Massachusetts School and District Profiles

Toy Town Elementary

Districts Schools
Select an Org
print page

2022 Official Accountability Report - Toy Town Elementary

Organization Information
DISTRICT NAME
Winchendon (03430000)
TITLE I STATUS
Title I School
SCHOOL
Toy Town Elementary (03430050)
GRADES SERVED
03,04,05
REGION
West/Central
FEDERAL DESIGNATION
Targeted Support and Improvement (TSI)

Student group percentile

Group2022 percentile
High needs 9
Low income 14
English learner (EL) and Former EL -
Students with disabilities 8
American Indian or Alaskan Native -
Asian -
African American/Black -
Hispanic or Latino -
Multi-race, non-Hispanic or Latino -
Native Hawaiian or Pacific Islander -
White 1

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 493.0 488.3 288
High needs 489.4 485.6 197
Low income 491.4 485.7 180
EL and Former EL-- 6
Students w/ disabilities 474.3 474.7 59
Amer. Ind. or Alaska Nat.---
Asian-- 5
Afr. Amer./Black-- 3
Hispanic/Latino-- 18
Multi-race, Non-Hisp./Lat.-- 10
Nat. Haw. or Pacif. Isl.-- 1
White 492.2 487.8 251

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 488.8 481.3 285
High needs 483.4 477.9 195
Low income 485.3 478.3 178
EL and Former EL-- 6
Students w/ disabilities 469.6 464.3 59
Amer. Ind. or Alaska Nat.---
Asian-- 5
Afr. Amer./Black-- 3
Hispanic/Latino-- 18
Multi-race, Non-Hisp./Lat.-- 10
Nat. Haw. or Pacif. Isl.-- 1
White 488.9 480.7 248

Science achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 489.0 486.3 96
High needs 483.5 482.0 64
Low income 484.3 483.8 59
EL and Former EL-- 2
Students w/ disabilities-- 18
Amer. Ind. or Alaska Nat.---
Asian---
Afr. Amer./Black---
Hispanic/Latino-- 7
Multi-race, Non-Hisp./Lat.-- 3
Nat. Haw. or Pacif. Isl.-- 1
White 489.2 486.2 85

English language arts growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 36.1 41.9 178
High needs 33.6 39.9 116
Low income 33.4 39.7 109
EL and Former EL-- 3
Students w/ disabilities 28.5 32.3 30
Amer. Ind. or Alaska Nat.---
Asian-- 2
Afr. Amer./Black-- 1
Hispanic/Latino-- 12
Multi-race, Non-Hisp./Lat.-- 6
Nat. Haw. or Pacif. Isl.-- 1
White 35.7 40.7 156

Mathematics growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 40.5 41.0 173
High needs 35.5 38.5 112
Low income 34.2 39.7 105
EL and Former EL-- 3
Students w/ disabilities 34.6 23.1 30
Amer. Ind. or Alaska Nat.---
Asian-- 2
Afr. Amer./Black-- 1
Hispanic/Latino-- 11
Multi-race, Non-Hisp./Lat.-- 6
Nat. Haw. or Pacif. Isl.-- 1
White 41.3 40.6 152

Progress toward attaining English language proficiency - Non-high school
Group 2020 Rate (%) 2022 Rate (%) N
All Students-- 8
High needs---
Low income---
EL and Former EL-- 8
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 2019 Rate (% of students missing 10% of days) 2022 Rate (% of students missing 20% of days) N
All Students 14.3 6.1 311
High needs 19.8 8.3 217
Low income 21.5 8.6 197
EL and Former EL-- 10
Students w/ disabilities 18.5 13.8 65
Amer. Ind. or Alaska Nat.---
Asian-- 6
Afr. Amer./Black-- 5
Hispanic/Latino 19.2 9.5 21
Multi-race, Non-Hisp./Lat.-- 10
Nat. Haw. or Pacif. Isl.-- 1
White 13.9 6.0 268

*The 2022 accountability calculations include the percentage of students missing 10% or more of their days in membership in 2019, and the percentage of students missing 20% or more of their days in membership in 2022.



Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Enrolled Assessed % Enrolled Assessed %
All Students 294 293100 296 296100 100 100100

Assessment participation - Student groups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed %
High needs 202 201 205 205 68 68 475 474100
Low income 185 184 188 188 63 63 436 435100
EL and Former EL 6- 6- 2- 14--
Students w/ disabilities 60 60 62 62 19- 141 141100
Amer. Ind. or Alaska Nat.---------
Asian 5- 5--- 10--
Afr. Amer./Black 3- 3--- 6--
Hispanic/Latino 20 20 20 20 8- 48 48100
Multi-race, Non-Hisp./Lat. 10- 10- 3- 23--
Nat. Haw. or Pacif. Isl. 1- 1- 1- 3--
White 255 254 257 257 88 88 600 599100


About this Report

Accountability information: Most districts and schools did not receive an overall accountability determination in 2022. However, school accountability reports may contain additional performance information if the school has been designated underperforming or chronically underperforming, or if they have one or more low performing student groups, a low graduation rate, or low assessment participation. District accountability reports may contain additional information if the district has been designated chronically underperforming or if the district has low assessment participation.

School 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.

Low income and economically disadvantaged students: Beginning in fall 2021, DESE no longer reports data for the economically disadvantaged student group and instead reports data for a newly defined low income student group. Unlike the economically disadvantaged group or the former low income group used prior to 2015, the new group includes a broader range of disadvantaged students who are identified through one of three different sources:

1. Students who participate in one or more of the following state-administered assistance programs: the Supplemental Nutrition Assistance Program (SNAP); Transitional Assistance for Families with Dependent Children (TAFDC); the Department of Children and Families' (DCF) foster care program; and MassHealth (Medicaid);

2. Students who are homeless, as reported to DESE by districts via the Homeless and Foster Care data collection tool; or

3. Students who are identified as low income through the Supplemental Low Income Data Collection, as reported to DESE by districts via the Student Information Management System (SIMS).

This change also impacts the membership of the high needs student group, which is an unduplicated count of all students in a school or district belonging to the students with disabilities, English Learner (EL) and former EL, and/or low income students groups.
In the 2022 accountability results, the 2022 data for accountability indicators includes students who meet the new definition of low income. Earlier data for accountability indicators includes who students who were previously identified as economically disadvantaged.


Resources
Interpretive Materials Interpretive Materials
Glossary Glossary of 2022 Accountability Terms

School and District Profiles