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John R Fausey

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2018 Official Accountability Report - John R Fausey

Organization Information
DISTRICT NAME
West Springfield (03320000)
TITLE I STATUS
Non-Title I School
SCHOOL
John R Fausey (03320010)
GRADES SERVED
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
73% - Partially meeting targets77

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 achievement34-44-
Mathematics achievement04-44-
Science achievement44----
Achievement total71267.58867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
Growth total6822.55822.5
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 absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total6.110.3-6.67.6-
Percentage of possible points 59%-87%-
Criterion-referenced target percentage73%
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 achievement44-
Mathematics achievement04-
Science achievement44-
Achievement total81267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
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 total6.510.3-
Percentage of possible points 63%-
Criterion-referenced target percentage63%
Partially 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 503.1 504.5 1.4 504.8 2863Met Target
Lowest Performing 475.6 483.9 8.3 479.5 424Exceeded Target
High needs 493.3 495.8 2.5 494.9 1434Exceeded Target
Econ. Disadvantaged 495.0 498.6 3.6 496.6 1094Exceeded Target
EL and Former EL 494.6 496.9 2.3 496.0 214Exceeded Target
Students w/ disabilities 477.1 481.7 4.6 478.4 614Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 18--
Afr. Amer./Black---- 11--
Hispanic/Latino 489.3 497.7 8.4 490.7 474Exceeded Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 1--
White 505.7 507.1 1.4 507.3 2013Met 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 508.2 505.2 -3.0 509.4 2860Declined
Lowest Performing 478.3 483.2 4.9 481.1 424Exceeded Target
High needs 497.9 496.3 -1.6 499.3 1430Declined
Econ. Disadvantaged 499.5 498.1 -1.4 500.5 1090Declined
EL and Former EL 506.8 506.5 -0.3 508.4 211No Change
Students w/ disabilities 480.8 481.4 0.6 482.6 612Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 18--
Afr. Amer./Black---- 11--
Hispanic/Latino 492.6 494.8 2.2 494.5 473Met Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 1--
White 510.7 508.0 -2.7 512.0 2013Met 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 88.1 91.9 3.8 90.3 834Exceeded Target
Lowest Performing-------
High needs 73.4 86.0 12.6 76.6 414Exceeded Target
Econ. Disadvantaged 74.0 89.0 15.0 76.9 344Exceeded Target
EL and Former EL---- 3--
Students w/ disabilities---- 15--
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.---- 1--
White 91.6 93.2 1.6 93.7 594Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 54.6 50.0 1853Met Target
Lowest Performing 48.4 50.0 402Below Target
High needs 49.8 50.0 822Below Target
Econ. Disadvantaged 50.6 50.0 663Met Target
EL and Former EL-- 16--
Students w/ disabilities 41.0 50.0 312Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 13--
Afr. Amer./Black-- 6--
Hispanic/Latino 50.4 50.0 253Met Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-- 1--
White 56.5 50.0 1353Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 57.6 50.0 1853Met Target
Lowest Performing 54.2 50.0 403Met Target
High needs 55.0 50.0 823Met Target
Econ. Disadvantaged 56.7 50.0 663Met Target
EL and Former EL-- 16--
Students w/ disabilities 45.6 50.0 312Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 13--
Afr. Amer./Black-- 6--
Hispanic/Latino 58.1 50.0 253Met Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-- 1--
White 57.6 50.0 1353Met 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 9.2 11.0 -1.8 8.2 4800Declined
Lowest Performing 9.1 9.5 -0.4 5.9 421No Change
High needs 17.2 21.3 -4.1 15.2 2300Declined
Econ. Disadvantaged 18.1 19.6 -1.5 13.9 1680Declined
EL and Former EL 17.6 33.3 -15.7 13.5 450Declined
Students w/ disabilities 25.3 24.0 1.3 22.6 962Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 23--
Afr. Amer./Black---- 17--
Hispanic/Latino 16.7 25.6 -8.9 12.7 900Declined
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.---- 1--
White 7.8 6.1 1.7 6.7 3304Exceeded 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 303 303100Yes 1 303 303100Yes 1 89 89100Yes 1
Lowest Performing---------------
High needs 157 157100Yes 1 157 157100Yes 1 46 46100Yes 1
Econ. Disadvantaged 121 121100Yes 1 121 121100Yes 1 38 38100Yes 1
EL and Former EL 31 31100Yes 1 31 31100Yes 1 7----
Students w/ disabilities 65 65100Yes 1 65 65100Yes 1 17----
Amer. Ind. or Alaska Nat.---------------
Asian 18---- 18---- 6----
Afr. Amer./Black 12---- 12---- 4----
Hispanic/Latino 61 61100Yes 1 61 61100Yes 1 18----
Multi-race, Non-Hisp./Lat. 8---- 8---- 1----
Nat. Haw. or Pacif. Isl. 1---- 1---- 1----
White 203 203100Yes 1 203 203100Yes 1 59 59100Yes 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

School and District Profiles