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Balliet Middle School

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2019 Official Accountability Report - Balliet Middle School

Organization Information
DISTRICT NAME
Springfield (02810000)
TITLE I STATUS
Title I School
SCHOOL
Balliet Middle School (02810360)
GRADES SERVED
06,07,08
REGION
West/Central
FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

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: Economically disadvantaged -High needs

Low participation rate: Economically disadvantaged -Hispanic/Latino -High needs -All students
Progress toward improvement targetsAccountability percentile
63% - Substantial progress toward targets1

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage33%83%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
63%
Substantial progress toward targets

2019 Points awarded

2019 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----
Mathematics achievement44----
Science achievement------
Achievement total8867.5---
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 absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total6.37.6----
Percentage of possible points 83%---
Criterion-referenced target percentage83%

2018 Points awarded

2018 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 achievement34----
Mathematics achievement04----
Science achievement------
Achievement total3867.5---
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 absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total2.57.6----
Percentage of possible points 33%---
Criterion-referenced target percentage33%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage33%74%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
57%
Substantial progress toward targets

2019 Points awarded

2019 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 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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total5.67.6-
Percentage of possible points 74%-
2019 Annual criterion-referenced target percentage74%

2018 Points awarded

2018 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement34-
Mathematics achievement04-
Science achievement---
Achievement total3867.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total2.57.6-
Percentage of possible points 33%-
2018 Annual criterion-referenced target percentage33%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
2

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 465.3 470.1 4.8 467.2 264Exceeded Target
Lowest Performing-------
High needs 465.1 470.1 5.0 467.0 264Exceeded Target
Econ. Disadvantaged 465.1 470.1 5.0 466.2 264Exceeded Target
EL and Former EL---- 6--
Students w/ disabilities---- 6--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 5--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 2--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 466.4 468.6 2.2 468.0 274Exceeded Target
Lowest Performing-------
High needs 466.4 468.6 2.2 468.4 273Met Target
Econ. Disadvantaged 466.4 468.6 2.2 468.2 273Met Target
EL and Former EL---- 6--
Students w/ disabilities---- 5--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 4--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 3--

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students---- 17--
Lowest Performing-------
High needs---- 17--
Econ. Disadvantaged---- 17--
EL and Former EL---- 4--
Students w/ disabilities---- 4--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 2--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White-------

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 45.2 222Typical Growth - Low
Lowest Performing----
High needs 45.2 222Typical Growth - Low
Econ. Disadvantaged 45.2 222Typical Growth - Low
EL and Former EL- 3--
Students w/ disabilities- 5--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 4--
Hispanic/Latino- 16--
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White- 1--

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 45.7 232Typical Growth - Low
Lowest Performing----
High needs 45.7 232Typical Growth - Low
Econ. Disadvantaged 45.7 232Typical Growth - Low
EL and Former EL- 4--
Students w/ disabilities- 5--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 3--
Hispanic/Latino- 16--
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White- 2--

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change 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-------

Chronic absenteeism - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 77.6 79.5 1.9 75.4 390Declined
Lowest Performing-------
High needs 78.8 79.5 0.7 76.3 390Declined
Econ. Disadvantaged 78.8 77.1 -1.7 76.1 352Improved Below Target
EL and Former EL---- 7--
Students w/ disabilities---- 10--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 7--
Hispanic/Latino---- 27--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 3--

Assessment participation - All students
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 49 4188No 2 48 4390No 1 28 2385No 2

Assessment participation - Subgroups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 48 40 47 42 27 22 122 10487No2
Econ. Disadvantaged 47 39 46 41 27 22 120 10287No2
EL and Former EL 10 9 10 9 5 4 25----
Students w/ disabilities 15 13 14 13 8 7 37----
Amer. Ind. or Alaska Nat.-----------
Asian-----------
Afr. Amer./Black 11 11 10 10 3 3 24----
Hispanic/Latino 31 24 31 26 22 17 84 6784No2
Multi-race, Non-Hisp./Lat. 2 2 2 2 2 2 6----
Nat. Haw. or Pacif. Isl.-----------
White 5 4 5 5 1 1 11----


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 not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to 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 cumulative criterion-referenced target percentage of 75% or higher.

The annual 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)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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 multiple years of data for all accountability indicators. School percentiles are not calculated for districts.


Resources
Interpretive Materials
Glossary of 2019 Accountability Terms

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