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Paul R Baird Middle

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2018 Official Accountability Report - Paul R Baird Middle

Organization Information
DISTRICT NAME
Ludlow (01610000)
TITLE I STATUS
Non-Title I School
SCHOOL
Paul R Baird Middle (01610305)
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 achievement14-24-
Science achievement04----
Achievement total11267.52867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-24-
Growth total5822.54822.5
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 absenteeism14-04-
Advanced coursework completion------
Additional indicators total1410.00410.0
Weighted total1.910.3-2.37.6-
Percentage of possible points 18%-30%-
Criterion-referenced target percentage24%
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 achievement04-
Achievement total01267.5
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 total0.910.3-
Percentage of possible points 9%-
Criterion-referenced target percentage9%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 6

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 491.0 489.2 -1.8 493.0 6240Declined
Lowest Performing 469.5 467.3 -2.2 474.8 1030Declined
High needs 480.8 478.4 -2.4 482.8 2270Declined
Econ. Disadvantaged 483.9 481.3 -2.6 485.5 1610Declined
EL and Former EL 474.0 472.2 -1.8 475.6 230Declined
Students w/ disabilities 470.2 470.7 0.5 472.0 992Improved Below Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 3--
Afr. Amer./Black---- 14--
Hispanic/Latino 484.0 483.6 -0.4 485.7 511No Change
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 491.4 489.7 -1.7 493.5 5390Declined

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 494.6 494.5 -0.1 496.4 6221No Change
Lowest Performing 469.3 470.8 1.5 472.6 1022Improved Below Target
High needs 483.4 481.5 -1.9 485.3 2250Declined
Econ. Disadvantaged 487.2 485.4 -1.8 488.6 1590Declined
EL and Former EL 478.5 478.6 0.1 480.3 232Improved Below Target
Students w/ disabilities 470.7 470.0 -0.7 472.8 970Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 3--
Afr. Amer./Black---- 14--
Hispanic/Latino 485.1 485.9 0.8 486.7 512Improved Below Target
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 495.2 495.6 0.4 497.5 5372Improved 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 71.7 61.3 -10.4 74.6 2280Declined
Lowest Performing-------
High needs 56.7 46.5 -10.2 59.8 930Declined
Econ. Disadvantaged 58.8 50.4 -8.4 61.3 640Declined
EL and Former EL---- 9--
Students w/ disabilities 37.5 37.8 0.3 41.0 412Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 7--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 72.3 62.8 -9.5 75.5 1960Declined

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.9 50.0 6052Below Target
Lowest Performing 47.3 50.0 1032Below Target
High needs 43.9 50.0 2162Below Target
Econ. Disadvantaged 42.0 50.0 1562Below Target
EL and Former EL 42.7 50.0 222Below Target
Students w/ disabilities 47.0 50.0 912Below Target
Amer. Ind. or Alaska Nat.-- 2--
Asian-- 3--
Afr. Amer./Black-- 12--
Hispanic/Latino 48.2 50.0 512Below Target
Multi-race, Non-Hisp./Lat.-- 14--
Nat. Haw. or Pacif. Isl.-----
White 45.7 50.0 5232Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 50.2 50.0 6003Met Target
Lowest Performing 47.4 50.0 1002Below Target
High needs 47.0 50.0 2112Below Target
Econ. Disadvantaged 44.7 50.0 1522Below Target
EL and Former EL 47.2 50.0 222Below Target
Students w/ disabilities 48.1 50.0 882Below Target
Amer. Ind. or Alaska Nat.-- 2--
Asian-- 3--
Afr. Amer./Black-- 12--
Hispanic/Latino 51.6 50.0 513Met Target
Multi-race, Non-Hisp./Lat.-- 14--
Nat. Haw. or Pacif. Isl.-----
White 50.3 50.0 5183Met 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 10.1 10.1 0.0 8.2 6451No Change
Lowest Performing 10.3 21.4 -11.1 5.6 1030Declined
High needs 18.5 20.7 -2.2 16.2 2370Declined
Econ. Disadvantaged 22.2 24.3 -2.1 19.8 1480Declined
EL and Former EL 0.0 15.4 -15.4 0.0 260Declined
Students w/ disabilities 22.9 19.0 3.9 18.6 1003Met Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 3--
Afr. Amer./Black---- 14--
Hispanic/Latino 21.7 17.5 4.2 18.3 574Exceeded Target
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 9.5 9.4 0.1 6.9 5532Improved 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 636 63099Yes 1 636 62899Yes 1 234 23098Yes 1
Lowest Performing---------------
High needs 235 23399Yes 1 235 23198Yes 1 97 9598Yes 1
Econ. Disadvantaged 167 16699Yes 1 167 16498Yes 1 67 6699Yes 1
EL and Former EL 26 26100Yes 1 26 26100Yes 1 10----
Students w/ disabilities 101 9998Yes 1 101 9796Yes 1 43 4195Yes 1
Amer. Ind. or Alaska Nat. 2---- 2---- 0----
Asian 3---- 3---- 1----
Afr. Amer./Black 14---- 14---- 7----
Hispanic/Latino 56 5598Yes 1 56 5598Yes 1 19----
Multi-race, Non-Hisp./Lat. 16---- 16---- 7----
Nat. Haw. or Pacif. Isl.---------------
White 545 54099Yes 1 545 53899Yes 1 200 19698Yes 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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