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Lt Job Lane School
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2019 Official Accountability Report - Lt Job Lane School
Organization Information
DISTRICT NAME
Bedford (00230000)		TITLE I STATUS
Title I School
SCHOOL
Lt Job Lane School (00230012)		GRADES SERVED
03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage92%89%
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 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 achievement34----
Achievement total111260.08867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6820.06822.5
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 total0410.0---
Additional indicatorsChronic absenteeism34-34-
Advanced coursework completion------
Additional indicators total3410.03410.0
Weighted total8.19.6-7.17.6-
Percentage of possible points 84%-93%-
Criterion-referenced target percentage89%

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 achievement34-44-
Science achievement44----
Achievement total111260.08867.5
GrowthEnglish language arts growth44-44-
Mathematics growth34-34-
Growth total7820.07822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total8.79.6-7.07.6-
Percentage of possible points 91%-92%-
Criterion-referenced target percentage92%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage95%86%
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 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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total8.910.3-
Percentage of possible points 86%-
2019 Annual criterion-referenced target percentage86%

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 achievement44-
Achievement total121267.5
GrowthEnglish language arts growth44-
Mathematics growth34-
Growth total7822.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total9.810.3-
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
97

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 514.6 515.1 0.5 515.6 6004Exceeded Target
Lowest Performing 488.4 494.4 6.0 492.5 964Exceeded Target
High needs 503.7 505.5 1.8 504.7 2194Exceeded Target
Econ. Disadvantaged 500.2 503.4 3.2 501.2 534Exceeded Target
EL and Former EL 509.0 511.8 2.8 510.0 914Exceeded Target
Students w/ disabilities 494.7 497.2 2.5 495.7 1174Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian 520.2 522.0 1.8 521.2 1164Exceeded Target
Afr. Amer./Black 496.8 496.3 -0.5 498.0 311No Change
Hispanic/Latino 509.6 505.7 -3.9 510.7 233Met Target
Multi-race, Non-Hisp./Lat.---- 32--
Nat. Haw. or Pacif. Isl.-------
White 514.5 514.2 -0.3 515.5 3984Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 509.8 512.5 2.7 510.8 6004Exceeded Target
Lowest Performing 484.6 490.4 5.8 487.8 974Exceeded Target
High needs 500.1 502.9 2.8 501.4 2224Exceeded Target
Econ. Disadvantaged 491.0 496.3 5.3 492.5 534Exceeded Target
EL and Former EL 509.5 514.1 4.6 511.0 924Exceeded Target
Students w/ disabilities 491.0 492.8 1.8 492.8 1193Met Target
Amer. Ind. or Alaska Nat.-------
Asian 520.4 525.0 4.6 522.5 1164Exceeded Target
Afr. Amer./Black 489.3 486.3 -3.0 490.8 310Declined
Hispanic/Latino 501.6 502.0 0.4 503.5 243Met Target
Multi-race, Non-Hisp./Lat.---- 32--
Nat. Haw. or Pacif. Isl.-------
White 508.6 510.5 1.9 509.6 3974Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 88.9 87.4 -1.5 91.1 2003Met Target
Lowest Performing-------
High needs 79.8 77.5 -2.3 83.1 693Met Target
Econ. Disadvantaged---- 14--
EL and Former EL 82.8 85.6 2.8 85.9 263Met Target
Students w/ disabilities 75.0 74.4 -0.6 78.0 413Met Target
Amer. Ind. or Alaska Nat.-------
Asian 94.4 93.9 -0.5 96.5 374Exceeded Target
Afr. Amer./Black---- 9--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.-------
White 89.1 87.1 -2.0 91.0 1423Met Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 57.5 3933Typical Growth - High
Lowest Performing 57.9 963Typical Growth - High
High needs 57.0 1443Typical Growth - High
Econ. Disadvantaged 55.9 343Typical Growth - High
EL and Former EL 59.3 603Typical Growth - High
Students w/ disabilities 56.4 773Typical Growth - High
Amer. Ind. or Alaska Nat.----
Asian 64.8 764Exceeded Typical Growth
Afr. Amer./Black 51.0 203Typical Growth - High
Hispanic/Latino- 12--
Multi-race, Non-Hisp./Lat.- 15--
Nat. Haw. or Pacif. Isl.----
White 56.7 2703Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 56.2 3923Typical Growth - High
Lowest Performing 55.1 973Typical Growth - High
High needs 58.4 1453Typical Growth - High
Econ. Disadvantaged 52.9 343Typical Growth - High
EL and Former EL 63.7 604Exceeded Typical Growth
Students w/ disabilities 51.8 783Typical Growth - High
Amer. Ind. or Alaska Nat.----
Asian 66.4 764Exceeded Typical Growth
Afr. Amer./Black 42.1 202Typical Growth - Low
Hispanic/Latino- 12--
Multi-race, Non-Hisp./Lat.- 15--
Nat. Haw. or Pacif. Isl.----
White 54.3 2693Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 84.5 74.4 -10.1 86.7 430Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 84.5 74.4 -10.1 86.7 430Declined
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 2.6 3.2 0.6 1.5 6283Met Target
Lowest Performing 2.1 3.1 1.0 0.0 973Met Target
High needs 4.9 5.2 0.3 2.8 2291No Change
Econ. Disadvantaged 8.0 8.7 0.7 3.7 460Declined
EL and Former EL 3.9 6.0 2.1 0.9 1000Declined
Students w/ disabilities 4.8 5.2 0.4 2.3 1161No Change
Amer. Ind. or Alaska Nat.-------
Asian 4.3 1.6 -2.7 2.2 1224Exceeded Target
Afr. Amer./Black 9.1 11.8 2.7 6.1 340Declined
Hispanic/Latino 0.0 0.0 0.0 0.0 264Exceeded Target
Multi-race, Non-Hisp./Lat.---- 32--
Nat. Haw. or Pacif. Isl.-------
White 1.9 3.4 1.5 0.7 4143Met 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 617 60999Yes 1 616 61099Yes 1 201 201100Yes 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 231 225 231 229 70 70 532 52498Yes1
Econ. Disadvantaged 56 55 56 56 14 14 126 12599Yes1
EL and Former EL 98 95 98 97 27 27 223 21998Yes1
Students w/ disabilities 122 119 122 121 41 41 285 28199Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 120 118 120 120 38 38 278 27699Yes1
Afr. Amer./Black 33 33 33 32 9 9 75 7499Yes1
Hispanic/Latino 24 23 24 24 4 4 52 5198Yes1
Multi-race, Non-Hisp./Lat. 32 32 32 32 8 8 72 72100Yes1
Nat. Haw. or Pacif. Isl.-----------
White 408 403 407 402 142 142 957 94799Yes1


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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