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Abner Gibbs
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2019 Official Accountability Report - Abner Gibbs
Organization Information
DISTRICT NAME
Westfield (03250000)		TITLE I STATUS
Title I School
SCHOOL
Abner Gibbs (03250020)		GRADES SERVED
K,01,02,03,04
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
40% - Moderate progress toward targets34

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage89%7%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		40%
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----
Mathematics achievement04----
Science achievement------
Achievement total0867.5---
GrowthEnglish language arts growth24----
Mathematics growth04----
Growth total2822.5---
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 total0.57.6----
Percentage of possible points 7%---
Criterion-referenced target percentage7%

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----
Mathematics achievement44----
Science achievement34----
Achievement total111267.5---
GrowthEnglish language arts growth34----
Mathematics growth34----
Growth total6822.5---
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 total9.210.3----
Percentage of possible points 89%---
Criterion-referenced target percentage89%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage93%24%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		51%
Substantial 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 achievement24-
Mathematics achievement04-
Science achievement---
Achievement total2890.0
GrowthEnglish language arts growth---
Mathematics growth---
Growth total---
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 achievement44-
Science achievement---
Achievement total8867.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total7.17.6-
Percentage of possible points 93%-
2018 Annual criterion-referenced target percentage93%

Subgroup percentile

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

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 501.7 498.5 -3.2 502.7 770Declined
Lowest Performing-------
High needs 496.2 496.7 0.5 497.4 492Improved Below Target
Econ. Disadvantaged 497.4 496.2 -1.2 498.4 440Declined
EL and Former EL---- 8--
Students w/ disabilities---- 11--
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 506.9 502.4 -4.5 507.9 450Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 499.8 496.1 -3.7 501.1 780Declined
Lowest Performing-------
High needs 493.9 492.6 -1.3 495.2 500Declined
Econ. Disadvantaged 496.9 493.2 -3.7 498.4 450Declined
EL and Former EL---- 8--
Students w/ disabilities---- 11--
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 504.7 500.5 -4.2 506.2 460Declined

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 48.6 292Typical Growth - Low
Lowest Performing----
High needs- 17--
Econ. Disadvantaged- 16--
EL and Former EL- 2--
Students w/ disabilities- 4--
Amer. Ind. or Alaska Nat.----
Asian- 4--
Afr. Amer./Black- 1--
Hispanic/Latino- 5--
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White- 18--

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 27.7 290Very Low Growth
Lowest Performing----
High needs- 17--
Econ. Disadvantaged- 16--
EL and Former EL- 2--
Students w/ disabilities- 4--
Amer. Ind. or Alaska Nat.----
Asian- 4--
Afr. Amer./Black- 1--
Hispanic/Latino- 5--
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White- 18--

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 12.2 15.7 3.5 10.9 1780Declined
Lowest Performing-------
High needs 18.3 22.5 4.2 15.7 1200Declined
Econ. Disadvantaged 19.6 24.5 4.9 15.9 980Declined
EL and Former EL---- 11--
Students w/ disabilities---- 22--
Amer. Ind. or Alaska Nat.-------
Asian---- 15--
Afr. Amer./Black---- 9--
Hispanic/Latino---- 44--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 11.6 11.4 -0.2 10.2 1052Improved Below 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 83 8299Yes 1 83 83100Yes 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 54 53 54 54-- 108 10799Yes1
Econ. Disadvantaged 48 47 48 48-- 96 9599Yes1
EL and Former EL 9 9 9 9-- 18----
Students w/ disabilities 11 11 11 11-- 22----
Amer. Ind. or Alaska Nat.-----------
Asian 10 10 10 10-- 20----
Afr. Amer./Black 6 6 6 6-- 12----
Hispanic/Latino 19 19 19 19-- 38----
Multi-race, Non-Hisp./Lat. 1 1 1 1-- 2----
Nat. Haw. or Pacif. Isl.-----------
White 47 46 47 47-- 94 9399Yes1


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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