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Forest Grove Middle

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2018 Official Accountability Report - Forest Grove Middle

Organization Information
DISTRICT NAME
Worcester (03480000)
TITLE I STATUS
Title I School
SCHOOL
Forest Grove Middle (03480415)
GRADES SERVED
07,08
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 achievement14-04-
Mathematics achievement04-34-
Science achievement14----
Achievement total21260.03867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total2.39.6-2.97.6-
Percentage of possible points 24%-38%-
Criterion-referenced target percentage31%
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 achievement24-
Mathematics achievement14-
Science achievement14-
Achievement total41267.5
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 total3.610.3-
Percentage of possible points 35%-
Criterion-referenced target percentage35%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 10

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 493.3 492.8 -0.5 495.3 9101No Change
Lowest Performing 468.0 464.1 -3.9 473.3 990Declined
High needs 485.1 485.2 0.1 487.1 6242Improved Below Target
Econ. Disadvantaged 485.5 485.1 -0.4 487.1 4571No Change
EL and Former EL 487.3 483.3 -4.0 488.9 3470Declined
Students w/ disabilities 475.9 469.0 -6.9 477.7 1660Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 502.2 505.4 3.2 504.3 494Exceeded Target
Afr. Amer./Black 489.7 487.8 -1.9 491.3 1120Declined
Hispanic/Latino 483.5 481.9 -1.6 485.2 3020Declined
Multi-race, Non-Hisp./Lat. 496.8 496.0 -0.8 498.4 460Declined
Nat. Haw. or Pacif. Isl.-------
White 499.2 500.5 1.3 501.3 4002Improved Below 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 493.7 490.9 -2.8 495.5 9090Declined
Lowest Performing 467.9 471.3 3.4 471.2 1003Met Target
High needs 485.2 484.8 -0.4 487.1 6231No Change
Econ. Disadvantaged 485.6 484.3 -1.3 487.0 4600Declined
EL and Former EL 488.1 483.5 -4.6 489.9 3470Declined
Students w/ disabilities 477.2 472.1 -5.1 479.3 1640Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 503.1 503.3 0.2 505.4 492Improved Below Target
Afr. Amer./Black 488.6 485.8 -2.8 490.4 1120Declined
Hispanic/Latino 483.8 481.3 -2.5 485.4 3030Declined
Multi-race, Non-Hisp./Lat. 494.4 492.9 -1.5 495.9 460Declined
Nat. Haw. or Pacif. Isl.-------
White 500.2 497.9 -2.3 502.5 3980Declined

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 64.7 62.7 -2.0 67.6 4631No Change
Lowest Performing-------
High needs 53.7 52.8 -0.9 56.8 3061No Change
Econ. Disadvantaged 55.1 51.3 -3.8 57.6 2330Declined
EL and Former EL 55.7 46.3 -9.4 59.0 1600Declined
Students w/ disabilities 41.1 45.2 4.1 44.6 783Met Target
Amer. Ind. or Alaska Nat.-------
Asian 75.8 75.9 0.1 79.5 272Improved Below Target
Afr. Amer./Black 59.6 58.5 -1.1 62.9 531No Change
Hispanic/Latino 54.1 44.5 -9.6 57.2 1550Declined
Multi-race, Non-Hisp./Lat. 60.7 65.9 5.2 63.3 224Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 71.6 75.5 3.9 74.8 2063Met Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 47.7 50.0 8412Below Target
Lowest Performing 41.4 50.0 972Below Target
High needs 46.2 50.0 5582Below Target
Econ. Disadvantaged 45.6 50.0 4092Below Target
EL and Former EL 48.7 50.0 3052Below Target
Students w/ disabilities 36.8 50.0 1311Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 63.8 50.0 484Exceeded Target
Afr. Amer./Black 50.5 50.0 943Met Target
Hispanic/Latino 40.8 50.0 2722Below Target
Multi-race, Non-Hisp./Lat. 47.4 50.0 452Below Target
Nat. Haw. or Pacif. Isl.-----
White 49.8 50.0 3812Below Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 42.6 50.0 8392Below Target
Lowest Performing 45.1 50.0 982Below Target
High needs 43.4 50.0 5562Below Target
Econ. Disadvantaged 43.7 50.0 4112Below Target
EL and Former EL 43.4 50.0 3042Below Target
Students w/ disabilities 39.6 50.0 1291Below Target
Amer. Ind. or Alaska Nat.-- 1--
Asian 49.5 50.0 482Below Target
Afr. Amer./Black 48.9 50.0 942Below Target
Hispanic/Latino 40.9 50.0 2722Below Target
Multi-race, Non-Hisp./Lat. 37.5 50.0 451Below Target
Nat. Haw. or Pacif. Isl.-----
White 42.0 50.0 3792Below Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 22.8 31.3 8.5 45.3 1763Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 22.8 31.3 8.5 45.3 1763Met 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 9.8 12.2 -2.4 7.9 1,0180Declined
Lowest Performing 20.6 26.7 -6.1 15.9 1010Declined
High needs 13.9 16.1 -2.2 11.6 6830Declined
Econ. Disadvantaged 16.2 19.3 -3.1 13.8 4620Declined
EL and Former EL 11.2 15.1 -3.9 7.5 4300Declined
Students w/ disabilities 17.4 24.4 -7.0 13.1 1800Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 3.2 3.4 -0.2 0.3 583Met Target
Afr. Amer./Black 5.8 6.9 -1.1 1.9 1300Declined
Hispanic/Latino 17.1 19.3 -2.2 13.7 3670Declined
Multi-race, Non-Hisp./Lat. 6.0 12.5 -6.5 4.1 480Declined
Nat. Haw. or Pacif. Isl.-------
White 6.9 8.7 -1.8 4.3 4140Declined

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 1,008 99699Yes 1 1,006 99899Yes 1 500 49499Yes 1
Lowest Performing---------------
High needs 714 70599Yes 1 712 70799Yes 1 338 33599Yes 1
Econ. Disadvantaged 535 52899Yes 1 535 53299Yes 1 258 25599Yes 1
EL and Former EL 422 41699Yes 1 420 419100Yes 1 187 18599Yes 1
Students w/ disabilities 181 17697Yes 1 181 17898Yes 1 82 8199Yes 1
Amer. Ind. or Alaska Nat. 1---- 1---- 0----
Asian 59 59100Yes 1 59 59100Yes 1 30 30100Yes 1
Afr. Amer./Black 132 13199Yes 1 131 13099Yes 1 59 5898Yes 1
Hispanic/Latino 358 35198Yes 1 357 35599Yes 1 176 17599Yes 1
Multi-race, Non-Hisp./Lat. 48 48100Yes 1 48 48100Yes 1 23 23100Yes 1
Nat. Haw. or Pacif. Isl.---------------
White 410 40699Yes 1 410 40599Yes 1 212 20898Yes 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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