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Happy Hollow School
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2019 Official Accountability Report - Happy Hollow School
Organization Information
DISTRICT NAME
Wayland (03150000)		TITLE I STATUS
Title I School
SCHOOL
Happy Hollow School (03150015)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage85%91%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		89%
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)
Points earned Total possible points Weight % Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-44-
Mathematics achievement44-44-
Science achievement34----
Achievement total111267.58867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6822.56822.5
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 absenteeism44-34-
Advanced coursework completion------
Additional indicators total4410.03410.0
Weighted total9.210.3-7.17.6-
Percentage of possible points 89%-93%-
Criterion-referenced target percentage91%

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 achievement34-44-
Mathematics achievement34-44-
Science achievement34----
Achievement total91267.58867.5
GrowthEnglish language arts growth34-24-
Mathematics growth44-34-
Growth total7822.55822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total8.110.3-6.97.6-
Percentage of possible points 79%-91%-
Criterion-referenced target percentage85%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage56%91%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		77%
Meeting or exceeding 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 achievement44-
Mathematics achievement44-
Science achievement---
Achievement total8867.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total6.97.6-
Percentage of possible points 91%-
2019 Annual criterion-referenced target percentage91%

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 achievement24-
Mathematics achievement34-
Science achievement14-
Achievement total61267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total5.810.3-
Percentage of possible points 56%-
2018 Annual criterion-referenced target percentage56%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
86

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 509.4 511.7 2.3 510.4 1954Exceeded Target
Lowest Performing 487.4 494.0 6.6 491.5 314Exceeded Target
High needs 495.3 498.7 3.4 496.3 604Exceeded Target
Econ. Disadvantaged---- 17--
EL and Former EL---- 15--
Students w/ disabilities 492.8 494.3 1.5 493.8 423Met Target
Amer. Ind. or Alaska Nat.-------
Asian 514.5 520.6 6.1 515.5 284Exceeded Target
Afr. Amer./Black---- 16--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 510.2 511.5 1.3 511.2 1313Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 509.5 513.2 3.7 510.5 1954Exceeded Target
Lowest Performing 487.9 493.2 5.3 491.1 314Exceeded Target
High needs 494.4 500.2 5.8 495.7 604Exceeded Target
Econ. Disadvantaged---- 17--
EL and Former EL---- 15--
Students w/ disabilities 491.8 497.8 6.0 493.6 424Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 518.2 525.4 7.2 520.3 284Exceeded Target
Afr. Amer./Black---- 16--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 510.2 512.4 2.2 511.2 1314Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 86.1 87.3 1.2 88.3 653Met Target
Lowest Performing-------
High needs---- 18--
Econ. Disadvantaged---- 7--
EL and Former EL---- 3--
Students w/ disabilities---- 12--
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 1--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 88.0 88.4 0.4 89.9 413Met Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 57.2 1323Typical Growth - High
Lowest Performing 59.6 313Typical Growth - High
High needs 57.2 373Typical Growth - High
Econ. Disadvantaged- 13--
EL and Former EL- 8--
Students w/ disabilities 53.8 243Typical Growth - High
Amer. Ind. or Alaska Nat.----
Asian 61.0 224Exceeded Typical Growth
Afr. Amer./Black- 12--
Hispanic/Latino- 4--
Multi-race, Non-Hisp./Lat.- 11--
Nat. Haw. or Pacif. Isl.----
White 57.0 833Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 55.5 1323Typical Growth - High
Lowest Performing 58.5 313Typical Growth - High
High needs 48.5 372Typical Growth - Low
Econ. Disadvantaged- 13--
EL and Former EL- 8--
Students w/ disabilities 48.3 242Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian 61.1 224Exceeded Typical Growth
Afr. Amer./Black- 12--
Hispanic/Latino- 4--
Multi-race, Non-Hisp./Lat.- 11--
Nat. Haw. or Pacif. Isl.----
White 54.3 833Typical Growth - High

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-------

Chronic absenteeism - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 0.0 1.9 1.9 0.0 3244Exceeded Target
Lowest Performing 0.0 3.2 3.2 0.0 313Met Target
High needs 0.0 0.0 0.0 0.0 844Exceeded Target
Econ. Disadvantaged---- 18--
EL and Former EL---- 24--
Students w/ disabilities 0.0 0.0 0.0 0.0 554Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 0.0 7.3 7.3 0.0 410Declined
Afr. Amer./Black---- 22--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 21--
Nat. Haw. or Pacif. Isl.-------
White 0.0 1.3 1.3 0.0 2284Exceeded 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 197 197100Yes 1 197 197100Yes 1 65 65100Yes 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 62 62 62 62 18 18 142 142100Yes1
Econ. Disadvantaged 18 18 18 18 7 7 43----
EL and Former EL 16 16 16 16 3 3 35----
Students w/ disabilities 43 43 43 43 12 12 98 98100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 28 28 28 28 11 11 67 67100Yes1
Afr. Amer./Black 17 17 17 17 5 5 39----
Hispanic/Latino 6 6 6 6 1 1 13----
Multi-race, Non-Hisp./Lat. 14 14 14 14 7 7 35----
Nat. Haw. or Pacif. Isl.-----------
White 132 132 132 132 41 41 305 305100Yes1


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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