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Oak Bluffs Elementary

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2018 Official Accountability Report - Oak Bluffs Elementary

Organization Information
DISTRICT NAME
Oak Bluffs (02210000)
TITLE I STATUS
Title I School
SCHOOL
Oak Bluffs Elementary (02210005)
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
50% - Partially meeting targets60

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 achievement44-34-
Mathematics achievement04-24-
Science achievement04----
Achievement total41260.05867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-24-
Growth total6820.05822.5
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 total3410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total3.99.6-4.57.6-
Percentage of possible points 41%-59%-
Criterion-referenced target percentage50%
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 achievement04-
Science achievement34-
Achievement total71267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
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 total5.910.3-
Percentage of possible points 57%-
Criterion-referenced target percentage57%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 71

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 503.8 506.3 2.5 505.3 2694Exceeded Target
Lowest Performing 479.6 484.3 4.7 484.3 503Met Target
High needs 492.9 497.4 4.5 494.5 1314Exceeded Target
Econ. Disadvantaged 496.4 497.3 0.9 497.8 773Met Target
EL and Former EL 495.5 500.5 5.0 497.5 534Exceeded Target
Students w/ disabilities 484.5 488.1 3.6 486.2 544Exceeded Target
Amer. Ind. or Alaska Nat.---- 4--
Asian---- 3--
Afr. Amer./Black---- 14--
Hispanic/Latino 499.6 501.8 2.2 500.7 554Exceeded Target
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.---- 2--
White 506.0 508.2 2.2 507.6 1734Exceeded 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 499.1 497.6 -1.5 500.5 2690Declined
Lowest Performing 477.5 478.6 1.1 481.1 502Improved Below Target
High needs 491.1 490.3 -0.8 492.8 1310Declined
Econ. Disadvantaged 491.3 488.4 -2.9 492.4 770Declined
EL and Former EL 493.6 493.4 -0.2 495.8 531No Change
Students w/ disabilities 488.6 483.7 -4.9 490.7 540Declined
Amer. Ind. or Alaska Nat.---- 4--
Asian---- 3--
Afr. Amer./Black---- 14--
Hispanic/Latino 494.5 495.6 1.1 496.1 553Met Target
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.---- 2--
White 501.8 498.6 -3.2 503.3 1730Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 85.6 78.4 -7.2 88.0 820Declined
Lowest Performing-------
High needs 71.3 73.3 2.0 74.1 453Met Target
Econ. Disadvantaged---- 29--
EL and Former EL---- 15--
Students w/ disabilities 71.4 68.2 -3.2 74.5 223Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.---- 2--
White 89.3 80.7 -8.6 91.7 530Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 55.1 50.0 2133Met Target
Lowest Performing 54.2 50.0 503Met Target
High needs 53.9 50.0 1023Met Target
Econ. Disadvantaged 51.3 50.0 633Met Target
EL and Former EL 63.0 50.0 384Exceeded Target
Students w/ disabilities 48.0 50.0 442Below Target
Amer. Ind. or Alaska Nat.-- 3--
Asian-- 3--
Afr. Amer./Black-- 13--
Hispanic/Latino 59.7 50.0 403Met Target
Multi-race, Non-Hisp./Lat.-- 14--
Nat. Haw. or Pacif. Isl.-- 2--
White 55.2 50.0 1383Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.5 50.0 2133Met Target
Lowest Performing 46.2 50.0 492Below Target
High needs 47.7 50.0 1012Below Target
Econ. Disadvantaged 47.1 50.0 632Below Target
EL and Former EL 55.7 50.0 383Met Target
Students w/ disabilities 41.0 50.0 432Below Target
Amer. Ind. or Alaska Nat.-- 3--
Asian-- 3--
Afr. Amer./Black-- 13--
Hispanic/Latino 56.9 50.0 403Met Target
Multi-race, Non-Hisp./Lat.-- 14--
Nat. Haw. or Pacif. Isl.-- 2--
White 47.6 50.0 1382Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 82.0 82.7 0.7 78.2 523Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 82.0 82.7 0.7 78.2 523Met 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 3.9 9.4 -5.5 2.8 3920Declined
Lowest Performing 2.0 8.0 -6.0 0.0 500Declined
High needs 7.4 12.5 -5.1 5.0 2000Declined
Econ. Disadvantaged 11.8 17.4 -5.6 8.3 920Declined
EL and Former EL 6.5 6.4 0.1 2.1 942Improved Below Target
Students w/ disabilities 3.9 13.0 -9.1 0.6 770Declined
Amer. Ind. or Alaska Nat.---- 6--
Asian---- 5--
Afr. Amer./Black---- 20--
Hispanic/Latino 8.0 7.6 0.4 4.4 922Improved Below Target
Multi-race, Non-Hisp./Lat.---- 25--
Nat. Haw. or Pacif. Isl.---- 2--
White 3.1 9.9 -6.8 1.8 2420Declined

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 287 287100Yes 1 288 288100Yes 1 89 89100Yes 1
Lowest Performing---------------
High needs 148 148100Yes 1 149 149100Yes 1 52 52100Yes 1
Econ. Disadvantaged 86 86100Yes 1 87 87100Yes 1 35 35100Yes 1
EL and Former EL 68 68100Yes 1 68 68100Yes 1 20 20100Yes 1
Students w/ disabilities 55 55100Yes 1 55 55100Yes 1 22 22100Yes 1
Amer. Ind. or Alaska Nat. 6---- 6---- 1----
Asian 4---- 4---- 1----
Afr. Amer./Black 16---- 16---- 8----
Hispanic/Latino 62 62100Yes 1 63 63100Yes 1 18----
Multi-race, Non-Hisp./Lat. 19---- 19---- 5----
Nat. Haw. or Pacif. Isl. 2---- 2---- 2----
White 178 178100Yes 1 178 178100Yes 1 54 54100Yes 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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