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Williams Intermediate School

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2018 Official Accountability Report - Williams Intermediate School

Organization Information
DISTRICT NAME
Bridgewater-Raynham (06250000)
TITLE I STATUS
Non-Title I School
SCHOOL
Williams Intermediate School (06250300)
GRADES SERVED
04,05,06
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
53% - Partially meeting targets50

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 achievement44-34-
Mathematics achievement14-24-
Science achievement14----
Achievement total61267.55867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
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 total5.010.3-4.37.6-
Percentage of possible points 49%-57%-
Criterion-referenced target percentage53%
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 achievement24-
Science achievement14-
Achievement total71267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
Growth total4822.5
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 total5.610.3-
Percentage of possible points 54%-
Criterion-referenced target percentage54%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 55

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 500.0 504.0 4.0 501.5 7884Exceeded Target
Lowest Performing 480.7 485.8 5.1 485.4 1263Met Target
High needs 490.5 494.6 4.1 492.1 2684Exceeded Target
Econ. Disadvantaged 494.8 497.9 3.1 496.2 1614Exceeded Target
EL and Former EL 493.9 499.2 5.3 495.9 274Exceeded Target
Students w/ disabilities 481.8 486.6 4.8 483.5 1384Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 9--
Afr. Amer./Black 494.3 496.7 2.4 495.9 444Exceeded Target
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat. 495.5 499.9 4.4 497.1 464Exceeded Target
Nat. Haw. or Pacif. Isl.---- 2--
White 500.5 504.7 4.2 502.1 6864Exceeded 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 502.4 502.3 -0.1 503.8 7871No Change
Lowest Performing 483.1 485.5 2.4 486.7 1262Improved Below Target
High needs 491.4 492.4 1.0 493.1 2672Improved Below Target
Econ. Disadvantaged 496.2 494.5 -1.7 497.3 1600Declined
EL and Former EL 495.0 500.8 5.8 497.2 274Exceeded Target
Students w/ disabilities 483.3 484.1 0.8 485.4 1382Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 9--
Afr. Amer./Black 493.6 495.5 1.9 495.1 443Met Target
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat. 496.4 496.3 -0.1 497.9 461No Change
Nat. Haw. or Pacif. Isl.---- 2--
White 503.3 503.1 -0.2 504.8 6851No Change

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 79.3 78.1 -1.2 81.7 2971No Change
Lowest Performing-------
High needs 68.6 67.3 -1.3 71.4 1101No Change
Econ. Disadvantaged 73.4 71.3 -2.1 76.3 671No Change
EL and Former EL---- 13--
Students w/ disabilities 59.1 54.5 -4.6 62.2 610Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black---- 15--
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.---- 21--
Nat. Haw. or Pacif. Isl.---- 2--
White 79.5 79.7 0.2 81.9 2552Improved Below Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.0 50.0 7672Below Target
Lowest Performing 48.2 50.0 1252Below Target
High needs 45.8 50.0 2532Below Target
Econ. Disadvantaged 44.8 50.0 1512Below Target
EL and Former EL 47.8 50.0 252Below Target
Students w/ disabilities 45.2 50.0 1272Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 9--
Afr. Amer./Black 45.8 50.0 372Below Target
Hispanic/Latino-----
Multi-race, Non-Hisp./Lat. 50.4 50.0 453Met Target
Nat. Haw. or Pacif. Isl.-- 2--
White 46.7 50.0 6732Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.5 50.0 7692Below Target
Lowest Performing 49.2 50.0 1262Below Target
High needs 48.6 50.0 2542Below Target
Econ. Disadvantaged 47.2 50.0 1522Below Target
EL and Former EL 59.7 50.0 263Met Target
Students w/ disabilities 46.4 50.0 1282Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 9--
Afr. Amer./Black 52.6 50.0 373Met Target
Hispanic/Latino-----
Multi-race, Non-Hisp./Lat. 51.3 50.0 463Met Target
Nat. Haw. or Pacif. Isl.-- 2--
White 49.1 50.0 6742Below 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 6.0 8.3 -2.3 4.9 8220Declined
Lowest Performing 5.5 11.9 -6.4 1.9 1260Declined
High needs 11.9 12.6 -0.7 9.5 2780Declined
Econ. Disadvantaged 14.7 17.6 -2.9 11.2 1480Declined
EL and Former EL 0.0 3.0 -3.0 0.0 333Met Target
Students w/ disabilities 9.5 10.1 -0.6 6.2 1390Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 10--
Afr. Amer./Black 6.1 6.0 0.1 2.3 502Improved Below Target
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat. 12.2 8.2 4.0 11.1 494Exceeded Target
Nat. Haw. or Pacif. Isl.---- 2--
White 5.7 8.5 -2.8 4.4 7070Declined

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 811 808100Yes 1 811 808100Yes 1 307 307100Yes 1
Lowest Performing---------------
High needs 282 28099Yes 1 282 28099Yes 1 117 117100Yes 1
Econ. Disadvantaged 171 17099Yes 1 171 17099Yes 1 73 73100Yes 1
EL and Former EL 31 3097Yes 1 31 31100Yes 1 15----
Students w/ disabilities 143 14299Yes 1 143 14299Yes 1 62 62100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian 10---- 10---- 3----
Afr. Amer./Black 49 49100Yes 1 49 49100Yes 1 16----
Hispanic/Latino 3---- 3---- 2----
Multi-race, Non-Hisp./Lat. 48 48100Yes 1 48 48100Yes 1 23 23100Yes 1
Nat. Haw. or Pacif. Isl. 2---- 2---- 2----
White 698 695100Yes 1 698 695100Yes 1 260 260100Yes 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