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Woodland

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2018 Official Accountability Report - Woodland

Organization Information
DISTRICT NAME
Milford (01850000)
TITLE I STATUS
Title I School
SCHOOL
Woodland (01850090)
GRADES SERVED
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 achievement34-44-
Mathematics achievement34-44-
Science achievement24----
Achievement total81260.08867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
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 total4410.0---
Additional indicatorsChronic absenteeism44-24-
Advanced coursework completion------
Additional indicators total4410.02410.0
Weighted total6.69.6-6.77.6-
Percentage of possible points 69%-88%-
Criterion-referenced target percentage79%
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 achievement34-
Mathematics achievement24-
Science achievement14-
Achievement total61267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total5.610.3-
Percentage of possible points 54%-
Criterion-referenced target percentage54%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 57

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 497.2 498.9 1.7 498.7 9253Met Target
Lowest Performing 472.5 480.5 8.0 478.0 1394Exceeded Target
High needs 489.2 491.2 2.0 491.0 5093Met Target
Econ. Disadvantaged 489.4 491.9 2.5 490.7 3704Exceeded Target
EL and Former EL 487.4 488.4 1.0 488.7 2463Met Target
Students w/ disabilities 480.3 482.7 2.4 482.1 1344Exceeded Target
Amer. Ind. or Alaska Nat. 492.1 493.8 1.7 493.7 283Met Target
Asian---- 16--
Afr. Amer./Black 493.0 489.9 -3.1 494.6 270Declined
Hispanic/Latino 491.6 492.7 1.1 493.1 2623Met Target
Multi-race, Non-Hisp./Lat. 496.7 505.3 8.6 498.3 434Exceeded Target
Nat. Haw. or Pacif. Isl.---- 1--
White 499.8 502.0 2.2 501.5 5483Met 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 495.9 496.9 1.0 497.4 9263Met Target
Lowest Performing 472.0 475.7 3.7 475.0 1394Exceeded Target
High needs 488.3 489.1 0.8 489.9 5092Improved Below Target
Econ. Disadvantaged 487.8 489.5 1.7 488.8 3714Exceeded Target
EL and Former EL 488.1 487.3 -0.8 489.6 2450Declined
Students w/ disabilities 480.2 478.5 -1.7 482.0 1350Declined
Amer. Ind. or Alaska Nat. 495.4 491.1 -4.3 496.9 280Declined
Asian---- 16--
Afr. Amer./Black 492.6 490.0 -2.6 494.9 270Declined
Hispanic/Latino 490.0 491.0 1.0 491.6 2632Improved Below Target
Multi-race, Non-Hisp./Lat. 493.8 501.7 7.9 495.3 434Exceeded Target
Nat. Haw. or Pacif. Isl.---- 1--
White 498.5 500.0 1.5 500.2 5483Met 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 79.6 80.4 0.8 82.3 3132Improved Below Target
Lowest Performing-------
High needs 71.7 71.1 -0.6 75.1 1651No Change
Econ. Disadvantaged 70.7 70.4 -0.3 74.5 1191No Change
EL and Former EL 69.8 67.5 -2.3 72.7 831No Change
Students w/ disabilities 60.7 64.0 3.3 63.7 413Met Target
Amer. Ind. or Alaska Nat.---- 13--
Asian---- 4--
Afr. Amer./Black---- 7--
Hispanic/Latino 74.7 73.7 -1.0 77.5 971No Change
Multi-race, Non-Hisp./Lat.---- 14--
Nat. Haw. or Pacif. Isl.-------
White 82.1 83.7 1.6 84.9 1783Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 53.1 50.0 5743Met Target
Lowest Performing 51.1 50.0 1383Met Target
High needs 51.1 50.0 2973Met Target
Econ. Disadvantaged 51.3 50.0 2153Met Target
EL and Former EL 50.4 50.0 1473Met Target
Students w/ disabilities 46.7 50.0 782Below Target
Amer. Ind. or Alaska Nat.-- 19--
Asian-- 11--
Afr. Amer./Black-- 13--
Hispanic/Latino 49.5 50.0 1622Below Target
Multi-race, Non-Hisp./Lat. 53.2 50.0 253Met Target
Nat. Haw. or Pacif. Isl.-----
White 55.2 50.0 3443Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 48.5 50.0 5752Below Target
Lowest Performing 47.3 50.0 1392Below Target
High needs 46.1 50.0 2972Below Target
Econ. Disadvantaged 47.0 50.0 2162Below Target
EL and Former EL 49.9 50.0 1462Below Target
Students w/ disabilities 36.8 50.0 791Below Target
Amer. Ind. or Alaska Nat.-- 19--
Asian-- 11--
Afr. Amer./Black-- 13--
Hispanic/Latino 47.5 50.0 1622Below Target
Multi-race, Non-Hisp./Lat. 57.5 50.0 253Met Target
Nat. Haw. or Pacif. Isl.-----
White 48.7 50.0 3452Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 68.8 78.9 10.1 70.2 1524Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 68.8 78.9 10.1 70.2 1524Exceeded 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 10.0 6.2 3.8 8.7 1,0114Exceeded Target
Lowest Performing 10.4 7.2 3.2 6.5 1392Improved Below Target
High needs 14.0 9.9 4.1 11.7 5864Exceeded Target
Econ. Disadvantaged 18.4 13.4 5.0 15.3 3584Exceeded Target
EL and Former EL 10.1 7.6 2.5 7.4 3013Met Target
Students w/ disabilities 16.6 16.3 0.3 12.8 1472Improved Below Target
Amer. Ind. or Alaska Nat. 10.0 3.3 6.7 8.7 304Exceeded Target
Asian---- 19--
Afr. Amer./Black 13.8 11.8 2.0 10.1 342Improved Below Target
Hispanic/Latino 11.7 8.9 2.8 8.0 3052Improved Below Target
Multi-race, Non-Hisp./Lat. 23.1 8.9 14.2 21.8 454Exceeded Target
Nat. Haw. or Pacif. Isl.---- 1--
White 8.5 4.7 3.8 6.8 5774Exceeded 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 983 982100Yes 1 984 984100Yes 1 330 329100Yes 1
Lowest Performing---------------
High needs 564 564100Yes 1 565 565100Yes 1 181 18099Yes 1
Econ. Disadvantaged 408 408100Yes 1 410 410100Yes 1 128 12799Yes 1
EL and Former EL 290 290100Yes 1 290 290100Yes 1 97 97100Yes 1
Students w/ disabilities 142 142100Yes 1 144 144100Yes 1 43 4298Yes 1
Amer. Ind. or Alaska Nat. 29 29100Yes 1 29 29100Yes 1 13----
Asian 19---- 19---- 5----
Afr. Amer./Black 30 30100Yes 1 30 30100Yes 1 8----
Hispanic/Latino 292 292100Yes 1 294 294100Yes 1 105 10499Yes 1
Multi-race, Non-Hisp./Lat. 45 45100Yes 1 45 45100Yes 1 14----
Nat. Haw. or Pacif. Isl. 1---- 1---- 0----
White 567 566100Yes 1 566 566100Yes 1 185 185100Yes 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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