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John T Reid Middle

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2018 Official Accountability Report - John T Reid Middle

Organization Information
DISTRICT NAME
Pittsfield (02360000)
TITLE I STATUS
Non-Title I School
SCHOOL
John T Reid Middle (02360305)
GRADES SERVED
06,07,08
REGION
West/Central
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 achievement24-04-
Mathematics achievement24-04-
Science achievement14----
Achievement total51267.50867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-14-
Growth total4822.53822.5
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 total4.310.3-0.77.6-
Percentage of possible points 42%-9%-
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 achievement24-
Mathematics achievement24-
Science achievement34-
Achievement total71267.5
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 total5.610.3-
Percentage of possible points 54%-
Criterion-referenced target percentage54%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 5

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 487.6 489.0 1.4 489.6 5072Improved Below Target
Lowest Performing 466.5 464.4 -2.1 471.8 730Declined
High needs 482.0 483.3 1.3 484.0 3442Improved Below Target
Econ. Disadvantaged 482.9 484.1 1.2 484.5 3053Met Target
EL and Former EL 477.2 480.3 3.1 478.8 224Exceeded Target
Students w/ disabilities 471.9 472.1 0.2 473.7 1332Improved Below Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 5--
Afr. Amer./Black 479.7 482.1 2.4 481.3 624Exceeded Target
Hispanic/Latino 484.4 485.0 0.6 486.1 552Improved Below Target
Multi-race, Non-Hisp./Lat. 484.3 484.2 -0.1 485.9 491No Change
Nat. Haw. or Pacif. Isl.---- 1--
White 489.8 491.4 1.6 491.9 3333Met 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 490.6 490.9 0.3 492.4 5142Improved Below Target
Lowest Performing 467.3 465.1 -2.2 470.6 750Declined
High needs 485.0 485.1 0.1 486.9 3492Improved Below Target
Econ. Disadvantaged 485.5 485.9 0.4 486.9 3102Improved Below Target
EL and Former EL 476.5 484.9 8.4 478.3 224Exceeded Target
Students w/ disabilities 474.9 476.2 1.3 477.0 1352Improved Below Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 5--
Afr. Amer./Black 479.4 483.0 3.6 481.2 624Exceeded Target
Hispanic/Latino 484.3 486.6 2.3 485.9 574Exceeded Target
Multi-race, Non-Hisp./Lat. 488.4 484.8 -3.6 489.9 490Declined
Nat. Haw. or Pacif. Isl.---- 1--
White 493.7 493.7 0.0 496.0 3381No Change

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 59.3 58.8 -0.5 62.2 1791No Change
Lowest Performing-------
High needs 49.3 51.8 2.5 52.4 1243Met Target
Econ. Disadvantaged 51.2 52.8 1.6 53.7 1073Met Target
EL and Former EL---- 8--
Students w/ disabilities 39.0 35.0 -4.0 42.5 450Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 19--
Hispanic/Latino 47.6 46.3 -1.3 50.7 201No Change
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 66.3 65.0 -1.3 69.5 1251No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 42.7 50.0 4712Below Target
Lowest Performing 43.3 50.0 722Below Target
High needs 42.5 50.0 3112Below Target
Econ. Disadvantaged 43.0 50.0 2822Below Target
EL and Former EL 43.4 50.0 222Below Target
Students w/ disabilities 36.6 50.0 1051Below Target
Amer. Ind. or Alaska Nat.-- 2--
Asian-- 4--
Afr. Amer./Black 42.4 50.0 582Below Target
Hispanic/Latino 44.9 50.0 512Below Target
Multi-race, Non-Hisp./Lat. 42.0 50.0 472Below Target
Nat. Haw. or Pacif. Isl.-- 1--
White 42.0 50.0 3082Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 41.6 50.0 4792Below Target
Lowest Performing 37.7 50.0 751Below Target
High needs 41.0 50.0 3172Below Target
Econ. Disadvantaged 41.7 50.0 2872Below Target
EL and Former EL 46.1 50.0 222Below Target
Students w/ disabilities 34.1 50.0 1071Below Target
Amer. Ind. or Alaska Nat.-- 2--
Asian-- 4--
Afr. Amer./Black 43.4 50.0 582Below Target
Hispanic/Latino 43.9 50.0 532Below Target
Multi-race, Non-Hisp./Lat. 33.3 50.0 471Below Target
Nat. Haw. or Pacif. Isl.-- 1--
White 41.8 50.0 3142Below 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 24.1 28.7 -4.6 22.2 5610Declined
Lowest Performing 40.7 44.7 -4.0 36.0 760Declined
High needs 31.1 36.3 -5.2 28.8 3830Declined
Econ. Disadvantaged 32.2 37.2 -5.0 29.8 3090Declined
EL and Former EL 29.3 35.7 -6.4 25.6 280Declined
Students w/ disabilities 34.9 32.4 2.5 30.6 1452Improved Below Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 5--
Afr. Amer./Black 33.3 36.5 -3.2 29.4 630Declined
Hispanic/Latino 38.0 36.6 1.4 34.6 712Improved Below Target
Multi-race, Non-Hisp./Lat. 20.0 35.8 -15.8 18.1 530Declined
Nat. Haw. or Pacif. Isl.---- 2--
White 20.4 25.2 -4.8 17.8 3650Declined

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 540 52297Yes 1 542 53398Yes 1 192 18697Yes 1
Lowest Performing---------------
High needs 369 35797Yes 1 370 36599Yes 1 133 13098Yes 1
Econ. Disadvantaged 328 31797Yes 1 329 32599Yes 1 115 11398Yes 1
EL and Former EL 25 2397Yes 2 25 25100Yes 1 8----
Students w/ disabilities 144 13896Yes 1 145 14298Yes 1 50 4896Yes 1
Amer. Ind. or Alaska Nat. 2---- 2---- 1----
Asian 5---- 5---- 0----
Afr. Amer./Black 62 62100Yes 1 63 63100Yes 1 19----
Hispanic/Latino 66 6297Yes 2 66 66100Yes 1 23 23100Yes 1
Multi-race, Non-Hisp./Lat. 51 51100Yes 1 51 51100Yes 1 16----
Nat. Haw. or Pacif. Isl. 2---- 2---- 0----
White 352 33896Yes 1 353 34497Yes 1 133 12795Yes 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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