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Roland Hayes

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2018 Official Accountability Report - Heath

Organization Information
DISTRICT NAME
Brookline (00460000)
TITLE I STATUS
Non-Title I School
SCHOOL
Heath (00460025)
GRADES SERVED
PK,K,01,02,03,04,05,06,07,08
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
86% - Meeting targets96

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 achievement44-34-
Science achievement34----
Achievement total111267.57867.5
GrowthEnglish language arts growth44-34-
Mathematics growth44-34-
Growth total8822.56822.5
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 total9.210.3-6.37.6-
Percentage of possible points 89%-83%-
Criterion-referenced target percentage86%
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 achievement14-
Science achievement---
Achievement total5867.5
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 total4.57.6-
Percentage of possible points 59%-
Criterion-referenced target percentage59%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 83

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 518.7 520.9 2.2 520.4 3614Exceeded Target
Lowest Performing 493.5 500.1 6.6 497.4 694Exceeded Target
High needs 497.8 502.2 4.4 499.4 774Exceeded Target
Econ. Disadvantaged---- 25--
EL and Former EL 505.0 508.9 3.9 506.4 234Exceeded Target
Students w/ disabilities 493.0 492.2 -0.8 494.3 430Declined
Amer. Ind. or Alaska Nat.-------
Asian 524.1 527.3 3.2 526.0 574Exceeded Target
Afr. Amer./Black---- 13--
Hispanic/Latino 516.6 515.8 -0.8 518.0 354Exceeded Target
Multi-race, Non-Hisp./Lat.---- 25--
Nat. Haw. or Pacif. Isl.-------
White 518.7 521.0 2.3 520.3 2314Exceeded 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 516.5 516.3 -0.2 517.7 3604Exceeded Target
Lowest Performing 489.5 491.8 2.3 492.3 693Met Target
High needs 498.8 498.8 0.0 500.2 761No Change
Econ. Disadvantaged---- 25--
EL and Former EL 511.6 510.0 -1.6 513.2 233Met Target
Students w/ disabilities 492.2 489.0 -3.2 494.0 420Declined
Amer. Ind. or Alaska Nat.-------
Asian 527.6 529.9 2.3 530.0 574Exceeded Target
Afr. Amer./Black---- 13--
Hispanic/Latino 509.4 507.5 -1.9 511.3 353Met Target
Multi-race, Non-Hisp./Lat.---- 25--
Nat. Haw. or Pacif. Isl.-------
White 516.4 515.2 -1.2 517.7 2304Exceeded 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 87.1 86.6 -0.5 89.3 1163Met Target
Lowest Performing-------
High needs---- 20--
Econ. Disadvantaged---- 7--
EL and Former EL---- 3--
Students w/ disabilities---- 15--
Amer. Ind. or Alaska Nat.-------
Asian---- 15--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 11--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 89.5 87.0 -2.5 91.6 773Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 63.2 50.0 2834Exceeded Target
Lowest Performing 58.1 50.0 693Met Target
High needs 52.1 50.0 593Met Target
Econ. Disadvantaged-- 22--
EL and Former EL-- 15--
Students w/ disabilities 45.6 50.0 342Below Target
Amer. Ind. or Alaska Nat.-----
Asian 61.0 50.0 464Exceeded Target
Afr. Amer./Black-- 11--
Hispanic/Latino 52.8 50.0 283Met Target
Multi-race, Non-Hisp./Lat.-- 16--
Nat. Haw. or Pacif. Isl.-----
White 65.5 50.0 1824Exceeded Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 62.3 50.0 2844Exceeded Target
Lowest Performing 50.5 50.0 693Met Target
High needs 46.5 50.0 582Below Target
Econ. Disadvantaged-- 22--
EL and Former EL-- 15--
Students w/ disabilities 43.1 50.0 332Below Target
Amer. Ind. or Alaska Nat.-----
Asian 70.7 50.0 464Exceeded Target
Afr. Amer./Black-- 11--
Hispanic/Latino 54.4 50.0 303Met Target
Multi-race, Non-Hisp./Lat.-- 16--
Nat. Haw. or Pacif. Isl.-----
White 61.7 50.0 1814Exceeded 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 3.9 4.5 -0.6 2.9 4860Declined
Lowest Performing 8.3 5.8 2.5 5.1 692Improved Below Target
High needs 5.8 7.6 -1.8 3.8 1050Declined
Econ. Disadvantaged---- 33--
EL and Former EL 7.1 4.8 2.3 3.0 422Improved Below Target
Students w/ disabilities 4.3 5.8 -1.5 1.6 520Declined
Amer. Ind. or Alaska Nat.-------
Asian 6.8 4.5 2.3 4.6 883Met Target
Afr. Amer./Black---- 20--
Hispanic/Latino 12.0 10.6 1.4 8.0 472Improved Below Target
Multi-race, Non-Hisp./Lat.---- 40--
Nat. Haw. or Pacif. Isl.-------
White 2.2 3.4 -1.2 1.1 2913Met 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 368 36699Yes 1 370 36799Yes 1 119 119100Yes 1
Lowest Performing---------------
High needs 79 79100Yes 1 79 7899Yes 1 20 20100Yes 1
Econ. Disadvantaged 25 25100Yes 1 25 25100Yes 1 7----
EL and Former EL 25 25100Yes 1 25 25100Yes 1 3----
Students w/ disabilities 43 43100Yes 1 43 4298Yes 1 15----
Amer. Ind. or Alaska Nat.---------------
Asian 59 5898Yes 1 61 6098Yes 1 16----
Afr. Amer./Black 13---- 13---- 5----
Hispanic/Latino 36 36100Yes 1 36 36100Yes 1 11----
Multi-race, Non-Hisp./Lat. 26 26100Yes 1 26 26100Yes 1 8----
Nat. Haw. or Pacif. Isl.---------------
White 234 233100Yes 1 234 23299Yes 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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