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Belmont Street Community

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2018 Official Accountability Report - Belmont Street Community

Organization Information
DISTRICT NAME
Worcester (03480000)
TITLE I STATUS
Title I School
SCHOOL
Belmont Street Community (03480020)
GRADES SERVED
PK,K,01,02,03,04,05,06
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 achievement24-44-
Mathematics achievement34-44-
Science achievement44----
Achievement total91260.08867.5
GrowthEnglish language arts growth34-44-
Mathematics growth44-44-
Growth total7820.08822.5
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 total3410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total7.59.6-7.67.6-
Percentage of possible points 78%-100%-
Criterion-referenced target percentage89%
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 achievement34-
Science achievement44-
Achievement total81267.5
GrowthEnglish language arts growth34-
Mathematics growth44-
Growth total7822.5
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 total7.410.3-
Percentage of possible points 72%-
Criterion-referenced target percentage72%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 59

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 489.7 490.0 0.3 491.2 2392Improved Below Target
Lowest Performing 465.2 477.3 12.1 470.7 354Exceeded Target
High needs 489.9 489.8 -0.1 491.7 2291No Change
Econ. Disadvantaged 489.6 489.4 -0.2 490.9 2031No Change
EL and Former EL 489.4 489.2 -0.2 490.7 1571No Change
Students w/ disabilities 483.8 479.8 -4.0 485.6 500Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 479.9 491.9 12.0 481.7 204Exceeded Target
Afr. Amer./Black 492.8 488.6 -4.2 494.4 440Declined
Hispanic/Latino 489.2 488.3 -0.9 490.7 1170Declined
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 492.9 495.0 2.1 494.6 483Met 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 490.5 491.8 1.3 492.0 2393Met Target
Lowest Performing 468.8 479.9 11.1 471.8 354Exceeded Target
High needs 490.4 491.7 1.3 492.0 2293Met Target
Econ. Disadvantaged 490.0 490.7 0.7 491.0 2033Met Target
EL and Former EL 490.0 491.9 1.9 491.5 1573Met Target
Students w/ disabilities 482.2 485.8 3.6 484.0 504Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 487.0 497.2 10.2 489.8 204Exceeded Target
Afr. Amer./Black 490.7 487.9 -2.8 493.0 440Declined
Hispanic/Latino 489.3 491.7 2.4 490.9 1174Exceeded Target
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 494.5 493.4 -1.1 496.2 480Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 61.4 68.9 7.5 64.1 704Exceeded Target
Lowest Performing-------
High needs 61.6 68.4 6.8 65.0 684Exceeded Target
Econ. Disadvantaged 62.8 68.3 5.5 66.6 634Exceeded Target
EL and Former EL 62.2 64.0 1.8 65.1 433Met Target
Students w/ disabilities---- 18--
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 8--
Hispanic/Latino 60.6 65.1 4.5 63.4 384Exceeded Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 17--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 51.6 50.0 1663Met Target
Lowest Performing 63.0 50.0 354Exceeded Target
High needs 51.7 50.0 1573Met Target
Econ. Disadvantaged 52.6 50.0 1373Met Target
EL and Former EL 49.9 50.0 1022Below Target
Students w/ disabilities 52.8 50.0 383Met Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 15--
Afr. Amer./Black 48.3 50.0 272Below Target
Hispanic/Latino 49.3 50.0 862Below Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 52.5 50.0 333Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 63.6 50.0 1664Exceeded Target
Lowest Performing 69.0 50.0 354Exceeded Target
High needs 64.1 50.0 1574Exceeded Target
Econ. Disadvantaged 63.9 50.0 1374Exceeded Target
EL and Former EL 64.2 50.0 1024Exceeded Target
Students w/ disabilities 72.4 50.0 384Exceeded Target
Amer. Ind. or Alaska Nat.-- 1--
Asian-- 15--
Afr. Amer./Black 58.0 50.0 273Met Target
Hispanic/Latino 62.7 50.0 864Exceeded Target
Multi-race, Non-Hisp./Lat.-- 4--
Nat. Haw. or Pacif. Isl.-----
White 64.1 50.0 334Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 43.3 51.0 7.7 62.8 1943Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 43.3 51.0 7.7 62.8 1943Met 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 18.2 8.9 9.3 16.9 4614Exceeded Target
Lowest Performing 25.6 11.4 14.2 21.7 354Exceeded Target
High needs 18.6 8.6 10.0 16.3 4444Exceeded Target
Econ. Disadvantaged 21.2 7.9 13.3 18.1 3784Exceeded Target
EL and Former EL 16.5 8.7 7.8 13.8 3124Exceeded Target
Students w/ disabilities 25.0 15.2 9.8 21.2 794Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian 5.7 0.0 5.7 2.6 344Exceeded Target
Afr. Amer./Black 12.4 9.2 3.2 8.7 873Met Target
Hispanic/Latino 22.8 12.9 9.9 19.1 2324Exceeded Target
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 16.7 3.4 13.3 15.0 894Exceeded 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 290 289100Yes 1 290 289100Yes 1 82 82100Yes 1
Lowest Performing---------------
High needs 280 279100Yes 1 280 279100Yes 1 80 80100Yes 1
Econ. Disadvantaged 249 248100Yes 1 249 248100Yes 1 72 72100Yes 1
EL and Former EL 200 199100Yes 1 200 199100Yes 1 52 52100Yes 1
Students w/ disabilities 56 5598Yes 1 56 5598Yes 1 20 20100Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 23 23100Yes 1 23 23100Yes 1 5----
Afr. Amer./Black 52 5198Yes 1 53 5298Yes 1 14----
Hispanic/Latino 144 144100Yes 1 143 143100Yes 1 42 42100Yes 1
Multi-race, Non-Hisp./Lat. 11---- 11---- 3----
Nat. Haw. or Pacif. Isl.---------------
White 59 59100Yes 1 59 59100Yes 1 18----


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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