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Sprague Elementary School

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2018 Official Accountability Report - Sprague Elementary School

Organization Information
DISTRICT NAME
Wellesley (03170000)
TITLE I STATUS
Non-Title I School
SCHOOL
Sprague Elementary School (03170048)
GRADES SERVED
K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
84% - Meeting targets90

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 achievement04----
Achievement total81267.58867.5
GrowthEnglish language arts growth44-44-
Mathematics growth34-34-
Growth total7822.57822.5
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 absenteeism34-34-
Advanced coursework completion------
Additional indicators total3410.03410.0
Weighted total7.310.3-7.37.6-
Percentage of possible points 71%-96%-
Criterion-referenced target percentage84%
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 growth44-
Mathematics growth34-
Growth total7822.5
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 total7.17.6-
Percentage of possible points 93%-
Criterion-referenced target percentage93%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 92

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 508.7 514.2 5.5 510.4 1904Exceeded Target
Lowest Performing 485.4 501.1 15.7 489.3 314Exceeded Target
High needs 499.6 504.0 4.4 501.2 534Exceeded Target
Econ. Disadvantaged---- 13--
EL and Former EL---- 12--
Students w/ disabilities 496.4 498.5 2.1 497.7 334Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 513.5 522.3 8.8 515.4 294Exceeded Target
Afr. Amer./Black---- 9--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.-------
White 507.7 513.1 5.4 509.3 1234Exceeded 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 507.6 509.7 2.1 508.8 1894Exceeded Target
Lowest Performing 488.9 493.5 4.6 491.7 304Exceeded Target
High needs 496.2 499.8 3.6 497.6 534Exceeded Target
Econ. Disadvantaged---- 13--
EL and Former EL---- 12--
Students w/ disabilities 493.5 493.2 -0.3 495.3 333Met Target
Amer. Ind. or Alaska Nat.-------
Asian 518.0 523.3 5.3 520.4 294Exceeded Target
Afr. Amer./Black---- 9--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.-------
White 507.4 507.4 0.0 508.7 1223Met 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 86.4 82.7 -3.7 88.6 650Declined
Lowest Performing-------
High needs---- 20--
Econ. Disadvantaged---- 3--
EL and Former EL---- 6--
Students w/ disabilities---- 14--
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 88.8 85.7 -3.1 90.9 423Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 64.9 50.0 1224Exceeded Target
Lowest Performing 72.5 50.0 314Exceeded Target
High needs 61.7 50.0 324Exceeded Target
Econ. Disadvantaged-- 8--
EL and Former EL-- 5--
Students w/ disabilities 59.6 50.0 213Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 18--
Afr. Amer./Black-- 6--
Hispanic/Latino-- 6--
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-----
White 64.6 50.0 814Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 57.0 50.0 1193Met Target
Lowest Performing 58.4 50.0 283Met Target
High needs 55.4 50.0 303Met Target
Econ. Disadvantaged-- 8--
EL and Former EL-- 5--
Students w/ disabilities-- 19--
Amer. Ind. or Alaska Nat.-----
Asian-- 18--
Afr. Amer./Black-- 6--
Hispanic/Latino-- 6--
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-----
White 54.8 50.0 783Met 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 3.6 3.1 0.5 2.6 3223Met Target
Lowest Performing 0.0 3.2 -3.2 0.0 313Met Target
High needs 5.9 6.2 -0.3 3.9 971No Change
Econ. Disadvantaged---- 18--
EL and Former EL---- 26--
Students w/ disabilities 1.8 6.5 -4.7 0.0 620Declined
Amer. Ind. or Alaska Nat.-------
Asian 0.0 3.8 -3.8 0.0 533Met Target
Afr. Amer./Black---- 13--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 37--
Nat. Haw. or Pacif. Isl.-------
White 3.2 2.0 1.2 2.1 2024Exceeded 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 192 192100Yes 1 192 19199Yes 1 67 67100Yes 1
Lowest Performing---------------
High needs 55 55100Yes 1 55 55100Yes 1 22 22100Yes 1
Econ. Disadvantaged 13---- 13---- 3----
EL and Former EL 14---- 14---- 8----
Students w/ disabilities 33 33100Yes 1 33 33100Yes 1 14----
Amer. Ind. or Alaska Nat.---------------
Asian 31 31100Yes 1 31 31100Yes 1 10----
Afr. Amer./Black 9---- 9---- 6----
Hispanic/Latino 10---- 10---- 5----
Multi-race, Non-Hisp./Lat. 19---- 19---- 4----
Nat. Haw. or Pacif. Isl.---------------
White 123 123100Yes 1 123 12299Yes 1 42 42100Yes 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
Glossary of 2018 Accountability Terms

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