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Hyman Fine Elementary School
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2019 Official Accountability Report - Hyman Fine Elementary School
Organization Information
DISTRICT NAME
Attleboro (00160000)		TITLE I STATUS
Title I School
SCHOOL
Hyman Fine Elementary School (00160040)		GRADES SERVED
K,01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting or exceeding targets
Progress toward improvement targetsAccountability percentile
83% - Meeting or exceeding targets85

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage93%77%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		83%
Meeting or exceeding 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 achievement34-44-
Mathematics achievement04-44-
Science achievement------
Achievement total3860.08867.5
GrowthEnglish language arts growth44-44-
Mathematics growth44-44-
Growth total8820.08822.5
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 absenteeism44-14-
Advanced coursework completion------
Additional indicators total4410.01410.0
Weighted total4.17.2-7.37.6-
Percentage of possible points 57%-96%-
Criterion-referenced target percentage77%

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 achievement44-44-
Science achievement------
Achievement total8860.08867.5
GrowthEnglish language arts growth44-44-
Mathematics growth44-44-
Growth total8820.08822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total6.57.2-7.27.6-
Percentage of possible points 90%-95%-
Criterion-referenced target percentage93%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage95%54%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		70%
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 achievement34-
Mathematics achievement04-
Science achievement---
Achievement total3867.5
GrowthEnglish language arts growth44-
Mathematics growth44-
Growth total8822.5
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 total4.17.6-
Percentage of possible points 54%-
2019 Annual criterion-referenced target percentage54%

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 growth44-
Mathematics growth44-
Growth total8822.5
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 total7.27.6-
Percentage of possible points 95%-
2018 Annual criterion-referenced target percentage95%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
96

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 511.4 512.3 0.9 512.4 1823Met Target
Lowest Performing 492.1 500.0 7.9 496.2 204Exceeded Target
High needs 504.9 505.2 0.3 505.9 733Met Target
Econ. Disadvantaged 503.1 504.0 0.9 504.1 453Met Target
EL and Former EL 508.4 499.5 -8.9 509.4 250Declined
Students w/ disabilities 498.3 502.2 3.9 499.3 284Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 8--
Hispanic/Latino 505.3 502.5 -2.8 506.4 260Declined
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 512.5 514.5 2.0 513.5 1254Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 504.9 503.6 -1.3 505.9 1820Declined
Lowest Performing 481.4 490.5 9.1 484.6 204Exceeded Target
High needs 500.2 497.7 -2.5 501.5 730Declined
Econ. Disadvantaged 499.7 496.7 -3.0 501.2 450Declined
EL and Former EL 500.7 489.8 -10.9 502.2 250Declined
Students w/ disabilities 495.6 494.2 -1.4 497.4 283Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 8--
Afr. Amer./Black---- 8--
Hispanic/Latino 495.6 492.5 -3.1 497.5 260Declined
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 506.2 505.7 -0.5 507.2 1251No Change

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 63.6 764Exceeded Typical Growth
Lowest Performing 64.4 204Exceeded Typical Growth
High needs 70.1 284Exceeded Typical Growth
Econ. Disadvantaged- 19--
EL and Former EL- 9--
Students w/ disabilities- 8--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 3--
Hispanic/Latino- 7--
Multi-race, Non-Hisp./Lat.- 8--
Nat. Haw. or Pacif. Isl.----
White 64.4 584Exceeded Typical Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 68.0 764Exceeded Typical Growth
Lowest Performing 65.0 204Exceeded Typical Growth
High needs 69.1 284Exceeded Typical Growth
Econ. Disadvantaged- 19--
EL and Former EL- 9--
Students w/ disabilities- 8--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 3--
Hispanic/Latino- 7--
Multi-race, Non-Hisp./Lat.- 8--
Nat. Haw. or Pacif. Isl.----
White 68.6 584Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 63.8 63.3 -0.5 66.0 493Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 63.8 63.3 -0.5 66.0 493Met 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 5.1 3.4 -1.7 4.0 3824Exceeded Target
Lowest Performing 5.0 5.0 0.0 1.7 201No Change
High needs 8.4 6.5 -1.9 6.3 1863Met Target
Econ. Disadvantaged 9.5 8.3 -1.2 5.2 1202Improved Below Target
EL and Former EL 10.8 4.8 -6.0 7.8 634Exceeded Target
Students w/ disabilities 3.8 6.7 2.9 1.3 600Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 20--
Afr. Amer./Black---- 19--
Hispanic/Latino 8.2 1.6 -6.6 4.0 644Exceeded Target
Multi-race, Non-Hisp./Lat.---- 35--
Nat. Haw. or Pacif. Isl.-------
White 1.9 2.0 0.1 0.7 2444Exceeded 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 188 188100Yes 1 188 188100Yes 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 79 79 79 79-- 158 158100Yes1
Econ. Disadvantaged 50 50 50 50-- 100 100100Yes1
EL and Former EL 28 28 28 28-- 56 56100Yes1
Students w/ disabilities 28 28 28 28-- 56 56100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 8 8 8 8-- 16----
Afr. Amer./Black 10 10 10 10-- 20----
Hispanic/Latino 28 28 28 28-- 56 56100Yes1
Multi-race, Non-Hisp./Lat. 16 16 16 16-- 32----
Nat. Haw. or Pacif. Isl.-----------
White 126 126 126 126-- 252 252100Yes1


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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