat. 510.2 507.4 -2.8 511.7 273Met Target
Nat. Haw. or Pacif. Isl.---- 6--
White 506.6 503.7 -2.9 508.1 4700Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 85.5 85.6 0.1 87.9 2152Improved Below Target
Lowest Performing-------
High needs 62.3 68.1 5.8 65.1 514Exceeded Target
Econ. Disadvantaged 63.0 66.3 3.3 65.9 203Met Target
EL and Former EL---- 8--
Students w/ disabilities 56.1 60.2 4.1 59.2 323Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 97.8 93.2 -4.6 100.0 224Exceeded Target
Afr. Amer./Black---- 2--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 2--
White 86.1 84.9 -1.2 88.5 1761No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.0 50.0 5952Below Target
Lowest Performing 49.2 50.0 932Below Target
High needs 49.3 50.0 1832Below Target
Econ. Disadvantaged 53.3 50.0 753Met Target
EL and Former EL 57.0 50.0 393Met Target
Students w/ disabilities 46.2 50.0 1172Below Target
Amer. Ind. or Alaska Nat.-- 3--
Asian 54.3 50.0 563Met Target
Afr. Amer./Black-- 12--
Hispanic/Latino 46.8 50.0 342Below Target
Multi-race, Non-Hisp./Lat. 45.0 50.0 262Below Target
Nat. Haw. or Pacif. Isl.-- 5--
White 47.5 50.0 4592Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.1 50.0 5973Met Target
Lowest Performing 52.9 50.0 943Met Target
High needs 48.3 50.0 1832Below Target
Econ. Disadvantaged 48.7 50.0 762Below Target
EL and Former EL 54.8 50.0 393Met Target
Students w/ disabilities 44.7 50.0 1172Below Target
Amer. Ind. or Alaska Nat.-- 3--
Asian 59.2 50.0 563Met Target
Afr. Amer./Black-- 12--
Hispanic/Latino 60.1 50.0 344Exceeded Target
Multi-race, Non-Hisp./Lat. 52.3 50.0 273Met Target
Nat. Haw. or Pacif. Isl.-- 5--
White 49.3 50.0 4602Below 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 6.2 7.7 -1.5 5.1 6330Declined
Lowest Performing 8.2 13.8 -5.6 4.6 940Declined
High needs 13.3 12.3 1.0 10.9 1872Improved Below Target
Econ. Disadvantaged 11.3 16.9 -5.6 7.8 650Declined
EL and Former EL 2.1 0.0 2.1 0.0 444Exceeded Target
Students w/ disabilities 17.7 14.6 3.1 14.4 1233Met Target
Amer. Ind. or Alaska Nat.---- 3--
Asian 0.0 1.7 -1.7 0.0 594Exceeded Target
Afr. Amer./Black---- 16--
Hispanic/Latino 0.0 5.7 -5.7 0.0 350Declined
Multi-race, Non-Hisp./Lat. 0.0 3.6 -3.6 0.0 283Met Target
Nat. Haw. or Pacif. Isl.---- 7--
White 7.7 8.9 -1.2 6.4 4850Declined

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 622 61899Yes 1 621 620100Yes 1 220 220100Yes 1
Lowest Performing---------------
High needs 190 18999Yes 1 189 189100Yes 1 53 53100Yes 1
Econ. Disadvantaged 79 7899Yes 1 79 79100Yes 1 22 22100Yes 1
EL and Former EL 42 42100Yes 1 41 41100Yes 1 9----
Students w/ disabilities 120 11999Yes 1 120 120100Yes 1 32 32100Yes 1
Amer. Ind. or Alaska Nat. 3---- 3---- 1----
Asian 59 59100Yes 1 59 59100Yes 1 23 23100Yes 1
Afr. Amer./Black 15---- 15---- 3----
Hispanic/Latino 35 35100Yes 1 35 35100Yes 1 5----
Multi-race, Non-Hisp./Lat. 27 2696Yes 1 27 27100Yes 1 7----
Nat. Haw. or Pacif. Isl. 6---- 6---- 2----
White 477 47499Yes 1 476 475100Yes 1 179 179100Yes 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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