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Edward A Sisson

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2018 Official Accountability Report - Edward A Sisson

Organization Information
DISTRICT NAME
Lynn (01630000)
TITLE I STATUS
Title I School
SCHOOL
Edward A Sisson (01630095)
GRADES SERVED
K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

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 achievement34-24-
Mathematics achievement14-04-
Science achievement14----
Achievement total51260.02867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-14-
Growth total4820.03822.5
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 total4410.0---
Additional indicatorsChronic absenteeism04-24-
Advanced coursework completion------
Additional indicators total0410.02410.0
Weighted total4.29.6-2.27.6-
Percentage of possible points 44%-29%-
Criterion-referenced target percentage37%
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 achievement34-
Mathematics achievement24-
Science achievement34-
Achievement total81267.5
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 total6.310.3-
Percentage of possible points 61%-
Criterion-referenced target percentage61%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 71

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 503.5 505.1 1.6 505.0 2123Met Target
Lowest Performing 486.0 488.0 2.0 490.7 312Improved Below Target
High needs 498.6 499.9 1.3 500.2 1173Met Target
Econ. Disadvantaged 499.4 501.1 1.7 500.8 933Met Target
EL and Former EL 496.1 495.9 -0.2 498.1 281No Change
Students w/ disabilities 488.8 492.1 3.3 490.5 424Exceeded Target
Amer. Ind. or Alaska Nat.---- 2--
Asian 502.8 511.5 8.7 504.9 224Exceeded Target
Afr. Amer./Black---- 17--
Hispanic/Latino 500.2 502.0 1.8 501.3 884Exceeded Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 507.0 508.1 1.1 508.6 743Met 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 499.5 499.3 -0.2 500.9 2121No Change
Lowest Performing 485.1 484.2 -0.9 488.7 310Declined
High needs 494.0 495.0 1.0 495.7 1172Improved Below Target
Econ. Disadvantaged 494.6 495.4 0.8 495.7 933Met Target
EL and Former EL 490.4 496.9 6.5 492.6 284Exceeded Target
Students w/ disabilities 483.4 485.0 1.6 485.5 423Met Target
Amer. Ind. or Alaska Nat.---- 2--
Asian 504.4 507.7 3.3 506.9 224Exceeded Target
Afr. Amer./Black---- 17--
Hispanic/Latino 495.7 497.2 1.5 497.3 883Met Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 502.7 501.6 -1.1 504.2 740Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 87.5 85.1 -2.4 89.9 691No Change
Lowest Performing-------
High needs 84.4 77.7 -6.7 87.2 373Met Target
Econ. Disadvantaged 85.8 76.9 -8.9 88.7 273Met Target
EL and Former EL---- 6--
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 6--
Afr. Amer./Black---- 6--
Hispanic/Latino 86.1 82.7 -3.4 90.0 263Met Target
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 90.2 88.0 -2.2 92.6 273Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 44.1 50.0 1312Below Target
Lowest Performing 40.3 50.0 292Below Target
High needs 44.3 50.0 652Below Target
Econ. Disadvantaged 46.6 50.0 522Below Target
EL and Former EL-- 13--
Students w/ disabilities 39.3 50.0 201Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 16--
Afr. Amer./Black-- 12--
Hispanic/Latino 41.3 50.0 462Below Target
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 40.3 50.0 492Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 40.6 50.0 1312Below Target
Lowest Performing 37.8 50.0 291Below Target
High needs 40.9 50.0 652Below Target
Econ. Disadvantaged 42.1 50.0 522Below Target
EL and Former EL-- 13--
Students w/ disabilities 33.2 50.0 201Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 16--
Afr. Amer./Black-- 12--
Hispanic/Latino 41.7 50.0 462Below Target
Multi-race, Non-Hisp./Lat.-- 7--
Nat. Haw. or Pacif. Isl.-----
White 34.8 50.0 491Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 64.9 75.6 10.7 62.8 414Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 64.9 75.6 10.7 62.8 414Exceeded Target
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 8.1 10.3 -2.2 7.0 3800Declined
Lowest Performing 9.1 6.5 2.6 5.5 312Improved Below Target
High needs 10.3 12.0 -1.7 7.9 2170Declined
Econ. Disadvantaged 13.5 12.8 0.7 10.0 1482Improved Below Target
EL and Former EL 11.1 14.3 -3.2 6.7 700Declined
Students w/ disabilities 10.7 15.8 -5.1 7.4 760Declined
Amer. Ind. or Alaska Nat.---- 6--
Asian 2.6 2.4 0.2 0.0 414Exceeded Target
Afr. Amer./Black---- 28--
Hispanic/Latino 9.6 12.1 -2.5 6.0 1650Declined
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.-------
White 8.0 8.3 -0.3 6.7 1211No Change

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 224 223100Yes 1 225 224100Yes 1 73 7299Yes 1
Lowest Performing---------------
High needs 125 125100Yes 1 126 126100Yes 1 39 39100Yes 1
Econ. Disadvantaged 99 99100Yes 1 100 100100Yes 1 28 28100Yes 1
EL and Former EL 33 33100Yes 1 33 33100Yes 1 8----
Students w/ disabilities 44 44100Yes 1 44 44100Yes 1 18----
Amer. Ind. or Alaska Nat. 3---- 3---- 1----
Asian 22 22100Yes 1 22 22100Yes 1 6----
Afr. Amer./Black 21 2095Yes 1 21 2095Yes 1 8----
Hispanic/Latino 93 93100Yes 1 94 94100Yes 1 28 28100Yes 1
Multi-race, Non-Hisp./Lat. 9---- 9---- 3----
Nat. Haw. or Pacif. Isl.---------------
White 76 76100Yes 1 76 76100Yes 1 27 27100Yes 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 Interpretive Materials
Glossary of 2018 Accountability Terms Glossary of 2018 Accountability Terms

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