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Indian Orchard Elementary

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2018 Official Accountability Report - Indian Orchard Elementary

Organization Information
DISTRICT NAME
Springfield (02810000)
TITLE I STATUS
Title I School
SCHOOL
Indian Orchard Elementary (02810100)
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 achievement34-44-
Mathematics achievement44-44-
Science achievement04----
Achievement total71260.08867.5
GrowthEnglish language arts growth24-14-
Mathematics growth24-24-
Growth total4820.03822.5
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 total1410.0---
Additional indicatorsChronic absenteeism44-34-
Advanced coursework completion------
Additional indicators total4410.03410.0
Weighted total5.59.6-6.47.6-
Percentage of possible points 57%-84%-
Criterion-referenced target percentage71%
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 achievement44-
Mathematics achievement44-
Science achievement04-
Achievement total81267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total6.710.3-
Percentage of possible points 65%-
Criterion-referenced target percentage65%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 9

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 483.9 486.3 2.4 485.9 2643Met Target
Lowest Performing 461.5 467.7 6.2 466.8 404Exceeded Target
High needs 482.1 484.7 2.6 484.1 2354Exceeded Target
Econ. Disadvantaged 482.4 485.1 2.7 484.0 2234Exceeded Target
EL and Former EL 479.7 477.1 -2.6 481.3 440Declined
Students w/ disabilities 467.5 473.3 5.8 469.3 664Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black 483.0 484.2 1.2 484.6 423Met Target
Hispanic/Latino 483.5 485.0 1.5 485.2 1703Met Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 484.7 490.9 6.2 486.8 414Exceeded 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 478.7 482.1 3.4 480.5 2644Exceeded Target
Lowest Performing 457.3 465.2 7.9 460.6 404Exceeded Target
High needs 477.1 481.6 4.5 479.0 2354Exceeded Target
Econ. Disadvantaged 477.3 481.8 4.5 478.7 2234Exceeded Target
EL and Former EL 476.0 478.8 2.8 477.8 444Exceeded Target
Students w/ disabilities 466.9 470.2 3.3 469.0 664Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black 476.8 479.6 2.8 478.6 424Exceeded Target
Hispanic/Latino 477.1 480.0 2.9 478.7 1704Exceeded Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 483.3 489.0 5.7 485.6 414Exceeded 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 64.9 56.2 -8.7 67.8 970Declined
Lowest Performing-------
High needs 63.6 54.7 -8.9 66.7 860Declined
Econ. Disadvantaged 64.4 55.8 -8.6 66.9 820Declined
EL and Former EL---- 11--
Students w/ disabilities---- 30--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 15--
Hispanic/Latino 65.8 54.0 -11.8 68.9 620Declined
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 18--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 42.2 50.0 1682Below Target
Lowest Performing 36.8 50.0 381Below Target
High needs 40.2 50.0 1482Below Target
Econ. Disadvantaged 40.4 50.0 1412Below Target
EL and Former EL 37.8 50.0 261Below Target
Students w/ disabilities 33.9 50.0 431Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 3--
Afr. Amer./Black 37.2 50.0 271Below Target
Hispanic/Latino 40.3 50.0 1082Below Target
Multi-race, Non-Hisp./Lat.-- 1--
Nat. Haw. or Pacif. Isl.-----
White 51.5 50.0 293Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 49.0 50.0 1682Below Target
Lowest Performing 41.2 50.0 382Below Target
High needs 48.3 50.0 1482Below Target
Econ. Disadvantaged 48.8 50.0 1412Below Target
EL and Former EL 51.1 50.0 273Met Target
Students w/ disabilities 37.1 50.0 421Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 3--
Afr. Amer./Black 48.5 50.0 272Below Target
Hispanic/Latino 48.5 50.0 1082Below Target
Multi-race, Non-Hisp./Lat.-- 1--
Nat. Haw. or Pacif. Isl.-----
White 51.4 50.0 293Met Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 45.1 43.1 -2.0 62.8 511No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 45.1 43.1 -2.0 62.8 511No Change
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 19.6 16.0 3.6 17.7 5014Exceeded Target
Lowest Performing 19.5 15.0 4.5 14.8 403Met Target
High needs 21.0 16.9 4.1 18.7 4564Exceeded Target
Econ. Disadvantaged 22.2 18.0 4.2 19.8 4004Exceeded Target
EL and Former EL 18.8 21.4 -2.6 15.1 840Declined
Students w/ disabilities 25.0 20.9 4.1 20.7 1153Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black 16.3 17.6 -1.3 12.4 850Declined
Hispanic/Latino 20.4 16.4 4.0 17.0 3234Exceeded Target
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 19.7 12.2 7.5 17.1 744Exceeded 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 296 295100Yes 1 296 296100Yes 1 106 106100Yes 1
Lowest Performing---------------
High needs 266 265100Yes 1 265 265100Yes 1 95 95100Yes 1
Econ. Disadvantaged 253 252100Yes 1 252 252100Yes 1 90 90100Yes 1
EL and Former EL 54 54100Yes 1 53 53100Yes 1 13----
Students w/ disabilities 78 78100Yes 1 77 77100Yes 1 33 33100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 7---- 7---- 1----
Afr. Amer./Black 49 49100Yes 1 50 50100Yes 1 15----
Hispanic/Latino 191 19099Yes 1 190 190100Yes 1 68 68100Yes 1
Multi-race, Non-Hisp./Lat. 4---- 4---- 1----
Nat. Haw. or Pacif. Isl.---------------
White 45 45100Yes 1 45 45100Yes 1 21 21100Yes 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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