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Carlton M. Viveiros Elementary School

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2018 Official Accountability Report - Carlton M. Viveiros Elementary School

Organization Information
DISTRICT NAME
Fall River (00950000)
TITLE I STATUS
Title I School
SCHOOL
Carlton M. Viveiros Elementary School (00950009)
GRADES SERVED
K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
67% - Partially meeting targets26

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 achievement04-44-
Science achievement24----
Achievement total51260.08867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-34-
Growth total5820.06822.5
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 total3410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total4.39.6-6.87.6-
Percentage of possible points 45%-89%-
Criterion-referenced target percentage67%
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 achievement14-
Achievement total41267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
Growth total5822.5
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 total3.810.3-
Percentage of possible points 37%-
Criterion-referenced target percentage37%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 57

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 494.0 495.4 1.4 495.5 3393Met Target
Lowest Performing 468.9 480.1 11.2 474.4 474Exceeded Target
High needs 492.4 493.9 1.5 494.2 2863Met Target
Econ. Disadvantaged 492.4 494.1 1.7 493.7 2673Met Target
EL and Former EL 482.7 481.9 -0.8 484.0 680Declined
Students w/ disabilities 477.2 482.8 5.6 479.0 754Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 15--
Afr. Amer./Black 491.5 493.0 1.5 493.1 273Met Target
Hispanic/Latino 490.3 488.9 -1.4 491.8 1060Declined
Multi-race, Non-Hisp./Lat. 497.7 500.3 2.6 499.3 344Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 495.7 498.3 2.6 497.4 1574Exceeded 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 499.2 495.5 -3.7 500.7 3370Declined
Lowest Performing 473.9 480.3 6.4 476.9 464Exceeded Target
High needs 497.8 494.6 -3.2 499.4 2840Declined
Econ. Disadvantaged 497.6 494.6 -3.0 498.6 2650Declined
EL and Former EL 487.5 486.1 -1.4 489.0 680Declined
Students w/ disabilities 484.2 487.3 3.1 486.0 754Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 15--
Afr. Amer./Black 497.5 489.6 -7.9 499.8 270Declined
Hispanic/Latino 495.5 491.2 -4.3 497.1 1060Declined
Multi-race, Non-Hisp./Lat. 498.6 498.4 -0.2 500.1 331No Change
Nat. Haw. or Pacif. Isl.-------
White 501.4 497.5 -3.9 503.1 1560Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 77.3 77.9 0.6 80.0 1312Improved Below Target
Lowest Performing-------
High needs 76.0 74.5 -1.5 79.4 1111No Change
Econ. Disadvantaged 76.8 74.5 -2.3 80.6 1081No Change
EL and Former EL---- 34--
Students w/ disabilities 54.5 61.5 7.0 57.5 264Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 11--
Hispanic/Latino 78.8 65.2 -13.6 81.6 410Declined
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 78.6 84.7 6.1 81.4 594Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.0 50.0 2313Met Target
Lowest Performing 51.9 50.0 463Met Target
High needs 50.5 50.0 1943Met Target
Econ. Disadvantaged 50.7 50.0 1843Met Target
EL and Former EL 48.0 50.0 482Below Target
Students w/ disabilities 41.9 50.0 502Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 8--
Afr. Amer./Black 45.4 50.0 222Below Target
Hispanic/Latino 43.9 50.0 702Below Target
Multi-race, Non-Hisp./Lat. 53.3 50.0 233Met Target
Nat. Haw. or Pacif. Isl.-----
White 52.8 50.0 1083Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.4 50.0 2302Below Target
Lowest Performing 52.8 50.0 453Met Target
High needs 46.8 50.0 1932Below Target
Econ. Disadvantaged 47.7 50.0 1832Below Target
EL and Former EL 55.1 50.0 493Met Target
Students w/ disabilities 43.5 50.0 512Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 8--
Afr. Amer./Black 36.0 50.0 221Below Target
Hispanic/Latino 49.4 50.0 712Below Target
Multi-race, Non-Hisp./Lat. 43.8 50.0 222Below Target
Nat. Haw. or Pacif. Isl.-----
White 44.4 50.0 1072Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 58.9 46.0 -12.9 45.3 873Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 58.9 46.0 -12.9 45.3 873Met 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 26.9 29.5 -2.6 25.6 6330Declined
Lowest Performing 30.2 36.2 -6.0 26.3 470Declined
High needs 29.5 32.8 -3.3 27.2 5430Declined
Econ. Disadvantaged 31.8 34.0 -2.2 28.7 4670Declined
EL and Former EL 40.2 35.1 5.1 37.5 1544Exceeded Target
Students w/ disabilities 30.0 32.5 -2.5 26.2 1140Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 25--
Afr. Amer./Black 24.5 25.6 -1.1 20.8 430Declined
Hispanic/Latino 33.2 36.2 -3.0 29.5 2130Declined
Multi-race, Non-Hisp./Lat. 20.3 34.4 -14.1 19.0 640Declined
Nat. Haw. or Pacif. Isl.-------
White 25.9 26.5 -0.6 24.2 2870Declined

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 386 385100Yes 1 384 383100Yes 1 137 137100Yes 1
Lowest Performing---------------
High needs 330 329100Yes 1 329 328100Yes 1 117 117100Yes 1
Econ. Disadvantaged 304 304100Yes 1 303 302100Yes 1 114 114100Yes 1
EL and Former EL 98 9799Yes 1 98 98100Yes 1 39 39100Yes 1
Students w/ disabilities 82 82100Yes 1 82 82100Yes 1 27 27100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 17---- 17---- 7----
Afr. Amer./Black 30 30100Yes 1 30 30100Yes 1 11----
Hispanic/Latino 127 127100Yes 1 127 127100Yes 1 46 46100Yes 1
Multi-race, Non-Hisp./Lat. 41 41100Yes 1 41 4098Yes 1 13----
Nat. Haw. or Pacif. Isl.---------------
White 170 16999Yes 1 168 168100Yes 1 60 60100Yes 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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