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Smith Academy
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2019 Official Accountability Report - Smith Academy
Organization Information
DISTRICT NAME
Hatfield (01270000)		TITLE I STATUS
Non-Title I School
SCHOOL
Smith Academy (01270505)		GRADES SERVED
07,08,09,10,11,12
REGION
West/Central		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage69%87%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		80%
Meeting or exceeding targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator All students
(Non-high school grades)		 Lowest performing students
(Non-high school grades)		 All students
(High school grades)		 Lowest performing students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight % Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44----44----
Mathematics achievement04----44----
Science achievement44----44----
Achievement total81267.5---121247.5---
GrowthEnglish language arts growth24----44----
Mathematics growth14----44----
Growth total3822.5---8822.5---
High school completionFour-year cohort graduation rate------44----
Extended engagement rate------44----
Annual dropout rate------44----
High school completion total------121220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------------
Additional indicatorsChronic absenteeism04----44----
Advanced coursework completion------44----
Additional indicators total0410.0---8810.0---
Weighted total6.110.3----10.710.7----
Percentage of possible points 59%---100%---
Percentage of possible points by gradespan59%
Weight of non-high school results:33%		100%
Weight of high school results:67%
2019 Annual criterion-referenced target percentage87%

2018 Points awarded

2018 Progress toward improvement targets
Indicator All students
(Non-high school grades)		 Lowest performing students
(Non-high school grades)		 All students
(High school grades)		 Lowest performing students
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight % Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement04----44----
Mathematics achievement34----24----
Science achievement24----44----
Achievement total51267.5---101247.5---
GrowthEnglish language arts growth14----34----
Mathematics growth44----34----
Growth total5822.5---6822.5---
High school completionFour-year cohort graduation rate------44----
Extended engagement rate------44----
Annual dropout rate------44----
High school completion total------121220.0---
Progress toward attaining English language proficiencyEnglish language proficiency total------------
Additional indicatorsChronic absenteeism44----44----
Advanced coursework completion------04----
Additional indicators total4410.0---4810.0---
Weighted total4.910.3----8.910.7----
Percentage of possible points 48%---83%---
Percentage of possible points by gradespan48%
Weight of non-high school results:40%		83%
Weight of high school results:60%
2018 Annual criterion-referenced target percentage69%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage--
Weight--
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		-
-

2019 Points awarded

2019 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)		 High needs Subgroup
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement------
Mathematics achievement------
Science achievement------
Achievement total------
GrowthEnglish language arts growth------
Mathematics growth------
Growth total------
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 absenteeism------
Advanced coursework completion------
Additional indicators total------
Weighted total------
Percentage of possible points ----
Percentage of possible points by gradespan--
2019 Annual criterion-referenced target percentage-

2018 Points awarded

2018 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)		 High needs Subgroup
(High school grades)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement------
Mathematics achievement------
Science achievement------
Achievement total------
GrowthEnglish language arts growth------
Mathematics growth------
Growth total------
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 absenteeism------
Advanced coursework completion------
Additional indicators total------
Weighted total------
Percentage of possible points ----
Percentage of possible points by gradespan--
2018 Annual criterion-referenced target percentage-

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
-

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 493.5 497.0 3.5 494.5 604Exceeded Target
Lowest Performing-------
High needs---- 24--
Econ. Disadvantaged---- 12--
EL and Former EL-------
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 494.2 496.8 2.6 495.2 554Exceeded Target

English language arts achievement - MCAS Composite Performance Index (CPI) - High school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 99.2 100.0 0.8 100.0 234Exceeded Target
Lowest Performing-------
High needs---- 6--
Econ. Disadvantaged---- 2--
EL and Former EL-------
Students w/ disabilities---- 4--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 99.1 100.0 0.9 100.0 234Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 498.7 495.0 -3.7 499.7 600Declined
Lowest Performing-------
High needs---- 24--
Econ. Disadvantaged---- 12--
EL and Former EL-------
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 500.0 496.5 -3.5 501.0 550Declined

Mathematics achievement - MCAS Composite Performance Index (CPI) - High school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 95.0 100.0 5.0 96.6 214Exceeded Target
Lowest Performing-------
High needs---- 4--
Econ. Disadvantaged---- 2--
EL and Former EL-------
Students w/ disabilities---- 2--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 95.4 100.0 4.6 97.0 214Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 76.1 79.8 3.7 78.3 314Exceeded Target
Lowest Performing-------
High needs---- 7--
Econ. Disadvantaged---- 2--
EL and Former EL-------
Students w/ disabilities---- 6--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 77.4 80.4 3.0 79.3 283Met Target

Science achievement - MCAS Composite Performance Index (CPI) - High school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 95.7 100.0 4.3 97.4 204Exceeded Target
Lowest Performing-------
High needs---- 5--
Econ. Disadvantaged---- 1--
EL and Former EL-------
Students w/ disabilities---- 4--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 96.2 100.0 3.8 97.9 204Exceeded Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 46.6 592Typical Growth - Low
Lowest Performing----
High needs- 23--
Econ. Disadvantaged- 12--
EL and Former EL----
Students w/ disabilities- 16--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 1--
Hispanic/Latino- 4--
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White 47.1 542Typical Growth - Low

English language arts growth - High school
Group 2019 Mean SGP N Points Reason
All Students 78.3 234Exceeded Typical Growth
Lowest Performing----
High needs- 6--
Econ. Disadvantaged- 2--
EL and Former EL----
Students w/ disabilities- 4--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black----
Hispanic/Latino----
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White 78.3 234Exceeded Typical Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 39.2 581Low Growth
Lowest Performing----
High needs- 22--
Econ. Disadvantaged- 11--
EL and Former EL----
Students w/ disabilities- 15--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 1--
Hispanic/Latino- 4--
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White 40.1 532Typical Growth - Low

Mathematics growth - High school
Group 2019 Mean SGP N Points Reason
All Students 67.3 214Exceeded Typical Growth
Lowest Performing----
High needs- 4--
Econ. Disadvantaged- 2--
EL and Former EL----
Students w/ disabilities- 2--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black----
Hispanic/Latino----
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White 67.3 214Exceeded Typical Growth

Four-year cohort graduation rate - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target (%) N Points Reason
All Students 100.0 100.0 0.0 100.0 294Exceeded Target
Lowest Performing-------
High needs---- 14--
Econ. Disadvantaged---- 7--
EL and Former EL-------
Students w/ disabilities---- 10--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 2--
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 100.0 100.0 0.0 100.0 254Exceeded Target

Extended engagement rate - High school
Group 2016 Rate (%) 2017 Rate (%) Change Target (%) N Points Reason
All Students 100.0 100.0 0.0 100.0 294Exceeded Target
Lowest Performing-------
High needs---- 13--
Econ. Disadvantaged---- 11--
EL and Former EL-------
Students w/ disabilities---- 5--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 100.0 100.0 0.0 100.0 254Exceeded Target

Annual dropout rate - High school
Group 2017 Rate (%) 2018 Rate (%) Change Target (%) N Points Reason
All Students 0.0 0.0 0.0 1.0 1104Exceeded Target
Lowest Performing-------
High needs---- 34--
Econ. Disadvantaged---- 16--
EL and Former EL-------
Students w/ disabilities---- 24--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 0.0 0.0 0.0 1.0 994Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 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-------

Progress toward attaining English language proficiency - High school
Group 2018 Rate (%) 2019 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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 2.5 9.1 6.6 1.4 660Declined
Lowest Performing-------
High needs---- 27--
Econ. Disadvantaged---- 12--
EL and Former EL-------
Students w/ disabilities---- 19--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 1.4 9.8 8.4 0.2 610Declined

Chronic absenteeism - High school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 6.3 4.7 -1.6 5.2 1294Exceeded Target
Lowest Performing-------
High needs---- 37--
Econ. Disadvantaged---- 13--
EL and Former EL---- 1--
Students w/ disabilities---- 27--
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black-------
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 6.1 3.5 -2.6 4.7 1154Exceeded Target

Advanced coursework completion - High school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 72.2 86.2 14.0 74.9 584Exceeded Target
Lowest Performing-------
High needs---- 16--
Econ. Disadvantaged---- 8--
EL and Former EL-------
Students w/ disabilities---- 9--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black-------
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 72.3 86.3 14.0 75.1 514Exceeded Target

Assessment participation - All students
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 88 8799Yes 1 89 8697Yes 1 57 57100Yes 1

Assessment participation - Subgroups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 32 31 32 29 13 13 77 7395Yes1
Econ. Disadvantaged 14 14 14 14 4 4 32----
EL and Former EL-----------
Students w/ disabilities 23 22 23 20 10 10 56 5294No2
Amer. Ind. or Alaska Nat.-----------
Asian-----------
Afr. Amer./Black 1 1 1 1-- 2----
Hispanic/Latino 4 4 4 4 3 3 11----
Multi-race, Non-Hisp./Lat.-----------
Nat. Haw. or Pacif. Isl.-----------
White 83 82 84 81 54 54 221 21798Yes1


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 not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to 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 cumulative criterion-referenced target percentage of 75% or higher.

The annual 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)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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 multiple years of data for all accountability indicators. School percentiles are not calculated for districts.


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Interpretive Materials Interpretive Materials
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