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Morris

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2018 Official Accountability Report - Morris

Organization Information
DISTRICT NAME
Lenox (01520000)
TITLE I STATUS
Title I School
SCHOOL
Morris (01520015)
GRADES SERVED
PK,K,01,02,03,04,05
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
82% - Meeting targets88

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 achievement34-34-
Science achievement34----
Achievement total101267.57867.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total8.510.3-6.17.6-
Percentage of possible points 83%-80%-
Criterion-referenced target percentage82%
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 achievement14-
Science achievement---
Achievement total5867.5
GrowthEnglish language arts growth44-
Mathematics growth24-
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total5.17.6-
Percentage of possible points 67%-
Criterion-referenced target percentage67%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 91

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 507.4 510.4 3.0 509.1 1474Exceeded Target
Lowest Performing 489.8 498.1 8.3 493.7 274Exceeded Target
High needs 496.3 504.2 7.9 497.9 404Exceeded Target
Econ. Disadvantaged 501.9 508.5 6.6 503.5 254Exceeded Target
EL and Former EL---- 7--
Students w/ disabilities---- 13--
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black-------
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 508.2 511.2 3.0 509.8 1274Exceeded 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 512.3 509.2 -3.1 513.5 1463Met Target
Lowest Performing 496.2 496.6 0.4 499.0 273Met Target
High needs 499.5 499.4 -0.1 500.9 391No Change
Econ. Disadvantaged 505.7 505.7 0.0 506.7 243Met Target
EL and Former EL---- 7--
Students w/ disabilities---- 13--
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black-------
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 512.7 509.8 -2.9 514.0 1263Met 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 89.4 86.5 -2.9 91.6 503Met Target
Lowest Performing-------
High needs---- 14--
Econ. Disadvantaged---- 10--
EL and Former EL---- 2--
Students w/ disabilities---- 4--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black-------
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 90.5 86.9 -3.6 92.6 443Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 59.9 50.0 963Met Target
Lowest Performing 57.0 50.0 273Met Target
High needs 60.5 50.0 244Exceeded Target
Econ. Disadvantaged-- 17--
EL and Former EL-- 4--
Students w/ disabilities-- 7--
Amer. Ind. or Alaska Nat.-----
Asian-- 4--
Afr. Amer./Black-----
Hispanic/Latino-- 4--
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 59.6 50.0 853Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 55.6 50.0 963Met Target
Lowest Performing 54.3 50.0 273Met Target
High needs 44.8 50.0 242Below Target
Econ. Disadvantaged-- 17--
EL and Former EL-- 4--
Students w/ disabilities-- 7--
Amer. Ind. or Alaska Nat.-----
Asian-- 4--
Afr. Amer./Black-----
Hispanic/Latino-- 4--
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 56.0 50.0 853Met 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 6.2 3.9 2.3 5.2 2554Exceeded Target
Lowest Performing 3.7 11.1 -7.4 0.5 270Declined
High needs 13.7 8.1 5.6 11.7 744Exceeded Target
Econ. Disadvantaged 15.8 8.1 7.7 11.6 374Exceeded Target
EL and Former EL---- 16--
Students w/ disabilities---- 23--
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 5.0 3.7 1.3 3.9 2153Met 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 149 149100Yes 1 148 148100Yes 1 51 51100Yes 1
Lowest Performing---------------
High needs 41 41100Yes 1 40 40100Yes 1 14----
Econ. Disadvantaged 26 26100Yes 1 25 25100Yes 1 10----
EL and Former EL 7---- 7---- 2----
Students w/ disabilities 13---- 13---- 4----
Amer. Ind. or Alaska Nat.---------------
Asian 7---- 7---- 2----
Afr. Amer./Black 1---- 1---- 0----
Hispanic/Latino 10---- 10---- 3----
Multi-race, Non-Hisp./Lat. 3---- 3---- 1----
Nat. Haw. or Pacif. Isl.---------------
White 128 128100Yes 1 127 127100Yes 1 45 45100Yes 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