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South Street Early Learning Center

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2018 Official Accountability Report - South Street Elementary

Organization Information
DISTRICT NAME
Fitchburg (00970000)
TITLE I STATUS
Title I School
SCHOOL
South Street Elementary (00970060)
GRADES SERVED
PK,K,01,02,03,04
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
53% - Partially meeting targets15

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 achievement34-44-
Mathematics achievement04-24-
Science achievement------
Achievement total3860.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-14-
Growth total4820.03822.5
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 absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total2.87.2-5.17.6-
Percentage of possible points 39%-67%-
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 achievement34-
Mathematics achievement04-
Science achievement---
Achievement total3867.5
GrowthEnglish language arts growth24-
Mathematics growth14-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total2.77.6-
Percentage of possible points 36%-
Criterion-referenced target percentage36%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 25

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 493.5 495.3 1.8 495.0 2583Met Target
Lowest Performing 471.1 478.4 7.3 476.6 294Exceeded Target
High needs 490.6 492.2 1.6 492.4 2043Met Target
Econ. Disadvantaged 491.0 492.9 1.9 492.3 1744Exceeded Target
EL and Former EL 483.6 488.0 4.4 484.9 824Exceeded Target
Students w/ disabilities 481.5 483.9 2.4 483.3 614Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 15--
Afr. Amer./Black---- 14--
Hispanic/Latino 491.2 491.8 0.6 492.7 1462Improved Below Target
Multi-race, Non-Hisp./Lat. 494.8 497.7 2.9 496.4 214Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 496.8 500.7 3.9 498.5 624Exceeded 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 492.5 489.0 -3.5 494.0 2590Declined
Lowest Performing 466.9 467.7 0.8 469.9 292Improved Below Target
High needs 489.6 485.9 -3.7 491.2 2050Declined
Econ. Disadvantaged 489.2 485.9 -3.3 490.2 1750Declined
EL and Former EL 485.4 481.9 -3.5 486.9 830Declined
Students w/ disabilities 481.7 477.7 -4.0 483.5 610Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 16--
Afr. Amer./Black---- 14--
Hispanic/Latino 488.7 484.4 -4.3 490.3 1460Declined
Multi-race, Non-Hisp./Lat. 494.0 490.0 -4.0 495.5 210Declined
Nat. Haw. or Pacif. Isl.-------
White 496.9 497.2 0.3 498.6 622Improved Below Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 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 2018 Mean SGP 2018 Target N Points Reason
All Students 49.6 50.0 1182Below Target
Lowest Performing 47.5 50.0 282Below Target
High needs 48.0 50.0 942Below Target
Econ. Disadvantaged 47.6 50.0 792Below Target
EL and Former EL 47.9 50.0 302Below Target
Students w/ disabilities 46.6 50.0 212Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 6--
Afr. Amer./Black-- 5--
Hispanic/Latino 46.1 50.0 642Below Target
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-----
White 51.9 50.0 323Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 41.2 50.0 1192Below Target
Lowest Performing 39.6 50.0 291Below Target
High needs 39.3 50.0 951Below Target
Econ. Disadvantaged 39.2 50.0 801Below Target
EL and Former EL 38.4 50.0 311Below Target
Students w/ disabilities 32.7 50.0 221Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 6--
Afr. Amer./Black-- 5--
Hispanic/Latino 40.7 50.0 652Below Target
Multi-race, Non-Hisp./Lat.-- 11--
Nat. Haw. or Pacif. Isl.-----
White 44.2 50.0 322Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 87.1 64.9 -22.2 70.2 742Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 87.1 64.9 -22.2 70.2 742Improved 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 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 17.8 19.7 -1.9 16.5 5520Declined
Lowest Performing 33.3 27.6 5.7 29.4 294Exceeded Target
High needs 20.8 22.9 -2.1 18.5 4580Declined
Econ. Disadvantaged 23.3 24.2 -0.9 20.2 3640Declined
EL and Former EL 22.1 26.0 -3.9 19.4 1500Declined
Students w/ disabilities 19.0 25.0 -6.0 15.2 1280Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 30--
Afr. Amer./Black---- 39--
Hispanic/Latino 21.2 25.2 -4.0 17.5 2980Declined
Multi-race, Non-Hisp./Lat. 11.1 16.7 -5.6 9.8 360Declined
Nat. Haw. or Pacif. Isl.-------
White 16.5 16.2 0.3 14.8 1482Improved Below 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 274 27299Yes 1 274 274100Yes 1 0----
Lowest Performing---------------
High needs 219 21799Yes 1 219 219100Yes 1 0----
Econ. Disadvantaged 188 18699Yes 1 188 188100Yes 1 0----
EL and Former EL 91 8998Yes 1 91 91100Yes 1 0----
Students w/ disabilities 65 6498Yes 1 65 65100Yes 1 0----
Amer. Ind. or Alaska Nat.---------------
Asian 17---- 17---- 0----
Afr. Amer./Black 17---- 17---- 0----
Hispanic/Latino 155 15499Yes 1 155 155100Yes 1 0----
Multi-race, Non-Hisp./Lat. 21 21100Yes 1 21 21100Yes 1 0----
Nat. Haw. or Pacif. Isl.---------------
White 64 64100Yes 1 64 64100Yes 1 0----


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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