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Bournedale Elementary School
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2019 Official Accountability Report - Bournedale Elementary School
Organization Information
DISTRICT NAME
Bourne (00360000)		TITLE I STATUS
Title I School
SCHOOL
Bournedale Elementary School (00360005)		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
54% - Substantial progress toward targets26

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage48%59%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		54%
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 achievement04-44-
Science achievement------
Achievement total3867.56867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5822.55822.5
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 absenteeism14-44-
Advanced coursework completion------
Additional indicators total1410.04410.0
Weighted total3.37.6-5.67.6-
Percentage of possible points 43%-74%-
Criterion-referenced target percentage59%

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 achievement34-24-
Mathematics achievement04-24-
Science achievement------
Achievement total3867.54867.5
GrowthEnglish language arts growth24-14-
Mathematics growth34-24-
Growth total5822.53822.5
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 absenteeism24-44-
Advanced coursework completion------
Additional indicators total2410.04410.0
Weighted total3.47.6-3.87.6-
Percentage of possible points 45%-50%-
Criterion-referenced target percentage48%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage47%50%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		49%
Moderate 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 achievement14-
Science achievement---
Achievement total4867.5
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 total3.87.6-
Percentage of possible points 50%-
2019 Annual criterion-referenced target percentage50%

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 achievement04-
Science achievement---
Achievement total4867.5
GrowthEnglish language arts growth14-
Mathematics growth24-
Growth total3822.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total3.67.6-
Percentage of possible points 47%-
2018 Annual criterion-referenced target percentage47%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
16

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 496.9 498.0 1.1 497.9 1513Met Target
Lowest Performing 477.1 478.0 0.9 482.2 202Improved Below Target
High needs 488.4 489.9 1.5 489.8 683Met Target
Econ. Disadvantaged 489.9 490.7 0.8 490.9 473Met Target
EL and Former EL---- 2--
Students w/ disabilities---- 32--
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 496.8 498.7 1.9 498.1 1274Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 494.3 493.0 -1.3 495.9 1510Declined
Lowest Performing 466.9 473.8 6.9 470.6 204Exceeded Target
High needs 484.1 483.9 -0.2 485.6 681No Change
Econ. Disadvantaged 486.4 486.6 0.2 487.5 472Improved Below Target
EL and Former EL---- 2--
Students w/ disabilities---- 32--
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 1--
White 494.2 493.3 -0.9 495.7 1270Declined

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 45.8 822Typical Growth - Low
Lowest Performing 46.2 202Typical Growth - Low
High needs 41.9 322Typical Growth - Low
Econ. Disadvantaged 40.0 272Typical Growth - Low
EL and Former EL----
Students w/ disabilities- 12--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 1--
Hispanic/Latino- 6--
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.----
White 47.0 722Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 52.8 833Typical Growth - High
Lowest Performing 50.7 203Typical Growth - High
High needs 52.0 333Typical Growth - High
Econ. Disadvantaged 50.9 273Typical Growth - High
EL and Former EL----
Students w/ disabilities- 13--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 1--
Hispanic/Latino- 6--
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.----
White 50.4 733Typical 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 6.0 6.0 0.0 4.5 2991No Change
Lowest Performing 0.0 0.0 0.0 0.0 204Exceeded Target
High needs 8.7 9.4 0.7 6.3 1280Declined
Econ. Disadvantaged 12.3 11.3 -1.0 9.1 802Improved Below Target
EL and Former EL---- 3--
Students w/ disabilities---- 57--
Amer. Ind. or Alaska Nat.---- 4--
Asian-------
Afr. Amer./Black---- 8--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.---- 1--
White 5.7 5.4 -0.3 3.9 2602Improved Below 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 155 15399Yes 1 155 15399Yes 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 69 69 69 69-- 138 138100Yes1
Econ. Disadvantaged 48 48 48 48-- 96 96100Yes1
EL and Former EL 2 2 2 2-- 4----
Students w/ disabilities 32 32 32 32-- 64 64100Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1-- 2----
Asian-----------
Afr. Amer./Black 4 4 4 4-- 8----
Hispanic/Latino 12 12 12 12-- 24----
Multi-race, Non-Hisp./Lat. 7 7 7 7-- 14----
Nat. Haw. or Pacif. Isl. 1 1 1 1-- 2----
White 130 128 130 128-- 260 25698Yes1


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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