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Woodsdale Elementary School
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2019 Official Accountability Report - Woodsdale Elementary School
Organization Information
DISTRICT NAME
Abington (00010000)		TITLE I STATUS
Non-Title I School
SCHOOL
Woodsdale Elementary School (00010015)		GRADES SERVED
03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage59%83%
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 achievement44-24-
Mathematics achievement44-44-
Science achievement------
Achievement total8867.56867.5
GrowthEnglish language arts growth34-24-
Mathematics growth34-44-
Growth total6822.56822.5
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 absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total6.87.6-5.87.6-
Percentage of possible points 90%-76%-
Criterion-referenced target percentage83%

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 achievement44-24-
Mathematics achievement44-04-
Science achievement------
Achievement total8860.02867.5
GrowthEnglish language arts growth24-14-
Mathematics growth34-14-
Growth total5820.02822.5
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 total3410.0---
Additional indicatorsChronic absenteeism44-34-
Advanced coursework completion------
Additional indicators total4410.03410.0
Weighted total6.57.2-2.17.6-
Percentage of possible points 90%-28%-
Criterion-referenced target percentage59%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage91%90%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		90%
Meeting or exceeding 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 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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total6.87.6-
Percentage of possible points 90%-
2019 Annual criterion-referenced target percentage90%

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 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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total6.97.6-
Percentage of possible points 91%-
2018 Annual criterion-referenced target percentage91%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
62

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 504.0 508.4 4.4 505.0 2814Exceeded Target
Lowest Performing 484.9 488.3 3.4 489.0 382Improved Below Target
High needs 493.4 497.3 3.9 494.6 1134Exceeded Target
Econ. Disadvantaged 495.7 500.5 4.8 496.7 754Exceeded Target
EL and Former EL 486.3 497.8 11.5 487.7 244Exceeded Target
Students w/ disabilities 485.1 489.5 4.4 486.6 534Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 8--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.---- 1--
White 504.5 508.7 4.2 505.5 2434Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 499.2 504.9 5.7 500.5 2794Exceeded Target
Lowest Performing 479.9 488.1 8.2 483.6 374Exceeded Target
High needs 487.9 493.6 5.7 489.2 1124Exceeded Target
Econ. Disadvantaged 489.4 496.6 7.2 490.9 754Exceeded Target
EL and Former EL 483.2 490.3 7.1 484.7 244Exceeded Target
Students w/ disabilities 476.4 484.1 7.7 478.5 524Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 8--
Hispanic/Latino---- 18--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.---- 1--
White 499.3 505.1 5.8 500.8 2414Exceeded 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 56.9 1503Typical Growth - High
Lowest Performing 49.3 382Typical Growth - Low
High needs 54.1 563Typical Growth - High
Econ. Disadvantaged 55.5 393Typical Growth - High
EL and Former EL- 11--
Students w/ disabilities 50.0 273Typical Growth - High
Amer. Ind. or Alaska Nat.----
Asian- 3--
Afr. Amer./Black- 2--
Hispanic/Latino- 11--
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White 55.6 1323Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 55.2 1483Typical Growth - High
Lowest Performing 61.8 374Exceeded Typical Growth
High needs 57.3 553Typical Growth - High
Econ. Disadvantaged 55.9 393Typical Growth - High
EL and Former EL- 11--
Students w/ disabilities 61.3 264Exceeded Typical Growth
Amer. Ind. or Alaska Nat.----
Asian- 3--
Afr. Amer./Black- 2--
Hispanic/Latino- 11--
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White 53.4 1303Typical 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 6.4 8.6 2.2 5.1 3030Declined
Lowest Performing 0.0 2.6 2.6 0.0 384Exceeded Target
High needs 11.3 13.3 2.0 8.7 1280Declined
Econ. Disadvantaged 12.9 17.6 4.7 9.2 740Declined
EL and Former EL 14.6 10.3 -4.3 11.6 294Exceeded Target
Students w/ disabilities 8.1 14.3 6.2 4.8 560Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 9--
Afr. Amer./Black---- 8--
Hispanic/Latino---- 22--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.---- 1--
White 6.8 7.8 1.0 5.4 2570Declined

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 289 288100Yes 1 287 28599Yes 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 117 117 116 115-- 233 232100Yes1
Econ. Disadvantaged 77 77 77 77-- 154 154100Yes1
EL and Former EL 26 26 25 25-- 51 51100Yes1
Students w/ disabilities 54 54 54 53-- 108 10799Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 7 7 7 7-- 14----
Afr. Amer./Black 8 8 8 8-- 16----
Hispanic/Latino 19 19 18 18-- 37----
Multi-race, Non-Hisp./Lat. 5 5 5 5-- 10----
Nat. Haw. or Pacif. Isl. 1 1 1 1-- 2----
White 249 248 248 246-- 497 49499Yes1


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.


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Glossary of Accountability Terms Glossary of 2019 Accountability Terms

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