Massachusetts School and District Profiles

Floral Street School

Districts Schools
Select an Org
print page show video

2018 Official Accountability Report - Floral Street School

Organization Information
DISTRICT NAME
Shrewsbury (02710000)
TITLE I STATUS
Title I School
SCHOOL
Floral Street School (02710020)
GRADES SERVED
01,02,03,04
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
85% - Meeting targets92

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 achievement44-44-
Mathematics achievement44-34-
Science achievement------
Achievement total8860.07867.5
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 absenteeism24-24-
Advanced coursework completion------
Additional indicators total2410.02410.0
Weighted total6.57.2-6.17.6-
Percentage of possible points 90%-80%-
Criterion-referenced target percentage85%
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 achievement34-
Science achievement---
Achievement total7867.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 total6.17.6-
Percentage of possible points 80%-
Criterion-referenced target percentage80%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 93

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 514.1 516.7 2.6 515.8 3874Exceeded Target
Lowest Performing 491.6 500.3 8.7 495.5 454Exceeded Target
High needs 501.3 504.6 3.3 502.9 1154Exceeded Target
Econ. Disadvantaged 506.0 506.9 0.9 507.6 393Met Target
EL and Former EL 502.6 502.6 0.0 504.0 541No Change
Students w/ disabilities 492.4 496.2 3.8 493.7 504Exceeded Target
Amer. Ind. or Alaska Nat.---- 3--
Asian 518.6 521.6 3.0 520.5 1784Exceeded Target
Afr. Amer./Black---- 6--
Hispanic/Latino 506.4 502.5 -3.9 507.8 240Declined
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 511.1 513.7 2.6 512.7 1604Exceeded 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 514.5 513.7 -0.8 515.7 3884Exceeded Target
Lowest Performing 495.0 494.3 -0.7 497.8 453Met Target
High needs 502.9 503.1 0.2 504.3 1153Met Target
Econ. Disadvantaged 501.6 501.9 0.3 502.6 393Met Target
EL and Former EL 506.3 503.6 -2.7 507.9 540Declined
Students w/ disabilities 493.0 493.0 0.0 494.8 503Met Target
Amer. Ind. or Alaska Nat.---- 3--
Asian 521.8 521.7 -0.1 524.2 1794Exceeded Target
Afr. Amer./Black---- 6--
Hispanic/Latino 501.0 494.1 -6.9 502.9 240Declined
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 509.8 508.5 -1.3 511.1 1603Met 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-------
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-------

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 57.1 50.0 1963Met Target
Lowest Performing 57.7 50.0 453Met Target
High needs 52.8 50.0 523Met Target
Econ. Disadvantaged-- 18--
EL and Former EL 47.6 50.0 252Below Target
Students w/ disabilities-- 19--
Amer. Ind. or Alaska Nat.-- 1--
Asian 56.8 50.0 883Met Target
Afr. Amer./Black-- 2--
Hispanic/Latino-- 12--
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 58.0 50.0 863Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 54.7 50.0 1973Met Target
Lowest Performing 48.0 50.0 452Below Target
High needs 54.2 50.0 533Met Target
Econ. Disadvantaged-- 19--
EL and Former EL 55.4 50.0 263Met Target
Students w/ disabilities-- 19--
Amer. Ind. or Alaska Nat.-- 1--
Asian 60.3 50.0 884Exceeded Target
Afr. Amer./Black-- 2--
Hispanic/Latino-- 12--
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 51.3 50.0 873Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 97.4 88.9 -8.5 70.2 363Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 97.4 88.9 -8.5 70.2 363Met 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 7.2 7.1 0.1 6.2 7712Improved Below Target
Lowest Performing 10.9 8.9 2.0 7.7 452Improved Below Target
High needs 8.9 11.7 -2.8 6.9 2310Declined
Econ. Disadvantaged 8.0 9.5 -1.5 3.8 740Declined
EL and Former EL 7.0 11.4 -4.4 2.9 1140Declined
Students w/ disabilities 11.8 13.8 -2.0 9.1 940Declined
Amer. Ind. or Alaska Nat.---- 5--
Asian 10.9 11.6 -0.7 8.7 3700Declined
Afr. Amer./Black---- 20--
Hispanic/Latino 6.3 7.3 -1.0 2.3 550Declined
Multi-race, Non-Hisp./Lat.---- 28--
Nat. Haw. or Pacif. Isl.-------
White 4.0 2.4 1.6 2.9 2934Exceeded 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 403 402100Yes 1 403 403100Yes 1 0----
Lowest Performing---------------
High needs 126 126100Yes 1 126 126100Yes 1 0----
Econ. Disadvantaged 41 41100Yes 1 41 41100Yes 1 0----
EL and Former EL 65 65100Yes 1 65 65100Yes 1 0----
Students w/ disabilities 51 51100Yes 1 51 51100Yes 1 0----
Amer. Ind. or Alaska Nat. 3---- 3---- 0----
Asian 185 18499Yes 1 185 185100Yes 1 0----
Afr. Amer./Black 8---- 8---- 0----
Hispanic/Latino 27 27100Yes 1 27 27100Yes 1 0----
Multi-race, Non-Hisp./Lat. 18---- 18---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 161 161100Yes 1 161 161100Yes 1 0----


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