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Lt Job Lane School

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2018 Official Accountability Report - Lt Job Lane School

Organization Information
DISTRICT NAME
Bedford (00230000)
TITLE I STATUS
Title I School
SCHOOL
Lt Job Lane School (00230012)
GRADES SERVED
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 achievement44-44-
Mathematics achievement34-44-
Science achievement44----
Achievement total111260.08867.5
GrowthEnglish language arts growth44-44-
Mathematics growth34-34-
Growth total7820.07822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total8.79.6-7.07.6-
Percentage of possible points 91%-92%-
Criterion-referenced target percentage92%
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 achievement44-
Achievement total121267.5
GrowthEnglish language arts growth44-
Mathematics growth34-
Growth total7822.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total9.810.3-
Percentage of possible points 95%-
Criterion-referenced target percentage95%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 98

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 509.0 514.6 5.6 510.7 5994Exceeded Target
Lowest Performing 485.6 499.2 13.6 489.5 914Exceeded Target
High needs 495.4 503.7 8.3 497.0 2164Exceeded Target
Econ. Disadvantaged 487.8 500.2 12.4 489.4 604Exceeded Target
EL and Former EL 507.4 509.0 1.6 508.8 943Met Target
Students w/ disabilities 489.1 494.7 5.6 490.4 1074Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 516.3 520.2 3.9 518.2 1084Exceeded Target
Afr. Amer./Black 486.0 496.8 10.8 487.2 314Exceeded Target
Hispanic/Latino 501.2 509.6 8.4 502.6 234Exceeded Target
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 509.0 514.5 5.5 510.6 4194Exceeded 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 510.1 509.8 -0.3 511.3 5993Met Target
Lowest Performing 486.4 493.0 6.6 489.2 914Exceeded Target
High needs 497.8 500.1 2.3 499.2 2164Exceeded Target
Econ. Disadvantaged 485.9 491.0 5.1 486.9 604Exceeded Target
EL and Former EL 511.9 509.5 -2.4 513.5 943Met Target
Students w/ disabilities 491.0 491.0 0.0 492.8 1071No Change
Amer. Ind. or Alaska Nat.-------
Asian 521.1 520.4 -0.7 523.5 1084Exceeded Target
Afr. Amer./Black 486.3 489.3 3.0 488.3 314Exceeded Target
Hispanic/Latino 498.2 501.6 3.4 500.1 234Exceeded Target
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 509.5 508.6 -0.9 510.8 4193Met 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 84.2 88.9 4.7 86.4 1914Exceeded Target
Lowest Performing-------
High needs 66.9 79.8 12.9 70.1 634Exceeded Target
Econ. Disadvantaged---- 20--
EL and Former EL 80.4 82.8 2.4 87.1 293Met Target
Students w/ disabilities 58.8 75.0 16.2 61.7 294Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 92.3 94.4 2.1 94.2 314Exceeded Target
Afr. Amer./Black---- 10--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 87.5 89.1 1.6 89.6 1404Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 66.1 50.0 3814Exceeded Target
Lowest Performing 67.2 50.0 904Exceeded Target
High needs 63.7 50.0 1244Exceeded Target
Econ. Disadvantaged 59.5 50.0 353Met Target
EL and Former EL 61.7 50.0 524Exceeded Target
Students w/ disabilities 63.0 50.0 644Exceeded Target
Amer. Ind. or Alaska Nat.-----
Asian 67.4 50.0 664Exceeded Target
Afr. Amer./Black-- 18--
Hispanic/Latino-- 13--
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 66.1 50.0 2754Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 55.2 50.0 3823Met Target
Lowest Performing 59.1 50.0 913Met Target
High needs 57.9 50.0 1253Met Target
Econ. Disadvantaged 50.1 50.0 353Met Target
EL and Former EL 59.3 50.0 523Met Target
Students w/ disabilities 59.2 50.0 653Met Target
Amer. Ind. or Alaska Nat.-----
Asian 60.9 50.0 664Exceeded Target
Afr. Amer./Black-- 18--
Hispanic/Latino-- 13--
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 54.0 50.0 2763Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 87.8 84.5 -3.3 78.2 583Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 87.8 84.5 -3.3 78.2 583Met 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 1.9 2.6 -0.7 0.9 6194Exceeded Target
Lowest Performing 1.1 6.6 -5.5 0.0 910Declined
High needs 4.7 5.2 -0.5 2.7 2111No Change
Econ. Disadvantaged 6.7 8.0 -1.3 2.5 500Declined
EL and Former EL 5.7 3.9 1.8 1.6 1033Met Target
Students w/ disabilities 1.8 4.8 -3.0 0.0 1040Declined
Amer. Ind. or Alaska Nat.-------
Asian 3.3 4.3 -1.0 1.1 1170Declined
Afr. Amer./Black 3.2 9.1 -5.9 0.0 330Declined
Hispanic/Latino 0.0 0.0 0.0 0.0 244Exceeded Target
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 1.7 1.9 -0.2 0.6 4274Exceeded 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 613 610100Yes 1 614 611100Yes 1 196 196100Yes 1
Lowest Performing---------------
High needs 227 22599Yes 1 227 22599Yes 1 68 68100Yes 1
Econ. Disadvantaged 63 63100Yes 1 63 63100Yes 1 22 22100Yes 1
EL and Former EL 102 102100Yes 1 102 102100Yes 1 33 33100Yes 1
Students w/ disabilities 109 10798Yes 1 109 10798Yes 1 29 29100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 117 117100Yes 1 117 117100Yes 1 36 36100Yes 1
Afr. Amer./Black 32 32100Yes 1 32 32100Yes 1 10----
Hispanic/Latino 23 23100Yes 1 23 23100Yes 1 9----
Multi-race, Non-Hisp./Lat. 18---- 18---- 1----
Nat. Haw. or Pacif. Isl.---------------
White 423 42099Yes 1 424 42199Yes 1 140 140100Yes 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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