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Francis Wyman Elementary

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2018 Official Accountability Report - Francis Wyman Elementary

Organization Information
DISTRICT NAME
Burlington (00480000)
TITLE I STATUS
Title I School
SCHOOL
Francis Wyman Elementary (00480035)
GRADES SERVED
K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Overall results

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 achievement44-34-
Mathematics achievement34-04-
Science achievement14----
Achievement total81267.53867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-14-
Growth total4822.53822.5
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 total6.710.3-3.17.6-
Percentage of possible points 65%-41%-
Criterion-referenced target percentage53%
Partially meeting targets

Subgroup results

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 growth24-
Mathematics growth24-
Growth total4822.5
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 total8.710.3-
Percentage of possible points 84%-
Criterion-referenced target percentage84%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 51

Detailed data for each indicator

English language arts achievement - Next-Generation MCAS average composite scaled score - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 499.5 505.7 6.2 501.0 2444Exceeded Target
Lowest Performing 482.5 487.5 5.0 487.2 373Met Target
High needs 488.5 494.9 6.4 490.1 714Exceeded Target
Econ. Disadvantaged 491.3 496.1 4.8 492.7 284Exceeded Target
EL and Former EL 492.5 499.7 7.2 494.5 284Exceeded Target
Students w/ disabilities 481.4 484.8 3.4 483.1 304Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 504.6 509.9 5.3 506.7 534Exceeded Target
Afr. Amer./Black 491.3 490.4 -0.9 492.9 200Declined
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 500.1 506.6 6.5 501.7 1504Exceeded Target

Mathematics achievement - Next-Generation MCAS average composite scaled score - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 504.2 505.9 1.7 505.6 2443Met Target
Lowest Performing 483.0 481.9 -1.1 486.6 370Declined
High needs 490.9 494.7 3.8 492.6 704Exceeded Target
Econ. Disadvantaged 491.2 488.8 -2.4 492.3 280Declined
EL and Former EL 496.0 508.1 12.1 498.2 274Exceeded Target
Students w/ disabilities 481.8 481.7 -0.1 483.9 301No Change
Amer. Ind. or Alaska Nat.-------
Asian 513.3 516.2 2.9 515.8 524Exceeded Target
Afr. Amer./Black 491.3 491.2 -0.1 492.8 201No Change
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 504.7 504.6 -0.1 506.2 1511No Change

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 79.4 78.7 -0.7 81.8 741No Change
Lowest Performing-------
High needs 58.8 61.5 2.7 61.6 243Met Target
Econ. Disadvantaged---- 9--
EL and Former EL---- 10--
Students w/ disabilities---- 12--
Amer. Ind. or Alaska Nat.-------
Asian---- 20--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 82.2 80.8 -1.4 84.6 391No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 46.8 50.0 1522Below Target
Lowest Performing 48.2 50.0 372Below Target
High needs 45.6 50.0 452Below Target
Econ. Disadvantaged-- 19--
EL and Former EL-- 16--
Students w/ disabilities-- 19--
Amer. Ind. or Alaska Nat.-----
Asian 49.8 50.0 332Below Target
Afr. Amer./Black-- 14--
Hispanic/Latino-- 11--
Multi-race, Non-Hisp./Lat.-- 1--
Nat. Haw. or Pacif. Isl.-----
White 46.4 50.0 932Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 42.0 50.0 1522Below Target
Lowest Performing 38.7 50.0 371Below Target
High needs 41.7 50.0 442Below Target
Econ. Disadvantaged-- 19--
EL and Former EL-- 15--
Students w/ disabilities-- 19--
Amer. Ind. or Alaska Nat.-----
Asian 45.9 50.0 322Below Target
Afr. Amer./Black-- 14--
Hispanic/Latino-- 11--
Multi-race, Non-Hisp./Lat.-- 1--
Nat. Haw. or Pacif. Isl.-----
White 39.2 50.0 941Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 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 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 6.8 4.2 2.6 5.7 4574Exceeded Target
Lowest Performing 2.5 0.0 2.5 0.0 374Exceeded Target
High needs 12.5 8.6 3.9 10.1 1404Exceeded Target
Econ. Disadvantaged 15.1 10.5 4.6 11.6 574Exceeded Target
EL and Former EL 7.5 9.7 -2.2 3.1 620Declined
Students w/ disabilities 12.5 11.3 1.2 9.2 532Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 7.9 4.4 3.5 4.7 913Met Target
Afr. Amer./Black 10.0 4.3 5.7 6.2 474Exceeded Target
Hispanic/Latino---- 36--
Multi-race, Non-Hisp./Lat.---- 17--
Nat. Haw. or Pacif. Isl.-------
White 6.2 4.5 1.7 4.9 2653Met Target

Assessment participation
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 251 24999Yes 1 251 250100Yes 1 77 7699Yes 1
Lowest Performing---------------
High needs 77 7699Yes 1 76 7599Yes 1 26 26100Yes 1
Econ. Disadvantaged 30 30100Yes 1 30 30100Yes 1 10----
EL and Former EL 32 32100Yes 1 31 31100Yes 1 11----
Students w/ disabilities 31 3097Yes 1 31 3097Yes 1 12----
Amer. Ind. or Alaska Nat.---------------
Asian 55 55100Yes 1 54 54100Yes 1 21 21100Yes 1
Afr. Amer./Black 21 21100Yes 1 21 21100Yes 1 7----
Hispanic/Latino 15---- 15---- 7----
Multi-race, Non-Hisp./Lat. 6---- 6---- 1----
Nat. Haw. or Pacif. Isl.---------------
White 154 15299Yes 1 155 15499Yes 1 41 4098Yes 1


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 without required assistance or intervention. The reason(s) for the district or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines information about 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 criterion-referenced target percentage of 75% or higher.

The 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)

Weighted total of possible points = (Total achievement possible points x Achievement weight) + (Total growth possible points x Growth weight) + (Total high school completion possible points x high school completion weight) + (EL progress possible points x EL progress weight) + (Total additional indicator possible points x Additional indicator weight)

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

Determination of need for special education technical assistance or intervention: The U.S. Department of Education requires Massachusetts to determine which districts (including single school districts) have specific needs for technical assistance or intervention in the area of special education. A district's determination is based on four categories: Meets Requirements (MR); Needs Assistance (NA); Needs Intervention (NI); and Needs Substantial Intervention (NSI). In most cases these categories correspond to the district's results, except when the district has specific compliance needs. This designation helps signal whether outcomes for all students in the district indicate progress, including that of students with disabilities, or whether technical assistance and/or intervention is needed to improve outcomes for all children, especially students with disabilities.


Resources
Interpretive Materials Interpretive Materials
Glossary of 2018 Accountability Terms Glossary of 2018 Accountability Terms

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