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Chatham Elementary School

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2019 Official Accountability Report - Chatham Elementary School

Organization Information
DISTRICT NAME
Monomoy Regional School District (07120000)
TITLE I STATUS
Title I School
SCHOOL
Chatham Elementary School (07120001)
GRADES SERVED
PK,K,01,02,03,04
REGION
Coastal
FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage58%51%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
54%
Substantial 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 achievement44-24-
Science achievement------
Achievement total4867.54867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-24-
Growth total5822.54822.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total4.17.6-3.67.6-
Percentage of possible points 54%-47%-
Criterion-referenced target percentage51%

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 achievement04-24-
Science achievement------
Achievement total4867.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth14-24-
Growth total4822.55822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total3.67.6-5.27.6-
Percentage of possible points 47%-68%-
Criterion-referenced target percentage58%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage47%50%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)
49%
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 achievement44-
Science achievement---
Achievement total4867.5
GrowthEnglish language arts growth14-
Mathematics growth24-
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total3.87.6-
Percentage of possible points 50%-
2019 Annual criterion-referenced target percentage50%

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 achievement04-
Science achievement---
Achievement total4890.0
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total3.67.6-
Percentage of possible points 47%-
2018 Annual criterion-referenced target percentage47%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
23

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 505.9 500.8 -5.1 506.9 960Declined
Lowest Performing 484.3 484.4 0.1 489.4 202Improved Below Target
High needs 495.2 491.7 -3.5 496.6 450Declined
Econ. Disadvantaged 495.6 493.7 -1.9 496.6 350Declined
EL and Former EL---- 7--
Students w/ disabilities---- 19--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 507.4 502.6 -4.8 508.7 850Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 491.3 494.8 3.5 492.9 964Exceeded Target
Lowest Performing 471.6 474.7 3.1 475.3 202Improved Below Target
High needs 482.2 486.1 3.9 483.7 454Exceeded Target
Econ. Disadvantaged 481.3 488.8 7.5 482.4 354Exceeded Target
EL and Former EL---- 7--
Students w/ disabilities---- 19--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 494.2 497.1 2.9 495.7 854Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 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-------

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 41.5 532Typical Growth - Low
Lowest Performing 43.1 202Typical Growth - Low
High needs 38.9 271Low Growth
Econ. Disadvantaged 38.9 221Low Growth
EL and Former EL- 1--
Students w/ disabilities- 10--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 3--
Hispanic/Latino- 1--
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White 41.0 482Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 51.6 533Typical Growth - High
Lowest Performing 45.7 202Typical Growth - Low
High needs 48.7 272Typical Growth - Low
Econ. Disadvantaged 53.0 223Typical Growth - High
EL and Former EL- 1--
Students w/ disabilities- 10--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 3--
Hispanic/Latino- 1--
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White 52.0 483Typical 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 8.2 6.7 -1.5 6.7 1793Met Target
Lowest Performing 0.0 5.0 5.0 0.0 200Declined
High needs 15.5 8.6 -6.9 13.1 934Exceeded Target
Econ. Disadvantaged 19.6 10.3 -9.3 16.4 584Exceeded Target
EL and Former EL---- 16--
Students w/ disabilities---- 34--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 11--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 1--
White 7.7 5.6 -2.1 5.9 1433Met 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 99 9899Yes 1 99 9899Yes 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 47 46 47 46-- 94 9298Yes1
Econ. Disadvantaged 37 36 37 36-- 74 7297Yes1
EL and Former EL 7 7 7 7-- 14----
Students w/ disabilities 19 19 19 19-- 38----
Amer. Ind. or Alaska Nat.-----------
Asian 1 1 1 1-- 2----
Afr. Amer./Black 4 4 4 4-- 8----
Hispanic/Latino 5 5 5 5-- 10----
Multi-race, Non-Hisp./Lat. 1 1 1 1-- 2----
Nat. Haw. or Pacif. Isl.-----------
White 88 87 88 87-- 176 17499Yes1


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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