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Barbieri Elementary

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2018 Official Accountability Report - Barbieri Elementary

Organization Information
DISTRICT NAME
Framingham (01000000)
TITLE I STATUS
Title I School
SCHOOL
Barbieri Elementary (01000035)
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 achievement34-44-
Mathematics achievement04-34-
Science achievement24----
Achievement total51260.07867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-14-
Growth total3820.03822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total4.29.6-5.47.6-
Percentage of possible points 44%-71%-
Criterion-referenced target percentage58%
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 achievement24-
Mathematics achievement04-
Science achievement04-
Achievement total21267.5
GrowthEnglish language arts growth24-
Mathematics growth04-
Growth total2822.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total2.210.3-
Percentage of possible points 21%-
Criterion-referenced target percentage21%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 10

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 490.3 492.1 1.8 492.3 3273Met Target
Lowest Performing 461.0 468.7 7.7 466.3 444Exceeded Target
High needs 483.5 483.7 0.2 485.5 2152Improved Below Target
Econ. Disadvantaged 483.2 482.9 -0.3 484.8 1601No Change
EL and Former EL 479.8 481.9 2.1 481.4 1393Met Target
Students w/ disabilities 481.3 479.7 -1.6 483.1 920Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black---- 10--
Hispanic/Latino 484.7 485.5 0.8 486.4 2092Improved Below Target
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 502.5 505.4 2.9 504.6 964Exceeded 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 488.6 486.0 -2.6 490.4 3260Declined
Lowest Performing 460.8 463.7 2.9 464.1 433Met Target
High needs 482.6 478.6 -4.0 484.5 2140Declined
Econ. Disadvantaged 481.3 476.9 -4.4 482.7 1590Declined
EL and Former EL 479.5 476.8 -2.7 481.3 1380Declined
Students w/ disabilities 480.5 478.0 -2.5 482.6 920Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black---- 10--
Hispanic/Latino 482.0 479.1 -2.9 483.6 2080Declined
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 503.3 499.5 -3.8 505.6 960Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 63.0 63.6 0.6 65.9 1102Improved Below Target
Lowest Performing-------
High needs 57.2 53.7 -3.5 60.3 680Declined
Econ. Disadvantaged 58.1 50.5 -7.6 60.6 500Declined
EL and Former EL 51.8 46.3 -5.5 55.1 410Declined
Students w/ disabilities 59.8 51.3 -8.5 63.3 400Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 2--
Hispanic/Latino 59.2 52.0 -7.2 62.3 630Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 76.0 79.4 3.4 79.2 403Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 43.4 50.0 1782Below Target
Lowest Performing 42.6 50.0 442Below Target
High needs 42.4 50.0 1062Below Target
Econ. Disadvantaged 43.7 50.0 822Below Target
EL and Former EL 40.8 50.0 732Below Target
Students w/ disabilities 37.9 50.0 361Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 1--
Hispanic/Latino 42.2 50.0 1152Below Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White 46.0 50.0 562Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 31.4 50.0 1781Below Target
Lowest Performing 38.7 50.0 431Below Target
High needs 29.2 50.0 1060Below Target
Econ. Disadvantaged 30.1 50.0 811Below Target
EL and Former EL 30.0 50.0 731Below Target
Students w/ disabilities 30.2 50.0 371Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 1--
Hispanic/Latino 29.8 50.0 1150Below Target
Multi-race, Non-Hisp./Lat.-- 5--
Nat. Haw. or Pacif. Isl.-----
White 34.5 50.0 561Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 53.0 57.7 4.7 62.8 2202Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 53.0 57.7 4.7 62.8 2202Improved 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 9.5 6.9 2.6 7.6 5664Exceeded Target
Lowest Performing 6.7 9.1 -2.4 2.0 440Declined
High needs 12.8 9.2 3.6 10.5 3924Exceeded Target
Econ. Disadvantaged 17.1 10.1 7.0 14.7 2474Exceeded Target
EL and Former EL 9.3 8.2 1.1 5.6 2572Improved Below Target
Students w/ disabilities 17.0 13.5 3.5 12.7 1332Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black---- 23--
Hispanic/Latino 10.6 8.1 2.5 7.2 3852Improved Below Target
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 7.6 5.1 2.5 5.0 1363Met 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 339 33799Yes 1 339 33699Yes 1 111 111100Yes 1
Lowest Performing---------------
High needs 225 225100Yes 1 225 224100Yes 1 69 69100Yes 1
Econ. Disadvantaged 168 168100Yes 1 168 16799Yes 1 51 51100Yes 1
EL and Former EL 144 144100Yes 1 144 14399Yes 1 41 41100Yes 1
Students w/ disabilities 99 99100Yes 1 99 99100Yes 1 41 41100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 3---- 3---- 0----
Afr. Amer./Black 10---- 10---- 2----
Hispanic/Latino 215 215100Yes 1 215 214100Yes 1 63 63100Yes 1
Multi-race, Non-Hisp./Lat. 9---- 9---- 6----
Nat. Haw. or Pacif. Isl.---------------
White 101 9998Yes 1 101 9998Yes 1 40 40100Yes 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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