Massachusetts School and District Profiles

Birch Meadow

Districts Schools
Select an Org
print page show video

2019 Official Accountability Report - Birch Meadow

Organization Information
DISTRICT NAME
Reading (02460000)
TITLE I STATUS
Non-Title I School
SCHOOL
Birch Meadow (02460005)
GRADES SERVED
K,01,02,03,04,05
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 targets72

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage72%49%
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 achievement04-24-
Mathematics achievement24-24-
Science achievement34----
Achievement total51267.54867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
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 absenteeism44-34-
Advanced coursework completion------
Additional indicators total4410.03410.0
Weighted total4.710.3-3.97.6-
Percentage of possible points 46%-51%-
Criterion-referenced target percentage49%

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 achievement44-44-
Mathematics achievement24-14-
Science achievement44----
Achievement total101267.55867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-24-
Growth total4822.55822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total8.110.3-4.97.6-
Percentage of possible points 79%-64%-
Criterion-referenced target percentage72%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage67%7%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
31%
Moderate 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 achievement04-
Mathematics achievement04-
Science achievement---
Achievement total0867.5
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 total0.57.6-
Percentage of possible points 7%-
2019 Annual criterion-referenced target percentage7%

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 achievement24-
Science achievement---
Achievement total6867.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total5.17.6-
Percentage of possible points 67%-
2018 Annual criterion-referenced target percentage67%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
67

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 508.5 507.8 -0.7 509.5 1910Declined
Lowest Performing 491.5 493.3 1.8 495.6 342Improved Below Target
High needs 499.2 496.7 -2.5 500.4 500Declined
Econ. Disadvantaged---- 11--
EL and Former EL---- 2--
Students w/ disabilities 496.8 495.4 -1.4 498.3 420Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 1--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 508.2 507.7 -0.5 509.2 1781No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 505.6 506.0 0.4 506.9 1912Improved Below Target
Lowest Performing 485.9 486.9 1.0 489.6 342Improved Below Target
High needs 495.7 494.5 -1.2 497.0 500Declined
Econ. Disadvantaged---- 11--
EL and Former EL---- 2--
Students w/ disabilities 494.6 493.5 -1.1 496.7 420Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 1--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 505.5 506.4 0.9 507.0 1782Improved 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 88.7 88.3 -0.4 90.9 663Met Target
Lowest Performing-------
High needs---- 20--
Econ. Disadvantaged---- 1--
EL and Former EL-------
Students w/ disabilities---- 19--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black-------
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 88.3 87.7 -0.6 90.6 633Met Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 46.2 1282Typical Growth - Low
Lowest Performing 44.5 342Typical Growth - Low
High needs 38.6 361Low Growth
Econ. Disadvantaged- 7--
EL and Former EL- 1--
Students w/ disabilities 37.2 311Low Growth
Amer. Ind. or Alaska Nat.----
Asian- 3--
Afr. Amer./Black- 1--
Hispanic/Latino- 1--
Multi-race, Non-Hisp./Lat.- 4--
Nat. Haw. or Pacif. Isl.----
White 45.3 1192Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 45.5 1282Typical Growth - Low
Lowest Performing 40.5 342Typical Growth - Low
High needs 35.7 361Low Growth
Econ. Disadvantaged- 7--
EL and Former EL- 1--
Students w/ disabilities 34.2 311Low Growth
Amer. Ind. or Alaska Nat.----
Asian- 3--
Afr. Amer./Black- 1--
Hispanic/Latino- 1--
Multi-race, Non-Hisp./Lat.- 4--
Nat. Haw. or Pacif. Isl.----
White 45.6 1192Typical Growth - Low

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 1.3 1.9 0.6 0.0 3184Exceeded Target
Lowest Performing 5.9 2.9 -3.0 2.4 343Met Target
High needs 2.7 3.8 1.1 0.1 800Declined
Econ. Disadvantaged---- 16--
EL and Former EL---- 5--
Students w/ disabilities 0.0 0.0 0.0 0.0 624Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 14--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 0.7 1.4 0.7 0.0 2874Exceeded 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 192 192100Yes 1 192 192100Yes 1 66 66100Yes 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 51 51 51 51 20 20 122 122100Yes1
Econ. Disadvantaged 12 12 12 12 1 1 25----
EL and Former EL 2 2 2 2-- 4----
Students w/ disabilities 43 43 43 43 19 19 105 105100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 4 4 4 4 1 1 9----
Afr. Amer./Black 3 3 3 3-- 6----
Hispanic/Latino 1 1 1 1-- 2----
Multi-race, Non-Hisp./Lat. 5 5 5 5 2 2 12----
Nat. Haw. or Pacif. Isl.-----------
White 179 179 179 179 63 63 421 421100Yes1


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