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Snug Harbor Community School

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2018 Official Accountability Report - Snug Harbor Community School

Organization Information
DISTRICT NAME
Quincy (02430000)
TITLE I STATUS
Title I School
SCHOOL
Snug Harbor Community School (02430090)
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 achievement04-14-
Science achievement44----
Achievement total81260.05867.5
GrowthEnglish language arts growth34-24-
Mathematics growth14-14-
Growth total4820.03822.5
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 total2410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total5.89.6-4.17.6-
Percentage of possible points 60%-54%-
Criterion-referenced target percentage57%
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 achievement04-
Science achievement44-
Achievement total81267.5
GrowthEnglish language arts growth34-
Mathematics growth14-
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 total6.310.3-
Percentage of possible points 61%-
Criterion-referenced target percentage61%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 75

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 499.4 502.0 2.6 500.9 1584Exceeded Target
Lowest Performing 479.9 486.1 6.2 485.4 204Exceeded Target
High needs 497.2 500.2 3.0 499.0 1454Exceeded Target
Econ. Disadvantaged 500.0 500.7 0.7 501.3 1152Improved Below Target
EL and Former EL 500.6 503.3 2.7 501.9 554Exceeded Target
Students w/ disabilities 484.7 492.6 7.9 486.5 684Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 504.9 507.6 2.7 506.7 524Exceeded Target
Afr. Amer./Black 494.7 496.9 2.2 496.3 244Exceeded Target
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 499.6 500.1 0.5 501.3 632Improved 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 499.3 495.9 -3.4 500.8 1580Declined
Lowest Performing 478.1 477.8 -0.3 481.1 201No Change
High needs 497.1 494.6 -2.5 498.7 1450Declined
Econ. Disadvantaged 498.2 493.5 -4.7 499.2 1150Declined
EL and Former EL 504.5 500.7 -3.8 506.0 550Declined
Students w/ disabilities 486.8 488.6 1.8 488.6 683Met Target
Amer. Ind. or Alaska Nat.-------
Asian 508.2 502.8 -5.4 511.0 520Declined
Afr. Amer./Black 495.5 490.1 -5.4 497.8 240Declined
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 498.0 495.9 -2.1 499.7 630Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 64.4 77.9 13.5 67.1 434Exceeded Target
Lowest Performing-------
High needs 61.6 76.3 14.7 65.0 394Exceeded Target
Econ. Disadvantaged 66.4 74.2 7.8 70.2 324Exceeded Target
EL and Former EL---- 16--
Students w/ disabilities---- 14--
Amer. Ind. or Alaska Nat.-------
Asian---- 16--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 18--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 55.7 50.0 853Met Target
Lowest Performing 44.2 50.0 202Below Target
High needs 55.1 50.0 763Met Target
Econ. Disadvantaged 54.4 50.0 673Met Target
EL and Former EL 61.4 50.0 304Exceeded Target
Students w/ disabilities 52.0 50.0 273Met Target
Amer. Ind. or Alaska Nat.-----
Asian 65.6 50.0 294Exceeded Target
Afr. Amer./Black-- 13--
Hispanic/Latino-- 10--
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White 50.2 50.0 313Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 38.9 50.0 851Below Target
Lowest Performing 39.2 50.0 201Below Target
High needs 38.8 50.0 761Below Target
Econ. Disadvantaged 37.6 50.0 671Below Target
EL and Former EL 43.9 50.0 302Below Target
Students w/ disabilities 41.4 50.0 272Below Target
Amer. Ind. or Alaska Nat.-----
Asian 47.5 50.0 292Below Target
Afr. Amer./Black-- 13--
Hispanic/Latino-- 10--
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White 32.7 50.0 311Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 77.1 74.6 -2.5 78.2 632Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 77.1 74.6 -2.5 78.2 632Improved 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 8.9 12.8 -3.9 7.6 2660Declined
Lowest Performing 23.8 35.0 -11.2 19.9 200Declined
High needs 9.7 13.1 -3.4 7.4 2370Declined
Econ. Disadvantaged 9.7 13.6 -3.9 6.6 1770Declined
EL and Former EL 1.1 5.6 -4.5 0.0 900Declined
Students w/ disabilities 12.4 17.8 -5.4 8.6 1010Declined
Amer. Ind. or Alaska Nat.-------
Asian 2.2 2.1 0.1 0.0 964Exceeded Target
Afr. Amer./Black 8.3 12.5 -4.2 4.6 400Declined
Hispanic/Latino---- 21--
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 11.8 20.2 -8.4 10.1 990Declined

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 167 167100Yes 1 167 167100Yes 1 46 46100Yes 1
Lowest Performing---------------
High needs 154 154100Yes 1 154 154100Yes 1 42 42100Yes 1
Econ. Disadvantaged 123 123100Yes 1 123 123100Yes 1 34 34100Yes 1
EL and Former EL 61 61100Yes 1 61 61100Yes 1 18----
Students w/ disabilities 70 70100Yes 1 70 70100Yes 1 15----
Amer. Ind. or Alaska Nat.---------------
Asian 55 55100Yes 1 55 55100Yes 1 18----
Afr. Amer./Black 29 29100Yes 1 29 29100Yes 1 5----
Hispanic/Latino 15---- 15---- 5----
Multi-race, Non-Hisp./Lat. 4---- 4---- 0----
Nat. Haw. or Pacif. Isl.---------------
White 64 64100Yes 1 64 64100Yes 1 18----


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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