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Minot Forest

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2018 Official Accountability Report - Minot Forest

Organization Information
DISTRICT NAME
Wareham (03100000)
TITLE I STATUS
Title I School
SCHOOL
Minot Forest (03100017)
GRADES SERVED
PK,03,04
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
92% - Meeting targets28

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 achievement44-44-
Science achievement------
Achievement total8867.58867.5
GrowthEnglish language arts growth34-34-
Mathematics growth44-34-
Growth total7822.56822.5
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 absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total7.27.6-6.87.6-
Percentage of possible points 95%-89%-
Criterion-referenced target percentage92%
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 achievement---
Achievement total8867.5
GrowthEnglish language arts growth24-
Mathematics growth44-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total7.07.6-
Percentage of possible points 92%-
Criterion-referenced target percentage92%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 39

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 490.9 493.6 2.7 492.9 3844Exceeded Target
Lowest Performing 465.3 476.4 11.1 470.6 424Exceeded Target
High needs 487.6 490.7 3.1 489.6 2504Exceeded Target
Econ. Disadvantaged 488.8 492.0 3.2 490.4 2214Exceeded Target
EL and Former EL---- 4--
Students w/ disabilities 476.3 481.1 4.8 478.1 894Exceeded Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 3--
Afr. Amer./Black 489.2 491.1 1.9 490.8 353Met Target
Hispanic/Latino---- 26--
Multi-race, Non-Hisp./Lat. 483.0 489.1 6.1 484.6 554Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 492.0 494.6 2.6 494.1 2633Met 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 486.3 491.9 5.6 488.1 3864Exceeded Target
Lowest Performing 460.4 469.2 8.8 463.7 424Exceeded Target
High needs 482.6 488.3 5.7 484.5 2504Exceeded Target
Econ. Disadvantaged 483.0 489.6 6.6 484.4 2214Exceeded Target
EL and Former EL---- 4--
Students w/ disabilities 474.3 477.9 3.6 476.4 894Exceeded Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 3--
Afr. Amer./Black 479.5 488.0 8.5 481.3 354Exceeded Target
Hispanic/Latino---- 26--
Multi-race, Non-Hisp./Lat. 483.5 489.2 5.7 485.0 554Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 487.1 493.2 6.1 489.4 2654Exceeded 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-------
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-------

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.3 50.0 1863Met Target
Lowest Performing 54.5 50.0 423Met Target
High needs 48.8 50.0 1242Below Target
Econ. Disadvantaged 48.1 50.0 1142Below Target
EL and Former EL-- 3--
Students w/ disabilities 47.6 50.0 342Below Target
Amer. Ind. or Alaska Nat.-- 2--
Asian-- 2--
Afr. Amer./Black-- 17--
Hispanic/Latino-- 12--
Multi-race, Non-Hisp./Lat. 44.0 50.0 272Below Target
Nat. Haw. or Pacif. Isl.-----
White 53.3 50.0 1263Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 64.8 50.0 1854Exceeded Target
Lowest Performing 53.6 50.0 423Met Target
High needs 62.8 50.0 1234Exceeded Target
Econ. Disadvantaged 62.4 50.0 1134Exceeded Target
EL and Former EL-- 3--
Students w/ disabilities 54.1 50.0 343Met Target
Amer. Ind. or Alaska Nat.-- 2--
Asian-- 2--
Afr. Amer./Black-- 17--
Hispanic/Latino-- 12--
Multi-race, Non-Hisp./Lat. 60.3 50.0 274Exceeded Target
Nat. Haw. or Pacif. Isl.-----
White 66.3 50.0 1254Exceeded 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 15.0 14.3 0.7 13.1 4212Improved Below Target
Lowest Performing 8.7 26.2 -17.5 4.0 420Declined
High needs 18.6 18.1 0.5 16.3 2812Improved Below Target
Econ. Disadvantaged 18.3 19.9 -1.6 15.9 2210Declined
EL and Former EL---- 7--
Students w/ disabilities 23.1 23.5 -0.4 18.8 1021No Change
Amer. Ind. or Alaska Nat.---- 3--
Asian---- 3--
Afr. Amer./Black 10.8 10.0 0.8 6.9 402Improved Below Target
Hispanic/Latino---- 27--
Multi-race, Non-Hisp./Lat. 15.4 18.6 -3.2 13.5 590Declined
Nat. Haw. or Pacif. Isl.-------
White 15.1 13.8 1.3 12.5 2892Improved Below 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 401 39899Yes 1 401 400100Yes 1 0----
Lowest Performing---------------
High needs 265 264100Yes 1 265 264100Yes 1 0----
Econ. Disadvantaged 236 235100Yes 1 236 235100Yes 1 0----
EL and Former EL 6---- 6---- 0----
Students w/ disabilities 96 9599Yes 1 96 9599Yes 1 0----
Amer. Ind. or Alaska Nat. 3---- 3---- 0----
Asian 3---- 3---- 0----
Afr. Amer./Black 39 39100Yes 1 39 39100Yes 1 0----
Hispanic/Latino 27 27100Yes 1 27 27100Yes 1 0----
Multi-race, Non-Hisp./Lat. 55 55100Yes 1 55 55100Yes 1 0----
Nat. Haw. or Pacif. Isl.---------------
White 274 27199Yes 1 274 273100Yes 1 0----


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

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