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Westfield Middle School

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2018 Official Accountability Report - South Middle School

Organization Information
DISTRICT NAME
Westfield (03250000)
TITLE I STATUS
Title I School
SCHOOL
South Middle School (03250310)
GRADES SERVED
06,07,08
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
50% - Partially meeting targets17

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 achievement34-24-
Mathematics achievement04-24-
Science achievement34----
Achievement total61260.04867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
Growth total5820.05822.5
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 total2410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total4.89.6-3.87.6-
Percentage of possible points 50%-50%-
Criterion-referenced target percentage50%
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 achievement34-
Mathematics achievement24-
Science achievement44-
Achievement total91267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
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 total7.210.3-
Percentage of possible points 70%-
Criterion-referenced target percentage70%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 14

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 492.5 494.7 2.2 494.5 5663Met Target
Lowest Performing 471.0 473.0 2.0 476.3 892Improved Below Target
High needs 484.7 487.0 2.3 486.7 3303Met Target
Econ. Disadvantaged 486.2 487.8 1.6 487.8 2703Met Target
EL and Former EL 485.2 479.2 -6.0 486.8 810Declined
Students w/ disabilities 475.4 477.0 1.6 477.2 1303Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 19--
Afr. Amer./Black---- 12--
Hispanic/Latino 480.2 481.7 1.5 481.9 983Met Target
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 495.5 498.1 2.6 497.6 4343Met 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 493.9 492.8 -1.1 495.7 5650Declined
Lowest Performing 470.2 470.5 0.3 473.5 892Improved Below Target
High needs 486.0 486.3 0.3 487.9 3302Improved Below Target
Econ. Disadvantaged 487.0 487.3 0.3 488.4 2702Improved Below Target
EL and Former EL 485.3 483.6 -1.7 487.1 810Declined
Students w/ disabilities 478.4 475.7 -2.7 480.5 1300Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 19--
Afr. Amer./Black---- 12--
Hispanic/Latino 478.8 479.4 0.6 480.4 982Improved Below Target
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 497.3 496.3 -1.0 499.6 4330Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 63.3 65.4 2.1 66.2 1973Met Target
Lowest Performing-------
High needs 49.7 55.4 5.7 52.8 1064Exceeded Target
Econ. Disadvantaged 48.3 55.8 7.5 50.8 824Exceeded Target
EL and Former EL 53.6 43.5 -10.1 56.9 230Declined
Students w/ disabilities 47.6 48.4 0.8 51.1 462Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 29--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 67.3 71.6 4.3 70.5 1603Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 53.7 50.0 5313Met Target
Lowest Performing 57.2 50.0 893Met Target
High needs 52.0 50.0 3033Met Target
Econ. Disadvantaged 51.9 50.0 2453Met Target
EL and Former EL 49.5 50.0 622Below Target
Students w/ disabilities 52.7 50.0 1223Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 17--
Afr. Amer./Black-- 11--
Hispanic/Latino 46.6 50.0 882Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 55.3 50.0 4123Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 42.8 50.0 5312Below Target
Lowest Performing 45.0 50.0 882Below Target
High needs 42.9 50.0 3052Below Target
Econ. Disadvantaged 42.3 50.0 2482Below Target
EL and Former EL 46.0 50.0 622Below Target
Students w/ disabilities 43.3 50.0 1222Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 17--
Afr. Amer./Black-- 11--
Hispanic/Latino 38.4 50.0 881Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 43.5 50.0 4122Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 56.5 42.1 -14.4 45.3 382Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 56.5 42.1 -14.4 45.3 382Improved Below 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 18.7 20.8 -2.1 16.8 6050Declined
Lowest Performing 24.7 32.6 -7.9 20.0 890Declined
High needs 27.7 28.9 -1.2 25.4 3570Declined
Econ. Disadvantaged 31.2 31.5 -0.3 28.8 2671No Change
EL and Former EL 16.5 28.4 -11.9 12.8 1020Declined
Students w/ disabilities 24.6 31.1 -6.5 20.3 1320Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 20--
Afr. Amer./Black---- 14--
Hispanic/Latino 36.2 38.8 -2.6 32.8 1160Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 16.2 16.4 -0.2 13.6 4521No Change

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 594 58799Yes 1 594 59199Yes 1 206 206100Yes 1
Lowest Performing---------------
High needs 353 34798Yes 1 353 352100Yes 1 115 115100Yes 1
Econ. Disadvantaged 291 28598Yes 1 291 290100Yes 1 91 91100Yes 1
EL and Former EL 95 9095Yes 1 95 95100Yes 1 29 29100Yes 1
Students w/ disabilities 137 13397Yes 1 137 137100Yes 1 47 47100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 19---- 19---- 5----
Afr. Amer./Black 14---- 14---- 3----
Hispanic/Latino 111 10998Yes 1 111 111100Yes 1 34 34100Yes 1
Multi-race, Non-Hisp./Lat. 3---- 3---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 447 44499Yes 1 447 44499Yes 1 164 164100Yes 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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