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Van Sickle Academy

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2018 Official Accountability Report - Van Sickle Academy

Organization Information
DISTRICT NAME
Springfield (02810000)
TITLE I STATUS
Title I School
SCHOOL
Van Sickle Academy (02810485)
GRADES SERVED
06,07,08
REGION
Strategic Transformation
FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

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 achievement04-04-
Mathematics achievement04-24-
Science achievement44----
Achievement total41260.02867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-14-
Growth total4820.02822.5
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 total1410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total3.39.6-1.87.6-
Percentage of possible points 34%-24%-
Criterion-referenced target percentage29%
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 achievement44-
Achievement total41267.5
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 total3.610.3-
Percentage of possible points 35%-
Criterion-referenced target percentage35%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 3

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 482.3 478.6 -3.7 484.3 3610Declined
Lowest Performing 460.7 457.0 -3.7 466.0 390Declined
High needs 480.5 476.8 -3.7 482.5 3100Declined
Econ. Disadvantaged 481.1 477.6 -3.5 482.7 2810Declined
EL and Former EL 481.9 471.4 -10.5 483.5 870Declined
Students w/ disabilities 475.0 467.9 -7.1 476.8 920Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black 490.8 481.0 -9.8 492.4 390Declined
Hispanic/Latino 480.2 477.7 -2.5 481.9 2700Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 483.5 479.7 -3.8 485.6 420Declined

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 479.0 476.9 -2.1 480.8 3580Declined
Lowest Performing 459.1 459.9 0.8 462.4 392Improved Below Target
High needs 477.9 475.6 -2.3 479.8 3080Declined
Econ. Disadvantaged 477.5 475.8 -1.7 478.9 2790Declined
EL and Former EL 479.0 474.1 -4.9 480.8 860Declined
Students w/ disabilities 477.6 467.7 -9.9 479.7 920Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black 482.6 477.9 -4.7 484.4 390Declined
Hispanic/Latino 477.3 476.0 -1.3 478.9 2670Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 480.4 479.5 -0.9 482.7 420Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 36.3 42.5 6.2 39.2 1864Exceeded Target
Lowest Performing-------
High needs 35.6 40.7 5.1 38.7 1544Exceeded Target
Econ. Disadvantaged 35.9 41.0 5.1 38.4 1364Exceeded Target
EL and Former EL 36.0 39.4 3.4 39.3 473Met Target
Students w/ disabilities 38.5 32.4 -6.1 42.0 370Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 23--
Hispanic/Latino 33.5 41.7 8.2 36.6 1324Exceeded Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 25--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 44.8 50.0 3152Below Target
Lowest Performing 38.8 50.0 381Below Target
High needs 43.8 50.0 2682Below Target
Econ. Disadvantaged 44.5 50.0 2442Below Target
EL and Former EL 41.0 50.0 702Below Target
Students w/ disabilities 36.4 50.0 671Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 7--
Afr. Amer./Black 46.0 50.0 342Below Target
Hispanic/Latino 43.8 50.0 2362Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 46.0 50.0 352Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.1 50.0 3122Below Target
Lowest Performing 39.1 50.0 361Below Target
High needs 44.4 50.0 2662Below Target
Econ. Disadvantaged 44.9 50.0 2422Below Target
EL and Former EL 41.0 50.0 702Below Target
Students w/ disabilities 35.7 50.0 661Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 7--
Afr. Amer./Black 50.7 50.0 353Met Target
Hispanic/Latino 43.8 50.0 2332Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White 47.5 50.0 342Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 13.2 12.8 -0.4 45.3 471No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 13.2 12.8 -0.4 45.3 471No Change
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 27.0 27.8 -0.8 25.1 4130Declined
Lowest Performing 30.2 40.0 -9.8 25.5 400Declined
High needs 28.3 30.1 -1.8 26.0 3520Declined
Econ. Disadvantaged 29.3 31.3 -2.0 26.9 2970Declined
EL and Former EL 25.0 28.7 -3.7 21.3 1150Declined
Students w/ disabilities 27.8 38.1 -10.3 23.5 1050Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black 24.4 20.4 4.0 20.5 493Met Target
Hispanic/Latino 28.2 30.4 -2.2 24.8 3090Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 28.9 22.2 6.7 26.3 454Exceeded 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 410 40298Yes 1 406 39998Yes 1 215 21098Yes 1
Lowest Performing---------------
High needs 356 34898Yes 1 353 34698Yes 1 180 17597Yes 1
Econ. Disadvantaged 323 31598Yes 1 320 31398Yes 1 161 15697Yes 1
EL and Former EL 111 10496Yes 2 109 10596Yes 1 60 5795Yes 1
Students w/ disabilities 105 9997Yes 2 104 10298Yes 1 43 4298Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 7---- 7---- 4----
Afr. Amer./Black 47 4698Yes 1 47 4698Yes 1 29 29100Yes 1
Hispanic/Latino 309 30298Yes 1 306 30098Yes 1 154 14997Yes 1
Multi-race, Non-Hisp./Lat. 3---- 3---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 44 44100Yes 1 43 43100Yes 1 26 26100Yes 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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