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Thomas Willett Elementary School
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2019 Official Accountability Report - Thomas Willett Elementary School
Organization Information
DISTRICT NAME
Attleboro (00160000)		TITLE I STATUS
Title I School
SCHOOL
Thomas Willett Elementary School (00160035)		GRADES SERVED
K,01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
54% - Substantial progress toward targets57

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage84%34%
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 achievement04-24-
Science achievement------
Achievement total0860.04867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
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 total4410.0---
Additional indicatorsChronic absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total1.57.2-3.67.6-
Percentage of possible points 21%-47%-
Criterion-referenced target percentage34%

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 achievement34-44-
Science achievement------
Achievement total7860.08867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6820.06822.5
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 total0410.0---
Additional indicatorsChronic absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total5.67.2-6.87.6-
Percentage of possible points 78%-89%-
Criterion-referenced target percentage84%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage92%16%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		46%
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 achievement04-
Science achievement---
Achievement total0867.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total1.27.6-
Percentage of possible points 16%-
2019 Annual criterion-referenced target percentage16%

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 achievement44-
Science achievement---
Achievement total8867.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total7.07.6-
Percentage of possible points 92%-
2018 Annual criterion-referenced target percentage92%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
59

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 508.3 506.3 -2.0 509.3 1770Declined
Lowest Performing 490.0 490.9 0.9 494.1 222Improved Below Target
High needs 499.6 497.9 -1.7 500.8 840Declined
Econ. Disadvantaged 501.9 501.6 -0.3 502.9 561No Change
EL and Former EL 495.5 501.6 6.1 496.9 234Exceeded Target
Students w/ disabilities 488.4 483.9 -4.5 489.9 340Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 16--
Hispanic/Latino 498.5 495.5 -3.0 499.5 240Declined
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 511.2 509.4 -1.8 512.2 1190Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 499.4 498.6 -0.8 500.7 1770Declined
Lowest Performing 478.5 479.8 1.3 482.2 222Improved Below Target
High needs 490.1 489.1 -1.0 491.4 840Declined
Econ. Disadvantaged 491.3 493.0 1.7 492.8 563Met Target
EL and Former EL 488.0 487.9 -0.1 489.5 231No Change
Students w/ disabilities 479.8 476.9 -2.9 481.9 340Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 16--
Hispanic/Latino 490.1 489.3 -0.8 491.5 240Declined
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 502.3 501.7 -0.6 503.8 1190Declined

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 49.5 892Typical Growth - Low
Lowest Performing 46.2 222Typical Growth - Low
High needs 47.7 382Typical Growth - Low
Econ. Disadvantaged 55.8 263Typical Growth - High
EL and Former EL- 11--
Students w/ disabilities- 15--
Amer. Ind. or Alaska Nat.----
Asian- 2--
Afr. Amer./Black- 7--
Hispanic/Latino- 11--
Multi-race, Non-Hisp./Lat.- 9--
Nat. Haw. or Pacif. Isl.----
White 49.4 602Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 48.2 892Typical Growth - Low
Lowest Performing 45.9 222Typical Growth - Low
High needs 41.6 382Typical Growth - Low
Econ. Disadvantaged 44.6 262Typical Growth - Low
EL and Former EL- 11--
Students w/ disabilities- 15--
Amer. Ind. or Alaska Nat.----
Asian- 2--
Afr. Amer./Black- 7--
Hispanic/Latino- 11--
Multi-race, Non-Hisp./Lat.- 9--
Nat. Haw. or Pacif. Isl.----
White 50.3 603Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 57.1 74.2 17.1 61.1 314Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 57.1 74.2 17.1 61.1 314Exceeded 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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 7.6 6.0 -1.6 6.3 3483Met Target
Lowest Performing 0.0 9.1 9.1 0.0 220Declined
High needs 11.9 8.9 -3.0 9.3 1903Met Target
Econ. Disadvantaged 14.4 11.5 -2.9 10.7 1132Improved Below Target
EL and Former EL 14.3 10.9 -3.4 11.3 553Met Target
Students w/ disabilities 15.5 8.9 -6.6 12.2 564Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black---- 27--
Hispanic/Latino 10.6 8.6 -2.0 6.9 582Improved Below Target
Multi-race, Non-Hisp./Lat.---- 31--
Nat. Haw. or Pacif. Isl.-------
White 6.1 5.4 -0.7 4.7 2212Improved Below 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 190 190100Yes 1 190 190100Yes 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 93 93 93 93-- 186 186100Yes1
Econ. Disadvantaged 62 62 62 62-- 124 124100Yes1
EL and Former EL 27 27 27 27-- 54 54100Yes1
Students w/ disabilities 34 34 34 34-- 68 68100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 4 4 4 4-- 8----
Afr. Amer./Black 17 17 17 17-- 34----
Hispanic/Latino 28 28 28 28-- 56 56100Yes1
Multi-race, Non-Hisp./Lat. 15 15 15 15-- 30----
Nat. Haw. or Pacif. Isl.-----------
White 126 126 126 126-- 252 252100Yes1


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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