Massachusetts School and District Profiles

Gerard A. Guilmette

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2018 Official Accountability Report - Gerard A. Guilmette

Organization Information
DISTRICT NAME
Lawrence (01490000)
TITLE I STATUS
Title I School
SCHOOL
Gerard A. Guilmette (01490022)
GRADES SERVED
01,02,03,04
REGION
Strategic Transformation
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 achievement04-24-
Mathematics achievement04-14-
Science achievement------
Achievement total0860.03867.5
GrowthEnglish language arts growth24-14-
Mathematics growth14-24-
Growth total3820.03822.5
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 total1410.0---
Additional indicatorsChronic absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total0.77.2-3.17.6-
Percentage of possible points 10%-41%-
Criterion-referenced target percentage26%
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 achievement---
Achievement total0867.5
GrowthEnglish language arts growth24-
Mathematics growth14-
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 total0.77.6-
Percentage of possible points 9%-
Criterion-referenced target percentage9%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 13

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 492.4 488.9 -3.5 494.4 2540Declined
Lowest Performing 471.8 473.7 1.9 477.1 232Improved Below Target
High needs 491.8 488.4 -3.4 493.8 2370Declined
Econ. Disadvantaged 491.4 488.8 -2.6 493.0 2080Declined
EL and Former EL 491.2 484.8 -6.4 492.8 1340Declined
Students w/ disabilities 478.5 475.2 -3.3 480.3 660Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 8--
Hispanic/Latino 492.3 488.7 -3.6 494.0 2370Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 8--

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 494.4 486.6 -7.8 496.2 2550Declined
Lowest Performing 471.3 470.8 -0.5 474.6 231No Change
High needs 493.8 486.3 -7.5 495.7 2380Declined
Econ. Disadvantaged 493.2 486.1 -7.1 494.6 2090Declined
EL and Former EL 494.9 484.6 -10.3 496.7 1350Declined
Students w/ disabilities 482.1 472.4 -9.7 484.2 660Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 8--
Hispanic/Latino 494.5 486.6 -7.9 496.1 2380Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 8--

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 47.3 50.0 1132Below Target
Lowest Performing 34.8 50.0 231Below Target
High needs 46.3 50.0 1042Below Target
Econ. Disadvantaged 44.8 50.0 882Below Target
EL and Former EL 44.2 50.0 672Below Target
Students w/ disabilities 31.2 50.0 261Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 2--
Hispanic/Latino 46.3 50.0 1092Below Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-- 1--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 37.0 50.0 1121Below Target
Lowest Performing 44.2 50.0 232Below Target
High needs 37.0 50.0 1031Below Target
Econ. Disadvantaged 36.9 50.0 871Below Target
EL and Former EL 37.5 50.0 661Below Target
Students w/ disabilities 24.3 50.0 260Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 2--
Hispanic/Latino 36.4 50.0 1081Below Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-- 1--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 71.1 48.0 -23.1 62.8 1501No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 71.1 48.0 -23.1 62.8 1501No Change
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 13.8 21.6 -7.8 11.9 5360Declined
Lowest Performing 11.5 4.3 7.2 6.8 234Exceeded Target
High needs 14.3 22.9 -8.6 12.0 4940Declined
Econ. Disadvantaged 16.0 22.5 -6.5 13.6 3860Declined
EL and Former EL 14.1 22.6 -8.5 10.4 2650Declined
Students w/ disabilities 23.2 30.5 -7.3 18.9 1310Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 15--
Hispanic/Latino 13.9 22.1 -8.2 10.5 5020Declined
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 15--

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 273 27099Yes 1 273 273100Yes 1 0----
Lowest Performing---------------
High needs 256 25399Yes 1 256 256100Yes 1 0----
Econ. Disadvantaged 221 220100Yes 1 221 221100Yes 1 0----
EL and Former EL 150 14798Yes 1 150 150100Yes 1 0----
Students w/ disabilities 68 6697Yes 1 68 68100Yes 1 0----
Amer. Ind. or Alaska Nat.---------------
Asian 1---- 1---- 0----
Afr. Amer./Black 9---- 9---- 0----
Hispanic/Latino 255 25299Yes 1 255 255100Yes 1 0----
Multi-race, Non-Hisp./Lat.---------------
Nat. Haw. or Pacif. Isl.---------------
White 8---- 8---- 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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