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West Street

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2018 Official Accountability Report - West Street

Organization Information
DISTRICT NAME
Southbridge (02770000)
TITLE I STATUS
Title I School
SCHOOL
West Street (02770020)
GRADES SERVED
02,03,04,05
REGION
Strategic Transformation
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low subgroup performance: White -Students w/disabilities -Economically disadvantaged -High needs
Progress toward improvement targetsAccountability percentile
59% - Partially meeting targets4

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 achievement04-44-
Mathematics achievement04-44-
Science achievement34----
Achievement total31260.08867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
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 total1410.0---
Additional indicatorsChronic absenteeism44-24-
Advanced coursework completion------
Additional indicators total4410.02410.0
Weighted total3.19.6-6.57.6-
Percentage of possible points 32%-86%-
Criterion-referenced target percentage59%
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 achievement04-
Mathematics achievement04-
Science achievement14-
Achievement total11267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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 total2.010.3-
Percentage of possible points 19%-
Criterion-referenced target percentage19%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 4

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 484.2 482.5 -1.7 486.2 2160Declined
Lowest Performing 459.1 467.2 8.1 464.4 264Exceeded Target
High needs 480.7 479.7 -1.0 482.7 1820Declined
Econ. Disadvantaged 480.9 479.6 -1.3 482.5 1600Declined
EL and Former EL 472.1 476.0 3.9 473.7 964Exceeded Target
Students w/ disabilities 464.7 467.0 2.3 466.5 453Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 1--
Hispanic/Latino 482.1 479.9 -2.2 483.8 1240Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 486.3 485.9 -0.4 488.4 811No Change

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 484.2 480.8 -3.4 486.0 2170Declined
Lowest Performing 455.6 461.3 5.7 458.9 264Exceeded Target
High needs 480.8 477.9 -2.9 482.7 1830Declined
Econ. Disadvantaged 481.2 478.3 -2.9 482.6 1610Declined
EL and Former EL 471.9 474.4 2.5 473.7 974Exceeded Target
Students w/ disabilities 470.1 464.5 -5.6 472.2 450Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 1--
Hispanic/Latino 481.3 477.1 -4.2 482.9 1250Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 486.6 485.8 -0.8 488.9 810Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 54.6 56.8 2.2 57.5 703Met Target
Lowest Performing-------
High needs 51.5 50.5 -1.0 54.6 541No Change
Econ. Disadvantaged 51.6 51.5 -0.1 54.1 501No Change
EL and Former EL---- 19--
Students w/ disabilities---- 14--
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black-------
Hispanic/Latino 48.0 54.9 6.9 51.1 414Exceeded Target
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 62.9 60.4 -2.5 66.1 241No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 42.1 50.0 1352Below Target
Lowest Performing 43.3 50.0 262Below Target
High needs 40.8 50.0 1082Below Target
Econ. Disadvantaged 40.8 50.0 962Below Target
EL and Former EL 41.8 50.0 472Below Target
Students w/ disabilities 34.7 50.0 281Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 4--
Afr. Amer./Black-----
Hispanic/Latino 41.3 50.0 782Below Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 43.6 50.0 492Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 44.5 50.0 1342Below Target
Lowest Performing 42.1 50.0 262Below Target
High needs 42.1 50.0 1072Below Target
Econ. Disadvantaged 41.6 50.0 952Below Target
EL and Former EL 44.2 50.0 472Below Target
Students w/ disabilities 29.1 50.0 270Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 4--
Afr. Amer./Black-----
Hispanic/Latino 41.9 50.0 782Below Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 48.8 50.0 482Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 51.8 46.3 -5.5 62.8 821No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 51.8 46.3 -5.5 62.8 821No Change
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 23.2 19.8 3.4 21.3 3534Exceeded Target
Lowest Performing 38.7 38.5 0.2 34.0 262Improved Below Target
High needs 26.8 22.0 4.8 24.5 2954Exceeded Target
Econ. Disadvantaged 29.7 24.2 5.5 27.3 2444Exceeded Target
EL and Former EL 30.3 26.4 3.9 26.6 1743Met Target
Students w/ disabilities 36.0 26.5 9.5 31.7 684Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black---- 1--
Hispanic/Latino 31.1 27.0 4.1 27.7 2004Exceeded Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 14.5 11.0 3.5 11.9 1364Exceeded 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 253 252100Yes 1 252 251100Yes 1 82 82100Yes 1
Lowest Performing---------------
High needs 219 218100Yes 1 218 217100Yes 1 66 66100Yes 1
Econ. Disadvantaged 195 19499Yes 1 194 19399Yes 1 61 61100Yes 1
EL and Former EL 117 11699Yes 1 117 11699Yes 1 24 24100Yes 1
Students w/ disabilities 57 57100Yes 1 56 5598Yes 1 19----
Amer. Ind. or Alaska Nat.---------------
Asian 5---- 5---- 4----
Afr. Amer./Black 1---- 1---- 0----
Hispanic/Latino 150 14999Yes 1 150 14999Yes 1 48 48100Yes 1
Multi-race, Non-Hisp./Lat. 5---- 5---- 1----
Nat. Haw. or Pacif. Isl.---------------
White 92 92100Yes 1 91 91100Yes 1 29 29100Yes 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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