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Harmony Grove Elementary

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2018 Official Accountability Report - Woodrow Wilson

Organization Information
DISTRICT NAME
Framingham (01000000)
TITLE I STATUS
Title I School
SCHOOL
Woodrow Wilson (01000055)
GRADES SERVED
K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
85% - Meeting targets18

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 achievement34-44-
Science achievement44----
Achievement total111260.08867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-34-
Growth total6820.05822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total8.09.6-6.57.6-
Percentage of possible points 83%-86%-
Criterion-referenced target percentage85%
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 achievement34-
Science achievement44-
Achievement total111267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
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 total8.610.3-
Percentage of possible points 83%-
Criterion-referenced target percentage83%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 26

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 483.7 486.5 2.8 485.7 2774Exceeded Target
Lowest Performing 463.6 472.8 9.2 468.9 404Exceeded Target
High needs 481.7 485.4 3.7 483.7 2504Exceeded Target
Econ. Disadvantaged 481.7 485.3 3.6 483.3 1654Exceeded Target
EL and Former EL 480.1 484.8 4.7 481.7 1924Exceeded Target
Students w/ disabilities 472.6 472.1 -0.5 474.4 481No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 481.3 490.3 9.0 482.9 294Exceeded Target
Hispanic/Latino 486.6 483.9 -2.7 488.3 540Declined
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 483.1 486.8 3.7 485.2 1894Exceeded 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 482.0 483.3 1.3 483.8 2793Met Target
Lowest Performing 462.2 470.5 8.3 465.5 414Exceeded Target
High needs 480.6 482.6 2.0 482.5 2523Met Target
Econ. Disadvantaged 478.8 480.2 1.4 480.2 1663Met Target
EL and Former EL 480.7 483.0 2.3 482.5 1943Met Target
Students w/ disabilities 466.3 464.2 -2.1 468.4 490Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 482.7 484.9 2.2 484.5 293Met Target
Hispanic/Latino 478.5 478.5 0.0 480.1 541No Change
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 482.8 484.7 1.9 485.1 1903Met 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 53.5 58.8 5.3 56.4 974Exceeded Target
Lowest Performing-------
High needs 50.8 56.5 5.7 53.9 854Exceeded Target
Econ. Disadvantaged 50.7 55.7 5.0 53.2 574Exceeded Target
EL and Former EL 44.0 54.8 10.8 47.3 634Exceeded Target
Students w/ disabilities---- 16--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 11--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 52.1 58.2 6.1 55.3 674Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.6 50.0 1643Met Target
Lowest Performing 49.1 50.0 402Below Target
High needs 49.8 50.0 1442Below Target
Econ. Disadvantaged 48.8 50.0 1052Below Target
EL and Former EL 52.7 50.0 1063Met Target
Students w/ disabilities 36.0 50.0 321Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 19--
Hispanic/Latino 46.2 50.0 332Below Target
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White 51.3 50.0 1093Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 52.6 50.0 1653Met Target
Lowest Performing 52.2 50.0 413Met Target
High needs 51.8 50.0 1453Met Target
Econ. Disadvantaged 50.6 50.0 1063Met Target
EL and Former EL 51.0 50.0 1073Met Target
Students w/ disabilities 37.8 50.0 331Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 19--
Hispanic/Latino 53.8 50.0 333Met Target
Multi-race, Non-Hisp./Lat.-- 2--
Nat. Haw. or Pacif. Isl.-----
White 52.4 50.0 1103Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 68.4 58.2 -10.2 62.8 2372Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 68.4 58.2 -10.2 62.8 2372Improved 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 8.3 9.0 -0.7 6.4 5250Declined
Lowest Performing 4.8 17.1 -12.3 0.1 410Declined
High needs 9.0 9.9 -0.9 6.7 4730Declined
Econ. Disadvantaged 13.1 14.5 -1.4 10.7 2620Declined
EL and Former EL 6.7 6.3 0.4 3.0 3632Improved Below Target
Students w/ disabilities 10.5 20.3 -9.8 6.2 790Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black 14.6 11.4 3.2 10.7 442Improved Below Target
Hispanic/Latino 12.3 19.6 -7.3 8.9 1070Declined
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 5.8 5.6 0.2 3.2 3582Improved 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 316 31499Yes 1 316 316100Yes 1 115 115100Yes 1
Lowest Performing---------------
High needs 289 28799Yes 1 289 289100Yes 1 103 103100Yes 1
Econ. Disadvantaged 178 17799Yes 1 178 178100Yes 1 64 64100Yes 1
EL and Former EL 229 22799Yes 1 229 229100Yes 1 80 80100Yes 1
Students w/ disabilities 50 4998Yes 1 50 50100Yes 1 17----
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 0----
Afr. Amer./Black 32 32100Yes 1 32 32100Yes 1 13----
Hispanic/Latino 55 55100Yes 1 55 55100Yes 1 18----
Multi-race, Non-Hisp./Lat. 6---- 6---- 2----
Nat. Haw. or Pacif. Isl.---------------
White 221 220100Yes 1 221 221100Yes 1 82 82100Yes 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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