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Peebles Elementary School
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2019 Official Accountability Report - Peebles Elementary School
Organization Information
DISTRICT NAME
Bourne (00360000)		TITLE I STATUS
Title I School
SCHOOL
Peebles Elementary School (00360010)		GRADES SERVED
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
74% - Substantial progress toward targets41

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage75%73%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		74%
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 achievement44-34-
Mathematics achievement44-24-
Science achievement------
Achievement total8867.55867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-24-
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 absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total6.57.6-4.67.6-
Percentage of possible points 86%-61%-
Criterion-referenced target percentage73%

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 achievement34-24-
Science achievement------
Achievement total7867.56867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-24-
Growth total5822.54822.5
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 absenteeism34-14-
Advanced coursework completion------
Additional indicators total3410.01410.0
Weighted total6.27.6-5.17.6-
Percentage of possible points 82%-67%-
Criterion-referenced target percentage75%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage88%68%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		76%
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 achievement24-
Science achievement---
Achievement total6867.5
GrowthEnglish language arts growth44-
Mathematics growth14-
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 total5.27.6-
Percentage of possible points 68%-
2019 Annual criterion-referenced target percentage68%

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 growth24-
Growth total4822.5
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 total6.77.6-
Percentage of possible points 88%-
2018 Annual criterion-referenced target percentage88%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
36

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 500.4 502.9 2.5 501.4 1654Exceeded Target
Lowest Performing 484.4 489.2 4.8 489.5 223Met Target
High needs 492.1 495.0 2.9 493.5 684Exceeded Target
Econ. Disadvantaged 495.4 498.7 3.3 496.4 504Exceeded Target
EL and Former EL---- 2--
Students w/ disabilities 480.9 479.4 -1.5 482.7 260Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.---- 1--
White 501.3 502.3 1.0 502.6 1403Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 493.7 496.8 3.1 495.3 1654Exceeded Target
Lowest Performing 475.8 478.8 3.0 479.5 222Improved Below Target
High needs 487.4 487.5 0.1 488.9 682Improved Below Target
Econ. Disadvantaged 489.9 492.4 2.5 491.0 504Exceeded Target
EL and Former EL---- 2--
Students w/ disabilities 478.7 472.4 -6.3 480.5 260Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.---- 1--
White 494.1 497.0 2.9 495.6 1404Exceeded 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 57.1 733Typical Growth - High
Lowest Performing 58.5 223Typical Growth - High
High needs 60.3 304Exceeded Typical Growth
Econ. Disadvantaged 57.1 233Typical Growth - High
EL and Former EL- 2--
Students w/ disabilities- 10--
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black- 1--
Hispanic/Latino- 5--
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White 58.1 643Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 47.5 742Typical Growth - Low
Lowest Performing 44.7 222Typical Growth - Low
High needs 38.4 301Low Growth
Econ. Disadvantaged 40.7 232Typical Growth - Low
EL and Former EL- 2--
Students w/ disabilities- 10--
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black- 1--
Hispanic/Latino- 5--
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White 47.3 652Typical Growth - Low

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 10.5 4.1 4.9 3140Declined
Lowest Performing 4.5 4.5 0.0 0.0 221No Change
High needs 10.1 17.5 7.4 7.7 1430Declined
Econ. Disadvantaged 11.8 20.4 8.6 8.6 930Declined
EL and Former EL---- 8--
Students w/ disabilities 11.8 16.7 4.9 8.2 480Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 8--
Hispanic/Latino---- 27--
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.---- 1--
White 5.8 9.9 4.1 4.0 2620Declined

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 170 16999Yes 1 170 170100Yes 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 72 71 72 72-- 144 14399Yes1
Econ. Disadvantaged 53 52 53 53-- 106 10599Yes1
EL and Former EL 2 1 2 2-- 4----
Students w/ disabilities 27 26 27 27-- 54 5398Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 2 2 2 2-- 4----
Afr. Amer./Black 3 3 3 3-- 6----
Hispanic/Latino 15 15 15 15-- 30----
Multi-race, Non-Hisp./Lat. 5 5 5 5-- 10----
Nat. Haw. or Pacif. Isl. 1 1 1 1-- 2----
White 144 143 144 144-- 288 287100Yes1


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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Interpretive Materials Interpretive Materials
Glossary of Accountability Terms Glossary of 2019 Accountability Terms

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