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Milton Fuller Roberts

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2018 Official Accountability Report - Milton Fuller Roberts

Organization Information
DISTRICT NAME
Medford (01760000)
TITLE I STATUS
Title I School
SCHOOL
Milton Fuller Roberts (01760150)
GRADES SERVED
PK,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 achievement44-44-
Mathematics achievement14-24-
Science achievement44----
Achievement total91260.06867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-24-
Growth total5820.04822.5
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 total3410.0---
Additional indicatorsChronic absenteeism24-44-
Advanced coursework completion------
Additional indicators total2410.04410.0
Weighted total6.99.6-5.47.6-
Percentage of possible points 72%-71%-
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 achievement14-
Science achievement44-
Achievement total91267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
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 total7.410.3-
Percentage of possible points 72%-
Criterion-referenced target percentage72%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 52

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 496.2 501.1 4.9 497.7 2744Exceeded Target
Lowest Performing 477.1 485.6 8.5 482.6 374Exceeded Target
High needs 488.0 493.0 5.0 489.8 1554Exceeded Target
Econ. Disadvantaged 487.4 494.1 6.7 488.7 1014Exceeded Target
EL and Former EL 481.4 488.7 7.3 482.7 584Exceeded Target
Students w/ disabilities 485.7 488.8 3.1 487.5 514Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 499.2 503.7 4.5 501.0 354Exceeded Target
Afr. Amer./Black---- 33--
Hispanic/Latino 487.0 488.5 1.5 488.5 273Met Target
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 497.3 504.6 7.3 499.0 1634Exceeded 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 494.3 493.9 -0.4 495.8 2741No Change
Lowest Performing 470.7 472.3 1.6 473.7 372Improved Below Target
High needs 486.8 486.4 -0.4 488.4 1551No Change
Econ. Disadvantaged 485.2 486.2 1.0 486.2 1013Met Target
EL and Former EL 485.6 484.3 -1.3 487.1 580Declined
Students w/ disabilities 483.7 482.5 -1.2 485.5 510Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 502.1 498.7 -3.4 504.9 350Declined
Afr. Amer./Black---- 33--
Hispanic/Latino 481.2 481.4 0.2 482.8 272Improved Below Target
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 494.6 496.8 2.2 496.3 1633Met 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 67.8 72.3 4.5 70.5 754Exceeded Target
Lowest Performing-------
High needs 59.7 69.1 9.4 63.1 514Exceeded Target
Econ. Disadvantaged 55.2 67.3 12.1 59.0 394Exceeded Target
EL and Former EL---- 19--
Students w/ disabilities---- 12--
Amer. Ind. or Alaska Nat.-------
Asian---- 14--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 71.7 76.3 4.6 74.5 394Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 53.4 50.0 1603Met Target
Lowest Performing 49.4 50.0 372Below Target
High needs 51.8 50.0 863Met Target
Econ. Disadvantaged 51.4 50.0 673Met Target
EL and Former EL 56.6 50.0 273Met Target
Students w/ disabilities 44.9 50.0 242Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 61.3 50.0 224Exceeded Target
Afr. Amer./Black-- 14--
Hispanic/Latino-- 18--
Multi-race, Non-Hisp./Lat.-- 12--
Nat. Haw. or Pacif. Isl.-----
White 55.2 50.0 933Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 46.3 50.0 1612Below Target
Lowest Performing 43.7 50.0 372Below Target
High needs 45.9 50.0 872Below Target
Econ. Disadvantaged 48.3 50.0 672Below Target
EL and Former EL 37.8 50.0 281Below Target
Students w/ disabilities 37.2 50.0 251Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 47.6 50.0 232Below Target
Afr. Amer./Black-- 14--
Hispanic/Latino-- 18--
Multi-race, Non-Hisp./Lat.-- 12--
Nat. Haw. or Pacif. Isl.-----
White 47.6 50.0 932Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 55.8 67.3 11.5 45.3 493Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 55.8 67.3 11.5 45.3 493Met 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 8.0 7.9 0.1 6.7 4712Improved Below Target
Lowest Performing 2.6 2.7 -0.1 0.0 374Exceeded Target
High needs 10.0 9.7 0.3 7.7 2672Improved Below Target
Econ. Disadvantaged 11.3 10.3 1.0 8.2 1462Improved Below Target
EL and Former EL 9.3 10.9 -1.6 6.6 1190Declined
Students w/ disabilities 5.5 8.9 -3.4 1.7 790Declined
Amer. Ind. or Alaska Nat.---- 4--
Asian 5.9 5.7 0.2 2.8 532Improved Below Target
Afr. Amer./Black---- 50--
Hispanic/Latino 18.5 13.0 5.5 14.8 544Exceeded Target
Multi-race, Non-Hisp./Lat.---- 23--
Nat. Haw. or Pacif. Isl.-------
White 6.8 8.4 -1.6 5.1 2870Declined

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 306 305100Yes 1 306 306100Yes 1 83 83100Yes 1
Lowest Performing---------------
High needs 184 18399Yes 1 184 184100Yes 1 57 57100Yes 1
Econ. Disadvantaged 114 114100Yes 1 114 114100Yes 1 43 43100Yes 1
EL and Former EL 86 8599Yes 1 86 86100Yes 1 24 24100Yes 1
Students w/ disabilities 52 5198Yes 1 52 52100Yes 1 12----
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 38 38100Yes 1 38 38100Yes 1 15----
Afr. Amer./Black 39 39100Yes 1 39 39100Yes 1 9----
Hispanic/Latino 35 3497Yes 1 35 35100Yes 1 10----
Multi-race, Non-Hisp./Lat. 15---- 15---- 6----
Nat. Haw. or Pacif. Isl.---------------
White 178 178100Yes 1 178 178100Yes 1 43 43100Yes 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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