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Bellamy Middle

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2018 Official Accountability Report - Bellamy Middle

Organization Information
DISTRICT NAME
Chicopee (00610000)
TITLE I STATUS
Title I School
SCHOOL
Bellamy Middle (00610305)
GRADES SERVED
06,07,08
REGION
West/Central
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 achievement04-04-
Mathematics achievement04-24-
Science achievement44----
Achievement total41260.02867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-24-
Growth total4820.03822.5
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 total2410.0---
Additional indicatorsChronic absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total3.69.6-2.07.6-
Percentage of possible points 38%-26%-
Criterion-referenced target percentage32%
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 achievement04-
Mathematics achievement04-
Science achievement44-
Achievement total41267.5
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 total3.910.3-
Percentage of possible points 38%-
Criterion-referenced target percentage38%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 23

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 492.2 490.5 -1.7 494.2 7480Declined
Lowest Performing 469.4 465.1 -4.3 474.7 990Declined
High needs 488.6 485.9 -2.7 490.6 4760Declined
Econ. Disadvantaged 489.7 486.7 -3.0 491.3 4190Declined
EL and Former EL 487.3 479.2 -8.1 488.9 820Declined
Students w/ disabilities 477.5 473.3 -4.2 479.3 1430Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 12--
Afr. Amer./Black 491.0 483.8 -7.2 492.6 200Declined
Hispanic/Latino 488.1 485.1 -3.0 489.8 2770Declined
Multi-race, Non-Hisp./Lat. 493.4 493.6 0.2 495.0 252Improved Below Target
Nat. Haw. or Pacif. Isl.-------
White 494.2 493.8 -0.4 496.3 4141No Change

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 496.6 495.7 -0.9 498.4 7470Declined
Lowest Performing 471.9 472.7 0.8 475.2 982Improved Below Target
High needs 491.8 490.6 -1.2 493.7 4760Declined
Econ. Disadvantaged 492.7 491.0 -1.7 494.1 4190Declined
EL and Former EL 493.0 488.0 -5.0 494.8 820Declined
Students w/ disabilities 480.9 479.7 -1.2 483.0 1440Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 12--
Afr. Amer./Black 492.7 491.0 -1.7 494.5 200Declined
Hispanic/Latino 489.5 488.6 -0.9 491.1 2760Declined
Multi-race, Non-Hisp./Lat. 495.2 496.5 1.3 496.7 253Met Target
Nat. Haw. or Pacif. Isl.-------
White 500.5 499.9 -0.6 502.8 4140Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 65.9 70.3 4.4 68.8 2464Exceeded Target
Lowest Performing-------
High needs 57.8 63.4 5.6 60.9 1554Exceeded Target
Econ. Disadvantaged 61.5 64.9 3.4 64.0 1393Met Target
EL and Former EL---- 25--
Students w/ disabilities 39.4 43.0 3.6 42.9 503Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 5--
Hispanic/Latino 56.4 60.8 4.4 59.5 794Exceeded Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 70.0 75.6 5.6 73.2 1544Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 41.3 50.0 7112Below Target
Lowest Performing 37.5 50.0 991Below Target
High needs 40.5 50.0 4462Below Target
Econ. Disadvantaged 40.5 50.0 3952Below Target
EL and Former EL 36.3 50.0 741Below Target
Students w/ disabilities 37.9 50.0 1201Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 12--
Afr. Amer./Black 37.0 50.0 201Below Target
Hispanic/Latino 39.8 50.0 2651Below Target
Multi-race, Non-Hisp./Lat. 46.6 50.0 252Below Target
Nat. Haw. or Pacif. Isl.-----
White 41.9 50.0 3892Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.3 50.0 7062Below Target
Lowest Performing 46.9 50.0 972Below Target
High needs 45.6 50.0 4452Below Target
Econ. Disadvantaged 44.8 50.0 3942Below Target
EL and Former EL 43.1 50.0 742Below Target
Students w/ disabilities 45.6 50.0 1202Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 12--
Afr. Amer./Black 46.4 50.0 202Below Target
Hispanic/Latino 43.4 50.0 2632Below Target
Multi-race, Non-Hisp./Lat. 50.2 50.0 253Met Target
Nat. Haw. or Pacif. Isl.-----
White 51.1 50.0 3863Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 54.2 34.6 -19.6 45.3 262Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 54.2 34.6 -19.6 45.3 262Improved Below 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 12.5 11.2 1.3 10.6 8222Improved Below Target
Lowest Performing 10.7 15.2 -4.5 6.0 990Declined
High needs 17.4 14.7 2.7 15.1 5323Met Target
Econ. Disadvantaged 19.3 16.3 3.0 16.9 4174Exceeded Target
EL and Former EL 13.1 17.0 -3.9 9.4 1060Declined
Students w/ disabilities 17.1 17.9 -0.8 12.8 1560Declined
Amer. Ind. or Alaska Nat.---- 0--
Asian---- 14--
Afr. Amer./Black 14.3 8.0 6.3 10.4 254Exceeded Target
Hispanic/Latino 16.7 14.3 2.4 13.3 3142Improved Below Target
Multi-race, Non-Hisp./Lat. 7.7 10.7 -3.0 5.8 280Declined
Nat. Haw. or Pacif. Isl.-------
White 10.2 9.3 0.9 7.6 4412Improved Below 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 789 78599Yes 1 791 78699Yes 1 263 25697Yes 1
Lowest Performing---------------
High needs 512 50899Yes 1 514 51099Yes 1 167 16498Yes 1
Econ. Disadvantaged 450 44699Yes 1 452 44899Yes 1 151 14898Yes 1
EL and Former EL 95 95100Yes 1 95 95100Yes 1 25 25100Yes 1
Students w/ disabilities 154 15299Yes 1 155 15499Yes 1 52 52100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 14---- 14---- 5----
Afr. Amer./Black 22 22100Yes 1 22 22100Yes 1 5----
Hispanic/Latino 296 295100Yes 1 298 29699Yes 1 85 8398Yes 1
Multi-race, Non-Hisp./Lat. 27 27100Yes 1 27 27100Yes 1 6----
Nat. Haw. or Pacif. Isl.---------------
White 430 42799Yes 1 430 42799Yes 1 162 15898Yes 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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