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Henry Whittemore Elementary School
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2019 Official Accountability Report - Henry Whittemore Elementary School
Organization Information
DISTRICT NAME
Waltham (03080000)		TITLE I STATUS
Title I School
SCHOOL
Henry Whittemore Elementary School (03080065)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
47% - Moderate progress toward targets33

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage88%20%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		47%
Moderate progress toward targets

2019 Points awarded

2019 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 achievement04-24-
Mathematics achievement04-04-
Science achievement04----
Achievement total01260.02867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-14-
Growth total5820.03822.5
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 total2410.0---
Additional indicatorsChronic absenteeism14-04-
Advanced coursework completion------
Additional indicators total1410.00410.0
Weighted total1.39.6-2.07.6-
Percentage of possible points 14%-26%-
Criterion-referenced target percentage20%

2018 Points awarded

2018 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 achievement44-44-
Science achievement24----
Achievement total101260.08867.5
GrowthEnglish language arts growth44-34-
Mathematics growth34-44-
Growth total7820.07822.5
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 total2410.0---
Additional indicatorsChronic absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total7.69.6-7.47.6-
Percentage of possible points 79%-97%-
Criterion-referenced target percentage88%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage86%11%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		41%
Moderate progress toward targets

2019 Points awarded

2019 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 achievement04-
Achievement total01267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total1.110.3-
Percentage of possible points 11%-
2019 Annual criterion-referenced target percentage11%

2018 Points awarded

2018 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 achievement34-
Achievement total111267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 total8.910.3-
Percentage of possible points 86%-
2018 Annual criterion-referenced target percentage86%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
55

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 494.9 491.9 -3.0 495.9 1980Declined
Lowest Performing 472.9 474.0 1.1 478.0 292Improved Below Target
High needs 491.7 488.6 -3.1 493.1 1700Declined
Econ. Disadvantaged 491.3 488.7 -2.6 492.3 1190Declined
EL and Former EL 490.7 488.1 -2.6 491.7 1430Declined
Students w/ disabilities 478.0 473.5 -4.5 479.8 270Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 13--
Hispanic/Latino 493.7 489.8 -3.9 494.8 1600Declined
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 20--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 496.0 492.4 -3.6 497.6 1970Declined
Lowest Performing 476.6 475.9 -0.7 480.3 290Declined
High needs 493.8 490.0 -3.8 495.3 1700Declined
Econ. Disadvantaged 493.0 490.2 -2.8 494.1 1190Declined
EL and Former EL 492.7 488.9 -3.8 494.6 1430Declined
Students w/ disabilities 478.0 475.4 -2.6 479.8 270Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 13--
Hispanic/Latino 494.6 490.7 -3.9 496.0 1600Declined
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 19--

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 73.3 68.7 -4.6 76.0 750Declined
Lowest Performing-------
High needs 69.2 64.9 -4.3 72.7 670Declined
Econ. Disadvantaged 69.9 64.4 -5.5 73.3 450Declined
EL and Former EL 67.4 64.5 -2.9 70.0 550Declined
Students w/ disabilities---- 12--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 4--
Hispanic/Latino 73.2 66.1 -7.1 76.1 620Declined
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 7--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 55.8 1203Typical Growth - High
Lowest Performing 44.3 292Typical Growth - Low
High needs 54.7 1073Typical Growth - High
Econ. Disadvantaged 53.6 723Typical Growth - High
EL and Former EL 56.2 913Typical Growth - High
Students w/ disabilities- 18--
Amer. Ind. or Alaska Nat.----
Asian- 3--
Afr. Amer./Black- 6--
Hispanic/Latino 55.4 993Typical Growth - High
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White- 11--

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 46.0 1172Typical Growth - Low
Lowest Performing 39.8 291Low Growth
High needs 47.4 1052Typical Growth - Low
Econ. Disadvantaged 47.0 702Typical Growth - Low
EL and Former EL 45.5 892Typical Growth - Low
Students w/ disabilities- 18--
Amer. Ind. or Alaska Nat.----
Asian- 3--
Afr. Amer./Black- 5--
Hispanic/Latino 44.3 982Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White- 10--

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 57.2 57.5 0.3 61.2 1812Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 57.2 57.5 0.3 61.2 1812Improved Below 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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 9.0 9.3 0.3 7.5 3651No Change
Lowest Performing 0.0 10.3 10.3 0.0 290Declined
High needs 9.5 10.2 0.7 7.1 3150Declined
Econ. Disadvantaged 10.7 13.5 2.8 7.5 1920Declined
EL and Former EL 7.2 6.8 -0.4 3.7 2652Improved Below Target
Students w/ disabilities 9.8 14.3 4.5 6.2 420Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black---- 23--
Hispanic/Latino 7.6 7.1 -0.5 3.4 2822Improved Below Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White---- 47--

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 215 215100Yes 1 215 214100Yes 1 78 78100Yes 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 187 187 187 187 70 70 444 444100Yes1
Econ. Disadvantaged 135 135 135 135 47 47 317 317100Yes1
EL and Former EL 156 156 156 156 58 58 370 370100Yes1
Students w/ disabilities 27 27 27 27 12 12 66 66100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 3 3 3 3 1 1 7----
Afr. Amer./Black 16 16 16 16 4 4 36----
Hispanic/Latino 171 171 171 171 64 64 406 406100Yes1
Multi-race, Non-Hisp./Lat. 2 2 2 2 1 1 5----
Nat. Haw. or Pacif. Isl.-----------
White 23 23 23 22 8 8 54 5398Yes1


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.


Resources
Interpretive Materials Interpretive Materials
Glossary of Accountability Terms Glossary of 2019 Accountability Terms

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