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Daniel B Brunton

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2018 Official Accountability Report - Daniel B Brunton

Organization Information
DISTRICT NAME
Springfield (02810000)
TITLE I STATUS
Title I School
SCHOOL
Daniel B Brunton (02810035)
GRADES SERVED
K,01,02,03,04,05
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
87% - Meeting targets48

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 achievement34-44-
Science achievement24----
Achievement total91260.08867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-44-
Growth total6820.07822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total7.49.6-7.47.6-
Percentage of possible points 77%-97%-
Criterion-referenced target percentage87%
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 achievement44-
Science achievement34-
Achievement total111267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total9.210.3-
Percentage of possible points 89%-
Criterion-referenced target percentage89%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 78

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 492.6 496.9 4.3 494.1 2024Exceeded Target
Lowest Performing 473.4 483.4 10.0 478.9 244Exceeded Target
High needs 489.6 495.2 5.6 491.4 1664Exceeded Target
Econ. Disadvantaged 489.9 496.0 6.1 491.2 1594Exceeded Target
EL and Former EL 486.0 488.4 2.4 487.3 364Exceeded Target
Students w/ disabilities 475.7 487.5 11.8 477.5 484Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 491.2 497.1 5.9 492.8 404Exceeded Target
Hispanic/Latino 489.8 496.3 6.5 491.3 1184Exceeded Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 501.6 501.2 -0.4 503.3 341No 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 492.9 494.7 1.8 494.4 2003Met Target
Lowest Performing 464.9 483.6 18.7 467.9 244Exceeded Target
High needs 490.3 493.3 3.0 491.9 1644Exceeded Target
Econ. Disadvantaged 490.4 494.0 3.6 491.4 1574Exceeded Target
EL and Former EL 490.2 489.7 -0.5 491.7 351No Change
Students w/ disabilities 476.8 489.7 12.9 478.6 484Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 494.4 495.9 1.5 496.7 392Improved Below Target
Hispanic/Latino 489.2 492.8 3.6 490.8 1174Exceeded Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 499.8 500.4 0.6 501.5 342Improved Below 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 81.0 82.1 1.1 83.7 632Improved Below Target
Lowest Performing-------
High needs 77.5 79.1 1.6 80.9 493Met Target
Econ. Disadvantaged 77.7 81.7 4.0 81.5 453Met Target
EL and Former EL---- 14--
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 9--
Hispanic/Latino 76.3 79.7 3.4 79.1 433Met Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 8--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 56.1 50.0 1253Met Target
Lowest Performing 58.8 50.0 233Met Target
High needs 55.7 50.0 1003Met Target
Econ. Disadvantaged 56.4 50.0 973Met Target
EL and Former EL-- 18--
Students w/ disabilities 51.9 50.0 263Met Target
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black 55.1 50.0 203Met Target
Hispanic/Latino 54.5 50.0 783Met Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 63.8 50.0 234Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 54.3 50.0 1243Met Target
Lowest Performing 70.0 50.0 244Exceeded Target
High needs 54.7 50.0 993Met Target
Econ. Disadvantaged 55.3 50.0 963Met Target
EL and Former EL-- 18--
Students w/ disabilities 59.1 50.0 273Met Target
Amer. Ind. or Alaska Nat.-----
Asian-----
Afr. Amer./Black 55.4 50.0 203Met Target
Hispanic/Latino 50.6 50.0 773Met Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 65.1 50.0 234Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 58.1 73.3 15.2 62.8 454Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 58.1 73.3 15.2 62.8 454Exceeded 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 21.8 12.5 9.3 20.5 3694Exceeded Target
Lowest Performing 21.4 12.5 8.9 17.5 244Exceeded Target
High needs 24.5 14.0 10.5 22.2 3084Exceeded Target
Econ. Disadvantaged 26.6 13.5 13.1 23.5 2824Exceeded Target
EL and Former EL 25.6 13.0 12.6 22.9 774Exceeded Target
Students w/ disabilities 30.0 17.8 12.2 26.2 734Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black 10.0 13.0 -3.0 6.3 690Declined
Hispanic/Latino 26.7 13.1 13.6 23.0 2294Exceeded Target
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.---- 1--
White 20.3 10.5 9.8 18.6 574Exceeded 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 231 230100Yes 1 229 228100Yes 1 70 6999Yes 1
Lowest Performing---------------
High needs 192 19199Yes 1 190 18999Yes 1 56 5598Yes 1
Econ. Disadvantaged 185 18499Yes 1 183 18299Yes 1 52 5198Yes 1
EL and Former EL 46 46100Yes 1 45 45100Yes 1 16----
Students w/ disabilities 54 5398Yes 1 54 5398Yes 1 22 2195Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 1----
Afr. Amer./Black 49 49100Yes 1 48 48100Yes 1 12----
Hispanic/Latino 137 13699Yes 1 136 13599Yes 1 47 4698Yes 1
Multi-race, Non-Hisp./Lat. 7---- 7---- 2----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 35 35100Yes 1 35 35100Yes 1 8----


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