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Morningside Community School

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2018 Official Accountability Report - Morningside Community School

Organization Information
DISTRICT NAME
Pittsfield (02360000)
TITLE I STATUS
Title I School
SCHOOL
Morningside Community School (02360055)
GRADES SERVED
PK,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 achievement44-44-
Mathematics achievement14-44-
Science achievement44----
Achievement total91267.58867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
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 absenteeism04-24-
Advanced coursework completion------
Additional indicators total0410.02410.0
Weighted total7.010.3-6.57.6-
Percentage of possible points 68%-86%-
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 achievement24-
Science achievement44-
Achievement total101267.5
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 total7.710.3-
Percentage of possible points 75%-
Criterion-referenced target percentage75%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 32

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 488.6 493.2 4.6 490.6 1904Exceeded Target
Lowest Performing 467.8 476.6 8.8 473.1 284Exceeded Target
High needs 487.3 491.7 4.4 489.3 1624Exceeded Target
Econ. Disadvantaged 487.2 492.3 5.1 488.8 1534Exceeded Target
EL and Former EL---- 16--
Students w/ disabilities 481.3 483.2 1.9 483.1 463Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black 487.9 492.3 4.4 489.5 284Exceeded Target
Hispanic/Latino 487.0 492.8 5.8 488.7 334Exceeded Target
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.-------
White 489.1 493.9 4.8 491.2 1084Exceeded 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 484.0 483.7 -0.3 485.8 1911No Change
Lowest Performing 458.2 466.2 8.0 461.5 284Exceeded Target
High needs 482.4 482.9 0.5 484.3 1632Improved Below Target
Econ. Disadvantaged 482.5 483.2 0.7 483.9 1542Improved Below Target
EL and Former EL---- 16--
Students w/ disabilities 473.9 472.6 -1.3 476.0 470Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black 482.0 478.3 -3.7 483.8 280Declined
Hispanic/Latino 481.5 489.2 7.7 483.1 334Exceeded Target
Multi-race, Non-Hisp./Lat.---- 19--
Nat. Haw. or Pacif. Isl.-------
White 485.3 484.3 -1.0 487.6 1090Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 58.1 72.1 14.0 61.0 874Exceeded Target
Lowest Performing-------
High needs 56.8 68.9 12.1 59.9 744Exceeded Target
Econ. Disadvantaged 56.9 69.9 13.0 59.4 694Exceeded Target
EL and Former EL---- 5--
Students w/ disabilities 51.3 46.3 -5.0 54.8 200Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 15--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 60.7 73.2 12.5 63.9 574Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.9 50.0 1232Below Target
Lowest Performing 49.6 50.0 282Below Target
High needs 45.4 50.0 1042Below Target
Econ. Disadvantaged 46.2 50.0 982Below Target
EL and Former EL-- 9--
Students w/ disabilities 39.2 50.0 261Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 1--
Afr. Amer./Black-- 19--
Hispanic/Latino-- 17--
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 49.6 50.0 762Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 45.7 50.0 1222Below Target
Lowest Performing 44.2 50.0 282Below Target
High needs 44.3 50.0 1032Below Target
Econ. Disadvantaged 43.1 50.0 972Below Target
EL and Former EL-- 9--
Students w/ disabilities 41.8 50.0 252Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 1--
Afr. Amer./Black-- 18--
Hispanic/Latino-- 17--
Multi-race, Non-Hisp./Lat.-- 9--
Nat. Haw. or Pacif. Isl.-----
White 44.9 50.0 762Below 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 19.7 27.3 -7.6 17.8 3150Declined
Lowest Performing 20.7 17.9 2.8 16.0 282Improved Below Target
High needs 20.6 28.7 -8.1 18.3 2720Declined
Econ. Disadvantaged 21.8 29.8 -8.0 19.4 2420Declined
EL and Former EL---- 30--
Students w/ disabilities 19.5 32.9 -13.4 15.2 790Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 2--
Afr. Amer./Black 12.0 31.8 -19.8 8.1 440Declined
Hispanic/Latino 19.0 25.0 -6.0 15.6 640Declined
Multi-race, Non-Hisp./Lat.---- 36--
Nat. Haw. or Pacif. Isl.---- 0--
White 22.8 29.2 -6.4 20.2 1680Declined

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 210 20899Yes 1 210 210100Yes 1 95 95100Yes 1
Lowest Performing---------------
High needs 182 18099Yes 1 182 182100Yes 1 82 82100Yes 1
Econ. Disadvantaged 171 16999Yes 1 171 171100Yes 1 76 76100Yes 1
EL and Former EL 20 1995Yes 1 20 20100Yes 1 6----
Students w/ disabilities 60 5897Yes 1 60 60100Yes 1 24 24100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 2---- 2---- 0----
Afr. Amer./Black 29 29100Yes 1 29 29100Yes 1 16----
Hispanic/Latino 41 4098Yes 1 41 41100Yes 1 13----
Multi-race, Non-Hisp./Lat. 20 20100Yes 1 20 20100Yes 1 5----
Nat. Haw. or Pacif. Isl.---------------
White 117 11699Yes 1 117 117100Yes 1 61 61100Yes 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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