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Paper Mill

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2018 Official Accountability Report - Paper Mill

Organization Information
DISTRICT NAME
Westfield (03250000)
TITLE I STATUS
Title I School
SCHOOL
Paper Mill (03250036)
GRADES SERVED
K,01,02,03,04,05
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
59% - Partially meeting targets43

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 achievement24-34-
Mathematics achievement04-34-
Science achievement44----
Achievement total61267.56867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5822.55822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total5.210.3-5.27.6-
Percentage of possible points 50%-68%-
Criterion-referenced target percentage59%
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 achievement14-
Mathematics achievement04-
Science achievement44-
Achievement total51267.5
GrowthEnglish language arts growth14-
Mathematics growth24-
Growth total3822.5
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 total4.110.3-
Percentage of possible points 40%-
Criterion-referenced target percentage40%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 44

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 499.4 500.0 0.6 500.9 2042Improved Below Target
Lowest Performing 476.9 481.9 5.0 481.6 313Met Target
High needs 491.3 491.0 -0.3 492.9 1011No Change
Econ. Disadvantaged 492.3 493.3 1.0 493.7 823Met Target
EL and Former EL---- 9--
Students w/ disabilities 479.9 475.7 -4.2 481.6 290Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 5--
Hispanic/Latino 494.9 497.4 2.5 496.0 454Exceeded Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 499.6 500.4 0.8 501.2 1452Improved Below 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 499.5 497.6 -1.9 500.9 2040Declined
Lowest Performing 477.6 481.2 3.6 481.2 313Met Target
High needs 490.3 489.6 -0.7 492.0 1010Declined
Econ. Disadvantaged 491.2 489.8 -1.4 492.3 820Declined
EL and Former EL---- 9--
Students w/ disabilities 479.5 483.4 3.9 481.6 294Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 5--
Hispanic/Latino 491.1 491.0 -0.1 492.7 451No Change
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 500.2 498.6 -1.6 501.7 1450Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 78.6 83.0 4.4 81.0 694Exceeded Target
Lowest Performing-------
High needs 68.8 73.3 4.5 71.6 304Exceeded Target
Econ. Disadvantaged 68.8 75.0 6.2 71.7 234Exceeded Target
EL and Former EL---- 2--
Students w/ disabilities---- 11--
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 2--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 79.0 85.0 6.0 81.4 504Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 42.2 50.0 1352Below Target
Lowest Performing 44.0 50.0 312Below Target
High needs 38.2 50.0 631Below Target
Econ. Disadvantaged 38.8 50.0 541Below Target
EL and Former EL-- 3--
Students w/ disabilities 28.8 50.0 200Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-----
Afr. Amer./Black-- 3--
Hispanic/Latino 38.1 50.0 281Below Target
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White 44.0 50.0 972Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.5 50.0 1353Met Target
Lowest Performing 51.5 50.0 313Met Target
High needs 48.9 50.0 632Below Target
Econ. Disadvantaged 48.7 50.0 542Below Target
EL and Former EL-- 3--
Students w/ disabilities 45.8 50.0 202Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-----
Afr. Amer./Black-- 3--
Hispanic/Latino 56.0 50.0 283Met Target
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White 51.5 50.0 973Met 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 8.0 9.2 -1.2 6.9 3590Declined
Lowest Performing 3.1 9.7 -6.6 0.0 310Declined
High needs 9.5 13.6 -4.1 7.1 1980Declined
Econ. Disadvantaged 10.3 16.0 -5.7 6.8 1500Declined
EL and Former EL---- 19--
Students w/ disabilities 4.3 13.0 -8.7 1.0 540Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 2--
Afr. Amer./Black---- 12--
Hispanic/Latino 11.3 13.8 -2.5 7.7 870Declined
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.---- 1--
White 6.8 7.4 -0.6 5.5 2430Declined

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 213 212100Yes 1 212 211100Yes 1 72 7199Yes 1
Lowest Performing---------------
High needs 108 10799Yes 1 107 10699Yes 1 33 3297Yes 1
Econ. Disadvantaged 88 88100Yes 1 87 87100Yes 1 25 25100Yes 1
EL and Former EL 10---- 10---- 3----
Students w/ disabilities 31 31100Yes 1 30 30100Yes 1 12----
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian---------------
Afr. Amer./Black 5---- 5---- 2----
Hispanic/Latino 48 48100Yes 1 48 48100Yes 1 13----
Multi-race, Non-Hisp./Lat. 9---- 9---- 4----
Nat. Haw. or Pacif. Isl.---------------
White 150 14999Yes 1 149 14899Yes 1 52 5198Yes 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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