Massachusetts School and District Profiles

Plymouth Commun Intermediate

Districts Schools
Select an Org
print page show video

2018 Official Accountability Report - Plymouth Commun Intermediate

Organization Information
DISTRICT NAME
Plymouth (02390000)
TITLE I STATUS
Non-Title I School
SCHOOL
Plymouth Commun Intermediate (02390405)
GRADES SERVED
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
40% - Partially meeting targets33

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 achievement34-04-
Mathematics achievement14-24-
Science achievement14----
Achievement total51267.52867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
Growth total6822.55822.5
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 total4.710.3-2.57.6-
Percentage of possible points 46%-33%-
Criterion-referenced target percentage40%
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 achievement14-
Mathematics achievement04-
Science achievement14-
Achievement total21267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
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 total2.510.3-
Percentage of possible points 24%-
Criterion-referenced target percentage24%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 16

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 495.8 498.1 2.3 497.8 9943Met Target
Lowest Performing 471.3 469.6 -1.7 476.6 1490Declined
High needs 484.6 484.6 0.0 486.6 4201No Change
Econ. Disadvantaged 487.2 485.4 -1.8 488.8 2960Declined
EL and Former EL---- 29--
Students w/ disabilities 475.6 476.2 0.6 477.4 2372Improved Below Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 20--
Afr. Amer./Black 477.7 473.6 -4.1 479.3 220Declined
Hispanic/Latino 481.0 483.7 2.7 482.7 484Exceeded Target
Multi-race, Non-Hisp./Lat. 494.3 490.2 -4.1 495.9 370Declined
Nat. Haw. or Pacif. Isl.-------
White 496.7 499.9 3.2 498.8 8654Exceeded 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 496.3 496.1 -0.2 498.1 9921No Change
Lowest Performing 470.3 472.8 2.5 473.6 1492Improved Below Target
High needs 485.3 484.5 -0.8 487.2 4190Declined
Econ. Disadvantaged 487.2 485.3 -1.9 488.6 2950Declined
EL and Former EL---- 29--
Students w/ disabilities 477.4 477.6 0.2 479.5 2362Improved Below Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 20--
Afr. Amer./Black 474.4 471.6 -2.8 476.2 220Declined
Hispanic/Latino 484.8 484.5 -0.3 486.4 481No Change
Multi-race, Non-Hisp./Lat. 495.0 491.3 -3.7 496.5 390Declined
Nat. Haw. or Pacif. Isl.-------
White 497.1 497.5 0.4 499.4 8612Improved 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 70.8 69.5 -1.3 73.7 3231No Change
Lowest Performing-------
High needs 57.7 55.8 -1.9 60.8 1331No Change
Econ. Disadvantaged 62.9 54.4 -8.5 65.4 970Declined
EL and Former EL---- 8--
Students w/ disabilities 43.0 47.0 4.0 46.5 743Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 72.0 71.8 -0.2 75.2 2931No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.5 50.0 9633Met Target
Lowest Performing 45.6 50.0 1432Below Target
High needs 48.1 50.0 3972Below Target
Econ. Disadvantaged 46.0 50.0 2782Below Target
EL and Former EL-- 20--
Students w/ disabilities 48.2 50.0 2262Below Target
Amer. Ind. or Alaska Nat.-- 2--
Asian-- 19--
Afr. Amer./Black 40.1 50.0 212Below Target
Hispanic/Latino 47.8 50.0 402Below Target
Multi-race, Non-Hisp./Lat. 47.5 50.0 372Below Target
Nat. Haw. or Pacif. Isl.-----
White 50.9 50.0 8443Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.8 50.0 9643Met Target
Lowest Performing 51.5 50.0 1443Met Target
High needs 51.3 50.0 4013Met Target
Econ. Disadvantaged 50.7 50.0 2803Met Target
EL and Former EL-- 21--
Students w/ disabilities 51.9 50.0 2293Met Target
Amer. Ind. or Alaska Nat.-- 2--
Asian-- 19--
Afr. Amer./Black 46.7 50.0 212Below Target
Hispanic/Latino 52.5 50.0 403Met Target
Multi-race, Non-Hisp./Lat. 50.2 50.0 373Met Target
Nat. Haw. or Pacif. Isl.-----
White 53.0 50.0 8453Met 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 9.7 10.9 -1.2 7.8 1,0450Declined
Lowest Performing 15.2 16.1 -0.9 10.5 1490Declined
High needs 17.2 20.0 -2.8 14.9 4460Declined
Econ. Disadvantaged 19.0 23.0 -4.0 16.6 2740Declined
EL and Former EL---- 36--
Students w/ disabilities 16.7 21.4 -4.7 12.4 2380Declined
Amer. Ind. or Alaska Nat.---- 3--
Asian---- 21--
Afr. Amer./Black 20.0 13.0 7.0 16.1 234Exceeded Target
Hispanic/Latino 23.3 24.1 -0.8 19.9 580Declined
Multi-race, Non-Hisp./Lat. 15.7 5.0 10.7 13.8 404Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 8.4 10.4 -2.0 5.8 9000Declined

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 1,029 1,024100Yes 1 1,029 1,02299Yes 1 332 32999Yes 1
Lowest Performing---------------
High needs 445 443100Yes 1 445 44299Yes 1 136 136100Yes 1
Econ. Disadvantaged 313 31199Yes 1 313 31099Yes 1 99 99100Yes 1
EL and Former EL 35 35100Yes 1 35 35100Yes 1 8----
Students w/ disabilities 248 247100Yes 1 248 24699Yes 1 75 75100Yes 1
Amer. Ind. or Alaska Nat. 3---- 3---- 0----
Asian 20 20100Yes 1 20 20100Yes 1 3----
Afr. Amer./Black 22 22100Yes 1 22 22100Yes 1 7----
Hispanic/Latino 56 56100Yes 1 56 56100Yes 1 11----
Multi-race, Non-Hisp./Lat. 41 3995Yes 1 41 41100Yes 1 14----
Nat. Haw. or Pacif. Isl.---------------
White 887 884100Yes 1 887 88099Yes 1 297 296100Yes 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

School and District Profiles