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Ayers/Ryal Side School
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2019 Official Accountability Report - Ayers/Ryal Side School
Organization Information
DISTRICT NAME
Beverly (00300000)		TITLE I STATUS
Title I School
SCHOOL
Ayers/Ryal Side School (00300055)		GRADES SERVED
K,01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
34% - Moderate progress toward targets48

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage68%12%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		34%
Moderate 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 achievement04-04-
Mathematics achievement04-04-
Science achievement------
Achievement total0860.00867.5
GrowthEnglish language arts growth14-14-
Mathematics growth14-14-
Growth total2820.02822.5
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 total4410.0---
Additional indicatorsChronic absenteeism34-14-
Advanced coursework completion------
Additional indicators total3410.01410.0
Weighted total1.17.2-0.67.6-
Percentage of possible points 15%-8%-
Criterion-referenced target percentage12%

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 achievement24-34-
Science achievement14----
Achievement total71260.07867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-34-
Growth total4820.05822.5
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 absenteeism34-14-
Advanced coursework completion------
Additional indicators total3410.01410.0
Weighted total5.49.6-6.07.6-
Percentage of possible points 56%-79%-
Criterion-referenced target percentage68%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage62%33%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		45%
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 achievement14-
Mathematics achievement24-
Science achievement---
Achievement total3867.5
GrowthEnglish language arts growth14-
Mathematics growth04-
Growth total1822.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total2.57.6-
Percentage of possible points 33%-
2019 Annual criterion-referenced target percentage33%

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 achievement34-
Science achievement14-
Achievement total81267.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total6.410.3-
Percentage of possible points 62%-
2018 Annual criterion-referenced target percentage62%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
45

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 504.2 501.9 -2.3 505.2 1820Declined
Lowest Performing 484.6 481.3 -3.3 489.7 210Declined
High needs 494.3 494.0 -0.3 495.7 871No Change
Econ. Disadvantaged 497.9 497.0 -0.9 498.9 550Declined
EL and Former EL 492.8 495.5 2.7 493.8 274Exceeded Target
Students w/ disabilities 483.6 475.3 -8.3 485.4 250Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black---- 9--
Hispanic/Latino 494.2 494.3 0.1 495.3 242Improved Below Target
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 506.1 504.0 -2.1 507.4 1360Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 502.9 502.0 -0.9 504.5 1810Declined
Lowest Performing 485.1 482.4 -2.7 488.8 210Declined
High needs 493.0 493.6 0.6 494.5 862Improved Below Target
Econ. Disadvantaged 494.1 495.3 1.2 495.2 543Met Target
EL and Former EL 494.0 491.4 -2.6 495.9 270Declined
Students w/ disabilities 481.4 478.7 -2.7 483.2 250Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black---- 9--
Hispanic/Latino 491.0 488.6 -2.4 492.4 240Declined
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 504.3 504.7 0.4 505.8 1352Improved Below 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 31.7 911Low Growth
Lowest Performing 37.1 211Low Growth
High needs 30.5 441Low Growth
Econ. Disadvantaged 26.8 270Very Low Growth
EL and Former EL- 16--
Students w/ disabilities- 13--
Amer. Ind. or Alaska Nat.----
Asian- 6--
Afr. Amer./Black- 3--
Hispanic/Latino- 13--
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White 34.1 681Low Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 31.8 911Low Growth
Lowest Performing 35.5 211Low Growth
High needs 29.8 440Very Low Growth
Econ. Disadvantaged 30.4 271Low Growth
EL and Former EL- 16--
Students w/ disabilities- 13--
Amer. Ind. or Alaska Nat.----
Asian- 6--
Afr. Amer./Black- 3--
Hispanic/Latino- 13--
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White 32.2 681Low Growth

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 55.0 85.7 30.7 59.0 284Exceeded Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 55.0 85.7 30.7 59.0 284Exceeded 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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 6.9 4.9 -2.0 5.4 3453Met Target
Lowest Performing 9.5 9.5 0.0 4.9 211No Change
High needs 11.6 10.1 -1.5 9.2 1392Improved Below Target
Econ. Disadvantaged 14.8 13.3 -1.5 11.6 902Improved Below Target
EL and Former EL 7.5 5.3 -2.2 4.0 382Improved Below Target
Students w/ disabilities 11.3 2.9 -8.4 7.7 344Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 18--
Afr. Amer./Black---- 13--
Hispanic/Latino 8.3 12.5 4.2 4.1 400Declined
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 6.7 4.2 -2.5 4.9 2644Exceeded Target

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 185 185100Yes 1 184 184100Yes 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 90 90 89 89-- 179 179100Yes1
Econ. Disadvantaged 56 56 55 55-- 111 111100Yes1
EL and Former EL 29 29 29 29-- 58 58100Yes1
Students w/ disabilities 25 25 25 25-- 50 50100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 10 10 10 10-- 20----
Afr. Amer./Black 9 9 9 9-- 18----
Hispanic/Latino 26 26 26 26-- 52 52100Yes1
Multi-race, Non-Hisp./Lat. 4 4 4 4-- 8----
Nat. Haw. or Pacif. Isl.-----------
White 136 136 135 135-- 271 271100Yes1


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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