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Nessacus Regional Middle School

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2018 Official Accountability Report - Nessacus Regional Middle School

Organization Information
DISTRICT NAME
Central Berkshire (06350000)
TITLE I STATUS
Title I School
SCHOOL
Nessacus Regional Middle School (06350305)
GRADES SERVED
06,07,08
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low subgroup performance: White
Progress toward improvement targetsAccountability percentile
8% - Partially meeting targets10

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 achievement04-04-
Mathematics achievement04-04-
Science achievement04----
Achievement total01267.50867.5
GrowthEnglish language arts growth14-14-
Mathematics growth24-14-
Growth total3822.52822.5
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 absenteeism04-24-
Advanced coursework completion------
Additional indicators total0410.02410.0
Weighted total0.710.3-0.77.6-
Percentage of possible points 7%-9%-
Criterion-referenced target percentage8%
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 achievement04-
Mathematics achievement04-
Science achievement14-
Achievement total11267.5
GrowthEnglish language arts growth14-
Mathematics growth24-
Growth total3822.5
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 total1.410.3-
Percentage of possible points 14%-
Criterion-referenced target percentage14%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 8

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 493.0 489.9 -3.1 495.0 3750Declined
Lowest Performing 470.8 463.4 -7.4 476.1 550Declined
High needs 485.4 482.7 -2.7 487.4 1650Declined
Econ. Disadvantaged 487.5 484.5 -3.0 489.1 1310Declined
EL and Former EL-------
Students w/ disabilities 475.1 472.3 -2.8 476.9 620Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 493.0 490.0 -3.0 495.1 3500Declined

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 493.7 492.3 -1.4 495.5 3700Declined
Lowest Performing 473.7 471.5 -2.2 477.0 550Declined
High needs 487.1 485.3 -1.8 489.0 1630Declined
Econ. Disadvantaged 488.3 487.6 -0.7 489.7 1300Declined
EL and Former EL-------
Students w/ disabilities 478.2 474.4 -3.8 480.3 610Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 493.8 492.9 -0.9 496.1 3450Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 66.7 63.4 -3.3 69.6 1320Declined
Lowest Performing-------
High needs 56.9 56.6 -0.3 60.0 531No Change
Econ. Disadvantaged 61.2 56.9 -4.3 63.7 470Declined
EL and Former EL-------
Students w/ disabilities---- 15--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 1--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 66.2 63.7 -2.5 69.4 1241No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 38.2 50.0 3621Below Target
Lowest Performing 34.5 50.0 551Below Target
High needs 35.3 50.0 1591Below Target
Econ. Disadvantaged 34.4 50.0 1281Below Target
EL and Former EL-----
Students w/ disabilities 35.2 50.0 571Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 2--
Hispanic/Latino-- 7--
Multi-race, Non-Hisp./Lat.-- 14--
Nat. Haw. or Pacif. Isl.-----
White 38.0 50.0 3371Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 43.2 50.0 3592Below Target
Lowest Performing 39.5 50.0 551Below Target
High needs 40.6 50.0 1582Below Target
Econ. Disadvantaged 42.8 50.0 1282Below Target
EL and Former EL-----
Students w/ disabilities 34.1 50.0 571Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 2--
Afr. Amer./Black-- 2--
Hispanic/Latino-- 7--
Multi-race, Non-Hisp./Lat.-- 14--
Nat. Haw. or Pacif. Isl.-----
White 43.4 50.0 3342Below 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 8.0 9.3 -1.3 6.1 3880Declined
Lowest Performing 15.5 12.7 2.8 10.8 552Improved Below Target
High needs 14.6 16.0 -1.4 12.3 1690Declined
Econ. Disadvantaged 17.5 17.2 0.3 15.1 1162Improved Below Target
EL and Former EL-------
Students w/ disabilities 19.7 13.1 6.6 15.4 614Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 7.2 10.0 -2.8 4.6 3610Declined

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 380 380100Yes 1 378 37699Yes 1 132 132100Yes 1
Lowest Performing---------------
High needs 168 168100Yes 1 166 166100Yes 1 53 53100Yes 1
Econ. Disadvantaged 134 134100Yes 1 133 133100Yes 1 47 47100Yes 1
EL and Former EL---------------
Students w/ disabilities 64 64100Yes 1 63 63100Yes 1 15----
Amer. Ind. or Alaska Nat.---------------
Asian 3---- 4---- 1----
Afr. Amer./Black 2---- 2---- 1----
Hispanic/Latino 7---- 7---- 1----
Multi-race, Non-Hisp./Lat. 14---- 14---- 5----
Nat. Haw. or Pacif. Isl.---------------
White 354 354100Yes 1 351 34999Yes 1 124 124100Yes 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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