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Proctor Elementary

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2018 Official Accountability Report - Proctor Elementary

Organization Information
DISTRICT NAME
Topsfield (02980000)
TITLE I STATUS
Title I School
SCHOOL
Proctor Elementary (02980005)
GRADES SERVED
04,05,06
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
58% - Partially meeting targets78

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 achievement34-44-
Mathematics achievement04-14-
Science achievement34----
Achievement total61267.55867.5
GrowthEnglish language arts growth24-34-
Mathematics growth34-34-
Growth total5822.56822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total5.610.3-4.77.6-
Percentage of possible points 54%-62%-
Criterion-referenced target percentage58%
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 achievement24-
Mathematics achievement04-
Science achievement---
Achievement total2867.5
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 total2.77.6-
Percentage of possible points 36%-
Criterion-referenced target percentage36%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 47

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 506.9 508.4 1.5 508.6 2513Met Target
Lowest Performing 486.5 491.3 4.8 490.4 394Exceeded Target
High needs 491.1 491.5 0.4 492.7 542Improved Below Target
Econ. Disadvantaged---- 13--
EL and Former EL---- 3--
Students w/ disabilities 488.9 490.7 1.8 490.2 453Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 507.1 508.8 1.7 508.7 2313Met Target

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 507.0 505.9 -1.1 508.2 2520Declined
Lowest Performing 489.6 489.5 -0.1 492.4 391No Change
High needs 493.7 488.1 -5.6 495.1 540Declined
Econ. Disadvantaged---- 13--
EL and Former EL---- 3--
Students w/ disabilities 491.5 485.4 -6.1 493.3 450Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 506.9 505.9 -1.0 508.2 2320Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 89.4 88.5 -0.9 91.6 783Met Target
Lowest Performing-------
High needs---- 21--
Econ. Disadvantaged---- 5--
EL and Former EL-------
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 1--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 90.2 89.4 -0.8 92.3 714Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.5 50.0 2382Below Target
Lowest Performing 50.5 50.0 393Met Target
High needs 44.0 50.0 482Below Target
Econ. Disadvantaged-- 11--
EL and Former EL-- 2--
Students w/ disabilities 47.2 50.0 392Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 5--
Afr. Amer./Black-- 2--
Hispanic/Latino-- 4--
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 48.7 50.0 2202Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.6 50.0 2393Met Target
Lowest Performing 54.5 50.0 393Met Target
High needs 46.3 50.0 482Below Target
Econ. Disadvantaged-- 11--
EL and Former EL-- 2--
Students w/ disabilities 47.5 50.0 392Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 5--
Afr. Amer./Black-- 2--
Hispanic/Latino-- 4--
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 52.6 50.0 2213Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 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 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 0.8 2.3 -1.5 0.0 2584Exceeded Target
Lowest Performing 2.6 5.1 -2.5 0.0 390Declined
High needs 0.0 0.0 0.0 0.0 544Exceeded Target
Econ. Disadvantaged---- 12--
EL and Former EL---- 3--
Students w/ disabilities 0.0 0.0 0.0 0.0 454Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 0.9 2.5 -1.6 0.0 2384Exceeded 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 257 256100Yes 1 257 257100Yes 1 79 79100Yes 1
Lowest Performing---------------
High needs 56 56100Yes 1 56 56100Yes 1 22 22100Yes 1
Econ. Disadvantaged 13---- 13---- 5----
EL and Former EL 3---- 3---- 0----
Students w/ disabilities 47 47100Yes 1 47 47100Yes 1 19----
Amer. Ind. or Alaska Nat.---------------
Asian 5---- 5---- 2----
Afr. Amer./Black 3---- 3---- 1----
Hispanic/Latino 4---- 4---- 1----
Multi-race, Non-Hisp./Lat. 8---- 8---- 3----
Nat. Haw. or Pacif. Isl.---------------
White 237 236100Yes 1 237 237100Yes 1 72 72100Yes 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 Interpretive Materials
Glossary of 2018 Accountability Terms Glossary of 2018 Accountability Terms

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