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Saltonstall School

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2018 Official Accountability Report - Saltonstall School

Organization Information
DISTRICT NAME
Salem (02580000)
TITLE I STATUS
Title I School
SCHOOL
Saltonstall School (02580050)
GRADES SERVED
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 achievement44-44-
Mathematics achievement34-34-
Science achievement34----
Achievement total101260.07867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-24-
Growth total6820.05822.5
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 absenteeism34-34-
Advanced coursework completion------
Additional indicators total3410.03410.0
Weighted total7.89.6-6.27.6-
Percentage of possible points 81%-82%-
Criterion-referenced target percentage82%
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 achievement44-
Science achievement14-
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 34

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 500.8 503.3 2.5 502.3 2364Exceeded Target
Lowest Performing 473.0 479.7 6.7 478.5 454Exceeded Target
High needs 489.8 493.0 3.2 491.6 1214Exceeded Target
Econ. Disadvantaged 492.3 493.9 1.6 493.6 993Met Target
EL and Former EL 492.2 488.5 -3.7 493.5 340Declined
Students w/ disabilities 477.9 478.3 0.4 479.7 472Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 13--
Hispanic/Latino 490.0 492.9 2.9 491.5 794Exceeded Target
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 505.8 508.7 2.9 507.5 1234Exceeded 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 494.2 496.1 1.9 495.7 2363Met Target
Lowest Performing 469.0 472.1 3.1 472.0 453Met Target
High needs 483.9 486.8 2.9 485.5 1214Exceeded Target
Econ. Disadvantaged 485.7 487.2 1.5 486.7 993Met Target
EL and Former EL 484.6 484.8 0.2 486.1 342Improved Below Target
Students w/ disabilities 473.2 472.6 -0.6 475.0 470Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 13--
Hispanic/Latino 483.2 485.8 2.6 484.8 794Exceeded Target
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 499.1 501.8 2.7 500.8 1234Exceeded 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 68.0 70.9 2.9 70.7 733Met Target
Lowest Performing-------
High needs 57.9 56.6 -1.3 61.3 341No Change
Econ. Disadvantaged 57.5 57.1 -0.4 61.3 281No Change
EL and Former EL---- 11--
Students w/ disabilities---- 13--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 3--
Hispanic/Latino 57.3 56.0 -1.3 60.1 251No Change
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 73.1 80.0 6.9 75.9 404Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 55.5 50.0 1933Met Target
Lowest Performing 55.4 50.0 453Met Target
High needs 51.3 50.0 943Met Target
Econ. Disadvantaged 52.9 50.0 763Met Target
EL and Former EL 50.1 50.0 283Met Target
Students w/ disabilities 43.4 50.0 372Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 5--
Afr. Amer./Black-- 8--
Hispanic/Latino 54.2 50.0 643Met Target
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-----
White 54.7 50.0 1053Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.3 50.0 1923Met Target
Lowest Performing 45.6 50.0 452Below Target
High needs 49.7 50.0 932Below Target
Econ. Disadvantaged 51.6 50.0 763Met Target
EL and Former EL 44.6 50.0 272Below Target
Students w/ disabilities 39.3 50.0 371Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 5--
Afr. Amer./Black-- 8--
Hispanic/Latino 47.4 50.0 642Below Target
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-----
White 55.8 50.0 1043Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 52.2 60.9 8.7 62.8 233Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 52.2 60.9 8.7 62.8 233Met 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 14.1 13.0 1.1 12.8 3543Met Target
Lowest Performing 23.9 20.0 3.9 20.0 453Met Target
High needs 20.9 19.3 1.6 18.6 1922Improved Below Target
Econ. Disadvantaged 24.2 19.5 4.7 21.1 1334Exceeded Target
EL and Former EL 23.1 13.9 9.2 20.4 724Exceeded Target
Students w/ disabilities 25.4 30.0 -4.6 21.6 600Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black---- 21--
Hispanic/Latino 20.5 20.9 -0.4 16.8 1291No Change
Multi-race, Non-Hisp./Lat.---- 20--
Nat. Haw. or Pacif. Isl.-------
White 11.7 8.7 3.0 10.0 1734Exceeded 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 263 26099Yes 1 262 25999Yes 1 82 8098Yes 1
Lowest Performing---------------
High needs 143 14199Yes 1 142 14099Yes 1 41 4098Yes 1
Econ. Disadvantaged 116 116100Yes 1 115 115100Yes 1 33 33100Yes 1
EL and Former EL 46 46100Yes 1 46 46100Yes 1 15----
Students w/ disabilities 55 5396Yes 1 55 5396Yes 1 14----
Amer. Ind. or Alaska Nat.---------------
Asian 9---- 9---- 3----
Afr. Amer./Black 13---- 13---- 3----
Hispanic/Latino 94 9399Yes 1 93 9299Yes 1 28 28100Yes 1
Multi-race, Non-Hisp./Lat. 14---- 14---- 3----
Nat. Haw. or Pacif. Isl.---------------
White 132 13098Yes 1 132 13098Yes 1 45 4396Yes 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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