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Charles C Cashman Elementary
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2019 Official Accountability Report - Charles C Cashman Elementary
Organization Information
DISTRICT NAME
Amesbury (00070000)		TITLE I STATUS
Title I School
SCHOOL
Charles C Cashman Elementary (00070010)		GRADES SERVED
PK,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
66% - Substantial progress toward targets45

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage54%74%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		66%
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 achievement34-24-
Mathematics achievement34-44-
Science achievement------
Achievement total6867.56867.5
GrowthEnglish language arts growth44-24-
Mathematics growth34-24-
Growth total7822.54822.5
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 absenteeism34-34-
Advanced coursework completion------
Additional indicators total3410.03410.0
Weighted total5.97.6-5.37.6-
Percentage of possible points 78%-70%-
Criterion-referenced target percentage74%

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 achievement24----
Mathematics achievement24----
Science achievement------
Achievement total4867.5---
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 total4.17.6----
Percentage of possible points 54%---
Criterion-referenced target percentage54%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage59%46%
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 achievement14-
Mathematics achievement24-
Science achievement---
Achievement total3867.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total3.57.6-
Percentage of possible points 46%-
2019 Annual criterion-referenced target percentage46%

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 achievement34-
Mathematics achievement24-
Science achievement---
Achievement total5867.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total4.57.6-
Percentage of possible points 59%-
2018 Annual criterion-referenced target percentage59%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
25

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 501.6 502.6 1.0 502.6 1773Met Target
Lowest Performing 478.2 480.5 2.3 483.3 202Improved Below Target
High needs 492.6 492.1 -0.5 494.0 831No Change
Econ. Disadvantaged 494.6 494.4 -0.2 495.6 481No Change
EL and Former EL---- 9--
Students w/ disabilities 489.5 485.7 -3.8 491.3 500Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 4--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 502.7 503.8 1.1 504.0 1513Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 492.3 494.4 2.1 493.9 1783Met Target
Lowest Performing 460.1 464.8 4.7 463.8 204Exceeded Target
High needs 482.2 482.5 0.3 483.7 832Improved Below Target
Econ. Disadvantaged 484.4 483.3 -1.1 485.5 480Declined
EL and Former EL---- 9--
Students w/ disabilities 475.7 476.2 0.5 477.5 502Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 4--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 494.0 495.8 1.8 495.5 1523Met 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 60.6 864Exceeded Typical Growth
Lowest Performing 48.1 202Typical Growth - Low
High needs 50.8 413Typical Growth - High
Econ. Disadvantaged 53.9 273Typical Growth - High
EL and Former EL- 2--
Students w/ disabilities 41.9 242Typical Growth - Low
Amer. Ind. or Alaska Nat.- 1--
Asian- 1--
Afr. Amer./Black- 1--
Hispanic/Latino- 6--
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White 59.8 763Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 55.9 863Typical Growth - High
Lowest Performing 43.9 202Typical Growth - Low
High needs 46.2 412Typical Growth - Low
Econ. Disadvantaged 47.7 272Typical Growth - Low
EL and Former EL- 2--
Students w/ disabilities 36.1 241Low Growth
Amer. Ind. or Alaska Nat.- 1--
Asian- 1--
Afr. Amer./Black- 1--
Hispanic/Latino- 6--
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White 56.2 763Typical 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 11.0 9.0 -2.0 9.5 3443Met Target
Lowest Performing 15.0 10.0 -5.0 10.4 203Met Target
High needs 18.6 15.9 -2.7 16.2 1643Met Target
Econ. Disadvantaged 24.0 22.0 -2.0 20.8 1002Improved Below Target
EL and Former EL---- 18--
Students w/ disabilities 14.8 10.7 -4.1 11.2 843Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 7--
Afr. Amer./Black---- 9--
Hispanic/Latino---- 32--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 10.0 7.3 -2.7 8.2 2894Exceeded 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 181 17999Yes 1 181 18099Yes 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 86 85 86 85-- 172 17099Yes1
Econ. Disadvantaged 49 49 49 49-- 98 98100Yes1
EL and Former EL 10 10 10 10-- 20----
Students w/ disabilities 51 50 51 50-- 102 10098Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1-- 2----
Asian 5 5 5 5-- 10----
Afr. Amer./Black 3 3 3 3-- 6----
Hispanic/Latino 16 16 16 16-- 32----
Multi-race, Non-Hisp./Lat. 2 2 2 2-- 4----
Nat. Haw. or Pacif. Isl.-----------
White 154 152 154 153-- 308 30599Yes1


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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