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Impact Prep at Chestnut

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2019 Official Accountability Report - Impact Prep at Chestnut

Organization Information
DISTRICT NAME
Springfield (02810000)
TITLE I STATUS
Title I School
SCHOOL
Impact Prep at Chestnut (02810366)
GRADES SERVED
06,07,08
REGION
Strategic Transformation
FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of broad/comprehensive support
Underperforming school

Low subgroup performance: Afr. Amer./Black -Students w/disabilities -Economically disadvantaged -Hispanic/Latino -EL and former EL -High needs
Progress toward improvement targetsAccountability percentile
35% - Moderate progress toward targets1

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage28%40%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
35%
Moderate 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 achievement04-44-
Mathematics achievement04-24-
Science achievement------
Achievement total0860.06867.5
GrowthEnglish language arts growth14-24-
Mathematics growth14-14-
Growth total2820.03822.5
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 absenteeism34-24-
Advanced coursework completion------
Additional indicators total3410.02410.0
Weighted total1.17.2-4.97.6-
Percentage of possible points 15%-65%-
Criterion-referenced target percentage40%

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 achievement04----
Mathematics achievement24----
Science achievement------
Achievement total2860.0---
GrowthEnglish language arts growth24----
Mathematics growth24----
Growth total4820.0---
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 total0410.0---
Additional indicatorsChronic absenteeism04----
Advanced coursework completion------
Additional indicators total0410.0---
Weighted total2.07.2----
Percentage of possible points 28%---
Criterion-referenced target percentage28%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage26%11%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
17%
Limited or no 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 achievement04-
Mathematics achievement04-
Science achievement---
Achievement total0867.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total0.87.6-
Percentage of possible points 11%-
2019 Annual criterion-referenced target percentage11%

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 achievement04-
Mathematics achievement24-
Science achievement---
Achievement total2867.5
GrowthEnglish language arts growth14-
Mathematics growth24-
Growth total3822.5
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 total2.07.6-
Percentage of possible points 26%-
2018 Annual criterion-referenced target percentage26%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
1

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 478.8 475.8 -3.0 480.7 3200Declined
Lowest Performing 452.3 458.5 6.2 457.4 404Exceeded Target
High needs 477.9 475.3 -2.6 479.8 3090Declined
Econ. Disadvantaged 477.9 475.2 -2.7 479.0 3050Declined
EL and Former EL 472.7 468.8 -3.9 474.4 1150Declined
Students w/ disabilities 457.9 456.8 -1.1 460.0 720Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 478.1 476.8 -1.3 479.8 450Declined
Hispanic/Latino 478.7 475.3 -3.4 480.1 2600Declined
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 14--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 479.8 475.8 -4.0 481.4 3210Declined
Lowest Performing 457.4 460.2 2.8 461.1 412Improved Below Target
High needs 479.1 475.4 -3.7 481.1 3100Declined
Econ. Disadvantaged 479.3 475.5 -3.8 481.1 3060Declined
EL and Former EL 476.1 471.4 -4.7 478.0 1150Declined
Students w/ disabilities 458.9 461.4 2.5 461.2 743Met Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 479.6 474.7 -4.9 481.6 440Declined
Hispanic/Latino 479.5 475.4 -4.1 480.9 2610Declined
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 15--

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students---- 104--
Lowest Performing-------
High needs---- 100--
Econ. Disadvantaged---- 96--
EL and Former EL---- 39--
Students w/ disabilities---- 29--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 13--
Hispanic/Latino---- 88--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 3--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 35.4 2811Low Growth
Lowest Performing 43.1 382Typical Growth - Low
High needs 35.1 2711Low Growth
Econ. Disadvantaged 34.7 2681Low Growth
EL and Former EL 36.3 891Low Growth
Students w/ disabilities 30.2 631Low Growth
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black 36.0 441Low Growth
Hispanic/Latino 35.8 2271Low Growth
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White- 9--

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 31.5 2811Low Growth
Lowest Performing 39.0 401Low Growth
High needs 31.6 2711Low Growth
Econ. Disadvantaged 31.5 2671Low Growth
EL and Former EL 32.3 901Low Growth
Students w/ disabilities 27.0 660Very Low Growth
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black 30.5 431Low Growth
Hispanic/Latino 31.4 2271Low Growth
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White- 10--

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 4.3 17.7 13.4 9.5 794Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 4.3 17.7 13.4 9.5 794Exceeded 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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 33.3 31.1 -2.2 31.1 3893Met Target
Lowest Performing 48.8 46.3 -2.5 43.9 412Improved Below Target
High needs 34.2 32.0 -2.2 31.7 3783Met Target
Econ. Disadvantaged 35.5 32.4 -3.1 32.8 3363Met Target
EL and Former EL 32.3 32.0 -0.3 29.0 1472Improved Below Target
Students w/ disabilities 47.1 44.0 -3.1 42.8 912Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black 25.0 28.0 3.0 21.4 500Declined
Hispanic/Latino 34.9 30.8 -4.1 31.1 3213Met Target
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 17--

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 374 36898Yes 1 374 36999Yes 1 116 11397Yes 1

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 363 357 363 358 112 109 838 82498Yes1
Econ. Disadvantaged 355 349 355 350 108 105 818 80498Yes1
EL and Former EL 135 133 134 133 43 42 312 30899Yes1
Students w/ disabilities 88 85 88 86 33 31 209 20297Yes1
Amer. Ind. or Alaska Nat.-----------
Asian-----------
Afr. Amer./Black 56 56 56 54 15 14 127 12498Yes1
Hispanic/Latino 301 296 301 298 98 96 700 69099Yes1
Multi-race, Non-Hisp./Lat. 1 1 1 1-- 2----
Nat. Haw. or Pacif. Isl.-----------
White 16 15 16 16 3 3 35----


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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