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Wayland Middle School

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2018 Official Accountability Report - Wayland Middle School

Organization Information
DISTRICT NAME
Wayland (03150000)
TITLE I STATUS
Non-Title I School
SCHOOL
Wayland Middle School (03150305)
GRADES SERVED
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 achievement44-24-
Science achievement34----
Achievement total111267.56867.5
GrowthEnglish language arts growth44-44-
Mathematics growth44-34-
Growth total8822.57822.5
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 absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total9.210.3-6.07.6-
Percentage of possible points 89%-79%-
Criterion-referenced target percentage84%
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 achievement14-
Mathematics achievement04-
Science achievement04-
Achievement total11267.5
GrowthEnglish language arts growth44-
Mathematics growth34-
Growth total7822.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total2.410.3-
Percentage of possible points 23%-
Criterion-referenced target percentage23%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 87

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 515.1 518.2 3.1 516.8 6294Exceeded Target
Lowest Performing 492.0 496.5 4.5 495.9 1034Exceeded Target
High needs 499.7 499.3 -0.4 501.3 1641No Change
Econ. Disadvantaged 499.4 496.8 -2.6 501.0 490Declined
EL and Former EL---- 25--
Students w/ disabilities 497.9 496.4 -1.5 499.2 1173Met Target
Amer. Ind. or Alaska Nat.-------
Asian 522.1 528.4 6.3 524.0 1094Exceeded Target
Afr. Amer./Black 491.6 494.8 3.2 492.8 384Exceeded Target
Hispanic/Latino 505.3 506.1 0.8 506.7 243Met Target
Multi-race, Non-Hisp./Lat. 520.4 521.1 0.7 522.0 384Exceeded Target
Nat. Haw. or Pacif. Isl.---- 1--
White 515.3 518.1 2.8 516.9 4194Exceeded 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 517.8 517.9 0.1 519.0 6284Exceeded Target
Lowest Performing 491.3 492.4 1.1 494.1 1032Improved Below Target
High needs 499.8 499.0 -0.8 501.2 1630Declined
Econ. Disadvantaged 497.8 497.4 -0.4 498.8 491No Change
EL and Former EL---- 25--
Students w/ disabilities 497.9 495.6 -2.3 499.7 1163Met Target
Amer. Ind. or Alaska Nat.-------
Asian 533.2 532.5 -0.7 535.6 1094Exceeded Target
Afr. Amer./Black 492.3 489.2 -3.1 494.3 380Declined
Hispanic/Latino 504.9 503.3 -1.6 506.8 243Met Target
Multi-race, Non-Hisp./Lat. 522.8 522.8 0.0 524.3 384Exceeded Target
Nat. Haw. or Pacif. Isl.---- 1--
White 516.0 517.1 1.1 517.3 4184Exceeded 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 92.7 88.1 -4.6 94.9 2033Met Target
Lowest Performing-------
High needs 80.9 71.0 -9.9 84.1 500Declined
Econ. Disadvantaged---- 9--
EL and Former EL---- 7--
Students w/ disabilities 79.0 67.5 -11.5 81.9 400Declined
Amer. Ind. or Alaska Nat.-------
Asian 99.3 94.0 -5.3 100.0 424Exceeded Target
Afr. Amer./Black---- 10--
Hispanic/Latino---- 8--
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.---- 1--
White 93.4 88.5 -4.9 95.5 1333Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 64.1 50.0 6094Exceeded Target
Lowest Performing 62.4 50.0 1014Exceeded Target
High needs 60.0 50.0 1574Exceeded Target
Econ. Disadvantaged 57.1 50.0 493Met Target
EL and Former EL-- 24--
Students w/ disabilities 59.4 50.0 1113Met Target
Amer. Ind. or Alaska Nat.-----
Asian 69.0 50.0 1034Exceeded Target
Afr. Amer./Black 67.1 50.0 384Exceeded Target
Hispanic/Latino 52.5 50.0 243Met Target
Multi-race, Non-Hisp./Lat. 62.9 50.0 384Exceeded Target
Nat. Haw. or Pacif. Isl.-- 1--
White 63.3 50.0 4054Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 62.1 50.0 6124Exceeded Target
Lowest Performing 55.3 50.0 1013Met Target
High needs 58.5 50.0 1583Met Target
Econ. Disadvantaged 58.1 50.0 483Met Target
EL and Former EL-- 24--
Students w/ disabilities 59.1 50.0 1133Met Target
Amer. Ind. or Alaska Nat.-----
Asian 66.6 50.0 1054Exceeded Target
Afr. Amer./Black 57.2 50.0 373Met Target
Hispanic/Latino 61.2 50.0 244Exceeded Target
Multi-race, Non-Hisp./Lat. 62.3 50.0 384Exceeded Target
Nat. Haw. or Pacif. Isl.-- 1--
White 61.5 50.0 4074Exceeded 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 5.3 6.4 -1.1 4.3 6430Declined
Lowest Performing 11.4 4.9 6.5 8.2 1034Exceeded Target
High needs 12.7 13.2 -0.5 10.7 1671No Change
Econ. Disadvantaged 21.9 16.7 5.2 17.7 424Exceeded Target
EL and Former EL---- 30--
Students w/ disabilities 12.8 11.0 1.8 10.1 1182Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian 1.8 4.3 -2.5 0.0 1150Declined
Afr. Amer./Black 12.1 7.7 4.4 8.7 394Exceeded Target
Hispanic/Latino 7.4 16.7 -9.3 3.4 240Declined
Multi-race, Non-Hisp./Lat. 4.7 13.2 -8.5 3.7 380Declined
Nat. Haw. or Pacif. Isl.---- 1--
White 5.6 5.6 0.0 4.5 4261No Change

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 642 63899Yes 1 642 63799Yes 1 208 20599Yes 1
Lowest Performing---------------
High needs 174 17299Yes 1 174 17198Yes 1 53 5298Yes 1
Econ. Disadvantaged 54 5398Yes 1 54 5398Yes 1 10----
EL and Former EL 30 30100Yes 1 30 30100Yes 1 8----
Students w/ disabilities 120 11898Yes 1 120 11798Yes 1 41 4098Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 115 11499Yes 1 115 11499Yes 1 44 4398Yes 1
Afr. Amer./Black 39 3897Yes 1 39 3897Yes 1 10----
Hispanic/Latino 24 24100Yes 1 24 24100Yes 1 8----
Multi-race, Non-Hisp./Lat. 38 38100Yes 1 38 38100Yes 1 9----
Nat. Haw. or Pacif. Isl. 1---- 1---- 1----
White 425 423100Yes 1 425 42299Yes 1 136 13499Yes 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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