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Powder Mill School

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2018 Official Accountability Report - Powder Mill School

Organization Information
DISTRICT NAME
Southwick-Tolland-Granville Regional School District (07660000)
TITLE I STATUS
Title I School
SCHOOL
Powder Mill School (07660315)
GRADES SERVED
03,04,05,06
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
55% - Partially meeting targets37

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 achievement34-44-
Mathematics achievement04-24-
Science achievement24----
Achievement total51267.56867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
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 absenteeism04-24-
Advanced coursework completion------
Additional indicators total0410.02410.0
Weighted total4.310.3-5.27.6-
Percentage of possible points 42%-68%-
Criterion-referenced target percentage55%
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 achievement04-
Science achievement44-
Achievement total61267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
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 total4.710.3-
Percentage of possible points 46%-
Criterion-referenced target percentage46%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 41

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 499.2 500.2 1.0 500.7 4353Met Target
Lowest Performing 477.6 483.8 6.2 483.1 674Exceeded Target
High needs 492.6 492.9 0.3 494.4 1732Improved Below Target
Econ. Disadvantaged 495.4 497.6 2.2 496.7 1204Exceeded Target
EL and Former EL---- 17--
Students w/ disabilities 485.4 483.9 -1.5 487.2 800Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 2--
Afr. Amer./Black---- 8--
Hispanic/Latino 498.8 495.9 -2.9 500.3 220Declined
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 499.5 500.8 1.3 501.2 3883Met 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 495.5 493.9 -1.6 497.0 4340Declined
Lowest Performing 473.6 475.2 1.6 476.6 662Improved Below Target
High needs 489.3 486.3 -3.0 490.9 1720Declined
Econ. Disadvantaged 491.7 490.2 -1.5 492.7 1190Declined
EL and Former EL---- 17--
Students w/ disabilities 483.0 475.9 -7.1 484.8 790Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 2--
Afr. Amer./Black---- 8--
Hispanic/Latino 491.9 485.0 -6.9 493.5 220Declined
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 496.2 494.5 -1.7 497.9 3870Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 83.6 84.2 0.6 86.3 1112Improved Below Target
Lowest Performing-------
High needs 71.1 76.2 5.1 74.5 424Exceeded Target
Econ. Disadvantaged 78.8 79.4 0.6 82.6 343Met Target
EL and Former EL---- 6--
Students w/ disabilities---- 16--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 84.2 84.4 0.2 87.0 1042Improved Below Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 43.5 50.0 3132Below Target
Lowest Performing 47.0 50.0 672Below Target
High needs 45.2 50.0 1202Below Target
Econ. Disadvantaged 47.4 50.0 832Below Target
EL and Former EL-- 12--
Students w/ disabilities 43.4 50.0 552Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 7--
Hispanic/Latino-- 15--
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 44.0 50.0 2812Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 40.8 50.0 3112Below Target
Lowest Performing 41.4 50.0 662Below Target
High needs 39.4 50.0 1181Below Target
Econ. Disadvantaged 39.8 50.0 821Below Target
EL and Former EL-- 12--
Students w/ disabilities 37.1 50.0 531Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 7--
Hispanic/Latino-- 15--
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 41.5 50.0 2792Below 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 5.1 7.5 -2.4 3.8 4510Declined
Lowest Performing 10.3 9.0 1.3 6.4 672Improved Below Target
High needs 10.3 14.0 -3.7 8.0 1790Declined
Econ. Disadvantaged 10.0 18.1 -8.1 6.9 1160Declined
EL and Former EL---- 21--
Students w/ disabilities 10.3 12.0 -1.7 6.5 750Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 4--
Afr. Amer./Black---- 9--
Hispanic/Latino 4.3 23.1 -18.8 0.6 260Declined
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 4.6 6.1 -1.5 2.9 3960Declined

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 443 443100Yes 1 443 442100Yes 1 111 111100Yes 1
Lowest Performing---------------
High needs 179 179100Yes 1 179 17899Yes 1 42 42100Yes 1
Econ. Disadvantaged 125 125100Yes 1 125 12499Yes 1 34 34100Yes 1
EL and Former EL 18---- 18---- 6----
Students w/ disabilities 82 82100Yes 1 82 8199Yes 1 16----
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 4---- 4---- 1----
Afr. Amer./Black 9---- 9---- 1----
Hispanic/Latino 24 24100Yes 1 24 24100Yes 1 3----
Multi-race, Non-Hisp./Lat. 14---- 14---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 391 391100Yes 1 391 390100Yes 1 104 104100Yes 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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