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Witchcraft Heights

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2018 Official Accountability Report - Witchcraft Heights

Organization Information
DISTRICT NAME
Salem (02580000)
TITLE I STATUS
Title I School
SCHOOL
Witchcraft Heights (02580070)
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
19% - Partially meeting targets28

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 achievement04-24-
Mathematics achievement04-04-
Science achievement04----
Achievement total01260.02867.5
GrowthEnglish language arts growth24-14-
Mathematics growth14-14-
Growth total3820.02822.5
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 total4410.0---
Additional indicatorsChronic absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total1.39.6-1.87.6-
Percentage of possible points 14%-24%-
Criterion-referenced target percentage19%
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 achievement24-
Mathematics achievement04-
Science achievement04-
Achievement total21267.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total2.110.3-
Percentage of possible points 20%-
Criterion-referenced target percentage20%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 19

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 497.8 497.2 -0.6 499.3 2270Declined
Lowest Performing 474.6 477.8 3.2 480.1 372Improved Below Target
High needs 487.5 488.2 0.7 489.3 1142Improved Below Target
Econ. Disadvantaged 489.0 488.5 -0.5 490.3 841No Change
EL and Former EL 486.8 488.6 1.8 488.1 303Met Target
Students w/ disabilities 479.3 480.8 1.5 481.1 503Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 18--
Afr. Amer./Black---- 11--
Hispanic/Latino 493.3 489.9 -3.4 494.8 580Declined
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 498.9 499.3 0.4 500.6 1322Improved Below 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 497.3 492.0 -5.3 498.8 2320Declined
Lowest Performing 475.0 472.7 -2.3 478.0 390Declined
High needs 487.3 483.3 -4.0 488.9 1170Declined
Econ. Disadvantaged 488.1 483.1 -5.0 489.1 860Declined
EL and Former EL 486.7 486.4 -0.3 488.2 301No Change
Students w/ disabilities 479.6 474.6 -5.0 481.4 520Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 18--
Afr. Amer./Black---- 11--
Hispanic/Latino 490.1 481.5 -8.6 491.7 590Declined
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 498.2 495.2 -3.0 499.9 1350Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 77.3 74.4 -2.9 80.0 810Declined
Lowest Performing-------
High needs 65.3 62.2 -3.1 68.7 430Declined
Econ. Disadvantaged 64.0 66.4 2.4 67.8 352Improved Below Target
EL and Former EL---- 15--
Students w/ disabilities---- 13--
Amer. Ind. or Alaska Nat.-------
Asian---- 10--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 22--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 79.3 81.9 2.6 82.1 403Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 43.2 50.0 1522Below Target
Lowest Performing 37.6 50.0 351Below Target
High needs 39.1 50.0 721Below Target
Econ. Disadvantaged 38.7 50.0 551Below Target
EL and Former EL 42.5 50.0 242Below Target
Students w/ disabilities 33.0 50.0 251Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 15--
Afr. Amer./Black-- 6--
Hispanic/Latino 43.5 50.0 352Below Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White 44.6 50.0 912Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 39.2 50.0 1591Below Target
Lowest Performing 34.2 50.0 391Below Target
High needs 36.6 50.0 771Below Target
Econ. Disadvantaged 36.7 50.0 581Below Target
EL and Former EL 41.5 50.0 252Below Target
Students w/ disabilities 29.4 50.0 290Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 16--
Afr. Amer./Black-- 6--
Hispanic/Latino 32.1 50.0 361Below Target
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White 42.7 50.0 952Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 66.7 80.0 13.3 62.8 254Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 66.7 80.0 13.3 62.8 254Exceeded 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 11.2 9.9 1.3 9.9 4153Met Target
Lowest Performing 10.3 12.8 -2.5 6.4 390Declined
High needs 18.6 16.8 1.8 16.3 2263Met Target
Econ. Disadvantaged 22.7 19.9 2.8 19.6 1613Met Target
EL and Former EL 15.3 13.3 2.0 12.6 602Improved Below Target
Students w/ disabilities 16.1 21.1 -5.0 12.3 950Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 27--
Afr. Amer./Black---- 28--
Hispanic/Latino 16.3 16.2 0.1 12.6 1172Improved Below Target
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.-------
White 11.2 8.0 3.2 9.5 2244Exceeded Target

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 252 24798Yes 1 252 252100Yes 1 84 84100Yes 1
Lowest Performing---------------
High needs 135 13298Yes 1 135 135100Yes 1 46 46100Yes 1
Econ. Disadvantaged 101 9998Yes 1 101 101100Yes 1 38 38100Yes 1
EL and Former EL 38 38100Yes 1 38 38100Yes 1 16----
Students w/ disabilities 60 5897Yes 1 60 60100Yes 1 14----
Amer. Ind. or Alaska Nat.---------------
Asian 20 20100Yes 1 20 20100Yes 1 10----
Afr. Amer./Black 11---- 11---- 7----
Hispanic/Latino 73 7299Yes 1 73 73100Yes 1 24 24100Yes 1
Multi-race, Non-Hisp./Lat. 11---- 11---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 137 13498Yes 1 137 137100Yes 1 41 41100Yes 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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