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Thomas Ditson

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2018 Official Accountability Report - Thomas Ditson

Organization Information
DISTRICT NAME
Billerica (00310000)
TITLE I STATUS
Title I School
SCHOOL
Thomas Ditson (00310005)
GRADES SERVED
K,01,02,03,04,05
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 achievement04-24-
Science achievement44----
Achievement total81267.56867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-24-
Growth total4822.55822.5
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 absenteeism34-14-
Advanced coursework completion------
Additional indicators total3410.01410.0
Weighted total6.610.3-5.37.6-
Percentage of possible points 64%-70%-
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 achievement44-
Mathematics achievement04-
Science achievement44-
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 36

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 501.1 504.3 3.2 502.6 2804Exceeded Target
Lowest Performing 477.8 485.3 7.5 482.5 444Exceeded Target
High needs 490.7 494.0 3.3 492.3 1064Exceeded Target
Econ. Disadvantaged 495.9 499.0 3.1 497.3 594Exceeded Target
EL and Former EL---- 18--
Students w/ disabilities 479.8 484.8 5.0 481.5 564Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 508.6 515.6 7.0 510.7 294Exceeded Target
Afr. Amer./Black---- 11--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 500.2 503.4 3.2 501.8 2044Exceeded 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 501.7 498.9 -2.8 503.1 2800Declined
Lowest Performing 477.0 477.5 0.5 480.6 442Improved Below Target
High needs 488.7 488.0 -0.7 490.4 1060Declined
Econ. Disadvantaged 492.2 492.2 0.0 493.3 591No Change
EL and Former EL---- 18--
Students w/ disabilities 479.0 477.9 -1.1 481.1 560Declined
Amer. Ind. or Alaska Nat.-------
Asian 512.0 511.9 -0.1 514.5 294Exceeded Target
Afr. Amer./Black---- 11--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 500.5 498.2 -2.3 502.0 2040Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 68.5 74.0 5.5 70.9 1044Exceeded Target
Lowest Performing-------
High needs 52.0 58.3 6.3 54.8 364Exceeded Target
Econ. Disadvantaged---- 14--
EL and Former EL---- 6--
Students w/ disabilities---- 24--
Amer. Ind. or Alaska Nat.-------
Asian---- 12--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 71.9 74.0 2.1 74.3 763Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.7 50.0 1872Below Target
Lowest Performing 53.4 50.0 443Met Target
High needs 46.8 50.0 712Below Target
Econ. Disadvantaged 45.1 50.0 372Below Target
EL and Former EL-- 10--
Students w/ disabilities 48.8 50.0 372Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 18--
Afr. Amer./Black-- 8--
Hispanic/Latino-- 11--
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 46.9 50.0 1412Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 44.6 50.0 1872Below Target
Lowest Performing 40.5 50.0 442Below Target
High needs 41.7 50.0 712Below Target
Econ. Disadvantaged 43.1 50.0 372Below Target
EL and Former EL-- 10--
Students w/ disabilities 39.2 50.0 371Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 18--
Afr. Amer./Black-- 8--
Hispanic/Latino-- 11--
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 43.2 50.0 1412Below 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 3.1 3.8 -0.7 2.0 4743Met Target
Lowest Performing 4.3 4.5 -0.2 0.7 441No Change
High needs 6.5 7.8 -1.3 4.1 1790Declined
Econ. Disadvantaged 8.2 8.2 0.0 4.7 851No Change
EL and Former EL---- 29--
Students w/ disabilities 6.1 8.1 -2.0 2.8 860Declined
Amer. Ind. or Alaska Nat.-------
Asian 0.0 0.0 0.0 0.0 514Exceeded Target
Afr. Amer./Black---- 32--
Hispanic/Latino---- 32--
Multi-race, Non-Hisp./Lat.---- 24--
Nat. Haw. or Pacif. Isl.-------
White 3.6 3.9 -0.3 2.3 3353Met 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 292 29099Yes 1 293 292100Yes 1 110 110100Yes 1
Lowest Performing---------------
High needs 116 11498Yes 1 116 11599Yes 1 41 41100Yes 1
Econ. Disadvantaged 65 6498Yes 1 65 6498Yes 1 17----
EL and Former EL 20 1995Yes 1 20 20100Yes 1 7----
Students w/ disabilities 59 59100Yes 1 59 59100Yes 1 26 26100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 30 2997Yes 1 31 31100Yes 1 13----
Afr. Amer./Black 13---- 13---- 6----
Hispanic/Latino 19---- 19---- 5----
Multi-race, Non-Hisp./Lat. 19---- 19---- 7----
Nat. Haw. or Pacif. Isl.---------------
White 211 210100Yes 1 211 210100Yes 1 79 79100Yes 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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