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Winter Hill Community

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2018 Official Accountability Report - Winter Hill Community

Organization Information
DISTRICT NAME
Somerville (02740000)
TITLE I STATUS
Title I School
SCHOOL
Winter Hill Community (02740120)
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
37% - Partially meeting targets15

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 achievement14-24-
Mathematics achievement04-24-
Science achievement04----
Achievement total11260.04867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
Growth total5820.05822.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total2.29.6-3.87.6-
Percentage of possible points 23%-50%-
Criterion-referenced target percentage37%
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 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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total2.710.3-
Percentage of possible points 26%-
Criterion-referenced target percentage26%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 21

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 488.1 488.0 -0.1 489.6 2941No Change
Lowest Performing 464.1 468.7 4.6 469.6 432Improved Below Target
High needs 484.1 484.3 0.2 485.9 2472Improved Below Target
Econ. Disadvantaged 483.3 484.5 1.2 484.6 1863Met Target
EL and Former EL 481.6 478.8 -2.8 482.9 1400Declined
Students w/ disabilities 479.9 483.4 3.5 481.7 954Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 498.3 501.3 3.0 500.1 274Exceeded Target
Afr. Amer./Black 484.0 484.9 0.9 485.6 432Improved Below Target
Hispanic/Latino 485.0 484.1 -0.9 486.5 1600Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 493.5 494.8 1.3 495.2 593Met 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 491.0 488.8 -2.2 492.5 2960Declined
Lowest Performing 467.1 467.6 0.5 470.1 452Improved Below Target
High needs 487.1 485.7 -1.4 488.7 2500Declined
Econ. Disadvantaged 486.3 485.8 -0.5 487.3 1871No Change
EL and Former EL 484.5 482.6 -1.9 486.0 1420Declined
Students w/ disabilities 482.6 480.8 -1.8 484.4 980Declined
Amer. Ind. or Alaska Nat.-------
Asian 501.1 505.8 4.7 503.9 274Exceeded Target
Afr. Amer./Black 487.9 483.5 -4.4 490.2 430Declined
Hispanic/Latino 488.1 485.1 -3.0 489.7 1620Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 494.9 494.2 -0.7 496.6 590Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 68.3 51.8 -16.5 71.0 1100Declined
Lowest Performing-------
High needs 62.1 48.2 -13.9 65.5 980Declined
Econ. Disadvantaged 61.5 49.3 -12.2 65.3 750Declined
EL and Former EL 53.8 40.4 -13.4 56.7 570Declined
Students w/ disabilities 63.4 45.7 -17.7 66.4 350Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 10--
Afr. Amer./Black---- 15--
Hispanic/Latino 64.3 48.2 -16.1 67.1 680Declined
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 16--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.9 50.0 1983Met Target
Lowest Performing 53.3 50.0 433Met Target
High needs 51.3 50.0 1623Met Target
Econ. Disadvantaged 51.4 50.0 1183Met Target
EL and Former EL 51.2 50.0 853Met Target
Students w/ disabilities 50.1 50.0 663Met Target
Amer. Ind. or Alaska Nat.-----
Asian 57.3 50.0 203Met Target
Afr. Amer./Black 57.3 50.0 273Met Target
Hispanic/Latino 49.5 50.0 1082Below Target
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White 48.8 50.0 412Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.1 50.0 1982Below Target
Lowest Performing 41.0 50.0 452Below Target
High needs 46.2 50.0 1632Below Target
Econ. Disadvantaged 47.7 50.0 1172Below Target
EL and Former EL 48.1 50.0 852Below Target
Students w/ disabilities 40.0 50.0 682Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 19--
Afr. Amer./Black 45.3 50.0 272Below Target
Hispanic/Latino 46.8 50.0 1092Below Target
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White 42.2 50.0 412Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 60.7 57.8 -2.9 45.3 1163Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 60.7 57.8 -2.9 45.3 1163Met 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 11.5 10.5 1.0 10.2 4393Met Target
Lowest Performing 6.1 8.9 -2.8 2.2 450Declined
High needs 13.2 12.0 1.2 10.9 3682Improved Below Target
Econ. Disadvantaged 13.2 15.4 -2.2 10.1 2400Declined
EL and Former EL 11.9 12.2 -0.3 9.2 2291No Change
Students w/ disabilities 13.4 11.1 2.3 9.6 1262Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian 11.1 5.9 5.2 8.0 344Exceeded Target
Afr. Amer./Black 5.4 7.6 -2.2 1.7 660Declined
Hispanic/Latino 11.8 12.9 -1.1 8.1 2400Declined
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 14.9 8.0 6.9 13.2 884Exceeded 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 340 33699Yes 1 339 339100Yes 1 128 128100Yes 1
Lowest Performing---------------
High needs 290 28699Yes 1 290 290100Yes 1 116 116100Yes 1
Econ. Disadvantaged 217 21599Yes 1 217 217100Yes 1 90 90100Yes 1
EL and Former EL 182 17998Yes 1 182 182100Yes 1 75 75100Yes 1
Students w/ disabilities 100 9797Yes 1 100 100100Yes 1 37 37100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 29 29100Yes 1 29 29100Yes 1 11----
Afr. Amer./Black 53 53100Yes 1 53 53100Yes 1 19----
Hispanic/Latino 191 18898Yes 1 191 191100Yes 1 81 81100Yes 1
Multi-race, Non-Hisp./Lat. 5---- 5---- 1----
Nat. Haw. or Pacif. Isl.---------------
White 62 6198Yes 1 61 61100Yes 1 16----


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