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Frances Drake School

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2018 Official Accountability Report - Frances Drake School

Organization Information
DISTRICT NAME
Leominster (01530000)
TITLE I STATUS
Title I School
SCHOOL
Frances Drake School (01530010)
GRADES SERVED
K,01,02,03,04,05
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 achievement44-44-
Science achievement44----
Achievement total121260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5820.05822.5
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 total0410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total8.29.6-5.27.6-
Percentage of possible points 85%-68%-
Criterion-referenced target percentage77%
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 achievement44-
Science achievement44-
Achievement total121267.5
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 total9.210.3-
Percentage of possible points 89%-
Criterion-referenced target percentage89%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 65

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 496.8 501.4 4.6 498.3 2914Exceeded Target
Lowest Performing 479.3 483.6 4.3 484.8 402Improved Below Target
High needs 490.1 495.0 4.9 491.9 1764Exceeded Target
Econ. Disadvantaged 490.8 494.8 4.0 492.1 1444Exceeded Target
EL and Former EL 486.9 493.6 6.7 488.2 374Exceeded Target
Students w/ disabilities 481.9 487.2 5.3 483.7 794Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 18--
Afr. Amer./Black---- 17--
Hispanic/Latino 492.1 497.0 4.9 493.6 1094Exceeded Target
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 502.7 505.3 2.6 504.4 1294Exceeded 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 499.3 502.2 2.9 500.8 2914Exceeded Target
Lowest Performing 475.8 481.4 5.6 478.8 404Exceeded Target
High needs 490.9 494.8 3.9 492.5 1764Exceeded Target
Econ. Disadvantaged 490.6 493.8 3.2 491.6 1444Exceeded Target
EL and Former EL 488.3 491.8 3.5 489.8 374Exceeded Target
Students w/ disabilities 482.8 486.4 3.6 484.6 794Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 18--
Afr. Amer./Black---- 17--
Hispanic/Latino 491.7 495.5 3.8 493.3 1094Exceeded Target
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 507.2 508.0 0.8 508.9 1293Met 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 73.3 83.6 10.3 76.0 964Exceeded Target
Lowest Performing-------
High needs 65.3 74.0 8.7 68.7 524Exceeded Target
Econ. Disadvantaged 65.9 75.6 9.7 69.7 434Exceeded Target
EL and Former EL---- 8--
Students w/ disabilities 57.0 62.5 5.5 60.0 264Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 3--
Hispanic/Latino 61.6 76.2 14.6 64.4 434Exceeded Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 84.7 90.6 5.9 87.5 404Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.5 50.0 1872Below Target
Lowest Performing 43.5 50.0 402Below Target
High needs 44.3 50.0 1042Below Target
Econ. Disadvantaged 46.3 50.0 862Below Target
EL and Former EL 44.8 50.0 242Below Target
Students w/ disabilities 37.9 50.0 381Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 15--
Afr. Amer./Black-- 11--
Hispanic/Latino 45.8 50.0 702Below Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 53.2 50.0 823Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 55.4 50.0 1873Met Target
Lowest Performing 53.0 50.0 403Met Target
High needs 51.7 50.0 1043Met Target
Econ. Disadvantaged 54.2 50.0 863Met Target
EL and Former EL 45.8 50.0 242Below Target
Students w/ disabilities 41.2 50.0 382Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 15--
Afr. Amer./Black-- 11--
Hispanic/Latino 55.5 50.0 703Met Target
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 55.6 50.0 823Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 61.2 50.9 -10.3 78.2 550Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 61.2 50.9 -10.3 78.2 550Declined
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 5.7 7.2 -1.5 4.4 4830Declined
Lowest Performing 15.9 17.5 -1.6 12.0 400Declined
High needs 6.6 8.7 -2.1 4.3 3220Declined
Econ. Disadvantaged 8.3 11.6 -3.3 5.2 2410Declined
EL and Former EL 9.7 12.1 -2.4 7.0 910Declined
Students w/ disabilities 10.3 12.8 -2.5 6.5 1330Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 21--
Afr. Amer./Black---- 31--
Hispanic/Latino 7.5 8.0 -0.5 3.8 2121No Change
Multi-race, Non-Hisp./Lat.---- 34--
Nat. Haw. or Pacif. Isl.-------
White 5.4 8.6 -3.2 3.7 1850Declined

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 314 313100Yes 1 316 315100Yes 1 104 104100Yes 1
Lowest Performing---------------
High needs 197 19699Yes 1 198 19799Yes 1 60 60100Yes 1
Econ. Disadvantaged 163 16299Yes 1 164 16399Yes 1 49 49100Yes 1
EL and Former EL 51 51100Yes 1 51 51100Yes 1 13----
Students w/ disabilities 85 85100Yes 1 85 85100Yes 1 29 29100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 19---- 19---- 6----
Afr. Amer./Black 18---- 18---- 3----
Hispanic/Latino 126 126100Yes 1 127 127100Yes 1 50 50100Yes 1
Multi-race, Non-Hisp./Lat. 18---- 19---- 4----
Nat. Haw. or Pacif. Isl.---------------
White 133 13299Yes 1 133 13299Yes 1 41 41100Yes 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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