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Peter Thacher Elementary School
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2019 Official Accountability Report - Peter Thacher Elementary School
Organization Information
DISTRICT NAME
Attleboro (00160000)		TITLE I STATUS
Title I School
SCHOOL
Peter Thacher Elementary School (00160050)		GRADES SERVED
K,01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
73% - Substantial progress toward targets72

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage77%70%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		73%
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 achievement24-44-
Mathematics achievement04-44-
Science achievement------
Achievement total2860.08867.5
GrowthEnglish language arts growth44-44-
Mathematics growth44-44-
Growth total8820.08822.5
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 total0410.0---
Additional indicatorsChronic absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total2.87.2-7.67.6-
Percentage of possible points 39%-100%-
Criterion-referenced target percentage70%

2018 Points awarded

2018 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 achievement44-44-
Mathematics achievement04-44-
Science achievement------
Achievement total4860.08867.5
GrowthEnglish language arts growth44-44-
Mathematics growth44-44-
Growth total8820.08822.5
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 total1410.0---
Additional indicatorsChronic absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total4.17.2-7.37.6-
Percentage of possible points 57%-96%-
Criterion-referenced target percentage77%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage57%24%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		37%
Moderate 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 growth44-
Mathematics growth44-
Growth total8822.5
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 total1.87.6-
Percentage of possible points 24%-
2019 Annual criterion-referenced target percentage24%

2018 Points awarded

2018 Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement44-
Mathematics achievement04-
Science achievement---
Achievement total4867.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total4.37.6-
Percentage of possible points 57%-
2018 Annual criterion-referenced target percentage57%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
85

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 508.5 508.6 0.1 509.5 1542Improved Below Target
Lowest Performing 489.3 501.8 12.5 493.4 224Exceeded Target
High needs 500.7 499.7 -1.0 501.9 870Declined
Econ. Disadvantaged 501.0 498.9 -2.1 502.0 630Declined
EL and Former EL 499.8 497.8 -2.0 501.2 300Declined
Students w/ disabilities 492.4 494.6 2.2 493.9 404Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 10--
Afr. Amer./Black---- 14--
Hispanic/Latino 497.3 497.0 -0.3 498.3 211No Change
Multi-race, Non-Hisp./Lat.---- 21--
Nat. Haw. or Pacif. Isl.-------
White 510.6 513.4 2.8 511.6 874Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 503.9 502.7 -1.2 505.2 1540Declined
Lowest Performing 486.6 498.4 11.8 490.3 224Exceeded Target
High needs 497.5 494.6 -2.9 498.8 870Declined
Econ. Disadvantaged 496.2 492.6 -3.6 497.7 630Declined
EL and Former EL 494.0 490.4 -3.6 495.5 300Declined
Students w/ disabilities 492.2 490.8 -1.4 494.3 400Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 10--
Afr. Amer./Black---- 14--
Hispanic/Latino 492.7 488.5 -4.2 494.1 210Declined
Multi-race, Non-Hisp./Lat.---- 21--
Nat. Haw. or Pacif. Isl.-------
White 507.0 508.8 1.8 508.5 873Met 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 71.6 634Exceeded Typical Growth
Lowest Performing 71.4 224Exceeded Typical Growth
High needs 68.1 344Exceeded Typical Growth
Econ. Disadvantaged 70.6 254Exceeded Typical Growth
EL and Former EL- 12--
Students w/ disabilities- 12--
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black- 5--
Hispanic/Latino- 10--
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.----
White 71.5 414Exceeded Typical Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 72.7 634Exceeded Typical Growth
Lowest Performing 71.4 224Exceeded Typical Growth
High needs 67.1 344Exceeded Typical Growth
Econ. Disadvantaged 69.0 254Exceeded Typical Growth
EL and Former EL- 12--
Students w/ disabilities- 12--
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black- 5--
Hispanic/Latino- 10--
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.----
White 73.5 414Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 61.5 52.5 -9.0 63.7 400Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 61.5 52.5 -9.0 63.7 400Declined
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 11.5 13.0 1.5 10.2 3610Declined
Lowest Performing 18.2 13.6 -4.6 14.7 224Exceeded Target
High needs 16.8 17.5 0.7 14.2 2120Declined
Econ. Disadvantaged 22.6 20.6 -2.0 18.9 1412Improved Below Target
EL and Former EL 16.7 20.0 3.3 13.7 600Declined
Students w/ disabilities 12.0 19.8 7.8 8.7 860Declined
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 23--
Afr. Amer./Black---- 35--
Hispanic/Latino 18.4 23.9 5.5 14.7 460Declined
Multi-race, Non-Hisp./Lat.---- 43--
Nat. Haw. or Pacif. Isl.-------
White 9.3 11.8 2.5 7.9 2120Declined

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 160 160100Yes 1 160 160100Yes 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 92 92 92 92-- 184 184100Yes1
Econ. Disadvantaged 66 66 66 66-- 132 132100Yes1
EL and Former EL 31 31 31 31-- 62 62100Yes1
Students w/ disabilities 44 44 44 44-- 88 88100Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1-- 2----
Asian 10 10 10 10-- 20----
Afr. Amer./Black 15 15 15 15-- 30----
Hispanic/Latino 21 21 21 21-- 42 42100Yes1
Multi-race, Non-Hisp./Lat. 24 24 24 24-- 48 48100Yes1
Nat. Haw. or Pacif. Isl.-----------
White 89 89 89 89-- 178 178100Yes1


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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