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Gibbs School
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2019 Official Accountability Report - Gibbs School
Organization Information
DISTRICT NAME
Arlington (00100000)		TITLE I STATUS
Non-Title I School
SCHOOL
Gibbs School (00100305)		GRADES SERVED
06
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
68% - Substantial progress toward targets86

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage-68%
Weight0%100%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		68%
Substantial progress toward targets

2019 Points awarded

2019 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----
Mathematics achievement34----
Science achievement------
Achievement total6867.5---
GrowthEnglish language arts growth24----
Mathematics growth34----
Growth total5822.5---
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 total5.27.6----
Percentage of possible points 68%---
Criterion-referenced target percentage68%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage-15%
Weight0%100%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		15%
Limited or no progress toward targets

2019 Points awarded

2019 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement04-
Mathematics achievement04-
Science achievement---
Achievement total0867.5
GrowthEnglish language arts growth24-
Mathematics growth34-
Growth total5822.5
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 total1.17.6-
Percentage of possible points 15%-
2019 Annual criterion-referenced target percentage15%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
59

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 516.8 511.6 -5.2 517.8 4453Met Target
Lowest Performing-------
High needs 499.6 492.0 -7.6 500.6 1290Declined
Econ. Disadvantaged 507.2 490.6 -16.6 508.2 530Declined
EL and Former EL 500.4 491.2 -9.2 501.4 400Declined
Students w/ disabilities 493.5 488.6 -4.9 494.5 730Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 516.3 514.1 -2.2 517.3 564Exceeded Target
Afr. Amer./Black---- 13--
Hispanic/Latino 515.2 501.9 -13.3 516.3 330Declined
Multi-race, Non-Hisp./Lat.---- 27--
Nat. Haw. or Pacif. Isl.---- 1--
White 517.4 512.4 -5.0 518.4 3143Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 511.3 510.8 -0.5 512.3 4473Met Target
Lowest Performing-------
High needs 498.6 496.1 -2.5 499.9 1300Declined
Econ. Disadvantaged 495.3 493.2 -2.1 496.8 530Declined
EL and Former EL 500.9 500.4 -0.5 502.4 401No Change
Students w/ disabilities 493.5 491.6 -1.9 495.3 740Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 514.3 516.4 2.1 516.4 564Exceeded Target
Afr. Amer./Black---- 13--
Hispanic/Latino 506.3 500.1 -6.2 508.2 330Declined
Multi-race, Non-Hisp./Lat.---- 28--
Nat. Haw. or Pacif. Isl.---- 1--
White 511.9 511.0 -0.9 512.9 3153Met Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 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-------

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 48.7 4282Typical Growth - Low
Lowest Performing----
High needs 42.6 1222Typical Growth - Low
Econ. Disadvantaged 41.1 502Typical Growth - Low
EL and Former EL 42.3 362Typical Growth - Low
Students w/ disabilities 41.9 702Typical Growth - Low
Amer. Ind. or Alaska Nat.- 1--
Asian 50.2 543Typical Growth - High
Afr. Amer./Black- 12--
Hispanic/Latino 48.1 322Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 25--
Nat. Haw. or Pacif. Isl.- 1--
White 48.6 3032Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 57.9 4313Typical Growth - High
Lowest Performing----
High needs 52.9 1243Typical Growth - High
Econ. Disadvantaged 48.9 502Typical Growth - Low
EL and Former EL 52.4 363Typical Growth - High
Students w/ disabilities 51.7 723Typical Growth - High
Amer. Ind. or Alaska Nat.- 1--
Asian 60.0 544Exceeded Typical Growth
Afr. Amer./Black- 12--
Hispanic/Latino 52.9 323Typical Growth - High
Multi-race, Non-Hisp./Lat.- 26--
Nat. Haw. or Pacif. Isl.- 1--
White 58.2 3053Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 0.9 6.4 5.5 0.0 4680Declined
Lowest Performing-------
High needs 0.7 10.6 9.9 0.0 1420Declined
Econ. Disadvantaged 0.0 14.0 14.0 0.0 500Declined
EL and Former EL 0.0 6.1 6.1 0.0 490Declined
Students w/ disabilities 1.2 9.3 8.1 0.0 750Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian 0.0 3.3 3.3 0.0 614Exceeded Target
Afr. Amer./Black---- 15--
Hispanic/Latino 0.0 5.7 5.7 0.0 350Declined
Multi-race, Non-Hisp./Lat.---- 32--
Nat. Haw. or Pacif. Isl.---- 1--
White 0.9 7.4 6.5 0.0 3230Declined

Assessment participation - All students
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 460 45499Yes 1 459 457100Yes 1-----

Assessment participation - Subgroups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed % Met Target? Years in Rate
High needs 140 136 139 137-- 279 27398Yes1
Econ. Disadvantaged 58 57 58 57-- 116 11498Yes1
EL and Former EL 45 45 45 45-- 90 90100Yes1
Students w/ disabilities 78 75 77 76-- 155 15197Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1-- 2----
Asian 56 56 56 56-- 112 112100Yes1
Afr. Amer./Black 14 13 14 13-- 28----
Hispanic/Latino 34 34 34 34-- 68 68100Yes1
Multi-race, Non-Hisp./Lat. 31 30 32 32-- 63 6298Yes1
Nat. Haw. or Pacif. Isl. 1 1 1 1-- 2----
White 323 319 321 320-- 644 63999Yes1


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 not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to 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 cumulative criterion-referenced target percentage of 75% or higher.

The annual 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)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

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 multiple years of data for all accountability indicators. School percentiles are not calculated for districts.


Resources
Interpretive Materials Interpretive Materials
Glossary of Accountability Terms Glossary of 2019 Accountability Terms

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