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Massachusetts School and District Profiles

Josiah Haynes

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2019 Official Accountability Report - Josiah Haynes

Organization Information
DISTRICT NAME
Sudbury (02880000)
TITLE I STATUS
Non-Title I School
SCHOOL
Josiah Haynes (02880010)
GRADES SERVED
K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
School of Recognition: High Achievement - High Growth - Exceeding Targets
Progress toward improvement targetsAccountability percentile
96% - Meeting or exceeding targets99

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage97%95%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
96%
Meeting or exceeding 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 achievement44-44-
Mathematics achievement44-34-
Science achievement44----
Achievement total121267.57867.5
GrowthEnglish language arts growth44-44-
Mathematics growth44-44-
Growth total8822.58822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total10.310.3-6.97.6-
Percentage of possible points 100%-91%-
Criterion-referenced target percentage95%

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 achievement44-44-
Mathematics achievement44-44-
Science achievement34----
Achievement total111267.58867.5
GrowthEnglish language arts growth44-44-
Mathematics growth44-44-
Growth total8822.58822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total9.610.3-7.67.6-
Percentage of possible points 93%-100%-
Criterion-referenced target percentage97%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage89%87%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
88%
Meeting or exceeding 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 achievement34-
Mathematics achievement44-
Science achievement---
Achievement total7867.5
GrowthEnglish language arts growth44-
Mathematics growth44-
Growth total8822.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total6.67.6-
Percentage of possible points 87%-
2019 Annual criterion-referenced target percentage87%

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 achievement44-
Mathematics achievement44-
Science achievement34-
Achievement total111267.5
GrowthEnglish language arts growth44-
Mathematics growth44-
Growth total8822.5
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 total9.210.3-
Percentage of possible points 89%-
2018 Annual criterion-referenced target percentage89%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
98

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 514.6 518.7 4.1 515.6 1894Exceeded Target
Lowest Performing 496.5 507.2 10.7 500.6 294Exceeded Target
High needs 501.1 502.6 1.5 502.1 423Met Target
Econ. Disadvantaged---- 7--
EL and Former EL---- 10--
Students w/ disabilities 497.5 498.1 0.6 498.5 313Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 18--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.-------
White 514.9 519.2 4.3 515.9 1404Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 517.1 518.1 1.0 518.1 1894Exceeded Target
Lowest Performing 505.0 507.6 2.6 508.2 293Met Target
High needs 503.4 507.0 3.6 504.7 424Exceeded Target
Econ. Disadvantaged---- 7--
EL and Former EL---- 10--
Students w/ disabilities 498.8 506.1 7.3 500.6 314Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 18--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.-------
White 516.5 517.4 0.9 517.5 1404Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 88.9 95.8 6.9 91.1 544Exceeded Target
Lowest Performing-------
High needs---- 13--
Econ. Disadvantaged---- 2--
EL and Former EL---- 4--
Students w/ disabilities---- 9--
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 89.2 96.3 7.1 91.1 414Exceeded Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 72.5 1204Exceeded Typical Growth
Lowest Performing 74.5 294Exceeded Typical Growth
High needs 68.1 244Exceeded Typical Growth
Econ. Disadvantaged- 4--
EL and Former EL- 8--
Students w/ disabilities- 15--
Amer. Ind. or Alaska Nat.----
Asian- 13--
Afr. Amer./Black- 4--
Hispanic/Latino- 4--
Multi-race, Non-Hisp./Lat.- 11--
Nat. Haw. or Pacif. Isl.----
White 71.0 884Exceeded Typical Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 62.4 1194Exceeded Typical Growth
Lowest Performing 61.6 294Exceeded Typical Growth
High needs 63.1 244Exceeded Typical Growth
Econ. Disadvantaged- 4--
EL and Former EL- 8--
Students w/ disabilities- 15--
Amer. Ind. or Alaska Nat.----
Asian- 13--
Afr. Amer./Black- 4--
Hispanic/Latino- 4--
Multi-race, Non-Hisp./Lat.- 11--
Nat. Haw. or Pacif. Isl.----
White 58.8 873Typical Growth - High

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 2.1 2.6 0.5 1.0 3104Exceeded Target
Lowest Performing 3.4 0.0 -3.4 0.1 294Exceeded Target
High needs 4.2 4.3 0.1 2.1 701No Change
Econ. Disadvantaged---- 9--
EL and Former EL---- 17--
Students w/ disabilities 5.7 5.8 0.1 3.2 521No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 28--
Afr. Amer./Black---- 8--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 20--
Nat. Haw. or Pacif. Isl.-------
White 2.6 2.9 0.3 1.4 2453Met Target

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 192 19199Yes 1 192 19199Yes 1 55 55100Yes 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 43 43 43 43 13 13 99 99100Yes1
Econ. Disadvantaged 7 7 7 7 2 2 16----
EL and Former EL 11 11 11 11 4 4 26----
Students w/ disabilities 31 31 31 31 9 9 71 71100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 18 18 18 18 5 5 41----
Afr. Amer./Black 6 6 6 6 2 2 14----
Hispanic/Latino 6 6 6 6 2 2 14----
Multi-race, Non-Hisp./Lat. 19 19 19 19 4 4 42----
Nat. Haw. or Pacif. Isl.-----------
White 143 142 143 142 42 42 328 32699Yes1


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

School and District Profiles