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Hill-Roberts Elementary School

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2018 Official Accountability Report - Hill-Roberts Elementary School

Organization Information
DISTRICT NAME
Attleboro (00160000)
TITLE I STATUS
Non-Title I School
SCHOOL
Hill-Roberts Elementary School (00160045)
GRADES SERVED
K,01,02,03,04
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 achievement44-44-
Mathematics achievement14-44-
Science achievement------
Achievement total5867.58867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-24-
Growth total4822.55822.5
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 total4.37.6-6.57.6-
Percentage of possible points 57%-86%-
Criterion-referenced target percentage72%
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 achievement---
Achievement total6867.5
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 total5.07.6-
Percentage of possible points 66%-
Criterion-referenced target percentage66%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 27

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 495.5 499.5 4.0 497.5 1794Exceeded Target
Lowest Performing 477.2 484.8 7.6 482.5 214Exceeded Target
High needs 488.3 493.9 5.6 490.3 824Exceeded Target
Econ. Disadvantaged 490.3 495.0 4.7 491.9 654Exceeded Target
EL and Former EL---- 16--
Students w/ disabilities 481.8 486.6 4.8 483.6 264Exceeded Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 9--
Afr. Amer./Black---- 12--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 495.1 499.4 4.3 497.2 1294Exceeded 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 492.1 492.1 0.0 493.9 1791No Change
Lowest Performing 471.0 475.4 4.4 474.3 214Exceeded Target
High needs 484.2 485.0 0.8 486.1 822Improved Below Target
Econ. Disadvantaged 485.4 485.8 0.4 486.8 652Improved Below Target
EL and Former EL---- 16--
Students w/ disabilities 479.0 474.5 -4.5 481.1 260Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 9--
Afr. Amer./Black---- 12--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 492.5 493.0 0.5 494.8 1292Improved Below 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-------
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-------

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 40.9 50.0 962Below Target
Lowest Performing 50.2 50.0 213Met Target
High needs 42.7 50.0 422Below Target
Econ. Disadvantaged 43.8 50.0 332Below Target
EL and Former EL-- 9--
Students w/ disabilities-- 15--
Amer. Ind. or Alaska Nat.-- 2--
Asian-- 5--
Afr. Amer./Black-- 7--
Hispanic/Latino-- 8--
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White 40.2 50.0 682Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 46.0 50.0 962Below Target
Lowest Performing 49.3 50.0 212Below Target
High needs 44.1 50.0 422Below Target
Econ. Disadvantaged 40.8 50.0 332Below Target
EL and Former EL-- 9--
Students w/ disabilities-- 15--
Amer. Ind. or Alaska Nat.-- 2--
Asian-- 5--
Afr. Amer./Black-- 7--
Hispanic/Latino-- 8--
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White 45.0 50.0 682Below 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 7.0 9.6 -2.6 5.1 3870Declined
Lowest Performing 0.0 4.8 -4.8 0.0 210Declined
High needs 13.2 14.3 -1.1 10.9 1750Declined
Econ. Disadvantaged 18.4 16.4 2.0 16.0 1103Met Target
EL and Former EL---- 37--
Students w/ disabilities 13.0 18.5 -5.5 8.7 540Declined
Amer. Ind. or Alaska Nat.---- 3--
Asian---- 22--
Afr. Amer./Black---- 27--
Hispanic/Latino---- 45--
Multi-race, Non-Hisp./Lat.---- 32--
Nat. Haw. or Pacif. Isl.-------
White 7.2 9.7 -2.5 4.6 2580Declined

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 185 18499Yes 1 185 18499Yes 1 0----
Lowest Performing---------------
High needs 86 86100Yes 1 86 86100Yes 1 0----
Econ. Disadvantaged 69 69100Yes 1 69 69100Yes 1 0----
EL and Former EL 18---- 18---- 0----
Students w/ disabilities 26 26100Yes 1 26 26100Yes 1 0----
Amer. Ind. or Alaska Nat. 2---- 2---- 0----
Asian 11---- 11---- 0----
Afr. Amer./Black 12---- 12---- 0----
Hispanic/Latino 18---- 18---- 0----
Multi-race, Non-Hisp./Lat. 10---- 10---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 132 13199Yes 1 132 13199Yes 1 0----


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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