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Sarah W Gibbons Middle

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2018 Official Accountability Report - Sarah W Gibbons Middle

Organization Information
DISTRICT NAME
Westborough (03210000)
TITLE I STATUS
Non-Title I School
SCHOOL
Sarah W Gibbons Middle (03210305)
GRADES SERVED
07,08
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
75% - Meeting targets87

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 achievement44-24-
Mathematics achievement44-44-
Science achievement24----
Achievement total101260.06867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6820.06822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total7.69.6-5.47.6-
Percentage of possible points 79%-71%-
Criterion-referenced target percentage75%
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 achievement34-
Achievement total111267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total8.810.3-
Percentage of possible points 85%-
Criterion-referenced target percentage85%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 77

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 511.8 515.1 3.3 513.5 5824Exceeded Target
Lowest Performing 490.2 493.5 3.3 494.1 732Improved Below Target
High needs 493.7 497.9 4.2 495.3 1694Exceeded Target
Econ. Disadvantaged 494.4 498.2 3.8 496.0 634Exceeded Target
EL and Former EL 500.1 501.5 1.4 501.5 723Met Target
Students w/ disabilities 489.5 488.3 -1.2 490.8 880Declined
Amer. Ind. or Alaska Nat.-------
Asian 520.9 523.3 2.4 522.8 1684Exceeded Target
Afr. Amer./Black---- 7--
Hispanic/Latino 488.7 499.9 11.2 490.1 394Exceeded Target
Multi-race, Non-Hisp./Lat. 512.6 516.5 3.9 514.2 304Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 510.6 513.0 2.4 512.2 3384Exceeded 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 514.5 515.7 1.2 515.7 5744Exceeded Target
Lowest Performing 486.2 491.5 5.3 489.0 724Exceeded Target
High needs 493.9 499.3 5.4 495.3 1654Exceeded Target
Econ. Disadvantaged 492.9 497.8 4.9 493.9 614Exceeded Target
EL and Former EL 504.8 506.7 1.9 506.4 713Met Target
Students w/ disabilities 487.8 487.7 -0.1 489.6 861No Change
Amer. Ind. or Alaska Nat.-------
Asian 529.4 527.7 -1.7 531.8 1674Exceeded Target
Afr. Amer./Black---- 7--
Hispanic/Latino 489.1 498.5 9.4 491.0 394Exceeded Target
Multi-race, Non-Hisp./Lat. 512.8 516.1 3.3 514.3 304Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 511.2 512.2 1.0 512.5 3314Exceeded 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 82.9 83.2 0.3 85.1 3042Improved Below Target
Lowest Performing-------
High needs 59.4 62.2 2.8 62.6 783Met Target
Econ. Disadvantaged 52.6 64.1 11.5 55.5 324Exceeded Target
EL and Former EL 62.9 62.1 -0.8 69.6 311No Change
Students w/ disabilities 57.4 54.7 -2.7 60.3 430Declined
Amer. Ind. or Alaska Nat.-------
Asian 90.8 92.7 1.9 92.7 894Exceeded Target
Afr. Amer./Black---- 5--
Hispanic/Latino---- 22--
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 83.7 81.3 -2.4 85.8 1711No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 57.3 50.0 5563Met Target
Lowest Performing 54.9 50.0 723Met Target
High needs 55.0 50.0 1543Met Target
Econ. Disadvantaged 53.5 50.0 563Met Target
EL and Former EL 62.5 50.0 644Exceeded Target
Students w/ disabilities 49.4 50.0 812Below Target
Amer. Ind. or Alaska Nat.-----
Asian 63.7 50.0 1574Exceeded Target
Afr. Amer./Black-- 7--
Hispanic/Latino 60.2 50.0 354Exceeded Target
Multi-race, Non-Hisp./Lat. 56.9 50.0 293Met Target
Nat. Haw. or Pacif. Isl.-----
White 54.1 50.0 3283Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 55.8 50.0 5513Met Target
Lowest Performing 55.7 50.0 713Met Target
High needs 53.1 50.0 1503Met Target
Econ. Disadvantaged 48.6 50.0 552Below Target
EL and Former EL 59.7 50.0 633Met Target
Students w/ disabilities 49.0 50.0 782Below Target
Amer. Ind. or Alaska Nat.-----
Asian 63.8 50.0 1554Exceeded Target
Afr. Amer./Black-- 7--
Hispanic/Latino 57.3 50.0 353Met Target
Multi-race, Non-Hisp./Lat. 59.7 50.0 293Met Target
Nat. Haw. or Pacif. Isl.-----
White 52.1 50.0 3253Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 52.4 66.7 14.3 45.3 214Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 52.4 66.7 14.3 45.3 214Exceeded 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 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 2.6 4.9 -2.3 1.6 6130Declined
Lowest Performing 2.7 8.2 -5.5 0.0 730Declined
High needs 4.6 8.7 -4.1 2.6 1610Declined
Econ. Disadvantaged 6.7 11.3 -4.6 2.5 620Declined
EL and Former EL 4.2 4.7 -0.5 0.1 851No Change
Students w/ disabilities 4.5 8.0 -3.5 1.8 880Declined
Amer. Ind. or Alaska Nat.-------
Asian 1.1 1.7 -0.6 0.0 1814Exceeded Target
Afr. Amer./Black---- 7--
Hispanic/Latino 8.9 6.8 2.1 4.9 442Improved Below Target
Multi-race, Non-Hisp./Lat. 3.4 0.0 3.4 2.4 304Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 2.5 6.8 -4.3 1.4 3510Declined

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 604 602100Yes 1 604 59599Yes 1 320 31197Yes 1
Lowest Performing---------------
High needs 181 181100Yes 1 181 17798Yes 1 86 8196Yes 2
Econ. Disadvantaged 73 73100Yes 1 73 7197Yes 1 37 3595Yes 1
EL and Former EL 83 83100Yes 1 83 8299Yes 1 35 3497Yes 1
Students w/ disabilities 90 90100Yes 1 90 8898Yes 1 47 4495Yes 2
Amer. Ind. or Alaska Nat.---------------
Asian 175 175100Yes 1 175 17499Yes 1 92 9199Yes 1
Afr. Amer./Black 7---- 7---- 5----
Hispanic/Latino 44 44100Yes 1 44 44100Yes 1 24 24100Yes 1
Multi-race, Non-Hisp./Lat. 30 30100Yes 1 30 30100Yes 1 17----
Nat. Haw. or Pacif. Isl.---------------
White 348 34699Yes 1 348 34098Yes 1 182 17496Yes 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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