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Toy Town Elementary
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2019 Official Accountability Report - Toy Town Elementary
Organization Information
DISTRICT NAME
Winchendon (03430000)		TITLE I STATUS
Title I School
SCHOOL
Toy Town Elementary (03430050)		GRADES SERVED
03,04,05
REGION
West/Central		FEDERAL DESIGNATION
Targeted Support and Improvement (TSI)

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low subgroup performance: White
Progress toward improvement targetsAccountability percentile
31% - Moderate progress toward targets8

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage30%32%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		31%
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 achievement24-04-
Mathematics achievement04-44-
Science achievement04----
Achievement total21267.54867.5
GrowthEnglish language arts growth14-14-
Mathematics growth24-24-
Growth total3822.53822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total2.010.3-3.47.6-
Percentage of possible points 19%-45%-
Criterion-referenced target percentage32%

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 achievement04-24-
Mathematics achievement04-24-
Science achievement24----
Achievement total21267.54867.5
GrowthEnglish language arts growth14-14-
Mathematics growth14-14-
Growth total2822.52822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total1.810.3-3.27.6-
Percentage of possible points 17%-42%-
Criterion-referenced target percentage30%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage24%5%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		13%
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 achievement04-
Achievement total01267.5
GrowthEnglish language arts growth14-
Mathematics growth14-
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 total0.510.3-
Percentage of possible points 5%-
2019 Annual criterion-referenced target percentage5%

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 achievement14-
Mathematics achievement14-
Science achievement14-
Achievement total31267.5
GrowthEnglish language arts growth14-
Mathematics growth14-
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 total2.510.3-
Percentage of possible points 24%-
2018 Annual criterion-referenced target percentage24%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
12

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 492.6 493.0 0.4 494.5 2512Improved Below Target
Lowest Performing 472.2 469.9 -2.3 477.3 380Declined
High needs 490.0 489.4 -0.6 491.9 1510Declined
Econ. Disadvantaged 491.4 491.4 0.0 492.5 1241No Change
EL and Former EL---- 5--
Students w/ disabilities 472.8 474.3 1.5 474.9 512Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 2--
Hispanic/Latino 491.4 495.0 3.6 492.8 254Exceeded Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 492.0 492.2 0.2 493.5 2132Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 490.1 488.8 -1.3 491.7 2490Declined
Lowest Performing 462.7 467.8 5.1 466.4 384Exceeded Target
High needs 486.2 483.4 -2.8 488.2 1510Declined
Econ. Disadvantaged 487.4 485.3 -2.1 489.2 1250Declined
EL and Former EL---- 5--
Students w/ disabilities 473.5 469.6 -3.9 475.8 510Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 2--
Hispanic/Latino 485.8 486.8 1.0 487.2 253Met Target
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White 489.7 488.9 -0.8 491.5 2110Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 71.5 66.5 -5.0 74.6 790Declined
Lowest Performing-------
High needs 65.8 59.4 -6.4 69.1 450Declined
Econ. Disadvantaged 68.2 60.4 -7.8 71.3 410Declined
EL and Former EL---- 2--
Students w/ disabilities---- 12--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black-------
Hispanic/Latino---- 8--
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 71.3 66.0 -5.3 74.6 670Declined

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 36.1 1571Low Growth
Lowest Performing 31.5 381Low Growth
High needs 33.6 901Low Growth
Econ. Disadvantaged 33.4 751Low Growth
EL and Former EL- 4--
Students w/ disabilities 28.5 310Very Low Growth
Amer. Ind. or Alaska Nat.----
Asian- 3--
Afr. Amer./Black- 1--
Hispanic/Latino- 16--
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.----
White 35.7 1341Low Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 40.5 1552Typical Growth - Low
Lowest Performing 40.7 382Typical Growth - Low
High needs 35.5 901Low Growth
Econ. Disadvantaged 34.2 751Low Growth
EL and Former EL- 4--
Students w/ disabilities 34.6 311Low Growth
Amer. Ind. or Alaska Nat.----
Asian- 3--
Afr. Amer./Black- 1--
Hispanic/Latino- 16--
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.----
White 41.3 1322Typical Growth - Low

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 14.3 2.1 10.0 2730Declined
Lowest Performing 7.9 15.8 7.9 3.0 380Declined
High needs 17.6 19.8 2.2 15.1 1670Declined
Econ. Disadvantaged 19.8 21.5 1.7 17.1 1210Declined
EL and Former EL---- 6--
Students w/ disabilities 22.7 18.5 -4.2 18.4 543Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 3--
Hispanic/Latino 13.0 19.2 6.2 9.2 260Declined
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 12.6 13.9 1.3 9.7 2310Declined

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 264 263100Yes 1 263 26099Yes 1 90 8496Yes 2

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 163 162 162 161 53 50 378 37399Yes1
Econ. Disadvantaged 135 134 134 134 48 46 317 31499Yes1
EL and Former EL 6 6 6 6 2 2 14----
Students w/ disabilities 54 53 54 53 13 12 121 11898Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 4 4 4 4 1 1 9----
Afr. Amer./Black 3 3 3 3-- 6----
Hispanic/Latino 26 26 26 26 8 8 60 60100Yes1
Multi-race, Non-Hisp./Lat. 7 7 7 7 3 3 17----
Nat. Haw. or Pacif. Isl.-----------
White 224 223 223 220 78 72 525 51598Yes1


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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