Massachusetts School and District Profiles

Toy Town Elementary

Districts Schools
Select an Org
print page

2018 Official Accountability Report - Toy Town Elementary

Organization Information
DISTRICT NAME
Winchendon (03430000)
TITLE I STATUS
Title I School
SCHOOL
Toy Town Elementary (03430050)
GRADES SERVED
03,04,05
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Low subgroup performance: White
Progress toward improvement targetsAccountability percentile
30% - Partially meeting targets11

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 achievement04-24-
Mathematics achievement04-24-
Science achievement24----
Achievement total21267.54867.5
GrowthEnglish language arts growth14-14-
Mathematics growth14-14-
Growth total2822.52822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total1.810.3-3.27.6-
Percentage of possible points 17%-42%-
Criterion-referenced target percentage30%
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 achievement14-
Mathematics achievement14-
Science achievement14-
Achievement total31267.5
GrowthEnglish language arts growth14-
Mathematics growth14-
Growth total2822.5
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 total2.510.3-
Percentage of possible points 24%-
Criterion-referenced target percentage24%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 20

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 494.2 492.6 -1.6 496.2 2770Declined
Lowest Performing 472.5 475.0 2.5 477.8 432Improved Below Target
High needs 490.3 490.0 -0.3 492.3 1391No Change
Econ. Disadvantaged 489.5 491.4 1.9 491.1 1173Met Target
EL and Former EL---- 12--
Students w/ disabilities 478.2 472.8 -5.4 480.0 420Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 21--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 494.4 492.0 -2.4 496.5 2310Declined

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 490.7 490.1 -0.6 492.5 2760Declined
Lowest Performing 470.4 471.7 1.3 473.7 432Improved Below Target
High needs 486.4 486.2 -0.2 488.3 1391No Change
Econ. Disadvantaged 485.2 487.4 2.2 486.6 1174Exceeded Target
EL and Former EL---- 12--
Students w/ disabilities 479.5 473.5 -6.0 481.6 420Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 11--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 21--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 490.9 489.7 -1.2 493.2 2300Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 70.7 71.5 0.8 73.6 1082Improved Below Target
Lowest Performing-------
High needs 66.1 65.8 -0.3 69.2 461No Change
Econ. Disadvantaged 64.3 68.2 3.9 66.8 374Exceeded Target
EL and Former EL---- 5--
Students w/ disabilities---- 14--
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.---- 1--
White 72.6 71.3 -1.3 75.8 881No Change

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 32.3 50.0 1891Below Target
Lowest Performing 34.8 50.0 431Below Target
High needs 34.2 50.0 911Below Target
Econ. Disadvantaged 35.4 50.0 791Below Target
EL and Former EL-- 7--
Students w/ disabilities 22.0 50.0 250Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 6--
Afr. Amer./Black-- 4--
Hispanic/Latino-- 13--
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-- 1--
White 31.7 50.0 1591Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 37.5 50.0 1891Below Target
Lowest Performing 38.1 50.0 431Below Target
High needs 36.0 50.0 911Below Target
Econ. Disadvantaged 37.1 50.0 791Below Target
EL and Former EL-- 7--
Students w/ disabilities 29.3 50.0 250Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 6--
Afr. Amer./Black-- 4--
Hispanic/Latino-- 13--
Multi-race, Non-Hisp./Lat.-- 6--
Nat. Haw. or Pacif. Isl.-- 1--
White 37.3 50.0 1591Below 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 6.0 12.2 -6.2 4.1 3030Declined
Lowest Performing 8.9 18.6 -9.7 4.2 430Declined
High needs 9.3 17.7 -8.4 7.0 1580Declined
Econ. Disadvantaged 11.9 19.8 -7.9 9.5 1260Declined
EL and Former EL---- 13--
Students w/ disabilities 9.4 22.7 -13.3 5.1 440Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 12--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 23--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 1--
White 6.2 12.6 -6.4 3.6 2530Declined

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 289 28599Yes 1 289 28599Yes 1 115 11297Yes 1
Lowest Performing---------------
High needs 148 14699Yes 1 148 14699Yes 1 50 4998Yes 1
Econ. Disadvantaged 126 12498Yes 1 126 12498Yes 1 41 4098Yes 1
EL and Former EL 12---- 12---- 5----
Students w/ disabilities 45 4498Yes 1 45 4498Yes 1 14----
Amer. Ind. or Alaska Nat.---------------
Asian 11---- 11---- 5----
Afr. Amer./Black 6---- 6---- 5----
Hispanic/Latino 22 22100Yes 1 22 22100Yes 1 7----
Multi-race, Non-Hisp./Lat. 7---- 7---- 3----
Nat. Haw. or Pacif. Isl. 1---- 1---- 1----
White 242 23898Yes 1 242 23898Yes 1 94 9197Yes 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

School and District Profiles