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Florence Sawyer School

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2018 Official Accountability Report - Florence Sawyer School

Organization Information
DISTRICT NAME
Nashoba (07250000)
TITLE I STATUS
Non-Title I School
SCHOOL
Florence Sawyer School (07250025)
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
79% - Meeting targets87

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 achievement04----
Achievement total81267.58867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6822.56822.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total7.110.3-6.87.6-
Percentage of possible points 69%-89%-
Criterion-referenced target percentage79%
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 achievement14-
Achievement total91267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total7.610.3-
Percentage of possible points 74%-
Criterion-referenced target percentage74%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 66

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 510.9 513.7 2.8 512.6 4804Exceeded Target
Lowest Performing 489.8 497.1 7.3 493.7 954Exceeded Target
High needs 491.4 496.5 5.1 493.0 894Exceeded Target
Econ. Disadvantaged 496.7 495.4 -1.3 498.3 250Declined
EL and Former EL---- 7--
Students w/ disabilities 487.4 494.4 7.0 488.7 704Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 511.0 516.9 5.9 512.9 284Exceeded Target
Afr. Amer./Black---- 1--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 511.2 513.6 2.4 512.8 4214Exceeded 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 511.4 512.2 0.8 512.6 4804Exceeded Target
Lowest Performing 488.6 492.8 4.2 491.4 954Exceeded Target
High needs 491.2 494.6 3.4 492.6 894Exceeded Target
Econ. Disadvantaged 495.0 496.4 1.4 496.0 253Met Target
EL and Former EL---- 7--
Students w/ disabilities 488.5 492.3 3.8 490.3 704Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 520.1 519.0 -1.1 522.5 284Exceeded Target
Afr. Amer./Black---- 1--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 511.2 511.5 0.3 512.5 4214Exceeded 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 86.6 83.7 -2.9 88.8 1890Declined
Lowest Performing-------
High needs 62.5 60.9 -1.6 65.7 321No Change
Econ. Disadvantaged---- 9--
EL and Former EL---- 2--
Students w/ disabilities 59.8 55.2 -4.6 62.7 240Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 10--
Afr. Amer./Black-------
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 86.3 83.7 -2.6 88.4 1660Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 55.8 50.0 3973Met Target
Lowest Performing 57.4 50.0 943Met Target
High needs 52.9 50.0 733Met Target
Econ. Disadvantaged-- 19--
EL and Former EL-- 6--
Students w/ disabilities 53.7 50.0 563Met Target
Amer. Ind. or Alaska Nat.-----
Asian 59.7 50.0 233Met Target
Afr. Amer./Black-- 1--
Hispanic/Latino-- 13--
Multi-race, Non-Hisp./Lat.-- 10--
Nat. Haw. or Pacif. Isl.-----
White 56.0 50.0 3503Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 55.6 50.0 4003Met Target
Lowest Performing 57.6 50.0 953Met Target
High needs 51.5 50.0 743Met Target
Econ. Disadvantaged-- 19--
EL and Former EL-- 6--
Students w/ disabilities 51.2 50.0 573Met Target
Amer. Ind. or Alaska Nat.-----
Asian 54.7 50.0 233Met Target
Afr. Amer./Black-- 1--
Hispanic/Latino-- 13--
Multi-race, Non-Hisp./Lat.-- 10--
Nat. Haw. or Pacif. Isl.-----
White 55.2 50.0 3533Met 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 5.4 4.6 0.8 4.4 6553Met Target
Lowest Performing 4.1 6.3 -2.2 0.9 950Declined
High needs 11.8 10.9 0.9 9.8 1192Improved Below Target
Econ. Disadvantaged 15.2 14.3 0.9 11.0 352Improved Below Target
EL and Former EL---- 10--
Students w/ disabilities 12.5 12.4 0.1 9.8 892Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian 0.0 0.0 0.0 0.0 324Exceeded Target
Afr. Amer./Black---- 2--
Hispanic/Latino---- 21--
Multi-race, Non-Hisp./Lat.---- 20--
Nat. Haw. or Pacif. Isl.---- 1--
White 5.7 4.8 0.9 4.6 5793Met 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 488 488100Yes 1 488 488100Yes 1 193 19098Yes 1
Lowest Performing---------------
High needs 94 94100Yes 1 94 94100Yes 1 36 3395Yes 2
Econ. Disadvantaged 27 27100Yes 1 27 27100Yes 1 13----
EL and Former EL 8---- 8---- 2----
Students w/ disabilities 73 73100Yes 1 73 73100Yes 1 27 2596Yes 2
Amer. Ind. or Alaska Nat.---------------
Asian 28 28100Yes 1 28 28100Yes 1 10----
Afr. Amer./Black 1---- 1---- 0----
Hispanic/Latino 15---- 15---- 7----
Multi-race, Non-Hisp./Lat. 16---- 16---- 6----
Nat. Haw. or Pacif. Isl.---------------
White 428 428100Yes 1 428 428100Yes 1 170 16798Yes 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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