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White Brook Middle School

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2018 Official Accountability Report - White Brook Middle School

Organization Information
DISTRICT NAME
Easthampton (00860000)
TITLE I STATUS
Title I School
SCHOOL
White Brook Middle School (00860305)
GRADES SERVED
05,06,07,08
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 achievement44-24-
Mathematics achievement24-34-
Science achievement24----
Achievement total81267.55867.5
GrowthEnglish language arts growth24-34-
Mathematics growth24-34-
Growth total4822.56822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total6.310.3-4.77.6-
Percentage of possible points 61%-62%-
Criterion-referenced target percentage62%
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 achievement24-
Science achievement44-
Achievement total101267.5
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 total7.710.3-
Percentage of possible points 75%-
Criterion-referenced target percentage75%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 15

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 490.7 494.0 3.3 492.7 4394Exceeded Target
Lowest Performing 472.1 474.8 2.7 477.4 812Improved Below Target
High needs 481.0 486.4 5.4 483.0 1874Exceeded Target
Econ. Disadvantaged 484.0 488.3 4.3 485.6 1314Exceeded Target
EL and Former EL 480.7 484.4 3.7 482.3 214Exceeded Target
Students w/ disabilities 471.8 478.9 7.1 473.6 864Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 19--
Afr. Amer./Black---- 4--
Hispanic/Latino 487.1 488.1 1.0 488.8 552Improved Below Target
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 491.3 494.8 3.5 493.4 3554Exceeded 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 492.0 492.9 0.9 493.8 4402Improved Below Target
Lowest Performing 471.2 474.1 2.9 474.5 813Met Target
High needs 482.7 484.0 1.3 484.6 1872Improved Below Target
Econ. Disadvantaged 484.9 485.7 0.8 486.3 1312Improved Below Target
EL and Former EL 485.0 485.0 0.0 486.8 211No Change
Students w/ disabilities 474.0 475.8 1.8 476.1 863Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 19--
Afr. Amer./Black---- 4--
Hispanic/Latino 487.0 487.3 0.3 488.6 552Improved Below Target
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 492.6 493.6 1.0 494.9 3562Improved Below 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 67.3 67.5 0.2 70.2 2382Improved Below Target
Lowest Performing-------
High needs 53.4 60.8 7.4 56.5 1044Exceeded Target
Econ. Disadvantaged 57.9 63.9 6.0 60.4 724Exceeded Target
EL and Former EL---- 14--
Students w/ disabilities 38.5 55.2 16.7 42.0 484Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 10--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 33--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 69.3 69.9 0.6 72.5 1912Improved Below Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 44.4 50.0 4292Below Target
Lowest Performing 50.6 50.0 813Met Target
High needs 45.1 50.0 1812Below Target
Econ. Disadvantaged 41.8 50.0 1272Below Target
EL and Former EL 46.9 50.0 212Below Target
Students w/ disabilities 48.5 50.0 822Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 19--
Afr. Amer./Black-- 4--
Hispanic/Latino 35.1 50.0 531Below Target
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White 45.0 50.0 3472Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 46.0 50.0 4312Below Target
Lowest Performing 51.8 50.0 813Met Target
High needs 44.0 50.0 1822Below Target
Econ. Disadvantaged 43.2 50.0 1282Below Target
EL and Former EL 50.7 50.0 213Met Target
Students w/ disabilities 40.8 50.0 822Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 19--
Afr. Amer./Black-- 4--
Hispanic/Latino 46.5 50.0 532Below Target
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-----
White 45.3 50.0 3492Below 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 9.0 9.8 -0.8 7.1 4590Declined
Lowest Performing 8.4 13.6 -5.2 3.7 810Declined
High needs 13.6 15.3 -1.7 11.3 1900Declined
Econ. Disadvantaged 14.5 17.5 -3.0 12.1 1200Declined
EL and Former EL 4.8 4.8 0.0 1.1 211No Change
Students w/ disabilities 10.2 16.1 -5.9 5.9 870Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 19--
Afr. Amer./Black---- 4--
Hispanic/Latino 8.2 6.8 1.4 4.8 592Improved Below Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 9.1 9.5 -0.4 6.5 3691No Change

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 450 44699Yes 1 450 448100Yes 1 245 244100Yes 1
Lowest Performing---------------
High needs 192 192100Yes 1 192 192100Yes 1 107 107100Yes 1
Econ. Disadvantaged 136 136100Yes 1 136 136100Yes 1 75 75100Yes 1
EL and Former EL 21 21100Yes 1 21 21100Yes 1 14----
Students w/ disabilities 86 86100Yes 1 86 86100Yes 1 49 49100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 1----
Asian 19---- 19---- 10----
Afr. Amer./Black 4---- 4---- 2----
Hispanic/Latino 58 5798Yes 1 58 58100Yes 1 35 35100Yes 1
Multi-race, Non-Hisp./Lat. 7---- 7---- 3----
Nat. Haw. or Pacif. Isl.---------------
White 361 35899Yes 1 361 35999Yes 1 194 19399Yes 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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