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Wawecus Road School

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2018 Official Accountability Report - Wawecus Road School

Organization Information
DISTRICT NAME
Worcester (03480000)
TITLE I STATUS
Title I School
SCHOOL
Wawecus Road School (03480026)
GRADES SERVED
K,01,02,03,04,05,06
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
School of Recognition: High Growth - Exceeding Targets
Progress toward improvement targetsAccountability percentile
100% - Meeting targets57

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 achievement------
Achievement total8860.08867.5
GrowthEnglish language arts growth44-44-
Mathematics growth44-44-
Growth total8820.08822.5
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 total3410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total7.17.2-7.67.6-
Percentage of possible points 99%-100%-
Criterion-referenced target percentage100%
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 growth44-
Growth total8822.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total7.67.6-
Percentage of possible points 100%-
Criterion-referenced target percentage100%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 88

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 493.3 501.8 8.5 494.8 904Exceeded Target
Lowest Performing 480.9 492.8 11.9 486.4 204Exceeded Target
High needs 490.5 499.0 8.5 492.3 744Exceeded Target
Econ. Disadvantaged 491.4 499.4 8.0 492.7 554Exceeded Target
EL and Former EL 487.4 495.9 8.5 488.7 374Exceeded Target
Students w/ disabilities 483.4 491.7 8.3 485.2 294Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 7--
Hispanic/Latino 491.4 494.9 3.5 492.9 374Exceeded Target
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 495.9 506.4 10.5 497.6 394Exceeded 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 492.1 497.3 5.2 493.6 894Exceeded Target
Lowest Performing 478.0 486.0 8.0 481.0 204Exceeded Target
High needs 490.2 495.2 5.0 491.8 744Exceeded Target
Econ. Disadvantaged 491.2 494.9 3.7 492.2 554Exceeded Target
EL and Former EL 487.4 492.8 5.4 488.9 374Exceeded Target
Students w/ disabilities 487.0 489.2 2.2 488.8 293Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 7--
Hispanic/Latino 494.2 494.6 0.4 495.8 372Improved Below Target
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 491.5 498.5 7.0 493.2 384Exceeded 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---- 20--
Lowest Performing-------
High needs---- 17--
Econ. Disadvantaged---- 10--
EL and Former EL---- 10--
Students w/ disabilities---- 7--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 4--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 11--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 72.7 50.0 584Exceeded Target
Lowest Performing 72.7 50.0 204Exceeded Target
High needs 70.9 50.0 464Exceeded Target
Econ. Disadvantaged 67.0 50.0 374Exceeded Target
EL and Former EL 76.2 50.0 204Exceeded Target
Students w/ disabilities-- 13--
Amer. Ind. or Alaska Nat.-----
Asian-- 4--
Afr. Amer./Black-- 5--
Hispanic/Latino 65.9 50.0 244Exceeded Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White 75.8 50.0 254Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 67.2 50.0 564Exceeded Target
Lowest Performing 67.4 50.0 204Exceeded Target
High needs 66.5 50.0 454Exceeded Target
Econ. Disadvantaged 67.3 50.0 364Exceeded Target
EL and Former EL-- 19--
Students w/ disabilities-- 12--
Amer. Ind. or Alaska Nat.-----
Asian-- 4--
Afr. Amer./Black-- 5--
Hispanic/Latino 64.0 50.0 234Exceeded Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White 70.3 50.0 244Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 55.3 61.1 5.8 62.8 363Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 55.3 61.1 5.8 62.8 363Met 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 6.3 4.4 1.9 5.0 1374Exceeded Target
Lowest Performing 0.0 0.0 0.0 0.0 204Exceeded Target
High needs 7.6 4.3 3.3 5.3 1174Exceeded Target
Econ. Disadvantaged 6.9 5.1 1.8 3.8 782Improved Below Target
EL and Former EL 11.3 3.1 8.2 8.6 654Exceeded Target
Students w/ disabilities 14.7 7.7 7.0 10.9 394Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 11--
Hispanic/Latino 12.8 3.2 9.6 9.1 634Exceeded Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 4.1 5.9 -1.8 2.4 510Declined

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 95 9499Yes 1 95 9499Yes 1 20 20100Yes 1
Lowest Performing---------------
High needs 79 7899Yes 1 79 79100Yes 1 17----
Econ. Disadvantaged 60 5998Yes 1 60 60100Yes 1 10----
EL and Former EL 41 4098Yes 1 41 41100Yes 1 10----
Students w/ disabilities 31 3097Yes 1 31 31100Yes 1 7----
Amer. Ind. or Alaska Nat.---------------
Asian 7---- 7---- 0----
Afr. Amer./Black 7---- 7---- 4----
Hispanic/Latino 40 3998Yes 1 40 40100Yes 1 5----
Multi-race, Non-Hisp./Lat. 2---- 2---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 39 39100Yes 1 39 3897Yes 1 11----


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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