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Millbury Street Elementary School

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2018 Official Accountability Report - Millbury Street Elementary School

Organization Information
DISTRICT NAME
Grafton (01100000)
TITLE I STATUS
Title I School
SCHOOL
Millbury Street Elementary School (01100200)
GRADES SERVED
02,03,04,05,06
REGION
West/Central
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 achievement34-24-
Mathematics achievement04-24-
Science achievement34----
Achievement total61267.54867.5
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 absenteeism04-24-
Advanced coursework completion------
Additional indicators total0410.02410.0
Weighted total5.210.3-3.87.6-
Percentage of possible points 50%-50%-
Criterion-referenced target percentage50%
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 achievement24-
Science achievement24-
Achievement total81267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total6.310.3-
Percentage of possible points 61%-
Criterion-referenced target percentage61%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 43

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 505.5 506.5 1.0 507.0 5273Met Target
Lowest Performing 482.3 485.1 2.8 487.0 912Improved Below Target
High needs 489.3 492.8 3.5 490.9 1804Exceeded Target
Econ. Disadvantaged 492.0 496.9 4.9 493.4 764Exceeded Target
EL and Former EL---- 17--
Students w/ disabilities 484.3 486.0 1.7 486.0 1273Met Target
Amer. Ind. or Alaska Nat.-------
Asian 513.9 517.9 4.0 516.0 804Exceeded Target
Afr. Amer./Black---- 10--
Hispanic/Latino 501.0 499.5 -1.5 502.1 340Declined
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 504.7 505.3 0.6 506.3 3932Improved Below 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 505.5 504.5 -1.0 506.9 5290Declined
Lowest Performing 479.6 481.1 1.5 483.2 912Improved Below Target
High needs 488.0 488.9 0.9 489.7 1812Improved Below Target
Econ. Disadvantaged 490.6 489.4 -1.2 491.7 760Declined
EL and Former EL---- 17--
Students w/ disabilities 482.8 483.6 0.8 484.9 1282Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian 520.9 521.6 0.7 523.4 814Exceeded Target
Afr. Amer./Black---- 10--
Hispanic/Latino 500.5 495.5 -5.0 502.1 340Declined
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 503.5 502.2 -1.3 505.0 3940Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 81.5 83.6 2.1 83.9 1403Met Target
Lowest Performing-------
High needs 66.9 68.2 1.3 69.7 482Improved Below Target
Econ. Disadvantaged---- 16--
EL and Former EL---- 6--
Students w/ disabilities 64.4 60.0 -4.4 67.5 350Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 12--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 82.0 84.6 2.6 84.4 1093Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.3 50.0 3822Below Target
Lowest Performing 41.5 50.0 902Below Target
High needs 45.7 50.0 1192Below Target
Econ. Disadvantaged 51.7 50.0 533Met Target
EL and Former EL-- 11--
Students w/ disabilities 42.1 50.0 802Below Target
Amer. Ind. or Alaska Nat.-----
Asian 51.8 50.0 513Met Target
Afr. Amer./Black-- 8--
Hispanic/Latino 44.7 50.0 242Below Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 44.0 50.0 2902Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.1 50.0 3843Met Target
Lowest Performing 42.5 50.0 912Below Target
High needs 43.7 50.0 1202Below Target
Econ. Disadvantaged 44.3 50.0 532Below Target
EL and Former EL-- 11--
Students w/ disabilities 41.3 50.0 812Below Target
Amer. Ind. or Alaska Nat.-----
Asian 62.9 50.0 514Exceeded Target
Afr. Amer./Black-- 8--
Hispanic/Latino 42.3 50.0 242Below Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 48.4 50.0 2922Below 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 5.1 6.5 -1.4 4.0 6740Declined
Lowest Performing 7.5 5.5 2.0 3.9 912Improved Below Target
High needs 10.2 10.8 -0.6 7.8 2130Declined
Econ. Disadvantaged 13.5 12.2 1.3 10.0 822Improved Below Target
EL and Former EL---- 23--
Students w/ disabilities 10.6 11.3 -0.7 7.3 1410Declined
Amer. Ind. or Alaska Nat.-------
Asian 3.7 15.9 -12.2 0.5 1070Declined
Afr. Amer./Black---- 12--
Hispanic/Latino 11.4 2.6 8.8 7.8 394Exceeded Target
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 4.7 4.8 -0.1 3.4 5041No Change

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 543 54099Yes 1 543 542100Yes 1 144 144100Yes 1
Lowest Performing---------------
High needs 187 18599Yes 1 187 18699Yes 1 51 51100Yes 1
Econ. Disadvantaged 81 8099Yes 1 81 8099Yes 1 18----
EL and Former EL 17---- 17---- 6----
Students w/ disabilities 130 12898Yes 1 130 12999Yes 1 36 36100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 81 8099Yes 1 81 81100Yes 1 12----
Afr. Amer./Black 10---- 10---- 4----
Hispanic/Latino 35 35100Yes 1 35 35100Yes 1 9----
Multi-race, Non-Hisp./Lat. 10---- 10---- 6----
Nat. Haw. or Pacif. Isl.---------------
White 407 405100Yes 1 407 406100Yes 1 113 113100Yes 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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