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Donald P Timony Grammar

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2018 Official Accountability Report - Donald P Timony Grammar

Organization Information
DISTRICT NAME
Methuen (01810000)
TITLE I STATUS
Title I School
SCHOOL
Donald P Timony Grammar (01810060)
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08
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 achievement04-24-
Mathematics achievement04-24-
Science achievement14----
Achievement total11260.04867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
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 total2410.0---
Additional indicatorsChronic absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total1.99.6-4.07.6-
Percentage of possible points 20%-53%-
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 achievement04-
Mathematics achievement04-
Science achievement24-
Achievement total21267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total2.710.3-
Percentage of possible points 26%-
Criterion-referenced target percentage26%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 18

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 495.1 494.2 -0.9 496.6 8670Declined
Lowest Performing 473.6 474.5 0.9 479.1 1582Improved Below Target
High needs 488.1 487.2 -0.9 489.9 4950Declined
Econ. Disadvantaged 489.6 487.9 -1.7 490.9 3880Declined
EL and Former EL 486.5 484.1 -2.4 487.8 1900Declined
Students w/ disabilities 477.0 476.0 -1.0 478.8 1380Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 509.1 505.8 -3.3 510.9 330Declined
Afr. Amer./Black---- 8--
Hispanic/Latino 490.6 488.9 -1.7 492.1 4190Declined
Multi-race, Non-Hisp./Lat. 494.3 497.7 3.4 495.9 484Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 498.4 498.9 0.5 500.1 3582Improved Below 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 497.8 494.9 -2.9 499.3 8650Declined
Lowest Performing 473.9 474.6 0.7 476.9 1582Improved Below Target
High needs 489.9 487.8 -2.1 491.5 4940Declined
Econ. Disadvantaged 491.1 488.4 -2.7 492.1 3870Declined
EL and Former EL 490.6 486.2 -4.4 492.1 1900Declined
Students w/ disabilities 481.0 475.7 -5.3 482.8 1380Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 518.2 517.6 -0.6 521.0 334Exceeded Target
Afr. Amer./Black---- 8--
Hispanic/Latino 492.4 489.5 -2.9 494.0 4190Declined
Multi-race, Non-Hisp./Lat. 497.3 498.8 1.5 498.8 483Met Target
Nat. Haw. or Pacif. Isl.-------
White 501.2 498.6 -2.6 502.9 3560Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 61.7 61.4 -0.3 64.4 2951No Change
Lowest Performing-------
High needs 50.4 51.4 1.0 53.8 1642Improved Below Target
Econ. Disadvantaged 50.6 52.5 1.9 54.4 1302Improved Below Target
EL and Former EL 43.4 45.5 2.1 46.3 613Met Target
Students w/ disabilities 43.3 34.9 -8.4 46.3 380Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 13--
Afr. Amer./Black-------
Hispanic/Latino 51.7 53.9 2.2 54.5 1473Met Target
Multi-race, Non-Hisp./Lat.---- 20--
Nat. Haw. or Pacif. Isl.-------
White 70.0 70.2 0.2 72.8 1142Improved Below Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.4 50.0 7052Below Target
Lowest Performing 45.7 50.0 1572Below Target
High needs 42.5 50.0 3952Below Target
Econ. Disadvantaged 41.2 50.0 3062Below Target
EL and Former EL 42.2 50.0 1442Below Target
Students w/ disabilities 47.3 50.0 1122Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 46.2 50.0 262Below Target
Afr. Amer./Black-- 4--
Hispanic/Latino 43.6 50.0 3432Below Target
Multi-race, Non-Hisp./Lat. 49.0 50.0 382Below Target
Nat. Haw. or Pacif. Isl.-----
White 46.8 50.0 2932Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.1 50.0 7062Below Target
Lowest Performing 45.4 50.0 1582Below Target
High needs 45.4 50.0 3972Below Target
Econ. Disadvantaged 44.8 50.0 3082Below Target
EL and Former EL 48.7 50.0 1462Below Target
Students w/ disabilities 44.8 50.0 1142Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 65.4 50.0 264Exceeded Target
Afr. Amer./Black-- 4--
Hispanic/Latino 45.3 50.0 3452Below Target
Multi-race, Non-Hisp./Lat. 53.9 50.0 383Met Target
Nat. Haw. or Pacif. Isl.-----
White 46.4 50.0 2922Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 54.9 58.5 3.6 62.8 1062Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 54.9 58.5 3.6 62.8 1062Improved Below 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 10.9 9.2 1.7 9.6 1,1913Met Target
Lowest Performing 14.2 9.5 4.7 10.3 1584Exceeded Target
High needs 15.5 12.2 3.3 13.2 6884Exceeded Target
Econ. Disadvantaged 16.2 14.3 1.9 13.1 4842Improved Below Target
EL and Former EL 8.1 8.7 -0.6 5.4 2650Declined
Students w/ disabilities 17.8 10.3 7.5 14.0 1854Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 8.2 2.3 5.9 5.1 434Exceeded Target
Afr. Amer./Black---- 20--
Hispanic/Latino 10.7 10.8 -0.1 7.0 5741No Change
Multi-race, Non-Hisp./Lat. 16.7 2.9 13.8 15.4 684Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 10.9 8.9 2.0 9.2 4853Met 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 905 905100Yes 1 904 903100Yes 1 305 305100Yes 1
Lowest Performing---------------
High needs 527 527100Yes 1 525 525100Yes 1 174 174100Yes 1
Econ. Disadvantaged 416 416100Yes 1 414 414100Yes 1 138 138100Yes 1
EL and Former EL 208 208100Yes 1 208 208100Yes 1 67 67100Yes 1
Students w/ disabilities 145 145100Yes 1 145 145100Yes 1 41 41100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian 34 34100Yes 1 34 34100Yes 1 13----
Afr. Amer./Black 13---- 13---- 1----
Hispanic/Latino 442 442100Yes 1 443 443100Yes 1 155 155100Yes 1
Multi-race, Non-Hisp./Lat. 49 49100Yes 1 49 49100Yes 1 20 20100Yes 1
Nat. Haw. or Pacif. Isl.---------------
White 366 366100Yes 1 364 363100Yes 1 115 115100Yes 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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