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Wawecus Road School

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2019 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
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
73% - Substantial progress toward targets52

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage100%56%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
73%
Substantial progress toward targets

2019 Points awarded

2019 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 achievement14-34-
Mathematics achievement04-44-
Science achievement14----
Achievement total21260.07890.0
GrowthEnglish language arts growth44----
Mathematics growth34----
Growth total7820.0---
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 total1410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total2.79.6-6.37.6-
Percentage of possible points 28%-83%-
Criterion-referenced target percentage56%

2018 Points awarded

2018 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%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage100%38%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
63%
Substantial progress toward targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement24-
Mathematics achievement04-
Science achievement---
Achievement total2867.5
GrowthEnglish language arts growth44-
Mathematics growth34-
Growth total7822.5
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 total2.97.6-
Percentage of possible points 38%-
2019 Annual criterion-referenced target percentage38%

2018 Points awarded

2018 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%-
2018 Annual criterion-referenced target percentage100%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
85

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 501.8 501.6 -0.2 502.8 961No Change
Lowest Performing 481.8 485.6 3.8 485.9 203Met Target
High needs 499.0 499.2 0.2 500.2 852Improved Below Target
Econ. Disadvantaged 499.4 500.1 0.7 500.4 663Met Target
EL and Former EL 495.9 496.8 0.9 497.3 443Met Target
Students w/ disabilities 491.7 491.2 -0.5 493.2 381No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 11--
Hispanic/Latino 494.9 498.8 3.9 495.9 374Exceeded Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 506.4 504.6 -1.8 507.4 380Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 497.3 494.4 -2.9 498.6 960Declined
Lowest Performing 478.1 482.5 4.4 481.8 204Exceeded Target
High needs 495.2 492.0 -3.2 496.5 850Declined
Econ. Disadvantaged 494.9 491.9 -3.0 496.4 660Declined
EL and Former EL 492.8 490.8 -2.0 494.3 440Declined
Students w/ disabilities 489.2 487.7 -1.5 491.3 380Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 11--
Hispanic/Latino 494.6 494.2 -0.4 496.0 371No Change
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 498.5 496.2 -2.3 500.0 380Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 71.3 70.4 -0.9 73.5 271No Change
Lowest Performing-------
High needs---- 23--
Econ. Disadvantaged---- 22--
EL and Former EL---- 10--
Students w/ disabilities---- 10--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 9--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 64.5 574Exceeded Typical Growth
Lowest Performing- 19--
High needs 64.4 474Exceeded Typical Growth
Econ. Disadvantaged 65.1 394Exceeded Typical Growth
EL and Former EL 62.0 234Exceeded Typical Growth
Students w/ disabilities- 13--
Amer. Ind. or Alaska Nat.----
Asian- 3--
Afr. Amer./Black- 4--
Hispanic/Latino 62.5 224Exceeded Typical Growth
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White 63.8 274Exceeded Typical Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 57.5 573Typical Growth - High
Lowest Performing- 19--
High needs 57.7 473Typical Growth - High
Econ. Disadvantaged 56.4 393Typical Growth - High
EL and Former EL 60.1 234Exceeded Typical Growth
Students w/ disabilities- 13--
Amer. Ind. or Alaska Nat.----
Asian- 3--
Afr. Amer./Black- 4--
Hispanic/Latino 54.4 223Typical Growth - High
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White 59.6 273Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 61.1 59.5 -1.6 66.5 371No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 61.1 59.5 -1.6 66.5 371No Change
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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 4.4 6.0 1.6 3.1 1330Declined
Lowest Performing 10.0 15.0 5.0 6.5 200Declined
High needs 4.8 6.8 2.0 2.2 1170Declined
Econ. Disadvantaged 5.1 7.8 2.7 1.4 770Declined
EL and Former EL 3.1 3.0 -0.1 0.1 663Met Target
Students w/ disabilities 7.7 11.1 3.4 4.4 450Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black---- 15--
Hispanic/Latino 3.2 8.9 5.7 0.0 560Declined
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 5.9 4.3 -1.6 4.5 473Met Target

Assessment participation - All students
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 101 101100Yes 1 101 101100Yes 1 29 29100Yes 1

Assessment participation - Subgroups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 88 88 88 88 24 24 200 200100Yes1
Econ. Disadvantaged 69 69 69 69 23 23 161 161100Yes1
EL and Former EL 45 45 45 45 10 10 100 100100Yes1
Students w/ disabilities 40 40 40 40 11 11 91 91100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 6 6 6 6 2 2 14----
Afr. Amer./Black 11 11 11 11 3 3 25----
Hispanic/Latino 39 39 39 39 13 13 91 91100Yes1
Multi-race, Non-Hisp./Lat. 6 6 6 6 1 1 13----
Nat. Haw. or Pacif. Isl.-----------
White 39 39 39 39 10 10 88 88100Yes1


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 not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to 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 cumulative criterion-referenced target percentage of 75% or higher.

The annual 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)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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 multiple years of data for all accountability indicators. School percentiles are not calculated for districts.


Resources
Interpretive Materials
Glossary of 2019 Accountability Terms

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